Practicum Guidelines

The practicum is an important requirement of the EDCI 617 course, as secondary students typically get little time to work in classrooms prior to doing an internship. It is designed to provide a graduated teaching experience in a class in the student’s licensure and grade level area. Students will be placed at one of the schools in the area. Or if a student has a contact for a good situation, it is possible to do a self-placement. See one of the faculty for permission.

The practicum consists of a minimum of 9 hours, divided as follows, based on 90 minute periods.

Observations: Two periods (3 hours)

First Stint at Teaching: One period (1 ½ hours)

Second Stint at Teaching: Three Periods (4 ½ hours)

It is best when the student can do the teaching component for one period in one week, followed by a break, and then 1 period each day on 3 consecutive days the next week. (The students are NOT required to teach all day on any day for this practicum.)

Example:

Jane Doe is assigned to do the practicum with Mr. Smith at Jackson High. Jane contacts Mr. Smith and makes an appointment to meet with him to discuss the practicum. She makes arrangements to work with Mr. Smith during his 4^th period English class. This initial contact should be done by the date on the Course Outline & Calendar.

At the initial meeting, they discuss Jane’s requirements and schedule the dates for her to do her practicum. Mr. Smith tells her what part of the course will most likely be taught at that time, possibly including the objectives, topics, skills, etc. He gives her some suggestions about methods, resources, etc. She goes to Jackson High fourth period two times for her observations. Then she goes back the next week for one session and teaches a class. Finally, the next week, she goes back on three different days at fourth period and teaches those classes.

Practicum requirement details are below:

The following activities are required for a successful practicum:

· Make initial contact in a timely manner and leave contact information.

· Plan in collaboration with host teacher (Standard Course of Study goals, objectives, topic, skills, readings, etc.). As a guest in the teacher’s classroom, you should teach the topics and skills that will facilitate progress in the class and meet the teacher’s goals and needs. This way the teacher will have some assurance that the necessary material will be covered.

· Complete two structured observations of the class you will be teaching. Learn the students’ names during the observations, make a seating chart, diagram the room, get ideas, take notes, etc. (One course assignment, the discipline action paper, is based on these observations.) You may offer to help out during the observations.

· Lesson plans must be approved by the host teacher and EDCI 617 course instructors prior to beginning teaching.

· Develop and teach one lesson plan for one period (one-day teach).

· Develop and teach lesson plans for the same class period, three times (three-day teach).

· Write a daily reflection analyzing your experience.

· Lateral entry teachers will use their own classroom for teaching, but will conduct observations in other classrooms. They will use administrator and peer evaluations of their teaching and videotape a class for analysis and reflection.

Expectations:

· Contact your host teacher to set up a schedule. Give your contact information.

· Be prompt and reliable and dress appropriately.

· Learn the students’ names during your observation periods.

· Grade any tests or assignments you give. Finish what you start or make sure your host teacher agrees to finish for you.

· Solicit written feedback from the students about your teaching through an evaluation form to be filled out anonymously. Do this at the end of the first teaching session and then at the end of the third day of the three day sessions. Your form should ask about the strengths of your lessons and suggestions for improvement. A sample is on the web.

Normally, students experience a steep learning curve between the one-day and the three-day experience. Success in the practicum generally comes from hard work in preparation, an open mind to constructive criticism and adequate reflection on feedback from students, host teacher, university faculty and self. Eligibility to begin the practicum is contingent on adequate scheduling and planning. Your lessons will be observed and evaluated by the course instructor, the model clinical teacher and/or your host teacher. You are not expected to be an expert, and your evaluation will be based as much on effort and growth as on your actual teaching. The teachers are willing to share their class to help you learn to teach, even though they are often reluctant to give up their instructional time because of the state testing pressures. It is important to cover the curriculum as planned.

Work Hard!! Plan Well!! And Good Luck!!