Assessing Candidates onEvidence-Based PracticeSally Spencer, Sue Sears, Nancy Burstein

A Continuum of Clinical Experiences

SimulationBeginning of the Program

Designed settings

Middle of the Program

Authentic settings

Culmination of Program

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Focus on Quality Clinical Experiences

• Designing coherent clinical experiences to bridge the gap between:• theory and practice• universities and schools• preparation and induction

• Build conceptual coherence • Explicit identification of evidence-based practices

• Build structural coherence• Alignment of assignments across courses and fieldwork

• (Hammerness, 2006)

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A Continuum of Clinical Experiences

SIMULATIONBeginning of the Program

Designed settings

Middle of the Program

Authentic settings

Culmination of Program

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Beginning of the Program: TeachLivE™

• Virtual classroom experience • Created by University of Central Florida• Allows students to practice teaching in a

safe, simulated environment • Allows students to stop, reflect and “do over”

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TeachLivE™ 6

Beginning of the Program: TeachLivE™

• Students practice Direct Instruction skill in safe, simulated environment• Good planning• Clear modeling• Checking for understanding• Building rapport

• Faculty use a rubric to evaluate, give feedback & guidance

• Students debrief and discuss in small groups• Students watch and reflect on video

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A Continuum of Clinical Experiences

SimulationBeginning of the Program

DESIGNED SETTINGS

Middle of the Program

Authentic settings

Culmination of Program

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Middle of the Program: Special Education Literacy Clinic

• Special Education Literacy Clinic• Second of two classes in reading instruction• Students apply what they’ve learned • Partners work with children grades K-12 to tutor

on specific skills• EBPs practiced:

• Assessment-driven instruction• Research-based reading instruction (NRP)• Direct instruction of skills

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Middle of the Program: Special Education Literacy Clinic

• Special Education Literacy Clinic

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Middle of the Program: Special Education Literacy Clinic

• Special Education Literacy Clinic• Students do weekly planning and receive detailed

feedback on the use of evidence-based practice in their teaching (formative)

• Students videotape themselves teaching a lesson and reflect on the video

• Faculty use a rubric to assess students’ application of evidence-based instructional practices in reading from video (summative)

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0 - 5 6 - 9 10

Instructional Planning Objective is not clear or is not measurable. Lesson does not match objective. Lesson is weak in modeling, opportunities for feedback, and/or independent practice.Lesson is not motivating or interactive.

Objective is somewhat clear and measurable. Lesson mostly matches objective. Lesson may have some problems with modeling, opportunities for feedback, or independent practice.Lesson is somewhat motivating and / or interactive.

Objective is clear and measurable. Lesson matches objective. Lesson has strong modeling, opportunities for feedback, and independent practice.Lesson is very motivating and interactive.

0 - 12 13 - 29 30

Quality of Teaching on Video Teacher did not effectively model the skill and/or did not scaffoldedthe student’s acquisition of the skill Teacher was not very enthusiastic or positiveFeedback was not specific or helpfulTeacher’s use of language was not effective in helping student understand conceptsTeacher did not use wait time wellOverall, teaching was not very successful

Teacher modeled the skill and scaffolded the student’s acquisition of the skill to some degreeTeacher was mostly enthusiastic and positiveFeedback may not have always been very specificTeacher’s use of language was somewhat effective in helping student understand conceptsTeacher used some wait time to give student time to processOverall, teaching was successful

Teacher effectively modeled the skill and scaffolded the student’s acquisition of the skillTeacher was very enthusiastic and positiveTeacher gave plenty of specific feedback to help build successTeacher used language effectively to build student understandingTeacher used wait time appropriately to give student time to processOverall, teaching was highly successful

0 - 12 13 - 34 35

Quality of Reflection in Paper Paper reflects limited insight into effectiveness of teachingLittle or no evidence is used to support discussionDiscussion is superficial or inadequateWriting was of poor quality

Paper shows adequate insight into effectiveness of lessonSome evidence is used to support discussionDiscussion is adequate and accuratePaper was mostly well-written

Paper reflects strong insight into effectiveness of lessonStrong evidence is used to support discussionDiscussion is insightful, accurate and thoroughPaper was well-written

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A Continuum of Clinical Experiences

SimulationBeginning of the Program

Designed settings

Middle of the Program

AUTHENTIC SETTINGS

Culmination of Program

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Culmination of the Program:Teaching Event

• Special Education Teaching Event• Measure of teacher competencies based on

Performance Assessment for California Teachers (PACT)

• Opportunity for candidates to document knowledge and skills in the areas of planning, instruction, assessment and reflection in a single integrated teaching segment

• Accessible system for faculty to review candidates’ work (artifacts, commentaries, video)

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