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Summarize the design, implementation, and evaluation of field experiences and clinical practices;
expectations for mentors and supervisors; and outcomes of candidates in meeting proficiencies
outlined in the unit's conceptual framework, state standards, and professional standards during
their field and clinical experiences.
The EPP's initial teacher candidates complete 3 to 4 field and clinical experiences. All undergraduate
programs include 4 separate experiences and graduate programs include a minimum of 3 separate
experiences. Candidates partake in two field experiences designed as their Core I and Core II
experiences. These experiences are connected to content methods courses occurring during the same
term. Core III includes a more in-depth experience, with Early Childhood Education students
completing their Practicum in Special Education (as informed by state certification requirements) and
others completing an equivalent experience known as Pre-Student Teaching. Core IV (i.e., student
teaching) includes the 6-9 credit student teaching experience. See handbook for chart of field and
clinical expectations by program.
The Advanced program includes a formal clinical experience embedded in EDU 518: Methods of
Teaching English Language Learners, whereby candidates complete a Case Study assignment. For the
revised assessment plan, candidates will also complete a Consultancy Protocol (pilot Fall 2016) to
identify, reflect on, and collaboratively investigate a particular classroom-based dilemma. Embedded
within a different course, Advanced candidates will also complete a Learning from Student Work
Protocol (pilot summer 2016) to systematically examine P-12 students' work samples via collaborative
inquiry.
Implementation: Eastern teacher candidates for the initial certification are placed in a distribution of
urban/more diverse, suburban, and rural settings throughout their field and clinical experiences. The
range of sites is provided in the Host Districts document, along with critical demographic data
that defines each district's P-12 population. Each teacher candidate is placed in a minimum of three
partner sites, including one or more urban/diverse sites. They are also exposed to a range of upper and
lower grade levels, within their endorsement areas. For example, elementary education candidates are
placed at the kindergarten-grade three levels for one field experience and then in grades four-six for the
second field experience.
Advanced candidates complete their clinical in their current school setting but are offered support by the
OECE supports, if needed.
Evaluation of field and clinical experiences: All initial field experiences are supervised by EPP faculty
who provide feedback to candidates using teacher candidate evaluation forms. Cooperating
teachers also provide explicit feedback to candidates using the same forms. Evaluation instruments are
aligned with the Connecticut's Common Core of Teaching Competencies (revised 2010) as well as the
specific professional standards. There is a progression from 7 competency areas during Clinical I and II
to 16 competency areas during Core III (Practicum or Pre-student teaching) and 30 competency areas
during Student Teaching. This progression was designed to scaffold learning for each candidate as they
develop proficiencies in knowledge, skills and dispositions with the guidance of faculty both on campus
and in the field. To successfully complete any field experience, the teacher candidate must meet a
minimum expectation of at least performing at the level of "Developing Proficiencies" or a rating of 2.
Advanced candidates are not supervised in the field but they are expected to document their work in the
assessments, such as the Case Study, the Consultancy Protocol and Learning from Student Work. Should
the candidate request support or the course instructor determines that the candidate requests support, the
Coordinator of Educational and Clinical Experiences assists with the process.
Cooperating Teachers: District facilitators and administrators select experienced, master level
professionals as cooperating teachers to mentor teacher candidates in their classrooms. State law requires
a mentor to hold "a provisional educator certificate or a professional educator certificate and have at least
three years teaching experience in Connecticut, including at least one year of experience in the district in
which they are presently employed" (see State Policy Review New Educator Induction Connecticut
document in exhibit). All cooperating teachers for clinical experiences must have a) completed
Connecticut's Teacher Induction program, TEAM (Teacher Education and Mentoring Program); b) be
supported by the school principals as having achieved positive impact on P-12 student learning; and c)
for returning cooperating teachers, have demonstrated a high level capability to support and mentor
teacher candidates. For a detailed description of roles and responsibilities of the Cooperating Teacher,
please see relevant sections of the handbook. In Connecticut, school districts conduct formal
evaluations of cooperating teachers. While the Eastern EPP does not formally evaluate cooperating
teachers formally, we do consider the successful experience of our teacher candidates and feedback from
university supervisors as an index for consideration for future placements.
Advanced candidates complete their clinical experiences in classrooms where the lead teacher meets the
same requirements as the cooperating teacher for the initial candidates.
University Supervisors: University supervisors function as EPPs faculty to supervise the field and
clinical experience of teacher candidates. They are selected and hired by the Office of Clinical
Experiences based on their prior experience in supervision, cooperating teacher role, portfolio scoring
for the Connecticut State Department of Education and active membership in professional organizations.
University supervisors are only assigned to field and clinical experiences for which they have requisite
content background and experience. For a detailed description of roles and responsibilities of the
University Supervisor, please see relevant sections of the handbook.
The performance of university supervisors is reviewed each semester based on the effectiveness of their
own documentation. Their documentation of teacher candidates, including observation notes and
evaluation rubrics, are reviewed for objective, concise and explicit recommendations to the teacher
candidate that are focused on the competencies of the Student Teaching Evaluation Rubric. University
supervisors who fail to meet these expectations are not rehired. To further elicit feedback, the end of
program survey from Fall 2016 will seek comments from the teacher candidates about their cooperating
teachers and university supervisors.
Advanced candidates are not formally supervised but will be offered the service by the OECE, should
the candidate or the course instructor request one.
Outcomes of candidates: Student teaching evaluation by the university supervisor is used to determine if
the candidates are meeting the proficiencies outlined in the unit's conceptual framework, state standards,
and professional standards. Mean scores for all the competencies in the student teaching evaluation for
three semesters, Fall 2014 through Fall 2015 have been examined. Overall, candidates in all three
semesters scored at proficiency level (score of 3) or close to it on all the competencies. Even the few
competencies that had a mean score below 3 (but not below 2) showed improvement in subsequent
semesters, indicating that programmatic changes to strengthen these competencies have been effective.
Currently, clinical experience of advanced candidates are measured through the Case Study and field
journals completed during mid-point by the course instructor of EDU 518: Methods of Teaching English
Language Learners. Please see the advanced program case study assignment rubric and data.
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