sue sears sally spencer nancy burstein osep directors’ conference 2013
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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. Focus on Quality Clinical Experiences . - PowerPoint PPT PresentationTRANSCRIPT
Developing Pre-Service Teacher Candidate Competencies through Clinical Experiences: A Developmental Approach to Improving and
Evaluating PracticeSue Sears Sally Spencer Nancy Burstein
OSEP Directors’ Conference 2013
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)
A Developmental Continuum of Clinical Experiences
SimulationBeginning of the Program
Designed settings
Middle of the Program
Authentic settings
Culmination of Program
A Developmental Continuum of Clinical Experiences
SIMULATIONBeginning of the Program Designed settingsMiddle of
the Program Authentic settingsCulmination of Program
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”
TeachLivE™
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
A Developmental Continuum of Clinical Experiences
SimulationBeginning of the Program
DESIGNED SETTINGS
Middle of the Program Authentic settingsCulmination
of Program
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
Middle of the Program: Special Education Literacy Clinic
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)
0 - 5 6 - 9 10
Instructional Planning
Objective is not clear or is not measurable. Lesson does not match objective. Lesson is weak in modeling, opportunities for feedback, and/or independent practice.Lesson is not motivating or interactive.
Objective is somewhat clear and measurable. Lesson mostly matches objective. Lesson may have some problems with modeling, opportunities for feedback, or independent practice.Lesson is somewhat motivating and / or interactive.
Objective is clear and measurable. Lesson matches objective. Lesson has strong modeling, opportunities for feedback, and independent practice.Lesson is very motivating and interactive.
0 - 12 13 - 29 30
Quality of Teaching on Video
Teacher did not effectively model the skill and/or did not scaffolded the student’s acquisition of the skill Teacher was not very enthusiastic or positiveFeedback was not specific or helpfulTeacher’s use of language was not effective in helping student understand conceptsTeacher did not use wait time wellOverall, teaching was not very successful
Teacher modeled the skill and scaffolded the student’s acquisition of the skill to some degreeTeacher was mostly enthusiastic and positiveFeedback may not have always been very specificTeacher’s use of language was somewhat effective in helping student understand conceptsTeacher used some wait time to give student time to processOverall, teaching was successful
Teacher effectively modeled the skill and scaffolded the student’s acquisition of the skillTeacher was very enthusiastic and positiveTeacher gave plenty of specific feedback to help build successTeacher used language effectively to build student understandingTeacher used wait time appropriately to give student time to processOverall, teaching was highly successful
0 - 12 13 - 34 35
Quality of Reflection in Paper
Paper reflects limited insight into effectiveness of teachingLittle or no evidence is used to support discussionDiscussion is superficial or inadequateWriting was of poor quality
Paper shows adequate insight into effectiveness of lessonSome evidence is used to support discussionDiscussion is adequate and accuratePaper was mostly well-written
Paper reflects strong insight into effectiveness of lessonStrong evidence is used to support discussionDiscussion is insightful, accurate and thoroughPaper was well-writtenScoring Guild
A Developmental Continuum of Clinical Experiences
SimulationBeginning of the Program Designed settingsMiddle of
the ProgramAUTHENTIC
SETTINGSCulmination of Program
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)
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
Task 1: Context for Learning
Task 1: Context Level 1Does Not Meet Expectations
Level 2Approximates Expectations
Level 3Meets Expectations
Level 4Exceeds Expectations
1.1 Knowledge of students’ skills, knowledge and language proficiency
Candidate demonstrates inadequate knowledge of students’ skills, knowledge and language proficiency as a result of limited evidence or inaccurate interpretation of available evidence.
Candidate demonstrates incomplete knowledge of general class and focus students’ skills, knowledge and language proficiency.
Candidate demonstrates adequate knowledge of general class and focus students’ current skills, knowledge and language proficiency based on observation, assessment and review of IEPs.
Candidate demonstrates thorough knowledge of general class and focus students’ current skills, knowledge and language proficiency, including strengths as well as challenges, based on observation, assessment and review of IEPs.
Task 2: Planning for Assessment and Instruction
Task 2: Planning Instruction and
Assessment
Level 1Does Not Meet Expectations
Level 2Approximates Expectations
Level 3Meets Expectations
Level 4Exceeds Expectations
2.5 Evidence-based practices
Candidate does not describe how evidence-based practice(s) support the instructional strategies and learning activities.
Candidate identifies evidence-based practice(s} that support the instructional strategies and learning activities, but in a vague and rather superficial manner.
Candidate describes how evidence-based practice{s} support the instructional strategies and learning activities.
Candidate clearly articulates the evidence-based practice{s} that support the planned instructional strategies and learning activities.
Task 3: Instructing Students and Supporting Learning
Task 3: Instructing Students and
Supporting Learning
Level 1Does Not Meet Expectations
Level 2Approximates Expectations
Level 3Meets Expectations
Level 4Exceeds Expectations
3.5 Evidence-based pedagogical practices
Candidate does not use evidence-based pedagogical practices to support learning needs of students or uses these practices in an inappropriate manner.
Candidate’s use of evidence-based pedagogical practices is limited and practices are not clearly aligned with the content or the learning needs of students.
Candidate appropriately uses evidence-based pedagogical practices that support the common learning needs of the students.
Candidate effectively uses a range of evidence-based pedagogical practices appropriate for the content and tailored to meet the common and individual learning needs of students.
Task 4: Assessing Student Learning
Task 4: Assessing Student Learning
Level 1Does Not Meet Expectations
Level 2Approximates Expectations
Level 3Meets Expectations
Level 4Exceeds Expectations
4.1 Monitoring student learning during lesson
Candidate describes monitoring strategies that are not illustrated on the video and/or candidate’s explanations of monitoring for student learning are inadequate.
Candidate describes generic strategies for monitoring whole class learning. (These may or may not be illustrated on the video clip.) Candidate does not clearly discuss how these strategies informed instruction.
Candidate describes strategies, illustrated on the video, for monitoring the learning of individual students. It is clear from the candidate’s explanation that this information guided instruction.
As illustrated on the video, the candidate describes the consistent use of a variety of strategies to monitor the learning of individual students. Candidate provides thorough discussion of how this information was used to address misunderstandings and to adjust instruction, meeting group and individual needs.
Task 5: Creating and Maintaining an Effective Learning Environment
Task 5: Creating and Maintaining an
Effective Learning Environment
Level 1Does Not Meet Expectations
Level 2Approximates Expectations
Level 3Meets Expectations
Level 4Exceeds Expectations
5.4 Standards for behavior
No standards for behavior appear to have been established, or students are confused as to what they are. Candidate identifies and focuses on inappropriate behavior and does not model expectations or reinforce appropriate behavior
Standards for behavior appear to have been established, and some students seem to understand them. Candidate occasionally models expectations and reinforces positive behavior but may focus on correcting inappropriate behavior.
Standards for behavior have been established and clearly communicated to all students. Candidate models expectations and recognizes and appropriately reinforces appropriate behavior.
Standards of conduct and the rationale for these standards have been established and clearly communicated to all students. Candidate models these expectations and recognizes and appropriately reinforces appropriate behavior.
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
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
Questions or Comments?
TeachLivEBeginning of the Program Literacy ClinicMiddle of
the Program
Teaching EventTeacher
Evaluation
Culmination of Program
