PreProfessional Field Experience
Handbook II
2005-2006
The preprofessional field experience is the second stage in the teacher preparation sequence; a stage that may require one or two semesters of placement, dependent upon program requirements, during which a student is expected to spend a minimum of 15 days, off campus, in a university assigned school.
Field experiences provide opportunities for teacher education students to acquire an understanding of the teaching process by means of a gradual induction into increased instructional responsibilities. Preprofessional field experience students practice procedures they have learned regarding daily lesson planning, classroom management, assessment, and the integration of technology into the classroom. Preprofessional field experience students are required to instruct individual students and small groups of students, as well as the whole class, and to reflect in writing upon that instruction.
The semester hours of credit earned upon successful completion of the placement vary by department. The preprofessional field experience provides opportunities for working with culturally diverse students and exceptional populations. A supervised preprofessional field experience prepares students to assume full-time professional internship responsibilities.
Admission requirements for preprofessional students have been established by the College of Education to meet New Jersey Department of Education requirements, as well as those of Kean University. The following are prerequisites to the preprofessional field experience program:
a. Formal acceptance into the Post Baccalaureate Teacher Certification Program within the College of Education
b. Cumulative GPA of 2.75 or above.
c. Successful completion of respective Introductory Field Experience course. All post-baccalaureate teacher education candidates seeking an initial certification at Kean University are required to successfully complete at least one preprofessional experience at Kean, as well as a full semester of professional internship.
d. Earned grades of C or better in professional education courses. A minimum of B- in professional education courses is required for the Elementary and Secondary Education programs. Grades below C or a grade of IP (Incomplete) in professional education courses will cause a student to be ineligible for field work.
e. Negative test results for the Mantoux (Tuberculin) Test before entering the assigned school for the preprofessional 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.
f. Specific program requirements including prerequisite courses as determined by the department in which accepted. Individual department and/or program requirements may supercede above eligibility requirements. Please check with the program coordinator.
g. A student seeking Bilingual Teacher Certification will only be recommended for field experience placement, preprofessional and the internship, when documented evidence of satisfactory scores on written and oral proficiency are presented along with the field experience placement application to the program coordinator. Satisfactory scores on oral proficiency are acceptable only at the level of Advanced High and written proficiency at the level of Advanced Medium. Proficiency scores must be submitted for English as well as the other language of instruction.
A preprofessional field experience student is expected to:
1. Attend the Preprofessional/Professional Field Experience application meeting and obtain the necessary application packets for future field placements. See Preprofessional Field Experience Calendar for mid-November date.
2. Print information, as requested, on both sides of the application card.
3. Complete a Personal Data Sheet by accessing the form on the Teaching Performance Center’s website: http://www.kean.edu/~soed/tpc. Select Personal Data Sheet.
ORRecreate the Personal Data Sheet using a personal computer and word processing application such as Microsoft Word or WordPerfect
After printing/recreating the date sheet, make four (4) copies for submission with application.
4. Sign and date the application card.
5. Complete, sign, and date the blue Eligibility Checklist.
6. Check with your program advisor to determine prerequisite or corequisite courses and eligibility for field work.
7. Secure the signature of your designated program advisor on both the application card and the eligibility checklist. The application card must bear this signature to be accepted by the Teaching Performance Center. See Advisement Sheet (Appendix A) for name, address and telephone number of specific program advisors.
8. Return the completed application card, the four (4) copies of the personal data sheet and the eligibility checklist on or before February 1 for the following summer and fall placements, and April 15 for the following spring placements. Transfer students and special cases must return applications for spring placement by September 15.
9. Register for the appropriate preprofessional field experience course.
10. Attend Orientation to Preprofessional Field Experience which is normally held the Thursday before the start of the semester of field experience.
11. Beginning September 1, 2006, the College of Education requires that a professional internship student schedule, take and pass the respective Praxis II Test for the teacher certification that he/she is seeking before he/she can participate in the internship field experience. Students who are seeking Special Education, ESL or P-3 certification and are not currently required to pass a Praxis II test for licensing, WILL BE REQUIRED to pass the Elementary Education Content Knowledge test before beginning their professional internship. It is the candidate’s responsibility to ensure to schedule and pass the appropriate Praxis II test within the appropriate timeframe. Students will not be able to participate in the professional internship without submitting a photocopy of a passing Praxis II score report to the Teaching Performance Center in Willis 110 in Willis 110 by the stated deadline (August 15 for fall internships, November 1 for spring).
Preprofessional Field Experience Placement
A. Selection of Cooperating Schools
Two important factors in the development of a successful field experience program are: 1) the availability of effective cooperating schools for field experiences, 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 preservice teachers to those schools.
1. A listing of preprofessional field experience sites, as approved by the program faculty and school districts, is made available for students as part of the application packet. Students must select a regional assignment from the approved list and/or choose from partnership districts and Professional Development Schools (PDS).
2. The school district must possess the following qualities or resources:
a. A sound and innovative curriculum which will offer preservice teachers opportunities to develop and demonstrate initiative and resourcefulness as teachers.
b. A diverse administrative and teaching staff genuinely interested in teacher education at the preservice level. This includes, but is not limited to:
1) A willingness to attend preparatory programs necessary to serve as a cooperating school.
2) A willingness to provide appropriate learning experiences for preservice teachers.
3) A willingness to provide continuous supervision and weekly conferences to assist the preservice teacher in professional development.
4) A willingness to evaluate the performance of the preservice teacher using instruments designated by Kean University.
5) A willingness to work cooperatively with Kean University staff members in all aspects of the field experience program.
6) A willingness to select cooperating teachers who meet Kean University’s criteria for cooperating teachers.
B. Selection of Cooperating Teachers
A teacher must meet the following criteria to serve as a cooperating teacher:
1. Be approved by the principal and the district office.
2. Be able to serve as a model for excellence in teaching.
3. Be familiar with and model New Jersey Professional Teaching Standards.
4. Possess and exhibit high expectations for students.
5. Have strong skills in planning, oral/written communications, collaborative decision- making, judgment and human relation skills.
6. Have strong instructional skills and current content knowledge.
7. Have strong skills in collaborating with other teachers and parents.
8. Have a minimum of three years teaching experience, including one within the district.
9. Possess a standard instructional certificate.
10. Have appropriate certification to match that being sought by the professional intern.
11. Be committed to the time and effort needed to serve as a mentor to a field experience student.
12. Be willing and able to assist the student in developing lesson plans, observe instruction, and provide meaningful feedback.
13. Be available to the preservice teacher before, during, and after the school day.
14. Be willing to provide evaluative feedback to the field experience student regarding his/her effectiveness in preparing lessons, delivery of instruction, and providing meaningful feedback to P-12 pupils.
15. Be willing to participate in university-sponsored professional development opportunities and experiences that increase his/her expertise as a cooperating teacher and classroom instructor.
1. Preprofessional field experience placements are made through a cooperative and mutual arrangement 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 endorses clinical placements in multicultural districts and classrooms. Field assignments are designed for COE students that prioritizes opportunities to interface with P-12 students of differing abilities, races and cultural backgrounds.
3. Preprofessional field experience students will be assigned to placements that are consistent with the certification being sought.
4. Preprofessional field experience students will be assigned to schools in towns other than where they reside, where they went to school, where their children attend, or where they have relatives employed in the schools. Exceptions may be made for students living in special needs districts or professional development school districts. Placements in districts with diverse populations are encouraged.
5. Placements in Professional Development Schools (PDS) are a priority for the College of Education.
6. Requests for special considerations in placements are to be made in writing to the assistant director of the Teaching Performance Center with a copy to the program coordinator at the time the application is submitted. Special requests for placement by students will be considered only where there is evidence of extenuating circumstances.
7. Each student will be provided two opportunities to interview for a preprofessional field placement. If both interviews result in non-acceptance, the student will be evaluated by a Fieldwork Review Committee convened by the Teaching Performance Center to determine his/her suitability for classroom placement. The committee membership will consist of the student’s designated program coordinator or faculty advisor and representatives from the Teaching Performance Center and the appropriate department within the College of Education.
8. Transportation to and from field assignments sites are the responsibility of the preprofessional field experience student.
D. Preprofessional Field Experience at Place of Employment:
A student employed as a teacher’s aide or assistant who wishes to be placed in that setting for the preprofessional field experience must present a letter from the school/agency principal/director to the Teaching Performance Center. This letter, on school/district/agency stationery, is to be presented at the time the field experience application is submitted. The letter should contain:
1. Affirmation of employment at a specific school or agency including grade and/or subject taught and affirmation that the student is under contract to the district/agency/school.
2. Acknowledgment from the employer sanctioning continuing employment while the requirements of the preprofessional field experience are met.
3. Acknowledgment that a supervisor from Kean University will be in the classroom to observe and assess the preprofessional field experience student during the semester in consultation with the cooperating teacher.
4. The name and address of the principal/supervisor or his/her designee who will assume the role of cooperating teacher and who will collaborate with the university supervisor/clinical instructor.
5. Affirmation that the class placement and cooperating teacher’s N.J. teacher certification is consistent with the certification sought. For example, a student who is seeking elementary education teacher certification is employed and working in an elementary class that is being taught by a certified K-8 teacher.
E. Time Requirements for Preprofessional Field Experience by Program
1. Adult Fitness
a) 45 hours per semester
b) Placement arranged jointly with departmental advisor and student in a corporate or commercial setting.
c) Co-requisite course: PED 3611
2. Early Childhood (Two [2] Placements are Required)
a) 20 hour observational placement: Child care/Nursery school or Kindergarten placement. Placement level to be determined by Early Childhood Department
AND
b) Extended field experience placement: Child care/Nursery school or Kindergarten placement, three days per week, 3 ½ hours per visit. Placement level to be determined by Early Childhood Department
3. Elementary Education including Bilingual/Bicultural Education
a) Every Tuesday, all day, for a full semester
b) Placement in an elementary setting; grades 1-6
4. Elementary/Middle School Education
a) One full day per week
b) Placement in an intermediate, junior high or middle school
5. English, Math, Science, Social Studies (Secondary Collateral); English as a Second Language; Spanish; Theatre
a) One full day a week for a full semester
b) Placement in an intermediate, junior high, middle or high school
6. Fine Arts
a) Six hours per week in a supervised field experience
b) Two semesters of field experience required
i) First semester placement in an elementary setting
ii) Second semester placement in a secondary setting
7. Health and Physical Education
a) One half day or three hours per week for full semester
b) Two semesters of field experience required
i) First semester placement in an elementary setting
ii) Second semester placement in a secondary setting
c) Co-requisite courses: PED 3610 and PED 3611
8. Music
a) Every Thursday, AM sessions, for a full semester
b) Two semesters of field experience required
i) First semester placement in an elementary setting
ii) Second semester placement in a secondary setting
9. Teacher of Students with Disabilities
a) One full day per week
b) Day of the week arranged by student with university supervisor/clinical instructor
c) Co-requisitie course: SPED 3000
Preprofessional Field Experience Policies
A student participating in a preprofessional field experience 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 his/her field experience and receive transcript credit.
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
A candidate is required to have negative test results for the Mantoux (Tuberculin) Test before s/he enters 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.
2. Reporting Child Abuse in New Jersey (Required)
A preservice teacher should check with his/her cooperating teacher 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.
3. Criminal History Background Check
Since 1986, the New Jersey State Department of Education requires all new employees to be fingerprinted and undergo a criminal history background check.
A teacher candidate is not an employee of the school district where he/she completes the field experience; however, a district may require a candidate 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 student intern 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 student who believes that he or she may have been convicted of or have charges pending for any of the above crimes/offenses should contact his/his program coordinator immediately.
1. The preprofessional field experience calendar for each semester is developed by the Teaching Performance Center in conjunction with the university faculty. This calendar will be included with general information sent to the field experience triad: the student, the cooperating teacher, and the university supervisor/clinical instructor.
2. A preprofessional field student is required to be in the school and under direct supervision for the designated period of time and for the preparatory periods before and after school. The student is to follow the cooperating teacher’s daily schedule.
3. A preprofessional field experience students will observe vacation and holidays of the school to which he/she is assigned.
1. A preprofessional field student has an obligation to be consistent and punctual in attendance. This applies to two areas:
a. School-related Activities
A student should be in the assigned school at the time designated by the cooperating teacher and principal. He/She should remain at the school for the time duration as specified by the Kean university supervisor/clinical instructor. Most districts require preservice students to be at the school approximately 15-20 minutes before the first bell and to stay 15-20 minutes after the last bell. A student should also factor in travel time to the placement site in order to arrive at the designated time.
The preprofessional student is expected to be present for all assigned days in the schools. No absences will be allowed except for illness or death in the immediate family. If a student must miss days due to reasons cited, all work must be made up. The cooperating teacher and university supervisor/clinical instructor will determine how the preprofessional student can make up the work.
If a preprofessional student has children, their childcare and/or transportation to and from their schools during the preprofessional field experience is the student’s responsibility. The preservice teacher 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.
b. University-related Activities
At specified times during the semester, a preprofessional student may be required to participate in conferences and meetings with Kean University faculty members. Attendance at these activities is required. These meetings may be during the teaching day or in the afternoon or evening.
2. In case of excessive absences, the preprofessional student may be removed from the placement.
3. Absence for part of a day counts as one absence.
4. If a student is absent, he/she is to call the office of the cooperating school as soon as it opens, contact the cooperating teacher, and then call the university supervisor/clinical instructor.
5. It is expected that the preprofessional student will not participate in any employment, activity, or university functions which interfere with the responsibilities and requirements of the preprofessional experience.
A student’s responsibilities for attendance are the same as those for a professional teacher. Schedules are developed to meet requirements of Kean University. Therefore, days missed due to weather problems must be made up by university students.
A student should become familiar with the school/district’s notification procedures for closing. On days when the weather is questionable, the preprofessional student should listen to the local radio station to find out about school closing. Please do not call the school for the information. Announcements are generally available on TV and radio stations by 6:30 A.M. and on the school district's website.
Most schools have planned for the possibility of make-up days and have already designated specific days for make up. Some days may be those scheduled as teacher workdays or a spring break. Students should check the district schedule.
F. Absence of Cooperating Teacher
In the event that the cooperating teacher is unable to perform the supervisory function, the preprofessional student may be reassigned. The principal, university supervisor/clinical instructor, and the Teaching Performance Center staff will determine whether the student will be reassigned in the same school or moved to another setting.
Having the preprofessional field experience student serve as a substitute teacher while performing field work is not permitted. When a cooperating teacher is absent, it is expected that the school or district will hire a substitute teacher.
However, the University urges that students obtain their county 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 county substitute certificate 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 field work, i.e. before school closings at the end of a semester.
H. Strike Threatened at the Site of the Field Experience
In the event that the school or district to which the university student is assigned is subject to any serious conflict or dispute between the teachers’ association and the Board of Education, the preprofessional student should occupy a position of neutrality, which means:
1. The situation that affects preprofessional field experience is to be reported to the university supervisor/clinical instructor and the Teaching Performance Center, 110 Willis Hall, (908) 737-4185.
2. The preprofessional student is not to cross a picket line or participate in a job action.
1. The preprofessional field experience is a supervised experience.
2. The director of the Teaching Performance Center, in cooperation with the program department, assigns a university supervisor/clinical instructor to mentor each student during the experience.
3. A minimum of two (2) supervisory visits is expected with at least one written assessment/evaluation of the experience completed by both the cooperating teacher and the university supervisor/clinical instructor.
Formal observation reports that are to completed and signed include written narrative reports for each visit and one final evaluation. Signatures of the preprofessional student, cooperating teacher(s) and the university supervisor/clinical instructor are expected on each submitted observation report.
4. For the purpose of evaluation, the preprofessional field experience student should be viewed as an emerging professional, a work-in-progress and should b evaluated by standards appropriate to an emerging educator.
1. Removal from a field experience placement may be initiated by the cooperating teacher, university supervisor/clinical instructor, principal or the student. Conditions for a future placement are delineated in Section K below.
2. If removal from the placement is the result of unethical conduct, criminal activity or extreme incompetence in performing the requirements of the experience, the student may be denied a second opportunity.
K. Repeating Preprofessional Field Experience
1. Application to repeat the preprofessional field experience may be made within a two-year period from the date of withdrawal from the experience or receipt of a grade of "U" - unsatisfactory. A student will have one opportunity to repeat the preprofessional experience. A student who graduates from the undergraduate program without certification and returns to the post baccalaureate program is also governed by this policy.
2. The preprofessional experience may be repeated, only once, provided the student meets all recommended interventions.
3. Formal application to repeat the preprofessional experience is initiated by letter to the program advisor with copies to the department chairperson and the director of the Teaching Performance Center. This letter must identify the semester in which the student is requesting a second placement opportunity and must be submitted two months prior to the start of the requested semester. The request will be reviewed by a committee consisting of the director of the TPC, the department chairperson or designee and the program coordinator; however, it may not result in a recommendation for a second opportunity to repeat the preprofessional field experience.
4. A preprofessional field experience student who is repeating a preprofessional field experience will be assigned a Kean University residential faculty member as his/her supervisor for the duration of the field experience semester. Students who are placed in a Teacher Development Program School (Section M) will be supervised by a university supervisor/clinical instructor who has been assigned to that particular site.
L. Extended Preprofessional Field Experience
In some cases where a candidate’s successful completion of the preprofessional field experience is in jeopardy, and where it is felt that a guided additional experience can be beneficial, the director of the Teaching Performance Center, at the recommendation of the university supervisor/clinical instructor, will form a committee consisting of the director of the TPC, the university supervisor/clinical instructor and the department coordinator or designee. This committee will review the student’s particular situation and recommend an extension of the field experience, a recycling of the entire field experience, or a complete removal from the preprofessional field experience process.
If a candidate is unable to progress through the field experience because of justified excessive absences or the cooperating teacher is not able to allow the candidate to fulfill the requirements of the experience, the committee will convene and determine how long the field experience should be extended. If the preprofessional field experience is to be extended, a Special Case Report should be completed.
If the committee determines that the candidate will not be able to complete the field work within a maximum of a three (3) week extension, the committee will recommend removal from placement and refer the candidate to the Teacher Development Program. A grade of IP (Incomplete) will be given to the candidate until the extension of the field experience is completed. The committee can recommend to extend the preprofessional field experience for a designated period of time beyond the instruction period, at the end of which the committee then will decide whether to award a grade of "S" or "U." If a student declines to extend the preprofessional field experience at the request of the committee, it will not be possible for the student to receive a grade of "S" and a grade of "U" will be given.
It is the prerogative of the committee to recommend ending the preprofessional field experience if it is determined that, (1) doing so is in the best interests of the P-12 students with whom the candidate is working, (2) the identified problems are so severe that the candidate requires additional specialized instruction and practice, and (3) the candidate is demonstrating unprofessional behaviors such as continuous lateness, frequent absences, or conduct unbecoming to the teaching profession. If this is the case, the committee will also determine whether the student will be able to repeat the experience in its entirety after specific measures to remediate the difficulties have been completed.
M. Guided Practice Intervention: Teacher Development Program
A preprofessional field experience student who has received a score of two or below on any competency on the Preprofessional Field Experience Performance Competency Assessment or a student who is identified by a Special Case Report may be referred to the Teacher Development Program. A student may also be self-referred or faculty referred. At a conference with the student an intervention plan will be developed indicating the competency areas requiring remediation and/or support services. The student’s progress will be monitored until the completion of his/her teacher education program or until other career choices have been selected.
Support services provided through the Teacher Development Plan address pedagogical and personal knowledge, skills, and dispositions and may include, but are not limited to:
A student who is accepted to the Teacher Development Program will be asked to sign a release form acknowledging that the participants involved in the student’s intervention program (university supervisor/clinical instructor, cooperating teacher, school principal) will be made aware of the student’s previous performance in those competency areas in need of remediation.
A preprofessional field experience assignment may create challenges which require identification and professional management by the Kean university supervisor/clinical instructor. During the placement, a student may experience difficulty with problems or professional concerns. These may include, but are not limited to such areas as classroom instruction, spoken or written English, management skills, content knowledge, or interpersonal relationships.
The following procedure is outlined as a management plan leading to the resolution of a problem or concern with a preprofessional field experience student:
1. A serious problem (or problems) is identified by the cooperating teacher and /or the university supervisor/clinical instructor.
2. The Kean university supervisor/clinical instructor and the cooperating teacher confer to further define the problem(s).
3. The Kean university supervisor/clinical instructor, the cooperating teacher and the field experience student confer formally to identify clearly and explain fully the problem(s) as well as generate suggestions for its solution. This conference is to be dated, noted and recorded on a narrative report or appended to the narrative report. In most cases, this should take place within the first 4 to 5 weeks of the student’s placement.4. The director of the Teaching Performance Center is to be informed of the problem at this time. The director will then notify the program coordinator.
5. If the problem(s) persists, a second formal conference with the student, the cooperating teacher and the Kean university supervisor/clinical instructor is held. The Special Case Report form is completed by the university supervisor/clinical instructor and signed by the student, the cooperating teacher and the supervisor. The original and one copy of the Special Case Report are sent immediately to the Teaching Performance Center. The remaining copies are distributed to the persons indicated. In most cases, this should take place by the end of the 6th week and must be filed if a student is failing at mid-semester.
6. If progress is not observable by the cooperating teacher and/or the Kean university supervisor/clinical instructor, the director of the Teaching Performance Center is formally and directly notified by the university supervisor/clinical instructor. The director of the Teaching Performance Center will arrange a conference with the Kean university supervisor/clinical instructor, the cooperating teacher and the university program coordinator to discuss available options. The field experience student will then be invited into the conference. (This must take place no later than the 8th week of the preprofessional student’s placement.)
7. Options available at this point would include:
a. removal from placement;
b. creation of a plan for remediation/intervention;
c. reapplication for placement in a subsequent semester;
d. completion of a contract for a grade of IP (Incomplete);
e. assignment of a grade of Unsatisfactory;
f. withdrawal from the program;
g. counseling of the student to pursue a career path other than teaching.
N.B.
This procedure is designed so that a preprofessional field experience student will know what the problem(s) is, specifically how he or she is to correct the situation and, given time, helped to make adjustments. Clearly, the major burden of change is on the preprofessional student. The Kean university supervisor/clinical instructor, working collaboratively with the cooperating teacher and other university personnel, provides the professional assistance and guidance to help the student realize his or her progress in this field experience by following the above procedure.
1. Assessment
Both the cooperating teacher and the university supervisor/clinical instructor are encouraged to be honest and objective in completing their evaluations. Joint conferences among the three members of the triad (cooperating teacher, preprofessional student and university supervisor/clinical instructor) are recommended.
A preprofessional field experience student is entitled to receive feedback after each of his/her observations. Evaluation conferences afford the student opportunities to practice self-evaluation as well as respond to the supervisor’s or cooperating teacher’s assessment of his/her progress.
In the areas in which the preprofessional field experience student needs to improve, he/she is to be given suggestions for doing so in as specific terms as possible. A time schedule in which to implement the improvement(s) is recommended also. For purposes of documentation, such suggestions are to be made in writing using the Field Experience Narrative Observation form as well as discussed, and copies retained by the preservice teacher, the cooperating teacher, and the university supervisor/clinical instructor.
For the purpose of evaluation, the preprofessional field experience student should be viewed as an emerging professional, a work-in-progress. The field experience student should be evaluated by standards appropriate to an emerging educator.
At the end of the experience, the university supervisor/clinical instructor and cooperating teacher should each evaluate the student using the Preprofessional Field Experience Performance Competency Assessment form.
Assessment Summary
University supervisor/clinical instructor
۰ 1 final competency assessment form
۰ Field experience Narrative Observation forms
۰ Special Case report (as needed)
Cooperating Teacher
۰ 1 final competency assessment form
۰ Special Case report (as needed)
2. Grading
Traditional letter grades are not awarded for the preprofessional field experience. Instead, one of the following is earned:
S
U – Unsatisfactory performance No credit given; not recommended for certification
IP – Incomplete Incomplete contract completed between the university and the student
It is possible that a preprofessional student will be unable to demonstrate satisfactory competency by the conclusion of the preprofessional field experience semester. In such a case, the student has the following options:
a. Withdraw from the preprofessional field experience if it is within the time limit and receive an automatic grade of "WD".
b.. Receive a grade of "U" indicating unsatisfactory performance. A Special Case report must be on file in the Teaching Performance Center as one documentation of unsatisfactory performance. See Appendix for a sample of this report.
c. Receive a grade of IP (Incomplete) indicating satisfactory performance but not completion of a semester of work.
d. Assignment to the Teacher Development Program. See Section M.
No preprofessional experience will be waived after May 23, 1991. All students must complete at least one preprofessional experience at Kean University including students who have successfully completed preprofessional experiences at a university in a foreign country.
Q. Praxis Requirement for Professional Internship
Beginning September 1, 2006, the College of Education requires that a professional internship student schedule, take and pass the respective Praxis II Test for the teacher certification that he/she is seeking before he/she can participate in the internship field experience. Students who are seeking Special Education, ESL or P-3 certification and are not currently required to pass a Praxis II test for licensing, WILL BE REQUIRED to pass the Elementary Education Content Knowledge test before beginning their professional internship. It is the candidate’s responsibility to ensure to schedule and pass the appropriate Praxis II test within the appropriate timeframe. Students will not be able to participate in the professional internship without submitting a photocopy of a passing Praxis II score report to the Teaching Performance Center in Willis 110 by the stated deadline (August 15 for fall internships, November 1 for spring). Information on Praxis II testing and a schedule of test and registration dates is available on line at http://www.ets.org/praxis/index.html.
The preprofessional field experience student is to begin instruction/teaching as soon as deemed appropriate by the cooperating teacher.
The preprofessional field experience student is responsible for:
1. teaching at least one period or activity a day, starting the third week of the assignment;
2. circulating among and assisting students and answering their questions;
3. working with individual pupils;
4. teaching small groups of 3-5 pupils;
5. teaching to the entire class under direct supervision of the cooperating teacher. (As a preprofessional field experience student begins to teach lessons, he/she should be encouraged to prepare extensively.);
6. arriving promptly and signing in at the cooperating school;
7. dressing professionally;
8. exhibiting skill in communicating well in oral and written language;
9. participating in day-to-day routines as appropriate to settings such as bus, hall, or playground duty, or supervising in the lunch room or cafeteria;
10. preparing a minimum of eight (8) lesson plans and a unit plan and providing the cooperating teacher and university supervisor/clinical instructor with a copy of lesson plans;
11. incorporating the New Jersey Core Curriculum Content Standards in lesson planning activities;
12. assisting the cooperating teacher in classroom management details and enrichment of the classroom environment;
13. utilizing and integrating technology in classroom instruction;
14. learning to operate AV equipment and utilizing multi-media center;
15. developing creative/instructional bulletin boards and other educational displays;
16. maintaining an ongoing communication with the university supervisor/clinical instructor;
17. maintaining and submitting to the university supervisor/clinical instructor a journal of preprofessional field experience including observations, analyses and reflection;
18. conferring with the university supervisor/clinical instructor after each observation to assess the teaching and learning;
19. treating all conferences and classroom events with confidentiality and professionalism;
20. attending scheduled on-campus seminars and orientations; and
21. initiating personal and educational portfolio activities as directed by the university supervisor/clinical instructor for the preprofessional field experience student, such as a case study.
22. limiting outside activities/employment during the field experience, making every effort not to permit personal needs and obligations, or other university courses or activities to take precedence of field experience responsibilities. A student is not to ask to leave early or to be absent from his/her cooperating school to engage in a university course or employment; and
23. developing familiarity with New Jersey Professional Teaching Standards.
Preprofessional field experience is a semester of guided observations and participation prior to the onset of professional internship. During the preprofessional field experience semester, the university student is placed in a school/agency setting and under the supervision of an assigned cooperating teacher and a university supervisor/clinical instructor.
The four (4) requirements of the preprofessional field experience semester are: 1) teaching at least one period or activity a day, for a total of 8-10 lessons during placement; 2) the maintenance of a reflective journal; 3) preparation of lesson plans; and 4) additions to an educational portfolio.
1. Classroom Teaching (Required)
The preprofessional field experience student is to begin assuming instructional/teaching responsibilities as soon as deemed appropriate by the cooperating teacher, certainly by the third week of the assignment. Instruction may be one-on-one, small groups of three to five pupils, and teaching the entire class under the direct supervision of the cooperating teacher.
Conferring for the purpose of assessment and reflection with the cooperating teacher and/or the university supervisor/clinical instructor after each lesson taught and observed is a requirement.
Maintaining a journal is an exercise designed to help a student think more deeply about the knowledge gained from courses and how this knowledge will be applied in a classroom. The journal is an ongoing narrative in which is recorded the thoughts about teaching that will make the preprofessional field experience more meaningful.
Reflection: is a complex thinking process that is cultivated over time. As a process, reflection requires analytical thinking about issues related to the teaching profession. Typically, it involves systematic and insightful thinking about what has been done, and the effects of instruction on student behavior and student learning. The intent of reflection is to develop an awareness of a teacher’s own thoughts, feelings, teaching decisions and student reactions. The outcome is a change of behavior toward the improvement of instruction and increased probability of student learning.
Reflective Journal Entries: are written thoughts, feelings, insights and questions that represent thinking about experiences in teaching, learning and/or beliefs about professional issues.
The following topics are suggested to facilitate thinking and to help the university student write reflective journal entries:
1) What is the context of your preprofessional field experience(s)?
2) What are your goals for preprofessional field experience(s)?
3) What are you learning about teaching?
4) How successful were you as a preprofessional student?
5) What are the characteristics of an effective (successful or good) teacher?
6) What are the characteristics of an effective (successful, worthwhile, or good) lesson?
7) What are crucial (or important) teaching skills?
8) What should a teacher attempt to do or accomplish daily?
9) What are important dilemmas that you expect to face as a preprofessional student?
10) What issues have been raised by your preprofessional field experience?
11) What teaching skill(s) do you need to work on?12) What kind(s) of teaching situations do you now need to try?
13) What should you be doing to prepare yourself for a successful preprofessional field experience?
During the preprofessional field experience, each student will be responsible for planning and teaching a minimum of 8-10 lessons. A student will prepare detailed plans to support any lesson taught. A suggested lesson plan format is found in the Appendix. A preprofessional field experience student is responsible for submitting a plan for each lesson that he/she teaches.
The lesson plans are to be signed by the cooperating teacher before the lesson is implemented. Accumulated lesson plans for the field experience are to be available for daily review by the cooperating teacher and the university supervisor/clinical instructor at the time of his or her visit.
4. Educational Portfolios Additions (Required)
A preprofessional student is to continue to add artifacts, evidence and reflections to his/her educational portfolio. A full explanation of an educational portfolio and College of Education requirements can be found in A Guide to Compiling the Portfolio,
A preprofessional field student must provide artifacts that serve as evidence of meeting at least one learning outcome from each of the three SPECTRUM categories of knowledge, skills and dispositions for a minimum of three artifacts added to the portfolio during the preprofessional field experience.
The university supervisor/clinical instructor will support the preprofessional student in the development of the portfolio, offering assistance in the choice of artifacts and ensuring that the artifacts and reflections are appropriate and reflect the SPECTRUM Model. The university supervisor/clinical instructor will not be responsible for formally evaluating the portfolio during the preprofessional experience.
Instructors from the respective Level II program requirement are responsible for clarifying portfolio expectations, providing guidance in the selections and reflection of artifacts and for formally evaluating the portfolio using the Portfolio Assessment Rubric and the Portfolio Assessment Form. Portfolio development and evaluation will be the responsibility of the faculty member in the program designated course.
A preprofessional student’s portfolio will be scored by Level II designated program instructor as follows:
45 – 50 Accomplished
40 – 44 Capable
34 – 39 Developing
30 – 33 Needs revision
<30 Unacceptable
A minimum score of 3 is required in each section summary.
The success of the SPECTRUM model of teacher education is dependent upon the efforts of a dedicated cooperating teacher and a university supervisor/clinical instructor. Each ensures the success of the Kean University program by providing a student with an appropriate initiation into the culture of the school and the classroom. Modeling exemplary classroom practice, a cooperating teacher offers the preprofessional field experience student creative opportunities to apply theories and principles studied in the university classroom. Cooperating teachers are expected to:
1. provide opportunities for the preprofessional field experience student to interact with P-12 students to design and implement lessons;
2. provide opportunities for the preprofessional field experience student to interact with P-12 students in a total school setting. These experiences include individual, small group, and entire class instructions;
3. share curricular and instructional ideas, resource materials, and suggestions with the student and university supervisor/clinical instructor;
4. model appropriate language and positive classroom management;
5. encourage the use of current innovations and developments such as thematic teaching, the use of manipulative materials, and cooperative learning strategies; and
6. reinforce the awareness of state and national standards and initiatives, including NJ Core Curriculum Content Standards and NJ Professional Teaching Standards.
The cooperating teacher is responsible for:
1. discussing teaching strategies with the student;
2. modeling effective classroom management techniques;
3. teaching lessons that serve as models for the preprofessional field experience student;
4. assigning the preprofessional student to classroom activities in keeping with his/her level of ability and interest, no later than the third week, with opportunities for individual instruction and progression to small groups;
5. reviewing and signing lesson plans; observing and critiquing lessons taught by the preprofessional field experience student;
6. supervising the activities of the preprofessional field experience student in the classroom;
7. helping the preprofessional student reflect on his/her development as a teacher;
8. conferring with the university supervisor/clinical instructor or the university department for additional help, insights, or information;
9. communicating with the university supervisor/clinical instructor, Teaching Performance Center, or program coordinator as needed;
10. completing the Preprofessional Field Experience Competency Assessment of the preprofessional field experience student;
11. participating in university-sponsored professional development activities; and
11. returning the completed assessment forms to the university supervisor/clinical instructor or the Teaching Performance Center, 110 Willis Hall, Kean University, Union, NJ 07083.
C. Professional Development Hours
Professional Development Hours are awarded to cooperating teachers who mentor preprofessional field experience students. A list of the programs and their respective professional development hour credits is located in the appendix.
In order to receive a certificate awarding professional development hours, cooperating teachers must return the Request for Professional Development Hours Form. Certificates will be mailed to the cooperating teacher’s home address based upon the following schedule:
Fall Semester To TPC by October 1 Mailed to coop by February 1
Spring Semester To TPC by February 1 Mailed to coop by June 1
Summer Semester To TPC by May 15 Mailed to coop by July 1
The University Supervisor/Clinical Instructor
The university supervisor/clinical instructor is responsible for the on-site supervision of Kean University students who are assigned for the preprofessional field experience in the public and private schools or agencies of New Jersey. While his/her primary responsibility is to guide the preservice student, the university supervisor/clinical instructor ensures that the experience is developmentally rigorous and intellectual, based on educational research, evaluation and involvement.
As the official representative of Kean University, the university supervisor/clinical instructor acts as a liaison between the university and the participants in the host school or agency - the preprofessional field experience student, the cooperating teacher, and the cooperating school administration - and serves as the resource person for these individuals. The university supervisor/clinical instructor looks for observable growth in the preprofessional student’s responsibility, confidence, instructional competence, and comprehension of the teaching-learning process.
The following qualifications are minimum for the position of university supervisor/clinical instructor:
a. Permanent certification in the content area of supervision or as an administrator/supervisor as issued by the New Jersey Department of Education
b. A minimum of three (3) years permanent certified experience in the area(s) of certification
c. Master's Degree
d. Supervisor's certification and/or formal training in supervision (preferred)
e. Supervisory experience
The university supervisor/clinical instructor, by linking the knowledge, skills, and dispositions/values of the SPECTRUM model to the school classroom and the preprofessional field experience student, assists in the development of an INFORMED, DYNAMIC PROFESSIONAL. university supervisor/clinical instructors, collaborating with cooperating teachers, enable students to develop pedagogical, curricular, and evaluative strategies based on current research and best practice. university supervisor/clinical instructors provide opportunities for students to engage in self-reflections and evaluation of their teaching by serving as advisors and "mirroring" resources.
University supervisor/clinical instructors are expected to:
1. represent Kean University in the field experience setting;
2. be conversant with age-appropriate curriculum concepts;
3. act as a resource to the preprofessional field experience student with a repertoire of current instructional strategies;
4. maintain open communication with the preprofessional student, the cooperating teacher, the university department, and the Teaching Performance Center;
5. encourage the use of current innovations and developments such as thematic teaching, manipulative materials, and cooperative strategies;
6. reinforce awareness of state and national standards and initiatives, including NJ Core Curriculum Content Standards;
7. participate in COE-sponsored professional development activities.
The university supervisor/clinical instructor is responsible for:
1. attending presemester Orientation to Field Experience for Preprofessional Field Experience;
2. meeting with the cooperating teacher and the preprofessional field experience student at the time of the first meeting to review the philosophy and goals of the program as well as the routines for student observation;
3. meeting with the principal for the purpose of introducing himself/herself and to leave preprofessional field experience materials, as well as a telephone number where he/she can be reached;
4. observing the student and using criteria presented on the competency assessment form. The Field Experience Narrative Observation form may be used to document the student’s strengths and weaknesses, as well as noting specific suggestions to be implemented;
5. reviewing the student’s journal and recommending additions to the professional teaching portfolio;
6. conferring with the student directly after an observation and using criteria included on the competency assessment form as the basis for each conference;
7. conferring with the cooperating teacher concerning the progress of the preprofessional field experience student;
8. completing and returning the final Preprofessional Field Experience Competency Assessment of the student to the Teaching Performance Center and appropriate copies to respective departments; and
9. assigning a grade at the conclusion of the experience and submitting that grade via the KeanWise electronic system.
Check to be sure that the preprofessional student is making a satisfactory adjustment. Stress with both the cooperating teacher and the preprofessional field experience student the absolute necessity of identifying and discussing problems or potential problems early in the experience. Any problem (i.e., change of placement, absenteeism of student, or inadequate preparation to teach) is first brought to the attention of the university supervisor/clinical instructor, if he/she is not the initiator, before it is brought to the Teaching Performance Center. Remediation of a field experience problem situation starts with the university supervisor/clinical instructor.
The university supervisor/clinical instructor’s observation of the preprofessional student should be discussed immediately following the observation. Strengths and areas of needed improvement should be identified and noted with the positive aspects identified and stressed first. The university supervisor/clinical instructor may need to prescribe, in very clear terms, what is necessary for improvement.
1. Assessment
The purpose of assessment is to help the preprofessional field experience student become more effective and to provide a critical basis for self-evaluation and self-reflection. The preprofessional student is urged to accept and use suggestions for improvement in a professional, intelligent manner and continually seek to improve his/her teaching through these evaluations.
The university supervisor/clinical instructor bears the ultimate responsibility for the final evaluation of the preprofessional field experience student.
Preprofessional field experience grades are stated in one of three different ways:
= SatisfactoryS
U = Unsatisfactory
IP = Incomplete (Extended field experience)
2. Basis of Final Assessment
Attainment of a total score of at least 35 on the PreProfessional Field Experience Performance Competency Assessment form by the university supervisor/clinical instructor.
Students achieving a score of 30 – 34 will be required to complete an Incomplete Contract and remediation/intervention before being recommended for admission to the internship or second phase of preprofessional field experience.
The judgement of the cooperating teacher regarding the proficiency and competency of the student in the total classroom setting.
Evidence of the student’s personal and professional readiness to assume responsibility for a professional internship.
3. Preprofessional Field Experience Performance Competency Assessment
a. Descriptors for each of the performance competencies on the assessment are printed on the reverse side of the form.
b. The final Preprofessional Field Experience Performance Competency Assessment is to be completed no earlier than 7-10 days prior to the end of the semester.
c. The university supervisor/clinical instructor is requested to consider for inclusion under the COMMENT section on the final Preprofessional Field Experience Performance Competency Assessment report the following:
1. One or two sentences specific to the grade(s), level, subject matter; name, location of school and district, name of cooperating teacher or make certain this information is indicated clearly and legibly in the heading.
2. Next, several sentences illustrative of student’s knowledge and skill starting with a general statement followed by an example(s):
a. His/her lesson plans were creative in that...
b. He/She demonstrated professional rapport with administrators and parents by...
c. His/Her classroom management style provided...
3. Final statement: thinking, feeling or believing
a. It is my professional opinion that...
b. I was impressed by his/her...
c. I believe that his/her love of teaching will...
4. Special Case Report
a. A field experience assignment may create challenges which require identification and professional management by the university supervisor/clinical instructor. During the placement, a student may experience difficulty with problems or professional concerns. These may include, but are not limited to, such areas as classroom instruction, spoken or written English, management skills, content knowledge, or interpersonal skills. When such concerns arise, a Special Case Report should be filed by either the university supervisor/clinical instructor, cooperating teacher or the professional intern. Click here for a sample of this form.
b. The Special Case Report must be filed by the university supervisor/clinical instructor if the progress of the preprofessional student is unsatisfactory at mid-semester.
c. Procedures for filing the Special Case Report and for notification of all parties, as well as remediation guidelines, can be found in the Appendix.