S3_2_FieldDesc-Course
Field Experience Chart
Fall 2013-Spring 2014
Descriptions for required courses in unit’s ECE, dual, MCE and/or AYA programs that have associated field experience requirements.
Course
number
Course title
# of
hours
Description of Field experience
EDUC
103
Sociological Perspectives in
Education
10
Through a partnership with a local school, candidates each tutor a student. Candidates also explore and
observe the sociological concepts that are discussed in class. A field experience reflective journal and class
analysis are required.
EDUC
104
Philosophical Perspectives
on Education
10
Candidates are assigned to one of several Springfield City Schools to tutor one student in need of assistance.
Candidates make at least 6 visits to the school. Candidates keep a field journal, in which they record
experiences and reflect on issues relevant to the course. A reflective essay based upon the field journal is
required.
EDUC
111
Human Development: Birth
through Middle Childhood
5
A five-hour field experience project is created to synthesize each domain of development. The goal of the
assignment is to better understand children and future students.
EDUC
112
Human Development:
Middle Childhood-Young
Adult
5
A five-hour field experience project is created to synthesize each domain of development. The goal of the
assignment is to better understand children and future students.
EDUC
113
Human Development:
Adolescence-Young Adult
5
Candidates spend five contact hours gaining insight and experience related to adolescence as a developmental
phase.
EDUC
120
Introduction to Students
with Special Needs
5
Candidates spend five contact hours gaining insight and experience related to individuals with disabilities and
special learning needs. Performance is documented through field experience summary reflections and
discussion.
EDUC
150
Teaching Phonics for
Reading and Writing
20
Twenty hours of clinical/field experience are required in which students assess and create/implement plans in
order to tutor a student in the use of phonics and other decoding and spelling strategies.
EDUC
275
Integrating Literature, Art,
Drama, Dance & Music
throughout the Early
Grades Curriculum
20
EDUC
276
Integrating Literature, and
Arts
With Middle Grades
Curriculum
20
Activities include attending and observing at School Day Performances for Young People (at the Clark State
Community College Performing Arts Center), interviewing and doing focused observations with visual and
performing arts specialists. In a pk-3 grade setting candidates conduct assessments, create daily lesson plans,
prepare and organize materials, and evaluate effectiveness of teaching and learning experiences for a group of
students.
Activities include attending and observing at School Day Performances for Young People (at the Clark State
Community College Performing Arts Center), interviewing and doing focused observations with visual and
performing arts specialists. In a 4-8 grade setting candidates conduct assessments, create daily lesson plans,
prepare and organize materials, and evaluate effectiveness of teaching and learning experiences for a group of
students.
EDUC
303
Curriculum and Instruction
in Early Childhood
25
A minimum of 25 hours of successful field-based activities observing and teaching children ages 3-8 is
required. Approximately half of the hours are spent in a preschool setting and the remainder of the hours in a
K-3 setting. Candidates conduct assessments, create daily lesson plans, prepare and organize materials, and
evaluate effectiveness of developmentally appropriate teaching and learning experiences.
EDUC
304
Responsive Schools for the
Middle Grades
15
Candidates spend approximately 3 hours each week at two different schools interviewing and observing the
school through the lens of Turning Points 2000.
EDUC
305
Teaching in Middle Grade
15
Candidates spend approximately 3 hours each week at two different schools interviewing and observing the
school through the lens of course content.
EDUC
306
Curriculum and Instruction
for High School
35
Candidates work with a teacher in a secondary school setting. For several weeks, candidates take over full
teaching responsibilities for one section of a content area.
EDUC
311
Developing Literacy in
Early Childhood Education
30
A directed supervised field experience of 30 hours in a primary grade placement is required and provides
teacher candidates the opportunity to design early childhood reading and writing environments and
experiences. Teacher candidates plan and deliver developmentally appropriate instruction including formative
and summative assessment in reading and writing correlated with local, state, and national curricular
guidelines.
EDUC
312
Reading and Writing in the
Content Areas
30
During this field experience, candidates first observe and write a summary of the classroom context (i.e., the
teacher, students, classroom environment). Candidates then transition into taking over a class during the 3week period (e.g., co-plan the first week; co-teach some lessons written by the teacher). They deliver lessons;
design worksheets/admit or exit slips, etc. that are part of the lesson, score the assignment, record the results as
part of a reflection on a lesson plan, and use the results of the assignment in the next lesson. Candidates also
complete a block plan for each of the 3 weeks teaching and write individual lesson plans for instruction.
EDUC
327
Teaching Mathematics in
Early Childhood
20
Assignments are designed to make connections with field placement classroom. Field assignments will consist
of 3 structured classroom lesson observations (structure of lesson; tasks; and, teacher questions) with a written
analysis of each, 2 structured student interviews with written analysis with respect to student knowledge and
understanding, 2 mini-lessons or daily routines. Candidates teach two lessons using strategies discussed in
class with reflections and teach 3 consecutive lesson and reflections including a self-study video lessonreflection for one of the lessons.
EDUC
328
Teaching Science in Early
Childhood
15
Candidates attend field experience each week as assigned and teach hands on science lessons to students in K3 classroom settings.
EDUC
329
Teaching Social StudiesEarly Childhood
20
Candidates plan, teach and assess social studies lessons in k-3 classrooms.
EDUC
337/347
Teaching
Mathematics
In Middle Grades/
Secondary
Schools
30
Assignments are designed to make connections with field placement classroom. Field assignments will consist
of: a) 3 structured classroom lesson observations (structure of lesson; tasks; and, teacher questions) with a
written analysis of each; b) 4 structured student interviews (from two different classes/content – e.g., 7th and
8th grade) with written analysis with respect to student knowledge and understanding - ; c) 6 mini-lessons or
daily routines, ((two different classes); d) teach 4 lessons using strategies discussed in class with reflections;
and e) teach 3 consecutive lessons with written reflections, including a self-study video reflection for one of
the lessons.
EDUC
338/348
Teaching Science in Middle
Grades
Teaching Science in
Secondary Schools
20
Candidates spend time in middle grade classrooms completing the field-based assignments for the class.
Candidates are expected to learn the names of all the students in the placement class(es), become familiar with
classroom routines and procedures, and identify materials, technologies, and resources available for use while
teaching.
EDUC
339/349
Teaching Social Studies
Middle & Secondary
Levels
Including Students with
Special Needs in Early
Childhood Classes
20
Candidates plan, teach and assess social studies lessons in middle childhood (MC) and adolescent and young
adult (AYA) classrooms.
25
Course participants complete focused observations and teaching in a variety of early childhood settings
including Head Start, corporate, for profit and religiously affiliated models. Participants practice using
different assessment observation tools including: anecdotal notes, focused five-minute transcriptions,
checklists and rating scales. Participants keep a field experience notebook and turn it in weekly.
Course participants do an extensive field experience in a school setting (K-3rd) with a co-operating teacher. In
this experience, participants work with the same children four days a week. With a partner, participants plan,
implement, and assess lessons. Participants gather assessment data on learning outcomes and reflect in writing
on the implications of each day’s experiences. Participants keep a field experience notebook, turning in plans,
artifacts and assessment data weekly.
EDUC
345
Assessment and Strategies
for Students with Literacy
Difficulties
25
Each teacher candidate initially assesses a struggling reader in order to determine the student’s strengths and
areas of need in reading, writing, and spelling. The assessment results will guide the teacher candidate in
his/her work with that student in the remaining class visitations. During this teaching, the teacher candidate
collects assessment information on the struggling reader while working with this student in whole class, small
group, or individually. A final Literacy Profile summarizing testing and instruction with the struggling reader
will be completed.
EDUC
430
Educating Students with
Mild/Moderate Educational
Needs at the Elementary
Level (K-6)
25
The course requires teacher candidates to complete twenty-five hours of field-based experiences in an Early
Childhood or Elementary setting. The field-based experiences may range from a resource room assignment to
an inclusion class assignment. Assignments for this field experience include, but are not limited
to, designing and delivering individual learning systems, small group instruction, inclusive planning and
delivery of lessons, and candidate reflection.
EDUC
432
Educating Students with
Mild/Moderate Educational
Needs
in Middle and Secondary
School
35
The course requires teacher candidates to complete thirty-five hours of field-based experiences. The fieldbased experiences range from a resource room assignment to an inclusion class assignment. Candidates to
work closely with the field-based teachers to know, understand and fulfill the roles and responsibilities relative
to the specific assignment.
EDUC
341