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Field Experiences: Best Practices
Patricia Alvarez McHatton, Ph.D.
Alvarez McHatton - Monarch 2011
Why Our Work is Important
Taylor Mali
Alvarez McHatton - Monarch 2011
Clinical Practice: Why it is Important
Learn through direct observation and instructing of students guided by qualified professionals (Howey, 2010)
Moral aspect to teacher preparation (Alter & Coggshall, 2009)
Our role as gatekeepers
Alvarez McHatton - Monarch 2011
What the research says
Field experiences considered one of the most important aspects of their teacher preparation program (Wilson, Floden, & Ferrini-Mundy, 2001).
Linked course and field experiences contribute to teacher retention as does student teaching lasting 10 or more weeks (Benner & Judge, 2000; Brownell, Ross, Colόn, & McCallum, 2005; Connelly & Graham, 2009; Graziano, 2009; NCES, 2010)
Linked course and field experiences are more influential and supportive of teacher candidate learning than discrete, isolated experiences (Darling-Hammond, 2006; Tatto, 1996)
Alvarez McHatton - Monarch 2011
What the research says
Teachers demonstrating greatest student gains: Had extensive, well-supervised clinical
experiences Engage in the actual practice of teaching Studied and assessed local school curriculum Completed a capstone data-focused
experience examining impact on k-12 learning
(Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2008)
Alvarez McHatton - Monarch 2011
What the research says
Issues Lack of common definition (O’Brian, Stone, Appel, &
House, 2007)
Learning in field experiences is highly contextualized and uneven (Téllez, 2008)
Need for purposeful experiences that bridge theory to practice
“Two-worlds pitfalls” (Feiman-Nemser & Buchmann, 1985)
Alvarez McHatton - Monarch 2011
What NCTQ Says
Standard
Description
1 Last no less than 10 week; no less than 5 weeks at a single school; full-time
2 Program must select supervising teacher for each placement
3 Supervising teacher must have a minimum of 3 years teaching experience
4 Supervising teacher must have capacity to have a positive impact on student learning (as determined by student learning gains)
5 Supervising teacher must have capacity to mentor adults and have skills in observation, providing feedback, holding professional conversations and working collaboratively
Alvarez McHatton - Monarch 2011
Think-Pair-Share
Over the past 5 years, how have you changed how you do field experiences?
What challenges have you faced in planning and supervising field experiences?
What have been some positive outcomes?
Alvarez McHatton - Monarch 2011
IHE Challenges
Disconnect between campus and field-based faculty (Vick 2006)
Lack of incentives for tenure-track faculty to engage in site-based work and/or field supervision (Labaree, 2004)
Field placements outsourced to a Central Placement Office or left up to individual students (Zeichner, 1996)
Alvarez McHatton - Monarch 2011
IHE Challenges
Doctoral students as university supervisors Lack an understanding of the research on
supporting teacher candidates Lack experience with adult learning models Lack an understanding of the totality of program
and/or the history of the evolution of the program Don’t consider themselves teacher educators Have a narrow view of teacher preparation Are unfamiliar with district / school policy / politics Turnover results in a lack of consistency
(Zeichner, 2010)
Alvarez McHatton - Monarch 2011
School Site Challenges
Difficult finding suitable mentors Compensation for supervising
teachers is minimal Teachers lack an understanding of
the program in general and of course/field expectations specifically
Loss of tenure and pay for performance may create additional challenges
(Zeichner, 2010)Alvarez McHatton - Monarch 2011
Best PracticesThe Where, What and How
Alvarez McHatton - Monarch 2011
The Where One Possibility
SCHOOLS
Alvarez McHatton - Monarch 2011
Professional Development Schools
Alvarez McHatton - Monarch 2011
A school where university work collaboratively with practitioners over time with the goal of improving teaching and learning through: Upgrading the education of pre-service
teachers; Provide professional development for
experienced teachers; and, Conducting field-based research.
(Dolly & Oda, 1997)
Professional Development Schools
Challenges Leadership turnover Sufficient number of appropriately
credentialed teachers Under-valued
For Special Education Small n
Alvarez McHatton - Monarch 2011
PDS without Walls
Characteristics Multiple sites School Liaison at each site▪ Identifies supervising teachers and assists
university faculty in purposeful matching with teacher candidates
▪ Provides professional development at the school site
▪ Meets regularly with university faculty to discuss teacher candidate progress, needs, challenges
(Epanchin, USF)Alvarez McHatton - Monarch 2011
Residencies
Year-long classroom apprenticeship under the guidance of a mentor teacher
Aligned coursework Stipend for living expenses Move from collaborative teaching
role to lead teacher (Urban Teacher Residency, 2011)
Alvarez McHatton - Monarch 2011
The WhatSome possible instructional strategies
Alvarez McHatton - Monarch 2011
Instructional Strategies
Incorporate representations of teacher practices Videos Guest lectures
Teach courses on-site and connect to teachers and instruction within that setting
Instructional Rounds
Alvarez McHatton - Monarch 2011
Instructional Strategies
Community mapping exercises Hands-on activity Gain an insider perspective of the
community Identify assets of the community Engage community members as
partners
Alvarez McHatton - Monarch 2011
Instructional Strategies
Case conferencing Work with faculty to meet the needs of
individual studentsCritical Friends Groups
Protocols and support materials http://www.nsrfharmony.org/protocol/inquiry_supp.html
Action research (Teacher as Problem Solver) Teachers examine student learning
through their own teachingAlvarez McHatton - Monarch 2011
Support at Placement Sites
Professional Learning Communities Critical Friends School AND communityTeaching ClinicsClinical coachesDistributed mentoring
Alvarez McHatton - Monarch 2011
The HowPossible structures for field experiences
Alvarez McHatton - Monarch 2011
Possible Structures
Alvarez McHatton - Monarch 2011
Kenji’s Clinical Training Model Initial Experiences
Video Lab where teacher candidates examine:▪ Student profiles requiring diagnostic analysis▪ Exemplary teaching practices classified by content and
student▪ Common classroom dilemmas▪ And analyze lessons and instructional units
Extended experiences throughout the program with an emphasis on K-12 learning▪ Teacher candidates compile a teaching portfolio chronicling
development including examples of teaching with voiceover analysis
Final Internship(Howey, 2010)
Alvarez McHatton - Monarch 2011
One Model
Site-Based with District inputLinked Course and Field ExperiencesPurposeful Collaboration Intensive Summer InstituteProfessional Practice Partners
Alvarez McHatton - Monarch 2011
Purposeful Collaboration
Alvarez McHatton - Monarch 2011
Alvarez McHatton - Monarch 2011
Unique Features
Alvarez McHatton - Monarch 2011
Professional Practice Partners
Master TeachersPrincipal and District
RecommendationApplication ProcessGraduate Level Course on Clinical
Training and MentoringClinical FacultyMeet with University Supervisor bi-
weekly when supervising internsAlvarez McHatton - Monarch 2011
Response to Demands
In response to demands for quicker, cheaper ways to prepare teachers, “…teacher education as an enterprise has probably launched more new weak programs that underprepare teachers, especially for urban schools, than it has further developed the strong models that demonstrate what intense preparation can accomplish” (Darling-Hammond, 2006, p.3).
MORAL ASPECT TO TEACHER
PREPARATION
Alvarez McHatton - Monarch 2011
Your Turn
Reflect on your current field experience structure
How might you enhance / revise what you are already doing?
Alvarez McHatton - Monarch 2011