STEP 1: The student will provide the information requested on the Sophomore Field Experience Placement Request Card.  Be sure to include preference for school, grade level (if elementary) or subject area (if secondary).

NOTE:  The student must NOT directly contact the school.  All arrangements are to be completed through the Office of Field Experiences.  Failure to comply with this directive may adversely affect placement!

STEP 2: The Director of Field Experiences (GB-110) will contact the school administrator and schedule the field experience.  The student will receive confirmation of the placement from the Director of Field Experiences.

STEP 3: The student will complete Sophomore Field Experience on the appropriate dates.  Students are reminded to collect their Student Evaluation Form from the cooperating teacher and return it to the EPSY 302 instruction.

STEP 4: The student will complete the Sophomore Field Experience paper following the specific directions of the EPSY 302 instructor.  An important part of this paper is the reflection of the past experience and goal setting for the junior level experience.  After the instructor returns the paper, it is to be submitted to the School of Education Office (GB-109).

STEP 5: The School of Education Office (GB-109) must have a completed and signed Student Evaluation Form and the SFE paper on file in order for the student to receive credit for EPSY 302 Educational Psychology.

The Sophomore Field Experience is the first step in the transition from the role of a student to the role of a teacher. The Sophomore Field Experience should provide opportunities for a student to participate in a variety of classroom experiences. Upon completion of the Sophomore Field Experience, a student should be able to

The Sophomore Field Experience requirement is typically fulfilled while students are enrolled in EPSY 302 Educational Psychology. (Note: The successful completion of a minimum of 25 semester credit hours is required before students are permitted to enroll in EPSY 302.) Post baccalaureate students may elect to substitute EPSY 741 Psychology of Learning for EPSY 302 Educational Psychology. Students choosing this option are responsible for contacting the Director of Field Experiences to arrange for their field experience.

LENGTH OF THE EXPERIENCE

The Sophomore Field Experience is to be a minimum of twenty-four hours or three full days in length. Less than three full days of attendance will result in an incomplete in the experience. It is highly recommended that a student spend the majority of the three days with one teacher in order to allow maximum time for the cooperating teacher to evaluate the student’s rapport with the students and the promise to the field of teaching.

The Sophomore Field Experience will take place during three consecutive days of the regular school year with the approval of the Vice-President of Academic Affairs, the Dean of Education, the Director of Field Experience, and the EPSY 302 Instructor. It is important to note that the student must inform his/her other instructors of the requirement to miss their classes and that the student will gladly hand in course work early so as not to miss important information. The completion of this requirement necessitates that the student plan and keep up with course work and is an indication of a student’s potential as a teacher. Students participating in extra-curricular activities should consult with their activity leaders.

The Sophomore Field Experience will be completed in the student's home community.

Although only a very limited number of individuals can be accommodated, students who cannot be placed in their home community may be placed in either public and/or private schools in or near Aberdeen.

Paperwork must be accurately completed on time or no placement will be processed. Students must complete the Placement Procedure in order to be placed for the Sophomore Field Experience.

Besides the specific responsibilities outlined in this section of the handbook, the student is responsible for reading the entire handbook thoroughly and making sure that he/she understands the various procedures. It is a student’s responsibility to complete all forms and requirements in a timely and professional manner. This experience is the beginning of one’s involvement in an exciting and exhilarating profession. It is a student’s responsibility to begin to think and act as a professional. Meeting deadlines and following procedures are part of fulfilling professional duties.

During the three-day observation the student may be asked at the teacher’s discretion to perform one or more of the following activities:

• supervise a small group activity.
• obtain and operate AV equipment in classrooms for teacher presentation.
• assume some supervisory responsibility during some classes with small groups.
• assist in administering tests with teachers and /or counseling personnel.
• examine learning materials.
• assume tutorial responsibilities for individual students.
• assist in some free activities with small groups (i.e. learning centers).
• prepare teacher resource materials.
• gather data about classroom activities.
• interview students and teachers.

While several basic guidelines are given here, each of them is subject to local school policies and interpretation. The school administrator is the final authority in such matters.

Each student is expected to assume a professional role by

1. being in attendance regularly and arriving on time daily.

2. notifying the school administrator and classroom teacher in advance of any absence.

3. maintaining ethical relationships with school personnel and pupils in regard to professional confidences and participant-to-pupil relationships. Any and all confidential matters which become apparent to you during the field experience must not be discussed outside the professional setting.

4. observing and supporting local school and classroom policies.

5. dressing appropriately to meet local school expectations. Dress which is too informal or flashy is frowned upon for a prospective teacher. The student should present a neat and clean appearance at all times (i.e., acceptable hair style, dress, etc.).

NOTE:

A student’s conduct should reflect that expected of a teacher. The school has the authority and the responsibility to refuse an individual the privilege of this field experience or to discontinue the experience for any reason it feels is justified.

A student has been granted the privilege of completing the field experience in a local school so that he/she may become a better teacher. A student’s attitude and behavior will determine whether or not other students are permitted to conduct a field experience in that school. The impression a student leaves may determine whether or not he/she obtains a teaching position, since he/she may eventually want to apply for a position in that school or area.