Exhibit 3.5.d: Field Experiences and Clinical Practice by Program
Program
Clinical Practice
(Professional Year, Student Teaching,
or Internship; as part of their
professional year, all PDS interns begin Total Hours
their Fall semester when teachers
return to school for the pre-opening of
the school year.)
Field Experiences
Initial Preparation
Early Childhood
Education
Four progressively responsible
observation and participation field
experiences prior to professional year;
total 30 hours
ECED 103 Introduction to Early
Childhood Education: 10 for hours. The
students engage in structured
observations of an early childhood
setting.
ECED 201 Child Development: 10
hours. The students are required to
observe children of different age groups.
They must maintain anecdotal records of
observations that culminate with a “Case
Study” of one child. Students have
limited participation.
ECED 315 Infancy and Toddler
Development: 10 hours in an approved
setting for infants or toddlers. Students
plan and implement activities that are
developmentally appropriate for the age
group.
ECED 343 Preprimary Internship: 130
hours. This internship requires
observations and participation planning
and implementing instruction for
children in Pre-Kindergarten or
Kindergarten.
ECED 344 Primary Internship: 140
hours. Interns plan and implement
instruction for students in grades 1st, 2nd
or 3rd.
Minimum
hours: 940
ECED 351/ECED 352; Full-time Pre
Primary and Primary Internships:
Minimum of 640 hours. The internships
requirements include assuming full
duties and instruction of the mentor
teacher.
Total: 780
Total: 160
Elementary
Education 1-8
Three progressively responsible
observation and participation field
experiences prior to professional year
ELED 363 4hrs/week X 12 weeks = 48
Observing/Teaching
English/Language Arts in an elementary
classroom
SCIE 376, 4hrs/week X 12 weeks = 48
Teaching science in and elementary
classroom; plan and implement one
science lesson per week
Two semester/professional year capstone Minimum
experience in PDS placements (ELED
Hours
311 and 312, ELED 468);
924
ELED 312 8hrs/week X 15 weeks = 120
Observing/Teaching in elementary
classroom leading to a 3 day full time
teaching session.
ELED 468 Full-time Internship:
Minimum of 640 hours. The internships
requirements include assuming full
duties and instruction of the mentor
MATH 324 4hrs/week X 12 weeks = 48 teacher.
1
Observing/Teaching Math in an
elementary classroom.
Middle School
Education
Total = 780 Hours
Total = 144 Hours
MSED 342: Principles of Middle School
Education -- observing, completing
initial educational experiences in the two
chosen content areas.
Total: 15-20 hours
Two consecutive semester professional Minimum 911
year internship and student teaching
hours
experience in one PDS placement.
Courses are taught on site at the PDS
site. The Fall courses include MSED
499; two methods courses (one in each
subject area); and MSED 461. The
students are in the PDS for 2 full days
per week for 16 weeks. Total: 256 hours.
Capstone Internship in both areas,
MSED 462, MSED 401. The students
are in the PDS for 5 full days per week
for 16 weeks, total 640 hours.
Requirements include assuming all full
duties and instruction of the mentor
teacher. The students are in the PDS for
5 full days per week for 16 weeks, total
640 hours.
Secondary
Education
SCED 341 Principles Of Secondary
Education (4) Philosophy and purposes
of secondary education; nature of
secondary education programs;
principles of teaching and learning; basic
techniques of instruction. A field
experience of at least 20 hours to schools
is required and will necessitate travel
time before and after class.
Total: min. 20 hours
Total: 896 hours
SCED 499 Internship In Secondary
Minimum
Education (6) & SCED 461 Teaching
hours 885
Reading in the Secondary Content Areas
(3) Clinical experience of at least 45
hours in a professional development
school the term immediately prior to full
time internship; focus on classroom
management and discipline, technology
utilization and reflective practices, focus
on observation of and limited
participation in a middle school and high
school classroom.
Capstone Internship. The students are in
the PDS for 5 full days per week for 16
weeks, total 640 hours. Requirements
include assuming all full duties and
instruction of the mentor teacher.
English
SCED 383
French
SCED 384
Geography
SCED 385
German
SCED 386
History
SCED 389
Math
MATH 426
Spanish
SCED 394
Science
SCIE 393
SCED 401 Analyzing Student Teaching
(1) & SCED 462 Seminar in Teaching
Reading in the Secondary Content Areas
2
(1) A minimum of 640 hours spent in a
middle school classroom (8 weeks) and
in a high school classroom (8 weeks) at a
professional development school. Interns
engage in progressively more
responsible teaching and classroom
instructional activities. In addition,
students engage in reflective discussions
regarding their experiences in
interactions with University faculty and
the student’s school-based mentor.
Total: 685 hours
Special
Education (all
tracks)
Two progressively responsible
observation and participation field
experiences prior to the professional
year;
SPED 491/496/497 and SPED 498;
requirements include assuming full
duties and instruction of the mentor
teacher; minimum 112 days .
Minimum
1076 hours
SPED 413 Assistive Technology For
Total: min 896 hours.
Students With Disabilities K-12 –
observation and participation; focus on
assistive technologies to support students
with disabilities and instructional
technologies to provide all learners
(including those with disabilities) with
multiple means of representation,
engagement, action, and expression; total
– 6 hours
SPED 430 Informal Tests and
Measurements for Students with
Disabilities –observation and
participation; focus on identifying,
critiquing, and implementing informal
assessments and appropriate
accommodations for students with
disabilities within the field placement
setting; total – 30 hours.
Additionally, field experiences occur in:
MATH 324 (48 hours), SCIE 376 (48
hours), ELED 363 (48 hours)
Total: 180 hours
Early Childhood
Education/
Special
Education
Integrated
program
Two progressively responsible
participation field experiences prior to
the professional year.
– ECSE 316: Infant and Toddler
Internship (Field Experience) is one full
day per week in an infant/toddler
placement (ages 0-3) for a total of 98
hours. Activities include going on home
visits, implementing DAPs, attending
IFSP meeting(s), observing a parent
interaction, assisting in preparing
3
Two semester/professional year capstone Minimum
experience divided equally between
1038 hours
special education and general education
settings:
- ECSE 352: Field Placement in the
Primary Inclusive Classroom is two
full days per week hours. Activities
include writing and implementing
lesson plans, attending IEP
meeting(s), observing parent
interactions, implementing
materials, etc.
cooperative group activities, coECSE 342: Field Placement in the Preteaching with mentor, working onePrimary Inclusive Classroom (Field
on-one with students, attending site
Experience) is one full day per week in
based meetings/PD/etc. Min. 196
an inclusive pre-primary setting (PreK/K
hours
– must include students with special
needs) for a total of 98 hours. Candidates - ECSE 451: Internship in ECSE is
are supervised by a special education
five days per week in a general
supervisor for 7 weeks and a general
education placement (can be PreK,
education supervisor for the other 7
K, or grades 1 – 3) and then a
weeks. Activities include writing and
special education placement. Min.
implementing DAP and/or lessons,
490. for seven weeks (can be PreK,
attending IFSP/IEP meeting(s),
K, or grades 1 – 3) Activities
observing parent interactions,
include writing and implementing
implementing cooperative group
lesson plans, co-teaching with
activities, co-teaching with mentor,
mentor, working one-on-one with
working one-on-one with students,
students, implementing class-wide
attending site based meetings/PD/etc.
and small group activities, attending
SPED 413 Assistive Technology For
site-based meetings/PD, etc. Min.
Students With Disabilities K-12 –
640 hours
observation and participation; focus on
assistive technologies to support students Total: 836 hours
with disabilities and instructional
technologies to provide all learners
(including those with disabilities) with
multiple means of representation,
engagement, action, and expression; total
– 6 hours
Total – 202 hours
Elementary
Education/
Special
Education
Integrated
program
Four field experiences occur during the
first year of the professional program.
Experiences consist of observing,
supporting hosting teacher and teaching
of lessons approved by course instructor
and hosting teacher. Field experiences
occur in: MATH 324 (30 hours), SCIE
376 (36 hours), ELED 363 (36 hours)
and SPED 413 (6 hours).
Total: 108 hours
MAT – Special
Education
SPED 637 Inclusion for the Classroom
Teacher 6 hour observation with a
supporting APA paper
EDUC 730 Principles of Learning,
Development and Diversity 6 hour
observation and related assignment.
SPED 601 Curriculum and Methods of
Instruction for Secondary Transition 2
4
Two semester professional year capstone Minimum of
experience in PDS general and special
1004 hours
education placements.
EESE 474 – consists of a two day, eight
week placement in both the elementary
education and special education
disciplines (totaling 16 weeks, min. 256
hours).
EESE 476 – consists of a five day, eight
week placement in both the elementary
education and special education
disciplines (totaling 16 weeks).
Requirements include assuming full
duties and instruction of the mentor
teacher. Min. 640 hours.
Total: minimum 896 hours.
Fall, mini, and spring
semesters/professional year capstone
experience in PDS special education
placements. EDUC 797, EDUC 798;
requirements include assuming full
duties and instruction of the mentor
teacher.
Minimum 820
– 904 hours
hours observation of one student for case Total: minimum 800-884 hours.
student and consultation with staff
SPED 646: Using Tech to Diff
Instruction (3) 6 hour observation with a
related assignment.
Total 20 Hours
Master of Arts in
Teaching (MAT)
– General
Education:
ECED, ELED,
SCED
Art Education,
K-12
Students enrolled in the Extended Year
MAT program are required to complete
6.5 hours of observation/participation in
a public school placement for foundation
level courses that are taken during the
fall and spring semesters.
EDUC 730: Principles of Learning,
Development and Diversity –
Observation focusing on student
diversity and contextual factors
influencing instruction
EDUC 731: Curriculum and
Assessment – Observation focusing on
curriculum implementation and
assessment of student learning
EDUC 717: Children’s Literature and
Other Materials for Teaching Reading –
Observation focusing on the use of
various texts and other materials used to
support reading instruction
MATH 621: Seminar in Teaching
Elementary and Middle School
Mathematics – Observation focusing on
children’s perceptions of mathematics
and approaches to solving non-routine
problems
ECED 604: Math/Science in the Early
Childhood Education Program –
Observation focusing on math and
science instruction in early childhood
classrooms
SPED 637: Inclusion for the Classroom
Teacher – Observation focusing on
implementation of special education
programs in the public school setting
TOTAL HOURS
Early Childhood – 32.5
Elementary – 32.5
Secondary – 19.5
Four progressively responsible
observation and participation field
experiences in elementary and secondary
schools with limited participation
(ARED 381, ARED 383 and in SCED
341) minimum of 52 hours.
One elementary seven session field
5
Fall, mini and spring
semesters/professional year capstone
experience in PDS placements
(EDUC 797, EDUC 798; requirements
include assuming full duties and
instruction of the mentor teacher
820-916
hours
Total: minimum 800-884 hours.
ARED 481 Student Teaching in
Minimum
Elementary Education Art and ARED
hours 748
483 Student Teaching in Secondary
Education Art - two 8-week, full-time
capstone student teaching placements;
requirements include assuming full
duties and instruction of mentor teacher.
experiences in a school setting where
students are required to plan, teach and
assess an age appropriate unit with
extensive participation and one
secondary seven session field
experience where students are required
to plan, teach and assess an age
appropriate unit with extensive
participation
Total: minimum 640 hours.
ARED 467, ARED 468; minimum of 56
hours.
Total: 108 hours.
Music Education, 25 progressively responsible observation
K-12
and participation field experiences in
vocal, choral, general, and instrumental
music classes in P-12 instructional,
elementary, and secondary schools:
 MUED 306, MUED 307, MUED
308, MUED 309, MUED 337, 200
hours, focus on observations and field
experiences re. vocal, choral, general,
and instrumental music classes in
elementary and secondary schools;
 MUED 310, 18 hours, focus on
observations and field experiences in
music and special education P-12
instructional settings;
 MUED 307, 9 hours, additional focus
on observations and field experiences
in music and the related arts at the
Towson University Student Day Care
Center;
Physical
Education –
Teacher
Education
(PETE; K-12)
Total: Minimum 227 hours.
Three progressively responsible
observation and participation field
experiences prior to professional year.
These 3 courses comprise Phase II of the
PETE Program).
1. KNES 324, Teaching Physical
Education in the Elementary School:
Internship I Experience at the
Elementary Level
Hours: Minimum 30
Focus: Progressive internship in the
grade K-5 elementary level physical
education classroom beginning with
(a) Observation of mentor teacher,
followed by
(b) Assisting the mentor teacher,
followed by
(c) Mimicking activities and lessons
6
MUED 391 Student Teaching in
Elementary School and MUED 392
Student Teaching in Secondary School two 8-week, full-time capstone student
teaching placements; requirements
include assuming full duties and
instruction of mentors.
Minimum 827
hours
Total: minimum 640 hours.
Student Teaching/Internship II:
One semester of student teaching (this
semester is considered Phase III of the
PETE Program); total minimum 640
hours
1. KNES 392, Student
Teaching/Internship II Experience:
Elementary School
Hours: 5 full school days per week for 8
weeks.
Focus: Eight-week professional
experience in elementary (grades K-5)
PDS placement site teaching physical
education. Teacher candidates are
required to assume full planning,
instructional delivery, and assessment
responsibilities of their mentor teacher,
in addition to any other assigned duties
Minimum 730
hours
delivered by mentor teacher, and ending of the mentor teacher.
with
(d) Creation and implementation of 4
2. KNES 394, Student
teacher candidate-designed lesson plans. Teaching/Internship II Experience:
Secondary School (middle school or
2. KNES 325, Teaching Physical
high school)
Education in the Secondary School:
Hours: 5 full school days per week for 8
Internship I Experience at the
weeks)
Secondary Level
Focus: Eight-week professional
experience in secondary (grades 6-12;
Hours: Minimum 30
Focus: Progressive internship in the
middle school or high school) PDS
grades 6-12 secondary level (middle
placement site teaching physical
school or high school) physical
education. Teacher candidates are
education classroom
required to assume full planning,
beginning with
instructional delivery, and assessment
(a) Observation of mentor teacher,
responsibilities of their mentor teacher,
followed by
in addition to any other assigned duties
(b) Assisting the mentor teacher,
of the mentor teacher.
followed by
(c) Mimicking activities and lessons
Total: Minimum 640 hours
delivered by mentor teacher, and ending
with
(d) Creation and implementation of 4
teacher candidate-designed lesson plans.
3. KNES 423, Adapted Physical
Education: Internship Experience in
K-12 Adapted Physical Education
Hours: Minimum 30
Focus: Observe and assist in one or
more settings where students (PreK
through age 21) may receive services for
adapted physical education.
Note(s):
(1) KNES 324 is the first course taken in
Phase II of the PETE Program.
(2) Following successful completion of
KNES 324 (successful = grade of C or
higher), teacher candidates may take
(a) KNES 325 followed by KNES 423
the following semester
or
(b) KNES 325 and KNES 423 during the
same semester.
Total: minimum 90 hours.
Dance Education DANC201: Developmental Movement DANC 391: Student Teaching
elementary rotation
1. (6) hours of observation in
1. 8 weeks clinical teaching
preschool private studio and
experience at the elementary
community dance, childcare
level
center, elementary school dance DANC 392: Student Teaching
7
Total: 707
programs.
secondary rotation
(4) hours of teaching assistance
2. 8 weeks clinical teaching
with a qualified dance mentor
experience at a high school
in an early childhood and
dance program
elementary community dance
program.
Total: 640
3. (21) hours of teaching
observation and assistance with
a certified dance educator in
preschool dance education in a
private children's museum
institution.
TOTAL: 31 hours
2.
DANC 251: Methods of Teaching
Dance: Field Experiences
1.
(2) hours of teaching and
assistance in TU Community
dance with a qualified instructor
2. (3) hours site visit and
observation at a middle school
dance program
3. (3) hours of observation at a
high school dance program
4. (15) Hours of teaching and
assistance in a middle school
arts integration classroom
teaching, science, math or
language arts.
Total: 21 Hours
DANC 451: Dance Education and
Public Policy
1. 15 hours pedagogy and
community outreach
experience. Placement on
individual basis
Total: 15 hours
Health
Education, 7-12
BS, Initial
Total: 67
Two progressively responsible
observation and participation field
experiences in middle and secondary
schools (SCED 341 focus on
observation, HLTH 425 focus on
observation , HLTH 430 focus on major
participation of planning,
implementation and evaluation).
Total: 75 hours.
HLTH 387 Student Teaching in
Secondary Education: School Health –
two 8-week, full-time capstone student
teaching placements in two settings:
middle and high school; requirements
include assuming full duties and
instruction of mentors classes. CPP
attempts to make K-12 and Health
student teaching placements in existing
PDS.
Total: min. 640 hours.
8
Minimum 675
hours
Other School Personnel
Reading
Education, K-12
(M.Ed;
advanced)
School Library
Media K-12
(M.S. Advanced)
The field experiences in REED 609
Reading Assessment focus on the
purposes and uses of a variety of
literacy assessments appropriate for
young children through grade 3. In the
subsequent course, REED 621 Reading
Disabilities, the foci are older students,
struggling readers, and matching
appropriate interventions/instruction
with the needs of the child, adolescent,
or adult.
REED 626 Clinic Internship and REED Minimum
726 Advanced Clinic Internship are
105 hours
supervised practica in which candidates
work extensively with clients and their
families. The focus of REED 626 is
appropriate assessments linked to
instruction. In REED 726, not only do
candidates again work directly with
clients, but they act as literacy coaches to
their colleagues and provide parent
workshops.
Total minimum of 15 hours.
ISTC 667, implementation of a
collaborative unit of instruction.
Total: minimum 90 hours.
ISTC 789 Practicum and Portfolio in
School Library Media - provides
orientation and participation experience
in the major aspects of library media
program operations and services.
Total: 3-6 hours
Administrator I
Certification
Master of Arts in
Psychology/Certi
ficate of
Advanced Study
in School
Psychology
Two course-aligned, multi-level field
experiences in schools and other
professional settings (e.g., school-board
meeting) (ILPD 781, ILPD 668); ILPD
addresses ELCC Standard 2 and 7.1
through three peer observation cycles
and professional development plan and
ILPD 668 addresses ELCC standard 4,
5, and 6 through field experiences
attending a school board meeting and
developing a community partnership
project.
Total: 70 hours.
School psychology candidates
participate in two consecutive practicum
experiences in a public school setting,
under the supervision of a certified
school psychologist (PSYC 771 and
773). Both semesters of practicum are
completed before candidates begin their
internships. Practica focus on
understanding school systems and
schools as organizations, conducting
psychodiagnostic evaluations, providing
consultation to teachers, providing
counseling to K-12 students, and
developing and implementing academic
and behavioral interventions.
9
Minimum
113-226
hours
Total: minimum 110-220 hours.
ILPD 797 Internship in Educational
Minimum
Leadership - complete specified,
370 hours
standards-based outcomes, create
professional portfolio demonstrating
proficiency as a leader based on state and
national leadership technology standards,
including ISLLC, ELCC, MILF and
TSSA.
Total: minimum 300 hours.
Internship in school psychology (PSYC Practice:
794, 795, 796) is the culminating
minimum
experience of the graduate program in
300 hrs
school psychology and occurs at the end
of the formal training period (after the
Internship:
completion of at least 56 graduate credit
minimum
hours, including at least 300 supervised
1200 hrs
practica hours in school settings). Its
focus is on providing candidates with the
opportunity to participate in the provision
of a full range of psychological services
in an educational setting with respect for
unique familial or cultural variables.
Specific foci include data-based decisionmaking; consultation and collaboration;
family/professional collaboration;
implementation and evaluation of
academic and behavioral interventions;
and prevention, crisis intervention and
mental health services.
Continuing Preparation Programs
Candidates in continuing preparation for teachers use their own classrooms or schools for
course assignment and/or assessment related field/clinical experiences that require them
to apply course work in classroom settings, analyze P-12 student learning, and reflect on
their practice in the context of theories on teaching and learning. The table below
identifies the program-specific/course-required field experiences and/or capstone
assessment requirements in which candidates undertake projects or case studies within
their classrooms that allow them to apply the new knowledge and skill gained in their
programs. By nature of their full-time role as classroom teachers, which impacts time
allocation to assignments, the hours required are variable the program-specific/courserequired field experiences and/or capstone assessment requirements.
Program
Field Experience(s)
ARED M.Ed. ARED 609
ARED 463/563
ARED 464/564
ECED M.Ed. ECED 609
Capstone Assessment
ARED 797
ARED 880-881
ECED 773 (Graduate
Professional Portfolio)
ECED 619
ECED 607
ECED 610
ECED 611
ECED 665
ELED M.Ed. ELED 665
ELED 775 (Integrated
Professional Practice Project)
EDUC 660
HLTH M.S.
ELED 647
No requirement
HLTH 643
KNES M.S.
KNES 642
KNES 734
KNES 723
KNES731
MATH M.S.
KNES 732
MTED 605
Secondary: Math 625/
Middle School: MTED 605,
10
Math 626
(Lesson Planning Projects)
MUED M.S.
Math 627
MUED 601
MUED 661 or MUED 662
SCED M.Ed. SCED 647
MUED 695
MUSC 887 (Thesis) or MUSC
880 (Graduate Project)
SCED 781 (Integrated
Professional Practice Project)
EDUC 660
SCED 741
SPED M.Ed., SPED 646
Autism
SPED 605
SPED 628 (Leadership
Colloquium)
SPED 621
SPED 622
SPED 624
SPED 625
11