teacher certification consortium for the preparation northline … · loraine higgins karolin...
TRANSCRIPT
DOCUMENT RESUME
ED 110 410 SP 009 254
TITLE Teacher Certification Consortium for the Preparationof Elementary Teachers.
INSTITUTION Northline Teacher Certification Consortium,-Seattle,Wash.
PUB DATE 74NOTE 69p.
EDRS PRICE MF-$0.76 HC-S3.32 PLUS POSTAGEDESCRIPTORS *Elementary School Teachers; Evaluation; *Field
Experience Programs; *Internship Programs;*Performance Based Teacher Education; PerformanceCriteria; Program Proposals; *Teacher Interns;Teaching Experience
IDENTIFIERS TEPFO Model
ABSTRACTThis proposal deals with the implementation of a
field oriented, performance based elementary teacher preparationprogram.\A The first section of the proposal defines intern roles,intern responsibilities, and performance goals. Section two listsexpected competencies and presents the rationale for thesecompetencies. Section three discusses the major characteristics ofthis teacher preparation program. The fourth section outlinesprocedures which (a) ensure that each intern participates in thedesign of his/her own program, and (b) enable the intern to achievecertification at his/her own rate. Section five discusses theselection and placement of interns, and includes entranceapplications and exit evaluations. The sixth section providesfeedback procedures for the interns and the program. Included are (a)
evaluation forms; (b) selection criteria for field associates andfield coordinators; and (c) an outline of the responsibilities offield associates, field coordinators, principals, clinid professors,and clinic directors. Also included in this section is a code ofethics for the teaching profession. Section seven presents examplesof the kind of experiences that will be available to staffdevelopment personnel to assist them to develop necessarycompetencies and carry out the responsibilities of their roles.Program elements which ensure the quality of the intern's preparationare discussed in section eight. Section nine mentions the planningthat is taking place for a new program of continuing career,development. (MK)
***********************************************************************Documents acquired by ERIC include many informal unpublished
* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. nevertheless, items of marginal *
* reproducibility are often encountered and this affects the quality *
* of the microfiche and hardcopy reproductions ERIC makes available *
* via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.***********************************************************************
cD
TEACHER CERTIFICATION CQNSORTIUMFOR THE PREPARATION OF
ELEMENTARY TEACHERSetj
S DE PART T MENT OF HEAL TN,FO0CAT.ON AL WELFARENATIONAL INSTITUTE OF
EDUCATION,4 .411 Pi
r r , et
,r.tut '11 L
r
tr.
ee
NorthlineUniversity of -Washington
/mita e&4jcittht omatam:TEPFO Model Elementary
SUGGESTED GOALS ECR WASIIINGTCN C'CNIMCN SCHCCLSAs presented by the Washington State Board of Education
I.. The Process of Education ShouldA . Focus on the Learner
1. by respecting his uniqueness and individuality,2, by providing learning experiences matched to readiness and learning style .3. by increasing his self-direction and decision making in the selection of
learning experiences.B. Focus on Success
1. by assuring.learning environments in which each -tudent can succeed.2. by helping him perform well and feel good about his performance,Focus on RealityI by building on the student's need to make sense of his environment,2 by extending learning experiences beyond the school building, school day,
and school year,3., by recognizing that maximum educational opportunity requires the
involvement and support of the entire community.
II. Each Student Should:A. Have the basic skills and knowledge necessary to seek information, to
present ideas, to listen to and interact with others and to use judgmentand imagination in perceiving and res olving problems.
B. Appreciate the wonders of the natural world. man's achievements andfailures. his dreams and capabilities,
C. Clarify his basic value-4 and develop a commitment to act upon thesevalues within the framework of his rights and responsibilities as aparticipant in the democratic process,
D, Participate in social, political, economic and family activities with theconfidence that his actions make a difference..
E. Be prepared for his next career step,F. Understand his interests and abilities, the elements of his physical and
emotional well -being and be committed to life-long learning and personalgrowth.
G. Recognize that cultural ethnic and racial similarities and differencescontribute positively to our nation's future and relate effectively withpeople of all generations and life styles.
NORTH LINE UNIVERSITY OF WASHINGTON COPYRIGHT 1974TEACHER CE RT I F I CAT ION
CONSORTIUM TEPFO MODEL
SHORELINE SCHOOL DISTRICTNE 158th and 20th NESeatt'e, Washington 98155
NORTHSHORE SCHOOL DISTRICT18315 Bothell Way NEBothell Washington 98011
PREFACE
This proposal for implementing a program of elementary teacher
preparation is submitted by five cooperating agencies: NorthshoreI.
School District 417, Northshore Education Association, Shoreline SchoolF,
District 412, Shoreline Education Association and the University of Wash-
ington.
The format of this proposal reflects its organization to fulfill the
nine stipulations (a-i) of Section C-2 of "Standards" as presented in
GUIDELINES AND STANDARDS FOR THE DEVELOPMENT AND APPROVAL
OF PROGRAMS OF PREPARATION LEADING TO THE CERTIFICATION OF
SCHOOL PROFESSIONAL PERSONNEL adopted by the State Board of Edu-
cation, July 9, 1971.
;
i
7
Elementary Program Consortium Development(Submitted to the Consortium Development Advisory Committee
on January 17, 1974)
We wish to acknowledge the contributions to the formulation of this proposalby the following:
Shoreline School District
AdministrationNorman Arne senDr. Milton FuhrDr. Harry GuayBernard HansenDr. Frank LoveStan Wiklund
Education AssociationFran BoroughsSharon CarsonJan ColwellLillian HancockLoraine HigginsKarolin HighlandSusie JonesGloria KrausharRachel LakeEileen LangfordNancy McMannEd OrsbornRuth Ann ParksJoan RaymondRita RequaSherryj SchierberlChris StarkBetty TempleRosalie YunkerRuth Woodward
InternsKay BooneMauricia CohenKathy JacobsRon JonesDoug Pierce
a
Northshore School District
AdministrationLee BlakelyBill BootheBob KnorrFlorence Sperling
Education AssociationBob BerglundLynda BogaardAnne BooneAl BuchananKaren HedgeBob LepseJan MarsdenDebbie SidieMarci UtellaArlan VixiePeggy Weborg
InternsCherrylyn Charvet,Nancy Erickson
University of Washington
Dr. , Walter BrownDr. Cecil ClarkDr. Francis HunkinsDr. Mildred KershDr. Jack KittellDr. Dianne MonsonDr. John Smith
TABLE OF CONTENTS
Sections Page
A. PREPARATION OPPORTUNITIES AND ALTERNATIVES . 1
Intern Roles 1
Intern Performance Goals 1
Intern Responsibilities 2
B. RATIONALE AND COMPETENCIES 5
C. INTERN EXPERIENCES 18
D. INTERN SELF-DIRECTION 24
E. INTERN ENTRANCE AND EXIT EVALUATIONS 25Selection and Placement of Intern 25Intern Exit Evaluation 32
F. FEEDBACK PROCEDURES FOR INTERNS AND PROGRAM. 33Criteria and Guidelines for the Selection of
Field Associates 37Field Associate Roles and Responsibilities 39Clinic Professors' Roles and Responsibilities . . 41Principals' Roles and Responsibilities 42Clinic Director's Responsibilities 44Field Coordinator Selection Criteria . .. 45Field Coordinator Roles and Responsibilities . . . 46
G. PROVISIONS FOR PROGRAM QUALITY AND RESOURCES . . 53
H. ASSURANCES OF QUALITY OF INTERN'S PREPARATION58FOR PROFESSIONAL SERVICE
I. CONTINUING CAREER DEVELOPMENT 60
ii
TABLES
Page
TABLE I. Intern Performance Competencies --Activities . 6 17
TABLE H. Locus of Responsibility for ,Providing forAttainment of Performance Goals . 21, 22
TABLE HI. Scope and Sequence of Intern's MajorPreparation Experiences . . 23
FORMS
Intern Application Form . 28
Intern Personal Stateitient Form . 29
Interview Forms . . 30, 31
Intern Exit Evaluation Form
Observation of Field Experience Teaching Practicum Form . 35
Form for Evaluation of Intern Clinic Performance . 43
DIAGRAMS
DIAGRAM I. Northline Teacher Education ConsortiumManagement System. . . 56
DIAGRAM II. Northline Teacher Education ConsortiumCommunication System . . 57
iii
A. PREPARATION OPPORTUNITIES AND ALTERNATIVES
The roles to be assumed by the person who is to be. granted a provi-sional elementary teaching certificate endorsed by the North line TeacherCertification Consortium are herein presentedmith performance goals.
MILES
I. A Competent, Active Scholar
II. An Innovative Teacher
An Aware and Confident Self
IV. A Shaper of Education
Attainment of the following Performance Goals will enable erneffectively to assume those roles.
PERFORMANCE GOALS
I. Participants will demonstrate knowledge of important physical,'psychological, social and emotional characteristics of learnersat various stages of growth and development.
II. Participants will demonstrate their knowledge of the importantaspects (determinants) of learning and learning processes.
III. Participants will demonstrate:
a. knowledge of the concepts and structure basic to the sub-ject specialization of their intern assignment.
b. skills in the instruction of leirners as evidenced by devel-oping objectives; diagnosing needs; prescribing experi-ences; selecting, planning, organizing and using teachingstrategies; reinforcing and evaluation.
c. skill in processes of communication and in using instructional technology.
IV. Participants will demonstrate knowledge of the organization,procedures, personnel, facilities, and community relatiOn-ships of selected public schools.
V. Participants will demonstrate the professional role of an edu-cator by being involved in planning, implementing, evaluating,and disseminating educational programs within the educationalsystem.
VI. Participants will develop and demonstrate a positive concept ofself in relation to the environment in whfch they will be expectedto work, i.e., their place in the ecosystem.
VU. Participants will demonstrate through theipunique teaching stylethose characteristics and skills' considoted, through criticism ofexperience.
RESPONSIBILITIES
Each Intern will/be responsibile for his own learning and continuous,professional growth. Throughout the year the Intern must be cooperativein the classroom, always showing concern for the students. He should be,dedicatederNugh to the teaching profession and emotionally mature enoughto be receptive to criticism and willing to share ideas.
The Intern's first role will be that of a student-scholar with the re-sponsibility of completing his university education to adequately prepare -
him as a teacher and as a lifelong learner. During the first three quartersthe Intern's role will remain primarily that of student-scholar; that is, astudent-scholar in the settings of both the Clinic and field, with prioritiesin these two areas designed to support the Intern's role as a student of theteaching-learning process. It should be, recognized' that the Intern will havehad no previous education methods'or theory courses. In the fourth quarterthe Intern's role will shift.to that of teacher with exclusive responsibilitiesin the cooperating school.
Throughout the four quarter program the Intern Should increasinglyassume the responsibilities of his role as a shaper of education by willing-ly participating in school -community afid professional improvement activi-ties.
r. A Competent, Active Scholar
In this role the Intern's responsibilities will be to:
a. attend and participate actively in both the Clinic sessions/and the assigned school in the field. /
b. question the Field Associate concerning his class, his /methods, and the profession, attempting to learn all that /is possible to learn from him.
c. apply techniques learned from Field Associate and ClinicProfessors.
d. learn how to observe, making periodic observations invarious rooms and grade levels of different types of teach-ers.
e. complete all clinic assignments.
f. realistically balance and pace the assigned work of theClinic and field.
g. consistently evaluate his lesson plans and teaching.
h. implement and evaluate various teaching approaches inorder to develop his own teaching style.
2
i. attend meetings with the Field Coordinator.
i
4,1
be observed by Clinic Professors, Field Associates, FieldCoordinator, Principal, and other Interns, discussingthese observations with the observer if possible.
k. systematically observe the Field Associate, focusing onspecific things and using instruments provided to assist inobservations.
1. Observe the other grade levels in the assigned building.
m. , observe teachers and other Interns in other school settings.
II. An Innovative Teacher'
In this role the Intern's responsibilities will be to:
prepare and present lesson plans to the Field Associate.
b. instruct students in assigned class according to a gradu-ated plan approved by the Field Associate.
a
c. participate in parent -teacher conferences at the discretionof the Field Associate.
'd. participate in and eventually plan field trips.
c. accept the various respovibilities expected of a teachersuch as recess duty, record keeping, faculty meetings,and so forth.
f. volunteer to teach special groups such as,special interestclasses.
g- teach for short periods at various grade levels to expandprofessional experience and to serve building needs.
h. learn how to evaluate adequately the work of his students.
III. An Aware and Confident Self
In this role the Intern's responsibilities will be to;
a. relate in a positive way to host schoopersonnel, Profes-sors, other Interns, parents, pupils and other people ingeneral.
b. be receptive to and willing to solicit suggestions and criti-cisms, indicating an openness to learn and grow as a per-son.
c. recognize habits being formed, purposely developing thosenecessary for professional and personal growth.
3
1
tid. maintain a balanced life, staying healthy physically, men-tally and socially through specific times set aside for rest'and relaxation.
e. dress according to norms of field assignment and profe'S-sional standards.
.I11. A Shaper of Education
In this role the Intern's' responsibilities will be to:-..: ,, .
a. attend faculty meetings when appropriate.
b. attend some P.T.A. meetings during the first three quar-ters and all P. T. A., meetings during the last quarter offull-time teaching.
.i,
c. participate in extra school activities such as carnivals,art shows, outdoor education trips, when appropriate,.
d. join a professional organization which provides liabilitycoverage.
e. willingly serve, when appropriate, onpolicy-making andprofessiahl service committees.
f. keep abreast of current educational happenings by regu-larly reading professional journals, new books and otherpertinent materials.
O
t.
B. 'RATIONALE AND COMPETENCIES
The rationale supporting the competencies required of persons whoplan to perform the roles described is relatively simple and straightfor-ward. It seems logical that a teacher should be expected to be somewhatknowledgeable about all the major disciplines with substantial breadth, and/depth in some of them. It is logical too that a teacher have knowledge ofthe nature of learners and learning and the methods of enabling learnersto master a variety of skills, essential knowledge and the process of learn-ing. Further,' it seems logical to expect a teacher to have attitudes sup-porting the educational enterprise and the welfare of children. All of this isso logical that it has served historically as the basic rationale for teacherpreparation nationally and internationally.
The program proposed herein accepts all of the rationale stated abovebut also ,reflects the belief that one of the most effective means of assuring,that teachers be generally and pedagogically knowledgeable, skillful and`attitudinally oriented is to require that they perform in such field situa-tions, with such tasks, in such ways that their competencies can be readilyobserved as adequate or inadequate.
The rationale accepted for this program also includes delineation ofthe four major roles described earlier and sevemeeneric skills of teachingrevealed by research and experience to be important to teaching. Theseven \generic skills Oder which most of the competencies are classifiedin this progratn are:"
I. Specifying goalsII. ASsessing achievement of goals
DiagnosingIV. Planning: Selecting content, strategies, materialsV. Executing plans
-VI. Utilizing the unplannedVII. Evaluating
Competencies are listed in,the following Table I as Intern activities`occurring within specified time blocks which are scheduled in a four quar-
ter sequence. It should be noted that these competencies, by and large,appear in similar form in the instrument for evaluating teaching effective-ness used in thisprogram.
TA
BL
E I
INT
ER
N P
ER
CO
MPE
TE
NC
IESA
CT
IVIT
IES
NO
RT
HL
INE
-U
NIV
ER
SIT
Y O
F W
ASH
ING
TO
NTeacher Certification Consortium:
TEPFO Model - Elementary
PER
SON
AL
AN
D P
RO
FESS
ION
AL
DE
VE
LO
PME
NT
(The
act
ivity
spe
cifi
ed is
initi
aled
in th
e qu
arte
r in
dica
ted,
and
is m
aint
aine
d th
roug
hout
the
prog
ram
.)
Cat
egor
ies
of P
erfo
rman
ce
Pers
onal
Gro
wth
t'L
Perf
orm
ance
Goa
lsV
I, V
II
FIR
ST Q
UA
RT
ER
FOU
RT
HSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
EX
HIB
ITS
PER
SON
AL
AT
TR
IBU
TE
S (C
ontin
uatio
n an
d re
fine
men
t thr
ough
suc
ceed
ing
quar
ters
.)D
emon
stra
tes
posi
tive
inte
rper
sona
lre
latio
nshi
ps w
ith le
arne
rs.
,
Ass
umes
res
pons
ibili
ty f
or c
om-
plet
ion
of a
ssig
nmen
ts.
Mai
ntai
ns o
bjec
tive
attit
ude
tow
ard
stud
ents
, Clin
ic p
erso
nnel
and
bui
ld-
ing
staf
f.
Util
izes
wel
l mod
ulat
ed, c
lear
ly -
artic
ulat
ed s
peak
ing
voic
e.
Dev
elop
s ac
cept
able
han
dwri
ting
and
appr
opri
ate
Eng
lish
in c
lass
-ro
om c
omm
unic
atio
n.
Dis
play
s in
itiat
ive
, sum
ing
Clin
ic a
nd te
achi
ng-s
.
PER
SON
AL
AN
D P
RO
FESS
ION
AL
DE
VE
LO
PME
NT
(C
ontin
ued)
(The
act
ivity
spe
cifi
ed is
ititi
ated
in th
e qu
arte
r in
dica
ted,
and
is m
aint
aine
d th
roug
hout
the
prog
ratp
.)
iFO
UR
TH
Cat
egor
ies
of P
erfo
rman
ce-F
IRST
QU
AR
TE
RSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
,
Prof
essi
onal
Qua
lific
atio
ns E
XH
IBIT
S PR
OFE
SSIO
NA
L Q
UA
LIF
ICA
TIO
NS
(Con
tinua
tion
and
refi
nem
ent t
hrou
ghsu
ccee
ding
qua
rter
s.)
Perf
orm
ance
Goa
lsD
emon
stra
tes
genu
ine
enth
usia
smII
I-a,
y, V
I, V
IIfo
r te
achi
ng.
Rel
ates
pro
fess
iona
lly w
ith f
acul
tyan
d st
aff'.
Bec
omes
aw
are
of le
gal r
ight
s an
dre
spon
sibi
litie
s of
Int
erns
and
teac
hers
.
Acq
uire
s kn
owle
dge
of th
e ro
le o
fpr
ofes
sion
al o
rgan
izat
ions
and
the
serv
ice
they
pro
vide
.
Ass
umes
teac
hing
and
ext
ra c
lass
resp
onsi
bilit
ies.
Stri
ves
to im
prov
e te
achi
ng c
om -
pete
nce.
Dem
onst
rate
s fa
mili
arity
with
sele
cted
pro
fess
iona
l mat
eria
ls.
PER
SON
AL
AN
D P
RO
FESS
ION
AL
DE
VE
LO
PME
NT
(C
ontin
ued)
(The
act
ivity
spe
cifi
ed is
initi
ated
in th
e qu
arte
r in
dica
ted,
and
is m
aint
aine
dth
roug
hout
the
prog
ram
.)
FOU
RT
HSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
Cat
egor
ies
of P
erfo
rman
ceFI
RST
QU
AR
TE
R
Prof
essi
onal
Qua
lific
atio
ns(C
ontin
ued)
Util
izes
sys
tem
atic
sel
f-ev
alua
tion
to e
xam
ine
teac
hing
ski
lls, a
tti-
tude
s an
d pr
ofes
sion
al d
evel
op-
men
t.
Exa
min
es p
rogr
ess
thro
ugh
sche
dule
d ev
alua
tions
with
Fie
ldA
ssoc
iate
, Fie
ld C
oord
inat
or,
and
Clin
ic p
erso
nnel
.
Exh
ibits
poi
se a
nd c
onfi
denc
ew
hen
teac
hing
.
INT
ER
N A
CT
IVIT
IES
(The
act
ivity
spe
cifi
ed is
initi
ated
in th
e qu
arte
r in
dica
ted,
and
is m
aint
aine
d th
roug
hout
the
prog
ram
.)
FIR
ST Q
UA
RT
ER
SEC
ON
D &
TH
IRD
QU
AR
TE
RS
FOU
RT
HQ
UA
RT
ER
Cat
egor
ies
ofT
each
ing
Perf
orm
ance
(Est
ablis
h kn
owle
dge
base
and
orie
ntat
ion
to te
achi
ng.)
(Dev
elop
kno
wle
dge
and
skill
incu
rric
ular
are
as. P
artic
ipat
ion
and
prac
tice
in c
lass
room
act
ivi-
ties
begi
nnin
g w
ith s
mal
l gro
uptu
tori
ng, t
hen
smal
l gro
up te
ach-
ing,
and
fin
ally
, lar
ge g
roup
in-
stru
ctio
n.
(Ref
ine
sk.'l
san
d as
sum
ete
achi
ngre
spon
sibi
litie
s.)
OB
SER
VIN
G
Perf
orm
ance
Goa
ls:
I,II
, IV
EX
AM
INE
S C
OM
PON
EN
TS
OF
LE
AR
NIN
G E
NV
IRO
NM
EN
T(C
ontin
uatio
n an
d re
fine
men
t thr
ough
suc
ceed
ing
quar
ters
.)
Surv
eys
com
mun
ity:,
phys
ical
, eco
-no
mic
, soc
ial a
spec
ts.
Surv
eys
scho
ol d
istr
icts
' his
tory
,sp
ecia
l ser
vice
s, p
olic
ies.
Surv
eys
atte
ndan
ce a
rea.
Surv
eys
scho
ol f
acili
ty a
nd p
erso
nnel
.
Obs
erve
s st
uden
ts a
t sev
eral
gra
dele
vels
, in
vari
ety
of s
ituat
ions
, at
vari
ous
deve
lopm
enta
l sta
ges
(ass
igne
d).
Obs
erva
tions
enc
oura
ged
at e
lem
enta
ryan
d se
cond
ary
leve
ls.
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
thro
ugho
ut th
e pr
ogra
m.)
FOU
RT
HSE
CO
ND
& T
HIR
D U
AR
TE
RS
QU
AR
TE
RFI
RST
UA
RT
ER
OB
SER
VIN
G (
Con
tinue
d)D
evel
ops
fam
iliar
ity w
ith d
ata
syst
ems
with
in th
e sc
hool
.
Obs
erve
s a
num
ber
of te
ache
rs:
stra
tegi
es, c
lass
room
org
aniz
a-tio
n, m
anag
emen
t.
Obs
erve
s w
ith a
ssig
ned
spec
ific
tech
niqu
es, m
ater
ials
and
equ
ip-
men
t with
whi
ch tr
aini
ng is
pro
-vi
ded,
suc
h as
: Fla
nder
s V
erba
lIn
tera
ctio
n an
d G
allo
way
Non
verb
al.
Exa
min
es c
urri
culu
m o
rgan
izat
ion
and
mat
eria
ls.
Obs
erve
s an
d de
scri
bes
seve
ral a
l-te
rnat
ive
mea
ns o
f or
gani
zing
cla
ss-
room
inst
ruct
ion
in r
eadi
ng, s
cien
ce,
lang
uage
art
s, s
ocia
l stu
dies
, mat
he-
mat
ics,
mus
ic a
nd a
rt.
Iden
tifie
s ob
ject
ives
of
inst
ruct
ion
obse
rved
in a
ll su
bjec
t are
as a
ndch
ecks
his
acc
urac
y w
ith F
ield
Ass
ocia
tes
obse
rved
.
Indi
cate
s fa
mili
arity
with
sch
ool d
istr
ict's
basi
c el
emen
tary
pro
gram
. (Sc
ope
and
sequ
ence
of
topi
cs K
thro
ugh
6 te
xt s
erie
sor
oth
er m
ater
ials
for
the
subj
ect a
reas
deal
t with
in C
linic
.)
Dem
onst
rate
s kn
owle
dge
of m
ore
than
one
set o
f m
ater
ials
for
teac
hing
eac
h of
the
subj
ect a
reas
dea
lt w
ith in
Clin
ic.
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
thro
ugho
ut th
e pr
ogra
m.)
FOU
RT
HFI
RST
QU
AR
TE
RSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
DIA
GN
OSI
NG
Perf
orm
ance
Goa
ls:
I; I
I; I
lia, b
, c;
V; V
II 4
DIA
GN
OSE
S L
EA
RN
ER
CH
AR
AC
TE
RIS
TIC
S(C
ontin
uatio
n an
d re
fine
tnez
it th
roug
h su
ccee
ding
qua
rter
s.)
Iden
tifie
s ab
ilitie
s, h
andi
caps
,po
tent
ials
, lea
rnin
g st
yles
, and
inte
rest
s of
lear
ners
.
_--
Con
side
rs p
rese
nt p
erfo
rman
cele
vel o
f le
arne
rs.
Dia
gnos
es o
bjec
tivel
y ow
n st
reng
ths
and
wea
knes
ses
rela
ted
to te
achi
ng.
Inte
rpre
ts f
orm
al a
nd in
form
alfe
edba
ck f
rom
lear
ner
beha
vior
.
Con
stru
cts
or d
evel
ops
test
s or
tech
niqu
es f
or d
iagn
osin
g ch
ildre
n's
lear
ning
dif
ficu
lties
and
/or
need
sin
all
subj
ect a
reas
and
use
s th
emas
app
ropr
iate
.
Inte
rpre
ts f
orm
al a
nd in
form
al,
feed
back
fro
m le
arne
r be
havi
or.
Rec
ogni
zes
indi
vidu
al a
nd g
roup
lear
ning
dif
ficu
lties
.
Rev
iew
s te
achi
ng b
ehav
ior
with
Fiel
d A
ssoc
iate
, Coo
rdin
ator
and
Clin
ic P
rofe
ssor
s.
Dia
gnos
es o
wn
stre
ngth
s an
d w
eak-
ness
es in
. kno
wle
dge,
con
cept
s of
sub
-je
ct a
reas
and
com
mun
icat
ion
skill
s.
/
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
thro
ugho
ut th
e pr
ogra
m.)
FOU
RT
HFI
RST
QU
AR
TE
RSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
DE
VE
LO
PS I
NST
RU
CT
ION
AL
OB
JEC
TIV
ES
(Con
tinua
tion
and
refi
nem
ent t
hrou
gh s
ucce
edin
g qu
arte
rs.)
GO
AL
SE
TT
ING
Perf
orm
ance
Goa
ls:
I: I
I; li
la, b
, c;
V: V
IID
evel
ops
valid
uni
t and
less
onob
ject
ives
for
lear
ners
and
subj
ect.
Pres
crib
es s
peci
fic
mea
sura
ble
lear
ner
outc
omes
in le
sson
obje
ctiv
es.
Mod
ifie
s ex
pect
ed o
utco
mes
for
indi
vidu
al a
nd g
roup
dif
fere
qces
.
Iden
tifie
s ob
ject
ives
wri
tten
in b
eha
vior
al te
rms
and
form
ulat
esob
ject
ives
in te
rms
of a
ntic
ipat
edpu
pil b
ehav
iors
in v
ario
us s
ubje
ctar
eas.
Wri
tes
obje
ctiv
es in
volv
ing
the
high
er m
enta
l pro
cess
es r
elat
edto
all
subj
ect a
reas
.
Com
mu,
nica
tes
obje
ctiv
es a
ndth
eir
impo
rtan
ce to
lear
ners
.
Iden
tifie
s m
ajor
cur
ricu
lum
goal
s fo
r ea
ch s
ubje
ct a
rea.
Cat
egor
izes
goa
ls o
f su
bjec
t are
asby
dom
ains
(co
gniti
ve a
nd a
ffec
tive)
cont
ent,
thou
ght p
ess
or p
er-
sona
las th
ey r
elat
etsz
subj
ect a
rea
sona
l -so
cial
obj
tives
.
cId
entif
ies
bas
skill
s in
eac
hsu
bjec
t are
a..
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
Thr
ough
out t
he p
rogr
am.)
FOU
RT
HFI
RST
QU
AR
TE
RSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
PLA
NN
ING
DE
MO
NST
RA
TE
S A
CA
DE
MIC
PR
EPA
RA
TIO
N(C
ontin
uatio
n an
d re
fine
men
t thr
ough
suc
ceed
ing
quar
ters
.)
Dem
onst
rate
s sp
ecif
ic k
now
ledg
e O
fsu
bjec
ts b
eing
taug
ht.
Dem
onst
rate
s kn
owle
dge
of th
e..,
term
inol
ogy,
spe
cifi
c fa
cts,
cla
ssan
d ca
tego
ries
, str
uctu
re a
nd in
ter-
rela
tions
hips
of
the
subj
ect a
reas
.D
emon
stra
tes
know
ledg
e of
the
im-
port
ant m
ater
ials
and
pro
gram
sfo
r ea
ch s
ubje
ct a
rea.
Perf
orm
ance
Goa
ls:
I; I
I; I
na, b
, c;
V: V
II
1
Und
erst
ands
str
uctu
re a
nd s
eque
nce
ofsu
bjec
t dev
elop
men
t.D
emon
stra
tes
know
ledg
e of
con
-ce
pts
and
gene
raliz
atio
ns in
all
subj
ect a
reas
.
App
lies
gene
ral k
now
ledg
e re
late
d to
subj
ects
bei
ng ta
ught
.
OR
GA
NIZ
ES
INST
RU
CT
ION
TO
AC
HIE
VE
OB
JEC
TIV
ES
(Con
tinua
tion
and
refi
nem
ent t
hrou
gh s
ucce
edin
g qu
arte
rs.)
Pres
crib
es a
ppro
pria
te te
achi
ng s
trat
e-gi
es a
nd le
arne
r ac
tiviti
es.
i
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
thro
ugho
ut th
epr
ogra
m.)
FOU
RT
HSE
CO
ND
' & T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
FIR
ST Q
UA
RT
ER
PLA
NN
ING
(C
ontin
ued)
Dev
elop
s cr
iteri
a fo
r se
lect
ion
ofst
rate
gies
for
giv
en s
ituat
ions
in-
clud
ing
type
of
obje
ctiv
es, c
hil-
dren
, sub
ject
con
tent
, etc
.D
evel
op a
rep
erto
ire
of te
achi
ngst
rate
gies
for
a v
arie
ty o
f te
ach-
ing-
lear
ning
pur
pose
s.Pl
ans
less
ons
in a
ll su
bjec
t are
asby
for
inul
atin
g ob
ject
ives
, sel
ect-
ing
stra
tegi
es a
nd m
ater
ials
, pro
-vi
ding
for
eva
luat
ion
of p
upil
atta
in-
men
t.
Des
igna
tes
intr
oduc
tory
, con
clud
ing,
and
eval
uatin
g pr
oced
ures
.
Util
izes
a v
arie
ty o
f hu
man
, mat
eria
l,an
d en
viro
nmen
tal r
esou
rces
.E
xam
ines
and
pre
pare
s a
vari
ety,
of te
achi
ng s
ides
for
all
subj
ect
area
s, s
tatin
g ob
ject
ives
for
use
and
prov
isio
ns f
or e
valu
atin
g th
eir
effe
ctiv
enes
s.
Ant
icip
ates
the
n'ed
for
alte
rnat
ive
stra
tegi
es a
nd a
ctiv
ities
.
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(T
he a
ctiv
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
nd is
mai
ntai
ned
thro
ugho
ut th
epr
ogra
m.)
FOU
RT
HFI
RST
QU
AR
TE
RSE
CO
ND
& T
HIR
D Q
UA
RT
ER
SQ
UA
RT
ER
EX
EC
UT
ING
PL
AN
SM
AN
AG
ES
LE
AR
NIN
G E
NV
IRO
NM
EN
Tr
(Con
tinua
tion
and
refi
nem
ent t
hrou
gh s
ucce
edin
g qu
arte
rs.)
Perf
orm
ance
Goa
ls:
4,I;
II;
Ilia
, b, c
:IV
; VII
IE
nfor
ces
effe
ctiv
e re
gula
tion
inm
anag
ing
lear
ning
act
iviti
es.
Est
ablis
hes
wor
kabl
e ap
proa
ches
for
cont
rolli
ng le
arne
r di
srup
tions
.
Mai
ntai
ns a
phy
sica
l env
iron
men
tw
hich
is c
ondu
cive
to le
arni
ng.
Org
aniz
es e
ffic
ient
use
of
inst
ruct
iona
lm
ater
ials
and
equ
ipm
ent
FAC
ILIT
AT
ES
INST
RU
CT
ION
AL
OB
JEC
TIV
ES
(Con
tinua
tion
and
refi
nem
ent t
hrou
gh s
ucce
edin
g qu
arte
rs.)
,T
each
es a
ppro
pria
tely
pla
nned
sin
gle
and/
or s
eque
nces
of
less
ons
inva
riou
s su
bjec
t are
as.
Est
ablis
hes
mot
ivat
ion
spec
ific
toin
stru
ctio
n.
Stim
ulat
es le
arne
r qu
estio
ns, r
e-sp
onse
s, a
nd d
iscu
ssio
n.
Sum
mar
izes
to r
einf
orce
le a
rnin
gan
d ac
hiev
e cl
osur
e.
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)
(The
act
ivity
spe
cifi
ed is
initi
ated
in th
e qu
arte
r in
dica
ted,
and
is m
aint
aine
d th
roug
hout
the
prog
ram
.)FO
UR
TH
FIR
ST Q
UA
RT
ER
SEC
ON
D &
TH
IRD
QU
AR
TE
RS
QU
AR
TE
R
UT
ILIZ
ING
TH
E _
PRO
MO
TE
S IN
STR
UC
TIO
NA
L I
NT
ER
AC
TIO
NU
NPL
AN
NE
D'(C
ontin
uatio
n an
d re
fine
men
t thr
ough
suc
ceed
ing
quar
ters
.)Pe
rfor
man
ce G
oals
:I;
II;
III
a, c
; VII
Invo
l es
lear
ners
in a
ctiv
e cl
ass-
roon
Wpa
rtic
ipat
ion.
Pace
s in
stru
ctio
n fl
exib
ly in
term
sof
fee
dbac
k fr
om le
arne
r be
havi
or.
Mod
ifie
d st
rate
gies
and
act
iviti
esto
fac
ilita
te le
arne
r ac
hiev
emen
t.
Prom
otes
pos
itive
pee
r gr
oup
inte
r-ac
tion.
Cap
italiz
es o
n un
expe
cted
inte
ract
ion
and
lear
ning
opp
ortu
nitie
s.,
-
EV
AL
UA
TIN
GE
VA
LU
AT
ES
AC
HIE
VE
ME
NT
OF
OB
JEC
TIV
ES
Perf
orm
ance
Goa
ls:
(Con
tinua
tion
and
refi
nem
ent t
hrou
gh s
ucce
edin
g qu
arte
rs.)
I; I
I; I
II a
, b, c
;V
; VI;
VII
Ass
esse
s le
arne
r ac
hiev
emen
t by
form
al a
nd in
form
al p
roce
dure
s.
Eva
luat
es le
arne
r ac
hiev
emen
t by
form
al a
nd in
form
al p
roce
dure
s.
Rec
ogni
zes
wha
t fac
ilita
ted
or r
e-st
rict
ed a
chie
vem
ent o
f ob
ject
ives
.
Enc
oura
ges
lear
ners
to a
sses
s th
eir
own
achi
evem
ent.
INT
ER
N A
CT
IVIT
IES
(Con
tinue
d)(!
'he
activ
ity s
peci
fied
is in
itiat
ed in
the
quar
ter
indi
cate
d, a
ncys
mai
ntai
ned
thro
ugho
utth
e pr
ogra
m.)
FOU
RT
HFI
RST
QU
AR
TE
R' S
EC
ON
D &
TH
IRD
QU
AR
TE
RS
QU
AR
TE
R
EV
AL
UA
TIN
G (
Con
tinue
d)U
SES
EV
AL
UA
TIO
N R
ESU
LT
S(C
ontin
uatio
n an
d re
fine
men
t thr
ough
suc
ceed
ing
quar
ters
.)
Gui
des
subs
eque
nt in
stru
ctio
n in
term
s of
lear
ner
achi
evem
ent.
Enc
oura
ges
lear
ners
to a
pply
new
know
ledg
e an
d sk
ills.
Eva
luat
es te
achi
ng e
ffec
tiven
ess
inte
rms
of le
arne
r ac
hiev
emen
t and
with
a v
arie
ty o
f te
chni
que§
49y,
asse
ssin
g te
achi
ng b
ehav
ior.
Eva
luat
es s
elf
as a
mod
elw
in c
om-
mun
icat
ion
skill
s an
d in
terp
erso
nal'
rela
tions
hip
s..
..M
odif
ies
teac
hing
beh
avio
rs w
hich
rest
rict
lear
ner
achi
evem
ent.
e
C. INTh:RN EXPERIENCES
GENERAL DESCRIPTION OF THE ELEMENTARY PROGRAM
The North line Teacher Certification Program will be field orientedand performance based. It is designed to prepare teacher Interns in a waywhich transcends and blends traditional lines between on- and off-campusexperiences. It will be distinguished by four important features, mutuallydependent upon each other for preparing teachers for effectiveness in amodern educational system. These four features are (1) its clinical nature,(2) its emphasis upon performance based behavior, (3) its goal of a strongpeer relationship among all who assume responsibility for the preparationof teacher Interns, and (4) its involvement of participants for a four quar-ter sequence. To eliminate any one of these features would diminish theeffects of the others. Priorities among theMwould have to be based uponthe biases and perceptions of each who attempted such a differentiation.
The clinical nature of the North line program will be characterized bythe fact that, through concurrent experiences in the field and in the Univer-sity Clinic, Interns will have the opportunity to blend theory and practicein their preparation for teaching. The major purpose of this arrangementis to integrate as closely as possible the activities which occur in eachsetting. Topics studied with Clinic. Professors will be extended throughrelevant activities in the public schools. Adjustments required by thisarrangement will be accomplished only_within the context of the on-Ongprogram of the school and only through mutual agreement Among the FieldAssociates, administrative personnel in the schools, and the Clinic Pro-fessors.
A second impo'rtant aspect of the North line Prograrb will be to de-velop a performance based curriculum for Interns in teacher preparation.Instead of continuing separate classes on the theoretical' and practical as-pects of teaching apart from the experiences of Interns in the schools,the program will be committed to judging both the effectiveness of Internsin the schools and behaviors related toClinic instruction on the basis ofprescribed levels of performance derived from the integration of Clinic-field activities. The development of performance based instruction is aIcing process. During the academic year materials will be acquired anddeveloped which provide teacher Interns with opportunities for individual-ized instruction in acquiring relevant skills.
A third feature of the Northline Program will be its hope to strength-en peer relationships among participants. A peer relationship has existedfor a long time among those in the public schools and colleges who havebeen involved in teacher preparation programs. The Northline Programwill emphasize this peer relationship even more and will capitalize uponthe mutual benefits to be derived from having Field Associates, coordin-ating personnel, and Clinic Professors meet together and share problemsand methods for overcoming them. Legitimate criticism has been leveledin the past at professors-in teacher preparation programs for not becom-ing involved directly in the problems of the classrooms for Which theyprepared Interns. Classroom teachers have been criticized also for notkeeping abreast of the latest developments in teaching and have thus beenless useful in guiding Interns than might have been possible. It is hoped
li
that this prograrnwill provide the setting to diminish such criticisms. Itis critical that all who participate will do so in a spirit of cooperative,ness,realizing that any good program which involves many kinds of people andmany kinds of situations is the result of graceful acceptance of errors .and willingness to move ahead. .
. .,The fourth major characteristic of the Northline Program will be
the length of tiine,availablefoi the involvement of participants inthe two-way experience which integrates Clinic -field activities into a, clageky knitunit. While this two-way relationship will be extremely, important for the ,Intern in providing a grasp of instructional problems, gradual involve -mentT over time is critical in maturing the Intern's experience. By provid-ing a clinical situation over four quarters which encompasses both the _fieldand the Clinic segment of teacher preparation, there will also be an optunity for Clinic Professor's and Field Associates to assess hose elementsin teacher preparation which are critical to,,meeting the needs of learnersin the classrooms and of the teacher Interns themselves.
The University Clinic in, the first quartei will be devoted to the edu-cational psychology courses (growth and development and educationalevaluation) and instruction in teaching strategies, classroom management,and curriculum design. These elasse'swill be closely integrated withthe field setting and incorporate extensive directed observations of chil-dren and teachers and orientation.to the profession.
fa.
In the second and third quarters,'emphasis will be on professionalrole development and the generic skills of teaching as applied in majorareas of the curriculum: language arts, rending, 'mathematics, socialstudies, and science. Participation in classroom activities continues withtutoring experiences, then small group instruction, and eventually largegroup teaching. Seminars with the Field Coordinator and district special -ists in art, music, physical education, etc. will supplement classroomand Clinic activities.
Interns will be in the field full -time in the fourth quarter and willbe temporarily certified at this time, functioning under the supervision,of their Field Associate and the Field Coordinator. During this time,the Intern will assume incfeased responsibility for full-time instructionand refine the skills and techniques he hagideeloped.
Throughout the program, there willand
emphasis on mutual plan-ning, as well as extensive observation nd conferencing with the Internby field, Clinic, and coordinating personnel. Individualization to pro-vide for differences among Interns will be provided in time flexibilityof field and Clinic activities and emphasis on performance based cri-teria.
EXAMPLES
A random selection of more specifii requirements will, along withinformation presented in Tables II and III, 'reflect the nature of the ex-periences to be provided to assist each candidate develop or demonstratethe required levels of competencies.
19
4
Interns will diagnose learning difficulties for three childrenin mathematics and, in addition, select one child inneed ofremediation and one_inneed-of-enrichrhein and diagnose forareas-of mastery.
In a case study situation, the Intern will analyze the personaland intellectual characteristics that relate to reading Successand i e.. 'fy the dominant interests of one child.
The Intern will diagnose and evaluate self as a model in speech,handwriting, spelling, nonverbal communication and interpersonal relationships and will rectify with guidance, all basicinadequacies.
The Intern will conceive, plan and teach observed and cri-tiques lessons in all subject matter areas.
The Intern will demonstrate with children (1) beginning alaboratory science lesson (2) appropriate laboratory be-
. havior, and (3) post-laboratory discussion.
The Intern will conduct a social studies-simulation gamewith students and follow with a debriefing session.
Although Interns will spend about ten hours per week in elementaryschool classrooms during the first quarter of the program and fifteenhours per week during the second and third quarters and full time duringthe fourth and last quarter, some required performances may not beable to take place in the elementary school classroom. Provisions willbe made for interns to accomplish requirements by several means ifcircumstances prevent some demonstrations in the classrooms. Suchprovisions include videotaped micro-teaching with peers or selectedchildren; working with simulated situations such as analyzing taped dis-cussions, oral reading, speaking or copies of children's compositions,handwriting, spelling, etc.
Table P presents the locus of responsibility for providing for theIntern's attainment of the performance goals.
Table HI presents the scope and sequence of thee Intern's major ex-periences in the program.
20
=
ti
TA
BL
E I
I
LO
CU
S Q
F R
ESP
ON
SIB
ILIT
Y F
OR
PR
OV
IDIN
G F
OR
AT
TA
INM
EN
T O
F PE
RFO
RM
AN
CE
GO
AL
S
I.Pa
rtic
ipan
ts w
ill d
emon
stra
te k
now
ledg
eof
,impo
rtan
t phy
sica
l, ps
ychc
logi
cal,
soci
al, a
nd e
mot
iona
l cha
ract
eris
tics
of le
arne
rs a
t var
ious
sta
ges
of g
row
than
d de
velo
pmen
t.
II.
Part
icip
ants
will
dem
onst
rate
thei
rkn
owle
dge
of th
e im
port
ant a
spec
ts(d
eter
min
ants
) of
lear
ning
and
lear
n-in
g pr
oces
ses.
III.
Part
icip
ants
will
dem
onst
rate
:(a
)kn
owle
dge
of th
e co
ncep
ts a
ndst
ruct
ure
basi
c to
the
subj
ect
spec
ializ
atio
n of
thei
r In
tern
assi
gnm
ent
skill
s in
the
inst
ruct
ion
of le
arne
rsas
evi
denc
ed b
y de
velo
ping
obj
ec-
tives
; dia
gnos
ing
need
s; p
resc
rib-
ing
expe
rien
ces;
sel
ectin
g, p
lan-
ning
, org
aniz
ing
and
usin
g te
ach-
ing
stra
tegi
es; r
einf
orci
ng a
nd,
'eva
luat
ion.
(b)
(c)
skill
in p
roce
sses
of
com
mun
ica-
tion
and
in u
sing
inst
ruct
iona
lte
chno
logy
.
xxx
= p
rim
ary
resp
onsi
bilit
yx
= s
econ
dary
res
pons
ibili
ty
Firs
t Qua
rter
In C
linic
in F
ield
x x x
Seco
nd, T
hird
, Fou
rth
Qua
rter
sIn
Fiel
d Se
min
arn
Clin
icC
lass
room
with
Coo
rdin
ator
.. x x
x x xxx
x x x x x
TA
BL
E I
I (c
ontin
ued)
IV.
Part
icip
ants
will
dem
onst
rate
kno
wl-
edge
of
the
orga
niza
tion,
pro
cedu
res,
pers
onne
l, fa
cilit
ies,
and
com
mun
ityre
latio
nshi
ps o
f se
lect
ed p
ublic
sch
ools
.
V.
Part
icip
ants
will
dem
onst
rate
the
pro-
fess
iona
l rol
e of
an
educ
ator
by
bein
gin
volv
ed in
pla
nnin
g, im
plem
entin
g,ev
alua
ting,
and
dis
sem
inat
ing
educ
a -
tiona
l pro
gram
s w
ithin
the
educ
atio
nal
syst
em.
VI.
Part
icip
ants
will
dev
elop
and
dem
on-
stra
te a
pos
itive
con
cept
of
self
in r
e-la
tion
to th
e en
viro
nmen
t in
whi
ch th
eyw
ill b
e ex
pect
ed to
wor
k, i.
e.,.
thei
rpl
ace
in th
e ec
osys
tem
.
Firs
t qua
rter
Seco
nd, T
hird
, Fou
rth
quar
ters
In C
linic
In F
ield
xxx
xxx
......
...
VII
.Pa
rtic
ipan
ts w
ill d
emon
stra
te th
roug
hth
eir
uniq
ue te
achi
ng s
tyle
thos
e ch
ar-
acte
rist
ics
and
skill
s co
nsid
ered
,th
roug
h cr
itici
sm o
f ex
peri
ence
and
;re-
sear
ch, t
o be
des
irab
le f
or a
ll te
ache
rs.
x
xxx
= p
rim
ary
resp
onsi
bilit
yx
= s
econ
dary
res
pons
ibili
ty
x
In'
Fiel
d Se
min
arIn
Clin
icC
lass
room
x x
xJ
x
with
Coo
rdin
ator
x xxx
MC
C x
Og EZ
or mg wit t ers Personal Develop:11CM V1
Scholar Self FE- Shaper of Educatin
Innovative Teacher
c.o r a. <
tr: c L.. FA- ^ 1.
70 60-.ZZ
Observation School Plant
Commum 0-fiservation o Q.)
Children only cn
'Observation of < Teachers oo
Evaluation Experiences c
X XX X
Observation
Participation
Tutoring: 1-3 pupils
Observing ~rt
Goa lsetting
Diagnosing tt,
Prescribing Evaluation
Specifying Goals
Assessing Achievement
of Goals
Diagnosis c..) Planning: g ti Selection of ro
Content woo
Strategies E.
Material (21
...-- Execution- a.
1 of Plans ~ m.
a
F.. co
r4
z U.
Small Group
Teaching 4-
rU
Large group assorted teach-
ing experiences (Team, open,
etc.)
xx X x x X X X X
xx X X X X X X X
Utiliziug the Unplanned Evaluation
Repeat with variations,
alterations, modifica -
tions, elab- orations, &
deviations
X xx X x x X X X X X X .o E 2
h*
v
D. INTERN SELF-DIRECTION
The procedures which ensure that each intern participates in thedesign of his own program and which enable him to achieve certificationat his own rate of demonstrable accomplishments are described belowaccording to various aspects of the program .
SELECTION-ADMISSION
The first and perhaps as important as any choice the Intern willmake is that of entering the Northline-University of Washington Consor-tium program. As a part of that choice and at later times the Internwill participate in the decision Of his placement in terms of district,school, grade level and Field Associate.
FIRST QUARTER,
47
During this quarter the Intern will be provided opportunities toobserve a variety of teaching-learning situations and guidance in confirm-ing or altering any earlier placement decision(s).
SECOND AND THIRD QUARTERS
During this block of time the work in the Clinic will, in general,be presented so that the Intern will have a number of options such as themanner of learning: individualized modules, learning packets with builtin options, lectures, demonstrations, discussion, simulated experiences,independent learning opportunities, open Clinic sessions with individual-ized counselling, etc. Another type of option will be the open-ended timeschedule for completion of requirements which will allow completion tobe relatively early or late within the various time parameters of theprogram, according to Intern needs.
In general, during this block of time Interns will be encouraged touse their initiative and ingenuity in their classroom activities withinreasonable parameters of locally acceptable educational practice.
FOURTH QUARTER
During this quarter the Intern will teach almost full time and willhave considerable latitude within the limits of curriculum and educationalpractice designated by the district, school and Field Associate.
THROUGHOUT PROGRAM
Throughout the Intern's experience in the program he will be repre-sented by or represent his fellow Interns as a member of all important,policy-making committees of the Consortium up to and including theAdvisory Committee. -:
Because of difficulty in meeting schedules and the number of new' anddifferent pressures confronting the Interns, considerable guidance -will bemade available. .
24i_
E. INTERN ENTRANCE AND EXIT EVALUATIONS
Some examples of the kinds and means of gathering and using evi-dence to determine acceptable entry levels of competence of the candi-date are presented in Part I of the section.
I. SELECTION AND PLACEMENT OF INTERNS
A. SELECTION OF INTERNS: SPECIFIC CONSIDERATIONS
1. Preliminary Intern interview with Field Coordinator and/ordesignee of the University and District personnel will be con-ducted on campus preceding the first quarter.
2. All applicants for specific district placement will be re-interviewed in the field by representatives of that district priorto the second quarter.
a. The Field Coordinator for each district will assume theresponsibility for organizing the interviews, and should bea member of an interview team.
b. Each candidate will be interviewed a minimum of two timeswithin a district°. It is recommended and expected that,interviewers will consist of members of the three compo-nent groups as follows:
Administrators, Field Coordinators and/ordesignee of the University, Field Associates,and Interns, all of whom will have beeninvolved in the Consortium program.
3. Specific consideration will be given to those characteristics whichwill provide diversity among participants (socio-economib-,:cul-tural, race, color, creed and sex).
B. SELECTION OF INTERNS: GUIDING FACTORS IN THE ADMISSION OFTITEW
1. Academic ExcellenceIt is recognized that:
a. Applicants will be in good standing academically in the Uni-versity.
b. The preferred applicant will have an overall GPA of 3,00 orabove.
2. KnowledgeIt is recognized that:
a. Applicants will have fulfilled distribution requirements of theCollege of Education, a breadth of knowledge in disciplinescommonly included in the curriculum of the public school, orhave demonstrated a competency in these subjects.
25"?."1.
1. ;',
b. The referred applicant will have a depth of knowledge in amajor e a of study and have a breadth of course work in thehumanities, mathematics and science.
3. Experiences
The preferred applicant will have had some practical experienceseither working with children as a participant-leader or as anobserver of teaching. The range of activities may consist oftutoring, camp counselling,, club advising, childcare, actualteaching experiences, or other related experiences.
4. Process
a. High School Counsellors will be advised of the NORTHLINE-CONSORTIUM program and invited to introduce high schoolseniors to the admission qualifications above.
b. Orientation meetings will be held on campus to review appli-cation procedures, program components and expectations ofparticipants.
c. A brochure of information about NORTHLINE-CONSORTIUMwill be prepared for advisors in the College of Arts andSciences and the College of Education. They will beencouraged to introduce the internship as a "best" optionfor preparation in teaching.
d. A printed brochure highlighting essential aspects of theNORTHLINE-CONSORTIUM program will be made availableto prospective Interns by advisors.
e. An application form and statement of influences on careerchoice will be submitted to the College of Education at leastone month preceding the selection interview.
f. If applicant has had practical experiences with children,he/she will be responsible for having some letter(s) ofreference or other documentation made available.
g. All applicants will be screened by interviews with participat-ing NORTHLINE personnel.
h. The prospective Intern will enter the four-quarter sequencenot earlier than attainment of junior credit standing.
C. PLACEMENT OF INTERNS: GUIDING FACTORS TO SATISFACTORILYMATOH INTERNS WITH FIELD ASSOCIATES
1. During the first quarter the Intern will observe numerous class-rooms, among them being the classes of possible Field Associates.
2. Field Associates should be selected in advance of observations andshould be prepared to accept an Intern .
26
3. Intern and Field Coordinators will discuss the classroom obser-vations. The Field Coordinator will utilize Intern feedbackinformation as he/she considers placement positions.
4. Field Associates will have the opportunity to talk with or inter-view, Interns that might be placed with him/her .
5. Field Coordinators will confer with appropriate administrativepersonnel and Field Associates about placement of a particularIntern.
6. Final placement will be primarily the responsibility of FieldCoordinators with the approval of the building Principal.
7. Placement should be made prior to second quarter. Even afterplacement it should be understood that reassignments can bemade,.
8. In all transactions it should be remembered that the FieldCoordinator acts as a liaison and also as an ombudsman.
27
UNIVERSITY OF WASHINGTONCOLLEGE OF EDUCATIONNORTHLINE CONSORTIUM
APPLICATION FOR ACADEMIC YEAR
Mr.Mrs.Miss
Last Name (Maiden Name) First Middle Local Phone
Address (Local)Street
(Home)Streec
City State City State
College Attending Current Cumulative GPA
Credits earned by end of present quarter, 197
Academic Major Credits earned by end of present quarterAcademic Minor Credits earned by end of present quarter
Academic Minor Credits earned by end of present quarter
Interests:Cultural Activities
Hobbies Travel
High School Attended Address,
The below to be completed upon the completion of September Experience orwinter quarter observations during the junior year.'
Field Assignment DesiredIndicate one choice only:
Northshore School District Shoreline School District
Reason for that choice (i.e. transportation, etc .)
Level Assignment DesiredIndicate first and second choice by 1 and 2:
Kindergarten Junior High
Primary (Grades 1, 2 and 3) Senior High
Intermediate (Grades 4, 5 and 6)
Car Available (Circle one): YES NO
28
UNIVERSITY OF WASHINGTONCOLLEGE OF EDUCATIONNORTH LINE CONSORTIUM
NAME DATE
Please provide a statement that identifies those experiences or events thathave influenced you to become a teacher.
i
29
INTERVIEW FORMNORtHLINE CONSORTIUM
NAME OF APPLICANT
INTERVIEWED BY
I. Peisonal Appearance
2. Poise
3. Aleitness, Clarity of thinking
4. Speech correctness
5." Speech - choice of words
6.4penuine interest in people
7. Interest in teaching
8. Breadth of interests, hobbies,etc.
ICOMMENTS:
2, 3 1 4 Not Observable
ACCEPT NEEDS ANOTHER INTERVIEW NO
30
a
Name of Applicant
Interviewed by
INTERVIEW FORMUNIVERSITY OF WASHINGTON
COLLEGE OF EDUCATIONNORTHLINE CONSORTIUM
Date
A . PERSONAL QUALITIES
1
1
1
1
1
1
1
High to LowI. Personality factorsa. Personal appearance groomingb. Personal appearance attractivenessc. Poise and manners'd. Alertnesse. Voicef. Speech - correctness .g. Speech - choice of words
2222
* 222
3333333
4444444
II. Emotional stability Over aggressive Shy--(Cheek if applicable)
III. Effectiveness of thinkinga. Self-evaluation 1 2 3 4
b. Ability to see the point or rise to occasion 1 2 3 4c. Absence of confusion 1 2, 3 4
IV. Interest and attitudesa. Interest in children 1 2 3 4
b. Interest in teaching 1 2 3 4
c. Professional attitude 1 2 3 4
d. Breadth of interests 1 2 3 4
e. Attitude toward criticism 1 2 3 4
GENERAL ESTIMATE PERSONA QUALITIES
B. BACKGROUND
I. Experience - Non-academic (Work experience - 5
social experience 1 2 3 4
II. Experience - Academic 1 2 3 4
III. Experience Cultural 1 2 3 *4
GENERAL ESTIMATE BACKGROUND 1 2 3 4
This applicant for admission to NORTLILANE CONSORTIUM should:
be admitted unconditionally provided stipulated requirements are met.be admitted conditionally. (State conditions below.)not be admitted
COMMENTS:
31
O
O
II. INTERN EXIT EVALUATION
The Intern will progress through the program by performing at orabove the criterion levels the sequence of requirements describedearlier .
Formal evaluations of Interns will be made at the end of each quar-ter. At the end of the last quarter the Intern who has performed atrequired criterion levels all previous program and graduation require-ments will be evaluated by the-appropriate Field Associate and FieldCoordinator for exiting the program. The criterion level of perfor-mance as measured on the exiting evaluation will be "GOOD" or betteras a requirement for certification. A copy of the evaluation instrumentfollows.
-UNIVERSITE OF-WASHINGTON _ _ COLLEGE-OF -EDUCATION PENFORMANCE_CRITERIA RATING SCALE:
Four areas of teaching performance are included; professional and per
EVALUATION OF FIELD EXPERIENCE TEACHING PRACTI-CIM instructional preparatiop, instructional implementation, instructionalevaluation. Behaviors considered essential to effective teaching are
MT, specified for categories within each area. Space is provided (s) forMrs, reporting behaviors unique to this student, setting, subject. The perfoMliss ance profile to the right is based on the following five -point scale:Student (0) Outstanding: Far +exceeds expectations for a beginning teacher.
Last Name First Middle Maiden (E) Excellent: Exceedkespectations,for beginning teacher.(G) Good: Meets-expctiattons for a beginning teacher,
Assignment lei_ 2nd 3rd (W) Weak: Barely meets expectations for beginning teacher,Dates (U) Unsatisfactory: Does not meet expectations for beginning teacherHours per quarter
Performance criteria for each Category are assessed to the left, usingSubject(s)/Cra.le level School/District these scale definitions:4
(+) Noticeable strength ( -) Priority for improvireantStudent (Signature) () Marked ieprovement (u) ifnaistisfsctory
(10 Satisfactory (x) Not observable in chili
situationPERTINENT INFORMATION ABOUT FIELD ASSIGNMENT:
OVER-ALL EVALUATION OF TEACHING CoorPET:NCE:
mum wicaseknows FOR FIRST -TEAR ASSIGNMENT:
Academic major(*)
neefende ninor(s)
Other areas of competence:
Level(a)
Level(11)
field Associate Teacher (Signature)
University Field Coordinator (Signature)
Norms M. Dimmitt, Director of Field Experiences 40UNIVERSITY OF WASHING-1-PN
COPY 19 /3
HATING SCALE:
lug performance are included; professional and personal,*ion, instructional Implementation, instructionalrs coesidered essential to effective teaching areries within each area, Space is provided (*) forunique to this t.Ludent, setting, subject,: The perform -right is based on the following five-point scale:Far exceeds expectations for a beginning teacher,gads expectations for a beginning teacher:reetations for a beginning teacher.
meets expectations for a beginning teacher.Does not meet expectations for a beginning teacher:
or each category'are asstesed to the left, 11314
th
t
(-) Priority for improvement(u) Unsatisfactory(x) Not observable ini*s
situation , #
TEACHING COMPETENCE:
UNIVERSITY Or: WASHINGTONCOPYRIGHT 19 /3
PERFORMANCE CRITERIA PERFORMANCE PROFILEUNGEOPROFESSIONAL AND PERSONAL
Exhibits Professional Qualificationsdemonstrates genuine enthusiasm for teachingrelates positively with faculty and staff
_assumes teaching and extra-class tasks responsiblystrives to improve teaching competence
.01=21,r1.1.,.711=1,=.=1
Demonstrates Academic Preparationdemonstrates specific knowledge of subject(s) being taughtunderstands structure and sequence of subject development 4,
__applies general knowledge related to subject(s) being taughtuses English correctly in classroom communication
Exhibits Personal Attributesdemonstrates positive interpersonal relationships with learners:::
-*displays initiative in assuming teaching tasksutilizes well-modulated, clearly-articulated speaking voiceexhibits confidence when teaching
INSTRUCTIONAL P
Die noses Learner Charactristics_recognizes abilities, handicaps, and interests of learners_interprets foriel and informal feedback from learner behavior_considers present performance level,of learners
recognizes individual andgroup learnine difficulties
EP'JATION
MIME=
Develops Instructional Objectivesdevelops valid unit and lesson objectives for learners and subject
__prescribes specific, measurable learner outcomes in lesson objectivesmodifies expRcteerttcomes for individual and group differencescommunicates ollectives and their importance to learners
Organizes Instruction to Achieve Objectives_prescribes appropriate teaching strategies and larner activities_designates introductory, concluding, and evaluating procedures
utilizes a variety of human, material, and environmental resourcesanticipates the tieedfor alternative strategies and activities
I I I I I
INSTRUCTIONAL IMPLEMENTATIONnanages Learning Environmentenforces effective regulations in managing learning activitiesestablishes workable approach(es) for controlling learner disruptionsmain'tains a physical atmosphere which is conducive to /kerning
_organizes efficient use of instructional materials and equipment*
LI-111
Facilitates Instructional Objectivesestablishes motivation specific for iearners and subjectpaces instruction flexibly, in terms of feedback from learner behaviormodifies strategies and activities to facilitate learner achievementsummarizes to reinforce learning and achieve closure
Promotes Instructional Interaction__involves learners in active classroom participationstimulates learner questions, responses, and discussions
_promotes positive peer group interactioncapitalizes on unexpected interaction and learning opportunities*
INSTRUCTIONAL EVALUATION
Evaluates Achievement of Ob activeslearner achievement of objectives
s_ _recognizes what facilitated or restricted learner achiev t
_evaluates learner achievement by formal and informal proceduresencourages learners to assess their own achievement
I 1 I
I I
iii=11111111111111111MME
Uses Evaluation Resultsguides subsequent instruction in terms of learner achievementencourages learners to apply new knoWledge and skills
_evaluates teaching effectiveness in terms of learner achievementmodifies teaching behaviors which restrict learner achievement
*
F. FEEDBACK PROCEDURES FOR INTERNS AND PROGRAM
I. Procedures which will be used to provide positive, grOwth-producingfeedback to the candidate constitute a system of periodic observationsof Intern performance by Clinic Professors, Field Coordinators andField Associates and subsequent, related conferences with the Internobserved. The Field Coordinator will make one formal evaluation ofthe Intern during his first quarter in the program. In general, eachClinic Professor and/or his assistant will observe each Intern twice.Field Coordinators will observe each assigned Intern ten or twelvetimes. The Field Associate will make numerous observation-evaluations but along with the Field Coordinator will make an informaland mid-quarter and a formal end-of-quarter evaluation for three dif-ferent quarters all of which are discussed in conferences with Interns.
II.
Other types of positive feedback include video -taped microteaching,analyses of pupil-teacher interaction from audio tapes of the Intern'steaching and evaluations of Intern prepared teaching-learning aids andmaterials.
A copy of the
Procedures which will be used to provide additional positive, growth-producing feedback to the program constitute a continuous evaluationprogram.
Evaluation of persOrmel and program in all of its aspects will be vitalto the stated purpose of the consortium. The purpose of such a pro-gram is to involve the school districts, education associations and theUniversity of Washington in developing the best teacherg possible forthe education of children and youth. Evaluation will be an ongoing pro-cess in this consortium as it will be included in the job descriptionsof all those involved in the program. Such personnel include Interns,Clinic Professors, Field Associates, Field Coordinators, and Admin-istrators.
Evaluation in this teacher preparation model will be related to threebasic phases which are listed below with the major components ofeach.
'ervation form follows.
A. Entry level of the Intern, the procedures of which are describedin Section E-I.
B. Intern training period
I. Selection of Field Associates ------- -For criteria of Selection see Attachments I-A and I-B.
2. Clinical ProfessorsFor roles and responsibilities see Attachment II.O
3., Intern evaluation in ClinicFor evaluation form see Attachment III.
33
4. Clinic DirectorFor roles and responsibilities see Attachment IV.
5. Field CoordinatorsFor criteria of selection and job description see attach-ment V.
6. Administrators
7. Intern evaluation in fieldFor description and evaluation instrument see Section E -Ilof this proposal.
C. Post training follow-up period after signing a teaching contract.
The need for a follow-up study of the Consortium will be neces-sary to answer the question: "Does the field oriented teacher-training program provide better trained teachers in actualpractice, once they are on t4e job?" An evaluation can best beconducted by a follow -up of Le interns after they have been outin thefield (on the job) for a period of time.
HYPOTHESES
1. Students trained in a field oriented (Consortium) programwill perform significantly better than those trained in a(1) quarter practicum program after one year of teaching.
2. Students trained in a field oriented (Consortium) programwill perform significantly better than those trained in a (1)quarter practicum program after two years of teaching.
3. Students trained in a field oriented (Consortium) programwill perform significantly better than those trained in a(1) quarter practicuna program after three years of teach-ing.
4. After four years of teaching there will be no sigaficant dif-ference between the two groups.
POPULATION
Select thirty-five (35) Interns (field oriented) who sign contractsand are teaching in the fall of 1974.
Completed by the University of Washington in fall of 1974.
Select thirty-five (35) quarter (Regular program teachers)
(Randomly selected oy State Superintendent of Public InstructionOffice to be completed in the fall of 1974.)
34
...1.
UNIVERSITY OF WASHINGTON COLLEGE OF EDUCATION
FORM FOR THE OBSERVATION OFFIELD EXPERIENCE 1\EACHING PRACTICUM
STUDENT Assignenent
Observation ConferenceDate Class Period/Time Observer
Subject/Grade School
Date
Observed events and factorswhich facilitated or restrictedeffectiveness of the lesson.
University of WashingtonCopyright 1973
Ratings of performance criteria demonstrated:(+) Noticeable strength, ()marked improvement,(s) satisfactory, (-)priority for improvement,(u) unsatisfactory
Professional and Personal CriteriaEnthusiasm for teachingSpecific knowledge of subject area(s)Knowledge of subject structure & sequenceGeneral knowledge applied to subject area(s)English usage in classroom communicationInterpersonal relationships with learnersConfidence when teachingVoice modulation and articulation
Instructional Preparation CriteriaLearner characteristics diagnosed_Present performance of learners consideredValidity of unit and lesson objectivesMeasurable learner outcomes specifiedLearner understanding of objectivesModified objectives for individual needsTeaching strategies and learner activitiesHuman, material, environmental resourcesIntroductory,.concluding, evaluation proceduresNeed for alternative procedures
Instruction Im lementation CriteriaRegulations for managing learning activitiesApproach(es) for controlling learner disruptionConcern for physical learning environmentUse of instructional materials & equipmentMotivation for learningPacing of instructionModified procedures to facilitate learningSummarization for reinforcement & closureLe: rner questions, responses, expressionsActive learner participationUse of unexpected learning opportunitiesPeer group interaction
--Instructional Evaluation Criteriaorma a ormal eva nation procedures
Learner evaluation of own achievementSelf evaluation of teaching effectivenessLearner application of new knowledge & skills
Circle general rating of teaching demonstrated in this lesson: U W G E O
35
1.-7.SIGN OF STUDY AND INSTRUMENT
The following criteria and rating will be used by supervisingpersonnel in May of each year beginning in 1974 for each of -the personnel selected and under contract by a school district,in the state of Washington. (Survey to be sent out by the StateSuperintendent's office.) (Attaching VII.)
The evaluation instrument will be completed on each beginningteacher in the selected population.
This will be completed for three consecutive years.
A randomized group, analysis of variance design (F-Test) willbe used in comparing the experimental and control groups inrelation to eleven selected performance criteria.
F = mean square for treatmentmean square for error
The .05 level will be used to accept or reject the hypothesis.Upon completion of the study the hypotheses will be eitheraccepted or rejected.
y
4()
ATTACHMENT I-A
CRITERIA AND GUIDELINES FOR THE SELECTION OF FIELD ASSOCIATES
Goal: To select the best qualified field associates to work with prospectiveteachers.
I. CRITERIA
The Field Associate is a teacher's teacher, a model in planning andimplementing procedures, a critic and promoter of change, a coun-selor, a listener, a morale builder. He or she must be concernedwith the Intern's education to the extent of being willing to share histime, ideas, and class. He must be confident in himself and be opento the changes that new ideas bring. He should be flexible and inno-vative in his planning. However, paramount to him must be his con-cern with maintaining and promoting quality education for the studentsof his classroom. Added to this should be a continuing interest andcommitment to teacher education. Therefore, the selection of FieldAssociates will give consideration to the following characteristics:
A. Personal Qualities
1. Evidence of leadership2. Teaching performance3. Ability to communicate and interact positively with others4. Tolerates and respects different persons, opinions, and
procedures5. Relates to learners in a warm, understanding, friendly
manner6. Responsible, organized, systematic7. Stimulating and imaginative8. Objective and generous in appraisal and motives of others
B. Professional Qualities- -The Field Associate should be able to:
I. Explain the lessons in terms of instructional objectives2. Ask questions in terms of those objectives3. State lesson objectives in terms of student behavior4. Evaluate Intern performance in attaining objectives and
adjust plans accordingly5. Demonstrate various teaching strategies6. Implement positiVeprocedures for classroom control7. Analyze and describe strengths and weaknesses of
materials used in the classroom, and demonstrate waysto deal with these
________8----Provide-objective-evidence-of pupil progress9. Evaluate own organization and teaching effectiveness
II. GUIDELINES
A. Initiation of Process:
I. Prospective Field Associate indicates interest to immedi-ate supervisor
37
)
or
2. Immediate supervisor identifies and communicates withprospective Field Associate
3. The prospective Field Associate, in the latter case, shallhave the option of accepting or deferring such recommendedposition, without prejudice, for later recommendation.
B. Recommendations Necessary for Acceptance of ProspectiveField Associates:
1. The prospective Field Associate must have the recom-mendation of the building Principal and the district.
2. The prospective Field Associate must have the recom-mendation of the Field Coordinator and the Universitywhen seeking continuous status as a Field Associate.
3. The prospective Field Associate must have the recom-mendation of the Representative Professional Agency onthe basis of the maintenance of the Professional Code ofEthics: (See Attachment VII.)
C. Preparatory Requirements:
I. The Field Associate shall participate in a professionalcourse in working with student teachers or Interns forwhich he or she receives district or University credit.Such coursework shall be prior to or during the firstquarter of involvement in the program.
2. The new Field Associate shall participate in an explora-tory conference with other Field Associates, the buildingPrincipal, the Field Coordinator, and an Intern from theprevious year, if available. Such a conference will ex-plore the duties, obligations, and responsibilities of theField Associate, the Intern, the Field Coordinator, andthe Principal related to the teacher training programwithin the building and district.
38
ATTACHMENT 1-B
FIELD ASSOCIATE ROLES AND RESPONSIBILITIES
The Field Associate is a teacher's teacher, a model in planning andimplementing procedures, a critic and promoter of change, a counselor,a.listener, a morale builder. He must be concerned' with the Intern'seducation to the extent of being willing to share his time, ideas, and class.He must be confident in himself and open to the change new ideas bring.He should be flexible and innovative in his planning. However, paramountto him must be his concern with maintaining and promoting quality educa-tion for the students in his classroom.
I. As a Supervising Teacher, the Field Associate will:
A. Acquaint Intern with school personnel.B. Provide Intern with school schedules.C. Inform Intern of school policy on discipline, rules,
grades, etc.D. Acquaint Intern with physical plant, and assist in
learning how to operate A .V. equipment in thebuilding.
II. As a Teacher-model, the Field Associate will:
A. Teach specific lessons for thelIntern's observation.Discuss with him. ,..
B. Demonstrate specific methods and strategies inteaching. Discuss with him.
C. Share and demonstrate classroom management techniques.D. Explain how to plan. Share the process of unit, as well as
individual lesson planning with the Intern.E. Make available the various teacher guide books and explain
how he uses them.F. Share various teaching aids.G. Help Intern understand the importance of a neat environ-
ment, bulletin board use, etc.H. Assist Intern in starting a file of materials and aids by
demonstrating how he does this.I. Demonstrate flexibility in adjusting time for the Intern in
all of the above.J. Share philosophy about teaching with the Intern. Help the
Intern to "catch" a genuine concern for the students in theclass and to see them as individual, real people for whomhe has accepted a responsibility.
III. As a Teacher-advisor the Field Associate will:
A. Plan with Intern to fit assignments from the Clinic into theclassroom schedule.
B. Provide Intern with appropriate amount of planning time.C. Preview and critique lesson plans the Intern submits.D. Analyze Intern's needs and give him the help he needs .E. Give constructive criticism when the Intern teaches.
39 4'9'
,IV. As an Observer the Field Associate will:
A. Initially'demonstrate for the Intern, then provide Intern.. --,
with opportunities to demonstrate specific strategies andmethods. Discuss with him.
B. During the third quarter set up a minimum number of timesagreed between you and Intern ii* which you will observeand critique the Intern.
V. As an Evaluator the Field. Associate will:
A. Help Intern learn to be self-evaluative--insist on self-evaluation on each lesson plan, at first. ,
B. Throughout the three quarters evaluate and' discuss theIntern's teaching, using the instruments provided, inorder to guide the Intern in improving his performance.
C. During first and second quarter Field Associate andIntern should set up a' procedure for continuous writtenevaluation. During the last quarter there shiluld be atleast a minimum of three times per week scheduled for 'written evaluation followed by discussion time with theIntern.
D. Thoughtfully compile the three quarter evaluations duetheZniversity and discuss with the Field Coordinatorand Intern. Keep this form in mind throughout the yearas a guide to all evaluations.
1VI. As a Professional the Field Associate will:
A. Attend all meetings planned for Field Associates.B. Emphasize professional responsibilities with Intern and
be professional in your staff relationships.C, Establish with parents and the children the professional
role of the Intern as a second teacher in the class.
0
/
JR
ATTACHMENT II
CLINIC PROFESSORS' ROLES AND RESPONSIBILITIES
The Clinic provides the theoretical base'of the
generic skills, of teaching
subject contentinstructional methodology specific to subject areas
The Clinic Professors prepare and present materials in_their subjectprovide assignments to be done in the field and observe Intern perforst ncein the field.
In order to fulfill a role appropriate to the program, the Professors willassume:
I. Responsibilities as a Teacher
A. Responsibilities with Interns
1. Plan an overall sequence as a team with the other Profes-sors to present the skills, materials, ideas and tech-niques of the subject area. Ms important to have mutualplanning to avoid redundancy yet provide an adequatetheoretical base.
2. Provide a master calendar of classes, activities to bemade available to Interns, Field Coordinators, and Field AAssociates at the beginning of the quarter.
3. Make learning packets available on a self-study programplan. Provide outlines of specific assignment require-ments in summary form.
4. Provide Interns with an option of making special arrange-ments with Professors to meet individual differences bothin academic expertise of subject matter and differing class-room field needs.
B. Responsibilities with Field Associates
1. Communicate through Field Coordinators so that materialspresented in the Clinic can,be adequately tried out in theclassroom, thus helping the Field Associate be a true teammember with the Clinic Frofesors-to-bring-together-the-everiences of both Clinic and classroom to accomplish thegoal of the program - -theory and practice concurrentlyexperienced.
IL Responsibility as an Observer
Visit the Interns in the field or arrange for an authorized personalrepresentative to visit and Critique individual lessons.
41
III. Responsibility as an Evaluator
Evaluate the Intern's Clinic performance.
IV. Responsibility to Support of the Program
A. Attend regular meetings of the Clinic Director, Clinic Profes-sors and Field Coordinators.
E. Participate in introductory meeting with Field Associate at be-ginning of each quarter.
ATTACHMENT II-A
PRINCIPAL'S ROLE AND RESPONSIBILITIES
The Principal should be committed to and have a clear understanding of the over-allConsortium, Program. The Principal will (a) be a referral source for Field Associates;(b) help plan Intern's activities with the cooperation of Field Associates and Field Coordinatorsas they relate to policies in buildings and the district; (c) share with .the Field Associates and
Field Coordinators the responsibility for the Intern; and (d) help in the selection of Field. Associates in his building in accord with established selection policies.
In his commitment to the Consortium Program the Principal will:I. Work closely with the Field Coordinator.II. Hold necessary meetings with Consortium personnel in his building.
A. Initial orientation meetings with assigned Interns to acquaint them withthe building and its policies. Provide a handbook for the Interns.
B. Meet when necessary with Field Associates, Field Coordinators, andInterns to assure smooth progress of the program in his building.
C. Consider any regular meetings of the program open to him.D. Attend the occasional meetings for Principals in the Consortium with
the Field Coordinators and District Administrators.III. Help in the selection and assignment of personnel.
A. Interview prospective candidates when called upon by Field Coordinator.B. Assist in selection of Field Associates according to established
selection criteria.C. Work with Field Coordinator in assignment of Intern to Field Associate.
IV. Assist in implementation of the Consortium Program within his building.A. Orient Interns to building and district policies.B. Serve as a sounding board for Field Associates and Interns in his school.C. In conference with Field Associates and Field Coordinators help plan
------- -----Intern's activities, observe Interns, and provide constructive criticism.®D. Confer with Field Coordinators concerning the use of Interns and alert
the Field Coordinator to developing problems.V. Assist in evaluation.
A. Help in determining who is to 'receive temporary certification.B. Help in conferences if a problem develops and the Intern may have
to terminate e riences in his building.C. Evaluate the rogram in h;,- building and the district.D. Assist in evaluation of the Field Coordinators.
42
ATTACHMENT III
FORM FOR EVALUATION OF INTERN PERFORMANCE IN CLINIC
Intern's Name: Subject-A'rea:last first middle
Quarter(s)
= POOR = ADEQUATE + = GOOD ++ = OUTSTANDING
MECHANICAL SKILLS:
Handwriting
Written languageOral language -
PERSONALITY FACTORS:
Interaction with peersInteraction with Clinic instructorsWorking relationship with FieldAssociate,Independence in completingassignments
AChDEMIC SKILL IN SPECIFICSUI3JECT\AREA:
Level of check -out on skill knowledge modules
rt
Ability to plan intelligently forteaching skills in specific subjectQuality of contributions in Clinicsessions.
RATING COMMENTS
IV. GENERAL EVALUATORY COMMENTS:
GENERAL EVALUATION OF PERFORMANCE IN CLINIC:
POOR I I ADEQUATE GOOD
43
OUTSTANDING 1---1
ATTACHMENT IV
CLINIC DIRECTOR RESPONSIBILITIES
The Clinic Director is responsible for the coordination of the Clinic.In order to facilitate the smooth operation of this complex program theClinic Director will assume:
I. Coordination Responsibilities .3
A. Coordinate Clinic Professors to work as a team in presentingthe generic skills of teaching as adapted to their subject areas.
B. Assist Clinic Professors in coordination of materials tg pro-vide in-depth study in their area and yet avoid unnecessaryredundancy in the total presentation of all the subject areas.
II. OrganizationahResponsibilities
A. Schedule and organize regular meetings of Professors andField Coordinators to facilitate communication and mutualplanning between Clinic and Field as essential to a smooth,effective program.
Organize and coordinate a basic Orientation/Preparation Sem-inar with college credit for Field AssWiates entering theprogram for the first tinie.
Orientation Responsibilities
A. Orient any new Prdfessors to the program.
B Orient Teathing Assistants to the North line Consortium pr6-gram and explain their roles.
C. Plan introductory meeting of Professors and Field Associates..at the beginning of each quarter.
IV. Evaluation Responsibilities. .,
Keep informed about the progress of the program, the quality-of itsoperation by coordinating contin ous evaluation of the program and)by channeling recommendation t appropriate personnel.
V. Other Responsibilitiel Supp ng the Prograin
n and assistance in resolving 'Clinicrelated problems.
0
B. Serve as a regular member of the Advisory Committee.
C. Serve when requested as a representative of the Clinic part ofthe program to describe and explain it.
D. Prepare an annual report of important Clinic and Clinic relatedactivities and recommendations for improvement of the program .
44
ATTACHMENT V
FIELD COORDINATOR SELECTION CRITERIA
I, In addition to specific professional requirements the Field Coordi-nator should have a deep interest in and commitment 'to Teacher A
Education as well as possess certain personal qualities, for example:
\ A Like people and enjoy working with them;
. Have sensitivity to the feelings of others, be alert to potentialproblems, yet be able to be objective and confident in makingdecisions to help solve them
C. \ Have a positive approach to problems and life in general;
D. Empathize with college-age students
E. Be\ enthusiastic about the teaching profession and maintain, histandards with a sense of responsibility for one's role and itsinfluence.
II. In View of the above competendes necessary to fulfill the position ofField Coordinator the following requirements are suggeste
A . It is advisable to have a Masters Degree;
B. TeaCher Education expeilence; a sincere interest in teachereducation and willingness to keep informed of current deiceldp-ments; prior successful experience supervising students inteacher' education.
C . As wide an experience as possible of successful teaching:possibly various veade levels, i.e., K-12
D. Recommendations should indicate evidence of:
42
1. Organizational and administrative ability2. High professional standards
,Leadership qualities4. Personality that is confident, secure, positive and able
to relate to others5. Ability to empathize with college-age students
45
FIELD COORDINATOR ROLES AND RESPONSIBILITIES
The Field Coordinator will have the responsibility of on-goingadministration of the program within his respective District. Thisnecessitates the Field Coordinator assuming the role of ombudsman, i.e.the Field Coordinator will relate positively to the various groups withinthe program, working to facilitate communicatior, and understandingbetween them that will result in smooth progress and accomplishments ofthe goals of the Interns, University, and the Districts. The Field Coordi-nator will represent fairly the interests of each of the three agencies/groups involved.
The Field Coordinator has a particular responsibility, to the Intern tohelp provide for them the most ideal experience possible that will result ina growing, enthusiastic, Confident professional teacher.
I. The Field Coordinator will select and place Interns in accordancewith the guidelines established for the Selection and Placement ofInterns..
II. In order to meet the responsibilities of the total program the FieldCoordinator
A. Meet regularly with and act as a liaison-communicator between
- the Intern, Field Associates, Principals, District Administration,Professional Association, and the University of Washington ClinicDirector and Professors.
1. Assist in resolving problems;2. Help in coordinating Clinic and classroom experiences;3. Share information from the Clinic Professors with the
personnel in the field
B. In order to meet the responsibilities to the Intern the Field .
Coordinator will:
1. During the first quarter of the four-quarter program theField Coordinator will provide experiences at various gradelevels within a school aod/or district in order to acquaint theIntern with the teaching piofession and children of variousages and grade levels;
2. Assist in the planning of the orientation quarter, i.e.,coordinate this quarter within the district;
3. Match the Intern with a Field Associate and orient the Internto the District Policies and-Procedures;
4. Plan and implement seminars special meetings for the Internsin the field;
5.. Assist the Interns in establishing a reasonable time-line and abalance between field and Clinic in order to complete all neces-sary assignments;
6. Provide counsel or appropriate referral sources for the Interns;7. Consult with the Intern, Field Associate, and Principal regard-
ing the Intern's progress and make accommodations or changeswhen necessary,"
46
8. Assist in observations of the Intern's performance in theclassroom and thus be able to reinforce the Field Associate'sobservations, teaching, and evaluation of theyern;
9. Interpret the Intern's needs to others in the program;10. Terminate the Intern's participation in the program at any
time based on valid information and judgment with consulta-tion with appropriate personnel regarding the Intern'sperformance and abilities to meet the, criteria establishedfor him;
11. Participate in the final evaluation of the Intern;12. Submit the Temporary Certification list to the University of
Washington/State of Washington Superintendent of PublicInstruction offices;
13. Advise the Personnel Department in the District of the Intern'steaching abilities and potential for placement
14. Write recommendations for Interns when requested.
C. In order to fulfill the responsibilities to the Field Associate theField Coordinator will:
1. Provide orientation ii-CpefienCes for the Field Associates newto the program;
2. Hold regular meetings with the Field Associates in order toprovide on-going communication and development within theprogram;
3. Interpret University of Washiagton, District, and Clinicpolicies as they relate to the program;
4. Assist the Field ASsociate in observations and evaluation ofthe Intern;
5. Function as a liaison between the Field Associate and theIntern in order to facilitate problem solving.
D. The Field Coordinator will attend appropriate meetings related tothe total program.
E. The Field Coordinator will interpret the program to Districtpersonnel.
F. The Field Coordinator will interpret the program to the community.
r-.
47
ATTACHMENT VI
QUESTIONNAIRE
The purpose of this questionnaire is to gather information on theperformance of first year teachers. Your help in filling,out the information will be used in a study analyzing students trained in several differentteacher training programs during the 1973-74 school year.
Name of beginning teacher
Number of classroom observations
Performance Criteria Rating Scale
1. Outstanding: Far exceeds expectations for a beginningteacher%
2. Excellent: Exceedd expectations for a beginning teacher.3. Good: Meets expectations for a beginning teacher.4. Weak: Barely meets expectations for a beginning
teacher.5. Unsatisfactory: Does not meet expectations for a beginning
teacher.
1. Exhibits Professional Qualifications
2. Demonstrates Academic Preparation
3. Exhibits Personal Attributes4. Diagnosis Learner Characteristics5. Develops InstructiOnal Objectives6. Organizes Instruction to Achieve Objectives
7. Manages Learning Environment8. Facilitates Instructional Objectives
9. Promotes Instructional Interaction10. EvaluatesAchiment of Objectives1,1. Uses Evaluation Results
Evaluator
1 2 3 4 5
48
CODE OF ETHICS OF THE EDUCATION PROFESSION(Approved by the Representative Assembly of the
National Education Association July 5, 1968.)
PREAMBLE
The educatOr believes in the worth and dignity of man." He recognizes thesupreme importance of the pursuit of truth, devotion to excellence, and thenurture of democratic citizenship. He regards as essential to these goalsthe protection of freedom to learn and to teach and the guarantee of equaleducational opportunity for all. The educator accepts his responsibility topractice his profession according to the highest ethical standards.
The educator recognizes the magnitude of the responsibility he has acceptedin choosing a career in education, and engages himself, individually andcollectively with other educators, to judge his colleagues, and to be judgedby them, in accordance with the provisions of this code.
PRINCIPLE 1
Commitment to the Student
The educator measures his success by the progress of each student towardrealization of his potential as a worthy and effectivecitizen. The educatortherefore works to stimulate the spirit of inquiry, the acquisition of know;edge and understanding, and the thoughtful formulation of worthy goals.
In fulfilling his obligation to the student, the educator--
1. Shall not without just cause restrain the student from independent action inhis pursuit of learning, and shall not without just cause deny the studentaccess to varying points of view.
2. Shall not deliberately suppress or distort subject matter for which he
bears responsibility.
3. Shall makelreasonable effort to protect the student from conditionsharmful to learning or to health and safety.
4. Shall conduct professional business in such a way that he does not ex-pose the student to unnecessary embarrassement or disparagement.
5. Shall not on the ground of race, color, creed, or national origin ex-clude any student from participation in or deny him benefits under anyprogram, nor grant any discriminatory consideration or advantage.
6. Shall not use professional relationships with students for private ad-vantage.
7. Shall keep in confidence information that has been obtained inthecourse of professional service, unless disclosure serves professionalpurposes or is required by law.
--8. Shall not tutor for remuneration students assigned to his classes, un-
less no other qualified teacher is reasonably available.
49
PRINCIPLE II
Commitment to the Public
The educator believes ;hat patriotism in its highest form requires dedica-tion to the principles of our democratic heritage. He shares with all othercitizens the responsibility for the development of sound public policy andassumes full political and citizenship responsibilities. The educator bearsparticular responsibility for the development of policy relating to the exten-sion of educational opportunities for all and kir interpreting educationalprograms and policies to the public.
In fulfilling his obligation to the public, the educator--
1. Shall not misrepresent an institution or organization with which he isaffiliated, and shall take adequate precautions to distinguish betweenhis personal and institutional or organizational views.
2. Shall,not knowingly distort or misrepresent the facts concer ting, edu-cational matters in direct and indirect public expressions.
3. Shall not interfere with a colleague's exercise of political and citizenship rights and responsibilities.
4. Shall not use institutional privileges for private gain or to promotepolitical candidates or partisan political activitieS.'
5. Shall accept no gratuities., gifts, or favors that might impair or appearto impair professional judgment, nor offer any favor, service, orthing of value to obtain special advantage.
PRINCIPLE III
Commitment to the Profession
The educator believes that the quality of the services of the education pro-fession directly influences the nation and its citizens. He therefore exertsevery effort to raise professional standards, to improve his service, topromote a climate in which the exercise of professional judgment is encour-aged, and to achieve conditions'which attract persons worthy of the trustto careers in education. Aware of the value of united effort, he contributesactively to the support, planning, and programs of professional organiza-tions.
In fulfilling his obligation to the profession, the eduLtor
Shall not discriminate on the ground of race, color, creed, or nationalorigin for membership in professional organizations, nor interferewith the free participation of colleagues in the affairs of their associa-tion.
2. Shall accord just and equitable trernent to all members of the pro-fession in the exercise of their professional rights and responsibili-ties.
50
3. Shall not use coercive means or promise special treatment in orderto influence professional decisions of colleagues.
4. Shall withhold and safeguard information acquired about colleaguesin the course of employment, unless disclosure serves professionalpurposes.
5. Shall not refuse to participate in a professional inquiry when requestedby an appropriate professional association.
6. Shall provide upon the request of the aggrieved party a written state-ment of specific reason for recommendations that lead to the denialof increments, significant changes in employment, or termination ofemployment.
7. Shall not misrepresent his professional qualifications.
8. Shall not knowingly distort evaluations'of colleagues.
PRINCIPLE IV
Commitment to ProfessionalEmployment Practices
The educator regards the employment agreement as atpledge to be executedboth in spirit and in fact in a manner consistent with the,highest ideals ofprofessional service. He believes that sound professional personnel re-lationships with governing boards are built upon personal integrity, dignity,and mutual respect. The educator discourages the practice of his profes-sion by unqualified persons.
In fulfilling his obligation to professional employment practices, the edu-cator-
1. Shall apply for, accept, offer, or assign a position or responsibility ,
on the basis of professional pr4aration and legal qualifications.
2. Shall apply for a specific position only when it is known to be vacant,and shall refrain from tmdprbidding or commenting adversely aboutother candidates.
3. Shall not knowingly withhold information regarding a position froman applicant or misrepresent an assignment or conditions of employ-ment.
4. Shall give prompt notice to the employing agency of any change inavailability or service, and the employing agent shall give promptnotice of change in availability or nature of a position.
5. Shall not accept a position when so requested by the appropriate pro-fessional organization.
6. Shall adhere to the terms of a contract or appointment, unless theseterms have been legally terminated, falsely represented, or Sub-stantially altered by unilateral action of the employing agency.
51rIsi
7. Shall conduct professional business through channels, when avail-able, that have been jointly approved by the professional organiza-tion and the employing agency.
8. Shall not delegate assigned tasks to unqualified personnel.
9. Shall permit no commercial exploitation of hisoprofessional position.
10. Shall use time granted for the purpose for which it is intended.
G. PROVISIONS FOR PROGRAM QUALITY AND RESOURCES
I. Examples of the kinds of experiences that will be available to staff develop-ment personnel, both school and University, to assist them to developnecesAlfiry competencies and carry out responsibilities of their roles in-clude the following:
A. Two special seminars organized and conducted only for Field Asso-ciates will be offered regularly for University extension credit atno cost to the Field Associate who will receive three credits foreach seminar.The first seminar will be devoted to orientation to the program andto skills of Intern supervision and will be required of all Field Asso-ciates who serve the program. This orientation seminar will typi-cally consist of eleven sessions of one and one-half hours each.Typically, one session will be devoted to an overview of the methodsand procedures of each subject matter area presented in the Clinic.In addition to an overview, new developments, materials, andstrategies for each subject matter area will be introduced and FieldAssociates will be encouraged to'exchange ideas and participate inthe various seminar activities. An example of the topic and sub-topics of a single session is that of: "Language Arts: An Overview,"and "Nonverbal Aspects of the Language Arts Program," and/or"Structures and Strategies for Developing Language and Thought inthe Elementary School.". In addition to language arts, reading,science, mathematics, social. studies, music and art will receiveattention in the seminar.At least four sessions will be devoted to skills in supervising Interns.Typically, the four sessions will consist of the following components:
1. Toward a Concept of TeachingEvaluation of Teaching
2. Supervisory StrategiesMicro TeachingTechnical SkillsSupervisory Cycle
3. Video -Taping of Supervisory CycleWorkshop on Planning Training Experiences
4. Critique of Video-TapesThe final session will usually be devoted to "brainstorming" forprogram improvement. The second Field Associate seminar willdeal with critical concerns and highly effective techniques of theField Associate participants in supervising Interns.
B. In addition to the seminars, the Field Associates will have readyaccess to the counseling of their Field Coordinator who, in addi-tion to introductory orientation meetings, will hold regularlyscheduled meetings with their Field Associates. Each Field Asso-ciate's Principal will also be readily available for counseling andaid.
539
C. The College of Education, University of Washington, offers a widevariety of courses in curriculum and instruction specifically de-signed to help experienced teachers to improve their teaching. Inddition, special workshops are frequently offered in summer ses-
sions to deal with new and unusual aspects of curriculum and instruc -lion. While these courses may or may not ever be tuition free forField Associates, they do represent a considerable resource whichis reasonably available.
D. In addition to University offerings the school districts of the Con-sortium offer in-service workshops and special summer coursesfor their teachers. In many cases of 'seminar or workshop exper-ience district credit is given on the Salary schedule.
E. Both University and school district personnel are encouraged toattend 'and participate in professional conferences, both regionaland national and a large proportion of Consortium personnel do.
F. The Teaching Assistants for Clinic Professors will be carefullyselected graduate studentsusually working on doctoral degreesand experienced teachers. Typically they will become orientedand prepared for the Consortium program through internships incollege teaching and serve the Clinic for a two-year period if atall possible.
II. Another important aspect of enabling all concerned personnel in fulfillingtheir responsibilities for preparing effective teachers is the managementsystem of the program which, along with the communication system,assure the effective integration of skill and knowledge of the many pro-fessionals involved in the program.
The management system is.presented in Diagram I in this section.
The communication system is presented in Diagram II.
III. Those procedures which ensure that those who supervise candidates'preparation are competent have been, in part, desclibed in previous
/ paragraphs of this section and, in part, in the Section E entitled "Feed-baCk Pr)?cedures for Interns and Program."
IV. Examples of the kinds of arrangements that will be made for resourcesthat will be available to staff development personnel and to the Consortium program in general are descr-ibed below.
Preliminary discussions have been held and some tentative agreementsreached in the allocation of resources between the University of Wash-ington and the participating districts in the North line Consortium. Thefollowing areas of concern which have definite implications for alloca-tion of resources are being studied and agreements will be reached foroperating the program during the 1974 -1975 school year:
A. Remuneration of Field Associates in terms of money and/orcredits.
54
I
B. , The maximum number of Interns to be admitted to theprogram each quarter.
C. Allocation of space and supplies of instructional mate-rials for the Clinic.
D. Funds designated in district budgets to cover officespace, secretarial, and supply needs for FieldCoordinators.
.2.
1' 1
55
0
4.
5.
DIAGRAM 1
Northline Teacher EducationConsortium Managemept System
DistrictSuperintendent
District EducationAssociation President
U. of W. Collegeof Education Dean
Superintendnt'sDesignee
STEERING COMMITTEEEduc. Association President'sDesignee
U. W. College of Educ.Dean's Designee
Representatives ofDistrict Administration
ADVISORY COMMITTEE*Representatives ofDistrict Ed. Assoc.
Representatives ofU. W. College of Educ:
Field Coordinators
Northshore Prin.
1
Shoreline Prin.
1---
I
1 11 NorthshOe F. A.'s
1
Shoreline F. A.'sI
_
Clinic Director
i
linic Professors
Teaching Assistants1_ 1
1
a
'Advisory Committee includes:
1, District Administration Principal , 3. U. of W. College of EducationClinic Director
2. District Association Clinic Professor... Field Coordinator Intern
Field Associate Field CoordinatorTeps. Representative
56
DIAGRAM !I
North line Teacher EducationConsortium Communication System
1
! District1 Superintendent
1
District Superintendent'sDesignee
LDistrict EducationAssociation President
STEERING COMMITTEE,District Educ. Association '-President's Designee
FieldPrincipals
FieldAssociates
\
Field Coordinators,
. Interns
I- 6.,;11N. College[ of Education Dean
i
I
U of W. College of Ed. iDean's Designee
57
ClinicProfessors
"I, A.'s
I
/
p
d
H. ASSURANCES OF 9UALITY OF INTERN'SPREPARATION FOR PROFESSIONAL SERVICE
Program elements which ensure that a candidate will have appropri.-ate breadth and depth of knowledge for his expected role may be classifiedby the types of post-secondary school experiences each Intern will have.The post-secondary experiences generally required can be divided intoacademic and professional work which must total a minimum of 180credits and be so selected as to meet graduation requirements.
ACADEMIC WORK
General Education (breadth)
The general education work consists of a distribution of at least60 credits earned in courses selected, with approval of an advisor, froma comprehensive list of courses to be found in the University of WashingtonBulletin.; General Catalog Issue, in the section on Arts Z..nd Sciences Nofewer than 20 credits must be selected from courses listed within each,Ofthe three large fields of general education--the humanities, the social.,sciences, and the natural sciences. In meeting distribution requirementsthe student who will obtain his Bachelor of Arts or Bachelor of Sciencedegree from the College of Education must take no more than 20 creditsof the 60 required from any one department. The general educationrequirements together with some academic electives represent about twoyears of academic work.
Academic Major (depth)
Each Intern must complete the requirements of an approvedmajor. More than 30 academic major fields have been approved. (SeeUniversity of Washington Bulletin, General Catalog Issue, section onCollege of Education.) The requirements for completing a major aredetermined by the department offering it. In general, the academic majorrepresents one year of academic work.
Students who will receive their Bachelor of Arts or Science degreesfrom the College of Arts and Sciences will have slightly different distri-bution and academic major requirements.
PROFESSIONAL WORK.
Professional Mindr in Education
The Intern in the elementary Consortium program will completeperformance requirements in the areas of child growth and development;principles of learning; educational evaluation; intra- and interpersonalrelationships; planning for teaching-learning; classroom organi n andManagement; learning resources; issues in education; and the n-cepts, strategies, and materials of language arts, mathematics, rea g,social studies and science.
58
A SUBSTANTIAL PRACTICUM EXPERIENCE
As a part of and integrated with the professional minor will be asubstantial amount of practicum work in assigned elementaty school class.rooms where each Intern will be supervised in varying degrees by a FieldAssociate, a Field Coordinator and Clinic Professors. The professionalminor including and integrated with a substantial practicum experiencewill represent about one year.
In the Consortium program, which is basically the professionalminor and integrated practicum experiences, breadth will be attained inthe clinic which will acquaint the Intern with a variety of strategies, pro- sgrams and materials used successfully in various parts of the nation.
Depth will be achieved fpr the Intern through his working daily forail academic year with the particular curriculum, strategies, and materialsof an individual school in a single school district.
The Intern will never be led to believe that his preparation is com-plete and he will be made familiar;. with considerable resources for futureperusal and study. Perhaps as important as anything it is hoped the pro,-.gram will develop in,Interng is the,'ability to be self-dificting, incoiring,evet- lea'rning professionals who prize intellectual rigor, creativity,effective, positive human interaction and the dignity and worth of everyhuman individual.
59
IMP
I. CONTINUING CAREER DEVELOPAENT
Although som 7, study has seen devoted to a new program of con-tinuing career development, the North line Consortium is not yetprepared to propote a formal program directed to the implementationof such. For the immediate future it is expected that present arrange-ments providing for fifth year requirements of the Standard Certificatewill continue. These include a number of special University coursesoffered for in- service and fifth year purposes.
Considerable attention and some pilot programs are being directedto integrating school district Racticum workshops and University in-service/fifth year courses with the purpose of exploring possibilitiesof field/experience oriented and performance based formal programs ofcontinuing career development.
The North line Consortium, as stated in Section H, will be committedto the development of self-directing, inquiring, ever-learning profes-sionals and it will continue to explore all reasonable avenues to fulfill thatcommitment.
0
60
/