Candidates engage in a minimum of 135 hours of practicum work prior to beginning clinical practice (student teaching). These experiences are structured to build in complexity and demand. Each experience is evaluated using a performance assessment aligned with the clinical practice assessment.
Placing candidates in the field is a joint effort between the university, district partnerships, and partner schools. Districts identify master teachers based on the expectations outlined for the practicum.
The collaboration between school district partners and the University continually inform and improve practice, allowing for rigorous and cumulative experiences for candidates.
Coaches and faculty are in the field with candidates starting at intermediate practicum. The model provides for immediate guidance and feedback for candidates, additional support for clinical teachers, and models best practice.
Within practicum experiences and clinical practice, coaches also support the use of co-teaching strategies. This is in direct response to district needs.
- Clinical teachers maintain their role as classroom leaders and are in the room working side-by-side with the candidate, ensuring curriculum fidelity and accountability.
- The reduced student/teacher ratio better meets the teaching/learning needs in today’s diverse classrooms.
- Teacher candidates gain more skills and confidence in preparation for their first year of teaching.
- Four years of research show a positive impact on student achievement.
The relationship fostered during these experiences becomes a learning opportunity for the teacher candidate, and for the clinical teacher, through sharing of the latest techniques and technologies, all while positively impacting PK-12 students’ learning.
All placements are made through the Office of Field Experiences. Candidates in the College of Education, Health, and Human Sciences receive placements, log hours, and track growth in LiveText.