Institutional Report Addendum

Standard 3 Responses to Validation Questions

Question 1. What professional development opportunities have been provided to ensure the unit remains current in modeling best practices for the candidates?
To model best practices, the unit provides professional development for field and clinical faculty. Faculty receive funding to take the Praxis and Pearson examinations to remain current on relevant content and content pedagogy. The unit also has a model classroom setup for faculty and candidates as well as partner P-12 teachers and administrators to observe and critique best practices (Exhibit 3.1 Model Classroom). The unit offers professional development workshops each year that faculty may attend such as the Urban Education Institute and On Common Ground Conference (Exhibit 3.2 Agenda of Signature Programs). Additionally, the Teacher of the Year and Principal of the Year have been invited to campus to model and critique best practices for faculty and students and to serve on boards. Over the last four years, the North Carolina Principal of the Year has been an alumni of the unit. Consequently, these persons have been invited to conduct workshops, serve on boards, and teach courses as guest lecturers.

Question 2. What procedures are followed if a candidate does not meet all requirements at the transition points?
If a candidate does not meet all requirements at the individual transition points, assistance is provided or the candidate is counseled out of the program. Faculty use the following process: 1) A conference occurs to discuss the candidate’s progress to date, 2) an individualized intervention plan is constructed with a defined time to demonstrate growth in the area identified and monitored, and 3) the candidate’s progress is evaluated with a determination for continuation or transition into a new degree program area (Exhibit 3.3 Individualized Candidate Intervention Plan).

When a student teacher or intern’s performance is below expected requirements, a conference is held with the student teacher or intern, P-12 cooperating teacher, university supervisor and director of student teaching and internship. During this conference, a plan of action is developed for the student teacher or intern. The student teacher or intern is given a defined time to demonstrate growth in the area identified and monitored by the university supervisor and the cooperating teacher. A student teacher or intern may be removed from clinical practice or internship experience for any of the following reasons:

  • Failure to attend seminars and complete required assignments, activities, evaluations, etc.
  • Failure to conduct himself/herself in a manner consistent with dispositions of professional educators (in keeping with ethical and moral standards). Student teacher/intern will be dismissed from the student teaching/internship experience and the Teacher Education Program. This also includes the internet and all forms of social media.
  • Failure to meet requirements of the student teaching/internship experience.
  • Failure to maintain adequate progress during the clinical experience.
  • Failure to maintain adequate attendance during the student teaching/internship experience.
  • Any reason that impedes the progress of the student teacher/intern.


Question 3. How does the unit monitor/track each individual candidate “to ensure all candidates have diverse placements and successfully with diverse populations” in Taskstream?
Candidates are required to complete internship experiences in a minimum of two different placement sites during their program of study. The unit uses Taskstream to monitor and track each candidate to ensure that each person has a diverse placement with diverse populations. The application process for field experiences and clinical practice are completed in Taskstream. On this application, candidates must identify previous field experience (item A.16) and clinical practice (item C.1) placement sites. The Field Placement Coordinator validates these placement sites to ensure candidates have experiences in diverse settings with diverse populations. This process allows the Field Placement Coordinator and the Program Area Coordinator to recommend, monitor, and assign placements that are diverse for each candidate. The unit utilizes placement sites that are rural and urban and include students from diverse ethnic/racial, linguistic, gender, socioeconomic groups, and with exceptionalities (Exhibit 3.4 Clinical Practice Placement History and School Demographics).

Question 4. What opportunities are provided by the unit to ensure that feedback between interns and their peers, their cooperating teacher, and unit supervisor occurs on a regular basis?

Peer Feedback
The unit provides various opportunities to ensure that feedback between interns and their peers, the cooperating teacher, and unit supervisors occurs on a regular basis. An orientation conference (Exhibit 3.5 Orientation Conference Agenda) is held for all student teachers and interns, cooperating teachers, and unit supervisors. This orientation conference is held at the beginning of each semester either on campus or at a school site. The orientation conference provides an opportunity to present and discuss all aspects of the clinical experience from program expectations and requirements; roles and responsibilities of each stakeholder; evaluation instrument and process; and timeline. Student teachers and interns enroll in weekly seminar classes where they discuss their experiences in the classroom and share instructional strategies, classroom management plans, and other interactions within the school environment. Educators within the community often visit seminar classes to present current strategies and trends in P-12 education.

Cooperating Teacher Feedback
The cooperating teacher facilitates the induction of the candidate into the teaching profession. Roles and responsibilities of the cooperating teacher are outlined in the Clinical Practice Handbook (Exhibit 3.6 Clinical Practice Handbook). Sample expectations include the following:

  • Conduct conferences to keep the student teacher/intern informed of his/her progress, provide suggestions and constructive criticisms necessary to ensure proper planning and preparation to assure maximum learning by students.
  • Conduct ongoing evaluation and provide feedback.
  • Complete and share three Student Teacher/Intern Performance Evaluations with the student teacher/intern. The first (initial evaluation) should be completed at the end of the fourth week; the second (interim evaluation) should be completed at the end of the seventh week; and the third (final evaluation) completed at the end of the student teaching/internship experience. The three performance evaluations should be completed in Taskstream on the assigned due dates.

University Supervisor Feedback
The university supervisor is cooperatively involved in orientation, supervision, evaluation, and overall concern for the student teaching/internship experience. The unit requires the university supervisor to provide ongoing feedback to the student teacher and intern as a part of their prescribed role and responsibilities. University supervisors’ responsibilities are outlined in the Clinical Practice Handbook. Sample expectations include the following:

  • Conducting individual orientation session with student teacher and intern and cooperating teacher on site.
  • Visiting and observing each student teacher and intern a minimum of five times. However, additional visits should be made to provide assistance and problem resolution, as needed. The university supervisor also completes a minimum of three Student Teacher/Intern Performance Evaluations in the Clinical Practice folder in Taskstream.

The university supervisor, cooperating teacher, and student teacher/intern also hold triad conferences to provide feedback and share strengths and areas for growth. Student teachers/interns receive formal feedback three times from the university supervisor and cooperating teacher using the Student Teacher/Intern Performance Evaluation instrument in Taskstream. The student teacher and intern are expected to provide a written response in Taskstream to each evaluation.

The Student Teachers, Interns, and Cooperating Teachers Reception (Exhibit 3.7 Student Teachers and Intern Reception) is another opportunity for all stakeholders to provide informal feedback on performance and the program. This reception is held at the end of each semester as a closing activity to reflect on candidates’ experience; celebrate candidates’ achievement; and to present awards for the most outstanding student teacher.

Question 5. What is the Hampton Partnership Advisory Board?
The Hampton University Partnership was established in 2011 by the Chancellor of North Carolina A&T and the Superintendent of Guilford County Schools. The Hampton University Partnership was between North Carolina A&T State University, Hampton Elementary University Partnership Magnet School, and the Hampton community. The partnership was designed to leverage the human and intellectual resources of the university as a means to enhance teaching and learning, leadership, and community engagement at Hampton Elementary University Partnership Magnet School. An advisory board entitled Hampton Partnership Advisory Board was created to ensure program activities aligned with partnership goals. The advisory board was inclusive of faculty from across the university as well as Hampton staff, Guilford County Schools central office staff, and community partners. During fall 2014, the Hampton Advisory Board was dissolved and the Interim School of Education Dean and New Hampton Elementary University Partnership Magnet School Principal assumed the governance role for the partnership (Exhibit 3.8 Partnership Update to Chancellor Martin 06.21.14).

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