Part 3-Multiple Subject
3.1
Revised Table 3.1 (all links updated)
3.2
In the multiple subjects program, all components of Standard 7 Foundational Skills are addressed in the following courses, including clinical practice:
- EDLT 502 Teaching English Learners
- EDTP 521 Literacy and Language in Diverse Classrooms
- EDTP 523 Introduction to Clinical Practice and
- EDTP 540 Clinical Fieldwork - Elementary.
Foundational skills are thoroughly covered in EDLT 502 Teaching English Learners and EDTP 521 Literacy and Language in Diverse Classrooms, which serve as the primary literacy instruction courses in the multiple subject credential program. Through various activities, all the required foundational skills are introduced, practiced, and assessed. This progression ensures that our candidates advance their understanding of foundational skills for students with various learning needs, including multilingual learners.
- EDLT 502: The elements of foundational skills are introduced in Session 4 and Session 6 and practiced in Session 15.
- EDLT 521:The elements of foundational skills are introduced and practiced in Session 1, Session 3, Session 4, Session 5, and Session 6. Candidates also have opportunities to practice in Session 7, Session 9, Session 10, Session 11, Session 12, Session 13, and Session 14. All the elements of foundational skills are assessed through Writing Skills Analysis, Student Assessment – Primary Literacy Diagnostic Report, Student Assessment – Intermediate Case Study, and Knowledge Tests.
Candidates have more in-depth practice of foundational skills through two clinical practice courses: EDTP 523 Introduction to Clinical Practice (1st clinical practice semester) and EDTP 540 Clinical Fieldwork (2nd clinical practice semester).
3.3a
- MOU Addendum
- When securing clinical practice placements, cooperating teachers will receive a letter/email about clinical practice details and requirements, including TPE 7.
- Each semester, the department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1–7 and Dyslexia Guidelines:Department of Learning and Teaching
3.3b
The Department of Learning and Teaching (DLT) Candidate Handbook is publicly available on the Student Resource site. During the candidates' orientations, which take place prior to the beginning of each semester, all candidates, including those who have chosen an intern option in their last semester, are introduced to the DLT Student Resource site, which lists the TPEs, and DLT Candidate Handbook.
All clinical practice requirements that encompass TPEs 1–7 are discussed during orientation meetings specific to clinical practice and include TPE-based bi-weekly reflective journal activities, clinical evaluations, and DLT Lesson Plan Template, which are related to the foundational skills.
- Department of Learning and Teaching Candidate Handbook – TPEs 1–7 and Dyslexia Guidelines
- Bi-weekly reflective journals
- Clinical Evaluation
- Methods Mid-Term Dialogue
- DLT Lesson Plan Template – Section 4: Central Focus and Content Standards for ELA & ELD standards
3.3c
Revision for 3.3c
The elements of foundational skills will be practiced during field placements. Three of the six lesson plans must be literacy-based, with an emphasis on TPE 7 elements. The university supervisor will review these lessons with an additional evaluation form: the TPE 7 Field Observation form.
- TPE 7 Field Observation form assessing planning and instruction.
The elements of foudational skills will be assessed by university supervisors and cooperating teachers via the TPE 7 Clinical Evaluation form. This form documents an overall score for each TPE, with each TPE assessing several elements. Assessors must document any TPE element that needs additional support.
Original Submssion Follows
The elements of foundation skills will be practiced and assessed in the clinical practice courses EDTP 523 and EDTP 540. These clinical practices happen across two semesters, during which candidates continuously reflect on their ability to demonstrate and engage with the skills related to the selected elements within TPEs 1–7.
Candidates complete bi-weekly reflective journal activities (EDTP 523 and EDTP 540) by reflecting on their ability to demonstrate and engage with the skills and how they can demonstrate ongoing improvement. In addition, candidates practice planning lessons using the DLT Lesson Plan template, which is linked to the TPEs 1–7.
Throughout each clinical practice, the university supervisor and cooperating teacher guide and mentor candidates in demonstrating the required skills and knowledge throughout the semester. Candidates will design a lesson using the DLT Lesson Plan Template and submit their lesson plan 48 hours prior to each observation. The supervisor will then provide written feedback to improve the quality of the lesson. Their supervisors will also observe each lesson and provide verbal and written feedback using the Field Observation form which is linked to the TPEs 1–7. Candidates are observed six times each semester for a total of 12 times throughout their clinical practice experience in the program. Additionally, during the 1st clinical practice semester (EDTP 523), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to teach foundational skills using the Methods Mid-Term Dialogue form at the mid-semester and the program Clinical Evaluation form at the end of the semester based on the TPEs 1–7. During the 2nd clinical practice semester (EDTP 540), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to teach foundational skills twice (mid-semester and final) using the program Clinical Evaluation form.