College of Education

Purpose of Field and Clinical Experiences:

The purpose of field-based experiences is to ensure that all candidates in an initial certification program are prepared for the educator’s role in which they plan to obtain certification. Through field-based experiences, candidates are provided opportunities to demonstrate, practice, and refine learned “best practices,” instructional strategies, and assessment practices in various authentic educational settings.

All future educators in traditional certification programs complete field-based experiences prior to eligibility for a full semester of clinical practices, known as clinical teaching (a.k.a. Student Teaching). The field-based experience component of your educator preparation program provides well-designed and purposeful sequenced experiences that are intended to prepare you for clinical teaching and your career. Many of these field-based experiences include observation, tutoring individual or small groups of students (EC-12), co-teaching, and preparing and implementing lessons in various areas. The lessons include the full range of teacher tasks and responsibilities, requiring dedicated amounts of time in EC-12 educational settings.

“Field-based experiences” is a general term that encompasses all classroom- and school-based experiences prior to the clinical teaching semester. The TAMIU educator preparation program (EPP) is designed to provide essential opportunities to learn and fully develop the knowledge, skills, and dispositions required by state and professional standards. Candidates in field experience courses spend anywhere from 8-80 hours a semester in fieldwork in assigned schools. Courses with required field experiences are listed in the course catalog and are as follows: EDCI 1102, 2210, 3224 EDCI 3301 (Block I a) EDCI 3302 (Block I b) EDCI 3315, 4310 (Block II)

*It is important that teacher candidates note courses with a field experience assignment as this may impact scheduling of other courses in a semester. Note: Educational aides who are pursuing certification will be required to complete fieldwork related to course requirements in field-based courses.

FIELD EXPERIENCES LEARNING OUTCOMES

Following the path from early field-base experiences to the culminating experience of clinical teaching, candidates are expected to meet the following Candidate Learning Outcomes (CLOs):

1. Design and implement standards based (i.e., TEKS and ELPs) instruction appropriate for all EC-12 students that reflect an understanding of relevant content, based on continuous and appropriate assessment of students’ (EC-12) learning; (ELPS Blurbs is attached in Appendix B.)
2. Create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence;
3. Promote student (EC-12) learning by providing responsive, assessment-informed instruction that makes use of effective communication techniques; instructional strategies that actively engage EC-12 students in the learning process; and provides timely, high quality feedback; and,
4. Fulfill professional roles and responsibilities and adhere to legal and ethical requirements of the profession in accordance with the Texas Education Agency (TEA) Educator’s Code of Ethics Chapter 247.

The above expectations are considered best practices and learner-centered proficiencies in compliance with the State Board for Educator Certification Teaching. In addition, the above expectations are assessed on the TExES Pedagogy and Professional Responsibilities (PPR) exam, required for an initial Texas state license.

PURPOSE OF CLINICAL TEACHING

The purpose of clinical teaching is to ensure that all candidates in an initial certification program are prepared for the educator’s role in which they plan to obtain certification. Through clinical teaching, candidates are provided opportunities to demonstrate, practice, and refine learned “best practices,” instructional strategies, and assessment practices in various authentic educational settings.

Clinical teaching is a capstone school-based experience required for certification in traditional educator preparation programs candidates. Clinical teaching encompasses a full semester in EC12 classrooms, as appropriate to certification areas. This full-day, semester-long interactive field-based clinical (public) school experience emulates the professional responsibilities preservice educators will face as they become certified professionals in their chosen fields. Texas Education Agency requires that student teachers participate in the start of the school year at their assigned campus as indicated in the following:

19 TAC 228.35(e)(2)(F) - Candidates need to experience a full range of professional responsibilities that shall include the start of the school year. The start of the school year is defined as the first 15 instructional days of the school year.

*Consequently, your semester may begin before the TAMIU semester begins.

Clinical/student teachers also are expected to participate with their cooperating teachers in all relevant school-based, professional activities that occur during the clinical teaching semester, such as school, departmental or grade level faculty meetings, in-service sessions, tutoring, and/or parent conferences.

Clinical experiences have specific, complex, and sometimes overlapping eligibility and admission requirements. Both of these culminating experiences are only offered during the fall or spring semesters. There are also specific deadlines for applying to clinical teaching. Please pay close attention to all the information below when completing an application for Clinical Teaching.

A full-time clinical practice (i.e., clinical teaching) occurs during the last semester in your program. Candidates receive quality support and feedback from a certified cooperating educator in the same area of certification the candidate seeks. Additionally, feedback is obtained from a currently approved university field based instructor who is assigned to guide and assist you during your clinical placement. During the culminating clinical practice, candidates are assigned to a cooperating teacher for the full semester. As the clinical teaching semester progresses, candidates increasingly assume full responsibility for planning, teaching, and students’ (EC-12) learning. Clinical teaching culminates with approximately four weeks of full “all day, every day” total responsibility for all teaching and learning. During this timeframe, candidates conduct all the equivalent tasks of their assigned cooperating teacher under the guidance, mentorship, and supervision of their cooperating teacher and university supervisor, as well as building-level administrators.

Candidates are expected to meet the following Student Learning Outcomes (SLOs):

• Design and implement standards based (i.e., TEKS and ELPs) instruction appropriate for EC-12 students that reflect an understanding of relevant content, based on continuous and appropriate assessment of students’ (EC-12) learning;
• Create a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence;
• Promote student (EC-12) learning by providing responsive, assessment-informed instruction that makes use of effective communication techniques;
• instructional strategies that actively engage EC-12 students in the learning process; and provides timely, high-quality feedback; and,
• Fulfill professional roles and responsibilities and adhere to legal and ethical requirements of the profession in accordance with the Texas Education Agency Educator's Code of Ethics Chapter 247

The above expectations are considered best practices and learner-centered proficiencies in compliance with the Texas Educator Teaching Standards. In addition, the above expectations are assessed on the TExES Pedagogy and Professional Responsibilities (PPR) exam, required for an initial Texas state license

ELIGIBILITY FOR CLINICAL TEACHING (STUDENT TEACHING)

Candidates applying for the Clinical experiences must be in good standing in the College of Education.

All coursework on the degree plan except EDSE 4350 must be completed or in process the semester, prior to Clinical experiences. EDSE 4350 is completed concurrently during the clinical teaching semester for the undergraduate program.

Any “Incomplete” or “F” grades must be completed successfully prior to beginning the Clinical experiences.

Eligibility for Clinical experiences is contingent upon the following requirements:

-Attain an Institutional GPA of 2.75 for undergraduate candidates,
-Specialization/Major GPA 2.75, for undergraduate candidates
-Successful completion of all previous field-based experiences and coursework
-Complete all specialization/major coursework with a “C” or better for undergraduate candidates.
-Complete and pass pertinent TExES core subject or content exams in the certification areas

PLACEMENT APPLICATION PROCESSES FOR CLINICAL EXPERIENCES

The Clinical Experience placement application packet is available from the the College of Education Office of Student Success, in PLG 302. Applications are accepted in the semester prior to your planned placement for Clinical experiences.

Completed applications must include the following documents:

1. Completed Criminal Background and Department of Public Safety (DPS) Forms
2. Negative TB test results that are within the timeframe specified by school districts (see office of field experiences for timeframes)
3. Verification of passing your TExES content exam in your area of certification
4. Copy of Driver’s License or State ID

REQUIREMENTS FOR CLINICAL TEACHING

During the Clinical Experience semester, each candidate is assigned to a certified teacher in an approved (public) school who has the same certification as the pre-service pre-professional candidate teacher is seeking. This assignment is for a full semester, undertaking the roles and responsibilities of an in-service teacher and under the tutelage of several additional individuals.

Note: Clinical Experience is conducted during regular school hours. Candidates who work full or part-time will need to make arrangements to be away from their employment during the semester enrolled in the Clinical Experience.

Block IA (EDCI 3301) & Block IB (EDCI 3302) Field Requirements Include:

• 2-3 hours per week, 10 weeks of instructional field time
• Participate in group activities.
• Correct papers
• Assist in preparation of bulletin boards and instructional models
• Complete and teach 2 lessons, which will be evaluated by the cooperating teacher.

Block IAB (EDCI 3301 & 3302) Field Requirements Include:

• 5 Hours per week, 10 weeks of instructional field time
• Participate in group activities.
• Correct papers
• Assist in preparation of bulletin boards and instructional models
• Complete and teach 2 lessons, which will be evaluated by the cooperating teacher.

Field requirements include:

• 7 hours per week, for 11 weeks, of instructional classroom field time
• Participate in group activities
• Correct papers
• Assist in preparation of bulletin boards and instructional models
• Complete and teach 6 lessons, 4 of which will be evaluated by the classroom mentor, and 2 will be evaluated by the Field University Teaching Supervisor (FUTM)

Field requirements include:

• One week of pre-service at TAMIU
• 40 hours per week, for 14 weeks, of instructional classroom field time
• Full control of class for 3 weeks
• Turn in their lesson plans to their cooperating teacher on a weekly basis
• Cooperating teachers complete a field performance evaluation each week

Candidates are placed with cooperating teachers within the candidates’ areas of certification (e.g., All level certification, 7-12, or Elementary grades (EC-6)). Further, diversity of placement sites are sought based on such factors as district size, socioeconomic status levels, ethnicity, and/or language.

Candidates will be in two - three different placement settings for which they are being certified. Because placement assignments are made in advance in consultation with school-based personnel, assignments are non-negotiable and are only changeable at the discretion of the Director of Field and Clinical Experiences

In order to obtain a fair assessment of candidates’ abilities in classroom settings, we will not assign candidates to sites where family members are employed. Neither will we assign placements in settings where candidates are currently or were recently employed. By following these procedures, we minimize any conflict of interest.

As much as possible, the Office of Field and Clinical Experiences strives to cluster undergraduate placements in nearby schools. Such clustering allows candidates to develop camaraderie with each other, peer support, and even the ability to car pool together.

Clinical placements made away from our local service area are possible and considered on a case-by-case basis. Our local service area is considered to be a radius of 60 miles from Laredo. Out-of-area placements are made only during the fall and/or spring terms of the Clinical Teaching semester.

In some cases, depending on the placement, candidates may work with the Director of Field and Clinical Experiences to locate a placement site, cooperating teacher, and/or university-based supervisor. When an out-of-area placement is made, the candidate may be responsible for additional costs incurred by the Field Based Supervisor, or other fees that maybe associated with the out-of-area placement.

Typically, school placement sites are located in United Independent School District (UISD), Laredo Independent School District (LISD) or Webb Consolidated Independent School District (Webb CISD) County schools, within driving distance to the University. Candidates enrolled in clinical or field-based experiences are expected to make their own transportation arrangements. Most placement schools have designated parking spaces for candidates. Please check with the placement site secretary regarding parking needs. An attempt is made to cluster field assignments whenever possible to facilitate carpooling and minimize fuel expenses.

During the clinical semester, each candidate is assigned to a teacher in an approved school with the same certification sought by the teacher candidate. This assignment is for a full semester or year as appropriate, undertaking the roles and responsibilities of a professional educator and under the tutelage of several additional individuals.

Expectations during the clinical semester are that you participate fully in the day to day activities of your assigned classroom and school. While the state requires a minimum of 14 weeks of clinical practice, you should anticipate up to a full semester in your clinical semester schedule. You will follow the calendar of your assigned school district and school, NOT the TAMIU calendar. The length of your typical school day will correspond to that of your cooperating teacher, observing special classrooms and school events, and holidays. You are expected to be present and “on task” even if your cooperating teacher is absent, assisting the substitute teacher assigned.

A detailed listing of clinical semester assignments, tasks, required documents, and evidence will be provided by the instructor of the course in which you are enrolled (EDCI 4693 or 5693). Timelines and deadlines for completion and submission of these documents and evidence will be in the course syllabus and/or provided during the first meeting of the clinical seminar. Clinical seminar will take place the first week of classes and candidates must attend all sessions.

During clinical teaching, candidates shadow, mirror, and assume the role of the assigned cooperating teacher, including a three to four continuous weeks of full-time teaching. The timing and nature of this full-time teaching commitment is determined by the candidate’s readiness to assume the roles and responsibilities of a professional educator, under the guidance of the cooperating teacher and university supervisor. A university supervisor is assigned to oversee planning, progress, and formal and informal observations/evaluations of each clinical teacher throughout each clinical placement. Some of these observations/evaluations are preplanned; some may be unannounced.

All candidates enrolled in clinical teaching are expected to be prompt and attend all placement assignments. Cooperating teachers, and the EC-12 students count on you to follow through and complete tasks as assigned. However, circumstances (e.g., illness, family emergencies, or other unforeseen events) may occasionally require candidates to be absent from their assigned setting/school/classroom. You are expected to be at your respective placement school for the full school day, each and every official school day during the placement semester. Candidates enrolled in clinical teaching are required to complete a full semester in an approved (public) school-based placement. Your semester schedule for the semester is the placement school’s schedule, not the TAMIU schedule.

Should an absence be necessary, candidates are to act professionally and responsibly by notifying the placement site, cooperating teacher, the Field Based Instructor, and the Office of Clinical and Field Experiences as soon as possible. Arrangements to make up the days missed will be at the discretion of the cooperating teacher and Field Based Instructor/professor in consultation with the Director of Field and Clinical Experiences as appropriate. Please note: There is a minimum number of days required in the placement. Extended time away will more than likely cause candidates to repeat these experiences, add time to their placement, and/or delay course completion and thus, potentially, impact graduation plans. TEA requires that your hours at school be documented.

The College of Education requires that all absences during clinical teaching be made up before final grades are submitted and credit hours awarded for the clinical teaching experience. In general, absences will be made up by adding days to the end of the placement in which they occur. When absenteeism requires placements to extend beyond the regular TAMIU semester, final grades for the clinical teaching experience will be an “Incomplete” until all absences/performance issues have been made up/resolved. Candidates must complete and file an Incomplete form which delineates the unfulfilled requirements needed to complete the placement requirements and course, with timelines. A copy of this form is maintained in your file. Receiving an “Incomplete” may impact graduation and degree completion timelines. In rare cases, a candidate may need to repeat the clinical teaching semester due to excessive absences. When this occurs, the candidate should withdraw from the course before the deadline, rather than receive an “F” for the course, which is the case after the withdrawal deadline.

The College of Education requires that all absences during clinical teaching be made up before final grades are submitted and credit hours awarded for the clinical teaching experience. In general, absences will be made up by adding days to the end of the placement in which they occur. When absenteeism requires placements to extend beyond the regular TAMIU semester, final grades for the clinical teaching experience will be an “Incomplete” until all absences/performance issues have been made up/resolved. Candidates must complete and file an Incomplete form which delineates the unfulfilled requirements needed to complete the placement requirements and course, with timelines. A copy of this form is maintained in your file. Receiving an “Incomplete” may impact graduation and degree completion timelines. In rare cases, a candidate may need to repeat the clinical teaching semester due to excessive absences. When this occurs, the candidate should withdraw from the course before the deadline, rather than receive an “F” for the course, which is the case after the withdrawal deadline.

Two absences are allotted to each candidate enrolled in clinical teaching. Students who accumulate more than two absences will be dropped a letter grade. No absences are allowed the first week of class during seminars. Seminars the first week of class are mandatory. If the clinical/student teacher is absent for more than two days due to illness, family emergencies, or other reasons, clinical practices will likely be extended to compensate for the time lost and/or the clinical/student teacher may be required to repeat the clinical/student teaching experience due to excessive absences. In case of illness/absence, the clinical/student teacher must inform the school, the cooperating teacher, and the university supervisor immediately. The clinical/student teacher should not be excused from teaching assignments for any reason that is not approved by the cooperating teachers and in which the university supervisor is notified. (see TAMIU Policy for excused absences).

CHECKLIST OF PROCEDURES TO FOLLOW IF ABSENT:

Contact your cooperating teacher, the placement school, and inform the secretary you will be absent.
If you are unable to reach your cooperating teacher, call the placement school office to leave a message for the cooperating teacher by speaking to a reliable person. (Keep trying the school’s phone number until someone answers the phone; do not leave a message on the school’s answering machine.) Make sure you know with whom you left the message.
Contact, call, email, or text the Field Based Instructor, as applicable, explaining the reason for your absence.
Contact, call, email, or text the Director of Field and Clinical Experiences to notify them of your absence as well.
Submit the Field Placement Absence form. A link to this form will also be provided to you on Blackboard.

Where feasible, candidates are encouraged to participate in school-related extracurricular events/activities in which their cooperating teachers are directly involved (e.g., coaching athletic teams, or serving as a sponsor of student (EC-12) clubs and organizations).

Occasionally, however, candidates may be invited to participate in school-related extracurricular activities in which their cooperating teacher is not directly involved. The College of Education encourages candidates to engage in as much of school life as feasible, provided that the following are met:

1. The extracurricular activity does not compromise or interfere with the candidate’s ability to meet the primary expectations, requirements, and responsibilities of the clinical practice;
2. Monetary compensation for participation is not accepted, and
3. Serving as a substitute teacher in a classroom is not acceptable, including in your assigned placement.
4. Candidates are not permitted to ride on any district-owned vehicles – school busses, vans, etc.