Creating Competent, Caring, Qualified Professional Educators and Reflective Practitioners requires the application of knowledge and skills learned in class and through course materials. Reading, writing, and talking about teaching are necessary but not sufficient activities for preparing educators. Opportunities for active involvement with students and teachers promote an awareness of the impact of the contexts and elements of school settings on teachers roles, teaching strategies, aspects of child and adolescent growth, and opportunities to learn.
Introduction: The Master of Arts in Education program requires field experiences for particular courses from all candidates enrolled in both the Educational Leadership and Teaching and Learning emphases. For Track II candidates seeking initial licensure, experiences in classrooms with classroom children and teachers are critical to their development and ability to be fully prepared for student teaching. For Track I and III candidates, field experiences augment course material and allow opportunity for critical reflection on their own teaching practices. For all candidates, field experiences should make clear and relevant the link between theory and practice.
What are field experiences? Field Experience is time spent completing university course-based activities in a school or other educational setting, engaged with P-12 stakeholders, students, or school faculty, and potentially under the supervision of a cooperating teacher or another school personnel. Ideally, candidates will not spend all hours observing only. Candidates are to ask Cooperating Teachers to be involved in instructional activities.
Field Experiences should be conducted in a single classroom whenever possible, in 1-hour increments. Individual faculty may have different expectations, which will be communicated in the syllabus.
What counts as field experiences? For candidates in Track I (those holding valid teacher licenses) and Track III (those on a Tennessee Transitional License), reflections and other graded work done in their classrooms related to course content may be considered Field Experience. When possible, candidates may be asked to observe other teachers at their schools in order to complete field experience assignments.
For candidates in Track II (those seeking an initial teachers license) Field Experiences are to be conducted in P-12 classrooms or other educational settings (e.g. school board meetings). Field experiences include graded and structured observation activities, hands-on work with small groups of students, or classroom instruction.
Candidates in Track II must review information related to tort liability coverage on the University website.
Candidates are to take the form to the Cooperating Teacher for Field Experiences and ask them to sign for each hour spent in the classroom. These forms are to be turned in to faculty.
All candidates are to ask their cooperating teacher to email the Associate Dean to request a link to an online evaluation form. The evaluation form can be viewed on the University website, but only data submitted through the online data base will be accepted. NOTE: sometimes emails cannot be sent directly to schools because they get blocked by SPAM filters; PLEASE ASK YOUR COOPERATING TEACHER TO EMAIL Courtney Martin at firstname.lastname@example.org FOR A LINK TO THE ONLINE EVALUATION DATA BASE. Teachers need to send an email from a school-based email address.
Where are field experiences conducted? Field Experiences are to be completed at accredited public or private P-12 educational settings in the candidates local area. When possible, candidates should complete these hours at different schools for different courses. Field experiences cannot be completed in non-school settings; in rare cases this may be approved by the course instructor if the work is conducted with stakeholders in the P-12 setting (e.g. parents, community leaders, etc.).
NOTE: Field Experiences for MAE5080 Diverse Populations and MAE5250 Building Literacy for the K-12 Classroom must be completed by ALL CANDIDATES (in any track) in schools or classrooms with highly diverse student populations. Candidates will complete this form and have it signed by the Cooperating Teacher to verify.