Table 7
Field Experiences and Clinical Practice by Program
Program
Elementary
Education, 1-5
(BA, Initial)
Secondary
Education, 6-12
(BS, Initial)
Field Experiences
Candidates spend
210(225) clock hours
doing classroom
observations, case
studies, lesson planning,
instruction, and
assessment of students'
learning. EDFN201
(20), PSYC203 (5),
PSYC301 (20),
ELED340 (30),
SPED202 (10),
HUMN435 (5),
CURR450 (5),
ELED341 (30),
ELED342 (20),
CURR375 (10),
H&PE333 (5),
ELED441 (20),
ELED442 (20),
ELED443 (5),
EDFN401 (20)
Candidates spend 225
clock hours doing
classroom observations,
case studies, lesson
planning, instruction,
and assessment of
students' learning.
EDFN201 (20),
PSYC205 (5),
PSYC301 (20),
CURR375A (20),
CURR303 (20),
CURR302 (20),
READ418 (20),
CURR304 (20),
CURR483B (80)
Clinical Practice
(Student Teaching or
Internship)
Student teachers spend
525 clock hours at two
school sites and teach at
two grade levels (525)
Student teachers spend
525 clock hours in the
primary focus area
placement. CURR456
(525)
Total
Number of
Hours
735
750
Art Education
Grades K-12 (BA,
initial)
Foreign Language
Education Grades
K-12 French (BA,
initial)
Foreign Language
Education Grades
K-12 Spanish (BA,
initial)
Candidates spend 185
hours doing lesson
planning, instruction,
and assessment of
students' learning.
EDFN201 (20),
SCIE102 (5), SCIE104
(5), PSYC203 (5),
PSYC205 (5),
EDFN401 (20),
PSYC301 (20),
CURR303 (20),
CURR375A (10),
ART418 (20), ART411
(10), ART412 (30),
READ419 (15)
Candidates spend 195
clock hours doing
lesson planning,
instruction, and
assessment of students'
learning. EDFN201
(20), SCIE102 (5),
SCIE104 (5), PSYC203
(5), PSYC205 (5),
EDFN401 (20),
PSYC301 (20),
CURR303 (20),
CURR375A (10),
ELED341 (30),
FREN473 (10),
FREN474 (30)
Candidates spend 195
clock hours doing
lesson planning,
instruction, and
assessment of students'
learning. EDFN201
(20), SCIE102 (5),
SCIE104 (5), PSYC203
(5), PSYC205 (5),
EDFN401 (20),
PSYC301 (20),
CURR303 (20),
CURR375A (10),
ELED341 (30),
Student teachers spend
370 clock hours in the
primary focus area
placement. CURR456
(270), CURR483A (100)
425
Student teachers spend
370 clock hours in the
primary focus area
placement. CURR456
(270), CURR483A (100)
565
Student teachers spend
370 clock hours in the
primary focus area
placement. CURR456
(270), CURR483A (100)
565
SPAN473 (10),
SPAN474 (30),
READ419 (15)
Health and Physical
Education Grades
K-12 (BS, initial)
Instrumental Music
Education Grades
K-12 (BME, initial)
Candidates spend 150
clock hours doing
gymnasium
observations, lesson
planning, instruction,
and assessment of
students' learning.
KINS211 (20),
KINS202 (10),
KINS306 (15),
KINS333 (5), KINS334
(15), KINS335 (10),
CURR375A (20),
KINS403 (5), KINS
408 (10), READ 418A
(20), KINS 431 (10),
PSYC203 (5),
PSYC205 (5)
Candidates spend 129
clock hours doing
classroom observations,
case studies, lesson
planning, instruction,
and assessment of
students' learning.
EDFN201 (20),
SCIE102 (5), SCIE104
(5), MSED322 (18),
PSYC203 (5),
MSED332 (18), MSED
424 (18), PSYC205 (5),
PSYC301 (20),
READ419 (15)
Student teachers spend
370 clock hours in the
primary focus area
placement. CURR456
(270), CURR483A (100)
520
Student teachers spend
270 clock hours in the
primary focus area
placement. MSED455
(270)
404
Vocal Music
Education Grades
K-12 (BME, initial)
Vocal and
Instrumental
Education Grades
K-12 (BME, initial)
M.Ed. In
Curriculum and
Instruction, Early
Childhood
Education
(Advanced)
Candidates spend 111
clock hours doing
classroom observations,
case studies, lesson
planning, instruction,
and assessment of
students' learning.
EDFN201 (20),
SCIE102 (5), SCIE104
(5), MSED322 (18),
PSYC203 (5),
PSYC205 (5),
MSED332 (18),
PSYC301 (20),
READ419 (15)
Candidates spend 129
clock hours doing
classroom observations,
case studies, lesson
planning, instruction,
and assessment of
students' learning.
EDFN201 (20),
SCIE102 (5), SCIE104
(5), MSED322 (18),
PSYC203 (5),
MSED332 (18), MSED
424 (18), PSYC205 (5),
READ419 (15),
PSYC301 (20)
Candidates spend 220
clock hours in varied
school sites analyzing
and interpreting test
scores, integrating
lessons in specified
subject area including
grouping strategies to
accommodate diverse
learners, planning and
teaching two standardsbased lessons using
strategies appropriate
for cognitive levels.
EDLE500 (20),
ELED451 (20),
Student teachers spend
270 clock hours in the
primary focus area
placement. MSED455
(270)
386
Student teachers spend
270 clock hours in the
primary focus area
placement. MSED455
(270)
386
Candidates spend 100
clock hours in
instruction, supervision,
or administration in
public schools or higher
education. ELED683
(100)
320
M.Ed. In
Curriculum and
Instruction,
Elementary
Education Grades
1-5 (advanced)
CURR518 (20),
ELED521 (20),
ELED546 (20),
CURR573 (20),
ELED453 (20),
ELED509 (20),
CURR523 (20),
CURR545 (20),
EDLE505 (20)
Candidates spend 200
clock hours in varied
school sites analyzing
and interpreting test
scores, planning and
teaching lessons to
include grouping
strategies to
accommodate diverse
learners, developing
school-wide discipline
plans and outlining
procedures for
implementation.
EDLE500 (20),
ELED511 (10),
CURR518 (20),
ELED521 (20),
ELED546 (20),
CURR573 (20),
ELED533 (20),
ELED510 (10),
CURR523 (20),
CURR545 (20),
CURR545 (20),
EDLE505 (20)
Candidates spend 100
clock hours in
instruction, supervision,
or administration in
public schools or higher
education. ELED683
(100)
300
M.Ed. In
Curriculum and
Instruction,
Instructional
Technology
Facilitation
(advanced)
M.Ed. In
Curriculum and
Instruction, Middle
School Education
(advanced)
Candidates spend 200
clock hours in varied
school sites doing
lesson planning,
developing technology
projects, evaluating
school software and
hardware, observations,
designing and
implementing lessons
and strategies that
integrate technology to
meet the diverse needs
of learners, planning
and teaching a lesson
that includes
modification and
adaptation. EDLE500
(20), EDIT525 (20),
CURR518 (20),
EDIT625 (20),
CURR573 (20),
CURR482 (20),
CURR/EDIT555 (20),
EDIT626 (20),
CURR523 (20),
CURR545 (20),
EDLE505 (20)
Candidates spend 180
clock hours planning
and teaching
appropriate middle
school and secondary
content lessons,
implementing two
specific methods to
teach P-12 students in
content specialty and to
analyze and interpret
results. EDLE500 (20),
CURR503 (20),
CURR518 (20),
READ502 (20),
CURR573 (20),
READ418 (20),
CURR523 (20),
Candidates spend 100
clock hours in
instruction, supervision,
or administration in
public schools or higher
education. CURR683
(100)
320
Candidates spend 100
clock hours in a middle
school level building
requisite knowledge and
skills for selecting and
implementing best
practices teaching
models congruent with
specific teaching and
learning needs.
CURR684 (100)
280
CURR545 (20),
EDLE505 (20)
M.Ed. In
Curriculum and
Instruction,
Reading Education
(advanced)
M.Ed. In
Curriculum and
Instruction in
Secondary
Education
(advanced)
Candidates spend 240
clock hours observing,
planning and teaching
reading lessons,
administering and
interpreting appropriate
reading assessment,
prescribing plans to
address reading
deficiencies. EDLE500
(20), READ502 (20),
CURR518 (20),
SPED501 (20),
CURR573 (20),
READ525 (20),
READ418 (20),
READ514 (20),
CURR523 (20),
CURR545 (20),
EDLE505
Candidates spend 120
clock hours in varied
school sites analyzing
and interpreting test
scores, planning and
teaching lessons to
include grouping
strategies to
accommodate diverse
learners, developing
school-wide discipline
plans and outlining
procedures for
implementation.
EDLE500 (20),
CURR518 (20),
CURR573 (20),
Candidates spend 100
clock hours in varied
school sites diagnosing
and correcting reading
difficulties. READ507
(100)
340
Candidates spend 100
clock hours in a
secondary school level
building requisite
knowledge and skills for
selecting and
implementing best
practices teaching
models congruent with
specific teaching and
learning needs.
CURR684 (100)
220
M.Ed. In
Curriculum and
Instruction in
Special Education,
Early Intervention
(advanced)
M.Ed. In
Curriculum and
Instruction in
Special Education,
Educational
Diagnostician
(advanced)
CURR523 (20),
EDLE505 (20)
Candidates spend 250
clock hours doing
diagnostic evaluation
and intervention
strategies, interactive
lessons, and lesson
planning that includes
modification and
adaptation.
EDLE500(20),
SPED525(20),
CURR518(20),
SPED504(50),
ELED/SPED453(20),
CURR573(20),
SPED527(20),
SPED531(20),
CURR523(20),
CURR545(20),
EDLE505(20)
Candidates spend 250
clock hours doing
diagnostic/prescriptive
work samples with
multiple assessments,
implementing two
specific methods to
teacher P-12 students in
content specialty and to
analyze and interpret
results, creating a
school improvement
plan, conducting
professional
development activities
for faculty.
EDLE500(20),
SPED550(20),
CURR518(20)
PSYC507(20),
SPED502(20),
CURR573(20),
SPED501(20),
CURR523(20),
Candidates spend 50
clock hours doing
comprehensive
assessment portfolios, a
videotaped IFSP/IEP
lesson planned,
implemented, and
evaluated. SPED526(50)
300
Candidates spend 100
clock hours doing a
Comprehensive
Assessment Portfolio
documenting practicum
activities and reflections
at the school site.
SPED572(100)
350
CURR545(20),
EDLE505(20),
SPED561B(50)
M.Ed. In
Curriculum and
Instruction in
Special Education,
Academically
Gifted (advanced)
Candidates spend 220
clock hours at various
school sites doing
analyzation and
interpretation of test
scores and writing
prescriptive outcome
plans for school
improvement, designing
and implementing
instruction that adapts
literacy materials and
methods for advanced
content, establishing
and evaluating a
collaborative
mentorship.
EDLE500(20),
SPED575(20),
CURR518(20),
SPED576(20),
SPED578(20),
CURR573(20),
SPED574(20),
SPED550(20),
CURR523(20),
CURR545(20),
EDLE505(20)
Candidates spend 100
clock hours doing
comprehensive
assessment portfolios
including portfolio
artifacts to show
measured gain in
analyzing and instructing
for exceptional needs.
SPED577(100)
320
M.Ed. In
Curriculum and
Instruction in
Special Education,
Mild/Moderate
Disabilities
(advanced)
M.A.T. in
Elementary
Education Grades
1-5 (initial)
Candidates spend 220
clock hours at various
school sites doing
analyzation and
interpretation of test
scores and writing
prescriptive outcome
plans for school
improvement, work
samples of Positive
Behavioral Supports,
Functional Behavioral
Assessment, and
Behavior Intervention
Plan; portfolio of
methods and materials
used with exceptional
students to include
design and
implementation of
inclusion plan and
videotape of inclusive
lesson from that plan;
Transition plan for
student with disabilities.
EDLE500(20),
SPED561(20),
CURR518(20),
SPED507(20),
SPED505(20),
CURR573(20),
SPED506(20),
SPED501(20),
CURR523(20),
CURR545(20),
EDLE505(20)
Nine field experiences,
minimum 6 hours each
in elementary schools,
including instruction,
observations,
identification, and child
contact projects by
interns. Total: 108
hours. EDFN401 (6),
PSYC503 (10),
Candidates spend 100
clock hours doing site
based internship which
includes a
comprehensive
assessment portfolio
including videotape of
assessment of students
with special needs and
implementation of
prescribed instructional
strategies.
SPED566(100)
320
Two 18-week semesters
of full-time teaching in
certification area
(internship). Total: 1260
hours. CURR483A
(1260)
1368
CURR500A (10),
CURR545A (10),
ELED511 (20),
ELED510 (20),
KINS442 (6),
EDFN581 (6),
READ502 (20)
M.A.T. in
Secondary
Education Grades
6-12 (initial)
M.A.T. in Multiple
Level Grades K-12
(initial)
Nine field experiences,
minimum 10 hours each
in secondary schools (612), including
instruction, assessment,
analysis, and
observation by interns.
Total: 90 hours.
READ418A (10),
CURR500B (10),
CURR545B(10),
PSYC505 (10),
CURR503 (10),
CURR556 (10),
EDFN401 (10),
EDFN581 (6),
CURR542 (10)
Nine field experiences,
minimum 6 hours each
in elementary schools,
including instruction,
observations,
identification, and child
contact projects by
interns. Total: 132
hours. CURR500B (20),
CURR545B (20),
EDFN401 (10),
PSYC503 (10),
CURR556 (20),
READ502 (20),
PSYC505 (10),
ELED509 (15),
EDFN581 (6)
Two 18-week semesters
of full-time teaching in
certification area
(internship). Total: 1260
hours. CURR483B
(1260)
1350
Two 18-week semesters
of full-time teaching in
certification area
(internship). Total: 1260
hours. CURR483 (1260)
1392
M.A.T. in Special
Education
Mild/Moderate
Grades 1-12
(initial)
Ed.D. in
Curriculum and
Instruction
(advanced)
Ed.D. in
Educational
Leadership
(advanced)
M.Ed. In
Educational
Leadership
(advanced)
Eight field experiences,
minimum 6 hours each
in schools including
observation, instruction,
assessment, analysis,
and interviews. Total:
86 hours. SPED503
(10), CURR545A or B
(10), EDFN581 (6),
SPED505 (10),
SPED502 (10),
READ502 (20),
SPED506 (10),
PSYC552 (10),
READ501 (12)
Candidates spend 50
clock hours doing
service initiatives and
50 clock hours of
seminar
Candidates spend 50
clock hours doing
service initiatives and
50 clock hours of
seminar
Candidates spend a
minimum of 145 clock
hours doing
observations,
conducting parent
conferences/workshops,
conducting professional
development sessions,
developing
vision/mission for their
school site, etc.
EDLE500 (20),
EDLE505 (20),
EDLE510 (10),
EDLE515 (10 min.),
EDLE520 (14),
EDLE530 (13),
EDLE535 (24),
EDLE540 (14),
EDLE545 (10),
EDLE550 (10)
Two 18-week semesters
of full-time teaching in
certification area
(internship). Total: 1260
hours. SPED562 (1260)
1346
Interns spend 200
supervised clock hours at
the placement site.
300
Interns spend 200
supervised clock hours at
the placement site.
300
Candidates spend 240
clock hours performing
activities, as specified,
from Manual of
Guidelines and Forms
for the Professional
Leadership Internship.
EDLE555 (120),
EDLE560 (120)
385
M.Ed. In
Educational
Technology
Leadership
(advanced)
M.Ed. In
Counseling
(advanced)
Candidates spend a
minimum of 310 clock
hours developing and
delivering technology
staff development to
inservice
teachers/administrators,
organizing/leading a
school improvement
team and administering
a learning community
designed to enhance
student performance
enhancement,
stakeholder
involvement, or faculty
professional
development.
CURR518 (20),
EDIT623 (20),
EDIT628 (20),
EDIT626 (20),
EDIT555 (20),
EDIT628 (20),
EDIT627 (20),
EDIT680 (20),
EDLE500 (50),
EDLE505 (50),
EDLE515 (50)
Candidates spend a
minimum of 100 clock
hours with 60 of those
hours being direct client
contact. Candidates
provide vocational,
educational, personal,
and family counseling
under faculty
supervision. COUN565
(100)
Candidates spend 100
clock hours developing
performance contracts
with supervisors,
maintaining an activity
log, and completing at
least two major projects
(including critiques of
current assigned
technology literature and
developing and
delivering staff
development module).
EDIT683 (100)
410
Candidates spend a
minimum of 600 clock
hours with 240 of those
hours being direct client
contact hours.
Candidates do supervised
work experience in
clinics, schools, colleges,
or other agencies
engaged in professional
counseling and therapy
services. COUN670
(600)
700
Specialist in School
Psychology (SSP)
Candidates spend 20
clock hours across two
semesters doing
classroom observations,
case studies,
interventions,
consultations and
assessment of students'
learning, behaviors, and
abilities while enrolled
in PSYC 588A and
588B. Candidates spend
240 clock hours across
two semesters
participating
in/completing all
activities of a school
psychologist under
strict supervision while
enrolled in Practicum
(PSYC 591).
Students enrolled in
PSYC 592 spend 1200
clock hours across 2
semesters working fulltime as school
psychologists. At least
600 hours must be
completed in a school
setting.
1480