Teacher Preparationstudents are expected to spend a significant amount of time in specially selected schools (partner schools) while they take their professional development courses. Admission to Teacher education is required to participate in the field-based Teacher PreparationProgram.

Description of the Elementary Field-Based Program

The elementary field-based Program consists of one campus-based block and two field-based blocks that are offered in the fall and spring semesters only. Students must take these blocks sequentially. They may not enroll concurrently in blocks. Elementary interns spend approximately 600 clock hours in the schools. A description of these blocks follows.

In the elementary campus-based block, the Teacher education student begins to develop an understanding of the knowledge, values, and experiential bases underlying the competencies necessary to become an effective Teacher. Admission to Teacher education is a prerequisite to enroll in this block. Students register for courses that are offered as a block in the morning, in the afternoon, or in the evening, and participate in approximately 30 clock hours of field experience at a professional development school (PDS).

In the elementary field-based block 1 , Teacher education students-called interns while they participate in the field-based Program-solve learning problems mainly through tutorial duties and small group instruction. At this time interns begin to organize their professional belief system. The semester has an emphasis on role induction. Students are grouped in cohorts and a faculty mentor is assigned to each cohort. Groups of approximately 10 interns are assigned to each elementary PDS. Faculty mentors follow their interns into the field assignments. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 180 clock hours in the schools. During the first weeks of the semester, the major concepts and skills required in the block are introduced and interns become familiar with the pupils, the teams of Teachers, and the community of the partner schools to which they are assigned. In the following weeks, interns begin to spend time with a team of classroom Teachers at a professional development school while maintaining frequent contact with University faculty. The last week of the term is dedicated to reflecting on the work done throughout the semester.

In elementary field-based block 2, interns solve problems mainly through small group work and begin to take responsibility for whole class instruction. The emphasis on role induction continues and interns work on teaching math, science, and reading at a professional development school (usually the same school at which they taught during block 1). Interns demonstrate that they can synthesize the knowledge, values, and experiences of earlier semesters in developing an effective professional style. Proficiency in all Program competencies is assessed during this time. In addition to classroom teaching duties, interns help school and university faculty to introduce the new block 1 interns to the Program. Interns are scheduled in block 2 from 8:00 to 3:30 every school day throughout the 15 week semester. They spend approximately 400 clock hours in the schools.

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DESCRIPTION OF THE SECONDARY FIELD-BASED Program

The overall goal of the secondary Teacher PreparationProgram is to assist preservice secondary Teachers in acquiring the essential competencies required to assume the role of practitioners. The secondary Program follows the same field-based model used for elementary, but instead of consisting of three blocks, it has two blocks that are offered in the fall and spring semesters only. Interns spend approximately 600 clock hours in the schools. Faculty from the College of Liberal Arts, College of Science, College of Business, and College of Nursing & Health Sciences participate actively with Education faculty in the Preparationof secondary Teachers, by teaching some of the methods courses in their respective disciplines. A description of these blocks follows.

In secondary field-based block 1, the interns solve learning problems mainly through tutorial duties and small group instruction. At this time interns begin to organize their professional belief system. The semester has an emphasis on role induction. Students are grouped in cohorts and a faculty mentor is assigned to each cohort. Groups of approximately 15 interns are assigned to each secondary professional development school (PDS). Faculty mentors follow their interns into the field assignments. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 150 clock hours in the schools. During the first weeks of the semester, the major concepts and skills required in the block are introduced and the interns become familiar with the pupils, the teams of Teachers, and the community of the partner schools to which they are assigned. In the following weeks, interns begin to spend time with a team of classroom Teachers at a PDS while maintaining frequent contact with University faculty. The last week of the term is dedicated to reflecting on the work done throughout the semester.

In secondary field-based block 2, the interns solve learning problems mainly through small group work and begin to take responsibility for whole class instruction. The emphasis on role induction continues and interns work on teaching their field of specialization at a professional development school (usually the same school in which they taught during block 1). Interns demonstrate that they can synthesize the knowledge, values, and experiences of earlier semesters in developing an effective professional style. Proficiency in all Program competencies is assessed during this time. In addition to classroom teaching duties, interns help school and university faculty to introduce the new block 1 interns to the field-based Program. Interns are scheduled in block 2 from 8:00 to 3:30 every school day throughout the 15 week semester. They spend approximately 500 hours in the schools.

It is recommended that the appropriate method course be taken, in the evening, concurrently with block 2.

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DESCRIPTION OF THE Secondary School FIELD-BASED Program

Secondary School Art, Music, and Physical Education students participate in the same blocks as secondary student with the exception of SCED 3311 (Curriculum Planning in the Secondary School) which Music and Physical Education students do not take. These blocks are offered in the fall and spring semesters only.

In Secondary School field based block 1, the interns solve learning problems mainly through tutorial duties and small group instruction. At this time interns begin to organize their professional belief system. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 150 clock hours in the schools. The semester has an emphasis on role induction.

During Secondary School block 1, Secondary School Art interns enroll in:
EDPC 3300 Developmental Variations
EDPC 3311 Curriculum Planning in the Secondary School
SCED 3317 Multicultural Education
RED 3342 Reading in the Content Areas
Secondary School Music and Physical Education interns enroll in:
EDPC 3300 Developmental Variations
SCED 3317 Multicultural Education
RED 3342 Reading in the Content Areas
All-level Music Interns enroll in:
MUSE 3433 Teaching Music in Junior and Senior High Schools
All-level Physical Education Interns enroll in:
KIN 3421 P.E. Methods and Materials for Secondary Schools

It is recommended that the appropriate method course be taken, in the evening, concurrently with block 2.

The maximum University course load while enrolled in the field-based blocks is 15 semester hours.

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