• Field experiences facilitate candidates’ development as professional educators through observations in schools and other agencies, tutoring students, assisting teachers or other school personnel, attending school board meetings, and/or participating in education-related community events prior to clinical practice. Both field experiences and clinical practice reflect the unit’s conceptual framework(s) and help candidates continue to develop their content, professional, and pedagogical knowledge, skills, and dispositions delineated in standards.

Standard 3 Students Learn:

• Clinical practice is sufficiently extensive and intensive for candidates to demonstrate competence in the professional roles for which they are preparing.
• Candidates, school faculty, and college/university faculty jointly conduct assessments of candidate performance throughout clinical practice. Both field experiences and clinical practice allow time for reflection and include feedback from peers and clinical faculty.
• Field experiences and clinical practice provide opportunities for candidates to develop and demonstrate knowledge, skills, and dispositions for helping all students learn.

Element 2: Design, Implementation and Evaluation of Field Experiences and Clinical Practices (p. 55)

Element 3: Candidates’ Development and Demonstration of Knowledge, Skills and Dispositions to Help all Students Learn (p. 59)

• All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic, racial, gender, and socioeconomic groups.

Standard 4 Design, Implementation & Evaluation:

• Curriculum and accompanying field experiences are designed to help candidates understand the importance of diversity in teaching and learning.
• Candidates become aware of different teaching and learning styles due to cultural influences and are able to adapt instruction and services appropriately for all students, including students with exceptionalities.

Element 2: Design, Implementation and Evaluation of Field Experiences and Clinical Practices

IR Standard 4 (p. 63) | Evidence

Element 1: Design, Implementation, and Evaluation of Curriculum and Experiences

• Clinical practice is sufficiently extensive and intensive for candidates to demonstrate competence in the professional roles for which they are preparing.

Element 2: Design, Implementation and Evaluation of Field Experiences and Clinical Practices (p. 55)

• The unit, its school partners, and other members of the professional community design, deliver, and evaluate field experiences and clinical practice to help candidates develop their knowledge, skills, and dispositions. The unit and its school partners jointly determine the specific placement of student teachers and interns for other professional roles to provide an appropriate learning experience.

Element 1: Collaboration between Unit and School Partners (p.52)

• Criteria for clinical faculty are clear and known to all of the involved parties. Clinical faculty are accomplished school professionals. Clinical faculty provide regular and continuing support for student teachers and other interns through such processes as observations, conferencing, group discussions, email, and the use of other technologies.

Element 2: Design, Implementation and Evaluation of Field Experiences and Clinical Practices (p. 55)