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Clinical Experiences in Teacher Preparation MACTE Hope Conference Holland, MI

Explore the importance of clinical experiences in teacher preparation, with findings, recommendations, and essential elements for effective programs. Understand the impact on candidates’ learning and P-12 student support.

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Clinical Experiences in Teacher Preparation MACTE Hope Conference Holland, MI

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  1. Clinical Experiences in Teacher PreparationMACTE Hope Conference Holland, MI April 5, 2018

  2. Stakeholder Process

  3. Why are we gathering stakeholders?

  4. Our group as a whole

  5. What is “Clinical Experience”? • Linda Darling-Hammond (2014) • Extensive and intensely supervised work – tightly integrated with coursework – that allows candidates to learn from expert practice in schools and other settings that serve diverse students. • Immersing teacher candidates in the materials of practice and working on particular concepts using these materials to link theory and practice.

  6. What is “Clinical Experience”? • Linda Darling-Hammond (2014) • Extensive and intensely supervised work – tightly integrated with coursework – that allows candidates to learn from expert practice in schools and other settings that serve diverse students. • Immersing teacher candidates in the materials of practice and working on particular concepts using these materials to link theory and practice.

  7. Clinical Experience Across the Continuum

  8. Frame for Vision: End Product Definition of clinical experience Aspects clinical preparation must include Specific clinical experience requirements Policy considerations Model/s or examples

  9. Timeline for Work (2018)

  10. Non-Negotiables • PK-12 students first • Statewide • Clinical experience = one piece of preparation continuum • Diversity of experiences • Gradual Release of Responsibility • Research-based Decisions

  11. Tensions • Different requirements for different endorsements • Student teaching permits • Diversity of placement: access, support, mentoring • Multiple initial and/or additional endorsements • Educator evaluation/effectiveness ratings • Financial constraints/systemic restraints

  12. National Council for Accreditation of Teacher Education Blue Ribbon Panel Report (2010)

  13. Linda Darling Hammond (2014)Findings • Candidates who have clinical experience alongside coursework are better able to: • Understand theory • Apply concepts from coursework • Support P-12 student learning

  14. Linda Darling Hammond (2014)Findings • Candidates’ learning influenced by: • Care taken in choosing placements • Quality of teacher practice modeled • Quality and frequency of school based mentoring • Quality and intensity of university supervision and evaluation tools

  15. Linda Darling Hammond (2014) Recommendations • Areas of focus for more powerful preparation programs: • Coherence and integration • Explicit links between theory and practice • Quality and intensity of supervision and evaluation tools • Immersing teachers in the materials of practice • New relationships with schools

  16. American Association of Colleges for Teacher Education (AACTE)Clinical Practice Commission 2018 • In continuation of NCATE Blue Ribbon Panel Work • Creates a Lexicon of Practice • Calls for a “shared understanding of evidence-based practices for embedding teacher preparation in the PK-12 environment” • 10 Essential Proclamations For Highly Effective Clinical Educator Preparation

  17. Considering the Ideal System

  18. Ideal Clinical Program What should a clinically based teacher preparation program look like in an ideal system?

  19. 4 Types of Clinical Programs (Dennis, Burns, Tricarico, van Ingen, Jacobs, & Davis, 2017)

  20. Clinically Impoverished

  21. Clinically Accompanied

  22. Clinically Rich

  23. Clinically Centered

  24. 4 Types of Clinical Programs (Dennis, Burns, Tricarico, van Ingen, Jacobs, & Davis, 2017)

  25. Clinical Practice Elements

  26. Clinical Practice Elements

  27. Supervised Directed Teaching (R 390.1123) • Practical experiences that address the standards and proficiencies for entry level teachers. • Minimum of 12 weeks (min 6 semester credit hours) • 30 clock hours of supervised teaching and observation equals 1 credit hour

  28. Program Standards and Requirements • Early and ongoing • Inclusive of student teaching in the grade band • Under a qualified cooperating teacher and university supervisor • Addresses the standards

  29. Additional Endorsements (390.1129(2)) • Approved course of study for endorsement includes: • Early and ongoing structured field experiences with diverse student populations and in diverse instructional settings. • 2019 – All programs must include field experiences

  30. Rules-Michigan Administrative Rules for Special Education-Rule 82 Link to rules

  31. Accreditation Expectations • P-12 Partnerships • Clinical experiences in diverse settings across programs • Deliberate, carefully chosen experiences explicitly connected to the curriculum • Positive impact on P-12 learners

  32. Survey of EPIs

  33. Surveyed EPIs about Clinical Preparation • Duration of placements • Locations (settings) of placements • Tasks • Faculty who support clinical practice • Feedback about systems

  34. Surveyed EPIs about Clinical Preparation • 15 total responses • 13 complete surveys • Representative of all institutions • 8/15 (53%) Independent • 7/15 (47%) Public

  35. Prior to Student Teaching

  36. Pre-student Teaching Clinical Hours Elementary programs tend to have the greatest number pre-student teaching clinical hours. Secondary programs tend to have the fewest number pre-student teaching clinical hours.

  37. Student Teaching Clinical Hours 91% of elementary programs and 100% of secondary programs include one semester of student teaching in a full day setting. K-12 programs have the most variation, with 70% including one semester in a full day setting.

  38. Variation • 74 % of programs use Gradual Release of Responsibility • 70% of programs require pre-student teaching candidates to have experiences across a range of different grade levels. • 70% of programs include oversight of candidate experiences by individual faculty member(s) with critical feedback in the design of the experience. • 30% of programs allow candidates to choose their student teaching placement.

  39. 70% of programs require pre-student teaching candidates to have experiences across a range of different grade levels.

  40. What do candidates do in pre-student teaching clinical experiences? • At least 80% of programs surveyed explicitly require: • Classroom observation • Non-instructional interactions with students • Instruction of individual students • Small group instruction • Large group or whole class instruction

  41. What do candidates do in pre-student teaching clinical experiences? • At least 50% of programs surveyed also explicitly require: • Video analysis of teaching with actual K-12 students • Authentic teaching with K-12 students including peer observation and feedback

  42. 74% of programs indicate Gradual Release of Responsibility (or graduated method) from cooperating teacher to candidate is used in experience design.

  43. 31% of programs permit candidates to select or prioritize schools for placement in experiences prior to student teaching.

  44. 70% of programs include oversight of candidate experiences by individual faculty member(s) with critical feedback in the design of the experience.

  45. Student Teaching

  46. Common Modes of Feedback • Authentic teaching with K-12 students where teacher or supervisor provides feedback • Video analysis of teaching with actual K-12 students • Co-teaching with cooperating teacher • Co-teaching with cooperating teacher where teacher or supervisor provides feedback

  47. Less Common Modes of Feedback • Virtual or simulated teaching experience, for example using TeachLive • Authentic teaching with K-12 students where peers observe and provide feedback • Other experiences (blog about experiences and provide peer feedback, virtual teaching with peer feedback)

  48. 30% of programs allow candidates to choose their student teaching placement.

  49. Selection of cooperating teachers? • Teachers chosen in collaboration between school leadership and program at EPI • Teacher leaders identified by the school Teachers chosen by the principal • Teachers with 5 or more years of experience • Teachers who express interest • Teachers who were former candidates

  50. 91-100% of all university supervisors have been or currently are PK-12 teachers or administrators.

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