PHASE I - SOPHOMORE FIELD EXPERIENCE

Students registered for EPSY 302 Educational Psychology* (and transfer students who apply for admission to the teacher education program) will receive specific instructions for completion of the Sophomore Field Experience.  Students must observe and assist a teacher for a minimum of three full school days.  Students will not be approved for admission to teacher education and upper division courses until this course is completed and the required field experience paper is returned to the instructor and placed on file in the office of the Dean of Education.

 

* Students must have a minimum 2.5 GPA for registration in EPSY 302, Educational Psychology.

 

A code confirming admission to teacher education will be entered on the student's paper file in the Education office and the electronic file in the Registrar's office.

 

 

PHASE I -- SOPHOMORE EXPERIENCE

TIME	Three full school days or twenty four hours
PREREQUISITE	Enrolled in EPSY 302 Educational Psychology (Students must have a minimum 2.5 GPA for registration in this course), preferably in the sophomore year after at least 25 credit hours are complete
FOLLOW-UP	Completion of a field experience paper following the experience which is to be turned in to the School of Education Office, GB-109, at the conclusion of the course
CONTACT PERSON	Nancy Barondeau, GB-110  e-mail:  Nancy.Barondeau@northern.edu
PURPOSE	Self-awareness, self-selection, professional selection, reflection and goal setting
FUNCTION	To serve as a teacher apprentice

      

AT THE TEACHER'S DISCRETION THE STUDENT MAY BE INVOLVED IN:

• supervising small group activity.

• obtaining and operating AV equipment in classrooms for teacher presentation.

• assuming some supervisory responsibility during some classes with small groups.

• assisting in administering tests with teachers and /or counseling personnel.

• examining learning materials.

• assuming tutorial responsibilities for individual students.

• assisting in some free activities with small groups (i.e. learning centers).

• preparing teacher resource materials.

• gathering data about classroom activities.

• interviewing students and teachers.

 

 

PHASE II - JUNIOR FIELD EXPERIENCE

 

All teacher education students will complete 80 hours of field experience as part of their methods courses.

 

Elementary education majors are assigned to an elementary school classroom for three hours per day over two four-week periods while the student is registered for elementary methods courses in two consecutive semesters. Students enroll in EDFN 325, ELED 301, 395, 440, 450 and ELRN 489, in one semester; the next semester they enroll in ELED 301, 320, 330 and 360 and ELRN 489.  It is important to plan carefully for this requirement in projecting a schedule for classes.  Students must schedule these field experiences over two semesters.  Students may take both experiences in one semester only by special permission.  A written request must be addressed to the Dean of Education and Director of Field Experiences who will meet with the department coordinator to decide upon the request.

 

ELEMENTARY MORNING METHODS (taken first)  
 

EDFN 325	Instructional Design	1 cr hr
ELED 301	AM Elementary Junior Field Experience	1 cr hr
ELRN 489	Electronic Portfolio 2	1 cr hr
ELED 395	Reading Clinic Practicum I	2 cr hr
ELED 440	K-8 Language Arts Methods	2 cr hr
ELED 450	K-8 Reading Methods	2 cr hr
		9 cr hr

ELEMENTARY AFTERNOON METHODS (taken the semester following the morning methods)
 

ELED 301	PM Elementary Junior Field Experience	1 cr hr
ELRN 489	Electronic Portfolio 3	1 cr hr
ELED 320	K-8 Science Methods	2 cr hr
ELED 330	K-8 Math Methods	2 cr hr
ELED 360	K-8  Social Science Methods	2 cr hr
		8 cr hr

Secondary and K-12 education students complete the field experience requirement by registering for SEED 301 Secondary School Field Experience. Students are assigned to junior high or senior high school classrooms in their subject areas for a period of eighty (80) hours during the semester.

 

Secondary and K-12 students must enroll in all of the following courses during the same semester with the exception of music education students who enroll only in SEED 450 and SPED 401.

 

SPED 401	Educating Students with Disabilities	1 cr hr
EDFN 325	Instructional Design	1 cr hr
SEED 300	General Secondary Methods	2 cr hr
SEED 301	Secondary School Field Experience	2 cr hr
ELRN 489	Electronic Portfolio 2	1 cr hr
SEED 450	7-12 Teaching Reading in Content Area	2 cr hr
		9 cr hr

 

AT THE TEACHER'S DISCRETION THE STUDENT MAY PERFORM ANY OF THE LISTED ACTIVITIES, BUT EMPHASIS WILL BE GIVEN TO

• developing instructional material in all content areas to be used by any or all students.

• assuming group instructional responsibility for classes at regular intervals.

• setting up areas for special activities, arranging attractive corners for learning (i.e. science and reading).

• preparing materials for follow-up instruction, selecting high-interest supplementary materials, and using classroom materials/equipment.

• assisting pupils in directed study and inquiry.

• developing observation skills insofar as they relate to the various modules.

• gathering data about classroom activities.

• developing and teaching a lesson plan(s) during a class period(s) (there should be no  unsupervised teaching)  Emphasis is on individual and small group instruction.

Phase III - Professional Semester (Student Teaching) In Education

 

Each student who plans to qualify as a teacher must select one semester as the professional semester in education.  The time for student teaching should be selected carefully since students may NOT enroll in any other course nor be active participants in any college activity except by special permission from the Director of Field Experiences.  Student teachers should NOT plan to work during their student teaching experience.  Consideration will be based on written requests and may be referred to a teacher education committee for decision. Written requests should be presented to the Director of Field Experiences during the placement interview.  Ten to twelve weeks of the professional semester will be devoted to student teaching.  
 

EDER 415	Educational Assessment	2 cr hr
EDFN 439	K-12 Issues in Education	2 cr hr
EPSY 420	Classroom Mgmt/Discipline	2 cr hr
HLTH 400	Elements of Health	2 cr hr
ELRN 492	ST: Educ. Careers in the Elec. Age	1 cr hr
ELED/SEED 488*	Student Teaching	8 cr hr
		17 cr hr

* Students in K-12 programs have placements in both elementary and secondary classrooms and enroll for four credits each in SEED 488 and ELED 488.  Students in K-8 programs enroll in ELED 488 for eight credits.  Students in 7-12 programs enroll in SEED 488 for eight credits.

Application for the Professional Semester. Applications for the professional semester must be made on a date to be announced during the first three weeks of the semester before the one during which the student plans to student teach. Late applicants will be placed at the discretion of the Director of Field Experiences. Once a placement has been contracted, no changes can be made.  To qualify for the professional semester, the student must have been admitted to teacher education and must have maintained the following minimum grade averages:

1. 2.6 average in a declared major  

2. "C" average in a minor field (where applicable)

3. a cumulative GPA of 2.60

4. all methods courses and professional block courses must have been completed with a grade of C or above and

5. no incompletes in any courses.

Those with questions about admission to the professional semester should contact the Director of Field Experiences.

 

 

Assignment for Student Teaching. The Director of Field Experiences makes specific assignments: subject or grade area, time, cooperating school, cooperating teacher, and university supervisor. The student teaching assignment is based on subject combination or grade area, the availability of approved schools and cooperating teachers, and the needs of individual teacher candidates.  A maximum of two student teaching experiences sponsored by NSU is the extent of the School of Education’s tolerance for achieving recommendations for certification.   

 

While student teaching, the student should take part in all activities required of today's teacher. Student teachers will be expected to accept activities and responsibilities outside the classroom in the school and community. Students are urged to plan finances so that part-time work will not be necessary while they are student teaching.  Students are required to obtain liability insurance either by joining student SDEA, purchasing other professional organization, or personal liability insurance.  Proof of liability insurance coverage must be shown prior to student teaching.

 

Student teachers will be assigned in the major and minor (or areas of specialization) declared at the time of the student teaching assignment. An additional major, minor, or area of specialization may be added to the program after student teaching and may require an additional practicum.

 

Exit Testing.  By directive of the South Dakota Board of Regents, all students completing teacher education programs or certification only requirements must pass the following examination:

 

Praxis II:  Principles of Learning and Teaching examination for the appropriate level.  Elementary teacher education students take Grades K-6.  Secondary and K-12 teacher education students take Grades 7-12.

 

Teacher education students register and pay for the Praxis II examination.  Subject assessment examinations should be taken and passed no later than the semester prior to the student teaching semester.  The Principles of Learning and Teaching examination should be taken the student teaching semester.  Information regarding the specific registration details is available in GB 109.

 

TIME	Ten weeks in the school minimum
PREREQUISITES	·        2.6 CGPA and 2.6 MGPA ·        Acceptance into teacher education ·        Sophomore/Junior Field Experience papers completed ·        80% of major completed ·        Major methods completed with grades of C or better ·        No incompletes in any Courses ·        C or better in all professional block courses ·        Successful evaluation in previous phases
FOLLOW-UP	Requirements of Office of Field Experiences and supervisors, and successful final evaluations
CONTACT PERSON	Nancy Barondeau, GB-110  e-mail:  Nancy.Barondeau@northern.edu
PURPOSE	To gain experience teaching (i.e. planning lessons, unit preparation, directing learning, developing skill in human relations, short-term full time teaching responsibility, team concept of education, reflection, and goal setting).
FUNCTION	To serve as a student teacher.

 

THE STUDENT WILL BE INVOLVED IN THE LISTED ACTIVITIES BUT WITH SPECIAL EMPHASIS ON

• knowledge of subject matter--planning, use of teaching materials--preparation--directed learning--discipline, control--providing for individual differences--rapport with students--generating enthusiasm--dependability--initiative, adaptability, flexibility--voice quality--written and oral communication--attention to other duties--rapport with staff--appearance, grooming--attitude toward criticism--personal outlook. 

• demonstrating emotional maturity in meeting everyday emergencies, exhibiting self-control, and displaying self-confidence. 

• having success in short-term teaching experiences with the entire class as well as working with small groups prior to assuming full responsibility. 

• testing theories and implementing methodology acquired and developed during professional preparation as well as utilizing his/her own initiative and resources. 

• developing a functional philosophy of education that will provide future guidance.  
   

PHASE IV -- FIRST-YEAR TEACHER INDUCTION PROGRAM
 

TIME	First-year of teaching after graduation from Northern State University
PREREQUISITES	Certification for teaching and a contract for teaching with a school district or educational agency.
FOLLOW-UP	Structured on-site visit by Coordinator
CONTACT PERSON	Dr. Craig Kono, GB 140 konoc@northern.edu Phone: (605) 626-2448
PURPOSES	To identify the needs of beginning teachers, and to assist them by providing educational resources, faculty expertise for instruction, a professional support system, and to promote the personal and professional well-being of beginning teachers.  The Teacher Induction Program also seeks to provide a vital link of communication between NSU and K-12 school districts in our region, and as a resource to collect data to evaluate the NSU Teacher Education Program.
FUNCTION	To provide assistance and support services to graduates during their first year of teaching and to gain insights about the effectiveness of the teacher education program at Northern State University.