3.2

The Unit has developed this model of courses and experiences that prepare candidates for the profession and that are aligned with the attributes of the Conceptual Framework. Candidates are required to participate in field experiences with every professional studies course in their curriculum. Each experience requires activities directly related to the goals and objectives of the course and is a minimum of 15 hours. The process is systematic and the required participation is sequential.

At Level 1, during a candidate’s freshmen year and the pre-admissions phase, pre-candidates enroll in EDUC 101 Foundations on Education and EDUC 100 Practicum/Field Experience I. Participation at this level primarily involves observation and assisting in the classroom with routine procedures. The course instructor may also require pre-candidates to attend PTA meetings, school board meetings, and other school related activities. The VSU Student Education Association, Unit grants and special activities also provide opportunities for pre-candidates to tutor and work with students on campus or in the schools.

As a sophomore, pre-candidates enroll in EDUC 200 Practicum/Field Experience II or Level 2, in which the level of participation includes level one responsibilities in addition to tutoring and small group instruction. At level 3, the parallel courses are EDUC 315 Generic Teaching, ELED 328 Curriculum of Instruction, ELED 429/ 430 Language Acquisition and Reading I and II, and EDUC 427 Reading in the Subject Areas. After admission into the program, candidates begin to examine lesson preparation and instructional strategies. Participation includes Level 1 and Level 2 activities and increases involvement to macro/mini teaching and other teaching responsibilities. At level 3, candidates are assigned clinical faculty who act as mentors.

Level 4, is the capstone course, Student Teaching. At this level, candidates gradually assume full instructional responsibility in a classroom for a minimum of 300 hours. In each course, technology is used for course delivery and candidates learn how to use technology for research, instruction, record keeping and communication. The primary course for performance assessment using technology is EDUC 402 Student Teaching and EDUC 401 Student Teaching Seminar.

The activities and amount of time candidates spend in the field are appropriate to the course content, level of the program, and the components of the conceptual framework. A reflective component of field experience affords candidates the opportunity for observation, analysis, and self- reflection. A “Field Experience Handbook”outlines the field experience process and expectations (Exhibit 3.3). In addition, a field experience textbook, A Guide to Observation, Participation, and Reflection in the Classroom by Arthea Reed and Verna Bergemann is used to focus the experience on general classroom management skills. Placements provide candidates with the opportunity to apply their knowledge, skills, and dispositions in a role that positively impacts student learning. Field experiences play a critical role in the overall preparation of candidates to embrace the theme, “Reflective Practitioners: Creating Positive Learning Environments for All Students.” A formal evaluation of each candidate is made at the mid-term and end of the semester using the Evaluation Form, and Attendance Record, and the Reflective Journal (Exhibit 3.4.).

Clinical faculty are essential partners in the development of the student teachers. Therefore, the selection of clinical faculty/cooperating teachers is paramount. The selected clinical faculty do not only possess academic and professional credentials, but they are also recognized as master teachers in their school divisions. Listed below are the criteria for the clinical faculty:

Qualifications of Clinical Faculty

A valid Virginia Collegiate Professional License with proper endorsement for the teaching assignment
3 years (minimum) experience as a successful classroom teacher
Recognized expertise in subject matter knowledge and current and varied instructional strategies for the classroom
Skill in effective classroom management techniques
Knowledge of school/community relations
Strong oral and written communication skills
Strong organizational skills
Excellent human relations skills
Experience in working with adults and/or student teachers
A desire, willingness, and ability to work cooperatively with colleagues and student teachers

Cooperating teachers and university supervisors (from the content area and professional studies) evaluate student teachers during their clinical experiences at least once a week, using the Student Teaching Assessment (Exhibit 3.5.). The assessment evaluates student teachers’ achievement of the Conceptual Framework candidate proficiencies. Cooperating teachers and university supervisors review completed assessments with student teachers and they discuss strategies to improve instruction and increase student learning.

During student teaching, student teachers maintain a reflective journal documenting reflections of their daily routines and instructional experiences. They are also required to assess impact on student learning by administering pre- and post-assessments, preparing 2 video presentations, and maintaining a notebook of all lesson plans. All documentation collected during student teaching is compiled in a portfolio and presented orally at the Student Teacher Exit Assessment. This assessment evaluates their mastery of the knowledge, skills, dispositions, and impact on student learning using their experiences during student teaching. Components for assessment are aligned with the Conceptual Framework and include the use of technology, diverse instructional strategies, data driven instruction, and professionalism. Faculty and administrators from the professional education program, faculty from the academic major, cooperating teachers, school administrators, and other candidates are invited to assess the exit assessment.

In fall 2006, several curricular changes will impact teacher education program field experiences. EDUC 100 Practicum/Field Experience I, EDUC 200 Practicum/Field Experience II, and EDUC 300 Practicum/Field Experience III will be deactivated and field experiences will become an integral component of all professional studies courses. Candidates will complete 15 hours of field experiences with each professional studies course. Instructors and cooperating teachers will assess candidates’ knowledge, skills, and dispositions during field experiences as well as related instructional activities.

Advanced Programs for Other School Personnel

Educational Administration and Supervision

Because the majority of graduate students in the Educational Administration and Supervision Program at the Masters and the Doctoral levels are employed full-time, it is critical that the university work with these candidates in establishing internships that provide essential learning opportunities, but enable candidates to maintain their professional responsibilities. As a result, candidates select a site for placement and seek initial approval. In collaboration with the university supervisor, candidates submit a potential site placement and following approval by the university and site supervisor, the internship placement is made.

As part of a formal orientation program for the master’s program, site supervisors, university supervisors, and interns initiated a dinner seminar at the beginning of the spring 2006 semester to discuss internship expectations and address any concerns of the site supervisors and candidates. In addition to improving collaboration with the school systems, internship requirements were also revised as a result of concurrent sessions. The required activities are designed to focus on standards not easily addressed during in-course field experience opportunities. Mentors encouraged requirements that guided the internship and were pleased to see the implementation.

The spring 2006 internship candidates in the Administration Supervision Program are piloting the new requirements as recommended and developed during several concurrent, collaborative sessions with PK-12 partners. Candidates will continue to select internship site and receive initial approval.

In the spring, mentors will also be trained in the use of CampusTools™ HigherEd for data collection. CampusTools™ HigherEd permits mentors to provide feedback directly into the university data collection system. This will be an ongoing activity to increase collaboration and build partnerships with our site clinical staff.

In 2002, in-course field-experience hours became required in all content classes. The administration and supervision program ensures candidates complete a minimum of 12 hours of field experience per course, prior to entry into the full-time administrative internship. The experiences are designed for students to demonstrate their professional knowledge through experiences in the school setting. At the completion of coursework, candidates will have a minimum of 120 hours in the school setting.

Table 41 details the requirements and types of activities that are provided through the in-course field experiences and their alignment with professional standards.

It should be noted that candidates in the full-time internship have additional requirements. However, the full-time internship occurs at the close of the candidates program and should reflect stronger, more advanced knowledge, skills, and dispositions.

The internship experience is designed to fill the gap between simulation and in-course field experiences. The ultimate goal is provide opportunities for candidates to develop the knowledge and skills to help all students learn. To ensure that candidates are receiving adequate supervision from qualified university and clinical faculty, the supervisory team for the internship is composed of the university supervisor, the Associate Dean of the Graduate School and a Professor of Graduate Professional Education Programs. Both have served as administrators in varying school districts and have contemporary experience in the public school system. One has extensive experience working with the Central Virginia Leadership Academy, a principal assessment. Both maintain professional licenses in the areas of administration and supervision at various levels. In addition, the clinical faculty at the school sites hold professional administrative credentials and are in positions as school principals.

Candidates receive a minimum of 2 visits from the university supervisor as well as communication by phone or email during their internships. The initial visit involves a meeting with the site supervisor, university supervisor and candidate. Each party also meets individually with the university supervisor. The goal is to verify requirements and ensure a satisfactory start to the internship experience. A follow-up meeting is scheduled later in the semester. If issues or concerns surface, the university supervisor will visit the site as often as necessary.

At the conclusion of the internship experience, field supervisors provide feedback on candidate performance using the Internship Evaluation (Exhibit 3.6). After disaggregating the data, university personnel are better able to identify areas of needed growth and revise the program accordingly. In addition to the requirements outlined, candidates maintain a log and reflective journal of the internship experience. This data clearly provides an analysis of where candidates are dedicating their time in the internship and what experiences are being provided. The reflection details candidates’ opportunities, questions, and thoughts regarding the daily schedule.

In addition, exit surveys (Exhibit 3.7.) are provided to all candidates following oral and written comprehensive exams. The survey provides feedback for program improvement. In addition, follow up surveys are conducted each year for candidates who have entered into a school leadership role. These surveys provide information on the application of the knowledge, skills, and dispositions reflective of Virginia State University graduates.

Standard 3. Element Two: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice