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Field Experience Handbook 071415 i
- The Proficient Educator is competent in content knowledge.
- The Proficient Educator is competent in pedagogy.
- The Proficient Educator possesses appropriate technology skills to enhance learning.
- The Proficient Educator possesses a caring disposition.
- The Proficient Educator understands and appreciates diversity.
UNIT
OBJECTIVES
PROFICIENT
EDUCATOR
SKILLS
Objectives 2 & 3
DISPOSITIONS
Objectives 4 & 5
KNOWLEDGE
Objective 1
Field Experience Handbook 071415 i
TABLE OF CONTENTS
Preface ………………………………………………………...…………………………….iii Introduction ……………………………………………………………………………….... Conceptual Framework …………………………………………………………….……….. Overview Performance Objectives Learner Outcomes Field Experiences ………………………………………………………..………………….. Purpose Goals Objectives Dismissal from Field Experience Criteria for Selection …………………………………………………..…..………….…….. Cooperating Schools Cooperating Teachers College Supervisors Duties and Responsibilities ……………..……………………………………...…….……... Director of Clinical/Field Experiences Cooperating Principal Cooperating Teacher College Supervisor Practicum Student Field Experiences and Directed Teaching Hours by Program ………………..………..…… Description of Teacher Education Practica………………………………………….......….…… Early Field Experiences Continuing Field Experiences INTASC Principles Background Check Liability Insurance Assignment Packet for EDCU 2110P ……………………………………………...…….…. Description of Field Experience Livetext EDCU 2110P Assignment Information Reflective Journal Entry Form Conceptual Framework Critical Incident Analysis Form Field Experience Attendance Log
Field Experience Handbook 071408 iii
PREFACE
The purpose of this Professional Field Experience Handbook is to provide candidates with a preview of their field experiences. The handbook includes some of the forms and rubrics that are used for enrolling in and completing field experiences and some of the field experience forms and rubrics used in evaluating the candidate and the experiences. This handbook also is designed to guide instructors who teach courses requiring field experiences and to present to participating public school teachers and administrators information they need as our partners in developing proficient educators. The handbook describes the purpose and expected outcomes of the professional field experiences/practica at Fort Valley State University. The handbook includes the objectives, policies, procedures and organizational structure of the field experience program. The responsibilities of all participants are also outlined. This handbook serves as an instrument to assist with the coordination of successful field placements. It will serve as a guide for faculty and students through these activities and explain the basis for student evaluation.
INTRODUCTION
The College of Education, its school partners and other members of the professional community, design, deliver and evaluate field experiences and clinical practice to help candidates develop their knowledge, skills and dispositions through actions recommended by the Educator Preparation Advisory Committee (EPAC) to the Professional Education Faculty Council (PEFC) and the College of Education (CoE). Members of the EPAC include representatives from school partners, community, college faculty/staff and teacher education candidates. The EPAC reviews data that have been collected, analyzed and presented to the Assessment Committee regarding the field experience sites. The EPAC uses the results of these data to make decisions about appropriate sites, as well as field activities and experiences for candidates. In addition, the Director of Clinical/Field Experiences coordinates activities between Fort Valley State University (FVSU) faculty and school partners to match course activities with appropriate sites. The educator preparation program at FVSU hosts two training sessions throughout the year. The purpose of the training sessions is to provide information to individuals who are qualified to supervise a student teacher. These training sessions give school partners an opportunity to learn about the teacher education program at FVSU and to understand the expectations of the program. In addition, school administrators as well as classroom teachers provide input on field experiences that occur at the sites. Professional field experiences are structured to reflect the five objectives of the Conceptual Framework of the FVSU College of Education:
- The Proficient Educator demonstrates competence in content knowledge;
- The Proficient Educator uses effective pedagogical skills;
- The Proficient Educator uses technology appropriately to enhance learning;
- The Proficient Educator evidences a caring disposition; and
- The Proficient Educator has an understanding of and appreciation for diversity CONCEPTUAL FRAMEWORK
instructional process, which is provided through course work and clinical experiences in the educator preparation programs. Performance Objective 2: Uses Effective Pedagogical Skills Candidates must not only know what to teach but how to teach it. There should be a strong relationship between knowledge and practice. Teachers must be willing and able to connect with their students and to link new knowledge with existing knowledge in ways that are meaningful to students. Teachers must be flexible, culturally responsive, student-oriented, and capable of using emerging technologies to make the needed connections between students’ interests, needs and aptitudes and the subject matter. Upon admission to directed teaching, FVSU candidates are expected to enter the classroom with a repertoire of instructional strategies, a personal plan for establishing a classroom climate full of high academic and behavioral expectations, and a respect for the diverse learning needs of the students they teach. Knowledge-in-practice is addressed through clinical experiences and other field-based activities in the candidate preparation program. These experiences and activities are designed to provide candidates with the opportunities to practically apply the knowledge gained through the curriculum in supervised classroom and clinical situations. These experiences also provide the candidate with opportunities to make the connection between what is taught, how to teach, and how to use this knowledge to actually improve student learning. Knowledge-of-practice refers to knowledge of research that informs the practice of teaching that all candidates are required to utilize. This component of the program is dynamic and fluid and takes into account the changing nature of the teaching profession and the information knowledge base, born out of on-going research on teaching practice. The unit faculty believes the model “inquiry as stance” encourages candidates to view themselves as lifelong learners. Performance Objective 3: Uses Technology Appropriately to Enhance Learning Proficient educators recognize the need for lifelong learning. They are motivated to acquire knowledge and information to support lifelong learning and to ensure that their students learn these skills (Ntiri, 2001). Their efforts are directed toward achieving the following goals outlined by the North Central Regional Educational Laboratory:
- ensuring that faculty members and candidates are prepared to use technologies effectively in their everyday teaching and staff development;
- integrating technology throughout the curriculum to achieve higher standards and more effective teaching and learning; and
- placing emphasis on understanding the concept of connectivity, that is the ability to use computers to create linkages between the readiness state of learners and the goal of instruction, as well as linking the teacher education program throughout the university, the schools, the local community, the state, and the world. (McNabb Valdez, Nowakowski, & Hawkes, 2003, p. 3) The CoE promotes the use of technology for teaching and learning and for managing information through various means. Performance Objective 4: Evidences a Caring Disposition The dictum “know thyself” is still the cornerstone for effective practice. The CoE prepares professional educators to understand themselves so that they may better know their students. Knowledge about the dispositions of candidates can and should be identified and used strategically by professional education programs. Proficient educators at FVSU will demonstrate the following dispositions: (a) a belief that all students can learn; (b) a commitment to standards-based instruction; (c) acceptance of assessment and evaluation of teaching and learning as both personal and professional responsibilities; (d) understanding of the need to adapt teaching to student learning styles; (e) willingness to participate in learning communities; (f) respect for students’ prior knowledge; (g) consideration for the social contexts of learning; (h) appreciation for the diversity among cultural beliefs; (i) dedication to lifelong learning; and (j) upholding of ethical standards. These dispositions are assessed in the contexts of candidates’ work with students, families, and communities and their interactions with other candidates, staff, and faculty within the CoE. Performance Objective 5: Has an Understanding of and Appreciation for Diversity In the CoE, candidates learn about their own culture and that of others through liberal arts courses. Candidates also learn or gain knowledge of the changing world of men and women and of socioeconomic issues. Educator candidates at FVSU are encouraged to interact and relate successfully to people who are diverse in ethnicity, race, geographical areas, religion, sexual orientation, languages, socioeconomic status, and exceptionalities. Teacher candidates must be able to demonstrate the knowledge, skills, and dispositions to respect, value, and learn from differences. The answer to creating diverse instructional practices for all children and youth is empowering teachers to make better decisions for themselves within their own teaching contexts (Gay, 1993). As John Goodlad’s study of schooling shows, the intellectual terrain of the classroom is laid out by teachers who play a major role in deciding what, when, and how students learn. Diversifying instruction and experiences provides increased access to the curriculum and results in successful learning.
Dismissal from Field Experience An education major may be dismissed from the field experiences program when it is determined that one or more of the following criteria exist:
- Excessive absences. No more than three absences (excused or unexcused) are allowed. Failure to notify appropriate school personnel and college supervisors of absences in a timely manner may also result in dismissal. This includes absences in seminars as well as scheduled observations.
- Excessive tardiness. No more than two tardies to scheduled field experiences or required observations will be allowed.
- Inadequate interpersonal skills. The teaching profession requires the ability to relate to others in an accepting, nonjudgmental way. The candidate’s interpersonal skills with faculty, staff, peers, students in the classroom, and other professionals will be evaluated. Significant deficiencies in this area may be cause for dismissal.
- Personal problems. If a teacher candidate demonstrates personal problems, i.e., addictions or emotional problems that interfere with performance during the field experience or in college classes the candidate may be dismissed. Candidates will be encouraged to seek appropriate counseling.
- Field Experience Performance-Expectations and Experience/Clinical Requirements. Completion of assignments that affect the pedagogical preparation during field experiences. Assignments associated with teacher preparation includes lesson planning, planning and collaboration among stakeholders (mentor teacher, university supervisor, school staff, etc.). Significant deficiencies can initiate a Professional Development Plan (PDP) that guides the teacher candidate through steps to correct issues and return to field placement site. See Professional
- Dressing in an inappropriate/unprofessional manner. Consistent disregard for proper dress codes may result in dismissal.
- Violations of ethical standards. Dismissal from field experiences program may occur if there is a violation of the Professional Standards Commission Code of Ethics or the FVSU Student Code of Conduct. Violations include but are not limited to: o Academic cheating, lying, plagiarizing o Acting in a discriminatory manner toward a P-12 student in the classroom or toward other school professionals, including peers. o Engaging in illegal behavior, e.g., carrying or using a weapon, physical assault, theft, and distribution of controlled substances, aiding a coworker/student in illegal activities. o Falsifying documentation in college, school, or field experience site records. o Stealing field experience site property/resources or intentional destruction of site property/resources o Initiating physical confrontation with a P-12 student, a student’s family members, college supervisor, or field experience site staff. o Exploiting P-12 students or a student’s family o Breaching confidentiality standards o Engaging in intimate (sexual/romantic) relations with a P- 12 student, a student’s family member, the cooperating teacher, or the college supervisor
o Engaging in abusive or degrading behavior towards a P-12 student, a students’ family, cooperating teacher or colleague, or college supervisor. All education programs have a professional responsibility to assess teacher candidates’ suitability for the profession. If it is determined that a candidate should be dismissed from the field experience program the following procedures apply: The University Supervisor, Director of Field/Clinical Experiences, and Chair of the Major Department will discuss the reasons for dismissal with the candidate and will notify the candidate in writing of the reasons for dismissal from the program. Upon dismissal, this group may assign a grade of F for the field experience. The University Supervisor, the candidate, and the director of Field/Clinical Experiences develop a remediation plan; this plan must be completed before the candidate may re-enroll in the field experience. A candidate may repeat a field experience only once. The decision to allow the candidate to repeat a field experience will be at the judgment of the Director of Clinical/Field Experiences, the University Supervisor, and the Chair of the Major Department. A candidate wishing to appeal a grade should follow the procedures outlined in the College Student’s Handbook. A teacher candidate who receives notification of dismissal has a right to appeal the dismissal in accordance with grievance procedures as outlined in the Teacher Education Handbook which may be found on the CoE website and in the Documents room in LiveText.
DUTIES AND RESPONSIBILITIES
The Director of Clinical/Field Experiences The Director of Clinical/ Field Experiences has the responsibility of securing all placements for the candidates in the public school settings. The coordinator:
- serves as the College of Education’s official contact person for all public school placements.
- meets with the instructor of the field experience/practicum class to obtain information as to what is required for the completion of the field experience/practicum.
- meets with the School District Office designee to explain the FVSU field experience program and to obtain permission (from district as well as selected schools) to assign students to selected schools.
- meets with selected schools’ administrators to explain program and select teachers for candidate assignments.
- provides selected teachers with instructors’ written requirements for the field/practicum experience.
- meets with instructor of the field experience/practicum class to share information about the selected site for the required experience.
- assigns candidates to the selected schools and teachers.
- provides an attendance log to each candidate assigned to maintain an attendance record.
- maintains an official record of all school assignments and attendance records.
- conducts both formative and summative assessments of the professional field experience program. Cooperating Principal The principal of the cooperating school serves as the educational leader and administrator for the school staff. The principal is responsible for the education program and all other activities carried on within the school. As the leader, the principal has certain responsibilities to, and involvement with, the practicum experience. The principal (or designated administrator) is expected to:
- identify and recommend teachers in the school who will be asked to serve as cooperating teachers (this decision should be based on the satisfactory fulfillment of the criteria for cooperating teachers listed in this handbook);
- clearly communicate expectations for cooperating teachers and provide adequate support and supervision;
- complete administrative responsibilities as required of the institutional/district agreement;
- offer opportunities for the practicum students to participate in school activities;
- support the teacher in observing and assisting in the evaluation of the practicum student; and Cooperating Teacher The cooperating teacher is a teacher in the public school who meets the FVSU College of Education criteria for cooperating teachers and who has the responsibility of working directly with a practicum student. The cooperating teacher is expected to:
- attend the FVSU orientation program;
- accept the practicum student as a beginning professional;
- provide a warm, supportive atmosphere in the classroom and in the general school environment;
- acquaint the practicum student with the materials, supplies and equipment available to him/her;
- demonstrate exemplary teaching techniques and professional responsibility in every phase of the experience; and
- sign the attendance log provided by the practicum student on a weekly basis. College Supervisor The college supervisor is the liaison between FVSU and the local school system where teacher candidates are placed for their practicum experiences. The primary functions of the supervisors are to assist the practicum students in developing teaching competency and to provide support to the cooperating teacher. The college supervisor is expected to:
- assist the practicum student in becoming self–reflective;
- observe and evaluate that progress of the practicum student;
- counsel the practicum student concerning problems;
- act as a resource for the cooperating teacher;
- maintain open communication with the cooperating teacher regarding the progress of the practicum student; and
- maintain contact with the school administrator and other school personnel to promote and sustain good working relations between the public school and the college. Practicum Student The practicum student is a student and an apprentice in a public school setting. The college supervisor is the course instructor. The cooperating teacher and the college supervisor will work to assist the practicum student in becoming a successful professional who is competent
FIELD EXPERIENCES AND DIRECTED TEACHING BY PROGRAM
Program Field Experiences (Observation and/or Practicum) Total Number of Hours Early Childhood Special Education EDCU 2110P- Pre-Professional Block Practicum EDUC 2110 – Investigating Critical and Contemporary Issues in Education EDUC 2120 – Exploring Socio Cultural Perspectives on Diversity EDUC 2130 – Exploring Teaching and Learning 50 ECSP 3131 – Nature & Curriculum Needs of the ECSP Learner ECSP 3132 – Classroom Management Strategies 80 ECSP 3171 – Practicum I Methods Block I ECSP 3232 – Methods of Teaching Language Arts/Reading in the ECSP 3432 – Methods of Teaching Social Studies in the Early Childhood Special Ed 135 ECSP 3172 – Practicum II Methods Block II ECSP 3332 - Methods of Teaching Math in the Early Childhood Special Ed ECSP 3532 – Methods of Teaching Science in the Early Childhood Special Ed 135 May Experience Completed at the end of the Junior year, before August experience and before Directed Teaching 24 - 40 hours August Experience Completed in the fall of the year the candidate will be completing Directed Teaching 24 - 56 hours ECSP 4895- Directed Teaching/Seminar ECSP 4813 and 4823-Internship I/II 600 300+ per semester
Program Field Experiences (Observation and/or Practicum) Total Number of Hours Middle Grades Teacher Education EDCU 2110P- Pre-Professional Block Practicum EDUC 2110 – Investigating Critical and Contemporary Issues in Education EDUC 2120 – Exploring Socio Cultural Perspectives on Diversity EDUC 2130 – Exploring Teaching and Learning 50 EDMG 3131 – Nature & Curriculum Needs of the Middle School Learner EDMG 3132 – Classroom Management Strategies 80 EDMG 3171 – Practicum I Methods Block I EDMG 3232 – Methods of Teaching Language Arts/Reading in the Middle Grades EDMG 3432 – Methods of Teaching Social Studies in the Middle Grades 135 EDMG 3172 – Practicum II Methods Block II EDMG 3332 - Methods of Teaching Math in the Middle Grades EDMG 3532 – Methods of Teaching Science in the Middle Grades 135 May Experience Completed at the end of the Junior year, before August experience and before Directed Teaching 24 - 40 hours August Experience Completed in the fall of the year the candidate will be completing Directed Teaching 24 - 56 hours EDMG 4895- Directed Teaching/Seminar EDMG 4813 and 4823-Internship I/II 600 300+ per semester
Directed Teaching HPER 4895 - Directed Teaching/Seminar 600 DESCRIPTION OF PRACTICA Early Field Experience EDCU 2110P—Pre-Professional Block Practicum—50 clock hours (Taken by ALL candidates in any FVSU initial teacher preparation program) Candidates in the B.S.Ed. Teacher Education program will complete a nine semester hour pre-professional block in which they complete a 50 clock hour field experience during their sophomore year. Teacher candidates will observe and implement specific principles of teaching in public schools during the first phase of observation. The principles, procedures, and methods will be practiced as the future teacher shadows a classroom teacher who is tutoring small groups, and demonstrates whole class instructional strategies. Teacher candidates will work as academic assistants in small and large groups of culturally diverse students in lesson planning and assisting in grading student work, and working collaboratively with professional team/school departments. Application of a variety of developmentally appropriate experiences that demonstrate varied approaches to knowledge construction will be studied. This phase provides opportunities for teacher candidates to learn and to process initial information and experiences. Teacher candidates are expected to become proficient with daily classroom procedures, to identify and reflect on behaviors modeled by their cooperating teacher, to continue to collect evidence for their Professional Education Portfolio, and to demonstrate the professional behaviors and appropriate dispositions necessary for effective teaching. Continuing Field Experiences Teacher candidates will plan, implement, assess, and reflect on instructional procedures and specific principles of teaching in public schools and school – like settings during this phase. Future teachers experience a progression of increasing responsibilities from tutoring to working with small and large group instruction. Other activities will include lesson planning, assessment and grading, evaluation, doing case studies, and explaining classroom management strategies. The GaPSC and the FVSU evaluation processes for professional teaching will be addressed and practiced. Teacher candidates will be experienced in working with students of various abilities, exceptionalities, and cultural and linguistic diversities. Each teacher candidate is expected to work collaboratively with the cooperating teacher in all classroom activities, to demonstrate growth in INTASC behaviors, to plan, teach, and assess lessons using the grade level appropriate Georgia Performance Standards, to continue developing the Professional Education Portfolio, and to continue to demonstrate the appropriate dispositions and professional behaviors.
The phases of Continuing Field Experiences begin with admission to the Teacher Education Program and continue through the culminating semester of Directed Teaching/Seminar. The phases are aligned with courses that provide the pedagogical knowledge base that candidates need to be successful in a classroom. These phases include: ECSP/EDMG 3131—The Nature and Curriculum Needs of the Middle Grades Learner and ECSP/EDMG 3132—Classroom Management Strategies— 80 clock hours Upon admission to the Teacher Education Program, candidates complete an 80 - clock hour field experience during the first semester of their junior year as part of EDMG 3131, Nature and Curriculum Needs of the Middle School Learner and EDMG 3132, Classroom Management Strategies. The course and field experience provide candidates an opportunity to examine the curriculum, instruction, and organization of middle level schools and different learning environments and the nature, needs, and development of young adolescents. The field experience provides observation through the completion of two shadow studies (Key Assessment #8) and through assignments related to middle school teachers and students. Candidates also participate in daily routines such as taking attendance, leading students in a discussion, grading papers, preparing materials, teaching a mini-lesson, and other teaching tasks. Candidates should successfully complete both the coursework and field component in order to pass the course and enroll in Methods Block I. Candidates who fail a portion of this block must have the Dean’s permission to continue to the next block. Candidates also begin work on Key Assessment #5 – Effect on Student Learning Form. ECSP/EDMG 3731—Practicum I— 135 clock hours During the second semester of the professional program, post-bac candidates enroll in Methods Block I (based on the semester entering the program). This block is a team-based, integrated approach to language arts, reading, and social studies education and consists of three courses: ECSP/EDMG 3332, Language Arts/Reading Methods; ECSP/EDMG 3432, Social Studies Methods; and ECSP/EDMG 3731, Practicum I. Practicum I is the field component for the block and candidates spend 135 hours in two middle school classrooms under the direct and active supervision of the cooperating teachers and the Practicum I instructor. Generally, the field experience is organized as follows: Three weeks of observation, participation, and assisted teaching for four hours each Tuesday–Friday in one subject area classroom (48 hours) Two weeks of unit teaching for four hours each Monday–Friday (40 hours) One week of observation, participation, and assisted teaching for four hours each Tuesday–Friday in second subject area classroom ( 20 hours) One 5 - day unit of teaching for four hours each Monday–Friday ( 20 hours) Two days of wrap up (8) Completion of hours as needed to total at least 135 hours.
