CAEP 2 STANDARD TABLES

CAEP 2 STANDARD TABLES2.1Table 2.1a Clinical Experience ChartClinical ExperiencesPre-professional (Prior to Methods Courses)At the Pre-professional level, candidates use EPP StandardsEDUC 501:ShadowingProfessionalsCo-requisite:EDUC 102:Introduction tothe World of theLearner(6 hours)DescriptionIntroduces candidates to diverse instructional conditions and diverse studendeliver instruction, paying particular attention to instructional strategies uspersonal Candidates begin to recognize the personal, cultural and social imconditions and diverse students. Candidates develop personal and global coCandidates begin to recognize the personal, cultural and social impact teacDiversityThe demographics of partner schools for this experience include urban gensocioeconomic backgrounds that represent the diaspora of Central BrooklyTechnologyThe teachers selected must use technology proficiently and understand its pcandidates gain an understanding of just and fair interactions, respecting anCandidates observe teachers selecting teaching methods that are aligned wStandardsMEC Personal and Global Consciousness Standard 2.1MEC Standard Commitment and Care: 8.2)MEC Knowledge 1.7MEC Knowledge 1.3Aligned to INTASC 1,2,3,&4EDUC 502:ObservingStudents inInclusive andSpecialEducationSettingsType of AssessmentProduct: ReflectionImprovementsThrough TEPAC, this experience has evolved to include shadowing leaderRecommendations.DescriptionThis field experience provides candidates with an opportunity to contextuaidentifying varying patterns of learning and development, observing speciaas well as the content learned in the co-requisite course EDUC 152 – Introthat every learner can meet high standards and that all learners should be cDiversityCandidates can make comparisons of the teaching and learning experienceTechnologyCandidates observe students using technology, including assistive technolo

Co-requisiteEDUC 152Introduction toSpecialEducationStandardsMEC Knowledge Standard 1.10 & 1.11MEC Creativity Standard: 4.4Aligned to INTASC 3,5,9 & 10Type of AssessmentProduct: Mock Conference/Poster Presentation during which small groupsdisabilities, and 2) reflective group papers on their disability topics and theImprovementsn/aEDUC 503:Parents andCommunitiesas PartnersDescriptionCandidates learn the roles that parent/families and the larger community plattend and participate in school-based community events. They observe anthese events and write an essay about their observations. Candidates obsercommunity work togetherCo-requisiteEDUC 231ChildDevelopmentDiversityMake connections to developmental theories with regard to understandinginteractions and collaborative learning environments, among othersTechnologyCandidates use technology to summarize their observations.StandardsMEC Collaboration Standard: 7.2)(6 hours)(6 hours)EDUC 504:Technology inthe Classroom:Co Requisite:EDUC 350Computers inEducationAligned to INTASC 6Type of AssessmentProduct: Analytic & Reflective EssayImprovementsThrough TEPAC ‘s recommendation, this experience has evolved to includNumeracy and Literacy Coaches.DescriptionDeveloping the WebQuest immerses students in the recursive cycle of learlearning tool. Candidates use Standard Written English and dominant dialeDiversityCandidates work with small groups of learners and teachers in general andTechnologyCandidates to apply and integrate technology, including assistive technologdiverse needs requiring different modifications to the web quest to suit thdevelop a WebQuest.StandardsMEC Standard Knowledge: 1.1(6 hours)MEC Standard Analytical Thinking: 3.3MEC Standard Effective Communication 6.1Aligned to INTASC 5-8Type of AssessmentKey AssessmentMoving from Product to Performance. Candidates will be guided in using aclassroom practices using performance rubrics to evaluate their performancImprovementsThrough TEPAC’s recommendation, this experience evolved to require tig

Professional(Methods Courses) At the professional level, the standards used are program specific Special Professiocorrespond to their degree program. Candidates at the professional level of field experiences, are requias it impacts critical academic learning outcomes for individuals that encourages positive interactionsAdditionally, candidates use their understanding of content based tools of inquiry and structure of theshort term goals are set which take into consideration student understanding of pre-requisite knowledgEDUC 505:Working withIndividualLearners CorequisitesDescriptionCandidates implement an instructional response using one or more instructcontent for individual learners. 10 hours executing a Reading Assessmentand 10 hours executing mathematics interventions based on a school assessDiversityCandidates work with individual students and engage in experiences and reinclusive P-6 classroom settings.TechnologyCandidates participate in a professional development where they use smartstudent reading and math performance and work with teachers to identify tStandardsCEC 3,5; NAEYC 4,5; ACEI 2.1,2.3,3.1,3.2EDUC 311 –Teaching ofReadingMethods I andEDUC 315 –TeachingElementaryMathematics(20 hours)EDUC 506:Working withSmall GroupsCo-requisitesEDUC 312 –Teaching ofReadingMethods II;EDUC 381 –ReadingMethods &Materials forLearners withSpecial NeedsFor CSE & CECEC 3,5; NAEYC 4,5; ACEI 2.1,2.3,3.1,3.2Aligned to INTASC 7,9& 10Type of AssessmentPerformance but Rubrics are ProductsImprovementsMoving towards Performance Rubrics. The Math Intervention (Modified MBoth interventions have always been a performance-based activity, but thepaper describing their intervention experience and student outcomes. Nowcandidate engaging the child in math interventionsDescriptionCandidates continue to use their understanding of content-based tools of indiscipline accessible. Candidates continue to use their understanding of coexperiences that make the discipline accessible. Childhood Education andmethods to become familiar with appropriate practices (7 hours). Sciencethe Brooklyn Children’s Museum. Social Studies methods course’s clinicaIntervention work with the same children in (CE & CSE 7 hours; ECSE 13CSE & ECSE 7 hours)DiversityInterventions are geared to candidates having a better understanding of divTechnologyLow end technology is integrated into the Response to Intervention, such aincrease candidates’ phonological awareness and processing fluencyStandardsCEC 5; NAEYC 4B&4C; ACEI 3.2CEC 3; NAEYC 4; ACEI 2CEC 2; NAEYC 1C; ACEI 3.4Aligned to INTASC 5 & 10

EDUC 314Social StudiesMethods OREDUC 317:ScienceMethodsType of AssessmentPerformance: Guided Reading Implementation Video and ReflectionPerformance: Tier 2 Response to Intervention (Reading Intervention-ClosiImprovementsTEPAC recommended that this learning experience evolve to become a moResponse to Intervention and Guided ReadingEDUC 507CurriculumResearch &DesignDescriptionCandidates’ preparation includes researching and developing their own curon student contextual information (e.g. culture, demographics, developmencurriculum mapping, gathering state and city curriculum materials and leaunits with content-specific representations and distinguish various learningCo-RequisiteDiversityGear curriculum to diverse abilities, instructional conditions and culturesEDUC 457Curriculum andInstruction inChildhoodEducation orEDUC 302Curriculum andInstruction inEarly ChildhoodEducationTechnologyTechnology must be integrated in the curriculum unit. These curriculum uthis task, candidates meet with Grade Level Curriculum Planning Teams incollaborative setting.StandardsThis results in the development of a program specific curriculum (NAEYC(20 hours)Aligned to INTASC 9 &10Type of AssessmentProduct: Writing Interdisciplinary CurriculumImprovementsn/aDescriptionThis field experience provides candidates with an understanding of assessmassessment-related skills. Candidates observe teachers and identify the useassessments used in elementary general and special education settings. Furfor a variety of diagnostic and progress monitoring purposes, ‘particularlycandidates with an understanding of assessment practices in specialized anyoung children (Birth-8) with special needs, familiarizing themselves and udelays and young children with disabilities. In the Childhood Special EducGrade 6 students. Furthermore, they engage in observing to learn about selthem, completing observation checklists and anecdotal notes, conducting inprogress monitored.DiversityCandidates learn to assess and interpret findings of children with differingTechnologyInformation is gathered and analyzed using EXCELStandards(CEC 4; ACEI 4); (NAEYC 3; CEC ECSE: S4.9; S4.11)(18 hours)EDUC 508/509Assessment inChildhood /EarlyChildhoodEducationCo-Requisite:EDUC 340 orEDUC 253(12 hours)

Aligned to INTASC 1-10EDUC 5CourseNumber(5-310) CourseBased FieldExperience inEDUC 310Type of AssessmentCandidates are evaluated based on a performance-based assessments, but twritten to describe, analyze and summarize the assessment activities that wImprovementsMoving from product based to performance-based rubricsDiversityEach candidate must complete AT LEAST ten hours of field experience wotwo specific strategies aimed at changing a student’s challenging behaviorwork where they are already placed. But, because it is not a separate placplacement. Childhood Special Education and Early childhood Special EduTechnologyInformation is gathered and illustrative charts created using technology.StandardsCEC 1, 2,5,&7NAEYC 1 &3ECSE & CSEcandidates only(10 hours)INTASC 1,2,3,4,5& 10Type of AssessmentThe field experience is a performance assessment; the rubric has evolved tImprovementsProduct moving towards Performance RubricsDiversitySettings have different instructional conditions, ethnicities, and socio-econTechnologyUse technology to gather information and integrate technology as a resourcStandardsAll NAEYC 1-6, CEC 1-7 & INTASC 1-10Type of AssessmentPerformance Rubric assessing Planning, Learning Experience Plan, ImplemImprovementsRubrics will explicitly include content areas although it is an integrated liteDiversitySettings have different instructional conditions, different ethnicities, socio-TechnologyUse technology to gather information and integrate technology as a resourcStandardsAll CEC 1-7 & INTASC 1-10Type of AssessmentPerformance Rubric assessing Planning, Learning Experience Plan, ImplemImprovementsn/aDiversitySettings have different ethnicities, socio-economic statusTechnologyUse technology to gather information and integrate technology as a resourcStandardsAll ACEI 1-5 & INTASC ChildhoodSpecialEducationChildhoodEducation

Type of AssessmentPerformance Rubric assessing Planning, Learning Experience Plan, ImplemImprovementsn/a

Table 2.1b List of School Partners :Demographic and Alumni IdentificationPARTNERSHIPSCHOOLSAND TYPE OFFIELDEXPERIENCE% OFSTUDENTSATPROFICIENTLEVEL INMATH ANDREADINGMathDEMOGRAPHICS (2017)Reading GenderNote 1)- IndicatesMEC AlumniMFRaceSocioeconomicAA LA AS WH MU % Rec.RedNote 2) PARTNERSINCE 2005PS 5Demographic ELL SPTrendsSchoolLunch39.625.45050 791503190Dr. Ronald McNairSchoolLargesthomelesspopulation indistrict4322023Principal L. Gates820 Hancock St.Lab SchoolBrooklyn, N.Y.11233(718) 574-2333Field: EDUC 503: Parents & Community PartnersClinical PracticePS 620.717.44951 722213Norma AdamsClemons AcademyPrincipal S. Porter43 Snyder AveBrooklyn, NY11226(718) 856-6560Field: EDUC 502: Observing Students in Clinical and Inclusive Settings072------------