Field Experiences

3b. Design, Implementation, and Evaluation of Field and Clinical Experiences

3b1. Please complete the following table (Table 7) to identify the field experiences and clinical practice required for each program or categories of programs (e.g., secondary) at both the initial teacher preparation and advanced preparation levels, including graduate programs for licensed teachers.

Table 7

Field Experiences and Clinical Practice by Program

Program	Field Experiences (Observation and/or Practicum)	Clinical Practice (Student Teaching or Internship)	Total Number of Hours
Early Childhood through Middle Childhood (EC/MC)(BSE, Initial)	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: 2 half days per week following university semester in an elementary setting (144 hours) Total Hours: 194	1^st experience: 2 half days per week following university semester in pre-school setting (144 hours) 2^nd experience: Full day, 9-week quarter, following the calendar of the school, in a kindergarten class (360 hours) 3^rd experience: Full day, 9-week quarter, following the calendar of the school, in a Grade 1, 2, 3, 4, 5, or 6 class (360 hours) Total hours: 864	1058
Middle Childhood through Early Adolescence (MC/EA)(BSE, initial)	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: Approximately 75 hours in a Grade 1 – 6 class Total Hours: 125	Full day, 18-week semester, following the calendar of the school, in a Grade 6 – 8 OR Grade 1-5 class; placement in minor area if possible. Total Hours: 720	845
Early Adolescence through Adolescence (EA/A)(BSE, initial) English, Mathematics, Science, Social Studies,	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: Approximately 75 hours in a Grade 6-8 class OR a Grade 9-12 class Total Hours: 125	Full day, 18-week semester, following the calendar of the school, in a Grade 6-8 OR Grade 9-12 class; placement in minor area if possible. Total Hours: 720	845
Early Childhood through Adolescence, (EC/A)(BSE, initial) Art Education, Business/Marketing, Foreign Language, Theatre	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: Approximately 75 hours in a middle school education class Total Hours: 125	1^st experience: 9-week quarter, following the calendar of the school, in an elementary education classroom (360 hours) 2^nd experience: 9 week quarter, following the calendar of the school, in a secondary education classroom (360 hours) Total hours: 720	845
Early Childhood through Adolescence, (EC/A)(BSE, initial) Physical Education	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: Approximately 75 hours in a grade K-12 physical education class Total Hours: 125	1^st experience: 9-week quarter, following the calendar of the school, in an elementary physical education classroom (360 hours) 2^nd experience: 9 week quarter, following the calendar of the school, in a secondary physical education classroom (360 hours) Total hours: 720	845
Early Childhood through Adolescence, (EC/A) (BM, initial) Music Education	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: (introduction to teaching music) 12 hours in a school setting 3^rd experience: 50 hours in a K-12 music education setting Total Hours: 112	1^st experience: 9-week quarter, following the calendar of the school, in an elementary music education classroom (360 hours) 2^nd experience: 9 week quarter, following the calendar of the school, in a secondary music education classroom (360 hours) Total hours: 720	832
Middle Childhood through Early Adolescence & Early Adolescence through Adolescence (MC/EA & EA/A)(BSE, initial) Cross Categorical Behavior Disorders/ Learning Disabilities Emphasis	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: 40 hours in an inclusive special education program in a public school setting 3^rd experience: 40 hours in an intense services model for children with LD or EBD most often at a segregated program such as Ethan Allen School, Norris, or Lad Lake. (typically a middle school or secondary experience) 4^th experience: General Education co-teaching – 7 weeks half days (150 hours) in a general education classroom with a co-teaching partner creating differentiated instruction in the regular education classroom. (typically an elementary or middle school experience) Total hours: 280	Full day, 18-week semester, following the calendar of the school, in a special education program. Students are most often placed in public school programs but can elect more intense models as well. Total hours: 720	1000
Middle Childhood through Early Adolescence & Early Adolescence through Adolescence (MC/EA & EA/A) (BSE, initial) Cross-Categorical: Cognitive Disabilities Emphasis	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] 2^nd experience: 40 hours in an inclusive special education program in a public school setting 3^rd experience: 40 hours in an intense services model for children with CD with severe needs such as Lakeland school or a designated CDS program. 4^th experience: General Education co-teaching – 7 weeks half days (150 hours) in a general education classroom with a co-teaching partner creating differentiated instruction in the regular education classroom. (typically an elementary or middle school experience) Total hours: 280	Full day, 18-week semester, following the calendar of the school, in a special education program. Students are most often placed in public school programs but can elect more intense models as well. Total hours: 720	1000
Early Childhood Education, (ECE)(BSE, initial) Dual license Early Childhood and Early Childhood Special Education	1^st experience: 75 hours in a Head Start Setting 2^nd experience: 50 hours in inclusive Kindergarten classroom 3^rd experience: 45 hours in Infant/Toddler NAEYC accredited child care program 4^th experience: 50 hours in Early Childhood Special Education program 5^th experience: 50 hours in an early elementary, public school setting Total Hours:270	1^st experience: 150 hours in a community preschool program 2^nd experience: 300 hours in a birth to three / early intervention program 3^rd experience: full day, six weeks, following the calendar of the public school district in early childhood special education (240 hours) 4^th experience: full day, six weeks, following the calendar of the public school district in Grades 1-3 (240 hours) Total Hours:1170	1440
Middle Childhood through Early Adolescence & Early Adolescence through Adolescence (MC/EA & EA/A) (MSE, advanced) Cross Categorical Learning Disabilities Emphasis	1^st experience: 50 hours (often configured as 8 full days) in a school; most in Milwaukee Public Schools or other site permitting candidates’ contact with “various racial, cultural, language & economic groups in the U. S.” [PI 34.15(4)(c)6] as a program pre-requisite or documentation of previous experience on letter head based on work experience or on transcript if previous teaching licensure in another area.	Fulltime graduate practicum or in-service practicum if currently employed on an emergency certificate in special education. Eight weeks practicum if previously licensed in another area of education. Total Hours: 720 for full time practicum/in-service practicum 360 hours for graduate practicum with previous licensure.	Varies based on previous licensure and experience.
Early Childhood through Adolescence, (EC/A)(MS, advanced) Communication Sciences and Disorders	1^st experience: 50 hours in a Head Start setting provides candidates with contact with “Various racial, cultural, language & economic groups U. S.” [PI 34.15(4)(c)6] 2^nd experience: 25 hours observation of clients in UW-Whitewater Center for Communicative Disorders 3^rd experience: Series of three week rotations to a variety of clinical settings (30-50 hours) 4^th experience: UW-Whitewater Center for Communicative Disorders (30-40 hours) 5^th experience: UW-Whitewater Center for Communicative Disorders (30-40 hours) 6^th experience: Janesville or Fort Atkinson School District Summer School Programs (20-40 hours) 7^th experience: UW-Whitewater Center for Communicative Disorders (40-150 hours 8^th experience: Medical Setting (100-150 hours) Total Hours: 400-550	Directed Teaching 2.5 days per week (150 hours minimum) following the calendar of the school	550-700
Early Childhood through Adolescence, (EC/A)(MS, advanced) Counselor Education	100 hour placement on-campus in Winther Counseling Lab or off-campus (school, agency, volunteer agency), including 40 hours of direct service (30 hours individual counseling and 10 hours group counseling) and 60 hours of indirect services (research into client issues, consultation with experts, maintenance of files and records, group and individual supervision).	32 weeks (two semesters), approximately 20 hours per week, 600 hours minimum	700
Early Childhood through Adolescence, (EC/A)(MSE, advanced) Information, Technology and Libraries		1^st experience:100 hours of supervised practical experience in an elementary level school library media program 2^nd experience: 100 hours of supervised experience in a secondary level school library media program	200
Early Childhood through Adolescence, (EC/A)(MSE, advanced) Reading	1^st experience: 25 hours in grades K-6 setting 2^nd experience: 25 hours in grades 7-12 setting Total Hours: 50	1^st experience: 50-60 hours in a grades K-12 setting 2^nd experience: 20-30 hours in a grades K-12 setting Total Hours: 70-90	120-140
Early Childhood through Adolescence, (EC/A)(MSE, advanced) School Business Management	The timeframe of the internship varies based on whether the student is working in the field already, is working in another job or is not working and is able to meet the demands of the internship on a full-time basis. Students not working in the field already maintain logs of their activities during the internship. These data have shown that students spend in excess of 80 hours completing the requirements. Some do this by working full time in a district for a concentrated period of time while others work half days or every other day for longer period of time. Regardless of the daily schedule (which is arranged between the student and the sponsoring district) the student is required to complete specified activities in all of the 15 competency areas outlined in the portfolio. The recommended and most typical time for the completion of the School Business Management internship is summer and fall, due to the range of activities covered in the business office at those times. Hence, most students begin the internship in summer, take an incomplete in August and complete the requirements during the fall months. Students already working in the field (with a provisional license) are allowed to fulfill their requirements at other times of the year.		Varies
Early Childhood through Adolescence, (EC/A)(MSE, advanced) School Psychology	1^st experience: Six half-days in a K-12 setting (approximately 24 hours) 2^nd experience – 2 to 3 days per week over one academic year (600 hours minimum) in a K-12 school setting Total Hours: 624	Full day, complete academic year (1200 hours minimum), following the calendar of the school district	1824

3b2. How does the unit systematically ensure that candidates develop proficiencies outlined in the unit’s conceptual framework, state standards, and professional standards through field and clinical experiences in initial and advanced preparation programs?

All clinical and field experiences align with the conceptual framework through the use of the ten Wisconsin Standards for Teacher Development and Licensure (WTS) or specialty standards for advanced programs. Every clinical and field experience is evaluated through the use of multiple rubrics keyed to these standards. The WTS are based on the INTASC Principles and share similarity with most national standards in the specialty areas. Average scores on student teacher exit surveys from 2003 to 2007 (n=177) also suggest that candidates are well aware of the unit’s conceptual framework and the use of artifacts linked to the WTS (out of possible 5 points):

“The conceptual framework is clearly written and understandable to me” 4.12
“The conceptual framework accurately describes my view of teacher preparation” 4.07
“I believe that requiring assignments and artifacts based on the WTS is appropriate” 3.92

3b3. How does the unit systematically ensure that candidates use technology as an instructional tool during field experiences or clinical practice?

Every program evaluates the use of technology as an instructional tool during clinical practice and fieldwork through the use of rubrics scored by the student, cooperating teacher and university supervisor. WTS 4 specifically addresses the use of technology in the classroom. Summaries of these assessments are contained in the electronic documents room and detailed in other areas of this report. See, for example section 1.b.2, 1.b.3 and 1.e.3.

3b4. What criteria are used in the selection of school-based clinical faculty? How are the criteria implemented? What evidence suggests that school-based clinical faculty members are accomplished school professionals?

We do not use any school-based clinical faculty. All cooperating teachers and clinical supervisors must hold a Wisconsin Teaching License and be recommended by College of Education faculty and/or school building administrators. In addition, all cooperating teachers working with full time student teachers must also meet the following PI 34.15(6) guidelines:

Hold a Wisconsin license and have volunteered for assignment as a cooperating teacher or practicum supervisor
Have at least 3 years of teaching experience with at least one year of teaching experience in the school or school system of current employment or have at least 3 years of pupil service or administrator experience with one year in the school or school system of current employment
Have completed training in both the supervision of clinical students and in the applicable standards in subchapter II (WTS).

3b5. What preparation or professional development activities does school-based clinical receive to prepare them for roles as clinical supervisors?

We do not have school based clinical faculty. As stated above, all of our cooperating teachers/clinical supervisors are required to have had formal training in the supervision of clinical students and applicable WTS. The Office of Field Experiences maintains and updates annually a database for prospective cooperating teachers, including their years of teaching experience, interest in working with field studies students or student teachers, and completion of training of supervising clinical students. The Program Coordinators have access to this information in order to make student placements. In general, teachers must successfully complete CIGENRL 770 Supervision of Student Teaching or have equivalent training from another institution. This is a 3 credit graduate course. From a national perspective, this is a very high level of training. Based on information gathered for the Annual Report, over a seven-year period of time (2001-2008) this course has been completed by 987 teachers. As this course is offered tuition free – it represents a university investment in teacher education worth over $775,000.

3b6. What evidence demonstrates that clinical faculty provides regular and continuous support for teachers, licensed teachers completing graduate programs, and other school professionals?

As stated, we do not have clinical faculty. However, students generally appear to be very satisfied with their assigned school-based clinical supervisors/cooperating teachers and very few complaints are registered with department chairpersons or with the Director of Field Experiences. The College of Education faculty place considerable weight on professional accomplishments in recommending school-based personnel to serve as cooperating teachers. Additionally, the Office of Field Experiences closely monitors student placements and works with program coordinators to assure quality placements are made. In turn, university supervisors provide feedback on cooperating teachers’ abilities and based on this input, and the input from students, some teachers may not be selected to serve as cooperating teachers. Since the spring of 2004, university supervisors are given a formal opportunity to provide feedback on cooperating teachers. This information is made available to all program coordinators and university supervisors.

Additionally, student teacher exit surveys from 2003 to 2007 (n=177) also suggest that students receive adequate support from cooperating teachers and university supervisors and that they are generally satisfied with their clinical experience (out of a possible 5 points):

I have been well prepared for a successful student teaching/internship experience	4.22
The quality of my placement site(s) was satisfactory	4.53
I was adequately supported by my cooperating teacher(s)	4.45
I was adequately supported by my university supervisor(s)	4.29
Overall, my student teaching/internship experience was satisfactory	4.62

3b7. What differences, if any, exist in the design, implementation, and evaluation of field experiences and clinical practice for programs for other school professionals, off-campus programs and distance learning programs?

There are few differences between initial and advanced programs in the way the Unit designs, implements and evaluates clinical practice. Every advanced program relies on either the WTS or their specialty organization standards (or a combination of both). Programs for other school professionals handle their own clinical placements and follow the guidelines set forth by their specialty organization. This is detailed in each national program report.