Teacher Candidate Handbook

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TEACHER EDUCATION PROGRAM

Teacher Candidate

Handbook

Commitment • Collaboration • Competence

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This handbook provides basic information you will need about The University of North Carolina at Pembroke‘s undergraduate Teacher Education Program. It includes information on the structure of the program, policies, procedures, and requirements specific to the program, and specialized resources that support the program. It also includes contact information for School of Education administrators and staff, contact information for program coordinators, and forms that you will need during your program.

Admission to the University is not the same as admission to the Teacher Education Program.

Application for admission to the Teacher Education Program is a separate process.It is important that you carefully review the information contained in this handbook because, although your advisor will guide your progress toward program completion, the final responsibility for meeting all program

requirements rests with you. Regular meetings with your advisor are important, as he/she is aware of such matters as changes in program requirements and when specific courses may be offered.

UNC Pembroke is committed to equality of educational opportunity and does not discriminate

against applicants, students, or employees based on race, color, national origin, religion, sex, age,

sexual orientation, or disability or because of the individual‘s honorable service in the Armed

Services of the United States. Moreover, UNCP is open to people of all races and actively seeks

to promote diversity by recruiting and enrolling American Indian, Black, Asian, and Hispanic

students.

This publication is available in alternative formats upon request. Please contact the Accessibility

Resource Center in the D. F. Lowry Building, (910) 521-6695.

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Message from the Dean

Dear Preservice Teacher,

The University community of professional educators and our regional public school partners extend a warm welcome to you and congratulate you on choosing one of the most important and rewarding

professional career opportunities offered at UNCP. The Teacher Education Program is an institution-wide program that involves faculty, staff, and administrators in the School of Education, the College of Arts and Sciences, and the School of Graduate Studies and Research. The UNCP Teacher Education Program partners with 14 different school systems and several charter schools in southeastern North Carolina employing almost 12,000 PK-12 public school teachers and resource personnel serving the educational needs of more than 160,000 public school students.

The public school population in our region is the most diverse student population in the State of North Carolina and the second most diverse population in the entire eastern United States. Additionally, our service region is comprised of many different kinds of schools that vary in size from small neighborhood schools to large, comprehensive county schools. Being situated in such a large and diverse service region, and having excellent working relationships with our public school partners, allow us to provide you with a wide variety of field (clinical) experiences to effectively prepare you to teach in the public schools of the 21st century.

UNCP Teacher Education faculty, staff, and administrators are pleased to offer you a quality professional preparation program. Our programs are approved by the North Carolina State Board of Education and The University of North Carolina Board of Governors. Our Teacher Education Program is accredited by the National Council of Accreditation for Teacher Education (NCATE). Many professionals have worked hard to develop a program of study that will prepare you for a successful transition into your first, full-time teaching position. We trust that you will work hard to take advantage of this opportunity and learn as much as you can in your courses, field experiences, and senior internship so that you can carry on the tradition of excellence for UNCP graduates.

Again, welcome to the community of professional educators, and please join us in the commitment to quality education programs and services for all children and youth in southeastern North Carolina. Sincerely,

Zoe W. Locklear, Ph.D. Dean, School of Education

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SECTION 1: TEACHER EDUCATION PROGRAM OVERVIEW

Theme: Preparing professional educators who are committed, collaborative, and competent.

The University of North Carolina at Pembroke offers 18 programs at the undergraduate level leading to teacher licensure in the State of North Carolina granted by the North Carolina Department of Public Instruction. The programs are approved by the North Carolina State Board of Education, the legal body authorized to govern licensure credentials for professional educators in North Carolina, and by The University of North Carolina Board of Governors, the legal body authorized to govern the award of academic degrees for the UNC system. Additionally, UNCP‘s Teacher Education Program is accredited by the National Council for Accreditation of Teacher Education (NCATE).

The programs are coordinated by and administered through the UNCP School of Education and the University-wide Teacher Education Committee. The Dean of the School of Education is the

administrative head of the UNCP Teacher Education Program. Each program is housed in an academic department and has a designated coordinator. Contact information for UNCP‘s School of Education administrators and support staff and individual program coordinators can be found in Appendix A. This Section of the Teacher Candidate Handbook provides an overview of the undergraduate Teacher Education Program.

Teacher Education Program Vision Statement

By holding ourselves to high standards of professional excellence and professional integrity in an ever-changing global environment, and by caring for the personal, social, and professional well-being of the teacher candidates in our undergraduate community and the career professionals in our graduate community, we will make sound judgments about the design and delivery of professional development programs in an environment of mutual trust and common commitment to public school children and their families.

Teacher Education Program Mission Statement

Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke Teacher Education Program has as its mission to develop and nurture competent, caring, and inclusive communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship

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among theory, practice, and reflection compels them actively to influence positive change with sensitivity and integrity. The UNCP Teacher Education Program shares the University‘s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service.

Teacher Education Program Diversity Position Statement

As part of the mission of the University of North Carolina at Pembroke in providing the setting and environment for the University experience, and to graduate students prepared for global citizenship and our multi-ethnic regional society, the Teacher Education Program at UNCP is committed to the

development of educators who embrace the diversity of ideas, learning styles, racial, ethnic, and gender differences, and who possess the knowledge, skills and dispositions necessary to promote living and learning in a global society. In order to accomplish this, the Teacher Education Program

1. recruits students from among diverse backgrounds, cultures, and races;

2. recruits faculties from among diverse populations who possess a knowledge base for teaching diverse populations;

3. develops, teaches, and assesses a curriculum that embraces learning and teaching for diverse populations; and,

4. provides (field) experiences and clinical settings which enable students to test, adapt, and adopt paradigms of learning for diverse populations.

Basic Tenets of the Conceptual Framework (Philosophy, Purpose, and Goals)

The UNCP Teacher Education Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. UNCP‘s primary responsibility in that noble effort is to prepare competent and collaborative professional educators

committed to the mission of public education.

Commitment

Public schools exist to make equal access a reality for children of any race, ethnicity, socioeconomic status, language, gender, religion, sexual orientation, or exceptionality. Success in school is critical to the quality of future life for individuals as well as the health and vitality of our democracy. Therefore, professional educators--classroom teachers, specialists, administrators, and school counselors--significantly influence the shape of that future for P-12 learners in our public schools. Such serious responsibility for the well-being of others requires an equally serious commitment from professional educators on several levels.

First, professional educators must be committed to the mission of public education in a culturally diverse, democratic society. Professional educators respect the dignity of all children, their families, their cultures, and their communities, and care deeply about each child‘s academic success, health, and well-being. Second, professional educators must be committed to rigorous standards for students. Professional educators believe that all students can learn, and set high expectations for all

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learners. Professional educators create safe, secure, and supportive learning environments designed to meet the needs of diverse learners. Third, professional educators must be committed to rigorous standards for themselves. They are personally invested in their professional work using continuous critical reflection to assess their effectiveness and guide professional development. They are

committed to lifelong learning and continuous growth over the span of a career. Fourth, professional educators are committed to the profession. They are proud to serve their communities as

educational leaders, and advocate for the profession in all interactions. They affiliate with professional organizations at the district, state, and national levels.

Collaboration

Public education is a complex social institution whose stakeholders include local, state, and national governments, the general public, special interest groups, numerous national professional

organizations, accreditation agencies, business partners, civic organizations, and millions of

classroom teachers, administrators, service professionals, specialists, support staff, students and their families. Collaboration among all of these stakeholders in public education is essential for success. The UNCP Teacher Education Program nurtures the development of professional educators who understand the importance of collaboration for public schools‘ success, and who work productively with others in collaborative endeavors for the welfare of P-12 learners.

Professional educators must collaborate with others in the community of learners. They create shared knowledge, work as a team on group projects in their classes, and develop a repertoire of cooperative learning strategies. Professional educators must collaborate with other professionals in the school community. They plan collaboratively with cooperating teachers, grade-level teams, resource teachers, and curriculum specialists, and embrace opportunities to team teach. Experienced professionals lead collaborative efforts for school improvement. Professional educators collaborate with students‟ families and other caregivers. They understand that the partnership between school and home enables the child‘s success in school. They communicate regularly with parents about what is going on in the school, and invite them to participate actively in the school community.

Professional educators collaborate with others in the community. They secure partnerships with businesses, civic organizations, nonprofit groups, and committed individuals in the district, state, and nation to support educational initiatives for the benefit of P-12 learners.

Competence

The UNCP Teacher Education Program prepares professional educators who are competent. They

possess the knowledge, skills, and dispositions needed to perform their entry level and advanced roles and responsibilities in the public schools effectively. Competent professional educators promote

positive learning outcomes for all students. Understanding the critical connections among theory, research, and practice, they ground their work in a defensible, well-developed conceptual

framework grounded in relevant theory, research, and evidence-based practice. A competent professional educator is a reflective professional educator: such educators routinely use critical, evidence-based self-reflection to learn from direct experience, and continuously to improve their effectiveness. Specifically, professional educators reflect on their practice, thinking systematically and critically about student learning to determine why learning happens and what can be done to improve student achievement. Toward this end, they collect and analyze student performance data to

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implement practice-related changes both to improve their teaching effectiveness and to enhance student achievement, and adapt their practice based on classroom-based data and relevant research to meet students‘ needs. They secure and use 21st century technologies and skills to enhance student learning, service delivery, communication, and administration. Competent professional educators

embrace cultural diversity. They know the students for whom they are responsible and how to accommodate the needs of diverse learners in a positive, caring environment. They value the role of the family in the child‟s education and work cooperatively with parents and other caregivers for the child‘s benefit. Competent professional educators provide leadership wherever it is needed; they are always alert for opportunities to use their individual strengths to promote public education and those it serves.

In summary, UNC Pembroke prepares committed, collaborative, and competent professional educators who are responsive to equity and diversity; who are knowledgeable, effective, and reflective; and who lead in the classroom, school, and profession.

Undergraduate Teacher Licensure Programs Offered at UNCP

The University of North Carolina at Pembroke offers the following undergraduate programs leading to a teaching license in the State of North Carolina.

Academically/Intellectually Gifted [AIG] (K-12) Add-On only*

Art Education (K-12) Birth to Kindergarten (B-K) Elementary Education (K-6) English Education (9-12)

English as a Second Language [ESL] (K-12) Add-on only*

Health and Physical Education (K-12) Mathematics Education (9-12) Middle Grades (6-9) Language Arts Middle Grades (6-9) Mathematics Middle Grades (6-9) Science Middle Grades (6-9) Social Studies Music Education (K-12)

Pre-School Add-On only*

Science Education (9-12) Social Studies Education (9-12) Spanish Education (K-12)

Special Education: General Curriculum [Exceptional Children] (K-12)

* Note: These

Add-on programs are only available to individuals who already hold or are eligible to hold a NC teaching license.

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Program Design

UNCP‘s undergraduate teacher licensure programs are undergirded by our conceptual framework and structured around state standards, which are derived from research findings, reports of best practice, and the standards of applicable professional organizations and associations. An abridged version of these standards can be found below. The complete standards can be found in Appendix B. Candidates in the undergraduate programs must provide evidence that they meet the North Carolina Professional Teaching Standards approved by the State Board of Education in June 20071. The UNCP Teacher Education Program has adopted these as our standards for undergraduate initial teacher licensure programs, along with the Teacher Education Specialty Area Standards approved by the State Board of Education in January 2009.

North Carolina Professional Teaching Standards (Abridged Version)

A New Vision of Teaching

The different demands on 21st century education dictate new roles for teachers in their classrooms and schools. The following defines what teachers need to know and do to be able to teach students in the 21st century:

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Leadership among the staff and with the administration is shared in order to bring consensus and common, shared ownership of the vision and purpose of work of the school. Teachers are valued for the contributions they make to their classroom and the school.

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Teachers make the content they teach engaging, relevant, and meaningful to students‘ lives.

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Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core content that is revised to include skills like critical thinking, problem solving, and information and communications technology (ICT) literacy.

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In their classrooms, teachers facilitate instruction encouraging all students to use 21st Century skills so they discover how to learn, innovate, collaborate, and communicate their ideas.

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The 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the core content areas.

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Subjects and related projects are integrated among disciplines and involve relationships with the home and community.

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Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate student understanding.

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Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.

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Standard I: Teachers Demonstrate Leadership

a. Teachers lead in their classrooms.

b. Teachers demonstrate leadership in the school. c. Teachers lead the teaching profession.

d. Teachers advocate for schools and students. e. Teachers demonstrate high ethical standards.2

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

b. Teachers embrace diversity in the school community and in the world. c. Teachers treat students as individuals.

d. Teachers adapt their teaching for the benefit of students with special needs.

e. Teachers work collaboratively with the families and significant adults in the lives of their students.

Standard III: Teachers Know the Content They Teach

a. Teachers align their instruction with the North Carolina Standard Course of Study. b. Teachers know the content appropriate to their teaching specialty.

c. Teachers recognize the interconnectedness of content areas/disciplines. d. Teachers make instruction relevant to students.

Standard IV: Teachers Facilitate Learning for Their Students

a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

b. Teachers plan instruction appropriate for their students. c. Teachers use a variety of instructional methods.

d. Teachers integrate and utilize technology in their instruction.

e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities. g. Teachers communicate effectively.

h. Teachers use a variety of methods to assess what each student has learned.

Standard V: Teachers Reflect on Their Practice

a. Teachers analyze student learning.

b. Teachers link professional growth to their professional goals. c. Teachers function effectively in a complex, dynamic environment.

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Components of the Teacher Education Program Curriculum

The program of study, or curriculum, for teacher education majors is comprised of four components: General Education, Specialty Area (major/licensure area), Professional Studies, and Content Pedagogy. A fifth component, Academic Concentration, is required in some programs of study (see later in this section of the handbook). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Specialty Area (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies component includes study of the historical, social, economic, political, and philosophical foundations of education; human growth and development; learning theories; curriculum; instruction; exceptional/diverse/at risk children; literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting.

General information about each of the curriculum components follows. The specific curriculum requirements for each undergraduate teacher licensure program can be found in Appendix E of this handbook, as well as in the UNCP Catalog.

General Education Curriculum Component

The University of North Carolina at Pembroke seeks to graduate students with broad vision, who are sensitive to values, who recognize the complexity of social problems, and who will be contributing citizens with an international perspective and an appreciation for achievements of diverse civilizations. In addition to meeting all major program requirements, students awarded baccalaureate degrees by The University of North Carolina at Pembroke are required to complete a 44-hour General Education

program. The General Education program has been designed to provide students with an understanding of the fundamental principles and contributions of a variety of disciplines and to foster the ability to analyze and weigh evidence, exercise quantitative and scientific skills, make informed decisions, write and speak clearly, and think critically and creatively. The specific General Education Requirements are detailed in the UNCP Catalog. For some majors, certain courses may count toward both General Education and Major requirements. Some courses have prerequisites. Ask your advisor for assistance in selecting appropriate courses.

Specialty Area (Major) Curriculum Component

Each teacher education program area has a prescribed sequence of specialty area (major) courses designed to provide teacher candidates with the knowledge, skills, and dispositions needed to achieve subject matter competence in the chosen licensure area. Specialty area requirements are identified in the

individual program checksheets in Appendix E of this handbook and in the Teacher Education section of the UNCP Catalog. If you would like to know more about a particular program area before you choose it as a major, you are welcome to schedule an appointment with the program coordinator to discuss your

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questions and concerns. The contact information for program coordinators can be found in Appendix A of this handbook.

Professional Studies Curriculum Component

The professional studies component of the Teacher Education Program is designed to provide the teacher candidate, in part, with the theoretical foundations of practice. The component includes study of the historical, social, political, economic, and philosophical foundations of education; human growth and development; diverse, exceptional, and at-risk learners; learning theory and learning environments; literacy; and technology. The development courses and the literacy courses are age-appropriate. Check the program checksheets in Appendix E to find the specific professional studies courses required for your licensure area.

Content Pedagogy Curriculum Component

The content pedagogy component of the Teacher Education Program is designed to help the teacher candidate learn how to teach content to public school students at the age and grade level of the respective licensure area. Pedagogy, or methods, helps the candidate learn the foundations of curriculum, instruction, and evaluation as applied to decision-making during the phases of the teaching cycle—planning,

implementation, and reflection. Check the program checksheets in Appendix E to find the specific content pedagogy courses required for your licensure area.

Required Field Experiences in Professional Studies & Content Pedagogy Courses

A field experience is required in most professional studies and content pedagogy courses. What is a field experience? A field experience is an opportunity for the prospective teacher to observe, assist, or practice what is being learned in a given course in a real world setting. One purpose of field experience is to help the prospective teacher make connections between what is studied in the abstract context of a University course and the concrete context of an authentic public school classroom. The assumption underlying field experience requirements is that making connections between theory and practice will make the theory more meaningful and help the prospective teacher understand how theoretical beliefs inform the decisions teachers make routinely.

A second purpose for required field experiences is to facilitate the transition from college student to preservice teacher in the internship to autonomous professional educator in the first year of teaching. The field experience requirements are sequenced from observation in the 2000 level courses to assisting and tutoring in the upper division courses. Master teachers allow prospective teachers to assist in performing various aspects of the teacher's work, such as monitoring independent practice, grading papers, tutoring individual students or groups of students, team teaching, helping with class field trips, assisting in a computer lab or the library, monitoring the cafeteria or recreational time, and administering tests.

A third purpose for required field experiences is to facilitate the development of professional dispositions. Through early field experience, the prospective teacher begins to understand the professional culture of public schools: codes of professional conduct, policies and procedures defining the public school culture,

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ways of interacting and communicating with students, ways of establishing and maintaining professional relationships with others in the school (staff, counselors, resource teachers, and so on). In other words, early field experiences help the prospective teacher develop a sense of professional identify, professional affiliation, professional efficacy, and professional integrity.

Appendix F contains a chart summarizing the field experience requirements associated with the various professional studies and content pedagogy courses. Additional information on field experiences is contained in Section 2 of this handbook.

Senior Internship in a PK-12 Public School Setting

The culminating professional development experience in all teacher education licensure programs is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting. Teacher candidates spend a full semester (15 weeks) in their student teaching experience.

The senior internship is a synthesis experience wherein all the curricular knowledge, skills, and

dispositions acquired in formal course work are applied to practice. The internship semester is a critical aspect of the preservice teacher's preparation for transition into full-time teaching. Learning to teach "real" students is challenging, complex, and emotionally demanding. Taking this important step into the real world of public school teaching with the guidance and support of an experienced, master teacher is a privilege, as well as an opportunity.

The internship semester is described fully in a separate document entitled, The UNCP Student Intern Handbook. The Intern Handbook is posted online at the School of Education website under the Student Forms link (www.uncp.edu/soe).

Special Requirement for Some Programs: Academic or Professional Concentration

As required by the Board of Governors of The University of North Carolina, all students seeking a baccalaureate degree in Elementary Education, Health and Physical Education, or Middle Grades

Education must complete an academic or professional concentration in a basic academic discipline as part of their degree requirements. The 18-28 hours comprising these academic and professional concentrations have been selected to provide students with a cohesive study of a basic academic discipline. Academic and professional concentrations are available in the following areas: American Indian Studies, Art, Biology, English, Exercise and Sport Science, Geography, Geology, History, Mathematics, Music, Physics, Political Science, Psychology, Reading, Spanish, Special Education, and Sociology.

Students may choose a second major of 30 hours in Philosophy and Religion rather than an academic or professional concentration.

Academic and professional concentration requirements are listed with the respective department in the UNCP Catalog.

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Education majors, the UNCP Teacher Education Program continues to require an academic concentration for a degree in this major.

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SECTION 2: FIELD EXPERIENCES

Field experiences are an integral part of the UNCP Teacher Education Program. They begin early in the program and culminate in a semester-long student teaching experience in the senior year. This section of the handbook provides you with information about the purpose of field experiences, how field experience placements are made, do‘s and don‘ts related to field experiences, and policies related to field

experiences. Read this information carefully!

What is Field Experience?

The term ―field experience‖ is used to describe a special kind of course requirement. Tests, research papers, and projects are the kinds of course requirements with which you are probably most familiar. In the Teacher Education Program, on the other hand, ―field experience‖ is typically required in professional studies and content pedagogy (methods) courses. The field experience requirement in a given course (See Appendix F) will require that you make connections between what is learned in class and how that knowledge is applied in practice. The phrase ―applied in practice‖ means how the knowledge is used in a public school setting by a public school teacher working with student learners.

Early field experiences are an important part of your professional preparation as a teacher. They have been sequentially planned to provide you opportunities to view the scope of teaching in a classroom setting while enabling you to develop skills and self-confidence to be an effective teacher. Your field experience at UNCP is an opportunity to explore your assumptions about being a teacher and to begin establishing yourself as a professional within the field of education. The reputation that you begin building in your field experience will travel with you as you advance through the teacher education program and on into teaching.

In your sophomore level courses, you will be asked to observe what is happening in the classroom, collect data, and make critical connections in written reflections on your experience. As you progress through the program, you will be challenged to participate more directly in the learning experiences of public school students. You will have opportunities to assist the teacher, to tutor, to work with small groups, to chaperone field trips, set up lab experiments, and even to teach lessons. This planned sequence of early field experiences parallels your professional development in complexity and maturity and culminates in the senior internship. [The internship is described in The Student Intern Handbook.]

Since field experience requirements are course requirements, the given course instructor will make the assignment, explain what and how you should complete the assignment, and evaluate the final product(s). The public school teacher(s) with whom you work during the field experience may also contribute to the evaluation of your performance in his/her classroom (see Appendix I).

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Field Experience Goals

It is important that at the completion of your program you know what you are teaching and how you should teach it, and that you have an understanding of whom you are teaching. You should be well prepared to skillfully provide a respectful learning environment for diverse learners and know how to assess students‘ understandings, attitudes and abilities in order to make informed decisions about providing learning opportunities that will improve student learning. The goals of early field experiences are to provide each student an opportunity to:

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determine if teaching is the right career for you;

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participate in public school learning environments and experiences;

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deepen understanding of the theory-practice connection;

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observe how academic, social, physical, and emotional factors influence student learning;

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see different teaching and management strategies and determine how to develop your own;

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identify and use a variety of instructional strategies;

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experience teaching small and large groups prior to student teaching;

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identify and use a variety of evaluation techniques; and

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internalize a personal commitment to improving education for diverse learners.

Relationship to the Conceptual Framework

The Teacher Education Program is designed to prepare committed, collaborative, and competent

professionals who have the knowledge, skills, and dispositions required to meet the needs of diverse PK-12 learners. The process of developing the foundations for successful teaching requires that candidates be able to make critical connections between theory and practice. The field experience component of the teacher education program provides candidates with the opportunity to learn from experienced

practitioners in public school settings. A planned sequence of field experiences parallel the candidate‘s developing expertise and professional maturity.

Field Experience Placements/Administration of Field Experiences

The Office of University-School Partnerships (USP) arranges placements for your required field experiences. At the completion of the registration period, the Office of University-School Partnerships compiles all the requests for field placement and categorizes them according to school district. The lists are then forwarded to the respective school district‘s central office. A central office administrator coordinates the requests with the individual schools in that district. When all of the field placements are confirmed by the school district, the list with the school assignments is returned to the Office of

University-School Partnerships. The USP Office then distributes the individual field placements to the students through the instructor teaching the course with the field experience requirement.

Hundreds of field placements are requested each semester. The public schools volunteer to host field experience students; they do not receive any kind of remuneration for this service. The UNCP Teacher

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Education Program values the generosity and cooperation of our public school partners in this endeavor. Since all placements are coordinated centrally, you are not to contact individual schools or school systems until official notification of a confirmed field placement is received.

The Office of University-Schoo1 Partnerships is charged with ensuring that you are assigned a variety of field placements during the course of your program. The Office of University-School Partnerships will deliberately send you to varied locations (e.g., urban, rural) and schools with culturally and socio-economically diverse student populations. In addition, you will be placed with different age groups within your licensure area. In general, students are not placed in schools they attended. The Office of University-School Partnerships will consider specific requests for placements, but such requests must be made before you have been assigned a placement. The Office will most likely place you at sites within a 60-mile radius of Pembroke. You are responsible for arranging your own transportation to and from your field experience.

If you should encounter a problem with a field placement, inform the course instructor and contact the Director of University-School Partnerships immediately, so that the problem can be resolved as soon as possible.

Registering for Courses with Field Experience Requirements

You will register for field experiences in conjunction with your registration for the course(s) requiring them. Begin by making a list of all courses that you wish to take for the semester with course number and CRN (5 digit number prior to course number). Check the field experience chart (Appendix F) in this handbook to find out if the course has a field experience requirement. Go to the first course you wish to take with a field experience requirement listed on Braveweb and attempt to register. You will see a Prerequisite and Test Score Error message. Click on the REMOVE HOLD link and proceed to complete the registration form.

Note: Summer School Registration differs from the Fall/Spring Registration. If you are taking a course that requires Field Experience during the summer, contact your course instructor for instructions.

Confirmation of Field Experience Placements

It usually takes several weeks or longer for field experience placements to be confirmed by the LEAs. You are NOT to contact a school or LEA until you have received confirmation from the UNCP Office of University-School Partnerships that your field experience placement has been confirmed. Once LEAs have confirmed placements, course instructors will be notified, and they will notify you. The course instructor will review the field experience requirements and guidelines with you.

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When you have received confirmation of your early field experience placement from the Office of University-School Partnerships or course instructor, you should contact the school(s) to which you have been assigned or your professor to schedule your first visit. Do not simply show up at the school thinking you will observe that day without an appointment. Do not wait late in the semester or you may be unable to complete your assignment. When you make contact with the school(s), be sure to identify yourself as a UNCP student assigned for field experience. Remember that you will be a guest, representative of UNCP, and potential employee in the school(s) you visit. Conduct yourself as a professional from your first contact and throughout all of your field experience.

As the specific requirements for each field experience are determined by the course instructor, you should talk with your course instructor about problems specific to the assignments. Contact the Office of

University-School Partnerships or course instructor if there are problems regarding changes in courses or school systems, not concerning times for observations. Field experiences are an integral part of your preparation for effective teaching. Consider the time you spend in each school as a valuable opportunity to further explore teaching as a career and to develop the competencies needed to become an effective professional for effective schools. You are urged to successfully complete your field experience in a timely manner. If you do not complete the required field experience hours and/or assignments, you face the potential of earning a failing grade for the field experience. In most cases of failed or dropped field experiences, you would have to retake the co-requisite course(s) as well as the field experience. Students completing the field experience requirements at any site will follow the standards established in the UNCP Academic Honor Code.

Field Experience Expectations

Remember, as a student completing field experiences you are a guest, a representative of UNCP, and potential employee in the school(s) you visit. Conduct yourself as a professional from your first contact and throughout all of your field experiences. UNCP‘s expectations of your conduct are detailed in this section. Read it carefully!

Before the initial reporting date,contact your clinical teacher (the teacher to whom you have been assigned to complete your field experience) to confirm that you will be at the school on the initial reporting date at the time specified on the form. You may want to set up a time to discuss topics such as grading, philosophy, teaching diverse learners, and classroom management techniques with the teacher.

Never ask a teacher to telephone you. It is your responsibility to reach the teacher. If the teacher uses e-mail, this is generally the best method of communication. If not, or if you do not receive a response to an e-mail within a couple of days, call the school receptionist, ask when the teacher has his/her planning period, and then call during that time. After making contact with the teacher, ask the teacher what time and method of communication is preferred.

The first day,leave extra early to allow time for getting lost, locating a parking place, finding the right door into school, locating the school office, signing in, introducing yourself to the principal, and locating the classroom. If your schedule is tight, travel to the school in advance to locate the building, parking areas, the main entrance, etc. Visitors are required to sign in at the school office each time they arrive at the school. Many schools require guests to wear a visitor‘s badge; ask about the policy.

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Be punctual. If you are unavoidably delayed, phone the school and leave a message for your clinical teacher. Teachers must arrive well in advance of (usually at least half an hour before) the morning bell and cannot be absent without planning for replacement, so they are understandably intolerant of such behavior on the part of university students. As a rule of thumb, always plan to arrive at least 10 minutes before you are expected.

Always show up as expected. Remember that teachers often have to work when they do not feel their best. Headaches, muscle strains, or other minor complaints do not prevent most teachers from working; they expect the same dedication of you. On the other hand, teachers are not interested in having someone with a high fever or raging flu expose their students to contagious germs. So, if you are seriously ill, make sure you contact your teacher in advance of when you are expected. Make plans with the teacher to make up your time. Keep your absences to a minimum. It is the teacher‘s prerogative to end the

experience if you have as few as one unexcused absence.

Some early field experience students have been surprised to learn that they were missed when they did not show up. The teacher and the pupils at the school will notice your absence (even if your assignment is primarily observational). Do not disappoint them.

Be aware of the school‟s calendar and closings. This is your responsibility. Discuss the calendar with your clinical teacher and plan for days when the school may be closed. All schools do not follow the same calendar as UNCP and they vary by LEA (sometimes by building). Plan to make up all missed days. School calendars are usually posted on the school or the school‘s LEA websites.

Schools may close for icy roads, power outages, flooding, etc. Ask your clinical teacher which radio stations broadcast the school‘s closings, and make it a habit to listen to that station before going to school.

Display a professional attitudeduring field experiences by being positive, enthusiastic, outgoing, and supportive of the clinical teacher.

Dress appropriately. The dress code for teachers is very conservative. Appropriate attire for women includes dress slacks (not tight), skirts (not short), and dresses. Men should wear dress pants, dress shirts, sweaters, jackets, and a tie (especially at the secondary level). Teachers are on their feet all day; so wear sensible shoes appropriate to the activities in the classroom. For physical education classes, you may wear nice warm-up suits, but not sloppy sweats. For art studio classes and early childhood settings, wear nice pants that wash well. Students assigned to high schools should realize their dress distinguishes them as professionals rather than pupils in the school. Informal campus fashions are often totally inappropriate. If you have doubts about a given outfit, consult with your advisor.

If the school has a casual dress code or a causal dress day, realize that it does not apply to you. Everything you do as a pre-service teacher affects how you are perceived by the people around you. These perceptions may affect the opportunities you are offered now and your ability to get a teaching job in the not very distant future. Principals often comment that they have a ruled out some otherwise qualified candidates because they did not have a professional appearance.

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Be discrete. Be thoughtful in conversations and actions. This applies in the school, in the community, and in the class at the university. Take care not to use the names of teachers or pupils when discussing your observations in class. You never know whose cousin or friend is sitting in your class listening. This is a serious issue; an entire school has closed its doors to field experience students because of

inappropriate comments made many years ago. It is appropriate to be critical of the practices observed in the field, but the critique must always be conducted professionally. One way to monitor this is to ask yourself if you would be comfortable making your comments in front of the person being discussed.

Be prepared.Field experiences are an important part of your academic course work. Assist the

classroom teacher with activities. Take initiative. If the teacher hesitates to tell you what to do, offer to help out. If you plan to present a lesson on a particular day, be sure you are there, with a well prepared lesson plan, and all the materials required.

Be responsible. If the teacher lends you materials, be sure to return them. Be clear about whether copies of papers are for you to borrow or keep.

Be an active participant in the classroom.Although teachers vary in the level of participation they expect from field experience students, most clinical teachers appreciate students who engage in

appropriate ways with students. Most clinical teachers are not interested in having passive observers in their classrooms. At the same time, you are a guest and are in the classroom to observe and support the lessons and activities the teacher has planned. Before presenting a lesson, work with the teacher to ensure that it fits class plans and addresses state standards appropriately.

Clinical teachers are held accountable for the learning of their pupils. Teachers cannot afford to waste any time, so you will have to earn your clinical teacher‘s trust before the teacher will yield control of a class or a small group. To do this, volunteer to help in small ways to demonstrate eagerness and show your ability to follow the teacher‘s lead. To become a successful participant in another teacher‘s classroom, you will likely need a combination of patience, gentle persistence, and a positive and respectful attitude.

Novisiting. If you are assigned to a classroom with another field experience student, remember that you must not disturb the classroom. University students may not talk with each to other during field

experiences. Many teachers have told the office that they will not accept more than one student at a time because of previous problems in this area.

Leave your cell phone in the car. If you must take it into the school for some reason, be sure that it is off while you are in the school.

Classrooms are crowded;do not bring unnecessary items with you. A notebook, a pen, and lesson materials, if appropriate, are all that you will need most of the time. Do not bring your own textbooks or course notes to the classroom. All of your behaviors should be in support of the work of the classroom. Engaging in behaviors such as applying nail polish or eating a snack is disruptive and completely

inappropriate. Unless the clinical teacher invites you to partake in refreshments, do not eat or drink in the classroom.

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If special activities or standardized tests make your presence in the classroom awkward, take the opportunity to visit the school library or ask your clinical teacher to introduce you to another teacher to observe or help. Never assume you can visit another classroom without the advance permission of the teacher.

Do not conduct research. University students are not permitted to test or survey pupils in the schools except with materials relating directly to the pupils‘ work and approved by the classroom teacher. Any primary research or evaluation instruments must be approved in advance by the school principal.

If you suspect child abuse,it is your responsibility to report your suspicions. You should:

1. Take time to write complete notes regarding observations, conversations, etc., that have led to the suspicions of child abuse and advise the Director of the Office of University-School Partnerships

immediately.

2. Report your concerns to your course instructor.

3. Together with the individual(s) listed above, determine the appropriate way to manage the issue.

If a problem arises in your field experience, first try to work it out with the clinical teacher and/or the course instructor. If there is a logistical concern, contact the Director of the Office of University-School Partnerships.

On your final visit,be sure to collect the completed the Field Experience Verification form and return it to the course instructor signed in a sealed envelope. This form will contain your contact information, as well as that for the teacher whose classroom you visited during your field experience. The teacher will receive an email from the UNCP Teacher Education Program asking them to briefly evaluate their experiences with the field experience placement. Teachers will be asked to evaluate UNCP students based on the following criteria.

If you are observing only, teachers will be asked if UNCP students were: 1. Prompt and reliable attendance.

2. Attentive and respectful during observations. 3. Professional attire.

4. Exhibits professional demeanor.

5. Was organized and consistently prepared for field experience.

If your field experience involved teaching mini lessons or other activities where you interacted directly with students, the K-12 teachers will be asked an additional 5 questions including feedback about the:

6. Quality of content knowledge, oral language, and written expression 7. Quality of instructional planning

8. Quality of basic teaching and management skills 9. Quality of general teaching capabilities

10. Would you accept this student as a student teacher in the future?

After completing your field experience, you will be expected to evaluate your field experience using the Student Evaluation form. Also, deliver a brief thank you note stating your appreciation for your clinical teacher who has welcomed you into his/her classroom as a professional courtesy and without

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See Appendix I for forms related to field experience.

Principals and teachers expect you to:

1. Keep scheduled appointments. Illness and/or emergencies are the only legitimate excuses for not keeping an appointment. If illness or an emergency prevents your attendance, notify the school immediately.

2. Be on time and stay for the full time for which you are scheduled.

3. Dress appropriately and follow the rules of basic courtesy toward everyone with whom you have contact.

4. Take confirmation forms and UNCP ID to verify your assignment and identity. 5. Check in at the office regardless of how familiar you are with the school.

6. Know your field experience assignment and have any necessary materials and/or plans ready for use.

7. Avoid unfavorable criticism of the University program, the school, and the community. 8. Exemplify the attitudes and actions of a teacher and not a student.

9. Safeguard all personal and confidential information concerning students.

10. Be cooperative and remember that the school‘s first priority must be the students. 11. Leave your cell phones in the car and do not take food into the classroom. 12. Do not discuss your field experiences on social media.

Sick or Injured Students and Universal Precautions

As an early field experience guest in the classroom, you should follow these procedures if a sick or injured student approaches you:

1. Without touching, try to calm the student needing assistance.

2. Hand clean tissues or paper towels to the pupil and ask the pupil to cover the wound or wipe his/her mouth or hands if vomiting.

3. Notify the teacher and let the teacher handle the pupil and the clean-up. OR send another pupil to notify the teacher, so you can keep control of the situation and prevent other students from coming in contact with bodily fluids.

Make sure that the pupil receives the necessary attention from someone trained to provide care and that the other students are supervised.

In general, early field experience students are not required to complete Universal Precautions training because they should never be solely responsible for pupils. However, you should be aware of these precautions, the risks of handling bodily fluids, and your school‘s policies. Serious risks include exposure to HIV (AIDS), hepatitis, and other bloodborne pathogens. To protect yourself, you should review the chart in Appendix G, and we encourage you to ask the clinical teacher how incidents involving

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bodily fluids are handled in the classroom. You should at least know where the plastic gloves and first aid kits are in the classroom.

Field Experiences in Child Care Centers/Agencies

Some early field experiences in the Birth-Kindergarten program may be completed in an approved child care center or agency. In this case, you must select your center or agency from the list provided by the instructor of the course for which the field experience is required. More specific information about field experiences in child care centers/agencies can be found in Appendix H.

Professional Semester (Student Teaching)

The culminating field experience in all teacher education licensure programs is the senior year internship (student teaching) under the direct supervision of a master teacher in a clinical setting. Teacher candidates spend a full semester (15 weeks) in their student teaching experience. Whenever possible, the semester prior to student teaching, students are placed for pre-internship field experiences with the clinical teacher who will supervise their internship during the professional semester. Teacher candidates should attempt to schedule other classes to permit their spending a morning and/or afternoon block of time in the school to which they are assigned during their pre-internship field experiences.

The requirements for enrollment in the professional semester are detailed in Section 6 of this handbook. Two semesters prior to the internship, each candidate must complete the professional semester enrollment packet.

Note: The professional semester enrollment information is distributed by the Director of University-School Partnerships at scheduled meetings each semester. The dates, times, and locations of these meetings are announced on the School of Education (SOE) website, the SOE announcement board in the Education Center, and the SOE Blog. They are also available from the Office of University-School Partnerships. You should be alert for these announcements and attend a meeting during the second semester of your junior year.

General Information and Policies

Additional information and Teacher Education Program policies related to field experiences are contained in this section.

Licensure-only and Lateral Entry Students

In order to qualify for Licensure-only or Lateral Entry programs of study, students must have already earned an undergraduate degree.

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including field experience requirements. Modifications may be made, at instructor discretion, for lateral-entry teachers to complete course field experience requirements in their own classrooms; however, such modification may not always be appropriate.

Academic Misconduct

The University of North Carolina at Pembroke Academic Honor Code sets forth the standards of academic honesty and integrity for students at UNCP and describes attendant faculty responsibilities. Students and faculty are expected to be familiar with its provisions. This Code defines student behavior which violates the standards and enumerates the penalties for violations and the circumstances under which such penalties may be imposed.

Attendance/Notification of Absence

Students are under the same obligation for regular attendance as school and agency personnel. Personal illness or family emergencies are the usual reasons for approved absences. Special requests for absences must be discussed with and approved by the clinical teacher and by the course instructor who supervises the field experience placement. Such requests must be limited in number and mutually agreeable arrangements regarding student‘s responsibilities must be made between the clinical teacher and the student in advance whenever possible.

Students are required to notify their clinical teachers (and sometimes principals) and their course instructor of all absences. Students are also required to inform their course instructor when they will be absent from their assigned school due to school-sponsored activities, e.g., field trips.

Liability and Insurance

Health and Accident Insurance

Health and Accident Insurance is not provided for you by the University of North Carolina at Pembroke or the placement site. Be sure that your personal health insurance is in effect and will cover you when you are on location at the placement site.

Workers' Compensation Insurance

Workers' Compensation Insurance is not available for you as you are not an employee of the University of North Carolina at Pembroke. Should you become ill or injured as the result of the field experience program, there is no coverage by the University for costs of medical treatment. Again, be sure that you have personal health and accident insurance.

Transportation Liability

Your vehicle insurance coverage is primary when driving your own vehicle. There is no state coverage when driving to and from your field experience assignment or using your vehicle for your field

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NOTE: It is not advisable that you transport anyone in your vehicle, such as students on field trips, etc., during your early field experiences or student teaching assignment.

Military Duty

Students who are called to active military duty during their field experience assignment are required to contact the Director of University-School Partnerships as soon as they receive their orders to discuss their options.

Reasonable Accommodations and Modifications

Students who have any special needs which may require reasonable accommodations and modifications, should contact the Director of University-School Partnerships immediately. In addition, they should meet with their clinical teacher and course instructor prior to the starting date of the assignment to discuss any reasonable accommodations and modifications needed to meet the requirements of the experience. Students can also contact the Accessibility Resource Center (ARC) which has a twofold mission: to assist students with disabilities in qualifying for and implementing academic accommodations, so that they may independently strive for academic excellence; and to assist UNCP administration, faculty and staff in creating an accepting and accessible campus community.

The Accessibility Resource Center is located in the D.F. Lowry Building adjacent to Faculty Row. For more information about Accessibility Resource Center, call 910.521.6695 or email [email protected].

Religious Observances

Students requesting absence from a field experience assignment because of religious observance should notify the clinical teacher and course instructor within the first two weeks of the starting date of the assignment. Strategies for making up missed work, if deemed necessary, should be formulated.

Frequently Asked Questions

The following table contains Frequently Asked Questions about field experiences. If you have a question that has not been addressed in this section of the handbook, or that is not addressed in the table, please contact your course instructor or the Office of University-School Partnerships.

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Question

Answer

If I am taking a course online do I have to complete the field experience requirement?

Yes.

If I live out of state and take an online course, do I have to complete the field experience requirement?

Yes. You will need to contact your course instructor as early as possible to make arrangements for your field experience. Can I call the school and arrange my own field

experience placement?

No. You may not call a school until you have received a placement confirmation from your course instructor.

I am a BK major; can I call the child care center/ agency and arrange my own field placement?

Yes. Please use the guidelines in Appendix H to help you arrange your placement.

Can I pass the course without completing my field experience?

No.

My mom is a teacher in my licensure area. Can I do my field experience in her classroom?

No.

Is there any way to be exempt from a field experience?

No.

Can I do early field experience requirements in the same school that my children attend?

Yes. But, you should not complete your field experience in your child‘s classroom.

Can I request a specific school, teacher, and/or grade level?

You can request a specific school, but you cannot request a specific teacher or grade level. The principal will determine the specific teacher and grade level.

I requested a specific school and did not receive a placement there, why?

It may be that there were no slots available at that school, or your prior field experience record indicated a need for a different student population. If I fail a course with a required field experience,

do I have to redo the field experience even though I completed it successfully?

Technically, if you fail a course, you fail field experience, however, if you are repeating the course with the same professor an exception may be made.

Teacher Candidate Handbook

TEACHER EDUCATION PROGRAM