Cooperating Teacher Field Experience Evaluation - …
The use of field experience and service-learning in the Augsburg University teacher licensure program is based on a pedagogical model of knowledge and skill development developed at the university in the 1990’s. Selected courses requiring field experience will follow the Augsburg service-learning model. This model has been used by many colleges and universities around North America. . A web site with definitions, examples, forms, and resources is also available. It is called: .
Rubric for Evaluation of Field Experiences
In addition to these field and clinical experiences required of all candidates, there are additional required field experiences for candidates pursuing endorsement programs in physical education: HPER 490; special education: SPED 316/416; and early childhood education: FCS 448. (CSC General Bulletin 2005-07, p. 181, p. 172, p. 137 respectively). The specific nature of these experiences are designed in collaboration with the P-12 school supervisor, given the specificity of the content area.
At several points within the licensure program, each student’s field experience is assessed and documented. This documentation becomes part of the licensure student’s file in the Education Department and are required for licensure.
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The Augsburg University Education Department and the State of Minnesota Board of Teaching require preservice teachers to engage in pre-student teaching activities in urban K-12 schools. These experiences are an important part of preparing licensure students for the rigors of full-time K-12 teaching.
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The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.
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During student teaching, interns are required to complete a Teacher Work Sample (, ). First, candidates are expected to research and report information about the community, the school, and the students in the classroom where they are teaching. In cooperation with the cooperating teacher, an instructional unit is planned based on the learning needs of the students. Students are pre-tested to assure that the candidate has taken the previous learning and experience of the students into account. At the end of the unit, the students are given a post-test, and the Intern describes the resulting data and prepares graphs indicating the degree of student gain/improvement. The candidate then analyzes and reflects on why learning did or did not occur. In addition, the candidate must report what modifications were used to promote the learning of all students, what instructional strategies appeared to work well, and any barriers that existed to student understanding. The Teacher Work Sample is submitted to Unit faculty and cooperating teachers for grading. A is used to grade the TWS and to ensure for assessment consistency. A teacher intern cannot successfully complete a TWS without considering the diverse needs of students or without adapting instruction to meet the learning needs of existing exceptional populations.
The Educational Value of Field Trips - Education Next
It is recommended that the cooperating teacher and student teacher complete the rubric checklist midway through the student teaching experience as a FORMATIVE assessment only.