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/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
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
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.
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)
College of Health and Human Sciences
College of Liberal Arts and Sciences
ILAS 401 letter asking administrator to recommend cooperating teachers
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)
College of Health and Human Sciences
Early Childhood Studies: letter to cooperating teacher, roles of liasons and cooperating teachers
Speech-Language Pathology: Handbook for School Practicum
College of Liberal Arts & Sciences Initial Teacher Certification
ILAS 301: Teacher Assistance Program Orientation
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 Technology, Library, 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))
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:
NIU Requirements for Students in ILAS 301
Things you should know about:
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
Health Education Student Teaching Handbook
Speech-Language Pathology: Handbook for School Practicum
College of Liberal Arts & Sciences
ILAS 201
ILAS 301
Teacher Assessment of Candidate Performance
Clinical Supervisor's Visit Report
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)