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  Standard 3. Field Experiences and Clinical Practice

3a. Collaboration between Unit and School Partners

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

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

Additional Exhibits

Supplemental Exhibits

Elements Exhibits
 The Candidate product electronic data management system is TaskStream.
A demonstration of candidate work samples is available.
  3a. Collaboration between Unit and School Partners 3a.1. Who are the unit’s partners in the design, delivery, and evaluation of the unit’s field and clinical experiences?
3a.2. In what ways have the unit’s partners contributed to the design, delivery, and evaluation of the unit’s field and clinical experiences?
3a.3. What are the roles of the unit and its school partners in determining how and where candidates are placed for field experiences, student teaching, and internships?
3a.4. How do the unit and its school partners share expertise and resources to support candidates’ learning in field experiences and clinical practice?
  3b. Design, Implementation, and Evaluation of Field Experiences and Clinical Practice 3b.1. What are the 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?
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?
3b.4. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice?
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
3b.6. What preparation do school-based faculty members receive for their roles as clinical supervisors?
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?
3b.8. What structured activities involving the analysis of data and current research are required in programs for other school professionals?

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

3c.1. On average, how many candidates are eligible for clinical practice each semester or year? What percent, on average, complete clinical practice successfully?
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?
3c.3. How is time for reflection and feedback from peers and clinical faculty incorporated into field experiences and clinical practice?
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?
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?
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?
  Additional Exhibits

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