Field Experience
A Field-Based Model from the Start
Engaged field experiences are integrated throughout the Master of Science in Education program. These field experiences provide candidates with opportunities to work in community with students, educators, families, and others. These experiences are coordinated by our program and connected with coursework, so candidates are supported in sensemaking as they develop pedagogical practices, understandings, dispositions, and professional reflection.
Candidates have opportunities to spend time in PK-12 classrooms throughout the entire two-year program, with experiences intentionally linked to their concurrent coursework. Thus, candidates leave with robust, multifaceted perspectives about teaching, learning, and schooling.
In the first year, students can apply for paid apprenticeship roles fulfilling paraprofessional responsibilities at a local school. These apprenticeships also fulfill field experience requirements.
In the second year, students enter a year-long placement in a single school with a mentor teacher—and may also combine this with their paid paraprofessional role in the same school. This means candidates can earn income while completing their degree, gain authentic teaching experience, and build relationships with a school that may hire them full-time after graduation.
Linked Clinical Experiences
During the final year, teacher candidates complete a year of clinical experiences in a school with their mentor teachers. In fall quarter, engaged practicum is two days per week, beginning with the school year. Practicum consists of:
- Reflective observations
- Mini-lessons
- Small group instruction
- Assessment and feedback
Following practicum, candidates plan and teach a multi-day lesson sequence for their teacher performance assessment.
Student Teaching
Winter Quarter
Student teaching is during the winter quarter, usually at the practicum site. Working full-time under a mentor teacher and clinical supervisor, Elementary teacher candidates are the primary teachers for all core subjects (language arts, math, science, and social studies). Concurrently, students attend an on-campus student teaching seminar in which they discuss and reflect upon their student teaching experiences together.
Spring Quarter
Teacher candidates will stay connected with the same school but work specifically with multilingual learners. Specific schedules will be worked out individually with the field placement coordinator. During this quarter, teacher candidates will also be completing two courses for their ESL and Bilingual endorsements and will complete field-based assignments at their school.