School of Education

Activities for Standard 1

  • 2013-14 Activities for Standard 1

    1. A notable addition to ensuring diverse and adequate field experience for our candidates during the course of their study was the introduction and implementation of Junior Field placement for candidates in the Elementary and Special Education program in the 2013-14 academic year. For example, students in their Junior Year in the Elementary education program completed a semester long Field placement in four different elementary schools
    2. Additionally, Elementary, Early Childhood and Special Education programs worked on curriculum changes of courses involving school partnerships for placements. Relationships have been developed and fostered with these schools to monitor and enhance the partnerships.
    3. Similarly, students in the secondary education program were placed in targeted schools that were racially heterogeneity, have large population of students on free or reduced lunch, and a large number of students identified as English Language Learners.
  • 2012-13 Activities for Standard 1

    1. Moore Scholars program was developed: http://www.clemson.edu/hehd/departments/education/moore-scholars/
    2. School counseling program created database of schools to include diversity information (i.e., Title 1 status, %ELL, %disability, ethnic breakdown) to share with students as they identify possible practicum and internship sites.
  • 2011-12 Activities for Standard 1

    1. A new partnership was developed with Monaview Elementary School in Greenville where 92% of students receive free and reduced lunch, and 53% are Hispanic.
    2. Early Childhood Education student teachers are now being assigned to Monaview Elementary School in Greenville, a school not making Adequate Yearly Progress.
    3. All counselor education graduate students are required to take EDC 811 Multicultural Counseling, a course in which they focus on self-awareness and skills to work with diverse populations.
    4. School counseling graduate students are directed to examine school report cards and websites in order to identify diverse schools in which to complete their internships. Graduate students in this program have opportunities to work with all P-12 students in any given school, and data collected at the end of each semester (report in LiveText) helps the program assess the extent to which they had broad, diverse experiences.
    5. The Eugene T. Moore School of Education signed a Memorandum of Understanding this year with Greenville County School District to provide all undergraduate and graduate students with purposeful, challenging, and diverse experiences through a range of diverse, carefully constructed, and challenging classroom-based instruction and field-based experiences that help them recognize the dignity and value of all individuals, promote equity in education and advocate on behalf of children, families and communities.
    6. Early Childhood and Elementary Education student teachers were placed in schools that were identified by racial heterogeneity, number and/or percentage of students on free or reduced lunch, and number of students identified as English Language Learners.  
    7. Secondary Education student teachers in their junior year had a targeted placement in a school with racial heterogeneity, number of students on free or reduced lunch, and number of students identified as English Language Learners.
    8. Special Education made plans to move toward placing their student teachers in schools that are identified by racial heterogeneity, number and/or percentage of students on free or reduced lunch, and number of students identified as English Language Learners, and are limiting their placements to schools and classrooms that model best practices.