8700.7600 BOT Subpart 5. C: Clinical and Field Experiences/NCATE 3: Field Experiences and Clinical Practice /NCATE 4: Diversity

BOT Standard	NCATE 2002 Target Standard	Current Practice Described	Best Evidence/ Existing Data	Assessment of Current Practices	Data/Evidence Needed	Targeted Standard Recommendations
C(1) The teacher licensure programs incorporate a broad range of ongoing clinical and field experiences that provide candidates opportunities to demonstrate the required skills and knowledge under part 8710.2000.	S3 Collaboration Between Unit and School Partners The school and unit share and integrate resources and expertise to support candidates’ learning in filed experiences and clinical practice. Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit’s conceptual framework(s) and the school program; they each participate in the unit’s and the school partners’ professional development activities and instructional programs for candidates and for children. The unit and its school partners jointly determine the specific placements of student teachers and interns for other professional roles to maximize the learning experience for candidates and P-12 students. S3 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice Field experiences allow candidates to apply and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of settings with students and adults. Both field experiences and clinical practice extend the unit’s conceptual framework(s) into practice through modeling by clinical faculty 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. They interact with teachers, 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 leaning, including the use of information technology. Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. Clinical faculty are accomplished school professionals who are jointly selected by the unit and partnering schools. Clinical faculty are selected and prepared for their roles as mentors and supervisors and demonstrate the skills, knowledge, and dispositions of highly accomplished school professionals. S3 Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice. Assessments used in clinical practice indicate that candidates meet professional, state, and institutional standards and have a positive effect on student learning. Multiple assessments are used by candidates and clinical faculty to determine areas that need improvement and to develop a plan for improvement. Candidates work collaboratively with other candidates and clinical faculty to critique and reflect on each others’ practice and their effects on student learning with the goal of improving practice. Field experiences and clinical practice facilitate candidates’ exploration of their knowledge, skills, and dispositions related to all students. 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, gender, and socioeconomic groups in classrooms and schools.
C(2) Candidates have experiences with diverse populations, students with disabilities, and students of different ages under the direction of teacher education faculty in collaboration with school partners.	S3 Candidates’ Development and Demonstration of Knowledge, Skills, and Dispositions to Help All Students Learn [See C(1)] S4 Design, Implementation, and Evaluation of Curriculum and Experiences Curriculum, field experiences, and clinical practice help candidates to demonstrate knowledge, skills, and dispositions related to diversity. They are based on well-developed knowledge bases for, and conceptualizations of, diversity and inclusion so that candidates can apply them effectively in schools. Candidates learn to contextualize teaching and to draw upon representations from the students’ own experiences and knowledge. They learn how to challenge students toward cognitive complexity and engage all students, including students with exceptionalities, through instructional conversation. Candidates and faculty review assessment data that provide information about candidates’ ability to work with all students and develop a plan for improving their practice in this area. S3 Experiences Working with Diverse Students in P-12 Schools Extensive and substantive field experiences and clinical practices are designed to encourage candidates to interact with exceptional students and students from different ethnic, racial, gender, socioeconomic, language, and religions groups. The experiences help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates’ effectiveness as teachers.
C(3) Candidates work in the field and at the licensure level for which they are to be recommended for licensure.	S3 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice [See C(1)]
C(4) Each program is developed and implemented through collaborative school partnerships in which university faculty and school personnel share responsibility for planning, supervising, evaluating, and implementing the curriculum for candidates.	S3 Collaboration Between Unit and School Partners [See C(1)]
C(5) School personnel hold valid Minnesota continuing licenses, or the equivalent, in the fields of specialization, and model good professional practice.	S3 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice [See C(1)]