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Embedded within the Unit Goals are expectations for clinical opportunities in pedagogically sound programs; faculty excellence in teaching, scholarship, and service; collaboration with external partners to improve learning and professional development; and resources to help meet expected outcomes. (CF, p. 39-40) http://www.education.sfasu.edu/coe/html/Introduction.htm

STANDARD 3 - FIELD & CLINICAL PRACTICE
http://www.sfasu.edu/education/about/accreditations/ncate/standards/3/

THIS STANDARD IS MET.

The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. The unit and its school partners jointly determine the specific placement of student teachers and interns for other professional roles to provide appropriate learning experiences.

According to our survey of ECs and OSP

ECs and OSP in the field use technology for instructional purposes

ECs and OSP in the field use technology for some non-instructional purposes such as grading and planning

ECs and OSP know how to use technology and are using it in the field experiences.

What's New

INTERVIEW with the CHAIR of the Standard 3 Committee
Dr. Neil Armstrong

COMMITMENT
The COE supports the integration of technology in field experiences.

STRENGTHS
Most interns utilize technology in a number of ways to plan for and facilitate instruction.

WEAKNESSES
Portable equipment and training may improve integration of technology in the field.

PLAN OF ACTION
More portable equipment will be purchased and training will be offered.

Dr. Armstrong elaborates:

Stephen F. Austin State University’s College of Education is committed to providing educator candidates with opportunities to use technology in support of their teaching and learning in both field and clinical experiences.

Strengths
Our clinical faculty communicate frequently with their interns or students teachers through regular email using Web-CT. Students submit their assignments electronically and have access to university-owned video equipment for the purpose of recording lessons. Students also have research assignments which require utilization of computers to gather data and understand educational topics; they are also encouraged to use e-mail to communicate with faculty and/or submit assignments. Many course pages are web-enhanced to provide extra support and facilitate contact with the professor.

In Elementary Education, internship courses require educators to create a Literacy Project. Results from Pre-Post assessments and ongoing progress monitoring are summarized in charts and graphs that provide the reader with a clear picture of growth over time. Literacy Projects are essentially case studies conducted over the course of the semester on a small group of students interns work with daily. Reflections are emailed weekly to keep in touch with the professor who also visits the sites to observe teaching. Video taping of a lesson for reflective purposes and lesson planning using the district online curriculum which specifies technology coverage for Pk-12 students also demonstrates use of significant technology during field placement.

The Secondary Education internship courses, SED 450 and 450L - classroom management, and SED 460 Technology and Teaching are two examples of classes that incorporate technology into our internship program. In both classes, students must teach a “lesson slice;” this encompasses the entire lesson cycle which includes lesson design and pre-assessment to the video taping of the lesson actually taught through post-assessment. In this process, students are required to demonstrate how the pre-assessment is integrated with technology to affect future learning. This data is later compared to post-assessment data to view the influence/impact of instruction. Students are also encouraged to use PowerPoint presentations in the internship and student teaching experiences.

Students must also utilize technology to complete several assignments to demonstrate proficiency in Competency 009, Pedagogy and Professional Responsibilities. These assignments include students’ Small Group Research Projects, the Micro-Teaching Project, the Lesson Slice and Evaluations assignment, and the Research Discussion assignment. Each assignment requires the use of technology either to gather data or to enhance student knowledge of educational theory and practice, or for the purpose of facilitating assessment as in the Lesson Slice assignment.

In the Educational Leadership internship, technology is integrated in several ways. Students review School Board policy on technology, study district/school technology plans, gather information on present and future use of technology to support teaching and learning in the area of educational leadership, make recommendations for expanded uses of technology, and do on-site observations of the use of technology in a library and/or computer lab. Students also present PowerPoint presentations for action research projects and use presentations to enhance learning. In addition, internet sites for professional organizations are used as a resources for student learning.

Weaknesses
Our field sites need more portable equipment to facilitate student use of technology in their lesson slices, specifically, portable projectors. These projectors would also assist with the integration of PowerPoint presentations in student lessons as well as in student projects on site. We need wireless access points throughout the education building. Additional training on the integration of technology is needed.

Plans for Improvement
We will purchase three projectors that can be checked out by interns to use for projects in the classroom with plans to add two additional projectors the next year. Plans for additional technology training has been established.

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From: John Jacobson [jjacobson@sfasu.edu]
Sent: Tuesday, May 16, 2006 2:14 PM
Subject: East Texas Early Childhood Research and Development Center (ETECRDC)

We have really great news! The ETECRDC project has been approved by the Texas legislature in the amount of $20.1 million. SFA also received $10 million in deferred maintenance. The $20.1 million will support the building or renovation of our Early Childhood Laboratory, NISD/Charter School and the Department of Human Sciences. Attached is a very brief description of the Education Research Center portion concept.

Here is an accompanying story:
Texas Senate Passes Measure to Fund University Construction Projects
http://www.kristv.com/Global/story.asp?S=4902882&nav=Bsmh

ECH Center - proposal:
The College of Education proposes the establishment of an East Texas Early Childhood Research & Development Center. This center would further the university’s efforts in elevating the already nationally recognized and accredited early childhood education program to a higher level of national prominence and excellence. The center would help Texas achieve its closing the gaps goals by training additional well-qualified educators who have the skills to work with Texas’ diverse populations. The center would assist students and their parents embrace and understand the importance of gaining a higher education and would help them prepare academically and financially for college. It would join together existing education, community and business organizations that support and serve children and families into a united force for the improvement of life and opportunity within the East Texas and the broader community.

Our vision is that the center will become a model for a multi disciplinary proactive education and community collaboration. Benefits of partnerships among academic institutions, research entities, and community agencies in the East Texas area can be considerable. This initiative will link and bring together our early childhood lab, charter school, and various SFA academic departments and community-based programs under a research and development center umbrella second to none.

The potential for integration of technology in this state-of-the-art early learning center and the potential influence to surrounding Reading First Schools with at-risk populations is significant.

Another update 10-22-06 - just received word our online courses will receive money from a grant to use video-cams to record the teaching of lessons. So much is changing it is hard to keep up! Exciting times indeed.

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