1. Some Considerations for Developing & Implementing Clinical Experiences
Larry Maheady, PhD
Exceptional Education Department
SUNY Buffalo State
June 28 & 29, 2017

2. What considerations should participants think about to create coordinated & comprehensive fieldwork in their own contexts?

3. Four Important Considerations
Function of clinical experiences
Which practices & processes candidates should use & master
How these practices can be taught effectively, efficiently, & acceptably
How these changes can be sustained

4. Shared Vision for Clinical Experiences
Professional and Societal Needs
EPPs & Candidate Needs
P-12 Teacher & School Needs
Students w/wo disabilities needs

5. Make Vision Operational
Identify Mutually Beneficial Needs
What are P-12 schools most pressing instructional needs & how can WE help?
Link school needs to EPPs through structured, developmentally sequenced, clinical experiences
Implement program sequentially (i.e., clinical experiences), require for graduation, and collect data on P-12 students, candidates, & program

6. Increase Candidate Use of Evidence-Based Practice(s)

7. What is Evidence-based Practice?
Two ways to think about it
Practice/intervention that has met some evidentiary standard OR
Broader framework for decision-making
(Detrich, 2015)

8. Evidence-based Practice as Decision-Making Process?
Professional Judgment
Best available evidence
Student Needs
Best Available Evidence
Sackett et al (2000)
Professional Judgment
EBP is a decision-making approach that places emphasis on evidence to:
guide decisions about which interventions to use;
evaluate the effects of an intervention.
Detrich (2008)
Student Needs

9. Which practices should candidates use?

10. Identifying the most important practices
Should have rigorous empirical support
Relevant to “prioritized” instructional needs
Used frequently in classroom (high incidence)
Broadly applicable across content areas (high prevalence)
What criteria should we use to make sure that candidates learn to use the practices that are the best for their students?

11. RIGOR Relevance Strong Weak High Low
Preferred outcome; implement & monitor
Try out; monitor effects
High
Relevance
Adapt & monitor effects
Low
Don’t implement

12. Empirical Support Relevance
Strong
Weak
Preferred outcome; implement & monitor
Try out; monitor effects
Adapt & Monitor Effects
Don’t Implement
High
Relevance
Low

13. Formative evaluation = .90
Feedback = .73
Spaced practice = .71

14. Essential or Core Practices
Providing formative evaluation
0.90
Feedback
0.73
Spaced versus massed practice
0.71
Meta-cognitive strategies
0.69
Self-verbalization/self-questioning
0.64
Concept maps
0.57
Worked examples
Peer tutoring
0.55

15. Effectiveness Cost Ratio = Effect Size/Cost Per Student

16. How should candidates be prepared to use practices?

17. Training Components and Attainment of Outcomes in Terms of Percent of Participants
OUTCOMES & PROCESS
Joyce & Showers , 2002

18. Continuum of Options for Developing Practice
Any of these options may be useful for improving practice
Some are much more useful than others
High Impact
Low Impact
High Effort
Low Effort
Case-study instruction; application papers
In class simulations, inter- & micro-teaching
Early clinical experiences; tutoring programs
Student teaching
Clinical year & coaching

19. IMPACT EFFORT High Low Low High Preferred outcome; implement & monitor
Try out; monitor effects
Low
EFFORT
Positive outcome; cost-benefit analysis
High
Don’t implement

20. Impact on Practice Effort
High
Low
Preferred option; implement & monitor
Try out; useful for knowledge development
Positive outcome; cost benefit analyisis
Don’t implement
Effort

21. Interteaching process
Provide students with preparation guide in advance
Students work in pairs or small groups for ½ to 2/3 of time
Instructor reviews records & develops clarifying lectures
Interteaching process
Students complete interteaching record forms

22. How can we sustain changes?

23. A Systems Perspective Students do well when teachers do well
Teachers do well when they are effectively supported at the building level.
Principals are effective when they are supported by the district.
Districts perform well when they are supported State Education Agency.
Requires an aligned system.
Data about student performance and implementation.

24. Detrich, 2014

25. What Do We Need to Know About Effective Implementation?
Implementation occurs in stages
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005)
2 – 4 Years

26. Take-Aways
Improving P-12 student outcomes should drive decision-making at all levels (classroom, building, district, & university)
Evidence-based practice (EBP) is systematic decision-making that can improve professional practice at all levels
EPPs & partners should be guided by principles of implementation science