VI. STUDENT TEACHING - Does the professional education program require all candidates for initial Instructional I certification to complete a 12-week full-time student-teaching experience under the supervision of qualified program faculty and cooperating teachers? (354.25) (49.14(4)(ii))
(a) The preparation program shall be designed to ensure that candidates acquire and learn to apply the professional and pedagogical knowledge, defined in § 354.33 (relating to professional competency), and skill dimensions identified in § 354.32 (relating to monitoring and assessment). The evidence required to demonstrate that this standard is met includes the following:
(1) The preparation program design shall be consistent with the preparing institution's mission, and reflect knowledge derived from research and sound professional practice.
(2) The preparing institution shall ensure that the preparation program curriculum does not include unnecessary duplication of coursework and strives to create efficient professional educator preparation.
(3) The preparing institution shall ensure that candidates complete a well planned sequence of professional educator courses and field experiences to develop an understanding of the structure, skills, core concepts, facts, methods of inquiry and application of technology related to each academic discipline the candidates plan to teach or in the academic disciplines related to the noninstructional certificate categories in which they plan to serve.
(4) For initial programs culminating in a bachelor's degree, the professional educator program shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the degree and the initial preparation program within 4 years from the time of initial enrollment at the college or university.
(5) For initial programs culminating in an advanced degree, the professional educator program shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the advanced degree and the initial preparation program within 5 years from the time of initial enrollment at the college or university.
(6) For initial programs conducted under § 49.91 (relating to intern certificates), the preparing institution shall cooperate with the liberal arts and other academic disciplines of the college or university to create preparation programs that allow candidates to complete the intern program under § 49.92 (relating to validity).
(b) The preparation program shall be designed to enable candidates to integrate general and academic coursework, with professional and pedagogical coursework to teach, guide and assist public school students in achieving the academic standards under Chapter 4 (relating to academic standards and assessments). Candidates shall complete a sequence of courses and experiences in:
(1) Professional studies in which they acquire and learn to apply knowledge about the impact of technology in teaching and learning.
(2) Pedagogical studies that help develop understanding and use of technology in education, including the use of computers, the internet, distance learning technologies, and other emerging technologies in instruction, assessment and professional productivity.
(c) The preparation program shall be designed to ensure that candidates become competent professional educators. The evidence that this standard is met includes the following:
(1) Programs for the continuing preparation of professional educators build upon and extend prior knowledge and experiences of candidates including core studies of learning and practices that support learning.
(2) Professional educator program specific guidelines, the learning principles defined in § 354.33 (relating to professional competency), and Chapter 4 (relating to academic standards and assessment) are used in developing programs in each certificate area.
(3) Programs are designed to ensure candidates research information, use research methods, and acquire knowledge about issues and trends in public education.
(d) The professional educator program shall have sequential field experiences that may begin as early as the initial semester of college enrollment, prior to student teaching, internships, and clinical experiences, which provide candidates with opportunity to:
(1) Apply principles and theories from the program design to actual practice in classrooms and schools.
(2) Study and practice in a variety of communities, with students of different ages, and with culturally diverse and exceptional populations.
(e) Field experiences shall:
(1) Include frequent observation and consultation with cooperating teachers and school administrators fluent in the institution's education philosophy.
(2) Be fully supported by the preparing institution's faculty.
(3) Be an integrated part of the professional education curriculum and shall be consistent with the overall program design.
(4) Encourage reflection by candidates.
(5) Include evaluation and feedback from higher education faculty, public or nonpublic school faculty, and peers.
(f) The preparation program shall be designed to provide a minimum 12 week full-time student teaching experience under the supervision of:
(1) Program faculty with knowledge and experience in the area of certification.
(2) Cooperating teachers trained by the preparation program faculty and who have the following:
(i) The appropriate professional educator certification.
(ii) At least 3 years of satisfactory certificated teaching experience.
(iii) At least 1 year of certificated teaching experience in the school entity where the student teacher is placed.
(a) The preparing institution shall have a program that systematically monitors and assesses the progress of candidates and confirms that they receive academic and professional counseling and advice from the time of admission through completion of their professional education program. The evidence that this standard is met includes the following:
(1) The progress of candidates at different stages of the program shall be monitored through performance-based assessments, which shall stipulate the level of competence required to ensure success in the following skill dimensions:
(i) Content mastery.
(ii) Planning.
(iii) Classroom management.
(iv) Organization.
(v) Monitoring student progress.
(vi) Leadership.
(vii) Sensitivity to students' needs.
(viii) Problem analysis.
(ix) Strategic and tactical decision making.
(x) Oral and written communication and presentation.
(xi) Professional standards and practice.
(xii) Mastery of instructional technology.
(2) Assessment of candidates' progress shall be based on multiple data sources that include the following:
(i) Grade point average.
(ii) Observations of field experience, student teaching, internship and clinical experience performance.
(iii) Candidates' use of various instructional strategies and technologies.
(iv) Faculty recommendations.
(v) Demonstrated competence in academic and professional educator coursework--for example, portfolios, performance assessments, research and concept papers.
(vi) Recommendations from cooperating professional educators involved in student teaching, internships and clinical experiences.
(b) Assessment data, as defined in subsection (a)(2), shall be used to advise candidates in future career planning.
(c) Criteria consistent with the purpose and mission of the professional educator program shall be used to determine eligibility for student teaching, internships and clinical experiences.
(d) The preparing institution shall, through publications and faculty advisement, provide candidates with clear information about institutional policies and requirements for:
(1) Completing their professional education programs.
(2) Satisfying certification requirements under Chapter 49 (relating to certification of professional personnel).
(3) Exploring job opportunities.
The preparing institution shall have a procedure to confirm that a candidate's competency to begin the candidate's professional role in schools is assessed prior to completion of the program and recommendation for professional educator certification. The evidence that this standard is met includes:
(1) The preparing institution shall have a published set of criteria and competencies for exit from each professional education program, which are based on Chapter 4 (relating to academic standards and assessment) and professional educator program specific guidelines, and the following learning principles for each certificate category:
(i) Instructional.
(A) The teacher understands the central concepts, tools of inquiry, and structures of the discipline the teacher teaches and can create learning experiences that make these aspects of subject matter meaningful for all students.
(B) The teacher understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social, career and personal development.
(C) The teacher understands how students differ in their ability and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
(D) The teacher understands and uses a variety of instructional strategies, including interdisciplinary learning experiences, to encourage students' development of critical thinking, problem solving and performance skills.
(E) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
(F) The teacher uses knowledge of effective verbal, nonverbal and media communication techniques supported by appropriate technology to foster active inquiry, collaboration and supportive interaction in the classroom.
(G) The teacher plans instruction based upon know- ledge of subject matter, students, the community and curriculum goals.
(H) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
(I) The teacher thinks systematically about practice, learns from experience, seeks the advice of others, draws upon educational research and scholarship and actively seeks out opportunities to grow professionally.
(J) The teacher contributes to school effectiveness by collaborating with other professionals and parents, by using community resources, and by working as an advocate to improve opportunities for student learning.
(4) Follow Department prescribed standards developed from the following principles:
(ii) Institutions are able to demonstrate how instructional and clinical activities provide educator candidates with the capacity to enable the achievement of all students.