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 334.0000, 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.
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.
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.
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.
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.
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 375 or 425.
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.
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 field experience of at least 30 hours, 15 hours of which involve mentoring and tutoring within the classroom, I 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.
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.
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 elementary, middle or high schools. The teacher candidate engages actively in classrooms and maintains a reflective journal. The teacher candidate participates in microteaching during class time and teaches at least one lesson as part of the field experience. The course also prepares teacher candidates to establish effective classroom learning environments. The teacher candidate writes a summary paper synthesizing her or his observations and knowledge gained through course work and field work.
Student teaching continues to be a time to learn about the teaching and learning process. It is an opportunity to combine theoretical perspectives with the realities of situated classroom practices. In order to do this, the University looks to its university supervisors, cooperating teachers, and participating schools to serve as facilitators of this essential, continued learning. It is only through a collaborative relationship among supervisors, teachers, and districts that teacher candidates can connect the program’s knowledge base and theoretical and research-based orientation to their practical experiences in schools and in communities that surround schools.
You must submit an application for student teaching during the semester prior to the one in which you wish to student teach. The Office of Field Experiences (OFE) holds student teaching application seminars prior to the deadline. The purpose of the seminar is to ask questions, get information about placement procedures and learn about new policies. Dates will be posted each semester outside of the OFE (HB 309) as well on the web at www.ccsu.edu/ofe.
You must make an appointment to submit the completed application with the Office of Field Experiences. Applications must be made no later than March 1 for Fall placement and October 1 for Spring placement for Elementary and Secondary students; All-Level students (Music, Art, PE, and Tech Ed) are asked to turn their applications in by February 15 for the Fall and September 15th for the Spring semester.
A complete application includes the following:
The OFE requests 4 sets of copies of the materials outlined above.
All applications are reviewed by the staff and an informal transcript audit is conducted when the application is submitted. You must receive a “C” or better in all Professional Program courses and must maintain a 2.70 GPA. Transcripts are reviewed at the end of the semester prior to student teaching to ensure the above requirements are met.
Applications and further instructions are available in the Office of Field Experiences, Barnard Hall 309 or at www.ccsu.edu/ofe.
The key factor in placing a student teacher is matching the student with the best possible cooperating teacher. The OFE must work with specific district personnel to secure placements. Students may not seek their own student teaching assignments. As placements are completed, you will be notified of your tentative assignment. You are then asked to call the cooperating teacher or the principal to arrange an interview. Final placement is contingent on a successful interview. If you are planning on student teaching in the fall, you will typically interview before the end of the spring semester. If you are planning on student teaching in the spring, you will interview before the end of the fall semester.
Arranging transportation to the assigned school is your responsibility. Due to a shortage of cooperating teachers in some areas, you may be required to commute a longer distance than preferred. This is beyond our control. The student teaching calendar of days conforms to the cooperating school and not to the university calendar. Dormitory accommodations are not available during the university vacation period.
Student teachers are not permitted to take additional classes during the student teaching semester. Undergraduate students in elementary and secondary programs will be carrying less than a full time load, or less than 12 credits, during the student teaching semester. If you are a full-time student, you have two choices. You can change your status to part-time, thus changing your billing to a per credit basis. Or, if it is important for you to keep your full-time student status, perhaps for health insurance reasons, you may request to keep your full time status while carrying fewer than 12 credits.
If you want to remain at full-time status during your student teaching semester, you must:
At the elementary level, student teaching involves the entire semester. During the first two days of the semester, teacher candidates attend seminars on campus. Once the seminars are completed, teacher candidates are in the schools full-time.
The placement is at one grade level. In addition to student teaching, students attend an on-campus seminar once a week.
An orientation is conducted by the OFE on the Friday prior to the start of the semester. The OFE provides more information as the date approaches.
Student teachers in the 7-12 programs in English, Mathematics, Modern Languages, History/Social Studies, the Sciences, and Business Education are placed in public middle or high schools for the entire semester. Students spend the full semester in the schools, while attending an on- campus seminar once a week.
Student teachers in Technology Education participate in an orientation conducted by the OFE on the Friday prior to the start of the semester. The OFE will provide more information as the date approaches.
In Music, Art, TESOL, Technology Education and Physical Education, student teaching involves the entire semester. Student teachers are placed in public schools for a period of sixteen weeks. Placement for Music, Art, TESOL, and Physical Education is divided into an eight-week period at the elementary level and an eight-week period at the secondary level. Placement for Technology Education is divided into an eight-week period at the middle level and an eight-week period at the high school level.
PLEASE NOTE:
All student teachers follow the vacation calendar of the school district they are assigned. Student teaching begins and ends according to the CCSU calendar.
You can build positive relationships with students by:
At all times, your interactions with students should be professional, respectful and appropriate in nature. Remember to maintain confidentiality regarding information that pertains to individual students. Never repeat or discuss private school-related information in a public place (e.g., movie theater, restaurant, concert, etc). While working in the classroom, you may:
In addition, you may be asked to complete specific tasks related to course work at CCSU. Early in the semester, please share the assignments and expectations with your host teacher so he/she may be able to assist you. Your host teacher may provide you with ideas or suggestions as well as set aside the time you may need to work with children in order to complete the specific assignment.