1: Chart outlining BOE Recommendations, AFIs removed, continued, recommended and Eastern’s response Standard BOE Programs AFIs removed from last visit AFIs continued from last visit New AFIs recommended Eastern’s Response 1 Met Initial Advanced All (n=1) previous AFIs removed None None Agreed 2 Met Initial Advanced All (n=3) previous AFIs removed None None Agreed 3 Met Initial Advanced All (n=2) previous AFIs removed None 1. The unit does not ensure clarity of expectations and timelines for the new Core sequence in the initial programs and for the field experiences in the advanced programs among all constituencies. (ITP, ADV) a. Initial: We believe that the lack of clarity may stem from varied references to “Core” in different contexts and by different constituents. We clarify the distinction between the various references below. b. Advanced: Clinical expectations for the current and newly developed advanced master’s program remain the same and is embedded within EDU 518: Methods of Teaching English Language Learners. We provide
clarification below in the narrative. 2. There is no formal structure in place to ensure that the unit’s school partners and other members of the professional community are systematically and regularly involved in the design delivery, and evaluation of field and clinical experiences. (ITP, ADV) Eastern maintains a long established formal and informal partnership with P-12 partners with both groups meeting informally frequently and meeting formally occasionally. Both these opportunities have provided regular and systematic feedback from the P-12 partners and afforded adequate channels for involvement to the P-12 community. More detail and our current plans to further this relationship (also shared with the visiting team) are outlined below. 4 Met Initial Advanced All (n=3) previous AFIs removed None None Agreed 5 Met Initial Advanced No previous AFI None None Agreed
new Core I is being implemented in fall 2016, and by fall 2018, each of the four new Cores will be in place for all initial undergraduates and initial graduate candidates. However, according to meetings with the director of OECE, university supervisors, and candidates, and information contained in the Clinical Experience and Student Teaching Handbook, it appears that all of the new Cores are being implemented now. various references in the narrative above and in Table 3. b. Advanced: Clinical expectations for the current and newly developed advanced master’s program remain the same and is embedded within EDU 518: Methods of Teaching English Language Learners. Data from this clinical experience (including guidelines and rubric) were shared with the Institutional report and with the visiting team. The
b. Candidates in the advanced programs complete a field experience in EDU 518: Methods of Teaching English Language Learners. The unit has developed one new masters of education program that includes field experiences; however, the requirements for the field experiences were not provided. assessment schema for the new advanced master’s program with concentrations has been completed since the site visit and will be provided during the next accreditation cycle, contingent upon state approval.
2. There is no formal structure in place to ensure that the unit’s school partners and other members of the professional community are systematically and regularly involved in the design delivery, and evaluation of field and clinical experiences. (ITP, ADV) Isolated examples were provided of how P-12 partners have provided formal or informal feedback to the unit. The director of OECE maintains very close and excellent relationships with teachers and administrators in the local school districts and as a result, informal feedback occurs. The unit is planning to establish a Professional Learning Council for the purpose of involving P-12 partners and others; ECSU has long established formal and informal partnerships with the P-12 community. Formal partnerships are typically outlined by MOUs. As in the with the graduate internship program (see exhibit for 3.1a in Institutional Report on Memorandum of Understanding with Coventry School District) the initiative is mutually designed and managed in terms of goals, day-to-day operations, and evaluation. Regular
details about the Professional Learning Council (onsite evidence under Standard 3). Table 3: Clarification between various references to Core CORE Candidates Curricula (often referred as Core # by faculty and candidates) Clinical Experience (often referred as Core # within the context of clinical experiences by faculty, candidates and university supervisors) New Core Assessments (often referred as new Core # portfolio by faculty, candidates, university supervisors) Core I All graduate and undergraduate initial teacher candidates in Set of 3 to 4 core courses, as determined Clinical I: 45 clock hours, evaluated by the Core I portfolio, developed and piloted in Spring
their first semester or term, after admission to program by program faculty university supervisor with the Clinical I Evaluation rubric. Rubric and Data were shared at AIMS, onsite and on our website. 2016, implemented in Fall 2016. Guidelines for this assessment, including rubrics, and storage in TK20 shared with the visiting team and in AIMS. Core II All graduate and undergraduate initial teacher candidates in their second semester or term, after admission to program Set of 3 to 4 core courses, as determined by program faculty Clinical II: 45 clock hours, evaluated by the university supervisor with the Clinical II Evaluation rubric. Rubric and Data were shared at AIMS, onsite and on our website. Core II portfolio, developed in Fall 2016, and being implemented currently, in Spring 2017. The Fall 2016 plans for developing this assessment were shared with the visiting team and posted
on AIMS. Guidelines and rubric have been included in our TK20 and available for review. Core III All graduate and undergraduate initial teacher candidates in their third semester or term, after admission to program Set of 2 to 3 core courses, as determined by program faculty Clinical III (Practicum or Teaching): 135 clock hours, evaluated by the university supervisor with the Practicum or Teaching evaluation rubric. Rubric and Data were shared at AIMS, onsite and Core III portfolio, is developed in Spring 2017, and will be implemented in Fall 2017. Plans for developing this assessment were shared with the visiting team and posted on AIMS.
on our website. Core IV All graduate and undergraduate initial teacher candidates in their final semester of their program 1 course either designed as a student teaching seminar (elementary, secondary and physical education) or as an assessment course with focus on differentiation (early childhood education) Clinical IV (Student Teaching): One full semester (minimum 10 weeks), evaluated by the university supervisor with the Student Teaching evaluation rubric. Rubric and Data were shared at AIMS, onsite and on our website. Core IV portfolio will include edTPA, in pilot since Spring 2016, with national scoring. Student teaching portfolio or impact on student learning assessments will continue to be conducted until edTPA becomes fully implemented across programs by 2019. Data from these ongoing assessments were shared at AIMS,