FIELD PLACEMENTS & ACCREDITATION
Prepared for the MOU discussions [spring, 2006]. Shared with other Partner Schools and CoEd faculty in June, 2004.
Accreditation elements related to field placements taken from the Acceptable level rubrics established by NCATE (selection of these parts and the italics by Kay Persichitte):
The unit, its school partners, and other members of the professional community design, deliver, and evaluate field experiences to help candidates develop their knowledge, skills, and dispositions.
The unit and its school partners jointly determine the specific placement of student teachers and interns for other professional roles to provide appropriate learning experiences.
Criteria for clinical faculty are clear and known to all of the involved parties. Clinical faculty are accomplished school professionals.
Clinical faculty provide regular and continuous support for student teachers and other interns through such processes as observation, conferencing, group discussion, email, and the use of other technology.
Candidates, school faculty, and college or university faculty jointly conduct assessments of candidate performance throughout clinical practice.
Field experiences allow time for reflection and include feedback from peers and clinical faculty.
All candidates participate in field experiences that include students with exceptionalities and students from diverse ethnic, racial, gender, and socioeconomic groups.
Faculty (professional education and clinical) have knowledge and experiences related to preparing candidates to work with students from diverse cultural backgrounds, including students with exceptionalities.
Candidates interact and work with candidates from diverse ethnic, racial, gender, and socioeconomic groups in schools.
Field experiences in settings with exceptional populations and students from different ethnic, racial, gender, and socioeconomic groups are designed for candidates to develop and practice their knowledge, skills, and dispositions for working will all students.
Feedback from peers and supervisors helps candidates reflect on their ability to help all students learn.
School faculty are licensed in the fields that they teach or supervise, but often do not hold the doctorate.
Professional education faculty provide service to the college or university, school, and broader community in ways that are consistent with the institution and unit’s mission. They are actively involved with the professional world of practice in P-12 schools.
Professional education faculty collaborate regularly and systematically with colleagues in P-12 settings, faculty in other college or university units, and members of the broader professional community to improve teaching, candidate learning, and the preparation of educators.
IF DIFFICULTIES ARISE
If difficulties arise during the Residency semester: