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NCATE Standard 3: Field Experiences & Clinical
Practice
Monica Y. Minor, NCATEJeri A. Carroll, BOE Chair
Professor, Wichita State University
Standard 3: Critical Vocabulary
Initial programs and advanced programs Professional education faculty, clinical faculty
and school faculty Field experiences, clinical experiences, clinical practice,
internships Candidates, students Professional community, school partners Use of technology
The unit and its school partnersdesign, implement, and evaluate field experiences and clinical practice so that teacher candidates
and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.
Standard 3
Collaboration Between Unit & School Partners
Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit’s conceptual framework(s) and the school program; they each participate in the unit’s and the school partners’ professional development activities and instructional programs for candidates and for children. The unit and its school partners share expertise and integrate resources to support candidate learning. They jointly determine the specific placements of student teachers and interns for other professional roles to maximize the learning experience for candidates
and P–12 students.
The unit, its school partners, & other members of the professional community design, deliver, & evaluate field experiences & clinical practice to help candidates develop their knowledge, skills, & professional dispositions. The unit & its school partners jointly determine the specific placement of student teachers & interns for other professional roles to provide appropriate learning experiences.The school and unit share expertise to support candidates’ learning in field experiences and clinical practice.
The unit makes decisions about the nature & assignment of field experiences and clinical practice independently of the schools or other agencies hosting them. The unit’s school partners do not participate in the design, delivery, or evaluation of field experiences or clinical practice. Decisions about the specific placement of candidates in field experiences & clinical practices are solely the responsibility of the schools.
TargetAcceptableUnacceptable
Collaboration: Unit & School Partners… Design, deliver, & evaluate field
experience & clinical practice.
Jointly determine placement of student teachers and interns.
Note Standard 5 connection: Collaboration
Note Standard 6 connection: Professional community participation
AFIs: Collaborative Partnerships
No clear evidence exists that the unit collaborates with its school partners in establishing criteria for selecting clinical faculty.
P-12 personnel are not involved in the design and
placement of candidates for field experiences and clinical practice.
The unit does not ensure involvement of school-based
personnel in designing field experiences and related assessment measures.
The unit, its school partners, and other members of the
professional community do not jointly design, deliver, and evaluate field experiences and clinical practice or jointly determine student teacher/internship placements.
AFIs: Placements
(Advanced preparation level) The unit does not have systematic and explicit guidelines that delineate requirements for field experiences at the advanced preparation level.
Student teaching placements of five weeks are
insufficient for candidates to demonstrate proficiency in the professional roles for which they are preparing.
Because the unit does not require field experiences of
advanced candidates who are teaching, the unit lacks evidence that clinical practice for these candidates is sufficiently extensive and intensive for them to demonstrate proficiencies in helping all students learn.
The placement process does not ensure breadth of field
experiences for initial and advanced candidates.
The unit and its school partners
design, implement, and evaluate field experiences and clinical practice so that teacher candidates
and other school personnel develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.
Standard 3
Design, Implementation, & Evaluation Collaboratively Designed
A&S and COE Faculty COE and LEA Field Placement Office and District Officials
(principals, personnel office) Collaboratively Evaluated
Peer feedback Faculty (school, clinical, COE, A&S) School principal
Note Standard 5 connection: Collaboration
Design, Implementation, & Evaluation Field experiences include (Initial)
observing in schools & other agencies,
tutoring, assisting teachers & other school
personnel attending school board meetings, & participating in education-related
community events. interact with families of students
Design, Implementation, & Evaluation Advanced: Field experiences
require candidates to Apply coursework to classrooms Analyze P-12 student learning Reflect on their practice in the
context of theories on teaching and learning.
Design, Implementation, & Evaluation Advanced (Other School
Professionals) Engage in structured activities related
to the roles for which they are preparing
analysis of data, the use of technology and current
research, application of knowledge
AFIs: Consistency/Alignment
Supervision of field experiences is not consistent for all candidates.
(Initial teacher preparation) Field experience
design in the early childhood, middle grades, and special education programs does not ensure the development of reflective practice, an essential element of the unit’s conceptual framework.
The unit does not ensure that all interns are
consistently assigned mentor teachers in their content areas.
AFIs: Planning and Implementation (Advanced Preparation) School-based clinical
faculty in the M.A. in Education Administration program do not participate in the evaluation of candidates’ field experiences.
(Initial teacher preparation) The unit does not
include P-12 faculty in planning and evaluating field experiences and clinical practice.
Cooperating teachers are not sufficiently involved
in the design and delivery of field experiences and clinical practice, resulting in their lack of awareness of the unit’s conceptual framework and expectations of practice for the institution.
What are the purposes of your field experience, clinical
practice, and internships?
What do you think are your school partners’ expectations of these experiences?
What is the relationship of these experiences to candidate performance?
Standard III Revision Element 3b: Design, Implementation,
and Evaluation of Field Experiences and Clinical Practice:
Acceptable: Candidates in advanced programs for teachers participate in field experiences that require them to apply course work in classroom settings, analyze P-12 student learning and reflect on their practice in context of theories on teaching and learning. Candidates in programs for other school professionals participate in field experiences and clinical practice that require them to engage in structured activities related to the roles for which they are preparing.
The unit and its school partners
design, implement, and evaluate field experiences and clinical practice so that teacher candidates
and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Standard 3
Evaluation of Field Experiences
Admission to Student Teaching mastery of content areas and pedagogical
and professional knowledge Admission to Student Teaching
mastery of content areas and pedagogical and professional knowledge
Note Standard 2 connection: Assessments at
multiple transition points
Evaluation of Field Experiences
Multiple assessments indicate candidates show mastery of content areas and pedagogical
and professional knowledge meet professional, state, and institutional standards
(conceptual framework) affect student learning receive input from peers and clinical faculty; reflect on their performance
Assessments conducted by candidates, clinical, and school faculty throughout clinical experience
Note Standard 2 connection: Assessments--consistency fairness, accuracy
Evaluation of Field Experiences
Impact Student Learning Candidates and clinical faculty systematically examine
results related to P-12 learning. They begin a process of continuous assessment,
reflection, and action directed at supporting P-12 student learning.
Candidates collect data on student learning, analyze
them, reflect on their work, and develop strategies for improving learning.
Note Standard 1 connection: Student learning
Clinical faculty… provide regular & continuing support for
candidates in conventional and distance programs through
Note Standard 1 connection: Use of technology
Clinical practice… Allows candidates to use information technology to
support learning.
Is sufficiently extensive and intensive for candidates to demonstrate proficiencies.
Includes students with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups.
Note Standard 1 connection: Use of technology
Note Standard 4 connection: Diversity--Design, implementation, and evaluation of curriculum and experiences
Clinical faculty… have clear criteria, which are known to
all are accomplished school professionals. are provided professional development are evaluated from higher education--have
contemporary professional experiences in school settings at the levels that they supervise.
Note Standard 5 connection: Qualified
faculty
Contemporary professional experience…..
Meaningful and structured activities in a P-12 school setting within the last five years. Examples include structured observation, working in schools as a teacher or other school professional, action research, research projects that are school-based, and participating in professional development school activities.
Note Standard 5 connection: Qualified
faculty
AFIs: Criteria for cooperating teachers
(Advanced Preparation) The unit has not developed criteria for the selection and evaluation of school-based clinical faculty in the M.A. in Education Administration program.
The unit lacks documentation to show that all
cooperating teachers meet established criteria for accomplished school professionals.
The unit does not consistently apply criteria for
the selection of cooperating teachers.
School faculty… are licensed in the fields that they teach
or supervise, but often do not hold the doctorate.
Note Standard 5 connection: Qualified faculty
Questions to consider…
How are assessments from field experiences, clinical practice, and internships used to assess candidate knowledge, skills and dispositions?
Note Standard 1 connection: Assessment of candidate knowledge, skills, and
dispositions.
How are assessments from field experiences, clinical practice, and internships used to improve programs?
Note Standard 2 connection: Use of data for program
improvement
AFIs: Assessment
(Advanced preparation level) The unit does not systematically collect assessment data during field experiences. Note Standard 2 connection: collection of data
The assessments used in field experiences and clinical practice are not linked to candidate outcomes specified by the unit.
Clinical faculty do not always provide
performance feedback to candidates.
and one more…
How does one ensure that field experiences, student teaching, and internships include diverse and special needs populations?
Connection to Standard 4: Experiences with diverse students in
P-12 schools
AFIs: Diversity of Settings
(Advanced Preparation) In the Educational Leadership program, sites for internships are not systematically selected to provide experience in a variety of settings.
The unit lacks a systematic plan to ensure that all
candidates are assigned to a school setting with a diverse student population.
Some candidates in the Emotional
Disturbances/Learning Disabilities PK-12 dual licensure program do not have the opportunity to work with students from both elementary and secondary levels.
Candidates receiving a PK-12 license in English as a
Second Language through the UTEEM program do not have experience working with secondary students for whom English is not the first language.
What is required for advanced programs? Field experiences are required, but
they can be projects in the candidate’s classroom or school.
Field experiences should provide experiences with diverse populations.
Connection to Standard 4: Experiences with diverse students in P-12 schools
Professional standards for other school professionals require internships.
Standard III Revision:Supporting Explanation
Licensed teachers who are continuing their education in advanced programs are expected to complete structured field experiences in settings that 1) deepen their understanding of the knowledge, skills, and professional dispositions that foster student learning and 2) broaden their ability to apply those K, S, and professional dispositions so that they are able to help all students learn.
Standard III Revision (cont.)
These structured field experiences can take place in multiple settings such as neighboring schools or school districts, day care centers and after school programs, alternate youth centers, and in the schools and classrooms in which candidates work.
Questions to consider…
What do you find to be the most difficult issue related to field experiences? (Issues only, please.)
What are some possible solutions?
