Ұ������

The Clinical Component at Ұ������

PROGRAM
CLINICAL EXPERIENCE

Teacher Candidate Competencies Evaluated During Clinical Components As Delineated in the (RUP) and TEAC Claims

Framework I. Knowledge Foundation

1. Literacy: Candidates being prepared to work in urban settings demonstrate competence in the literacy skills required to present their subject matter to P-12 students.
2. Development and Learning Theory: Candidates being prepared to work in urban settings demonstrate knowledge of P-12 student development and learning theory in the context of academic settings.
3. Legal and Ethical Issues: Candidates being prepared to work in urban settings demonstrate knowledge of the complexity of the legal and ethical issues associated with teaching and learning in P-12 classrooms.
4. Content Knowledge: Candidates being prepared to work in urban settings demonstrate the content knowledge necessary to help all students learn information literacy, technology, problem-solving and performance skills and demonstrate the ability to adapt the curriculum to the unique needs of the learner.
5. Family and Community: Candidates being prepared to work in urban settings demonstrate knowledge of the role that families and communities should play as valued partners in the education process. Candidates understand that schools may have tacit cultural assumptions that may not be shared by families and communities that urban schools serve.

Framework II. Pedagogical Skills

1. Motivation and Behavior: Candidates will demonstrate a critical understanding of individual and group motivation and behavior, contemporary learning theories, and the use of technology to create learning environments that encourage positive social interaction, active engagement
2. Communication: Candidates will demonstrate the effective use of verbal, nonverbal, and media communication techniques and technology to foster active inquiry, respect for cultural difference, and collaboration in the classroom.
3. Services and Instruction: Candidates will demonstrate the ability to plan services and instruction based upon synthesis and evaluation of knowledge of the individual learner, subject matter, the community, and the curriculum, particularly in urban environments.
4. Instructional Strategies: Candidates will demonstrate a critical understanding of the uses of a variety of instructional strategies and technologies to encourage students’ development of critical thinking, information literacy, technology, problem solving and performance skills, and demonstrate the ability to adapt the curriculum to the unique needs of the learner.
5. Assessment: Candidates will demonstrate the ability to assess different levels of development and adapt practice accordingly based on a proficient and informed use of research, reflection, and individual needs.

Framework III. Dispositions for Urban Education

1. Power of Students: Candidates demonstrate a belief in the ability and potential of all learners in our urban environments to meet high expectations of academic achievement and social development.
2. Power of Schools: Candidates demonstrate a belief that schooling and education function as vehicles for economic, social, and political equality and liberation.
3. Power of Difference: Candidates demonstrate recognition and valuing of culture, language, gender, socioeconomic status, age, race, ethnicity, sexual orientation, exceptionality, and other forms of difference as assets in teaching and learning.
4. Power of Lifelong Learning and Reflection: Candidates demonstrate that they value lifelong learning and reflection and commit themselves to actively seek out opportunities to grow intellectually and professionally, and act as change agents. Candidates demonstrate a willingness to examine and investigate personal assumptions and the ability to reflect upon and evaluate the effects of their actions and choices on others.
5. Power of Empathy and a Commitment to the Success of All Children in Schools: Candidates will provide evidence that they have a personal commitment to an ethic of caring and empathy, and a commitment to promoting the academic and social success of all learners.

Placement Policies

1. Placements are made by the CTPP in conjunction with University faculty from the respective program areas and P-12 partner districts.
2. Placements are made through a cooperative and mutual arrangement with selected schools, districts, and agencies. These arrangements are initiated and completed by the CTPP.
3. Professional interns will most often be assigned to schools in towns other than where they reside, where they attended school, where their children or siblings are enrolled, where they work, or where they have relatives employed. Some of these restrictions do not apply in larger cities or in some programs. It is prohibited for any candidate to be placed in a school where any family member works, or is a registered student.
4. Special placement requests must be made in writing, approved by the department chairperson and submitted to the CTPP with all other paperwork. Requests will be considered by the CTPP and departments only where there is evidence of extenuating circumstances.

Partnership Districts

The following districts have special partnership agreements and relationships with Ұ������. Representatives from these schools serve on the Dean’s College of Education Advisory Council, and have agreed to support the Reflective Urban Practitioner framework in clinical experience and clinical practice. They share the responsibility for (1) the clinical preparation of new teachers; (2) the continuing professional development of school and college faculty; (3) the support of exemplary practices which result in children’s learning; and (4) the support of research directed at the improvement of teaching and learning. The College of Education supports the concept and model of professional development schools.

Partnership Districts:

• Bayonne
• Elizabeth
• Harrison
• Hoboken
• Irvington
• Jersey City
• Kearny
• Newark
• North Bergen
• Secaucus
• Union City
• Weehawken
• West New York
• Essex County Vocational and Technical Schools

Applying for Clinical Experience and Clinical Practice:

1. Candidates must apply for clinical experience or clinical practice in consultation with the department chair or faculty advisor within the College of Education. Application deadlines are listed on clinical applications, as well as on the CTPP website.
2. Candidates must obtain an application form from the department chair or faculty advisor at the time of advisement. The candidate and faculty advisor are responsible for verifying prerequisite courses and requirements.
3. Candidates applying for either clinical component must have a cumulative GPA of 3.0 or higher.
4. Clinical students must satisfy the proper assessment requirements prior to beginning either clinical component.

CLINICAL EXPERIENCE: A passing score on the PRAXIS Core Academic Skills for Educators (CORE) test is required for all clinical experience candidates. Elementary and secondary teacher candidates must also pass the College of Education writing assessment (TOW&R) prior to clinical experience.

CLINICAL PRACTICE: A passing score on the appropriate Praxis II exam is required prior to clinical practice. Although a clinical practice application may be accepted without a passing score report, a placement request will not be made until documentation of a passing score is received in the CTPP.

Additional information about Praxis exams is available from the Educational Testing Service at or by contacting ETS at 609-771-7395 or e-mail: praxis@ets.org.

Beginning fall 2017 all clinical practice candidates must also pass edTPA.

1. A completed application, a current resume, a copy of the full passing Praxis score report when applicable, and a signed candidate agreement must be submitted in the CTPP to begin the application process. Prior to the start of either clinical component, candidates must provide proof of payment of clinical fees ($250 prior to clinical experience/clinical practice phase one and $250 prior to clinical practice phase two). These fees are applied to all clinical students, including school nurses.

Candidates must submit all information at one time to the CTPP before registering for clinical experience or clinical practice. The Ұ������ Career Development Center is available to assist candidates with resumes and other professional documents.

State regulations require that all candidates submit written evidence of their insignificant Mantoux intradermal reaction within one month prior to the beginning of clinical experience. A candidate with a positive reaction to the Mantoux must submit a physician’s report and an evaluation of a chest x-ray.

1. The CTPP Director and Assistant Director will review applications, resumes, and special requests to determine if placement eligibility criteria have been met. Department advisors are responsible for verifying testing and academic requirements. When all pre-requisites have been satisfied, clinical experience and clinical practice candidates will be registered by the Assistant Director and Director respectively. Candidates can self-register for all other courses.
2. The CTPP contacts school districts and agencies regarding placements and makes contractual arrangements for each student. The CTPP does not withdraw or cancel confirmed placements without adequate documentation of a significant emergency or an extenuating circumstance.
3. The CTPP notifies candidates if the school requests an interview; these candidates must contact the district directly to arrange for an interview. Candidates placed in schools that have not requested an interview should report to the school prior to the first day of the clinical assignment to meet with the cooperating teacher and the principal.

Admission Criteria

The CTPP arranges clinical field placements for candidates who are recommended by the department.

Clinical Experience Requirements Summary

Clinical experience candidates are required to have a cumulative GPA of 3.0 or higher, a passing score on the Praxis CORE test, a grade of B- or better in education coursework, and a minimum grade of C in all university undergraduate requirements.

Elementary and secondary education teacher candidates must also have a passing score on the College of Education writing assessment (TOW&R).

Clinical Practice Requirements Summary

Clinical practice candidates are required to have: a cumulative GPA of 3.0 or higher, a passing score on

the appropriate state-licensing Praxis exam, and edTPA registration. Clinical practice candidates must have completed all departmental coursework, pre-requisites, and requirements leading up to the internship with a grade of B- or better.

Clinical practice candidates must pass the edTPA to earn a passing grade for clinical practice.

Clinical practice candidates are required to attend the minimum number of supplemental workshops noted in the teacher candidate folder distributed at the beginning of the semester.

Grading Policies

Clinical experience candidates receive a letter grade based on a midterm and a final evaluation

by the cooperating teacher and the clinical supervisor.

Clinical practice candidates are graded by the clinical supervisor, in collaboration with the cooperating teacher. A final grade of pass or fail is assigned based on the edTPA score, two evaluations made by the cooperating teacher, and seven made by the clinical supervisor.

For both clinical experience and clinical practice candidates, evaluations are submitted to the CTPP electronically and are accessible online. Student assignments on Blackboard also contribute to the grade. Supervisors are responsible for the assignment of clinical grades, which are processed through the academic departments. The CTPP is not involved in the assignment or posting of clinical grades.

Absences

Teacher candidates must adhere to the calendar set by their placement school, not the Ұ������ calendar.

Only one absence is excused for clinical experience students. Up to three absences are excused for clinical practice students. Any absences in excess of those noted here must be made up. Candidates are expected to be present each scheduled day of the clinical component unless an emergency situation (such as major illness) occurs.

If a candidate cannot report to the assigned school, he or she must:

1. Telephone the school office as early as possible and ensure that the cooperating teacher has been notified.
2. Complete and submit the online Student Absence Report
3. Contact the clinical supervisor as early as possible.

Cooperating teachers and clinical supervisors should immediately notify the CTPP of any excessive tardiness or absence.