Standard 3. Element Three: Candidates' Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn

Pre-candidates desiring to enter the program must apply at the end of the sophomore year. At that time, pre-candidates should have acquired at minimum 2.5 GPA and passed Praxis I. Completion of an application which includes recommendations from the advisor and another faculty member must be included. The Coordinator of Program Admission evaluates the application for the required credentials to determine pre-candidate eligibility for an interview. Pre-candidates are interviewed to assess their dispositions. Based on results from previously stated criteria, pre-candidates may be admitted into the program and become teacher candidates. Pre-candidates may conditional admission if they do not meet all admission requirements. Pre-candidates who are admitted conditionally have one semester to successfully complete requirements or they are advised to change their major. 

 

Early field experiences are guided by specific requirements assigned by the course instructor and outlined in course syllabi. Documentation of participation and completion of assignments are submitted to the instructor of the course in which the candidate is enrolled. Reflections of experiences are discussed in class. Prior to admission in the program pre-candidates tutor students one-on-one in schools and special activities. Documentation of candidates’ impact on student learning is essential and includes the application of pedagogical, content and professional knowledge and skills. Field experiences are assessed by unit faculty and cooperating teachers.

 

Candidates admitted into the program may complete courses in their curriculum and prepare for additional assessments. As candidates, field experiences include small group instruction and macro teaching using lesson plans they developed. Each lesson plan includes a pre- and post-assessment. The lesson plan model used by the unit is supplemented with planning for differential instruction for exceptional learners. The classrooms in which they are assigned have exceptional students mainstreamed in the classroom.

 

By the end of the first semester senior year, candidates should have completed all professional studies courses with a C or better, passed the Praxis II content knowledge assessment (if applicable), have at least a 2.5 GPA, and completed a Child Abuse and Neglect Course to be eligible for student teaching. Candidates who meet the criteria complete the Student Teaching Application (Exhibit 3.2.). Student teaching placements are made in collaboration with school districts and departmental faculty. All candidates are required to complete two placements to validate experience teaching in the specified endorsement areas. Candidates seeking Elementary PreK-6 endorsements have 2 two elementary placements: 1 in grades K-2 and the second in grades 3-5. Candidates seeking music, health and physical education and special education K-12 endorsements are placed in an elementary school and a middle or high school. The following school districts partner with the Unit for clinical practice placements: Prince George County, Dinwiddie County, Petersburg City, Chesterfield County, Henrico County, Hopewell, Charles City County, and Colonial Heights. 

 

During student teaching, candidates incorporate all of the knowledge, skills, and dispositions identified in the Conceptual Framework candidate proficiencies as they transition into the role of the primary teacher in an assigned classroom under the supervision of a cooperating teacher. Assessments for this clinical experience are aligned with the competencies of the Conceptual Framework. Candidates develop a portfolio, which assesses their philosophy of education, discipline, and classroom environment, as well as self-reflections and assessments. Video documentation and self analysis represents performance assessments during which candidates discuss how they actively used diverse instruction, and informal and formal assessments to impact the learning of students in their class. Pre and post assessments are validation of any student growth and the candidate’s effectiveness as teacher.  

 

Virginia State University seeks to graduate administrative candidates that are caring, competent, effective and reflective. Field experiences begin upon entrance into the program. With the exception of core coursework, the remaining content coursework provides candidates with twelve hours of in-field experiences. The field experiences are aligned with the conceptual framework and individual rubrics identifying this focus are developed in each content class. In-course field experiences are evaluated through these rubrics by the university professor. Because the role of the in-course field supervisor is that of a mentor, verification of completion as well as written feedback and overall evaluation is requested from site administrators. 

 

The rubric for the internship experience demonstrates the program’s commitment to the unit’s conceptual framework. The rubric identifies the knowledge (competence) demonstrated by candidates; the skills demonstrated (effectiveness); the dispositions exhibited (caring); and recognition of reflection. Candidates are required to engage in administrative experiences reflective of all ELCC standards. However, because some standards cannot be adequately addressed through simulations or minimal field experiences, the internship has been specifically designed to address these standards and competencies. During their graduate course work and internship experiences, candidates are required to have exposure to and opportunities to work with diverse populations to ensure a rich experience in school leadership. Recognizing the need to pay special attention to sub-groups, some of the required course experiences involve working with exceptional programs. To ensure a well-rounded internship experience, candidates are required to gain hours outside of their internship site as a means of exposure to various settings.