FIELD EXPERIENCE DESCRIPTIONS

Freshman
Transition
Sophomore
Junior
Senior
Felician College - Divisional Sites

FRESHMAN FIELD EXPERIENCE AND SEMINAR

Overview:
The Freshman Field Experience and Seminar is the student’s first education course. It consists of a weekly seminar in the fall and a weekly seminar and field placement component during the spring semester. 

As the class progresses, the student engages in activities such as discussion, readings, reflective journal writing, planning, and cooperative projects. The student receives step-by-step guidance in outlining his/her career path. This course is preparation for upcoming teaching experiences and challenges.

Cooperating Teacher Responsibilities:
The cooperating teacher provides the student with an opportunity to explore, observe and participate in the intricacies of teaching. The cooperating teacher receives a student handbook that outlines suggested student activities, general guidelines for this course, and an evaluation form. The cooperating teacher is asked to complete a student evaluation form at the end of the field placement period. Under the cooperating teacher’s guidance, the student will have the opportunity to assist him/her and the students in the classroom. Simple tasks might include providing individual assistance, grading “objective-based” tests, walking students to special classes, etc. During the semester, the seminar instructor will be visiting the cooperating teacher’s school to meet him/her and to monitor the student’s progress.

Student’s Responsibilities:
The student is responsible to attend the field experience and seminar course on a weekly basis. Two activities of special importance are the opportunity to read to children and to create a bulletin board. Any other simple tasks such as individual assistance, grading “objective-based” tests, walking students to special classes, etc. are also appropriate. Basically, the student is to observe, but the cooperating teacher is asked to involve the student in the teaching process in a similar way they might utilize a classroom aide. The student is not required to teach lessons since this is an initial education experience.  

The student is required to maintain appropriate and professional demeanor in accordance with the assigned school and Felician’s Teacher Education Code that is found in their Freshman Field Handbook.

TRANSITION FIELD EXPERIENCE AND SEMINAR

The Transition Field Experience is a combination of initial field experience and seminar for students who have transferred to Felician College from other schools – primarily community colleges. The two activities are basically an introduction to the teaching profession. The field placement affords the student the opportunity to gain an insight into teaching activities and skills, while the seminar is a forum for the discussion of professional deportment, observational skills, instructional technology, collaborative skills, and the sharing of experiences affiliated with the field placement.

SOPHOMORE FIELD EXPERIENCE AND SEMINAR

Overview:
Sophomore Field Experience is designed to provide the student with an overview of classroom practice, good instructional strategies, and effective classroom management techniques.  To this end, our sophomores are taught: observation strategies, case study methods, classroom behavior management techniques, how to provide individualized instruction, effective use of technology, and collaboration with other teachers. Students are evaluated on: effectiveness of log entries, a case study report, attendance and participation in both seminar and field, and the cooperating teachers’ evaluation.

Cooperating Teacher’s Responsibilities:
The cooperating teacher is invited to provide our sophomore students with a holistic classroom experience including: one-to-one tutoring, small group instruction, and logistical support (bulletin boards, class trip supervision, etc.) The teacher is also asked to evaluate the student’s performance at the end of the semester using the form provided.

Student’s Responsibilities:
The students are responsible to attend field every Tuesday, be on time, and stay for the full duration of the school day. They are required to explicitly follow teacher’s instructions, and perform all assigned tasks enthusiastically and competently. If a student must miss a field experience day, he/she is required to call the cooperating teacher and seminar supervisor at least 24 hours in advance, and to arrange to make up the missed day. Unexcused absences and lateness are unacceptable and will result in a grade of “F” for attendance and participation.

INSTRUCTIONAL DESIGNS I AND II - 
JUNIOR FIELD and JUNIOR PRACTICUM EXPERIENCE AND SEMINAR

Overview:
Junior Field and Junior Practicum provide students with instruction in lesson and unit planning, as well as teaching strategies. During Junior Field, they observe and assist the teacher and teach one or more lessons in the classroom. Junior Practicum gives them the opportunity to expand their skills by teaching at least 5 lessons and planning a unit. Each instructional design course focuses on a certain area of curriculum allowing students to learn and practice teaching methods for that one area. (eg. Instructional Designs I focuses on social studies content and methodology.) 

Felician College works cooperatively with the Hackensack Meadowlands Environmental Center to train the students in some aspect of environmental education They are encouraged to plan their units on these topics, if possible, and utilize them in their field placements.

Cooperating Teacher’s Responsibilities:
The teacher must supervise the student’s classroom activities including lessons taught. The teacher submits an evaluation form provided by the college for the purpose of evaluation.

Student’s Responsibilities:
The student must spend one full day in the classroom weekly for the specified dates. All visits missed must be rescheduled at the convenience of the classroom teacher. Lesson plans must be reviewed by the classroom teacher before any teaching takes place.

SENIOR FIELD EXPERIENCE AND SEMINAR

Overview:
Major topics for discussion, observation, and study are classroom management, professional responsibilities, recent trends in education, relevant legal issues, learning and teaching styles, and various organizational patterns.

The format for the seminar is discussion and demonstration. Students are encouraged to be active participants in the classroom program as they share their field observations, especially in the areas listed above.

Cooperating Teacher’s Responsibilities:
It is expected that cooperating teachers will provide the student with opportunities to observe, to work with students, and to realize the importance of thorough planning. In addition, they should learn about parent-teacher relationships and become acquainted with a broad, realistic view of the role of “teacher.” In short, we ask the cooperating teachers to be excellent role models and to have students participate in all aspects of the “teaching” experience.

Student’s Responsibilities:
The student must spend one full day a week in the classroom assisting the teacher in whatever way he/she requests. The student is required to plan and teach at least three (3) formal lessons, and with the help of the cooperating teacher, reflect upon and critique each lesson. It is also expected that the student develop a positive rapport with the entire school community and to become a “professional.” Finally, the student must maintain a log of their activities and experiences in the classroom.

TEACHER EDUCATION CODE (selected excerpts)

Dress Code:
Students must dress in a professional manner consistent with the dress of the faculty at his/her field placement. If the manner of dress is considered unprofessional by the principal or staff, the student must comply with the administration’s request and dress appropriately. If the student has been dismissed by the school for noncompliance, he/she will not be placed in another setting for that semester and will receive an F for the field portion of the course grade.

Professional Behavior:
The Director of the Division of Teacher Education, with the approval of the Vice President and Dean for Academic Affairs, reserves the right to dismiss a student from the Teacher Education Program at any time for behavior that is deemed unethical or unprofessional. The student in question will, of course, have the right to appeal the decision.