3b.1. What are the entry and exit requirements for clinical practice?
Entry and exit requirements for clinical practice are explicitly stated in the unit’s transition point documents. Several set of transition point documents are presented. First, there are transition points that apply to time frames corresponding to the 2010 accreditation visit. These transition points cover requirements from 2003 to 2009. Second, there are transition points that reflect program changes undertaken in 2009. Transition points in the latter group do not necessarily apply to program requirements in the 2003 – 2009 time frame.
- Transition Points – Baccalaureate Programs (2006 – 2008)
- Transition Points – Baccalaureate Programs (2009)
- Transition Points – Exceptional Needs (2006 – 2008)
- Transition Points – Exceptional Needs (2009)
- Transition Points – Exceptional Needs (2010)
- Transition Points – School Counseling (2006 – 2008)
- Transition Points – School Counseling (2009)
Entrance requirements into clinical practice for candidates on the baccalaureate initial level include meeting the mandatory grade point averages (GPA), successful completion of signature assignments with minimum scores of C, favorable field experience evaluations, qualifying scores on dispositional assessments, and successful presentation of the Developing Level e-portfolio. As well, candidates must present clear Limited Criminal History and Zachary’s Law, the State of Indiana’s sex offender registry check.
Student teaching exit requirements include the successful completion of the range of assignments included in the Candidate Field Assessment Process (CFAP), satisfactory mid-term and final evaluations from clinical faculty, on level assessment of professional dispositions, completion of civic engagement hours and professional development endeavors, plus presentation of the Proficient Level e-portfolio.
Throughout their programs, post-baccalaureate initial and advanced candidates are required to present clear Limited Criminal History and Zachary’s Law checks, maintain a 3.0 GPA, successfully complete signature assignments with minimum scores of B minus, and earn on-target dispositional evaluation scores. Finally, candidates must complete e-portfolios and presentations at the Skilled and/or Distinguished Level(s) in order to successfully exit from clinical practice.
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?
Required field experiences are detailed in the following charts:
- Baccalaureate Initial Licensure Dual Elementary/MI Program
- Baccalaureate Initial Licensure Dual Secondary/MI Programs
- Baccalaureate Initial Licensure Visual Art Program
- Post-Baccalaureate School Counseling Program
- Post-Baccalaureate Initial and Advanced Exceptional Needs Programs
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?
The unit ensures that candidates demonstrate proficiencies in practica and student teaching experiences through assessments included in the Candidate Field Assessment Process (CFAP).
CFAP is a series of assessments and processes that document teacher candidates’ work and evaluation during formal field-based experiences. The CFAP is implemented in practica courses and student teaching placements.
In the School Counseling Program, candidates in practica and internships complete a signature assignment, P-12 Student Outcome Activity, aligned with school counseling proficiencies outlined in the conceptual framework, state, and professional standards. For example, one component of CFAP is the Post-Assessment Lesson Analysis Narrative (POLAN), assignment. This assignment requires candidates to assess students, analyze their performance, and relate performance results to candidate lesson planning and instruction. This aligns with the unit’s conceptual framework area, Knowledge of Pedagogy, designs and implements the teaching-learning process based on the continual assessment of students’ performance. Knowledge of Pedagogy is aligned with INTASC and State of Indiana content standards, as noted on curriculum alignment charts. The linked documents are samples of candidates’ POLAN assignments demonstrating that candidates have developed proficiencies outlined in the conceptual framework and standards.
In field and clinical experiences, candidates are assessed on performance outcomes outlined in the unit’s conceptual framework. Performance outcomes, in turn, are aligned with external standards set at the state and professional levels. Candidates in initial licensure programs must meet competencies outlined in State of Indiana Content and Developmental Standards and the Interstate New Teacher Assessment and Support Consortium (INTASC). Additionally, initial licensure candidates in the post-baccalaureate program must meet Council for Exceptional Children (CEC) Standards. The unit incorporates standards from the aforementioned sources into its CFAP and P-12 Student Outcome Activity evaluation instruments.
Advanced licensing exceptional needs candidates are also held accountable to State of Indiana proficiencies in addition to CEC standards and those specified in the National Board for Professional Teaching Standards (NBPTS). School Counseling advanced licensing candidates must meet State of Indiana Content Standards, INTASC Standards and those set by the American School Counselor Association (ASCA).
The unit ensures that state standards are aligned with program content as documented through curriculum alignment matrices (baccalaureate, exceptional needs, school counseling). Curriculum alignment matrices illustrate the relationship of relevant Indiana Department of Education and INTASC Standards as well as applicable areas of the conceptual framework to knowledge and performances within common core and program specific courses. Course matrix charts (baccalaureate, exceptional needs, school counseling) illustrate specific course alignment with program specific knowledge and the means of assessment employed. Course linkage charts and curriculum alignment matrices for all courses and programs are available on site.
3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?
Coursework prior to field and clinical experiences provide candidates with essential knowledge and skills to apply technology as instructional tools in the classroom. Preparation begins with the university’s general education requirements that candidates demonstrate proficiencies in Word, Power Point, and Excel. At the baccalaureate level, the unit requires candidates to demonstrate competency with multiple components of technology in Technology Applications in Teaching, EDUC 205 and its requisite Teaching with Technology signature assignment. Given this background, candidates are then able to take full advantage of the technology available in schools and to employ technology as instructional tools. The Candidate Field Assessment Process (CFAP) components include criteria which measure candidates’ technology proficiencies. These assessment instruments include the Lesson Planning Guides, and Formal Observation Evaluation. Candidates’ dispositional stances toward instructional technologies are assessed during field experiences and clinical practice by means of the Assessment of Professional Dispositions instrument.
Candidates in the post-baccalaureate Exceptional Needs Program, initial licensing level, must successfully complete the signature assignment in Technology Applications in Education, (EDUC 505), requiring the creation of multiple lesson plans incorporating technology into mild and intense intervention lessons. As with baccalaureate initial licensing candidates, the post-baccalaureate initial and advanced licensing candidates complete CFAP’s multiple assessments that measure proficiencies related to instructional technology.
The technology criterion in the INCLUDE Plan (Friend and Bursuck) rubric is used to assess initial and advanced candidates in the Mild Intervention Program, Methods and Techniques for Teaching Exceptional Elementary Children (SPED 508) and Advanced Methods for Teaching Exceptional Middle and High School Youth (SPED 509). In the Intense Intervention Program, Functional Curriculum / Assistive Technology (SPED 518) incorporates and assesses Individual Education Program (IEP) proficiencies related to assistive technology. Additionally, criteria on the following instruments: Practicum Evaluation (Practicum, SPED 513), Student Teaching Evaluation (Student Teaching, EDUC 583) and the Assessment of Professional Dispositions are used to assess candidates’ technology proficiencies during field and clinical experiences.
School Counseling candidates are systematically evaluated on technology proficiencies through the Practicum and Internship Evaluation (PSYC 579 and 583) and Assessment of Professional Dispositions (PSYC 579 and 583) instruments. For example, candidates use student management systems to make changes to student schedules and to track grades, attendance, and referrals. Additionally, candidates explore web-based information systems to enhance student career development projects and social or life skills activities.
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?
Criteria for the selection of school-based clinical faculty are outlined in the Affiliation Agreements between the university and area school districts. Specific criteria include: current and appropriate credentials, including state licensing which is applicable to the setting; principal recommendations; and, three years of successful teaching or counseling experience. School-based clinical faculty are recommended by building principals, district administrators, or liaisons in charge of placements.
Professional qualifications of clinical faculty are confirmed by the UAS Manager from information provided on the Indiana Department of Education’s website as well as data on file with the unit’s Director of Field Experiences, Director of Exceptional Needs, or Director of School Counseling. Written verification of criteria is secured from clinical faculty on Cooperating Teacher Vitae. Evidence verifying that school-based clinical faculty members are accomplished school professionals is documented in the Cooperating Teacher Information Forms and the Degrees and Years of Experience for Cooperating Teachers.
In addition to the above criteria, school-based supervisors of post-baccalaureate exceptional needs candidates must hold advanced degrees. School-based clinical faculty in school counseling must hold a valid School Counseling license, have 5 years of experience as a school counselor, and have obtained an appropriate master’s degree in school counseling. Beginning spring 2010, clinical exceptional needs and school counseling faculty complete the Field Supervisor Summary Vitae to assist in documenting experience and demographic information.
3b.6. What preparation do school based faculty members receive for their roles as clinical supervisors?
School based faculty members are prepared by the unit for their role as supervisors and mentors.
At the baccalaureate initial licensing level, clinical faculty who serve as student teaching supervisors attend orientations in the form of two workshops during the student teaching semester. Workshop agendas include: review of the unit’s mission; conceptual framework’s performance outcomes; assessment instruments; e-portfolio review; role expectations of cooperating teachers; university supervisors; student teachers; and, policies and procedures. In addition to the Student Teaching (EDUC 480) syllabus, essential information and hard copies of materials are provided to cooperating teachers in the Manual for Field Experiences and Student Teaching and Graduate Handbook. As of fall 2009 orientation workshops are vodcasted and available to cooperating teachers for review on iTUNES University. At the conclusion of student teaching placements, cooperating teachers complete a program assessment survey, Field-Based Experience Assessment Survey. Survey results assist the unit in refining the means by which clinical faculty are effectively prepared for their supervisory roles.
At the post-baccalaureate level in both the Exceptional Needs and School Counseling Programs, university supervisory faculty orient cooperating teachers/site supervisors to responsibilities as specified in Affiliation Agreements and university/field supervisor contracts (Exceptional Needs, School Counseling). Orientation for field-based supervisory faculty includes a review of: the unit’s mission; the conceptual framework’s performance outcomes; assessment instruments; and role expectations of clinical faculty and student teachers or interns. Essential information and hard copies of materials are provided to cooperating teachers in the Manual for Field Experiences and Student Teaching and Graduate Handbook.
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?
The unit’s expectations of candidates, university supervisors, and cooperating teachers / site supervisors are described in the Role Expectations in the Assessment of Candidate Performance in Clinical Practice. The unit’s support process is designed so that candidates, university supervisors and cooperating teachers or site supervisor maintain open communication and collaborate in assisting the candidate to develop professional competencies.
The Field Experiences Manual and Graduate Handbook delineate expectations for clinical faculty to provide regular and continuous support for candidates during clinical practice. Evidence which demonstrates that university supervisors provide support is documented through anecdotal Description of Teaching and Classroom Dynamics, Candidate Field Assessment Process (CFAP) multiple assessment components and follow-up documentation from field observations. Candidates’ evaluation of both supervising and cooperating teachers give evidence of the quality of support provided during the clinical experience. Blackboard discussions, Student Teaching Seminar and the co-requisite SPED 405, provide candidates with forums for discussions and for requests for specific support.
Advanced licensure level school counseling candidates provide their perspective on clinical experience support received through co-requisite seminars in which the university supervisor maintains open dialog, monitors candidate progress, and evaluates the support given by site supervisors. Data from Alumni and Employer Surveys provide additional evidence of support made available to candidates and interns during clinical practice and internships.
3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?
Candidates in the School Counseling Program complete a P-12 Student Outcome Activity project involving the analysis of data and current research during each semester of practicum and internship. This requires candidates, in concert with field supervisors, to develop activities at the field site that will demonstrate candidate impact on student learning. Activities might include classroom guidance lessons, group or individual counseling, career development activities, or personal/social development programs. Following the Indiana Mentoring and Assessment Program – School Counselor [IMAP-SC] model, each semester, candidates design and implement research based counseling activities that include assessment components, such as the analysis of pre- and post-assessment data. Activities developed from data findings might include group counseling processes to reduce bullying, support groups to increase attendance, or classroom guidance activities to introduce career development processes. Additionally, candidates reflect on the effectiveness of activities as well as provide recommendations for future application of activities in school settings. A minimum of six of the 18 artifacts (33%), including signature assignments, in the portfolio are expected to be in the IMAP-SC project format.