Field Experiences - Stage I

Description

Level I or “observation” field experiences occur during freshman and sophomore years. Satisfactory completion of Level I Field Experiences is required for Professional Standing Level I and admission to (1) Professional Semester (early childhood and elementary majors) or (2) methods courses (all other education majors).

Settings and Activities

Education majors must document experience with children and youth in a variety of settings in urban, suburban and rural locations and with students having diverse learning needs. Settings may include public and private schools, summer camps, and daycare, church and community organizations. Activities may include tutoring, focused observing, team teaching, interviewing, and coaching.

Number of Hours of Experience

The required number is determined by each certification program, along with mandates from PDE. Your field hours will be course-required and course-related, and will vary depending on which course you are enrolled in. For more information, view the Field Experiences-Explained page in the left-hand navigation pane. If you have additional questions or concerns, please reach out to the OPPEO.

Requirements

No matter what stage of field experience you are in, prior to each semester you need to read the following thoroughly:

Field Experience Handbook
Clearance Packet
Student Teaching Handbook
The information found here

Once you have done that, you must turn in the following to the OPPEO:

Acknowledgement of Field Experience Expectations Form
Clearance Cover Sheet
Proof of Required Clearances
- Certain courses/placements have additional requirements than those listed in the Clearance Packet. The OPPEO may notify you that you may need to complete 1-3 more clearances
Proof of Required Trainings (if applicable)
- Certain courses/placements have additional requirements, including professional trainings The OPPEO may notify you that you may need to complete 1-3 additional training courses, and provide proof of completion certificates to satisfy those requirements.

In addition, it is the expectation that you are securing your own transportation so that you can participate in our program effectively. If you need assistance with transportation, contact our office.

You MUST give your cooperating teacher a copy of the syllabus prior to your visit to their classroom. If you need assistance doing that, contact our office.

Expected Competencies

Stage 1 Competencies

Stage 1. A. Planning and Preparation Competencies

Stage 1. A. 1 – Reflects on elements of planning and preparation from observations in educational settings.
Stage 1. A. 2 – Applies knowledge of PA Pre-K-12 Academic Standards to classroom observation.
Stage 1. A. 3 – Identifies ways in which the age and/or related characteristics of students observed in various learning were reflected in instructional planning.
Stage 1. A. 4 – Identifies how learning goals were developed to address individual student needs.
Stage 1. A. 5 – Identifies how various resources, materials, technology and activities engage students in meaningful learning based on the instructional goals.

Stage 1. B. Classroom Management Competencies

Stage 1. B. 1 – Describes elements of effective classroom management observed in various educational settings.
Stage 1. B. 2 – Observes teacher-to-student and student-to-student interactions and reflects on those observations.
Stage 1. B. 3 – Observes how classroom resources are used to make adaptations and accommodations required to differentiate instruction for all learners.

Stage 1. C Instructional Delivery Competencies

Stage 1. C. 1 – Observes and reflects on effective verbal and non-verbal communication techniques.
Stage 1. C. 2 – Observes and reflects on effective questioning and discussion techniques.
Stage 1. C. 3 – Identifies ways in which technology is used as a teaching and learning tool.
Stage 1. C. 4 – Reflects on the level of active student engagement during instructional delivery.
Stage 1. C. 5 – Observes methods of communication of instructional goals, procedures, and content.

Stage 1. D. Professional Conduct Competencies

Stage 1. D. 1 – Represents integrity, ethical behavior, and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state, and federal laws and regulations.
Stage 1. D. 2. – Complies with school policies and procedures regarding professional dress, attendance, and punctuality.

Stage 1. E. Assessment Competencies

Stage 1. E. 1 – Identifies and reports on various kinds of assessments used in instruction.
Stage 1. E. 2 – Assesses their own professional growth through focused self-reflection.

Stage 1. F. Knowledge of Diverse Learners Competencies

Stage 1. F. 1 – Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom.
Stage 1. F. 2 – Reports on effective practices and opportunities designed to communicate with and engage families.