ࡱ> '` :nbjbjLULU 7.?.?c@       > ###8#n$L ? $l2&H&H&H&0g22DA?C?C?C?C?C?C?$@hJCjg? /3-0/3/3g?  H&H&|?:::/3 pH& H&A?:/3A?:::=_x  =>H&$ C#5> }>?0?>.C7C=>C =>@:/3/3/3g?g?9N/3/3/3?/3/3/3/3 ! ! 0 >        NCATE Standard 3: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. 3(a) Collaboration between unit and school partners Unit Partners in Design and Delivery of Clinical Experiences STEPs Elementary and Secondary directors and the director of clinical work, develop and maintain relationships between school districts and the university. Together the directors also coordinate field placements. For the 2007-08 school year, 64 Single Subject candidates are placed in 18 local high schools, and 11 Multiple Subject candidates are placed in eight local K-8 schools, usually in clusters of three to eight candidates per school. All of STEPs placement sites are accredited by the Western Association of Schools and Colleges, and all are racially, ethnically, and linguistically diverse. Students of color comprise at least 50% of the student populations in half of the placement schools. All candidates are placed in school environments with English learners and generally teach in the most racially, ethnically, and linguistically diverse classrooms within their schools (see HYPERLINK "E:\\NCATE\\SupportingDocuments\\Demographics_P12studentsClinicalSites_2007-2008.doc"Demographics of P-12 Students in STEP Clinical Sites for 2007-08). In addition to the relationships with the placement sites, STEP enjoys a unique collaboration with the nine members of its Council of Partner Schools. These schools, which include both large comprehensive high schools and small charter schools, are characterized by their engagement in sustained efforts to support the intellectual, academic, and social achievement of all students. The Council meets monthly and brings together representatives from STEP and from the Partner Schools to engage in joint work in attracting, developing, and retaining teachers, improving teaching and learning, and examining organizational structures (see  HYPERLINK "SupportingDocuments/CouncilOfPartnerSchools.doc" Council of Partner Schools document). These meetings also allow STEP to share updates on the program, solicit feedback on the clinical experience, and discuss how to strengthen fieldwork in the schools. One highlight of the Councils work is the reciprocal visits by Council members to each others schools. These visits provide opportunities to learn about initiatives that other schools have implemented and to share ideas about common challenges. More than half of the secondary candidates are placed in Partner Schools (see  HYPERLINK "SupportingDocuments/PlacementStatistics_07-08.xls" Placement Statistics). With the addition of the Elementary program, STEP seeks to establish a similar group of elementary partner schools. STEP Elementary and STEP Secondary also enjoy a special relationship with the Santa Clara Unified School District in their collaboration regarding the Santa Clara/STEP summer school programs. This partnership ensures that the elementary and middle school students who attend the summer school program enjoy a supportive, challenging academic experience. It also provides the STEP candidates with many opportunities to interact with students and experience a variety of classroom contexts. Determination of Field Placements In determining field placements, STEP prioritizes matching cooperating teachers and candidates according to mutual interests and the potential for productive collaborative relationships. STEP first considers information from the Preliminary Placement Questionnaire in which candidates share preferences regarding subject matter emphases and school characteristics. This information is then compared with STEPs pool of cooperating teachers, who have been previously selected based on criteria described below. The director of clinical work meets with the candidates to describe the field placements and to solidify the information about the candidates interests. STEP gives additional consideration to the cooperating teachers schedule to ensure that the candidate and cooperating teacher will have ample time for planning and debriefing. Once matches have been established, candidates and cooperating teachers meet by phone and in person to get acquainted and prepare to begin the school year. Shared Expertise in Support of Candidate Learning The Council of Partner Schools is just one of STEPs ways of collaborating with school partners. Twice a year the director of clinical work and clinical associates schedule lunchtime visits to placement sites, inviting all cooperating teachers to ask questions, give feedback, and share their experiences in supporting teacher candidates. In addition, because administrators at the field placement sites hire many STEP graduates, they are invited to respond to employer surveys, and data from the surveys inform decisions about STEPs clinical experience (see  HYPERLINK "SupportingDocuments/STEP_EmployerSurvey2008.htm" Employer Survey). The university supervisors also serve as liaisons between STEP and the placement sites. Throughout the year three-way meetings among the university supervisor, cooperating teacher, and teacher candidate provide the opportunity to discuss the clinical experience, and the supervisor often conveys feedback from the field to the STEP directors. 3(b) Design, implementation, and evaluation of field experiences and clinical practice The design of STEPs clinical experiences provides ongoing opportunities for candidates to work with elementary and secondary students and to collaborate with experienced teachers. Candidates observe classrooms, plan and implement learning segments, design curriculum units, practice various pedagogical approaches, assess student work, and reflect on their practice. Candidates responsibilities in their placements increase in scope and complexity throughout the school year (see HYPERLINK "SupportingDocuments/GraduatedResponsibility.doc"Graduated Responsibility document). Table 6 provides an overview of the required field experiences for Single Subject and Multiple Subject candidates. Table 3.1 Field Experiences and Clinical Practice by Program Program Clinical Practice (Student Teaching) Total Number of HoursMultiple Subject Credential (+ MA)Three teaching assignments in at least two of the following grade spans: K-2, 3-5, and 6-8 Placement 1 (summer): Five-week summer school program (grades 2-5); ~ 100 hours Placement 2 (August-December): Local elementary/middle school; ~ 300 hours Placement 3 (January-June): Another local elementary/middle school, working with students at a different grade span than Placement 2; total of 288-360 hours ~750 hours Single Subject Credential (+ MA)Two subject-specific teaching assignments Placement 1: Five-week summer school for students in grades 6-8; ~ 100 hours Placement 2 (August-June): Year-long placement, typically in a high school; ~ 720 hours (Note: Candidates who complete their year-long placements in a middle school also complete a four to six week high school placement.)~ 820 hours Two local summer school programs provide early field experiences for both Multiple Subject and Single Subject candidates. The summer school setting offers candidates immediate access to classrooms, a place to consider ideas encountered in STEP summer courses, and an exposure to a variety of ages, grades, and students. Candidates consistently report that the summer schools provide meaningful field experiences (see HYPERLINK "E:\\NCATE\\SupportingDocuments\\STEPelemSummerSchoolReport2007.doc"STEP Elementary Summer School Report/ HYPERLINK "E:\\NCATE\\SupportingDocuments\\STEPsecSummerSchoolReport2007.doc"Secondary Summer School Report). Beginning in August or September, Single Subject candidates complete a year-long field placement where they spend approximately twenty hours per week, with some variation for schools with block schedules or non-traditional calendars. Multiple Subject candidates divide the academic year between two field placements, one from August through December and the other from January to June, which provide experiences with students at different grade levels and stages of development. Similar to their Single Subject counterparts, Multiple Subject candidates spend approximately 16-20 hours per week in their field placements, returning to campus on Fridays for instructional modules on a variety of topics. As Table 3.1 (above) shows, candidates spend a significant amount of time in the field, which is consistent with STEPs commitment to learning from supervised practice. Candidates receive extensive feedback from their university supervisor and cooperating teachers in at least nine formal observation cycles and many additional informal observations. (See  HYPERLINK "SupportingDocuments/STEPobservationCycle.doc" STEP Observation Cycle 2007-2008 document.) The design of STEPs clinical experiences also allows candidates to interact with P-12 students in a variety of teaching roles throughout the academic year, which gives candidates many opportunities to try out pedagogical approaches, support student learning over time, and demonstrate the required proficiencies. Technology in Field Experiences STEPs technology coordinator uses information from a  HYPERLINK "SupportingDocuments/TechnologyFieldPlacementSurvey.doc" Field Placement Technology survey to tailor support to the needs of individual candidates. In recent years candidates have entered the program with increasing levels of confidence and proficiency in using technology. Throughout the year, as they take on greater responsibility in their fieldwork, they often serve as catalysts for the use of technology as a teaching tool in their placement classrooms. As noted in Standard 2, candidates incorporate technology into lesson plans and unit plans that they later enact in the field. Because access to technology varies among the field placement sites, STEP makes available equipment that can be taken to the schools. Selection of School-Based Clinical Faculty In selecting cooperating teachers, STEP draws upon its strong relationships with placement sites. It seeks cooperating teachers who possess the expertise and experience to be effective mentors and who understand graduated responsibility. STEP selects cooperating teachers based on direct, first-hand knowledge of their classrooms and teaching practices and input from administrators and department chairs. STEP faculty and supervisors look for evidence that a cooperating teachers classroom practices are consistent with STEPs conceptual framework. When visiting a potential cooperating teacher, STEP faculty and supervisors use an observation protocol that generates a rich description of the classroom and focuses explicitly on student learning (see  HYPERLINK "SupportingDocuments/SchoolSiteObservationProtocol.doc" School Site Observation Protocol). After collecting the observation data, STEP confers with school administrators and department chairs before making final selections. This process increases the likelihood that candidates are paired with cooperating teachers whose teaching practices reflect and reinforce what candidates are learning in STEP coursework. STEP frequently places candidates with cooperating teachers who are graduates of the program, which also increases the chances that candidates will see theories and practices from STEP coursework enacted in the field placement. Feedback from supervisors and candidates indicates that the classroom practices and professional expertise of the cooperating teachers support both student learning and candidates growth. All cooperating teachers are credentialed in their fields, and many have earned advanced degrees and/or National Board certification (See Cooperating Teacher Credentials 2007-2008). Preparation and Professional Development for School-Based Clinical Faculty STEP offers a variety of resources to complement the strengths of its cooperating teachers. Prior to the start of the school year, STEP schedules an orientation workshop for new cooperating teachers, attended by program directors and a panel of veteran cooperating teachers (see New Cooperating Teacher Workshop agenda). University supervisors later meet individually with all cooperating teachers, both new and returning, for several purposes: to review the  HYPERLINK "SupportingDocuments/TeacherCandidateContract_07-08.doc" Teacher Candidate Contract and HYPERLINK "SupportingDocuments/IntegrationPlan_07-08.doc"Integration Plan, the Cooperating Teacher Handbook (see hard copy in Documents Room), and the program schedule; to confer Visiting Scholar status (allows access to facilities and resources); and to answer individual questions. From this point, cooperating teachers work extensively with the supervisors to maintain consistent communication between STEP and the placement sites. The collaborative relationship among the cooperating teacher, candidate, and university supervisor anchors the field placement experience. Additionally, early in the school year, STEP hosts an annual Fall Kickoff (see  HYPERLINK "SupportingDocuments/FallKickoffAgenda07-08.doc" agenda), which is attended by STEP administrators, university supervisors, curriculum and instruction instructors, candidates, and cooperating teachers. These events provide an overview of the program and the year, including a description of the STEP curriculum. STEP course materials (syllabi and key readings) are made available to cooperating teachers. At the beginning of January STEP hosts the annual Winter Kickoff for cooperating teachers who work with Multiple Subject candidates in the winter/spring field placement. In collaboration with the Continuing Studies Program (CSP) and Teachers for a New Era (TNE), STEP sponsors the for Teachers program to provide tuition-free Continuing Studies courses and units to cooperating teachers, supervisors, STEP alumni, and all faculty at STEPs partner schools. These groups also receive invitations to the Summer Teaching Institute, an annual symposium sponsored by Teachers for a New Era (see HYPERLINK "SupportingDocuments/SummerTeachingInstitute_2007.pdf" Summer Teaching Institute 2007 agenda). STEPs faculty, directors, and clinical associates also provide professional development to teachers in the placement schools and frequently collaborate with teachers at these sites. See further descriptions of these contributions in Standard 5. STEP also encourages cooperating teachers to pursue National Board Certification, and many do. Since 1998 has offered a support group for National Board candidates so that they have the opportunity to share videotapes of teaching, analyze practice in light of the NBPTS standards, and support the development of one anothers practice. Throughout the year STEP monitors the quality of the clinical placements and makes changes if the mutual needs of the cooperating teacher and the teacher candidate are not being met. In November and February the STEP Secondary director solicits written feedback about the placements from the Single Subject candidates during the Secondary Teaching Seminar and meets with the candidates individually to check their progress. The director for clinical work pays particular attention to candidates feedback on their experiences in field placements. Multiple Subject candidates also meet individually with the STEP Elementary director and the director of clinical work to discuss the quality of their placements. Program directors read all quarterly assessments to review candidates progress and identify potential areas of concern. At the end of the year candidates complete a confidential evaluation of the field placement (see HYPERLINK "SupportingDocuments/PlacementEvaluationForm.pdf"Placement Evaluation form). This feedback about the cooperating teachers instructional and mentoring practices is kept on file and used to make decisions regarding future field placements. 3(c) Candidates development and demonstration of knowledge, skills, and dispositions to help all students learn Eligibility for Clinical Practice All candidates are eligible for clinical practice, and the vast majority complete the clinical requirements successfully. Each year three or four candidates choose to leave the program for personal reasons and therefore do not complete the clinical requirements. These candidates usually transfer to another Masters program or take a leave of absence. On rare occasions candidates are advised to withdraw from the program because of inadequate progress. (See  HYPERLINK "SupportingDocuments/GuidelinesForReviewingConcernsRegardingSuitabilityForThePracticeOfTeaching.doc" Guidelines for Reviewing Concerns Regarding the Suitability for the Practice of Teaching.) Assessments, Reflection, and Feedback During Field Experiences University supervisors and cooperating teachers assess candidates performance in field placements using criteria that are aligned with national, state, and institutional standards. (See  HYPERLINK "SupportingDocuments/QuarterlyAssessment_07-08.doc" Quarterly Assessment.) These standards include the California Standards for the Teaching Profession (CSTPs) and the Teacher Performance Expectations (TPEs), which are closely aligned with the CSTPs. At the end of the summer quarter, cooperating teachers complete an Assessment of Field Placement Experience and Participation for each STEP candidate. This document asks for commentary on candidates performances on selected indicators of five of the six domains of the CSTP (see HYPERLINK "SupportingDocuments/AssessmentOfFIeldPlacementExperience_sum07.doc"Assessment of Field Placement Experience and Participation). The completion of the summer school placement is an important transition point for STEP candidates, a time when STEP staff and faculty use the observation records to identify areas of promise, knowledge gaps, and concerns to be addressed in the upcoming academic year placements. During the academic year STEPs team of subject-specific university supervisors conducts at least nine formal observations of each candidate using a standards-based rubric as a guide. Supervisors videotape at least one observed learning segment per quarter. Candidates confer with supervisors prior to each observation to discuss their instructional plans, and they debrief the observed learning segment with their supervisors afterwards, drawing on video evidence when available. These formal observations provide many opportunities for candidates to reflect on their practice and receive feedback. Following each observation, the candidates complete written reflections to extend their thinking about the learning segment (see  HYPERLINK "SupportingDocuments/STEPobservationCycle.doc" STEP Observation Cycle 2007-08 document). Candidates also have opportunities to reflect and receive feedback in small supervisory groups that meet weekly. The supervisory groups are organized around subject areas and consist of a university supervisor and between two and five teacher candidates. Discussions focus on candidates' questions, concerns, dilemmas and successes as they apply what they learn in STEP to support student learning in the individualized contexts of their field placements. The formal observationsin combination with informal observations, individual meetings with the candidates, and the weekly supervisory group meetingsinform the quarterly assessments. Cooperating teachers and supervisors complete three such assessments in December, March, and June. Both cooperating teachers and university supervisors provide written comments and specific examples to support the rating for each standard, and candidates meet with their cooperating teachers and supervisors to review the quarterly assessments and set goals for their continued professional growth. By the end of the academic year, candidates are expected to demonstrate the proficient level of performance on each of the standards set forth in the Quarterly Assessment. Figure 3.1 (see below) provides a visual representation of the phases of clinical work and the observation cycle. Figure 3.1 Phases of Clinical Work      An Observation Cycle: Candidate submits lesson plan to supervisor Supervisor and candidate discuss lesson plan Supervisor observes candidates classroom performance and provides written feedback to candidate Supervisor and candidate hold debriefing meeting Candidate writes reflection Supervisor reads and responds to reflection, may ask for rewrite or addendum if necessary STEP directors read reflections to assess progress of candidates Observation cycle complete To advance to Independent Student Teaching in late winter or early spring, candidates must have completed all testing requirements, become certified in CPR, passed a test on the U.S. Constitution, and fulfilled all subject matter requirements. In addition, the supervisor and the cooperating teacher must formally attest, using the information gathered in the observation cycles and quarterly assessments, that the candidate is ready to take on full responsibility for planning, instruction, assessment, and communication with families (see HYPERLINK "SupportingDocuments/AdvancementToIndependentDailyStudentTeaching.doc"Advancement to Independent Daily Student Teaching form). The members of each supervisory triadcandidate, university supervisor, and cooperating teachertogether determine the candidates readiness and make a recommendation to the director of clinical work and to the Elementary or Secondary director, who give final approval. Unless a candidate has elected to take a leave of absence or withdraw from the program earlier in the year, all STEP candidates complete the clinical experience. Programmatic Strengths STEP provides supervision that is sustained, content-specific, and tailored to candidates individual needs. University supervisors have classroom experience in the content area(s) for which they supervise, and the small supervisory groups are also organized by subject matter to support the development of candidates pedagogical content knowledge. In addition, STEP clusters candidates in small groups at the placement sites so that rarely is the candidate the only one at a particular school. Together these support structures contribute to a sense of community that candidates deeply value. STEP also takes seriously the professional development of its supervisors. University supervisors participate in ongoing professional development, including regular meetings and three day-long workshops. These workshops provide opportunities to share supervisory practices, improve skills in listening and facilitation, develop strategies for giving feedback to candidates, and discuss supervisory dilemmas. STEP offers a wide range of career counseling resources to teacher candidates, from workshops to individual advising. In the winter quarter the director of clinical work conducts a series of workshops on resum-writing, cover-letter writing, and interviewing techniques. The workshop on interviewing techniques is conducted by the assistant superintendent at Santa Clara Unified School District, and provides unique access to a districts perspective on the hiring process. The job search series concludes with an annual mock interview event in which administrators from STEPs clinical partner schools are invited to interview candidates in a small-group format. These round-table interviews are conducted by content area and give candidates the opportunity to practice their interviewing skills and get constructive feedback from the administrators and their peers. Clinical partners benefit in that they have the opportunity to see which candidates might meet their hiring needs for the upcoming year. The mock interviews are an important highlight in the STEP year as administrators from both STEP and our school site partners come together to prepare candidates for their entry into the profession. STEP administrators supplement the group workshops by providing individual advising to candidates who need further support writing resums and cover letters, preparing for interviews, articulating career goals, and weighing job offers. Current Research Dr. Rachel Lotan, director of STEP Secondary, examines candidate performances in CSTP Standard 2, which focuses on creating and maintaining effective environments for student learning. This research draws upon STEPs archive of all quarterly assessments completed by cooperating teachers and supervisors for the 2006-07 cohort of teacher candidates. Analyses of the scores show statistically significant growth within all of the elements of CSTP Standard 2 throughout the academic year. Future research will explore how variability in subject matter and size of placement school may affect a candidates progress within this standard. In addition, a doctoral candidate has conducted research that focuses on active listening and inquiry-based discussion in supervisory groups. She has drawn on this research to provide several workshops for STEP supervisors to enhance their work with candidates.      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Rp@Times New RomanGz Times ew Roman (C 0 Ln0 dv% TTXO@E@X:LP 6 Rp@Times New RomanGz Times ew Roman  LC   0 Ln0 dv% TXQ(@E@X`L The unit and its school partners design, implement, and evaluate field experiences and clinical =2,22,22'',2222,!2,!'2,'12N2,N,3,22,2,2,,!,2,32,!,2,,',22,2,, TpX5@E@X[Lpractice so that teacher candidates and other school personnel develop and demonstrate the 2!,,,,'23,,,,3,!-,222,,',2222-!',2322,!'222,2,2,22,232,N22'!,,2, TX7 @E@X L`knowledge222H,22,T7 @E@AL, skills, and dispositions necessary to help all students learn. '2',222'22'22'2,,,'',#023,2,'22,2',,!2TT 7 @E@ LP L TTX@E@XLP K TTXp@E@XwLP TTq@E@qwLP - % TdX@E@XLT3(a)2!2"TT@E@LP T`w @E@.LCollaboration between unit and school partnersH2282,2!288,!I,,888!288',82282,!8,,'TTx  @E@x LP 6 % TTXt@E@X]LP - Rp@Times New RomanGz Times ew Roman r 0 Ln0 dv% TXv @E@X<LUnit Partners in Design and Delivery of Clinical ExperiencesH2=2'2,''2H,'22222H,,,',2C2,2=,2,',2-,'TT v3 @E@ LP 5Rp@Times New RomanGz Times ew Romanr 0Ln0dv%  TDXN@E@X)LSTEP s Elementary and Secondary directors3982$8)F).)-)..2()...(-.()-$TlNl @E@L&" WMFC OX and (..Tm N @E@m Lthe director of clinical wo.)-)(..(.()B-T N@E@ Lrk, develop and maintain -.)-)..)..F).). TX@E@X hLrelationships between school districts and the university. Together the directors also coordinate field ))..$--$.(B)).$).-..$)#)...)..-)$-9.-).)-).)(-$($.).-..))(. TX!@E@XsL|placements. For the 2007.)()F).$3.-)....TT!@E@sLP-T!@E@s<L08 school year, 64 Single Subject candidates are placed in 1..$)..--))..3.-)3--)(()...))$()-())...TT!@E@sLP8.T!q@E@s Ld local high .)(--. TX@E@XLschools, and 11 Multiple Subj$)..-$(....R..)2.-TH @E@*Lect candidates are placed in eight local K)(().-.()$)).()(..(-.-)(CTT  @E@ LP-T 5@E@ "L8 schools, usually in clusters of .$)...#.$.(-.)-$($- TXU[ @E@XF bLthree to eight candidates per school. All of STEP s placement sites are accredited by the Western .().)-.)).-.(($.($)-..A-2982$-())F).$)#)))()(.)..-.)W($(. T4X] @E@X QLAssociation of Schools and Colleges, and all are racially, ethnically, and linguiB$$.))..-3)-..$).-=.)-)$)..()))))-)..()-)...-.T ] L @E@ Lstically diverse. Students #()-.-)$)2..)-$ TX |. @E@X kL$of color comprise at least 50% of the student populations in half of the placement schools. All candidates .)-.).F.$))()$-.M--)#..)-..-.(-.$..)--).)))F).$)..-$B().-.()$ TX0 C @E@X bLare placed in school environments with English learners and generally teach in the most racially, ))-)()..$(...).--.F).$B.7.-$.)(.($)-.-).)(-())..-)F.$)((-Rp@Times New Roman` ݍ 0C"Tw8!:q q 8!:are placGz Times ew Roman@0@Ln0Xdv%  % TX  @E@X L|ethnically, and linguist).-)(-)...-.$Tl V @E@ 0Lically diverse classrooms within their schools (()-.-)$)))$#..F$B--.(#)..-$TdW @E@W LTsee $()Rp@Times New Roman=8 2d^7!43B8K843%''. ..).)..)Gz Times ew Roman\ 00Ln0dv% %  T  @E@ LpDemographics of PB)B..#...($.8TT  @E@ LP-T  @E@ Ld12 Students ....-).$' % Ld s !??% (  %  %  TX&" WMFC / j @E@XU Lin STEP Clinical Sites for 2007..388=-)-.($-$-...TT j @E@U LP-TX Sj @E@U LP08.-' % LdX_ Sb X_ !??% ( %  TXT j @E@TU LP). TT j @E@U LP (  % TTX  @E@X LP K T,X h @E@XQ %LIn addition to the relationships with 2,222222,!,,22'22'H2T h @E@Q 9L the placement sites, STEP enjoys a unique collaboration 2,2,,,N,2','8==8,23/',2232,,2,22!,22 TXj 7 @E@X 8Lwith the nine members of its Council of Partner Schools.H22,22,N,N2,!'2"'C222,2!8,!2,!8,222'TT8 j P @E@8 LP TQ j  @E@Q "LThese schools, which include both =2,',',222'H3,22,22,222 TXX N @E@X7 WLlarge comprehensive high schools and small charter schools, are characterized by their ,!2,,2N2",2,2'2,222',222',22'N,,2,!,!',222',",,3,!-,,!-,2302,! TXP  @E@X Lxengagement in sustain,22-1,N,22'2',2TP  @E@ ;Led efforts to support the intellectual, academic, and socia,2,!!2!'2'2222!2,2-,,2,,,,3,N,,22(2,,TP h @E@ Lpl achievement of ,,2,3,N,22! TX N4@E@XLhall students. ,'22,2'TO 4@E@OLLThe Council meets monthly and brings together representatives from STEP and =2,C222,N,,'N2220,222!32'21,2-!!,3!,',2,2,(!!2N8==8,22 ThX64@E@XZLfrom the Partner Schools to engage in joint work in attracting, developing, and retaining !!2N2,8,!2,!8,222'2,22-1,222H2!22,!,,312,2,2231,22!,,231 % TXX@E@XWLteachers, improving teaching and learning, and examining organizational structures (see,,,2-!'N2!2221-,-221,22-,!231,22,3,N2212"1,2-,22,'!2,2!,'!(,, TT-@E@LP % T|.@E@.L\Council C222,' % Ld.j.=!??% (   %  TXE@E@XvLpof Partner Schools2=2'2,'2,222'' % LdXEX!??% ( %  TF@E@FvLL document). These meetings also allow STEP to share updates on the program, 22,2N,2!=2,',N-,21','2,2H8==82'2,!,222,,'222,2!31",N TTX~@E@XLPs'Tpz@E@[Lolicit feedback on the clinical experience, and discuss how to strengthen fieldwork in the 2,!,,22,,2223,,2,,,32,!,2,,,222',2''22H2'!,312,2!,2H2!222, TXs@E@X\aLschools. One highlight of the Council s work is the reciprocal visits by Council members to each ',222&" WMFC 'H2,212122"2,C222,!'H2!2'2,!,,3!2,,2''30C232,N,N2,!'2,-,2 TXu @E@XDLother s schools. These visits provide opportunities to learn about 22,!!'',222'=2,(,2''2!222,2222!22,'2,,!2,222T u @E@ Linitiatives that other schools 2,2,'2,22,!',222' TXx Y@E@XB=Lhave implemented and to share ideas about common challenges. 2,2,N2,N,2,2,223'2,!,2-,',222,2NO22,2,,31,'T y Y@E@y B LMore than half of the secondary Y2",2,32,!2!2,'-,222,#0 % TDX[@E@X)Lcandidates are placed in Partner Schools ,,222,,'-!,2-,,228,!2,!8,222'Tl[w @E@LX(see !'-,%  Tw [ @E@x LtPlacement Statistics=2,,H,222','' % Ldx  x (!??% ( %  T` [ @E@ LT). !T [@E@ LWith the addition of the _22,,22222!2, ThX?@E@X(ZLElementary program, STEP seeks to establish a similar group of elementary partner schools.=,N,2,#02!32!,N8==8',,2'2,',2'2,'N,!1!2223!,,N,2,"02-!2,!',232' TT?@E@(LP K  ThXA@E@XZLSTEP Elementary and STEP Secondary also enjoy a special relationship with the Santa Clara 8==8=,N,2,"0,228==88,,222,#0,'2,230,'3,,,",,22'22H22,8,2,C,!, T`X[ %@E@X.LUnified School District in their collaborationH2!,28,222H'!,22,!,2,22!,22T\ C %@E@\ L regarding the Santa Clar"-1-!2212,8,2,C-!TD %@E@D Lxa/STEP summer school ,8>=8'2NN,!',222 TX'@E@X L`programs. 2!22!,N'T@'/@E@SLThis partnership ensures that the elementary and middle school students who attend =2'2,!2-!'32,2'2!,'2,2,,,O-2,"0,22N22,',222'22,2'H22,,22 TlXB @E@X0Lthe summer school program enjoy a supportive, ch2,'2NN,!',2222!31",N,230,'2222!2,-2TC E @E@C Lallenging academic experience. ,,2131,,,3,N,,32,!,2-,T|FU @E@FL\It also ,'2 TX f~@E@XgLprovides the STEP candidates w2!222,'2,8==8,,222,,'HTf ~@E@fgBLith many opportunities to interact with students and experience a 2N,302223!32,'22,!,,H2'22,2',22,32,!,2-,, TX@E@XLvariety of classroom contexts.2,!,02!,,''!22N,22,3'TT R@E@ LP J TTXd@E@XMLP K % TWf@E@X!LDetermination of Field PlacementsH,,'H22222=,2=2,,H,2'TTf &"WMFC@E@LP 5 % TX{J@E@X3_L In determining field placements, STEP prioritizes matching cooperating teachers and candidates 23,,!N231!,22,-,N,2'8==82!2!-,'N,,221,222,",21--,2,!',22,,222,,' TXL@E@XLaccording to mutual interests,,,2!2312N22,2,",''T L @E@ L and the potential for productiv,222,22,2,!2!2!222,2T LP@E@ Le collaborative relationships. ,,2,22",2,!,,22'22'TlQLR@E@QLXSTEP 8==8 T|X+0@E@X]Lfirst considers information from the Preliminary Placement Questionnaire in which candidates !!',22'2,!'2!2!N,32!!2N2,8!,N2,#08,,,N,2H3,'222,!,3H2,2,,222,,'% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ."System-@Times New Roman- 2 m_39 2 mk k,'@Times New Roman-2 cNCATE  2 cSk 2 ctandard    2 c3k 2 c:k2 c  F  2 c2ield 2 cL E "2 c[xperiences and     2 cCk 2 clinical  2 c P 2 c ractice  2 c; k@Times New Roman- 2 sT k@Times New Roman-2 T`The unit and its school partners design, implement, and evaluate field experiences and clinical   2 T[practice so that teacher candidates and other school personnel develop and demonstrate the i 2 T knowledge m2 A, skills, and dispositions necessary to help all students learn.  2  k  2 T k  2 T k 2 X k-2 T3(a) 2 k kP2 ~.Collaboration between unit and school partners   2  k- 2 T k@Times New Roman-e2 T<Unit Partners in Design and Delivery of Clinical Experiences      2  k@Times New Roman-I2 T)STEPs Elementary and Secondary directorst 2 9 and c42 Rthe director of clinical wo 12 rk, develop and maintain w 2 Threlationships between school districts and the university. Together the directors also coordinate field  /2 .Tplacements. For the 2007  2 .-ke2 .<08 school year, 64 Single Subject candidates are placed in 1 2 .8k2 .  local high 72 =Tschools, and 11 Multiple Subj J2 =*ect candidates are placed in eight local K 2 =-k>2 ="8 schools, usually in clusters of 2 KTbthree to eight candidates per school. All of STEPs placement sites are accredited by the Western    2 ZTQAssociation of Schools and Colleges, and all are racially, ethnically, and linguid  42 Zstically diverse. Students b2 iTkof color comprise at least 50% of the student populations in half of the placement schools. All candidates     2 xTbare placed in school environments with English learners and generally teach in the most racially,    @Times New Roman--/2 Tethnically, and linguistS2 0ically diverse classrooms within their schools (  2 see @Times New Roman-- %2 Demographics of Pi   2 2-k2 6 12 Students - @ !-   -- :2 Tin STEP Clinical Sites for 2007 2 -k2 08- @ !T-  - 2 ).  2  k - 2 T k C2 T%In addition to the relationships with a2 9 the placement sites, STEP enjoys a unique collaboration n  _2 T8with the nine members of its Council of Partner Schools.     2  k>2 "These schools, which include both  2 TWlarge comprehensive high schools and small charter schools, are characterized by their   +2 Tengagement in sustain d2 ;ed efforts to support the intellectual, academic, and socia1 %2 l achievement of t  2 Tall students. }2 LThe Council meets monthly and brings together representatives from STEP and      2 TZfrom the Partner Schools to engage in joint work in attracting, developing, and retaining   -2 TWteachers, improving teaching and learning, and examining organizational structures (see    2 A k-2 DCouncil - @ !-D-   - &2 )Tof Partner Schools - @ !i*T-  - }2 )L document). These meetings also allow STEP to share updates on the program,        2 9Tsk2 9Z[olicit feedback on the clinical experience, and discuss how to strengthen fieldwork in the i  2 ITaschools. One highlight of the Councils work is the reciprocal visits by Council members to each       q2 YTDothers schools. These visits provide opportunities to learn about :2 Yinitiatives that other schools g2 iT=have implemented and to share ideas about common challenges.    ;2 i More than half of the secondary -I2 yT)candidates are placed in Partner Schools h2 y:(see i- )2 yTPlacement Statistics - @ !q{T-  - 2 y). 12 yWith the addition of the 2 TZElementary program, STEP seeks to establish a similar group of elementary partner schools.        2 Y k  2 TZSTEP Elementary and STEP Secondary also enjoy a special relationship with the Santa Clara       P2 T.Unified School District in their collaboration  12 P regarding the Santa Clar +2 a/STEP summer school   2 T programs.  2 SThis partnership ensures that the elementary and middle school students who attend    S2 T0the summer school program enjoy a supportive, ch  :2 pallenging academic experience.  2 $It also 82 Tprovides the STEP candidates w  n2  Bith many opportunities to interact with students and experience a   82 Tvariety of classroom contexts.  2  k  2 T k -=2 T!Determination of Field Placements    2  k-2 T_In determining field placements, STEP prioritizes matching cooperating teachers and candidates     72 *Taccording to mutual interests. ;2 *  and the potential for productiv:2 *e collaborative relationships. v2 *ISTEP s 2 :T]first considers information from the Preliminary Placement Questionnaire in which candidates s      -՜.+,D՜.+,l hp  4 3c'  STANDARD 3U STEPs Elementary and Secondary directors and the director of clinical work, dev Title Headings 8@ _PID_HLINKSAhx9b../../../Local Settings/Temp/SupportingDocuments/AdvancementToIndependentDailyStudentTeaching.doc6J../../../Local Settings/Temp/SupportingDocuments/STEPobservationCycle.doc' 3`../../../Local Settings/Temp/SupportingDocuments/AssessmentOfFIeldPlacementExperience_sum07.doci0O../../../Local Settings/Temp/SupportingDocuments/QuarterlyAssessment_07-08.docoe-../../../Local Settings/Temp/SupportingDocuments/GuidelinesForReviewingConcernsRegardingSuitabilityForThePracticeOfTeaching.doc_]*M../../../Local Settings/Temp/SupportingDocuments/PlacementEvaluationForm.pdf&'Z../../../Local Settings/Temp/SupportingDocuments/StanfordSummerTeachingInstitute_2007.pdf/u$L../../../Local Settings/Temp/SupportingDocuments/FallKickoffAgenda07-08.doc l!K../../../Local Settings/Temp/SupportingDocuments/IntegrationPlan_07-08.doc+OT../../../Local Settings/Temp/SupportingDocuments/TeacherCandidateContract_07-08.doc?%S../../../Local Settings/Temp/SupportingDocuments/SchoolSiteObservationProtocol.docmlT../../../Local Settings/Temp/SupportingDocuments/TechnologyFieldPlacementSurvey.docJ../../../Local Settings/Temp/SupportingDocuments/STEPobservationCycle.doc:"S../../../Local Settings/Temp/SupportingDocuments/STEPsecSummerSchoolReport2007.docuzT../../../Local Settings/Temp/SupportingDocuments/STEPelemSummerSchoolReport2007.docS_ M../../../Local Settings/Temp/SupportingDocuments/GraduatedResponsibility.doc@d M../../../Local Settings/Temp/SupportingDocuments/STEP_EmployerSurvey2008.htmrO../../../Local Settings/Temp/SupportingDocuments/PlacementStatistics_07-08.xls__M../../../Local Settings/Temp/SupportingDocuments/CouncilOfPartnerSchools.doc {e../../../Local Settings/Temp/SupportingDocuments/Demographics_P12studentsClinicalSites_2007-2008.doc  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`acdefghijklmnopqrstuvwxyz{|}~Root Entry F CData T01TablebCWordDocument7SummaryInformation(DocumentSummaryInformation8`CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q