Clinical and Field-Based Experiences Handbook
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Clinical and Field-Based Experiences Handbook School of Education University of Arkansas at Pine Bluff 1200 N. University Drive Pine Bluff, Arkansas 1 Revised: Spring 2012 Clinical and Field-Based Experiences Handbook ________________________________________________________ Guidelines for Teacher candidates, university faculty, university supervisors, Cooperating teachers and administrators _________________________________________________________ School of Education University of Arkansas Pine Bluff, Arkansas Vice Chancellor for Academic Affairs……. Dr. Mary E. Benjamin Interim Dean of the School of Education………. Dr. Fredda Carroll Department Chairpersons: Curriculum & Instruction……………………… Dr. Ellen J. Eddings Health, Physical Education & Recreation…… Dr. William Torrence Clinical & Field –Based Experiences Coordinator: Ms. Willie Mae Nesby 2 TABLE OF CONTENTS Page INTRODUCTION…. …………………………………………………………………………….6 CHAPTER I: Mission and Objectives of the School of Education………………………7 Admission to the School of Education ……………………………………8 Introductory Statement for Assessment ………………………….……….9 Unit Assessment System: Transition Point Assessment for Initial Candidates (Undergraduates)…...................................................................9 Navigating the School of Education in Ten (10) Steps………………….9 School of Education Assessments at Transition Points (Initial Candidates)………………………………………………………10 CHAPTER II: Professional Disposition Statement……………………………………...11 The Teacher Education Program and its Relationship to Field-Based and Clinical Experiences………………………………………………...12 Code of Ethics for Arkansas Educators ……………………………….……14 Child Maltreatment ……………………...………………………………….16 The Field Experience Program Supports the Following School of Education Goals.........................................................................................17 School of Education Guiding Principles for Field Experiences................18 CHAPTER III: Governance, Management, and Responsibility for Field-Based and Clinical Experiences.......................................................19 Other Responsibilities of the Office of the Coordinator of Field Experiences................................................................................................20 Responsibilities of the University Faculty/Supervisor...............................21 Responsibilities of the Teacher Candidate.................................................22 Responsibilities of the Cooperating Teacher.............................................23 3 Page CHAPTER IV: Purpose of Field Based and Clinical Experiences .....................................24 CHAPTER V: Level I and Level II Field Experiences ......................................................25 A. Description of each level B. Field experience courses for each level CHAPTER VI: Descriptions for Level II Field-Based Experiences ...................................27 CHAPTER VII: Descriptions for Level III Field-Based Experience (Student Teaching) .....................................................................................33 Participating School Partners…………………………………………….34 CHAPTER VIII: Professional Glossary (www.ncate.org) .....................................................39 APPENDICES: Forms: Clinical and Field-Based Experiences...........................................50 A. Professional Education and Procedures for Field experiences......51 B. Field Experience Attendance log...................................................53 C. Level I - Field Experience Assignment..........................................55 D. Level II - Field Experience Assignment........................................56 E. Field Experiences Documentation Form........................................58 F. Directed Teaching: Student Teacher Progress Report...................59 G. End of Two Week Evaluation........................................................61 H. Cooperating Teacher Evaluation of Teacher Candidate................62 I. Final Evaluation for Student Teaching..........................................63 J. Student Teacher Report Placement File.........................................67 K. Cooperating Teacher Survey.........................................................69 L. Evaluation of Teacher Candidate (Professional Semester Rubric)......................................................70 M. Lesson Plan Formats ……………………………………………95 4 (This page is intentionally blank) 5 INTRODUCTION Clinical and field-based experiences at UAPB are an integral and important component of the preparation of teacher candidates for initial licensure. The effectiveness of the field/clinical-based program lies in the cooperative relationships between P-12 school personnel, administrators and faculty supervisors in the professional unit, and teacher education majors. All are critical elements in the operation and success of these experiences. Professional experiences and related activities have been designed and reshaped to reflect and extend the teacher training program and to provide students a consistent basis for professional application. At the same time, the teacher training program creates an opportunity to develop effective working relationships and collaborative efforts with our P-12 school counterparts. The School of Education field experiences and clinical practice are sequenced so that candidates are involved in a variety of activities throughout their professional program. Field experiences and clinical practice are course specific, content driven with appropriate accountability, diversity, and assessment built into each course, help to enrich the knowledge, skills, and dispositions of teacher candidates. Moreover, the teacher candidates’ degree of involvement and responsibility with effective teaching and classroom management strategies increase as they progress in the program from early field experiences at the freshmen level (Level I) to the Professional Semester (Student Teaching-Level III). This handbook provides current information and knowledge about clinical field experiences Level I and II of the teacher education program. Level III field and clinical experiences are presented in the Clinical and Field-Based Experiences Handbook, and the Student Teacher Handbook. This handbook, Clinical and Field-Based Experiences particularly focuses on the relationships and roles of university instructors, students, teacher candidates, supervisors and cooperating teachers. It cannot and does not answer all questions nor address all circumstances, but it does serve as a common guide to orientate participants to roles, expectations, needs, and related processes. More importantly, it can serve as a stimulus for dialogue and discussion between all parties. 6 CHAPTER I MISSION AND OBJECTIVES OF THE SCHOOL OF EDUCATION The Mission of the School of Education is consistent with the Mission of the University of Arkansas at Pine Bluff-an 1890 Land Grant Institution. Within this perspective, the School of Education offers quality programs leading to Licensure and careers in professional education. In addition to training teachers and human service professionals to meet the educational challenges of an ever changing society in the 21st Century, the School of Education provides opportunities for students to study in a multiethnic and diverse university setting, thereby encouraging responsible, productive citizens and prospective change-agents in the field of education. The School of Education fulfills its mission through teaching, research and public service to the immediate service area, the state of Arkansas and the nation. 7 ADMISSION TO: SCHOOL OF EDUCATION ADMISSION POLICIES 1. Institutional policies may allow for alternatives to the established admission requirements to the School of Education. 2. Passing of the Praxis I (PPST) or (CBT) is a prerequisite for admission to the School of Education and to all restricted courses except: ECE 1201 Foundations & Development of American Education EDUC 1200 Foundations & Development of American Education SPED 2300 Survey of Exceptional Children EDUC 2309 Utilization/Instructional Media EDUC 2310 Testing Seminar EDUC 2312 Computers in Education ELED 2313 Fundamentals of Language and Reading MLED 3301 Adolescent Development ECE 3233 Diversity/ young learners EDUC 3235 Education/Cultural/ Diversity 3. Transfer students must complete the residence requirements at the University of Arkansas at Pine Bluff to receive a recommendation for licensure. 4. The School of Education reserves the right to make the final decision regarding placement for the student teaching assignments. 5. Teacher candidates must earn a letter grade of “C” or better in all teacher education courses. 6. Students who hold a non-teaching degree from an accredited four-year institution and are seeking teacher licensure must meet the requirements of the School of Education and the licensure requirements as established by the Arkansas State Board of Education. These requirements are: g. General Education requirements h. Professional Education requirements i. Specialization requirements j. Test requirements: All parts of both the PRAXIS I and the PRAXIS II Series 7. All education majors must be formally admitted to the school of Education and the 8 professional semester (Student Teaching) by the Admission, Retention and Exit Committee. UNIT ASSESSMENT SYSTEM: TRANSITION POINT ASSESSMENTS FOR INITIAL CANDIDATES (UNDERGRADUATES) The following are the steps needed for matriculation through the School of Education’s Curriculum