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Field Experiences
The student will have many opportunities to observe, participate and practice in diverse settings, with varying exceptionalities and cultural differences. All candidates are engaged in extensive and substantive field experiences and clinical practices designed to encourage candidates to interact with exceptional students and students from different ethnic/racial, gender, socioeconomic, and linguistic groups. These experiences supplement the classroom instruction and help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates’ effectiveness as teachers. Candidates are required to complete a field experience in an ethnically diverse classroom in **Foundations Practicum in Education (EDU 1010), and a field experience or student teaching assignment in a Title I classroom to work with various socioeconomic groups. In addition, the field experiences and student teaching include work with English language learners and students with disabilities. At each level the student will be expected to integrate knowledge gained from general, content, and professional studies and demonstrate competence in practice. The student will be expected to assume responsibility for self-assessment and professional development through continuous reflection, analysis, goal setting, and implementation of goals. If one is to profit from the field experiences, a positive attitude toward critiques from the cooperating teacher and university supervisor is a must. The student is encouraged to seek and be receptive to constructive suggestions for professional growth. The various types of field experiences, practica, clinical, microteaching, and enhanced student teaching, are vital components of the Teacher Education Program. Field experiences begin with observation and move through a guided, sequential progression to assuming full class responsibility during enhanced student teaching. Every effort is made to provide a wide range of experiences in different grade levels, varying exceptionalities, and diverse school settings. All classroom assignments demand a professional commitment. Prompt, regular attendance and full participation are required. In case of illness, the student must call the school office, ask that the cooperating teacher be notified, and then inform the university supervisor. Each student is expected to abide by all rules that apply to pupils and to teachers in the assigned school. The Trevecca student is expected to be as professional as any member of the school's permanent staff. Regular attendance is imperative and failure to do so will result in the student's disenrollment in the course. If difficulty arises during any field experience which causes sufficient doubt as to satisfactory completion of the assignment, the following may occur: conference with student and cooperating teacher; conference with the student and university supervisor; assessment interview; removal from assignment; disenrollment. A written appeal may be made regarding any decision. EDU 1010, a field experience practicum, is taken in conjunction with EDU 1500 Foundations of Education. Classroom observation, classroom material preparation, and participation are required. Specific course requirements, responsibilities, and documentation forms are described in a packet of materials given to each student. Regular attendance and participation are required. Graded S-U. Fee charged. EDU 2011/12/13 (Elementary/Middle/Secondary), a field experience practicum, is taken in conjunction with EDU 3510 Microteaching Microteaching in an elementary classroom is a required component of the methods courses (EDU 2700, 3310, 3315, 3430, 3450, 3455, 3460, 3465, 4125 and 4130) in the Child Development and Learning’s and Elementary Education’s professional core. Microteaching in a middle school or secondary classroom is a required component of the methods course EDU 4230. Microteaching may be a part of other secondary methods courses. Participation in diverse classrooms provide many opportunities for the application and practice of teaching in diverse professional communities. Specific requirements are described in each course syllabus. Enhanced Student Teaching All students in the Teacher Education Program at Trevecca must complete, in their senior year, a professional semester consisting of a minimum of 15 weeks of enhanced student teaching. In this culminating field experience, students demonstrate competence in professional qualities, expertise, and commitment. Student teachers demonstrate their ability to integrate knowledge from general, content, professional and pedagogical studies into effective practice in diverse professional communities. Enhanced student teaching is conducted in public schools under the guidance of classroom teachers and university supervisors from Trevecca. The semester is divided into two different grade level assignments for elementary and secondary teachers. Students with a specialization in Child Development and Learning (K-8)* will complete one placement in grades K-4 and another in grades 5-8 in an elementary/middle school. Students with a specialization in Elementary Education (K-6) will complete one placement in grades K-3 and another in grades 4-6. Students with a secondary subject major will complete one placement in grades 7-8 in a middle school and another in a 9-12 setting in a high school. Students whose major field of study is physical education, music, special education or theatre, which requires K-12 licensure, will complete one placement in grades K-4 in an elementary school and another in either grades 5-8 in a middle school or grades 9-12 in a high school. If difficulty arises during the student teaching experience that causes sufficient doubt as to the satisfactory completion of student teaching in either placement, an assessment interview will be called. If the student teacher’s performance in either placement results in a grade of unsatisfactory, the student may be required to extend the weeks of student teaching, repeat the student teaching experience in a different placement, and/or meet other specific requirements determined by the assessment interview committee. Such an interview could lead to the Director of Teacher Education’s decision not to recommend the student for teacher licensure. Specific course requirements, responsibilities, and documentation forms are described in a packet of materials given each student teacher. Graded S-U. Fee charged. *Child Development and Learning (K-8) must be completed by August 2007 or will be changed to Elementary Education K-6 |
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