1. Sue Sears Sally Spencer Nancy Burstein OSEP Directors’ Conference 2013
Developing Pre-Service Teacher Candidate Competencies through Clinical Experiences: A Developmental Approach to Improving and Evaluating Practice
Sue Sears Sally Spencer Nancy Burstein
OSEP Directors’ Conference 2013

2. Focus on Quality Clinical Experiences
Designing coherent clinical experiences to bridge the gap between:
theory and practice
universities and schools
preparation and induction
(Hammerness, 2006)
Focus on Quality Clinical Experiences

3. A Developmental Continuum of Clinical Experiences
Simulation
Beginning of the Program
Designed settings
Middle of the Program
Authentic settings
Culmination of Program
A Developmental Continuum of Clinical Experiences

4. A Developmental Continuum of Clinical Experiences
SIMULATION
Beginning of the Program
Designed settings
Middle of the Program
Authentic settings
Culmination of Program
A Developmental Continuum of Clinical Experiences

5. Beginning of the Program: TeachLivE™
Virtual classroom experience
Created by University of Central Florida
Allows students to practice teaching in a safe, simulated environment
Allows students to stop, reflect and “do over”
Beginning of the Program: TeachLivE™

6. TeachLivE™

7. Beginning of the Program: TeachLivE™
Students practice beginning teaching skills in safe, simulated environment
Good planning, clear modeling, checking for understanding
Building rapport
Students debrief and discuss in small groups
Students watch and reflect on video
Faculty use a rubric to evaluate, give feedback & guidance
EBPs practiced:
Direct Instruction
Beginning of the Program: TeachLivE™

8. A Developmental Continuum of Clinical Experiences
Simulation
Beginning of the Program
DESIGNED SETTINGS
Middle of the Program
Authentic settings
Culmination of Program
A Developmental Continuum of Clinical Experiences

9. Middle of the Program: Special Education Literacy Clinic
Second of two classes in reading instruction
Students apply what they’ve learned
Partners work with children grades K-12 to tutor on specific skills
EBPs practiced:
Assessment-driven instruction
Research-based reading instruction (NRP)
Direct instruction of skills
Collaboration with teachers and parents
Positive Behavior Support
Middle of the Program: Special Education Literacy Clinic

10. Middle of the Program: Special Education Literacy Clinic

11. Middle of the Program: Special Education Literacy Clinic
Students do weekly planning and receive detailed feedback on the use of evidence-based practice in their teaching (formative)
Students videotape themselves teaching a lesson and reflect on the video
Faculty use a rubric to assess students’ application of evidence-based instructional practices in reading from video (summative)
Middle of the Program: Special Education Literacy Clinic

12. Scoring Guild Instructional Planning
0 - 5
6 - 9 10
Instructional Planning
Objective is not clear or is not measurable.
Lesson does not match objective.
Lesson is weak in modeling, opportunities for feedback, and/or independent practice.
Lesson is not motivating or interactive.
Objective is somewhat clear and measurable.
Lesson mostly matches objective.
Lesson may have some problems with modeling, opportunities for feedback, or independent practice.
Lesson is somewhat motivating and / or interactive.
Objective is clear and measurable.
Lesson matches objective.
Lesson has strong modeling, opportunities for feedback, and independent practice.
Lesson is very motivating and interactive.
0 - 12 30
Quality of Teaching on Video
Teacher did not effectively model the skill and/or did not scaffolded the student’s acquisition of the skill
Teacher was not very enthusiastic or positive
Feedback was not specific or helpful
Teacher’s use of language was not effective in helping student understand concepts
Teacher did not use wait time well
Overall, teaching was not very successful
Teacher modeled the skill and scaffolded the student’s acquisition of the skill to some degree
Teacher was mostly enthusiastic and positive
Feedback may not have always been very specific
Teacher’s use of language was somewhat effective in helping student understand concepts
Teacher used some wait time to give student time to process
Overall, teaching was successful
Teacher effectively modeled the skill and scaffolded the student’s acquisition of the skill
Teacher was very enthusiastic and positive
Teacher gave plenty of specific feedback to help build success
Teacher used language effectively to build student understanding
Teacher used wait time appropriately to give student time to process
Overall, teaching was highly successful 35
Quality of Reflection in Paper
Paper reflects limited insight into effectiveness of teaching
Little or no evidence is used to support discussion
Discussion is superficial or inadequate
Writing was of poor quality
Paper shows adequate insight into effectiveness of lesson
Some evidence is used to support discussion
Discussion is adequate and accurate
Paper was mostly well-written
Paper reflects strong insight into effectiveness of lesson
Strong evidence is used to support discussion
Discussion is insightful, accurate and thorough
Paper was well-written
Scoring Guild

13. A Developmental Continuum of Clinical Experiences
Simulation
Beginning of the Program
Designed settings
Middle of the Program
AUTHENTIC SETTINGS
Culmination of Program
A Developmental Continuum of Clinical Experiences

14. Culmination of the Program: Teaching Event
Special Education Teaching Event
Measure of teacher competencies based on Performance Assessment for California Teachers (PACT)
Opportunity for candidates to document knowledge and skills in the areas of planning, instruction, assessment and reflection in a single integrated teaching segment
Accessible system for faculty to review candidates’ work (artifacts, commentaries, video)
Culmination of the Program: Teaching Event

15. Culmination of the Program: Teaching Event
Teaching Event consists of 6 Tasks
Task 1: Context for Learning
Task 2: Planning for Assessment and Instruction
Task 3: Instructing Students and Supporting Learning
Task 4: Assessing Student Learning
Task 5: Creating and Maintaining an Effective Learning Environment
Task 6: Reflection on Teaching and Learning
Culmination of the Program: Teaching Event

16. Task 1: Context for Learning
Level 1
Does Not Meet Expectations
Level 2
Approximates Expectations
Level 3
Meets Expectations
Level 4
Exceeds Expectations
1.1 Knowledge of students’ skills, knowledge and language proficiency
Candidate demonstrates inadequate knowledge of students’ skills, knowledge and language proficiency as a result of limited evidence or inaccurate interpretation of available evidence.
Candidate demonstrates incomplete knowledge of general class and focus students’ skills, knowledge and language proficiency.
Candidate demonstrates adequate knowledge of general class and focus students’ current skills, knowledge and language proficiency based on observation, assessment and review of IEPs.
Candidate demonstrates thorough knowledge of general class and focus students’ current skills, knowledge and language proficiency, including strengths as well as challenges, based on observation, assessment and review of IEPs.
Task 1: Context for Learning

17. Task 2: Planning for Assessment and Instruction
Task 2: Planning Instruction and Assessment
Level 1
Does Not Meet Expectations
Level 2
Approximates Expectations
Level 3
Meets Expectations
Level 4
Exceeds Expectations
2.5 Evidence-based practices
Candidate does not describe how evidence-based practice(s) support the instructional strategies and learning activities.
Candidate identifies evidence-based practice(s} that support the instructional strategies and learning activities, but in a vague and rather superficial manner.
Candidate describes how evidence-based practice{s} support the instructional strategies and learning activities.
Candidate clearly articulates the evidence-based practice{s} that support the planned instructional strategies and learning activities.
Task 2: Planning for Assessment and Instruction

18. Task 3: Instructing Students and Supporting Learning
Level 1
Does Not Meet Expectations
Level 2
Approximates Expectations
Level 3
Meets Expectations
Level 4
Exceeds Expectations
3.5 Evidence-based pedagogical practices
Candidate does not use evidence-based pedagogical practices to support learning needs of students or uses these practices in an inappropriate manner.
Candidate’s use of evidence-based pedagogical practices is limited and practices are not clearly aligned with the content or the learning needs of students.
Candidate appropriately uses evidence-based pedagogical practices that support the common learning needs of the students.
Candidate effectively uses a range of evidence-based pedagogical practices appropriate for the content and tailored to meet the common and individual learning needs of students.
Task 3: Instructing Students and Supporting Learning

19. Task 4: Assessing Student Learning
Level 1
Does Not Meet Expectations
Level 2
Approximates Expectations
Level 3
Meets Expectations
Level 4
Exceeds Expectations
4.1 Monitoring student learning during lesson
Candidate describes monitoring strategies that are not illustrated on the video and/or candidate’s explanations of monitoring for student learning are inadequate.
Candidate describes generic strategies for monitoring whole class learning. (These may or may not be illustrated on the video clip.) Candidate does not clearly discuss how these strategies informed instruction.
Candidate describes strategies, illustrated on the video, for monitoring the learning of individual students. It is clear from the candidate’s explanation that this information guided instruction.
As illustrated on the video, the candidate describes the consistent use of a variety of strategies to monitor the learning of individual students. Candidate provides thorough discussion of how this information was used to address misunderstandings and to adjust instruction, meeting group and individual needs.
Task 4: Assessing Student Learning

20. Task 5: Creating and Maintaining an Effective Learning Environment
Level 1
Does Not Meet Expectations
Level 2
Approximates Expectations
Level 3
Meets Expectations
Level 4
Exceeds Expectations
5.4 Standards for behavior
No standards for behavior appear to have been established, or students are confused as to what they are. Candidate identifies and focuses on inappropriate behavior and does not model expectations or reinforce appropriate behavior
Standards for behavior appear to have been established, and some students seem to understand them. Candidate occasionally models expectations and reinforces positive behavior but may focus on correcting inappropriate behavior.
Standards for behavior have been established and clearly communicated to all students. Candidate models expectations and recognizes and appropriately reinforces appropriate behavior.
Standards of conduct and the rationale for these standards have been established and clearly communicated to all students. Candidate models these expectations and recognizes and appropriately reinforces appropriate behavior.
Task 5: Creating and Maintaining an Effective Learning Environment

21. Culmination of the Program: Teacher Evaluation
Special Education Teacher Evaluation – under revision
Measure of teacher competencies based on
California Standards for the Teaching Profession (CSTP)
Teacher Performance Expectations (TPE)
Opportunity for candidates to demonstrate effectiveness in:
Planning instruction
Organizing and managing the environment for student learning
Making subject matter comprehensible
Engaging and supporting students in learning
Assessing student learning
Developing as a professional educators
Culmination of the Program: Teacher Evaluation

22. Culmination of the Program: Teacher Evaluation
Items in each category are being revised and reviewed by faculty and teachers
Once items are approved, rating scale will be developed for each item with rubric and calibrated
Questions on use:
Should it be used as a rating form during an observation?
Should it be as a summative rating form and based on observations and artifacts overtime
Do you want to add examples of items?
Culmination of the Program: Teacher Evaluation

23. Questions or Comments? Teaching Event Literacy Clinic TeachLivE
Beginning of the Program
Literacy Clinic
Middle of the Program
Teaching Event
Teacher Evaluation
Culmination of Program
Questions or Comments?

24. Thank you!! sue.sears@csun.edu sally.spencer@csun.edu
Thank you!!