Sue Sears Sally Spencer Nancy Burstein OSEP Directors’ Conference 2013

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

4. A Developmental Continuum of Clinical Experiences

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

9. Middle of the Program: Special Education Literacy Clinic • Special Education Literacy Clinic • Second of two classes in reading instruction • Students apply what they’ve 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. Middle of the Program: Special Education Literacy Clinic • 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. Scoring Guild

13. A Developmental Continuum of Clinical Experiences

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

17. Task 2: Planning for Assessment and Instruction

18. Task 3: Instructing Students and Supporting Learning

19. Task 4: Assessing Student Learning

20. Task 5: Creating and Maintaining an Effective Learning Environment

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?

24. Thank you!! sue.sears@csun.edu sally.spencer@csun.edu nancy.burstein@csun.edu