3b.1. What are the entry and exit requirements for clinical practice?

Candidates in initial undergraduate programs must have an overall 2.5 GPA, PRAXIS I, II, and PLT passing scores and recommendation of an advisor. To exit, candidates must successfully complete all assignments and activities with a grade of C or better and submit all required artifacts to TaskStream.

MAT candidates must hold a Bachelors degree from an accredited university with a 2.5 undergraduate GPA, PRAXIS I and II passing scores, 20 hours of observations in their certification area, satisfactory score on the GRE, and be admitted to ULM Graduate School. To exit, candidates must have a PLT passing score, successfully complete assignments and activities with a grade of C or better and complete a comprehensive portfolio.

M.Ed Curriculum and Instruction & Educational Diagnostician candidates must have completed all program coursework prior to the practicum with no more than one C and submit all signature assessments to TaskStream with a rating of 2 or 3. The practicum begins in January and concludes in June each year.

LEC candidates must successfully complete comprehensive exams. To exit, site supervisors must sign off on 200 clock hours completed and sign the appropriate evaluation stating that the candidate has performed satisfactorily. Candidates must complete the internship portfolio.

Ed Leadership candidates must have a minimum of 2 years teaching experience, prior approval of a sponsoring administrator at the placement site, be admitted to the ULM Graduate School and to the Department of Ed Leadership and Counseling and have completed at least 80% of the courses required for certification. To exit, candidates must have an SLLA Exam passing score.

School Psychology candidates must have earned a MS in Psychology, be accepted into the ULM Graduate School, provide passing PRAXIS II School Psychology Specialty Test scores and register for specialist-level comprehensive examinations. To exit, candidates must complete 600 hours of internship each semester for 2 semesters and pass the specialist comprehensive examination.

School Counseling candidates must formally apply with a completed check sheet from the major professor and clinical director, successfully complete prerequisite courses and carry student liability insurance. To exit, candidates must score satisfactory or above on each component of the Internship Evaluation. The competencies evaluated are from CACREP standards.

Exhibit 3b1.1 Entry and Exit Requirements for 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? Please complete Table 7 or upload your own table at Prompt 3b.9 below.

Exhibit 3b2.1 Field Experience Required for Each Program

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?

For the initial undergraduate and MAT programs, all field and clinical practice performance standards are aligned with the unit’s conceptual framework, state standards, and professional standards. Standards-based activities, projects and assignments during field and clinical experiences allow candidates to demonstrate proficiencies appropriate to the subject area, grade-level and level of certification. Assessment of candidates’ performance during field experiences and clinical practice components align to the standards. Syllabi of all courses with field experiences and/or clinical practice components align to the objectives of the course with the standards and the unit’s conceptual framework.

The six core courses (CURR 523, 573, 518, SPED 545, EDLE 500 & 505) have 20 hours of built in field experience in each of those courses, which are aligned with our conceptual framework. Candidates also take an internship/practicum course before graduating from the M.Ed program. Faculty teaching these courses ensure that candidates are meeting the required state and professional standards as documented in the syllabi.

In the LEC program, internship logs, rubrics, and portfolios are consistently reviewed by the major professors and the program director to see if identified proficiencies are completed and documented. If a discrepancy is noted, internship supervisors are advised as the next placements are made.

In Ed Leadership, the candidate and university supervisor in conjunction with the sponsoring school administrator or supervisor develop a Program Proposal for the field experiences. The minimum number of contact hours for the field experience, exclusive of seminar hours, is 120 clock hours per semester or a total 240 hours for the two semesters. Candidates are required to indicate on their daily intern log which ELCC standards relate to each of their selected and recorded activities. A plan is developed with the mentoring district to allow candidates to spend time at multiple sites within the service area and agencies outside the school setting during their year-long internship. Placement sites include all school organizational levels and must include experiences with diverse student and faculty memberships.

In School Psychology program, candidates submit monthly logs documenting activities, and site supervisors complete evaluations of candidate performance that address adherence to standards and professional competencies. In the School Counseling program, competencies (required by CACREP) are outlined in the evaluations. These align with the proficiencies outlined in the unit's conceptual framework.

For the Ed Diagnostician program, during the program design phase, matrices were developed to identify courses in which specific competencies were addressed. Each course syllabus includes a matrix of specific competencies addressed in KSD’s, state, professional, and NCATE standards.

Exhibit 3b3.1 Description of Field experience & Assessment

3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?

Throughout each program of study, candidates are provided opportunities to develop the knowledge and skills needed to effectively use technology for instructional purposes. Candidates in all programs are given the opportunity to check out equipment such as digital cameras, digital voice recorders, digital video camcorders, and projectors from the Digital Media Studio to use in their field and clinical practices.

In the initial undergraduate program, during field experience in Elementary Education, candidates are given the opportunity to work with an ELMO in the classrooms at Cypress Point Elementary. During field experiences in the Secondary Education program, candidates present a mini-lesson using Smartboard technology and explain how its use will impact student learning in addressing individual needs. During clinical experiences, initial undergraduate program candidates must teach a lesson that is technology based and submit the lesson plan to TaskStream.

MAT program candidates receive a MacBook to use in their classroom during the internship year. Candidates are required to teach a lesson that is technology based and submit the lesson plan to TaskStream. Candidates in all M.Ed programs take CURR 518 in which they create lessons that integrate technology. They also create an online module that has student centered activities that address students with special needs. For LEC candidates, signature pieces must be submitted to TaskStream and email is used as a communication tool between the major professor and candidate.

All advanced candidates in Ed Leadership and those seeking alternate certification for administrative positions must meet a year-long internship requirement designed to provide the candidate with meaningful “on-the-job” experiences under joint supervision of competent, experienced faculty and school leaders. One program area of emphasis is for candidates to "Use available technology designed to manage school operations effectively." This area is assessed using a three-point scale in the Post Program Portfolio Review.

School Psychology candidates use technology in the writing of reports, scoring of intelligence and other tests and in researching cases. We assess technology use on their site supervisor evaluations as well as on their portfolio evaluations. For the School Counseling program, during practicum, all sessions are taped and excerpts (cuts made by the candidates) are reviewed during meeting with the supervisor and candidates.

With the Educational Diagnostician program, at least one technology objective is addressed in every course syllabus. TaskStream and Moodle are utilized by the unit for teaching, learning and supervision. Throughout the program, candidates receive instruction in application of technology skills for communication, materials development, instructional delivery, and administration and scoring of diagnostic procedures.

Exhibit 3b4.1 Candidates use of Technology During Field Experience

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?

In the initial undergraduate program, school-based faculty must meet standards required by state mandates in Bulletin 746, and the ULM Teacher Candidate Handbook or be recognized as outstanding in their field by supervisors and colleagues. For the MAT and M.Ed in Curriculum and Instruction programs there are no school-based faculty.

With the LEC program, school-based faculty must hold a master’s degree from an accredited institution and serve in an administrative/supervisory role in an appropriate organizational setting. School-based faculty in the Ed. Leadership program must have a minimum of 3 years of experience as an administrator and be respected as an educational leader. Documented success in school improvement activities is required as well as observed commitment to the preparation of school leaders.

The School Psychology program’s school-based faculty must meet LA SDE requirements for the state standard type of certification for School Psychologists or an equivalent as required by the state in which an intern is practicing. Obtaining and maintaining certification requires meeting the requirements for initial certification for the former, and for the latter, demonstration of ongoing professional development in areas related to the practice of school psychology.

School-based faculty in School Counseling must meet CACREP 2001 Standards, Section III and be clearly committed to preparing professional counselors and promoting the development of the student’s professional counselor identity.

In the Ed Diagnostician program, school–based faculty must meet the minimum standards required by state mandates within Bulletin 746, LA Standards for State Certification of School Personnel and be a Louisiana certified educational diagnostician.

Exhibit 3b5.1 Criteria Used in the Selection of School Based Clinical Faculty

3b.6. What preparation do school-based faculty members receive for their roles as clinical supervisors?

Clinical faculty in the initial undergraduate program attend orientation sessions with the Coordinator of Field Experiences and Teacher Candidacy at the beginning of each semester. The meetings emphasize the standards of performance expected by the unit and insights garnered from previous semester experiences. The classroom supervisor handbook is used as a guide for training. With the MAT and M.Ed in Curriculum and Instruction there are no school-based clinical faculty in either program.

The LEC school-based faculty and on-site supervisors attend an in-service orientation session on the ULM campus to be advised of the standards of performance expected of the LEC candidates by the unit. The field experience handbook is used as a guide for the training.

Within the Ed Leadership program, preparation includes planned professional development activities, one each year, using the field experience handbook as a guide for the training along with the LA Mentoring Guide.

School-based clinical faculty in School Psychology and site based supervisors, have at least 3 years experience as a licensed psychologist and licensure through a B-level state or national certification as stated in NASP, Section I. 1.1. For the School Counseling program, school-based clinical faculty and clinical supervisors must be certified school counselors. In addition, those who hold an LPC license are preferred. Annual meetings with all site supervisors are held. The faculty supervisor is in contact with all site supervisors throughout the semester, and each is provided with an Internship Manual which explains the roles and responsibilities of the university, the candidate and the site supervisor.

School-based clinical supervisors in the Educational Diagnostician program are provided with instruction in the use of TaskStream and the evaluation instruments for candidates.

Exhibit 3b6.1 Preparation for School-Based Faculty Members

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?

In the initial undergraduate program, a minimum of four formal observation/evaluations including documentation of written and verbal feedback are submitted by clinical faculty each semester. Feedback is also documented in TaskStream. Teacher candidates keep notes and copies of handouts of meetings, casual conversations and formal conferences with clinical faculty. University supervisors submit a monthly log of contacts with teacher candidates. Monthly training seminars are held on campus for teacher candidates to provide ongoing professional development. Afterwards, university supervisors hold small group meetings with the candidates.

In the M.Ed in Curriculum and Instruction program, licensed teachers in graduate programs document formal observations/evaluations by ULM supervisors and keep a log of interactions with supervisors as evidence of support. With the LEC program, advisors who will provide initial guidance are assigned. The major professor and candidate confer with committee members during the development of the candidate’s dissertation proposal. For the Ed Leadership program, documentation of support is provided through logs and records of meetings, observations/evaluations including written and verbal feedback and other forms of contact with university supervisors.

With School Psychology, documentation of support is provided through logs and records of meetings, observations/evaluations including written and verbal feedback and other points of contact with supervisors. Candidates in School Counseling program attend weekly supervisor meetings with the clinical supervisor and group meetings with faculty internship supervisors.

In the Educational Diagnostician program, only certified Educational Diagnosticians may supervise candidates or instruct courses specific to educational diagnostics.

Exhibit 3b7.1 Clinical Faculty Provide Regular and Continuous Support

3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?

The Ed Leadership program requires analysis of student data in order to create a plan to implement best practices that address discovered areas of concern. In an action plan activity that requires data analysis, candidates pull data from at least three different sources to analyze and interpret in order to form a school improvement plan which addresses assessment, curriculum and instructional concerns.

Graduate students in our master’s programs (i.e., School Psychology emphasis – master’s completed prior to entry into Specialist in School Psychology program) are required to take PSYC 522 (Quantitative Methods) and PSYC 523 (Research Methods). They must also complete a thesis in which research design, data analysis, and scientific writing skills taught in those classes are applied through the conduct and written presentation of research. There is a rubric for thesis evaluation. Single case methodologies are also taught and applied in PSYC 522 (Behavior Modification) and PSYC 527 (Professional School Psychology; simulation activity). These and Rubric methodologies are also used by practicum students and interns working in applied settings. Rubrics for practicum (PSYC 591) and internship (PSYC 592) also reflect a data analysis component.

School counseling candidates are required to take COUN/EDFN 581 (Research). In addition, the school counseling candidates take COUN 566 and/or COUN 564. Both courses teach the candidates to utilize research and best practices to develop a comprehensive school counseling plan.

All courses in the Educational Diagnostician program include a research component as an objective. Courses address this objective through article critiques, annotated bibliographies, action research, data-based intervention and follow-up and school-wide improvement program design based upon data analysis.

Exhibit 3b8.1 Analysis of Data and Current Research Requirements

3b.9. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the design, implementation, and evaluation of field experiences and clinical practice may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-5) should be uploaded.]