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Developing Pre-Service Teacher Candidate Competencies through Clinical Experiences: A Developmental Approach to Improving and Evaluating Practice Sue Sears.

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Presentation on theme: "Developing Pre-Service Teacher Candidate Competencies through Clinical Experiences: A Developmental Approach to Improving and Evaluating Practice Sue Sears."— Presentation transcript:

1 Developing Pre-Service Teacher Candidate Competencies through Clinical Experiences: A Developmental Approach to Improving and Evaluating Practice Sue Sears Sally Spencer Nancy Burstein OSEP Directors Conference 2013

2 Focus on Quality Clinical Experiences Designing coherent clinical experiences to bridge the gap between: theory and practice universities and schools preparation and induction (Hammerness, 2006)

3 A Developmental Continuum of Clinical Experiences Simulation Beginning of the Program Designed settings Middle of the Program Authentic settings Culmination of Program

4 A Developmental Continuum of Clinical Experiences SIMULATION Beginning of the Program Designed settings Middle of the Program Authentic settings Culmination of Program

5 Beginning of the Program: TeachLivE Virtual classroom experience Created by University of Central Florida Allows students to practice teaching in a safe, simulated environment Allows students to stop, reflect and do over

6 TeachLivE

7 Beginning of the Program: TeachLivE Students practice beginning teaching skills in safe, simulated environment Good planning, clear modeling, checking for understanding Building rapport Students debrief and discuss in small groups Students watch and reflect on video Faculty use a rubric to evaluate, give feedback & guidance EBPs practiced: Direct Instruction

8 A Developmental Continuum of Clinical Experiences Simulation Beginning of the Program DESIGNED SETTINGS Middle of the Program Authentic settings Culmination of Program

9 Middle of the Program: Special Education Literacy Clinic Special Education Literacy Clinic Second of two classes in reading instruction Students apply what theyve learned Partners work with children grades K-12 to tutor on specific skills EBPs practiced: Assessment-driven instruction Research-based reading instruction (NRP) Direct instruction of skills Collaboration with teachers and parents Positive Behavior Support

10 Middle of the Program: Special Education Literacy Clinic

11 Special Education Literacy Clinic Students do weekly planning and receive detailed feedback on the use of evidence-based practice in their teaching (formative) Students videotape themselves teaching a lesson and reflect on the video Faculty use a rubric to assess students application of evidence-based instructional practices in reading from video (summative)

12 Instructional Planning Objective is not clear or is not measurable. Lesson does not match objective. Lesson is weak in modeling, opportunities for feedback, and/or independent practice. Lesson is not motivating or interactive. Objective is somewhat clear and measurable. Lesson mostly matches objective. Lesson may have some problems with modeling, opportunities for feedback, or independent practice. Lesson is somewhat motivating and / or interactive. Objective is clear and measurable. Lesson matches objective. Lesson has strong modeling, opportunities for feedback, and independent practice. Lesson is very motivating and interactive Quality of Teaching on Video Teacher did not effectively model the skill and/or did not scaffolded the students acquisition of the skill Teacher was not very enthusiastic or positive Feedback was not specific or helpful Teachers use of language was not effective in helping student understand concepts Teacher did not use wait time well Overall, teaching was not very successful Teacher modeled the skill and scaffolded the students acquisition of the skill to some degree Teacher was mostly enthusiastic and positive Feedback may not have always been very specific Teachers use of language was somewhat effective in helping student understand concepts Teacher used some wait time to give student time to process Overall, teaching was successful Teacher effectively modeled the skill and scaffolded the students acquisition of the skill Teacher was very enthusiastic and positive Teacher gave plenty of specific feedback to help build success Teacher used language effectively to build student understanding Teacher used wait time appropriately to give student time to process Overall, teaching was highly successful Quality of Reflection in Paper Paper reflects limited insight into effectiveness of teaching Little or no evidence is used to support discussion Discussion is superficial or inadequate Writing was of poor quality Paper shows adequate insight into effectiveness of lesson Some evidence is used to support discussion Discussion is adequate and accurate Paper was mostly well-written Paper reflects strong insight into effectiveness of lesson Strong evidence is used to support discussion Discussion is insightful, accurate and thorough Paper was well-written

13 A Developmental Continuum of Clinical Experiences Simulation Beginning of the Program Designed settings Middle of the Program AUTHENTIC SETTINGS Culmination of Program

14 Culmination of the Program: Teaching Event Special Education Teaching Event Measure of teacher competencies based on Performance Assessment for California Teachers (PACT) Opportunity for candidates to document knowledge and skills in the areas of planning, instruction, assessment and reflection in a single integrated teaching segment Accessible system for faculty to review candidates work (artifacts, commentaries, video)

15 Culmination of the Program: Teaching Event Teaching Event consists of 6 Tasks Task 1: Context for Learning Task 2: Planning for Assessment and Instruction Task 3: Instructing Students and Supporting Learning Task 4: Assessing Student Learning Task 5: Creating and Maintaining an Effective Learning Environment Task 6: Reflection on Teaching and Learning

16 Task 1: Context for Learning Task 1: ContextLevel 1 Does Not Meet Expectations Level 2 Approximates Expectations Level 3 Meets Expectations Level 4 Exceeds Expectations 1.1 Knowledge of students skills, knowledge and language proficiency Candidate demonstrates inadequate knowledge of students skills, knowledge and language proficiency as a result of limited evidence or inaccurate interpretation of available evidence. Candidate demonstrates incomplete knowledge of general class and focus students skills, knowledge and language proficiency. Candidate demonstrates adequate knowledge of general class and focus students current skills, knowledge and language proficiency based on observation, assessment and review of IEPs. Candidate demonstrates thorough knowledge of general class and focus students current skills, knowledge and language proficiency, including strengths as well as challenges, based on observation, assessment and review of IEPs.

17 Task 2: Planning for Assessment and Instruction Task 2: Planning Instruction and Assessment Level 1 Does Not Meet Expectations Level 2 Approximates Expectations Level 3 Meets Expectations Level 4 Exceeds Expectations 2.5 Evidence-based practices Candidate does not describe how evidence- based practice(s) support the instructional strategies and learning activities. Candidate identifies evidence-based practice(s} that support the instructional strategies and learning activities, but in a vague and rather superficial manner. Candidate describes how evidence-based practice{s} support the instructional strategies and learning activities. Candidate clearly articulates the evidence- based practice{s} that support the planned instructional strategies and learning activities.

18 Task 3: Instructing Students and Supporting Learning Level 1 Does Not Meet Expectations Level 2 Approximates Expectations Level 3 Meets Expectations Level 4 Exceeds Expectations 3.5 Evidence-based pedagogical practices Candidate does not use evidence-based pedagogical practices to support learning needs of students or uses these practices in an inappropriate manner. Candidates use of evidence-based pedagogical practices is limited and practices are not clearly aligned with the content or the learning needs of students. Candidate appropriately uses evidence-based pedagogical practices that support the common learning needs of the students. Candidate effectively uses a range of evidence-based pedagogical practices appropriate for the content and tailored to meet the common and individual learning needs of students.

19 Task 4: Assessing Student Learning Level 1 Does Not Meet Expectations Level 2 Approximates Expectations Level 3 Meets Expectations Level 4 Exceeds Expectations 4.1 Monitoring student learning during lesson Candidate describes monitoring strategies that are not illustrated on the video and/or candidates explanations of monitoring for student learning are inadequate. Candidate describes generic strategies for monitoring whole class learning. (These may or may not be illustrated on the video clip.) Candidate does not clearly discuss how these strategies informed instruction. Candidate describes strategies, illustrated on the video, for monitoring the learning of individual students. It is clear from the candidates explanation that this information guided instruction. As illustrated on the video, the candidate describes the consistent use of a variety of strategies to monitor the learning of individual students. Candidate provides thorough discussion of how this information was used to address misunderstandings and to adjust instruction, meeting group and individual needs.

20 Task 5: Creating and Maintaining an Effective Learning Environment Level 1 Does Not Meet Expectations Level 2 Approximates Expectations Level 3 Meets Expectations Level 4 Exceeds Expectations 5.4 Standards for behavior No standards for behavior appear to have been established, or students are confused as to what they are. Candidate identifies and focuses on inappropriate behavior and does not model expectations or reinforce appropriate behavior Standards for behavior appear to have been established, and some students seem to understand them. Candidate occasionally models expectations and reinforces positive behavior but may focus on correcting inappropriate behavior. Standards for behavior have been established and clearly communicated to all students. Candidate models expectations and recognizes and appropriately reinforces appropriate behavior. Standards of conduct and the rationale for these standards have been established and clearly communicated to all students. Candidate models these expectations and recognizes and appropriately reinforces appropriate behavior.

21 Culmination of the Program: Teacher Evaluation Special Education Teacher Evaluation – under revision Measure of teacher competencies based on California Standards for the Teaching Profession (CSTP) Teacher Performance Expectations (TPE) Opportunity for candidates to demonstrate effectiveness in: Planning instruction Organizing and managing the environment for student learning Making subject matter comprehensible Engaging and supporting students in learning Assessing student learning Developing as a professional educators

22 Culmination of the Program: Teacher Evaluation Items in each category are being revised and reviewed by faculty and teachers Once items are approved, rating scale will be developed for each item with rubric and calibrated Questions on use: Should it be used as a rating form during an observation? Should it be as a summative rating form and based on observations and artifacts overtime

23 Questions or Comments? TeachLivE Beginning of the Program Literacy Clinic Middle of the Program Teaching Event Teacher Evaluation Culmination of Program

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