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Overview of Today’s Session
- Presentation: The AACTE Clinical Practice
Commission: A Lever for Quality and Innovation
- Panel Discussion with Presenters: A Guided Q & A
- Questions and Reflections
The AACTE Clinical Practice Commission: A Lever for Quality and - - PowerPoint PPT Presentation
The AACTE Clinical Practice Commission: A Lever for Quality and - - PowerPoint PPT Presentation
The AACTE Clinical Practice Commission: A Lever for Quality and Innovation Fall 2016 CAEP Conference September 30, 2016 Presenters: Diane Fogarty, Laurie Henry, Amanda Lester, Rodrick Lucero, Christy Smith & Cindy Stunkard Overview of
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Introducing Today’s Presenters
Diane Fogarty, Loyola Marymount University Christine Smith, University at Albany. SUNY Amanda Lester, AACTE Rodrick Lucero, AACTE Christine Smith, University at Albany. SUNY Cindy Stunkard, Kutztown University Laurie Henry, University of Kentucky
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The AACTE Clinical Practice Commission: Overview, Charge, Progress, and Future Work
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AACTE Clinical Practice Commission
- The CPC was launched in June 2015, is currently comprised of 35
members representing both PK-12 and teacher preparation educators and professionals.
- CPC members come from institutions located across the U.S. and
represent a range of demographic locations and compositions.
- Members are engaged in clinical preparation practice,
partnerships, and policy through their daily professional work, bringing a wealth of expertise and experience in program development and implementation to the Commission’s work.
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How the CPC came to be
- Report of the Blue Ribbon Panel on Clinical Preparation and
Partnerships for Improved Student Learning 2010 –Who wrote it? –Why was it written? –What was the report?
- Council for the Accreditation of Educator Preparation
(CAEP) State Alliance formed 2010 –What was the State Alliance? –Why was it formed? –Who was on the Alliance?
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Charge of the State Alliance: Advance CAEP Standard 2: Clinical Partnerships and Practice
- Three components:
–2.1 Partnerships for Clinical Preparation –2.2 Clinical Educators –2.3 Clinical Experiences
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Result of the State Alliance
- Clinical Partnership Team
– Framework for the Development of Clinical Partnership Practice – Draft Tool Box Framework and Purpose for Design by Stakeholder
- Clinical Experience Team
– Developmental Continuum for Clinical Experience in Teacher Education – Performance-Based Assessments for Clinical Experience
- Clinical Educator Team
– Investigated research to develop a shared definition of the clinical educator’s role – Found that more research was needed to achieve that goal
- Emergence of the CPC
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The Charge of the CPC
The Definition The Practice The Lexicon
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Clinical Practice=A Profession, United Moving beyond The Blue Ribbon Panel Report
- Rounds 5 & 6:
Facilitated Implementation
- Release of the White
Paper and Related Executive Summary
- Round 3 & 4;
Emissary Work and Expansion of Focus
- Round 1 & 2;
Development and Dissemination of the CPC White Paper on Clinical Practice
PK-12 Teachers PK-12 Principals EPP Deans EPP Professors
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Rounds #1 & 2: Developing the CPC White Paper May 2015-Present
- Round # 1: Context and Foundations for Clinical Practice
–Background and Current Context –Literature Review –Theoretical Foundations –Practice Foundations –Lexicon
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Rounds #1 & 2: Developing the CPC White Paper (continued)
Present-Fall, 2016
- Round # 2: Framework for Operationalizing Clinical
Practice –Implementing a Clinical Practice partnership –Maintaining a Clinical Practice partnership –Governing/Funding a Clinical partnership –Policy Implications for Clinical Practice partnership
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Two Pathways to Clinical Practice: The Professional Development School
- The Professional Development School (PDS) model aims to
create ”a new institution” that bridges the divide between schools and universities
- Modeled after teaching hospitals, PDSs strive to enhance:
1. Student learning 2. Teacher candidate preparation 3. Teacher professional development 4. Inquiry to inform practice
- The PDS model is guided by a set of recommendations: The
National Association of Professional Development Schools’ Nine Essentials (napds.org)
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Two Pathways to Clinical Practice: Teacher Residencies
What: School district-serving teacher education programs that pair a rigorous full- year classroom apprenticeship with masters-level education content. Where: Year-long, in-school “residency” (often in cohorts) in which teacher candidates practice and hone their skills and knowledge alongside an effective teacher- mentor. Who: Residencies prepare effective teachers to serve students in high-need, urban and rural public school districts. How: Year long apprenticeship; emphasis on linking theory to practice Impact: Evidence suggests that teacher residency programs are having an impact on student achievement and teacher retention Further Resources/Readings: National Center for Teacher Residencies; www.nctresidencies.org
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CPC Trajectory
Draft Rounds 1 & 2 CPC Vetting Process Extensive External Vetting Process Finalize based on feedback Publish White Paper
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Executive Summary
Clinical Practice
Required Qualifications Preferred Qualifications Contextual Qualifications
Local Implementation
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The Future
To be determined…
- Rounds 3 and 4
–Emissary Work to share the recommendations and results of the CPC White Paper –Inclusion of Principal Licensure –Incorporation of Special Education/Exceptional Learners –Continue to engage additional feedback and expertise from the field
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The Future
To be determined…
- Rounds 5 and 6
–Support operationalizing and advancement of clinical practice –Creation of “site-coaches” –Defining assessment to insure quality (defined by the profession for the profession=accreditation)
–International emissary work
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Panel Discussion with Presenters: A Guided Q & A
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Presenter Discussion: Guiding Question #1 Why is there a need for a Clinical Practice Commission (CPC)?
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Presenter Discussion: Guiding Question #2 What is the Commission’s primary charge and how was it determined?
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Presenter Discussion: Guiding Question #3 What does the Commission hope to produce that will inform the profession? How will the CPC’s efforts make a difference in classrooms across the nation?
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Presenter Discussion: Guiding Question #4 The CPC is primarily examining two models of clinical practice, PDS and teacher residencies.
– What are the primary similarities and differences between the two? – Why have they both been included?
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Presenter Discussion: Guiding Question #5 How will the recent merger of former CAEP State Alliance members with the CPC influence the direction of the CPC’s work?
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Presenter Discussion: Guiding Question #6 In what ways can the CPC, and its members, assist faculty at CAEP member institutions to meet the expectations for CAEP Standard 2.0?
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Questions and Reflections
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To learn more…
- AACTE Ed Prep Matters: http://edprepmatters.net/
- AACTE Clinical Practice Webinar Series
– Webinar #1: Building the Pathway From Theory to Practice - The AACTE Clinical Practice Commission: https://secure.aacte.org/apps/rl/resource.php?resid=610&ref=rl – Webinar #2: Advancing Educator Preparation Through Clinical Practice: The Dean's Perspective: https://secure.aacte.org/apps/rl/resource.php?resid=626&ref=rl – Additional webinars will take place during Fall 2016. – The next webinar in October 2016 will discuss clinical practice as a framework to address persistent problems of practice in the teacher workforce.
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