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Introductory, Foundations,
and Methods Courses
Blocks 1-3
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Field Experiences Policies and Procedures…p. 2
Courses Requiring Field Experience…P. 3
Participating Partner Schools…p. 4
Dress Code…p.5
Attendance and Punctuality…p. 5
Conduct…p.5
Florida Educator Accomplished Practices…p. 6
Verification, Evaluation, and Diversity Log…p. 7-8
Sample Student Placement Letter…p.9
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Field Experience Policies and Procedures
Integrated field and final internship experiences include observing and teaching in early childhood,
elementary, special education, and secondary education classrooms. Field experiences and final internship
sites are selected from the five counties served by FGCU (Charlotte, Collier, Glades, Hendry, and Lee.)
School placements are determined by the College of Education’s requirements. Field sites are chosen, in
part, by the availability of clinical education trained teachers and by the site’s capability to accept cohort
groups consisting of interns from different programs. Educational placements are also determined by sites
offering opportunities to observe, interact, and teach using developmentally appropriate practices for all
children, including those who are linguistically (ESOL and LEP), socially, ethnically, culturally, physically,
emotionally, and intellectually diverse.
Field experiences and internships enhance the teaching experience by creating situations in which the intern
will integrate theoretical knowledge from education courses with the classroom experience to demonstrate
behaviors in an opportunity to apply and refine what has been learned in university classes. More
specifically, it is an opportunity to integrate knowledge of child development, teacher behavior, and state
mandates, including Educator Accomplished Practices, Sunshine State Standards, Goal Three Standards,
national standards and Florida Performance Measurement System, in teaching skills, in making classroom
decisions, and in thinking reflectively about decisions.
Field experiences for Introductory, Foundations, and Methods courses are in the categories of observations,
classroom tutoring, and demonstration lessons. Teachers need not have clinical training to host an FGCU
student for observations, tutoring, or demonstration lessons. Students have the option of choosing partner
schools (see list on page 4) through the Field Placement service or of contacting schools not affiliated with
the partner list on their own to make appointments for observations. Students may not contact partner
schools on their own for placement.
Students seeking assistance in placement from the field placement office will use the application link found
both on the College of Education website and on the ANGEL site (insert XXX link) for their education
course(s). Using the application, the student provides personal data and course information, and makes
three choices of schools for one observation assignment at a time. Submitting the application sends it
directly in email to the placement office. The placement office responds by sending a placement letter with
contact information for a given school. The placement office also emails the school with the name(s) of
students who have permission to contact the school for an appointment.
The student has the responsibility for phoning or emailing the school representative to make an
appointment. Following the directions in the placement letter, the student will be prepared to give the
necessary information about his/her course, the type of observation, tutoring, or lesson needed, the amount
of time required, and the best day of the week for the appointment. Failure to contact a school after a
placement letter is sent is a violation of this service since other students may be waiting for an opportunity
to visit that school. Partner schools contact the placement office when students given permission for an
appointment do not get in touch with them.
The application link also contains the observation verification and diversity form that must be completed for
all observations at the introductory, foundations or methods level. This form must be printed out and signed
by the mentor teacher, verifying your successful completing of the course assignment. The diversity
information must be completed by the student. All forms are eventually returned to the field placement
office, whether by the COE instructor or by the individual student.
Courses Requiring Field Experience
The following courses in the College of Education at FGCU require hours of either 1) observation, 2)
classroom tutoring, or 3) lesson demonstrations.
Course Number
EDF 2005
Course Name
Intro to Teaching
Profession
Hours Required
15 hours of observation (5
each in elementary,
middle school, and high
school)
EDF 2085
Intro to Diversity for
Educators
15 hours of observation
EDF 3201
Diversity of Human
Experience
15 hours of observation
MAE 4310
Math Content and
Processes
1 demonstration lesson
RED 4310
Early Literacy
Learning
7 hours of observation/ 7
hours of tutoring a 1st
grade student in reading
SCE 4310
Science Methods
1 demonstration lesson
TSL 4520
Second Language
Acquisition,
Communication &
Culture
5 hours of observation
and 12 hours of tutoring
an ESOL student.
Course Description
Survey course to orient students to the
profession of education. Focus on current
issues in education and their relationship to
the disciplines social, philosophical and
historical foundations.
An introduction to the value of diversity in
American society and the manifestations of
diversity in the educational system. Focuses on
providing prospective teachers with knowledge
about students in American schools who are
from different ethnic, racial, cultural,
socioeconomic and/or linguistic backgrounds
or who represent other categories of diversity.
Classroom and/or community observations
required.
The complexity and variety of opportunities in
early explored. Each field, including childhood,
elementary and special education are ESOL
will be addressed within the context of human
diversity.
Philosophy, methods, and materials for
teaching elementary school mathematics.
Emphasis on the use of hands on learning
approach using a constructivist approach.
Prepares preservice teachers to understand
the foundations of literacy and the learning
principles and instructional strategies
necessary to provide literacy instruction to
emergent, novice, and transitional readers and
writers.
Focuses on methods of planning, assessment
and instruction for effective science and health
education. Prerequisites:
Second language acquisition, applied
linguistics, and influence of cultural diversity
on learning, communication, belief systems
and value orientations and patterns of thinking
and behaving including modifications and
adaptations to meet the language needs of
diverse students in the classroom.
Participating Partner Schools
ALVA ELEMENTARY
ALVA MIDDLE
ALLEN PARK ELEMENTARY
AVALON ELEMENTARY
BONITA SPRINGS ELEMENTARY
BONITA SPRINGS MIDDLE
CAFFERATA ELEMENTARY
CALOOSA ELEMENTARY
CALUSSA PARK ELEMENTARY
CAPE CORAL HIGH SCHOOL
CAPE ELEMENTARY
COLONIAL ELEMENTARY
CORKSCREW MIDDLE
CYPRESS LAKE MIDDLE
DIPLOMAT ELEMENTARY
DUNBAR HIGH SCHOOL
EAST LEE COUNTY HIGH SCHOOL
EDISON PARK ELEMENTARY
ESTATES ELEMENTARY
ESTERO HIGH SCHOOL
FORT MYERS HIGH SCHOOL
GOLDEN GATE MIDDLE SCHOOL
GULF COAST HIGH SCHOOL
GULF MIDDLE SCHOOL
GULFVIEW MIDDLE SCHOOL
HEIGHTS ELEMENTARY SCHOOL
IMMOKALEE MIDDLE SCHOOL
J. COLIN ENGLISH ELEMENTARY
LAKE TRAFFORD ELEMENTARY
LEHIGH ACRES MIDDLE
LEHIGH SENIOR HIGH SCHOOL
LELY HIGH SCHOOL
LEXINGTON MIDDLE SCHOOL
MARINER HIGH SCHOOL
MIKE DAVIS ELEMENTARY SCHOOL
NAPLES PARK ELEMENTARY SCHOOL
NORTH FORT MYERS ACADEMY FOR THE ARTS
NORTH FORT MYERS HIGH SCHOOL
OAK HAMMOCK MIDDLE SCHOOL
ORANGE RIVER ELEMENTARY
ORANGEWOOD ELEMENTARY
PALMETTO RIDGE HIGH SCHOOL
PARKSIDE ELEMENTARY
PATRIOT ELEMENTARY
PAUL DUNBAR MIDDLE SCHOOL
PELICAN MARSH ELEMENTARY
PINECREST ELEMENTARY
PINEWOODS ELEMENTARY
THE SANIBEL SCHOOL ELEMENTARY
THE SANIBEL SCHOOL MIDDLE
SAN CARLOS PARK ELEMENTARY
SHADOWLAWN ELEMENTARY
SKYLINE ELEMENTARY
SPRING CREEK ELEMENTARY
THREE OAKS ELEMENTARY
TICE ELEMENTARY
TRAFALGAR ELEMENTARY
TREELINE ELEMENTARY
VINEYARDS ELEMENTARY
Dress Code
While each school may have different expectations, a generic guide is suggested as
follows:
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Male: A shirt with collar and slacks. Some schools may require a tie.
Female: A dress, skirt, or dress pants with a blouse.
No short dresses or skirts.
Generally, students should dress conservatively and professionally.
If possible, long hair should be tied back.
No shorts, jeans, active wear, T-Shirts, or mid-riff tops.
No sneakers, and open/backless sandals/shoes.
No excessive jewelry. It can detract from instruction.
No facial jewelry. It can detract from instruction.
Do not wear clothing that exposes body art. It can detract from instruction.
If the school has a school spirit day on the day that you report, discuss appropriate
attire with the mentor teacher and follow his/her lead.
Attendance and Punctuality
Public schools run on a very tight daily schedule; therefore, students are expected to be
considerate of their time.
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Arrive at the school 10-15 minutes early to check in to the main office.
Bring your Eagle photo ID to each visit.
Always sign-in/sign-out at the school’s front office upon arrival and departure.
Be polite and patient with the office staff.
Maintain a regular schedule and adhere to it! Attendance is mandatory.
Notify the mentor teacher if a personal emergency arises and you will not be able
to attend as scheduled. Leave a message if necessary.
Record Field Experience hours and ask the mentor teacher(s) to initial the log
at EACH VISIT. Verification, evaluation and diversity forms are available on line and are linked to
the application form.
Conduct
Students are strongly advised to respect rules of the school in which they are placed.
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Demonstrate professional behavior at all times.
Consider each visit a potential job interview.
Avoid negative comments about the college, school staff, students, and/or the
mentor teacher
Maintain confidentiality of students’ academic progress and behaviors.
Follow the mentor teacher’s directions at all times and do not become a
distraction in the classroom
Provide the mentor teacher with a copy of the course syllabus relevant to
course assignments. This might be helpful in clarifying what is expected for the
course requirements in regard to field placement. Take the time to sit down and
discuss/clarify assignments/responsibilities with the mentor teacher
Florida Educator Accomplished Practices (FEAPS)
Accomplished Practice 1 - Assessment
Accomplished Practice 2 - Communication
Accomplished Practice 3 - Continuous Improvement
Accomplished Practice 4 - Critical Thinking
Accomplished Practice 5 - Diversity
Accomplished Practice 6 - Ethics
Accomplished Practice 7 - Human Development and Learning
Accomplished Practice 8 - Knowledge of Subject Matter
Accomplished Practice 9 - Learning Environments
Accomplished Practice 10 - Planning
Accomplished Practice 11 - Role of the Teacher
Accomplished Practice 12 - Technology
FGCU College of Education Field Experience Contacts
Dr. Penny Finley – Intro, Foundations and Methods (Blocks 1-3) pfinley@fgcu.edu 590-7792
Mrs. Diane Kratt – Non Final Internship (Block 4) dkratt@fgcu.edu 590-7780
Mrs. Jackie Greene – Final Internship (Block 5) jgreene@fgcu.edu 590-7774
Documents and Links for Field Experience
The following documents and links follow below:
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Verification, Evaluation and Diversity form
Sample Placement Letter
Sample Application Form
Link to Placement Application
Student’s Name__________________
Course Number_________________
Course Name ___________________
Field Experience Log [to be completed by the FGCU student and signed by teacher(s)]:
Date Time in
School
Teacher’s Printed Name
Teacher’s Signature
Time out
Evaluation of Performance and Verification of Hours (to be completed by Mentor/Host
Teacher):
The following evaluation and information may be returned to the Teacher Candidate or mailed
directly to the instructor listed at the bottom*.
1.
Provide feedback on the effectiveness of the FGCU student’s communication and
collaboration skills in coordinating, completing, and providing you with information
about this field experience assignment.
o Exceeded expectations: FGCU student initiated communication and collaboration, provided details
of the field experience prior to beginning and volunteered additional hours and assistance.
o Met expectations: FGCU student demonstrated effective communication and collaborative skills
and provided a copy of this form prior to beginning field experiences.
o Below expectations: FGCU student appeared reluctant or uncomfortable in communication or
interactions and this form was presented at the completion of the field experience.
2.
o
o
o
Evaluate the FGCU student’s respect and demeanor during experiences in your
classroom, professional setting or school.
Exceeded expectations: FGCU student was very dependable, responsible, and professional in
appearance, and actions, and asked excellent questions.
Met Expectations: FGCU student acted responsibly and professionally completed the observation or
performance activity and asked planned questions.
Below expectations: FGCU student completed field experiences with minimal interest or interaction
and did not meet all planned appointments or observations as scheduled.
Comments:
Verified by (mentor teacher)____________________________________________
Date____________________________
*Field Experience Coordinator: Dr. Penny Finley, Florida Gulf Coast University, 10501 FGCU Blvd. South,
Fort Myers, Florida 33965-656 pfinley@fgcu.edu 239-590-7792
Total # of
hours
Diversity Survey
The classroom I visited was diverse in at least three (3) areas. (You may need to consult the
classroom teacher for this information.)
 Yes

No
Please check the areas of diversity that apply:
Gender
females
number of males
Race
Language
Special Needs
Socio Economic Status
number of
Dear NAME OF STUDENT,
This is notice of placement for one of your course observation sites. The information is listed below. Please
follow the directions below for making an appointment. Make sure that you explain:
o The nature of the assignment
o The due date for the assignment
o How long and when you will need to observe
o Bring your VERIFICATION AND EVALUATION form
o Dress professionally
o Remember that you are representing FGCU
ASSIGNMENT
Xyz Middle School
Dr. Smart, Principal
Address
Fort Myers
454-6130
ALL PLACEMENTS FOR THIS SCHOOL MUST GO THROUGH Ms. Contact person
She works Monday-Friday from 9 am-1pm. She can be reached by phone at 555-6130 or by
email contactme@leeschools.net .
I send a list of students who have permission to contact XYZ Middle School. All students must be
on that list in order to make an appointment.
If you have any questions, you can contact me. pfinley@fgcu.edu
Dr. Penny Finley
Instructor
Field Placement
College of Education
Florida Gulf Coast University