CLINICAL TRANSCRIPT: SUMMARY OF CLINICAL/FIELD EXPERIENCES
(N.B. Some experiences may satisfy multiple requirements)
NAME __________________________ MAJOR _______________ MINOR/SPECIALIZATION _______________ TOTAL HRS_____
PARTICULAR NEEDS OF STUDENTS
(SEC. MINORS ONLY)
SPECIAL ED. NEEDS
One broad aim of the Education Department's diversity plan is to ensure educational equity. Simply put, that means that academic as well as field experiences, taken together, should adequately prepare education candidates to provide instruction that ensures optimal opportunities for success for ALL learners. To that aim, education programs are designed to enhance candidates 1) pluralistic thinking; 2) knowledge about minority groups (racial, socio-economic, linguistic, etc.); 3) knowledge about a wide range of pedagogies that address diverse learners; and 4) clinical exposure to diverse populations of students and settings.
The process of reflective decision-making is at the heart of the Education programs. We believe that it is only when students become conscious of their current thought and practice that they have the opportunity to intentionally shape their future professional development. Moreover, candidates need multiple opportunities to reflect on what they are learning about their students as well as about their own professional development. Education candidates will therefore complete formal written reflections to be included in the electronic portfolio at three major points in their programs. The first reflection will occur in conjunction with the foundations block, the second with Ed 310 or Ed 354, and the last summative reflection will be part of the exit requirements for student teaching.
The following is a tentative list of questions that students might consider for such reflections:
1. Identify a particular clinical experience. Then describe one important decision you had to make regarding your professional encounters with those students. In addition, explain what values and information guided those decisions.
2. Describe one important thing you learned about yourself as a professional as a result of this (your) experience.
3. What false assumptions did you make about these particular students before your experience? How were those assumptions or myths challenged or changed by this experience?
4. Using the multi cultural education model of your choice (e.g., Banks, McIntosh, Sleeter and Grant), describe the changes you have undergone in your ability to think about children and their instructional needs. For example, if your thinking about multicultural educational experiences was initially mainly additive, how would you describe it now? What factors brought those changes about? What challenges do you think remain for you to confront regarding multi cultural education?