II. Unit Standards

Standard 3: Field Experiences and Clinical Practice

3.1 How does the unit work with the school partners to deliver field experiences and clinical practice to enable candidates to develop the knowledge, skills, and professional dispositions to help all students learn?

Field experiences and clinical practices are an integral part of the Education unit as they develop teacher candidates and other school professionals in the areas of knowledge, skills, and professional dispositions. There are distinct levels of field experience and a culminating semester of clinical practice where initial teaching program candidates are given the opportunity to refine and develop skills needed to complete the necessary requirements for teacher certification. Advanced teaching program candidates build upon initial preparation and certification to become master’s level teachers; advanced program field experiences and clinical practices prepare Education Administration and School Counseling candidates for certification as principals and related educational leadership roles, and as school counselors. Collaboration between the Education unit and the P-12 schools is instrumental in developing quality field experiences and clinical practices, and in providing a quality P-12 student learning environment.

Collaboration between Unit and School Partners

Initial Teaching Programs The unit and its P-12 school partners collaborate in the development, implementation,

and evaluation of field experiences and clinical practice (teacher internship/student teaching). These collaborations and relationships are formalized through agreements between the unit and the school districts where candidates are placed for field experiences and/or clinical practice. The agreements specify the responsibilities of the unit and the participating school districts regarding placement decisions, selection of cooperating teachers and onsite supervisors, candidate and clinical faculty roles and responsibilities, and assessment of candidate performance. Nebraska school district personnel also have input on certification procedures through representation and service on the Nebraska Council for Teacher Education and its committees. (Exhibit 3.3.a) These influences are reflected in the Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements and Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs. (Exhibit 3.3.b)

Collaboration is inherent in the structure of field experiences and clinical practices in that the focus is on the teacher preparation team. This team consists of the candidate, the college supervisor(s)/instructor, and the P-12 cooperating teacher(s). P-12 schools are involved in the

Standard 3The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

design of field experiences and clinical practice through their membership on the unit’s Teacher Education Committee and through the unit’s involvement with the Educational Service Unit #13’s administrator and curriculum/assessment coordinator groups. To enhance the relationship and collaboration amongst P-12 school faculty a yearly meeting with area P-12 principals and superintendents was implemented. Many positive results have transpired due to the implementation of this meeting. CSC also instituted a virtual advisory group that is utilized when addressing issues or changes for the improvement of the Education unit. (Exhibits 3.3.a)Approximately 46 Nebraska, 27 Wyoming, 17 South Dakota, and 11 Colorado communities in the CSC service region accommodate the unit’s pre-student teaching field experience candidates and teacher interns for clinical practice. (See Table 3.1a: CSC P-12 School Partners Initial Program Field Experiences—Fall 2012 – Spring 2012, Table 3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012, and CSC P-12 School Partners for Advanced Programs and CSC Service Region Map (Exhibits 3.3.b. & 3.1) As a result candidates are provided with appropriate settings to confirm their knowledge base, develop and enhance their pedagogical and professional skills, and refine their professional dispositions. In return, school districts are provided with a cadre of pre-professionals to strengthen their curriculum and instructional efforts. These partnerships serve the college, the school districts, candidates, and most importantly P-12 students well, as evidenced by the large number of program completers who are offered professional contracts within the CSC service region. (Exhibit 3.2: CSC Placement Report)

As incentives/rewards to schools who qualify and participate in the pre-teacher intern field experiences, the unit awards one graduate credit for every eighty clock-hours of supervision provided by a school/district cooperating teacher. Additionally, to provide professional development, enhance supervisory skills, and recognize professional services, the unit offers a tuition-free workshop to cooperating teachers who have supervised, or will be supervising, at least one CSC teacher intern. This course, EDCI 536 Supervision of Teacher Intern/Student Teacher (Exhibit 3.3), is offered online, making it available to all cooperating teachers regardless of their location or distance from campus. Credits earned (3 credit hours) may used by the cooperating teacher as an elective in CSC’s master’s degree programs. Lastly, for every three CSC teacher interns a P-12 school/district hosts, a CSC student scholarship is awarded to the school district for a one-half tuition waiver for each semester over four years. Schools select the recipients of this CSC Cooperating Schools Scholarship award. (Exhibit 3.3.a)

The director of field experiences, or his/her designee, works with a liaison in each school to formalize field experience and clinical practice placements for Education candidates. Placements are always a joint effort of the unit and the partnership school with each having the opportunity to reject or request a different placement. (Exhibit 3.3.b) Candidates may ask for specific placements; these are considered when placements are requested and finalized. The steps in the standard placement process are as follows:

Candidates submit a list of placement preferences to the Director of Field Experiences. Unit professional faculty members are consulted to verify an appropriate placement. Candidates are then placed with P-12 cooperating teachers who meet the unit’s criteria

and who also agree to serve as clinical faculty. Approved and confirmed placements are then returned to the Director of Field

Experiences for final review and unit approval. If acceptable by all, candidates and schools are notified of formal placement status.

Pre-teacher internship field experiences follow the procedures determined for each course, including candidate responsibilities, cooperating teacher role, and evaluation procedures/rubrics. (Exhibits 3.3.e) For the culminating clinical experience (teacher

internship/student teaching), candidates are evaluated by the P-12 cooperating teacher, the college supervisor(s), and through the candidate’s own self-evaluation/reflection. The P-12 cooperating teacher(s) observes the teacher intern on a daily basis and provides a midpoint and a final evaluation. The college supervisor(s) observes the teacher intern onsite at least five times during the teacher intern/student teaching semester and submits an evaluation report for each observation. Continuous communication, as well as a common final evaluation, with input from both P-12 cooperating teacher(s) ratings and college supervisors, is required. Copies of cooperating teacher’s ratings and the college supervisor(s)’s ratings are provided to the director of field experiences. The director of field experiences then assigns the appropriate grade for the candidate’s specific EDUC 480 Teacher Internship course. (Exhibits 3.3.b, 3.3.e, & 3.3.f)

Feedback regarding the program comes from candidates, P-12 cooperating teachers, and P-12 administrators either formally through the Teacher Education Committee, one of the E.S.U. #13 professional groups, and/or the unit’s virtual advisory group, or informally to the Director of Field Experiences, unit faculty, or CSC administrators. Additionally, candidates reflect on their experiences and provide unit faculty members with feedback on the program at the mid-term and final debriefing sessions.

Advanced Programs for Teaching and Other School Professionals Field experiences and clinical practices at the advanced level are defined as practicums, internships, action research projects, and/or other approved P-12-related activities. Since the number of candidates is smaller and placements must be more specific as to the type and location, graduate candidates generally seek field placements in collaboration with the graduate faculty member responsible for teaching the course. Candidates in Curriculum and Instruction are generally certified, practicing teachers. Their field experiences are embedded into several courses that involve advanced pedagogical practice, inquiry, and/or analysis of P-12 student learning. Nebraska does not require or monitor field experiences or additional clinical practice for Curriculum and Instruction master’s program candidates, as these candidates must already hold a teaching endorsement for entry into the master’s program. The structured, embedded assignments are evaluated by the course instructor and provided candidates a forum for self-analysis and reflection. Candidates in Education Administration and School Counseling master’s programs are encouraged to complete their field and clinical experiences in schools or school districts different from where they have worked or are currently employed. (See Table 3.1c: CSC P-12 School Partners for Advanced Programs.) (Exhibit 3.1) However, this is not always a possibility given the isolated demographic realities within this rural service region. Education Administration and School Counseling candidates are supervised and assessed by P-12 supervisors and college personnel who are appropriately prepared and credentialed. Field experiences and clinical practices in Education Administration and School Counseling programs follow the requirements set forth in Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements and Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs. (Exhibit 3.3b)

Design, Implementation, and Evaluation of Field Experiences and Clinical Practice

Initial Teaching ProgramsCandidates are required to complete, but not limited to, a total of twenty-five (25) hours

of observation in EDUC 131 (10 hours) and PSYC 231 (15 hours) at any P-12 grade level. Candidates are encouraged to explore a variety of classroom settings. (Exhibit 3.3.e) P-12 schools are involved in providing opportunities for the candidates to observe and work with a variety of students with exceptionalities, diverse ethnic/racial, gender, and socioeconomic backgrounds within the school setting. P-12 faculty members as well as the unit faculty member teaching the specific courses are then required to evaluate the candidate. Candidates submit a written report that describes their interactions and answer a set of guided questions based on the unit’s conceptual framework and content specific to either EDUC 131 or PSYC 231 (EDUC 131/PSYC 231 Observation Experience & Report Evaluation; CSC EDUC 131/PSYC 231 Field Log and Classroom Teacher Candidate Evaluation Report). (Exhibit 3.3.f) Results of these internal and external assessments become the data for the first and second levels of the unit’s key assessments. Faculty members who teach EDUC 131 and PSYC 231 are also required to complete a professional disposition rating of each candidate (Dispositional Survey—Evaluator). Candidates are now also self-assessing their own professional dispositions at the end of each of these courses (Dispositional Survey—Self). (Exhibit 3.3.f)

The next level of field experience opportunities occur in either the EDUC 300 or 320 Observation and Participation courses where a total of seventy-five (75) to one hundred (100) hours of field experience are required at the candidate’s grade level or setting relevant to his or her endorsement. (Exhibit 3.3.e) Cooperating P-12 faculty members are provided the opportunity to assist candidates by modeling and providing opportunities to learn by participating within the classroom. Candidates are required to analyze and reflect upon their experiences through assignments that utilize critical thinking skills (Exhibit 3.3.f: EDUC 300/320 Written Assignments). These techniques develop the candidate’s ability to utilize and apply educational theory and practice in their skills and knowledge in the classroom setting. Candidates are also able to practice their professional dispositions and reflect on their practice. The faculty member who teaches the course, and the P-12 cooperating teachers, evaluate the candidates during this field experience. (Exhibit 3.3.f: EDUC 300/320 Observation & Participation Evaluation Form) Results from the professor’s and cooperating teacher’s evaluation become the data for the next level of the unit’s key assessments.

Each of the first three field experiences is tied to the unit’s key assessments and the Visionary Leader conceptual framework; the linkage between classroom instruction, field experiences, and key assessments is intentional. Thus, candidates have the opportunity to develop knowledge, skills, and dispositions within the college courses and to be able to observe, practice, and demonstrate these competencies in the P-12 setting. Early field experiences allow for developmental growth of candidates along with analysis of their progress at each level. Candidates may complete additional hours of observation, tutoring, or instructing students in courses directly related to the candidate’s specific endorsement area (MATH 235, 335, HPER 339 and 427, FCS 448, SPED 316/416). (Syllabi are available from Dr. Margaret Crouse, Education Unit Dean.)

The Teacher Internship (EDUC480) is the culminating 16-week (minimum) clinical practice where candidates apply their knowledge, skills, and dispositions within the P-12 classroom. Candidates are placed in two different settings during this clinical experience. This semester-long experience provides candidates with a chance to participate in school-related events, interact with parents in a school setting, and attend school board meetings [See required

assignments in CSC Elementary Education Professional Year Guidebook (elementary/middle grades; CSC Teacher Intern Guidebook (secondary/ middle grades)] (Exhibit 3.3.e) and develop a data-driven instructional sequence through the Teacher Work Sample requirement. (Exhibit 3.3.f).

P-12 teachers who work directly with the candidates during the teacher internship experience must be a state certified teacher within the candidate’s endorsement area. The cooperating P-12 teacher must have completed a minimum of three (3) years teaching experience and at least one year of teaching experience in their current school workplace where the teacher intern is placed (Exhibit 3.3.b: Teacher Education Handbook, p. 24). It is recommended (but not mandatory) that the cooperating teacher have completed the EDCI 536 Supervision of Teacher Intern/Student Teacher (Exhibit 3.2) course that is offered by the Education unit. Cooperating teachers are sent a letter via email prior to the teacher intern experience explaining how to access all the required teacher internship materials (Exhibit 3.3.d). All necessary forms, schedules, and evaluation instruments are provided on the Education Department’s web page (http://www.csc.edu/education/). There are also video links to orientate the cooperating teacher prior to the teacher intern experience. These links are provided to P-12 faculty and college supervisors to train them in CSC’s expectations of and assessment procedures for the teacher interns (Exhibit 3.3.d).

P-12 cooperating teachers and unit faculty members are required to evaluate the candidate’s performance based on the candidate’s knowledge, skills, and professional dispositions. Each of these dimensions is tied to the Education Unit’s conceptual framework and Nebraska standards as described in Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements and Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs. (Exhibit 3.3.b) Candidates also provide self-evaluation and reflection based on their experience. Data resulting from the teacher internship provide the final initial program key assessment of candidate performance before graduation. These data feature both internal and external evaluations of candidate performance in an authentic, performance-based context. (Exhibits 3.3.f & 3.3.g)

Candidates at all levels of field experience and clinical practice interact with different aspects of diversity, as representative of our service region. Early field experience assignments focus candidates’ attention on recognizing and embracing the diverse nature of all P-12 students. During the Professional Year candidates participate in multicultural activities by visiting the Pine Ridge Indian Reservation, and Lexington, NE, which has a high Hispanic population and a significant Somali immigrant population. (Exhibit 3.4) The semester-long clinical practice allows candidates to further develop skills in understanding the context of poverty and special needs in the P-12 classroom environment and these contextual effects on student learning. Candidates provide an analysis of contextual factors in their Teacher Work Sample, and learn to plan and deliver instruction that is appropriate to their specific classroom environment, including plans for successfully accommodating exceptionalities. (Exhibits 3.3.f & 3.3.g)

Advanced Programs for Teaching and Other School ProfessionalsAt the advanced level, field experiences and clinical practices are designed to meet the

needs and requirements of the specific program. Master of Education in Curriculum and Instruction candidates are practicing teachers or other practitioners who are seeking to build upon and extend their knowledge and experiences to improve their teaching and to enhance their students’ learning. Field experiences are embedded into courses that provide candidates the knowledge, skills, and context for researching and applying best practices. CSC is analyzing the nature and breadth of these embedded experiences with a goal of making the experiences even

more robust and diverse. Course instructors are responsible for evaluating the products of these experiences. The State of Nebraska does not specify or regulate field experiences for professional development master’s degrees in teaching, as they do not lead to initial or additional endorsement certification, except in the master’s level reading specialist endorsement. Reading specialist candidates are required to complete 100 hours of practicum as part of READ 636 Practicum in Reading (Exhibit 3.5). Reading specialist candidates already hold an initial teaching certificate and follow the requirements set forth in Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements in obtaining the advanced level endorsement. (Exhibit 3.3.b)

The Masters of Education in Education Administration program supports the administrative candidates as they develop and refine the knowledge, skills, and dispositions needed to be effective principals and complete the degree/certification program. Each of the five required EDAD courses that are prerequisites to entering the Practicum have a required 10 hours of field experience for a program total of 50 hours; these hours are linked to course assignments and must be logged. During the two-semester Practicum experience interns are required to complete at least 200 hours of administrative related activities with at least two different administrators (Exhibit 3.6) and be concurrently enrolled in EDAD 639. The on-site administrator must be fully qualified to hold the administrative position to which he/she is assigned. In Nebraska and surrounding states such qualification must include endorsement or certification. The on-site administrator must be a practicing administrator for at least three years and in their present position or three years of experience and at least one year of experience in the present district prior to supervising the practicum student unless there are unusual circumstances. CSC provides a Field Practicum/Internship in Education Administration for Prospective School Administrators. This handbook describes the responsibilities of the supervisor. Each administrative intern shares this handbook with their selected administrator supervisors and discusses both the intern’s and the supervisor’s roles and responsibilities. (Exhibit 3.3.e)

Emphasis of the EDAD practicum is based on the CSC Visionary Leader conceptual framework and aligned with the Interstate School Leaders Licensure Consortium (ISLLC) standards. Expectations and assessments are based on these two sets of principles. Candidates complete a pre-course ISLLC Assessment Tool (Exhibit 3.3.f) which helps them identify areas of strengths and weakness. They then create Personal Internship Plan (PIP) goals which will give additional practice in the weaker areas. They also classify their internship hours by ISLLC Standard which are addressed in the different activities during the month. Students are asked to concentrate on a different Standard each month. At the end of their Practicum students are asked to take a post ISLLC Assessment Tool to measure growth and to reflect on the attainment of their PIP goals. These activities facilitate critiquing and synthesizing educational leadership theory. Candidates are evaluated by the onsite supervisor, the college instructor of the practicum course, and through their own self-evaluation (EDAD Practicum Experience Questionnaire Supervisor’s Evaluation, EDAD Practicum Experience Questionnaire Candidate’s Evaluation ). (Exhibit 3.3.f)

In the School Counseling program, candidates are required to complete COUN 639 Practicum course (COUN 639 Practicum in Counseling Handbook) where counseling sessions are conducted and supervised by a school counselor. Candidates successfully accumulate a minimum of 100 clinical hours of which 20 hours will be direct contact hours. Practicum candidates participate in regular group and individual supervision. School Counseling candidates then complete a culminating clinical experience, COUN 640 Supervised Internship (COUN 640 Supervised Internship Handbook). (Exhibit 3.3.e) Candidates are rated using the Counseling Student Intern

Evaluation by Site Supervisor rubric. The faculty supervisor, the site supervisor, and the candidate’s self-assessment of dispositions are based on Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards and the State of Nebraska Comprehensive School Counseling Program. Nebraska supports and has adopted the school counseling comprehensive model of the American School Counseling Association (ASCA). These standards have been aligned with the Education unit’s conceptual framework (Counseling Student Intern Evaluation by Site Supervisor). (Exhibit 3.3.f)

Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn

Initial Teaching ProgramsThe knowledge, skills, and dispositions to support the learning of all students are

addressed in the CSC conceptual framework and in conformance to Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements. (Exhibit 3.3.b) These competencies and attributes are assessed throughout the program in coursework, field experiences, and clinical practice (teacher internship/student teaching). Since spring 2005, the Teacher Work Sample (TWS) experience has allowed candidates to demonstrate their ability to assess contextual factors, plan and assess student learning, make instructional decisions based on data, and reflect on pedagogical decision making (TWS rubric, assignment, and lesson reflection questions). (Exhibit 3.3.f) These skills are practiced and evaluated in the TWS. Teacher interns are assigned this project during the Block semester (semester prior to student teaching) and complete their project during their clinical practice (teacher internship/student teaching) semester. Unit faculty members evaluate the TWSs; data are aggregated as a key unit assessment. (Exhibit 3.3.f)

Student learning is the focus of additional activities during the clinical practice semester (teacher internship/student teaching). These activities are associated with the Elementary Education Professional Year Guidebook and the CSC Teacher Intern Guidebook (secondary). Elementary, middle grades, and secondary candidates gain valuable experiences related to planning, teaching, assessing, and understanding the needs of all students within the P-12 school setting. (Exhibit 3.3.e)

Candidates are assessed on areas of the conceptual framework that, in combination, affect student learning during their teacher internship (student teaching) experience. It is difficult to separate individual items from the Teacher Intern Checklist (Exhibit 3.3.f) that affect student learning, as often a combination of knowledge, skills, and professional dispositions are necessary to provide an effective classroom environment. However, selected items are disaggregated, analyzed, and the resulting data are reported in Standard 1. (See Table 1d.1: Mean Ratings for Conceptual Framework Components Relating to Effects on Student Learning as Measured by the Teacher Intern Checklist) (Exhibit 3.9). Those same elements are also examined through follow-up study of initial program candidates and their employers. These data are also reported in Standard 1. (Exhibits 3.3.f & 3.3.g)

Advanced Programs for Teaching and Other School ProfessionalsCandidates for the Master of Education in Education Administration (Elementary,

Secondary, Middle School, SPED Curriculum Coordinator, and Curriculum/Assessment Coordinator), Master of Education—School Counseling have completed a bachelor’s degree(s) and requirements for initial certification and/or advanced certification prior to being admitted to the program. Each program requires certification and experience in the school setting and

recommendations from appropriate personnel. These requirements are designed to ensure that candidates meet initial professional competencies. Nebraska Department of Education, Rule 24: Regulations for Certificate Endorsements and CSC Graduate Catalog 2011-2013. (Exhibits 3.3.b & 3.7)

The appropriate focus on student learning for each program is developed through specific coursework and experiences required in each program, and through selection of elective coursework with the approval of the candidate’s advisor and graduate program committee members. Curriculum and Instruction (C&I), Educational Administration (EDAD), and School Counseling degree programs focus on student learning. This focus is integrated into coursework, field experiences for C&I, EDAD and School Counseling candidates. For example, candidates in the C&I and EDAD are required to take EDCI 635 Curriculum Development. The curriculum development project requires candidates to analyze needs and then develop a curriculum based on research/theory; best practices in teaching, learning and assessment; standards and be applicable to a real world setting (Exhibit 3.8). An additional assignment requires candidates are to obtain school district data; analyze it for contextual factors relating to the student and the community demographics; suggest school improvement goals; and compare their goals to the district’s goals. EDAD and School Counseling candidates also complete required clinical practices. Assessments include course assessments, field experiences and/or clinical practice, graduate portfolio, comprehensive oral exam, exit GPA requirements, and follow-up studies. (Exhibits 3.3.e, 3.3.f, & 3.3.g) The ability of candidates in C&I, EDAD, and School Counseling programs to positively impact student learning are specifically related to Chadron State College, Nebraska Department of Education, and national standards. (Exhibits 3.3.f, & 3.3.g)

Curriculum and Instruction candidates are expected to be professionally licensed and endorsed, as well as, being competent teachers who are seeking to improve their own practice and the achievement of all their students. Assignments and experiences are embedded within courses that are designed to enhance the candidate’s ability to positively impact the learning of all his or her students. Candidates learn modes of inquiry, teaching practices, technology, and assessment skills that are directly impacting their P-12 students’ performance. Data are collected and reported based on GPA, oral examination, and follow-up studies; these data are reported in Standard 1. (Exhibit 3.3.f & 3.3.g) EDAD candidates are required to complete 50 hours of course-embedded field experiences, plus a 200-clock hour clinical experience (Practicum). The practicum provides candidates first hand experience in a school setting. Candidates are able to practice and demonstrate their abilities in providing a learning environment supportive of maximum student learning. Data are collected and reported, including GPA, practicum performance, and follow-up studies. (Exhibit 3.3.f & 3.3.g) School Counseling candidates focus on their role of supporting student learning during the School Counseling clinical experience, COUN 640 Supervised Internship. Candidates’ knowledge, skills, and professional dispositions are nurtured in the school environment and assessed to ensure they are demonstrating performance deemed proficient for licensure as a school counselor. (Exhibit 3.3.f & 3.3.g)

3.2.b Continuous Improvement Activities and Plans

Continuous Improvement

Summary of Activities and Changes Based on DataThere are several significant changes that are taking place that have led to continuous

improvement components related to Standard 3, including field experiences and clinical practices.

1. Annual formal meetings have been initiated with area principals and superintendents in our service region. This change was a result of Chadron State College’s partner schools reporting that they would like increased opportunities for communication and collaboration; some of the previous structures for communication with administrators are no longer viable. Administrators are being solicited for their input in order to improve the CSC Education unit’s field experiences and clinical practices through these annual meetings. A positive rapport with area P-12 faculty members is critical to the effectiveness of the Education unit, and in the placement of candidates in field experiences and clinical practice opportunities. Many positive results have transpired due to the implementation of these meetings, including: Improved communication amongst all constituents Revision of the Teacher Intern Checklist

Institution of a background check for all candidates who are participating in field experiences and clinical practice

2. CSC has implemented a virtual advisory group for the Education unit. Due to the rural nature of the constituents within the CSC service region it is feasible to institute a virtual advisor group that can be utilized when addressing issues or changes for the improvement of the CSC Education unit. This change was a result of partner schools reporting that they would like increased opportunities for communication and collaboration.

3. In fall 2011 the unit began using the Sakai online course management system to manage and provide candidates support and feedback regarding clinical practice semester assignments. Teacher interns reported that they felt they were not receiving sufficient communications and feedback regarding teacher internship assignments. Faculty members received additional training on evaluating the teacher work sample project. Teacher interns now submit their lesson plans, reflective journals/logs, guidebook assignments, and teacher work sample via the Sakai site. Unit faculty members and staff are able to provide ongoing support and feedback to interns. By using technology teacher interns are more “connected” to campus and each other during their clinical experience semester.

4. Teacher interns are now assigned the task of communicating the CSC Visionary Leader Conceptual Framework to their P-12 cooperating teachers. Unit faculty noted a weakness in the communication of the conceptual framework to P-12 partnership schools. This assignment was added to the elementary and secondary guidebook requirements. Teacher interns provide a good means of communicating the conceptual framework to their cooperating teachers, allowing a dialog between them and their P-12 cooperating teachers regarding the unit’s philosophy and basis for assessment.

5. A more intentional structure for field experiences within the Curriculum and Instruction program. While assignments designed to enhance candidate’s ability to apply current research and practice to the P-12 classroom have always been instrumental to master’s level learning, the focus on identifying, documenting, and systematically structuring those types of field experiences will increase. Graduate C & I faculty members are also exploring ways to

develop and incorporate a master’s level Teacher Work Sample into the program. There could be many benefits to increasing the level of action research, use of data for instructional improvement, and leadership in educational innovation related to a teacher work sample requirement.

6. EDAD candidates complete a pre-course ISLLC standards-based assessment which helps them identify areas of strengths and weakness (Exhibit 3.3.f). EDAD Practicum candidates are now developing Personal Internship Plan (PIP) based on the 6 ISLLC standards. Data show that candidates were not as proficient in linking their learning and clinical practice to the ISLLC standards as unit faculty would expect. The PIP allows candidates to set standards-based clinical practice objectives and then select activities that focus on developing specific skills, knowledge, and professional dispositions.

7. All field experience and clinical practice evaluations are being entered into the Education unit’s Tk20 assessment system where the data is analyzed by the education department faculty and Teacher Education committee. Staffing was changed to better serve the management and assessment of field experiences and clinical practices. Ms. VanVleet’s office assistant position was upgraded to a professional staff position, project coordinator for field experiences, with responsibility for the unit’s field experiences and Tk20 management.

Plans for Sustaining and Enhancing PerformanceFuture administrative meetings will be held in Sheridan, WY and North Platte, NE to

facilitate administrators’ input from the areas surrounding CSC’s regional sites. The virtual advisory group will continue and expand. The field experience director plans to have two virtual advisory groups—one focused on administrators and one focused on cooperating teachers.

Work will continue on ways to gather more accurate data regarding diverse placements of candidates. Tk20 is being used presently to manage field and clinical experiences; faculty and staff members skills will increase in analyzing and utilizing the data regarding placements.

Changes to the initial program teacher work sample will be explored, including ways to analyze, aggregate, and document candidates’ collective impact on P-12 student learning.

Exploration will continue on ways to increase and document field experiences within the Curriculum and Instruction degree program. We plan to ask C&I, EDAD, and School Counseling candidates to provide contextual information regarding their classrooms and/or schools. It is difficult to collect demographic data on the P-12 students who are impacted by our graduate candidates, as these candidates are usually employed within a school district which may not be in our traditional service region. Curriculum and Instruction candidates are located in schools that may be much more diverse than CSC’s traditional service region, as these candidates complete coursework online. EDAD and School Counseling may also be working in P-12 schools outside of our usual service region. Collecting contextual information will assist us in better preparing these candidates and serving the needs of P-12 students.

Work will continue on teaching and assessing dispositions elements in all programs. Refining the evaluation instruments will continue, along with using Tk20 technology to administer evaluations at different gateways of the advanced level programs.

3.3 Exhibits

Requested Exhibits3.3.a Examples across programs of collaborative activities between unit and P-12 schools to support the

design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding.Cooperating Schools Scholarship AwardArea Administrator letter; Area administrator meeting agenda 4.19.12Virtual advisory group—e-mails may be obtained from director of field experience, Lorie Hunn, at the onsite visitESU #13 administrator meeting minutes; ESU #13 monthly notice (examples—others available upon request)ESU #13 PLACES agenda & minutes (curriculum directors and assessment coordinators) meeting minutes (one example—others available upon request)Nebraska Council on Teacher Education weblink: http://www.education.ne.gov/EducatorPrep/NCTE/Index.html

3.3.b Policies, practices, and data on candidate placement in field experiences and clinical practice.Nebraska Department of Education, Rule 24: Regulations for Certificate EndorsementsNebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education Programs Handbook for Cooperating Schools on Teacher Internship ProgramsField Practicum/Internship in Education Administration for Prospective School AdministratorsCOUN 639 Practicum in Counseling HandbookCOUN 640 Supervised Internship HandbookTable 3.1a: CSC P-12 School Partners Initial Program Feld Experiences—Fall 2012 – Spring 2012Table 3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012Table 3.1c: CSC P-12 School Partners for Advanced ProgramsCSC Service Region Map

3.3.c Criteria for the selection of clinical faculty, which includes both higher education and P-12 school faculty.Nebraska Department of Education, Rule 20: Regulations for the Approval of Teacher Education ProgramsTeacher Education Handbook— Handbook for Cooperating Schools on Teacher Internship ProgramsField Practicum/Internship in Education Administration for Prospective School Administrators (p. 8)COUN 639 Practicum in Counseling HandbookCOUN 640 Supervised Internship Handbook

3.3.d Examples of support and evaluation of clinical faculty across programsExhibit 3.3.d Examples of Support and Evaluation of Clinical Faculty across ProgramsCooperating Teacher letterA series of 4 videos are used to orient initial program teacher internship cooperating teachers; the videos are located on the CSC Education Department web page section designed specifically for cooperating teachers: http://www.csc.edu/education/cooperating/index.csc

CSC Expectations @ http://www.csc.edu/documents/education/teachers/CSCExpectations.movExpectations @ http://www.csc.edu/documents/education/teachers/Expectations.movStrategies for Success @http://www.csc.edu/documents/education/teachers/StrategiesForSuccess.movTypical Supervisor’s Visit @ http://www.csc.edu/education/cooperating/index.csc

Faculty/Adjunct Supervision Training AgendaTeacher Education Handbook— Handbook for Cooperating Schools on Teacher Internship ProgramsField Practicum/Internship in Education Administration for Prospective School AdministratorsCOUN 639 Practicum in Counseling HandbookCOUN 640 Supervised Internship Handbook

3.3.e Guidelines/handbooks on filed experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection.EDUC 131 Forms and Rubrics folder

PSYC 231 Forms and Rubrics folderHandbook for EDUC 320 Observation and Participation for Cooperating Teacher andCandidatesEDUC 320 Elementary Observation and Participation (O&P) course syllabus EDUC 300 Secondary Observation and Participation (O&P) course syllabus EDUC 300/320 Verification formStudent Rating FormPlan of AssistanceCSC Elementary Education Professional Year Guidebook (elementary/middle grades)CSC Teacher Intern Guidebook (secondary/ middle grades)Field Practicum/Internship in Education Administration for Prospective School AdministratorsCOUN 639 Practicum in Counseling HandbookCOUN 640 Supervised Internship Handbook

3.3.f Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning. (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)Standard 1: Exhibit 1.3.c Key Assessments and Scoring Guides Summary (Initial Program)Standard 1: Exhibit 1.3.c Assessments and Scoring Guides Summary (Advanced Programs)Standard 1: Exhibit 1.3.e Key assessments and scoring guides dispositions (Initial Program)Standard 1: Exhibit 1.3.e Key assessments and scoring guides dispositions (Advanced Programs)Standard 1: Exhibits 1.3.i & 1.3.j Follow-up studies of graduates and results (Initial Program and

Advanced Programs)Dispositional Survey—Self; Dispositional Survey—EvaluatorEDUC 131/PSYC 231 Observation Experience & Report EvaluationsCSC EDUC 131/PSYC 231 Field Log and Classroom Teacher Candidate Evaluation ReportEDUC 300/320 Written AssignmentsEDUC 300/320 Observation & Participation Evaluation FormTeacher Intern Checklist (cooperating teacher, college supervisor, and candidate self-evaluation formats)TWS rubric, TWS assignment, and TWS lesson reflection questionsInitial Program Follow-up SurveyInitial Program Follow-up Survey Spring 2008-Spring 2010Graduate Curriculum and Instruction Outcomes As Rated by the Candidate’s Graduate CommitteePortfolio and Oral Examination Rating Sheet for Education AdministrationISLLC Self-Assessment ToolEDAD Practicum Experience Questionnaire Supervisor’s EvaluationEDAD Practicum Experience Questionnaire Candidate’s EvaluationCounseling Oral Exam; Counseling E-Portfolio RubricCounseling Student Intern Evaluation by Site SupervisorMaster of Education in Curriculum and Instruction Graduate (elementary and secondary) and their EmployersEDAD Follow-up Survey GraduateEDAD Follow-up Survey SupervisorCSC Counseling Alumni Evaluation

3.3.g Performance data on candidates entering and exiting from clinical practice for all programs. (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)Standard 1: Exhibit 1.3.d Data and Summaries of Results on Key Assessments (Initial Program)Standard 1: Exhibit 1.3.d Data and Summaries of Results on Key Assessments (Advanced Programs)Standard 1: Exhibit 1.3.f Data and Summaries of Results on Key Assessments Dispositions (Initial Program)Standard 1: Exhibit 1.3.f Data and Summaries of Results on Key Assessments Dispositions (Advanced ProgramsStandard 1: Exhibits 1.3.i & 1.3.j Follow-up studies of Graduates and Results (Initial Program and Advanced Programs)

Within Document Exhibits 3.1 Table 3.1a: CSC P-12 School Partners Initial Program Feld Experiences—Fall 2012 – Spring 2012; Table

3.1b: CSC P-12 School Partners Initial Program Clinical Practice (Teacher Internship/Student Teaching): Fall 2010--Spring 2012; Table 3.1c: CSC P-12 School Partners for Advanced Programs

3.2 CSC Placement Report http://www.csc.edu/careerservices/placementreports/index.csc3.3 EDCI 536 Supervision of Teacher Intern/Student Teacher syllabus3.4 EDUC 415 Human Relations/Multicultural syllabus3.5 READ 636 Practicum in Reading syllabus3.6 EDAD field experience and clinical experience syllabi: EDCI 635 Curriculum Development; EDAD 632

Supervision of Instruction; EDAD 633 School Administration and Leadership; EDAD 636 Influences/School Administration; EDAD 638 Personnel Administration EDAD 639 Practicum/Internship in Education Administration

3.7 CSC Graduate Catalog 2011-20133.8 EDCI 635 Curriculum Development syllabus3.9 Standard 1 Table 1d.1: Mean Ratings for Conceptual Framework Components Relating to Effects on

Student Learning as Measured by the Teacher Intern Checklist