Linkage and Progression of Associate-Baccalaureate-Graduate Students in Field Instruction: Report from a Pilot Project

Abstract

The pilot project discussed in this paper demonstrated the effectiveness of a new model for assessing performance competence at each academic level and for establishing a facile progression between levels. The model integrates the 12 practice roles developed by Teare, Ryan, and McPheeters into a cumulative progression of clusters. The project monitored the extent to which students demonstrated actual mastery of the role cluster associated with their academic level, recorded introductory experiences they had in advanced roles beyond their cluster, and recorded those field experiences in which their performance in one role accelerated their proficiency in another.