Table 3.4

Field Experiences and Clinical Practice in the Initial B.A. Program in Early Childhood Education

Semester
or Term / Course / Field Experience or Clinical Practice Requirements
Prerequisite / EDUC 1199 Foundations in Education / An initial school visit, followed by two hours per week for five weeks (10 hours total) of field observations in that and other schools
Spring
Sophomore
Year / EDUC 4459 Special Needs and Exceptional Children
MATH 3101 Fundamentals of Mathematics I for Teachers / None
Fall
Junior Year / EDUC 3342 Child Development Practicum
EDUC 3354 Theories of Reading Instruction
EDUC 4449 Classroom Technology for Elementary Grades
EDUC 4360 Curriculum and Accountability in Elementary Grades
MATH 3102 Fundamentals of Mathematics II for Teachers / A minimum of 75 hours in an assigned classroom at either pre-kindergarten, or kindergarten grade level, gradually progressing from working with individual students to working with small groups to working with the entire class
10 hours in field to observe English Language Learners and opportunities to interact with families of ELL students, building on knowledge gained during EDUC 3342 and EDUC 3355 (See Note 1 below)
Participation in the STARS program for one hour each week (See Note 2 below)
January
Junior Year / EDUC 4460 Diversity in the Elementary Classroom / Involvement in a classroom outside the Troup County School District to observe diverse student populations in diverse schools
Spring
Junior Year / EDUC 3319 Math Methods
EDUC 3355 Fundamentals of Reading Instruction
EDUC 4456 Language Arts Methods
EDUC 4457 Social Studies Methods / A minimum of 75 hours in an assigned classroom at either first or second grade level, gradually progressing from working with individual students to working with small groups to working with the entire class
Continuing participation in the STARS program (See Note 2 below)
Fall
Senior Year / EDUC 3317 Science Methods
EDUC 4356 Diagnosis and Remediation of Problems in Reading
EDUC 3356 Integrating Specialty Areas into Classroom Instruction
EDUC 4480 Senior Seminar / Participation in a two-week “opening school experience” (See Note 3 below)
Placement in a third, fourth, or fifth grade classroom as part of Senior Seminar
Continuing participation in the STARS program (See Note 2 below)
Spring
Senior Year / EDUC 4490E Early Childhood Student Teaching / Placement in a full-time student teaching experience. Gradual assumption of full-time teaching responsibilities in the classroom. Complete the Teacher Work Sample (TWS) during solo-teaching (minimum two weeks).

Notes: 1. This course will include experiences with ELL students and their families. Continued support through the United Way sponsored programs, including Troup BELL, may also supplement the field experiences to meet course standards. Associated assignments will focus on the needs of ELL students and their families.

2. Beginning in fall of their junior year, all candidates in the unit’s Initial programs are required to participate in the Service to At-Risk Students (STARS) Program during which each candidate works with an at-risk student (identified by Troup County administrators) in a tutorial or mentoring relationship that often extends for three semesters. The at-risk student meets weekly with the candidate to discuss problems, learn how to communicate effectively, develop social norms, and receive help with academics. Candidates complete weekly reflections on their experiences in the program, which they share with their advisors.

3.  Prior to student teaching, all candidates in the unit’s Initial programs complete a two-week “opening school experience” in conjunction with the beginning of the public school year. They spend 10 days with a classroom teacher, observing and participating in preplanning activities, meetings, registration, the first day of school, and the next nine days. This unique opportunity affords candidates the chance to observe and participate in two full weeks of opening school procedures. Candidates complete daily journal entries which are used as discussion starting points when fall course begin. These journal entries highlight both events that occurred during the two weeks and the candidate’s beliefs, assumptions, and analyses of these events. The cooperating teachers involved in this opening school experience complete surveys about each candidate’s performance during the two-week “opening school experience.”

4.  Candidates in both the B.A. and M.A.T. programs are encouraged to participate in the Student Professional Association for Georgia Educators (SPAGE) and Phi Delta Kappa (PDK). SPAGE meets at least once every semester; PDK meets four times a year. Both organizations provide candidates with opportunities to meet with local teachers and administrators, hear guest speakers, and discuss current educational topics with professionals in the field.