Table 3.6

Field Experiences and Clinical Practice in the InitialB.A. Program in Secondary History Education

Semester
or Term / Course / Field Experience or Clinical Practice Requirements
Prerequisite / EDUC 1199 Foundations in Education / An initial school visit, followed by four hours per week for five weeks (20 hours total) of field observations in that and other schools
Spring
Sophomore
Year / EDUC 4459 Special Needs and Exceptional Children
HIST 2000 Research Methods in History
HIST 2XXX Non Western History (2010,2020,2030 or 2040) / None
Fall
Junior Year / EDUC 3360Adolescent Development
HIST 3400 or 4400 Asian History
EDUC 3950A Field Experience and Seminar A / A minimum of 84 hours in an assigned secondary history classroom, 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 Learnersand opportunities to interact with families of ELL students, building on knowledge gained during EDUC 3342 (See Note 1 below)
Participation in the STARS program for one hour each week (See Note 2 below)
January
Junior Year
(or Sophomore) / EDUC 4460 Diversity in the Secondary Classroom / Involvement in a classroom outside the Troup County School District to observe diverse student populations in diverse schools (40 hours)
Spring
Junior Year / EDUX 4350 Curriculum Methods in Secondary Education
HIST 3000 level
HIST 3000 level
EDUC 3950B Field Experience and Seminar B / A minimum of 84 hours in an assigned secondary history classroom, 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 4485 Senior Seminar and Field Experience
EDUC 4365 Assessment and Accountability
HIST 3000 level / Participation in a two-week “opening school experience” (See Note 3 below)
A minimum of 84 hours in an assigned secondary history classroom, 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)
Spring
Senior Year / EDUC 4491 Student Teaching / Placement in a full-time student teaching experience in a secondary history classroom. 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 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.

  1. 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, whichare 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 surveysabout each candidate’s performance during the two-week “opening school experience.”
  1. 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.

Field Hours:

Student Teaching480 (minimum)

Field Experience252 (minimum)

Foundations20

Diversity40

STARS30 (minimum)

Opening School80

Adolescent Development10

912 (minimum)

Additional (Optional) Field Hours:
volunteer hours

Exploring Teaching course40

History Day course