Focus Area #3 – Clinical/Field Experiences: Rethought & driven by new curriculum
What are our
bold ideas
How are bold ideas
distinctive
Large number of
field experience



Early Field
Experience
Supervised by
Full Time Faculty
Member


Include High
Leverage
Practices


Integration of 21st
century teaching
and learning
opportunities

Great opportunities
for students to apply
theory into practice.
Work on pedagogy
skills.
Ability to have
sequenced program.
Establish
opportunities for
students to be in
classrooms in
freshman year to
start discernment
process.
Supervised by fulltime faculty member
gives great
mentorship at early
stage of teaching
education.
Allows us to
articulate the
expectations of our
program with very
specific outcomes
necessary for high
quality teaching.
Additional outcomes
could be established
by content area
needs.
Will allow us to
connect the use of
21st century
technology to
teaching and
How do these
elevate our
strengths
How do these
address our
weaknesses?
How do the ideas borrow from external excellence?
Education Policy Center at American Institute for Research report:
A Million New Teachers Are Coming-Will They Be Ready to Teach?
--Jenny DeMonte, May 2015
NExT (Network for Excellence in Teaching) supported by Bush
Foundation—2014 AACTE Presentation--“New Clinical
Experiences: Earlier, Longer, More Frequent and Higher Quality
University of Michigan School of Education “Teaching Works”.
www.teachingworks.org


Use of lesson
study by PLC to
critique
teaching.
For example, Arizona State University and the work of Dr. John Gee
for gaming options related to improving pedagogy skills.
Focus Area #3 – Clinical/Field Experiences: Rethought & driven by new curriculum
learning happening
in the PK-12
classroom.


Use of
collaborative
group
communication
options (Zoom)
to increase
learning
opportunities.
Develop
different
experitial
learning
opportunities
to connect
methods with
field
experience.

Redistribution of
field experience
hours



Help to bridge the
needs of the
classroom with the
realities of field
experience.
Provide
opportunities for
students to
experience a
sequenced progress
of learning
opportunities.
Use of an Extended
Level III field
experience/Yearlong
Student
Teaching/residency
to promote deeper
learning
experiences.
•
•
•
Three areas of value towards extending time in the field:
– Helps interns develop confidence, self-esteem, and
heighten their awareness of the profession.
– Provides students with a better understanding of
teachers’ actions, curriculum, and student behaviors.
– Cooperating teachers benefit from the intensive staff
development through close interaction with university
faculty (NCTAF, 1996).
Yearlong students report greater results in terms of “better
relationships with their supervising teacher, greater
knowledge of school policies and procedures, and stronger
feelings for the perceived adequacy of time spent in the
schools,” than those in a traditional one-semester student
teaching experience (Spooner, Flowers, Lambert, & Algozzine,
2008).
Teacher education programs must move to programs that are
fully grounded in clinical practice and interwoven with
academic content and professional courses (2010, NACTE).