Professional Education Unit
Clinical Practice Internship Handbook
Appendix F: General Competencies for Licensure and Certification in Oklahoma
Evaluation of clinical practice is a collaborative effort among the candidate, cooperating teacher, and the university supervisor. The clinical practice facilitates candidates’ development as professional educators as they enhance their competencies in content, professional, and pedagogical knowledge, skills, and dispositions delineated in the professional, state, and institutional standards. Multiple assessment strategies are used to evaluate candidates’ performance and effect on student learning. Candidates, school faculty, and university supervisors jointly conduct assessments of candidate performance throughout clinical practice with a focus on the mid-term evaluation (formative evaluation) and the final evaluation (summative evaluation).
Although particular competencies are specified for teaching at different levels (preschool, elementary, middle, or high schools) or for different subject matters, the following general competencies are expected to be demonstrated by the candidates in OSU’s Professional Education Programs. Evaluation of candidates’ performance in clinical practice should reflect their demonstration of knowledge, skills, and dispositions in these competencies.
Listed below are the 15 competencies developed by the Oklahoma Commission for Teacher Preparation (OCTP). These competencies should be demonstrated during the Clinical Practice Internship and reflected in the artifacts you select for Portfolio Submission III.
- The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches AND can create learning experiences that make these aspects of subject matter meaningful for students.
- The teacher understands how students learn and develop, AND can provide learning opportunities that support their intellectual, social, and physical development at all grade levels including early childhood, elementary, middle level, and secondary.
- The teacher understands that students vary in their approaches to learning AND creates instructional opportunities that are adaptable to individual differences of learners.
- The teacher understands curriculum integration processes AND uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills and effective use of technology.
- The teacher uses best practices related to motivation AND behavior to create learning environments that encourages positive social interaction, self-motivation, and active engagement in learning, thus, providing opportunities for success.
- The teacher develops knowledge of AND uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students’ abilities and differences, and the community; AND adapts instruction based upon assessment and reflection.
- The teacher understands and uses a variety of assessment strategies to evaluate AND modify the teaching/learning process ensuring the continuous intellectual, social, and physical development of the learner.
- The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, AND actively seeks opportunities for continued professional growth.
- The teacher fosters positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students’ learning and well-being.
- The teacher shall have an understanding of the importance of assisting students with career awareness AND the application of career concepts to the academic curriculum.
- The teacher understands the process of continuous life-long learning, the concept of making learning enjoyable, AND the need for a willingness to change when the change leads to greater student learning and development.
- The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.
- The teacher understands the Oklahoma core curriculum AND is able to develop instructional strategies/plans based on Priority Academic Student Skills (PASS).
- The teacher understands the State teacher evaluation process, “Oklahoma Criteria for Effective Teaching Performance,” AND how to incorporate these criteria in designing instructional strategies.
Clinical Practice Internship Handbook | Office of Professional Education
Monday, February 16, 2009 9:43 AM