Table 7 Field Experiences and Clinical Practice by Program]

Transcription

1 Table 7 Field Experiences and Clinical Practice by Program] PROGRAM Initial Undergraduate Programs [BS] Elementary Education [P-5] Beginning with the first course in their program, Elementary education candidates complete Level 1 and Level 2 field experiences and clinical practice (Level 3). Field experiences and clinical practice are completed in diverse settings and include a variety of intentional as well as optional activities. Diverse experiences are in a variety of subjects areas, grade levels and academic settings. Candidates interview a variety of education professionals to ascertain attitudes and dispositions and beliefs about teaching and teachers. They observe in a variety of classrooms and academic settings as well as work one on one and with small groups of candidates in teacher directed activities. Candidates review assessment data with class room teachers and observe the lesson planning process. Candidates review school and classroom management plans and teaming as well as the scheduling process. Candidates progress from observations to hands on participation in planning and delivering instruction; and from working with individuals to small groups to whole class instruction. Candidates also progress from participating in single subject focus to multiple subject focus. Lesson planning, assessment and management practices in general and inclusive classrooms are included in clinical practice which culminates in student evaluation of their experience and their impact on student achievement. Selfreflection, those of their cooperating teachers and their university supervisors are analyzed by candidates in order to further improve their practice. Level 1 60 Level II 180 Level III 560 Total 800 1

2 Learning and Behavior Disorders [P-12] Candidates are provide opportunities to observe effective teachers and teaching strategies in P-12 public and private school and how effective teachers work in their classroom. Observations include, but are not limited to, instructional strategies at different levels routines in the school (teacher, administrator and other staff) classroom management skills student teacher interactions questioning skills strategies used for the exceptional populations the use of technology in the classroom Students observe, interview, write reflections, engage in class discussions, identify the knowledge, skills and dispositions of an effective teacher and form their beliefs based on the one of the six traditional philosophies of education. Observations and reflection assist candidates with making informed decision about pursuing a career in education Level II Participation Candidates begin to apply, at a limited Candidates gradually assumes the direction of a university supervisor attendance and recording keeping observing cooperating teacher work with small groups attends faculty/team/ department meetings reviewing students IEP s teach lesson participate in parent conferences assumes the responsible of the cooperating teaching Level I 60 hours Level II 285 hours Level III 560 hours Total 905 hours 2

3 level, knowledge, skills and disposition in a classroom setting by using technology reflecting on teaching writing a lesson plan presenting a lesson assessing student s performance writing an IEP, BIP, FBA attending SBARC (with permission) designing and implementing a behavior change plan conducting educational assessments evaluating teaching resources adapting instruction for individual differences using developmental appropriate instruction modeling effective communication skills using variety of formal and informal assessment techniques being creative implementing co-teaching models 3

4 Middle Grades Education [5-9] Level I: EDU 213/377/379/ P-12 classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy; introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs; initial draft of philosophy of education, critical reflection on field experiences, personal reflection/discernment on professional dispositions for teaching. Level II: EDR 414/431/420/456/460 in-depth work with Common Core Content, KY Teacher Standards, and professional educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.); participation in local PD/professional education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades 5-9. Initial Graduate Programs [MAT] Level III: EDU 441 student teaching in grades 5-9 involves gradual assumption of all of the direction of a university supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning, implementation, assessment of student learning, professional growth plan and participation in PDs, school and community level leadership, and Teacher Performance Assessment Portfolio development on LiveText. Level I: 60 Level II: 130 Level III: 560 Total = 750 4

5 Elementary Education [P-5] Learning and Behavior Disorders [P-12] Beginning with the first course in their program, Elementary education candidates complete Level 1 and Level 2 field experiences and clinical practice (Level 3). Field experiences and clinical practice are completed in diverse settings and include a variety of intentional as well as optional activities. Diverse experiences are in a variety of subjects areas, grade levels and academic settings. Candidates interview a variety of education professionals to ascertain attitudes and dispositions and beliefs about teaching and teachers. They observe in a variety of classrooms and academic settings as well as work one on one and with small groups of candidates in teacher directed activities. Candidates review assessment data with class room teachers and observe the lesson planning process. Candidates review school and classroom management plans and teaming as well as the scheduling process. Level I Observation Candidates are provide opportunities to observe effective teachers and teaching strategies in P-12 public and private school and how effective teachers work in their classroom. Observations include, but are not limited to, Candidates progress from observations to hands on participation in planning and delivering instruction; and from working with individuals to small groups to whole class instruction. Candidates also progress from participating in single subject focus to multiple subject focus. Lesson planning, assessment and management practices in general and inclusive classrooms are included in clinical practice which culminates in student evaluation of their experience and their impact on student achievement. Selfreflection, those of their cooperating teachers and their university supervisors are analyzed by candidates in order to further improve their practice. Candidates gradually assumes the direction of a university supervisor attendance and recording keeping Level 1 60 Level II 180 Level III 560 Total 800 Level I 60 Level II 285 Level III 560 Total 905 5

6 instructional strategies at different levels routines in the school (teacher, administrator and other staff) classroom management skills student teacher interactions questioning skills strategies used for the exceptional populations the use of technology in the classroom Students observe, interview, write reflections, engage in class discussions, identify the knowledge, skills and dispositions of an effective teacher and form their beliefs based on the one of the six traditional philosophies of education. Observations and reflection assist candidates with making informed decision about pursuing a career in education observing cooperating teacher work with small groups attends faculty/team/ department meetings reviewing students IEP s teach lesson participate in parent conferences assumes the responsible of the cooperating teaching Level II Participation Candidates begin to apply, at a limited level, knowledge, skills and disposition in a classroom setting by using technology reflecting on teaching writing a lesson plan presenting a lesson assessing student s performance 6

7 writing an IEP, BIP, FBA attending SBARC (with permission) designing and implementing a behavior change plan conducting educational assessments evaluating teaching resources adapting instruction for individual differences using developmental appropriate instruction modeling effective communication skills using variety of formal and informal assessment techniques being creative implementing co-teaching models Middle Grades Education [5-9] Level I: EDU 513/577/579/ P-12 classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy; introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs; initial draft of philosophy of education, critical reflection on field experiences, personal reflection/discernment 7 Level III: EDU 672 student teaching in grades 5-9 involves gradual assumption of all of the direction of a university supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning, implementation, assessment of student learning, professional Level I: 60 Level II: 130 Level III: 560* Total = 750

8 Secondary Education [8-12] Biological Science Education Chemistry Education Earth Science Education English Education Mathematics Education Social Studies Education Other Programs Art Education Business and Marketing Education Spanish Education on professional dispositions for teaching. Level II: EDU 514/531/520/556/560 indepth work with Common Core Content, KY Teacher Standards, and professional educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.); participation in local PD/professional education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades 5-9. Level I: EDU 513/577/579/ P-12 classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy; introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs, initial draft of philosophy of education, critical reflection on field experiences, personal reflection/discernment on professional dispositions for teaching.. Level II: EDR 531/520/556/560 in-depth work with Common Core Content, KY Teacher Standards, and professional educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.); growth plan and participation in PDs, school and community level leadership, and Teacher Performance Assessment Portfolio development on LiveText. Level III: EDU 672 student teaching in grades 5-9 involves gradual assumption of all of the direction of a university supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning, implementation, assessment of student learning, professional growth plan and participation in PDs, school and community level leadership, and Teacher Performance Assessment Portfolio development on LiveText. Level I: 60 Level II: Level III: 560 Total =

9 participation in local PD/professional education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades Alternative Certification All Grades Learning and Behavior Disorders 95 Hours: Level I Observation 15 hours Observe in a variety of environments serving students with special needs Interview educational professionals Level II Participation 80 Hours Design and deliver mini-lessons Design behavior change plan for an individual student Conduct educational assessments Develop instructional plan based on assessments Develop an I.E.P. Develop unit lesson plans Informal assessing and diagnosing Level II I 1,295 Hours Teacher of Record 1,390 All other Programs 0 Field experience Hours 9