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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  


Standard 3

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 unitís 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 candidateís 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 candidatesí 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 practitionerís 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.  Masterís degrees in C&I and SPED include activities in the field and sustained experiences throughout the programs.  The Masterís 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 ďThe Louisiana Components of Effective Teaching;Ē

2        Intensive study in the advance candidatesí 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 candidateís FXs in relation to the unitís 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 candidateís 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 masterís 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 candidatesí 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 candidatesí 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:

  1. A valid Type A or Level 3 Louisiana certificate in the field of the supervisory assignment; or

  2. 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 Ĺ 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 Teacherís 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 candidatesí intern semester. 

3c. Candidatesí 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 candidateís 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 unitís 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 candidatesí 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 Teacherís 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 Teacherís 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 Teacherís 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 candidatesí observations of field classes are assessed by course instructors which reflect the candidateís 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 (Seminarís 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 candidatesí 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 candidatesí 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 Teacherís 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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