Standard 3 – Field Experiences and Clinical Practice

Element 1:  Collaboration Between the Unit and School Partners

The Purdue University North Central (PNC) Education Department values its collaborative relationship with its school partners in creating field and student teaching experiences that are of high quality and allow candidates to sequentially develop the knowledge, performances and dispositions necessary for teaching.  At PNC, the university faculty and clinical faculty along with school administrators, participate in the design, delivery and evaluation of the unit’s field and clinical experiences.  Area administrators and teachers serve on the unit’s advisory board, the University Council of Teacher Education (UCTE) and provide feedback about our program and field placements. While faculty primarily designs the field experiences, our school partners are consulted about their delivery and evaluation. (Exhibit 3.1.1: Minutes from UCTE). 

Effective communication exists between the unit and school partners concerning expectations, requirements, and the evaluation of field experiences and student teaching. This is evidenced by the surveys that are completed by clinical faculty, and teacher candidates.  (Exhibit 3.1.2:  Cooperating Teacher, University Supervisor and Candidate Surveys)  The PNC education faculty developed a PowerPoint presentation on the PNC conceptual framework that is made to faculty at all field sites.  Field Experience information is also shared with classroom teachers and building administrators.  Because of input that we have received from them, we have realized the need for a Handbook of Field Experiences, and are in the process of creating one to implement in fall 2006. (Exhibit 3.1.3:  Proposed Field Experiences Handbook)

The Director of Field Experiences (DFE) and the Director of Student Teaching (DST) were new positions beginning in fall 2002.  Both positions have been essential in providing better communication and collaboration between PNC and our school partners.  One of the initial responsibilities of the DFE was to build partnerships with various school corporations in our service area of LaPorte, Porter, Lake and Starke counties.  The DFE has established relationships with area superintendents, principals and teachers and contacts all parties by telephone, regular mail and email through the academic year in order to identify qualified classroom teachers who are willing and able to host Purdue North Central students as well as agree with the PNC conceptual framework. (Exhibit 3.1.4: DFE Contact Letters with administrators)

The Director of Student Teaching, (DST) is a faculty member who initiates and conducts the student teacher orientation meetings, and responds to calls about problems with student teachers and questions about requirements for student teachers.  In the event that a student teaching candidate is having difficulties that cannot be resolved with the cooperating teacher or the university supervisor, is not meeting the requirements of the field experience evaluation form, or is assigned to an inappropriate placement, the DST is responsible for communicating with all parties involved (Candidate, DFE, Cooperating Teacher, University Supervisor and Department Chair) to determine if the candidate should be reassigned to another placement.  The DST handles all questionable situations with a large degree of sensitivity and professionalism, always focusing on the best solution for the candidate, teacher and supervisor.  (Exhibit 3.1.5: Student Teaching Handbook)

Prior to involving  school partners in determining student teacher placements, the DFE has met with all school superintendents to describe the unit’s conceptual framework and the unit’s desire to take part in the placement of student teaching candidates.  This has been very favorably met by all superintendents who also have expressed a desire that our candidates have both a meaningful and successful student teaching experience within their corporation.

To involve school partners in determining field placements, the DFE contacts the school administrator to discuss the possibility of using the school as a field experience site.  The Department Chair, faculty who will be teaching the course, and the DFE consult with the school administrator(s) and clinical faculty to discuss the design, delivery and evaluation of the course.  The administrator and clinical faculty and the PNC faculty decide if they want to enter into this collaborative arrangement and notify the DFE.  If an agreement is reached to use the school to host the field experience, a letter is sent to both the school administrator and superintendent explaining and outlining the field experience, and an Affiliation Agreement is signed.  The Affiliation Agreement delineates the procedures that PNC has for placing students in field experiences as well as the student teaching practicum, such as compliance with criminal background checks and Zachary’s Law.   It also specifies expectations for professional conduct and professional standards to which all participants must adhere.  This contract is signed by the DFE, the PNC Business Representative and the Superintendent of the school corporation with whom the contract is being engaged. The Affiliation Agreement is renewed with the school corporation every 5 years. (Exhibit 3.1.6:  Letter and Affiliation Agreement)    In addition, a follow-up letter stating the criteria that should be used in the selection of clinical school-based faculty is sent. (Exhibit 3.1.7: Criteria Letter)

To begin the student teaching placement process, all candidates meet with the DFE for an orientation meeting one year before they begin their practicum to discuss placement procedures.   Each candidate fills out the Student Teaching Application which includes a written description of their Philosophy of Education and a Geographical Preference form. (Exhibit 3.1.8:  Student Teaching Application)  The DFE checks the grade level of all previous field experiences in which the candidate has participated to make sure that they have had a wide range of grade level placements.

The DFE sends a letter to the corporation’s superintendent, along with the candidate’s Student Teaching Application and Statement of Teaching Philosophy.  If the corporation wishes to interview the candidate prior to placement, the candidate is notified and this is arranged between the candidate and the school administrator and/or cooperating teacher. If the corporation accepts the candidate for student teaching, the contract is signed by the superintendent and cooperating teacher and is returned to the DFE.  The candidate is then notified of their placement.  If a corporation cannot honor the request for a student teacher, the superintendent returns the contract to the DFE, and the DFE sends out another letter of request for placement along with the contract to the next school corporation that the candidate had requested. (Exhibit 3.1.9:  Student Teaching Contract)

The student teaching practicum lasts for a period of 16-weeks during which time candidates gradually assume most of the responsibilities of the classroom teacher and participate in school/community-based educational events.  Candidates are assessed by the university supervisor with a written evaluation after each of at least seven observations, which are also discussed with the candidate. (Exhibit 3.1.10:  Student Teacher Observation Forms) There is also a written mid-term and final evaluation of the candidate. (Exhibit 3.1.11:  Mid-term and Final Evaluations)   This evaluation form is completed by the university supervisor who then shares and discusses it with the student teacher.  The cooperating teacher also uses the mid-term and final evaluation form and discusses the results with the candidate.  The candidate, university supervisors and cooperating teachers are encouraged to communicate with each other about the progress of the candidate. Candidates also receive continued support from faculty by returning to campus for seven seminars during their student teaching experience.

Element 2:  Design, Implementation and Evaluation of Field Experiences and Clinical Practice

The PNC Education Department was granted academic autonomy from Purdue West Lafayette, in spring 2003.  Before that time, the department operated under the West Lafayette conceptual framework. Beginning in fall 2003, field experiences and student teaching were designed to reflect the PNC conceptual framework.  The evaluation forms were immediately revised to align with the PNC outcomes which have been aligned with the INTASC Principles and the Indiana Content and Developmental Standards for Early and Middle Childhood. (Exhibit 3.2.1: Evaluation Forms)

Field Experiences

Candidates in field experiences are provided with many opportunities to develop and demonstrate their proficiencies in the knowledge, performance and disposition indicators that are aligned with the outcomes as they observe and work with actual students in various teaching situations. (Exhibit 3.2.2:  Course Syllabi with Field Experiences)  Table 3.1 shows the varied field experiences in which our candidates engage.  There is a field experience associated with every block of courses in the program.  The experiences begin by having candidates observe and then include service learning projects, working in classrooms and tutoring individual students before student teaching.  Candidates use information technology to support teaching and learning during these experiences depending on the availability of technology resources in the schools. The hours spent in each field experience differs depending upon the purpose of the field experience.

Table 3.1:  Description of Field Experiences Prior to Clinical Practice/Hours

The clinical faculty members are teachers in the schools that host a candidate during a field experience and assist university faculty in directing the work or activity of the candidate.  In order to be eligible to have a candidate in their classroom a teacher must be licensed in the area in which they teach. (Exhibit 3.2.3:  Criteria for clinical faculty) 

After a mutual agreement has been reached to hold a field experience in a school, the school administrator responds to the DFE or faculty member who is teaching the course with names of individuals who meet the criteria and have agreed to host a candidate with their teaching assignment.  In order to ensure diverse placements, the DFE gives each faculty member, prior to the beginning of the semester, a print-out of all of the field experience placements and grade levels in which the candidate has previously participated.  (Exhibit 3.2.4: Diversity of Placements in Field Experiences)  The faculty member then places the student in a grade level or diverse learning situation in which he/she has not previously been placed. 

 Student Teaching

Candidates gradually assume the role and responsibilities of the classroom teacher during the 16- week student teaching experience.  This is considered a critical opportunity for candidates to demonstrate their competence, ethical dispositions, reflective practice, and commitment to diversity and technology for a lengthy period of time.  The Student Teaching Handbook clearly explains the roles of the candidate, the cooperating teacher, and the university supervisor.  (Exhibit 3.2.5:  Student Teaching Handbook)  Candidates are expected to show evidence that they are effective educators committed to continuous growth and school reform by meeting all ten of the PNC outcomes.  During the 16-week period, candidates come to campus for seven all day seminars which are designed to provide support and guidance.  One area that is emphasized during the seminars is the use of technology during their placements.  The topic for their first student teaching seminar is “How to Incorporate Technology in Student Teaching” during which a variety of technology options are explored. Candidates are involved in developing a plan for incorporating technology into their classrooms and all candidates create a classroom website. Other seminars are designed to support the candidates as they prepare the required Teacher Work Sample which is the required artifact for their PNC Professional Portfolio. It has five components:

• Determining 3-7 learning goals selected for a series of lessons they will teach.  This includes a rationale and description of how the goals are connected to longer term goals and state/national standards.

• Designing an assessment plan including pre-, formative and summative assessments.  These must be aligned with the learning goals.

• Developing lesson plans that focus on the strategies they will use to address the learning goals.

• Analyzing student learning including the analysis of the whole group as well as two individual students.  Charts and graphs are used to visually represent the data and samples of student work must be included and described.

• Reflecting on the student learning which includes an evaluation of success and lack of success and a description of possible reasons for those outcomes.  In addition they must reflect on what areas they need to improve on in future lessons to ensure that learning occurs for all students.

During the last seminar, candidates showcase their PNC Professional Portfolios and candidates from other blocks as well as Education faculty and area principals are able to review the Teacher Work Samples as well as other artifacts that have been placed in the portfolio to showcase the meeting of the PNC outcomes.  During this seminar, the candidates also engage in mock interviews with the principals. (Exhibit 3.2.6:  Student Teacher Portfolios including the Teacher Work Sample)

The clinical faculty members share the responsibility with the university supervisor for formative and summative assessments during the student teaching practicum. Cooperating teachers and university supervisors are invited by the DST to attend an orientation meeting in August before their fall placements begin to help them prepare for their roles as clinical supervisors.  Clinical faculty members, who supervise in the spring semester, attend an orientation in January.  During the orientation meeting, the DST presents the PNC conceptual framework to the cooperating teachers and university supervisors and allows ample time for discussion of any questions.

The orientation meeting helps them become familiar with the student teaching requirements and evaluation forms, and also serves as a catalyst to help the student teachers interact with cooperating teachers and university supervisors. Expectations for student teachers, cooperating teachers and university supervisors are clearly outlined during this process.  Special attention is given by the DST and the DSE to introduce new university supervisors to the unit’s conceptual framework.  University supervisors and the DST and DFE hold a meeting midway through the semester to discuss any concerns about supervision and/or evaluation of student teachers. (Exhibit 3.2.7: Orientation Materials)

According to the Student Teaching Handbook, (Exhibit 3.2.8:  Student Teaching Handbook) clinical faculty are expected to provide regular and continuous support to student teachers by conferencing with them informally during the experience and also at mid-term and a mid-term evaluation is completed for each student teacher.  A more formal evaluation process is used at the completion of the experience.  University supervisors also provide regular feedback to the student teacher and a minimum of seven observations must be made for each candidate.  The university supervisor also discusses the student’s progress and grade at the end of the student teaching experience. (Exhibit 3.2.9:  Observation Forms and Mid-term and Final Evaluation Forms).  Data from surveys indicate a high degree of encouragement and support from cooperating teachers and university supervisors has been given to student teachers.

Table 3.2 identifies the number of hours spent in the student teaching practicum.   Candidates are placed with classroom teachers who possess expertise in pedagogy and content knowledge, very strong mentoring skills, are able and willing to give constructive feedback to student teachers, possess strong classroom management skills, and are lifelong learners who utilize and model best practice in the classroom.

Table 3.2:  Description of Student Teaching Practicum/Hours

Criteria for Clinical Faculty

The cooperating teacher is the teacher to whom a candidate is assigned for the purpose of the student teaching practicum.  In order to be eligible to serve as a university supervisor or cooperating teacher, the teacher must have a valid Indiana teaching license, a minimum of 5 years of successful teaching experience, and hold a master’s degree. Both the master’s degree and five years of experience are preferred; however, a strong recommendation from the administration may be acceptable for placement.  If a teacher does not have the necessary qualifications, yet a recommendation is given by the principal or superintendent; faculty and school administrators must mutually agree that the teacher may serve as a mentor for the student teacher.  It is necessary that clinical faculty be able and willing to give constructive feedback to student teachers, both positive and negative, and possess strong classroom management skills.  It is also our desire that the teacher is a lifelong learner who utilizes and models best practice in the classroom. (Exhibit 3.2.10: Criteria for selection of clinical faculty)

Element 3:  Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help all Students Learn

Entry and Exit Criteria

Entry and exit criteria have been established as students pass through our Gates system. There are four specific gates that candidates must pass in order to qualify for graduation from the program.  (Exhibit 3.3.1: Gates System)  In addition to checks made by the academic advisor and the department chair, candidate artifacts are reviewed by faculty at Gates 2, 5, and 6 of the unit assessment system.  Faculty members assess portfolio artifacts including lesson plans or units, disposition assessments and candidate reflections.  If a candidate’s portfolio is assessed as being unacceptable, the candidate is required to revise and resubmit the portfolio in order to be able to continue in the program.  The candidate’s portfolio is then reassessed by faculty in order to continue through the Gates.

Candidates must successfully pass through Gate 1 in order to participate in field experiences in Block II.  Candidates apply for their student teaching placement approximately one year in advance.  After an orientation meeting about the process for applying for the student teaching semester, the candidate submits an application for student teaching and a statement of teaching philosophy to the DFE.  The application consists of information about the candidate including information about prior course work, field experiences, and a statement of teaching philosophy.  Applicant’s records are reviewed by the Academic Advisor who ensures that all candidates have successfully passed through the Gates at Blocks II, IV and V, have passed Praxis II, have a cumulative GPA of 2.8 or higher, possess a professional GPA of 3.0 or higher, have on file a current Criminal History Report and signature form in the education office, and have an acceptable portfolio.  In addition to this, advisors check with faculty to ensure that all required coursework is completed with grades posted prior to student teaching.

At the end of the student teaching experience, the student teaching evaluation forms are given to the DST, who reviews them. The DST and faculty also review each student’s portfolio to ascertain whether portfolio requirements for student teaching have been met.  The DST then submits the student teaching grade and notifies the Department Chair that students have successfully passed through the required Gates to be recommended for their diploma and license.

Occasionally a student teacher will experience some difficulty during the student teaching experience.  When this occurs, the cooperating teacher, university supervisor, student teacher, and the DST collaborate to develop various plans to help the candidate attain success. If necessary, the Department Chair also is involved in these discussions.  The aforementioned procedure helps to ensure that student teachers are able to meet entry and exit level standards for student teaching.  Table 3.3 indicates the number of candidates who are eligible for clinical practice each semester, the number who experienced difficulties, and the number of successful completers. Improvement Plans are constructed and implemented for student teachers who experience difficulty during the student teaching practicum.

Table 3.3: Elementary Candidates for Eligible Clinical Practice

The majority of candidates successfully complete student teaching.  When a candidate experiences difficulty that might interfere with successful completion of the program, an improvement plan is developed with the Cooperating Teacher, the University Supervisor, and the Director of Student Teaching.  The outcome of this could be such that a new placement is provided for the student teacher, and/or the creation of specific goals or plans for the student teacher’s improvement.  Some candidates may be withdrawn from the program if after numerous attempts, no improvement is evident.  Though there is very good communication between clinical faculty and the university supervisor, and candidates are encouraged to discuss any difficulties they have with either of them, the Director of Student Teaching becomes involved immediately if the cooperating teacher and/or university supervisor feel that intervention is necessary. (Exhibit 3.3.2:  Improvement Plans)

Assessment of Student Learning

At the entry level of the Gates system, candidates in EDCI 205 begin to develop a portfolio.   As part of the portfolio, candidates are required to collect evidence of student learning as they are working in courses which have a field experience.  Candidates provide examples of student work and a detailed analysis of student learning.   They also describe student progress and reflect on their learning and student learning as well as the implications for instruction.  An example is the assessment task that is completed during Block IV while candidates tutor two students with reading difficulties.  They first pre-assess using a reading inventory, then plan and implement instruction for each student.  During the semester they reflect and made adjustments to their teaching based on informal formative assessments.  At the end of the semester they assess again with a reading inventory and use this to provide evidence of student learning.  The Teacher Work Sample has been added as a required artifact that is completed during student teaching.  One of the major objectives of this assignment is for candidates to provide evidence of student learning. 

Assessment of Field Work and Student Teaching

Candidates are assessed during their early and late field experiences using evaluation forms which are aligned with the PNC outcomes.  Depending upon the type of field experience the candidate is participating in, the assessor may be the classroom teacher, the course instructor, or a combination of both.  Elementary education faculty members directly supervise candidates during their block field experiences.  Assessment forms are available and given to candidates and clinical faculty prior to the beginning of each field experience. (Exhibit 3.3.3: Field Experience Evaluation Forms)

Candidates are continuously assessed during student teaching.  In addition to continuous informal assessment, classroom teachers and university supervisors complete observation forms along with mid-term and final evaluation forms.   As previously mentioned, the mid-term and final forms are aligned with the ten Purdue North Central Outcomes. 

Reflection

Reflective Practitioner is one of the outcomes in our conceptual framework.  Candidates are required to reflect on both field experiences and student teaching.  Table 3.4 describes reflective activities connected with field experiences. During field experiences, candidates are asked to reflect on their observations and the effectiveness of their teaching.  These reflections are submitted to the course instructor.  There are many opportunities for reflection throughout each field experience.  Some instructors require that candidates post reflections on TaskStream which is a web-based course management system.  Guided observations are often made during the experiences that enable the candidate to reflect on various educational topics including diversity, the use of technology, student behavior, and classroom management. Reflection is also a required component of the required lesson plan format. During student teaching, the candidate has many opportunities for reflection, as this is a major part of the candidate’s professional portfolio as they must reflect as they write the Professional Growth and Future Goals Summaries.

Table 3.4:  Reflective Activities for Field Experiences/Clinical Practicum

Experiences with Diverse Groups of Students

During field experiences, candidates are placed in a school setting where at least 20% of students are on free or reduced lunch or are members of underrepresented groups.  Field experience placements are tracked by the DFE and reviewed again by the department chair to ensure that all candidates have field experiences with diverse groups of students.  Table 3.5 shows the data on ethnic, racial, and socioeconomic diversity of students in the schools where all candidates complete their field experiences.  The data related to all field experience sites including student teaching may be found in the Exhibit Room.  (Exhibit 3.3.4:  Field Experience Data)

Table 3.5:  Diversity of Field Experience Sites in which all Candidates Are Placed