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Accreditation Resources

Overview:

In order to best prepare our teacher candidates for the field, our department has been partnering with our clinical educators (host teachers, student teacher supervisors, administrators, etc.) to provide our students with clinically rich experiences. Together we are preparing our teacher candidates. Whether it is observation hours or student teaching, both Roberts faculty and clinical educators are equally contributing to our students’ clinical preparation.

Given that there are so many involved in our teacher candidates’ experiences, this website has been created as a resource. Here you will find information that pertains to any clinical experience. Faculty, clinical educators, student teaching supervisors, and teacher candidates alike can use these resources to navigate clinical experiences.

Planning Materials

When lesson planning, our teacher candidates use the Roberts/edTPA lesson plan template. This template is framed around Backward Design, as well as the expectations for edTPA. Teacher candidates who regularly use this template plan instruction that is cohesive and aligned. In addition, teacher candidates who regularly use this template are well prepared for the demands of edTPA. It is important that all involved fully understand what the lesson plan template entails. Below you can find a video that clearly details all that is involved in completing the lesson plan template.

When unit planning, our teacher candidates use the Roberts unit plan template. This template mirrors the type of curricular materials used in local districts today. The template helps teacher candidates understand how to plan for a larger chunk of time, while still focusing on a specific set of standards and meaningful ways to assess student learning.

Evaluation Materials:

The clinical experiences in which our teacher candidates participate across their program are structured in a very purposeful way. When our teacher candidates are early in their program, they observe and reflect. As they progress through the program, they take on more responsibility such as 1:1 tutoring, small group instruction, and eventually whole group instruction. Expectations for clinical experiences have been scaffolded in order to allow for this progression of learning across a teacher candidates’ program, thus best preparing them for student teaching and eventual employment. This progression can be seen below:

As clinical educators work with our teacher candidates, it is important to know where they are in their program. Understanding what they are best prepared to do will help maximize their time in their clinical experience. However, our teacher candidates should always challenge themselves to learn and try new things with the support of their clinical educator.

Below are the rubrics that clinical educators complete at the conclusion of a teacher candidates’ clinical experience. The rubric matches the expectation for the clinical experience based on our progression chart. Teacher candidates in an OPE (observation-participation experience) will have an OPE rubric completed by the clinical educator. Teacher candidates in student teaching will have a student teaching rubric completed by both the clinical educator and supervisor.

Fieldwork Policies:

  • Adult Graduate Education Fieldwork Policies (coming soon)
  • Traditional Undergraduate Fieldwork Policies (coming soon)

Observation/Participation Experience:

Student Teaching

Roberts has developed a set of technical standards against which we evaluate our students’ dispositions. These are things that cannot be measured through typical coursework or assignments, yet are important in developing professionalism. The technical standards can be found here:

Other Resources

The edTPA process is the culminating assessment for teacher certification. All teacher candidates that are in student teaching have a handbook. Other resources around edTPA expectations can be found on the edTPA website.

Contact Information

For more information about OPE experiences, contact Jen Dorr at (585) 594-6964 or dorr_jennifer@roberts.edu

For more information about student teaching experiences, contact Amy Polisseni at (585) 594-6787 or polisseni_amy@roberts.edu

For more information about instructional planning or other curricular elements, contact Denise Johnson at (585) 594-6859 or johnson_denise@roberts.edu, or Kristen Driskill at (585) 594-6106 or driskill_kristen@roberts.edu