Field Experience/Tutoring Requirements - Spring 2020 · 2020. 6. 10. · Field experience hours for the courses will be completed within this block schedule. F EDN 330 (800, 810)

Course

TypeCourse Title Instructor Hours Requirements

F EDN 105-

001

EELC Seminar Smith, Leanne 10 * Description: Students will be partnered with an individual or group of students and will focus on

relationship building, tutoring, and specific content-based support.

F EDN 292-

001

FTCA Seminar II Brinkley, Brian 8 * Description: Students in FTCA Seminar will complete field experience in a classroom setting. The purpose

of this time is to provide the Future Teacher Career Academy student with an immersion experience in a

grade level setting appropriate to his or her teaching interests. Students may observe instruction, work

with students individually or in small groups, and/or assist the teacher. The amount of time is dependent

on the student and teacher’s availability (typically 3-8 hours per semester).

F EDN 300

(001,

002, 004,

800,

810)

Elem Programs &

Practices

Weppler,

Ronnie and

Zinner, Gerald

12 * Visit 2 elementary school classrooms - spend an entire school day (or 6 hours) in each classroom.

* Description: UNCW student should follow students throughout the day. Pay special attention to

interactions between students and teachers, as well as those between students and their peers. Assist the

teacher in any way he or she may ask (this may include working one-on-one with a student, circulating the

room to offer assistance, etc.). Course instructor will provide information on assignments related to this

field experience.

F EDN 318

(002,

802)

Middle Sch Prog

& Pract

Roney,

Kathleen

8 * One full school day – Learning Walk

* Description: The UNCW teacher candidate will follow the hypothetical middle grades student schedule

and, as nearly as possible, live the school day as a middle school learner, recording events and

impressions.

Field Experience/Tutoring Requirements - Spring 2020

Page 1 of 24

Course


F EDN 319

(001,

002,

800)

Meet Needs Sp

Students In Elem

Schnorr

Goodnight,

Crystalyn

10 * Type of classroom: Inclusive general education (not special education) classroom (preferably 1st-5th

grade) that includes children with disabilities.

* Description: For field experience, a minimum of ten (10) hours of participation and observation in an

inclusive general education (not special education) classroom, which includes children with and without

disabilities, in an elementary school setting is required in this course. Requirements include up to ONE

HOUR of direct observation using data collection strategies discussed in the course. For the other NINE (9)

hours, students are expected to interact with individual students or groups in instructional or social

activities as directed by the teacher. Students will collect data and examine the instructional environment,

classroom and behavior management techniques, and individual learning characteristics as they relate to

learners with special needs. Experiencing and understanding the school's Multi-Tiered System of Supports

(MTSS) or Response to Intervention (RTI) model is expected.

* Field Experience Hours:

If you are also enrolled in the EDNL 331 lab, you will complete your field experience hours for this course

in conjunction with your lab hours.

If you are not enrolled in the EDNL 331 field experience lab, this course will require 10 hours of field

experience.

Page 2 of 24

Course


F EDN 319-

003

Meet Needs Sp

Students In Elem

Lanunziata,

Louis

10 * Type of classroom: Inclusive general education (not special education) that includes children with

disabilities.

* Description: Requirements include ONE HOUR of direct observation. For the other NINE hours, students

are expected to interact with individual students or groups in instructional or social activities as directed

by the teacher. Students are instructed to keep a daily log of observations, interactions, etc. while

participating in the classroom. Students will collect data and examine the instructional environment,

classroom and behavior management techniques, learning styles, and individual learning characteristics as

they relate to learners with special needs. Experiencing and understanding the school's Response to

Instruction (RtI), Multi-tiered System of Supports (MTSS), or Student Support Team is expected.





experience.

F EDN 320

(001,

800)

Diverse Learners Hilburn,

Jeremy

15 * Description: Students will be placed in a middle grades classroom that matches the UNCW student’s

content area. Responsibilities will include:

a. Provide classroom support for your teacher. This includes working with small groups of students,

tutoring as needed, and other tasks assigned by the teacher.

b. Co-teach one lesson during one class period with your partnership teacher. You can use a lesson

designed by your partnership teacher.

c. Teach one lesson during one class period. You can use a lesson designed by your partnership teacher or

one that you designed.

d. Answer a series of prompts about what you learned during the field experience.

Page 3 of 24

Course


F EDN 325

(001,

002,

003)

Geometry,

Measurement &

Data

Guggenheimer,

Margaret and

Hargrove,

Tracy

n/a * Description: Students will engage in planning, teaching, and reflection of math instruction in an

elementary classroom. They will have numerous opportunities to observe, work with students, assist with

teaching and assessment, and teach a variety of lessons using what they are learning in their math

methods classes. Specific expectations (hours, assignments, types of lessons) will be clearly communicated

to students in the course syllabus and will be thoroughly discussed in class. Any questions or concerns may

be directed to the individual instructor.

NOTE: For EDNL 332, students will spend one full week in their assigned schools (hours will be announced

in class) followed by 6 Mondays (7:30am-3:30pm). For EDNL 333, students will spend 2 full weeks (7:30am-

3:30pm) in their assigned school. Field experience hours for the courses will be completed within this

block schedule.

F EDN 325

(800,

810)

Geometry,

Measurement &

Data

Guggenheimer,

Margaret

10 * Description: Students will engage in planning, teaching, and reflection of mathematics instruction in an

elementary classroom. Students will also implement formative assessment with students and gather

assessment data for analysis. Students will have numerous opportunities to observe, work with students,

assist with teaching and assessment, and teach a variety of lessons using what they are learning in their

mathematics methods classes. Specific expectations (hours, assignments, types of lessons) will be clearly

communicated to students in the course syllabus and will be thoroughly discussed in class. Any questions

or concerns may be directed to the individual instructor.


If you are also enrolled in a lab course (EDNL 331, 332, or 333), you will complete your field experience

hours for this course in conjunction with your lab hours.

If you are not enrolled in a field experience lab, this course will require 10 hours of field experience.

Page 4 of 24

Course


F EDN 330

(001,

002,

003)

Teaching Diverse

Learners (K-6

Wilburn,

Shelly, Senta,

Amy and

Wasserberg,

Martin

n/a * Description: Students will engage in planning, teaching, and reflection of culturally responsive instruction

for diverse learners in an elementary classroom. They will have numerous opportunities to observe, work

with students, assist with teaching and assessment, and teach at least 2 culturally responsive lessons.

Specific expectations will be clearly communicated to students in the course syllabus and will be

thoroughly discussed in class, and will include a videotaped lesson and analysis. Any questions or concerns

may be directed to the individual instructor.




block schedule.

F EDN 330

(800,

810)

Teaching Diverse

Learners (K-6

Wasserberg,

Martin

10 * Description: Students will engage in planning, teaching, and reflection of culturally responsive instruction

for diverse learners in an elementary classroom. They will have numerous opportunities to observe, work

with students, assist with teaching and assessment, and teach at least 2 culturally responsive lessons.

Specific expectations will be clearly communicated to students in the course syllabus and will be

thoroughly discussed in class, and will include a videotaped lesson and analysis. Any questions or concerns

may be directed to the individual instructor.




If you are not enrolled in a field experience lab, this course will require a minimum of10 hours of field

experience.

Page 5 of 24

Course


F EDN 334

(001,

002,

003)

Soc St Curr/Inst

(K-6)

Ward, Cara and

Buchanan, Lisa

n/a * Description: Students will engage in planning, teaching, and reflection of social studies instruction in an


teaching and assessment, and teach a variety of lessons using what they are learning in their social studies







block schedule.

F EDN 334

(004,

800,

810)

Soc St Curr/Inst

(K-6)

McNulty, Carol 10 * Description: Students will engage in planning, teaching, and reflection of social studies instruction in an


teaching and assessment, and teach a minimum of one social studies lesson using what they are learning

in their social studies methods course. Specific expectations (hours, assignments, types of lessons) will be

clearly communicated to students in the course syllabus and will be thoroughly discussed in class. Any

questions or concerns may be directed to the individual instructor.





Page 6 of 24

Course


F EDN 336

(001,

002,

003)

The Teaching of

Science (K-6)

Sikma, Lynn

and Taylor,

Amy

n/a * Description: Students will engage in planning, teaching, and reflection of science instruction in an


teaching and assessment, and teach a variety of lessons using what they are learning in their science







block schedule.

F EDN 336

(004,

800,

810)

The Teaching of

Science (K-6)

Taylor, Amy 10 * Type of classroom: general elementary (science instruction)

* Lessons observed: 2 or more observations of your partnership teacher's science instruction

* Lessons taught: 2 or more science lessons taught by the UNCW student

* Description: Students will engage in planning, teaching, and reflection of science instruction in an


teaching and assessment, and teach a variety of lessons using what they are learning in their science








Page 7 of 24

Course


F EDN 348

(001,

002,

003)

Tchg Comm. Arts

(K-6)

Jurich, Charles

and Schlichting,

Kathleen

n/a * Description: Students will engage in planning, teaching, and reflection of communication arts instruction

in an elementary classroom. They will have numerous opportunities to observe, work with students, assist

with teaching and assessment, and teach a variety of lessons using what they are learning in their

communication arts methods classes. Specific expectations (hours, assignments, types of lessons) will be

clearly communicated to students in the course syllabus and will be thoroughly discussed in class. Any

questions or concerns may be directed to the individual instructor.




block schedule.

F EDN 348

(800,

810)

Tchg Comm. Arts

(K-6)

Bramley,

Georgene

10 * Type of classroom: general elementary

* Lessons taught: 2 literacy lessons

* Description: Students will engage in planning, teaching, and reflection of language arts instruction in an


teaching and assessment, and teach at least 2 literacy lessons using strategies from their literacy courses.

The two literacy lessons may not be used to count for another course. Specific expectations (hours,

assignments, types of lessons) will be clearly communicated to students in the course syllabus and will be

thoroughly discussed during the course. Any questions or concerns may be directed to the individual

instructor.





Page 8 of 24

Course


T EDN 352

(001,

800)

Dev Read &

Writing Mid

Grades

Ousley-Exum,

Denise

15 * Description: 15 hours of tutoring with a middle grades learner. UNCW students have individual

concentration areas (math, language arts, social studies, or science) and will apply literacy strategies in

specific content area(s) to the tutoring sessions. UNCW students will use strategies to assess prior

knowledge, implement vocabulary strategies, organize information, increase comprehension, extend

study skills, develop writing competence, and help students critically evaluate text. With support and

approval of faculty and Ed Lab staff, UNCW students will design and implement lesson plans to benefit the

student.

F EDN 414

(001,

002,

003)

face-to-

face

sections

Integrating the

Arts

Liao, Christine

and Lim,

Kyungeun

10 * Type of classroom: general elementary (integrated instruction)

* Lessons observed: Strongly encouraged to observe at least an art class and a music class. Please email

your school site coordinator to request assistance in setting up the art and music observations. (2

hours/classes)

* Lessons designed and implemented: 1 (minimum)

* Description: Students will engage in planning, teaching, and reflection of integrating visual arts, music,

drama, or dance with another subject in an elementary classroom. They will have numerous opportunities

to observe, work with students, assist with teaching and assessment, and teach a variety of lessons using

what they are learning in their integrating the arts in the curriculum classes. Specific expectations (hours,


thoroughly discussed in class. Any questions or concerns may be directed to the individual instructor.





experience.

Page 9 of 24

Course


F EDN 414

(800,

810)

online

sections

Integrating the

Arts

Liao, Christine 10 * Type of classroom: general elementary (integrated instruction)

* Lessons observed: Strongly encouraged to observe at least an art class and a music class. Please email

your school site coordinator to request assistance in setting up the art and music observations. (2

hours/classes)

* Lessons designed and implemented: 1 (minimum)

* Description: Students will engage in planning, teaching, and reflection of integrating visual arts, music,

drama, or dance with another subject in an elementary classroom. They will have numerous opportunities

to observe, work with students, assist with teaching and assessment, and teach a variety of lessons using

what they are learning in their integrating the arts in the curriculum classes. Specific expectations (hours,


thoroughly discussed in class. Any questions or concerns may be directed to the individual instructor .





experience.

F EDN 417

(001,

800)

Second Language

Methods

Lynn, Charles 30 * Type of classroom: ESL classroom

* Description: The objective of this assignment is that UNCW students have opportunities to design,

implement, and assess instruction for individuals, as well as small and whole groups of ESL students.

F EDN 507

(001,

800)

ESL Topics for

Non-ESL

Wilkes,

Deborah

10 * Description: Students will spend 10 contact hours with an ESL student (or small group). UNCW students

will engage in limited observation with most of the contact hours spent tutoring in areas identified by

teachers.

* Type of classroom: ESL classroom preferred; mainstream content classroom acceptable when necessary

F EDN 517

(001,

800)

Methods for Scnd

Lng Learners

Pappamihiel,

N.

30 * Type of classroom: ESL classroom

* Description: The objective of this assignment is that UNCW students have opportunities to design,

implement, and assess instruction for individuals, as well as small and whole groups of ESL students.

Page 10 of 24

Course


T EDN 589-

800

Tutoring & Coach

Literacy Dev

Fox, Kathy 10 *Description: Student will spend 10 hours tutoring a child whose background differs from their own (by

either language, culture, race, economics, or ability). Tutoring occurs outside the typical school day.

F EDN 595

(001,

800)

Special Topics in

Education

Roney,

Kathleen

10 * Description: Students will complete 10 hours in 4-5 visits to their assigned classroom. During the first

visit, students will meet with their assigned teacher during the planning period or another designated time

and interview the teacher during their planning, instruction, and assessment strategies. During the

following visits, students will observe the teacher in large, small, and individual instruction. Students will

also meet with the teacher for a short meeting after the observations to ask some follow-up questions.

F EDNL

200

(201,

205,

826)

online

sections

Field Studies Aldrich, Trina 12 * Description: Students will engage in a total of eight, 90-minute field experiences in an elementary

school. These visits will take place over an 8 week period, with one visit per week. Students will be

assigned to a teacher at the school and will work with the teacher to establish a routine. Students will

observe and also participate in the classroom assisting the teacher with individual, small group or a large

group of students, as the teacher requests. Classroom climate and setting, teaching methods, behavior

management, student-teacher interactions, and peer relationships will be observed and discussed in

weekly journals.

F EDNL

200

(202,

203)

face-to-

face

sections

Field Studies Furr, Dewey 12 * Description: Students will engage in a total of eight visits to a local elementary school with each visit

approximately an hour and a half in duration. Students will spend their time in a classroom setting and are

expected to be involved in the classroom activity as directed and needed by the teacher. This may include

observing, assisting, and supporting whole group, small group, and individual instruction. Students will

document their experiences through a series of writing assignments examining different aspects of the

school setting. In addition to the school site experience, students will also complete other assignments

designed to extend the study of topics presented in the EDN 200 class, including but not limited to the

impact of race, gender, socio-economics, and disabilities in public school settings.

Page 11 of 24

Course


F EDNL

200204

face-to-

face

section

Field Studies Aldrich, Trina 12 * Description: Students will engage in a total of eight field experience visits to an elementary school. These

visits will take place over an 8 week period, with one visit per week. Students will be assigned to a teacher

at the school and will work with the teacher to establish a routine. Students will observe and also

participate in the classroom assisting the teacher with individual, small group or a large group of students,

as the teacher requests. Classroom climate and setting, teaching methods, behavior management, student-

teacher interactions, and peer relationships will be observed and discussed in weekly journals.

F EDNL

302

(001,

002, 003,

800)

Field Exper Early

Child Ed

Kermani,

Hengameh

30 *Total field experience hours: 30 hours in early childhood settings working with 3-5-year-old children

*Description: Provides students with opportunities for application of concepts through thirty hours of field

work with young children and their families in a variety of community settings including public schools,

preschools and childcare centers under the supervision of licensed service providers.

4 hours per week: Includes observation, participation, planning and implementing two small and whole

group lessons followed by written and oral reflections.

T EDNL

322

(001,

002,

003)

Math Laboratory Bellas, Traci 10 * Description: Co-requisite for EDN 322. 10 hours of one-on-one math tutoring with the same child IN THE

UNCW ED LAB. One hour per week is preferred. Planning and instruction will incorporate theory and

methods from co-requisite course. Lesson plans and reflections are submitted to the Ed Lab before and

after each tutoring session. Learner Growth Plan, summary letter and parent conference will be required.

Instructional manipulatives will be used in each session. ** Students enrolled in EDNL 322 Math and EDNL

340 Reading will complete a total of 25 hours of tutoring**

Page 12 of 24

Course


T EDNL

322-800

Math Laboratory Phillips,

Deborah

10 * Description: Co-requisite for EDN 322. FOR EXTENSION STUDENTS ONLY: Students who live in or near the

Jacksonville area are expected to complete tutoring requirements IN THE EXTENSION ED LAB in

Jacksonville. Students living in other areas will need to receive special permission to complete their

requirements UNDER A PARTNERSHIP TEACHER’S SUPERVISION IN A PDS SCHOOL.

Students will complete 10 hours of one-on-one math tutoring with the same child. One hour per week is

preferred. Planning and instruction will incorporate theory and methods from co-requisite course. Lesson

plans and reflections are submitted to the Ed Lab before and after each tutoring session. Lab requires

completion of assignments in Canvas and TaskStream. Learner Growth Plan, summary letter and parent

conference will be required. Instructional manipulatives will be used each session. **Students enrolled in

EDNL 322 Math and EDNL 340 Reading will complete a total of 25 hours of tutoring**

T EDNL

322-810

Out of

Area

Students

Math Laboratory Cerezo, Nancy 10 * Description: Co-requisite for EDN 322. FOR OUT OF AREA STUDENTS ONLY: Students are expected to

complete their tutoring requirements in their assigned school and under the supervision of their

partnership teacher.

Students will complete 10 hours of one-on-one math tutoring with the same child. One hour per week is

preferred. Planning and instruction will incorporate theory and methods from co-requisite course-EDN

322. Lesson plans and reflections are submitted to the LAB COURSE INSTRUCTOR (EDNL 322) before and

after each tutoring session. Lab requires completion of assignments in Canvas and TaskStream. Learner

Growth Plan, summary letter and parent conference will be required. Instructional manipulatives will be

used each session. Details for submitting these criteria will be provided in the Blackboard Learn course

shell for the lab – EDNL 322.

**Students enrolled in EDNL 322 Math and EDNL 340 Reading will complete a total of 25 hours of

tutoring** This will allow for 15 hours of reading tutoring and 10 hours of math tutoring for the semester.

Page 13 of 24

Course


F EDNL

331

(001,

800,

810)

Apprentice Field

Experience I

Zinner, Gerald,

Lim, Kyungeun,

and Cerezo,

Nancy

40 * Description: Students will be expected to schedule and attend EITHER a weekly four-hour block of time,

one day per week, OR 2, two-hour blocks of time weekly with his or her assigned teacher. Minimum time

requirements are 10 weeks for a total of 40 hours.

* Students should complete all field experience requirements for other courses in the elementary program

during these visits. In addition to allowing students to complete requirements for other courses, the

purpose of this block of time is to provide the university student with an immersion experience in the

elementary school classroom that will allow the student to observe and experience firsthand the

expectations, requirements, procedures, and dynamics inherent with classroom teaching.

* NOTE: Other course requirements, such as those listed as SED and ESL, may require an additional

placement in a separate classroom. Students enrolled in EDNL 322 and EDNL 340 will not count their

tutoring hours in these 40 required hours. Tutoring hours must be counted separately.

F EDNL

332

(001,

002, 003,

004, 005,

006)

Apprentice Field

Experience II

Schlichting,

Taylor,

Buchanan,

Ward,

Guggenheimer,

Hargrove

72 * Description: Students will spend one full week in an elementary school (hours will be announced in

class). Students will then spend 6 consecutive Mondays (7:30am-3:30pm) in their assigned school. During

these visits, students will observe and participate in the classroom.

F EDNL

332

(800,

810)

Apprentice Field

Experience II

Gruber, Connie

and Cerezo,

Nancy

40 * Description: Students will observe and participate in the classroom. They will be asked to teach specific

content lessons depending on their methods course enrollment. Details for the visits (i.e. days, times) will

be communicated to students by the lab instructor.




*If enrolled simultaneously in EDNL 333, the hours for each lab are also to be counted separately.

Page 14 of 24

Course


F EDNL

333

(001,

002, 003,

004, 005,

006)

Field Experience

III

Schlichting,

Taylor,

Buchanan,

Ward,

Guggenheimer,

Hargrove

80 * Description: Students will spend two weeks in an elementary school full time (7:30am-3:30pm). Students

will assume some teaching roles.

F EDNL

333

(800,

810)

Field Experience

III

Gruber, Connie

and Cerezo,

Nancy

40 * Description: Students will observe and participate in the classroom. They will be asked to teach specific

content lessons depending on their methods course enrollment. Details for the visits (i.e. days, times) will

be communicated to students by the lab instructor.




*If enrolled simultaneously in EDNL 332, the hours for each lab are also to be counted separately.

T EDNL

340

(001,

002,

003)

Reading

Laboratory

Townsend,

Courtney

20 * Description: Co-requisite for EDN 340. 20 hours of one-on-one reading tutoring with the same child IN

THE UNCW ED LAB. Two hours per week is preferred. Planning and instruction will incorporate theory and

methods from co-requisite course. Lesson plans and reflections are submitted to the Ed Lab before and

after each tutoring session. Learner Growth Plan, summary letter and parent conference will be required.

Instructional manipulatives will be used in each session. ** Students enrolled in EDNL 322 Math and EDNL

340 Reading will complete a total of 25 hours of tutoring**

Page 15 of 24

Course


T EDNL

340-800

Reading

Laboratory

Phillips,

Deborah

20 * Description: Co-requisite for EDN 340. FOR EXTENSION STUDENTS ONLY: Students who live in or near the

Jacksonville area are expected to complete tutoring requirements IN THE EXTENSION ED LAB in

Jacksonville. Students living in other areas will need to receive special permission to complete their

requirements UNDER A PARTNERSHIP TEACHER’S SUPERVISION IN A PDS SCHOOL.

Students will complete 20 hours of one-on-one reading tutoring with the same child. Two hours per week

is preferred. Planning and instruction will incorporate theory and methods from co-requisite course.

Lesson plans and reflections are submitted to the Ed Lab before and after each tutoring session. Lab

requires completion of assignments in Canvas and TaskStream. Learner Growth Plan, summary letter and

parent conference will be required. Instructional manipulatives will be used each session. **Students

enrolled in EDNL 322 Math and EDNL 340 Reading will complete a total of 25 hours of tutoring**

T EDNL

340-810

Out of

Area

Students

Reading

Laboratory

Cerezo, Nancy 20 * Description: Co-requisite for EDN 340. FOR OUT OF AREA STUDENTS ONLY: Students are expected to

complete their tutoring requirements in their assigned school and under the supervision of their

partnership teacher.

Students will complete 20 hours of one-on-one reading tutoring with the same child. Two hours per week

is preferred. Planning and instruction will incorporate theory and methods from co-requisite course.

Lesson plans and reflections are submitted to the LAB COURSE INSTRUCTOR (EDNL 340) before and after

each tutoring session. Lab requires completion of assignments in Canvas and TaskStream. Learner Growth

Plan, summary letter and parent conference will be required. Instructional manipulatives will be used each

session. Details for submitting these criteria will be provided in the Blackboard Learn course shell for the

lab – EDNL 340.

**Students enrolled in EDNL 322 Math and EDNL 340 Reading will complete a total of 25 hours of

tutoring** This will allow for 15 hours of reading tutoring and 10 hours of math tutoring for the semester.

Page 16 of 24

Course


F EDNL

450

(001,

002,

800)

Field Exper In

Infant/Toddler

Moody, Amelia 30 * Total field experience hours: 30 hours –in an infant-toddler classroom (ages birth - 3 years)

* Description: Provides students with opportunities for application of concepts through fieldwork with

infants and toddlers and their families in a variety of community settings including childcare facilities, and

Early Head Start programs under the supervision of licensed service providers.

4 hours per week: Includes observation, participation, planning and implementing two lessons followed

by written and oral reflections. Students will receive two visits from their university supervisor.

F HEA

304001

Comp School

Health Edu (K-12)

Huelskamp,

Amelia

10 * Description: Students will be placed in a grade 9 or grade 10 classroom at Isaac Bear Early College where

they will teach a health education unit under the guidance of the course instructor. Details will be

discussed in class.

F LIC 500

(001,

800)

Adv Elem Grades

Ed, K-6

McNulty, Carol 10 * Type of classroom: Two different regular K-6 education classrooms

*Description: In pairs, students will spend 2 school days in elementary classrooms. The purpose is to

experience "days in the life" of an elementary teacher. Students will observe, pay close attention to

interactions between students and teachers, and assist the teacher in any way asked (this may include

working one-on-one with a student, circulating the room to offer assistance, etc.). Students will follow the

students or teacher throughout the work day, and may choose to dialogue with educators who may

operate from different philosophical stances. Also, students will explore the diversity of the communities

within elementary schools today.

F LIC 501

(001,

800)

Rsrch Bsd ID &

Intgrtd Currclm

Crawford,

Elizabeth

20 * Type of classroom: Regular K-6 education classroom

* Lessons implemented: 1 (minimum), as many as possible

* Description: Each student will complete 20 hours (minimum) in an assigned elementary classroom. Over

the course of the semester, students will document research and reflections in a field packet to include (a)

an interview with the partnership teacher; (b) Context for Learning template; (c) activities to promote

family engagment; and (d) design and implementation of one concept-based inquiry lesson plan.

Page 17 of 24

Course


F LIC 518

(001,

800)

Advanced Middle

Grades Ed

Roney,

Kathleen

8 * One full school day – Learning Walk

* Description: The UNCW teacher candidate will follow the hypothetical middle grades student schedule

and, as nearly as possible, live the school day as a middle school learner, recording events and

impressions.

F LIC 519

(001,

800)

Advanced Diverse

Learners, K-6

Senta, Amy 10 * Type of classroom: K-6 classroom

* Lessons observed: Observe at least 1 lesson in each content area or at least 2 integrated lessons. Post-

observation reflections required.

* Lessons implemented: Teach at least 2 integrated lessons. Commentary, reflections, and one video

recording required.

* Description: Observations and lessons should be planned in advance in consultation with the classroom

teacher. Lessons should incorporate inclusive teaching strategies in line with the course and apply

knowledge of learners’ cultural, linguistic, and developmental needs and assets. Lesson plans require

written commentary justifying the selection of strategies for the specific social context of learners. One

video-recorded lesson is required for critical reflection that makes connections between course concepts,

learning tasks, and students’ diverse backgrounds. Field experience is equity-driven and gives students the

opportunity to observe, apply, and reimagine what is possible in the elementary classroom.

F LIC 524

(001,

800)

Instructional

Design in the

Middle Grades

Morge, Shelby 10 * Description: Students will complete 5 visits to their assigned classroom. During the first visit, students

will meet with their assigned teacher during their planning period or another designated time and

interview the teacher on their planning and assessment strategies. During the next 2 visits, students will

observe the teacher teaching a lesson and complete a lesson plan template about the lessons. After the

observations they will reflect with the teacher on the lesson and planning process. On the fourth and fifth

visit, students will co-teach a lesson with their partnership teacher and submit a lesson plan for each

lesson.

F LIC 536

(001,

800)

Adv Science

Methods, K-6

Taylor, Amy

and Sikma,

Lynn

10 * Type of classroom: K-6 classroom

* Lessons observed: Observe at least 2 science lessons

* Lessons implemented: Teach at least 2 science lessons using the lesson format discussed in class.

* Description: During the 10 hours of field experience for LIC 536, students should explore the science

teaching strategies implemented in their field placement and reflect on them in light of what we are

learning in our methods course.

Page 18 of 24

Course


F LIC 548

(001,

800)

Adv Lang &

Literacy II, K-6

Schlichting,

Kathleen and

Fox, Kathy

10 * Type of classroom: K-6 classroom

* Lessons observed: Observe at least 2 Language Arts lessons

(reading, writing, listening, speaking, viewing, representing). Co-teach at least two literacy lessons, small

groups, or centers.

* Lessons implemented: Teach at least 2 integrated literacy lessons.

(Lesson plans must be approved by your teacher prior to teaching. One formal integrated language arts

lesson plan will be approved by your course instructor. You will also be observed teaching one formal

lesson.)

* Description: This is a great opportunity to get involved with supporting children in their language and

literacy development. Take every opportunity to observe, assist, plan, teach, support, and assess children.

Talk with students about what they are learning and how you can support them. Ask your partnership

teacher to identify students who may be struggling with reading and writing who could use your additional

help.

T LIC 552

(001,

800)

Literacy

Integration 6-9

Ousley-Exum,

Denise

15 * Description: 15 hours of tutoring with a middle grades learner. UNCW students have individual

concentration areas (math, language arts, social studies, or science) and will apply literacy strategies in

specific content area(s) to the tutoring sessions. UNCW students will use strategies to assess prior

knowledge, implement vocabulary strategies, organize information, increase comprehension, extend

study skills, develop writing competence, and help students critically evaluate text. With support and

approval of faculty and Ed Lab staff, UNCW students will design and implement lesson plans to benefit the

student.

T LICL 530

(001,

810)

Tutoring in

Reading Methods

Brinkley, Brian 10 * Description: Co-requisite for LIC 540 (or other Elementary MAT methods course designated for students

to tutor in the Education Laboratory). 10 hours of one-on-one tutoring with the same child IN THE UNCW

ED LAB during after school hours. One hour per week is required. Planning and instruction will incorporate

theory and methods from co-requisite course. Lesson plans and reflections are submitted to the Ed Lab

before and after each tutoring session. Learner Growth Plan, summary letter and parent conference will

be required. Appropriate instructional materials and equipment will be used in each session.

Page 19 of 24

Course


F LICL 531

(001,

002, 800,

801)

Field Exp in the

Public School

Crawford,

Elizabeth and

Hargrove,

Tracy

n/a * This course is the field experience requirement designated for the Elementary MAT cohort. Details for

the field experience (i.e. required hours, number of lessons, course requirements) will be discussed by the

course instructors of the co-requisite classes. The field experience supervisors will meet with each cohort

at the beginning of the semester to discuss expectations for the field experience and schedule the formal

observations.

F MUSL

373-200

Field Exp

Instrumental

Music

Rack, John 24 * Description: Students will visit a middle school and a high school music room for at least twelve 1-hour

visits in each. Students will observe, teach and reflect. Guidelines will be provided in class.

F MUSL

377-200

Field Exper in

Choral Music

Peisner, Aaron 24 * Description: Students will visit a middle school and a high school music room for at least twelve 1-hour

visits in each. Students will observe, teach and reflect. Guidelines will be provided in class.

F PED 386-

200

Healthful Living

Elem I

Wirszyla, Chris 30 * Description: Students will be placed at Cape Fear Elementary School. The experience will progress from

observing to assisting to teaching. Details will be discussed in class.

F PED 415

(200,

201, 202,

203,

204)

Adapted Physical

Activity

Weber, Jordan 30 *Description: Students will participate in an on-campus practicum throughout the semester. Details for

this field experience will be discussed in class.

F PED 531

(001,

800)

Field Experience in

PEHCombs, Clarice 90 * Description: Students will observe physical education classes and assist with general classroom

responsibilities (e.g. taking role, leading warm-up activities, assisting students with individual tasks, as

needed). Students are expected to design 2 developmentally appropriate lesson plans for PEH, one of

which is observed by the UNCW Supervisor, teach 2 lessons with the Partnership Teacher and participate

in school-wide activities.

F SEC 320-

002

Practicum Block II Smith, Robert 20 * Description: The Secondary Block 2 Field Experience is a 10-week experience (one hour, twice a week)

designed work with individual students (9-12) in one-on-one or small group instructional settings.

Page 20 of 24

Course


F SEC 511

(001,

002)

ESL Concepts for

Sec Teachers

Pappamihiel,

N.

10 * Description: Students will spend 10 contact hours with an ESL student (or small group). UNCW students

will engage in limited observation with most of the contact hours spent tutoring in areas identified by

teachers.

* Type of classroom: Mainstream content classroom preferred; ESL classroom acceptable when necessary

F SED 250

(001,

002)

Intro To Special

Education

Jones, Allison

and Schnorr

Goodnight,

Crystalyn

6 * Description: Students will learn about 4-5 agencies that service students and adults with disabilities.

Students will then volunteer for a minimum of 6 hours with AT LEAST TWO of the agencies outside of class

time. A sign up process for the volunteer hours will be facilitated during the semester.

F SED 351-

001

Learning &

Behavioral

Disorder

Swart, Dean 12 * Description: Students are required to observe, examine, and participate in a classroom containing

students with behavioral disorders or learning disabilities for a total of 12 hours of field experience and

submit a final report to the professor on the experiences. This must be conducted within public school

classrooms for the LD or BD. The emphasis of the field expereince and final report should deal with your

acquisition of knowledge and understanding of the characteristics of LD

BD students and of the programming for such, including curriculum, behavior management, and related

services. Other activities might include administering tests, attending staffing, reviewing IEP reports,

attending parent- teacher conferences, placement meetings, etc.

F SED 352-

001

Behavioral

Development

Lanunziata,

Louis

12 * Type of classroom: Special Education (elementary, middle, or O.C.S. high school classroom)

*Description: Students will collect data on classroom and individual student variables regarding social

behaviors and develop a behavior change plan for at least two different behaviors. Students may also

develop a ten lesson unit on social skills designed for a large group, small group, or individual student and

will develop an FBA or BIP plan (real or hypothetical) for a student in the program. Students are

encouraged to teach and interact with students as much as possible under teacher supervision.

Page 21 of 24

Course


F SED 354-

001

Secondary

Transition

Jones, Allison 15 * Type of classroom: High school class focusing on the NC Future Ready Occupational Course of Study (FR-

OCS)

* Description: The UNCW student will work with a student with a high-incidence disability in the FR-OCS by

becoming familiar with the student’s disability, the student’s strengths and needs, and his or her IEP goals

and objectives. Based on this information, the UNCW student will develop and teach a skill that the

student needs to be successful in post-secondary education, employment, or independent living. Using the

same student data, the UNCW student will also create a transition plan based on the high school student’s

interests, preferences, and needs.

F SED 362-

001

Tchg Stu

W/Soc,Emtnl,Beh

Prob

Lanunziata,

Louis

20 * Type of classroom: IBS or BED – elementary, middle, or high school preferred. High school OCS or any

other SPED program with students exhibiting behavioral, emotional, or social skill deficits can be used

ONLY IF AN IBS or BED PLACEMENT IS NOT AVAILABLE AND if students are allowed to teach five lessons.

*Lessons taught: 5

* Description: Students must observe, examine, and participate in a public school setting serving students

with behavioral, social, or emotional problems. Students will write a report dealing with behavior change

techniques or therapies used in the treatment of the population, program and instructional elements, and

a private, confidential notebook including IEP reviews, brief summaries of student backgrounds, record of

observations, and record of the UNCW student’s teaching of new behaviors, including at least 5 lesson

plans. The first 3 to 5 hours should be observation. Students should volunteer their services to the

teacher and should interact and participate in the program as much as possible. UNCW students are at all

times under the supervision of the teacher and should closely follow his or her directions. Any and all

teachings, interventions, or interactions should be carefully planned in advance with the teacher and

approved before implementation by the professor. Students may team teach with the teacher and lead at

least five lessons on their own (with permission from the teacher).

Page 22 of 24

Course


F SED 367-

001

Com & Lang: Dev

& Interven

Richter, Sharon 15 *Description: Students will visit their assigned classroom for one, 1-hour visit each week. Sessions must be

on the same day and time each week. Students will select a student from their field placement who

demonstrates significant communication challenges. Based on collaboration and recommendation from

Partnership Teacher, students will develop a:

a) Visual support for classroom use

b) Comprehension questions and individual response options array

c) Group Lesson & Integration of Communication Mode Supports for Three Learners with different

communication strengths and needs

d) Low-tech AAC tool for use with a focus student

F SED

370001

Assessment Proc

Special Ed

Stocker, James 15 * Description: Students will implement a diagnostic assessment, pre-baseline assessment, mid-term

assessment, and post-assessment using standardized curriculum-based measurement and informal

assessments. Students will implement intensive intervention, collect data for progress monitoring, and

engage in academic decision-making based on daily and weekly field assessments. Students will use at

least three different measures to assess student performance.

F SED 372-

001

Program

Development In

Spec Ed

Jones, Allison 15 *Type of classroom: K-12, self-contained or inclusive setting

*Description: The UNCW student will observe teaching in the classroom, conduct an assessment(s), and

develop and teach one academic or functional life skills lesson to a small group of students with

disabilities. In addition, the UNCW student will write an edTPA report based on reflections of his or her

teaching experiences. Then, the UNCW student will choose one student from this placement as a case

study for the purpose of analyzing assessment data to develop an IEP.

F SED 374-

001

App Behavior

Analysis-Tchrs

Stocker, James 20 * Description: Students will implement evidence-based interventions grounded in ABA principles to

improve the academic and social behaviors of students with disabilities or who are at-risk. Progress

monitoring will occur through data-collection, graphing, and visual analysis to inform decision-making and

make future recommendations. Students will identify the function of behavior and propose an evidence-

based intervention designed to simultaneously decrease maladaptive behavior and increase desired

behavior.

Page 23 of 24

Course


F SED 375-

001

Collab Strategies

Spec Ed

Moody, Amelia 10 *Description: Students should spend a minimum of 10 hours in a school observing and participating in

collaborative team meetings relevant for educators of students with special needs and from diverse

cultures. (e.g. RTI meetings, IEP meetings, staff meetings, SPED meetings, staff collaboration, etc.)

F SEDL

369-001

Tech Math Spec

Needs Lab

Stocker, James 20 * Description: SEDL 369 students will provide one-on-one or small group mathematics instruction to K-8

students in a public school for approximately 20 one-hour sessions. Students will use principles of direct

explicit instruction to teach skills such as basic facts, place value, counting, problem solving, decimals,

fractions, measurement, money, vocabulary, and or time. Multiple evidence-based strategies (e.g.,

scaffolds) and a fluency intervention will be applied and repeated during each session to develop

conceptual understanding and proficiency. Students will be required to submit lesson plans based on the

new North Carolina State Standards and a progress monitoring report as part of the data-based decision-

making process. Lastly, students will synthesize applied behavior analysis techniques to maintain

instructional

stimulus control.

F SEDL 365-

001

Functional

Academics Lab

Richter, Sharon *Description: Students will complete one, 1-hour visit to their assigned classroom each week on Mondays

at 9-10am. Students will develop systematic instructional plans (SIPs), all instructional materials, and

implement instruction on a minimum of 8 different days with two focus students with significant

intellectual and multiple disabilities within the lab placement. The UNCW student will develop 4 SIPS,

implement instruction, and take data on student performance. The SIPs must integrate the -following

systematic instructional methods:

a) Least-to-Most Prompting

b) Constant Time Delay

At the end of the semester, UNCW students will explain the outcomes of their instruction and

recommendations for future instruction to the Williston teacher of record in a Teacher Letter.

Page 24 of 24

Documents

Field Experience/Tutoring Requirements - Spring 2020 · 2020. 6. 10. · Field experience hours for the courses will be completed within this block schedule. F EDN 330 (800, 810)