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Demonstrating Quality Field Experiences: Unit Assessment Systems
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Demonstrating Quality Field Experiences: Unit Assessment Systems
Description – 30 words or less
NCATE calls for unit-assessment systems which include management of field
placements. Technology is the optimum tool for development and management of these systems. Development of one assessment system will be shared.
Proposal
I.
Contenta. Statement of the Issue
One of the most important aspects of teacher development is the field experiences
of a teacher candidate. Accreditation agencies have developed entire unit-assessment standards based on their management (NCATE Standard 2 and 3). Given their complexity, and the enormity of data involved with multiple candidates in diverse programs, undergoing multiple field experiences, technology offers an excellent choice for the development of such systems. Not only does technology allow extensive customization, it also allows management of diverse parts of field experiences such as cooperating sites, teachers, artifacts, feedback, and assessments. A system has been adopted and developed specifically for the COE at Georgia Southern University. CampusTools HigherEd is customized to include the list of cooperating schools and teachers used by the college. It includes site information, qualifications of the cooperating teachers, pay scales, and custom notes. The system imports data from the university’s student information system; hence, it knows the courses for each candidate in any given semester. Furthermore, it is customized to include the program of study for each candidate. Thus, it is ideally suited for customizing field experience needs of any candidate, based on the course and program of study. System administrators can design each field experience to include candidate artifact development as well as systematic feedback and assessment. Placement coordinators have complete information about the candidates, and can search for an optimal placement by site, cooperating teacher, subject or grade level. The system records placements made for all candidates under each teacher, allowing up-to-date reporting on placement, and an equitable distribution of candidates by site and teacher. Candidates can develop standards-based artifacts and these can later be included in electronic portfolios. Extensive report generation, based on all aspects of the field experience, including candidate data collection, assessments, and diversity, is easily accessible.
Given its importance, there are several aspects about Field Experience systems that must be developed carefully.
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Sites (Cooperating schools): These should be chosen not only due to their location, i.e. proximity to the college, but also on their ability to support the programs at the college. They should be able to provide suitable, qualified and willing cooperating teachers based on the subject and grade-level needs of the candidates, and provide the infrastructure and diversity in accordance with the needs of the candidates at the college.
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| | Authors: Ruebel, Kim. and Basin, Bhupi. |
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Demonstrating Quality Field Experiences: Unit Assessment Systems
Description – 30 words or less
NCATE calls for unit-assessment systems which include management of field
placements. Technology is the optimum tool for development and management of these
systems. Development of one assessment system will be shared.
Proposal
I.
Content
a. Statement of the Issue
One of the most important aspects of teacher development is the field experiences
of a teacher candidate. Accreditation agencies have developed entire unit-assessment
standards based on their management (NCATE Standard 2 and 3). Given their
complexity, and the enormity of data involved with multiple candidates in diverse
programs, undergoing multiple field experiences, technology offers an excellent choice
for the development of such systems. Not only does technology allow extensive
customization, it also allows management of diverse parts of field experiences such as
cooperating sites, teachers, artifacts, feedback, and assessments. A system has been
adopted and developed specifically for the COE at Georgia Southern University.
CampusTools HigherEd is customized to include the list of cooperating schools and
teachers used by the college. It includes site information, qualifications of the cooperating
teachers, pay scales, and custom notes. The system imports data from the university’s
student information system; hence, it knows the courses for each candidate in any given
semester. Furthermore, it is customized to include the program of study for each
candidate. Thus, it is ideally suited for customizing field experience needs of any
candidate, based on the course and program of study. System administrators can design
each field experience to include candidate artifact development as well as systematic
feedback and assessment. Placement coordinators have complete information about the
candidates, and can search for an optimal placement by site, cooperating teacher, subject
or grade level. The system records placements made for all candidates under each
teacher, allowing up-to-date reporting on placement, and an equitable distribution of
candidates by site and teacher. Candidates can develop standards-based artifacts and
these can later be included in electronic portfolios. Extensive report generation, based on
all aspects of the field experience, including candidate data collection, assessments, and
diversity, is easily accessible.
Given its importance, there are several aspects about Field Experience systems that must
be developed carefully.
•
Sites (Cooperating schools): These should be chosen not only due to their
location, i.e. proximity to the college, but also on their ability to support the
programs at the college. They should be able to provide suitable, qualified and
willing cooperating teachers based on the subject and grade-level needs of the
candidates, and provide the infrastructure and diversity in accordance with the
needs of the candidates at the college.
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