Statewide STUDENT FIELDWORK HANDBOOK
ECI 308 PRACTICUM
Elementary Education Student Fieldwork Handbook
for the (Statewide) Traditional Course of Studies
Name:
_____________________________________________
Introduction
The ECI Practicum experience is designed to give you an opportunity to work in a school
classroom setting prior to your student teaching. The overall objective is to allow for a
successful educational experience upon which you can build as you further your growth in the
field of education. This handbook is specifically for students that are in the traditional or cohort
statewide programs. You must complete 45 classroom practicum hours before you student teach.
One practicum or teaching lab hour equals 45 hours in an elementary or middle school classroom
observing, teaching and assisting the mentor teacher. This is a hands-on experience, not just
sitting in the back of the room.
The 308 Practicum and You
How will you complete your field experience requirements? The main goals of your practicum
experience include:
1. To give you a chance to observe professionals in education and to make career decisions.
2. To enable you to see and enact practical applications of course theory.
3. To offer you a variety of strategies, materials and equipment that you might adopt during your
fieldwork.
4. To provide opportunities for you to design and teach lessons in a classroom setting with
children
Traditional Programs *(Statewide option)
If you’ve had plenty of experiences teaching children, the traditional course of studies may be
best for you. Student practicum experiences will include 15 literacy block hours and 30 hours of
classroom experience integrated with all of your methods course work, building on math,
science, social studies, and technology classes. Experiences will be required and processed in
your classes as part of specific course assignments.
Cohort Programs: *(Statewide option at selected sites) Your “methods classes” will include
time in a classroom with children. Your instructors will define, plan and implement specific
requirements as an extension bridging their course to the real world of an elementary or middle
school. For two or three semesters you will be with the same community of teacher candidates
and you will be well on your way toward building a network of education professionals.
Basic Requirements for the 308 Practicum:
An overview:
1. Once you have been placed with a school please write your cooperating teacher a note (e-mail
is fine) introducing yourself, sharing your course assignments and when you’ll be in their class.
Ask for best times to be in their classroom if appropriate.
2. You may start your practicum as soon as your placement has been finalized and when your
instructors give you the assignments you’ll need to do as part of your field experience. Please
establish a regular schedule with the teacher so he/she will know when to expect you.
3. Please follow the school’s visitor policy. This is important! Most schools require you to sign
in and out of the school office. If you haven’t sent in for your fingerprint clearance card, this
would be a good time to get this done. Visit the statewide student advisement center and get
specific information for your local area.
4. Be punctual, dependable, and dressed appropriately. Please notify the school and your
mentor teacher if you must be absent for an emergency.
Practicum Information:
Your practicum supervisor or methods instructor will place you in a school with a teacher. There
will be a fieldwork contract, time sheet and written assignments you will be responsible for
documenting and putting together in a portfolio/notebook. Your portfolio will be due to your
practicum instructor or methods instructor two weeks before the end of the semester. It will need to
include the following written assignments that you will need to have in your portfolio.
Written Assignments:
The following are written assignments that will document the learning that has occurred as a result
of the practicum experience. Turn these in to your practicum instructor or methods instructor. Your
methods instructors will include other assignments to enrich and extend their courses, but the
following assignments should be maintained in a portfolio and turned in two weeks before the end
of the semester.
1. The Journal
A journal documenting each of your classroom visits. This should share/focus upon what upon
what you learned in each of these visits and the implications for your future classroom teaching.
You’ll need to analyze and synthesize your reflections without making any value judgments about
the cooperating teacher. Try connecting the experience to the teacher you want to be.
Some things to look for when you’re in the classroom are:
What are the implications for your future classroom teachings?
What are you learning about class management?
How does the teacher move from one subject to another?
What are the daily routines of the class?
What instructional methods are you seeing?
2. Assigned Readings
Two articles on teaching & classroom management. Choose the articles. Read each article and
synthesize the reading with the practicum experience. One page.
3. Nuggets of Wisdom
From casual dialogue with children, teachers or professors, what truths or epiphanies have you learned.
4. Mentor Teacher Student Evaluation Form
This needs to be filled out and signed by the mentor teacher and becomes a part of your practicum
portfolio.
Practicum Checklist for Traditional Program
Beginning of Practicum
______ Your practicum may be set up by an ECI 308 instructor for your first practicum, or your
methods instructor for each subsequent one .
______ Contact the cooperating teacher that you have been assigned. Please call or go to the school
just to introduce yourself. You may do this electronically if you know your teacher’s e-mail.
You should make this contact within one week of your assignment. You’ll need to share your schedule
with your cooperating teachers class routine before making times that you can be in their class.
My cooperating teacher’s name is: _________________________________________________
The best times for me to attend their class is:
_______________________________________________
_______ Complete your contract (in this packet) between yourself and the classroom cooperating
teacher within two weeks of receiving your placement assignment. Be sure it is signed, dated and in
your portfolio.
Middle of Practicum
______ ALWAYS contact your school and / or your classroom mentor teacher any time you will not
be able to attend the school you’ve been assigned to.
______ Mid-Term assessment. Share your experiences with the instructor or graduate assistant
assigned to the cohort. Bring your portfolio with your contract, time sheet and journal reflections.
End of Practicum
______ Complete all your hours and your portfolio two weeks prior to the end of the semester. Please
hand in your portfolio to the 308 instructor or the methods instructor coordinating your practicum.
_____ Your portfolio should have the following artifacts in this order:
1. The contract.
2. Journal reflections that share dates and times in the classroom.
3. Assigned reading assignments.
4. Nuggets of wisdom.
5. Practicum timesheet.
6. Practicum evaluation (completed by Mentor Teacher)
ADVICE FOR SUCCESS!
You are wearing the regal robe of “teacher candidate”. Be prepared for any work your cooperating
teacher expects of you. Avoid trying to be one of the students. Learn your students’ names. Avoid
touching students. Support behavior norms set up by the teacher. Follow all school procedures. Be
discreet with comments and opinions. Please.... No value judgments about teacher or children.
You may be asked to teach a lesson and write a plan from your cooperating teacher or professor. There
are worksheets in this handbook that demonstrate different types of lesson plans you might use.
ECI 308 Fieldwork Contract
__________________________________ will be observing / assisting at ______________________
ECI Student
School
____________________________________ in ________________________ classroom according to
the following weekly schedule:
Day(s):
Time Arriving:
Time Leaving:
The 308 teacher candidate is responsible for contacting the cooperating teacher immediately upon receipt
of this assignment.
The 308 teacher candidate is responsible to have this contract signed at the beginning of the practicum
and have the cooperating teacher complete the evaluation form in this packet.
_________________________________
Cooperating Teachers Name
______________________________________
Teacher Candidates Name
_______________________________
Date
If you have any problems understanding your assignments for this practicum, please contact your instructor.
If you have problems with your placement please contact either your instructor or statewide advisor.
Practicum Evaluation
(Cooperating Teacher’s Evaluation)
STUDENT:
GRADE: Pass
SS#:
DATE:
TEACHER:
GRADE LEVEL:
Please circle:
Fail
1 = Very seldom, not making progress toward target outcome behavior
2 = Making progress toward target outcome behavior
3 = Satisfactory performance on the target outcome behavior
NA = Not applicable, not observed
1
2
3
NA
The student consistently demonstrated professional behavior, habits, and dispositions
including dressing appropriately, being punctual, and being prepared with lesson plans
and teaching materials.
1
2
3
NA
The student demonstrated an understanding of how children learn by designing and
implementing effective learning opportunities and environments in your classroom.
1
2
3
NA
The student demonstrated an awareness of developmentally appropriate activities to
enhance learning opportunities for the children in your class.
1
2
3
NA
The student shows an awareness and sensitivity to multiculturalism, diversity, and
special needs within your classroom.
1
2
3
NA
The student relates well with children, peers, teachers, and others.
1
2
3
NA
The student can accept constructive criticism for their professional growth, and adjusts
behavior accordingly.
1
2
3
NA
The student can communicate effectively both orally and in writing, using grammatically
correct English.
1
2
3
NA
The student has an acceptable level of content knowledge; both conceptual and
procedural, for what they are teaching.
1
2
3
NA
The student shows a developing awareness of the school contexts as a community
within a community.
1
2
3
NA
The student has demonstrated knowledge of teaching literacy skills across the
curriculum.
1
2
3
NA
The student can use and develop or use assessments effectively to assess student
learning.
1
2
3
NA
The student uses time efficiently, and completes assigned tasks.
Additional comments about student:
(Classroom Teacher’s Signature)
This evaluation is based on my
observation of the student’s work
during the practicum.
(Student’s Signature)
The student’s signature means that
he/she has seen the evaluation; it does
not imply that he/she agrees with the results.
Practicum Evaluation
(Practicum Instructor’s Evaluation)
STUDENT:
GRADE: Pass
SS#:
DATE:
TEACHER:
GRADE LEVEL:
Please circle:
Fail
1 = Very seldom, not making progress toward target outcome behavior
2 = Making progress toward target outcome behavior
3 = Satisfactory performance on the target outcome behavior
NA = Not applicable, not observed
2
2
3
NA
The student consistently demonstrated professional behavior, habits, and dispositions
including dressing appropriately, being punctual, and being prepared with lesson plans
and teaching materials.
1
2
3
NA
The student demonstrated an understanding of how children learn by designing and
implementing effective learning opportunities and environments in your classroom.
1
2
3
NA
The student demonstrated an awareness of developmentally appropriate activities to
enhance learning opportunities for the children in your class.
1
2
3
NA
The student shows an awareness and sensitivity to multiculturalism, diversity, and
special needs within your classroom.
1
2
3
NA
The student relates well with children, peers, teachers, and others.
1
2
3
NA
The student can accept constructive criticism for their professional growth, and adjusts
behavior accordingly.
1
2
3
NA
The student can communicate effectively both orally and in writing, using grammatically
correct English.
1
2
3
NA
The student has an acceptable level of content knowledge; both conceptual and
procedural, for what they are teaching.
1
2
3
NA
The student shows a developing awareness of the school contexts as a community
within a community.
1
2
3
NA
The student has demonstrated knowledge of teaching literacy skills across the
curriculum.
1
2
3
NA
The student can use and develop or use assessments effectively to assess student
learning.
Additional comments about student:
(Classroom Teacher’s Signature)
This evaluation is based on my
observation of the student’s work
during the practicum.
(Student’s Signature)
The student’s signature means that
he/she has seen the evaluation; it does
not imply that he/she agrees with the results.
Student Time Sheet
__________________________________ will be observing / assisting at ______________________
ECI Student
School
____________________________________ in ________________________ classroom.
Instructions to the student – please log in your practicum hours and have your mentor teacher initial. You will
turn in this log along with your journal notes and assignments at the end of the semester to your university
practicum supervisor/instructor.
Day(s):
Time Arriving:
*Example
Sept. 7
9:00 AM
Time Leaving:
Teacher Initial
12:00
SLM
_________________
________________
Student signature
Teacher Signature
GENERIC LESSON PLAN
Name:
Course:
Semester:
Title of Lesson:
Grade Level:
Time Frame:
Materials or Resources Needed:
Standards:
***************************************************************************
LESSON ACCOMMODATIONS:
1. Content: Include a paragraph explaining the content knowledge you, as the
teacher, will need to know in order to teach this lesson effectively.
2. Multiculturalism and Diversity: How will you show an awareness and
sensitivity to multicultural, diversity, and special needs issues during this
lesson?
GOAL or OBJECTIVE: (What do you hope to accomplish in this lesson? How will you accomplish
this goal? {Keep this goal broad})
RATIONALE: (Explain why this lesson is a good idea, or why it is important that your students either
know this information or can accomplish these skills?)
MATERIALS: (List all materials needed to complete this lesson. Include bibliographic references to
any books you will need.)
CONTENT: (If different than previously mentioned, state any content knowledge that students will
need to know, prior to, and following the lesson.)
PROCEDURES: (Outline in detail how the lesson will proceed. Include all events, activities, and
accompanying instructions. Also include any pertinent questions to guide students’ thinking.)
ASSESSMENT: (Explain what form of assessment you will use in order to evaluate this lesson. Any
Assessment or evaluation must correspond to the original goal or objective. State evidence or
other criteria that will demonstrate whether or not the lesson was successful).
INQUIRY TEACHING PLAN
Name:
Course:
Semester:
Title of Lesson:
Grade Level:
Time Frame:
Materials or Resources Needed:
Standards:
***************************************************************************
LESSON ACCOMMODATIONS:
2. Content: Include a paragraph explaining the content knowledge you, as the
teacher, will need to know in order to teach this lesson effectively.
2. Multiculturalism and Diversity: How will you show an awareness and
sensitivity to multicultural, diversity, and special needs issues during this
lesson?
GOAL or OBJECTIVE: (What do you hope to accomplish in this lesson? How will you accomplish
this goal? Keep this goal broad.)
RATIONALE: (Explain why this lesson is a good idea, or why it is important that your students either
know this information or can accomplish these skills?)
MATERIALS: (List all materials needed to complete this lesson. Include bibliographic references to
any books you will need.)
CONTENT: (If different than previously mentioned, state any content knowledge that students will
need to know, prior to, and following the lesson.)
PROCEDURES: (The outline below will provide a guildline for how the students might proceed.. You may
facilitate this experience, but allow the students to investigate freely and to make discoveries on their
own.)
• IDENTIFY THE PROBLEM: (Formulate the problem as a question. You may
provide the questions for the students, or they may formulate their own.)
“How much will my heart rate increase following one minute of exercise?”
• FORM HYPOTHESIS: (The hypothesis should be based on some prior research.)
“I believe my heart rate will increase by 20 beats per minute.”
• GATHER DATA: (Data should be collected and recorded. Data can be recorded in logs, journals,
charts, graphs, diagrams or even photographs.)
(Students will count their heart rate for 15 seconds, multiply by four and record the results. Next,
students will jump rope for one minute and repeat the above procedure. Repeat this procedure with at
least ten students.)
(Inquiry Lesson Plan continued)

ANALYZE DATA AND FORM CONCLUSIONS:
(Upon analyzing the completed data, students will draw a conclusion which will answer the problem
question.)
DISCUSSION: (Allow students to share their discoveries and conclusions. Use this time to clear up
any misconceptions or errors in content. This can be a valuable teaching time.)
ASSESSMENT: (A valuable means of assessment for this type of activity is for the students to write
about their experiences in their daily journals. They should document their procedures of inquiry
and list their discoveries and/or conclusions. It is important that they can defend their conclusions
based upon the science content or principles.)
MADELINE HUNTER LESSON PLAN
Name:
Course:
Semester:
Title of Lesson:
Grade Level:
Time Frame:
Materials or Resources Needed:
Standards:
***************************************************************************
LESSON ACCOMMODATIONS:
3. Content: Include a paragraph explaining the content knowledge you, as the
teacher, will need to know in order to teach this lesson effectively.
2. Multiculturalism and Diversity: How will you show an awareness and
sensitivity to multicultural, diversity, and special needs issues during this
lesson?
ANTICIPATORY SET: (Some way to motivate your students, focus their attention, or get them interested
interested in today’s topic. Call on prior knowledge and experience.)
PURPOSE OR OBJECTIVE: (Explain what the students will be able to do by the end of the lesson
and why these objectives are important. Keep these goals broad.)
INPUT: (What information is essential for the students to know before beginning the lesson. How will you
communicate this? i.e. lecture, demonstration, video, books, etc.)
MODEL: (If appropriate, how will you demonstrate the concepts or skills that you want your students to
learn?)
CHECK FOR UNDERSTANDING: (Identify strategies that you will use to determine if students
have learned the objectives.)
GUIDED PRACTICE: (Teacher provides sample skills and walks the students through the procedures.
Students perform these under your supervision and guidance.)
CLOSURE: (Teacher wraps up the lesson and determines what form of assessment or evaluation to use.
evaluation to use.)
INDEPENDENT PRACTICE: (Students practice skills on their own. Determine whether homework
will be needed or assigned.)
ASSESSMENT: (Explain what form of assessment you will use in order to evaluate this lesson. Any
Assessment or evaluation must correspond to the original goal or objective. State evidence or
other criteria that will demonstrate whether or not the lesson was successful.)
GUIDED DISCOVERY TEACHING PLAN
Title of Unit:
Title of Lesson:
Grade Level:
Time Frame:
Standards:
*******************************************************
TEACHER:
Present example:
“What do you notice?” (Observing, describing, etc.)
STUDENTS:
Describe example:
TEACHER:
Present additional examples:
STUDENTS:
Describe second example and compare to first example
TEACHER:
Present additional examples and nonexamples:
“How are these alike or different?” (comparing/contrasting, finding patterns, etc.)
“Can you give an example?” (generalizing, etc.)
STUDENTS:
Compare and contrast examples:
TEACHER:
Prompt students to identify characteristics or relationship:
“Why? How do you know?” (Inferring, justifying, etc.)
STUDENTS:
State definition or relationship:
TEACHER:
Ask for additional examples:
And perhaps, “What would happen if . . .?” (hypothesizing, etc.)