Early Field Experiences generally involve focused observation, interviews and assisting
the classroom teacher. Courses requiring these experiences include EDCI 201, PSY
323, SPED 339, elementary and middle grades methods courses, and EDCI 607,609, & 616.
Methods courses may also require that candidates plan and implement lessons. Candidates
are required to document from 5 to 24 hours in the classroom depending on the course.
- Applications for early field experiences open the first day of each semester.
- EDCI 201, PSY 323 and SPED 339 require a specified number of field experience hours
to be logged to meet course requirement.
- Documentation of field experiences for other courses is at the discretion of the individual
course instructor.
LOGGING EARLY FIELD EXPERIENCE HOURS
LOGGING EARLY FIELD EXPERIENCE HOURS
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WEEKLY TIME UPDATES FROM OFE OF HOURS COMPLETED
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Internship is a two-semester experience. Candidates gradually assume the responsibilities
of the classroom teacher for planning, implementing and assessing lessons, managing
student behavior and carrying out non-instructional duties. The goal is for candidates
to develop the knowledge, skills and professional dispositions necessary for successful
teaching.
- Internship I varies by program in terms of number of days per week that the student
is required to attend the host school.
- Most programs require 2 full days a week for Intern I.
- Exceptions to this are:
- Some music, art, and science education majors who may only complete 1 day or 2 half days
if taking 1-2 hour internship course.
- HPE majors complete three half days.
- SPED – MAT General Curriculum/Mild Moderate complete their Intern I over 3 courses
consisting of three 15 hour field experience requirements.
- Internship II is 40 hours per week following the host school calendar and continuing
through the end of the WCU semester.
- For undergraduates, no additional classes can be taken during the final semester without
prior approval. Internship applications open the first day of the preceding semester
and close on the prescribed due date set by the Office of Field Experiences. An online
Clinical Practice Handbook is available with detailed expectations and is updated
each summer for the following academic year.
Internship Application Materials
Internship Application Checklist
Health Examination Certificate
Résumé Template
Statement on Professional Liability of Interns and Student Teachers
School personnel are responsible for ensuring the safety and protection of students
at all times. Teacher education candidates completing field experiences and clinical
practice are legally viewed as school employees and may be personally charged with
negligence if accident or injury occurs to a student in their care. Neither the State
of North Carolina nor Western Carolina University will be responsible for providing
legal defense for any professional education candidate or for paying for any judgment
which may be entered against the accused; therefore, beginning in the Fall 2018, the College of Education and Allied Professions will require
that all professional education candidates purchase professional liability insurance
prior to beginning their internship.
Many professional organizations offer professional liability coverage as a benefit
of membership at greatly discounted rates for students. Examples of such organizations
include, but are not limited to, the following:
- Student Chapter North Carolina Association of Educators (SNCAE) http://www.ncae.org/
- Professional Educators of North Carolina (PENC)
- Association of American Educators (AAE)
- National Education Association (NEA)
- Kappa Delta Pi (KDP)
- Council for Exceptional Children (CEC) - Select WCU - Chapter # 0575
Information on obtaining private liability insurance can be obtained from the North
Carolina Association of Insurance Agents.
Note: Some districts require all teacher candidates to have liability insurance for
any field experience placement in the district.
The College of Education and Allied Professions at Western Carolina University subscribes
to a definition of diversity inclusive of the following attributes: age, disability,
ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, socioeconomic status, and school performance. WCU candidates
should experience a range of school settings and interact with a variety of students.
Candidates who have not been placed in a diverse setting prior to the Internship experience
will be placed in a diverse setting for Internship (as allowable).
If a diverse placement in a public-school setting cannot be arranged, candidates will
be allowed to complete an experience of at least 10 hours (across a full semester)
with an after-school or community program that provides academic services in a structured
environment for diverse students.
Residential Undergraduate and Graduate Programs
Every student must have diverse placements that meet diversity requirements 1 and
2
Requirement 1: Low performing school (use schools who score D or F on state report card) (per requirements
in SB 599, § 115C-269.25)
Requirement 2: at least 1 of the following 5 characteristics:
- 5% English language learners (use percent of test takers who are labeled Limited English
Proficient in each school from accountability reporting)
- 60% low SES (use % low income students from the Title I report)
- 20% or more students of color (use DPI Statistical profile->Pupil information report)
- Urban or suburban setting (use EDDIE classification)
- Alternative class type (school is early college or charter OR classroom is AIG or
other alternative; use EDDIE classification types)
This can be met by two placements with one meeting requirement 1 and one meeting requirement
2 OR by a single placement that meets both requirements.
If students are not able to meet Requirement 1 by their Internship placement, they
may be exempt from this requirement if they have met one additional characteristic
from the Requirement 2 section.
If the student does not meet these requirements by their Intern I experience, they
will be required to complete an experience of at least 10 hours with a school, after-school,
or community program that provides academic services in a structured environment and
meets diversity requirements not previously met. An after-school or community program
would be considered an “alternative class type.”
- A placement can qualify on the school data or individual classroom data.
Distance Undergraduate and Graduate Programs
If the student is currently employed in a school setting, and this school does not
meet both requirement 1 and 2, they will be required to complete an experience of
at least 10 hours (across a full semester) with a school, after-school, or community
program that provides academic services in a structured environment and meets the
diversity requirements. An after-school or community program would be considered an
“alternative class type.”
Students who are in a distance program and not employed in a school setting will self-report
diversity data for any non-public school sites. OFE will, to the extent practicable,
arrange for a placement to meet the diversity requirements.
Fall 2019
