IR Addendum
Standard 3
3.1
There is evidence of a method to assure that all candidates receive diverse,
extensive, and intensive experiences in the field. These data are tracked by the
Educator Preparation Information (EPI) Center for the Initial and Advanced
Programs. They keep databases regarding placement of Initial and Advanced
certification candidates. From the time they enter the Educator Preparation
Program, field placements are tracked by campus diversity and grade level to
ensure candidates receive a variety of each.
Graduate Advisor, Lesley Casarez, has recently been employed to facilitate and
oversee the Practicum/Internship placements and mentors for Advanced
Candidates. She has compiled a comprehensive handbook, Practicum/Internship
Placement Procedures for Graduate Students. This handbook contains the detailed
descriptions of the critical assignments for the Practicum/ Internship experiences
for the Other School Professionals program.
As included in the original IR, collaboration with school districts is achieved by
signing a Cooperating District Agreement. A large number of schools statewide are
now in collaboration with ASU, as indicated by the List of Cooperating School
Districts. Anytime a candidate has a field or practicum placement, a Cooperating
District Agreement must be initiated and completed.
Principal recommendations from each campus assure the quality of the mentor for
candidates in field placements. According to the Texas Administrative Code, a
collaborative decision between the campus administrator and the College of
Education is required.
Standards, rubrics, and data collected provided on the Program Assessments
webpage for Advanced Teacher and Other School Professionals include local, state,
and national standards for each program:
 ASU Graduate Learning Goals – Educational Diagnostician Assessment #2
 State TExES (certification exam) Competencies – Principal and
Superintendent Assessment #4
 State TxBESS (first year teacher mentor model) standards – Curriculum and
Instruction with Initial Certification – Assessment #4
 National INTASC standards – Advanced Instructor Assessment #4
AFI
The rubrics and data collected for evidence are available on the Program
Assessments webpage for Assessment #5 for each program. Each program’s faculty
members review data once each semester for any trends that may need to be
addressed for continuous program improvement, especially with respect to the
positive impact on student learning. Assignment descriptions for Impact on Student
Learning, Assessment #5, for Other School Professionals are as follows:
 Educational Diagnostician Program
 Guidance and Counseling
 Principal
 Superintendent
3.4
(1) Regarding the creation of environments that have a positive impact on student
learning, Initial certification candidates follow the Texas Beginning Educator
Support System (TxBESS), taken from the Danielson model, during student
teaching/internship semesters. The model describes Four Quadrants for evaluating
new teachers, including “A classroom environment that promotes equity, excellence,
and learning.” Candidates are evaluated four times during their student teaching or
internship experience by both supervisors and classroom teachers. Impact on
Student Learning is measured at each of the four evaluation points, with evidence
provided from the final evaluation in Assessment #5 on the Program Assessments
webpage.
Other School Professionals employ rubrics and collect data through a variety of
assessment for Impact on Student Learning illustrated on the Program Assessment
webpage as follows:
 Educational Diagnostician – Individual Intellectual Testing rubric
 Guidance and Counseling – Plan to Address Student Needs rubric
 Principal – Campus Improvement Plan rubric
 Superintendent – District Improvement Plan rubric
(2) The Angelo State University College of Education unit has explanations to
demonstrate how field experiences are sufficiently intensive and extensive for
Advanced level teacher candidates seeking Initial Certification as evidenced by the
field assignment description for the Internship semester. These candidates are
employed as the classroom teacher by a school district while doing their Internship
semester. Requirements and assignments are listed here for the MA Curriculum and
Instruction with Initial Certification Program.
(3) The Angelo State University College of Education unit has explanations to
demonstrate how field experiences are sufficiently intensive and extensive for other
school professional candidates as evidenced by the Practicum/Internship
assignment descriptions found by clicking on these named program links for the
Educational Diagnostician, Guidance and Counseling Program, Principal Program,
and Superintendent Program. Each of these programs is required by the state of
Texas to have 160 clock hours of field experience during this semester.
Other field experiences found in Advanced and Other School Professional programs
are provided through coursework substantiating extensive work in school settings.
These include the following:
 Lifespan Development – Case Study involving students
 Applied Research – proposal for research study, often carried out in the field
and reported at the final Comprehensive Program Review (CPR) at program
completion
 Behavior Management – select a challenging student to observe over a ten
week period for an observation report with possible interventions
 Introduction to School and Community Counseling – interview a school
counselor
 Career and Occupational Counseling – visit a career center on a high school
campus
 Group Counseling Skills – an informal needs assessment, including a survey
of teachers for a problem or issue that needs addressing through group
interview
 Individual Intelligence Testing – candidates conduct intelligence tests in the
field
 Facilities Planning and Maintenance – interview a district administrator
 Role of the Principal – interview a principal
 School Community Relationships – identify examples of successful
communication in four school districts
 Human Relationships in Educational Administration – interview principals,
superintendents, and other central office personnel to compare the roles of
superintendent and principal