The School of Education and Professional Studies maintains a strong commitment to the preparation of teachers. With this in mind, field experiences are recognized as a significant part of the total preparation for teaching. Achievement of the program objectives requires a continuous integrated program of field experiences, including directed observation, participation, and full-time responsible teaching in partner schools. Opportunity for application of knowledge in an actual school and classroom situation is basic to the preparation of the teacher candidate. Thus, field experiences for the prospective teacher are the link between formal preparation and full-time independent teaching.
Course instructors work with you to secure appropriate placements. You must work with the placements provided to you by your course instructors and may not set up your own placements.
The Office of Field Experiences (OFE), located on the third floor of Barnard Hall, Room 334, is responsible for working with course instructors and students when making field placements. Throughout the process, strict guidelines set by the State Department of Education are followed.
Students with Disabilities If you are a student with a disability and require reasonable accommodations, you should secure a letter of accommodation from the Office of Student Disability Services as you would for any other course. You must be registered with Student Disability Services to receive reasonable accommodations. Student Disability Services is located in Copernicus Hall, room 241 and on the web at www.ccsu.edu/learnctr. It is important that your instructor receive your letter of accommodation in a timely manner, as the arrangements for field placements are complex and require a great deal of advanced work on the part of the instructors.
Cluster 1: EDTE 315/SPED 315/RDG 315
This cluster emphasizes inclusive and diverse learning communities. Courses are taken in literacy, special education, and theories of learning. The teacher candidate is required to spend at least 30 hours in an assigned school. Activities may include working with individual students or small group situations. Literacy is a primary focus of the field work. Students should plan for morning field experiences twice a week.
Cluster 2: EDTE 320/EDEL 322/RDG 316
This cluster emphasizes leadership of effective learning communities. Courses taken extend students' understanding of reading and develop skills in planning and delivering instruction and assessing student learning. The teacher candidate will work in the assigned school twice a week for at least 40 hours. Activities will emphasize teaching and assessing in individual, small, and large group settings. Again, literacy will be a primary focus of the field work. Students should plan for morning field experience time twice a week.
Cluster 3: EDTE 420/EDEL 415/FA 412/MATH 412/RDG 412/SCI 412
During this semester, the field experience practicum is taken in conjunction with methods courses in specific content areas. The emphasis is on inquiry‑based and collaborative learning communities. During this semester, the teacher candidate visits schools 2 days a week for at least 40 hours and participates by working with individual students, small groups, and the entire class. The planned activities include teaching the content and using methodology of the course work. The candidate is expected to analyze and reflect on the impact of his or her teaching on student learning as well as develop a critical and reflective disposition toward learning and teaching as a total school process. Again, morning is often a better time for fieldwork. In this semester, teacher candidates will complete a performance assessment, which must be passed prior to student teaching.
Cluster 4: EDEL 430/EDTE 430
The emphasis of this cluster is the professional learning community. The teacher candidate is expected to apply prior knowledge from previous coursework and experiences to classroom lessons, and to use varied instructional methods, teaching strategies, and materials to demonstrate the necessary skills to meet the needs of all learners. The development and implementation of an interdisciplinary or integrated unit also is required. The candidate needs to attend parent conferences, faculty meetings, and in‑service programs. During this semester the teacher candidate completes an exit portfolio documenting the ability to effectively facilitate student learning. Satisfactory completion of the portfolio is required to complete the program.
Applied Learning Theories: EDTE 314 (all-level K-12 certification programs)
The emphasis in this course is on theories of learning and teaching and schools as collaborative learning communities. The teacher candidate examines the connection between theory and practice and explores the influence of culture on the developing learner. The teacher candidate carries out field experiences of at least 20 hours working in one of the following: elementary, middle, and high school. The teacher candidate actively participates in learning activities involving individual students, small groups, and whole class groups as part of the field experience. The teacher candidate writes a summary paper synthesizing his or her observations and knowledge gained through course work and fieldwork. This course must be completed prior to taking EDSC 425.
Principles of Learning: EDTE 316 (secondary 7-12 certification programs)
The emphasis in this course is on theories of learning and teaching and schools as collaborative learning communities. The teacher candidate examines the connection between theory and practice and explores the influence of culture on the developing learner. The teacher candidate carries out field experiences of at least 30 hours working in two of the following: elementary, middle, and high school. The teacher candidate actively participates in learning activities involving individual students, small groups, and whole class groups as part of the field experience. The teacher candidate writes a summary paper synthesizing his or her observations and knowledge gained through course work and fieldwork. This course must be completed prior to taking EDSC 425.
Introduction to Educating Learners with Exceptionalities: SPED 315
The emphasis in this course is on examining growth and development of learners with exceptionalities. Based on the instructor's review of each student's current experiences and background, a unique sequence of activities will be developed tailored to each student. After this review the teacher candidate will examine methods for identifying and planning for working effectively with students with disabilities. The teacher candidate will plan experiences of at least 10 hours by observing in an educational environment serving individuals with disabilities and designing and completing a set of activities relating to students with disabilities. Activities include, but are not limited to, assisting students to IEP, conducting a priority analysis of the learner's environment, designing a functional application of life skills, developing modifications in content area, and exploring curriculum that leads to the enhancement of social skills. Note: the required 10 hours of field experience may not overlap with required hours of field experience in other courses.
Literacy in the Secondary School: RDG 440
The emphasis of this course is on the fundamentals of reading and language arts intended to support the development of curriculum and instruction across disciplines in the secondary and K‑ 12 schools. The teacher candidate examines developmentally appropriate reading strategies that promote process and support content. The teacher candidate carries out a field experience of at least 30 hours, 15 hours of which involve mentoring and tutoring within the classroom, 1 hour includes writing a lesson plan and teaching a 30‑minute lesson in the field placement, and the 14 remaining hours combine observations and active participation.
Principles of Secondary Education: EDSC 425
The emphasis in this course is on methods of teaching and classrooms as collaborative learning communities. The teacher candidate studies models of teaching and works with peers during class time to produce an interdisciplinary unit. The teacher candidate also carries out field experiences of 30 hours or more in classrooms in middle or high schools. The teacher candidate engages actively in classrooms, conducts inquiry base fieldwork, and produces an analytical paper examining school pedagogy. The teacher candidate participates in microteaching during class time and teaches at least one lesson as part of the field experience. The course also prepared teacher candidates to establish effective classroom learning environments.
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