Field Experiences - Level III

Rationale

Field experiences are the application side of preparation for teacher certification. Teacher candidates advance through three levels of field experiences, each becoming more intense. Field experiences provide actual settings in which to develop and demonstrate the knowledge, skills and dispositions necessary to help all students learn . “All” implies the possibility of diverse learning needs. Such needs may surface with (a) students having exceptionalities; (b) students from varying geographical areas, ethnicities, races, religions or socioeconomic strata; or (c) students with gender, sexual orientation and linguistic differences.

Shippensburg University Standards for Those Preparing to Teach, Lead, or Counsel in Public Schools include the following expected outcomes:

  • Knowledge: Teacher candidates demonstrate understanding of the differences in how students learn and know how to accommodate diverse learning needs.
  • Skills: Teacher candidates accommodate diverse learning needs through informed decision-making that supports academic success for all students.
  • Dispositions: Teacher candidates show respect for the diverse needs and talents of all learners and demonstrate commitment to helping them develop self-efficacy and achieve academic success.

Field experiences, too, are diverse. Interaction with students in a variety of settings helps teacher candidates confront issues of diversity that affect teaching and student learning. Strengthening teacher effectiveness in all contexts and with all students is the intended outcome.

Description

Level III is the teacher candidate's capstone experience. Student teaching is a 16-week, semester-long clinical practice in which you will demonstrate your proficiency in each of the Shippensburg University Standards for Those Preparing to Teach, Lead, or Counsel in Public Schools:

  • Respond respectfully and skillfully to individual differences.
  • Reflect continuously and demonstrate progress in the development of the knowledge, skills and dispositions required to be an effective educator.
  • Use best practices and technologies that impact positively the achievement of all learners.
  • Use appropriate assessments and analytical data to inform decisions that affect learner achievement.
  • Collaborate with other professionals to make informed decisions that better serve their students.

Settings and Ativities

Teacher candidates are assigned to and mentored by appropriately certified, experienced school district teachers. University faculty supervise, assess and assign final grades. For more information about assignments and assessments, read the Student Teacher Handbook.

Number of Hours of Eperience

Student teaching is a 15-credit fulltime, immersion experience. As a novice teacher, expect to devote at least 70 hours per week during school hours and in preparation outside of school hours.

CAUTION! - Applications for student teaching are required one academic year prior to the anticipated student teaching semester.

Requirements

  • A completed Student Teaching Application is required one academic year prior to the anticipated student teaching semester. The Student Teaching Application is also the application for Professional Standing Level III.
  • One Application Conference is held the end of September.
  • You will be required to attend small group meetings to discuss your professional standing and requests for placements.
  • You will receive a letter regarding whether you qualify for student teaching. If you are “tentatively approved” or “disapproved”, an action plan will be developed.
  • Clearances - Schools, agencies and organizations require background and TB clearances.

Forms and Information