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Field Experience and Clinical Practice
3a. Collaboration Between Unit and School Partners
Unit partners. The Unit collaborates with a number of
partners. In the re-design of all programs, both initial and
advanced, committees were created to assist in the design of field
and clinical experiences. Members included local teachers, school
board members, district level personnel, as well as faculty within
the Unit. The partnership has continued through meetings regarding
field experiences and clinical practice. Additionally, the
Directors of Student Teaching and Field Experiences (FX) often
participate in principal meetings, informal meetings, or direct
telephone conversations with field partners.
Formal partnerships were established in the
fall of 2004 with school districts within the Southeastern region.
Contracts with schools districts aligned field experience and
clinical practice with the CF. Districts and the Unit
continue to collaborate in the planning and delivery of authentic
field experiences. The Directors of Student Teaching and FX
work directly with school districts in the recommendation and
selection of qualified teachers and administrators who provide the
most diverse settings.
The goal of partner schools and the unit is to provide multiple
experiences in diverse settings where candidates can apply
knowledge, skills, and dispositions creating a positive impact on
student learning. Thus, performance based evaluations are
completed by cooperating teachers, supervising teachers, mentors,
and principals in collaboration with unit faculty.
Contributions of partners. Faculty and school partners
contribute to the design, implementation, and evaluation of
programs through the Council for Teacher Education (CTE). This
council formulates policies for teacher education which deal with
philosophy, objectives, organization and administration,
evaluation, and curricula. Policies are administered by the Dean
of the COEHD.
Southeastern Louisiana University Lab School (K-8) and Champ
Cooper Elementary (K-8) are two examples of school sites that
contribute to field and clinical practice experiences for
candidates. The Southeastern Lab School opens its classrooms for
a variety of field experiences at both the Introductory and
Developing Levels allowing candidates are to observe, tutor, and
teach large groups. Candidates may visit the Lab School, complete
an observation form, and be assigned a time to observe or direct
teach in a class. Champ Cooper Elementary is not only a field
site but also a Professional Development Site. Education method
classes are taught on the campus and teacher candidates are able
to utilize the facilities. Mentor teachers provide ideas with
regard to implementation and design of the field experiences.
Another Southeastern partner is Ponchatoula Jr. High School (PJHS).
It not only provides clinical practice but also supports methods
classes in both math and reading education on its site and
provides a cottage for the Southeastern faculty members to teach.
PJHS also supports Kinesiology methods and music methods classes
on its site. It is developing into a PDS site for COEHD.
The unit and school partners collaboratively design and implement
field and clinical experiences including the assessment of
candidate performance. Clinical faculty contributes to the
performance-based evaluations required in FXs. Cooperating and
supervising teachers model effective teaching strategies and
integrate resources that offer opportunities to learn (Exhibit
3a.1). Additionally, school partners complete
end-of-the-year questionnaires (Exhibit
3a.2). Findings from the questionnaires are analyzed
to determine the effectiveness of the unit’s program design.
Modifications are made according to the results of the
questionnaires.
The EDL advance program collaborates with
partner school districts (Exhibit
3a.3). Meetings with Wallace Partner schools (Exhibit
3a.3), along with
members of the unit, have resulted in more rigorous admissions
standards (Exhibit
3a.4), course content, (Exhibit
3a.5) and fieldwork activities (Exhibit
3a.6). Another example of collaboration was the
establishment of an educational leadership residency program (Exhibit
3a.7) with Washington Parish.
Placement with partners. Written agreements (Exhibit
3a.8) with ten southeastern Louisiana school systems
provide placement for student teachers. The Director of Student
Teaching consults with school principals and supervising teachers
to determine the placement only in public schools.
Specific criteria (Exhibit
3a.9) must be met for an internship to be approved at
the initial level. Eligible candidates must first receive a
recommendation from method(s) instructor(s). The Director of
Student Teaching screens internship candidates for eligibility
prior to internship approval.
FX requires procedures to be followed for placement. Informal
discussion assists in limiting the number of candidates and/ or
classes assigned to a particular school. Recently, field
assignments of two or three schools per candidate changed to
eighteen to twenty schools per candidate expanded over six (6) to
eight (8) districts. Candidates must choose from diverse settings
in order to successfully complete and document both introductory
and developing levels toward certification.
A list of school assignments is sent to district designees (Exhibit
3a.10). Specific instructions on visitation
protocol are established with each school and presented to
candidates.
In the Educational Leadership program, the internship is the
culminating experience and candidates are assigned to mentors in
the field who are generally from the districts in which the
candidates are employed. Mentors are trained to guide candidates
in acquiring the standard-driven skills necessary to lead schools.
Unit and school partners share expertise to suppose candidate’s
learning. University faculty and directors, local school
partners and other professionals help candidates develop their
knowledge, skills, and disposition. Southeastern faculty members
work with local school personnel to integrate resources and
expertise in order to support candidates’ learning in field
experiences and clinical practice. The Unit serves as a
consultant to local schools and collaborates with teachers and
administrators to design FXs based on course content. Candidates
receive instruction on the development of standards-based lesson
plans, the creation of a variety of assessment tools and the use
of multiple classroom management techniques. Professional
Development opportunities and other resources are provided to area
classroom teachers through Project TEACH (Exhibit
3a.11), Project IMPACT (Exhibit
3a.12) and the Teacher Scholar Program.
Teacher Scholars are first year teachers employed by Southeastern
and placed in participating local school districts. In
exchange, master teachers from participating school districts
serve as Link teachers providing support for the Teacher scholars.
Link teachers share their expertise and bring a practitioner’s
perspective to the teacher training program.
University faculty are trained as external assessors for the
Louisiana Teacher Assistance and Assessment Program (LATAAP).
These external assessors service the districts at the time of
teacher certification becoming an integral part of the LATAAP
assessment team.
3b. Design, Implementation, and Evaluation of Field
Experiences and Clinical Practices
Program requirements. The CF influences the role of field
experiences in initial and advanced programs. The unit and school
partners recognize the importance of establishing course
requirements that focus on activities and time candidates spend in
the field. This field time varies according to the program area,
level of field experiences, and course requirements (Exhibit
3b.1). FXs for initial programs begin in the sophomore
year and culminate as clinical practice during student
teaching/internship. Master’s degrees in C&I and SPED include
activities in the field and sustained experiences throughout the
programs. The Master’s in Educational Leadership includes field
experiences (Exhibit
3b.2) in a wide variety
of educational settings, as well as a full semester of internship.
The doctoral program requires both practicum and internship.
Table 6: Field Experiences and Clinical Practice by Program
(Exhibit
3b.3)
details both field and clinical
practice by program.
Demonstration of candidate proficiencies. Initial and
advanced FXs provide for one or more of the following:
1
Competency in demonstration of “The Louisiana Components of
Effective Teaching;”
2
Intensive study in the advance candidates’ selected area of
concentration;
3
Foundations for school administrators to assume the role of
instructional leaders for effective school improvement in diverse
settings;
4
Competency as well as a theoretical understanding of
technological infusion;
5
Preparation of optimal leadership for the education of all
learners, both young and adult;
6
Portfolio assessment of candidate’s FXs in relation to the
unit’s CF and program outcomes.
Initial Programs
FXs and clinical practice involve three levels:
introductory, developing, and competency. Introductory includes
fifty hours of observation and participation of pedagogical
practices in a variety of settings which include different age
groups, learning needs, rural to suburban schools, and diverse
ethnic backgrounds. Candidates conduct interviews, attend school
board meetings, and complete service learning projects that
involve interaction with students. The Developing level includes
130 hours of observation and active participation in the teaching
process. Candidates progress from small group to whole group
teaching under the guidance of a cooperating teacher. The
Competency level culminates with clinical practice which includes
of 180 hours of supervised direct teaching. Candidates plan and
implement lessons as well as participate in school meetings and
daily classroom routines. The Master of Arts in Teaching (MAT)
adheres to the same requirements. MAT candidates may qualify for
the internship which requires two semesters of full-time teaching
supervised by a mentor.
Professional education course syllabi reflect FXs focusing on the
components of CF, LCET, the Louisiana Content Standards and
professional standards of national education associations, such as
the IRA, NCTM, NCTE are coded with the objectives of each course (Exhibit
3b.4). For example, EDUC 201 requires each candidate
to write a philosophy of education that addresses the CF (Exhibit
3b.5) to be used in FXs. Courses that provide topics,
issues, principles, techniques, pedagogical foundations,
instructional planning and assessment relevant to providing
appropriate and equitable experiences for diverse populations
reinforced with field experiences are required prior to clinical
experience. Methods courses assist teacher candidates in
assimilating the CF by test items on final examinations (Exhibit
3b.6). Performance-based assessments (Exhibit
1c.1) conducted in the field indicate demonstration of
candidate proficiencies aligned to the CF, LCET, and national
standards.
Advanced Programs and Internships (Exhibit
3b.7)
Advanced teacher education programs require completion of
an intensive study toward a candidate’s degree plan. Candidates
must complete field experience activities involving interviews,
observations using LCET, action research projects, schools
comparison studies, case studies, diverse classroom teaching,
linguistic/ collaborative projects, assessment and instruction for
diverse populations, and school improvement. A minimum of fifty
hours of FX is required in degree programs with activities ranging
from one hour of observation to as many as 125 hours in school
improvement (Exhibit
3b.7).
FXs are documented in a portfolio (Exhibit
1a.3)
detailed per the candidates master’s degree expectations.
The Master of Education in Curriculum and Instruction and Special
Education (SPED) are guided by the CF, state, and national
standards. These field experiences enhance the candidates’
potential for serving students, parents, colleagues, and others in
the educational community. The Louisiana Department of Education
website is used for accessing Content Standards, Benchmarks, and
Grade Level Expectations (GLE) by all teacher candidates in both
initial and advanced curriculum and instruction areas. These items
are required for all lesson plans (Exhibits
3b.8 and
3b.9).
Specifically, the Master of Education in Special Education
involves an assessment case study (SPED 641) and a behavior change
project (SPED 612). Observation and participation in team
interactions and simulations and the development and
implementation of an integrated unit are required for field
experiences with individuals with disabilities. Additionally,
candidates must link instruction to assessment by completing a 60
hour practicum (SPED 641). This is demonstrated by completing a
Teacher Work Sample (Exhibit
3b.10). Also, candidates are required to teach in a
variety of diverse settings (SPED 663) (Exhibit
3b.11).
In the Educational Leadership Program, FXs, as part of regular
classes and through the formal internship, reflect and meet state
and national standards. Site mentors plan and supervise
activities. Specifically, diversity and culture are addressed in
Seminar I (Exhibit
3b.12). Technology is used to research existing school
data (Exhibit
3b.12). CK and SM reflecting the conceptual framework
are evident throughout the program and examples can be found in
the SREB Module trainings (Exhibit
3b.13). Candidates refer to ELCC standards (Exhibit
3b.14) in documenting field activities. Leading teams,
developing a school crisis plan,
developing a marketing plan, creating a shared vision, and
developing a budget are examples of
some of the activities. The internship allows candidates to
demonstrate competence in an administrative position and to be
actively involved in practice and administration. Candidates, in
collaboration with educational officials, also select/identify a
school improvement activity as part of the internship experience.
Candidates are expected to complete a minimum of 150 clock hours
of field experience, fifty of which are devoted to a school
improvement project, as detailed in the SPA (Exhibit
3b.15)
Interns in EDL complete the Pre-Internship Self-Assessment form.
Leadership activities are based on information provided on the
Self-Assessment Form and generated from the Potential Fieldwork
Activities List. An Internship Agreement, securing the
signature of the mentor, lists appropriate activities to be
completed. After each structured activity, interns upload the
pertinent information into PASS-PORT, referencing the ELCC
Standards. Electronic portfolios are submitted prior to the week
of finals to three faculty members and a district representative
for review prior to the portfolio defense. The Student Evaluation
of Internship Experience form is completed by the candidate
and sent to the university supervisor and mentor.
Master of Education in Educational Technology Leadership (EDTL)
places emphasis on a general theoretical understanding of how
computers work, along with computer competence on computers
systems in the following areas: operating systems, word
processing, graphics, internet navigation and selections of
hardware and software. Candidates demonstrate knowledge of
technology by researching existing school data.
The Doctorate of Education in Educational Leadership (Ed.D)
is designed to link in-class experiences with the world of
professional work. Candidates are required to enter field
experiences, professional development activities, and reflective
summaries (Exhibit
3b.16) in the electronic
assessment system to use for the development of portfolios.
An internship which allows candidates to demonstrate competence in
an administrative position is arranged with a partnership district
placing each candidate with whom he/she might collaborate and
identify school improvement activities.
These internships allow candidates to demonstrate competence.
Doctoral candidates must complete a minimum of 150 clock hours of
FXs, fifty of which are devoted to a school improvement project.
No candidates have reached the internship level.
Use of technology. Field and Clinical Experience Form A
with data on clinical faculty ensures that teachers and partnering
schools use technology (Exhibit
3b.17). This provides FXs in which teachers model the
use of technology and candidates with a technology rich
environment. Required initial and advanced courses provide
candidates with skills and knowledge necessary to effectively and
ethically infuse technology into the classroom and facilitate the
application of technology in leadership skills and techniques in a
community or school setting. At the advance level, technology is
emphasized in the program through the use of the International
Society for Technology is Education (ISTE) Standards. During
initial course work, each candidate is equipped with basic
technology skills required for success. If additional skills are
needed, seminars, and tutorials are offered. The use of technology
by candidates is observed and evaluated by university faculty on a
variety of instruments used in the assessment system. For
example, lesson plans to be implemented in FXs must include the
use of technology in instruction. Observations of teaching which
take place in the field require university faculty to evaluate
candidates’ integration of technology into the lesson.
Selection criteria of clinical faculty and evidence of
accomplished school professionals. Form A is completed
by all mentor teachers as documentation of qualifications and
performance in the internship setting and provides information by
which clinical faculty are selected. Criteria for cooperating
field experience teachers include 1) three years of teaching
experience, 2) Louisiana certification, and 3) recommendation by
the school principal.
In order for a classroom teacher to serve as supervisor of student
teaching he/she must satisfy any one of the following conditions
set forth by the Louisiana State Department of Education:
-
A valid Type A or Level 3 Louisiana
certificate in the field of the supervisory assignment; or
-
A valid Type B or Level 2 Louisiana
certificate in the field of the supervisory assignment and one
of the following:
a.
successful completion of the three credit hour course in
the supervision of student teaching;
b.
assessor training through the Louisiana Teacher Assistance
and Assessment Program; or
c.
National Board Certification in the field of the
supervisory assignment.
EDL mentors are required to attend a two day
plus ½ day follow-up workshop that teaches the process, principles
and skills needed to guide effectively a candidate through a
formal school leadership program. Mentors learn to co-design
a learning plan with the candidate and university supervisor and
provide a developmental, competency-based field experience.
Professional development for clinical faculty. Supervisors
of student teachers, cooperating teachers at Professional
Development Schools (PDS) and in field-based schools, and mentors
of interns attend a two hour training/orientation workshop during
each academic year addressing the conceptual framework, assessment
instruments, and review of forms. First time supervisors of
student teachers review the contents of the Student Teaching
Handbook prior to the beginning of each semester and cooperating
teachers review the Field Experience Handbook. A more detailed
orientation session is required for first time university
supervisors addressing assignments and responsibilities, portfolio
requirements, and contents of the Student Teaching Handbook. Two
additional sessions, each semester, are held for university
supervisors to review assessment instruments and student teaching
requirements. Ongoing dialogue with methods instructors and
partner teachers addresses expectations for teacher candidates.
Workshops for clinical school-based faculty are held at the two
Southeastern Literacy Centers and at the Teacher Education Center
on the university campus for all Livingston, Tangipahoa, and St.
Tammany parish as well as other partnering districts and schools.
The EDL training program gives mentors tools to help co-plan
developmental, competency-based internship in conjunction with the
intern and University supervisor.
Evidence of support for student teachers, licensed teachers,
and other school professionals. The Teacher Development
Center provides support for all candidates throughout their
programs by offering professional development activities and
resources needed to be successful in the completion of individual
courses, as well as program completion. Evidence of support
specific to student teachers is found in the
Supervising Teacher’s Journal (Exhibit
3b.18) and evaluation form.
Advanced level examples of support can be found in professional
development opportunities and other resources which are provided
to area classroom teachers through Project TEACH (Exhibit
3a.11) and Project IMPACT (Exhibit
3a.12). Project TEACH and Project IMPACT are National
Professional Development Title III competitive grants funded by
the U.S. Department of Education. Project TEACH represents a
unique partnership between Southeastern and four Louisiana school
districts to address the growing need for qualified teachers of
limited English proficient (LEP) students. The goals of Project
TEACH are to improve the quality of teachers who serve LEP
students and to increase the number of teachers qualified to teach
LEP student. Southeastern Teaching and Learning faculty were
first certified through the university in order to teach the ESL
education courses to teachers who had ESL students in their
classes. Project IMPACT represents a partnership created between
Jefferson Parish School District and Southeastern. Jefferson
Parish teachers attend workshops offered semi-annually which help
in the development of strategies and techniques that will assist
LEP students. Also, Project IMPACT offers Southeastern faculty
who teach teacher candidates and classroom teachers two workshops
a year which demonstrate techniques and strategies that will
assist classroom teachers in their efforts to teach LEP students.
Parents, administrators, and community leaders in Jefferson Parish
may attend sessions on communication skills offered between
bilingual homes and the school and community.
Specific to the EDL advanced programs, the Wallace Grant provides
support in terms of resources, professional development
opportunities which extend the depth and breadth of the program,
and offer financial support for candidates’ intern semester.
3c. Candidates’ Development and Demonstration of Knowledge,
Skills, and Dispositions to Help all Students Learn
Eligibility and completion rates. Charts (Exhibit
3c.1) and (Exhibit
3c.2) provide data on eligibility and completion
of candidates. Advanced candidates, especially those in Education
Leadership, must meet the criteria necessary for the newly
established program in order to qualify for eligibility and
completion.
Assessments. Candidates have multiple opportunities to
develop and demonstrate the knowledge, skills and dispositions to
help all students learn. These are assessed by successful
completion of courses and requirements at each portal (Exhibit
3c.3). Candidates apply knowledge, skills and
dispositions in a variety of diverse settings.
Initial Programs:
Initial teacher education candidates write a Lesson Plan (Exhibit
3c.4) evaluated with the Unit rubric (Exhibit
3c.5). The LCET unit assessment evaluates the
candidate’s delivery of the lesson. These components describe how
the candidate plans to vary teaching strategies and materials for
diverse learners, including the use of technology. Reflection on
the lesson allows for the candidate to determine effectiveness in
modifying and accommodating lessons according to student needs.
Assessment of the candidate by faculty determines knowledge of the
discipline and the dispositions that reflect diverse issues that
must be aligned with the unit’s CF. Prior to student teaching,
candidates are assessed in methods classes using the LCET
evaluation form during field experiences (small/large group
teaching). The Evaluation Report of Teaching is aligned with the
LCET and INTASC standards.
The Assessment Plan is first developed and assessed in an
instructional planning and assessment course which provides
candidates with the principles and techniques necessary to develop
sound instructional lesson plans and assessments which measures
student progress. Candidates create an Assessment Plan during
student teaching for a lesson or a unit of study. This plan is
evaluated by the university supervisor and included in the
Competency Level Portfolio (Exhibit
1d.1).
Professional Portfolios are submitted by candidates exemplifying
their best work indicating that program outcomes have been met
prior to student teaching (Exhibit
3c.6). The candidates’ dispositions are assessed upon
admission in the program, prior to student teaching, and upon
completion of student teaching. Candidates not meeting standards
and expectations are referred to the Teacher Development Program
for the completion of a Professional Improvement Plan (Exhibit
3c.7).
University supervisors visit each student teacher a minimum of six
times and complete a minimum of five written evaluations using
forms developed by the Office of Student Teaching and available
for review in the Student Teaching Handbook. Additionally, the
university supervisor reviews the Supervising Teacher’s Journal
during each visit (Exhibit
3c.8). During student teaching, cooperating principals
observe and evaluate student teachers twice using the Evaluation
Report of Teaching based on LCET. Supervising teachers complete
the Final Report of Teaching based on LCET twice. The university
supervisors complete the Report of Teaching three times and a
shorter evaluation twice. (Exhibit
3c.9) University supervisors evaluate expected
criteria from a videotaped lesson (Exhibit
3c.10). The Final
Report of Student Teaching provides a cumulative assessment of the
entire experience.
Students completing internships must have a mentor teacher who is
required to visit the classroom a minimum of twice monthly.
Written ongoing comments are placed in a Mentor Teacher’s
Journal. The mentor teacher must complete a mid-term observation/
evaluation of a class taught by the intern and a more detailed
final evaluation. The assigned university supervisor must make a
minimum of six visits to each intern and complete a minimum of
four written evaluations using the same forms used for student
teachers. During each visit, the university supervisor meets with
the mentor teacher and reviews the Mentor Teacher’s Journal
(Exhibit 3c.11).
Weekly reports are submitted by the university supervisor to the
Director of Student Teaching documenting observations,
conferences, seminars, evaluations, and cumulative teaching hours
of the student teacher (Exhibit
3c.11).
Advanced Programs: (Exhibit
3c.12)
Advanced level candidates in
all degree programs are required to submit three Unit level
portfolios: 1) Emerging, 2) Proficiency, and 3) Capstone. Each
folio requires documentation of FXs in diverse environments and is
assessed by the advanced folio rubric item number five. The
number of candidates meeting expectations is detailed in
Exhibit 1a.10: Advanced E-Folio Results. Candidates in
advanced special education programs upload artifacts, field
experiences, and professional development activities in to
Pass-Port. However, because the redesigned program will not begin
until fall 2008, these candidates have yet to complete portfolios
on Pass-Port.
In T&L, advanced programs the FXs are linked to professional,
state, and national standards. All advanced candidates are
required to plan and implement an Action Research Project (EDUC
693, EDUC 695) which is evaluated as a course-based assignment and
placed in the Capstone Portfolio for summative evaluation as an
artifact reflective of knowledge and skills in a field setting.
Other examples include observations and course-based assignments
in practica (ECE 632, EDUC 665/666). In EDUC 692 candidates’
observations of field classes are assessed by course instructors
which reflect the candidate’s ability to recognize components of
effective teaching. Candidates in T&L present their action
research projects as a culminating activity for the program. This
presentation is evaluated by a diverse team on professors in
various programs in the department.
Candidates in the advanced special education program are observed
by course instructors in the field to evaluate candidates'
knowledge, skills, and dispositions (SPED 663, 641).
Currently, the culminating activity is in SPED 641, a 60 hour
practicum linking instruction to assessment. Candidates are
observed teaching and assessing.
The Master in Educational Leadership requires both
course-based FXs (Seminar’s I-V) and internship (Seminar VI).
Assessments used in the field are linked to candidate
proficiencies as referenced to professional, state, and
institutional standards (Exhibit
3c.12). Field activities that are part of individual
courses, as well as the culminating internship, serve as vehicles
through which candidates’ learning and performances are evaluated.
This is demonstrated in the content, activities, and assessment
portions of Seminar I (Exhibit
3c.13), Seminar II (Exhibit
3c.14), Seminar III (Exhibit
3c.15), and Seminar IV. Field activities are jointly
evaluated by school and university faculty. University faculty
members visit school sites to discuss the candidates’ progress
with mentors. The Electronic Portfolio Presentation is the
culminating activity for the Capstone experience. The final
portfolio is placed on a CD and must include a self-reflection
presentation in which the candidate defends his/her final
Standards Proficiency Assessment. The defense of the portfolio
will constitute the final Standards Proficiency Assessment by the
faculty
(Exhibit 3c.16).
Reflection and feedback.
Initial Programs. Written reflections on field experiences
are submitted by each candidate for each course. LCET Assessment
Criteria, evaluation forms, and field experience reflections
constitute ways that candidates can reflect and give feedback on
experiences. Written reflections are documented on Form C when
observing and directing teaching (Form
3c.17) and entered into PASSPORT.
Student teachers are required to complete a self-evaluation after
each teaching lesson. These comments are entered in the
Supervising Teacher’s Journal on a regular basis. Student
teachers also respond to comments made by clinical teachers, which
are entered in the Supervising Teaching Journal. At mid-term and
at the end of the semester, student teachers complete an
independent evaluation using a copy of the Final Report on Student
Teaching found in the Student Teaching Handbook. Student teachers
must respond to the Reflections of Learning questionnaire (Exhibit
3c.18) and then discuss responses in a final seminar
with the university supervisor and other student teachers.
Finally, a reflective summary is part of the Competency Level
Portfolio.
Advanced Programs. At each portal, all advanced
candidates in T&L and EDL include Reflections of Learning that
address the CF, national standards, and
program specific standards in relation to FXs. Item 3 on the
E-folio Rubric (Exhibit 1a.10) requires candidates to describe an
effective professional referencing the components of the
conceptual framework; critically analyze lessons learned, reflects
on strengths and weaknesses of performance, impact on learning
environments and future performance. Candidates at the
advanced level are required to reflect on course projects and the
final action research project. Candidates in the Master of
Educational Leadership specifically reflect on activities both
structured and unstructured on the Fieldwork Reporting Form which
has a specific place for reflection. This allows for the
candidate to express experiences of involvement such as attendance
and welfare, scheduling, counseling and guidance, health and food
services, public relations and communications, discipline,
management etc.
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