Field Experiences
Coursework is closely linked with field experience in K-6 classrooms. Early Childhood students spend one semester in a pre-school setting. Cohort coordinators make all field placements in partner schools. By written policy, teacher candidates are not allowed to make their own placements. The attendance policy for field experience follows:
Field Experience Attendance Policy
Teacher candidates are expected to be in their field placements on each assigned field day. Be on time, sign in/out at the office, and remain at your placement for the entire day. Maintain teacher hours, which for DOE teachers extend from at least 7:45 a.m. until 2:45 p.m. each field day. Field placement start and end times at private schools and/or early childhood settings may need to be adjusted in consultation with your cohort coordinator. Individual cohort coordinators may adjust the field placement start and end times to suit the special needs of their cohort and/or individual students. As professionals, teacher candidates and student teachers are expected to find adequate daily/weekly time to meet and plan with their mentors. This may mean that, when possible, a candidate adjusts her or his hours of attendance to parallel the mentor teacher's hours. The key is to assure that there is adequate time set aside each day to communicate with your mentor teacher and plan accordingly. Almost all candidates and mentors find that they need additional planning and discussion time before 7:45 a.m. and after 2:45 p.m. Field placement includes all professional development (PD) days, planning/collaboration days, teacher work days, Teacher Institute Day, faculty meetings, IEP meetings, etc., that take place during the semester. In addition, students are highly encouraged to participate in other school-based activities that may extend beyond normal hours, such as school-community events and meetings, extended field trips, parent/student conferences, and professional meetings, conferences (which are often on weekends) and workshops. The more opportunities you have to experience everything that a teacher’s job entails, the better prepared you will be to serve your students and the profession.
During the first semester of field experience, teacher candidates get to know their mentor teachers, students, classroom routines and procedures, and the school environment.
Teacher candidates take responsibility for making a semester schedule with their mentor teachers to plan, teach, and assess lessons from their methods courses and complete other assignments in their K-6 classrooms. Teacher candidates must submit written lesson plans in advance to their mentor teachers and field supervisors. For specific lesson and unit plan deadlines, teacher candidates are to confer with their mentor teachers and field supervisors. Your instructors will prepare you to develop effective lessons using the EECE lesson plan format. By the end of the first semester, teacher candidates should be able to plan, teach, and assess two or more lessons without mentor teachers’ assistance. Expectations for field experience are provided in the Documenting your Professional Growth section of this site.
Cohort coordinators and field supervisors arrange seminars throughout the semester. On seminar days, teacher candidates meet to discuss teaching experiences with their cohort group. Teacher candidates should let their mentor teachers know the schedule in advance, if seminars require them to leave field experience before 2:45 p.m. Seminar attendance is a program requirement.
Teacher candidates should be mindful of behaving as professional teachers from the very first day of field experience. For example, candidates should dress professionally, turn off cell phones in the classroom, and limit computer use to classroom-related work approved by their mentor.
Field Experience in the EECE program is graded Credit/No Credit. Teacher candidates participate in self-assessment and are evaluated by their mentor teachers and UHM field supervisors on the ten Hawai‘i Teacher Performance Standards , the Association for Child Education International (ACEI) Standards, and the five EECE Professional Dispositions (see Documenting your Professional Growth).
Additional DOE/COE teacher candidate requirements for the Field Experience
As part of the Field Experience requirements, students are to review the following resources:
1. Mandatory Child Abuse Reporting (video)
http://downloads.k12.hi.us/training/childabusereporting/
2. Bloodborne Pathogens Inservice Video
http://www.teleschool.k12.hi.us/bloodborne/
3. Preventing Sexual Harassment (online training)
http://training.newmedialearning.com/psh/uhawaii/index.htm
4. DOE A Guide for New Employees handbook (esp. pp22-31)
http://www.rrsc.k12.hi.us/newemploy/index.html
Field Experience Attendance Policy
Teacher candidates are expected to be in their field placements on each assigned field day. Be on time, sign in/out at the office, and remain at your placement for the entire day. Maintain teacher hours, which for DOE teachers extend from at least 7:45 a.m. until 2:45 p.m. each field day. Field placement start and end times at private schools and/or early childhood settings may need to be adjusted in consultation with your cohort coordinator. Individual cohort coordinators may adjust the field placement start and end times to suit the special needs of their cohort and/or individual students. As professionals, teacher candidates and student teachers are expected to find adequate daily/weekly time to meet and plan with their mentors. This may mean that, when possible, a candidate adjusts her or his hours of attendance to parallel the mentor teacher's hours. The key is to assure that there is adequate time set aside each day to communicate with your mentor teacher and plan accordingly. Almost all candidates and mentors find that they need additional planning and discussion time before 7:45 a.m. and after 2:45 p.m. Field placement includes all professional development (PD) days, planning/collaboration days, teacher work days, Teacher Institute Day, faculty meetings, IEP meetings, etc., that take place during the semester. In addition, students are highly encouraged to participate in other school-based activities that may extend beyond normal hours, such as school-community events and meetings, extended field trips, parent/student conferences, and professional meetings, conferences (which are often on weekends) and workshops. The more opportunities you have to experience everything that a teacher’s job entails, the better prepared you will be to serve your students and the profession.
During the first semester of field experience, teacher candidates get to know their mentor teachers, students, classroom routines and procedures, and the school environment.
Teacher candidates take responsibility for making a semester schedule with their mentor teachers to plan, teach, and assess lessons from their methods courses and complete other assignments in their K-6 classrooms. Teacher candidates must submit written lesson plans in advance to their mentor teachers and field supervisors. For specific lesson and unit plan deadlines, teacher candidates are to confer with their mentor teachers and field supervisors. Your instructors will prepare you to develop effective lessons using the EECE lesson plan format. By the end of the first semester, teacher candidates should be able to plan, teach, and assess two or more lessons without mentor teachers’ assistance. Expectations for field experience are provided in the Documenting your Professional Growth section of this site.
Cohort coordinators and field supervisors arrange seminars throughout the semester. On seminar days, teacher candidates meet to discuss teaching experiences with their cohort group. Teacher candidates should let their mentor teachers know the schedule in advance, if seminars require them to leave field experience before 2:45 p.m. Seminar attendance is a program requirement.
Teacher candidates should be mindful of behaving as professional teachers from the very first day of field experience. For example, candidates should dress professionally, turn off cell phones in the classroom, and limit computer use to classroom-related work approved by their mentor.
Field Experience in the EECE program is graded Credit/No Credit. Teacher candidates participate in self-assessment and are evaluated by their mentor teachers and UHM field supervisors on the ten Hawai‘i Teacher Performance Standards , the Association for Child Education International (ACEI) Standards, and the five EECE Professional Dispositions (see Documenting your Professional Growth).
Additional DOE/COE teacher candidate requirements for the Field Experience
As part of the Field Experience requirements, students are to review the following resources:
1. Mandatory Child Abuse Reporting (video)
http://downloads.k12.hi.us/training/childabusereporting/
2. Bloodborne Pathogens Inservice Video
http://www.teleschool.k12.hi.us/bloodborne/
3. Preventing Sexual Harassment (online training)
http://training.newmedialearning.com/psh/uhawaii/index.htm
4. DOE A Guide for New Employees handbook (esp. pp22-31)
http://www.rrsc.k12.hi.us/newemploy/index.html
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