LOURDES UNIVERSITY
Department of Education
FIELD EXPERIENCE HANDBOOK
(Fall 2015 Revised)
1
TABLE OF CONTENTS
Letter from the Dean of Education
3
Department of Education
Mission Statement and Guiding Principles
Guidelines and Expectations for Field/Clinical Experiences
Terms used in the Field/Clinical Handbook
4
5
6-8
Clinical/ Field Policies
Placement
Contractual
Non-fraternization
Resolution of Field Experience Issues
Background Check-Fingerprinting
9
9
9
9-10
10-12
Assessment of Teacher Candidates
Department of Education Performance Outcomes
Ohio Standards for the Teaching Profession
Dispositions
Teacher Performance Assessment (edTPA)
Evaluation during Field Experiences
12
13
13-14
14-15
16
Field Supervision
17
Co-Teaching Model
18
Courses Requiring Field Experience
EDU 100
Foundations of Education
EDU 101
Foundations of Education Bridge Course
19-20
Field Experience I for the Bachelor Degree/Licensure Programs
EDE 250
Early Childhood Methods and Field Experience I
EDM 250
Middle Childhood Methods and Field Experience I
EDA 250
Adolescence & Young Adult General Teaching Methods
and Field Experience I
21-23
Field Experience II for the Bachelor Degree/Licensure Program
EDE 350
Early Childhood Methods and Field Experience II
EDM 351 - 356
Middle Childhood Methods and Field Experience II
EDA 351 - 355
Adolescence & Young Adult Methods and Field Experience II
24-27
Student Teaching
Policies and Procedures Related to Student Teaching
Student Teaching Experience for Bachelor/Licensure Programs
EDE 450 Early Childhood Student Teaching/Clinical Experience
EDM 450 Middle Childhood Student Teaching/Clinical Experience
EDA 450 Adolescence & Young Adult Student Teaching/Clinical Experience
28
29-30
31-33
Link to Forms Used in Field Experiences
33
Candidate Acknowledgement Statement
34
2
Dear Lourdes University Teacher Candidate:
I want to express my excitement for you as you embark on one of the most critical
aspects of your teacher preparation program, your Clinical/Field Experiences. These
experiences will afford you the opportunity to apply what you learn at Lourdes to reallife situations in Pre-K-12 classrooms and/or working with children in your licensure
area. It is also an opportunity to determine whether you have necessary skills and
desire to enter into the teaching profession.
The teacher preparation program at Lourdes has an excellent reputation in the
community, and in these experiences you become an extension of our program and
reputation. We are dedicated to supporting and enriching your learning, fostering in
you a true reverence for the teaching profession, and providing you with engaging
opportunities for service related to your career aspirations.
Sincerely,
Christine M. Knaggs, Ph.D.
Chair, Department of Education
Lourdes University
Commented [KCM1]: I changed the initials to mine, but what
does this mean? Should we just remove it?
CMK/rl
3
LOURDES UNIVERSITY
DEPARTMENT OF EDUCATION
MISSION STATEMENT
The Lourdes University Department of Education facilitates the preparation of teachers, provides
professional development opportunities for educators, and offers educational experiences and
outreach for learners of all ages. We provide holistic learning rooted in Franciscan values. As a result
of our efforts, we foster the development of individuals who make a positive difference in our world.
GUIDING PRINCIPLES
For our teacher candidates, the Lourdes University Department of Education commits to:
 Promoting the Franciscan values of learning, reverence and service.
 Promoting reflective and efficacious practitioners engaged in their own professional development
and personal growth.
 Emphasizing developmentally appropriate teaching practices and learning strategies that
recognize all students as unique gifts from God.
 Valuing and respecting the diversity of individuals to provide inclusive and responsive education.
 Integrating liberal arts education and professional education that include meaningful and
intensive field experiences.
 Promoting the use of a variety of innovative, research-based instructional practices that incorporate
the use of technology to support student learning.
 Promoting effective and professional communication and collaboration with students, families
(parents/guardians), school personnel, and community to support student learning and development.
The Lourdes University Department of Education strives to remain faithful to the spirit of our mission
and guiding principles by fostering a faith-based, caring supportive and professional environment. In
our effort to remain faithful to our mission and guiding principles, we are also committed to the
continuous review, assessment, and revision of our programs and offerings to assure their alignment
with standards, contemporary research, and best practices
4
GUIDELINES AND EXPECTATIONS
FOR CANDIDATES PARTICIPATING IN FIELD/CLINICAL EXPERIENCES
Lourdes University Department of Education (LUDE) Teacher Candidates will:
• Be punctual, faithful in attendance, and prepared for the field experience/assignment.
• Dress professionally and appropriately in clean and pressed clothing. Professional
clothing, appearance, and behavior require that the following be observed:
 no jeans or shorts, except on specially identified school days
 no athletic shoes or shoes with higher than 2” heels
 no tank tops, tight-fitting and revealing clothing, t-shirts or bare midriffs
 no sweat clothes or warm-up suits
 ties recommended for men
 no more than one pair of earrings; earrings are discouraged for men
 no more than a total of 3-4 pieces of jewelry
 no tongue studs or visible tattoos, or other visible body piercings
 clean and well groomed hair with no extremes in style or color
 clean shaven faces or well-groomed facial hair for men
 no gum chewing, smoking in cars, in school building, or on school grounds
 no alcohol on school grounds
 the use of controlled substances at any time provides grounds for dismissal
• Be ethical and professional in their behavior at all times in relationship to:
 students and families
 field site teachers, field site administrator field site staff
 LUDE faculty and administration.
• Adhere to the highest degree of confidentiality in regard to all matters concerning:
 Students and families
 Faculty, administration, and staff of the field site.
• Demonstrate respect reflective to the diversity of:
 Students and families
 Faculty, administration, and staff on the field site.
• Internalize the classroom priority as:
 students
 families
 teacher(s)
 administrator
 teacher candidate.
• Accept in an open and reflective manner, professional feedback from:
 Lourdes University faculty/supervisor
 Cooperating Teachers
 Site Administrators.
• Assume a non-judgmental posture when:
 Reporting Field Experiences
 Analyzing or summarizing Field Experiences
•
Recognize that the faculty and/or administration (LUDE and/or site) have the right and/or
responsibility to refuse and/or terminate a candidate entry/participation in a classroom, as deemed
necessary.
5
TERMS USED IN THE FIELD/CLINICAL EXPERIENCE HANDBOOK
Field/Clinical Experience:
•
Is an experience for a LUDE candidate at an assigned, contracted field site.
•
Is a significant part of each LUDE candidate’s teacher candidate preparation into teaching.
•
Is a part of a carefully planned sequence of directed observation, participation, micro and
full-time teaching.
•
Assists the LUDE in putting theory into practice.
•
Provides “on-the-job” experience under the professional supervision, mentoring, and evaluation
of the Cooperating Teacher and a LUDE Instructor and/or Supervisor.
Field/Clinical Site:
• Is a public, private, or chartered school.
• Meets its respective accrediting/licensing body’s requirements.
• Provides LUDE candidates the opportunity to participate (to varying degrees) in experiences
including, but not limited to: observations, interactions, micro teaching, and (as related to LUDE
program specific course work), and student teaching.
• Provides a setting for LUDE candidates to be able to put theory into practice.
• May receive compensation as outlined in the Ohio Ethics Commission ruling.
Diverse Field/Clinical Site:
• Is a public, private, or chartered school.
• Is a Field Site that gives candidates an opportunity to experience a diversity of learners. A
“diverse” site is a Field Site which evidences at least two of the following:
 A minimum of at least 15% minority as defined by the United States Census Bureau.
 More than two recognizable cultures as defined by the United States Census Bureau.
 Range of socioeconomic levels as represented by federally recognized funding procedures.
 Enrollment, a minimum of at least 15% of children with diagnosed special needs.
*(It is a goal of LUDE to provide placements in Diverse Field Sites when and where they are available.)
Credential File:
• Is an organized file containing:
 Good Moral Character Statement.
 Three (3) letters of reference.
 Medical record (signed-not stamped- by licensed physician).
 Child Care Non-Conviction Statement-EDE only.
 Successful/Valid (within 12 months) BCI/FBI background check.
 Lourdes University Criminal Background Check Authorization Form.
 Photo/video Research Release form.
 Protecting Youth and Those Who Serve Them Certificate (prior to EDE/A/M 250).
The Lourdes University Department of Teacher Candidate (LUDE Candidate):
•
Is a candidate in the Lourdes University Department of Education who has met all requirements
and prerequisites for their assigned Field/Clinical Experiences.
•
Will participate in Field/Clinical Experiences at Field Sites within the guidelines described in this
Field Experience Handbook.
Field/Clinical Site Administrator:
• Is the chief administrative officer (site Principal) of the contracted Diverse Field/Clinical Site.
• Makes recommendations to the Lourdes University Department of Education Field Experience
Coordinator for the placement of Lourdes University Department of Teacher Candidates.
• Provides feedback to the Lourdes University Department of Education regarding its curriculum,
policies and procedure.
Department of Education Field Site Coordinator:
• Is a member of the LUDE.
6
•
Contracts with Field Site Administrator and Cooperating Teachers in order to provide appropriate
placements in which LUDE candidates carry out Field/Clinical assignments.
Cooperating Teacher:
• Is a regularly employed and certified/licensed teacher with full responsibilities for a classroom at a
Field Site.
• Holds valid state certificate/licensure.
• Has a minimum of three years of teaching experience to accept a Student Teacher.
• Has at least one year teaching at the grade level at which she/he will be supervising the LUDE
Candidate if accepting a Student Teacher.
• Is approved by the Site Administrator and LUDE Field Experience Coordinator.
• Documents LUDE Candidate attendance for Field Experience.
• Mentors, supervises, and evaluates the LUDE Candidate in carrying out designated Field
Experiences as outlined in the LUDE Field Experience Handbook
• Is supportive of the LUDE philosophy.
• Receives compensation** from the LUDE, (Compensation is paid only to Cooperating Teachers
who provide direct supervision and/or evaluation of LUDE candidates. Cooperating Teachers who
receive LUDE candidates into their classroom for only observations are not compensated for that
role.) **Public school/Charter and/or Community school cooperating teachers’ compensation is
sent directly to the school district in which the cooperating teacher is employed per the 2011 Ohio
Ethics decision.
Master Teacher
 A highly qualified teacher that is hired by LUDE to teach content specific pedagogy in Methods
courses.
The Lourdes University Department of Education Supervisor:
• Is a faculty member from the LUDE.
• Mentors, observes, and evaluates the LUDE candidate at the Field Site during the designated
Field Experience.
• Meets with the Cooperating Teacher on an agreed upon schedule and as-needed.
• Meet with LUDE candidate on an agreed upon schedule and on an as-needed basis.
Ohio Ethics Commission Ruling
• Effective fall 2011
• Advisory opinion no. 2011-05m -compensation for teachers serving as student teacher mentors
• The supplemental compensation law, found in Division (A)(1) of Section 2921.43 of the Ohio
Revised Code, prohibits a teacher or other employee of a school district from accepting
compensation from a public or private college or university to: (a) serve as a classroom mentor for
a student teacher; (b) host a college or university student doing required field experience; or (c)
administer the district’s student teacher program.
***Based on this ruling, LUDE can no longer compensate cooperating teachers in Public and Charter/ Community
Schools, directly. Instead the stipend will be sent to the school district with the amount, name and the role in
which the cooperating teacher participated.
Observation
• Is time spent in a Field Site/Diverse Field Site classroom.
• Does not involve interactions or instructional planning implementation.
Interaction:
• Is time spent with students outside of designated teaching/instructional time.
• May be lessons that are planned and implemented by the Cooperating Teacher, but in which the
LUDE candidate is involved in a supporting role to varying degrees at the suggestion of the
Cooperating Teacher.
• Provides the LUDE candidate with opportunities to be introduced to teaching skills as modeled by
the Cooperating Teacher through actual participation in the classroom.
7
Instructional Plan:
• Is a micro teaching experience planned by the LUDE candidate or co-planned by the LUDE
candidate and cooperating teacher.
• Enables the LUDE candidate to put theory into practice by planning, implementing, and
reflecting on a micro teaching experience.
DAP
• Developmentally Appropriate Practice.
• Helps to identify classrooms which support the LUDE philosophy.
Reflective Practitioner
• Lourdes teacher candidates are asked to be reflective practitioners; candidates demonstrate the
ability to reflect on their teaching to determine what works best for the students. This is the basis of
continuous learning as a practitioner. Candidates will have many opportunities for reflection.
Co- Teaching Model
• Two teachers (a cooperating teacher and a teacher candidate) working together in a classroom
with groups of students; sharing the planning, organization, delivery and assessment of
instruction, as well as the physical space.
• The cooperating teacher and teacher candidate collaboratively plan and deliver instruction from
the very beginning of the experience resulting in the teacher candidate being seen by students as
a “real teacher”.
• Cooperating teachers make their instructional decisions more explicit in order to make the invisible
workings of the classroom visible to the teacher candidate.
• As the experience continues, the pair seamlessly alternate between assisting and/or leading the
planning, teaching, and evaluation. As this occurs, the classroom teacher partners with the
teacher candidate rather than “giving up” the responsibility (a reality of traditional student teaching
that makes some classroom teachers hesitate to take on a teacher candidate).
• As the term progresses, the teacher candidate assumes more responsibility and is still given time
to be “fully in charge” of the classroom, including directing the cooperating teacher in how they will
assist in the delivery of portions of the lessons.
edTPA (Teacher Performance Assessment)
• In this assessment, candidates will describe, analyze, and evaluate the teaching of a 3-5 lessons
of instruction that will be referred to as a “learning segment”. The assessment is built around the
proposition that successful teaching is based on knowledge of subject matter and subject-specific
pedagogy, developing knowledge of one’s students, reflecting and acting on evidence of the
effects of instruction on student learning, and considering research/theory about how students
learn.
• Candidates will complete three tasks for the edTPA assessment during student teaching:
♦ 1. Planning, Instruction and Assessment
♦ 2. Instructing and Engaging Students in Learning (Video required)
♦ 3. Assessing and Analyzing Student Learning (Video/audio may be required)
•
The edTPA assessment is clearly focused on student learning. To complete the assessment,
candidates will describe their plans and what they actually did to achieve student learning (the
“what”), provide a rationale for the plans and an analysis of the effects of their teaching on
students’ learning (the “so what”), and analyze and reflect on the resulting student learning to plan
next steps in instruction or improvements in their teaching practice (the “now what”).
8
CLINICAL/FIELD POLICIES
PLACEMENT POLICY
All placements are made by the Coordinator of Field Experiences. A teacher candidate may NOT make any
prior contact with schools concerning his/her placement. The Lourdes University Department of Education
(LUDE) reserves the right to place its candidates in Field Site experiences as it deems appropriate, necessary,
and available. Placements are made to involve Teacher Candidates in settings that provide them involvement
with a diversity of learners and strong settings in which to prepare for the field of teaching.
To fulfill the above criteria, Lourdes University candidates may be placed in sites which may necessitate that
they drive up to 50 miles from their homes and/or Lourdes University.
CONTRACTUAL POLICY
Lourdes University Department of Education contracts with non-public and public sites and their respective
cooperating teachers to provide settings and mentorship for its teacher candidates. The search for sites and
teachers is an ongoing process that includes contacts, visits and ongoing communication between LUDE and
personnel at the sites.
An important component of the aforementioned search process is to identify placements that support the
LUDE philosophy and goals. This contractual process will not be detailed in this handbook due to its
complexity and considerable additional paperwork, but will be provided to site administrators and cooperating
teachers.
NON- FRATERNIZATION POLICY
As a matter of professional ethics, the Lourdes University Department of Education discourages (during their
teacher candidate training/preparation) its candidates from socializing with school personnel outside of
organized school related social events.
The Lourdes University Department of Education requests that school personnel maintain only professional
contact with the Lourdes University Teacher Candidate and limit social contact to organized school related
social events.
If a LUDE student is approached to socialize with school personnel socially, he/she should contact the
Coordinator of Field Experiences immediately.
RESOLUTION OF FIELD EXPERIENCE PROBLEM
1. Any person involved in a Lourdes University field experience (teacher candidate, cooperating teacher,
university field supervisor) may call for resolution of a field experience problem. The process can be set in
motion by contacting the Coordinator of Field Experiences1 in the Department of Education at Lourdes
University by presenting the perceived problem in written form.
2. The Coordinator of Field Experiences will initiate an immediate review of the problem by contacting the
principal of the school and advising him/her of the problem2 and the impending review procedure.
3. The preliminary review procedure will require the Coordinator of Field Experiences to meet with all parties3
in an effort to resolve the problem. If the problem is not resolved through this procedure, a formal review will
be undertaken.
a. The formal review will include all persons involved in the problem and selected faculty members of
the Lourdes University Department of Education. The participants will convene at the call of the Chair
9
of the Department of Education4.
b. The written decision about the problem will be forwarded to all participants5 of the review process;
c. Any teacher candidate who wishes to appeal a decision may submit a written appeal to the Chair of
Lourdes University Department of Education. The appeal will be reviewed6 by the candidate’s field
supervisor, his/her academic advisor, and the Chair of the Department of Education.
d. Any decision resulting from the formal review will be binding on all participating parties.
4. After studying the problem, the following actions may be recommended7:
a. The teacher candidate may return to the school site to resume the experience, but be closely
observed, to assure that progress is being made to correct the problem; or
b. The teacher candidate may be reassigned to another site; or
c. The teacher candidate may be requested to complete remedial work prior to another student
teaching experience; or
d. The teacher candidate may conduct remedial work simultaneously with the student teaching
experience; or
e. The teacher candidate may have a temporary diminished work assignment in student teaching; or
the teacher candidate may be dismissed from student teaching until evidence is presented to the
Coordinator of Field Experiences or Chair of the Lourdes University Department of Education that the
problem is resolved and a return to student teaching is warranted.
f. On an individual basis, any combination of above solutions may be prescribed or other actions may
be considered.
g. If the problem is unresolved and the student teaching assigned end date arrives, the teacher
candidate will receive an “I” (Incomplete grade) indicating that this phase of the student teaching field
experience must be completed.
5. In the event that the performance of the teacher candidate is a serious problem, then he or she may be
asked to leave the school site until the review process can be set in place8. At no time will a reassignment of
the teacher candidate be made based on the decision of one person.
6. The review plan and any decision must be signed by the teacher candidate, Chair of the Department and
the Coordinator of Field Experiences9. By signing the plan the teacher candidate acknowledges that he/she
understands the decision. Adopted 2005
BACKGROUND CHECK – FINGERPRINTING
Ohio requires criminal records checks for all applicants seeking employment with schools. This law has also been
interpreted as applying to all pre-service college and university teacher candidates who are assigned to a field site.
Background checks are therefore required for candidates in Lourdes University’s Department of Education degree
and licensure programs.
Effective November 14, 2007, to comply with House Bill 190, the Ohio Department of Education (ODE) requires
applicants for any license or permit that it issues to complete both an Ohio criminal background check and an FBI
criminal background check, conducted by the Bureau of Criminal Identification and Investigation (BCII).
Both background checks (BCI and FBI) must be completed through WebCheck, which allows for the fingerprints to
be sent immediately to BCII. This provides for a quicker process for reading the prints and having the results
reported to ODE.
To initiate the criminal background check, Lourdes University candidates must first complete and sign the Criminal
Background Check Authorization and Release Form. This form remains in the confidential candidate credential file.
A candidate’s failure to consent to the criminal background check and complete the required forms will render the
candidate unable to participate in any of the required field experiences. Once the Criminal Background Check
10
Authorization and Release Form is signed and submitted to the Lourdes University Department of Education then
the candidate can proceed with fingerprinting.
11
WebCheck (fingerprinting) is offered locally at the following locations:
Catholic Diocese of Toledo
Catholic Schools Office - EDU Students only
Catholic Center
1933 Spielbusch Ave.
Toledo, OH 43604
(419) 244-6711
8:30-4:00 Monday, Wednesday, Friday
No appointment necessary
$25 for either or $50 for both BCI/FBI
Cash or check only
Sylvania Deputy Registrar License Bureau
4900 North McCord Road
Sylvania OH 43560 (419) 885-0201
8:00-6:30 Monday 8:00-5:00 T-W-TH-F 8:00-12:00 Saturday
BCI - $32, FBI - $34, Both - $61, ADA Accessible
Reliable Drug & Alcohol Testing (Pre-Check Co.)
6444 Monroe St., Suite 4
Sylvania OH 43560 (419) 517-1027
Mon - Fri 9am - 5pm Evening & Weekends By Appointment
ADA Accessible
Tiffin University Education candidates may utilize the WebCheck fingerprinting services listed above or
locally at:
North Central Ohio Educational Service Center
928 West Market Street, Suite A
Tiffin, Ohio 44883
Phone: (419) 447-2927
Fax: (419) 447-2825
Candidates should verify with whatever agency they use for the background checks if they have both the
Ohio and National WebCheck machines for conducting both FBI and BCI background checks.
Samples of the Background Check via Electronic Fingerprinting Form, which candidates will complete at the
WebCheck locations, are available in the Education office. It is critical that Lourdes University be listed as
the location to send the background check report.
When a candidate is completing the Request for Background Check via Electronic Fingerprinting Form for
the purpose of completing field work during EDE/M/A 250 and/or EDE/M/A 350-356 or for service learning,
they are to list LOURDES UNIVERSITY EDUCATION STUDENT VOLUNTEER as the Reason for the
Background Check. The results should be sent to: Dawn Milner, Lourdes University Department of
Education, 6832 Convent Blvd., Sylvania, OH 43560.
When a candidate is completing the Request for Background Check via Electronic Fingerprinting Form for
EDE/M/A 450 (Student Teaching) and/or their Application for Teacher Licensure, they must list the Reason
for the Background Check as, TEACHER LICENSURE. The results should be sent to: Jackie Koch,
Lourdes University Department of Education, 6832 Convent Blvd., Sylvania, OH 43560. **In addition,
candidates must circle DEPARTMENT OF EDUCATION as the location for a Direct Copy to be sent.
Candidates are responsible for the cost of the criminal background check and the cost of obtaining additional
information to verify or clarify potentially disqualifying or questionable results. Candidates also need to be
aware that it may take a minimum of 30 days to process the results of the background check. It is the
candidate’s responsibility to initiate the background check and allow sufficient processing time in
advance of the beginning of field experiences. Field placement will be denied if a valid background
check is not on file with the Lourdes University Department of Education prior to beginning any field
work.
12
Commented [KCM2]: Change
The Lourdes University Department of Education reserves the right to deny any candidate admission to the
degree and/or teacher licensure programs based on the results of the following:
• Criminal background check
• Review of police reports (past year)
• References
• Investigation of previous employers
If the results of the criminal background check show any potentially disqualifying or questionable information,
Lourdes University, may require the candidate to obtain and provide additional information to verify or clarify
the background check’s results. The failure to provide additional information as requested will render the
candidate unable to participate in the programs.
If the criminal background check results are not approved as satisfactory by the Education Department, the
candidate will be denied admission and/or be dismissed from the Department of Education degree and
licensure programs. In such cases, the candidate is not entitled to any tuition refund. Lourdes University is
not liable for any damages arising out of or related to the results of the criminal background check, the
candidate’s non-approval for participation in field experiences, or the candidate’s dismissal from the
programs.
Candidates who are denied admission or dismissed from the Department of Education degree and/or
licensure programs under this policy may appeal the LUDE decision under the following conditions:
• Candidate has five (5) days to make a written appeal to the Chair of the Department of Education to
petition a review of the investigation outcomes.
• The Chair of the Department of Education must convene a Department of Education Faculty Review
Board within ten (10) days of receiving the written appeal.
• The Department of Education Faculty Review Board must rule within ten (10) days of convening and
send written notification of its decision to the candidate within ten (10) days of its ruling.
The results of the background check, once received by Lourdes University Department of Education, are
filed in the confidential candidate credential file. Lourdes University may disclose background report
information as needed or as required by law. Candidates will NOT be given copies of their Background
Check Reports by the Lourdes University Department of Education without the candidate signing the FBI
Dissemination Log in the Education Office.
Candidates must report within 10 business days any criminal conviction (excluding minor traffic violations)
that occurs after submitting the information for the background check. Failure to report the required
information to the Chair of the Department of Education may constitute grounds for immediate dismissal
from the programs.
ASSESSMENT OF TEACHER CANDIDATES
LUDE Teacher Candidate Performance Outcomes
(Revised June 2012)
1. The teacher candidate will model the Franciscan values of reverence, service, and learning.
2. The teacher candidate will demonstrate an understanding of subject content, developmentally appropriate
teaching practices, student learning and development, assessment, and respect for diversity.
3. The teacher candidate will plan developmentally appropriate and inclusive lessons that articulate clear
learning goals, connect prior and future learning, and include appropriate assessment strategies that advance
the learning of each individual student.
4. The teacher candidate will use a variety of instructional strategies, which may incorporate the appropriate
use of technology, to make content comprehensible; to promote high order thinking; and use varied
assessments to inform instruction, evaluate and ensure student learning.
13
5. The teacher candidate will create a positive and safe learning environment, incorporating consistent and
appropriate standards for behavior, which respects and celebrates the diversity of all students.
6. The teacher candidate will use a variety of communication methods and collaborate with students, families
(parents/guardians), school personnel, and community to support student learning and development.
7. The teacher candidate will engage in reflective practice to improve teaching performance and assume
responsibility for professional growth, performance, and involvement as an individual and as a member of a
learning community.
Ohio Standards for the Teaching Profession
*Aligned with LUDE Teacher Candidate Performance Outcomes
Standard # 1: Students (1, 2)
Teachers understand student learning and development, and respect the diversity of the students they teach.
Standard # 2: Content (2)
Teachers know and understand the content area for which they have instructional responsibility.
Standard # 3: Assessment (2, 3, 4)
Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Standard # 4: Instruction (3, 4)
Teachers plan and deliver effective instruction that advances the learning of each individual student.
Standard # 5: Learning Environment (5)
Teachers create learning environments that promote high levels of learning and achievement for all students.
Standard # 6: Collaboration and Communication (6)
Teachers collaborate and communicate with students, parents, other educators, administrators, and the
community to support student learning.
Standard # 7: Professional Responsibility and Growth (7)
Teachers assume responsibility for professional growth, performance, and involvement as an individual and as
a member of a learning community.
LUDE PROFESSIONAL DISPOSITIONS
Dispositions encompass the values, commitments, and ethics that influence behavior toward students, families,
colleagues, communities and one’s own professional growth. Our Franciscan values of learning, reverence and
service serve as the foundation for the development of caring, competent and professional teachers. Each value is
supported by standards and specific behavioral indicators. These dispositions are assessed at multiple times
throughout a candidates’ educational program.
Disposition 1: Learning
1: The teacher candidate commits to understanding and using a variety of appropriate instructional and assessment practices that
challenge all students to learn.
•
Applies content to real-world situations and experiences
•
Utilizes hands-on, real-life models and examples to make content meaningful and relevant
•
Enriches classroom environment with content related resources (i.e. books, peripherals, hands-on materials, etc…)
•
Uses best practice, research based pedagogy, to engage learners
•
Plans lessons which accommodate all learners (learning styles and multiple intelligences)
•
Utilizes authentic assessment providing various forms of assessment to meet the needs of all learners
•
Supports students as they participate as 21st Century learners (problem solving, critical thinking, collaboration, communication,
creativity, innovation)
•
Believes that planning and instruction are open to adjustment and flexibility based on learner needs
2: The teacher candidate values and embraces learning as a lifelong process.
•
Motivates students by showing a passion and excitement for content
•
Models lifelong learning by seeking opportunities to draw upon current education policy and research
14
•
Takes responsibility for student learning
3: The teacher candidate believes that learning takes place within an inclusive environment, which is non-threatening, engaging, and
interactive and assumes responsibility for establishing such a positive learning environment.
•
Creates a learning environment that is physically and emotionally safe; free of threat, engaging, interactive, supportive, and
positive
•
Values the role of the learner and recognizes importance of peer relationships in establishing a climate of learning
•
Treats all students fairly by being respectful, supportive, and caring
•
Listens thoughtfully and responsively
4: The teacher candidate values reflective and ethical practices and a commitment to continued professional growth and development.
•
Engages in continuous, purposeful professional development opportunities
•
Engages in reflective practice by taking constructive criticism in order to improve instruction
•
Understands and upholds professional, ethical, legal codes of professional conduct
•
Acts as an agent of change seeking to positively impact all aspects of education
Disposition 2: Reverence
1: The teacher candidate treats students, co-operating teachers, administration and others with respect, justice and dignity.
•
Demonstrates active listening and shows patience in interactions with others
2: The teacher candidate values the importance of constructive relationships with the students, families (parents/guardians), school
personnel, and community.
•
Maintains positive, professional relationships with families/school community through communication and participation
•
Makes all learners feel valued and helps them to learn to value each other
3: The teacher candidate values and respects the uniqueness and diversity of all individuals.
•
Demonstrates respect, caring, and unconditional acceptance in all interactions with students, colleagues, and the school
community
•
Values diverse languages and cultures and seeks to integrate them into teaching to engage students
4: The teacher candidate believes all students can learn at different rates and in different ways.
•
Promotes fairness
•
Assists struggling learners and/or those students having difficulty being accepted by others
•
Believes that all learners can achieve at high levels and persists in helping each reach their fullest potential
5: The teacher candidate shows reverence for self and others through professional appearance, speech and actions.
•
Uses effective time-management to stay on top of workload/planning/grading
•
Remains professional in dress and appearance
•
Fosters respectful communication among all members of the learning community
Disposition 3: Service
1: The teacher candidate values a passionate commitment to the teaching profession and to advocacy for all students.
•
Be an advocate on behalf of a student or group of students
•
Actively supports school related activities
•
Encourage students to do their personal best and help them to discover their own talents
•
Shares responsibility for shaping and supporting the mission of their school
•
Collaborates with colleagues, parents, and the community to promote a positive environment for learning
2: The teacher candidate values the importance of modeling and teaching service to others.
•
Create opportunities for service learning
3: The teacher candidate renders service, when needed, with professionalism and sensitivity.
•
Share your professionalism with others, i.e. your effective practices
•
Model compassion in dealing with situations with students and colleagues
•
Acts as an agent of change seeking to positively impact all aspects of education
•
Reaches out for community resources to meet the needs of particular students
TEACHER PERFORMANCE ASSESSMENT (edTPA)
The edTPA is completed by candidates during the field component of EDE 350, EDM 351-356, EDA 3515 in a modified format and in full format during student teaching (EDE, EDM, EDA 450).
•
In this assessment, teacher candidates describe, analyze, and evaluate the teaching of a 3-5 lesson
unit of instruction that will be referred to as a “learning segment”. This assessment is built around the
proposition that successful teaching is based on knowledge of subject matter and subject-specific
15
•
•
•
pedagogy, developing knowledge of one’s students, reflecting and acting on evidence of the effects of
instruction on student learning, and considering research/theory about how students learn.
Candidates will submit artifacts, including lesson plans, copies of instructional and assessment
materials, one or two video clips of your teaching, and student work samples; they will respond to
questions that prompt you to provide evidence of what you know and understand about their teaching
practice.
The assessment evidence will be judged on five dimensions of teaching: planning, instruction,
assessment, reflection, and academic language by trained scorers.
The three tasks within the Teacher Performance Assessment and the general overview of each tasks’
requirements are included in the chart below.
Task 1. Planning for Instruction & Assessment
Provide relevant information about your instructional context by completing the Context for Learning form.
Select a learning segment of 3-5 lessons.
Determine what content and related academic language you will emphasize.
Consider your students’ strengths and needs to create an instruction and assessment plan for the learning
segment, and write lesson plans.
Respond to commentary prompts to describe your students and teaching context, and explain your thinking in
developing the plans and how they reflect what you know about your students as well as research/theory.
As you are teaching, complete daily reflections by answering the prompts.
Task 2. Instructing & Engaging Students in Learning
Identify lessons where you are engaging your students in using relevant skills and strategies to comprehend
and/or compose text. Select at least one lesson for filming.
Collect permission forms from parents and prepare for filming.
Video the lesson.
Review the video to identify one or two video clips that meet requirements. The total running time should not
exceed 15 minutes.
Respond to commentary prompts to analyze your teaching and your students’ learning in the video clip(s).
Task 3. Assessing Student Learning
Analyze student performance across the class from one assessment completed during the learning segment.
Identify three student work samples that illustrate class trends in student understanding.
Select two focus students from the class whose learning you will analyze in more depth, and for whom you will
document feedback on their work.
Respond to commentary prompts to analyze the extent to which the whole class met the standards/objectives,
analyze the individual learning of two focus students and describe your feedback to them, and identify next steps
in instruction based on your analysis.
Provide additional artifacts (video/audio recordings) as requested.
**When edTPA™ is operational in Fall 2013, an assessment fee will be set with input from Stanford and charged to
candidates. The assessment fee is estimated to be about $300 and is consistent with fees for other performancebased assessments of teaching. The assessment fee supports the costs associated with the activities required to
develop, launch, maintain, and manage the assessment and program. These activities include:
•
Development and refinement of the assessment, including subject-specific handbook development, subjectspecific training materials (including a collection of anchor/benchmark samples)
•
Development and maintenance of the technology and infrastructure necessary to support delivery of the
assessment and related services, such as the web-based candidate registration system; the web-based portfolio
management system which can be used by candidates to assemble artifacts specified by the edTPA handbook,
request feedback from their faculty/supervisor, and submit final edTPA responses for official edTPA scoring; and
web-based score reporting.
•
Recruitment, training, and certification of all scorers, management and quality control of scoring, scoring for all
edTPA portfolios submitted by candidates, and payment to scorers.
•
Generation of all official score reports to candidates and institutions (i.e., standards boards, state agencies,
institutions of higher education [IHEs], including alternative preparation pathways).
•
Ongoing program communications and service to candidates, institutions of higher education, and state agencies,
including delivery of web-based training materials and other resources; generation and distribution of program
16
•
•
•
•
policies, milestones, and other updates; dedicated phone and email support to candidates and faculty; and
technical support.
Ongoing implementation support materials for candidates and campuses to support educative use of the
assessment.
Interface with data management and electronic platform providers so that candidates can develop and submit
their edTPA materials via the platform in use at their campus (not available for all platforms)
Field testing implementation and support.
Assessment validation support.
Commented [KCM3]: Put this on a separate page to clean up
formatting?
FIELD EXPERIENCE EVALUATION (SUMMATIVE)
Field
Course
Evaluation Instrument/Rubric Score
Responsible for Completion
EDU 100
Field Experience Assessment Form
Cooperating Teachers at (2)
observation sites
EDE/A/M
250
Final Teacher Candidate Evaluation Form
Cooperating Teacher at field site
Final Teacher Candidate Evaluation Form
Proficient
Performance/work is good, effective, proficient and
2
shows evidence of above average competency for
this level of experience.
EDA 351354/EDM/E
DE 350
1
0
Developing
Performance/work is satisfactory, acceptable and
shows evidence of average competency for this
level of experience.
Cooperating Teacher (s) at field site
& University Supervisor
Below expectations
Performance/work is marginal, needs
improvement, requires much direction and
assistance and shows less than average
competency for this level of experience.
Improvement is clearly needed
Midterm & Final Teacher Candidate Evaluation Forms
Above expectations
Performance/work is good, effective, proficient and
4
shows evidence of above average competency for
this level of experience.
EDA/EDM/E
DE 450
3
2
Meets expectations
Performance/work is satisfactory, acceptable and
shows evidence of average competency for this
level of experience.
Cooperating Teacher (s) at field site
& University Supervisor (s)
Below expectations
Performance/work is marginal, needs
improvement, requires much direction and
assistance and shows less than average
competency for this level of experience.
Improvement is clearly needed.
17
1
Unacceptable
Performance/work is unacceptable and shows
minimal evidence of competency at this level of
experience
** Each Field course grade is based on a combination of the following:
• Attendance (In field placement, at seminars, and in class)
• Field Evaluations from Cooperating Teachers/Supervisors
• Assignments as outlined in Syllabi
FIELD EXPERIENCE SUPERVISION
LUDE prides itself on providing high quality supervision of its clinical/field candidates. Ongoing and immediate
communication between the university supervisors, cooperating teachers, and candidates is critical to a successful
field experience. The chart below defines the level of supervision for each field experience as well as the protocol for
the visits to school sites.
EDA/E/M 250- Methods I-all formative (6 days or 30 hours)
Supervisor visits at least one time- purpose is to give formative feedback to candidates and to discuss candidate
dispositions with the cooperating teacher, as well as to build relationships with school personnel- If purpose of visit is
to see candidate teach, then supervisor should complete the Formative Feedback Log with candidate.
EDA 350-5/EDE/EDM 351 – 356 Methods II -formative (1or more) and summative (1) (5 weeks or 150 hours)
Visit 1- purpose is to check in with cooperating teacher and candidate and to observe candidate teaching- focus on
planning Use Formative Feedback Log.
Visit 2- purpose is to complete a summative evaluation of candidate and to post conference with candidate and
cooperating teacher- focus on completion of modified TPA Use Summative Evaluation Form.
*Focus of one lesson observed will be on use of technology which will be assessed by cooperating teacher or
supervisor using the technology rubric.
EDA/EDE/EDM 450- Student Teaching- formative (3) and summative (2) (15 weeks/ 75 days)
Visit 1- Formative- Complete collaborative feedback log- Focus on Task 1- planning for instruction and assessment
and using contextual information to plan (Determine content focus of Learning Segment (3-5 lessons) for Teacher
Performance Assessment (TPA) Formative Feedback Log.
Visit 2- Formative- Complete collaborative feedback log- Focus on Task 2- instructing and engaging learners.
Formative Feedback Log.
Visit 3-Summative (Midterm)-Entered into LiveText- Also completed by Cooperating Teacher and Candidate- Use
Summative Midterm Evaluation Form.
Visit 4- Formative- Complete collaborative feedback log- Focus on Task 3- Assessment Use Formative Feedback
Log.
Visit 5- Summative- (Final)- Entered into LiveText- purpose is to draw conclusions on candidates progress and
readiness for licensure- Focus on completion of TPA and reflection of the experience- Includes time for final postobservation conference with candidate and cooperating teacher all present. Use Summative Evaluation Form.
*Focus of one lesson observed will be on use of technology.
** Supervisor may videotape observations.
*** Supervisor will make attempts to meet principals and office staffs in all buildings.
•
•
All mandatory visits are scheduled. Any additional visits, scheduling is optional.
All visits include the following structure:
18
o
o
o
o
10-20 minutes Pre-observation conference with candidate- focusing on what lesson is going to be
taught- what contextual information went into planning the lesson and what area the candidate wants
feedback on- candidate should produce a lesson plan
30-90 minutes Observation- utilize forms based on formative or summative assessment- focusing on
instructional strategies utilized as well as classroom management and content knowledge- possible
videotaping
10-20 minutes Post-observation conference with candidate- debrief on your observations with
candidate- ask candidate what they would do differently if they were to teach the lesson againComplete and sign all observation forms-giving candidate copies
5-10 minutes Check-in with Cooperating Teacher (privately) - this can happen at the beginning or
end of the visit.
**See Policy on Student Teaching remotely for supervision procedures and technology needs for candidates
student teaching more than (50) miles from Lourdes University/Tiffin University.
CO-TEACHING MODEL
The LUDE has adopted a co-teaching model of working with our teacher candidates. In this model, the cooperating
teacher never “gives up” the classroom or becomes unengaged. In contrast, research shows that the cooperating
teacher serves the teacher candidate and their own students better if lessons are co-planned and co-taught utilizing a
variety of co-teaching strategies to reduce the student to teacher ratio in the classroom. The chart below gives a brief
introduction into the difference between a co-teaching model and the traditional model. Further training in the coteaching model is available for cooperating teachers prior to accepting a student teacher.
Co-Teaching with the Pre-service Teacher Candidate
Co-Teaching
Traditional Student Teaching
• Two teachers (a cooperating teacher and a teacher candidate)
• Teacher candidates typically observe (often
working together in a classroom with groups of students; sharing
from a stationary position) for a period of time,
the planning, organization, delivery and assessment of instruction,
eventually taking over a variety of tasks or
as well as the physical space.
portions of lessons.
• The cooperating teacher and teacher candidate collaboratively plan • They frequently create lessons in isolation
and deliver instruction from the very beginning of the experience
and are expected to present them for feedback
resulting in the teacher candidate being seen by students as a “real
from the cooperating teacher before the lesson
teacher”.
is taught.
• Cooperating teachers are taught to make
• At some point the cooperating teacher exits,
their instructional decisions more explicit in order to make the
leaving the teacher candidate fully in charge.
invisible workings of the classroom visible to the teacher candidate.
• As the experience continues, the pair seamlessly alternate between
All information provided by, Nancy Bacharach, Ph. D., St.
assisting and/or leading the planning, teaching, and evaluation. As
Cloud State University, Utilizing Co-Teaching during the
this occurs, the classroom teacher partners with the teacher
Student Teaching Experience, 2007.
candidate rather than “giving up” the responsibility (a reality of
traditional student teaching that makes some classroom teachers
hesitate to take on a teacher candidate).
• As the term progresses, the teacher candidate assumes more
responsibility and is still given time to be “fully in charge” of the
classroom, including directing the cooperating teacher in how they
will assist in the delivery of portions of the lessons.
According to teacher candidate survey results, teacher candidates indicate that participation in co-teaching led to:
• Improved classroom management skills (93.5%)
• Increased collaboration skills (92.5%)
• More time involved in instruction (90.8%)
• More exposure to experienced teachers (90.5%)
• A deeper understanding of the curriculum resulting from co-planning (89.1%)
• Added opportunities to ask questions and reflect (88.6%)
• Increased confidence through co-planning (88.6%)
19
Cooperating teachers also benefit from co-teaching with teacher candidates. Specifically, cooperating teachers
indicated in their end of experience survey, that participation in co-teaching led to:
• More help for students with high needs (93.5%)
• Better relationship with their teacher candidate (91.0%)
• Professional growth through co-planning (89.2%)
• Enhanced energy for teaching (87.8%)
• Being able to host a candidate without giving up their classroom (87.1%)
Students were also asked to identify the benefits of co-teaching. The findings indicate that secondary students
perceive the following benefits to co-taught instruction:
• More help when you have a question (79.1%)
• Experiencing different styles of teaching (66.6%)
• Receiving more individual attention (65.7%)
• Getting two perspectives (62.9)
• Teachers building off each other (58.3%)
• More creative lessons (51.3%)
• Assignments graded and returned faster (51.1%)
COURSES REQUIRING FIELD EXPERIENCES
EDU 100
FOUNDATIONS OF EDUCATION (3)
Course Description:
Provides a historical, philosophical, legal, and social overview of education. Students will examine how
schools are organized, administered and financed. In addition, students will explore the skills and
competencies (Teacher Performance Standards) necessary to be an effective teacher. Students are required
to participate in field experiences in two of the following educational settings: Early Childhood (grades PK-3),
Middle Childhood (grades 4-9), or Adolescent to Young Adult (grades 7-12). Such experience will assist
students in determining if teaching is a career for them and will also help students decide which major
(program) they will pursue.
EDU 101
FOUNDATIONS OF EDUCATION BRIDGE COURSE (1)
Course Description:
This one semester hour course is intended for students transferring in EDU 100 from other colleges &
universities. EDU 101 provides students with an understanding of the requirements and expectations of the
Lourdes University Department of Education. This course will focus specifically on the program requirements
such as, but not limited to, the assessment gates and teacher development portfolio. Students will be required
to participate in a two day field experience if they have not had a field experience as part of their EDU 100
transfer course.
20
LUDE CANDIDATES ARE TO PARTICIPATE ONLY AS SPECIFIED.
LUDE CANDIDATES ARE NOT TO BE LEFT ALONE WITH STUDENTS IN THE CLASSROOM.
LUDE CANDIDATES ARE NOT TO ASSUME THE ROLE OF SUBSTITUTE TEACHERS IN ANY
CLASSROOMS AT THEIR ASSIGNED SITES DURING THEIR FIELD/CLINICAL EXPERIENCES
/ASSIGNMENTS.
21
EDU 100
SPECIFIC ROLES AND RESPONSIBILITIES FOR FIELD EXPERIENCE
CANDIDATE
CO-OP TEACHER
DEPARTMENT
♦
Internalize university classroom
information as foundational for Field
Experiences.
♦
Become familiar with guidelines and
format of Field Assignment.
♦
♦
♦
♦
Schedule with Cooperating Teacher in
a professional manner and at the
convenience of the Cooperating
Teacher.
Check in with the site office each time
a site is visited. Arrive 5-10 minutes
BEFORE the scheduled visit
Exhibit professional and ethical
behavior as specified in the university
classroom, by the Field Experience
guidelines, and by site regulations and
expectations.
Observe, participate in the classroom
activities, and interview in a field
experience with a Cooperating
Teacher for one full day per university
classroom guidelines and expectations
on two licensing levels.
♦
Keep an accurate log of all field hours.
♦
Review Field Assignment materials on
an ongoing basis to insure that Field
Assignment requirements are being
met.
♦
Complete all assignments related to
the Field Experience
♦
Remind the Cooperating Teacher to
submit the Field Experience
Assessment Form with a signature to
LUDE.
♦
Complete a reflective assignment
regarding the knowledge and
experience gained from this course
and its related Field Experience.
•
Communicate with the LUDE for
placement of LUDE candidate and
scheduling of the LUDE Field Experience
assignment.
•
Review LUDE Field Experience
materials.
•
Share with the LUDE and the LUDE
candidate the classroom expectations.
•
•
•
•
•
Communicate with appropriate Site
Administrator, Cooperating Teacher for
LUDE candidate Field Experience.
•
Reinforce professional skills and
Professional Ethics for LUDE candidate.
•
Prepare LUDE candidate for Field
Experience through university classroom
and/or seminar experience.
Model appropriate teaching techniques.
•
Participate in a “shadowing” experience
with a LUDE candidate for one day and
be available to be interviewed by LUDE
candidate.
Provide Field Site Administrator and
Cooperating Teacher with necessary
information relevant to Field Experience
expectations.
•
Provide LUDE candidate with necessary
forms and instructions relevant to Field
Experiences and expectations.
•
Evaluate all Field Experience assignments
•
Maintain ongoing communication with Field
Site Administrator and/or Cooperating
Teacher when applicable.
Complete Field Experience Assessment
Form verifying attendance for LUDE
candidate and commenting on
professional dispositions and return the
form to LUDE in order for candidate to
receive credit for his/her field experience.
Maintain ongoing communication with
LUDE Field Experience Coordinator
when applicable.
22
FIELD EXPERIENCE I
(Bachelor Degree and Licensure)
EDE 250 EARLY CHILDHOOD METHODS AND FIELD EXPERIENCE I (3)
Course Description:
Provides students with opportunities to learn and practice the skills and competencies of effective teaching at
the early childhood level. This course will examine various instructional methods used to teach young children
in all content areas and will provide students with field experience in an early childhood setting. This course
requires 10 hours of preapproved service learning to be completed within the field experience site.
Prerequisite: EDE 235.
EDM 250 MIDDLE CHILDHOOD METHODS AND FIELD EXPERIENCES I (3)
Course Description:
Provides students with opportunities to learn and practice the skills and competencies of effective teaching at
the middle childhood level. This course will examine various instructional methods used to teach young
adolescents in all four curriculum content areas and reading. The course includes a field experience in a
middle childhood setting. This course requires 10 hours of preapproved service learning to be completed
within the field experience site. Prerequisite: EDM 235.
EDA 250 ADOLESCENCE TO YOUNG ADULT GENERAL TEACHING METHODS AND
FIELD EXPERIENCE I (3)
Course Description:
Provides students with opportunities to learn and practice the skills and competencies of effective teaching at
the adolescence to young adult level. This course will examine various instructional methods used to teach
adolescents to young adults .The course includes a field experience in adolescence to young adult setting.
This course requires 10 hours of preapproved service learning to be completed within the field experience site.
Prerequisite: EDA 235.
LUDE CANDIDATES ARE TO PARTICIPATE ONLY AS SPECIFIED.
LUDE CANDIDATES ARE NOT TO BE LEFT ALONE WITH STUDENTS IN THE CLASSROOM.
LUDE CANDIDATES ARE NOT TO ASSUME THE ROLE OF SUBSTITUTE TEACHERS IN ANY
CLASSROOMS AT THEIR ASSIGNED SITES DURING THEIR FIELD/CLINICAL EXPERIENCES
/ASSIGNMENTS.
23
EDE 250/EDM 250/EDA 250
SPECIFIC ROLES AND RESPONSIBILITIES FOR FIELD EXPERIENCE I
24
CANDIDATE
•
Internalize university classroom information
as foundational for Field Experiences.
•
Become familiar with Ohio Standards for the
Teaching Profession.
•
Become familiar with guidelines and format
of Field Assignment.
•
Schedule with Cooperating Teacher in a
professional manner and at the
convenience of the Cooperating Teacher.
•
Exhibit professional and ethical behavior as
specified in the university classroom, by the
Field Experience guidelines, and by site
regulations and expectations.
CO-OP TEACHER
•
Contract with LUDE for placement
and scheduling of LUDE candidate
for Field Experience assignment.
•
Contract with appropriate site Administrator,
Cooperating Teacher for LUDE candidate for
Field Experience.
•
Review LUDE materials maintain
communication with LUDE Field
Supervisor.
•
Reinforce professional skills and professional
ethics for LUDE candidate.
•
•
Share with the LUDE and the LUDE
candidate the classroom
expectations, curriculum design and
implementation process, and policies
and procedures relevant to the site.
Prepare LUDE candidate for Field
Experience through university classroom
and/or seminar experience.
•
Teach appropriate methodology, LUDE
philosophy, DAP and how to integrate
technology into teaching.
•
Mentor and support LUDE candidate.
•
Provide guidance and support in the
development and implementation of lesson
plans.
•
Provide Field Site Administrator and
Cooperating Teacher with necessary
information and forms relevant to Field
Experiences and expectations.
•
Require incorporation/integration of LUDE
philosophy/DAP in classroom
interactions/teaching.
•
Evaluate all Field Experience assignments.
•
Visit, observe, and evaluate lessons/LUDE
candidate at least one time during the Field
Experience.
•
Provide feedback to LUDE candidate relative
to observations, interactions, lesson
planning, and implementation of lesson plans
at the Field site.
•
Help the LUDE candidate to self reflect on
Field Experience to assess and identify
strengths/areas for growth.
•
Maintain ongoing communication with Field
Site Administrator and/or Cooperating
Teacher as applicable.
•
Provide feedback to Cooperating Teacher
relevant to the Field Experience.
•
Assist candidate in the completion of a
reflective assignment assessing the
knowledge and experience gained from this
course and its related Field Experience.
•
Work with the Field Site Administrator and
Cooperating Teacher to create a service
learning opportunity at the Field Site.
•
Sign attendance sheet for LUDE
candidate with additional comments if
applicable.
•
Check in with the site office each time a site
is visited.
•
Model appropriate teaching
techniques.
•
Procure Cooperating Teacher’s signature on
LUDE candidate attendance form
•
Direct LUDE candidate interactions
as applicable.
•
Present Field Experience materials to the
Site Administrator and/or Cooperating
Teacher in a timely manner.
•
Provide guidance and support in the
development and implementation of
required lesson plans.
Become familiar with relevant policies,
procedures and classroom expectations at
the site.
•
Preview and evaluate assigned
lesson plans and implementations.
•
Give feedback to LUDE candidate
relative to Field Experience and
complete evaluation of LUDE
candidate’s teaching/professionalism
using form(s) provided.
•
•
Participate in team/staff meetings at Field
Site, as specified.
•
Participate in the classroom for six full school
days (min. 30 hrs.):
Observe in specified manner.
Interact with students.
Develop and implement assigned
lesson plans.
•
•
•
•
Present any lesson plans to Cooperating
Teacher to preview in a timely manner.
•
Be willing to be videotaped for self-analysis,
LUDE program analysis or research.
•
•
Help the LUDE candidate to self
reflect on Field Experience, assess
and identify strengths/areas for
growth.
•
Provide feedback to LUDE field
supervisor relative to Field
Experience on the provided form
and/or link.
•
Allow LUDE candidate to
incorporate/integrate LUDE
philosophy/DAP in classroom
interactions/teaching.
Review Field Assignment materials on an
ongoing basis to insure that Field
Assignment requirements are being met.
•
Accept feedback from Cooperating Teacher
and University Supervisor in an appropriate/
professional manner.
•
Allow LUDE candidate to integrate
technology in the Field Assignment
implementation.
•
Take time to self- reflect on Field Experience
to assess lessons and identify strengths or
areas for growth.
•
Be open to participating as a guest
lecturer in a Lourdes University
classroom session or student
teaching seminar.
•
•
Complete a reflective assignment sharing the
knowledge and experience gained from this
course and its related Field Experience.
Provide feedback to LUDE relative to Field
Experience.
DEPARTMENT
•
In collaboration with LUDE, allow
candidate to provide 10 hours of preapproved service learning at your
site.
25
EDE 250/EDM 250/EDA 250
SPECIFIC ROLES AND RESPONSIBILITIES FOR FIELD EXPERIENCE I
CANDIDATE
CO-OP TEACHER
DEPARTMENT
•
Internalize and show evidence of LUDE
philosophy/DAP as related to classroom
integration/teaching
•
Show evidence of integration of technology in
Field Assignment implementation.
•
In addition to the required field hours,
complete 10 hours of service learning, as
specified by LUDE and the cooperating
teacher, at the field site.
•
Complete related service learning forms.
26
FIELD EXPERIENCE II
(Bachelor Degree and Licensure)
EDE 350
EARLY CHILDHOOD METHODS AND FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice early childhood content specific pedagogy.
Candidates will engage in all elements of the Teacher Performance Assessment, including planning instruction
and assessment, instructing and engaging students in learning, assessing student learning, and final
retrospective reflection. The course includes an extensive field experience in an early childhood setting.
Prerequisite: EDE 250.
EDM 351 - 356
MIDDLE CHILDHOOD METHODS AND FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice middle childhood content specific pedagogy in the
two selected areas of concentration. Candidates will engage in all elements of the Teacher Performance
Assessment, including planning instruction and assessment, instructing and engaging students in learning,
assessing student learning, and final retrospective reflection. The course includes an extensive field
experience in a middle childhood setting in both areas of concentration. Prerequisite: EDM 250.
EDA 351
SOCIAL STUDIES METHODS & FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice Adolescence to Young Adult Social Studies
pedagogy. Candidates will engage in all elements of the Teacher Performance Assessment, including
planning instruction and assessment, instructing and engaging students in learning, assessing student
learning, and final retrospective reflection. The course includes an extensive field experience in Adolescence
to Young Adult social studies setting. Prerequisite: EDA 250.
EDA 352
SCIENCE METHODS & FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice Adolescence to Young Adult Science pedagogy.
Candidates will engage in all elements of the Teacher Performance Assessment, including planning instruction
and assessment, instructing and engaging students in learning, assessing student learning, and final
retrospective reflection. The course includes an extensive field experience in Adolescence to Young Adult
science setting. Prerequisite: EDA 250.
EDA 353 LANGUAGE ARTS METHODS & FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice Adolescence to Young Adult Language Arts
pedagogy. Candidates will engage in all elements of the Teacher Performance Assessment, including
planning instruction and assessment, instructing and engaging students in learning, assessing student
learning, and final retrospective reflection. The course includes an extensive field experience in Adolescence
to Young Adult language arts setting. Prerequisite: EDA 250.
EDA 354
MATHEMATICS METHODS & FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with opportunities to learn and practice Adolescence to Young Adult Mathematics
pedagogy. Candidates will engage in all elements of the Teacher Performance Assessment, including
planning instruction and assessment, instructing and engaging students in learning, assessing student
27
learning, and final retrospective reflection. The course includes an extensive field experience in Adolescence
to Young Adult mathematics setting. Prerequisite: EDA 250.
EDA 355
THEOLOGICAL STUDIES METHODS & FIELD EXPERIENCE II (3)
Course Description:
Provides candidates with the knowledge and skills necessary for pre-service teachers to plan, select, and
successfully implement religious studies instructional methods in order to translate religious studies content
appropriate for Adolescents and Young adults. Candidates will be required to implement various instructional
religious studies methods based on the Diocesan approved religious curriculum model as well as assessing
student outcomes based on this model. They will learn that effective catechesis involves assisting
adolescents in the outgoing process of conversion of heart. Appropriate catechetical methods will be explored.
In addition, candidates will be required to design varied instruments and procedures, interpret assessment
data, and provide assessment results to students, parents and others. Candidates will be expected to
prepare, implement and assess religious studies lessons. Candidates will be required to complete a four-week
field experience (five days per week all day). At the conclusion of their field experience, candidates will be
asked to reflect and develop a Professional Development Plan.
LUDE CANDIDATES ARE TO PARTICIPATE ONLY AS SPECIFIED.
LUDE CANDIDATES ARE NOT TO BE LEFT ALONE WITH STUDENTS IN THE CLASSROOM.
LUDE CANDIDATES ARE NOT TO ASSUME THE ROLE OF SUBSTITUTE TEACHERS IN ANY
CLASSROOMS AT THEIR ASSIGNED SITES DURING THEIR FIELD/CLINICAL EXPERIENCES
/ASSIGNMENTS.
28
29
EDE 350/EDM 350/EDA 351-5
SPECIFIC ROLES AND RESPONSIBILITIES FOR FIELD EXPERIENCE II
CANDIDATE
CO-OP TEACHER
DEPARTMENT
• Internalize university classroom information as
foundational for Field Experiences.
• Become familiar with guidelines and format of
Field assignment.
• Schedule with Cooperating Teacher in a
professional manner at the convenience of the
Cooperating Teacher.
• Exhibit professional and ethical behavior as
Specified in the university classroom by the
Field Experience guidelines, and by site
regulations and expectations.
• Check in with a site office each time a site is
visited.
• Procure Cooperating Teacher’s signature on
LUDE candidate attendance form.
• Meet briefly with the Site Administrator during
the Field Experience.
• Present Field Experience materials to the Site
Administrator and/or Cooperating Teacher in a
timely manner.
• Become familiar with relevant policies,
procedures and classroom expectations at the
site.
• Participate in classroom for five weeks
(every day-all day Minimum of 150 hours)
o Observe in specified manner
o Interact with students.
o Co-plan and co-teach lesson plans in
the content areas of
concentration:
o -Language Arts/Reading
o -Math
o -Science
o -Social Studies, or
o -Religion (ERTC/ AYA Certificate)
o Integrate the Content Areas.
• Present Lesson Plans to the
• Cooperating teacher for preview
• In a timely manner.
• Accept feedback from Cooperating Teacher
and Field Supervisor in an appropriate/
professional manner.
• Review any Field Assignment materials on an
ongoing basis to insure that Field assignments
are being completed on time.
• Contract with LUDE for placement of LUDE
candidate and scheduling of LUDE
candidate for Field Experience assignment.
•
Contract with appropriate Site
Administrator, Cooperating Teacher, and
Master Teachers for LUDE candidate for
Field Experience.
•
Reinforce professional skills and
professional ethics for LUDE candidate.
•
Prepare LUDE candidates for Field
Experiences through university
classroom and/or seminar experience.
•
Teach appropriate methodology, LUDE
philosophy and DAP.
•
Provide guidance and support in the
development and implementation of
lesson plans.
• Sign attendance sheet for LUDE candidate
with additional comments if applicable
•
Mentor and support LUDE candidate.
• Direct student interactions as applicable.
•
Provide LUDE candidate, Field Site
Administrator and Cooperating Teacher
with necessary information and forms
relevant to Field Experiences and
expectations.
•
Evaluate all Field Experience
assignments.
• Give feedback to LUDE candidate on a
weekly basis, relative to Field Experience,
using the Formative Feedback Logs.
•
Require incorporation/integration of
LUDE philosophy/DAP in classroom
interactions/teaching.
• Complete a Final Evaluation of LUDE
candidate’s teaching/professionalism using
the form(s)/link provided.
•
Teach LUDE candidate how to
appropriately integrate technology into
teaching.
• Provide feedback to LUDE Field Supervisor
relative to Field Experience.
•
Visit, observe, and evaluate
lessons/LUDE candidate at least two
times during the Field Experience.
•
Provide feedback to LUDE candidate
relative to observations, interactions,
lesson planning, and implementation at
the Field Site.
•
Complete one formal, Final Evaluation of
LUDE candidate’s
teaching/professionalism using the
provided form/link and enter data into
Livetext.
•
Help the LUDE candidate to self-reflect
on Field Experience to assess and
identify strengths or areas for growth.
•
Assist candidates in the completion of a
reflective assignment assessing the
knowledge and experience gained from
this course and its related Field
Experience.
•
Provide feedback to Cooperating
Teacher relevant to the Field Experience.
•
Assess all assignments including the
• Review LUDE materials and the candidate’s
credential file and maintain communication
with LUDE Field Supervisor.
• Share with LUDE and the LUDE candidate
the classroom expectations, curriculum
design and implementation process, and
policies and procedures relevant to site.
• Model appropriate teaching techniques.
• Be willing to engage in all aspects of the CoTeaching Model.
• Provide guidance and support in the
development of candidate lesson plans.
• Preview and evaluate the implementations of
the lesson plans and other teaching
techniques.
• Help the LUDE candidate to self-reflect on
Field Experience, assess and identify
strengths and areas for growth.
• Allow LUDE candidate to
incorporate/integrate LUDE philosophy/DAP
in classroom interactions/teaching.
• Allow LUDE candidate to integrate
technology in the Field Assignment
implementation.
• Possibly serve as guest lecturer in Lourdes
University classroom.
• Participate in seminars as requested by The
Lourdes University faculty.
• Collect Photo/Video Release forms.
• Videotape teaching for self-analysis, LUDE
program analysis or research, and for
modified TPA.
• Participate in team/staff meetings at Field Site
as appropriate/possible.
30
• Take time to reflect on experience and assess
to identify strengths/areas for growth.
Modified TPA and give timely and
appropriate feedback to the LUDE
candidate.
31
EDE 350/EDM 350/EDA 351-5 SPECIFIC ROLES AND RESPONSIBILITIES
FOR FIELD EXPERIENCES II (continued)
CANDIDATE
CO-OP TEACHER
DEPARTMENT
• Complete a reflective assignment sharing the
knowledge and experience gained from this
course and its related Field Experience.
• Provide feedback to LUDE relative to Field
Experience.
• Internalize and show evidence of LUDE
philosophy/DAP as related to classroom
interactions/teaching.
• Show evidence of integration of technology
in Field Assignment implementation.
• Pass successfully OAE Content
Assessments.
• Complete all three tasks of the Modified
edTPA as directed.
• Attend all sessions with the assigned Master
Teacher(s).
• Complete all assignments as directed in the
course syllabus.
• Attend all sessions/seminars required by
course and outlined in the course syllabus.
32
STUDENT TEACHING
Student teaching is a cooperative endeavor between the personnel of Lourdes University, selected public and
private schools, and the Ohio Department of Education. It is a significant part of each candidate’s total preservice induction into teaching. Consisting of a carefully planned sequence of directed observation,
participation, conferences, field experiences, and full-time teaching, it provides on the job experience under
professional supervision.
The student teaching program provides opportunities for synthesis and application of theory acquired in
program specific coursework and applied to professional experiences. Along with other course requirements,
this program makes the candidate eligible for teacher licensure. The student teacher field experience provides
for:
• The orientation and gradual induction of the student teacher into full teaching responsibilities,
beginning with routine tasks performed under supervision and mentoring and proceeding to
greater levels of responsibility and autonomy.
• The participation in all activities in which regular faculty members participate, including
planning, meetings, non-teaching duties, and student activities.
• The opportunity for the student teacher to initiate ideas of their own under the guidance and
with the cooperation of their cooperating teacher(s).
• The continuous evaluation of the student teacher’s professional growth.
The roles of the Teacher Candidate, Cooperating Teacher, and University Supervisor are both focused and
variable. The role of the Student Teacher is defined as learner, implementer, planner, assessor, motivator,
and disciplinarian. The role of the Cooperating Teacher is defined as mentor, role model, supervisor,
instructional leader, planner, colleague, facilitator, assessor and school system representative. The role of the
University Supervisor is defined as coordinator, mentor, facilitator, mediator, university representative, and
assessor.
The rationale for the student teaching experience can be considered from four perspectives:
•
From the Teacher Candidate’s point of view:
 To acquire and demonstrate effective teaching skills as related to the (7) State of Ohio
Standards for the Teaching Profession and the Lourdes University Department of
Education’s Teacher Candidate Performance Outcomes
 To translate educational theory into classroom experience.
 To identify and reflect on their personal strengths and limitations as a teacher.
 To obtain professional feedback concerning competency as a teacher.
•
From the Cooperating Teacher’s point of view:
 To provide the stimulation of a second teacher in the classroom.
 To facilitate participation in activities which will enrich the curriculum and enhance
personal professional growth.
 To derive personal satisfaction from assisting in the professional growth of the
Student Teacher.
•
From the School Administrator’s point of view:
 To observe potential applicants for teaching positions.
 To maintain a close relationship between the school and university.
 To participate in the pre-service development of prospective teachers.
•
From the University Supervisor’s point of view:
 To maintain personal contact with educational programs.
 To observe the student teacher’s performance in the classroom and provide
appropriate feedback .
 To recommend a decision concerning the induction of the Student Teacher
into the teaching profession.
33
POLICIES AND PROCEDURES REGARDING STUDENT TEACHING
1. Any teacher candidate planning to Student Teach in the Fall or following Spring Semester must have an
application for student teaching on file by the fourth Thursday of September or the fourth Thursday of February
preceding the planned student teaching semester. It is the responsibility of the candidate to meet all of the
requirements of Gate II, as outlined in the Student Handbook, prior to registering for student teaching.
EXPECTED SEMESTER FOR STUDENT TEACHING
Fall 2015
Fall 2016
Fall 2017
Application Due
02/19/2015
Application Due
2/18/2016
Application Due
02/17/2018
Spring 2016
Spring 2016
Spring 2018
Application Due
09/24/2015
Application Due
9/ 23/2016
Application Due
9/22/2016
2. Placement of all student teachers is the responsibility of the Coordinator of Field Experiences. A teacher
candidate may not, under any circumstances make any prior contact with schools concerning his/her
placement.
3. Teacher candidates will be placed within a fifty (50) mile radius of Lourdes University and/or Tiffin
University. For candidates requesting to be placed outside of the (50) mile radius, the Lourdes University
Appeal process must be completed.
*Through the Appeal process, exceptions to this requirement will be considered on a case by case basis;
candidates wishing to Appeal this policy must do so PRIOR to applying for Student Teaching with their
Lourdes University Supervisor/Advisor.
Candidates requesting to student teach remotely will ONLY be granted an appeal if they meet the
following minimum conditions.
a) Candidates should have excelled in EDE/EDM 350/EDA 351-5.
b) Candidates must have demonstrated a habit of responding to email within a 24 hour window.
c) Candidates should have a minimum of a 3.0 Cumulative GPA.
d) Candidates must demonstrate high ability to utilize technology effectively, especially in
communication.
Commented [KCM4]: Put a grade requirement on this, i.e. A- or
above?
Commented [KCM5]: Maybe increase this—this is the
minimum standard now.
Commented [KCM6]: Add that students must get a
recommendation from 350 teacher?
**See policy on Student Teaching Remotely below.
4. Prior to beginning student teaching, the teacher candidate, the cooperating teacher, and the field
supervisor will meet to discuss all the details of the student teaching experience.
5. All content courses MUST be completed prior to student teaching; Furthermore, teacher candidates are
strongly encouraged to refrain from taking other courses with student teaching and may have to complete an
Appeal to do so.
6. Any teacher candidate participating in extra-curricular
teaching/extracurricular activity policy. (See policy below)
activities
must
follow
the
student
7. Teacher candidates are required to attend all student teaching seminars. Attendance at these seminars is
mandatory and a percentage of the student teaching grade is earned by fulfilling this requirement.
POLICY ON STUDENT TEACHING REMOTELY – This needs revised – we do not do this!
**For those candidates granted an appeal to teach MORE than (50) miles from Lourdes University and/or Tiffin
University.
1. Candidates must provide personal technology to meet the needs of the placement.
a) Web-camera
34
b) Microphone (depending on the web-camera the student may need to purchase an additional
microphone.) This will be determined during technology testing periods.
c) Laptop computer or tablet capable of running FaceTime or Skype and other web conferencing software.
d) Dropbox Account with shared folders with Supervisor
• Dropbox should include a folder for each of the “tabs” in the student teaching binder (see syllabus)
2. It must be determined by the Coordinator of Field Experiences and/or Supervisor, that the school in which
the student is placed has the following:
a) Wireless Connection (reliable)
b) High Speed Internet Access
c) Teachers comfortable with technology
d) Access to a scanner
3. Pre Placement procedures:
a) Candidate will go to the school and meet the Cooperating Teachers and principal.
b) Candidate will do a technology run through.
c) Candidate will work with coordinator to set up “meeting” with Cooperating Teachers and principal.
d) All Cooperating Teacher paperwork will be emailed to the Cooperating Teacher prior to the meeting.
e) Cooperating Teacher, Student Teacher, and Supervisor will review the responsibilities of the
experience.
4. Pre/Post Observation protocols
a) Student Teacher will submit all lesson plans in Dropbox folder 24 hours before observation.
b) At least 24 hours before the scheduled observation Student Teacher must “meet” with the supervisor to
discuss the upcoming lesson.
c) At least 10 minutes prior to the scheduled observation, the technology needs to be on-line and checked.
d) The Student Teacher must plan to “meet” with the supervisor within 12 hours of the observed lesson.
5. The Cooperating Teacher and Supervisor must “meet” three times during the semester. An additional
Cooperating Teacher responsibility is to email the Formative Feedback log to supervisor at the end of each
week.
6. The Student Teacher is expected to “attend” all edTPA work sessions and Student Teaching Seminar, as
noted in the syllabus, via FaceTime or Skype if they are not able to attend in person. Technology
arrangements must be made with the supervisor 24 hours in advance of such work sessions and/or seminars.
STUDENT TEACHING/EXTRACURRICULAR ACTIVITY POLICY
A teacher candidate who is involved in intercollegiate athletics, drama, and/or other extracurricular activities
is STRONGLY ADVISED not to arrange student teaching during the same semester he/she is engaged in any
of these activities. If a teacher candidate is unable to avoid this conflict, the following conditions apply:
1. A teacher candidate will be excused a maximum of three (3) times to take part in an activity. These dates
MUST be established and approved by the university field supervisor and the cooperating teacher PRIOR to
beginning student teaching.
2. In case the activity or game is canceled, the teacher candidate is expected to be present at the student
teaching school site.
3. Under no circumstance will a teacher candidate be permitted to leave student teaching early in order to
practice or participate in an extracurricular activity held on or off campus other than the three approved dates.
4. A teacher candidate doing student teaching during the second semester SHOULD NOT PLAN to take part
in “spring trips” during the university spring break. The teacher candidate must follow the calendar of the
school in which he/she is doing student teaching.
5. An excused absence is permitted for a teacher candidate to participate in the annual Spring Job Fair at the
University of Toledo, Bowling Green State University, or another university.
35
6. Any time missed by a teacher candidate during the fifteen weeks (75 full days) of Student Teaching must be
made up with the exception of the excused absences noted in # 1 and # 5.
STUDENT TEACHING
(Bachelor Degree and Licensure)
EDE 450
EARLY CHILDHOOD STUDENT TEACHING (12)
Course Description:
Provides the teacher candidate with an intensive opportunity to put into practice the skills, competencies, and
dispositions of effective teaching of young children. Candidates will complete all elements of the Teacher
Performance Assessment, including planning instruction and assessment, instructing and engaging students
in learning, assessing student learning, and final retrospective reflection. This course is the culmination of all
Professional Education and Curriculum Content courses which comprise the Early Childhood Education
Program. This course will include intense experiences and practices in an Early Childhood classroom along
with seminars. Prerequisite: EDE 350.
EDM 450
MIDDLE CHILDHOOD STUDENT TEACHING (12)
Course Description:
Provides candidates with an intensive opportunity to put into practice the skills and competencies of effective
teaching of young adolescents. Candidates will complete all elements of the Teacher Performance
Assessment, including planning instruction and assessment, instructing and engaging students in learning,
assessing student learning, and final retrospective reflection. This course is the culmination of all Professional
Education and Curriculum Content courses, which comprise the Middle Childhood education Program. This
course will include intense experiences and practices in a Middle Childhood setting along with seminar
sessions. Prerequisite: EDM 350.
EDA 450
ADOLESCENT & YOUNG ADULT STUDENT TEACHING (12)
Course Description:
Provides the teacher candidate with an intensive opportunity to put into practice the skills and competencies of
effective teaching of adolescents. This course is the culminating experience in the candidate’s educational
program. Candidates will complete all elements of the Teacher Performance Assessment, including planning
instruction and assessment, instructing and engaging students in learning, assessing student learning, and
final retrospective reflection. This course will include intense experiences and practices in an Adolescent and
Young Adult classroom along with seminars. Prerequisite: EDA 351-355.
LUDE CANDIDATES ARE TO PARTICIPATE ONLY AS SPECIFIED.
36
LUDE CANDIDATES ARE NOT TO BE LEFT ALONE WITH STUDENTS IN THE CLASSROOM.
LUDE CANDIDATES ARE NOT TO ASSUME THE ROLE OF SUBSTITUTE TEACHERS IN ANY
CLASSROOMS AT THEIR ASSIGNED SITES DURING THEIR FIELD/CLINICAL EXPERIENCES
/ASSIGNMENTS.
37
EDE 450/EDM 450/EDA 450
SPECIFIC ROLES AND RESPONSIBILITIES FOR FIELD EXPERIENCE
CANDIDATE
CO-OP TEACHER
DEPARTMENT
•
Internalize university classroom information
as foundational for Field Experiences.
•
Become familiar with format and observation
guidelines of Clinical Assignment.
•
Meet with your supervisor and the
cooperating teacher prior to the field
experience to discuss the roles and
responsibilities.
• Meet with your candidate and his/her
supervisor prior to the field experience to
discuss the roles and responsibilities.
•
Schedule with Cooperating Teacher in a
professional manner and at the convenience
of the Cooperating Teacher.
• Attend the Cooperating Teacher/Student
Teacher meeting prior to beginning the field
experience.
•
Become familiar with policies, procedures,
and classroom expectations relevant to the
site.
•
Exhibit professional and ethical behavior as
specified in the university classroom, by the
Field Experience guidelines, and by site
regulations and expectations.
• Share with the LUDE and the LUDE
candidate the classroom expectations,
curriculum design and implementation
process, and policies and procedures
relevant to the site.
•
Check in with the site office each time the
site is visited.
•
Procure Cooperating Teacher’s signature on
LUDE candidate attendance form.
•
Meet briefly with the Site Administrator
during the Clinical Experience and after a
time, ask for the site administrator to conduct
a possible observation.
•
•
•
Present appropriate Field experience
materials and credential file to the
Site Administrator and/or Cooperating
Teacher in a timely manner.
Consult the course of study of the district for
the content of the curriculum and then
present lesson plans to the Cooperating
teacher for preview in a timely manner.
•
Accept feedback from the LUDE Supervisor,
Cooperating Teacher and Site Administrator
in an appropriate and professional manner.
•
Participate in team/staff meetings at field site
at the discretion of the Cooperating Teacher
and Site Administrator.
•
Show evidence of the internalization of
LUDE philosophy/DAP as related to
classroom interaction, classroom
management and teaching.
•
Show evidence of the integration of
technology in clinical assignments.
•
Secure Photo/ Video Release forms for all
candidates to enable videotaping to occur for
purposes of self-analysis, field supervisor
analysis and/or edTPA requirements.
•
Complete all assignments as outlined in the
• Contract with LUDE for placement of LUDE
candidate and scheduling of the LUDE for
• Clinical Experience assignment.
•
Prepare LUDE candidate for Clinical
Experiences through university
classroom and/or seminar experience.
• Review LUDE materials and maintain
communication with LUDE Field Supervisor.
•
Teach appropriate methodology, LUDE
philosophy/ LUDE guiding principles,
Developmentally Appropriate Practices,
Ohio Standards for the Teaching
Profession, LUDE Program Performance
Outcomes and on how to integrate
technology into the lesson plans.
•
Reinforce professional skills and
dispositions for LUDE candidate.
•
Contract with appropriate Site
Administrator, Cooperating teacher for
LUDE candidate for Clinical Experience.
•
Provide LUDE candidate, Field Site
Administrator and Cooperating Teacher
with necessary information and forms
relevant to Field Experiences and
expectations.
•
Visit, observe, and evaluate LUDE
candidate at least five times during the
Clinical Experience using the proper link
and/or forms, and prepare Midterm and
Final Evaluations, which are entered into
Livetext.
•
Provide ongoing feedback to LUDE
candidate and Cooperating Teacher
relative to observations, interactions,
lesson planning, implementation, and
classroom management.
• Complete midterm evaluation of student
teacher professionalism and teaching
methods using provided link or form.
•
Help the LUDE candidate to self- reflect
on the Clinical experience to assess and
identify strengths and areas for growth.
• Allow LUDE candidate to incorporate and
integrate LUDE philosophy/DAP in
classroom interactions/teaching.
•
Assist candidate in the development of
the GATE III portfolio based on the LUDE
Program Performance Outcomes and the
knowledge and experience gained from
this course and its related Clinical
Experience.
•
Be present for the LUDE candidate
portfolio presentation to function as a
mentor and supporter for the program
completion and licensure requirements.
• Model appropriate teaching techniques.
• Sign attendance sheet for LUDE candidate
with additional comments, if applicable.
• Be willing to engage in all aspects of the
Co-Teaching Model.
• Preview and evaluate the implementations
of the lesson plans and other teaching
techniques.
• Provide feedback to LUDE candidate on
better ways to implement lessons, manage
the classroom or other matters relative to
the Clinical Experience.
• Allow LUDE candidate to integrate
technology in the Field Assignment
implementation.
• Permit the candidate to complete all
required assignments as directed in the
syllabus and in the Checklist of
Responsibilities.
• Allow the candidate to be videotaped for the
edTPA and for the evaluation of teaching
techniques, and possibly assist with the
videotaping.
• Help the LUDE candidate to self reflect on
the Clinical Experience, assess and identify
strengths and areas for growth.
• Be open to participating as a guest in a
student teaching seminar or guest lecturer
in a Lourdes University classroom session.
38
course syllabus and in the Checklist of
Responsibilities.
EDE 450/EDM 350/EDA 450
SPECIFIC ROLES AND RESPONSIBILITIES FIELD EXPERIENCE (continued)
CANDIDATE
CO-OP TEACHER
DEPARTMENT
•
Participate actively in the classroom for a
minimum of 30 hours a week, for a
minimum of 15 weeks:
o
o
o
Observe in specified manner
Interact with students
Co-plan and co-teach lessons in the
content areas of concentration:
-Language Arts/Reading or
Integrated Language Arts
-Math or Integrated Math
-Science or Life Sciences
-Social Studies or Integrated
Social Studies
•
Integrate curriculum areas in lesson
development and implementation.
•
Take time for self-reflection to assess and
identify strengths and areas for growth.
•
Review Clinical Assignment materials to
insure that all requirements have been
completed on time.
•
Complete a reflective assignment sharing
the knowledge and experience gained from
this course and its related Field Experience.
•
Attend mandatory student teaching
seminars.
•
Complete all 3 tasks of the edTPA in a
timely manner as outlined by the edTPA
guidelines, and upload the edTPA files
successfully to Livetext for external scoring.
•
Complete all requirements for Gate III.
39
LOURDES UNIVERSITY DEPARTMENT OF EDUCATION
CANDIDATE ACKNOWLEDGEMENT STATEMENT
FIELD/CLINICAL EXPERIENCE HANDBOOK
I, __________________________________, hereby acknowledge that I have read,
recognize, and fully accept my roles and responsibilities as stated within this Field/Clinical
Experience Handbook as the guiding expectations for my participation in Lourdes University
Department of Education Field/Clinical Experiences.
__________________________________________
Candidate Name
(Print)
_______________________
Date
___________________________________________
Candidate Signature
_______________________
Date
40