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PDE Field Experience
Requirements
Courses Requirements by Certification Major
College of Education & Human Services
2010
Table of Contents
PDE Required Field Experience Stages for Teacher Certification Programs ........................................................ 3
PDE Field Experience Skills and District Collaboration Chart ............................................................................. 3
Field Experience (FE) Stage 1 and 2 Action Chart................................................................................................ 4
Field Experience Stages 3 & 4 Action Chart ......................................................................................................... 5
Clearance & Related Requirements to Enter Districts ........................................................................................... 6
When a Teacher Candidate Comes to the Classroom ............................................................................................ 6
Stages 3 & 4 Field Experiences ............................................................................................................................. 6
PreK – 4 Field Experience Requirements by Course............................................................................................. 7
PreK-4/Special Education Field Experience Requirements by Course ................................................................. 8
Middle Level Education Field Experience Requirements by Course .................................................................... 9
APPENDIX A: Forms.......................................................................................................................................... 10
Forms to Be Used for Field Experience by Stage ....................................................................................... 10
APPENDIX B: Certification Program Course Sequences ................................................................................... 11
PreK-4/Special Education K-8 Dual Certification Program ....................................................................... 11
Pre K-K Block – FES3 ................................................................................................................................ 12
Middle Level Grades 4-8 Programs ............................................................................................................ 12
Generic Middle Level FES Course Sequence ............................................................................................. 12
Secondary Education Programs .................................................................................................................. 13
K- 12 Programs ........................................................................................................................................... 13
APPENDIX C: Important University Links ........................................................................................................ 14
2
PDE Required Field Experience Stages for Teacher Certification Programs
The Pennsylvania Department of Education (PDE) requires expanded hours of field experience throughout the
four-year teacher certification programs. This means that teacher candidates must spend many more hours in
public school classrooms than has previously been required.
The purpose of this manual is to provide specific information with regard to each course field experience
requirement. The information course charts identify activities to be completed by the teacher candidate in the
public school classroom for each course. With this manual the classroom teacher will know why the student
has asked to come into his/her class and what the student is to accomplish during the time in attendance.
The chart below explains the four stages of PDE field experience requirements.
PDE Field Experience Skills and District Collaboration Chart
Field Experience Stage
Stage 1: Observation
Minimum of 20 hours
Stage 2: Exploration
Minimum of 20 hours
Stage 3: Pre-Student
Teaching
Minimum of 150 hours
Stage 4: Student Teaching
Minimum of 12 weeks –
University requires a full
semester or 15 to 17 weeks.
Knowledge and/or skill the teacher
candidate is acquiring in this stage
Observation skills, knowledge of child
development
Observation and assessment skills,
knowledge of child development and PA
Academic Standards, skill in planning
based on observations and standards,
knowledge of child environments and
ability to assess them, knowledge of
community agencies and skill of advocacy,
interacting and communicating with
parents
Knowledge of content areas and standards
related to them, knowledge of integrated
curriculum, ability to plan, implement,
assess and reflect on lessons and activities
for children, ability to communicate
effectively with children, peers, parents
and supervisors
Ability to use skills and knowledge gained
in stages one through three
Collaboration with PreK-12 schools to
ensure a quality field experience
Students present the teachers in the
observed classrooms with information from
the professor describing the goal(s) and
objective(s) of the observation.
Students present the teachers in the
exploration classrooms with the professor’s
form outlining what is to be accomplished
through this exploration. The teacher is
encouraged to comment on this form to
provide feedback with regard to the
exploration experience(s).
Teachers are included in activity planning
with University faculty prior to the
beginning of the pre-student teaching
experience. Teachers complete student
evaluation forms and provide feedback for
future experiences.
Teachers discuss issues and activities with
the student teacher.
Beginning on the next page are charts which describe the candidate’s process through each Stage. There are
also charts which outline the sequence of Field Experiences (FE) courses and student teaching by identified
certification(s)/major(s).
3
Teacher Candidates are to follow the process below beginning with the freshman or first year of the program.
Field Experience (FE) Stage 1 and 2 Action Chart
Did you complete and turn in to the OFS the following:
Act 33, Act 34, and the FBI clearances
Physical Exam – Keeling Health Center
TB/Mantoux Test – Keeling Health Center
Field Services Student Clearance Document
Proof of $1,000,000 in liability insurance
Signed confidentiality statement
Proof of health insurance coverage (optional)
IF YES
Continue
Below
Log into your
D2L account
For ALL students taking 100 level,
200 level and early 300 level education
courses, check your course sequence
chart in your FE Manual.
IF NO, YOU ARE NOT PERMITTED TO DO FIELD WORK IN THE SCHOOLS!
Click on the DARK blue
ORGANIZATIONS tab
at the top of the screen
In the Course Document page, you can review basic
info about the School Districts available for Stage 1
and 2 Field Experiences.
On this page under the first
section, MY
ORGANIZATIONS, click
Field Experience Web
FINALLY
On this page, click on
the LIGHT blue
button on the left side,
COURSE
DOCUMENTS
Continue
Below
Click on one of the districts and follow the
directions there to register.
(1) How to contact them
(2) How and when to meet
(3) How to schedule your experiences
4
Teacher candidates are to follow the process below beginning with the end of the sophomore year or the beginning of the junior year
depending on the certification9s)/major(s) program sequence.
Field Experience Stages 3 & 4 Action Chart
1. Students
Pick a
Region
For ALL students
taking upper 300 level
(Block) and 400 level
(Student Teaching)
courses, check your
course sequence chart
in your FE Manual.
Region 1:
Alleghany-Clarion Valley
School District
Clarion Area School District
Clarion-Limestone Area
School District
Immaculate Conception
Elementary School
Keystone School District
Redbank Valley School
District
Union School District
Region 2:
Brockway Area School
District
Brookville Area School
District
DuBois Area School
District
Paint & Play School
Punxsutawney School
District
St. Marys Area School
District
Region 3:
Cranberry Area School
District
Forest Area School District
Franklin Area School District
North Clarion County School
District
Oil City Area School District
St. Patrick Elementary school
Titusville Area School
District
Valley Grove School District
Region 4:
Armstrong School
District
Deer Lakes School
District
Kiski School District
Leechburg School
District
New-Kensington-Arnold
School District
Region 5:
Butler Area School
District
Karns City Area
School District
Laurel School
District
Mars Area School
District
North Allegheny
School District
Seneca Valley
School District
Region 6: These school districts
may only be used for student
teaching with special permission
by the Assistant Dean.
Cannon McMillan School
District: Library Science
Placement Only
Farrell Area School District
Moniteau School district:
Special Ed. Placement Only
South Butler School
District
THEN…
2. Office of Field Services
makes field assignments
3. Student contacts Office of Field
Services for placement assignment
4. Students contact cooperating
teacher in individual school
5
Clearance & Related Requirements to Enter Districts
Teacher candidates must submit all clearances, medical, and other related document requirements to the Office
of Field Services (OFS) during their first semester on campus, which is usually the first semester of the
freshman year. The requirements list is in the chart on page four. Once the OFS clears the candidate, he/she
may begin all course required field experiences each semester.
For Stages 1 & 2, the candidate must choose a regional school district through the OFS D2L Field Experience
Website. District contacts and the candidate numbers the district will accept in a given semester have been
established with the OFS. (To update or revise this information, please contact the Assistant Dean at 814-3932508.) The OFS will either fax or email to the district contact the list of approved candidates. This list will be
updated each academic year. Once the list has been sent to the district contact, the candidates will begin
scheduling field experience dates and times directly with the district contact.
PLEASE NOTE: ONLY candidates on the district’s approved list may communicate with the district contact.
If a candidate not on the approved list contacts or tries to enter a district school, the school/district should
refuse to work with the candidate. Working with OFS approved candidates assures the district that all legal
requirements have been satisfied.
When a Teacher Candidate Comes to the Classroom
When a teacher candidate enters a classroom, he/she will present a form to the classroom teacher identifying:
who he/she is, including student ID# and contact information,
what course to which the field experience is attached,
course professor’s name and contact information,
field experience Stage # with number of hours for this specific experience,
brief description of required activity
Signature line for the cooperating teacher verifying the candidate’s completion of the field experience.
Space for teacher comments with regard to the candidate’s attitude, actions, etc. during the field
experience. Please note: This comment section is extremely important to the professor.
Stages 3 & 4 Field Experiences
For Stages 3 & 4, candidates will be placed by OFS personnel as has been the process in the past. The OFS
personnel will work directly with the school district’s identified contact to finalize all placements. Six District
regions have been identified for candidate placement in Stages 3 & 4. The regions are identified in the chart on
page 5. It is strongly suggested that a candidate be placed in different districts or schools within a region for
Stage 3 and then Stage 4. This maximizes the candidate’s field experience.
For Stage 3: Block/Pre-Student Teaching, the candidate will complete the application form and select a region
in which to complete all Stage 3 & 4 field experience requirements. Since the Stage 3 field experience has
increased from a minimum of 45 hours to a minimum of 150 hours, the OFS asks the districts for patience and
continued cooperation in meeting these PDE requirements. Depending on the certification(s)/major(s) program
requirements, a candidate may have from one to three semesters where Stage 3 field experiences are required
through specific courses. The OFS requests that, when possible, a candidate be permitted to remain in the same
school for all Stage 3 hours. Research has shown this continuity to be more successful in building confidence,
expertise, and professionalism within a candidate at this level. (Clark, C.M. (2007), Teacher education on the
margins. Zellermayer, M. & Munthe, E. (Eds.)(2007) Teachers learning in communities. Rotterdam, NL: Sense
Publishers, 241-244.)
For Stage 4: Student Teaching, the OFS requests that a candidate, when possible, be permitted to remain within
the same school for the full semester. Again, research has shown this continuity to be more successful in
building confidence, expertise, and professionalism within a candidate at this level.
6
PreK – 4 Field Experience Requirements by Course
Course Where Field Experience is Embedded
ED 121: Human Development and Learning
FE Hrs &Stage #
10 – Stage 1
ECH 231: Creativity in the Early Childhood
Curriculum
ECH 235: Observation: Constructing an Early
Childhood Knowledge Base
10 – Stages 1 & 2
ECH 236: Assessment: Using an Early Childhood
Knowledge Base
ECH 245: Language and Literacy in Early
Childhood Education
ECH 260: Early Childhood Environments
ECH 301: Child Development and Guidance
10 – Stage 2
ECH 310: Family-Community Collaboration
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
ECH 322: Curriculum Bases for Learning and
Teaching
8 hrs – Stage 2 &
12.5 hrs. – Stage 3
ECH 323: Language, Literacy and the Young
Child
12.5 – Stage 3
ECH 325: Young Children as Theory Builders
12.5 – Stage 3
ECH 413: Leadership in Early Childhood
Settings
ECH 414: Learning and Teaching Language and
Literacy in Grades 1-4
ECH 415: Learning and Teaching Mathematics
in Grades 1-4
ECH 416: Learning and Teaching Social Studies
in Grades 1-4
ED 417: Advanced Instructional Technology in
Grades 1 – 4.
ECH 418: Learning and Teaching Science in
Grades 1-4
HPE 410: Motor Development & Learning
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
12.5 hrs. – Stage 3
Kid writing journal
Lesson plans that integrate mathematics, social studies,
science and technology
Stand for Children Advocacy Project; Documentation of
curriculum project and reflection
Integrated Lesson; Assessment of Literacy Skills
12.5 hrs. – Stage 3
Integrated Lessons and Reflections
12.5 hrs. – Stage 3
Integrated Lessons and Reflections
ECH 424: Student Teaching
ECH 425: Student Teaching
8 weeks
8 weeks
20 – Stage 1
10 – Stage 2
5 – Stage 2
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
Required Activities
Case Studies (infant, toddler, preschooler and school
age)
Observation notes
Mini Lessons on Creativity
Child Observations (infant, toddler, preschooler, school
age and child with disabilities)
Reflective Journal
Write up of child assessments: Ages & Stages, Ounce,
Work Sampling documentation
Language Samples for infants, toddlers, preschoolers and
school age
Environmental Rating Scale
Plan, conduct and reflect upon meeting with parent
Child Behavior Plan
Home visit reflection
Project designed to involve/inform community
NAEYC 8 hour Self-Study
Curriculum Project
Lessons that address Literacy
12.5 hrs. – Stage 3
12.5 hrs. – Stage 3
Three-Day Teach Mini-Unit Assessment
12.5 hrs.– Stage 3
Motor Lessons and Reflections
Motor Assessments
Student Teaching Performance Profile, PDE 430/430A
Student Teaching Performance Profile, PDE 430/430A
Total hours for Stage One: Observation = 40 hours
Total hours for Stage Two: Exploration = 37 hours
Total hours for Stage Three: Pre-Student Teaching = 150 hours
Total weeks for Stage Four: Student Teaching = 16 weeks
7
PreK-4/Special Education Field Experience Requirements by Course
Course Where Experience is Embedded
ED 121 (10 hrs.): Human Development and
Learning
ECH 231 Creativity in the Early Childhood
Curriculum
ECH 235 Constructing an Early Childhood
Knowledge Base
FE Hrs &Stage #
5 hrs. – Stage 1
SPED 211: Intellectual Disabilities
SPED 230: Social & Emotional
Disturbances
SPED 245: Applied Behavior Analysis
SPED 381: Special Reading & Written
Expression
SPED 482: Special Mathematics
Instruction
ECH 231: Creativity in the Early
Childhood Curriculum
ECH 236: Assessment – Using an Early
Childhood Knowledge Base
ECH 245: Language and Literacy in Early
Childhood Education
ECH 260: Early Childhood Environments
ECH 301: Child development and
Guidance
ECH 310: Family-Community
Collaboration
ECH 322: Curriculum Bases for Learning
and Teaching
ECH 413: Leadership in Early Childhood
Settings
5 hrs. – Stage 1
5 hrs. – Stage 1
SPED 444 High Incidence Methods &
Practicum
SPED 446: Low incidence Methods &
Practicum
ECH 301: Child development & Guidance
ECH 310: Family-Community
Collaboration
ECH 322: Curriculum Bases for Learning
and Teaching
ECH 323: Language, Literacy and the
Young Child
ECH 325: Young Children as Theory
Builders
ECH 413: Leadership in Early Childhood
Settings
ECH 414: Learning and Teaching
Language and Literacy in Grades 1-4
ECH 415: Learning and Teaching
Mathematics in Grades 1-4
ECH 416: Learning and Teaching Social
Studies in Grades 1-4
ECH 418: Learning and Teaching Science
in Grades 1-4
HPE 410: Motor Development & Learning
10 hrs. – Stage 2
10 hrs. – Stage 2
9 hrs. – Stage 1
6 hrs. – Stage 1
5 hrs. – Stage 1
5 hrs. – Stage 1
Required Activities
Case Studies (infant, toddler, preschooler & school age)
For all ECH courses: Students present teacher in
observed classrooms with information from the
professor describing goal(s) and objective(s) of the
observation. Observation log signed by classroom
teacher
Candidate in the SPED courses will keep an observation
log. It is to be signed by the classroom teacher and
turned in to the professor for signature and feedback.
Group meeting will be held once a week during the
experience for all of these SPED courses.
5 hrs. – Stage 1
1 hr. – Stage 2
Observation notes; Mini Lessons on Creativity
10 hrs. - Stage 2
Write up of child assessments: Ages & Stages, Ounce,
Work Sampling
Language Samples for infants, toddlers, preschoolers
and school age
Complete Environmental Rating Scale Plan, conduct &
reflect upon meeting with parent Child Behavior Plan
10 hrs. - Stage 2
2 hrs. - Stage 2
2 hrs. - Stage
8 hrs. - Stage 2
10 hrs. - Stage 2
5 hrs. - Stage 2
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
15 hrs. - Stage 3
Home visit reflection & project designed to
involve/inform community, NAEYC 8 hour Self-Study,
Curriculum Project
All courses - Students give classroom teachers the
professor’s form of what is to be done. Teacher is
encouraged to comment on this form to provide
feedback with regard to the exploration experience(s).
Log describing teacher’s responsibilities, professional
skills required to be successful in the class, comparison
of student’s expectations, professional values, &
relationships driven inferences about teaching.
Lessons that address Literacy, Kid writing journal
Lesson plans that integrate mathematics, social studies,
science and technology
Stand for Children Advocacy Project, documentation of
curriculum project and reflection
Integrated Lesson, Assessment of Literacy Skills
All courses: Complete required student evaluation
forms and submit them to the supervising professor by
the end of the field experience placement. Complete
required student evaluation forms and submit them to
the supervising professor by the end of the field
experience placement.
15 hrs. - Stage 3
15 hrs. - Stage 3
15 hrs. - Stage 3
15 hrs. - Stage 3
8
Continued - PreK-4/Special Education Field Experience Requirements by Course
Course Where Experience is Embedded
SPED 411: Ed. Assessment Practicum
SPED 422: Special Ed. Classroom Admin.
SPED 472: Assistive technology
SPED 444: High Incidence Methods &
Practicum
SPED 446: Low Incidence Methods &
Practicum
SPED 450: Student Teaching
ECH 424: Student Teaching
FE Hrs &Stage #
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
Total = 150 hrs.
Stage 4 - 8 wks in
each major
Required Activities
Candidate will:
Complete course assignments related to student
educational assessment.
Delivery of services to classroom students.
Use of assistive technology in the classroom.
Complete these activities with both high & low
incidence students.
Student Teacher Performance Profile (STPP) & PDE
430/430A
Middle Level Education Field Experience Requirements by Course
Course in which the Experience is
Embedded
ED 110
ED 122
Field
Experience
Hours &Stage #
5 hrs. – Stage 1
5 hrs. – Stage 1
EDML 324
EDML 329
EDML 332
10 hrs. – Stage 2
10 hrs. – Stage 2
10 hrs. – Stage 2
Observation and exploration experiences are
linked to middle level education competencies
and middle level education courses that
require a minimum number of hours across
various grade levels and content areas.
EDML 322
EDML 325
EDML 334
ED 417
Pre-student teaching experiences include
teaching small to large groups of students
under the supervision of middle level higher
education faculty and the mentorship of a
certified middle level education teacher.
Stage 3
Course assignments (e.g., journal, time log,
8 hrs.( 1 day) *
reflective teaching) with feedback provided by
10 weeks = 80
university instructor.
hrs.
Observation and feedback provided by university
plus
instructor
3 weeks * 8
Group meeting once a week with university
hours = 72 hours
instructor
Total 152 hours
Stage 4
EDML 424
EDML 425
8 weeks
8 weeks
For greater than half of the student teaching
experience, the teacher candidate will assume
full responsibility as demonstrated by effective
methods for the planning and delivery of
instruction in the classroom.
Observation log signed by cooperating teacher.
Observation write-up by teacher candidate with
feedback provided by university instructor.
Group meeting once a week with university
instructor so that field experience is linked to current
courses and practices. This can also include the
class meeting time.
Total
40
hours
Student Teaching
Student Teaching includes a minimum of 12
weeks full time with increasing teaching
responsibility to completely simulate the role
of the middle level educator in the classroom.
Required Activities
Onsite visitation by university instructor
Observation feedback provided by university
instructor.
Observation report by university supervisor
Lesson reflections by teacher candidate.
Daily observation feedback by cooperating teacher
Reflective journal submitted to university supervisor
by candidate
Student teaching performance Profile form (STPP)
completed by University Supervisor and
Cooperating Teacher.
PDE 430 and 430A Forms completed by University
Supervisor.
9
APPENDIX A: Forms
Forms to Be Used for Field Experience by Stage
Stages 1 & 2
The forms used for documentation of Stages 1 & 2 Field Experiences may vary in structure by the identified
course. The course professor will develop the form for his/her specific course. However, each form must have
the following data to meet PDE requirements for the Stage:
Place for the teacher candidate name and contact information
Course professor’s name and contact information
Course name and number
Semester (fall or spring) and academic year
PDE Stage number (1 or 2)
Brief description of what is to be completed by the teacher candidate in the regional classroom.
Place to identify the following:
the school,
cooperating teacher,
date(s) of the observation(s)/activity(ies),
signature line for the cooperating teacher verifying the candidate’s completion of the field
experience.
Space for teacher comments with regard to the candidate’s attitude, actions, etc. during the field
experience. Please note: This comment section is extremely important to the professor.
Stages 3 & 4
The forms used for documentation of Stages 3 & 4 Field Experiences can be found in the “Forms and Manuals”
section of the OFS website at http://www.clarion.edu/21702/. University faculty supervising Stage 3 Field
Experiences will provide evaluation forms to all cooperating teachers at the beginning of each experience. New
forms are now being finalized for use beginning in the fall of 2010.
Stage 4: Student Teaching evaluation forms can be found on the Cooperating Teacher Resources section of the
OFS website at http://www.clarion.edu/20634/. Questions regarding these forms can be answered by contacting
either the assigned University Student Teacher Supervisor or the Director of Field Services, 102 Stevens Hall.
Specific email and phone contacts are on the OFS homepage at http://www.clarion.edu/19284/.
10
APPENDIX B: Certification Program Course Sequences
PreK-4 Certification Program
The PreK-4 program provides teacher certification for those who want to teach children from birth through
grade four. Many states also refer to this as early childhood education. Below are the FES Courses required
each semester.
PreK-4 Semester Course Sequence
Semester
Freshman Fall
Semester
1.
No FES courses taken this semester.
Freshman Spring
ED 121-FES1
3
*By the end of the sophomore year, student should have passed Praxis I and submitted ‘Admission to
Program’ application to the Office of Field Services.
Semester Sophomore Fall – FES 1 & 2
Semester Sophomore Spring – FES 1 & 2
1.
2.
ECH 231- FES1/2 ___________________ 3
SPED 418 – FES1/2 _________________ 3
1.
2.
Semester Junior Fall – FES 1 & 2
1.
2.
3.
ECH 235 – FES1/2 __________________ 3
ECH 260 – FES 2 ___________________ 3
Semester Spring Junior Pre K-K Block –
All courses are FES3
ECH 236 – FES2 ___________________ 3
ECH 245 – FES2 ___________________ 3
ED 350 – FES 1/2 ___________________ 3
1.
2.
3.
4.
5.
6.
ECH 301 __________________________ 3
ECH 413 __________________________ 3
ECH 325 __________________________ 3
ECH 310__________________________ 3
ECH 322___________________________3
ECH 323 __________________________ 3
Semester- Fall Senior - Take Praxis II this semester
Semester – Spring Senior – FES4
All Courses are 1-4 Block – FES3
1. ECH 414 __________________________
2. ECH 415 __________________________
3. ECH 416 __________________________
4. ECH 418 __________________________
5. ECH 417 __________________________
6. HPE 410 __________________________
Student Teaching
3
3
3
3
3
3
1.
2.
ECH 424 / 425_____________________ 12
SPED 442 _________________________ 3
Yellow or shaded indicates the course is spring/fall specific.
Courses listed in black type could be moved to a different semester as needed.
ED and ECH courses should be taken in the sequence shown.
PreK-4/Special Education K-8 Dual Certification Program
The PreK-4/Special Education K-8 program provides two teacher certifications. PreK-4 provides certification
from birth through grade 4, and special education certification from kindergarten through grade 8. This dual
certificate program can be completed in 126 credits and within four years. Below are the FES Courses
required each semester.
PreK-4/SPED K-8 Course Sequence
Semester Freshman Fall_____
Semester Freshman Spring_____
ED 121 – FES 1 ________________________ 3
*Submit copies of Clearances to Stevens 102 before
beginning field experiences*
No FES courses taken this semester.
*Obtain clearances and submit medical record to Keeling
Health Center before beginning ED courses*
*By the end of the sophomore year, student should have passed Praxis I and submitted ‘Admission to
Program’ application to the Office of Field Services.
Semester Sophomore Fall_____
Semester Sophomore Spring_____
ECH 235 – FES 1/2 _____________________ 3
SPED 245 – FES 1/2 ____________________ 3
SPED 381- FES 2 _______________________ 3
ED 350 – FES 2 ________________________ 3
1.
2.
3.
4.
ECH 236 – FES 2 ________________________
SPED 350 – FES 2 _______________________
SPED 462 – FES 2 _______________________
SPED 482 – FES 2 _______________________
3
2
3
3
11
Semester Junior Fall_____
Semester
Pre K-K Block – FES3
1. ECH 301 ______________________________ 3
2. ECH 325 ______________________________ 3
3. ECH 310 ______________________________ 3
4. ECH 322 ______________________________ 3
5. ECH 323 ______________________________ 3
SPED Block – FES3
SPED 411 ____________________________
SPED 472 ____________________________
SPED 422 ____________________________
SPED 444 ____________________________
SPED 446 ____________________________
Semester - Fall Senior - Take Praxis II this semester
Semester – Spring Senior – FES4
1-4 Block – FES3
1. ECH 414 ______________________________ 3
2. ECH 415 ______________________________ 3
3. ECH 416 ______________________________ 3
4. 4. ECH 418 __________________________ 3
5. 5. ECH 417 ___________________________ 3
6. 6. HPE 410 ___________________________ 3
Spring Junior_____
1
3
3
3
3
1. ECH 424 ______________________________ 6
2. SPED 450 _____________________________ 6
Yellow or shaded indicates the course is fall/spring specific.
Courses listed in black type (if viewing online) could be moved to a different semester as needed. Blocks must
be taken in this semester sequence.
Middle Level Grades 4-8 Programs
The Middle Level Grades 4-8 program provides teacher certification in one of four specialization areas for
middle school teachers or for grades four through eight. Each certificate program can be completed in 120
credits and within four years if you follow this semester course sequence for each specialization. Below is the
generic course sequence for all 4 middle level education teacher certification programs showing the required
Field Experience Stage (FES) courses.
Generic Middle Level FES Course Sequence
Semester
Freshman Fall
Semester
No FES courses taken this semester.
Semester
1.
Semester
1.
1.
Sophomore Fall
ED 122 – FES Course
Semester
3
Semester
Fall Senior
All FES Courses Stage 3
1. EDML 322
2. EDML 334
3. EDML 325
4. ED 417
5. EDML 333
3
Middle Level Senior Block
3
3
3
3
3
ED 110 – FES Course
3
Sophomore Spring
No FES courses taken this semester.
Junior Fall
SPED 418 – FES Course
Freshman Spring
Semester Junior Spring Middle Level Junior Block
All FES Courses – Stage 2
1. EDML 324
3
2. EDML 329
3
3. ED 350 or ENG 469 3
4. EDML 332
3
5. SPED 441
3
Semester
1.
2.
3.
Spring Senior
EDML 424
EDML 425
SPED 442
Student Teaching – FES 4
6
6
3
TOTAL
15 cr
Four year program = 120 credits
12
Secondary Education Programs
The College of Education and Human Services offers eight secondary education teacher certification programs.
Each one can be completed in four years. The credit requirements vary between 120 and 123 credits. The extra
three credits result in some of the science programs where there are 4-credit courses as well as one-credit labs.
These eight programs are Biology, Chemistry, Earth and Space Science, English, General Science,
Mathematics, Physics, and Social Studies. Below is the generic course sequence for all 8 secondary education
teacher certification programs showing the required Field Experience Stage (FES) courses.
Generic Secondary FES Course Sequence
Semester Freshman Fall
No FES courses taken this semester.
Semester
Freshman Spring
ED 110 – FES course
Semester Sophomore Fall – FES 1 & 2
ED 122 – FES Course
3
Semester Junior Fall – FES 1 & 2
SPED 418 – FES Course 3
Semester Sophomore Spring - FES 1 & 2
ED 225 – FES Course
3
Semester Junior Spring - FES 1 & 2
Semester Fall Senior
ED 332 – FE Course
ED 329 – FE Course
SPED 441 – FE Course
ED 417 – FE Course
BIO 300-499
3
Secondary Block – FES 3
3
3
3
3
Total
3
ED 327 – FES Course
3
ED 350 – FES Course
3
Semester Spring Senior – FES 4
ED 424 – Student Teaching
6
ED 425 – Student Teaching
6
SPED 442
3
Total
Four year program = 121 cr.
15 cr
15 cr
K- 12 Programs
The College of Education and Human Services offers four K - 12 certification programs. Each can be
completed in four years. The credit requirements are 120 credits per degree. These four programs are Spanish,
French, Library Science, and Music Education. Below is the generic course sequence for all 4 K-12 teacher
certification programs showing the required Field Experience Stage (FES) courses.
Generic K-12 Program FES Course Sequence
Semester Freshman Fall
No FES courses taken this semester.
Semester Sophomore Fall - All FES 1 & 2
ED 122 – FES Course
3
Semester
Freshman Spring - All FES 1
ED 110 – FES Course
3
Semester Sophomore Spring
No FES courses taken this semester.
Semester Junior Fall All FES 1 & 2
SPED 418 – FES Course 3
Semester Junior Spring - All FES 1 & 2
ED 327 – FES Course
3
ED 350 – FES Course
3
Semester Spring Senior – FES 4 – Student Teaching
ED 421/423/424/432 depending on major 12
SPED 442
3
Semester Fall Senior
LS 459
3
ED 338
3
ED 329
3
SPED 441
3
ED 417
3
Secondary Block – All FES 3
13
APPENDIX C: Important University Links
List of specific University web links, including the University email directory:
University Homepage, http://www.clarion.edu/ .
College of Education & Human Services, http://www.clarion.edu/989/.
Office of Field Services, http://www.clarion.edu/19284/.
The professional teacher candidate program is housed in the College of Education and Human Services.
Faculty contact information can be found within each Department website. The department websites are
identified below:
Department of Communication Sciences and Disorders, http://www.clarion.edu/1092/.
Department of Education, http://www.clarion.edu/1093/.
Department of Library Sciences, http://www.clarion.edu/1095/.
Department of Special Education, http://www.clarion.edu/1096/.
Preparing professional teachers at Clarion University is a campus-wide collaborative effort. Teacher
preparation at the middle levels and secondary levels involve faculty and staff from the College of Arts &
Sciences. Courses related to specific majors in these areas are housed in the following departments. Their
websites are identified below:
Department of Biology, http://www.clarion.edu/1057/.
Department of Chemistry, http://www.clarion.edu/1058/.
Department of English, http://www.clarion.edu/1059/.
Department of Geography, http://www.clarion.edu/987/.
Department of Geology/Earth Science, http://www.clarion.edu/987/.
Department of History (for Social Studies majors), http://www.clarion.edu/1060/.
Department of Mathematics, http://www.clarion.edu/1062/.
Department of Modern Languages (French, Spanish), http://www.clarion.edu/1064/.
Department of Music, http://www.clarion.edu/1065/.
Department of Physics, http://www.clarion.edu/1066/.
14
Requirements
Courses Requirements by Certification Major
College of Education & Human Services
2010
Table of Contents
PDE Required Field Experience Stages for Teacher Certification Programs ........................................................ 3
PDE Field Experience Skills and District Collaboration Chart ............................................................................. 3
Field Experience (FE) Stage 1 and 2 Action Chart................................................................................................ 4
Field Experience Stages 3 & 4 Action Chart ......................................................................................................... 5
Clearance & Related Requirements to Enter Districts ........................................................................................... 6
When a Teacher Candidate Comes to the Classroom ............................................................................................ 6
Stages 3 & 4 Field Experiences ............................................................................................................................. 6
PreK – 4 Field Experience Requirements by Course............................................................................................. 7
PreK-4/Special Education Field Experience Requirements by Course ................................................................. 8
Middle Level Education Field Experience Requirements by Course .................................................................... 9
APPENDIX A: Forms.......................................................................................................................................... 10
Forms to Be Used for Field Experience by Stage ....................................................................................... 10
APPENDIX B: Certification Program Course Sequences ................................................................................... 11
PreK-4/Special Education K-8 Dual Certification Program ....................................................................... 11
Pre K-K Block – FES3 ................................................................................................................................ 12
Middle Level Grades 4-8 Programs ............................................................................................................ 12
Generic Middle Level FES Course Sequence ............................................................................................. 12
Secondary Education Programs .................................................................................................................. 13
K- 12 Programs ........................................................................................................................................... 13
APPENDIX C: Important University Links ........................................................................................................ 14
2
PDE Required Field Experience Stages for Teacher Certification Programs
The Pennsylvania Department of Education (PDE) requires expanded hours of field experience throughout the
four-year teacher certification programs. This means that teacher candidates must spend many more hours in
public school classrooms than has previously been required.
The purpose of this manual is to provide specific information with regard to each course field experience
requirement. The information course charts identify activities to be completed by the teacher candidate in the
public school classroom for each course. With this manual the classroom teacher will know why the student
has asked to come into his/her class and what the student is to accomplish during the time in attendance.
The chart below explains the four stages of PDE field experience requirements.
PDE Field Experience Skills and District Collaboration Chart
Field Experience Stage
Stage 1: Observation
Minimum of 20 hours
Stage 2: Exploration
Minimum of 20 hours
Stage 3: Pre-Student
Teaching
Minimum of 150 hours
Stage 4: Student Teaching
Minimum of 12 weeks –
University requires a full
semester or 15 to 17 weeks.
Knowledge and/or skill the teacher
candidate is acquiring in this stage
Observation skills, knowledge of child
development
Observation and assessment skills,
knowledge of child development and PA
Academic Standards, skill in planning
based on observations and standards,
knowledge of child environments and
ability to assess them, knowledge of
community agencies and skill of advocacy,
interacting and communicating with
parents
Knowledge of content areas and standards
related to them, knowledge of integrated
curriculum, ability to plan, implement,
assess and reflect on lessons and activities
for children, ability to communicate
effectively with children, peers, parents
and supervisors
Ability to use skills and knowledge gained
in stages one through three
Collaboration with PreK-12 schools to
ensure a quality field experience
Students present the teachers in the
observed classrooms with information from
the professor describing the goal(s) and
objective(s) of the observation.
Students present the teachers in the
exploration classrooms with the professor’s
form outlining what is to be accomplished
through this exploration. The teacher is
encouraged to comment on this form to
provide feedback with regard to the
exploration experience(s).
Teachers are included in activity planning
with University faculty prior to the
beginning of the pre-student teaching
experience. Teachers complete student
evaluation forms and provide feedback for
future experiences.
Teachers discuss issues and activities with
the student teacher.
Beginning on the next page are charts which describe the candidate’s process through each Stage. There are
also charts which outline the sequence of Field Experiences (FE) courses and student teaching by identified
certification(s)/major(s).
3
Teacher Candidates are to follow the process below beginning with the freshman or first year of the program.
Field Experience (FE) Stage 1 and 2 Action Chart
Did you complete and turn in to the OFS the following:
Act 33, Act 34, and the FBI clearances
Physical Exam – Keeling Health Center
TB/Mantoux Test – Keeling Health Center
Field Services Student Clearance Document
Proof of $1,000,000 in liability insurance
Signed confidentiality statement
Proof of health insurance coverage (optional)
IF YES
Continue
Below
Log into your
D2L account
For ALL students taking 100 level,
200 level and early 300 level education
courses, check your course sequence
chart in your FE Manual.
IF NO, YOU ARE NOT PERMITTED TO DO FIELD WORK IN THE SCHOOLS!
Click on the DARK blue
ORGANIZATIONS tab
at the top of the screen
In the Course Document page, you can review basic
info about the School Districts available for Stage 1
and 2 Field Experiences.
On this page under the first
section, MY
ORGANIZATIONS, click
Field Experience Web
FINALLY
On this page, click on
the LIGHT blue
button on the left side,
COURSE
DOCUMENTS
Continue
Below
Click on one of the districts and follow the
directions there to register.
(1) How to contact them
(2) How and when to meet
(3) How to schedule your experiences
4
Teacher candidates are to follow the process below beginning with the end of the sophomore year or the beginning of the junior year
depending on the certification9s)/major(s) program sequence.
Field Experience Stages 3 & 4 Action Chart
1. Students
Pick a
Region
For ALL students
taking upper 300 level
(Block) and 400 level
(Student Teaching)
courses, check your
course sequence chart
in your FE Manual.
Region 1:
Alleghany-Clarion Valley
School District
Clarion Area School District
Clarion-Limestone Area
School District
Immaculate Conception
Elementary School
Keystone School District
Redbank Valley School
District
Union School District
Region 2:
Brockway Area School
District
Brookville Area School
District
DuBois Area School
District
Paint & Play School
Punxsutawney School
District
St. Marys Area School
District
Region 3:
Cranberry Area School
District
Forest Area School District
Franklin Area School District
North Clarion County School
District
Oil City Area School District
St. Patrick Elementary school
Titusville Area School
District
Valley Grove School District
Region 4:
Armstrong School
District
Deer Lakes School
District
Kiski School District
Leechburg School
District
New-Kensington-Arnold
School District
Region 5:
Butler Area School
District
Karns City Area
School District
Laurel School
District
Mars Area School
District
North Allegheny
School District
Seneca Valley
School District
Region 6: These school districts
may only be used for student
teaching with special permission
by the Assistant Dean.
Cannon McMillan School
District: Library Science
Placement Only
Farrell Area School District
Moniteau School district:
Special Ed. Placement Only
South Butler School
District
THEN…
2. Office of Field Services
makes field assignments
3. Student contacts Office of Field
Services for placement assignment
4. Students contact cooperating
teacher in individual school
5
Clearance & Related Requirements to Enter Districts
Teacher candidates must submit all clearances, medical, and other related document requirements to the Office
of Field Services (OFS) during their first semester on campus, which is usually the first semester of the
freshman year. The requirements list is in the chart on page four. Once the OFS clears the candidate, he/she
may begin all course required field experiences each semester.
For Stages 1 & 2, the candidate must choose a regional school district through the OFS D2L Field Experience
Website. District contacts and the candidate numbers the district will accept in a given semester have been
established with the OFS. (To update or revise this information, please contact the Assistant Dean at 814-3932508.) The OFS will either fax or email to the district contact the list of approved candidates. This list will be
updated each academic year. Once the list has been sent to the district contact, the candidates will begin
scheduling field experience dates and times directly with the district contact.
PLEASE NOTE: ONLY candidates on the district’s approved list may communicate with the district contact.
If a candidate not on the approved list contacts or tries to enter a district school, the school/district should
refuse to work with the candidate. Working with OFS approved candidates assures the district that all legal
requirements have been satisfied.
When a Teacher Candidate Comes to the Classroom
When a teacher candidate enters a classroom, he/she will present a form to the classroom teacher identifying:
who he/she is, including student ID# and contact information,
what course to which the field experience is attached,
course professor’s name and contact information,
field experience Stage # with number of hours for this specific experience,
brief description of required activity
Signature line for the cooperating teacher verifying the candidate’s completion of the field experience.
Space for teacher comments with regard to the candidate’s attitude, actions, etc. during the field
experience. Please note: This comment section is extremely important to the professor.
Stages 3 & 4 Field Experiences
For Stages 3 & 4, candidates will be placed by OFS personnel as has been the process in the past. The OFS
personnel will work directly with the school district’s identified contact to finalize all placements. Six District
regions have been identified for candidate placement in Stages 3 & 4. The regions are identified in the chart on
page 5. It is strongly suggested that a candidate be placed in different districts or schools within a region for
Stage 3 and then Stage 4. This maximizes the candidate’s field experience.
For Stage 3: Block/Pre-Student Teaching, the candidate will complete the application form and select a region
in which to complete all Stage 3 & 4 field experience requirements. Since the Stage 3 field experience has
increased from a minimum of 45 hours to a minimum of 150 hours, the OFS asks the districts for patience and
continued cooperation in meeting these PDE requirements. Depending on the certification(s)/major(s) program
requirements, a candidate may have from one to three semesters where Stage 3 field experiences are required
through specific courses. The OFS requests that, when possible, a candidate be permitted to remain in the same
school for all Stage 3 hours. Research has shown this continuity to be more successful in building confidence,
expertise, and professionalism within a candidate at this level. (Clark, C.M. (2007), Teacher education on the
margins. Zellermayer, M. & Munthe, E. (Eds.)(2007) Teachers learning in communities. Rotterdam, NL: Sense
Publishers, 241-244.)
For Stage 4: Student Teaching, the OFS requests that a candidate, when possible, be permitted to remain within
the same school for the full semester. Again, research has shown this continuity to be more successful in
building confidence, expertise, and professionalism within a candidate at this level.
6
PreK – 4 Field Experience Requirements by Course
Course Where Field Experience is Embedded
ED 121: Human Development and Learning
FE Hrs &Stage #
10 – Stage 1
ECH 231: Creativity in the Early Childhood
Curriculum
ECH 235: Observation: Constructing an Early
Childhood Knowledge Base
10 – Stages 1 & 2
ECH 236: Assessment: Using an Early Childhood
Knowledge Base
ECH 245: Language and Literacy in Early
Childhood Education
ECH 260: Early Childhood Environments
ECH 301: Child Development and Guidance
10 – Stage 2
ECH 310: Family-Community Collaboration
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
ECH 322: Curriculum Bases for Learning and
Teaching
8 hrs – Stage 2 &
12.5 hrs. – Stage 3
ECH 323: Language, Literacy and the Young
Child
12.5 – Stage 3
ECH 325: Young Children as Theory Builders
12.5 – Stage 3
ECH 413: Leadership in Early Childhood
Settings
ECH 414: Learning and Teaching Language and
Literacy in Grades 1-4
ECH 415: Learning and Teaching Mathematics
in Grades 1-4
ECH 416: Learning and Teaching Social Studies
in Grades 1-4
ED 417: Advanced Instructional Technology in
Grades 1 – 4.
ECH 418: Learning and Teaching Science in
Grades 1-4
HPE 410: Motor Development & Learning
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
12.5 hrs. – Stage 3
Kid writing journal
Lesson plans that integrate mathematics, social studies,
science and technology
Stand for Children Advocacy Project; Documentation of
curriculum project and reflection
Integrated Lesson; Assessment of Literacy Skills
12.5 hrs. – Stage 3
Integrated Lessons and Reflections
12.5 hrs. – Stage 3
Integrated Lessons and Reflections
ECH 424: Student Teaching
ECH 425: Student Teaching
8 weeks
8 weeks
20 – Stage 1
10 – Stage 2
5 – Stage 2
2 hrs – Stage 2 &
12.5 hrs. – Stage 3
Required Activities
Case Studies (infant, toddler, preschooler and school
age)
Observation notes
Mini Lessons on Creativity
Child Observations (infant, toddler, preschooler, school
age and child with disabilities)
Reflective Journal
Write up of child assessments: Ages & Stages, Ounce,
Work Sampling documentation
Language Samples for infants, toddlers, preschoolers and
school age
Environmental Rating Scale
Plan, conduct and reflect upon meeting with parent
Child Behavior Plan
Home visit reflection
Project designed to involve/inform community
NAEYC 8 hour Self-Study
Curriculum Project
Lessons that address Literacy
12.5 hrs. – Stage 3
12.5 hrs. – Stage 3
Three-Day Teach Mini-Unit Assessment
12.5 hrs.– Stage 3
Motor Lessons and Reflections
Motor Assessments
Student Teaching Performance Profile, PDE 430/430A
Student Teaching Performance Profile, PDE 430/430A
Total hours for Stage One: Observation = 40 hours
Total hours for Stage Two: Exploration = 37 hours
Total hours for Stage Three: Pre-Student Teaching = 150 hours
Total weeks for Stage Four: Student Teaching = 16 weeks
7
PreK-4/Special Education Field Experience Requirements by Course
Course Where Experience is Embedded
ED 121 (10 hrs.): Human Development and
Learning
ECH 231 Creativity in the Early Childhood
Curriculum
ECH 235 Constructing an Early Childhood
Knowledge Base
FE Hrs &Stage #
5 hrs. – Stage 1
SPED 211: Intellectual Disabilities
SPED 230: Social & Emotional
Disturbances
SPED 245: Applied Behavior Analysis
SPED 381: Special Reading & Written
Expression
SPED 482: Special Mathematics
Instruction
ECH 231: Creativity in the Early
Childhood Curriculum
ECH 236: Assessment – Using an Early
Childhood Knowledge Base
ECH 245: Language and Literacy in Early
Childhood Education
ECH 260: Early Childhood Environments
ECH 301: Child development and
Guidance
ECH 310: Family-Community
Collaboration
ECH 322: Curriculum Bases for Learning
and Teaching
ECH 413: Leadership in Early Childhood
Settings
5 hrs. – Stage 1
5 hrs. – Stage 1
SPED 444 High Incidence Methods &
Practicum
SPED 446: Low incidence Methods &
Practicum
ECH 301: Child development & Guidance
ECH 310: Family-Community
Collaboration
ECH 322: Curriculum Bases for Learning
and Teaching
ECH 323: Language, Literacy and the
Young Child
ECH 325: Young Children as Theory
Builders
ECH 413: Leadership in Early Childhood
Settings
ECH 414: Learning and Teaching
Language and Literacy in Grades 1-4
ECH 415: Learning and Teaching
Mathematics in Grades 1-4
ECH 416: Learning and Teaching Social
Studies in Grades 1-4
ECH 418: Learning and Teaching Science
in Grades 1-4
HPE 410: Motor Development & Learning
10 hrs. – Stage 2
10 hrs. – Stage 2
9 hrs. – Stage 1
6 hrs. – Stage 1
5 hrs. – Stage 1
5 hrs. – Stage 1
Required Activities
Case Studies (infant, toddler, preschooler & school age)
For all ECH courses: Students present teacher in
observed classrooms with information from the
professor describing goal(s) and objective(s) of the
observation. Observation log signed by classroom
teacher
Candidate in the SPED courses will keep an observation
log. It is to be signed by the classroom teacher and
turned in to the professor for signature and feedback.
Group meeting will be held once a week during the
experience for all of these SPED courses.
5 hrs. – Stage 1
1 hr. – Stage 2
Observation notes; Mini Lessons on Creativity
10 hrs. - Stage 2
Write up of child assessments: Ages & Stages, Ounce,
Work Sampling
Language Samples for infants, toddlers, preschoolers
and school age
Complete Environmental Rating Scale Plan, conduct &
reflect upon meeting with parent Child Behavior Plan
10 hrs. - Stage 2
2 hrs. - Stage 2
2 hrs. - Stage
8 hrs. - Stage 2
10 hrs. - Stage 2
5 hrs. - Stage 2
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
12.5 hrs. - Stage 3
15 hrs. - Stage 3
Home visit reflection & project designed to
involve/inform community, NAEYC 8 hour Self-Study,
Curriculum Project
All courses - Students give classroom teachers the
professor’s form of what is to be done. Teacher is
encouraged to comment on this form to provide
feedback with regard to the exploration experience(s).
Log describing teacher’s responsibilities, professional
skills required to be successful in the class, comparison
of student’s expectations, professional values, &
relationships driven inferences about teaching.
Lessons that address Literacy, Kid writing journal
Lesson plans that integrate mathematics, social studies,
science and technology
Stand for Children Advocacy Project, documentation of
curriculum project and reflection
Integrated Lesson, Assessment of Literacy Skills
All courses: Complete required student evaluation
forms and submit them to the supervising professor by
the end of the field experience placement. Complete
required student evaluation forms and submit them to
the supervising professor by the end of the field
experience placement.
15 hrs. - Stage 3
15 hrs. - Stage 3
15 hrs. - Stage 3
15 hrs. - Stage 3
8
Continued - PreK-4/Special Education Field Experience Requirements by Course
Course Where Experience is Embedded
SPED 411: Ed. Assessment Practicum
SPED 422: Special Ed. Classroom Admin.
SPED 472: Assistive technology
SPED 444: High Incidence Methods &
Practicum
SPED 446: Low Incidence Methods &
Practicum
SPED 450: Student Teaching
ECH 424: Student Teaching
FE Hrs &Stage #
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
30 hrs. – Stage 3
Total = 150 hrs.
Stage 4 - 8 wks in
each major
Required Activities
Candidate will:
Complete course assignments related to student
educational assessment.
Delivery of services to classroom students.
Use of assistive technology in the classroom.
Complete these activities with both high & low
incidence students.
Student Teacher Performance Profile (STPP) & PDE
430/430A
Middle Level Education Field Experience Requirements by Course
Course in which the Experience is
Embedded
ED 110
ED 122
Field
Experience
Hours &Stage #
5 hrs. – Stage 1
5 hrs. – Stage 1
EDML 324
EDML 329
EDML 332
10 hrs. – Stage 2
10 hrs. – Stage 2
10 hrs. – Stage 2
Observation and exploration experiences are
linked to middle level education competencies
and middle level education courses that
require a minimum number of hours across
various grade levels and content areas.
EDML 322
EDML 325
EDML 334
ED 417
Pre-student teaching experiences include
teaching small to large groups of students
under the supervision of middle level higher
education faculty and the mentorship of a
certified middle level education teacher.
Stage 3
Course assignments (e.g., journal, time log,
8 hrs.( 1 day) *
reflective teaching) with feedback provided by
10 weeks = 80
university instructor.
hrs.
Observation and feedback provided by university
plus
instructor
3 weeks * 8
Group meeting once a week with university
hours = 72 hours
instructor
Total 152 hours
Stage 4
EDML 424
EDML 425
8 weeks
8 weeks
For greater than half of the student teaching
experience, the teacher candidate will assume
full responsibility as demonstrated by effective
methods for the planning and delivery of
instruction in the classroom.
Observation log signed by cooperating teacher.
Observation write-up by teacher candidate with
feedback provided by university instructor.
Group meeting once a week with university
instructor so that field experience is linked to current
courses and practices. This can also include the
class meeting time.
Total
40
hours
Student Teaching
Student Teaching includes a minimum of 12
weeks full time with increasing teaching
responsibility to completely simulate the role
of the middle level educator in the classroom.
Required Activities
Onsite visitation by university instructor
Observation feedback provided by university
instructor.
Observation report by university supervisor
Lesson reflections by teacher candidate.
Daily observation feedback by cooperating teacher
Reflective journal submitted to university supervisor
by candidate
Student teaching performance Profile form (STPP)
completed by University Supervisor and
Cooperating Teacher.
PDE 430 and 430A Forms completed by University
Supervisor.
9
APPENDIX A: Forms
Forms to Be Used for Field Experience by Stage
Stages 1 & 2
The forms used for documentation of Stages 1 & 2 Field Experiences may vary in structure by the identified
course. The course professor will develop the form for his/her specific course. However, each form must have
the following data to meet PDE requirements for the Stage:
Place for the teacher candidate name and contact information
Course professor’s name and contact information
Course name and number
Semester (fall or spring) and academic year
PDE Stage number (1 or 2)
Brief description of what is to be completed by the teacher candidate in the regional classroom.
Place to identify the following:
the school,
cooperating teacher,
date(s) of the observation(s)/activity(ies),
signature line for the cooperating teacher verifying the candidate’s completion of the field
experience.
Space for teacher comments with regard to the candidate’s attitude, actions, etc. during the field
experience. Please note: This comment section is extremely important to the professor.
Stages 3 & 4
The forms used for documentation of Stages 3 & 4 Field Experiences can be found in the “Forms and Manuals”
section of the OFS website at http://www.clarion.edu/21702/. University faculty supervising Stage 3 Field
Experiences will provide evaluation forms to all cooperating teachers at the beginning of each experience. New
forms are now being finalized for use beginning in the fall of 2010.
Stage 4: Student Teaching evaluation forms can be found on the Cooperating Teacher Resources section of the
OFS website at http://www.clarion.edu/20634/. Questions regarding these forms can be answered by contacting
either the assigned University Student Teacher Supervisor or the Director of Field Services, 102 Stevens Hall.
Specific email and phone contacts are on the OFS homepage at http://www.clarion.edu/19284/.
10
APPENDIX B: Certification Program Course Sequences
PreK-4 Certification Program
The PreK-4 program provides teacher certification for those who want to teach children from birth through
grade four. Many states also refer to this as early childhood education. Below are the FES Courses required
each semester.
PreK-4 Semester Course Sequence
Semester
Freshman Fall
Semester
1.
No FES courses taken this semester.
Freshman Spring
ED 121-FES1
3
*By the end of the sophomore year, student should have passed Praxis I and submitted ‘Admission to
Program’ application to the Office of Field Services.
Semester Sophomore Fall – FES 1 & 2
Semester Sophomore Spring – FES 1 & 2
1.
2.
ECH 231- FES1/2 ___________________ 3
SPED 418 – FES1/2 _________________ 3
1.
2.
Semester Junior Fall – FES 1 & 2
1.
2.
3.
ECH 235 – FES1/2 __________________ 3
ECH 260 – FES 2 ___________________ 3
Semester Spring Junior Pre K-K Block –
All courses are FES3
ECH 236 – FES2 ___________________ 3
ECH 245 – FES2 ___________________ 3
ED 350 – FES 1/2 ___________________ 3
1.
2.
3.
4.
5.
6.
ECH 301 __________________________ 3
ECH 413 __________________________ 3
ECH 325 __________________________ 3
ECH 310__________________________ 3
ECH 322___________________________3
ECH 323 __________________________ 3
Semester- Fall Senior - Take Praxis II this semester
Semester – Spring Senior – FES4
All Courses are 1-4 Block – FES3
1. ECH 414 __________________________
2. ECH 415 __________________________
3. ECH 416 __________________________
4. ECH 418 __________________________
5. ECH 417 __________________________
6. HPE 410 __________________________
Student Teaching
3
3
3
3
3
3
1.
2.
ECH 424 / 425_____________________ 12
SPED 442 _________________________ 3
Yellow or shaded indicates the course is spring/fall specific.
Courses listed in black type could be moved to a different semester as needed.
ED and ECH courses should be taken in the sequence shown.
PreK-4/Special Education K-8 Dual Certification Program
The PreK-4/Special Education K-8 program provides two teacher certifications. PreK-4 provides certification
from birth through grade 4, and special education certification from kindergarten through grade 8. This dual
certificate program can be completed in 126 credits and within four years. Below are the FES Courses
required each semester.
PreK-4/SPED K-8 Course Sequence
Semester Freshman Fall_____
Semester Freshman Spring_____
ED 121 – FES 1 ________________________ 3
*Submit copies of Clearances to Stevens 102 before
beginning field experiences*
No FES courses taken this semester.
*Obtain clearances and submit medical record to Keeling
Health Center before beginning ED courses*
*By the end of the sophomore year, student should have passed Praxis I and submitted ‘Admission to
Program’ application to the Office of Field Services.
Semester Sophomore Fall_____
Semester Sophomore Spring_____
ECH 235 – FES 1/2 _____________________ 3
SPED 245 – FES 1/2 ____________________ 3
SPED 381- FES 2 _______________________ 3
ED 350 – FES 2 ________________________ 3
1.
2.
3.
4.
ECH 236 – FES 2 ________________________
SPED 350 – FES 2 _______________________
SPED 462 – FES 2 _______________________
SPED 482 – FES 2 _______________________
3
2
3
3
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Semester Junior Fall_____
Semester
Pre K-K Block – FES3
1. ECH 301 ______________________________ 3
2. ECH 325 ______________________________ 3
3. ECH 310 ______________________________ 3
4. ECH 322 ______________________________ 3
5. ECH 323 ______________________________ 3
SPED Block – FES3
SPED 411 ____________________________
SPED 472 ____________________________
SPED 422 ____________________________
SPED 444 ____________________________
SPED 446 ____________________________
Semester - Fall Senior - Take Praxis II this semester
Semester – Spring Senior – FES4
1-4 Block – FES3
1. ECH 414 ______________________________ 3
2. ECH 415 ______________________________ 3
3. ECH 416 ______________________________ 3
4. 4. ECH 418 __________________________ 3
5. 5. ECH 417 ___________________________ 3
6. 6. HPE 410 ___________________________ 3
Spring Junior_____
1
3
3
3
3
1. ECH 424 ______________________________ 6
2. SPED 450 _____________________________ 6
Yellow or shaded indicates the course is fall/spring specific.
Courses listed in black type (if viewing online) could be moved to a different semester as needed. Blocks must
be taken in this semester sequence.
Middle Level Grades 4-8 Programs
The Middle Level Grades 4-8 program provides teacher certification in one of four specialization areas for
middle school teachers or for grades four through eight. Each certificate program can be completed in 120
credits and within four years if you follow this semester course sequence for each specialization. Below is the
generic course sequence for all 4 middle level education teacher certification programs showing the required
Field Experience Stage (FES) courses.
Generic Middle Level FES Course Sequence
Semester
Freshman Fall
Semester
No FES courses taken this semester.
Semester
1.
Semester
1.
1.
Sophomore Fall
ED 122 – FES Course
Semester
3
Semester
Fall Senior
All FES Courses Stage 3
1. EDML 322
2. EDML 334
3. EDML 325
4. ED 417
5. EDML 333
3
Middle Level Senior Block
3
3
3
3
3
ED 110 – FES Course
3
Sophomore Spring
No FES courses taken this semester.
Junior Fall
SPED 418 – FES Course
Freshman Spring
Semester Junior Spring Middle Level Junior Block
All FES Courses – Stage 2
1. EDML 324
3
2. EDML 329
3
3. ED 350 or ENG 469 3
4. EDML 332
3
5. SPED 441
3
Semester
1.
2.
3.
Spring Senior
EDML 424
EDML 425
SPED 442
Student Teaching – FES 4
6
6
3
TOTAL
15 cr
Four year program = 120 credits
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Secondary Education Programs
The College of Education and Human Services offers eight secondary education teacher certification programs.
Each one can be completed in four years. The credit requirements vary between 120 and 123 credits. The extra
three credits result in some of the science programs where there are 4-credit courses as well as one-credit labs.
These eight programs are Biology, Chemistry, Earth and Space Science, English, General Science,
Mathematics, Physics, and Social Studies. Below is the generic course sequence for all 8 secondary education
teacher certification programs showing the required Field Experience Stage (FES) courses.
Generic Secondary FES Course Sequence
Semester Freshman Fall
No FES courses taken this semester.
Semester
Freshman Spring
ED 110 – FES course
Semester Sophomore Fall – FES 1 & 2
ED 122 – FES Course
3
Semester Junior Fall – FES 1 & 2
SPED 418 – FES Course 3
Semester Sophomore Spring - FES 1 & 2
ED 225 – FES Course
3
Semester Junior Spring - FES 1 & 2
Semester Fall Senior
ED 332 – FE Course
ED 329 – FE Course
SPED 441 – FE Course
ED 417 – FE Course
BIO 300-499
3
Secondary Block – FES 3
3
3
3
3
Total
3
ED 327 – FES Course
3
ED 350 – FES Course
3
Semester Spring Senior – FES 4
ED 424 – Student Teaching
6
ED 425 – Student Teaching
6
SPED 442
3
Total
Four year program = 121 cr.
15 cr
15 cr
K- 12 Programs
The College of Education and Human Services offers four K - 12 certification programs. Each can be
completed in four years. The credit requirements are 120 credits per degree. These four programs are Spanish,
French, Library Science, and Music Education. Below is the generic course sequence for all 4 K-12 teacher
certification programs showing the required Field Experience Stage (FES) courses.
Generic K-12 Program FES Course Sequence
Semester Freshman Fall
No FES courses taken this semester.
Semester Sophomore Fall - All FES 1 & 2
ED 122 – FES Course
3
Semester
Freshman Spring - All FES 1
ED 110 – FES Course
3
Semester Sophomore Spring
No FES courses taken this semester.
Semester Junior Fall All FES 1 & 2
SPED 418 – FES Course 3
Semester Junior Spring - All FES 1 & 2
ED 327 – FES Course
3
ED 350 – FES Course
3
Semester Spring Senior – FES 4 – Student Teaching
ED 421/423/424/432 depending on major 12
SPED 442
3
Semester Fall Senior
LS 459
3
ED 338
3
ED 329
3
SPED 441
3
ED 417
3
Secondary Block – All FES 3
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APPENDIX C: Important University Links
List of specific University web links, including the University email directory:
University Homepage, http://www.clarion.edu/ .
College of Education & Human Services, http://www.clarion.edu/989/.
Office of Field Services, http://www.clarion.edu/19284/.
The professional teacher candidate program is housed in the College of Education and Human Services.
Faculty contact information can be found within each Department website. The department websites are
identified below:
Department of Communication Sciences and Disorders, http://www.clarion.edu/1092/.
Department of Education, http://www.clarion.edu/1093/.
Department of Library Sciences, http://www.clarion.edu/1095/.
Department of Special Education, http://www.clarion.edu/1096/.
Preparing professional teachers at Clarion University is a campus-wide collaborative effort. Teacher
preparation at the middle levels and secondary levels involve faculty and staff from the College of Arts &
Sciences. Courses related to specific majors in these areas are housed in the following departments. Their
websites are identified below:
Department of Biology, http://www.clarion.edu/1057/.
Department of Chemistry, http://www.clarion.edu/1058/.
Department of English, http://www.clarion.edu/1059/.
Department of Geography, http://www.clarion.edu/987/.
Department of Geology/Earth Science, http://www.clarion.edu/987/.
Department of History (for Social Studies majors), http://www.clarion.edu/1060/.
Department of Mathematics, http://www.clarion.edu/1062/.
Department of Modern Languages (French, Spanish), http://www.clarion.edu/1064/.
Department of Music, http://www.clarion.edu/1065/.
Department of Physics, http://www.clarion.edu/1066/.
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