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Clinical Outcomes

Prior to student teaching, candidates complete more than 120 hours in P-12 classrooms with experienced mentor teachers. The student teaching experience is 15 weeks and consists of a minimum of four (4) weeks of full-time teaching.

Each student teacher completes the edTPA, a performance assessment designed to answer the question, "Is a new teacher ready for the job?" It is the first national performance assessment for candidates entering the teaching profession and each edTPA is evaluated by trained, certified scorers. While Ohio does not currently have a set score teacher candidates are expected to achieve, a national panel of experts suggests a target score of 39-42.

edTPA Data for 2014-2015



Average Score

Fall 2014


Spring 2015


Malone University candidates ranked highest in (1) planning for subject-specific understanding and (2) planning assessments to monitor and support student learning.

Student teachers are also evaluated by the Clinical Evaluation which is organized around the seven Ohio Standards for the Teaching Profession . By the end of student teaching, candidates are expected to be at the "target" level. The rubric also includes descriptions of the expectations for teachers by the end of their four-year residency program.

Data for 2014-2015 indicate that Malone candidates received the highest ratings for Standards 2 (Teachers know and understand the content area for which they have instructional responsibility.), 4 (Teachers plan and deliver effective instruction that advances the learning of each individual student, and 5 (Teachers create learning environments that promote high levels of learning and achievement for all students.).

By the end of student teaching, teacher candidates are expected to demonstrate at the application level four (4) dispositions—providing service, practicing fairness, promoting stewardship, and believing that all students can learn and grow. Student teachers are evaluated using the Dispositions Assessment. Data from 2014-2015 indicate that the four dispositions were actively observed in most candidates' interactions in P-12 classrooms. The dispositions of fairness (a commitment demonstrated in striving to meet the educational needs of all students in a caring, non-discriminatory, and equitable manner) and stewardship (commitment to apply all relevant knowledge, skills, dispositions, experiences, and resources in order to provide the very best learning and growth experiences for all students) were most evident during the student teaching semester.