Organizing an Orientation for Field Experience Students
The purpose of an orientation event is to allow field experience students to visit their assigned school and discuss
expectations before the initial start date of the experience. Orientations help get the field experience student off to a
strong, positive start for all involved by clearly sharing information, addressing concerns and resolving any points of
confusion in advance. It creates an opportunity for field experience students to meet school personnel and also other
students placed at the same school for possible carpooling and other supports. Ideally, this orientation is also an
opportunity for the field experience student and mentor teacher to meet in person to discuss specific expectations before
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the actual field experience begins. Fall orientations should be scheduled between September 8 and 15 . Orientation
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information should be sent to becky.hawbaker@uni.edu on or before September 4 , and the information will be included in
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the placement email to students on September 7 .
Suggestions for orientation:
 Please invite mentor teachers to attend (we recognize that the orientation event is likely held
outside the contract day and do not require teachers to attend orientation). All field experience
students are strongly encouraged to attend, but may have unavoidable conflicts, especially with the
short communication timeline.
 A brief “welcome” can be given by multiple people: Site Coordinators, Administrator, UNI
Supervisor/Liaison, and/or UNI representative.
 School Administrator/Site Coordinator/Student Representative(s) may address topics such as
diversity, the local community/neighborhood, student profiles, school initiatives, culture of the school
and/or school philosophies.
 School Administrator/Site Coordinator may provide a list of school and classroom protocols,
expectations and policies:
•where to park
•how to sign in at the school office
•information about the school website
•copy of the School Calendar (special dates)
•where to go in case of a tornado or fire (exits or safe hallways)
•name tag requirement
•where to put your personal items when you enter the classroom
•cell phone usage
•professional dress
•allergy protocols
•important dates that will affect the field experience visits (field trips, parent-teacher conferences, teacher
inservice dates, etc)
•a list of daily schedules and routines
 Additional information can be provided for field experience students, for example:
•who to call when you are absent
•where to find information about school cancellations
•a copy of the mentor teacher schedule (planning time, lunch, recess, other duties)
•a copy of the building map
•a copy of the school master calendar or special schedules
 Ideas can be shared on how to get actively involved in the classroom. Information can be given
about student interactions and communication can be encouraged through professional conversations,
emails or phone calls. Field experience students can get ideas about getting prepared for the first day
“introduction” to their assigned class.
 Optional tour of the building – can be done by site coordinators or student representatives (grade
level or content area classrooms, special area classrooms/areas, restrooms, faculty lounge, library,
computer labs, etc.)
 In some cases, there will be opportunities for mentor teachers and students to finalize placement
details (teaching schedules and times for the field experience visits, etc.).
 Possible discussions about special school events which offer volunteer opportunities for field
experience students, such as: musicals, plays, concerts, food drives, fund raisers, coaching sports,
before or after school programs, etc.