ncate Institutional Report
banner  
 

 

logo

 

ce of Partnerships and Placements have been made numerous outreach attempts to communicate these policies to cooperating teachers. However, in most districts teachers are not involved in the confirmation process, and may not be aware of the placement policies.

Data for key assessments

Question

Evidence

  • Initial Programs
  • Advanced programs

Diverse field settings for advanced candidates

Question

Evidence

  • An advanced candidate indicated that all of her field placements were in her own building, and that though she chose to work at the Martin Luther King Center, she could have chosen someplace else that could have been demographically the same as her school of employment.
  • Are there consistent policies across advanced programs related to design, implementation, and evaluation of field and clinical experiences?
  • The unit relies on the premise that all FSEHD advanced programs meet the national SPA standards or state Program Approval standards for their programs. This is passive method of assuring quality field settings. The Director of Graduate Programs will begin to work collaboratively with the Office of Partnerships and Placements to explore unit expectations for field experiences in undergraduate programs that can be applied to advanced programs. 
  • What is the written policy regarding placements for advanced candidates?
  • There is not a specific written Unite-wide policy in place regarding placements or diversity. Each program is reponsible for that. The principles of the Advanced Competencies that undergird all 20+ FSEHD advanced programs implies the candidates will be conducting real world work that displays their Knowledge and Practice skills.  Similarly, the construction of the Professional Impact Project suggests there is meaningful field based experience at least at the summative stage of each program. It is good timing to articulate these beliefs as foundational policies and guidelines for all FSEHD advanced programs, and this should include, at a minimum, statements regarding placements  and diversity. 
  • Is there a way to ensure all candidates have diverse experiences?
  • We estimate that very close to 100% of initial program candidates experience at least one diverse placement (due to the demographic characteristics of sites used for key placements). The implementation of Diverse Field Experience verification form in Spring 2012 will help confirm the estimate.

Evaluations of placements or cooperating teachers

Question

Evidence

  • School administrators indicated that this occurred but they didn't know what happened to the data. How are these data used? With whom are they shared?
  • The data goes to department chairs who share them with program coordinators. Due to sensitive nature of the data, it is not shared widely. The data is used to select best clinical instructors and cooperating teachers.
  • Evaluation data, since we have converted to the use of SurveyGizmo last spring 2010, are now readily assessable. The Assistant Dean, the Office of Partnerships and Placements and the Director of Assessment download the spreadsheets and provide the data for each program/department. Evaluation exit data is connected to the last Observation and Progress Report (OPR) for student teaching for cooperating  teachers and supervisors. A separate survey link is provided to the teacher candidates fro exit evaluations. There is evaluation data by the teacher candidate, cooperating teacher and college supervisor. Issues with placement sites, teachers, and supervisors are examined and followed up by the Assistant Dean and Programs. Poor evaluations are added to our PeopleSoft data; a red flag will appear to “not use” a cooperating teacher if there were problems in the past. In addition to our exit evaluation data we have a short survey on our ricpay.org online site where clinical instructors complete six short questions about their work with the unit.
  • Data is readily available and OPP will follow up on negative comments provided by the teacher candidate, college supervisor and cooperating teacher. The Assistant Dean makes a follow up telephone call to the district contact if there are any discrepancies with evaluations. OPP writes short comments in a comment box on PeopleSoft and a red flag will then appear in the database for future use. If a district recommends a teacher and OPP inputs the teacher’s name a red flag will appear with the problem and the Assistant Dean will work with the district to talk about the issues and not recommend placement with that particular teacher.

Opportunity to interact with diverse faculty members

Question

Evidence

  • Do you have evidence that candidates do indeed interact with faculty members from at least two racial/ethnic groups?
  • Affirmative action report indicates that out of 338 RIC full-time faculty, 38, or 11% are minority. An average undergraduate candidate takes 36 courses at RIC. Assuming random distribution, each undergraduate student has on average four classes with a minority faculty member. A graduate student who takes 12 classes, has 1.3 probability of exposure to diverse faculty. The College faculty is more diverse than the Unit faculty, but candidates take majority of classes from Faculty of Arts and Sciences.
  • Instructors are not distributed randomly. For example, all candidates take the pre-admission course FNED 346, where they have 20-40% probability of interacting with diverse faculty just in this one course. At another large gateway course, ELED 300, candidates have another 20% chance to be taught by a diverse faculty member. All M.Ed. in TESL and M.Ed .in Urban Multicultural education have 100% probability of taking at least one class with a faculty member from a minority background. In other programs, they may not have much opportunity to interact with diverse faculty.
  • The Unit will consider adding a question on interaction with diverse faculty to the Exit Survey
   
assessable. The Assistant Dean, the Office of Partnerships and Placements and the Director of Assessment download the spreadsheets and provide the data for each program/department. Evaluation exit data is connected to the last Observation and Progress Report (OPR) for student teaching for cooperating  teachers and supervisors. A separate survey link is provided to the teacher candidates fro exit evaluations. There is evaluation data by the teacher candidate, cooperating teacher and college supervisor. Issues with placement sites, teachers, and supervisors are examined and followed up by the Assistant Dean and Programs. Poor evaluations are added to our PeopleSoft data; a red flag will appear to “not use” a cooperating teacher if there were problems in the past. In addition to our exit evaluation data we have a short survey on our ricpay.org online site where clinical instructors complete six short questions about their work with the unit.
  • Data is readily available and OPP will follow up on negative comments provided by the teacher candidate, college supervisor and cooperating teacher. The Assistant Dean makes a follow up telephone call to the district contact if there are any discrepancies with evaluations. OPP writes short comments in a comment box on PeopleSoft and a red flag will then appear in the database for future use. If a district recommends a teacher and OPP inputs the teacher’s name a red flag will appear with the problem and the Assistant Dean will work with the district to talk about the issues and not recommend placement with that particular teacher.
  • Opportunity to interact with diverse faculty members

    Question

    Evidence

    • Do you have evidence that candidates do indeed interact with faculty members from at least two racial/ethnic groups?
    • Affirmative action report indicates that out of 338 RIC full-time faculty, 38, or 11% are minority. An average undergraduate candidate takes 36 courses at RIC. Assuming random distribution, each undergraduate student has on average four classes with a minority faculty member. A graduate student who takes 12 classes, has 1.3 probability of exposure to diverse faculty. The College faculty is more diverse than the Unit faculty, but candidates take majority of classes from Faculty of Arts and Sciences.
    • Instructors are not distributed randomly. For example, all candidates take the pre-admission course FNED 346, where they have 20-40% probability of interacting with diverse faculty just in this one course. At another large gateway course, ELED 300, candidates have another 20% chance to be taught by a diverse faculty member. All M.Ed. in TESL and M.Ed .in Urban Multicultural education have 100% probability of taking at least one class with a faculty member from a minority background. In other programs, they may not have much opportunity to interact with diverse faculty.
    • The Unit will consider adding a question on interaction with diverse faculty to the Exit Survey