3c.1. On average, how many candidates are eligible for clinical practice each semester or year? What percent, on average, complete clinical practice successfully?

In the initial undergraduate program, based on data from 2006 through 2008, 120 candidates were eligible for clinical practice each year and 108 (90%) successfully complete clinical practice. There is no clinical practice in the MAT program.

Approximately 10 candidates in the M.Ed in Curriculum and Instruction program have entered and completed clinical practice since 2006. Of that 100% completed the practicum successfully. Approximately 3 doctoral candidates in the LEC program complete internships each year.

In the Ed Leadership program, 20-30 candidates are eligible per year since this is a year-long experience. 100% complete the intern experience when they have passed the SLLA Exam for the state in which they plan to certify. For the School Psychology program, there are approximately 3-4 candidates entering and completing clinical practice each year. School counseling is largely comprised of part-time students. An average of 5 candidates per year enters clinical experiences. Of these, 100% successfully complete the practicum.

Usually no more than 2 or 3 candidates in the Educational Diagnostician program are enrolled in the internship each year. Of those, 100% complete the practicum successfully. Most candidates add on Educational Diagnostics certification to their Mild/Moderate master’s degree rather than complete the Educational Diagnostics master’s degree program.

Exhibit 3c1.1 Clinical Practice Completers

3c.2. What are the roles of candidates, university supervisors, and school-based faculty in assessing candidate performance and reviewing the results during clinical practice?

On-site and unit supervisors in the initial undergraduate program conduct assessments using performance-based rubrics aligned with standards that provide evidence of candidates’ performance and competencies through evaluation of reflective logs of experiences, observation of teaching experiences, participation in professional development activities and ratings on disposition inventories. Candidates are also evaluated on KSDs that involve planning, professional behavior and interactions with others in the learning community. After the observation supervisors meet with the candidate to discuss strengths and areas needing improvement. Completed rubrics are given to the candidates and uploaded into TaskStream.

The MAT candidate is assessed and assisted during 2 consecutive semesters by the school site principal, the mentor assigned by the school system and the university supervisor who conducts a minimum of 4 observations with follow-up conferences with the candidate each semester to provide guidance and feedback. The university supervisor also assesses the candidate using LCET and recommends a final grade each semester. The principal conducts at least one structured interview and one observation during the candidate’s second semester, gives feedback on performance and works with the candidate and mentor, to create and revise a formal Professional Growth Plan during the teacher’s first year. The mentor serves as a coach to provide encouragement and support as well as conduct advisory interviews and observations with feedback using LCET.

In the M.Ed Curriculum and Instruction program, the ULM faculty member is responsible for entering assessment data into TaskStream. Throughout the practicum, faculty and candidates discuss progress and adjust the program appropriately to address specific areas of need for the candidate. At the conclusion of the practicum, the faculty member completes the final assessment document for entry into TaskStream. With LEC, persons in each of these categories participate in the evaluation process through the use of rubrics.

Seminars and field visits in the Ed. Leadership program allow for continual evaluation of the intern. A final program contract serves as a record of involvement and of level of completeness achieved. The university supervisor with input from the candidate and the sponsoring school or field administrator is responsible for the final grade for the internship experience.

Using forms included in the handbook, candidates in the School Psychology program are evaluated regularly by site supervisors through weekly meetings and evaluation reports with documentation provided to the university supervisor that affords both formative and summative assessment of student progress. Candidates also submit monthly logs and semester portfolios to faculty supervisors. Site supervisors submit candidate evaluations to unit faculty who review candidate progress and discuss results with candidates. In our School Counseling program, assessment is done through on-going dialog with the site supervisor and the combined results of the mid-term and final evaluation. The evaluation form is distributed to each candidate and site supervisor during the first site visit by the university supervisor.

Exhibit 3c2.1 Roles of candidates, university supervisors, and clinical faculty in assessing candidate performance

3c.3. How is time for reflection and feedback from peers and clinical faculty incorporated into field experiences and clinical practice?

For both the initial undergraduate and MAT programs, notes of meetings and formal evaluations with supervisors are recorded by candidates in their individual TaskStream portfolios. Supervisors note on observation and disposition inventory forms when candidates incorporate and/or modify their performance based on prior feedback. Candidates in CURR 303 and CURR 375A complete 40 hours of field observation at Lee Jr. High where they observe teaching techniques, student-teacher interaction and student-student interaction. Weekly observations begin at the opening of the school day for 2 hours twice a week, followed by 3 hours of class time devoted to discussion of course content, reflection on the observations and comparison of theory to practice culminating in a discussion with peers.

M.Ed Curriculum and Instruction programs offer courses that provide candidates opportunities for demonstrating specific proficiencies in simulation activities as well as school-based activities. Simulations and videotaping provide opportunities for reflection, peer and clinical faculty feedback. Each intern in the LEC program is enrolled in LECI 776 where feedback and dialog transpire among peers and the faculty member.

The Ed Leadership program has 5 elements (a) 3 on-campus seminars each semester, (b) log of reflections and connections to ELCC standard elements kept by the candidate, (c) completion of two major projects for the school or administrative site, (d) completion of mentor conference forms and (e) 3 on-site visits by the ULM supervisor each semester. Unit faculty review candidate progress in the School Psychology program and discuss results with candidates where plans for improvement (if needed) are collaboratively agreed. School Counseling candidates have group supervision with other students and clinical faculty one hour per week. Interns have group supervision the equivalent of 1.5 hours per week.

Exhibit 3c3.1 Reflection and Feedback from Peers and Clinical Faculty

3c.4. What data from multiple assessments provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions for helping all students learn in field experiences and clinical practice?

In both the initial undergraduate and MAT programs, data from lesson plans, observations by supervisors, and disposition inventories provide evidence that candidates demonstrate the knowledge, skills, and professional dispositions for helping all students learn in field experiences and clinical practice. The rubrics used to assess these activities and assignments include elements that specifically address the knowledge, skills, and professional dispositions for helping all students learn. Data of specific elements within the rubrics are evidence of candidates’ knowledge, skills and dispositions to help all students learn.

The M.Ed in Curriculum and Instruction and Educational Diagnostician programs include teacher work samples, intervention strategies based upon diagnostic testing and follow-up assessment, and response to intervention tracking. In the LEC program, data from the rubrics, the experiential logs, and the portfolios document the knowledge, skills, and dispositions. Dispositions are further evaluated by the faculty member teaching the internship course, LECI 776.

Ed Leadership program faculty uses multiple measures to evaluate the impact of candidates on school improvement and PK-12 student achievement. Faculty monitor school sites for improvement evidenced by student achievement and subgroup data. Specific site-based performance activities require candidates to demonstrate skills that impact student achievement and school improvement. Faculty and mentors evaluate candidate performance on these site-based activities and internship activities on criteria specific to the candidate’s impact on student achievement and school improvement.

In School Psychology evidence that candidates demonstrate the knowledge, skills, and professional dispositions is gathered from performance on PRAXIS II, Master’s and Specialist comprehensive examinations, site supervisor evaluation reports, portfolio evaluations. Multiple assessments in the School Counseling program from site supervisors, peer feedback, and clinical faculty supervision ensure that candidates demonstrate the knowledge, skills, and dispositions for helping all students in clinical practice.

Exhibit 3c4.1 Multiple Assessment of Knowledge, Skill and Professional Disposition During Field Experience

3c.5. What process is used to ensure that candidates collect and analyze data on student learning, reflect on those data, and improve student learning during clinical practice?

In the initial undergraduate and MAT programs candidates submit a Teacher WorkSample (TWS) during their clinical practice that requires data collection, analysis, reflection and statements as to how the data can be used to improve student learning. As part of this process candidates are required to teach a unit that includes a pre- and post-assessment. Candidates then analyze and respond to the data to improve student learning.

M.Ed in Curriculum and Instruction candidates submit a TWS during their course work (CURR 573) that requires data collection, analysis, reflection and statements as to how the data can be used to improve student learning. As part of this process candidates are required to teach a unit that includes a pre-and post-assessment. Candidates then analyze and respond to the data to improve student learning.

In the LEC program, expected outcomes of internship are to design, conduct, and interpret qualitative and quantitative research and to apply appropriate system and organizational theories using data and information gleaned from research.

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.

Candidates in the School Psychology program with a master’s emphasis (completed prior to entry into Specialist in School Psychology program) are required to take (Quantitative Methods) and (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. Single case methodologies are also taught and applied in (Behavior Modification) and (Professional School Psychology; simulation activity). Rubrics for practicum and internship also reflect a data analysis component.

School counseling candidates are required to take COUN/EDFN 581, COUN 566 and/or COUN 564; courses teach the students to utilize research and best practices to develop a comprehensive school counseling plan .

For Educational Diagnosticians, the program includes teacher work samples, intervention strategies based upon diagnostic testing and follow-up assessment, and response to intervention tracking. Exhibit 3c5.1 Candidates Collect and Analyze Data on Student Learning

3c.6. How does the unit ensure that all candidates have field experiences or clinical practice that includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups?

Assignments for field experiences and clinical practice in the initial undergraduate program are tracked for each candidate through the Coordinator of Field Experiences and Teacher Candidacy. The Coordinator examines prior field placements for each candidate and collaborates with school-based personnel and unit faculty to determine field placements that ensure maximum opportunities for candidates to interact with diverse student populations.

The MAT program offers a $5,000 stipend and use of a MAC laptop computer as incentives to teach in high-needs schools. The program also provides professional development training on diversity in the classroom.

Candidates in the M.Ed in Curriculum and Instruction are required to take SPED 545. This special education course includes 20 hours of field experience in which candidates have to work with a student with disability as part of the course work.

With the LEC program, expected outcomes of internship are to plan and implement effective curriculum and instruction appropriate for varied teaching and learning styles and student needs related to gender, ethnicity, culture, social class, and other exceptionalities and to demonstrate and apply the knowledge bases acquired in other program components in practical settings which reflect changing demographics of schools and promote comparisons of school experiences. Expected outcomes of the Ed Leadership unit are to plan a strategy for integration of multicultural education into the curriculum, conduct a study of multicultural education as it relates to learning styles and visit other schools.

In the School Psychology program, the summary log provided monthly by interns reflects data regarding characteristics (i.e. gender, ethnicity, exceptionality, grade level) of students. Interns are evaluated on 4 skills indicating ability to work with diverse populations. Internship memorandum of agreements and activity plans also establish the requirement for working with diverse populations. Candidates in School Counseling adapt the institution’s comprehensive developmental guidance model to accommodate specific needs of all student populations; e.g., at-risk, gifted, handicapped and minorities.

Diverse experiences for Educational Diagnosticians focus upon learning differences at every level. Throughout the program, and particularly during the practicum, candidates have experiences with students from pre-school through high school and with diverse ethnicities due to the composition of school populations in which experiences are based.

Exhibit 3c6.1 Field Experience that includes students with exceptionalities from diverse background

3c.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to the development and demonstration of knowledge, skills, and professional dispositions for helping all students learn 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.]

1. What does your unit do particularly well related to Standard 3?

• The Unit has developed and maintains strong, vibrant relationships with partnership schools and other entities to provide quality field and clinical experiences for candidates. This is evident in high degree and frequency of interactions among the faculties, staff and candidates through a variety of activities and modes of communication.

• Continuous improvement of unit field and clinical practices is guided by analysis of data on candidate performance and perceptions during field and clinical experiences as well as anecdotal information gathered through both structured and informal interactions with field site personnel.

• Unit supervisors of field and clinical experiences are all qualified LaTAAP assessors and site-based supervisors meet or exceed the criteria established by the state for supervision.

• The number of hours of field experiences required prior to student teaching exceeds the state requirements and the number of clinical hours required for student teaching exceeds state requirements. The increased number of hours of field and clinical experiences provides candidates more opportunities to put into practice the knowledge, skills, and dispositions presented in courses in real life settings.

• The Unit is able to track site placements of candidates for field and clinical experiences from the freshman year to graduation. This information is used to provide maximum opportunities for interactions with diverse P-12 students, school facilities, school personnel and school sizes.

• Field and clinical activities are carefully designed and sequenced to move candidates from simple tasks and observations to more complex activities and interactions that allow ample time and practice to develop the knowledge, skills, and dispositions of effective learning facilitators upon completion of the program.

2. What research related to Standard 3 is being conducted by the unit or its faculty?

• Unit faculty are involved in several areas of research related to Standard 3 including: dispositions of candidates in the context of generational differences, multicultural and diversity issues in the classroom, and service learning.

• Additionally, unit faculty are involved in a state-wide research project that examines the connection between teacher preparation and student achievement. Part of the research examines the types of field and clinical experiences provided in the teacher preparation programs of the teachers as well as their perceptions of the value of those experiences.