Standard 3. Field Experiences and Clinical Practice
CALU actively maintains meaningful collaborative partnerships, including professional development schools (PDSs), to design, deliver, and evaluate field experiences (FE) and clinical practice. Agreements include 93 partnership sites and 3 PDSs that provide high-quality learning experiences for candidates. [PDS Agreements &Affiliation Agreements see Standard 3.4.a]
PDS partnerships are expanding to better impact preservice and inservice teacher education. CALU and PDS partners participate in inquiry-based teaching and learning support each other in meeting district/university goals, collaborate to teach courses in PDS sites, and share expertise reciprocally. [PDS History & Initiatives see Standard 3.4.a].
CALU facilitates shared responsibility of designing, delivering, and evaluating FE/CP. School partners are members of the college-wide Advisory Board, which informs all programs. They participate in TEAM Day, a meeting with all stakeholders of teacher preparation programs to analyze data. Participants in both activities analyze candidate assessment data to steer program design and revision, including FE/CP. Other examples include collaboration within a funded project where field courses are designed to meet identified needs of P-12 learners and teacher candidates which is guided by data review of a program advisory board and collaboration of PDS stakeholders to plan, pilot, and analyze data on student teacher placement options. The Director of the Office of Field Experience and Student Teaching (OFEST) works collaboratively with superintendents, principals, teachers, and university supervisors to place students in high-quality learning environments for all FE/CP. All sites are dedicated to providing optimal experiences for and support to candidates. [Professional Development Collaborative TEAM Day Activity, Professional Development Washington SD Initiative, Student Teacher Pilot Program, see Standard 3.4.a]
Both CALU and school partner faculty share expertise to support candidates’ learning in FE/CP through planned field-based assignments, seminars, and conferences hosted for preservice / inservice teachers. [Professional Development Seminar Series, Student Teacher Conference Program, Berger Conference Program, see Standard 3.4.a]
3b: Six decision points describe specific entrance/exit criteria for candidates at each level. Candidates engaged CP meet criteria listed in decision points 3 and 4. Prior to CP, PDE requires all candidates to meet intensive, field-based performance competencies. Courses with field components provide opportunities for candidates to participate in inquiry-based reflective teaching/learning. FEs begin with focused observation subsequently becoming more intensive with opportunities for small group tutoring, participation in parent activities, and interaction with a variety of professionals in the school setting. Upon completion of FEs, candidates begin CP where they assume full classroom responsibilities for the entire day for a minimum of 12 weeks. [Student Handbook Undergraduate & Graduate, PDE Field Competency Matrix, Field Experience Handbook & Course Syllabi, see Standard 3.4.e]
FE/CP provide candidates continuous opportunity to develop and demonstrate the skills necessary to achieve PA teacher certification, including pedagogical knowledge, skills, and dispositions as reflected in our conceptual framework, located in the Teacher Education Handbook and integrated into course syllabi. This model provides teaching/learning experiences in P-12 settings. [Student Handbook Undergraduate & Graduate, Field Experience Course Syllabi, see Standard 3.4.e]
All candidates take specific courses to learn technology integration to support teaching/learning. One such course that is required of each student is EDU 333. Students must take an additional three credit course in technology education. Also, CALU has technology equipped classrooms with state of the art teaching stations and a technology center offering workshops for candidates to learn instructional applications of technology. These include portable lab stations to use in the schools, smart board teaching stations, and handheld devices. [Technology Course EDU 333, see Standard 3.4.e]
Criteria for school faculty, including mentor teachers (MT) and cooperating teachers (CT), are included in the appropriate handbook and are shared with school faculty, candidates, and instructors. They must be certified in the area, have three years successful teaching experience, and be recommended by district administration. Data indicate these criteria ensure CTs are accomplished in their field. [Cooperating Teacher Manual, Field Experience Handbook, see Standard 3.4.e]
MTs/CTs receive support to maintain highly qualified role models for candidates. Support is embedded in the handbooks and OFEST conducts summer cooperating teacher workshops. Additionally, the director of OFEST, university supervisors (US), and field course instructors provide incidental support. [Cooperating Teacher Workshop & Agenda, see Standard 3.4.d]
Multiple measures assess FE candidates’ skills, knowledge and dispositions and are conducted by course instructors and MTs. FE evaluations are course-specific and meet program and PDE standards. [Field Experience Course Syllabi, see Standard 3.4.e & Field Experience Evaluation Tool, see Standard 3.4.f]
During CP, candidates are evaluated with a variety of assessments, listed in the handbook and on the CALU website. The Student Teacher Performance Summary (STPS) is a formative measure used by USs and CTs that provides ongoing feedback and fosters reflective activities. Summative measures include final evaluations by the CT/US, PDE 430, and the exit interview. All measures are aligned to the conceptual framework, program and unit goals, and PDE requirements. [College of Education & Human Services Form Page (website) http://www.calu.edu/academics/colleges/education/education-forms/index.htm-]
School/university faculty provide continuous support in CP through observation, reflective discussions, conferencing, and formative feedback. Some conferencing is completed through technological interfaces including D2L (online management system), email, and other forms of technology.
For teacher candidates in advanced programs, FEs provide opportunities to develop and demonstrate skills and competencies relative to the programs where candidates analyze school/student data and reflect on teaching practice.
In School Leadership/School Psychology, candidates engage in FEs that develop skills and competencies of the program where they apply ideas they are learning to field-based activities. In each, they must analyze data and its impact on students, families, and communities. [Field Experience Course Syllabi, see Standard 3.4.e]
3c: Before beginning CP, candidates meet requirements of Recommendation for Student Teaching. They maintain a 3.0 minimum GPA, pass PDE content exams, attend professional seminars, earn a C or better in program courses, pass the portfolio review, and have PA clearances. [Recommendation for Student Teaching Form (website) http://www.calu.edu/academics/colleges/education/files/rec_stu_teach.pdf]
CP assessments show candidates meet PDE, program, and unit standards as reflected in the conceptual framework. USs evaluate candidate performance with program assessments, STPSs, PDE 430 ratings, level 3 disposition rating, and final evaluation. CTs use STPSs, mid- and final evaluations, and input on the disposition rating. Together, these assessments evaluate candidate performance and impact on student learning as candidates reflect on feedback given about planning, instruction, classroom environment, and professionalism. [PDE 430 Data, Professional Disposition Instrument Data, 2007-2011 Data, 2011-2013 Data, see Standard 3.4.g]
Co-teaching where the candidate and CT plan/teach collaboratively by analyzing student data is utilized near the end of the CP and anecdotal data indicates improved P-12 student learning. [Co-Teaching Handbook, Research Plans, Survey Results, see Standard 3.4.a]
The Student Teacher Showcase is a capstone CP event which is evaluated by peers and experts. Candidates are evaluated on professionalism, standards-driven instruction, and effect on P-12 student learning. Candidates share results of an intervention project they planned, implemented, and evaluated based on student data and designed to improve student learning. Candidates reflect on their teaching regarding student achievement. Prior to CP, field experiences allow candidates to learn reflection in teaching by observing and relating to best practices, completing program-based projects that require examination and reflection of student assessment data, and introspection in journaling to improve. [Showcase Brochure, see Standard 3.4.e]
There are many opportunities for candidates to have experiences in diverse settings where they demonstrate the ability to help all students learn. These include low income rural locations, minority populations, urban settings, middle class populations, and populations with high numbers of students with disabilities. [School District Demographics, see Standard 3.4.e]
1) PDS/Partner Collaborations: Currently, CALU has strong PDSs established in three districts and partnerships with 93 districts. The PDS partners have worked together to design, implement, and evaluate field experience (FE) and clinical practice (CP), which are aligned to the conceptual framework. The college-wide Advisory Board and TEAM Day, which focuses only teacher preparation programs, serve as examples of such collaboration. During both, PDS members collaborate with university faculty to review, analyze, and suggest changes to programs and practices. [Affiliation Agreement California SD, Connellsville SD, Elizabeth Forward SD, Uniontown SD, Washington SD; Professional Development Collaborative Advisory Board, Initiatives, & TEAM Day Activities; see Standard 3.4.a]
These activities have impacted candidate performance and program quality by delivering quality FE and CP experiences for all teacher candidates in all stages of field experiences, as outlined by PDE. Further, a mechanism for collaboration with CALU and school partners is established for ongoing and continuous review of candidate assessment data to drive revisions in the design, delivery, and evaluation of the teacher education program, including FE and CP. [PDE Field Competencies Matrix; Program Field Assessments & Competencies; see Standard 3.4.e]
Plans to sustain/enhance performance include creation of a strong PDS foundation to build capacity and then move forward with expansion. Currently, discussions are in place with both Washington and Connellsville School Districts, and PDS partnerships are expected to begin in late spring 2013. Also, in fall 2013, University Liaisons will be assigned to each PDS district. The Liaison will be responsible for maintaining open communication lines and fostering collaboration in regards to meeting the needs of both P-12 and candidate learners. Specific activities are described in the “Benefits of PDS” and will be used as a dynamic guide for expansion and initiatives in all PDS sites. [Professional Development Collaborative Benefits, see Standard 3.4.a]
Additionally, a revised Advisory Board is planned for fall 2013. The Board will focus solely on teacher preparation programs and will include stakeholders of all PDS partners and university faculty. This Board will be more data-driven, evaluative, and dynamic with an emphasis on evaluating the conceptual framework as part of an overall program review. Additionally, with the strengthening PDS partnerships, university faculty will participate in school improvement efforts such participation on the Comprehensive Planning Committee of California Area School District. [Professional Development California SD Initiative, see Standard 3.4.a]
2) Full Integration of Partners: A model of full-integration of PDS partners in the design, delivery, and evaluation of FE and CP is already in place in the special education program. In this model, field courses are designed to meet the needs of both P-12 learners and teacher candidates. A specific board is guides this program, Advisory Board on Quality and Diversity, and meets annually to review data and guide program direction.
The full-integration model has impacted performance and program quality creating a true collaborative, multidimensional approach to partnership collaboration. Data collected from this model indicates that both teacher candidates and P-12 learners benefit as shared at national and international conferences. [Professional Development Washington SD Initiative, see Standard 3.4.a]
To enhance performance, this model gives direction for other programs to evaluate and revise FEs and CPs. The revision process will begin with the PreK-4 program in fall 2013 at California School District. Through collaboration with all stakeholders, information and data on the fully integrated special education model will be analyzed and a pilot program will be developed.
Additionally, in fall 2013, a committee will be established to address college-wide needs including unit-wide assessments of FE, aligned to the conceptual framework. Drafts of these tools are in place for committee revision and action and include evaluations of university instructors and supervisors as well as mentor and cooperating teachers. Revision of the field and student teaching handbooks is planned as well. The committee will then present drafts to members of the Advisory Board for feedback. [Field Experience Evaluation Tool, see Standard 3.4.f]
The Advanced Program for Reading Specialist is developing additional field experiences in which candidates will develop the skills and dispositions of literacy leaders in the field. The course will be in place for 2013-2014. [Field Experience Course RSP 706, see Standard 3.4.e]
3) Share Expertise/Integrate Resources: Both university and PDS faculty participate in each other’s professional development activities. PDS partners present at seminars and conferences and university faculty present at various PDS schools based on identified school/district needs. One university course is taught on a PDS site where the resources of both the school and university are fully integrated to support inservice teachers, teacher candidates, and P-12 leaner needs. [Professional Development Elizabeth Forward SD Initiative, see Standard 3.4.a]
Resources are shared through the CALUs technology center. The center is staffed with trained graduate assistants who give individualized assistance to teacher candidates in planning for and implementing technology into lessons. Resources, including iPads, iPods, and Flip cameras are available for use by candidates in the schools.
Additionally, through grant funding CALU has infused technology into Washington School District. Special education teacher candidates in both FE and CP use the available technology, which includes two portable SmartBoards, iPads, with educational software, a Smart Response system, and other assistive technology such as digital reader pens, to collaborate in implementing technology-infused lessons designed to better meet the needs of P-12 learners. [Professional Development Washington SD Initiative, see Standard 3.4.a]
These activities have impacted candidate performance and program quality by expanding the operation of the PDS both within each school district as well as in the overall PDS collaborative. The sharing and integration of resources creates an improved learning climate for both the teacher candidates and the P-12 learners.
To sustain/enhance performance, the PDS University Liaison will communicate the needs of each district and the university so that appropriate and reciprocal professional development will be ongoing. Other university courses will be taught on-site as the PDS collaborations grow and appropriate courses and sites are identified through the collaborative efforts of the Advisory Board.
4) Jointly Determine Placements: To place students in high-quality learning environments for all FE and CP, the Director of the Office of Field Experience and Student Teaching (OFEST) works collaboratively with superintendents, principals, teachers, and university supervisors. All sites are dedicated to providing optimal experiences for and support to candidates. Approximately 1800 placements are arranged by OFEST annually.
This activity has benefited candidate performance and program quality because such collaboration ensures well-planned, quality placements for teacher candidates. Sustained performance is planned as OFEST will continue to collaborate with PDS and partner sites to place students. [Clinical Faculty & Qualifications see Standard 3.4.c]
To enhance the preparedness of both cooperating and mentor teachers, online learning modules will be created beginning fall 2013. These modules will be available through D2L (online management system) and will address specific topics, some of which were suggested by PDS partners during TEAM day collaborations. For example, they suggested better preparation in the areas of mentorship and assistance in providing constructive feedback to novice teachers. [Professional Development Collaborative TEAM Day Activities, see Standard 3.4.a]
5) Year-long Field Placements: Candidates receive high-quality, diverse placements across the span of the FE and CP. This activity benefits candidate performance and program quality because such placements ensure teacher candidates develop the skills, knowledge and pedagogy necessary to meet the intensive PDE field competencies.
To sustain/ enhance performance, investigation of year-long field experiences is planned for fall 2013 and data will be collected relative to level of candidate reflection and impact on student learning. Based on these data, this model will be expanded for inclusion in other programs as appropriate.
6) Co-teaching: Currently, student teachers participate in co-teaching with the cooperating teacher. In the co-teaching situation, the pair works as an instructional team to analyze student data, plan, and teach effectively to meet the needs of all students. [Co-Teaching Handbook, see Standard 3.4.a] This activity benefits candidate performance and program quality as data indicates benefits to the P-12 learner, the student teacher, and the cooperating teacher. [Co-Teaching Survey Results, see Standard 3.4.a]
To enhance performance, research will be conducted to determine the extent to which it improves student teacher performance. This research will be conducted collaboratively with PDS partners in fall 2013 and results will be shared through professional presentations and journal outlets. [Co-Teaching Research Plan, see Standard 3.4.a]
6) Action Research: During CP, candidates currently complete an intervention project in which they make data-driven instructional decisions and reflect on their impact on student learning. This project is shared at the Student Teaching Showcase. Results from the Showcase indicate that student teachers can articulate the positive impact they have on student learning. [Showcase Brochure, see Standard 3.4.e]
It is planned for the Student Teacher Showcase to continue with revision. Currently, an action research project is piloted to replace the intervention project. It improves the intervention project with an increased focus on data-driven decision making and reflection on teaching of identified best practices. Teacher candidates will be paired as research partners to work collaboratively by providing support, critiquing each other’s action research plan, observing each other teaching a lesson, and providing feedback. The action research project will be the main focus of the Student Teacher Showcase and will continue to have both expert and peer-review components. [Action Research, see Standard 3.4.e]
At no time do teacher candidates seek or make their own placements in field experiences (FE) or clinical practice (CP). The Director of the Office of Field Experience and Student Teaching (OFEST) is responsible for collaborating with PDS and partnership sites to ensure high-quality FE and CP placements for all teacher candidates in teacher education at CALU. OFEST arranges approximately 1800 placements annually. [Student Teaching Placements see Standard 3.4.c]
To ensure high-quality placements, the Director works with university faculty, district and school administration, and teachers in three PDSs and 93 district partnership sites to jointly determine placements. Other responsibilities include establishing and maintaining current affiliation agreements with school districts and creating data-based electronic systems to collect placement, performance, and outcomes data. [PDS Agreements &Affiliation Agreements see Standard 3.4.a]
The outcome in addressing this citation is that all FEs and CPs are unit-determined with pre-selected, high-quality placements in PDS and partnership sites. Such collaboration ensures well-planned FEs and CPs where both CALU and partnership sites work together to meet the needs of teacher candidates and P-12 learners. . [Clinical Faculty & Qualifications see Standard 3.4.c]
Standard 3.4.a Unit and P-12 School Collaboration
Standard 3.4.b Candidate Placements
Standard 3.4.c Clinical Faculty
Standard 3.4.d Clinical Faculty Support
Standard 3.4.e Guidelines and Handbooks for Field Experiences
Standard 3.4.f Assessment Instruments & Scoring Guides
Standard 3.4.g Aggregate data