1
PROGRAM FIELD EXPERIENCES
LEVEL I AND II
CLINICAL PRACTICE
(STUDENT TEACHING OR INTERNSHIP) LEVEL III
TOTAL NUMBER OF HOURS Initial Undergraduate Programs [BS]
Elementary Education [P-5] Beginning with the first course in their program, Elementary education
candidates complete Level 1 and Level 2 field experiences and clinical practice (Level 3). Field experiences and clinical practice are completed in diverse settings and include a variety of intentional as well as optional activities. Diverse experiences are in a variety of subjects areas, grade levels and academic settings. Candidates interview a variety of
education professionals to ascertain attitudes and dispositions and beliefs about teaching and teachers. They observe in a variety of classrooms and academic settings as well as work one on one and with small groups of candidates in teacher directed activities. Candidates review assessment data with class room teachers and observe the lesson planning process. Candidates review school and classroom management plans and teaming as well as the scheduling process.
Candidates progress from observations to hands on participation in planning and delivering instruction; and from working with individuals to small groups to whole class instruction. Candidates also progress from participating in single subject focus to multiple subject focus. Lesson planning, assessment and
management practices in general and inclusive classrooms are included in clinical practice which culminates in student evaluation of their
experience and their impact on student achievement. Self-
reflection, those of their cooperating teachers and their university
supervisors are analyzed by candidates in order to further improve their practice.
Level 1 60 Level II 180 Level III 560 Total 800 clock hours
2
LEVEL I AND II LEVEL III Learning and Behavior Disorders
[P-12]
Candidates are provide opportunities to observe effective teachers and teaching strategies in P-12 public and private school and how effective teachers work in their classroom. Observations include, but are not limited to,
instructional strategies at different levels
routines in the school (teacher, administrator and other staff) classroom management skills student teacher interactions questioning skills
strategies used for the exceptional populations
the use of technology in the classroom
Students observe, interview, write reflections, engage in class discussions, identify the knowledge, skills and dispositions of an effective teacher and form their beliefs based on the one of the six traditional philosophies of education. Observations and reflection assist
candidates with making informed decision about pursuing a career in education
Level II Participation
Candidates begin to apply, at a limited
Candidates gradually assumes the responsibilities of the teacher of record under the direct mentorship of the cooperating teacher and the direction of a university supervisor
attendance and recording keeping
observing cooperating teacher
work with small groups attends faculty/team/
department meetings reviewing students IEP’s teach lesson
participate in parent conferences
assumes the responsible of the cooperating teaching
Level I 60 hours Level II 285 hours Level III 560 hours Total 905 hours clock hours
3
LEVEL I AND II LEVEL III level, knowledge, skills and disposition
in a classroom setting by using technology reflecting on teaching writing a lesson plan presenting a lesson
assessing student’s performance writing an IEP, BIP, FBA attending SBARC (with
permission)
designing and implementing a behavior change plan
conducting educational assessments
evaluating teaching resources adapting instruction for individual
differences
using developmental appropriate instruction
modeling effective communication skills using variety of formal and
informal assessment techniques being creative
4
LEVEL I AND II LEVEL III Middle Grades Education [5-9] Level I: EDU 213/377/379/385 -- P-12
classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy; introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs; initial draft of philosophy of education, critical reflection on field experiences, personal
reflection/discernment on professional dispositions for teaching.
Level II: EDR 414/431/420/456/460 – in-depth work with Common Core Content, KY Teacher Standards, and professional educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.); participation in local PD/professional education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades 5-9.
Level III: EDU 441 – student teaching in grades 5-9 involves gradual assumption of all of the responsibilities of the teacher of record under the direct mentorship of the cooperating teacher and the direction of a university
supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning,
implementation, assessment of student learning, professional growth plan and participation in PDs, school and community level leadership, and Teacher
Performance Assessment Portfolio development on LiveText. Level I: 60 Level II: 130 Level III: 560 Total = 750 clock hours
5
LEVEL I AND II LEVEL III Elementary Education [P-5] Beginning with the first course in their
program, Elementary education candidates complete Level 1 and Level 2 field
experiences and clinical practice (Level 3). Field experiences and clinical practice are completed in diverse settings and include a variety of intentional as well as optional activities. Diverse experiences are in a variety of subjects areas, grade levels and academic settings.
Candidates interview a variety of education professionals to ascertain attitudes and dispositions and beliefs about teaching and teachers. They observe in a variety of classrooms and academic settings as well as work one on one and with small groups of candidates in teacher directed activities. Candidates review assessment data with class room teachers and observe the lesson planning process. Candidates review school and classroom management plans and teaming as well as the scheduling process.
Candidates progress from observations to hands on participation in planning and delivering instruction; and from working with individuals to small groups to whole class instruction. Candidates also progress from participating in single subject focus to multiple subject focus. Lesson planning, assessment and
management practices in general and inclusive classrooms are included in clinical practice which culminates in student evaluation of their experience and their impact on student achievement. Self-
reflection, those of their cooperating teachers and their university supervisors are analyzed by candidates in order to further improve their practice.
Level 1 60 Level II 180 Level III 560 Total 800 clock hours
Learning and Behavior Disorders [P-12]
Level I Observation
Candidates are provide opportunities to observe effective teachers and teaching strategies in P-12 public and private school and how effective teachers work in their classroom. Observations include, but are not limited to,
Candidates gradually assumes the responsibilities of the teacher of record under the direct mentorship of the cooperating teacher and the direction of a university supervisor
attendance and recording keeping Level I 60 Level II 285 Level III 560 Total 905 clock hours
6
LEVEL I AND II LEVEL III instructional strategies at different
levels
routines in the school (teacher, administrator and other staff) classroom management skills student teacher interactions questioning skills
strategies used for the exceptional populations
the use of technology in the classroom
Students observe, interview, write reflections, engage in class discussions, identify the knowledge, skills and
dispositions of an effective teacher and form their beliefs based on the one of the six traditional philosophies of education. Observations and reflection assist candidates with making informed decision about
pursuing a career in education Level II Participation
Candidates begin to apply, at a limited level, knowledge, skills and disposition in a
classroom setting by using technology reflecting on teaching writing a lesson plan presenting a lesson
assessing student’s performance
observing cooperating teacher
work with small groups attends faculty/team/
department meetings reviewing students IEP’s teach lesson
participate in parent conferences
assumes the responsible of the cooperating teaching
7
LEVEL I AND II LEVEL III writing an IEP, BIP, FBA
attending SBARC (with permission) designing and implementing a
behavior change plan
conducting educational assessments evaluating teaching resources adapting instruction for individual
differences
using developmental appropriate instruction
modeling effective communication skills
using variety of formal and informal assessment techniques
being creative
implementing co-teaching models Middle Grades Education [5-9] Level I: EDU 513/577/579/585 -- P-12
classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy;
introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs; initial draft of philosophy of education, critical reflection on field
experiences, personal reflection/discernment
Level III: EDU 672 – student teaching in grades 5-9 involves gradual assumption of all of the responsibilities of the teacher of record under the direct mentorship of the cooperating teacher and the direction of a university
supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning,
implementation, assessment of student learning, professional
Level I: 60 Level II: 130 Level III: 560*
Total = 750 clock hours
8
LEVEL I AND II LEVEL III on professional dispositions for teaching.
Level II: EDU 514/531/520/556/560 – in-depth work with Common Core Content, KY Teacher Standards, and professional
educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.); participation in local PD/professional education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades 5-9.
growth plan and participation in PDs, school and community level leadership, and Teacher
Performance Assessment Portfolio development on LiveText.
Secondary Education [8-12] Biological Science
Education
Chemistry Education Earth Science Education English Education Mathematics Education Social Studies Education Other Programs
Art Education
Business and Marketing Education
Spanish Education
Level I: EDU 513/577/579/585 -- P-12 classroom observations in diverse public and private schools; interviews with general and special ed. teachers & administrators; visits to local school board meetings, KEA/JCTA meetings, and Gheens Academy;
introduction to KY Teacher Standards (Initial) KTIP lesson planning and Common Core Content for tutoring students with diverse needs in classroom and afterschool programs, initial draft of philosophy of education, critical reflection on field
experiences, personal reflection/discernment on professional dispositions for teaching.. Level II: EDR 531/520/556/560 – in-depth work with Common Core Content, KY Teacher Standards, and professional educational standards of pertinent organizations (e.g., NCTE, NCSS, etc.);
Level III: EDU 672 – student teaching in grades 5-9 involves gradual assumption of all of the responsibilities of the teacher of record under the direct mentorship of the cooperating teacher and the direction of a university
supervisor/evaluator: attendance and record keeping, classroom organization and management, unit and lesson planning,
implementation, assessment of student learning, professional growth plan and participation in PDs, school and community level leadership, and Teacher
Performance Assessment Portfolio development on LiveText. Level I: 60 Level II: 110 -130 Level III: 560 Total = 730 - 750 clock hours
9
LEVEL I AND II LEVEL III participation in local PD/professional
education conference opportunities; KTIP lesson and unit planning, implementation, and assessment of student learning with individual, small group, and whole class structures in grades 5-12.
Alternative Certification – All Grades
Learning and Behavior Disorders 95 Hours:
Level I – Observation – 15 hours
Observe in a variety of environments serving students with special needs Interview educational professionals Level II – Participation – 80 Hours
Design and deliver mini-lessons Design behavior change plan for an
individual student
Conduct educational assessments Develop instructional plan based on
assessments Develop an I.E.P.
Develop unit lesson plans
Informal assessing and diagnosing All other Programs
0 Field experience Hours
Level II I– 1,295 Hours Teacher of Record
