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STANDARD 3: FIELD
EXPERIENCES AND CLINICAL PRACTICE
This unit and its school partners design,
implement, and evaluate field experiences and clinical practices so
that teacher candidates and other school personnel develop and demonstrate
the knowledge, skills, and disposition necessary to help all students
learn.
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Collaboration Between Unit and School Partners
 EXHIBITS |
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ACCEPTABLE
The unit, its school partners, and other
members of the professional community design, deliver, and
evaluate field experiences and clinical practice to help
candidates develop their knowledge, skills, and dispositions.
The unit and its school partners jointly determine the specific
placement of student teachers and interns for other professional
roles to provide appropriate learning experiences. |
TARGET
The school and unit share and integrate
resources expertise to support candidates’ learning in field
experiences and clinical practice. Both unit and school-based
faculty are involved in designing, implementing, and evaluating
the unit’s conceptual framework(s) and the school program,
they each participate in the unit’s and the school partners’
professional development activities and instructional programs
for candidates and for children. The units and its school
partners jointly determine the specific placements of student
teachers and interns for other professional roles to maximize
the learning experience for candidates and P-12 students. |
Design,
Implementation, and Evaluation of
Field Experiences and Clinical Practice
EXHIBITS |
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ACCEPTABLE
Field experiences facilitates candidates’
development as professional educators by providing opportunities
for candidates to observe in schools and other agencies, tutor
students, assist teachers or other school personnel, attend
school board meetings, and participate in education-related
community events prior to clinical practice. Both field
experiences and clinical practice reflect the unit’s
conceptual framework(s) and help candidates continue to develop
the content, professional, and pedagogical knowledge, skills,
and dispositions delineated in standards. Clinical practice
allows candidates to use information technology to support
teaching and learning. Clinical practice is sufficiently
extensive and intensive for candidates to demonstrate competence
in the professional roles for which they are preparing. Criteria
for clinical faculty are clear and known to all of the involved
parties. Clinical faculty are accomplished school professionals.
Clinical faculty provide regular and continuing support for
student teachers and other interns through such processes as
observation, conferencing, group discussion, email and the use
of other technology.
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TARGET
Field experiences allow candidates to
apply and reflect on their content, professional, and
pedagogical knowledge, skills, and dispositions in a variety of
settings with students and adults. Both field experiences and
clinical practice extend the unit’s conceptual framework(s)
into practice through modeling by clinical faculty and
well-designed opportunities to learn through doing. During
clinical practice, candidate learning is integrated into the
school program and into teaching practice. Candidates observe
and are observed by others. They interact with teachers, college
or university supervisors, and other interns about their
practice regularly and continually. They reflect on and can
justify their own practice. Candidates are members of
instructional teams in the school and are active participants in
professional decisions. They are involved in a variety of
school-based activities directed at the improvement of teaching
and learning including the use of information technology.
Candidates collect data on student learning, analyze them,
reflect on their work and develop strategies improving learning.
Clinical faulty are accomplished school
professionals who are jointly selected by the unit and
partnering schools. Clinical faculty are selected and prepared
their roles as mentors and supervisors and demonstrate the
skills, knowledge, and dispositions of highly accomplished
school professionals. Candidates’ Development and
Demonstration of Knowledge, Skills, and Dispositions To Help All
Students Learn. |
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Candidates’ Development and Demonstration of Knowledge,
Skills, and Dispositions To Help All Students Learn
EXHIBITS |
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ACCEPTABLE
Entry and exit criteria exist for
candidates in clinical practice. Assessments used in clinical
practice are liked to candidates competencies delineated in
professional, state, and institutional standards. Multiple
assessment strategies are used to evaluate candidates’
performance and effect on student learning. Candidates, school
faculty, and college or university faculty jointly conduct
assessments of candidate performance throughout clinical
practice. Both field experiences and clinical practice allow
time for reflection and include feedback from peers and provide
opportunities for candidates to develop and demonstrate
knowledge, skills, and dispositions for helping all students
learn. All candidates participate in field experiences or
clinical practice that include students with exceptionalities
and student from diverse, ethnic, racial, gender, and
socioeconomic groups.
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TARGET
Candidates demonstrate mastery of content
areas and pedagogical and professional knowledge before
admission to and during clinical practice. Assessments used in
clinical practice indicate that candidates meet professional,
state, and institutional standards and have a positive effect on
student learning. Multiple assessments are used by candidates
and clinical faculty to determine areas that need improvement
and to develop a plan for improvement. Candidates work
collaboratively with other candidates and clinical faculty to
critique and reflect on each others’ practice and their
effects on student learning with the goal of improving practice.
Field experiences and clinical practice facilitate candidate
exploration of their knowledge, skills, and dispositions related
to all students. Candidates develop and demonstrate
proficiencies that support learning by all students as shown in
their work with students with exceptionalities and those from
diverse ethnic, racial, gender, and socioeconomic groups in
classrooms and schools. |
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