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Clinical Practice in Educator Preparation Programs (EPPs)


ItemDescription
Policy TitleClinical Practice in Educator Preparation Programs (EPPs)
Policy CategoryEvaluations & Qualifications (EVAL)
Policy IDEVAL-024
Policy Date2018-01-04
Previous Policy Dates009/01/2016
Statutory ReferenceG.S. 115C-296.11, G.S. 115C-309

Formerly TCP-C-024

This policy sets forth the requirements for clinical partnerships and practice in Educator Preparation Programs with a clinical student teaching component.

I.  Definitions:

  1. Clinical educator – An individual employed by a partner school, including a classroom teacher, who assesses, supports, and develops a  clinical intern’s knowledge, skills, and professional disposition during an internship.
  2. Clinical internship or internship –Type of field experience in which a clinical intern works under the supervision of a clinical educator and may be delegated those duties granted to an educator and any other part of the school program for which the clinical educator is responsible.
  3. Clinical residency or residency –Type of field experience in which a clinical resident who already holds a bachelor's degree is enrolled in a recognized EPP and also employed by a local school administrative unit as an educator and supervised by the recognized EPP in partial fulfillment of the recognized EPP's training requirements.

II.  Requirements

The State Board of Education requires that EPPs shall:

  1. Establish and maintain collaborative, formalized partnerships with elementary and secondary partner schools that are focused on student achievement, continuous school improvement, and the professional development of elementary and secondary educators, as well as those preparing educators.
  2. Work collaboratively with elementary and secondary schools and enter into a memorandum of understanding with local school administrative units or the partner school where students are placed or employed. In the memorandum, the EPP and the local school administrative unit, as applicable, shall:
    1. Define the collaborative relationship between the EPP and the local school administrative unit or partner school and how this partnership will be focused on continuous school improvement and student achievement.
    2. Adopt a plan for collaborative teacher selection, orientation, and clinical intern/clinical resident placement.
    3. Determine how information will be shared and verified between the EPP and local school administrative unit or partner school.
  3. Field Experience Requirements – To the extent practicable, EPPs shall require, in all programs leading to initial professional licensure, the following:
    1. Field experiences in every semester that include organized and sequenced engagement of students in settings that provide them with opportunities to observe, practice, and demonstrate knowledge and skills. The experiences shall be systematically designed and sequenced to increase the complexity and levels of engagement with which students apply, reflect upon, and expand their knowledge and skills, and to increase in each semester prior to the student's internship the number of hours spent in field experiences.
    2. A minimum of two hours of field experience in the first semester of the program and a cumulative total of at least 12 hours of field experiences prior to the student's internship.
    3. At least one field experience in a low-performing school.
  4. Clinical Practice Requirements. – EPPs shall require clinical practice in the form of one of the following:
    1. Internship that lasts for a minimum of 16 weeks. Internships may be over the course of two semesters and shall, to the extent practicable, provide field experiences at both the beginning and ending of the school year. It shall be the responsibility of a clinical educator, in cooperation with the principal and the representative of the EPP, to assign to the intern responsibilities and duties that will provide adequate preparation for teaching.
    2. Residency that meets the following criteria:
      1. The residency lasts for a minimum of one year.
      2. The EPP provides ongoing support to a student for the full term of the residency.
      3. The EPP assigns a clinical educator to the resident.
      4. The resident completes field experiences and training defined in each EPP’s Assurances to the State Board of Education prior to the residency.
  5. Clinical Educator Requirements - The EPP shall ensure clinical educators who supervise students in internships and residencies meet the following requirements:
    1. Be professionally licensed in the field of licensure sought by the student;
    2. Have a minimum of three years of experience in a teaching role;
    3. Have been rated, through the educator's most recent formal evaluations, at least at the "proficient" level as part of the North Carolina Teacher Evaluation System, or the equivalent on an evaluation system utilized by another state or partner school, as applicable. For the purposes of this policy, “proficient” means a teacher has received ratings of proficient or higher on all five standards on the most recent summative evaluation, or on Standards 1 and 4 for teachers on an Abbreviated Evaluation.
    4. The principal shall determine which clinical educator best meets the needs of each intern and shall assign the most appropriate clinical educator to that intern, with priority consideration for those clinical educators rated as "distinguished" and "accomplished."  For the purposes of this policy, “distinguished” means a teacher has received ratings of distinguished on three of the five standards to include Standard 4 on the most recent summative evaluation, or on Standard 4 for teachers on an Abbreviated Evaluation. For the purposes of this policy, “accomplished” means a teacher has received ratings of accomplished or higher on three of the five standards to include Standard 4 on the most recent summative evaluation, or on Standard 4 for teachers on an Abbreviated Evaluation.
    5. If a principal determines that a teacher rated as "proficient" is the most appropriate clinical educator for an intern, the principal shall maintain records of the reasons for that determination.
  6. Require the ed Teacher Performance Assessment (edTPA) or the Praxis Performance Assessment for Teachers (PPAT), nationally normed and valid pedagogy assessments, to determine clinical practice performance for all teacher candidates. All student teachers shall meet passing scores and mastery criteria to be determined by the State Board of Education. The edTPA or the PPAT may replace the Praxis Principles of Learning and Teaching (PLT) tests for Secondary education teacher candidates.

 

 

 

 

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