American University – School of Education, Teaching, and Health
NCATE: 3.2.a Standard on which the unit is moving
to the target level
3.2.a Describe areas of the standard at which the unit is currently performing at the target level for
each element of the standard. Summarize activities and their impact on candidate performance and
program quality that have led to target level performance. Discuss plans and timelines for attaining
and/or sustaining target level performance as articulated in this standard.
In order to describe work undertaken to move to the Target Level, excerpts from the "target" rubrics of
NCATE Standard 3 are cited in [brackets] below along with specific examples of evidence to show that
the EPP is moving to the Target Level or present a timeline for moving toward target.
Element 3a. Collaboration...
[Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit's
conceptual framework and the school program.]
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Faculty from SETH, the College of Arts & Sciences, supervisors, cooperating teachers, and
principals all have a voice in the design, delivery, and evaluation of field experiences and clinical
practice in SETH's teacher education programs. School-based faculty make decisions on
Practicum and Student Teaching placements and provide valuable feedback to the program each
semester.
[They each participate in the unit's and the school partners' professional development activities and
instructional programs for candidates and for children.]
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All candidates in initial programs attend both school and district professional development
during Practicum and Student Teaching.
Cooperating teachers who are highly rated by their school, district and the EPP's evaluation
system are invited to be guest speakers in classes and eventually adjunct instructors.
Partner schools are invited to colloquium. SETH has also recently started to invite P-12
stakeholders to school events such as the Larissa Gerstel Critical Literacy Symposium and
Educational Policy & Leadership Symposium.
[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 P12 students.]
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The curriculum coordinator at the Lab School of Washington serves as an in-residence faculty
member with SETH and as an on-site supervisor, assisting with placements and liaising with
cooperating teachers and the EPP to discuss candidates' experiences, learning, and any
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modifications required. This faculty member teaches the assessment course in the special
education program and works with prospective students to facilitate placements at the Lab
School and site visits to other schools with inclusion models for K12 students with learning
disabilities.
The EPP has a dedicated Field Experience Coordinator whose primary responsibility is to
coordinate field experience and clinical practice placements with the P12 stakeholders. This
position also evaluates survey data at the end of each academic year and makes changes to
placements as necessary. The Field Experience Coordinator also meets with P12 partners each
year to obtain feedback and discuss strategies for strengthening field experiences and the
academic preparation of our candidates. The creation of this position has led to increased
student satisfaction with placements, which in turn has maximized the learning experience for
candidates and P12 students (Exhibit 1.4.i)
Cooperating teachers provide feedback through written evaluations completed at the
conclusion of practicum or student teaching. Cooperating teachers also provide verbal feedback
to clinical supervisors during required conferences.
Element 3b. Design, Implementation, & Evaluation...
[Field experiences allow candidates to apply and reflect on their content, professional, and pedagogical
knowledge, skills, and professional dispositions in a variety of settings with students and adults.]
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Candidates are required to participate in diverse Practicum and Student Teaching experiences.
This includes grade-levels (as discussed above) and settings. At least one of these experiences
must be in DC. Additionally, candidates are encouraged to diversify the school type to
experience at least two of the following: traditional public, public charter, independent,
parochial, and private progressive schools.
A recent major change in initial programs was moving Practicum from one day/week to two
days/week for all Secondary and K12 programs. This occurred during AY 2013-2014.
[Both field experiences and clinical practice extend the unit's conceptual framework into practice through
modeling by supervisor and well-designed opportunities to learn through doing. During clinical practice,
candidate learning is integrated into the school program and into teaching practice. Candidates observe
and are observed by others.]
Field experiences bridge the gap between theory and practice and provide ample opportunity for
candidates to reflect on personal beliefs and practices. The aim is for candidates to understand the
relationship between the program and the unit's conceptual framework, and for faculty to assist
candidates in developing dispositions and beliefs that support the unit's mission. Faculty strive to ensure
that our teacher education programs are recognized for their preparation of teachers who understand
and model a commitment to excellence, equity, community, and diversity - four key components of
SETH's conceptual framework.
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The EPP has created a structure to maximize learning through doing in both Practicum and
Student Teaching. This design begins with a support structure that gives candidates consistent
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feedback. The Clinical Experience Personnel Chart is provided in Exhibit 3.4.d; our model
includes Supervisor Leads, Methods Leads, Supervisors and Cooperating Teachers. This model
was implemented in Fall 2013.
Students take methods courses in the final year of the teaching program, during Practicum and
Student Teaching. These courses develop knowledge of effective instruction, specific to the
content in which the teacher candidates are obtaining licensure. The model is described on
pages 4-5 of the Clinical Experience Personnel Chart in Exhibit 3.4.d.
Another well-designed component of Practicum and Student Teaching is the role of the
supervisors, cooperating teachers and candidates. In the Field Experience Handbook (Exhibit
3.4.e), pages 9-10 outline the expectations of these three roles during Practicum and pages 1415 outline the expectations during Student Teaching. Note that candidates must complete four
observations each semester for a total of eight observations. Two of eight observations are by
the candidate's cooperating teacher. The other six are typically chosen by the university
supervisor or cooperating teacher based on the needs of the candidate. This allows the
candidate to observe best practices for areas of growth.
[They interact with teachers, families of students, administrators, college or university supervisors, and
other interns about their practice regularly and continually. They reflect on and can justify their own
practice. Candidates are members of instructional teams in the school and are active participants in
professional decisions. They are involved in a variety of school-based activities directed at the
improvement of teaching and learning, such as collaborative projects with peers, using information
technology, and engaging in service learning.]
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Candidates meet with university supervisors regularly. Appendix B in the Field Experience
Handbook (Exhibit 3.4.e) is a sample Practicum and Student Teaching timeline. During
Practicum, candidates meet with their supervisors every 3-4 weeks. During Student Teaching,
candidates meet with their supervisors every 2-3 weeks.
Candidates complete a Parent Conference Assessment. This assessment was initiated in Spring
2013 as a response to SPA form feedback; data collection in GoEd started in Fall 2014. The
Parent Conference Assessment and Rubric is provided in Exhibit 3.4.g.
Candidates must be active participants in their placements, beyond the classroom. The Student
Teaching Rubric, Section IV Professional Responsibility, assesses this factor and candidates must
show evidence of participation beyond the classroom in the Professional Teaching Portfolio
under INTASC Standards 9 and 10.
Candidates are required to reflect on their Practicum during post-observation meetings, in their
Professional Teaching Portfolio where reflection is a component of each of twenty entries, and
during the Student Teaching Seminar where they complete an Undergraduate Critical Reflection
Paper or a Graduate Case Study. See the Student Teaching Seminar Rubric in Exhibit 3.4.f.
Undergraduate candidates complete a Service Learning course. The syllabus for this course is in
Exhibit I.5.b.
Candidates in advanced programs for teachers participate in field experiences that require them to
critique and synthesize educational theory related to classroom practice based on their own applied
research. Candidates in programs for other school professionals participate in field experiences and
clinical practice that require them to design, implement, and evaluate projects related to the roles for
which they are preparing. These projects are theoretically based, involve research and technology, and
have real-world application in the candidates' field placement setting. More details about the internship
requirements and assessments for advanced programs can be found in the internship syllabus for the
Curriculum and Instruction programs (Exhibit 1.4.c).
Element 3c. Candidates' Development and Demonstration...
[Candidates work collaboratively with other candidates and supervisor to critique and reflect on each
others' practice and their effects on student learning with the goal of improving practice.]
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The Impact of Student Learning (ISL) is an assessment completed during Practicum and Student
Teaching that is designed to measure the effect of candidates' instruction. For the ISL, the
teacher candidate is required to use pre- and post-assessment data and their instructional
planning skills to demonstrate student learning within their Practicum and Student Teaching
classrooms. A reflection about the pre- and post- assessments and instructional plan is also
required. The ISL rubric and data can be found in Assessment 5 in the SPA reports. For any
program without a SPA, the rubric and data for ISL can be found in GoEd. After evaluating SPA
feedback that discussed the lack of content in the ISL assessment and rubric, the EPP shifted ISL
from a portfolio requirement to a methods requirement in Fall 2013 and Spring 2014.
[Field experiences and clinical practice facilitate candidates' exploration of their knowledge, skills, and
professional dispositions related to all students.]
During Practicum and Student Teaching experiences, forms are designed for clinical supervisors,
cooperating teachers and candidates to document the candidate's exploration of their knowledge, skills,
and professional dispositions related to all students. These forms are found in Exhibit 3.4.f and include
sample excerpts below. Data from these forms are located in GoEd.
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Observation Form
o Teacher candidate uses supplementary materials and/or technologies effectively to
ensure relevance and accessibility for all learners.
o Teacher candidate differentiates instruction to meet particular learner differences or
needs in each area of development: cognitive, linguistic, social, emotional and physical.
o Teacher candidate includes ways to make content accessible for English Language
Learners.
o Teacher candidate brings multiple perspectives to the discussion of content, including
attention to the learners' personal, family and community experiences and cultural
norms.
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Midterm Evaluation of Student Teachers
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Student intern displays knowledge of age appropriate student developmental
characteristics (emotional, social and intellectual).
Various approaches to learning and different cultural backgrounds are incorporated in
lesson.
Lesson Plan Analysis and Implementation Form
o Completed during Practicum and Student Teaching to evaluate lesson plan as a written
document and how it is implemented in the classroom.
o Revised in Summer 2013 based on evaluations from faculty members, candidates,
cooperating teachers, and supervisors to differentiate between lesson plan and lesson
plan implementation.
o Revised form has proven effective for evaluating candidates' lesson planning skills.
Excerpts from the rubric include:
 Essential questions exemplify instructional goals and methods of inquiry for
multiple cognitive levels
 Instructional strategies promote active engagement of all learners; critical
thinking and problem solving skills are differentiated to support learners of
differing backgrounds, learning styles and needs
[Candidates develop and demonstrate proficiencies that support learning by all students as shown in
their work with students with exceptionalities and those from diverse ethnic/racial, linguistic, gender,
and socioeconomic groups in classrooms and schools.]
During Practicum and Student Teaching experiences, forms are designed for clinical supervisors,
cooperating teachers, and candidates to document the candidate's demonstration of knowledge, skills,
and professional dispositions related to all students. These forms are found in Exhibit 3.4.g and include
selected excerpts below:
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Final Evaluation of Practicum Students
o Student intern displays knowledge of age appropriate student developmental
characteristics (emotional, social and intellectual).
o Student intern incorporates various approaches to learning and different cultural
backgrounds in lesson.
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Final Evaluation Form for Student Teaching
o Knowledge of Characteristics of Age Group: Teacher creates developmentally
appropriate instruction.
o Suitability for Diverse Students: Teacher differentiates instruction to meet particular
learner differences or needs in each area of development (cognitive, linguistic, social,
emotional and physical).
o Knowledge of Students' Interests and Cultural Heritage: Teacher brings multiple
perspectives to the discussion of content, including attention to learners' personal,
family and community experiences and cultural norms.
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Developmentally Appropriate Planning: Teacher individually and collaboratively selects
and creates developmentally appropriate learning experiences guided by curriculum
goals and content standards.
Differentiation: Teacher chooses appropriate strategies, materials, and accommodations
to differentiate instruction for individuals and groups of learners.
Student Teaching Course Rubric
o Lesson Plans - Created lesson plans that target all learners and comprehensively
encompass what occurs during the lesson, from both the teaching and learning
perspectives
o Developmentally Appropriate Delivered instruction that was intellectually, socially and
emotionally appropriate
o Differentiation - Demonstrated differentiation for exceptional learners and those with
diverse cultural backgrounds
o Active Engagement in Learning - Connected content to student's background knowledge