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Detailed Field Experience Descriptions for Initial and Advanced

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					Detailed Field Experience Descriptions for Initial and Advanced Programs


                  BSED Early Childhood Education Field Experiences

        Semester                    Courses                  Field Experiences/ Age/Grade
 Beginning Major in
 Education Coursework

                           ECEd 3555 Observation        10 hrs. In preschool, Head Start, or K-3
                           and Assessment of Infant &   grades. The purpose is to conduct a
                           Early Childhood              comprehensive, functional assessment by
                           Development                  observing one student who has been
                                                        diagnosed with a special need or who is
                                                        at-risk. Types of observations include
                                                        informal observations (kid watching),
                                                        anecdotal recordings (watching the target
                                                        child in different settings), parent
                                                        interviews (gaining information from a
                                                        knowledgeable source about the target
                                                        child), quantitative observations
                                                        (watching the target child simultaneously
                                                        with other students to assess the
                                                        frequency and intensity of the identified
                                                        behavior of concern), and a case study
                                                        (comprehensive report of all observations
                                                        conducted with the target child). Students
                                                        can complete the field experiences in a
                                                        variety of early childhood settings that
                                                        include preschools, head starts, and K-3
                                                        grades.
                           SPED 2000 Issues in          5 hours observation in programs
                           Human Diversity              providing services for individuals with
                                                        disabilities; including a program for
                                                        adults (i.e., SRVS), for school aged (a
                                                        public or private school) and for infants,
                                                        toddlers or preschoolers.
                           ECEd 4510 Programs &         10 hrs. Observations in 6 program types
                           Practices in Early           including Infant and Toddler, an NAEYC
                           Childhood Education          Accredited Preschool Program, Head
                                                        Start, Montessori, a Kindergarten
                                                        Program, and a Child Care Program. The
                                                        purpose is to explore early childhood
                                                        teacher roles and responsibilities and; to
                                                        see theories about child development
                                                        transition into practice.
                           ECED 4540 Infant &           10 hrs. Infant & Toddler; 5 hours
                           Toddler Development and      observing; 5 hours implementing
                           Care                         developmental activity plans
Detailed Field Experience Descriptions for Initial and Advanced Programs

                             LEAD 2010 Schools in        5 hrs. Observation or teaching a lesson
                             Urban Setting               prepared by Junior Achievement
                                                         (depending on the section)
 Midpoint Coursework         ECEd 4500 Emergent          14 hrs. NAEYC accredited preschool;
                             Literacy and Language       Literacy Study on 1 child; reading to and
                             Development                 instruction for literacy related
                                                         development.
                             ECEd 4515 Teaching and      10 hrs. NAEYC accredited preschool;
                             Learning in Early           Planning and implementing play-related
                             Childhood Education         lessons


                             ECEd 4520 &4525             30 hrs. Kg-3 Public School setting;
                             Planning and Facilitating   Develop Thematic Unit; Plan and
                             Social Learning and         Implement Social Learning and Studies
                             Development & Practicum     Lessons


                             IDT 3600 Technology in      5 hrs. Assist teachers with classroom
                             Education                   based learning using technology.
 Ending Coursework           ECEd 4530 & 4525            30 hrs. Kg-3 Public; Teach series of math
                             Planning and Facilitating   and science lessons with various
                             Math and Science Learning   assessment tools.
                             & Practicum

                             ELED 4240 Literacy in       14 hrs. Kg-3 Classrooms; Observation of
                             Grades K-3                  literacy lessons.
 Student Teaching            ICL 4901 or 4903 Student    8 wks & 7 weeks, full-time 40 hours per
                             Teaching in Early           week. In PreK/K and Grades 1-3. At
                             Childhood Settings          least one placement in a diverse, urban
                                                         setting is required.



                      BSED Elementary Education Field Experiences


          Course                 Field hours / days              Nature of field experiences
 LEAD 2010; Schools in       5 hours                     Observation or teaching a lesson prepared
 Urban Setting                                           by Junior Achievement (depending on the
                                                         section)
 SPED 2000; Issues of        5 hours                     Work with an individual with disabilities
 Human Diversity                                         outside of a school setting.
 IDT 3600; Technology in     5 hours                     Assist teachers with classroom based
 Education                                               learning
 ICL 4001; Learning in the   10 hours                    Directed observation of classroom
Detailed Field Experience Descriptions for Initial and Advanced Programs


 Urban Environment                                         settings. Conduct parent interview for
                                                           COEAS / ACEI / NCATE.
 ELED 4240; Literacy in       14 hours                     Teach several reading lessons to small
 Grades K-4                                                groups and whole classes
 ELED 4241; Literacy in       14 hours                     Teach specific reading lessons to small
 Grades 5-8                                                groups and whole classes.
 ELED 4351; Organizing        15 hours                     Candidates must take these four classes
 for Teaching and Learning,                                simultaneously. Candidates teach math,
 K-6                                                       science, and social studies lessons to small
 ELED 4352; Curriculum        20 hours                     groups and/or whole classes, practice
 and Methods                                               classroom management skills, assess
 ELED 4353; Thematic          15 hours                     candidates, assist the classroom teacher,
 Instruction                                               and complete reflections detailing their
 ELED 4354; K-6               70 hours                     experiences.
 Practicum, Integrative
 Learning in Urban Settings
 ICL 4901 & 4904; Student     15 weeks,75 full days (600   Student teaching – Candidates are
 teaching in grades K-3 and   hours)                       required to complete at least one
 4-6, respectively                                         placement in a diverse urban setting.


                            BSEd Middle School Field Experiences

       Course Title           Field Hours                                    Activities
 Technology in Education      5 hours                      Observations
 Fundamentals of Urban        10 hours                     Observations, tutoring individual students,
 Middle Grades Education                                   and conducting small-group learning
                                                           sessions in an urban, multiracial middle
                                                           school.
 Teaching and Schools in      5 hours                      Tutoring individual students, and
 Urban Settings                                            conducting small-group learning sessions
                                                           in a racially diverse middle school with an
                                                           inclusion program.
 Literacy in Grades 5-8       14 hours                     Tutoring and conducting small-group
                                                           instruction
 2 Content Area Methods       24 hours                     Conducting small-group instruction and
                                                           teaching whole classes in an urban,
                                                           multiracial middle school.
 Student Teaching in High     15 weeks                     Full teaching and preparation of middle
 School                                                    school classrooms for 8 and 7 weeks,
                                                           respectively. One setting will be urban,
                                                           the other suburban. Both placements
                                                           include students of different ethnic and
                                                           socio-economic backgrounds and
                                                           inclusive classes.
Detailed Field Experience Descriptions for Initial and Advanced Programs


            BSEd Special Education Modified and Comprehensive Programs

        Semester                    Courses                    Field Experiences/ Age/Grade
 Beginning Coursework      Special Education 2000         5 hours experience in special education
                                                          classroom or in community programs
                           Issues of Human Diversity      serving individuals with exceptional
                                                          learning needs ages 3-21
                           3 credit hours


                           Special Education 3201         30 hrs observation and implementation.
                                                          Students can complete the field
                           Behavioral Support for         experiences in a variety of settings but
                           Students in Diverse Settings   typically at a school site, the purpose is to
                                                          conduct a comprehensive, functional
                           3 credit hours                 assessment by observing one student who
                                                          has been diagnosed with an exceptional
                                                          learning need.
                           Special Education 3401         30 hours observation and implementation
                                                          in programs providing services for
                           Academic Support for           students diagnosed with learning
                           Students in Diverse Settings   disabilities. Typically the students choose
                                                          one student or group of students to
                           3 credit hours                 intensely study the curriculum, the needs
                                                          of the child in a regular and special
                                                          education classroom and learn to monitor
                                                          and adjust academic curriculum to meet
                                                          the strengths or needs of the individual
                                                          learner
                           Special Education 3501         30 hrs of observation and implementation
                                                          in educational programs of all types
                           Support for Students with      serving children and adults with cognitive
                           Mental Retardation             deficits. The purpose of this experience is
                                                          to familiarize the student with varying
                           3 credit hours                 degrees of mental retardation, the variety
                                                          of programming and curricula available
                                                          and lifetime issues. Students will visit a
                                                          variety of community and school sites for
                                                          varying lengths of time to accomplish
                                                          these goals
Detailed Field Experience Descriptions for Initial and Advanced Programs


 Midpoint Coursework       Special Education 3800       Labeled the block, there are four courses
                                                        taken together with 3800, 3801, 3802 and
                           Methods, Materials and       3803, there is a 90 hour total practicum
                           Curriculum for Learners      requirement. These practicum hours are
                           with Mild Disabilities       usually at an elementary school.

                           3 credit hours
                           Special Education 3801       The purpose of this four course sequence
                                                        is to provide true hands experience with
                           Practicum with Learners      learners. It is a practicum where students
                           Having Mild Disabilities     are expected to assess and develop
                                                        methods, materials and data to support
                           3 credit hours               exceptional learners in a variety of
                                                        settings.
                           Special Education 3802       The purpose of this course practicum is to
                                                        link instruction with assessment in
                           Assessment of Learners       meaningful ways tying the needs of the
                           with Disabilities            learner to assessment data, family
                                                        information and individual educational
                           3 credit hours               plan development.
                           Special Education 3803       The student will begin to gather
                                                        quantitative observations (watching the
                           Behavior Management for      target child simultaneously with other
                           Learners with Disabilities   students to assess the frequency and
                                                        intensity of the identified behavior of
                           3 credit hours               concern) ending with the completion of a
                                                        data based behavior change plan
                                                        (comprehensive report of all observations
                                                        conducted with the target child).
 Ending Coursework         Special Education 4000       Special Education 4000 is taken
                                                        concurrently with its practicum correlate
                           Methods, Materials and       Special Education 4001
                           Curriculum for Learners
                           with Moderate/Severe
                           Disabilities

                           3 credit hours
                           Special Education 4001       90 hour practicum requirement in schools
                                                        or programs which serve individuals with
                           Practicum with Learners      moderate/severe disabilities, The purpose
                           with Moderate /Severe        of this practicum is to initiate the student
                           Disabilities                 into the diverse settings of children with
                                                        more severe disabilities, interacting with
                           3 credit hours               other professional and related services,
                                                        planning transitions and developing
                                                        appropriate IEPs
Detailed Field Experience Descriptions for Initial and Advanced Programs

                           Special Education 4601      30 hours practicum with children whose
                                                       exceptional learning are due primarily to
                           Accommodations for          physical or health concerns. The students
                           Students With               are expected to view and participate when
                           Physical/Health             possible in lifting, seizure control, as well
                           Impairments                 as understand medication and basic health
                                                       care procedures.
                           3 credit hours
                           Special Education 4900      There is a syllabus requirement in this
                                                       class that students will avail themselves
                           Consultation with           out of class to local community or family
                           School/Family/Community     resources. There is however no formal
                                                       delineation of mandated hours
                           3 credit hours
 Student Teaching          Student Teaching in         15 weeks, 2 placements full-time in
                           General Education/Special   education classrooms in area public or
                           Education                   private schools. At least one placement in
                                                       a diverse, urban setting is required.
                           10 credit hours
                                                       Licensure type: Special education
                                                       modified and regular education. Students
                                                       are assigned 15 weeks total in two
                                                       representative settings

                                                       Licensure type: Special education
                                                       modified and comprehensive. Students
                                                       spend 15 weeks total in two
                                                       representative settings.



                    K-12 Physical Education BSEd Field Experiences

        Semester                    Courses                 Field Experiences/ Age/Grade
 Beginning Major in
 Education Coursework

                           PETE 3800 Instructional     10 hrs. In K-12 teaching settings.
                           Strategies in Physical      Observation of PE classes at elementary,
                           Education                   middle and high school level and teaching
                                                       at least one prepared lesson to students.
                                                       The purpose is to observe students and
                                                       teacher roles and responsibilities; and to
                                                       observe quality developmentally
                                                       appropriate teaching practices.
                           SPED 2000 Issues in         5 hrs. Observation in programs providing
Detailed Field Experience Descriptions for Initial and Advanced Programs

                           Human Diversity            services for individuals with disabilities;
                                                      including a program for adults (i.e.,
                                                      SRVS), for school aged (a public or
                                                      private school) and for infants, toddlers or
                                                      preschoolers.
                           LEAD 2010 Schools in       5 hrs. Observation or teaching a lesson
                           Urban Setting              prepared by Junior Achievement
                                                      (depending on the section)
 Midpoint Coursework       PETE 3308 Exceptional      15 hrs. In K-12 teaching settings. The
                           Learners in Physical       purpose is to observe and assist with
                           Education                  instruction for students with a wide range
                                                      of special needs. Types of observations
                                                      include informal observations (kid
                                                      watching), anecdotal recordings
                                                      (watching the target child in different
                                                      settings), teacher interviews (gaining
                                                      information from a knowledgeable source
                                                      about the target child), and a case study
                                                      (comprehensive report of all observations
                                                      conducted with a target child). Students
                                                      can complete the field experiences in a
                                                      variety of settings that include preschools,
                                                      elementary, middle, and high schools.
                           IDT 3600 Technology in     5 hrs. Assist teachers with classroom
                           Education                  based learning using technology.
 Professional Studies      PETE 4200 Curriculum and 30 hrs. P-5 in Public Schools; Plan and
 Module                    Integrated Learning in     teach a series of developmentally
                           Elementary School Physical appropriate PE lessons and use
                           Education                  assessment tools.


                           PETE 4400 Learner            15 hrs. K-12 in teaching settings. The
                           Assessment in K-12           purpose is to: develop and implement a
                           Physical Education           variety of alternative assessments that tap
                                                        the cognitive, affective, and psychomotor
                                                        learning domains; demonstrate ability to
                                                        conduct standardized assessments,
                                                        analyze movement patterns; apply
                                                        measurement principles such as reliability
                                                        and validity in their analysis and reporting
                                                        of assessment data; and provide feedback
                                                        to K-12 students based on assessment
                                                        results.


                           PETE 4300 Curriculum and 30 hrs. 6-12 in Public Schools; Plan and
Detailed Field Experience Descriptions for Initial and Advanced Programs

                                    Integrated Learning in       teach a series of developmentally
                                    Middle School and            appropriate PE lessons and use
                                    Secondary School Physical    assessment tools.
                                    Education


 Student Teaching                   PETE 4909 Student            8 wks & 7 weeks, full-time 40 hours per
                                    Teaching in K-12 Settings    week. One in Elem. and one MS or HS.
                                                                 At least one placement in a diverse, urban
                                                                 setting is required.


                             Undergraduate Licensure in Dance Education


       Tennessee Standards                        Course(s)                Clinical/Field Experiences



Standard I. Dance Knowledge            Danc 2821- Contemporary Dance    Practicum hours = 45 (hrs) –
and Application                        II(1.1)                          Observe and assist in
                                       Danc 2825- Ballet II (1.1)       elementary (15 hrs), Middle
                                       Danc 2827- Jazz II (1.1)         School (15 Hrs) and High
Candidates understand and apply        Danc 3829- Advanced Dance        School (15 hrs) settings
the concepts of dance techniques       Techniques (1.1)
and styles, choreography, body         Danc 1151- Introduction to
science, dance history, and music      Dance (1.4)
in creating sequential                 Danc 3101- Dance History (1.4)
developmentally appropriate            Danc 3201- Dance Movement
learning experiences for dance         Analysis (Dance Science,
students.                              kinesiology and Anatomy) (1.3)
                                       Danc 4201- Dance Composition
                                       (1.2)
                                       Danc 4202- Advanced Dance
                                       Composition (Dance and Music)
                                       (1.2; 1.5)
                                       Danc 4404- Dance Teaching
                                       Methods (1.1; 1.2 )
                                       ICL 4914- Student Teaching in
                                       Dance (1.1; 1.2 ;1.3; 1.4;1.5)


Standard II.                           *Danc 4201- Dance                Practicum hours = 10 (hrs) –
Candidates plan and provide            Composition                      Develop & implement lesson &
instruction that engages the student   *Danc 4202 Advanced Dance        unit plans
to explore and create technically      Composition
sound, expressive and original         Danc 4402- Dance Education in    Practicum hours = 10(hrs) –
choreography.                          Diverse Settings                 Develop & implement lesson &
                                       Dance 4404- Dance Teaching       unit plans – Reflection Paper
Detailed Field Experience Descriptions for Initial and Advanced Programs



       Tennessee Standards                        Course(s)             Clinical/Field Experiences


                                      Methods
                                      ICL 4914- Student Teaching in
                                      Dance

                                      *Courses also satisfy Std I

Standard III. Candidates plan and     Danc 4101- Dance Repertory-     Practicum hours = 120 (hrs )–
provide instruction that challenges   Performance                     Reflection Paper
students to identify, interpret,
rehearse, self critique, refine and   Thea 2511- Theatre Crafts or
present in appropriate venues..       Thea 1561 Intro to Design

                                      Thea 3604- Costume Lab
                                      Thea 3603- Lighting Lab
                                      ICL 4914- Student Teaching in
                                      Dance
                                      Danc 3101- History of Dance


Standard IV. Responding to            *Danc 1151- Introduction To     Practicum Hours- 10 (hrs)
Dance                                 Dance                           Research Paper
Candidates plan and provide           *Danc 3101- Dance History
instruction that empowers students    ICL 4914- Student Teaching in
to respond independently to dance     Dance
through the use of analysis,
interpretation, and evaluation.       *Also satisfy Std I


                                      **Danc 4402 Dance Education     Danc 4402
Standard V. Teaching Dance            in Diverse Settings             Practicum hours = 10 (hrs) –
Candidates plan and provide           **Danc 4404- Dance Teaching     Develop & implement lesson &
comprehensive sequential              Methods                         unit plans
curriculum and instruction that is    **Also satisfy Std II
developmentally appropriate; they     UNIV 3534- Theatre and          Danc 4403
create an environment that is         Therapy                         Practicum hours = 10(hrs)–
physically safe and appropriate for   EDPR 2111- Development          Develop & implement lesson &
the discipline and that encourages    Across Lifespans                unit plans – Reflection Paper
active engagement in learning.        LEAD2010- Teaching and
                                      Schools in Urban Settings       ICL
                                      SPED 2000- Issues of Human      Practicum hours = 42 (hrs) –
                                      Diversity                       Develop & implement lesson -
                                      ICL 4914- Student Teaching in   Portfolio
                                      Dance                           Reflection Paper
Detailed Field Experience Descriptions for Initial and Advanced Programs



      Tennessee Standards                   Course(s)                Clinical/Field Experiences



Standard VI. Dance Reflection, ICL 4800- Professional Seminar     Practicum hours = 10 (hrs) –
Professional Development and Danc 4404- Dance Teaching            Research Paper
Leadership                        Methods
                                  Univ 4995- Special Project
Candidates pursue lifelong
learning through reflective       Danc 4201- Dance Composition
practice, research, professional  *Danc 4202 Advanced Dance
development, and participation in Composition (Dance and Music)
dance making.




                            MAT Early Childhood Field Experiences


         Course                      Field Hours                 Field Experiences/ Age/Grade
 ECED 6510: ECE                10                          Observations in 6 program types including
 Programs and Practices                                    Infant and Toddler, an NAEYC
                                                           Accredited Preschool Program, Head
                                                           Start, Montessori, a Kindergarten
                                                           Program, and a Child Care Program. The
                                                           purpose is to explore early childhood
                                                           teacher roles and responsibilities and; to
                                                           see theories about child development
                                                           transition into practice.
   SPED 6900:                  3                           Consultation with
 School/Family/Community                                   School/Family/Community
 SPED 7101: Foundations        4                           4 hrs. Observation in programs providing
 of EC-SPED                                                services for individuals with disabilities;
                                                           including a program for adults (i.e.,
                                                           SRVS), for school aged (a public or
                                                           private school) and for infants, toddlers or
                                                           preschoolers.
 ECED 6520 Social              20                          Kg-4 Public School setting; Develop
 Learning                                                  Thematic Unit; Plan and Implement
                                                           Social Learning and Studies Lessons.
 ECED 6530 Math &              20                          Kg-4 Public; Teach series of math and
 Science Methods                                           science lessons with various assessment
                                                           tools
 ECED 6540 Infant &            10                          Infant & Toddler; 5 hours observing; 5
 Toddler (Each semester)                                   hours implementing developmental
Detailed Field Experience Descriptions for Initial and Advanced Programs


                                                       activity plans
 ECED 7102 Observation      10                         In preschool, Head Start, or K-3 grades.
 & Assessment                                          The purpose is to conduct a
                                                       comprehensive, functional assessment by
                                                       observing one student who has been
                                                       diagnosed with a special need or who is
                                                       at-risk. Types of observations include
                                                       informal observations (kid watching),
                                                       anecdotal recordings (watching the target
                                                       child in different settings), parent
                                                       interviews (gaining information from a
                                                       knowledgeable source about the target
                                                       child), quantitative observations
                                                       (watching the target child simultaneously
                                                       with other students to assess the frequency
                                                       and intensity of the identified behavior of
                                                       concern), and a case study
                                                       (comprehensive report of all observations
                                                       conducted with the target child). Students
                                                       can complete the field experiences in a
                                                       variety of early childhood settings that
                                                       include preschools, head starts, and K-3
                                                       grades.
 RDNG 7553 Literacy         12                         NAEYC accredited preschool; Literacy
 Development                                           Study on 1 child; reading to and
                                                       instruction for literacy related
                                                       development.
 ICL 4901 or 4903            600                       8 wks & 7 weeks, full-time In PreK/K
                                                       and Grades 1-3. At least one placement in
 Student Teaching                                      a diverse, urban setting is required.


                         MAT Elementary Education Field Experiences

 Course                     Field hours / days         Nature of field experiences
 ICL 7059 Models of         4 hours                    Directed observation of classroom
 Instruction                                           environment.
 ICL 7709 Urban Learning    10 hours                   Observe and teach two lessons to small
 Environment                                           groups. Conduct parent interview to meet
                                                       ACEI / NCATE standards
 SPED 7000 Psycho-          4 hours                    Work with an individual with disabilities
 Educational Problems of                               outside of a school setting.
 Exceptional Children and
 Adults
 RDNG 7553 Foundations      12 hours                   Teach several reading lessons to small
 of Literacy Development in                            groups and whole classes
Detailed Field Experience Descriptions for Initial and Advanced Programs


 grades K-4
 RDNG 7554 Foundations           12 hours                        Teach specific reading lessons to small
 of Literacy Development in                                      groups and whole classes.
 Grades 5-8
 ICL 7654 Methods for            12 hours                        Write and teach social studies lessons to
 Teaching Social Studies in                                      small and whole groups.
 the Elementary Grades
 ICL 7605 Methods for            10 hours                        Write and teach a series of hands-on
 Teaching Science in the                                         science lessons to small and whole
 Elementary Grades                                               groups.
 ICL 7504 Methods for            10 hours                        Write and teach a series of math lessons to
 Teaching Math in the                                            whole and small groups.
 Elementary Grades                                               Conduct mathematics interview to meet
                                                                 ACEI / NCATE
 ICL 7996 Candidate              75 days                         Candidate teaching
 teaching in grades K-3 and
 4-6


                               MAT Special Education Field Experiences

Comprehensive Licensure:
SPED 7000 Issues of Human Diversity                                                 4 field hours
Experience in special education classroom or in community programs
serving children with exceptional learning needs ages 3-21. These experiences
are chosen to match area/age of licensure concentration

SPED 7042 Field experiences in Comprehensive Special Education              90 field hours
Supervised experiences in classrooms or community programs serving children
with moderate/severe disabilities

SPED 6601     Etiology and Characteristics of Students with Mild             30 field hours
              to Severe Physical /Health Impairments
Supervised experience in schools, clinics or other settings serving children
Health or physical impairments
                                     Total Pre-Student Teaching Field Experience Hours: 124

Modified Licensure                                                                            SPED
7000 Issues of Human Diversity                                              4 field hours Experience in
special education classroom or in community programs serving
children with exceptional learning needs ages 3-21. These experiences are
chosen to match area/age of licensure concentration

SPED 7041 Field Experiences in: Modified Special Education                        90 field hours
Supervised experiences in classrooms serving children with
mild/moderate learning needs, typically an urban academic setting
Detailed Field Experience Descriptions for Initial and Advanced Programs

RDG 7553       Literacy Development K-4                             12 field hours
ICL 7504       Teaching Mathematics in the Elementary/Middle School 10 field hours
                                  Total Pre-Student Teaching Field Experience Hours: 116

Early Childhood Special Education Licensure
SPED 7000 Issues of Human Diversity                                      4 field hours
Experience in special education classroom or in community programs serving
children with exceptional learning needs ages 3-21.

SPED 7141      Clinical/Field Experiences in Early Childhood                 90 field hours
               Special Education
Supervised experiences in preschools or educational settings serving
young children with disabilities
SPED 6601 Etiology and Characteristics of Students with                      30 field hours
               Mild to Severe Physical /Health Impairments
Supervised experience in schools, clinics or other settings serving children
with health or physical impairments
                                     Total Pre-Student Teaching Field Experience Hours: 124

Student Teaching
Successful completion of coursework precedes a 15 week full time student teaching in two
settings both in the area of licensure.

ICL 7800 Advanced Clinical Practicum for Initial Teacher Licensure 525 field hours
           or Additional Endorsement
The student is placed for 15 weeks in two classroom settings with children typical of area of
licensure for an intensive supervised student teaching experience. One of the placements is in an
urban area.

Field/Clinical Experience Total:                                     641-649 field hours
The course based field experiences vary by licensure and total between 116-124 hours. These
hours are completed prior to student teaching. There is an additional 525 hours in the Advanced
Clinical Practicum (Student Teaching)

Students are not required to complete a student teaching experience if they successfully meet the
guidelines for consideration of teaching experience in lieu of student teaching. This requires
evidence which includes employment and satisfactory performance evaluation data, verification
for two school years of satisfactory full time teaching in licensure area, evidence of school based
mentoring, and completion of all licensure coursework.


                            MAT Middle School Field Experiences

  Course Title      Field Hours                            Activities
Introduction to     4 hours          Observations, tutoring, and small-group instruction
Exceptional                          among inclusive, racially diverse groups in city and
Learners                             county schools
Detailed Field Experience Descriptions for Initial and Advanced Programs


Urban Learning     10 hours       Tutoring individual students, and conducting small-
Environment                       group learning sessions in an urban, multiracial
                                  middle school.
C&I in             10 hours       Tutoring individual students, and conducting small-
Multiethnic                       group learning sessions in two settings: one racially
School                            diverse middle school with an inclusion program,
                                  and one urban, multiracial middle school
Teaching           8 hours        Conducting small-group instruction and teaching full
Reading in the                    classes
Subject Areas
Two Methods        16 hours       Conducting small-group instruction and teaching
Courses                           four full classes in a variety of middle schools.
Student            15 weeks       Full teaching and preparation of middle school
Teaching in                       classrooms for 8 and 7 weeks, respectively. One
Middle School                     setting will be urban, the other suburban. Both
                                  placements include students of different ethnic and
                                  socio-economic backgrounds and inclusive classes.




                       MAT Secondary Education Field Experiences


  Course Title      Field Hours                             Activities
Introduction to    4 hours        Observations, tutoring, and small-group instruction among
Exceptional                       inclusive, racially diverse groups in city and county
Learners                          schools

Urban Learning     10 hours       Tutoring individual students, and conducting small-group
Environment                       learning sessions in an urban, multiracial high school.

C&I in             10 hours       Tutoring individual students, and conducting small-group
Multiethnic                       learning sessions in two settings: one racially diverse
School                            middle school with an inclusion program, and one urban,
                                  multiracial high school

Teaching           8 hours        Conducting small-group instruction and teaching full
Reading in the                    classes
Subject Areas
Methods            8 hours        Conducting small-group instruction and teaching four full
(Content Area                     classes in an urban, multiracial high school.
Specific)
Student Teaching   15 weeks       Full teaching and preparation of middle and high school
in High School     600 hours      classrooms for 8 and 7 weeks, respectively. One setting
                                  will be urban, the other suburban. Both will include
Detailed Field Experience Descriptions for Initial and Advanced Programs


                                      students of different ethnic backgrounds and inclusive
                                      classes.



                             MS Early Childhood Field Experiences

             Course                            Field Assignments
             ECED 7101                        Integrated Thematic Unit and
                                              Center

             ECED 7102                        School Site Case Study
             ECED 7103                        ECEd Learning Center
                                              Implementation
             ICL 7992                         Action Research Project
                                              Implementation


        Field Experiences in ICL Advanced Continuing Education Programs (MS)

ICL 7992                           Action Research Project Implementation, designed as a
Master’s Project                   culminating experience. Direct participation is required for the
                                   successful completion of a field study, on-site project or other
                                   classroom-based experience. Six weeks of implementing the
                                   action plan and collecting data in a school setting.
ICL 7996                           Learning designed around individual learner field experiences.
Master’s Thesis                    Developing, implementing, and reporting on classroom-based
                                   inquiry. 3-6 credit hours over fifteen weeks.

                   Field Experiences in the Reading Masters of Science Degree
                              and Reading Specialist Endorsement

          Courses                                 Field Experiences/ Age/Grade
RDNG 7540: Innovations for    Innovations for Teaching Literacy in the Classroom requires two field-based
Teaching Literacy in the      tasks integral which develop foundational knowledge. One requires
Classroom                     candidates to reflect on a specific strategy in their own teaching or
                              through observations in someone else’s class. In contrast, the
                              second task requires students to think holistically about their
                              learning environments, including learning materials, in relation to the
                              class readings, with specific attention to theory. The details of the
                              assignments are described below.

                              What’s Working Paper: Identify one instructional strategy that is
                              working in your literacy curriculum (if you aren’t teaching, then
                              identify one that you have observed in a great literacy classroom). 1)
Detailed Field Experience Descriptions for Initial and Advanced Programs

                                  Describe an instructional strategy, 2) a theory which supports the
                                  instructional strategy, 3) the advantages/challenges, 4) how it
                                  addresses inequities in the classroom.
                                  Creating a Literate Environment: Describe your current or
                                  future literacy environment, describe the classroom’s physical layout,
                                  books, software, and how the students’ use the space (what happens
                                  where). Integrate the class readings and theoretical underpinnings
                                  (APA). See rubric for criteria. You will take your piece of writing
                                  through the authoring cycle and turn in your rough draft with the
                                  final document. In-class time will be provided for you to engage in
                                  peer revision.
RDNG 7541: Advanced               Advanced Assessment of Reading Performance requires candidates to focus
Assessment of Reading             on a specific child. They use their developing knowledge of
Performance                       assessment to learn about a students’ literacy performance. Critical
                                  to this assignment is the requirement for candidates to examine their
                                  own growth. The case study reflects the way our program weds
                                  course content to field work at the same time learning and reflection
                                  are stressed.

                                  Case Studv: You will be responsible for administering a battery of
                                  informal literacy tests and collecting assessment information on one
                                  student. This should not be your own child. Each week you will: I)
                                  list the tests administered or discuss the assessment information you
                                  gathered, 2) state what you learned about your student's literacy
                                  performance, and 3) reflect on your own growth as a literacy
                                  educator. This testing and diagnosis will result in a case study of that
                                  student with recommended interventions.

RDNG 7542: Alternate              Alternate Procedures for the Treatment of Reading Programs extends the
Procedures for the Treatment of   candidates’ knowledge of assessment and evaluation as reflected in
Reading Programs                  the key task. Once again candidates are working with a student in
                                  their classrooms or another person’s classroom. Now there is a
                                  requirement to work with student from an under-served group and
                                  the candidates have to draw from a larger array of assessments.


                                  Assessment Reports: The assessment reports will describe the
                                  results of three assessments administered to a student in one of our
                                  target groups—students with disabilities, English Language
                                  Learners, and Vernacular English Speakers. Select an assessment
                                  instrument from each of the following areas: a) affective: attitudes
                                  and interests, b) skills: reading and writing, c) competencies: oral
                                  language and listening. The guidelines for evaluating assessment
                                  reports describe the essential content and format of the report.
Detailed Field Experience Descriptions for Initial and Advanced Programs

RDNG 7544: Reading and         Reading and Study Skills in the Content Area requires candidates to plan,
Study Skills in the Content    implement, examine student products, and reflect on the lesson.
Area                           These tasks demand candidates draw on their foundational
                               knowledge about literacy, classroom management skills,
                               understandings of diverse learners, and skills of critical analysis to
                               inform the design of their next assignment.

                               Vocabulary: Design a minimum of two learning activities for use
                               with your students that incorporate a specific content area
                               vocabulary strategy. Student work sample will be part of your
                               submission as well as a critical analysis and reflection. (25 points)
                               Comprehension Strategy. Design a minimum of two learning
                               activities for use with your students that incorporate a specific
                               content area comprehension strategy. Student work samples will be
                               part of your submission as well as a critical analysis and reflections.
                               (25 points)
                               Differentiated Reading Assignment Plan and implement one
                               differentiated reading assignment in your classroom and submit both
                               the lesson and a critical analysis and reflection of the lesson. (25
                               points)

ICL 7809 Reading Research      Reading Research and Project assessment occurs in this class.
and Project



                               The Master’s Project is based on the self-study philosophy that
                               begins with the stem question: “How can I change my teaching for
                               the better by . . .” Over the course of the semester students (1) write
                               a one-page proposal for approval by their employing school district,
                               (2) prepare a plan for a six week intervention and a plan for
                               collecting data to document changes in their own teaching and
                               changes in the behavior of children they are teaching. Candidates
                               implement the plan in a classroom with students for at least six
                               weeks and collect data for at least six weeks. The written report and
                               the evaluation of the poster-presentation serve as the comprehensive
                               examination for the Master’s degree.




                  Library Information Specialist Field and Clinical Experiences

Course #      Course Title                Field Assignment                  Field Hours
ICL 7800      Advanced Clinical           Assigned internship in a          6 credit hours over
              Practicum for Initial       PreK-12 school library.           fifteen weeks; min.
              School Library                                                one hr. per week
Detailed Field Experience Descriptions for Initial and Advanced Programs

            Information Specialist
            Licensure
ICL 7800    Advanced Clinical         Assigned internship in a       3 credit hours over
            Practicum for             PreK-12 school library.        twelve weeks
            School Library
            Information Specialist
            Endorsement
ICL 7992    Master’s Project          Action Research Project        Six weeks of
                                      Implementation, designed as    implementing the
                                      a culminating experience.      action plan and
                                      Direct participation is        collecting data in a
                                      required for the successful    school setting.
                                      completion of a field study,
                                      on-site project or other
                                      classroom-based experience.
ICL 7996    Master’s Thesis           Learning designed around       3-6 credit hours
                                      individual learner field       over fifteen weeks.
                                      experiences. Developing,
                                      implementing, and reporting
                                      on classroom-based inquiry.


             MS School Administration & Supervision K-12 Field Experiences


Courses/Sequence              Field Experiences/ Age/Grade
LEAD 7000: Introduction       4 hrs. In K-12 educational setting the candidate develops an
to Educational Leadership     understanding of leadership and the roles and responsibilities of
                              a school leader by developing a leadership profile with the assistance
Sequence: Module 1             of a school leader. The purpose of the profile is to provide the
                              candidate with a comprehensive understanding of effective leadership
                               and its role in promoting school improvement.
LDPS 7140: Participatory      6 hrs. In K-12 educational setting the candidate develops an
Governance and Change         organizational analysis brief and ethos of change brief on their
                              educational setting as well as conduct a survey of stakeholders’
                              attitudes and opinions of schools. The purpose of these activities is
                               to have candidates develop an in-depth understanding of school as an
                              organization, the dynamics of change, and stakeholders attitudes and
                              opinions about schools.

                              9 hrs. In K-12 educational setting the candidate develops a
LDPS 7120: Supervisory        Clinical Supervision Plan. The candidate works with a supervising
Process                       administrator to conduct a pre-conference interview, two classroom
                              observations, a post observation conference, pre-conference interview, two
Sequence: Module 2            classroom observations, a post observation conference, and to develop
                              a plan of improvement. The purpose of the plan is to have the
Detailed Field Experience Descriptions for Initial and Advanced Programs


                           candidate use the supervision clinical model with a classroom teacher.

                           4 hrs. Additional activities in the class include the candidate
                           Developing a Plan of Improvement for a Professional Staff Member,
                           The candidate identifies a relevant case study in which a professional
                           staff member is identified through an evaluative process to be non-
                           performing. This case may be either “live” or found in a casebook. The
                           purpose of the plan is to assist the candidate to understand the
                           supervisory principles described in the text.

                           10 hrs. Furthermore, the candidate will also identify a school and
                           principal with which they might work to conduct a Curriculum
                           Alignment Project to align school curriculum with school goals and
                           objectives. The purpose of the project is to familiar the candidate with
                           the SIP in schools.

LEAD 7100: Education and   8 hrs. In K-12 educational setting the candidate develops a school
Community                  community relations analysis. The purpose of the analysis is to have
                           the candidate develop a comprehensive understanding of the
                           geographic, demographics, community efforts for
                           improvement, and key power structures and/or decision makers
                           of the school community. In addition, the candidate works with
                           a principal, district administrator, or other organizational leaders to
                           identify all current key practices and materials that promote the
                            school

LDPS 7330: Race,           4 hrs. In K-12 educational setting the candidate develops an
Ethnicity, Gender in       understanding of the dynamics of race, ethnicity, and gender in
American Education:        American education. By conducting interviews with school graduates
                            who experienced race, ethnic, or gender discrimination when they
                           attended school, candidates develop an appreciation of diversity in
Sequence: Module 3         schools. The purpose of interviewing is to provide a contextual
                           framework for addressing diversity in schools.

LDPS 7141:The              5 hrs. In K-12 educational setting the candidate collaborates
Principalship              with a site- leader to develop a school change initiative appropriate
                           for the school and based on research of best practice. The project
Sequence: Module 4         includes four sections: a rationale, research, design and
                           implementation plan, and assessment plan.

LEAD 7210: Field           120 hrs. In K-12 educational setting, the candidate has a semester
Experience                  long supervised clinical experience in two different educational
                           settings combined with campus seminars around the application of
Sequence: Module 5         ELCC and Tennessee Licensure Standards. Candidates work with
                           supervising educational leaders and college supervisor to complete the five
                           core artifacts.
Detailed Field Experience Descriptions for Initial and Advanced Programs

The internship occurs after the majority of course in the Program of Study has been completed
successfully. Before the internship is initiated, the college supervisor ensures that there are
appropriate educational sites (80% in one location and 20% in the other) and site supervisors that
will afford a rich, meaningful experience for the candidate. The college supervisor, candidate,
and site supervisors meet to review the major responsibilities of each party and to determine
collaboratively the variety and range of internship tasks to be performed and assessed.
Candidates can select from a total of sixty suggested activities. A partial list of activities is
presented in Table 2.

Table 2
      1. Attend a School Board Meeting.                 respective areas of responsibility in at
      2. Attend a Principal’s Meeting...                least two different levels of education
      3. Attend an M-Team (IEP) Meeting             10. Develop a needs assessment.
      4. Accompany an administrator in              11. Review policies and procedures for
         conducting a Teacher Evaluation                special education students to assure
         Observation.                                   compliance with state and federal
      5. Serve on a committee in a                       regulation.
         postsecondary setting.                     12. Develop a protocol for the opening or
      6. Assist with recruitment and                    closing of School.
         interviewing of new staff.                 13. Develop an instrument for and
      7. Review student scores and                      conduct a survey to determine staff
         determine which areas and                      development needs.
         teachers are in need of assistance.        14. Present a speech at a public
      8. Review teacher evaluation                      organization meeting to promote the
         scores/files and determine areas of            promising practices schools are
         need, possible improvement                     engaged in.
         activities, and accountability for         15. Assist in the preparation of the school
         determining and documenting                    budget for the upcoming academic
         whether teacher has achieved the               year.
         stated goals as set out in that            16. Assist in the coordination and
         portion of the plan.                           supervision of testing; analyze the
    9. Observe department chairs and their              TCAP data for staff development.

                               A Partial List of Intern Activities


                   MA/EdSpec School Psychology K-12 Field Experiences

The MA/EdS degree program requires several field experiences, including professional
experience, practica, and internship.

A. Professional Experience Description: The professional Experience (PE) requires that each
MA/EdS student volunteer one-half day (or equivalent) per week to work with a local school
psychologist. You and the local school psychologist agree on times, locations, and activities and
sign an agreement that is maintained by all parties. The PE continues throughout the fall and
spring semesters of the first year of training. Supervision is provided by the local school
Detailed Field Experience Descriptions for Initial and Advanced Programs

psychologist who also provides the program director with an evaluation of your experience in
January and June. The hourly total is between 120-130 hours; 4 hours during each of the 14
weeks in each semester. You must maintain a log of activities that is turned into the program
director each semester and becomes part of your portfolio.

Purpose: The PE is an integral part of the MA/EdS sequence. The professional experience (PE)
will ensure that you have adequate knowledge and experience of the system of public and private
education, its function in the overall community context, as well as the purpose and the delivery
of school psychological services. Its primary purpose is to familiarize you with the educational
system as a whole and to expose you to alternative roles and functions of school psychologists.

Activities: You make yourself available to one or more school psychologists for at least one
year prior to the internship. The supervising school psychologist arranges with you to complete
a variety of activities related to the practice of school psychology. The activities are
commensurate with your level of competence and training. During the period of PE, you are to
complete as many as possible of the activities listed below. There is no deadline date by which
each activity must be completed, but a log book is to be maintained verifying the completion of
an activity and the dates and times of service.

Building Level
1.    Attend at least one staff meeting of school psychological and/or pupil personnel workers
      with teachers (e.g., school-based support team meeting).
2.    Attend a school building teachers meeting conducted by the building administrator(s).
3.    Observe instruction at the elementary, middle, and senior high school levels.
4.    Participate in lunchroom and playground supervision.
5.    Participate in school bus supervision (ride it if possible).
6.    Participate in an in-service meeting for teachers
7.    Attend one PTA or Home-School Association meeting.
8.    Assist with the group testing program (e.g., TCAP).
9.    Act in the capacity of a teacher-aide for at least 2 hours.
10. Become familiar with the collection, maintenance, and storage of school records, including
      psychological records.

District Level
1.    Attend a school board meeting.
2.    Visit at least three different special education classrooms.
3.    Visit programs for teen pregnancy, alternative school students, head start, etc.
4.    Become familiar with the structure and function of the school psychological services unit
      and its relationship to the school system.
5.    Visit each of the school buildings under the responsibility of your supervising school
      psychologist.


Service Delivery Level
1.    Understand the referral process employed by this district for psychological services.
2.    Understand the school-based support team or similar group’s purpose, structure, and
      operation.
Detailed Field Experience Descriptions for Initial and Advanced Programs

3.    Familiarize yourself with the assessment tools used in the district.
4.    Assist in the administration and/or scoring of tests.
5.    Conduct observations of children in several settings.
6.    Assist in gathering and reviewing case information including parent and teacher
      conferences and school records.
7.    Review written psychological reports.
8.    Assist in collection, maintenance, and storage of records.
9.    Become familiar with the agency’s professional development activities and procedures for
      getting permission, reimbursement, etc.
10.   Observe school psychologists in their daily activities.
11.   Conduct follow-up of previously completed cases.


Community Level
1.  Visit the juvenile court facility.
2.  Attend a city or county government meeting (e.g., City Council)
3.  Visit at least 6 service groups and agencies related to school psychology work (e.g.,
    Rehabilitation Center, Lions Club, Mental Health Center, substance abuse agency).
4.  Attend at least one West TASP regional function.


State Level
1.    Visit the Tennessee State Department of Education.
2.    Attend a session of the state legislature.
3.    Become a student member of the Tennessee Association of School Psychologists.
4.    Attend either the fall or the spring meeting of TASP.

National Level: Each student is expected to join a national level organization for school
psychologists (APA Division 16 and/or NASP) prior to completing the internship.

Dates of service: The experience begins the week after Labor Day and continues weekly
following the University of Memphis academic calendar for the fall and spring semesters. This
is a total of 28 weeks or 14 full days equivalent service. You are not required to be in service the
week of spring break but you are required to be in service the week of the fall break. You may
volunteer more time if you wish, but do not exceed one day per week unless agreed upon by the
program director and the local supervisor. You may arrange your schedule with your supervisor
in a manner that is convenient to your other responsibilities. For example, some weeks you may
wish to provide more time so that you can be off certain weeks. You are to maintain a log of
your PE times and activities.

				
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