Advanced Field Experience Form for Pre-CPAST Training Chapter

1. Training Chapter for the Advanced Field Experience Form (Pre-CPAST* Form)Developed by the VARI-EPP* Collaboration*Valid and Reliable Instruments for Educator Preparation Programs*CPAST = Candidate Preservice Assessment of Student Teaching, used during student teaching.

2. Learning Objectives In this chapter, you will:

3. Advanced Field Experience Form Sections: Pedagogy & Dispositions • Dispositions • 4 rows • 3 subsections • Pedagogy • 10 rows • 4 subsections The Form rows are aligned to OSTP, CAEP, & InTASC Standards

4. Advanced Field Experience Form: Row Structure There are three levels of performance

5. What if the consensus score is ‘Does not meet’ or ‘Emerging’on a row? A consensus score of ‘Does not meet’ or ‘Emerging’ alerts the team that the teacher candidate: •Needs to focus on that specific area during their future student teaching; and •Needs support and resources from the university supervisor and cooperating teacher during their future student teaching.

6. Advanced Field Placement Form Formatting: AND/OR, Lists If a teacher candidate consistently “Demonstrates collaborative relationships with the CT…” But does not “Attempt to work with and learn from colleagues…” He or she should not earn “Meets Expectations” on this row. • A teacher candidate must provide evidence for ALL descriptorsin a level of performance in order to earn the column rating. • This short video explains the use of enumerated lists in the Form’s Rows. (Note: The example is from the Candidate Preservice Assessment of Student Teaching [CPAST] Form) https://youtu.be/YDkqfZtONos

7. Advanced Field Placement Form Scoring: Special Notes A score of “not applicable” is not an option for any row

8. Advanced Field Placement Form Resources: “Look Fors” Document • The Look Forsdocument is intended to • assist the teacher candidate, cooperating teacher and university supervisor in determining a score and • provide suggestions for possible sources of evidence, as well as further elaboration of the characteristics for each level of performance. • WHY is it used? • The ‘Look Fors’ document is intended to: • reduce confusion; and • promote inter-rater reliability of the form (i.e., all users are using the form to evaluate candidates the same way).

9. What is the Three-Way Conference? • The meeting • Includes the university supervisor, the cooperating teacher (mentor), and the teacher candidate; • Ensures the perspectives of each member of the team are taken into consideration when evaluating the teacher candidate using the Advanced Field Placement Form; • Occurs at the end of the semester. The Three-Way Conference

10. How should each participant prepare for the conference? Each team member involved in the evaluation process should bring: • a suggested score • evidence to support his/her score • In addition to self-assessing his/her progress the Teacher Candidate should: • complete the “Goals” section of the Advanced Field Placement Form • refine his/her goals after discussing them with the US and CT at the Three-Way Conference

11. Let’s look at what conversations may look like in two mock Three-Way Conferences. Note: Examples are focused on a Student Teaching Experience.

12. This is the end of the training chapter. Thank you for taking the time to review the content. If you have any questions, please consult a University Supervisor or your program contact for more details. We wish you a successful semester!