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Standard 3: Field Experiences and Clinical Practice

STANDARD 3.  FIELD EXPERIENCES AND CLINICAL PRACTICE

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.

3.1 Field Experience and Clinical Practice       

How does the unit work with the school partners to deliver field experiences and clinical practice to enable candidates to develop the knowledge, skills, and professional dispositions to help all students learn?

Valley City Public Schools, rural schools in the surrounding area, and urban schools in the Fargo/Moorhead region partner with the unit to share in the design, delivery, and evaluation of field experiences. The unit partners with diverse schools in the Minneapolis/St. Paul area of Minnesota as well as Native American schools in North Dakota, Minnesota, and Wyoming. Candidates experience placements in multiple grade levels and multiple school environments through field experiences at key transition points.

Collaboration with school partners begins in the initial field experience during the Introduction to Education course and continues through various field experiences and clinical practice (student teaching). Cooperating teachers accept candidates into their classroom as a service to the university as well as the profession.

Advanced program candidates coordinate field experiences with unit faculty and partner schools. All candidates obtain partner school permission and Institutional Review Board (IRB) approval from VCSU before conducting their action research.

Partners Contribute to the Design, Delivery, and Evaluations of Field Experiences

The unit established its Teacher Education Committee (TEC) to expand its stakeholder and partner school collaboration. This committee includes the dean, director of field experiences, assessment coordinator, representatives from each education major, two candidate representatives, and four public school educators that assume responsibility for promoting quality field experience opportunities. The TEC provided input in data driven decisions such as the length of student teaching, additional classroom management preparation for field experiences, additional secondary field experience hours, co-teaching, embedded field experiences, and the incorporation of the Teaching for Learning Capstone (TLC) unit during student teaching.

Determination of Student Teacher Placements

The collaboration and communication process for field experience placements initiates with a formal request to partner schools. Administrators and cooperating teachers form agreements about the placements and sign a contract that outlines the responsibilities of the cooperating teacher and the candidate. The unit completes formal agreements with host schools and the TEC approves placement sites.

Candidates in advanced programs complete two field experiences and an action research project. The course instructors approve both the diversity practicum and the field experience in the candidate's concentration. The action research project requires all candidates to participate in a field experience that critiques and synthesizes educational theory related to classroom practice based on their own applied research.

Unit and School Partners Share Expertise to Support Candidates' Learning

Field experience candidates receive both verbal and written feedback through the shared expertise and resources of P-12 cooperating teachers and the unit faculty. Cooperating teachers provide written feedback in the form of progress evaluations approximately one-third and two-thirds of the way through a candidate's student teaching experience. Each field experience leads to a final, formal evaluation stored as a part of the candidate's personal data bank and aggregated for the unit to analyze areas of strength and weakness.

Advanced candidates share field experience situations, action research projects, and resource ideas through their online peer and faculty discussions on Blackboard. Candidate field experiences and the action research paper become artifacts assessed in the capstone portfolio.

Design, Implementation, and Evaluation of Field Experiences and Clinical Practice

Required Field Experiences

Field experiences and clinical practices are required for each program. Candidates experience a minimum of three field experiences prior to student teaching. Introduction to Education requires a 40-hour observation field experience. Candidates often complete this initial experience during the sophomore year. Candidates also participate in two practicum field experiences, typically during the junior year. One of the practicums includes working with diverse student populations that provides opportunities for observations and applications for varying learning styles, English language learners, and teaching strategies aligned with students who come from diverse backgrounds.

The unit requires twelve consecutive weeks of student teaching experience. This exceeds the North Dakota requirement of ten weeks. Candidates receive intensive opportunities to teach full-time for a minimum of two weeks and to assess student learning through the TLC unit.

All advanced candidates are required to complete a diversity practicum associated with EDUC 657 and an action research report. Advanced program candidates typically complete clinical experiences in their own classrooms during their concentration coursework.

Field Experiences Demonstrate Proficiencies

Each progressive field experience requires candidates to build on their application of the conceptual framework and their knowledge, skills, and dispositions necessary to help all students learn. With field experience efforts assessed and feedback provided, candidates utilize journals to record and reflect on their practices. Candidates demonstrate the unit's conceptual framework through the TLC unit.

The student teaching experience allows candidates to plan and implement lessons, evaluate student learning, and reflect on their application of the conceptual framework in order to teach so that all students can learn.

The advanced program aligns its coursework and capstone portfolio assessment with the expectations of the NBPTS core propositions and the unit's conceptual framework. Candidates reflect on their field experiences as part of their capstone portfolio.

Use of Technology

The laptop computer provided to each full-time student creates opportunities for candidates to develop lessons, access information, and use media to promote student learning. Data indicate that cooperating teachers, student teachers, alumni and employers rate candidates high in the ability to integrate technology appropriately to help all students learn. Advanced program alumni data also identify technology as one of the program's strengths.

Criteria in Selection and Preparation of School-based Clinical Faculty

Criteria for both cooperating teachers and university supervisors meet North Dakota requirements. The unit requires cooperating teachers to have a minimum of three years teaching experience, an approved course or workshop, and a recommendation by the administration of the school prior to working with a student teacher. Cooperating teachers must be fully licensed by the state and meet all requirements for highly qualified status. The unit requires university methods teachers and supervisors to have P-12 teaching experience in their academic area.

Support for Student Teachers and Licensed Teachers

The unit encourages all university supervisors to make four visits into the classrooms of each clinical practice candidate. Occasionally, after consultation between the cooperating teacher and university supervisor, the supervisor will make additional visits to support the development of the candidate. Supervisors complete formal observation reports and maintain consistent communication with assigned student teachers.

Advanced program candidates apply what they have learned in their own classroom, action research, and field experiences. Their course instructors and adviser support the candidates.

Candidates' development and demonstration of knowledge, skills, and dispositions to help all students learn

Each progressive field experience requires candidates to build on previous knowledge, skills, and dispositions necessary to help all students learn. Data indicate that between the fall of 2011 and the spring of 2014, 98.6% of student teachers successfully completed their experience.

Assessments of Field Experiences and Clinical Practice

The unit assesses its candidates' knowledge, skills, and dispositions in each field experience through partnering with P-12 teachers. Prior to the beginning of the placements, cooperating teachers receive guidance about field experience expectations, dispositions, and evaluation forms. Completed evaluation forms provide data for tracking candidate progress, aggregation, and disaggregation in the Central Assessment System (CAS).

Advanced program unit faculty members assess field experiences and the action research in the capstone portfolio.

Reflection and Feedback

Candidates routinely keep journals and anecdotal records that aid in producing formative and summative reflections throughout their field experiences. Candidates in the initial and advanced programs are required to reflect on their field experiences and the conceptual framework in their final portfolio.

Data on Knowledge, Skills, and Professional Dispositions to Help All Students Learn

Field experience and disposition data provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions. The professional education sequence and methods courses teach the process for collecting and analyzing data on student learning, which candidates complete in the TLC unit during student teaching. Within the TLC unit, candidates develop pre-, post-, and formative assessments to collect data and analyze student learning.

Field Experiences & Clinical Practice with Students from Diverse Populations

Candidates in initial programs complete a 25-hour cultural diversity practicum in an inner city school in the Minneapolis/St. Paul metropolitan area or a Native American school in the region. The cultural diverse field experience offers candidates the opportunity to work with higher percentages of ELL and culturally diverse students.

All advanced program candidates have a diversity field experience through EDUC 657.

3.2 Moving Toward Target

The unit chose Standard 3 as a target standard for multiple reasons. The unit has built positive collaborative relationships with partner schools, where candidates experience extensive and intensive field experiences. Candidates develop their knowledge, skills, and dispositions by working in varied grade levels and schools, and by building the conceptual framework skills of planning, implementing, evaluating, and reflecting as they progress toward their student teaching and Teaching for Learning Capstone (TLC). The unit measures knowledge, skills, and dispositions through a variety of assessments during candidates' field experiences.

The unit aspires to target level through ongoing positive collaboration with P-12 stakeholders. The communication process for a field experience placement initiates with a formal request to partner schools, an interlude to allow administrators and cooperating teachers to form agreements about the placements, and a signed contract that outlines the responsibilities of the cooperating teacher and the candidate. Although each partner school chooses to use a slightly different process for making these placement assignments, unit faculty and the director of field experiences make a special effort to jointly determine placements for all field experiences. The Teacher Education Committee (TEC) approves all student teacher placements.

Unit faculty partner with cooperating teachers and administrators through clinical and field experience practicums to share expertise and support candidate learning. Unit representatives collaborated with a group of 20 P-12 cooperating teachers and two other EPPs in the spring of 2010 to develop a new student teacher evaluation aligned with the revised Interstate Teacher Assessment and Support Consortium (InTASC) standards. The unit responded to data from its assessments to improve in the areas of differentiated instruction, teaching English Language Learners (ELL), and formative assessment by joining unit faculty and P-12 educators to develop a strategies handbook for the unit and its candidates.

Representatives from area school partners are voting members on the unit's TEC. The unit uses data from multiple assessments and learning experiences to make meaningful changes that directly impact candidates' field experiences as well as curriculum changes to prepare candidates to impact learning for all students. The use of data from cooperating teachers, student teachers, employers, and alumni continue to influence the unit's decisions for curriculum changes. Data from multiple assessments indicate that classroom management, differentiated instruction, meeting the special needs of diverse learners, as well as utilizing assessment and feedback for learning are areas the unit will work to improve. The unit has collaborated with P-12 partners to revise the assessment course, update content in methods courses, adjust the focus and length of field experience practicums as well as add embedded field experiences into method courses.

Design, Implementation, and Evaluation of Experiences

The unit believes it is performing at the target level as evidenced by the variety of clinical and field experiences that help candidates develop the knowledge, skills, and dispositions necessary to become effective teachers. Beginning with the initial course in the professional education sequence, candidates learn the fundamentals of teaching, co-teaching, and becoming a professional educator while engaging in a 40-hour field experience in a P-12 classroom.

Candidates complete a course on understanding cultural diversity and learn strategies for teaching ELL or students from challenging socioeconomic backgrounds prior to completing a 25-hour culturally diverse practicum. Candidates learn about changing demographics regarding ethnicity, race, culture, religion, language, and socioeconomic status as well as the cultural, ethnic, social class, gender, emotional, intellectual, and physical aspects of human differences through the culturally diverse practicum. Candidates demonstrate proficiencies that support learning, reflected in their work with students with exceptionalities and those from diverse ethnic, racial, gender, and socioeconomic groups in classrooms and schools.

Admission to the teacher education program is required of candidates before enrolling in the methods practicum. The methods level practicum increases in length and responsibility compared to early field experiences. Candidates work closely with a classroom teacher to develop a greater understanding of how to be a knowledge-based decision-maker, particularly for decisions that must be made during the planning, implementing, and evaluating stages of teaching lessons and managing a classroom. The requirement of four different field experiences provides opportunities for an extensive background that increases in intensity as candidates complete their student teaching. The unit emphasizes the power of reflective practice for professional growth and improvement. Candidates write reflectively in their courses, practicums, TLC unit, and senior portfolio.

The unit requires twelve consecutive weeks of full-time student teaching. Co-teaching strategies are encouraged from the start of the experience. Candidates progressively assume responsibility for all phases of planning and implementing lessons, managing the classroom, evaluating learning, and coordinating communications with parents and other school personnel. Teacher candidates assess student learning through the TLC. Candidates experience solo teaching during their two weeks of full-time teaching.

The unit promotes active engagement in all school activities, such as parent teacher conferences, staff meetings, professional learning communities (PLCs), IEP meetings, supervision, and co-curricular programs in order to expose candidates to as many teacher roles as possible. Candidates build relationships and work with instructional teams in the school community to improve teaching and student learning.

The unit continues to promote co-teaching and its impact on student learning. Co-teaching activities provide one more way for the unit to work closely with its P-12 partners. The strategies modeled on campus and integrated into the curriculum inform students of the potential of co-teaching. Student teaching data indicate a high level of success and support of current practice in the area of professional learning and ethical practice.

Advanced candidates share field experience situations, action research projects, and resource ideas with each other through online peer and faculty discussions on Blackboard. The action research project requires candidates to use educational theory related to classroom practice and apply it to research in their own classroom. Candidates share field experiences as artifacts assessed in the capstone portfolio.

Advanced candidates must also complete a diversity practicum, associated with EDUC 657, in a diverse setting outside the candidate's own classroom. Advanced program candidates generally complete clinical experiences in their own classrooms during their concentration coursework. Candidates in the Teaching English Language Learners program also complete a 60-hour practicum in an ELL classroom setting. The Library and Information Technologies candidates log 120-hours of field experience with a mentor in a library setting.

Proficiencies to Help All Students Learn

The student teaching experience allows candidates frequent opportunities to plan and implement lessons, evaluate student learning, and reflect on their application of the conceptual framework in order to demonstrate they can teach so all students can learn. During the student teaching experience, all candidates assess student achievement, diagnose student learning strengths and needs, and use this information to make informed decisions about instruction. Candidates provide evidence of their ability to 1) develop evaluation criteria aligned with instructional standards, targets, and learning objectives; 2) analyze student performance on formative and summative assessments; 3) provide feedback to students; and 4) identify next steps in instruction for the whole class and individual students.

Student teacher final evaluation forms align with the InTASC standards. InTASC items align with the unit's conceptual framework for planning, implementing, evaluating, and reflecting on learning. The data gathered from P-12 cooperating teachers enables the unit to stay abreast of program strengths, weaknesses, and trends in these proficiency areas.

The unit incorporated its Teaching for Learning Capstone (TLC) unit as a way to demonstrate conceptual framework proficiencies. The TLC requires candidates to support all students, including those with exceptionalities, those from diverse backgrounds, and those of lower socioeconomic status. The TLC has raised the unit's expectations for candidates to assess P-12 student learning and to ensure that candidates exhibit proficient pedagogical skills. The combination of the student teaching experience, the senior portfolio and TLC enable the unit to assess its alignment to the InTASC standards. The candidate incorporates the TLC and reflective thoughts into his/her senior portfolio. The process leads to a reflective educator who is prepared to teach with high expectations for all learners.

Advanced program candidates complete a diversity field experience, a field implementation experience in their concentration area, and apply educational theory through an action research project. Candidates reflect on their learning experiences and connections to NBPTS and VCSU Core Values at key transition points through self-assessment surveys and the capstone portfolio. Candidate self-assessment and portfolio data indicate strengths in the areas of technology, as well as meeting the NBPTS and state standards. Even the data gathered from the experienced teachers in the advanced program indicate a desire to improve in the areas of working with diverse learners, parents, and the use of assessment data to effectively enhance learning for their students.

Summarize activities and their impact on candidate performance and program quality that have led to target performance.

The unit has invested efforts in the following initiatives to impact candidate performance and program quality leading towards target performance in teacher preparation.

Co-Teaching: The unit recognizes its role as a guest in the cooperating school and classroom of the cooperating teacher. Candidates and P-12 partners receive training each semester. The unit wants to serve its role in the partnership of educating P-12 students as fully as possible. Based on research, the unit has made a commitment to modeling and promoting co-teaching. Candidates learn about the co-teaching model beginning in Introduction to Education and have opportunities to practice strategies throughout the program. The unit will continue to promote co-teaching among its faculty, candidates, cooperating teachers, and university supervisors in the future.

New Teacher Support Program: The unit has made a commitment to tracking and supporting new graduates, especially during their first year. Data have indicated that graduates have responded favorably to the unit's support. The unit offers a summer academy that brings first year teachers together to network with veteran educators and P-12 administrators as they develop a plan of action for their first days in the P-12 classroom.

Teaching for Learning Capstone (TLC): The TLC unit is similar to the edTPA. The unit requires more depth and a greater use of assessments to track student learning than the unit required prior to 2012. Teacher candidates plan content for standards-based learning with the intent that all students will meet or exceed standards. Teacher candidates consider research-based practices of effective teaching, as well as diverse student needs, including specific needs of English language learners. Thus, teacher candidates not only plan for delivery of content, they also:

•          plan for acquisition of new vocabulary

•          plan for differentiated instruction

•          plan for the use of technology to enhance learning

•          plan for classroom management

•          plan for formative and summative assessment

The TLC demands extensive depth in the planning, implementation, evaluation, and reflection. Teacher candidates lead a three to five day learning segment and utilize pre-, post-, and formative assessments to track student learning. The TLC matches the unit's conceptual framework. 

Bush Grant Valley Partnership: The unit is part of the Network for Excellence in Teaching (NExT), an exciting partnership between Minnesota State University -Moorhead, North Dakota State University, Valley City State University and 11 other college and university partnerships across Minnesota, North Dakota and South Dakota. As part of NExT, the unit has worked to transform the way its teacher preparation program recruits, prepares, assesses, and supports its candidates and graduates.

Partnership efforts with other EPPs have provided impetus for building stronger P-12 partner relationships, the development of more reliable assessment instruments, the use of data to inform program curriculum and field experience changes, increased efforts to recruit candidates in areas of diversity and market demand, as well as the development of summer academy opportunities and increased tracking and support of graduates.

Discuss plans and timelines for attaining and/or sustaining target level performance

The unit plans to sustain target level performance through continuing to:

  • build strong alliances with P-12 and EPP partners in the region.
  • utilize co-teaching strategies and expand opportunities to involve candidates and partners.
  • require three successful field experiences as well as embedded field experiences completed by all candidates before student teaching.
  • arrange a cultural diverse practicum for all candidates.
  • require the Teaching for Learning Capstone unit during student teaching and as part of candidate portfolios.
  • support candidates in their first year of teaching by offering summer academies and broad support mentoring from the unit's place and support director.
  • use data to make informed decisions in all programs and make changes when necessary. The unit has expanded the use of its assessment system, solidified the reliability of its assessment instruments, and integrates more P-20 stakeholder discussions for program improvement than ever before. The field experience data gathered at key transition points provide the unit with meaningful opportunities to assess candidate and student learning for program enhancements.

3.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review

The unit did not have any AFIs from the previous accreditation review.

Exhibits for Standard 3

3.4.a

Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding  

exhibit 3.4.a.1 Collaboration with P-12 in Developing Student Teacher Final Evaluation

exhibit 3.4.a.2 SEEC Cafeteria Credits - Professional Development Collaboration with P-12 Educators

exhibit 3.4.a.3 Strategies for Teacher Education Booklet

exhibit 3.4.a.4 Co-Teaching Handbook

exhibit 3.4.a.5 Access to Forms for Cooperating Teachers, Candidates, and Supervisors

exhibit 3.4.a.6  Example of Student Teaching Final Evaluation Form for Elementary Education

exhibit 3.4.a.7 Example of Student Teaching Progress Evaluation Form for Elementary Education

exhibit 3.4.a.8 Example of Student Teaching Final Evaluation Form for Math Education

exhibit 3.4.a.9 Sample MOUs

exhibit 3.4.a.10 Focus Group Discussions for Initial Programs

exhibit 3.4.a.11 Focus Group Discussions for Advanced Program

exhibit 3.4.a.12 Example of Candidate Reflection in Senior Portfolio

exhibit 3.4.a.13 Annual Data Sharing Feedback from P-12 Educators

exhibit 3.4.a.14 Data Shared with Teacher Candidates Prior to Student Teaching

exhibit 3.4.a.15 Examples of Efforts to Attract and Retain Talented Candidates

exhibit 3.4.a.16 Candidate Presentations to Teacher Education Candidates and Faculty at other Colleges

exhibit 3.4.a.17a Embedded Field Experience Example - Math Field Day

exhibit 3.4.a.17b Embedded Field Experience Example - Book Fair

exhibit 3.4.a.18 Substitute Team Teaching

3.4.b

Aggregate data on candidate placement in field experiences and clinical practice (Data should be disaggregated by program and level regardless of location or method of delivery)

exhibit 3.4.b.1 Three Years of Student Teacher Data

exhibit 3.4.b.2 Student Teacher Data Disaggregated by Program, Location, and Method of Delivery

exhibit 3.4.b.3 Number of Field Experiences

exhibit 3.4.b.4 Student Teaching Program Breakdowns

exhibit 3.4.b.5 Advanced Program Field Experience Data

exhibit 3.4.b.6 Advanced Program Field Experience Rationale Statement Examples

exhibit 3.4.b.7 Advanced Program Diversity Field Experience Rationale Statement Examples

exhibit 3.4.b.8 Co-Teaching Data

exhibit 3.4.b.9 Culturally Diverse Practicum Data / Pre- and Post-Surveys

3.4.c

Criteria for the selection of clinical faculty, which includes both higher education and P-12 school faculty

exhibit 3.4.c.1 Data Table on Cooperating Teacher Faculty Qualifications

exhibit 3.4.c.2 Criteria for Selection of Clinical Faculty

exhibit 3.4.c.3 Placement Letter for Qualified Clinical Faculty

exhibit 3.4.c.4 Data Table on Qualifications of Faculty Who Supervise Student Teachers

3.4.d

Examples of support and evaluation of clinical faculty across programs

exhibit 3.4.d.1 University Supervisor Evaluation Form

exhibit 3.4.d.2 Roles of Cooperating Teacher and University Supervisor

exhibit 3.4.d.3 Co-Teaching Training Session Evaluations

exhibit 3.4.d.4 Exit Survey Data Related to University Supervisors

exhibit 3.4.d.5 Exit Survey Data Related to Cooperating Teachers

3.4.e

Guidelines/handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by unit and opportunities for feedback and reflection

exhibit 3.4.e.1 Field Experience Forms

exhibit 3.4.e.2 Student Teaching Handbook

exhibit 3.4.e.3 Co-Teaching Handbook

exhibit 3.4.e.4 TLC Handbook

Strategies for Teacher Education

exhibit 3.4.e.5a Formative Assessment Strategies developed by a P-20 Team

exhibit 3.4.e.5b Differentiated Instruction Strategies developed by a P-20 Team

exhibit 3.4.e.5c Teaching English Language Learner Strategies developed by a P-20 Team

exhibit 3.4.e.5d Instructional Technology Strategies developed by a P-20 Team

exhibit 3.4.e.6 Sample Memorandum of Understanding Agreements

exhibit 3.4.e.7 Advanced Program Field Experience

exhibit 3.4.e.8 Advanced Program Handbook

exhibit 3.4.e.9 Example of Feedback Shared by Initial Program Candidates on Discussion Boards

exhibit 3.4.e.10 Example of Feedback Shared by Advanced Program Candidates on Discussion Boards

3.4.f

Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning. (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

exhibit 3.4.f.1 Student Teaching and Field Experience Evaluation Forms

exhibit 3.4.f.2 Example of Student Teaching Progress Evaluation Form

exhibit 3.4.f.3 Example of Student Teaching Final Evaluation Form

exhibit 3.4.f.4 Context for Learning Form

exhibit 3.4.f.5 Intro Field Experience Form

exhibit 3.4.f.6 Methods Practicum Form

exhibit 3.4.f.7 Diversity Practicum Form

exhibit 3.4.f.8 Initial Program Use of Technology Data

exhibit 3.4.f.9 Disposition Form

exhibit 3.4.f.10 Advanced Program Field Experience Handbook

exhibit 3.4.f.11 Example of Reminder Message to Complete Disposition Forms - Initial and Advanced

exhibit 3.4.f.12 Advanced Program Technology Data

3.4.g

Aggregate data on candidates entering and exiting from clinical practice for all programs. (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

exhibit 3.4.g.1 Aggregate Data on Field Experiences

exhibit 3.4.g.2 New Teacher Support Survey

exhibit 3.4.g.3 Summer Academy for First Year Teachers

exhibit 3.4.g.4 Contact Information for the Support of First Year Teachers

 

 

Embedded Field Experience

Math Field Day

3.4.a.1 and 2.4.g.10 and 5.4.e.4 Student teacher collaboration with P-12 and other institutions

3.4.a.2 SEEC Collaboration for Professional Development

3.4.a.3 Strategies for Teacher Education

3.4.a.4 and 3.4.e.3 Co-Teaching Handbook

1.4.c.9 and 3.4.a.6 and 3.4.f.3 Student Teacher Final Evaluation for Elementary Education

1.4.c.10 and 3.4.a.7 and 3.4.f.2 Student Teacher Progress Evaluation for Elementary Education

1.4.c.11 and 3.4.a.8 Student Teacher Final Evaluation for Mathematics Education

3.4.a.9 Sample MOUs

3.4.a.10 Focus Group Discussion for Initial Program

3.4.a.11 Focus Group Feedback from Advanced Program Data Sharing

3.4.a.12 Candidate Reflection in Senior Portfolio

2.4.g.19 and 3.4.a.13 Data Shared with Student Teachers

2.4.g.6 and 3.4.a.14 Example of Assessment Sharing and Gaining Feedback for Improvement

3.4.a.15 Efforts to Attract and Retain Talented Candidates

3.4.a.17a Embedded Field Experience - Math Field Day

3.4.a.17b Embedded Field Experience - Book Fair

3.4.a.18 Substitute Teaching with Co-Teaching Teams

3.4.b.3 Number of Candidates in Field Experiences

3.4.b.4 Student Teacher Program Data Disaggregated

3.4.b.5 Field Experience Data in Advanced Program

3.4.b.6 Advanced Program Field Experience Rationale Statements

3.4.b.6a Advanced Program Field Experience - Sample 1

3.4.b.6b Advanced Program Field Experience - Sample 2

3.4.b.6c Advanced Program Field Experience - Sample 3

3.4.b.7 and 4.4.a.14 Advanced Program Diversity Field Experience Reflections

3.4.b.8 Co-Teaching Data

3.4.b.9 Culturally Diverse Practicum Data/ Pre- and Post-Surveys

3.4.c.1 Data Table on Clinical Faculty Qualifications Fall 2014

3.4.c.2 and 5.4.b.2 and 5.4.c.2 Criteria for Selection of Clinical Faculty

3.4.c.3 Placement Letter Signatures for Qualified Cooperating Teachers

3.4.c.4 Data Table on Qualifications of Faculty

3.4.d.1 and 5.4.c.3 University Supervisor Evaluation

3.4.d.2 New Teacher Support Survey

3.4.d.3 VCSU Summer Academy for First Year Teachers

3.4.d.4 and 5.4.c.1 Cooperating Teacher and Student Teacher Pages of Student Teacher Handbook

3.4.d.5 Co-Teaching Training Workshop Evaluations

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