Elementary Education Field Experiences
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Field Experiences 1 |
Field Experience 2 |
Field Experience 3 |
Field Experience 4 |
Field Experience 5 |
Setting |
EDC 250 Supervised Pre-professional Field Experience |
EDC 454 Individual Differences Field Experience |
EDC 459 Field Supervised Methods Practicum I |
EDC 460 Supervised Methods Practicum II |
EDC 484 Supervised Student Teaching |
Duration and Frequency |
3 hours per week for minimum of 21 hours |
3 hours per week for minimum of 30 hours |
3 hours per week for minimum of 30 hours |
1 full school day per week for a minimum of 60 hours in student teaching placement |
Daily for 13 weeks |
Semester |
Fall or Spring |
Fall |
Spring |
Fall |
Spring |
Year at URI |
Prior to Admission |
Prior to Student Teaching |
Prior to Student Teaching |
Prior to Student Teaching |
Prior to Student Teaching |
Diversity Category Addressed |
Ethnicity Race Socio-economic Status Language (English Language Learner) Learning and Physical Exceptionalities |
Ethnicity Race Gender Religion Socio-economic Status Language (English Language Learner) Learning and Physical Exceptionalities |
Language (English Language Learner) Learning and Physical Exceptionalities |
Ethnicity Race Socio-economic Status Language (English Language Learner) Learning and Physical Exceptionalities |
Ethnicity Race Gender Socio-economic Status Language (English Language Learner) Learning and Physical Exceptionalities |
Candidate Product |
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This practicum is connected to EDC 453 Individual Differences, which serves as an introduction to Culture, Gender, and Special Needs as they relate to children in schools. In addition candidates are taking their first reading course in the program (EDC 423). Candidates are asked to apply the knowledge and skills from these courses into their early practicum experiences by recognizing the practices when they occur and implementing those practices as they begin teaching. We should have data on what our candidates know and are able to due in relation to Culturally Competent Practices after the implementation of the CCP instrument in semester 2 and 4 of our program in Spring 2010. This information may lead to changes in the course content and assessment done in EDC 453 and the practicum (454) If we determine that the data demonstrates to us that changes need to occur, these will be implemented in the next iteration of these courses in F2010.
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This practicum is connected to methods in math and science (EDC 456 and 457) as well as the second reading course (EDC 424). Candidates are asked to apply the knowledge and skills from these and previous courses into this practicum experience by recognizing the practices when they occur and implementing those practices as they begin teaching. Candidates design and implement learning experiences that must explicitly meet the needs of individual learners in their practicum. We should have data on what are candidates know and are able to due in relation to Culturally Competent Practices after the implementation of the CCP instrument in semester 2 and 4 of our program in Spring 2010. This information may lead to changes in the course content and assessment done in EDC 456 and 457 and the practicum (459) If we determine that the data demonstrates to us that changes need to occur, these will be implemented in the next iteration of these courses in S2011.
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Candidates take this practicum concurrent with methods in language arts and social studies (EDC 455 and 458) as well as EDC 402 Educating Students with Special Needs. When candidates teach they are expected to plan, teach and assess with a focus on student individual learning needs (e.g. RTI, IEP, 504, PLP, ELL, or any individual student needs). These tasks most explicitly address this aspect of our candidates’ abilities.
An instrument designed to help in assessing Culturally Competent Practice has been designed and piloted through the RITER project Objective 3-Diversity. We will pilot this instrument in the Elementary Education program during the S2010 student teaching semester to determine its usefulness to the program to gauge the Culturally Competent Practice of our candidates and thus possible revisions to knowledge and skill instruction within program courses and practicum to meet any weaknesses identified through the data. Roll out for this instrument for all partners in RITER will occur beginning S2010. Training is planned for late January/early February 2010 for University Supervisors and Cooperating Teachers.
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When candidates teach they are expected to plan, teach and assess with a focus on student individual learning needs (e.g. RTI, IEP, 504, PLP, ELL, or any individual student needs). These tasks most explicitly address this aspect of our candidates’ abilities. An instrument designed to help in assessing Culturally Competent Practice has been designed and piloted through the RITER project Objective 3-Diversity. We will pilot this instrument in the Elementary Education program during the S2010 student teaching semester to determine its usefulness to the program to gauge the Culturally Competent Practice of our candidates and thus possible revisions to knowledge and skill instruction within program courses and practicum to meet any weaknesses identified through the data. Roll out for this instrument for all partners in RITER will occur beginning S2010. Training is planned for late January/early February 2010 for University Supervisors and Cooperating Teachers. |