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College of Education
Member, Texas Tech University System The Princeton Review - 373 Best Colleges, 2011 Edition

Standard 3: Field Experiences and Clinical Practice

 

 

The 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.

3a. Collaboration Between Unit and School Partners

Acceptable Present Objective
The unit, its school partners, and other members of the professional community design, deliver, and evaluate field experiences and clinical practice to help candidates develop their knowledge, skills, and professional 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.    
The school and unit share expertise to support candidates’ learning in field experiences and clinical practice.    

3b. Design, Implementation, and Evaluation of Field Experiences and Clinical Practice

Acceptable Present Objective
Candidates meet entry and exit criteria for clinical practice.    
Field experiences facilitate candidates’ development as professional educators by providing opportunities for candidates to observe in schools and other agencies, tutor students, participate in education-related community events, interact with families of students, attend school board meetings, and assist teachers or other school professionals prior to clinical practice.    
Both field experiences and clinical practice reflect the unit’s conceptual framework and help candidates continue to develop the content, professional, and pedagogical knowledge, skills, and professional dispositions delineated in standards. They allow candidates to participate as teachers or other professional educators, as well as learners in the school setting.    
Clinical practice allows candidates to use information technology to support teaching and learning.    

Clinical practice is sufficiently extensive and intensive for candidates to develop and demonstrate proficiencies in the professional roles for which they are preparing.

   
Criteria for school faculty are clear and known to all of the involved parties.    
School faculty are accomplished professionals who are prepared for their roles as mentors and supervisors.    

Clinical faculty, which includes both higher education and P-12 school faculty, use multiple measures and multiple assessments to evaluate candidate skills, knowledge, and professional dispositions in relation to professional, state, and institutional standards.

   

Clinical faculty provide regular and continuing support for student teachers and interns in conventional and distance learning programs through such processes as observation, conferencing, group discussion, email, and the use of other technology.

   

Candidates in advanced programs for teachers participate in field experiences that require them to apply course work in classroom settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning.

   
Candidates in programs for other school professionals participate in field experiences and clinical practice that require them to engage in structured activities related to the roles for which they are preparing. These activities involve the analysis of data, the use of technology and current research, and the application of knowledge related to students, families, and communities.    


3c. Candidates' Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn

Acceptable Present Objective

Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice.

   

Assessments used in clinical practice indicate that candidates meet professional, state, and institutional standards identified in the unit’s conceptual framework and affect student learning.

   
Multiple assessment strategies are used to evaluate candidates' performance and impact on student learning.    
Candidates and clinical faculty jointly conduct assessments of candidate performance throughout clinical practice.    
Both field experiences and clinical practice allow time for reflection and include feedback from peers and clinical faculty.    
Candidates and clinical faculty systematically examine results related to P-12 learning. They begin a process of continuous assessment, reflection, and action directed at supporting P-12 student learning. Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning.    

Field experiences and clinical practice provide opportunities for candidates to develop and demonstrate knowledge, skills, and professional dispositions for helping all students learn.

   

All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups.