Detailed Field Experience Descriptions for Initial and … · 2018-02-05 · BSED Elementary Education Field Experiences ... learning needs ages 3-21 Special Education 3201 ... based

Detailed Field Experience Descriptions for Initial and Advanced Programs

BSED Early Childhood Education Field Experiences

Semester Courses Field Experiences/ Age/Grade

Beginning Major in

Education Coursework

ECEd 3555 Observation

and Assessment of Infant &

Early Childhood

Development

10 hrs. In preschool, Head Start, or K-3

grades. The purpose is to conduct a

comprehensive, functional assessment by

observing one student who has been

diagnosed with a special need or who is

at-risk. Types of observations include

informal observations (kid watching),

anecdotal recordings (watching the target

child in different settings), parent

interviews (gaining information from a

knowledgeable source about the target

child), quantitative observations

(watching the target child simultaneously

with other students to assess the

frequency and intensity of the identified

behavior of concern), and a case study

(comprehensive report of all observations

conducted with the target child). Students

can complete the field experiences in a

variety of early childhood settings that

include preschools, head starts, and K-3

grades.

SPED 2000 Issues in

Human Diversity

5 hours observation in programs

providing services for individuals with

disabilities; including a program for

adults (i.e., SRVS), for school aged (a

public or private school) and for infants,

toddlers or preschoolers.

ECEd 4510 Programs &

Practices in Early

Childhood Education

10 hrs. Observations in 6 program types

including Infant and Toddler, an NAEYC

Accredited Preschool Program, Head

Start, Montessori, a Kindergarten

Program, and a Child Care Program. The

purpose is to explore early childhood

teacher roles and responsibilities and; to

see theories about child development

transition into practice.

ECED 4540 Infant &

Toddler Development and

Care

10 hrs. Infant & Toddler; 5 hours

observing; 5 hours implementing

developmental activity plans


LEAD 2010 Schools in

Urban Setting

5 hrs. Observation or teaching a lesson

prepared by Junior Achievement

(depending on the section)

Midpoint Coursework

ECEd 4500 Emergent

Literacy and Language

Development

14 hrs. NAEYC accredited preschool;

Literacy Study on 1 child; reading to and

instruction for literacy related

development.

ECEd 4515 Teaching and

Learning in Early

Childhood Education

10 hrs. NAEYC accredited preschool;

Planning and implementing play-related

lessons

ECEd 4520 &4525

Planning and Facilitating

Social Learning and

Development & Practicum

30 hrs. Kg-3 Public School setting;

Develop Thematic Unit; Plan and

Implement Social Learning and Studies

Lessons

IDT 3600 Technology in

Education

5 hrs. Assist teachers with classroom

based learning using technology.

Ending Coursework

ECEd 4530 & 4525

Planning and Facilitating

Math and Science Learning

& Practicum

30 hrs. Kg-3 Public; Teach series of math

and science lessons with various

assessment tools.

ELED 4240 Literacy in

Grades K-3

14 hrs. Kg-3 Classrooms; Observation of

literacy lessons.

Student Teaching

ICL 4901 or 4903 Student

Teaching in Early

Childhood Settings

8 wks & 7 weeks, full-time 40 hours per

week. In PreK/K and Grades 1-3. At

least one placement in a diverse, urban

setting is required.

BSED Elementary Education Field Experiences

Course Field hours / days Nature of field experiences

LEAD 2010; Schools in

Urban Setting

5 hours Observation or teaching a lesson prepared

by Junior Achievement (depending on the

section)

SPED 2000; Issues of

Human Diversity

5 hours Work with an individual with disabilities

outside of a school setting.

IDT 3600; Technology in

Education

5 hours Assist teachers with classroom based

learning

ICL 4001; Learning in the 10 hours Directed observation of classroom


Urban Environment settings. Conduct parent interview for

COEAS / ACEI / NCATE.

ELED 4240; Literacy in

Grades K-4

14 hours Teach several reading lessons to small

groups and whole classes

ELED 4241; Literacy in

Grades 5-8

14 hours Teach specific reading lessons to small

groups and whole classes.

ELED 4351; Organizing

for Teaching and Learning,

K-6

15 hours Candidates must take these four classes

simultaneously. Candidates teach math,

science, and social studies lessons to small

groups and/or whole classes, practice

classroom management skills, assess

candidates, assist the classroom teacher,

and complete reflections detailing their

experiences.

ELED 4352; Curriculum

and Methods

20 hours

ELED 4353; Thematic

Instruction

15 hours

ELED 4354; K-6

Practicum, Integrative

Learning in Urban Settings

70 hours

ICL 4901 & 4904; Student

teaching in grades K-3 and

4-6, respectively

15 weeks,75 full days (600

hours)

Student teaching – Candidates are

required to complete at least one

placement in a diverse urban setting.

BSEd Middle School Field Experiences

Course Title Field Hours Activities

Technology in Education 5 hours Observations

Fundamentals of Urban

Middle Grades Education

10 hours Observations, tutoring individual students,

and conducting small-group learning

sessions in an urban, multiracial middle

school.

Teaching and Schools in

Urban Settings

5 hours Tutoring individual students, and

conducting small-group learning sessions

in a racially diverse middle school with an

inclusion program.

Literacy in Grades 5-8 14 hours Tutoring and conducting small-group

instruction

2 Content Area Methods 24 hours Conducting small-group instruction and

teaching whole classes in an urban,

multiracial middle school.

Student Teaching in High

School

15 weeks Full teaching and preparation of middle

school classrooms for 8 and 7 weeks,

respectively. One setting will be urban,

the other suburban. Both placements

include students of different ethnic and

socio-economic backgrounds and

inclusive classes.


BSEd Special Education Modified and Comprehensive Programs


Beginning Coursework

Special Education 2000

Issues of Human Diversity

3 credit hours

5 hours experience in special education

classroom or in community programs

serving individuals with exceptional

learning needs ages 3-21


Behavioral Support for

Students in Diverse Settings

3 credit hours

30 hrs observation and implementation.

Students can complete the field

experiences in a variety of settings but

typically at a school site, the purpose is to

conduct a comprehensive, functional

assessment by observing one student who

has been diagnosed with an exceptional

learning need.


Academic Support for

Students in Diverse Settings

3 credit hours

30 hours observation and implementation

in programs providing services for

students diagnosed with learning

disabilities. Typically the students choose

one student or group of students to

intensely study the curriculum, the needs

of the child in a regular and special

education classroom and learn to monitor

and adjust academic curriculum to meet

the strengths or needs of the individual

learner


Support for Students with

Mental Retardation

3 credit hours

30 hrs of observation and implementation

in educational programs of all types

serving children and adults with cognitive

deficits. The purpose of this experience is

to familiarize the student with varying

degrees of mental retardation, the variety

of programming and curricula available

and lifetime issues. Students will visit a

variety of community and school sites for

varying lengths of time to accomplish

these goals


Midpoint Coursework


Methods, Materials and

Curriculum for Learners

with Mild Disabilities

3 credit hours

Labeled the block, there are four courses

taken together with 3800, 3801, 3802 and

3803, there is a 90 hour total practicum

requirement. These practicum hours are

usually at an elementary school.


Practicum with Learners

Having Mild Disabilities

3 credit hours

The purpose of this four course sequence

is to provide true hands experience with

learners. It is a practicum where students

are expected to assess and develop

methods, materials and data to support

exceptional learners in a variety of

settings.


Assessment of Learners

with Disabilities

3 credit hours

The purpose of this course practicum is to

link instruction with assessment in

meaningful ways tying the needs of the

learner to assessment data, family

information and individual educational

plan development.


Behavior Management for

Learners with Disabilities

3 credit hours

The student will begin to gather

quantitative observations (watching the

target child simultaneously with other

students to assess the frequency and

intensity of the identified behavior of

concern) ending with the completion of a

data based behavior change plan


conducted with the target child).

Ending Coursework


Methods, Materials and

Curriculum for Learners

with Moderate/Severe

Disabilities

3 credit hours

Special Education 4000 is taken

concurrently with its practicum correlate



Practicum with Learners

with Moderate /Severe

Disabilities

3 credit hours

90 hour practicum requirement in schools

or programs which serve individuals with

moderate/severe disabilities, The purpose

of this practicum is to initiate the student

into the diverse settings of children with

more severe disabilities, interacting with

other professional and related services,

planning transitions and developing

appropriate IEPs



Accommodations for

Students With

Physical/Health

Impairments

3 credit hours

30 hours practicum with children whose

exceptional learning are due primarily to

physical or health concerns. The students

are expected to view and participate when

possible in lifting, seizure control, as well

as understand medication and basic health

care procedures.


Consultation with

School/Family/Community

3 credit hours

There is a syllabus requirement in this

class that students will avail themselves

out of class to local community or family

resources. There is however no formal

delineation of mandated hours

Student Teaching Student Teaching in

General Education/Special

Education

10 credit hours

15 weeks, 2 placements full-time in

education classrooms in area public or

private schools. At least one placement in

a diverse, urban setting is required.

Licensure type: Special education

modified and regular education. Students

are assigned 15 weeks total in two

representative settings

Licensure type: Special education

modified and comprehensive. Students

spend 15 weeks total in two

representative settings.

K-12 Physical Education BSEd Field Experiences


Beginning Major in

Education Coursework

PETE 3800 Instructional

Strategies in Physical

Education

10 hrs. In K-12 teaching settings.

Observation of PE classes at elementary,

middle and high school level and teaching

at least one prepared lesson to students.

The purpose is to observe students and

teacher roles and responsibilities; and to

observe quality developmentally

appropriate teaching practices.

SPED 2000 Issues in 5 hrs. Observation in programs providing


Human Diversity services for individuals with disabilities;

including a program for adults (i.e.,

SRVS), for school aged (a public or

private school) and for infants, toddlers or

preschoolers.

LEAD 2010 Schools in

Urban Setting

5 hrs. Observation or teaching a lesson

prepared by Junior Achievement

(depending on the section)

Midpoint Coursework PETE 3308 Exceptional

Learners in Physical

Education

15 hrs. In K-12 teaching settings. The

purpose is to observe and assist with

instruction for students with a wide range

of special needs. Types of observations

include informal observations (kid

watching), anecdotal recordings

(watching the target child in different

settings), teacher interviews (gaining

information from a knowledgeable source

about the target child), and a case study


conducted with a target child). Students


variety of settings that include preschools,

elementary, middle, and high schools.

IDT 3600 Technology in

Education

5 hrs. Assist teachers with classroom

based learning using technology.

Professional Studies

Module

PETE 4200 Curriculum and

Integrated Learning in

Elementary School Physical

Education

30 hrs. P-5 in Public Schools; Plan and

teach a series of developmentally

appropriate PE lessons and use

assessment tools.

PETE 4400 Learner

Assessment in K-12

Physical Education

15 hrs. K-12 in teaching settings. The

purpose is to: develop and implement a

variety of alternative assessments that tap

the cognitive, affective, and psychomotor

learning domains; demonstrate ability to

conduct standardized assessments,

analyze movement patterns; apply

measurement principles such as reliability

and validity in their analysis and reporting

of assessment data; and provide feedback

to K-12 students based on assessment

results.

PETE 4300 Curriculum and 30 hrs. 6-12 in Public Schools; Plan and


Integrated Learning in

Middle School and

Secondary School Physical

Education

teach a series of developmentally

appropriate PE lessons and use

assessment tools.

Student Teaching

PETE 4909 Student

Teaching in K-12 Settings

8 wks & 7 weeks, full-time 40 hours per

week. One in Elem. and one MS or HS.

At least one placement in a diverse, urban

setting is required.

Undergraduate Licensure in Dance Education

Tennessee Standards

Course(s)

Clinical/Field Experiences

Standard I. Dance Knowledge

and Application

Candidates understand and apply

the concepts of dance techniques

and styles, choreography, body

science, dance history, and music

in creating sequential

developmentally appropriate

learning experiences for dance

students.

Danc 2821- Contemporary Dance

II(1.1) Danc 2825- Ballet II (1.1)

Danc 2827- Jazz II (1.1)

Danc 3829- Advanced Dance

Techniques (1.1)

Danc 1151- Introduction to

Dance (1.4)

Danc 3101- Dance History (1.4)

Danc 3201- Dance Movement

Analysis (Dance Science,

kinesiology and Anatomy) (1.3)

Danc 4201- Dance Composition

(1.2)

Danc 4202- Advanced Dance

Composition (Dance and Music)

(1.2; 1.5)

Danc 4404- Dance Teaching

Methods (1.1; 1.2 )

ICL 4914- Student Teaching in

Dance (1.1; 1.2 ;1.3; 1.4;1.5)

Practicum hours = 45 (hrs) –

Observe and assist in

elementary (15 hrs), Middle

School (15 Hrs) and High

School (15 hrs) settings

Standard II.

Candidates plan and provide

instruction that engages the student

to explore and create technically

sound, expressive and original

choreography.

*Danc 4201- Dance

Composition

*Danc 4202 Advanced Dance

Composition

Danc 4402- Dance Education in

Diverse Settings

Dance 4404- Dance Teaching


Develop & implement lesson &

unit plans

Practicum hours = 10(hrs) –


unit plans – Reflection Paper


Tennessee Standards

Course(s)


Methods


Dance

*Courses also satisfy Std I

Standard III. Candidates plan and

provide instruction that challenges

students to identify, interpret,

rehearse, self critique, refine and

present in appropriate venues..

Danc 4101- Dance Repertory-

Performance

Thea 2511- Theatre Crafts or

Thea 1561 Intro to Design

Thea 3604- Costume Lab

Thea 3603- Lighting Lab


Dance

Danc 3101- History of Dance

Practicum hours = 120 (hrs )–

Reflection Paper

Standard IV. Responding to

Dance


instruction that empowers students

to respond independently to dance

through the use of analysis,

interpretation, and evaluation.

*Danc 1151- Introduction To

Dance

*Danc 3101- Dance History


Dance

*Also satisfy Std I

Practicum Hours- 10 (hrs)

Research Paper

Standard V. Teaching Dance


comprehensive sequential

curriculum and instruction that is

developmentally appropriate; they

create an environment that is

physically safe and appropriate for

the discipline and that encourages

active engagement in learning.

**Danc 4402 Dance Education

in Diverse Settings

**Danc 4404- Dance Teaching

Methods

**Also satisfy Std II

UNIV 3534- Theatre and

Therapy

EDPR 2111- Development

Across Lifespans

LEAD2010- Teaching and

Schools in Urban Settings

SPED 2000- Issues of Human

Diversity


Dance

Danc 4402



unit plans

Danc 4403

Practicum hours = 10(hrs)–


unit plans – Reflection Paper

ICL


Develop & implement lesson -

Portfolio

Reflection Paper


Tennessee Standards

Course(s)


Standard VI. Dance Reflection,

Professional Development and

Leadership

Candidates pursue lifelong

learning through reflective

practice, research, professional

development, and participation in

dance making.

ICL 4800- Professional Seminar

Danc 4404- Dance Teaching

Methods

Univ 4995- Special Project

Danc 4201- Dance Composition

*Danc 4202 Advanced Dance

Composition (Dance and Music)


Research Paper

MAT Early Childhood Field Experiences

Course Field Hours Field Experiences/ Age/Grade

ECED 6510: ECE

Programs and Practices

10 Observations in 6 program types including

Infant and Toddler, an NAEYC

Accredited Preschool Program, Head

Start, Montessori, a Kindergarten

Program, and a Child Care Program. The

purpose is to explore early childhood

teacher roles and responsibilities and; to

see theories about child development

transition into practice.

SPED 6900:


3 Consultation with


SPED 7101: Foundations

of EC-SPED

4 4 hrs. Observation in programs providing

services for individuals with disabilities;

including a program for adults (i.e.,

SRVS), for school aged (a public or

private school) and for infants, toddlers or

preschoolers.

ECED 6520 Social

Learning

20 Kg-4 Public School setting; Develop

Thematic Unit; Plan and Implement

Social Learning and Studies Lessons.

ECED 6530 Math &

Science Methods

20 Kg-4 Public; Teach series of math and

science lessons with various assessment

tools

ECED 6540 Infant &

Toddler (Each semester)

10 Infant & Toddler; 5 hours observing; 5

hours implementing developmental


MAT Elementary Education Field Experiences

Course Field hours / days Nature of field experiences

ICL 7059 Models of

Instruction

4 hours Directed observation of classroom

environment.

ICL 7709 Urban Learning

Environment

10 hours Observe and teach two lessons to small

groups. Conduct parent interview to meet

ACEI / NCATE standards

SPED 7000 Psycho-

Educational Problems of

Exceptional Children and

Adults

4 hours Work with an individual with disabilities

outside of a school setting.

RDNG 7553 Foundations

of Literacy Development in

12 hours Teach several reading lessons to small

groups and whole classes

activity plans

ECED 7102 Observation

& Assessment

10 In preschool, Head Start, or K-3 grades.

The purpose is to conduct a

comprehensive, functional assessment by

observing one student who has been

diagnosed with a special need or who is

at-risk. Types of observations include

informal observations (kid watching),

anecdotal recordings (watching the target

child in different settings), parent

interviews (gaining information from a

knowledgeable source about the target

child), quantitative observations

(watching the target child simultaneously

with other students to assess the frequency

and intensity of the identified behavior of

concern), and a case study


conducted with the target child). Students


variety of early childhood settings that

include preschools, head starts, and K-3

grades.

RDNG 7553 Literacy

Development

12 NAEYC accredited preschool; Literacy

Study on 1 child; reading to and

instruction for literacy related

development.

ICL 4901 or 4903

Student Teaching

600 8 wks & 7 weeks, full-time In PreK/K

and Grades 1-3. At least one placement in

a diverse, urban setting is required.


grades K-4

RDNG 7554 Foundations

of Literacy Development in

Grades 5-8

12 hours Teach specific reading lessons to small

groups and whole classes.

ICL 7654 Methods for

Teaching Social Studies in

the Elementary Grades

12 hours Write and teach social studies lessons to

small and whole groups.


Teaching Science in the

Elementary Grades

10 hours Write and teach a series of hands-on

science lessons to small and whole

groups.


Teaching Math in the

Elementary Grades

10 hours Write and teach a series of math lessons to

whole and small groups.

Conduct mathematics interview to meet

ACEI / NCATE

ICL 7996 Candidate

teaching in grades K-3 and

4-6

75 days Candidate teaching

MAT Special Education Field Experiences

Comprehensive Licensure:

SPED 7000 Issues of Human Diversity 4 field hours

Experience in special education classroom or in community programs

serving children with exceptional learning needs ages 3-21. These experiences

are chosen to match area/age of licensure concentration

SPED 7042 Field experiences in Comprehensive Special Education 90 field hours

Supervised experiences in classrooms or community programs serving children

with moderate/severe disabilities

SPED 6601 Etiology and Characteristics of Students with Mild 30 field hours

to Severe Physical /Health Impairments

Supervised experience in schools, clinics or other settings serving children

Health or physical impairments

Total Pre-Student Teaching Field Experience Hours: 124

Modified Licensure SPED

7000 Issues of Human Diversity 4 field hours Experience in

special education classroom or in community programs serving

children with exceptional learning needs ages 3-21. These experiences are

chosen to match area/age of licensure concentration

SPED 7041 Field Experiences in: Modified Special Education 90 field hours

Supervised experiences in classrooms serving children with

mild/moderate learning needs, typically an urban academic setting


RDG 7553 Literacy Development K-4 12 field hours

ICL 7504 Teaching Mathematics in the Elementary/Middle School 10 field hours


Early Childhood Special Education Licensure

SPED 7000 Issues of Human Diversity 4 field hours

Experience in special education classroom or in community programs serving

children with exceptional learning needs ages 3-21.

SPED 7141 Clinical/Field Experiences in Early Childhood 90 field hours

Special Education

Supervised experiences in preschools or educational settings serving

young children with disabilities

SPED 6601 Etiology and Characteristics of Students with 30 field hours

Mild to Severe Physical /Health Impairments

Supervised experience in schools, clinics or other settings serving children

with health or physical impairments


Student Teaching

Successful completion of coursework precedes a 15 week full time student teaching in two

settings both in the area of licensure.

ICL 7800 Advanced Clinical Practicum for Initial Teacher Licensure 525 field hours

or Additional Endorsement

The student is placed for 15 weeks in two classroom settings with children typical of area of

licensure for an intensive supervised student teaching experience. One of the placements is in an

urban area.

Field/Clinical Experience Total: 641-649 field hours The course based field experiences vary by licensure and total between 116-124 hours. These

hours are completed prior to student teaching. There is an additional 525 hours in the Advanced

Clinical Practicum (Student Teaching)

Students are not required to complete a student teaching experience if they successfully meet the

guidelines for consideration of teaching experience in lieu of student teaching. This requires

evidence which includes employment and satisfactory performance evaluation data, verification

for two school years of satisfactory full time teaching in licensure area, evidence of school based

mentoring, and completion of all licensure coursework.

MAT Middle School Field Experiences


Introduction to

Exceptional

Learners

4 hours Observations, tutoring, and small-group instruction

among inclusive, racially diverse groups in city and

county schools


Urban Learning

Environment

10 hours Tutoring individual students, and conducting small-

group learning sessions in an urban, multiracial

middle school.

C&I in

Multiethnic

School

10 hours Tutoring individual students, and conducting small-

group learning sessions in two settings: one racially

diverse middle school with an inclusion program,

and one urban, multiracial middle school

Teaching

Reading in the

Subject Areas

8 hours Conducting small-group instruction and teaching full

classes

Two Methods

Courses

16 hours Conducting small-group instruction and teaching

four full classes in a variety of middle schools.

Student

Teaching in

Middle School

15 weeks Full teaching and preparation of middle school

classrooms for 8 and 7 weeks, respectively. One

setting will be urban, the other suburban. Both

placements include students of different ethnic and

socio-economic backgrounds and inclusive classes.

MAT Secondary Education Field Experiences


Introduction to

Exceptional

Learners

4 hours Observations, tutoring, and small-group instruction among

inclusive, racially diverse groups in city and county

schools

Urban Learning

Environment

10 hours Tutoring individual students, and conducting small-group

learning sessions in an urban, multiracial high school.

C&I in

Multiethnic

School

10 hours Tutoring individual students, and conducting small-group

learning sessions in two settings: one racially diverse

middle school with an inclusion program, and one urban,

multiracial high school

Teaching

Reading in the

Subject Areas

8 hours Conducting small-group instruction and teaching full

classes

Methods

(Content Area

Specific)

8 hours Conducting small-group instruction and teaching four full

classes in an urban, multiracial high school.

Student Teaching

in High School

15 weeks

600 hours

Full teaching and preparation of middle and high school

classrooms for 8 and 7 weeks, respectively. One setting

will be urban, the other suburban. Both will include


students of different ethnic backgrounds and inclusive

classes.

MS Early Childhood Field Experiences

Field Experiences in ICL Advanced Continuing Education Programs (MS)

ICL 7992

Master’s Project

Action Research Project Implementation, designed as a

culminating experience. Direct participation is required for the

successful completion of a field study, on-site project or other

classroom-based experience. Six weeks of implementing the

action plan and collecting data in a school setting.

ICL 7996

Master’s Thesis

Learning designed around individual learner field experiences.

Developing, implementing, and reporting on classroom-based

inquiry. 3-6 credit hours over fifteen weeks.

Field Experiences in the Reading Masters of Science Degree

and Reading Specialist Endorsement

Courses Field Experiences/ Age/Grade

RDNG 7540: Innovations for Teaching Literacy in the Classroom

Innovations for Teaching Literacy in the Classroom requires two field-based tasks integral which develop foundational knowledge. One requires candidates to reflect on a specific strategy in their own teaching or through observations in someone else’s class. In contrast, the second task requires students to think holistically about their learning environments, including learning materials, in relation to the class readings, with specific attention to theory. The details of the assignments are described below. What’s Working Paper: Identify one instructional strategy that is working in your literacy curriculum (if you aren’t teaching, then identify one that you have observed in a great literacy classroom). 1)

Course Field Assignments

ECED 7101

Integrated Thematic Unit and Center

ECED 7102

School Site Case Study

ECED 7103 ECEd Learning Center Implementation

ICL 7992 Action Research Project Implementation


Describe an instructional strategy, 2) a theory which supports the instructional strategy, 3) the advantages/challenges, 4) how it addresses inequities in the classroom. Creating a Literate Environment: Describe your current or future literacy environment, describe the classroom’s physical layout, books, software, and how the students’ use the space (what happens where). Integrate the class readings and theoretical underpinnings (APA). See rubric for criteria. You will take your piece of writing through the authoring cycle and turn in your rough draft with the final document. In-class time will be provided for you to engage in peer revision.

RDNG 7541: Advanced Assessment of Reading Performance

Advanced Assessment of Reading Performance requires candidates to focus on a specific child. They use their developing knowledge of assessment to learn about a students’ literacy performance. Critical to this assignment is the requirement for candidates to examine their own growth. The case study reflects the way our program weds course content to field work at the same time learning and reflection are stressed. Case Studv: You will be responsible for administering a battery of informal literacy tests and collecting assessment information on one student. This should not be your own child. Each week you will: I) list the tests administered or discuss the assessment information you gathered, 2) state what you learned about your student's literacy performance, and 3) reflect on your own growth as a literacy educator. This testing and diagnosis will result in a case study of that student with recommended interventions.

RDNG 7542: Alternate Procedures for the Treatment of Reading Programs

Alternate Procedures for the Treatment of Reading Programs extends the candidates’ knowledge of assessment and evaluation as reflected in the key task. Once again candidates are working with a student in their classrooms or another person’s classroom. Now there is a requirement to work with student from an under-served group and the candidates have to draw from a larger array of assessments. Assessment Reports: The assessment reports will describe the results of three assessments administered to a student in one of our target groups—students with disabilities, English Language Learners, and Vernacular English Speakers. Select an assessment instrument from each of the following areas: a) affective: attitudes and interests, b) skills: reading and writing, c) competencies: oral language and listening. The guidelines for evaluating assessment reports describe the essential content and format of the report.


RDNG 7544: Reading and Study Skills in the Content Area

Reading and Study Skills in the Content Area requires candidates to plan, implement, examine student products, and reflect on the lesson. These tasks demand candidates draw on their foundational knowledge about literacy, classroom management skills, understandings of diverse learners, and skills of critical analysis to inform the design of their next assignment. Vocabulary: Design a minimum of two learning activities for use with your students that incorporate a specific content area vocabulary strategy. Student work sample will be part of your submission as well as a critical analysis and reflection. (25 points) Comprehension Strategy. Design a minimum of two learning activities for use with your students that incorporate a specific content area comprehension strategy. Student work samples will be part of your submission as well as a critical analysis and reflections. (25 points) Differentiated Reading Assignment Plan and implement one differentiated reading assignment in your classroom and submit both the lesson and a critical analysis and reflection of the lesson. (25 points)

ICL 7809 Reading Research and Project

Reading Research and Project assessment occurs in this class.

The Master’s Project is based on the self-study philosophy that begins with the stem question: “How can I change my teaching for the better by . . .” Over the course of the semester students (1) write a one-page proposal for approval by their employing school district, (2) prepare a plan for a six week intervention and a plan for collecting data to document changes in their own teaching and changes in the behavior of children they are teaching. Candidates implement the plan in a classroom with students for at least six weeks and collect data for at least six weeks. The written report and the evaluation of the poster-presentation serve as the comprehensive examination for the Master’s degree.

Library Information Specialist Field and Clinical Experiences

Course # Course Title Field Assignment Field Hours

ICL 7800 Advanced Clinical Practicum for Initial School Library

Assigned internship in a PreK-12 school library.

6 credit hours over fifteen weeks; min. one hr. per week


Information Specialist Licensure

ICL 7800 Advanced Clinical Practicum for School Library Information Specialist Endorsement

Assigned internship in a PreK-12 school library.

3 credit hours over twelve weeks

ICL 7992 Master’s Project Action Research Project Implementation, designed as a culminating experience. Direct participation is required for the successful completion of a field study, on-site project or other classroom-based experience.

Six weeks of implementing the action plan and collecting data in a school setting.

ICL 7996 Master’s Thesis Learning designed around individual learner field experiences. Developing, implementing, and reporting on classroom-based inquiry.

3-6 credit hours over fifteen weeks.

MS School Administration & Supervision K-12 Field Experiences

LEAD 7000: Introduction

to Educational Leadership

Sequence: Module 1

4 hrs. In K-12 educational setting the candidate develops an

understanding of leadership and the roles and responsibilities of

a school leader by developing a leadership profile with the assistance

of a school leader. The purpose of the profile is to provide the

candidate with a comprehensive understanding of effective leadership

and its role in promoting school improvement.

Courses/Sequence Field Experiences/ Age/Grade

LDPS 7140: Participatory

Governance and Change

LDPS 7120: Supervisory

Process

Sequence: Module 2


organizational analysis brief and ethos of change brief on their

educational setting as well as conduct a survey of stakeholders’

attitudes and opinions of schools. The purpose of these activities is

to have candidates develop an in-depth understanding of school as an

organization, the dynamics of change, and stakeholders attitudes and

opinions about schools.

9 hrs. In K-12 educational setting the candidate develops a

Clinical Supervision Plan. The candidate works with a supervising

administrator to conduct a pre-conference interview, two classroom

observations, a post observation conference, pre-conference interview, two

classroom observations, a post observation conference, and to develop

a plan of improvement. The purpose of the plan is to have the


candidate use the supervision clinical model with a classroom teacher.

4 hrs. Additional activities in the class include the candidate

Developing a Plan of Improvement for a Professional Staff Member,

The candidate identifies a relevant case study in which a professional

staff member is identified through an evaluative process to be non-

performing. This case may be either “live” or found in a casebook. The

purpose of the plan is to assist the candidate to understand the

supervisory principles described in the text.

10 hrs. Furthermore, the candidate will also identify a school and

principal with which they might work to conduct a Curriculum

Alignment Project to align school curriculum with school goals and

objectives. The purpose of the project is to familiar the candidate with

the SIP in schools.

LEAD 7100: Education and

Community

LDPS 7330: Race,

Ethnicity, Gender in

American Education:

Sequence: Module 3

8 hrs. In K-12 educational setting the candidate develops a school

community relations analysis. The purpose of the analysis is to have

the candidate develop a comprehensive understanding of the

geographic, demographics, community efforts for

improvement, and key power structures and/or decision makers

of the school community. In addition, the candidate works with

a principal, district administrator, or other organizational leaders to

identify all current key practices and materials that promote the

school


understanding of the dynamics of race, ethnicity, and gender in

American education. By conducting interviews with school graduates

who experienced race, ethnic, or gender discrimination when they

attended school, candidates develop an appreciation of diversity in

schools. The purpose of interviewing is to provide a contextual

framework for addressing diversity in schools.

LDPS 7141:The

Principalship

Sequence: Module 4

5 hrs. In K-12 educational setting the candidate collaborates

with a site- leader to develop a school change initiative appropriate

for the school and based on research of best practice. The project

includes four sections: a rationale, research, design and

implementation plan, and assessment plan.

LEAD 7210: Field

Experience

Sequence: Module 5

120 hrs. In K-12 educational setting, the candidate has a semester

long supervised clinical experience in two different educational

settings combined with campus seminars around the application of

ELCC and Tennessee Licensure Standards. Candidates work with

supervising educational leaders and college supervisor to complete the five

core artifacts.


The internship occurs after the majority of course in the Program of Study has been completed

successfully. Before the internship is initiated, the college supervisor ensures that there are

appropriate educational sites (80% in one location and 20% in the other) and site supervisors that

will afford a rich, meaningful experience for the candidate. The college supervisor, candidate,

and site supervisors meet to review the major responsibilities of each party and to determine

collaboratively the variety and range of internship tasks to be performed and assessed.

Candidates can select from a total of sixty suggested activities. A partial list of activities is

presented in Table 2.

Table 2

A Partial List of Intern Activities

MA/EdSpec School Psychology K-12 Field Experiences

The MA/EdS degree program requires several field experiences, including professional

experience, practica, and internship.

A. Professional Experience Description: The professional Experience (PE) requires that each

MA/EdS student volunteer one-half day (or equivalent) per week to work with a local school

psychologist. You and the local school psychologist agree on times, locations, and activities and

sign an agreement that is maintained by all parties. The PE continues throughout the fall and

spring semesters of the first year of training. Supervision is provided by the local school

1. Attend a School Board Meeting.

2. Attend a Principal’s Meeting...

3. Attend an M-Team (IEP) Meeting

4. Accompany an administrator in

conducting a Teacher Evaluation

Observation.

5. Serve on a committee in a

postsecondary setting.

6. Assist with recruitment and

interviewing of new staff.

7. Review student scores and

determine which areas and

teachers are in need of assistance.

8. Review teacher evaluation

scores/files and determine areas of

need, possible improvement

activities, and accountability for

determining and documenting

whether teacher has achieved the

stated goals as set out in that

portion of the plan.

9. Observe department chairs and their

respective areas of responsibility in at

least two different levels of education

10. Develop a needs assessment.

11. Review policies and procedures for

special education students to assure

compliance with state and federal

regulation.

12. Develop a protocol for the opening or

closing of School.

13. Develop an instrument for and

conduct a survey to determine staff

development needs.

14. Present a speech at a public

organization meeting to promote the

promising practices schools are

engaged in.

15. Assist in the preparation of the school

budget for the upcoming academic

year.

16. Assist in the coordination and

supervision of testing; analyze the

TCAP data for staff development.


psychologist who also provides the program director with an evaluation of your experience in

January and June. The hourly total is between 120-130 hours; 4 hours during each of the 14

weeks in each semester. You must maintain a log of activities that is turned into the program

director each semester and becomes part of your portfolio.

Purpose: The PE is an integral part of the MA/EdS sequence. The professional experience (PE)

will ensure that you have adequate knowledge and experience of the system of public and private

education, its function in the overall community context, as well as the purpose and the delivery

of school psychological services. Its primary purpose is to familiarize you with the educational

system as a whole and to expose you to alternative roles and functions of school psychologists.

Activities: You make yourself available to one or more school psychologists for at least one

year prior to the internship. The supervising school psychologist arranges with you to complete

a variety of activities related to the practice of school psychology. The activities are

commensurate with your level of competence and training. During the period of PE, you are to

complete as many as possible of the activities listed below. There is no deadline date by which

each activity must be completed, but a log book is to be maintained verifying the completion of

an activity and the dates and times of service.

Building Level 1. Attend at least one staff meeting of school psychological and/or pupil personnel workers

with teachers (e.g., school-based support team meeting).

2. Attend a school building teachers meeting conducted by the building administrator(s).

3. Observe instruction at the elementary, middle, and senior high school levels.

4. Participate in lunchroom and playground supervision.

5. Participate in school bus supervision (ride it if possible).

6. Participate in an in-service meeting for teachers

7. Attend one PTA or Home-School Association meeting.

8. Assist with the group testing program (e.g., TCAP).

9. Act in the capacity of a teacher-aide for at least 2 hours.

10. Become familiar with the collection, maintenance, and storage of school records, including

psychological records.

District Level 1. Attend a school board meeting. 2. Visit at least three different special education classrooms.

3. Visit programs for teen pregnancy, alternative school students, head start, etc.

4. Become familiar with the structure and function of the school psychological services unit

and its relationship to the school system.

5. Visit each of the school buildings under the responsibility of your supervising school

psychologist.

Service Delivery Level 1. Understand the referral process employed by this district for psychological services.

2. Understand the school-based support team or similar group’s purpose, structure, and

operation.


3. Familiarize yourself with the assessment tools used in the district.

4. Assist in the administration and/or scoring of tests.

5. Conduct observations of children in several settings.

6. Assist in gathering and reviewing case information including parent and teacher

conferences and school records.

7. Review written psychological reports.

8. Assist in collection, maintenance, and storage of records.

9. Become familiar with the agency’s professional development activities and procedures for

getting permission, reimbursement, etc.

10. Observe school psychologists in their daily activities.

11. Conduct follow-up of previously completed cases.

Community Level 1. Visit the juvenile court facility.

2. Attend a city or county government meeting (e.g., City Council)

3. Visit at least 6 service groups and agencies related to school psychology work (e.g.,

Rehabilitation Center, Lions Club, Mental Health Center, substance abuse agency).

4. Attend at least one West TASP regional function.

State Level 1. Visit the Tennessee State Department of Education.

2. Attend a session of the state legislature.

3. Become a student member of the Tennessee Association of School Psychologists.

4. Attend either the fall or the spring meeting of TASP.

National Level: Each student is expected to join a national level organization for school

psychologists (APA Division 16 and/or NASP) prior to completing the internship.

Dates of service: The experience begins the week after Labor Day and continues weekly

following the University of Memphis academic calendar for the fall and spring semesters. This

is a total of 28 weeks or 14 full days equivalent service. You are not required to be in service the

week of spring break but you are required to be in service the week of the fall break. You may

volunteer more time if you wish, but do not exceed one day per week unless agreed upon by the

program director and the local supervisor. You may arrange your schedule with your supervisor

in a manner that is convenient to your other responsibilities. For example, some weeks you may

wish to provide more time so that you can be off certain weeks. You are to maintain a log of

your PE times and activities.

Documents

Detailed Field Experience Descriptions for Initial and … · 2018-02-05 · BSED Elementary Education Field Experiences ... learning needs ages 3-21 Special Education 3201 ... based