School and Field Services

Pawley Hall, Room 385
456 Pioneer Drive
Rochester, MI 48309-4482
(location map)
(248) 370-3060
(248) 370-4920 fax

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Field Experiences

Requirements
and Expectations
Introduction

Field placements are arranged by the School and Field Services (SFS) office to afford students depth, breadth and diversity of authentic learning experiences in schools.

Students who are enrolled in one or more Anchor Courses in the professional sequence will be assigned a formal field placement. Formal field placements are accessed through the School and Field Services website via the “Access Field Placement” tab. 

During each formal field placement, students focus on building the skills specified in the Profesional Behaviors Assessment and explored in their professional courses.


Anchor Courses
Coordinated and recorded through School and Field Services
  • Elementary
    • Field 1: EED 2000 – Exploring K–8 Teaching: Responsibilities and Opportunities in Education
      • or EED 2001 – Advanced Exploration of K–8 Teaching
    • Field 2: EED 3001 – Managing the Classroom Community for U.S. Diverse Learners
    • Field 3: RDG 3231 – Teaching of Reading
    • Field 4 or Final Field: EED 4270 – Teaching Social Studies at the Elementary–Middle Levels
    • Student Teaching Internship: EED 4950 – Internship in Elementary Education (internship serves as field placement)
  • Secondary
    • Field 1: SED 3000 – Introduction to Secondary Education
    • Field 2: RDG 4238 – Teaching Reading in the Content Areas
    • Final Field: SED 4200 – Teaching of the Major Field
    • Student Teaching Internship: SED 4952 – Internship in Secondary Education (internship serves as the field placement)

Additional Courses that may require field work


Weekly/Semester Requirements
Students should plan to attend their placement on regular and recurring basis. While requirements vary, at least one morning or afternoon each week should be set aside in the students’ schedules to meet the minimum requirement of field hours during the semester.

Minimum time frame: 
8 visits over 8 weeks in the fall and winter semesters
(note: summer field placements are arranged via the department of Teacher Development and Educational Studies)
  • Minimum hours: 
    Most field placements require a minimum of 30 hours in the school, with the following exceptions:
    • The requirement for SED 3000 is 40 participation hours.
    • Elementary (undergraduate) Final Field prior to student teaching is a minimum of 42 hours.
    • STEP Final Field prior to student teaching is 4 half-days a week (Monday, Tuesday, Thursday and Friday)
  • MATEE students attend a minimum of 100 hours over 3 field placements (30/30/40).  The expectation is for students to attend the placement at least once a week.
  • MATSE students attend a minimum of 100 hours over 3 field placements (20/30/50).  The expectation is for students to attend the same class period twice a week. 

POLICY: “Oakland University, local schools or school districts may require the Oakland University student to sign a statement identifying all crimes for which they have been convicted, obtain or consent to state and federal criminal history record checks and/or submit fingerprints to the Michigan State Police, all at the student’s expense, before the student may participate in student teaching or field placement.”


Professionalism

On your visits to the school, you are encouraged to remember that you are an ambassador of the School of Education and Human Services and of our office. You are also building your reputation in the world of educators. With this in mind, we hope that these expectations will promote positive and professional relationships between you, your mentor teacher and your sponsoring school.

  • Behave as a guest in the school.
    • Be routinely prompt and professionally dressed. 
    • Learn and follow the school’s visitor policy.
  • Be respectful of the teacher’s time.
    • Ask your teacher on how best to notify them regarding an unplanned absence. You are responsible to arrange to make up the field hours in case of a missed visit.
    • Arrange times to speak with the teacher when he/she is not responsible for students.
  • Balance being a learner and a teacher.
    • Learn classroom policies, procedures and routines.
    • Pay close attention and observe critically while your teacher is conducting class.
    • Seek critical feedback and respond with observable changes.
    • Respect and protect confidentiality in your communications with students, parents, colleagues and other stakeholders in education.
  • Arrive prepared.
    • Properly prepare yourself to perform scheduled activities.  Pay attention to your personal grooming and professional attire.
    • Promptly return materials borrowed from the classroom or loaned to you by the cooperating teacher.
    • Take initiative to help tidy up after lessons and projects.
  • Build rapport.
    • Strive to maintain a positive atmosphere by practicing safety and order in the classroom.
    • Make a conscious effort to act as a positive role model.
    • Send a “thank you” to your cooperating teacher as a gesture of appreciation and respect.

A teacher is held to a higher ethical, moral and intellectual standard than the general public. Hence, exhibiting professionalism is an important aspect that contributes to the positive perception of you as an educator. As a professional, you will exhibit accountability, respectfulness and regularly perform beyond expectations. Since superior content knowledge is expected and the ability to teach to all the individuals in your care will be required, devoting the time and energy needed to be well-prepared is essential to your success. Finally, teaching requires participation as a lifelong learner who actively contributes to the health of the profession.


Major Standing
The semester after you reach major standing, you will be able to register for the coursework in the program. If you have questions about the program, please contact the advising office.

Contact
If you need to contact School and Field Services, please use the Contact Us form.
Elementary
Experiences
Aspiring educators at Oakland University are expected to develop knowledge, skills and dispositions through clinical field experiences which culminate in a year-long student teaching internship.
The following field experience overview contains activities expected of our Oakland University teacher candidates seeking Elementary Certification. The goal is to learn through authentic experiences, facilitated student interaction and regular dialogue with an experienced teacher. Oakland University students are to actively assist in helping children learn and achieve their academic goals.

Field 1: Introductory

This may be the pre-service teacher’s initial exposure to teaching and learning from the classroom teacher’s perspective. This experience supports the introductory course (EED 2000) designed to help the pre-service teacher understand the system of education and the role and responsibilities of a teacher.

The Professional Behaviors Assessment gauges the pre-service teacher's progress in professional dispositions.

Suggested Field Activities may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice.

 

Field 2: Intermediate

This is the pre-service teacher’s second semester in a classroom, and first semester in major standing.  Pre-service teachers are enrolled in coursework relevant to classroom management and instructional design.  In this term, they might assume some instructional responsibilities that are co-planned or co-taught with a mentor teacher. 

The Professional Behaviors Assessment gauges the pre-service teacher's progress in professional dispositions.

Suggested Field Activities may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice.


Field 3:  Intermediate

Pre-service teachers are enrolled in methods coursework and will need support in designing and enacting learning experiences and assessments. They should continue to work on objectives from previous fields, seeking collaboration and feedback from the mentor teacher. 

The Professional Behaviors Assessment gauges the pre-service teacher's progress in professional dispositions.

Suggested Field Activities may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice


Final Field: Advanced

This semester marks the beginning of the year-long student teaching internship.  Interns spend a minimum of 42 hours working alongside their mentor teacher as they take methods courses.   Interns should work to deeply engage with students and colleagues in preparation for full time teaching responsibility in the following semester.  A list of suggested activies is provided; however, mentor teachers are encouraged to tailor the intern's experience to their particular expertise, classroom, and building.

Interns should review the follwing resources in preparation for full time student teaching experience:

Secondary
Experiences

Aspiring educators at Oakland University are expected to develop knowledge, skills and dispositions through clinical school-based experiences that culminate in a year-long student teaching internship.

The following field experience overview contains activities expected of our Oakland University teacher candidates seeking Secondary certification.

School-Based Experience 1

(SED 3000/3001)

This may be the pre-service teacher’s initial exposure to teaching and learning from the classroom teacher’s perspective. This experience supports the introductory course (SED 3000) designed to help the pre-service teacher understand the system of education and the role and responsibilities of a teacher.

  • Required Hours
    • 25 hours of small group learning facilitation
    • 15 hours of content area observation
    • Middle school and high school in Oakland or Macomb counties
  • Core Teaching Activities and Evidence

School-Based Experience 2

(SED 4100 and SED 5110)

This is the pre-service teacher’s second semester in a classroom, and they are enrolled in coursework relevant to methods in their minor concentration. In this term, pre-service teachers might assume some instructional responsibilities that are co-planned or co-taught with a mentor teacher.

  • 30 required hours in a classroom relevant to their minor
  • Core Teaching Activities and Evidence
    • Students will develop skills in the High-Leverage Practices
      • Eliciting and Interpreting Individual Student Thinking
      • Explaining and Modeling Content, Practices and Strategies
      • Appraising, Choosing and Modifying Tasks and Texts for a Specific Learning Goal
      • Designing Single Lessons in a Sequence of Lessons
    • The Professional Behaviors Assessment gauges pre-service teachers’ progress in professional dispositions.
    • Other suggested activities

Internship A: Pre-Student Teaching

(SED 4200 and SED 5210)

In their year-long placement, interns are enrolled in methods coursework in their major concentration and will have multiple opportunities to design and enact short learning experiences and assessments in collaboration with their assigned mentor teacher.

  • Required Hours
    • STEP: Four days per week (3–4 hours per day)
    • MATSE: Two days per week (3–4 hours per day)
    • Both STEP and MATSE: Interns will teach five consecutive days, 1–2 class periods, twice in the term.
  • Core Teaching Activities and Evidence
    • Students will develop skills in the High-Leverage Practices of:
      • Eliciting and Interpreting Individual Student Thinking
      • Explaining and Modeling Content, Practices and Strategies
      • Appraising, Choosing and Modifying Tasks and Texts for a Specific Learning Goal
      • Designing Single Lessons in a Sequence of Lessons
      • Analyzing Instruction for the Purpose of Improving It
      • Leading Group Discussion
    • The Professional Behaviors Assessment gauges interns’ progress in professional dispositions.

Internship B: Student Teaching

(SED 4952)

During this term, interns ramp up to full responsibility of lead teaching in the same classroom as Internship A.  

  • Required hours: Full time, in accordance with district calendars
  • Core Teaching Activities and Evidence
    • Students will develop skills in the High-Leverage Practices of:
      • Eliciting and Interpreting Individual Student Thinking
      • Explaining and Modeling Content, Practices and Strategies
      • Appraising, Choosing and Modifying Tasks and Texts for a Specific Learning Goal
      • Designing Single Lessons in a Sequence of Lessons
      • Analyzing Instruction for the Purpose of Improving It
      • Leading Group Discussion
    • The Candidate Pre-Service Assessment of Student Teaching provides interns with a framework for feedback from the mentor and university supervisor.
Placement
Process

OU Field Students 

Below is the helpful information you will need to effectively complete the requirements of any field placement after major standing and before student teaching:

Before You Begin

  1. Log in to the Field Experience Manager after the drop/add date to view your placement details.
  2. Check your district's website for volunteer forms. Some districts may have special requirements.
  3. Contact your Mentor Teacher.
    • Make initial contact with your mentor teacher as soon as possible. You can find your mentor teacher’s email address and phone number by searching the school’s website.
    • Confirm two things: how to meet any school district requirements and/or pre-screening prior to your first day (see the list above) and when and where you will meet your mentor teacher on the first day. You might like to use this sample initial contact email as a starting point.
      • If your mentor teacher doesn’t respond to your initial email within three (3) school days, you should call the school number and ask to leave a brief and professional message for your mentor teacher, asking him/her to contact you soon.
  • Begin your field placement within one week of being notified of your school/mentor.

During the Term

  1. On your first day...
    • Bring any necessary documents, including a photo ID.
    • Provide your Mentor Teacher with this important letter.
    • Review the important resources on the mentor teacher page to help your mentor teacher design a field experience that most benefits the teacher, the students and you.
    • Be mindful of professional behavior, which you can review on the “Requirements and Expectations” tab.
    • Begin with the end in mind. Take a look at the Professional Behaviors Assessment and attempt to align your actions with your intended outcomes.
  2. Log your Hours.
    • Use this Field Experience Log to log your hours.
    • You may need to print multiple copies. Simply attach them and write the term total on the top sheet. You will need to give a final copy to your Mentor Teacher when your fieldwork is complete.
    • Be thoughtful about scheduling your hours with your mentor, knowing that advance planning will benefit both of you.
  3. Check your OU email regularly.
    • The field coordinator, Holly Carruthers, will use your OU email as the primary form of communication regarding deadlines, expectations and feedback.
  4. Improve and respond.
    • Set a date to meet with the teacher and have a midterm conference about your progress and opportunities for improvement. Use the Professional Behaviors Assesement as a tool to facilitate this conversation. 
  5. Stay aware of your program requirements.
    • All OU students enrolled in professional courses are encouraged to attend program orientations to stay aware of program requirements and current issues in the field.  Additionally, students are encouraged to meet with an SEHS adviser each term.
  6. Communicate.
    • If you find yourself unable to attend your field placement or wanting to modify your experience in any way, start by having a professional conversation with your mentor.  If you need help preparing for this conversation, please email Holly Carruthers. If you have any concerns or questions about your field experience, please contact our office as soon as possible.

Complete your experience before final exam week.

Concluding

  1. Assessment
    • Near the end of the term, you will complete your self-assessment in VIA. You should complete this before the last week of classes, or upon completing minimum hours (whichever is sooner).
    • Next, you should initiate a conversation with your teacher to discuss your performance over the term. Be ready to discuss what you have learned and what you’d like to continue to learn.
      • During this conversation, you can let your mentor know that they, too, should complete the assessment survey. 
    • Your mentor teacher will use your field log (digital or paper) to determine your performance, so please provide an updated version.
  2. Give feedback on your experience.
    • If you are a returning student, you can confidentially evaluate your mentor in VIA as a part of your self-assessment.
    • If you are a first time student, surveys will be sent via OU email the last week of class and should be completed before finals.
  3. Review and reflect.
    • If you are a returning field student,  you will see your mentor's assessment in VIA. Look carefully at the feedback provided and consider what opportunities you'd like to design in your next field experience.
    • If you are a first time field student, you will be contacted if your survey presents any concerns. 
  4. Show gratitude.
    • Compose a “thank you” card or email to your teacher, specifically mentioning the ways in which he/she has been able to contribute to your growth as an aspiring teacher.

If you have any questions about these requirements, please contact Holly Carruthers, Coordinator of Early Field Experiences, at (248) 370-2003 or hzcarruthers@oakland.edu.

Access Field
Placement

The Office of School and Field Services arranges placements for students registered in anchor courses in the professional sequence. 

  • To check your current/previous placements, visit our field placement manager
  • For returning students, field placements will be assigned after the drop/add date.
  • For first time field students, field placements will be discussed at field seminars held during your class. 
  • After you access your field placement, please consult the “Placement Process” tab for more information.