Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn
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Last modified: October 02, 2011 11:15:54.
Summary: All programs in the unit provide opportunities for candidates to reflect on the practice of themselves and others with the goal of improving practice. Candidates are part of a team that includes school-based teachers and administrators, university faculty, and peers. Activities during their field experiences require them to plan for, assess, and reflect on the process of all students, including those with exceptionalities and from diverse ethnic, linguistic, and sociocultural backgrounds. Almost all students who enter the student teaching/internship experience are successful.

All unit programs are designed to that only qualified candidates proceed to the student teaching/internship experience, and candidates are given amply support during this period. Almost all of the candidates who enter the student teaching/internship experience are successful. At present, 100% of MEL and MSPED candidates who have entered internship have been successful. Approximately 94-100% of diploma students have been successful.

Candidates, mentor teachers, and supervisors all have a role in assessing the student teacher/intern as he/she proceeds through the experience.

Candidates in B.Ed. and Diploma

  • Submit lesson plans to mentor and supervisor for review.
  • Reflect on every lesson plan after teaching it.
  • Confer with mentor and college supervisor after every formal observation.
  • Complete self-assessment at mid-point and final evaluations (CPA, PPI, PDI).

Mentor Teachers in B.Ed. and Diploma

  • Review and track development of lesson plans.
  • Confer with candidate after every formal observation.
  • Complete evaluation forms for mid-point and final evaluations (CPA, PPI, PDI).
  • Confer with candidate and supervisor at mid-point and final evaluations. 

College Supervisors for B.Ed. and Diploma

  • Review and track development of lesson plans.
  • Review and track development of assignments (Diploma Internship Handbook, page 21).
  • Confer with candidate after every formal observation (minimum of 5 times during semester).
  • Complete evaluation forms for mid-point and final evaluations (CPA, PPI, PDI).
  • Confer with candidate and mentor at mid-point and final evaluations.
  • Meet weekly with other supervisors and coordinator to discuss progress.

Masters Level Candidates

  • Submit a plan that must be approved before they continue.
  • Communicate consistently with college supervisor.
  • Meet periodically with college supervisor and peers to review progress.

Mentors at the Masters Level

  • Discuss original plan with the candidate before it is approved.
  • Meet frequently with the candidate to discuss progress.

College Supervisors at the Masters Level

  • Review original plan with candidate and mentor; assess and provide feedback.
  • Meet periodically with candidates to review progress.
  • Assess the final report.

Peers

Every week candidates meet in a seminar that encourages discussions and feedback on experiences during student teaching/internship. The first semester’s group of diploma interns met in a single, mixed-language group. After input from students and the two faculty members sharing the responsibility for the seminar, a decision was made by the coordinator to separate the large group into two smaller groups—one with all candidates from the Arabic-speaking tracks, and the other with all students in the English-speaking track. Digital communication is also available through e-mail and Blackboard 9. The graduate cohorts have peer collaboration groups meet bi-monthly to discuss issues and ongoing online exchanges among peers.

College Supervisors

The unit does not at this time have clinical faculty designated as such; however, college supervisors serve the roles that are traditionally served by clinical faculty. Supervisors are available following each observation to sit with the candidate and discuss the lesson just presented. In preparation for the mid-point and final evaluations, supervisors meet with candidates to further discuss any relevant issues and give ongoing feedback to web-based reflections.

The following assessments provide data related to candidate demonstration by candidates in the B.Ed. and diploma programs of knowledge, skills, and professional dispositions for helping all students learn. The Unit Assessment Charts provide additional information.   

Knowledge and Skills

Dispositions

The following assessments provide data related to candidate demonstration by candidates in the masters programs of knowledge, skills, and professional dispositions for helping all students learn. As with the diploma and B.Ed. programs, the Unit Assessment Charts may also provide helpful information.

Knowledge and Skills

  • Lesson Plans (including modifications for special needs students) (MEL)
  • Individualized Education Plans (IEP) (MSPED)
  • Final Reports (MEL and MSPED)

Dispositions

B.Ed. and diploma candidates are assessed on how they assess and reflect on student assessment in both the classroom observations and the CPA. MEL students are required to collect and analyze data on student learning extensively in their field experiences prior to the internship (EDEL 608 and EDEL 609). Most also do so in the final internship, but it is not required. Assessing student progress is essential in all MSPED field hours and also an integral part of their final internship experience (SPED 610).

In ministry, independent, and many private schools, boys are separated from girls at all grade levels except kindergarten, and women do not each in boys schools above the primary level. Men to do teach in girls’ schools at any level. For that reason, many of the unit programs cannot offer gender-diversified experiences to all our students. However, as much as possible, candidates will be placed in diverse situations. For example, B.Ed. students (primary level) will be placed for some of their field experience in each gender setting.

Almost all candidates in the diploma programs are already employed in schools and will do their field experiences in that school, so again, gender diversity is impractical to provide. Qatar’s Independent Schools, however, are somewhat diverse in ethnicity, having approximately 15% of their student body from countries all over the Gulf, North African, and Asian regions. All candidates in the B.Ed. program and most candidates in all other programs will do their field services in Independent Schools. Independent Schools are also all inclusive schools, with 2-5% special needs students and 4-10% students with learning disabilities. The special needs diploma and MSPED students who do their internships in the institutions (Shafallah and Al Noor) will experience less ethic diversity during this final stage of their programs as the institutions have a “Qatari First” admission policies.