**SPRING 2021 EARLY FIELD EXPERIENCES WILL BE CONDUCTED VIRTUALLY**
All students enrolled in an Early Field Experience course will be required to obtain
a background check (EDCI201 & BK250), and all will need to complete a new Background
Check and University Sanction Reveiw in Tk20.
Early Field Experiences generally involve focused observation, interviews and assisting
the classroom teacher. Courses requiring these experiences include BK, 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.
APPLICATION & EXPERIENCE OVERVIEWS
EDCI 201
PSY 323 & SPED 339 (and Methods Courses taken outside of Block or Internship I)
BIRTH-KINDERGARTEN
GRADUATE EARLY FIELD EXPERIENCES
SUMMER FIELD EXPERIENCES
LOGGING EARLY FIELD EXPERIENCE HOURS
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For Spring 2021 Early Field Experiences will be conducted Virtually.
Record of assignment completion will be uploaded into Tk20
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The "Block" Practicum Experience for students taking either ELMG 390 or EDMG 411 in
the elementary, middle grades, and inclusive education programs and is generally completed
the semester prior to Internship. This experience requires candidates to plan and
implement several lessons and work in the classroom one day per week (or two half
days) for 10 weeks.
- Applications for the "Block" practicum experience open at course registration the semester
prior.
- Placement information is generally given to the students around the second week of
the semester by the Block course instructor.
Videotaping Permission Form for Early Field Experiences & Block - please distribute and collect these from students within the first two weeks in
Block placement.
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 Overviews & Materials
UNDERGRADUATE & GRADUATE - RESIDENTIAL PROGRAMS
SPED 506/562/563
GRADUATE - DISTANCE PROGRAMS (SPED)
Health Examination Certificate
Résumé Templates:
You may use one of the following examples or create your own. Just make sure that
all components are addressed.
Professional Liability Insurance
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 and maintain 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)
- 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.
Diversity Requirement for Initial Licensure Residential Undergraduate & 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.
Diversity Requirement for Initial Licensure 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.
Host Teachers for Block/Practicum Experience
For Elementary, Middle Grades, & Inclusive Education students.
For our “Block” placement, students are required to be with their host teacher one
day per week (or 8 hours if their class schedule requires that they split between
2 days) over 10 weeks for observation. During their time with the host teacher they
will be conducting observations, assisting the teacher, and teaching several mini-lessons.
More detailed explanation of requirements and expectations are provided by the course
instructor(s).
Clinical Educators for Internship
Requirements for Becoming a Clinical Educator
- Approved by the administrative officials of the school system, program coordinator,
and the Director of Field Experiences.
- Professionally licensed in the field of licensure sought by the student.
- Experienced, with a minimum of three years in a teaching role.
- Committed to the education of pre-service teachers.
- Rated through formal evaluations, at a minimum, at the “accomplished” level under
the North Carolina Teacher Evaluation System.
More detailed information, forms, and helpful resources can be found on our new Clinical Educators Resource site.
Forms & Information:
Specific Program Information - See Program Specific Requirements under Internship.
Field Supervisor – (FS) (formerly university supervisor) acts as the liaison between the classroom
teacher and Western Carolina University. He or she has the important responsibility
of ensuring a comprehensive, rewarding classroom experience for interns/student teachers.
Job Responsibilities:
- Serve as a good role model for prospective teachers.
- Exhibit professionalism, courtesy, and be approachable.
- Must attend an informational meeting/orientation at the beginning of the semester.
- Contact the intern(s) and clinical educator(s) within the first two weeks of the WCU
semester.
- Provide all forms and documents (or directed interns to forms and documents) that
are needed throughout the semester to the intern and Clinical Educator.
- Facilitate formal and informal discussions about intern progress and areas of needed
growth.
- Communicates internship requirements & expectations to the intern and the clinical
educator throughout the semester.
- Communicate in a timely manner through phone calls and/or emails.
- Supports the development of the intern by providing constructive, relevant, useful,
and written feedback after observed lessons.
- Collaborate and coordinates with the clinical educator and academic supervisor to
schedule mid-term and final evaluation conferences, and monitor student progress.
- Visit intern(s) a minimum of 4-5 times during Internship I and 5-6 times during Internship
II. When considered necessary, additional visits may be pre-approved by the Director
of Field Experiences.
- Complete internship requirements within Tk20.
Requirements for Becoming a Field Supervisor
Minimum qualifications for serving as a Field Supervisor:
- Doctoral or master’s degree from an accredited institution in the teaching field.
- Strong classroom experience within K-12.
- Strong reputation as an educator and/or classroom teacher.
- Active NC licensure (or eligibility) in applicable area.
- Ability to use technology in the performance of responsibilities.
- Must be willing to travel to regional schools within a 100-mile round trip.
- Have a valid driver’s license and mode of reliable transportation.
- Ability to adapt to new and changing processes and technologies.
If you are interested in becoming a Field Supervisor, please apply. You will need:
- Résumé or Curriculum Vitae
- Transcripts
- Teaching License
- Reference List
