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The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.
Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.
Detailed narrative (500 words or less) describing how the unit monitors programs to ensure alignment to these requirements.
Detailed narrative (500 words or less) describing how the unit monitors programs to ensure alignment to these requirements.
The course and fieldwork experiences are designed to address the diverse needs of 21st century students that include skills development in communication, collaboration, creativity, and critical thinking. As candidates move through their programs, they begin with foundational knowledge in teaching, child and adolescent development, culture and diversity, and instructional technology; then, they progress to subject-specific pedagogies and finally to reflective classroom practice. All candidates enroll in sequential courses and take them in an intentionally sequenced order. The Education Studies students take credential courses throughout their tenure at Dominican University.
The developmental sequence of courses are divided into three categories: (1) foundational courses; (2) pedagogy and reflective practice; and (3) supervised fieldwork. Each course in this sequence has been assigned specific Teaching Performance Expectations (TPEs) and Program Learning Outcomes (PLOs). Through this sequence of courses, candidates in both the student teaching and internship options have opportunities to understand, practice, and apply pedagogical competencies as defined by the TPEs.
To assist our candidates in preparing for success on the CalTPA, faculty members in each program have assigned to each required credential course a selection of TPEs for introduction and practice or application. Each course, therefore, contains a series of activities and assignments designed to learn about and practice particular TPEs. Each course has “anchor assignments” that measure the California Preliminary Program Standards and the Teaching Performance Expectations.
We gather information about candidate performance and program assessment at three different points: during the program, at the end of the program, and after the program. During the program data are collected in the areas of coursework and field experiences; at the end of the program additional data are collected on field experiences; after the program data are collected from employers. Some of the data from each data point are collected, analyzed, and used by faculty members to make data-informed decisions about curriculum and faculty professional development. Other data are gathered, reviewed by the Dean and Chair, and used to inform program decisions.
Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
All programs effectively implement and evaluate fieldwork and clinical practice.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
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