1. Candidate records prior to clinical practice. How does the unit know that the candidates have successfully completed assessments prior to entering clinical practice?
The overview of Key Assessments and Transition Points template outlines all requirements at Transition point 1 (Before Entry into clinical practice) that all candidates must meet at the Initial and Advanced levels All licensure-seeking candidates are required to meet with their faculty advisor to check the candidate's professional portfolio The advisor completes a portfolio review form indicating the student's current status toward meeting requirements prior to completion of the clinical experience Additionally, candidates are required to submit a completed student teaching application signed by the faculty advisor a semester prior to the actual clinical practice semester The advisor's signature verifies that all requirements for entry into clinical practice have been met Additionally, The Director of Education Student Services/Coordinator of Field Services performs a final check to ensure that all prerequisites (coursework, gpa, portfolio, background) are met. Once the final check is complete the candidate is granted permission to enter into clinical practice.
Candidates seeking a School Counselor license must be admitted to Candidacy, complete COUN 785 (Practicum), have a cumulative gpa of 3.0 or greater, and successfully complete a criminal background check prior to applying for the internship experience All student teaching prerequisites, core courses, and the practicum requirement must be met before the internship is begun Deadlines for internship applications are Oct 15 for spring internship and March 15 for summer and fall internships The Office of Education Graduate Programs verifies that all requirements are met by candidates wishing to apply for internship
Candidates seeking the Educational Leadership license must apply for practicum, EDLD 780, the semester prior to their final semester EDLD 780 is the culminating course for the program and requires candidates to complete a professional portfolio This portfolio includes key assessments from all courses within the program and provides candidates the opportunity to reflect upon and self-evaluate the skills they have learned The Office of Education Graduate Programs verifies that all requirements are met by candidates wishing to enroll in EDLD 780 The current Education Leadership program, due to state mandated revisions, no longer requires the 400 hour internship experience that the previous leadership licensure program required.
2. Candidates' portfolios and reflections. To what extent do the portfolios indicate that candidates are able to help students learn? What have candidates learned about the assessment of student learning? How are their abilities to help students learn being assessed during clinical practice?
To what extent do the portfolios indicate that candidates are able to help students learn? The candidates are required to provide evidence of assessment through knowledge, skills, and application as well as reflective practice. The evidence is based on key assessment requirements in coursework such as HLRN 311, TCED 302, TCED 305, and READ 438.
What have candidates learned about the assessment of student learning? There are various methods used in coursework for candidates to practice assessing student learning in the classroom Two examples follow One,kindergarten practicum (K prac) students are expected to assess the learning of the student individually, in small group, and in large group during their time in the class room The large group assessment comes from "grand discussion" through the book of the day relating to their theme for the day The small group assessment comes from center time when the K prac candidate works with not more than 4 children at a time in the thematic center time The individual assessment is conducted during pull time from an independent learning tool which refers to past learning and is in the form of a "prop box" connected to a former thematic assignment All of these are based on and related to subject area planning during the course of the semester. (KPrac samples)
Two, candidates enrolled in READ 438/638 are required to complete a student assessment project to identify a student's strengths and areas of continued growth Candidates are expected to provide suggested instructional strategies that could be implemented by the classroom teacher as well as activities that could be suggested to parents and/or family members to support the child's reading development Candidates are required to administer a Graded Word List to assess sight word vocabulary, an informal reading inventory, and a Running Record With the youngest students, candidates can also complete a DIBELS phoneme segmentation or NAMES test Candidates write a report of what was learned from the assessments with the student They also provide written recommendations for both the classroom teacher and the parents/family members to implement.
How are their abilities to help students learn being assessed during clinical practice? While enrolled in clinical practice, candidates are required to complete a Reflective Information Record each time they are observed by their University Supervisor (minimum of 4 ). This record provides the candidate the opportunity to reflect on the lesson, provide data/information that is used to determine the students' progress toward lesson goals, and note how the candidate will use the students' performance to bring the students to the next level Additionally, all candidates enrolled in clinical practice are required to complete a student teaching notebook The notebook contains a collection of materials that serve as documentation for the candidate and many of the materials submitted provide evidence that the candidates are assessing how their students learn. Copies of Reflective Information Records are linked.(Sample-Student Teaching Notebook-Documents Room)
3. Field experiences for advanced programs. What are the required field experiences for advanced teaching candidates and other school professionals?
Candidates in Curriculum and Instruction are required to complete a 15-hour, Level I field experience in TCED 705-Advanced Classroom Management. Candidates may "self-place" if they want to observe in the school in which they are employed. Otherwise, the Director of Education Student Services places the candidate in a school and grade relevant to the candidate's licensure area. Completed Level I checklists submitted by the cooperating teacher and university supervisor are entered into the UAS.
As noted on page 5 of the Standard 3 IR, in the fall of 2009, the School Counseling program was revised. Among the changes was a reorganization of the internship's activities to align with CACREP standards in completing the 600 hours requirement. Two members of the Education Studies faculty were members of the state's committee for revision of programs in education leadership, previously Educational Administration and Supervision. As a result of the state revisions, in Fall 2009 the unit enacted clinical supervision requirements that focused on activities instead of completing a certain number of field experience clock hours. Internship assignments in both programs stipulate that students design, implement, and evaluate projects related to their future roles as other school professionals.
4. In correcting the AFI regarding planned involvement of P-12 partners, can the unit provide agendas, programs, notes, showing planning and implementing collaborative activities.
5. Syllabus shows 300 hours for Counseling internship, but the IR notes 600 hours as the CACREP requirement. How are the other 300 hours earned?
6. The IR addresses collaboration with Union City, Weakley County, and Obion County school districts. What agreements have been made and signed between the unit and the districts.
7. The graduate program in school counseling indicates collaboration among specific partners for the Jackson campus, the Selmer campus, the Ripley campus, and the Parsons campus. Additionally the report notes that there are "numerous" districts with which the unit collaborates (50). Are there signed agreements for these relationships and interactions with districts?
8. Tracking of candidate placements in schools. How are school partners involved in the placement of candidates? How does the unit track placements?
When placing candidates in field experiences or clinical practice classrooms, school partners (Principals or Supervisor of Instruction) are contacted and asked if they will be able to accommodate our candidates The school partner is provided autobiographical data and criminal background information on each candidate with a request for placement The placement request is specific to the candidate's major The Director of Education Student Services/Coordinator of Field Services works collaboratively with the school partners to ensure that all cooperating teachers meet the state department guidelines for serving in this capacity The Director of Education Student Services' office keeps a database of all candidates and the location of all placements with relevant contact information
9. Candidates' use of technology in clinical practice. How does the unit ensure that candidates are developing skills for the use of technology in instruction?
Work samples of lessons using technology are evidenced in the portfolio based on all three keys of the conceptual framework During the student teacher orientation each semester, a SmartBoard (a.k.a. Promethian Board) training is held Students are given an assignment to complete using the SmartBoard, and the completed assignment is required as evidence of technology training in the student teacher notebookThe lesson plan format, adopted by the unit, also provides the opportunity for candidates to plan the use of technology in the assignments they teach During clinical practice, candidates are expected to design instruction so that materials and technology are relevant to the topic being taught and support the candidate's outcome goals for the lesson The University Supervisor will rate candidate's performance level based on the planning domain (Indicator B) (page 4 of 33) of the evaluation forms by the cooperating teacher and the university supervisor.
10. Orientation of school-based and university faculty for supervising field experiences and clinical practices. What type of orientation does the unit provide? How have supervisors evaluated this training?
Each semester a training session is held on campus for all supervisors All supervisors are provided a packet of training materials which includes mileage log, student teaching calendar, university supervisor responsibilities, cooperating teacher responsibilities, forms to be completed by university supervisor and/or cooperating teacher (evaluations, observations, dispositions), student teacher assignments, and autobiographical data of student teachers
The form used to evaluate student teachers by the university supervisor is adopted from the state conceptual framework of evaluation for in-service teachers The unit uses this version of the form to evaluate pre-service teachers The university supervisors are provided extensive training by the Director of Education Student Services on how to properly use the evaluation instrument The University Supervisor's are given the cooperating teacher (CT) packets and are asked to provide training to the CT during initial introduction visit.
A significant amount of time is spent discussing the student teaching notebook requirements (page 12 of Student Teaching Handbook)with special attention given to the "Reflective Information Record," Lesson Plans, Weekly Reflections, and formal observation visits
A brief survey is given to all participants to evaluate the effectiveness of the trainingThe results of the survey provide the feedback necessary to assist the Director of Education Student Services in improving this training in future semesters >