INTRODUCTION

Each student in the Teacher Preparation Program is required to complete a minimum of

50 hours of field experience prior to the student teaching internship.

These field-based experiences are planned, supervised, and evaluated activities, arranged for the prospective teachers by the personnel of the Teacher Preparation Program.  They take place in elementary and secondary settings, in both public and non-public schools, and are an integral part of the Teacher Preparation Program.

Iowa Code 79.13(1)

Candidates admitted to a teacher preparation program shall participate in field experiences including both observation and participation in teaching activities in a variety of school settings and totaling at least 50 hours duration, with at least 10 hours to occur prior to acceptance into the program and at least 40 hours after acceptance.

10 HOUR PRACTICUM

EDUC 210 is a three credit, entry level course for students interested in seeking acceptance to the Teacher Preparation Program.  As part of the course, students are required to complete ten hours of observation in three different classroom settings, approximately 200 minutes in an elementary classroom, 200 minutes in a middle grade classroom, and 200 minutes in a secondary setting.

The purposes of this practicum are to:

·          help students decide if teaching is an appropriate professional choice for them

·          help students consider which level of teaching is most suited to them

·          help students understand the relation between theory and practice

·          help students understand the role of the teacher

·          help students understand the nature of teaching

·          help students understand the policies, procedures, constraints that govern the work of a teacher

·          help students reflect on their motives, strengths, weaknesses as future teachers.

DUTIES OF STUDENTS for the 10 Hour Practicum

1.  call the school to make an appointment for observation
2.  report to the school office upon arriving at the school each time you observe
             on the first visit identify yourself by presenting your letter to the cooperating teacher
3.  be on time for your appointment; call the school if unable to keep appointed time
4.  dress professionally
5.  be willing to assist the teacher (offer to help, be involved in classroom activities)
6.   write a description of your observation
7.   have the teacher sign your log after every observation
8.  give the teacher the evaluation form/observation checklist to be mailed to the Teacher Preparation Program
9 .  thank the teacher and principal for the opportunity to observe
10. turn in to the field supervisor your LOG and JOURNAL at the completion of the ten hour experience

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20 HOUR PRACTICUM EXPERIENCE

GENERAL FORMAT

          After the practicum placement has been arranged by the faculty of the Teacher Preparation Program,
          the student will contact his/her school and cooperating teacher to schedule times of visits.

         After the initial observation of 2-5 hours during which the practicum student observes and assists the
         cooperating teacher, the student will plan and teach a minimum of three lessons under the direction of
         the cooperating teacher.  Teaching sessions should range between 15 and 30 minutes in length.

         Two of the lessons will be observed by the campus supervisor, each followed by an evaluation
         conference with student, supervisor, and cooperating teacher.

         On the LOG sheet, the student will keep an updated report on dates and length of time spent in  
         observing and teaching.  A total of at least 20 hours is required.  To receive a grade for the
         experience, the visitation form (LOG) and the observation journal assignments must be completed 
         and turned in tothe field supervisor at the completion of the practicum.

         Toward the completion of the 20 hours, the field supervisor requests the cooperating teacher to
         complete an evaluation of the student’s experience, using the form provided by the Teacher
         Preparation Program of Briar Cliff University.

        The final assessment of the practicum is based on the two observations, conferences, the written
        evaluation by the cooperating teacher, and all required reflection forms.

EDUC 01IR

EDUC 01IR is generally taken concurrently with EDUC 250 and is a 20 hour field experience.  It is designed to provide education students with basic experiences that include both observation and participation in teaching activities.  Students observe and practice selected instructional skills.

The purposes of this practicum are to:

·          understand the nature of the teaching process through observation and participation in the
      classroom

·          understand the role of the classroom teacher through observation and participation in the
            classroom

·          practice instructional strategies through teaching mini-lessons

·          receive feedback from the cooperating teacher and the field supervisor on teaching practice

·          learn to develop and implement a lesson plan in teaching practice

EDUC – 02IR

EDUC 02IR is generally taken concurrently with EDUC 318 and is a 20 hour field experience.  Students are assigned to a basic program designed to include both observation and participation in teaching activities.  This field experience emphasizes instructional skills specific to their teaching areas and grade levels.  It provides an opportunity for the practical application of the knowledge of the process of human growth and development to the grade level for which the student is preparing.

The purposes of this practicum are to:

·          practice and develop instructional skills

·          help the faculty of the Teacher Preparation Program judge the students’ potential as future teachers

·          help the student understand the stages of human growth and development, especially the age
            group with which the student is working

·          practice instructional strategies through teaching mini-lessons

·          learn to develop and implement a lesson plan

·          receive feedback from the cooperating teacher and the campus supervisor

DUTIES OF STUDENTS IN THE PRACTICUM

1.         Contact the school (Principal and Cooperating Teacher), introduce yourself and make arrangements for the visitations. Show appreciation for the opportunity to have the practicum experience at the school.

2.         Wear name badge at the school.

3.         Arrive promptly each day, professionally dressed; follow all school procedures.   Perform your duties in a courteous and
            cooperative manner.

4.         Notify the cooperating teacher immediately if you are unable to meet at the agreed time.

5.         Prepare your lessons using the format provided.

6.         Submit your lesson plan to the cooperating teacher for approval.

7.         Arrange for two observations by the field supervisor.
                        The first observation should be scheduled before the end of the sixth week
                        the second observation should be scheduled before the end of the ninth week.

8.         Keep your LOG sheet and observation journal assignments up-to-date and submit as scheduled.

9.         Write a Thank You note to the cooperating teacher at the end of the practicum.

DUTIES OF FIELD SUPERVISOR

• meet with students at the beginning of the term to provide information and orientation to the field experience

• contact students during their EDUC 210, 250, 318 class time to answer questions, give reminders, review expectations

• receive and verify documentation required for the field experiences

• assemble and file all reports and forms for each student

EXPECTATIONS OF THE COOPERATING TEACHER

The faculty of the Education Department is grateful for the role the cooperating teacher plays in the formation of the pre-service teachers.  We recognize the risk being taken when agreeing to allow a novice to share physical and professional space during the field experiences.  Because the cooperating teacher’s role is so crucial, the following expectations are made:

a.  Experience—the cooperating teacher must be properly licensed and recommended by the principal/superintendent.

b.  Professionalism—the cooperating teacher is expected to:

• Model creative, effective teaching
• Provide the pre-service teacher with the necessary materials and guidance to plan for instruction, and preview the lesson plan prior to the teaching demonstration
• Discuss with the pre-service teacher the events of the day, emphasizing her/his successes and asking the him/her to name the ways the lesson could be improved
• Report immediately to the University supervisor any concerns or problems that need attention concerning the performance or actions of the pre-service teacher
• Formally evaluate the pre-service teacher’s performance using the forms provided by Briar Cliff University.  Since this is confidential information, please mail it to the Department in the envelop provided.
• Sign off on the log sheet, documenting the number of hours the pre-service teacher spent in your classroom

 10 HOUR PRACTICUM OBSERVATION GUIDELINES

As an observer in schools, you will be representing Briar Cliff University.  You will be expected to dress professionally, to arrive early, and to conform to the school’s rules and regulations.

Collect descriptive data, not interpretative data.  Since this is an introductory course, the intent is not to develop skilled manipulators of observational systems, but to encourage the student to observe carefully the physical arrangements and its impact on teaching/learning, and the interactions of students and teachers in a classroom.

The following guidelines are suggested:

I.  Physical arrangements of the classroom

• How are the desks arranged?  Is the classroom crowded?

• Describe the lighting, window coverings, room temperature.

• Describe the classroom noise, both inside and out.

• Is the room colorful and cheerful?  Are there attractive decorations?

• Is  student work displayed?  What is the bulletin board content?

• Describe the over-all appearance and lay-out of school

II.  Teacher movement and other nonverbal cues

• Does the teacher move but stay in the front of the room?

• does the teacher circulate among students?

• Is the teacher's movement used for classroom control?

• do students move in the classroom?  For what purpose?

• What facial expressions does the teacher have?  Students?

• Is there eye contact?  Does the teacher's voice vary?

III.  Interactions in the classroom

• What types of statements does the teacher make--questions, directions, lecture, praise, correction?

• What initiates student talk?

• Do students respond to the teacher?  To other students?

• What does the teacher say after student responses?

• Do students talk to one another--just idle chatter or "educational talk"

• What type of interaction occurs when students move about?

• Are there students who do not participate?  Are they seated in any particular area of the classroom?

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OBSERVATION CHECKLIST

BRIAR CLIFF UNIVERSITY
Teacher Preparation Program
EDUC 210 Educational foundations

OBSERVATION CHECK LIST

1.  Call the school and arrange an appointment.  Ask when you may come and agree on the length of time you want to observe.

            Most students plan to observe for 3 ½ hours in one visit.  Some schools assign the student to divide their time among several teachers and/or for several different visits.

2.      Arrange your schedule so that you arrive at the school well before your observation is to begin.

3.      Wear your Briar Cliff nametag.  They can be purchased for 50 cents in the Education Department.

4.   Dress professionally.  No jeans, shorts, T-shirts, sweatshirts, dirty/ripped sneakers,  etc.

5.      Go directly to the school office and make the personnel aware of your arrival.  Show the principal or office staff your letter of introduction from Briar Cliff University Teacher Preparation Program and ask for help in locating room(s). 

6.      At the classroom, introduce yourself to the teacher and give him/her your letter of introduction.  

7.      When in the classroom, look and act interested.  Take notes on your observations for the journal.

8.      Before leaving, have the teacher sign the LOG sheet.  Also, hand the teacher the envelope and an observation checklist (be sure you have filled in your name on the form in advance).  Explain to the teacher that he/she mails the form back to the field supervisor as soon as possible.

9.      ALWAYS thank the teacher at the end of the observation.

10.   Take careful notes.  Remember to hand in your LOG and JOURNAL at the completion of the 10 hours field experience.

11.  Your assignment is to OBSERVE the classroom in progress, not to EVALUATE the teacher, students, curriculum or school.

12.  PLEASE NOTE:  Your must observe ONLY at the assigned schools.

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CALLING THE SCHOOLS FOR YOUR
OBSERVATION TIMES

Once you have been assigned a school to observe, the schools are sent a list of names of whom to expect; sometime teachers are already assigned or you’ll need to speak with the principal to find out who she/he has placed you with.  Following is a sample “phone prompt” to use when calling the school.  You NEED to identify yourself and why you are calling in detail.  (example: for 3 ½ hours of Observation in the Teachers Preparation Program.)

YOU CALL YOUR ASSIGNED COOPERATING TEACHER DIRECTLY, IF KNOWN, OTHERWISE, ASK TO TALK TO THE PRINCIPAL.

*  REMEMBER TO SPEAK SLOWLY AND CLEARLY.

STUDENT:        “Good morning (afternoon).  My name is __________ from  Briar Cliff University.  I have been assigned your school to fulfill my 3 ½ hours of CLASSROOM OBSERVATION for my Teachers Preparation Program. Could I speak with ( *teacher assigned, if known).”

   *(if grade teacher is not known, as to speak to the  principal.)

1.  If you are put through to the principal:  (COOPERATING TEACHER NAME NOT KNOWN) 

STUDENT:  Good morning.  My name is ____________ from Briar Cliff University.  I have been assigned your school to fulfill my 3 ½ OBSERVATION for my Teacher Preparation Program and am calling to find out which teacher I have been assigned to.” 

The principal will give you your assigned teacher’s name, and you will need to call the teacher and set up a convenient time to observe her/his classroom.

                                 * * * * * * * * * * * * * * * * * * * * * * * * * *

If you are put through to a phone message to a teacher or principal, leave a complete detailed message. 

2.  Leaving a message with the school principal: 

STUDENT:     “Good morning (afternoon).  My name is __________ from Briar Cliff University.  I have been assigned to your classroom to fulfill my 3 ½ hours of CLASSROOM OBSERVATION for my Teachers Preparation Program.   I am calling to find out which teacher I have been assigned.    My schedule allows for me to come on _____.  (days available) at (time- morning or afternoon convenient time to visit. Please call me and let me know the teacher to whom I am assigned.  Again, my name is ____________ from Briar Cliff University setting up an OBSERVATION time a teacher in your school.  My phone number is ____________.  Thank you.”

3.  Leaving a message with the teacher:

STUDENT:       “Good morning (afternoon).  My name is __________ from Briar Cliff University.  I have been assigned to your classroom to fulfill my 3 ½ hours of CLASSROOM OBSERVATION for my Teachers Preparation   I would like to arrange a convenient time to visit your classroom.  My schedule allows for me to come on (days available) at (time- morning or afternoon).  Please call me and let me know of a convenient time to come.  My phone number is _______________.  Again, my name is ___________ from Briar cliff University setting up an OBSERVATION time with you.  Thank You.”