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STANDARD 3. FIELD EXPERIENCES AND CLINICAL PRACTICE
3A. Collaboration between Unit and School Partners
3a.1. Who are the unit's partners in the design, delivery, and evaluation of the unit's field and clinical experiences?
The PEU is committed to the development of field experiences and clinical practice that enrich and strengthen the candidate's knowledge, disposition, and performance. This commitment ensures that the candidates' practice embraces the unit's conceptual framework, Teacher as Reflective Problem Solver. In order to prepare candidates for their future classrooms, the PEU established and maintains partnerships across the institution and with Shepherd University public school partners. The unit has a well-developed infrastructure that supports the success of teacher candidates in the classroom that includes placements in schools with licensed, tenured teachers and highly qualified university supervisors.
Shepherd University's location in the Eastern Panhandle of West Virginia draws students primarily from three states. The unit has long established partnerships with school districts within West Virginia, Maryland, and Virginia (See Campus Workroom- Memorandum of Understanding) that were renewed during the spring and summer semesters of 2010. The expansive territory increases the potential for placements in diverse settings, and gives candidates the opportunity to work in schools districts where they hope to teach. Personnel from partner school districts serve as mentor and cooperating teachers and provide input into candidate performance and program improvement. As a result, candidates have had opportunities to implement instructional strategies and use technology that benefit the learning outcomes of all learners.
In 2003, a Professional Development School (PDS) partnership was formed with schools in Jefferson County, WV (elementary, middle, high school) and in 2004, with Berkeley County, WV (elementary). PDS partnerships have had a significant influence on the design and delivery of field and clinical experiences. The Shepherd PDS coordinator held regular meetings and retreats where Shepherd PDS liaisons met with P-Adult PDS liaisons to evaluate and refine the PDS partnership around field and clinical experiences. The PDS grant concluded at the end of the spring 2010 semester in part because funding for P-12 partner travel to conferences was curtailed after 2007-2008 and funding for stipends was curtailed after 2008-2009 (See PDS Reports 2003-2010).
In addition, issues/questions/proposals related to field and clinical experiences are shared with the Educational Personnel Preparation Advisory Committee (EPPAC), which is comprised of P-12 partners and administrators from West Virginia, Maryland and Virginia. This body meets once a semester and reviews and approves programmatic changes put forward by the WVDE and the PEUC, and changes to specialization programs.
3a.2. In what ways have the unit's partners contributed to the design, delivery, and evaluation of the unit's field and clinical experiences?
The FPC and unit partners place approximately 150 candidates in Job Shadow visits at local partner schools each semester. DOE course instructors arrange field placements for all other pre-clinical field experiences. Candidates are placed in classes in their content areas to observe how children learn, to work with individual and small groups of students, and to teach segments of lessons when asked by the mentor teacher. Consistent with the conceptual framework, candidates work in reflective pairs whenever possible in P-12 classrooms to have a consistent partner with whom to observe, reflect, and evaluate what happens in the field placement classroom and to provide consistent feedback to each other on their emerging teaching practice.
Mentor teachers for field practicum and cooperating teachers for clinical practice provide insight to candidates' strengths and needs through individual and group conferences with the candidates and university supervisors. Candidates incorporate suggestions into practice following observations and observation conferences. Clinical supervisors, PEU members and adjunct faculty, bring suggestions back to the unit for modifications in the curriculum as needed. Clinical faculty members are required to have educational preparation, licensure, and public school teaching experience. Clinical adjunct faculty members are viewed as unit partners in preparing candidates and have typically worked with Shepherd University for many years. This has led to the improvement of relationships with partner districts and growth for candidates and P-12 students.
The PDS partnership has had an impact on the design, delivery, and evaluation of field placements. The P-12 PDS partners supported the conceptual framework by maintaining the process of placing Shepherd candidates in reflective pairs in field placement classrooms. The PDS partners developed the process of triad journaling (between candidates, the university instructor, and P-12 mentor) to facilitate candidates' reflections on their classroom experiences and receive substantial written feedback from the university and P-12 mentors. The PDS partners worked with Shepherd liaisons to present this process at the National PDS Conferences in 2005-2009. Other PDS partner presentations at NAPDS included development of online networking centers for PDS partnerships, technology-rich classroom preparation and use, establishing and using virtual connections between -12 and Shepherd University classrooms, models for democratic participatory leadership in PDS's, and mentor mentoring research.
The PEU developed the Student Teaching Evaluation Manual (Attachment T) with the P-12 liaisons. The PDS P-12 liaisons reviewed the manual and provided feedback to the unit. This group recommended that the P-12 mentors complete the ST-76 when evaluating candidates. Suggestions were incorporated into the revised manual. The EPPAC reviewed and approved the manual and the use of the ST-76 by P-12 mentors.
3a.3. What are the roles of the unit and its school partners in determining how and where candidates are placed for field experiences, student teaching, and internships?
The DAA provides faculty members with a list of partner schools (Attachment X) that indicates whether each school's population is considered to be above the district's average in terms of racial composition, students with exceptionalities, and those who are entitled to 'Free and Reduced Meals.' Faculty members place candidates, for pre-clinical courses, in as many diverse schools as possible. Faculty members place students with mentor teachers who are experienced and highly qualified in their respective content areas. Because there are many candidates who require field placements each semester, faculty members place students in both PDS and non-PDS partner schools. For candidates who are placed in PDS sites for field placements, the Shepherd PDS liaison works closely with the P-12 PDS liaison at that school site to determine teacher/ candidate partnerships organize and execute effective pre-clinical and clinical field placement experiences.
For those professional education courses that place students in field placements that are not PDS schools, the course instructor selects the school site and works with the school principal or the principal's designee to select placements for candidates. The course instructor, in some schools, may work directly with classroom teachers to establish or terminate field placements. The Shepherd University faculty member may have a significant amount of input in selecting teachers for placements. The PEU appreciates the willingness of its partner school districts to support and facilitate the professional development of teacher candidates.
The long history of collaboration between Shepherd University and its partner school districts has resulted in mutual respect and cooperation for placements and supervision during clinical practice. Candidates give the DTE and the certification analyst their three choices for student teaching in rank order via the application process that occurs during the semester prior to student teaching. The DTE and the certification analyst requests student teaching placements from each school district based on the candidates' requests. The DTE, the certification analyst, specialization coordinators, and personnel from the partner districts work closely together to place the candidates with cooperating teachers who are highly qualified and who will model best practices for the student teacher.
Cooperating teachers serve as content experts and provide daily guidance and support for the candidate in clinical practice. They are dedicated to comprehensive preparation of effective future teachers who model the conceptual framework. Some districts require tenure prior to a service as a cooperating teacher. Cooperating teachers must have at least three years of teaching experience, possess licensure in the content area, and be approved as a cooperating teacher by the school administrator. The approval of the school administrator validates the cooperating teachers' expertise.
3a.4. How do the unit and its school partners share expertise and resources to support candidates' learning in field experiences and clinical practice?
The PEU and school district personnel partnership supports a process of sharing expertise and resources through joint observations and conferences with candidates, presentations by faculty members at public schools, partnerships in grants to support P-12 student learning, and the implementation of program revisions based on the survey responses of alumni, graduates, cooperating teachers, and principals.
Pre-clinical field placements are embedded in professional education courses that include observation of P-12 students (See Table 7 below). Content methods courses and certain specialization courses offer opportunities for candidates to work directly with students in partner schools or on the Shepherd University campus under the guidance of Shepherd University and unit faculty. These experiences provide preparation that supports candidates' growth in knowledge, disposition, and performance. The PDS Coordinator received a state grant each year (2005-2010) to support the PDS partnership to pay for personnel stipends, professional development and travel, and programming. The unit held regular meetings and provided substitute pay for P-12 PDS liaisons to attend day-long retreats. The grant also provided funding for Shepherd University and P-12 liaisons to attend and present at the National PDS Conference. In addition, it provided funds for programming, including a workshop that Shepherd and P-12 PDS partners hosted each semester for Shepherd candidates, the Teacher's Toolbox.
Practicum manuals and specialization handbooks are distributed to cooperating teachers and principals to facilitate partners' understanding of the PEU's conceptual framework and the unit's expectations for candidates including the entry and exit criteria for successful practicum and student teaching experiences. Faculty members provide candidates with instruction in appropriate demeanor, dispositions for success in the public school classroom, and appropriate dress. Clinical supervisors conduct a post observation conference following student teaching observations to provide the opportunity for university supervisors and P-12 mentors to work as partners, reflecting and evaluating, to the support of the candidate's work. Following student teaching, ST-76 and ST 58 responses from cooperating teachers are compiled and shared with faculty. DOE faculty members receive aggregate reports of cooperating teachers' ratings of student teacher performance within the specific content area.
3a.5. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to collaboration between unit and school partners may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]
* Memorandum of Understanding and EPPAC Meetings Minutes (Campus Workroom)
3b. Design, Implementation, and Evaluation of Field Experiences and Clinical Practice
3b.1. What are the entry and exit requirements for clinical practice?
Candidates are eligible to apply for admission to clinical practice (Juncture II) when the following criteria have been met:
In order to exit clinical practice, candidates must receive a C or better in clinical practice and in the accompanying seminar course. In order to receive at least a C in clinical practice, candidates must receive a satisfactory rating from their mentor teacher on each section of the Professional Education Performance Evaluation (ST 58) as required by the State of West Virginia, and the ST-76 evaluations completed by the mentor teachers and university supervisor should demonstrate that the candidate is at least at the Development level on most indicators. In addition, the Teacher Work Sample completed in the seminar course must be completed at the level of "Meets Standard."
When candidates are recommended for state licensure (Juncture III), they are considered program completers. Candidates must meet the following criteria for recommendation for licensure:
3b.2. What field experiences are required for each program or categories of programs (e.g., secondary) at both the initial teacher preparation and advanced preparation levels, including graduate programs for licensed teachers and other school professionals? What clinical practice is required for each program or categories of programs in initial teacher preparation programs and programs for the preparation of other school professionals? Please complete Table 7 or upload your own table at Prompt 3b.9 below.
3b.3. How does the unit systematically ensure that candidates develop proficiencies outlined in the unit's conceptual framework, state standards, and professional standards through field and clinical experiences in initial and advanced preparation programs?
Syllabi for all professional education courses (Syllabi-Campus Workroom) include the conceptual framework, the INTASC standards, SPA and CAR specific standards, and beginning in the fall semester of 2010, the West Virginia Professional Teaching Standards and the NETS-T standards. Candidates receive instruction in these areas beginning in the first introductory course, EDUC 150, through the completion of the program. MAT and MACI candidates receive instruction in the conceptual framework and standards in all courses and fieldwork.
The unit ensures that candidates develop proficiencies using a shared role and responsibility approach. The PEUC and school partners provide a seamless approach to promoting candidates' understanding of the unit's conceptual framework and all content standards. More than 500 candidate course related field experiences and an average of 80 student teaching placements occur each academic year. Field placement and student teaching evaluation forms completed by university supervisors and P-12 mentors align with the unit's conceptual framework, INTASC standards, SPA and CAR standards, and NCATE proficiencies. The Practicum Manual, which candidates receive during EDUC 320, details all expectations for candidates, supervisors and professors in the field. Procedures for withdrawal (voluntary and involuntary) from the field placement and clinical practice are explicitly defined in this manual.
The PEU created a Student Teaching Manual for using the student teaching evaluation form (ST76) and instructed cooperating teachers how to use this form to evaluate candidates. Candidates complete the same form as a method of self-reflection. This form is used during the last two field placements leading up to clinical practice to provide continuity in data collection and analysis. It gives candidates experience with the evaluation form and PEU expectations before student teaching. Data from the student teaching observations are analyzed and evaluated on a semester basis as part of the university assessment review process and as part of regular PEUC meetings and retreats. The PEU/ public school partnership is essential to develop goals and expected outcomes of the field experience, to monitor issues related to placements, and to supervise candidates completing practicum and student teaching experiences.
The graduate coordinators for the MAT program (initial licensure) and for the advanced MACI program receive one-course release time to provide program oversight including the acceptance and retention of qualified candidates, and the evaluation of the portfolio. The MACI coordinator and course instructor is responsible for the evaluation of the Diversity Assessment Project. Data collected for this assessment is analyzed to determine whether candidates are demonstrating proficiency in applicable NBPTS standards.
The unit's conceptual framework guides the activities of the PEU professionals and school partners. The unit receives invaluable input from faculty and school partners through the work of committees, collaborative partners at school sites, information from the WVDE and SPA representatives. Results of formal surveys distributed to graduates and principals provide valuable feedback that contributes to changes in the curriculum, recommendations for professional development and enhancement of field placement and student teaching processes.
3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?
Technology is a programmatic strand of the Teacher Education Program (S3Technology Infusion Table). Thus, technology is a part of all field experiences as technology is embedded in every professional education course.
In response to a program change mandated by the WVDE, the PEU added a three credit hour course in instructional technology to the teacher education program, EDUC 380: Technology in 21st Century Teaching and Learning The focus of this course is the use of technology in today's classroom. It allows candidates to provide P-12 students with opportunities to learn content in meaningful ways and assess student learning using non-traditional methods. Candidates complete this course as a co-requisite with a pedagogy methods course.
Candidates create and deliver technology based lessons as well as lessons that include assistive technology for students with exceptionalities. University professors, mentors, and cooperating teachers demonstrate technology that is used at Shepherd University and at partner schools to support content instruction. This includes specific content software as well as the use of Smart Boards, Promethean Boards, graphing calculators, Geometer's Sketchpad, PowerPoint, personal digital assistants, digital cameras and camcorders, and Sakai. Students have many opportunities to incorporate technology into field and clinical practice.
The student teaching evaluation form (ST76), which is also used for the last two field experiences before clinical practice, includes an indicator that addresses the use of technology to support instruction. The indicator reads, "6. When appropriate incorporates technology in teaching learning strategies." In order to receive the highest rating (Integration) for this indicator, the candidate must exhibit the following: Uses classroom technology to enhance learning outcomes by effectively demonstrating important concepts, and students use classroom technology in a way that enhances their learning. In the summative data reported for initial licensure candidates, candidates scored at the "Development" level or above for this indicator (Attachment R).
The Diversity Field Project completed by candidates in the advanced MACI program does not require candidates to use technology. MACI candidates are required to complete a technology course as part of their core requirements (EDUC 500: Advancing the Use of Technology in the Classroom), and this course requires the development of lesson plans that use technology to support student learning. MACI candidates complete a technology portfolio during that class.
The graduating candidate survey for 2010 results indicated that candidates want additional instruction in how to use technology that exists in partner schools. Often partner school personnel train candidates how to use school-based technology. Survey results will be discussed at the first DOE meeting in August 2010 to determine strategies to address this need.
3b.5. What criteria are used in the selection of school-based clinical faculty? How are the criteria implemented? What evidence suggests that school-based clinical faculty members are accomplished school professionals?
Teacher candidates apply for clinical practice during the semester prior to student teaching. Candidates indicate their three choices for preferred location for clinical practice on that application. Candidates are not permitted to student teach in the high school from which they graduated and are not allowed to student teach in any school where family members work. The application requires this disclosure when stating location preferences (Campus Workroom-Student Teaching Application).
The DTE and the Certification Analyst (CA) then request student teaching placements from partner school districts for the following semester. The content specific requests are made by the CA to the participating school districts. Special circumstances are communicated directly to school districts, individual principals, and cooperating teachers. Based on the long history of collaboration and willingness to meet the needs of candidates, teachers, and children, the unit consistently has all candidates placed with highly qualified teachers.
Teachers at the P-12 level who serve as mentors to student teachers must be licensed in the content area in which they are teaching with a minimum of three years of experience teaching at the P-12 level. In addition, most partner districts require that teachers are tenured prior to service as a cooperating teacher and require that cooperating teachers participate in district sponsored staff development to prepare them to be effective cooperating teachers. The unit provides the principals and cooperating teachers with a manual to support the success of the clinical placement. Clinical supervisors clarify roles, responsibilities and concerns that cooperating teachers may have.
3b.6. What preparation do school-based faculty members receive for their roles as clinical supervisors?
A faculty member representing the PEUC and the FPC met with every P-12 teacher who mentored a student teacher. Some meetings were held with groups of teachers, and other meetings were held with individual teachers. These meetings discussed the conceptual framework, the goals of the Teacher Education Program for the student teaching experience and introduced mentor teachers to the Student Teaching Evaluation form (ST76) and the ST76 manual. Each teacher was asked to provide feedback on the manual.
A number of faculty members who serve on the PEUC also supervise student teachers. These faculty members assisted in the development of the ST76 manual. They also assist individual cooperating teachers at the schools where they supervise student teachers. Part-time adjunct faculty who supervise student teachers participated in a training session to discuss the use of the manual to provide support for writing student teaching evaluations.
Clinical faculty members attend a training session, led by the DTE and the Certification Analyst, prior to the start of student teaching each semester with candidates to receive any updates on the clinical supervision process. They meet the teacher candidates and discuss expectations and schedules for visitations and observations. Clinical faculty members discuss processes, expectations, and methodologies with cooperating teachers to facilitate the success of each teacher candidate.
3b.7. What evidence demonstrates that clinical faculty members provide regular and continuous support for student teachers, licensed teachers completing graduate programs, and other school professionals?
University supervisors conduct a minimum of five observations of the initial candidate's clinical experiences. Candidates in secondary education may have one clinical supervisor (licensed in the content area) for pedagogy and content; or the candidate may be assigned a clinical supervisor for pedagogy and a clinical supervisor who is licensed and experienced in the candidate's content area. Candidates share lesson plans with cooperating teachers and university supervisors prior to the delivery of the lesson. Supervisors conduct post-observation conferences with candidates and mentor teachers following the lesson. This provides an opportunity for the continued growth of the candidates through the observation-reflection process. Supervisors support the candidate and guide the support of the P-12 mentor teacher during the post-observation conference. If issues arise during student teaching, the clinical supervisors discuss the issues with school administrators and the DTE. Issues are resolved with individual intervention, candidate removal or in rare instances reassignment (Attachment AA).
Currently, candidates in the MACI are licensed teachers and most MACI candidates are teaching. Course instructors provide class time to discuss issues that affect the performance of MACI candidates in their respective classrooms. Candidates and instructors discuss strategies to implement in their classrooms to improve outcomes for their P-12 students. MACI candidates complete the Diversity Field Project, and the course instructor is responsible for providing support to candidates during this field-based project. MACI candidates are guided during EDUC 580 to choose research topics with immediate relevance to their teaching area and situation. The thesis includes extensive explanations of the effect the knowledge and expertise gained in the project will have on the candidates' professional practice. MACI candidates present research findings with colleagues and PEU faculty.
3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?
Shepherd University does not offer any licensure programs for "Other School Professionals."
3b.9. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the design, implementation, and evaluation of field experiences and clinical practice may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]
3c. Candidates' Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn
3c.1. On average, how many candidates are eligible for clinical practice each semester or year? What percent, on average, complete clinical practice successfully?
Approximately 80 initial licensure candidates complete student teaching each academic year. The teacher education program typically has one undergraduate candidate per semester that withdraws or is removed from student teaching (Attachment AA). It is unusual to have two or more candidates withdraw or removed from student teaching in any given semester; therefore, nearly 100% of candidates successfully complete clinical practice each year.
The MAT program is still relatively new and has low numbers of program completers at this point in time. The first three MAT candidates entered student teaching in the spring semester of 2008. The MAT program has had two to three candidates complete student teaching each semester since that time. Only one MAT candidate was removed from student teaching to date.
3c.2. What are the roles of candidates, university supervisors, and school-based faculty in assessing candidate performance and reviewing the results during clinical practice?
The university supervisors complete a minimum of five observations of the candidate's teaching. Each observation is assessed using the ST76 student teaching evaluation form. Content supervisors in secondary education may complete an addendum that addresses SPA specific standards that are expected in a candidate engaged in clinical practice. These are required in art, English, health, physical education, mathematics, music, and social studies. In addition, the university supervisor completes a final summative evaluation (Attachments R and S) form to assess the candidate's performance holistically (not dependent upon one lesson). The P-12 mentor completes the ST76 form as well at the end of the candidate's placement. Secondary candidates complete two student teaching placements and receive evaluations from each mentor. Candidates in biology and chemistry spend 15 weeks in one placement. The candidate is asked to also complete a self-evaluation using the same form. This triangulation of assessment encourages reflection and growth of the candidate throughout the student teaching process.
Clinical supervisors communicate with the DTE and Certification Analyst regarding the quality of the placement, the professional relationship between the candidate and the cooperating teacher, and the performance of the candidate at the assigned school. If the clinical supervisor observes any situation that requires intervention, the supervisor reports this to the DTE who takes immediate action and makes decisions regarding the continuance of the candidate in the placement. Clinical supervisors facilitate a post observation conference after every student teaching observation. The candidate is asked to reflect on his/her performance and the P-12 mentor and university supervisor provide feedback to the candidate. This conference provides the opportunity for university supervisors and P-12 mentors to work as partners in the support of the candidate's work as well as the support of learning for the P-12 students.
In addition to completing the ST76 student teaching evaluation, the P-12 cooperating teachers also complete the Professional Education Personnel Evaluation (PEPE ST-58) which is a requirement of the WVDE. The unit encourages mentors to share their ratings and discuss the rationale for their ratings with the candidates at the end of the candidate's placement(s).
Candidates participate in a seminar class, EDUC 400 that is a co-requisite to student teaching. Candidates, in addition to learning and implementing strategies for teaching students with diverse needs, have the opportunity to discuss issues that arise when teaching. Instructors reinforce reflective practices. Candidates present a dilemma case to their peers and instructor for feedback in resolving the issue that leads to improved outcomes for the students and the candidates. The candidates complete their final reflection at the conclusion of the student teaching seminar. Candidates discuss how they have changed over the course of the participation in the teacher education program. They also complete a survey at the end of the semester that gives the unit insight into how well the candidates believe they are prepared for a future as professional teachers.
3c.3. How is time for reflection and feedback from peers and clinical faculty incorporated into field experiences and clinical practice?
The practicum and clinical experiences at Shepherd University are built around a cycle of action/ reflection/action that is an integral component of the unit's conceptual framework. This cycle is created through the relationship between coursework and field experiences (Conceptual Framework). The majority of the professional education courses have field work embedded in each course. Candidates alternate between coursework on-campus and field-based experiences. Candidates work in reflective pairs, when possible, when observing in the field in professional education courses prior to clinical practice. When candidates return to campus after observing and/or teaching in the field, they have the opportunity to engage in critical reflection and to make meaningful connections between theory and practice. Candidates complete a "Reflection on the Practicum" essay at the conclusion of each field-based course that requires the candidate to evaluate this cycle of action and reflection and determine their growth in relation to knowledge, disposition, and performance.
Instructors of field based education courses and secondary specialization courses that have field components observe the candidates teaching individual and small groups of students, and teaching individual lessons and components of units. Instructors provide candidates with suggestions and written comments that lead to improved outcomes with students. These observations of candidates' performances lead to the developmental evaluation of candidates' knowledge, disposition, and performance levels that influence whether the candidates are admitted to clinical practice.
Again, the cycle of action and reflection is maintained in the student teaching seminar. This course focuses on inclusion practices and differentiating instruction in order to reach all learners as well as the development and delivery of the Teacher Work Sample. Candidates reflect on what they must do as teachers to facilitate learning for all students.
3c.4. What data from multiple assessments provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions for helping all students learn in field experiences and clinical practice?
All initial licensure candidates create lesson plans and are observed teaching those lessons in their content area during the final two field experiences (EDUC 353/4, 443, 503, 520, or 521 ) prior to clinical practice. Candidates demonstrate satisfactory knowledge to achieve the content objectives for each lesson as well as demonstrate appropriate dispositions toward the students and mentor teacher. The candidate must be able to manage the class effectively in order for the students to demonstrate learning. The course instructor and the P-12 mentor teacher evaluate the candidate using the ST-76 evaluation form. This form includes indicators that address candidates' abilities to help students of diverse abilities learn. Instructors complete a Pro-05 qualitative evaluation for students in these courses. This form addresses the candidate's disposition toward teaching and learning. Since the course instructor also supervises the candidate in the field, the course instructor is able to assess this disposition in relation to the field performance. Candidates complete self-reflections and reflections on practicum at the conclusion of each course.
All candidates create and maintain a portfolio that demonstrates mastery of the conceptual framework, the programmatic strands of knowledge, disposition, performance, social justice and diversity, exceptionalities, and technology, and knowledge of SPA standards and growth over the course of the program. Advisors evaluate the candidates' portfolios as part of the first two transition points. Approval of the portfolio indicates appropriate progress and growth in all components of the program.
The candidate is evaluated using the ST-76 and Pro-05 (Attachment V) during clinical practice. Candidates continue to demonstrate growth in content knowledge, dispositions, and improve in performance and classroom management. They complete a Teacher Work Sample that demonstrates their ability to assess students' prior knowledge of a given topic, teach a unit of lessons, and assess student learning.
Typically, candidates in the MACI program are practicing teachers; therefore, they receive no evaluations in the field. The Diversity Field Project assesses candidates' knowledge, skills, and dispositions to help all students learn to their potential. The Action Research Project facilitates MACI candidates' exploration and research areas of interest and implementation of findings in their classrooms.
3c.5. What process is used to ensure that candidates collect and analyze data on student learning, reflect on those data, and improve student learning during clinical practice?
Candidates produce and evaluate student assignments during clinical practice. This may take the form of student performance skills, creation of student products, or individual and group projects. In addition, candidates implement class management systems and assess student behaviors and the motivations behind student behaviors. They learn how to reward positive classroom behaviors and how to intervene appropriately when needed.
All candidates for initial licensure complete a Teacher Work Sample (TWS). The TWS entails creating a unit of instruction for the student teaching classroom, developing assessment tools, administering the assessments and analyzing the assessment data to determine whether every student demonstrated learning. The assignment requires candidates to demonstrate their ability to plan a developmentally appropriate, standards-based unit of instruction that builds upon the prior knowledge that students bring to the classroom. It also requires that candidates use diverse strategies to meet the learning needs of all learners in the classroom. Assessment data guide instruction during the delivery of the unit, the completion of the TWS, and after the TWS is completed (Attachment U).
Candidates in the MACI program do not complete a formal clinical experience; however, the MACI candidates complete the Diversity Field Project (Attachment L) that requires field experience to address the components of this project. The Action Research Thesis (Attachment L ) requires candidates to formulate research questions with immediate relevance to their teaching, and to design, implement, analyze, and draw conclusions from research exploring these topics.
3c.6. How does the unit ensure that all candidates have field experiences or clinical practice that includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups?
Candidates who complete the education foundations course (EDUC 200) at Shepherd University complete ten hours tutoring diverse adolescents at Job Corps in Harpers Ferry, West Virginia. MAT candidates complete 15-20 hours of tutoring at Job Corps during EDUC 581. Instructors of professional education courses use school demographic data to influence selections for field placements (Attachment X).
The DAA collects demographic data from surrounding school districts every two years. All data for each district are aggregated to find the average number of students in the district in each of these categories: minority students (M - Multicultural), special education students (E - Exceptionalities), English language learners (L - Language), and students eligible for Free and Reduced lunch (S - Socioeconomic). The demographics of individual schools are analyzed, and if they have an average higher than the district average in any of these four categories, the school is categorized as a diverse placement using the codes of M, E, L, and S. Some schools may only meet one of these categories and other schools may meet all codes. Schools that are at or below the district average are categorized as A (Average) schools. All candidates for initial licensure are required to have a minimum of two distinct field or clinical experiences with an M and E designation. Candidates are also encouraged to complete field experiences with L and S designations as well.
Because candidates are mandated to have two distinct M and E placements, they must be placed in M and/or E schools during clinical practice if they have not completed this requirement during field experiences. Professional education faculty members use these codes to identify schools with greater diversity and seek to place students in these schools for field experiences. Faculty members are not always able to secure field placements within diverse schools. As a result, candidates may be placed in A schools. Since none of the area schools in which students are placed are single sex schools, all candidates get experience with both genders.
Candidates pursuing the MACI are required to complete the Diversity Field project in a diverse setting (Attachment L). This might include working with a school that has an M or E designation, or it can include working with students/parents in a diverse community.
3c.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the development and demonstration of knowledge, skills, and professional dispositions for helping all students learn may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.] Optional
* Attachment AA: Attachment AA: Student Teaching Report Data
1. What does your unit do particularly well related to Standard 3?
Shepherd University prepares candidates to serve diverse learners in the public schools throughout the region. Candidates demonstrate knowledge of their respective content areas, enter the field with positive dispositions toward all children, learning and teaching; and perform successfully in the classroom. Public school districts and Shepherd University have renewed their partnerships in their joint effort to improve teacher preparation and outcomes for P-12 students.