All initial candidates at the undergraduate and graduate level experience a This standard was 1. The unit does not diversity of clinical placements according factors of community indicators to be Unmet in ensure that all initial (e.g., suburban, rural, and urban) and socio-economic status (e.g., Title II). Standard 3 the 2014 review. and advanced Please refer to Appendices G2 and G3 for descriptors of Connecticut’s district candidates have demographics. In addition, P-12 student factors of ethnic/racial backgrounds, Field Experiences experience working gender, ability diversity, and home language diversity are considered. At the and Clinical with students from EPP, the intersectionality of these factors is strong. For example, one of our Practice diverse ethnic/racial key school districts is largely minority serving 68% Hispanic student backgrounds, and population, with 43% from non-English speaking homes. The district is also students with classified as culturally rich urban. exceptionalities, and students from Candidates’ placements are tracked by the EPP according to these diversity different indicators. A completed spreadsheet outlining the diversity of clinical socioeconomic placements will be available at the onsite visit. Herein, in appendices G4, G5 groups, and English and G6, we provide documentation of current placements student teaching, language learners. pre-student teaching and practicum. In addition to district and school level (ITP, ADV) factors of diversity, candidates are required to report on the student populations for the classrooms placements and to reflect their content, pedagogical knowledge, skills, and professional dispositions development across diverse contexts (See previously submitted Core I Portfolio Looking Backwards, Looking Forward, for example). The newly developed year-long, residency based internship program for master’s level students allows for the full immersion in a learning community whereby candidates are able to demonstrate professional roles they will incur in their schools. For example, one of our current interns participated in instructional rounds observations with teachers and school leaders as well as participated in the discussion that followed (see Appendix J5 for Instructional Rounds schedule at the internship program). For all advanced candidates, the newly proposed advanced master’s program is set to replace the existing programs. The existing programs include a single clinical experience, while the new advanced master’s program will consist of a
Standard 3 Field Experiences and Clinical Practice This standard was to be Unmet in the 2014 review. 1. The unit does not ensure that all initial and advanced candidates have experience working with students from diverse ethnic/racial backgrounds, and students with exceptionalities, and students from different socioeconomic groups, and English language learners. (ITP, ADV) All initial candidates at the undergraduate and graduate level experience a diversity of clinical placements according factors of community indicators (e.g., suburban, rural, and urban) and socio-economic status (e.g., Title II). Please refer to Appendices G2 and G3 for descriptors of Connecticut’s district demographics. In addition, P-12 student factors of ethnic/racial backgrounds, gender, ability diversity, and home language diversity are considered. At the EPP, the intersectionality of these factors is strong. For example, one of our key school districts is largely minority serving 68% Hispanic student population, with 43% from non-English speaking homes. The district is also classified as culturally rich urban. Candidates’ placements are tracked by the EPP according to these diversity indicators. A completed spreadsheet outlining the diversity of clinical placements will be available at the onsite visit. Herein, in appendices G4, G5 and G6, we provide documentation of current placements student teaching, pre-student teaching and practicum. In addition to district and school level factors of diversity, candidates are required to report on the student populations for the classrooms placements and to reflect their content, pedagogical knowledge, skills, and professional dispositions development across diverse contexts (See previously submitted Core I Portfolio Looking Backwards, Looking Forward, for example). The newly developed year-long, residency based internship program for master’s level students allows for the full immersion in a learning community whereby candidates are able to demonstrate professional roles they will incur in their schools. For example, one of our current interns participated in instructional rounds observations with teachers and school leaders as well as participated in the discussion that followed (see Appendix J5 for Instructional Rounds schedule at the internship program). For all advanced candidates, the newly proposed advanced master’s program is set to replace the existing programs. The existing programs include a single clinical experience, while the new advanced master’s program will consist of a
ECSU_Response_to_Offsite_Report_2016.docx