A GUIDE FOR PROFESSIONAL LABORATORY EXPERIENCES

INTRODUCTORY FIELD EXPERIENCE
HANDBOOK I

2005-2006

VI.  INTRODUCTORY FIELD EXPERIENCE

Introductory field experience, considered a valuable and essential component of a teacher’s preparation, initiates the sequence of three clinical placements. In either the spring or fall semesters, intended education majors at Kean University enroll in a campus-based course that is an orientation to teaching as a profession. This course is a prerequisite for admission to the College of Education, as well as the introductory course in the teacher preparation sequence that leads to New Jersey teaching certification.

As part of the introductory field experience, students attend campus-based sessions that prepare them to observe in classrooms and help them assess their interest in and potential for teaching. In order to provide a basis for comparison, students observe three days in urban classroom settings and three days in suburban classrooms. Students also are encouraged to see more than one grade level during their days of observation.

3. Teacher Education Programs available at Kean University

Two important factors in the development of a successful field experience program are: 1) the availability of effective cooperating schools for field experience, and 2) the matching of cooperating teachers and university students. The following general policies are intended to help ensure that sound procedures are used in the selection of the cooperating schools and in the assignment of field experience students and faculty members to those schools.

1. The administration and faculty of the College of Education, or a school district superintendent or his/her representative, may express a desire to have field experience students placed within a particular school.

2.  The school district must possess the following qualities or resources:

1. A sound and innovative curriculum based on the New Jersey Core Curriculum Content Standards which will offer field experience students opportunities to observe and participate in classroom instruction.
2. An administrative and teaching staff genuinely interested in teacher education at the preservice level. This includes, but is not limited to:

1. A willingness to participate in programs necessary to prepare for service as a cooperating school.

2. A willingness to provide appropriate learning experiences for field experience students.

3. A willingness to work collaboratively with Kean University staff members in the development of a sequential field experience program.

4. A willingness to select cooperating teachers who meet the criteria of Kean University and practice the NJ Professional Teaching Standards.

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1. Introductory field placements are made through a cooperative and mutual agreement with P-12 schools and agencies. These arrangements are initiated and completed by the Teaching Performance Center in accordance with departments within the College of Education. Preferences will be given to placements where agreements exist with selected P-12 partner schools and agencies.
    
2. Within the contextual framework of its informed, dynamic professional model, field-based experiences are designed to provide teacher candidates with an education sequence for their participative study of learning, teaching and schools. The faculty and staff of the College of Education endorse clinical placements in multicultural districts and diverse classrooms. Field assignments are designed for COE students that prioritize opportunities to interface with P-12 students of differing abilities, races and cultural backgrounds.
    
3. Placements are made in public school settings with cooperating teachers who meet the criteria as stated.
    

4. Placements are made in schools which satisfy accreditation requirements of the New Jersey Department of Education.
    

5. Placements in Professional Development Schools (PDS) are a priority for the College of Education.
    

6. If there are special placement considerations requested, they are to be made in writing to the Teaching Performance Center by the student and/or faculty member(s) during the first week of the semester.
    

7. Transportation to and from the sites of all field assignments are the responsibility of the Introductory field student.

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The cooperating teacher is the single most important element of a successful Introductory Field Experience. Modeling exemplary classroom practices, a cooperating teacher offers the beginning field experience student opportunities to observe effective instruction, successful classroom management strategies, and positive social interactions among pupils and adults.

To serve as a cooperating teacher, a teacher must:

1. have been approved by the principal and/or the district;
2. hold a valid standard New Jersey teaching certificate authorizing him/her to teach in the field and/or grade level;
3. have completed at least three (3) years of successful classroom teaching experience including one within the district;
4. have a thorough knowledge of subject matter and uses such knowledge to create interactive learning experiences for students;
5. demonstrate positive language and effective classroom management strategies;
6. appreciate individual differences, show respect for diverse talents of learners and be committed to helping them develop self-confidence and competence;
7. plan instruction based on knowledge of subject matter, of students, and of curriculum goals and models and the NJ Core Curriculum Content Standards;
8. demonstrate excellence in teaching and communication skills;
9. be a lifelong learner who seeks opportunities for continued growth;
10. possess and exhibit high expectations for students;
11. collaborate with colleagues and parents;
12. be willing to participate in university-sponsored professional development opportunities and experiences that increase his/her expertise as a cooperating teacher and classroom instructor; and
13. be familiar with and model New Jersey Professional Teaching Standards.

Cooperating teachers are asked to:

• model appropriate language skills;
• discuss instructional strategies;
• integrate the university student into the activities of the classroom;
• provide space and materials (i.e., texts, handouts, supplies) for the university student to use during the period of observation/participation;
• teach lessons that demonstrate effective classroom procedures;
• provide advice and information about classroom management and student behavior;
• encourage the participation of the introductory field experience student into the classroom activities;
• promote the professionalization of teaching;
• help the university student to evaluate his/her commitment to teaching;
• Reinforce the awareness of state and national standards and initiatives including NJ Core Curriculum Content Standards; and
• practice New Jersey Professional Teaching Standards.

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VIII.  INTRODUCTORY FIELD EXPERIENCE POLICIES

1. Registration

A student participating in an Introductory Field Experience course must be registered with the Office of the Registrar using Kean Wise or One-Stop Service.

1. A student is to check the registration bulletin for the correct course and section number to register for a field experience and receive transcript credit. Refer to the listing of the Introductory course numbers.

2. It is the student’s responsibility to pay his/her tuition bill on time or contact student accounting if a tuition and fees bill is not received prior to the start date of the semester of field experience.

 B.    State of New Jersey Requirements for Educators

1. Mantoux Test (Required)

A candidate is required to have negative test results for the Mantoux (Tuberculin) Test before entering the assigned school for the Professional Internship experience. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of the experience. A student with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

An introductory field experience student should check with his/her cooperating teacher or school principal to learn the reporting procedures of the school district to which he/she has been assigned.

New Jersey law states: that any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall report this information immediately to the Division of Youth and Family Services (DYFS). From 9:00 AM to 5:00 PM weekdays, reports of child abuse and neglect can made to the local DYFS district office. There is at least one district office in every county. The hotline number (800-792-8610) is available 24 hours a day, seven days a week.

Any person, who pursuant to the law, reports child abuse or neglect or testifies in a child abuse hearing resulting from such a report is immune from any criminal or civil liability as a result of such action.

Any person who knowingly fails to report suspected abuse or neglect pursuant to the law or to comply with the provisions of the law is disorderly and is subject to a fine up to $1,000 or up to six months imprisonment or both.

Since 1986, the New Jersey State Department of Education requires all new employees to be fingerprinted and undergo a criminal history background check. An introductory field experience student is not an employee of the school district where he/she completes the field experience; however, a district may require a field experience student to provide assurance that he/she has not been convicted of any disqualifying offense since their eighteenth birthday.

Local school districts, in order to ensure themselves and the public that a preservice student has not been convicted of a disqualifying offense, may require the intern to submit, have notarized, and keep in their records the second part of the "Application Authorization and Certification Form" which provides this assurance.

As required by New Jersey law, the State of New Jersey, Department of Education will not issue a teaching certificate, in most cases, to anyone with a criminal history of certain disqualifying offenses. Similarly, New Jersey facilities, centers, schools, and school systems under the supervision of the Department of Education are barred from employing such individuals in positions which involve regular contact with pupils under the age of 18.

A conviction or charges pending for any of the following crimes or offenses may preclude a student from participation in field experiences (introductory, preprofessional and professional internship) and placement in school districts/agencies.

These disqualifying crimes/offenses include:

• Any crime of the first or second degree;
• Any crime involving sexual offense or child molestation;
• An offense involving the manufacture, transportation, sale, possession, distribution or habitual use of a drugs or any violation involving drug paraphernalia;
• Any crime involving the use or force or the threat of force to or upon a person or property, including, but not limited to, robbery, aggravated assault, stalking, kidnapping, arson, manslaughter and murder;
• Any crime of possessing a weapon;
• A third degree crime of theft or a related offense;
• An offense of recklessly endangering another person, terroristic threats, criminal restraint, luring or enticing a child into a motor vehicle, or isolated structure;
• An offense of causing or risking widespread injury or damage;
• Any crime of criminal mischief, burglary, usury, threats or other improper influences, perjury and false swearing, resisting arrest, or escape;
• Any conspiracy to commit or attempt to commit any of the crimes described above.

Any student who believes that he or she may have been convicted of or have charges pending for any of the above crimes/offenses must contact his/his course instructor immediately.

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• Introductory field experience students are required to observe three (3) full days in a suburban district and three (3) full days in an urban district.
• The schedule of observation and visitation for introductory field experience is developed jointly each semester by the staff of the Teaching Performance Center and the university faculty.

• Students have an obligation to be punctual and consistent in attendance.
• Students are to be in their assigned school at the time designated by their university instructor and the principal of the school. They are to remain at the school for the duration specified by the Kean University instructor.
• If an introductory student has children, their childcare and/or transportation to and from their schools during the introductory field experience is the student’s responsibility. The student must handle these needs the same as if he/she were employed by the placement district and allot a sufficient amount of time to arrive at school at the designated time.
• During Introductory Field Experience, the student is expected to be present for all assigned days in the schools. No absences will be allowed except for personal illness or death in the immediate family. If a student must miss days due to reasons cited, all work must be made up. The Kean instructor will determine how the student can make up the work.
• In cases of excessive absences, the student may be removed from the placement.
• Absence for a part of a day counts as one absence.
• If a student is absent, he/she is to call the office of the assigned school as soon as it opens to inform the contact person at the school of his/her absence.

1. The situation that effects the field experience is to be reported to the university instructor and the Teaching Performance Center, 110 Willis Hall, 908-737-4185.

2. The introductory field experience student is not to cross a picket line or participate in a job action.

G. Removal of a Field Experience Student

1. A field experience student may be removed from a placement at the request of school district personnel, school administration, the cooperating teacher, or university faculty.
2. Common reasons for a student to be removed from an Introductory Field Experience include lack of documentation of a Mantoux (Tuberculosis) Test, appearance and dress inappropriate for a school setting, or attitude and behavior unbecoming to a professional educator.
3. If removal is the result of unethical conduct or criminal activity, the student may be denied a second opportunity for field experience.

H.  Assessment and Grading

1. Assessment

Assessment of a student enrolled in an introductory field experience course is completed by the course instructor with appropriate feedback and comments from the cooperating teacher to whom the university student is assigned for observation.

An introductory field experience student receives feedback after the actual field experience, as well as feedback on his/her classroom performance. The Introductory Field Experience Performance Competency Assessment form is used to assess all introductory field experience students. Completed copies are distributed to the Teaching Performance Center, student, course instructor and department.

2. Grading

Traditional letter grades are awarded at the completion of the introductory field experience course.

A student who intends to enter the College of Education must successfully complete an introductory field experience course (CDD 2251, EC 2900, FA 2900, EMSE 2800, 2801 or 2802, MUS 2900, PED 2800, SPED 1220 or 1250 or equivalent) with a grade of "C" or better. A grade of B- is required for EMSE 2800 or 2801.

I.  Substitute Teaching

Kean University does not permit a student to be used as a substitute teacher while performing his/her field experience.  When a cooperating teacher is absent, it is expected that the school or district will hire a substitute teacher and place the introductory student with another teacher for the day.

However, the University strongly urges that students obtain their substitute certification as soon as they have earned the required 60 credits.  Substitute teaching allows students the opportunity to gain valuable experience at varying grade levels and in many different subject areas.  A valid substitute certificate, while providing proof of a clean, criminal background history, is also an important bridge to obtaining a teaching position after graduation and prior to receiving the standard teaching license from the state.

A student may substitute teach only on the days he/she is not assigned to perform introductory field work.

See Frequently Asked Questions about substitute teaching.

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XI.  THE INTRODUCTORY FIELD EXPERIENCE STUDENT

The university student is to:

1. arrive promptly and sign in at the assigned school.
2. dress professionally. Jeans and t-shirts are not appropriate dress for most school situations.
3. exhibit skill in communicating in oral and written language.
4. respect the rules and regulations of the cooperating school.
5. follow school safety and health regulations.
6. attend scheduled university-based sessions.
7. maintain on-going communication with university instructor.
8. treat conference and classroom events with confidentiality and professionalism.
9. express interest and enthusiasm in teaching.
10. participate in classroom activities as invited by the cooperating teacher.
11. observe and analyze classroom activities, as well as activities within the school.

University students enrolled in introductory field experience spend six days observing classroom interactions. Students may assist classroom teachers, if invited, in the following:

• duplicating materials - attending a faculty meeting
• using AV equipment - preparing materials, transparencies, or
• using computers other visuals
• checking assignments - talking informally with students
• tutoring - directing small group discussion or
• reading orally small group activity
• shadowing a student - pronouncing spelling/vocabulary lists
• leading a small group - creating an activity for involving students
• assisting students in library

Introductory field experience is an introductory semester of inquiry during which students observe a total of six (6) days: three days each in both an urban and suburban school. Fundamental to this course is that:

• students become aware of the realities of teaching in the schools of New Jersey in the 21^st Century and beyond, and that

• effective teaching is a complex process of interrelated skills, knowledge, and values requiring hard work, commitment, and talent.

The three (3) requirements of the introductory field experience semester are:

1. observation and analysis of activities within suburban and urban classrooms;

2. initiating and maintaining a reflective journal; and

3. beginning an educational portfolio.

The Introductory Field Experience at Kean University requires a minimum of six (6) full day observations of teachers and students in public schools. Of the six days observation, three (3) days are designated to be spent in a school setting in an urban community. For the remaining three (3) days, students are assigned to a suburban placement.

A variety of schools and classrooms to be observed are selected to provide insights into relations between teachers and students, the backgrounds of students who will be in elementary and secondary classrooms, and the effects of different instructional strategies, different materials and resources, and different styles of teaching.

Some ways to focus observations include:

1. Which teaching techniques excite their interest?
2. Which teaching materials and strategies did you observe? Which promoted student interest and engagement?
3. How many students were in the classroom?
4. How many students were involved with the lesson?

1. How do they start their classes?
2. How much time do they spend starting their classes?
3. What attendance procedures are in use?
4. How are classes brought to conclusion?
5. What techniques for motivation, probing, discovery, inquiry, closure, and reinforcement are used?
6. What procedures are used to establish and maintain classroom control?

1. What seems to be the cause of the climate?
2. Is the class teacher-centered or student-centered? How do you know?
3. How does the teacher use learning centers?
4. How do students respond to the teacher, fellow students, you as an observer?

Each student is required to maintain a journal. This is intended to help a student analyze and reflect upon classroom issues that he/she may observe. A reflective journal promotes self-understanding through the recording of experiences and personal reactions to them. Maintenance of a journal is an important aspect of the introductory field experience.

Set aside 15-20 minutes at the end of every school experience and write reflectively in your journal. Be consistent and enter the following data: date, time, hours spent at the school, activities observed, as well as the number of students in the class. After this, respond generally to the following:

1. What occurred and Why you think an activity went well.
2. What occurred and Why an activity did not go well.
3. Questions that may remain regarding the classroom instruction
4. Insights gained.

1. Talk with the cooperating teacher about his/her objective(s) for the subject matter you are observing. List the objectives and the instructional strategies.
2. Ask the cooperating teacher about his/her classroom management plan. During the observation, note and record evidence of the management plan in action. Is the classroom management plan effective?
3. Look for evidence that the New Jersey Core Curriculum Content Standards are being used in lessons observed.
4. Discuss with the cooperating teacher ways in which s/he adapts or adjusts lessons for varying levels of student development and learning styles. As the lesson is observed, look for evidence of those adjustments or adaptations.
5. Observe the cooperating teacher giving directions for an activity. Record what the teacher says. Observe the students and record any questions they ask and any observable evidence that the students understand or did not understand the directions.
6. Look for evidence that the teacher is practicing New Jersey Professional Teaching Standards.

1. A journal is a written record of a person’s thinking. The act of thinking/ writing leads to the construction of meaning.

1. A reflective journal will serve as a link between course work or theory and the activities or practices observed in a classroom. Reflective writing will provide a student with an opportunity to demonstrate how well the lessons have been integrated and applied. Finally, keeping a reflective journal will provide a student with a record of his/her growth as an informed, dynamic professional.

Q: Is it the same as a diary?

A: No. A diary may cover personal, day-to-day topics, but a professional journal will be concerned with topics related to the profession of education and classroom activities.

Q: What do I write about?

A: Lessons the cooperating teacher teaches; what seemed to be effective and why; what could have been done differently and why; techniques which are used for transitions for daily activities; attendance, handing out materials, dismissal, etc. Again, what worked and why is the essence of reflection. Student behavior and classroom management are also fertile areas for reflective writing.

Q: Do I just write about what I see or what I read?

A: Writing a description of what may have been experienced, seen, or read is a starting point but reflection is then required. The reflection may manifest itself in several modes. It may be an analysis of a student’s own personal opinions, beliefs, biases, attitudes, prejudices, etc. in light of the field observation. It may be an examination of what lies behind the particular topic. It may be an informed discussion of the social worthiness of the idea, experience, etc. It may be an envisioning of the action that may be taken. Usually, reflective writing involves a recognition of relationships between any of the above. These are offered as a guide (not a straitjacket) to aid the student in the reflective process.

Q: Who is going to read this journal?

A: The course instructor

Q: How much do I write and when do I write?

A: At the very least, one entry should follow each field observation.

Q: What about correct grammar, mechanics, usage and typing?

A: Entries will most likely be written in a "flow of consciousness" manner. The student should be concerned with where thoughts are leading, as well as with the mechanics of writing and use of standard English.

Q: So overall, what is this journal assignment supposed to do for me?

A: A student will begin developing an awareness of one’s self as a learner and of the learning that is being done throughout this semester of introductory field experience. A student will also enter into the mode of a reflective education professional, i.e., one who connects concepts and experiences, questions and critiques, dialogues with others, and never stops being a learner.

An introductory field experience student is to begin the process of building an educational portfolio by collecting artifacts, evidence and reflection documentation of his/her achievements in the teacher education at Kean University at the core of which is the impact the candidate has on P-12 student learning. A full explanation of an educational portfolio, a guide to compiling the portfolio and all portfolio requirements can be found in the Index/Appendix.

An introductory field experience student should be familiar with the concept and framework of the SPECTRUM Model and the portfolio. Artifacts in the form of course assignments should be included in the introductory level portfolio and should reflect a growing awareness in the three SPECTRUM categories of knowledge, skills and dispositions/values.

The introductory field experience instructor (CDD 2251, EC 2900, FA2900, EMSE 2800, 2801 or 2802, MUS 2900, PE 2800, SPED 2120) is responsible for introducing the concept of the portfolio and laying the foundation for the artifacts to be collected throughout the field experiences. The instructor will also review artifacts in the form of class assignments.

The rubric developed by the Kean University College of Education will be used to assess the candidate’s individual artifacts, as well as the portfolio as a whole. The introductory field experience instructor will be responsible for reviewing the portfolio. The course instructor has the option of evaluating the portfolio using the Portfolio Assessment Form.

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Students wishing to apply for Preprofessional Field Experience and Professional Internships should refer to the Applying for Field Experience section of this website.

Students must be admitted into the College of Education or have begun the admission process prior to making application for Preprofessional Field Experience/Professional Internship.

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