PROFESSIONAL - alasu.edu · Web viewThe teaching profession has been a major focus of Alabama State University (ASU) for nearly one hundred and fifty years. Founded in 1867 at Marion,

PROFESSIONAL

FIELD AND CLINICAL

PLACEMENTS

HANDBOOK

A GUIDE FOR

TEACHER CANDIDATES

COOPERATING TEACHERS

UNIVERSITY SUPERVISORS

AND SCHOOL ADMINISTRATORS

PUBLISHED BY

ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

OFFICE OF FIELD & CLINICAL PLACEMENTS

Revised Fall 2014

viii

ACKNOWLEDGMENTS

This handbook reflects input from Teacher Candidates, Field & Clinical Placements Handbook Committee, College of Education Faculty, Cooperating Teachers, University Supervisors, and the College of Education External Advisory Council. Additionally, several handbooks from other institutions were researched to produce this final copy.

Finally, sincere appreciation is expressed to Dr. Peter Macchia, Jr., Database Manager; Dr. Doris Screws, Dean, College of Education; Ms. Ruth Ann Bell, Senior Secretary, Field & Clinical Placements; Ms. Debra McCarroll-Jackson, Program Assistant, Field & Clinical Placements; Mrs. Jacqueline Asberry, Director of BTAP; Mrs. Amy F. Miller, Interim Director of Certification; Ms. Leslie Head, Administrative Secretary, Deans Office; Dr. LaWanda Edwards, Interim Associate Dean and NCATE Director, and Dr. Sonya Webb, Interim Director of Assessment.

PREFACE

Student internship is one of the most significant field and clinical experiences in teacher preparation; it represents the bridge between professional preparation and professional practice. A successful experience in student internship is essential to the development of a highly qualified teacher. To make this experience invaluable, the university supervisor; the cooperating teacher; and the student intern must work together to chart the interns course for the greatest professional growth.

This handbook is intended to facilitate the transition from classroom theory to clinical practice; its purpose is to answer questions concerning student internship; and to provide the reader with an understanding of the role and responsibilities of the programs participants.

While this handbook contains basic information and policies concerning the student internship program of the College of Education at Alabama State University, it should not replace the personal contact and ongoing communication among the program participants. Ongoing communication is essential to a successful student internship experience.

MESSAGE FROM THE DEAN

Dear Principal/Cooperating Teacher:

This handbook is intended as a reference for our school partners in providing preparation and guidance for our teacher candidates. To this end, the professional responsibilities of the teacher candidate/intern are clearly delineated in this guide. It also provides valuable information about the nature of our program, and the knowledge, skills, and dispositions expected of our candidates. Our candidates are expected to be reflective about their practice, agents of change, and exhibit habits of lifelong learning. They are also expected to serve as an active member of the education community. In this context, candidates will demonstrate and continue to develop knowledge, skills and dispositions necessary for a highly qualified teacher. As our candidates grow professionally, they are also expected to exhibit reflective and self-monitoring behaviors.

The handbook outlines the roles and responsibilities of key personnel. Included among these are the teacher candidate, university supervisor, the cooperating teacher, and the principal and central office personnel. Varied checklists and tools are included to assist in guiding the candidate. Feedback is critical as we engage the developing professional in best practices and building expertise around the concept that all children can learn. Additionally, it is critical that the impact of the teacher candidate on student learning continue as a clear and measurable goal. The varied tools throughout the handbook will provide guidance in this regard.

It is a wonderful time in the College of Education as we develop strong collaborative partnerships with diverse stakeholders. Our faculty, staff and indeed our teacher candidates, are poised for the many changes in education. Technology is collaboratively used by our candidates and faculty to impact the teaching-learning process. State standards as well as national standards have become roadmaps for student teaching and learning as we work with schools, state agencies and national organizations. New and changing student demographics demand adaptive and targeted teams of problem solvers.

Thanks for agreeing to partner and share your expertise with the Alabama State education community. Education at Alabama State is a collaborative venture. The candidate will arrive with a set of skills needing continued development and fine tuning. Your assistance is appreciated not only for assisting our students, but also faculty and administrators who will facilitate and monitor teacher candidates.

Sincerely,

Doris P. Screws

Doris P. Screws, P.E.D., Dean

College of Education

MESSAGE FROM THE DIRECTOR OF FIELD & CLINICAL PLACEMENTS

Dear Student Intern:

WELCOME TO THE STUDENT INTERNSHIP PROGRAM!

As you begin your student internship experience, we hope that you feel confident to face the real world of the classroom. The teacher education program at Alabama State University is designed to provide you with a basic core of general studies courses, appropriate knowledge base in teaching field courses and professional studies, and modern methodologies in professional practice. Student internship is considered to be the culminating experience where you are provided the opportunity to integrate theory into practice and demonstrate your skills as a decision maker.

Student internship will be challenging, exciting, and rewarding. We urge you to take it seriously and to remember that it willto a large extentinfluence the kind of teacher professional that you will ultimately become.

We offer you our best wishes for a successful and satisfying internship experience and for a rewarding career as a reflective practitioner, a change agent and lifelong learner.

Sincerely,

Vivian W. DeShields

Vivian W. DeShields, Ph.D., Director

Field & Clinical Placements

VWD/dmj

DIRECTORY


1-800-253-5037

DIRECTOR, FIELD & CLINICAL PLACEMENTS

Vivian W. DeShields, Ph.D.

214 Ralph Abernathy Hall

Telephone: 334 229 4314

Fax: 334 229 6608

Email: [email protected]

DEAN, COLLEGE OF EDUCATIONINTERIM ASSOCIATE DEAN, COLLEGE OF EDUCATION

Doris P. Screws, P.E.D.LaWanda S. Edwards, Ph.D.

208 Ralph Abernathy Hall 201 Ralph Abernathy Hall Complex

Telephone: 334 229 4250 Telephone: 334 -229 - 4571

Fax: 334 229 6640 Fax: 334 229 -6640

Email: [email protected] Email: [email protected]

THE GRADUATE SCHOOL

Dr. William Person, Dean

Office: 201 Councill Hall

Phone: 334 229 4275

Fax: 334 229 4928


TEACHER CERTIFICATION

Mrs. Amy F. Miller, Interim Certification Director

Office: 211 Abernathy Hall

Phone: 334 229 7699

Fax: 334 229 6606


ASSESSMENT OFFICER

Dr. Sonya Webb

Office: 201 Abernathy Hall Complex

Phone: 334 229 8651

Fax: 334 229 4904


CENTRAL ALABAMA REGIONAL IN-SERVICE CENTER

Dr. Evelyn Hodge, Director

Office: 307 Abernathy Complex

Phone: 334 229 4107

Fax: 334 229 4961


TEACHER EDUCATION CENTER

Pearla W. Griffin, Director


Phone: 334 229 4245

Fax: 334 229 7508


CURRICULUM & INSTRUCTION

Dr. Joyce C. Johnson, Interim Chair


Phone: 334 229 4485

Fax: 334 229 5603


FOUNDATIONS & PSYCHOLOGY

Dr. Tina Vazin, Chair


Phone: 334 229 4853

Fax: 334 229 4747


HEALTH, PHYSICAL EDUCATION, & RECREATION

Dr. Doris Screws, P.E.D., Chair

Office: W-244 Dunn-Oliver Acadome

Phone: 334 229 4502

Fax: 334 229 4992


INSTRUCTIONAL SUPPORT PROGRAMS

Dr. Necoal Driver, Ph.D., Chair


Phone: 334 229 6829

Fax: 334 229 6831


AREA COORDINATORS

Dr. Kathleen Tyler, Early Childhood Education

Dr. Drusilla Caudle, Elementary Education

Dr. Danjuma Saulawa, Reading Specialist

Dr. Calvin McTier, Secondary Education

Dr. Joyce C. Johnson, Special Education Collaborative

Alabama State University


BOE Approved Certification Level Programs: June 12, 2008 thru May 31, 2015

CERTIFICATION LEVELS

CLASS B

CLASS A

ALT. A

CLASS

AA

EARLY CHILDHOOD CERTIFICATION (P-3)

Early Childhood Education

X

X

X

X

ELEMENTARY EDUCATION CERTIFICATION (K-6)

Collaborative Teacher

X

X

X

Elementary Education

X

X

X

X

PRESCHOOL THROUGH GRADE 12 CERTIFICATION (P-12)

Music, Instrumental

X

X

X

Music, Vocal/Choral

X

X

X

Physical Education

X

X

X

Reading Specialist

X

SECONDARY CERTIFICATION (6-12)

*Biology

X

X

X

X

Business/Marketing Education

X

*Chemistry

X

Collaborative Teacher

X

X

X

*English Language Arts

X

X

X

*General Science

X

X

General Social Science

X

X

X

X

Health Education

X

X

X

*History

X

X

X

X

*Mathematics

X

X

X

X

INSTRUCTIONAL SUPPORT PROGRAMS (P-12)

Instructional Leadership

X

X

Library Education Media

X

X

School Counseling

X

X

*Class B Education Programs: Dual Major

TABLE OF CONTENTS

Acknowledgmentsi

Prefaceii

Letter from the Deaniii

Letter from the Director of Field & Clinical Placementsiv

Directoryv

Approval of Teacher Education Programsvi

Introduction1

Conceptual Framework5

Service Learning7

Directions for Completion of Observation/Lab Placement..9

Field and Clinical Experience Hours in Courses11

Completing Teacher Preparation at Alabama State University48

Praxis II Content Area Exam48

Admission to Professional Internship52

Registration for Professional Internship53

Completion of Comprehensive Exam and Other Exit Requirements53

Recommendation for Certification53

Alabama Teacher Certification Office to Accept Online Payments53

Field and Clinical Placement Policies....55

Proposed Contract for Teacher Candidates Field Assignment59

The Role and Responsibilities of Key Personnel61

Director of Field and Clinical Placements61

Central Office Personnel63

School Principal64

Cooperating Teacher68

University Supervisor71

Student Intern75

Internship Forms

Undergraduate Internship Checklist76

Undergraduate Admission to Professional Internship Form77

Graduate Admission to Professional Internship78

Graduate Student Teaching Checklist79

Expectations of Student Interns80

Important Information for the Student Intern82

Classroom Observations84

Evaluation of Student Interns85

Formal Evaluation85

Performance Assessment Portfolio86

Exit Philosophy Writing Exam86

Summary Evaluation87

Professional Portfolio87

Summative EDUCATEAlabama Evaluation Form92

INTRODUCTION

Historical Perspective

The teaching profession has been a major focus of Alabama State University (ASU) for nearly one hundred and fifty years. Founded in 1867 at Marion, Alabama, as a school to teach the newly free Black population, the future ASU became grounded in providing a proud group of pioneers, ready to address the numbing lack of education in the area. As the school progressed to a normal schoola college, and finally to a full universitythe one constant was the dedication to teacher preparation.

The University is known as one of the nations premier providers of black educators. Alabama State University teachers span our nation and represent our University admirably. In light of the Universitys history, the present College of Education commits itself to perpetuating the strong reputation of Alabama State University teachers.

According to an ASU News Release, Alabama State University ranks third among the top 100 four-year Colleges and Universities in the total number of baccalaureate degrees (146) awarded in education in 2000-2001. The ranking was reported in the June 2002 issue of Black Issues In Higher Educations 11th annual Special Report of the Top 100 Degree Producers, 2002, for undergraduate, graduate and professional degrees. The report also places ASU 11th in the number of masters degrees (160) awarded to African Americans. The data, initially compiled by the U.S. Department of Education, is collected through the Integrated Postsecondary Education Data System (IPEDS) program completers survey conducted by the National Center for Education Statistics (NCES).

Alabama State University is not an institution to rest on its laurels. Although ASU is one of our countrys historically black colleges or universities, we recognize that as we move into the next century, the University leadership, faculty, and staff must become an institution which celebrates its traditions and embraces anyone who shares in the beliefs and dreams grounded in the struggle for knowledge, opportunity, equality, and justice. The University is becoming a more diverse campus, and no college is more active in that diversification effort than is the College of Education.

Mission

Alabama State University is a student-centered, nurturing, comprehensive and diverse public historically black University committed to achieving excellence in teaching, research and public service. The University fulfills its mission through fostering critical thought, artistic creativity, professional competence and responsible citizenship in its students; by adding to the body of knowledge to enhance the quality of life through research and discovery; and by helping to advance the state and nation through thoughtful public service. Offering baccalaureate through doctorate degrees, the University maintains a scholarly and creative faculty, state-of-the-art facilities, and a living atmosphere in which all members of the campus community can work and learn in pleasant and rewarding surroundings. Consistent with its assurance that neither race, gender, nor economic status inhibits intelligence, creativity or achievement, ASU offers a bridge to success for those who commit to pursuing the building blocks of development, focus, persistence and reward. Respect for the intellectual potential and dignity of students and individual human beingswithout regard for racial, ethnic or cultural backgroundshall be paramount (General Undergraduate Catalog, 2014, Alabama State University, p.3). The mission of the Unit is derived from the mission of the University, the theme of the Unit, and the outcome expectations for those individuals graduating from the Unit. The mission of the Unit is as follows:

The College of Education seeks to prepare teachers, instructional support personnel, and other professionals to be decision makers who are equipped with the knowledge, skills, and dispositions necessary to ethically and effectively integrate theory and practice in carrying out their professions. These professionals will possess an understanding of our diverse culture, the technological capabilities, the intellectual rigor, and the critical thinking and problem solving skills required to make informed and responsible decisions, to engage in reflective assessment, to implement positive change, and to pursue learning as a lifetime endeavor.

Societal Imperative

Our society depends on a system of education which provides for the intellectual development of future members of the society, adequate preparation of societal members for inclusion in various levels of training and employment, and social skills to function within societal norms and expectations. Education is the keystone of our society which relies on an educated and informed populace. The development of a highly qualified and successful corpus of teachers under girds the success of the society.

Without a strong educational system, our citizens will not be successful in employment, in the ability to function within our form of government, or remain competitive in the increasingly global society in which we live. Highly qualified, well prepared, dedicated teachers will ensure that children are provided the very best educational opportunity.

As with other knowledge bases, education is dynamic. These teachers must be able to connect the knowledge to students in ways which were not emphasized in earlier training programs. Every year, we learn more about successful teaching, how students learn, classroom management, parental involvement, development of the brain, styles of cognition, and other important factors. Professional educators must not remain ignorant, or recalcitrant about recognizing the changing nature of the education knowledge base. We must provide a teacher education program which prepares teachers adequately for the demands of the profession.

There is a growing demand nationwide for minority teachers. There is an equal call for teachers able to be successful in a multi-cultural or multi-ethnic setting. Schools in the United States are increasingly diverse and teachers who can provide students with an opportunity for success are in high demand. In areas where the populations of the schools are largely minority, there is increasing demand for minority teachers to function as exemplary teachers and role models. As universities and colleges have increasing demands for minority faculty, teachers interested in pursuing new directions in education must be identified and provided opportunities for advanced degrees. The ASU College of Education accepts this challenge.

Philosophical Construct

A College of Education must have an underlying philosophical construct which provides the foundation upon which the program is built. This construct is the basis for the Conceptual Framework for the Unit, The Educator as Decision Maker.

One of the most fundamental ideas of the Units framework is support of the Deweyan supposition that knowledge is constructed. People come to a situation with a unique knowledge base consisting of information, biases, perceptions, experiences, and abilities. The constructivist view is that new knowledge is built, or constructed, not by splicing the new knowledge at the end of the old knowledge, but by forming an amalgam consisting of the new knowledge blending with the existing knowledge, previous experience, and biases. This splicing forms a new and unique knowledge base within the individual.

Another fundamental element of the Units Conceptual Framework is that the field of education is essentially a pragmatic enterprise necessitating an emphasis on theoretical and practical training. The blending of theory and practice ensures that student interns in the program are able to understand the theoretical groundings of education and use the knowledge to improve their practice.

The Conceptual Model aids in clarification of the professional roles for which interns are prepared and serves as a framework to achieve coherence in teacher education programs. Student interns are empowered to assume the responsibility of becoming designers of education rather than consumers of educationthus, ultimately becoming informed decision makers. A summary of the Conceptual Framework follows.



Conceptual Framework Model

Educator as Decision Maker



CONCEPTUAL FRAMEWORK

Description and Purpose

Purpose:

The Conceptual Framework grows out of and advances the Units mission which is consistent and compatible with the universitys mission and goals. The Conceptual Framework expresses the shared vision and provides coherence for both the initial and advanced programs for the preparation of teachers and other professional school personnel. The Conceptual Framework unites the efforts of all members of the professional community in achieving the mission, goals, and purposes of the Unit and, therefore, of the university. The members of the professional community include all faculty and personnel responsible for the education of teacher candidates and other professional educators. They are tenured and non-tenured faculty from other academic units within the university as well as from the COE, part-time faculty, clinical faculty who are university supervisors, clinical faculty who are cooperating teachers, and administrators and staff in the P-12 schools where teacher candidates do their field experiences and internships. These professionals and other community stakeholders are represented in the ongoing development and revision of the Conceptual Framework.

We anticipate further discussions both to inform and to share information regarding our Conceptual Framework, especially as it relates to the preparation of our students.

Brief Description of COEs Conceptual Framework:

The Conceptual Framework for the College of Education (COE) focuses on the theme: Educator as Decision Maker. As such, the Unit seeks to prepare professional educators who will be capable of applying knowledge and skills, reflecting on and refining practices, and identifying and solving problems in an increasingly diverse, complex, and dynamic technological society. The Educator as Decision Maker must be a reflective practitioner, a change agent, and a lifelong learner. This organizing theme reflects the assumption that effective educators must make reasonable judgments, and make careful and conscientious decisions and choices with the intent of optimizing student learning outcomes; it emphasizes the view of decision making as an ongoing, interactive, and empowering process.

The Conceptual Framework model provides a graphic illustration of the relationships among these multiple dimensions of the colleges program for the preparation of teachers and other professional educators at both the initial and advanced levels. Further, it offers a visual explanation of what the Unit seeks to do in regard to candidate learning and its effect on student learning. It thus clarifies the Units commitments to knowledge, teaching competence, and student learning.

The model consists of four interdependent, interrelated, and interacting components which the college faculty views as essential contexts for the shaping of informed, skilled, and responsible decision makers dedicated to making a positive impact on P-12 student learning.

The first component, the outer circle, represents the assumption that prospective candidates bring to the university a prior context consisting of their own values and vision, knowledge and skills, cultural and societal influences. This prior context is valued and taken into consideration in planning and delivering instruction.

The second component of the model, the large inner circle, represents the setting in which the college provides the education and training of prospective teachers and other professional educators at both the initial and advanced levels. This setting is the interactive context. What the candidates bring to the university and what exists at the university are useful in providing the context for interaction. This context encompasses the general areas in which the development of competence is necessary for informed and effective decision making. These areas are knowledge and ability, application through experience, and professional values and dispositions.

The third component of the Conceptual Framework model, indicated by the rotating arrows within the large inner circle, represents the decision making context which, in simplified terms, embraces a continuous cycle of planning, predicting, implementing, reflecting, evaluating, and revising within the above described interactive context.

The fourth component of the model, the center circle, represents the outcomes context. All of the other components of the model lead to the achievement of this one goal--the development of the educator who is an informed and responsible decision maker. This decision maker is characterized as a reflective practitioner, a change agent, and a lifelong learner.



FIELD & CLINICAL EXPERIENCES

Service Learning Requirement

Rationale for Service Learning

In addition to many instructional duties and responsibilities, teachers are also generally expected to perform a variety of roles to meet the needs of their students such as counselor, community liaison, advocate, and mentor/role model. The College of Education believes that the education provided at ASU should develop social responsibility and prepare students to be involved citizens in democratic life. Therefore, our Teacher Education Program strives to assure that these potential abilities and aptitudes are demonstrated by teacher education candidates by including a community service element in their admission requirements to teacher education.

Requirements for Service Learning

Students preparing for entry into the Teacher Education Program at Alabama State University must perform a minimum of sixty (60) hours of community service in a volunteer setting within designated time-frames. Those time-frames are as follows: sophomore year (20 hours), junior year (20) and senior year (20 hours). A completed Verification of Community Service form is submitted upon the completion of this requirement.

The College of Education/Field & Clinical Experiences requirement for community service must be met by working with children, especially with school-age individuals with special needs or from diverse populations. The volunteer assistance can be assisting in after-school programs or student organizations/activities such as Scouts, 4-H, Special Olympics, church-based activities, or volunteering at Head Start. Service Learning may also take the form of tutoring, assisting with political campaigns, attending school board meetings, school clean-up, etc.

Opportunities and Contacts for Service Learning

Contact Ms. Ruth Ann Bell, Administrative Secretary, Office of Field & Clinical Placements, College of EducationRalph Abernathy Hall (Room 212) or at (334)-229-4314, about opportunities in the local area after-school programs.

Verification of Service Learning Alabama State University, COE/Field & Clinical Placements

Students Last Name: First Name : CWID#

Semester: Fall Spring Summer Year: ASU e-mail

Classification: Bachelors Masters Alternative A Education Specialist Doctoral

Service Learning Location and Setting Information

School/Agency:

City:

Contact Person:

Position:

Address:

Phone:

Email Address:

Describe the duties and responsibilities the student was engaged in during this experience.

Dates of attendance: Total clock hours: (minimum of 20)

Please check the following to evaluate the students performance in your professional setting based on the following criteria:

0 Below BasicThe student does not appear to understand the requirement and makes little or no attempt to respond.

1 BasicThe student appears to understand the requirements but the response is incomplete and/or incorrect in some way.

2 ProficientThe student clearly understands the concepts underlying the component and implements it well.

3 Distinguished The student clearly produce exemplary work.

The student:

(0) Below Basic

(1) Basic

(2) Proficient

(3) Distinguished

Is punctual

Demonstrates Initiative

Demonstrates professionalism (disposition, dress) and ability to follow directions

Models correct written and spoken language

Interacts appropriately with others (cooperative, enthusiastic)

I certify that the above-named person has demonstrated proficiency in service learning hours as required by the Office of Field Experiences.

Comments:

Signature____________________________________ Date_______/__/_______

Please return form to: Dr. Vivian W. DeShields

Office of Field & Clinical Placements, College of Education, Alabama State University, Ralph Abernathy Hall (Room 212) *Phone: (334) 229-4314 *Fax: (334) 229-6608



OFFICE OF FIELD & CLINICAL PLACEMENTS

Vivian W. DeShields, Ph.D., Director

Directions for Completion of Observation/Lab Placement Form

Step 1: Background Clearance Information

ALL students must have a background check completed. In order to complete a background check, you must complete the following:

For first-time students Background Check Clearance

If this is your first time getting a background check, go to www.cogentid.com/AL to complete the registration and one-time fee of $54.15. You must have a debit or credit card to complete the transaction. At the end of the registration, you will receive a receipt online. Print the receipt and take the receipt to a UPS Store to have your fingerprints scanned. The results will be mailed to your provided address in approximately two weeks. Once you receive the results, bring a copy to the Office of Field & Clinical Experiences in the Ralph Abernathy Building, Room 212 on the campus of ASU. You will not be able to access the Entry Form until you are cleared with the Office of Field & Clinical Experiences.

All Students must join SAEA ($35.00) Membership must be renewed ANNUALLY.

Contact Mrs. Smith, Room 126, in the Ralph Abernathy Building.

For previous students who have completed Background Check Clearance

If you have already had a background check, you do not have to complete another background check registration. If you are a Graduate Student who cannot access the Entry Form, please e-mail Ruth Bell at [email protected] to clear your registration.

Step 2: Alabama State University E-mail Requirements

You MUST have an Alabama State University e-mail address to enter on the registration Entry Form for Lab Observation. Your Alabama State University e-mail address is the first initial of your first name, your full last name, and the last four digits of your student ID number @myasu.alasu.edu. For example, your e-mail should resemble [email protected]. Any other e-mail address is incorrect and will not be accepted.

Step 3: Field Experiences Entry Form

Go to http://coe.alasu.edu/eforms/fieldexperience/

Enter new student ID (place a zero (0) in front of your student ID).

Complete Request Form.

Submit Request Formclick on submit button.

If candidate is enrolled in another course which requires observation hours, click on the click here link or go to step one.

Step 4: Student Assignment Form

All students are to use the following website below in order to print the field experience assignment form:

Go to http://coe.alasu.edu/eforms/fieldexperience/candidateassignmentform.asp

If students are taking more than one course which requires field experience, click on the arrows below Assignment Form to view placements. Click on the Print button for each placement form to be taken and presented at placement site.

Students are to report to the principals office of assigned school on the day and time indicated on assignment form. NO EXCEPTIONS.

tep 5: Candidate Field Experience Menu

Please adhere to the following procedures for the Candidate Field Experience Menu:

Please note: Beginning Spring 2014students should enter a zero (0)and student ID number to access the Candidate Field Experience Menu.

If you want to request a Field Experience Placement, click number one (1) link Field Experience Placement Request.

If you want to view your current semester placement form, click number two (2) link Field Experience Report Current Semester.

If you want to view your total number of observation hours, click number three (3) link Total Field Experience Hours for a Student.

If you want to view your cooperating teachers evaluation form of your current field experience, click number four (4) link Cooperating Teacher Evaluation Reports for an Individual CandidateCurrent Semester.

If you want to view your cooperating teachers evaluation form of all your field experiences, click number five (5) link Cooperating Teacher Evaluation Reports for an Individual CandidateAll Evaluations in Database.

To access the form needed to take to your cooperating teacher on your initial visit, click number six (6) Field Experience Reminder Form. It contains login and procedures for conducting field experience evaluations. It is VERY important that you print this form and submit it to your cooperating teacher. If this form is not submitted by your cooperating teacher, you will not receive credit for the observation hours completed.

Field Experiences Entry Form Deadline TBA

Start Date: Week of TBA thru TBA

End Date: TBA All Evaluations must be finalized

Office of Field & Clinical Placements

Ruth Ann Bell, [email protected] - (334) 229-4314 Fax (334)-229-6608



Field and Clinical Experience Hours

Program: Business and Marketing Education Undergraduate

Course Title

Course Prefix & Number

Number of Required Hours

Advanced Document Preparation

BUS 203

0

Business Communication

BUS 204

0

Administrative Office Management

BUS 405

0

Word Processing

BUS 407

0

Business Use of Vocational Education

BUS 408

0

Internship in Business

BUS 430**

20

Foundations of Vocational Education

BUS 482**

0

Coordination of Vocational Programs

BUS 483*

20

Occupational Analysis

BUS 484**

20

Principles of Accounting

ACT 214

0

Systems Approach

MGT 220

0

Business Law/Legal Environment

MGT 255

0

Principles of Management

MGT 321

0

Entrepreneur/Small Business

MGT 400

0

Elements of Marketing

MKT 321

0

Foundations of Education

EDU 300

20

Instructional Technology for Educators

EDU 321

0

Psychology of Learning

EDU 400

20

Diverse Students in Inclusive Schools

SED 170

20

Measurements and Evaluation in Education

EDU 301

20

Materials & Methods of Teaching Business Mkt

BUS 385

20

Classroom Management

EDU 486

30

Reading in the Content Areas

REA 478

30

Professional Internship in the Secondary School

EDU 482

0


Program: Collaborative Teacher K-6 & 6-12-Undergraduate

Course Title



Prep for Admission to TEP

EDU 100

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 376

10

The Teaching of Reading

REA 373

20

Assessment and Instructional Strategies

SED 270

0

Legal Issues in Global Society

SED 210

0

Special Healthcare Needs

SED 220

20

Students with Disturbing Behaviors

SED 280

20

Mild cognitive Disabilities

SED 320

20

Transition and Career Tech

SED 350

10

Collaboration and Teaming

SED 370

10

Secondary Special Education Curriculum or

Secondary Special Education Curriculum

SED 403

SED 404

20

Sensory and Communication Disorders

SED 410

20

Assistive Technology and Resources

SED 430

0

The IEP Process

SED 435

0


Program: Collaborative Teacher K-6 & 6-12-Alternative Class A

Course Title



Comm., Collab. & Diversity

SED 590

20


EDU 500

0

Context of Education

SED 520

0

The Exceptional Student

SED 500

10

Computer-Based Instr. Tech

EDT 574

10

Asses. Instr. For Spec Populations

SED 652

10

Techniques & Skills in Reading OR Reading in the Content Areas

REA 560 OR REA 578

30

Autism Spectrum

SED 622

20

Lang. Interv. For Students w/ Disabilities

SED 640

10

Developmental Disabilities

SED 660

10

Bhrv/EDU Interv For MR/DD

SED 662

10

IN ADDITION TO THE FOUR CLASSES SPECIFIED IN THE TEACHING FIELD TWELVE (12) HOURS OF ADVISIOR APPROVED GRADUATE ELECTIVES APPROPRIATE TO COLLABRORATIVE EDUCATION MUST BE TAKEN.

10-50


Program: Collaborative Teacher K-6 & 6-12-Graduate

Course Title



Comm., Collab. & Diversity

SED 590

10

Dynamics of Admin & Sup OR Research, Publ & Grant Writing

SED 530 OR SED 550

Context of Education

SED 520

0


SED 500

20

Computer-Based Instr. Tech

EDT 574

10

Practicum in Inclusive Settings

SED 695

200

IN ADDITION TO THE FOUR CLASSES SPECIFIED IN THE TEACHING FIELD TWELVE (18) HOURS OF ADVISIOR APPROVED GRADUATE ELECTIVES APPROPRIATE TO COLLABRORATIVE EDUCATION MUST BE TAKEN.


Program: Elementary K-6 -Undergraduate

Course Title




EDU 100


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 376

10


REA 373

20

Measurement and Evaluation in Education

EDU 301

20

Methods of Teaching Art N-6

ART 363

20

The Teaching of Soc. Studies/ELEM

EDU 374

20

Childrens Literature

EDU 461

10

Methods and Mat. ELEM School Health

HEA 343

20

Music Methods for N-6 Teachers

MUE 361

0

Methods/Materials for ELEM School PED

PED 337

20

Teaching Math in the ELEM School

EDU 375

20

Teaching Science/ELEM School

EDU 377

20

Teaching Language Arts/ELEM School

EDU 405

20


REA 373

20

Reading and Language Development

REA 374

20


Program: Elementary K-6 -Alternative Class A

Course Title



Elementary School Curriculum

EDU 504

10

Problems Teaching in the Elementary School

EDU 513

10

Modern Issues in Education OR Contrasting Phil. Of Education

EDU 531 OR EDU 551

10

Human Dev. & Behavior OR Adv. Educational Psychology

EDU 527 OR EDU 541

10


SED 500

20

Computer-Based Instr Tech

EDT 574

10

Statistical, Tech, Research, & Evaluation

EDU 511

10

Techniques & Skills in Reading

REA 560

30

Sem: Teach Math/Elem School

EDU 542

10

Sem: Teach Social Studies/Elem School

EDU 543

20

Sem: Teach Science/Elem School

EDU 544

20

Literature for Children

EDU 545

10

Sem: Language Arts/Elem School

EDU 548

10


Program: Elementary K-6 - Graduate Class A

Course Title



Elementary School Curriculum

EDU 504

10

Modern Issues in Education OR Contrasting Phil. Of Education

EDU 531 OR EDU 551

10

Human Dev. & Behavior OR Adv. Educational Psychology

EDU 527 OR EDU 541

10


SED 500

20


EDT 574

10


EDU 511

10


REA 560

30

Sem: Teach Math/Elem School

EDU 542

10

Sem: Teach Social Studies/Elem School

EDU 543

20

Sem: Teach Science/Elem School

EDU 544

20


EDU 545

10

Sem: Language Arts/Elem School

EDU 548

10


Program: Elementary K-6 - Graduate Class AA

Course Title



Education Research

EDU 512

0

Intermediate Stat. Methods

EDU 602

0

Advanced Curriculum Dev.

EDU 611

0

Research Study in Elementary Education

EDU 626

0

Thesis in Area of Spec I OR Field Study and Research I

EDU 696 OR EDU 698

0

Thesis in Area of Spec II OR Field Study and Research II

EDU 697 OR EDU 699

0

OR

Advisor approved elective courses not previously taken (AA Certification only)

Advanced Seminar In Reading

REA 602

0

Reading Process: Curr. Trends

REA 610

0

Adv. Teaching of Mathematics in Elementary School

EDU 603

0

6 Hours of advisor approved Graduate Level courses in teaching field, appropriate to Elementary Education curriculum


SED 500

20


Program: Class A Reading Specialist

Course Title



Teaching Reading/ ELEM Sch

RREA 559

0

Reading Diag. &Remediation

REA 562

0

Curr. Research & Prac. in Tch.

REA 565

0

Theories, Research, & Strat.

REA 585

0


EDU 545

0

Elementary Sch Curriculum or Instr. Strategies for Teachers

EDU 515

0


SED 500

0

Stat. Tech. Research & Eval. or Modern Issues in Education

EDU 511 or EDU 531

0

Contrasting Philosophies

EDU 554

0

Human Dev. & Behavior or Advanced Educational Psych.

EDU 527 or EDU 541

0

Comp. Based Inst Tech or Curr. & Emer Inst Tech or Integr. of Tech in K-12

EDT 574 or EDT 575 or EDT 576

0

Practicum Reading

REA 564

300


Program: Biology Education--Undergraduate

Course Title



General Zoology

BIO 240

0

Botany

BIO 241

0

Population Biology and Evolution

BIO 305

0

Introductory Ecology

BIO 310

0

Human Anatomy

BIO 319

0

Human Physiology

BIO 320

0

Cell Biology

BIO 337

0

Biological Techniques and Instrumentation

BIO 350

0

Molecular Biology and Genetics

BIO 420

0

Senior Seminar

BIO 450

0

General College Chemistry I

CHE 141

0

General College Chemistry II

CHE 142

0

College Physics I

PHY 206

0

College Physics II

PHY 207

0

Optional Courses: Spanish I & II

FLS 161-162

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20

Communication Skills for Educators

EDU 485

30

Classroom Management in Secondary Schools

EDU 486

30

Methods of Teaching Science

EDU 490

30


REA 478

30


EDU 482

0


Program: Biology EducationALTA MASTERS

Course Title



Curriculum in the Secondary School

EDU 505

30

Instructional Strategies for Teachers OR

EDU 515

30

Advanced Methods of Teaching Science

EDU 590

Classroom Management in the Sec School

EDU 586

30


SED 500

20

Computer-Based Instructional Technology

EDT 574

10

Statistical Techniques, Research, & Evaluation

EDU 511

10


REA 578

30


Program: Biology Education Class A Graduate

Course Title




EDU 505

30

Instructional Strategies for Teachers

EDU 515

0


EDT 574

30


EDU 511

10

Modern Issues in Education OR

Contrasting Philosophies of EDU

EDU 531OR

EDU 554

10

Adv. Educational Psychology OR

Human Development & Behavior

EDU 541OR

EDU 527

100

Sixteen hours of advisor approved graduate level Biology courses


Program: Class AA Biology Education 6-12

Course Title




SED 500

0

Advanced Curriculum Development

EDU 611

0

Current Trends and Practice

EDU 627

0

Educational Research

OR

Issues in Educational Foundations

EDU 512

OR

EDU 655

0

Intermediate Statistical Methods

EDU 602

0

Thesis in Area of Specialization I

OR

Thesis in Area of Specialization II

EDU696

OR

EDU 697

0

Field Study and Research I

OR

Field Study and Research II

EDU 698

OR

EDU 699

0

100


Program: Chemistry Education--Undergraduate

Course Title



Organic Chemistry I

CHE 211

0

Organic Chemistry II

CHE 212

0

Physical Chemistry I

CHE 321

0

Physical Chemistry II

CHE 322

0

Quantitative Analysis

CHE 342

0

Instrumental Analysis

CHE 343

0

Chemistry Seminar

CHE 418

0

Biochemistry I

CHE 421

0

Biochemistry II

CHE 422

0

Senior Honors Research

CHE 431

0

General Physics I

PHY 211

0

Calculus and Analytic Geometry II

MAT 266

0

Calculus and Analytic Geometry III

MAT 267

0

Differential Equations

MAT 375

0


FLS 161-162

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20


EDU 485

30


EDU 486

30

Methods of Teaching Science

EDU 490

30


REA 478

30


EDU 482

0


Program: History Education--Undergraduate

Course Title



History of the United States I

HIS 251

0

History of the United States II

HIS 252

0

Ancient History

HIS 303

0

History to 1877

HIS 350

0

Medieval History

HIS 360

0

Historiography

HIS 400

0

Slavery and Abolitionism

HIS 402

0

Renaissance & Reformation

HIS 415

0

Europe Since 1815

HIS 419

0

Colonial Period in American History

HIS 452

0

United States 20th Century

HIS 470

0

Econ History of the United States

HIS 480

0

History of Alabama

HIS 490

0

American Government

POS 207

0

One of the following Electives HIS 321, 322,

HIS ELEC

0

404, 450, 460, 471


FLS 161-162

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20


EDU 485

30


EDU 486

30

Methods of Teaching History

EDU 489

30


REA 478

30


EDU 482

0


Program: History EducationALTA MASTERS

Course Title




EDU 505

30


EDU 515

30

Advanced Methods of Teaching History

EDU 589


EDU 586

30


SED 500

20


EDT 574

10


EDU 511

10


REA 578

30


Program: History Education Class A Graduate

Course Title




EDU 505

30


EDU 515

30


EDT 574

10


EDU 511

10



EDU 531OR

EDU 554

10



EDU 541OR

EDU 527

10

Twelve hours of advisor approved graduate level History courses


Program: Class AA History Education 6-12

Course Title




SED 500

0


EDU 611

0


EDU 627

0


OR


EDU 512

OR

EDU 655

0


EDU 602

0


OR


EDU696

OR

EDU 697

0


OR


EDU 698

OR

EDU 699

0


Program: Social Science Education--Undergraduate

Course Title



Principles of Economics I

ECO 251

0

Principles of Economics II

ECO 252

0

Geography of North America

GEO 307

0

History of the United States I

HIS 251

0

History of the United States II

HIS 252

0

Historiography

HIS 400

0

Renaissance & Reformation

HIS 415

0

Europe Since 1815

HIS 419

0

History of Alabama

HIS 490

0

American Government

POS 207

0

State and Local Government

POS 218

0

Cultural Anthropology

ANT 328

0

Population and Sociology

SOC 445

0

One of the following Electives HIS 321, 322,

HIS ELEC

0

350, 402, 404, 450, 470, 471


FLS 161-162

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20


EDU 485

30


EDU 486

30

Methods of Teaching History

EDU 489

30


REA 478

30


EDU 482

0

200


Program: Social Science EducationALTA MASTERS

Course Title




EDU 505

30


EDU 515

30

Advanced Methods of Teaching Social Science

EDU 589


EDU 586

30


SED 500

20


EDT 574

10


EDU 511

10


REA 578

30


Program: Social Science Education Class A Graduate

Course Title




EDU 505

30


EDU 515


EDT 574

30


EDU 511

10



EDU 531OR

EDU 554

10



EDU 541OR

EDU 527

10

Twelve hours of advisor approved graduate level Social Science courses

Program: Class AA Social Science Education 6-12

Course Title




SED 500

0


EDU 611

0


EDU 627

0


OR


EDU 512

OR

EDU 655

0


EDU 602

0


OR


EDU696

OR

EDU 697

0


OR


EDU 698

OR

EDU 699

100


Program: English Language Arts Education--Undergraduate

Course Title



Introduction to Research Methods

ENG 219

0

Linguistics

ENG 220

0

Advanced Grammar

ENG 303

0

Advanced Composition

ENG 313

0

Early British Literature

ENG 321

0

Modern British Literature

ENG 322

0

Colonial & Early National American Literature

ENG 331

0

19th Century American Literature

ENG 332

0

Shakespeare

ENG 423

0

Drama in the Secondary School

THE 426

0

Childrens Theatre OR

THE 427

0

Fundamentals of Play

THE 450

0

Beginning Newswriting

CMM 212

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20


EDU 485

30


EDU 486

30

Methods of Teaching English Language Arts

EDU 487

30


REA 478

30


EDU 482

0

200


Program: English Language Arts EducationALTA MASTERS

Course Title




EDU 505

30


EDU 515

30

Advanced Methods of Teaching Eng Lang Arts

EDU 587


EDU 586

30


SED 500

20


EDT 574

10


EDU 511

10


REA 578

30


Program: English Language Arts Education Class A Graduate

Course Title




EDU 505

30


EDU 515

0


EDT 574

30


EDU 511

10



EDU 531OR

EDU 554

10



EDU 541OR

EDU 527

10

Twelve hours of advisor approved graduate level English, Literature, Grammar, Reading and Writing courses


Program: Mathematics--Undergraduate

Course Title



Linear Algebra

MAT 251

0

Discrete Mathematics

MAT 256

0

Calculus

MAT 266

0

Calculus & Analytic Geo III

MAT 267

0

Intro to Modern Algebra I, II

MAT 373-374

0

Differential Equations

MAT 375

0

Advanced Calculus

MAT 401

0

Probability & Statistics

MAT 472-473

0

Modern Geometry

MAT 484

0

Intro to Real Analysis

MAT 486

0

Senior Seminar

MAT 487

0

History of Mathematics

MAT 495

0

Program Concepts Standards Met

CSC 211

0

Intro Data Structures, Algorithms

CSC 212

0


FLS 161, 162

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20


EDU 301

20


EDU 485

30


EDU 486

30

Methods of Teaching Mathematics Secondary

EDU 488

30


REA 478

30


EDU 482

200


Program: Mathematics EducationALTA MASTERS

Course Title




EDU 505

30


EDU 515

30

Advanced Methods of Teaching Mathematics

EDU 588


EDU 586

30


SED 500

20


EDT 574

10


EDU 511

10


REA 578

30


Program: Class A Mathematics

Course Title



Curr. In the Secondary Sch

EDU 505

30

Inst. Strategies for Teachers

EDU 515

0

Comp. Based Tech

EDT 574

30

Stat. Tech. Research & Eval.

EDU511

10

Modern Issues in Education or Contrasting Philosophies of EDU

EDU 531 or EDU 554

10

Adv. Educational Psychology or Human Development & Behavior

EDU 541 or EDU 527

10


Program: Class AA Math Education 6-12

Course Title




SED 500

20


EDU 611

0


EDU 627

0


OR


EDU 512

OR

EDU 655

0


EDU 602

0


OR


EDU696

OR

EDU 697

0


OR


EDU 698

OR

EDU 699

0


Program: Class B Early Childhood Education

Course Title




EDU 100

0


EDU 300

20


EDU 321

0


EDU 400

20


SED 170

20

Measurement and Evaluation in Education

EDU 301

20

Childrens Literature

EDU 461

10


REA 373

20

Foundations of ECE

EDU 360

0

Creative Learning in ECE

EDU 361

0

Affective and Social Development

EDU 424

10

Child Growth and Development

EDU 428

20

Family, Parent, and Community Involvement

EDU 494

0

Teaching Language Arts ECE

EDU 369

20

Teaching Math and Science ECE

EDU 370

20

Teaching Social Studies ECE

EDU 371

20


Program: Class A Early Childhood Education- Graduate

Course Title



Comp Based Tech

EDT 574

10

Stat. Tech, Research & Eval

EDU 511

10

Modern Issues in Education

EDU 531

10

Human Dev. & Behavior

OR

Advanced Educational Psychology

EDU 527

OR

EDU 541

10


SED 500

20


REA 560

30

The Early Childhood Curriculum

EDU 550

10

Instructional Strategy for

Young Children

EDU 551

10

The Theory of Play

EDU 552

10

Seminar in ECE

EDU 567

10

Parental Involvement in ECE

EDU 568

10


Program: Early Childhood-ALTA Graduate

Course Title




EDU 500

0

Modern Issues in Education

OR

Contrasting Philosophies

EDU 531

OR

EDU 554

10

Human Dev. & Behavior

OR

Advanced Educational Psychology

EDU 527

OR

EDU 541

10


SED 500

20


EDT 574

10


EDU 511

10


REA 560

30

Research in ECE

EDU 540

10

The Theory of Play

EDU 552

10

Seminar in ECE

EDU 567

10

Parental Involvement in ECE

EDU 568

10


EDU 545

10


Program: Class AA Early Childhood Education

Course Title




SED 500

20

Advanced Curriculum Dev.

EDU 611

0

Advanced Study in Cognitive Dev.

EDU 634

0

Intermediate Stat. Methods

EDU 602

0

Education Research

EDU 512

0

Thesis in Area of Spec I

EDU 696

0

Thesis in Area of Spec II

EDU 697

0


EDU 698

0


EDU 699

0

Current Trends & Practices in ECE

EDU 625

0

Practicum in ECE

EDU 633

0

Seminar in ECE

EDU 635

0

Program: Health Education - Undergraduate

Course Title



School and Community Health Services

HEA 250

5

Alcohol and Drug Studies

HEA 300

5

Methods for Elementary Health

HEA 343

20

Communicable and Chronic Diseases

HEA 360

5

Methods & Materials in Middle, Jr. High & High School

HEA 443

20

Special Topics in Health Education

HEA 460

15


EDU 300

20


EDU 400

20


SED 170

20

Teaching Reading in Content Areas

REA 478

20


Program: Health Education Alternative Class A

Course Title



School and Community Health Services

HEA 250

5

Alcohol and Drug Studies

HEA 300

5

Communicable and Chronic Diseases

HEA 360

5

Special Topics in Health Education

HEA 460

15

Methods of Teaching Elementary Health Ed.

HEA 500

15

Health Issues I

HEA 501

15

Methods of Teaching Secondary Health Ed.

HEA 502

20

Health Issues II

HEA 503

15

Alcohol and Drug Education

HEA 504

10

Modern Issues in Education or

EDU 531

10


EDU 554

0

Computer Based Instructional Technology

EDU (EDT) 574

10

Statistical Techniques, Research, and Evaluation or

EDU 511

10

Measurement & Evaluation in Physical Education (no field experience)

PED 529

0


SED 500

5

Techniques & Skills in Reading (no field experience) or

REA 560

0


REA 578

10


Program: Health Education - Graduate

Course Title



Methods of Teaching Elementary Health Education

HEA 500

15

Health Issues I

HEA 501

15

Methods of Teaching Secondary Health Ed.

HEA 502

20

Health Issues II

HEA 503

15

Alcohol and Drug Education

HEA 504

10

Comp Based Tech.

EDU (EDT) 574

10

Stat., Tech, Res. & Eval. or

EDU 511

10

Meas. & Eval. In Physical Education (no field experience)

PED 529

0


EDU 531

10


EDU 554

0

Adv. Educational Psychology or

EDU 541

10

Human Development & Behavior (no field experience)

EDU 727

0


Program: Physical Education - Undergraduate

Course Title



Physical Fitness and Wellness

PED 200

5

Adapted Physical Education

PED 303

10

Methods & Materials for Elementary School Physical Education

PED 337

20

Physical Activity for the Aging

PER 355

10

Methods and Materials in Junior High/High School Physical Education

PED 443

20

Motor Learning and Development

PED 456

10


EDU 300

20


EDU 400

20


SED 170

20

Teaching Reading in Content Areas

REA 478

20


Program: Physical Education Alternative Class A



Physical Fitness and Wellness

PED 200

5

Motor Learning and Development

PED 456

10

Physical Activities for the Aging

PED 355

10

Developmental and Remedial Physical Education

PED 524

10

Methods and Materials for Secondary School Physical Education

PED 533

20

Methods and Materials for Elementary School Physical Education

PED 534

20

Psychology of Coaching

PED 605

20

The Elementary School Curriculum or

EDU 504

10

Curriculum in the Sec. Sch. (no field experience hours)

EDU 505

0


EDU 531

10

Contrasting Philosophies of Education

EDU 554

0

Computer Based Instructional Technology

EDU(EDT) 574

10

Statistical Techniques, Research, and Evaluation or

EDU 511

10

Measurement & Evaluation in Physical Ed. (no field experience hours)

PED 529

0


SED 500

5

Techniques & Skills in Reading (no field experience hours) or

REA 560

0


REA 578

10


Program: Physical Education - Graduate

Course Title



Developmental and Remedial Physical Education

PED 524

10

Methods and Materials for Secondary School Physical Education

PED 533

20

Methods and Materials for Elementary School Physical Education

PED 534

20

Psychology of Coaching

PED 605

20

Elementary Education Curr. or

EDU 504

10

Curr. in the Secondary Sch. (no field experience)

Computer Based Technology

EDU (EDT) 574

10

Stat. Tech, Res. & Eval. or

EDU 511

10

Meas. & Eval in Physical Education (no field experience)

PED 529

0


EDU 531

10


EDU 554

Adv. Educational Psychology or

EDU 541

10


EDU 527

0

COMPLETING TEACHER PREPARATION AT ALABAMA STATE UNIVERSITY

After passing all three parts (mathematics, reading, and writing) of the Alabama Prospective Teacher Test (AECPT) and satisfactorily meeting the other requirements for the Teacher Education Program (TEP), interns apply for admission to the TEP. After being admitted to TEP, successful matriculation depends on the completion of the following milestones: (1) a passing score on the Praxis II content area exam, and other required PRAXIS Exams, (2) applying for professional internship, (3) successful completion of the professional internship, (4) successful completion of the comprehensive exam (Graduate Students) and other exit requirements, (5) completion of the application for graduation and certification, and (6) being recommended for teacher education certification.

Praxis II Content Area Exam

All teacher education interns must meet the passing score on the Praxis II content area exam prior to internship. The current requirement is that all Praxis Exams must be completed PRIOR to beginning the teacher internship (Fall 2014). The following is a chart of all content tests, test codes, and passing scores where applicable.

To Be Certified in

You Need to Take

TESTS LISTED BELOW

CDT

CODE

(Computer delivery)

PDT

CODE

(Paper delivery)

QUALIFYING

SCORE

TEACHING FIELD

P3

TEACHING READING

5204

0204

155

EARLY CHILDHOOD CONTENT KNOWLEDGE

5022

0022

163

PRINCIPLES OF LEARNING & TEACHING:

Grades K-6

5622

0622

145

Early Childhood Education

Elementary Education

To be certified

You need to take

tests listed below to Take

TESTS LISTED BELOW

CDT

CODE

(Computer delivery)

PDT

CODE

(Paper delivery)

QUALIFYING

SCORE

TEACHING FIELD

K6

TEACHING READING

5204

0204

155

ELEMENTARY EDU MULTIPLE SUBJECTS

Mathematics Subtest

Reading Language Arts Subtest

Science Subtest

Social Studies Subtest

5031

5033

5032

5035

5034

NA

NA

NA

NA

NA

*

157

165

144

142

PRINCIPLES OF LEARNING & TEACHING:

Grades K-6

5622

0622

145

Collaborative Teaching (K-6)

To Be Certified in To Be Certified in

You Need to Take the

TESTS LISTED BELOW

CDT

CODE

(Computer delivery)

PDT

CODE

(Paper delivery)

QUALIFYING

SCORE

COLLABORATIVE

K6

SPECIAL EDUCATION: CORE KNOWLEDGE AND APPLICATIONS

5354

0354

153


Mathematics Subtest


Science Subtest


5031

5033

5032

5035

5034

NA

NA

NA

NA

NA

*

157

165

144

142

Praxis II Test for Collaborative Teaching (6-12)

To Be Certified in

You Need to Take

TESTS LISTED BELOW

CDT

CODE

(Computer delivery)

PDT

CODE

(Paper delivery)

QUALIFYING

SCORE

COLLABORATIVE

612

SPECIAL EDUCATION: CORE KNOWLEDGE AND APPLICATIONS

5354

0354

153


Mathematics Subtest


Science Subtest


5031

5033

5032

5035

5034

NA

NA

NA

NA

NA

*

157

165

144

142

PLT

Principles of Learning and Teaching

To Be Certified in

You Need to Take

CDT

CODE

(Computer delivery)

PDT

CODE

(Paper delivery)

QUALIFYING

SCORE

ALL P3 TEACHING FIELDS

Principles of Learning & Teaching:

Grades K-6

5622

0622

145

ALL K6 TEACHING FIELDS

Grades K-6

5622

0622

145

ALL 48 TEACHING FIELDS (CHOOSE ONE)


Grades K-6

or

Grades 7-12

5622

5624

0622

0624

145

153

ALL 612 TEACHING FIELDS


Grades 7-12

5624

0624

153

ALL P12 TEACHING FIELDS

(CHOOSE ONE)


Grades k-6

or

Grades 7-12

5622

5624

0622

0624

145

153

K6 COLLABORATIVE

& SPECIAL ED 612

COLLABORATIVE

SPECIAL ED

(CHOOSE ONE)


Grades K-6

Or

Grades 7-12

5622

5624

0622

0624

145

153

Admission to Professional Internship

The internship application procedure begins two (2) semesters prior to internship placement. During the spring semester, a preliminary information meeting is scheduled for students in the first semester of their junior year requesting assignment in their senior year. Interns should attend this meeting in order to obtain an application and receive additional information concerning placement. The time and the place of this meeting are published in the University calendar. Applications are submitted to the Office of Field & Clinical Placements.

Transfer students from other colleges who present professional education courses are required to complete satisfactorily the materials and methods sequence and/or methods in specialty area before registering for internship. Recommendations must be made by the advisor and department chairperson.

Applications are filed at least one semester prior to the date one is to begin internship. At this time, final judgment relative to admission to professional internship will be made by the Director of Field & Clinical Placements and the Teacher Education Assessment and Intervention Committee (TEAIC).

The criteria for admission to professional internship specify that a intern must:

1. Complete the internship application by the deadline date posted by the Field and Clinical Placements Office.

2. Have senior standing.

3. Have a passing score on the Praxis II content area exam, and other required PRAXIS Exams.

4. Meet all admission requirements to the Teacher Education Program and any additional requirements of the COE.

5. Have a 2.5 GPA in the teaching specialty, professional education, and overall.

6. Have a minimum of one semester of residence or 12 semester hours at the University.

7. Complete required observation hours in schools in a satisfactory manner, and complete pre-field teaching experience in the specialty area.

8. Satisfactorily complete materials and methods courses in general and specialty areas.

9. Show evidence of securing a minimum of personal liability insurance commensurate with that available through membership in the Student Alabama Education Association (SAEA). This requirement may be satisfied by joining the Student Alabama Education Association (SAEA) or by private insurance purchase.

10. Complete and sign the application form for professional internship indicating that all requirements for professional internship have been met.

11. Submit recommendations from major advisor and appropriate department regarding competencies.

12. Show evidence of completion of background check.

13. Complete registration (Undergraduates) in COE Deans Office and the Office of Field & Clinical Placements for written portion of Exit Philosophy Examination.

Registration for Professional Internship

All teacher educator interns desiring to complete initial certification in teacher education in Early Childhood Education (P 3), Elementary Education (K 6), Secondary Education (6 12), and P 12 programs (i.e. Physical Education, Vocal Music, Instrumental Music and Special Education/Collaborative Teacher K 6 and 6 12)are required to complete a 12 semester hour student internship for sixteen (16) weeks, which should not be limited to one classroom or grade level. The professional internship experience progresses from minimal to full responsibilities of the teacher for at least 20 days, of which 10 days are consecutive. Alternative Fifth-Year Program students must complete a nine (9) semester hour student internship.

Completion of Comprehensive Exam and other Exit Requirements

All student interns completing requirements for both the B level and A level certifications are required to successfully complete a comprehensive exam. Additional exit requirements must be completed by interns completing the bachelors degree. Additional exit requirements include satisfactory completion of (1) a written 300-word essay on the interns philosophy of education; (2) the Performance Assessment Portfolio compiled during professional internship; and (3) an acceptable grade of A or B in professional internship.

For student interns completing the masters degree or alternative fifth-year program, the examination will include satisfactory completion of (1) a written graduate level comprehensive examination; (2) a Performance Assessment Portfolio compiled during professional internship; (3) successful completion of an Action Research Project with Professional internship; and (4) an acceptable grade of A or B in professional internship.

Recommendation for Certification

All candidates must apply for certification prior to the completion of The Professional Internship. Graduation from the College of Education Teacher Education Program is only the initial step toward certification in a teaching field. The Alabama State Department of Education requires that each student intern be recommended for a professional teaching certificate by the Teacher Certification Office. This is a separate application process from applying for graduation. In order to apply, each applicant should complete a certification application (FORM APP) online with a copy to the Certification Officer, Room 211, Abernathy Hall. It is mandatory that you make a non-refundable thirty dollar ($30.00) online payment for your certificate at the Alabama State Department of Education website: http://www.alsde.edu/html/OnLinePayments.asp. Users are required to provide a copy of the transaction identification number that confirms receipt of the electronic payment when they mail in hard copies of their certification paperwork. This can be done readily either by printing out a copy of the confirmation page or writing down the transaction identification number. The online service can be found at https://www.alabamainteractive.org/education.

The following minimum requirements shall be met to qualify for Class B Certification:

Admission to teacher education;

Satisfactory completion of a background check;

Satisfactory completion of a state-approved program with at least a 2.50 GPA overall, in the teaching field and in professional studies with no grade below a C in professional studies;

Satisfactory completion of all comprehensive and exit examinations and requirements; and

A passing score on the Praxis II content area exam and other required PRAXIS examinations.

The following criteria must be met to qualify for Alternative Fifth-Year Certification:

Completion of approved program with required hours in teaching field and professional studies with a minimum GPA of 3.0;

Satisfactory completion of a background check;

Satisfactory completion of all comprehensive and exit examinations and requirements; and

A passing score on the Praxis II content area exam and other required Praxis Exams.

To receive recommendation from the Certification Officer, each student intern must have met all admission to teacher education requirements, completed all courses specified in Alabama State Department of Education approved program checklist for certification, satisfactorily completed all comprehensive and exit examination requirements, and met the passing score on the Praxis II content area test and other required Praxis Exams.

FIELD AND CLINICAL PLACEMENT POLICIES

The field experiences and internship program at Alabama State University requires the establishment of guidelines in order to ensure a program of consistent quality and to maintain its potential for providing satisfactory experiences for students. If possible, field experiences and/or the internship should include both the opening and closing of a school year. The program is designed to meet the approval of local superintendents and the state superintendent of education. The general policies and procedures for field experiences ensure appropriate collaboration between local school districts/systems and the Alabama State Department of Education (see pages 10-11). The general policies and procedures for internship are listed below.

1. All prospective student interns, including post baccalaureate students who have only certification as a primary goal, must be admitted to the Teacher Education Program two semesters prior to student internship.

2. Requests for special placements within and outside of the state of Alabama must be made in writing to the Director of Field & Clinical Placements and approved by the advisor, department chairperson and the dean, at least two semesters prior to placement documenting special circumstances/hardship.

For a guest internship placement, official contact will be made by the university Director of Field & Clinical Placements. Information must include, but is not limited to, the following:

Name of College of Education Dean and Director of Teacher Education, address, and phone/fax numbers of NCATE accredited university to provide placement and supervision of student internship.

Recommendation of at least three schools for placement.

Approval by advisor and appropriate department chair.

If out-of-state, student must sign a written agreement to be responsible for fees

Documents

PROFESSIONAL - alasu.edu · Web viewThe teaching profession has been a major focus of Alabama State University (ASU) for nearly one hundred and fifty years. Founded in 1867 at Marion,