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Critical Accountability Factor II: Field Placement

Quality Indicator 1: The unit provides teacher candidates opportunities for clinical practice in settings that support the development of knowledge, skills, and dispositions appropriate for the grade level and subject area of preparation.

  1. How does the college/university ensure that student teachers/teacher interns are placed in elementary or middle schools or classes that meet student academic performance standards (e.g. MEAP, NCA)?


    2.
  2. What strategies are used to ensure that the cooperating teachers and university supervisors have knowledge of and are proficient in the use of:


    3.
    1. The Michigan Curriculum Framework including sections on Content Statndards and Benchmarks, Planning Guide, Teaching and Learning, Assessment, and Professional Development.


      2.
    2. State recommended/developed tools and resources.


      3.
    3. Entry-Level Standards for Michigan Teachers (ELSMT)


      4.
    4. Traditional and authentic strategies for assessing student performance.


      5.
    5. Assessment data to guide instruction and professional development planning.

 

Critical Accountability Factor II:
Field Placement

PR/PE Homepage

Critical Accountability Factor I:
Teacher Candidate Performance

Critical Accountability Factor II:
Field Placement

Critical Accountability Factor III:
Diversity

Critical Accountability Factor IV:
Faculty

Critical Accountability Factor V:
Parent/Community Involvement

Critical Accountability Factor VI:
Technology

Critical Accountability Factor VII:
Statutory/Regulatory/Policy Requirements

Survey Data

MTTC Pass Rates

Program Statistics


 

Downloadable Forms

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A. How does the college/university ensure that student teachers/teacher interns are placed in elementary or middle schools or classes that meet student academic performance standards (e.g. MEAP, NCA)?

Our Student Teaching Guide states:

Location of Placement: Student teaching may not be done in an alternative education program, charter school, private school or adult education.

This allows the university to easily access School Performance Information for Michigan public schools provided by the State.

The Field Placement Coordinator visits each placement site prior to the student arriving in order to counsel with the host school administration and cooperating teachers and to assure that the host school meets student academic performance standards. FSU assigns student teachers to "Master Teachers" within the host school and most of our students are placed in school districts in which FSU has had a long professional relationship (student teaching, serving on school boards, curriculum committees).

B. What strategies are used to ensure that the cooperating teachers and university supervisors have knowledge of and are proficient in the use of:

The School of Education maintains web pages specifically for Professional Teachers and Faculty/Staff. These newsletter style web pages contain legislative news, State Resource links (including the Michigan Curriculum Framework, State recommended/developed tools and resources, Entry-Level Standards for Michigan Teachers, Professional Development opportunities, and our Standards for Michigan Teachers results to be used for program improvement.

The School of Education has a planned objective to transform these informational pages into online newsletters that can be periodically sent to cooperating teachers and university supervisors by e-mail.

  1. The Michigan Curriculum Framework (MCF) including sections on Content Standards and Benchmarks, Planning Guide, Teaching and Learning, Assessments, and Professional Development.

    Our student teachers are placed in public schools where cooperating teachers implement the MCF in planning, delivery and assessment.

    University supervisors use the MCF (Teaching and Learning, Assessments, and Professional Development)to review with their student teachers during the seminar (    EDUC 499). Our Student Competencies for Student Teaching reflect all five areas of the MCF.


  2. State recommended/developed tools and resources
    Our student teachers are placed in public schools where cooperating teachers have access to and use the State recommended/developed tools and resources.


    3.
  3. Entry-Level Standards for Michigan Teachers (ELSMT)
    Student teachers are evaluated by their university supervisor and cooperating teacher using the     Performance Evaluation Form, which reflects the ELSMT.

    University supervisors and cooperating teachers are required to take our survey,     Standards for Michigan Teachers, to evaluate the overall teacher preparation program reflecting upon the ELSMT.


    4.
  4. Traditional and authentic strategies for assessing student performance.

    The cooperating teachers are all master/certified teachers who implement their assessment skills in the classrooms of public schools.

    Our     university supervisors all have credible backgrounds in the K-12 system. Traditional, authentic and alternative assessment methods are covered in the student teaching Professional Seminar, EDUC 499.


  5. Assessment data to guide instruction and professional development planning.

    Ferris is an institution that highly values teaching, which is the purpose and value of the Student Assessment of Instruction (SAI) survey. These assessment instruments may be used by university supervisors or professional seminar coordinators for instructional feedback.

    Cooperating teachers and university supervisors may access results from the Standards for Michigan Teachers Survey to understand the current perception of the teacher preparation program according to student teachers.