Committee: Field Experience Date & Location: 9/11/06, 11:15 – 12:45, TBA Haley Minutes 1. Members Present  Group I: Marilyn Strutchens, & Sandra Harris  Group 2: Jada Kohlmeier, Paris Strom  Group 3: Joyce Morgan, Tracy Koerper, & Lora Bailey 2. Updates  College of Education materials revised over the summer are now available at the College of Education Website  Jada Kohlmeier suggested that drafts of documents that are policy related should be share with the faculty for review before documents are posted on the web.  Can we pull together a packet of the materials to send out to faculty for review or go around to the different departments to share the information and get feedback. o Preteaching Packet o Procedures for Admission to Teacher Education o College of Education Interview Rating Scale o Admission to Teacher Education Application o Revised PEPE o Revised Orientation and Internship Handbooks  Deans University Council on the Education Profession o Met July 11, 2006 o Discussed the impact of courses on students Praxis Scores and how to help content faculty to become more aware of the needs of education students.  Sandra mentioned that students will need to get finger printed before interning next fall.  We discussed when students should take the Praxis. Two semesters before the internship seemed most feasible due to topics that students need to learn.  Partnership Council on the Education Profession, Auburn University o Met August 24, 2006 o Discussed Faculty Recency Requirements and changes in field placements  Director of Professional Education Services, Peggy Dagley 3. Continued Items for Discussion  The committee discussed ways of compensating cooperating teachers. o Possible Options:  AU library privileges and book discounts • The library privileges have been reinstated. • Sandra is sending out the information to the teacher. It has dates.  Give a voucher for a three hour course  Give some type of stipend  The committee came up with the following recommendations: • Cooperating teachers should automatically receive library privileges, a parking decal, and an invitation to the COE’s tailgating event. • After teachers have served as cooperating teachers for two years alternating semesters, they should be allowed to choose between a voucher to take a course or materials for their classroom equivalent to the cost of the course voucher. The vouchers will be non-transferable. Work on a more efficient method of assigning interns with cooperating teachers in the school. o How can we improve the lines of communication concerning the placement of interns?  We found that most of us are not sure about the correct lines of communication between school placement officers and the university.  Marilyn Strutchens and Jada Kohlmeier discussed instance where they had had problems with knowing the status of a student’s placement.  Joyce Morgan mentioned that she could send us a list of teachers who are eligible and want interns. She also stated that she could ask teachers to put on their profiles particular information that we would like to know such as their participation in TEAM-Math, Persistent Issues in History, or Sunbelt.  We all talked about doing research to see how things are handled across districts. o If an original placement by the university coordinator is not feasible, how and when should this information be communicated to the coordinator? o Should systems switch cooperating teachers without consulting the university coordinator? o Also if a teacher’s load has been changed, should the university coordinator be notified so that changes can be made if the placement is no longer helpful to the intern or the teacher? Note: Peggy Dagley is currently gathering information from the partners involved in the process, and she is also looking at other universities to see what they are doing related to field placements. She has talked with Janet Womack about the possibility of using the STI Professional Development Program to help with the placement of teachers, given that the right information is included in the teacher’s profiles.  What are some innovative strategies that we can use to deal with the need for large numbers of school and community placements for practicum, internship, and clinical experiences? o Will provide brainstorming sheets from the COE’s faculty meeting. 4. New Issues  Family Educational Rights and Privacy Act o Need to develop a statement of confidentiality for field placement students. Future plans and actions 1. Discuss the Partnership Council on the Education Profession’s proposal for helping faculty members to meet the Recency Requirements. 2. Discuss Peggy’s findings related to placement procedures. Other questions &