Northern Illinois University

NCATE/ISBE Accreditation

Standard 3  Field Experiences and Clinical Practice

 

NEW or UPDATED

 

Documentation of collaboration between unit and school partners in the design, development and evaluation of field and clinical experiences at both initial and advanced levels

           College of Education

              Clinical Office Self-Evaluation  (describes the functions of the office & feedback from stakeholders)

              Partnership Office Self-Evaluation (describes the functions of the office & feedback from stakeholders)

              School-University Partnership List

              District and building liasons

              District/Building Teacher Liason Partnership Agreement

                    Meetings from minutes with liasons: December 2009, March 2010, April 2010

              Cluster Meetings  -- A cluster is a meeting with District representatives and Elementary Education faculty to discuss the requirements for both of the clinical experiences for elementary candidates. The exchange between the school people and the NIU faculty is to improve communications regarding assignments, clarifying expectations, and making adjustments and adaptations where appropriate. The meetings are 3X each year, early fall, mid-way, and at the end. The intent of the meetings is to improve the clinical experiences of candidates in their pre-student teaching field-based experiences.

                  TLEE 382 Cluster Meetings

                      August 18, 2009 agenda and minutes

                      December 7, 2009 agenda and minutes

                      May 3, 2010 minutes

                  TLEE 383 Cluster Meetings

                       August 20, 2009 agenda and minutes

                       May 3, 2009 minutes

 

           College of Health and Human Sciences

 

           College of Liberal Arts and Sciences -

                One example of collaboration between the College of Liberal Arts and Sciences and our school partners can be seen in the collaborative work done with DeKalb High School as we have begun developing our PDS partnership. The Design Team, which oversees the work of the partnership, and each sub-committee is composed of a mixture of District 428 administrators and teachers and NIU faculty and administrators. (See #1) One of the most active committees is the Preservice Committee, which has established a District Orientation for all student teachers and their cooperating teachers and has begun the process of establishing DHS as a site for clinical course offerings. (See #2) Last fall, in response to a request from a DHS staff member for tutors, this committee began  the STAR tutoring program by creating a one credit hour, elective clinical course, ILAS 300. (See #3)  Preservice students who take this course receive training in teaching reading and study strategies and in collecting and analyzing data as part of the high school’s RtI process. They also present their findings at a DHS faculty meeting. Instruction is provided by both DHS and NIU faculty. The Preservice Committee evaluated the first semester of the course, made adjustments, and has begun a second semester.   (See #4)

               (#1)  DeKalb School District Partnership Design Team Meeting

               (#2)  Committee Report

               (#3)  Emails exchanged regarding development of STAR Tutoring at DeKalb High School

                (#4) STAR Tutoring Schedule (outcome of collaboration between DeKalb High School and NIU)

A second example of collaboration between the College of Liberal Arts and Sciences and our school partners can be seen in the way the college has recently revised its initial clinical course ILAS 201. The change process began with feedback from the area teachers who serve as small group facilitators for the seminar portion of the initial clinical experience. (See #5) After seeing similar comments and suggestions from a number of facilitators, the College Committee on Initial Teacher Certification established a sub-committee to examine the issues and propose changes to the school portion of the experience and to the content of the seminars. In March 2010, the College Committee on Initial Teacher Certification voted to accept the proposal that the total number of clinical hours be increased from twenty to forty, with 20 hours in a middle school and 20 in a high school. (Committee minutes on file in Clinical Experiences Office)  The committee also agreed to develop a series of focused observations to be completed at various timed during the semester to prevent students from fulfilling the clock hour requirement at the beginning of the semester instead of observing across time. (See #6)  Last summer, staff from the Clinical Experiences Office met with area administrators to explain the proposed changes and solicit additional feedback. (See attachments #7 and #8) The College Committee on Initial Teacher Certification is currently fine-tuning the changes to the assignment requirements. Some of the assignment changes will be instituted this spring, but the complete package of changes, including the move to 40 clock hours, will be implemented in the fall of 2011.

                (#5)  Teacher feedback

                (#6)  Proposal for changes to 201 clinical 

                (#7)  Summer 2010 School Visits for Meetings to Discuss ILAS 201 Improvement and Partnerships

                (#8)  Sample notes from discussions at these visits

 

           College of Visual and Performing Arts

               Art Cooperating Teacher Collaboration --You will see in this file a screen shot of the online forum the Art Education faculty created in order to work with cooperating teachers. This allows for frequent and very timely communication among all parties.

               Music Student Teaching Handbook --This handbook was developed with the assistance of several cooperating teachers.

___________________________

PREVIOUSLY POSTED

 

1. Memoranda of understanding, contracts, and/or other documents that demonstrate partnerships with schools.

 

          Initial Programs - University-wide

                  District clinical site agreement

                  Institution clinical site agreement

                  List of districts and schools with which NIU has clinical site agreements

                  Partnerships in DeKalb

                      Chesebro Elementary School

                      DeKalb High School

                      Wright Elementary School

              College of Education

                  Office of Partnerships in College of Education overview

                      Partnership Office Partnership Agreement Memos: example 1, example 2

                  Early Childhood Education Partnership Agreement Memo (with early childhood program at Chung Ang University in Korea)

                  TLRN Partnerships (Earlly Childhood Ed, Elementary Ed, Special Ed - LBSI and Vision)

                  Educational Access Project with the Department of Children and Family Services (DCFS)

 

          Advanced Programs

             College of Education

                  LEPF Partnerships (Chief School Business Official, Principal, Superintendent)

                      Chief School Business Official contract

                      Principal contract

                      Superintendent contract

                  LTCY Partnerships (ESL/Bilingual, Reading)

 

              College of Health and Human Sciences

                   Speech-Language Pathology - Speech  Language Pathology has separate agreements with hospitals, medical centers, and other agencies for clinical placements (not schools).  These are maintained in a data base in the College Office (College of Health and Human Sciences) and can be made available for review if desired.

 

             College of Liberal Arts and Sciences

                  School Psychology

 

2. Criteria for the selection of school faculty (eg. cooperating teachers, internship supervisors)

 

          College of Education

              Administrative (Chief School Business Official, Principal, Superintendent) - Internship supervisors must hold type 75 certification with an endorsement at the level they are supervising and be employed full-time in a position requiring that certification.

              Counseling

              ETRA (Instructional Technology, Library, Technology Specialist)

              LEPF (Chief School Business Official, Principal, Superintendent)

              Physical Education - Supervisors of clincials or student teaching must have teaching experience and all are certified teachers. Cooperating teachers should be certified, tenured (unless district overrides this), hold a master's degree or show progress toward a master's degree.

              TLRN (Early Childhood, Elementary Education, Special Ed - LBSI and Vision)

                   school faculty example

                   supervisors example

 

           College of Health and Human Sciences

               Family and Consumer Sciences

               Health Education

               Speech-Language Pathology

 

          College of Liberal Arts and Sciences

              ILAS 401 letter asking administrator to recommend cooperating teachers

              Mathematics

              School Psychology

 

3. Documentation of the preparation of school faculty for their roles (eg. orientation and other meetings)

 

           College of Education

               CAHE (Counseling Program)

               ETRA Graduate Programs (Instructional Technology, Library, Technology Specialist)

               LEPF Programs (Chief School Business Official, Principal, Superintendent)

               Physical Education  Student Teaching Handbook

               TLRN Programs (Early Childhood, Elementary, Special Education LBS1, Vision)

                   Selection of school faculty

                   Selection of supervisors

 

           College of Health and Human Sciences

              Early Childhood Studies: letter to cooperating teacher, roles of liasons and cooperating teachers

              Family and Consumer Sciences

              Speech-Language Pathology: Handbook for School Practicum

 

           College of Liberal Arts & Sciences Initial Teacher Certification

                ILAS 301: Teacher Assistance Program Orientation

                School Psychology

 

4. Descriptions of field experiences and clinical practice in programs for initial and advanced teacher candidates and other school profesionals

 

           College of Education

               CAHE: Counseling

               ETRA: Intructional TechnologyLibrary, Technology Specialist

               KNPE: Pysical Education description and Student Teaching Handbook

               LEPF: General field experiences, Chief School Business Official, Principal, Superintendent

               LTCY: ESL/Bilingual, Reading

               TLRN: Early Childhood, Elementary, Special Education LBS1, Vision

 

           College of Health and Human Sciences

              Early Childhood Studies: letter to cooperating teacher, roles of liasons and cooperating teachers

              Family and Consumer Sciences

              Health Education Student Teaching Handbook

              Speech-Language Pathology: Handbook for School Practicum

 

          College of Liberal Arts & Sciences Initial Teacher Certification

               Description of clinical experiences: ILAS 201, ILAS 301, and ILAS 401

               ILAS 301 

                  Clinical information for candidates before enrolling

                  Orientation slideshow for ILAS 301 (links to diversity experiences and Conceptual Framework)

              ILAS 401 letter describing linked clinicals and student teaching 

              History and Social Sciences clinicals information (also see syllabus for HIST 400 (student teaching))

          School Psychology

 

5. Guidelines for student teaching and internships

 

           College of Education

              CAHE (Counseling)

              ETRA (Instructional Technology, Library, Technology Specialist)

              KNPE (Phsyical Education)

              LEPF (Chief School Business Official, Principal, Superintendent): general guidelines/description, handbook

              LTCY (ESL/Bilingual, Reading)

              TLRN (Early Childhood, Elementary, Special Education LBS1, Vision)

 

           College of Health and Human Sciences

                      Early Childhood Studies: letter to cooperating teacher, roles of liasons and cooperating teachers

                      Family and Consumer Sciences

                      Health Education Student Teaching Handbook

                      Speech-Language Pathology: Handbook for School Practicum

 

             College of Liberal Arts & Sciences Student Teaching Handbook:

                     Statement of Purpose

                     NIU Requirements for Students in ILAS 301

                     Goals and Expectations

                     Things you should know about:

                       Effectively utilize NIU TA

                       Bloom's Taxonomy

                       Learning Strategies 

                       Graphic Organizers

                       Multiple Intelligences

                       Metacognitive Strategies

               Mathematics Teacher Certification Program Handbook

               School Psychology: Illinois School Psychology Internship Manual

 

6. Assessments and scoring rubrics/criteria used in field experiences and clinical practice for initial and advanced teacher candidates and other school professionals

 

        College of Education: see SPA reports

 

       College of Health and Human Sciences

                      Family and Consumer Sciences

                      Health Education Student Teaching Handbook

                      Speech-Language Pathology: Handbook for School Practicum

 

          College of Liberal Arts & Sciences

               ILAS 201

                  Assignment #2: School Setting                

               ILAS 301

                 Teacher Assessment of Candidate Performance

                 Clinical Supervisor's Visit Report

                  Assignment #2: School Setting

                 Assignment #6: Final Reflection

               Rubric Used for ILAS 201 and 301 assignments

 

          See SPA and state reports and exhibits for Standard 1 (for programs without SPA's or state review process)