Professional Assessment for the Clinical Experience (PACE) for Clinical Experience, and Clinical Practice Teacher Candidates The criteria on which pre-service teacher candidates will be assessed on their level of mastery on the eighteen competencies is the College of Education’s Professional Assessment for the Clinical Experience (PACE). The COE has created eighteen competencies that each developing teacher. should be able to demonstrate proficiency on all competencies by the end of clinical practice. The COE Competencies are informed by Interstate Teacher Assessment and Support Consortium (InTASC, 2013) and Council for the Accreditation of Education Preparation standards (CAEP, 2013) as well as the NJ Professional Standards for Teachers (NJPST, 2014). The PACE standards crosswalk provides details assessment and implementation schedule; rating continuum/rubric for the assessment; and national state standards alignment. Evidence of teacher candidate's behavior on each of the COE Competencies (PACE) are found within a body of evidence including: Journal and Reflection Entries, Lesson Plans, Observations, and Pre and Post Observation Conferences. Body of Evidence Grids for Clinical SupervisorsBody of Evidence Grid: Clinical ExperienceBody of Evidence Grid: Clinical Practice IBody of Evidence: Clinical Practice II Body of Evidence Grid for Clinical Educators All assessments and observations are submitted using Anthology Portfolio (formerly known as Chalk and Wire). Both the Clinical Supervisor and Clinical Educator for the pre-service teacher candidate must complete the Professional Assessment for the Clinical Experience (PACE) which will be sent by e-mail. (See Anthology Portfolio (formerly known as Chalk and Wire) Quick Start Guide for External Assessors) Clinical Experience Success Criteria: PACE will be completed as a Final Report at the end of the experience. The ratings of PACE are averaged providing a final 1 – 4 point score. Scoring for Clinical Experience Teacher Candidates: A score of 2.0 (developing) or higher is a passing score unless there are novice ratings in three areas. A score of 1.999 and lower and/or three novice ratings is considered a failing score. Clinical Practice I Success Criteria: PACE will be completed as an Interim Report at the mid-point of the experience and a Final Report at the end of the experience. The ratings of PACE are averaged providing a final 1 – 4 point score. A score of 2.0 (developing) or higher is a passing score unless there are novice ratings in three areas. A score of 1.999 and lower and/or three novice ratings is considered a failing score. Clinical Practice II :Success Criteria: PACE will be completed as an Interim Report at the mid-point of the experience and a Final Report at the end of the experience. The ratings of PACE are averaged providing a final 1 – 4 point score. A score for Clinical Practice Clinical Interns of 2.5 or higher is a passing score unless there is a novice rating in one area. A score of 2.499 and lower and/or one novice rating is considered a failing score. In addition to PACE for clinical practice teacher candidates and residents, clinical supervisors and clinical educators must also complete a Narrative Final Report. This document is required for certification and both assessors must mark Pass or Fail on the report. The Narrative Final Report will be sent to you by e-mail. (See Anthology Portfolio (formerly known as Chalk and Wire) Quick Start Guide for External Assessors) Viewing Assessment Results in Anthology Portfolio (formerly known as Chalk and Wire) Tutorial Additional Support for Success: Clinical Intern Action Plan Teacher candidates in need of additional support may receive a supportive action plan, Directions and Clinical Intern Action Plan document, from their clinical supervisor and/or clinical educator. This document is used to help identify specific areas in need of improvement and required actions for improvement. Concerns for or by a clinical experience student may be instructional or non-instructional. Instructional concerns may include lack of content knowledge or insufficient classroom skills. Non-instructional concerns may include lack of professionalism, lack of motivation, health problems, economic problems, communication difficulties, interpersonal relations, or other attitudinal issues or values.
