Important Documents for the Field Experience Placement
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Candidates should closely read the documents below. The Field Experience Contract will be signed prior to beginning the field experience.
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Secondary/K-12 Student Teaching Candidates displaying their work with Campbell University's Mascot (February 2015)!
The Student Teaching experiences for Teacher Education students are designed to allow prospective teachers opportunities to translate the theoretical concepts learned in their on-campus classes into real life experiences in actual public school classrooms. Traditionally the student teaching field experience occurs during your final semester at Campbell University. There is a fee for student teaching assessed through the business office which covers stipends for both Cooperating Teacher and adjunct University Supervisor and travel expenses for university supervisors as they visit and observe you throughout the field experience .
Definition of Teaching Hours
In order to receive a student teaching placement you must be accepted into the Teacher Education program one full semester prior to student teaching, meaning all requirements for admission are met. In addition to these requirements, approval must be received from the major department and the Professional Education department; no academic, disciplinary, or social probation must have occurred; and liability insurance has been obtained and verified. For post-baccalaureate candidates (Licensure Only, I plus Masters) admission requirements are: full admittance into I plus Masters or licensure-only program; no academic, disciplinary, or social probation has occurred; completion of all pre-requisite requirements outlined in your plan of study; and liability insurance has been obtained and verified.
A request for student teaching placement should be submitted through the Tk20 system with specific requests for school district, school and teacher. Students may request the same teacher for both practicum and student teaching only if approved by cooperating teacher, university supervisor, adviser, principal at school site, and Director of Teacher Education (BK students are NOT considered for same placements). For fall practicum placement, the completed application is due by April 1; for spring practicum placement, the completed application is due by November 1.
You will enroll in the Student Teaching Seminar course which meets during your student teaching experience. (EDUC 457, Elementary; EDUC 458, Secondary, K-12; EDUC 460, Middle; EDUC 557/558, Graduate Student Teaching Internship) This course is critical in guiding you through the student teaching binder process as well as providing information about various educator issues.
The experiences are of varying lengths, depending on the licensure area sought and the experiences students may have already had within the public schools. Generally, they fall into the categories described below.
UNDERGRADUATE
This is a 300-hour, 50 day, ten-consecutive-week experience for undergraduate prospective teachers. Successful completion will result in the awarding of six (6) semester hours of credit. It consists of three types of activities: observing, assisting in the classroom, and teaching. There must be a minimum of 125 hours of teaching throughout the total experience. In order to classify as teaching hours, the lesson is planned by the candidate, pre-approved prior to teaching by the cooperating teacher, delivered by the candidate to the students either in small or large groups in the classroom or appropriate educational setting and is assessed and reflected upon by the candidate for possible improvements. Toward the end of the experience the student teacher may begin to gradually withdraw from total teaching responsibilities, spending the remaining time with assisting the cooperating teacher, as well as observing other teachers in the school. The observation in other classrooms helps to develop appreciation for the variety of teaching methods that may be successful. In addition to observing, assisting, and teaching, student teachers are expected to participate in staff development opportunities offered to regular teaching staff, and to participate in as many extra-curricular activities as their schedules will allow.
POST-BACCALAUREATE
This is a field experience of 5, 10, or 14 consecutive weeks in duration.
There is a fee assessed for student teaching . The fee is based upon the length of the field experience (5 week: 3 hours billed; 10 weeks: 6 hours billed; 14 weeks: 9 hours billed). The actual length of the experience will be based on the number of years of successful public school teaching the candidate brings to the experience. Student teaching will consist of three types of activities: observing, assisting in the classroom, and teaching. Students are encouraged to complete as many hours of actual teaching as possible. In order to classify as teaching hours, the lesson is planned by the candidate, pre-approved prior to teaching by the cooperating teacher, delivered by the candidate to the students either in small or large groups in the classroom or appropriate educational setting and is assessed and reflected upon by the candidate for possible improvements. It is anticipated that the student teacher will observe in the assigned classroom initially to learn about the students, the content taught, the management systems in place, and to begin to develop a relationship with the students and the cooperating teacher. This observation period allows time for the cooperating teacher to serve as a model for the novice student teacher. When the student feels comfortable, he/she may begin to teach, gradually assuming more and more of the cooperating teacher’s schedule as he/she is ready. The goal is for the student teacher to assume responsibility for the full teaching load for a minimum of ten days. Toward the end of the experience the student teacher may begin to gradually withdraw from total teaching responsibilities, spending the remaining time with assisting the cooperating teacher, as well as observing other teachers in the school. The observation in other classrooms helps to develop appreciation for the variety of teaching methods that may be successful.
A request for student teaching placement should be submitted through the Tk20 system with specific requests for school district, school and teacher. Students may request the same teacher for both practicum and student teaching only if approved by cooperating teacher, university supervisor, adviser, principal at school site, and Director of Teacher Education (BK students are NOT considered for same placements). For fall practicum placement, the completed application is due by April 1; for spring practicum placement, the completed application is due by November 1.
You will enroll in the Student Teaching Seminar course which meets during your student teaching experience. (EDUC 457, Elementary; EDUC 458, Secondary, K-12; EDUC 460, Middle; EDUC 557/558, Graduate Student Teaching Internship) This course is critical in guiding you through the student teaching binder process as well as providing information about various educator issues.
The experiences are of varying lengths, depending on the licensure area sought and the experiences students may have already had within the public schools. Generally, they fall into the categories described below.
UNDERGRADUATE
This is a 300-hour, 50 day, ten-consecutive-week experience for undergraduate prospective teachers. Successful completion will result in the awarding of six (6) semester hours of credit. It consists of three types of activities: observing, assisting in the classroom, and teaching. There must be a minimum of 125 hours of teaching throughout the total experience. In order to classify as teaching hours, the lesson is planned by the candidate, pre-approved prior to teaching by the cooperating teacher, delivered by the candidate to the students either in small or large groups in the classroom or appropriate educational setting and is assessed and reflected upon by the candidate for possible improvements. Toward the end of the experience the student teacher may begin to gradually withdraw from total teaching responsibilities, spending the remaining time with assisting the cooperating teacher, as well as observing other teachers in the school. The observation in other classrooms helps to develop appreciation for the variety of teaching methods that may be successful. In addition to observing, assisting, and teaching, student teachers are expected to participate in staff development opportunities offered to regular teaching staff, and to participate in as many extra-curricular activities as their schedules will allow.
POST-BACCALAUREATE
This is a field experience of 5, 10, or 14 consecutive weeks in duration.
- 5 weeks (150 total hours with 60 hours actual teaching/3 semester credit hours)
- 10 weeks (300 total hours with 125 hours actual teaching/6 semester credit hours)
- 14 weeks (400 total hours with 150 hours actual teaching/9 semester credit hours)
There is a fee assessed for student teaching . The fee is based upon the length of the field experience (5 week: 3 hours billed; 10 weeks: 6 hours billed; 14 weeks: 9 hours billed). The actual length of the experience will be based on the number of years of successful public school teaching the candidate brings to the experience. Student teaching will consist of three types of activities: observing, assisting in the classroom, and teaching. Students are encouraged to complete as many hours of actual teaching as possible. In order to classify as teaching hours, the lesson is planned by the candidate, pre-approved prior to teaching by the cooperating teacher, delivered by the candidate to the students either in small or large groups in the classroom or appropriate educational setting and is assessed and reflected upon by the candidate for possible improvements. It is anticipated that the student teacher will observe in the assigned classroom initially to learn about the students, the content taught, the management systems in place, and to begin to develop a relationship with the students and the cooperating teacher. This observation period allows time for the cooperating teacher to serve as a model for the novice student teacher. When the student feels comfortable, he/she may begin to teach, gradually assuming more and more of the cooperating teacher’s schedule as he/she is ready. The goal is for the student teacher to assume responsibility for the full teaching load for a minimum of ten days. Toward the end of the experience the student teacher may begin to gradually withdraw from total teaching responsibilities, spending the remaining time with assisting the cooperating teacher, as well as observing other teachers in the school. The observation in other classrooms helps to develop appreciation for the variety of teaching methods that may be successful.
For graduate students the requirement varies depending on the previous successful public school teaching experience documented. [For 5 week student teaching experience, one or more years of documented successful teaching experience in a public school is required. Appropriate documentation such as an official observation must be signed by an appropriate school administrator and provided to Director of Teacher Education. For 10 week student teaching experience employment through lateral entry, or one to six months of documented successful teaching experience in a public school setting or one full year as a teacher’s assistant is required. Students with no public school experience will complete a 14 week student teaching experience. The length of time required will be determined prior to beginning the experience. Time missed for any reason is to be made up at the end of the scheduled period. A "Request for Modified Student Teaching Requirement" (see button below) must be submitted to the Director of Teacher Education. Documentation such as an official observation, signed by the appropriate school administrator is required.
University Supervisors
Students pursuing birth to kindergarten (B-K), elementary (K-6), middle grades (6-9), and special education licensure will be assigned a University Supervisor from the Professional Education department. Students pursuing secondary (9-12) licensure in English, mathematics, social studies or biology, or K-12 licensure in music, exercise science, or Spanish, will be assigned a University Supervisor from the content area, as well as a University Supervisor from the Professional Education Department. These supervisors, along with the Cooperating Teacher, will collaboratively oversee the student teaching experiences.
Students pursuing birth to kindergarten (B-K), elementary (K-6), middle grades (6-9), and special education licensure will be assigned a University Supervisor from the Professional Education department. Students pursuing secondary (9-12) licensure in English, mathematics, social studies or biology, or K-12 licensure in music, exercise science, or Spanish, will be assigned a University Supervisor from the content area, as well as a University Supervisor from the Professional Education Department. These supervisors, along with the Cooperating Teacher, will collaboratively oversee the student teaching experiences.
