Domain III. Teaching for Learning N=47 for Fall 05 N=59 for Sp
Standard 3: Field Experiences and Clinical Practice
B. Element Two: Design, Implementation, and Evaluation of Field Experiences and Clinical Practice
Field experiences facilitate candidates’ development as professional educators by providing opportunities for candidates to observe in schools and other agencies, tutor students, assist teachers or other school personnel, attend school board meetings, and participate in education- related community events prior to clinical practice. Candidates are provided with structured field experiences to ensure that they have the opportunity to work with diverse student populations in a variety of school settings. All field experiences are approved through the appropriate
curriculum committee and tracked through the Field Experience Request forms filed in the Office of Field Experiences. School partners provide frequent feedback regarding the success of the field experience and the abilities of candidates to engage in appropriate activities within the school setting. Introduction to Education (CEL 301/CUR 301/302) provides teacher education candidates with the opportunity for the initial field experience. Candidates participate in a variety of school activities and provide the course instructor with reflective journals which document the experience. Additionally, candidates submit narratives of focused observations on
TaskStream. Other field experience opportunities occur across the candidates’ program of study
with increasingly more complex tasks assigned, such as teaching a reading lesson while
candidates take the literacy course sequence in elementary education. Samples of candidate logs, reflections, lesson plans, instructor feedback, and other evidence of field experiences may be found in the documents room. Following field experiences, candidates engage in a clinical experience to show an increased capacity for demonstrating the appropriate knowledge, skills, and dispositions necessary for their profession.
Both field experiences and clinical practice reflect the unit’s conceptual framework and help candidates continue to develop the content, professional, and pedagogical knowledge, skills, and dispositions delineated in standards. Throughout field experiences and clinical practice,
candidates are expected to demonstrate development of the competencies outlined within state, institutional, and professional standards as indicated within the conceptual framework of the unit.
Clinical practice allows candidates to use information technology to support teaching and learning. A range of experiences with technology prepares candidates to infuse their instruction with appropriate technology use. From the use of PowerPoint presentations with students, to effective use of databases, email, and word processing, candidates are expected to demonstrate their ability to be successful in a technological age. Use of the Technology Assessment assists candidates in pinpointing any needed improvements in their technology skills. Additionally, specific structured activities, use of the electronic portfolio mechanism, and the availability of TekPaks containing a computer, digital still and movie cameras, and projector, allow candidates to effectively demonstrate their ability to utilize technology in their classrooms.
Clinical practice is sufficiently extensive and intensive for candidates to demonstrate
proficiencies in the professional roles for which they are preparing. As noted on Charts 8 and 9 on pages 53 and 54,candidates are provided with significant opportunities to demonstrate their effectiveness for working in the school setting through structured student teaching and
practica/internships. Supervision by cooperating teachers, mentors, and unit supervisors ensures that the unit’s clinical practice activities are focused on standards and the preparation,
performance, and professionalism which form the basis of the unit’s conceptual framework. Criteria for clinical faculty are clear and known to all of the involved parties. Cooperating teachers must meet specific criteria to be selected to mentor candidates during their clinical practice. Criteria include a minimum of three years successful teaching experience,
recommendation by the school principal, willingness to attend training sessions, and acceptance of the responsibility of mentoring candidates.
Each cooperating teacher must be nominated by his/her school district and must complete an application indicating years of experience in the profession. Mentors and supervisors of practica/internships must also be recognized as effective practitioners, have successful experience in a school setting, and be willing to undergo specific training for their roles. Clinical faculty provide regular and continuing support for student teachers and other interns through such processes as observation, conferencing, group discussion, email, and the use of other technology. Meetings with the unit supervisor, the clinical faculty member, and the candidate occur on a regular basis to review criteria for a cooperative relationship and to ensure candidate success. Additionally, unit supervisors confer with both the candidate and the clinical faculty member to assist in providing additional support mechanisms.
Clinical faculty who supervise student teachers attend an initial training session held by the Director of Field Experiences, as well as two additional training sessions throughout the semester. Additional training is provided on-site by the university supervisor during the initial school visit. Questions from clinical faculty, problem areas, and other items of interest are communicated through regular email correspondence from the Office of Field Experiences. Training sessions and on-site visits are also utilized to ensure that mentors and other supervisors of practica/internships are comfortable and competent in fulfilling their roles with candidates. The following charts provide an overview of requirements for field experiences and clinical practices required by each program.
Chart 7
Field Experiences and Clinical Practice for All Initial Candidates
Program Field Experience Required of Initial
Teacher Education Candidates
Clinical Practice Required of Initial Teacher Education
Candidates Total Number of Hours All Initial Candidates
In Introduction to Elementary Education
courses (CUR 300, CEL 301, CUR 302), candidates are required to have 30 hours of field experiences; focused observations in the areas of diversity, classroom management, and teaching strategies.
In Directed Teaching, (CEL 496, CUR 498), candidates are required to complete a minimum of 60 full teaching days of clinical practice in a regional public school.
30 Hours of Field Experiences 480 Hours of Clinical Practice Chart 8
Other Field Experiences for Initial Candidates
Program Field Experiences Prior to Culminating Clinical Practice
Total Number of
Hours Art
In Art Education Methods (CUR 482), 10 hours of observation are a prerequisite to development of a research paper on teacher art to students with special needs, drawing development, characteristics of adolescent learners, classroom management in the art classroom, and more.
10 Hours
Biology
In Teaching the Sciences (CUR 493), students are involved in processes that allow them to become familiar with resources that have been correlated with the
competencies and objectives found in the MS science Curriculum Framework. Students prepare, teach, and do reflections on lessons in science classrooms.
10 Hours
Elementary Education
In Instructional Planning (CEL 310), candidates complete 4 hours of field experiences; focused observations and interviews with K-6 students, followed by implementation of lesson. In Early Literacy I (CEL 314), 4 hours of field
experiences and focused observations of literacy instruction in Grades K-3, followed by informal phonics assessment/follow-up teaching with an individual student. In
Language Arts for the Elementary School (CEL 312), 6 hours of field experiences; 2 hours of observation, 4 hours of instruction related to writing process (integrating reading/writing). In Early Literacy II (CEL 315), 4 hours of field experiences and administration of informal reading inventory with follow-up teaching. In Principles and Techniques of Teaching in Early Childhood (CEL 317), 6 hours of field experiences; focused observation in exemplary early childhood school setting; teaching of integrated unit plan across content areas. In Principles and Techniques of Teaching in the Middle Grades (CEL 318), 8 hours of field experiences; focused observation in exemplary middle school settings, teaching of integrated unit plan across content areas. In Survey of Social Studies (CEL 336), 2 hours of field experiences, teaching of multicultural lesson. In Children’s Literature (CEL 332), 4 hours of field experiences, shared book activities with fine arts and language arts experiential activities as follow-up in the K and Pre-K levels with additional volunteer hours in the Born to Read Early Literacy Program. In Reading in the Intermediate and Secondary School (CRD 325), 10 hours of field experiences, structured observation of content area reading lessons. In Diagnosis and Remediation of Reading Difficulties (CRD 326), 15 hours of field experience; administration of Ekwall Shanker Reading Inventory; tutorial sessions with pre-and post-tests, implementation of literacy lessons with small groups. In Classroom
80 Hours
Program Field Experiences Prior to Culminating Clinical Practice
Total Number of
Hours
Management (CEL 393), 5 hours of field experience; case study/observations
English In English Methods (CUR 485), 10 hours, students gain experience in planning,
teaching, reflecting, and showing impact on student
10 Hours
HPER
In PER 314, Techniques and Teaching of Team Sports candidates are required to plan and demonstrate instructional strategies used to teach team sports skills. The activities are demonstrated to peers enrolled in the class. Additionally, candidates assess the demonstrated skill of peers on selected activities. In PER 315, Techniques and Teaching of Individual Sports, candidates are required to plan and demonstrate instructional strategies used to teach individual and dual sports skills. The activities are demonstrated to peers enrolled in the class as part of the peer teaching segment. In PER 382, Physical Education in the Elementary School,
candidates are required to prepare and implement a lesson plan. The lesson is taught to students at an area elementary school under the supervision of the DSU instructor. In PER 386, Practicum in Elementary Physical Education, candidates are required to prepare a lesson in physical education and implement it. Lessons are taught to peers enrolled in the class and to students at an area elementary school under the
supervision of the DSU instructor. In PER 455, Physical Education for the Exceptional Child, candidates are required to plan a lesson in physical education designed for children with disabilities and implement it. Lessons are taught to peers enrolled in the class and to students at an area elementary school under the
supervision of the DSU instructor.
60 Hours
Math
The teacher candidates in the mathematics department have several opportunities to work with students on DSU campus and in the field prior to student teaching: 1) annual mathematics tournament with high school students, 2) teaching in one- hundred level classes in the mathematics department, and 3) observations in local
I Can Learn labs as a part of their technology class.
10 Hours
Music In Music Education (MUS 305), 3 hours of field observation are required. In School
Music Methods (MUS 388), 7 hours of observation and field experience are required
10 Hours
Social Sciences
In Social Science Methods (CUR 494), Lessons on Cultural Diversity are developed and taught in teaching pairs at nearby schools. Micro teaching lessons from a ten day portfolio are presented by each student to other classmates role playing as students.
10 Hours Special Education M.Ed., K-12, initial
Two practicum experiences, one in elementary, one in secondary, for total of 20 hours. CSP 545, has field based curriculum based assessment project 5 hours. CSP 616 has field based behavior management project 20 hours Total 45 hours
For candidates who do not have undergraduate degree in education with student teaching: 200 hour internship in special education classroom or inclusion classroom. Candidates who have an undergraduate in education with student teaching
experience have culminating course (CSP 647) with field based research component.
245 Hours
Chart 9
Advanced Programs Field Experiences and Clinical Practice Advanced
Program Field Experiences Clinical Practice
Total Number of
Hours
Teacher Candidates
Master of Education in Elementary Education CEL 610, Effective
Instruction, 2 hours of teaching students in the elementary school. CEL 620,
Fundamentals of Early Childhood Education, 2 hours of teaching a lesson
Master of Education in Elementary Education, CEL 630, Practicum in Elementary Education, teaching students in lower and upper elementary school, 8 hours; observation of teaching, 8 hours
to children in an early childhood setting. CRD 624, Advanced Literacy
Instruction, 6 hours of teaching students in the elementary school, 4 hours of observation
Educational Specialist in Elem. Ed. CEL 705, Practicum in Early Childhood Education (K-3), Case study with 4 hours of observation; content area lesson development and implementation using a Teacher work samples, video of lessons with analysis, 6 hours;
observation of literacy practices with written plan and documentation of teaching through videotape, 6 hours
Educational Specialist in Elem. Ed. CEL 706, Practicum in Upper Elementary/
Middle Level Grades (4-8), Case study with 4 hours of observation; content area lesson development and implementation using a Teacher work samples, video of lessons with analysis, 6 hours; observation of literacy practices with written plan and documentation of teaching through videotape, 6 hours
Master of Education in
Educational Leadership
Due to the nature of DSU’s full-time Master of Educational Leadership program, field experiences are provided through 4 extensive administrative internship assignments at 4 different school sites during the school year. The elementary, middle, and high school field experience/internships each last for twelve weeks and provide a minimum of 384 contact hours. The central office field experience/internship consists of 5 days/40 contact hours. All are
completed under a trained mentor who has administrative certification. Throughout each field experience and internship, candidates complete specific field-based projects assigned by
program faculty and aligned with course content/standards, as well as extensive activities assigned by the site mentor ensuring extensive day to day
experience in areas relative to program standard knowledge, skills and
dispositions. Candidates do not progress through the internships in the same sequence, but there is an expectation of increased competence and growth for each candidate as s/he moves through the academic year.
EDL 650. Elementary School
Leadership Field Experience. Supervised administrative internship for twelve weeks (full-time) in an assigned elementary school with a trained principal-mentor. (4 credit hours/384 contact hours)
EDL 652. Middle School Leadership Field Experience.Supervised administrative internship for twelve weeks (full-time) in an assigned middle school with a trained principal-mentor.
(4 credit hours/384 contact hours) EDL 654. High School Leadership Field Experience.Supervised administrative internship for twelve weeks (full-time) in an assigned high school with a trained principal- mentor.
(4 credit hours/384 contact hours) EDL 655. Central Office Leadership Field Experience.Supervised administrative internship for two weeks (full-time) in an assigned school district central office with a trained mentor.
(3 credit hours/40 contact hours)
1,192 Hours
AED 636. Practicum I in School Administration.Practical experiences in school administration under the collaborative supervision of field-based administrators and university
instructors. The initial practicum experience focuses on supervision, instructional leadership, the assistant principalship, and principalship at the building level. Four projects
AED 736. Practicum II in School Administration.Practical experiences in school administration under the collaborative supervision of field- based administrators and university instructors. The second practicum experience focuses on the legal, financial, and regulatory aspects of the school district operation.
Educational Specialist in Educational Administration
completed in the field. (3 credit hours/120 contact hours).
AED 730. Educational Leadership Models and Applications.Cooperative group project on participatory
leadership. (3 credit hours/10 contact hours)
AED 739 Seminar in Educational Administration. Field projects. In-depth study of current administrative policies and procedures with interaction of advanced graduate students at the top management level of decision-making and policy information. (3credit hours/10 contact hours)
AED 746. Facilities Management. Visit various sites of school facilities: those in need of improvement, older physical facilities that are well maintained and well used, and newer state-of-the-art facilities. Create group portfolios of work that identifies and solves real facility problems. (3 credit hours/20 contact hours). AED 750. Roles and Functions of the Superintendency.A study of the techniques, leadership skills, and attitudes required for effective executive function.
Cooperatively develop with a practicing superintendent an agenda for a school board meeting, attend a school board meeting, and write a reaction paper to the meeting. (3 credit hour course/4 contact hours)
administration at the Specialist level. Four projects completed in the field. (3 credit hours/120 contact hours). AED 737. Practicum III in School Administration.Practical experiences in school administration under the collaborative supervision of field based administrators and university instructors. The third practicum experience focuses on the assistant superintendency, the
superintendency, school board relations, and community and public relation aspects of the school district operation. Prerequisite: AED 636 and AED 736 and 6 hours of
administration at the Specialist level. Four projects completed in the field. (3 credit hours/120 contact hours).
404 Hours
Doctor of Education
ELR 789. Action or Field Research in Major Discipline. Investigation and reporting of some significant problem encountered by the individual using professional research and reporting skills. Prerequisite: ELR 702. (3 hour course) Total: minimum 80 hours of observation and/or field work SUP 831. Supervisory Techniques. Analysis and application of techniques for guiding instructional delivery and improvement, including supervising the teaching processes, planning for student outcomes and evaluating observed teaching. Prerequisites: SUP 631, or EDL 628, or equivalent. (3 hour course) Total: minimum 3 hours of observation CUR 820. Practicum in Higher Education.Practical field experiences involving personnel in community or senior colleges and business/industry. Prerequisites: CUR 819 and SUP 831.
ELR 888. Dissertation Seminar. Discussion of dissertation topics and designs; problems occurring during the dissertation process. Prerequisite: Passage of comprehensive
examination. (3 hour course) Explanation: First draft of
dissertation proposal is completed; initial contact with personnel where data may be collected for study (3-24 contact hours)
ELR 890. Dissertation. (3-9 hour course/ 120-1200 contact hours) Explanation: Doctoral dissertation is completed and defended
289-1390 Hours
(3 hour course) Total: minimum 80 hours of observation and/or field work CUR 853, Teaching in Higher
Education. Theory and practice relevant to the teaching of traditional and nontraditional college students. (3 hour course) Total: minimum 3 hours of observation
School Counseling
A general internship course (CED 609) is required of all candidates upon successful completion of CED 604:
Counseling Practicum. This is the first exposure candidates have to actual field experience in working with clients and consulting with other professionals. Candidates are able to select a site that is school or community focused.
An advanced School Counseling Internship (CED 619) is required for all candidates upon successful completion of CED 609: General Internship. This internship takes place in a K-12 setting. 100 minimum hours 1260 full year, full time internship
C. Element Three: Candidates’ Development and Demonstration of Knowledge, Skills, and