Training and equipping future educators is a vital part of Central Michigan University. The Pre-Student Teaching program places education students in P-12 classrooms throughout Michigan.
Teacher Candidates
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Observe classroom teachers
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Gain experience in working with individual students and small groups of students
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Experience planning, teaching and evaluating of activities
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Develop an awareness of practices used by experienced classroom teachers concerning classroom management and the maintenance of a positive classroom learning environment
-
Experience some of the other aspects of teaching, such as preparing bulletin boards, developing teaching materials, correcting papers, evaluating projects and attending
special functions
- Develop an awareness of the total school environment
The Pre-Student Teaching experience is the second of three field components in the Teacher Education program.
- Each Elementary Teacher
Education Candidate will be placed within a partnership school, located
inside a 60 mile radius of the main campus.
- Each Secondary Teacher Education Candidate will be paired with a classroom educator in a local school for a 10 week, 30-60 hour commitment.
Candidates will not be placed in a district they have
attended.
Overview
The Pre-Student Teaching Field Experience is the second of three field components in the Teacher Education Program. The Pre-Student Teacher is in the midst of their Professional Education coursework and is taking content method, theory, and management coursework. The CMU Teacher Education Program provides opportunities for teacher education students to be in the field as much as possible, with certified and recommended teachers. Seasoned educators are essential to this process, and their advice and guidance are invaluable to teacher candidates.
The Director or Coordinator of Clinical Field Experiences will distribute necessary information and forms to each pre-student teacher during the first week of their University pre-student
teaching course. P-12 field assignments and additional information
will be available on the Student Information (SI) sheet, at the start of
the semester.
Please be monitoring and responding to your CMU email account.
Once admitted to the Teacher Education Program, candidates will be able to enroll in their Pre-Student Teaching course. Admission to the Teacher Education Program from the Center for Student Services must be received prior to enrolling in the class. Additional information can be found on the
Center for Student Services (CSS) website.
Each education candidate is partnered with a P-12 Cooperating Teacher in a school for a ten-week, classroom commitment. Teacher Candidates commuting to the University are allowed to complete their Pre-Student Teaching in a school district close to their home.
A Pre-Student Teacher cannot be placed in a district he or she attended, or placed in a school or district where they have an immediate family member working.
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Elementary education candidates will enroll in their Pre-Student Teaching course during the first semester after being admitted to the Teacher Education program. Instructions will be sent to students via email.
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Secondary education candidates will enroll in their Pre-Student Teaching course reflecting their major content area after being admitted to the Teacher Education program. Instructions will be sent to students via email.
Fieldwork Courses
During course registration, the Center for Clinical Experiences determines the eligibility of candidates to be in their specified course. Candidates are made aware of the application process the semester prior to fieldwork. It is the responsibility of the teacher candidate to be aware of the time and expectations that the fieldwork commitment demands.
|
Elementary Education |
|---|
|
Name |
Pre-Requisites |
Co-Requisites |
Offered |
|---|
EDU 380 WI:
Interdisciplinary Methods &
Pre-Student Teaching
(EDU 361/362/363)
| Admission to Teacher Education; EDU 280 or HDF 100 or PSY 220 [General Education Students take EDU 280 or HDF 100]; EDU 330, 393 | SPE 504 | Fall/Spring |
|---|
|
Secondary Education |
|---|
|
Name |
Pre-Requisites |
Co-Requisites |
Offered |
|---|
ART 343:
Art in the Elementary School Grades | ART 106, ART 115, ART 118, and Tier Two - Admission of Candidacy to Teacher Education |
| Fall |
|---|
|
ART 346: Secondary School Art and Midtier Observation | Tier Two - Admission of Candidacy to Teacher Education |
| Fall |
|---|
BIO 502:
Teaching Biology | Tier Two - Admission of Candidacy to Teacher Education |
| Spring |
|---|
CHM 507:
Field Experience in Teaching Chemistry and Physics | Tier Two - Admission of Candidacy to Teacher Education; Junior or Senior standing | CHM/PHY 505 | Spring |
|---|
COM 493:
Field Experience in Speech Education | permission of instructor; EDU 107 | COM 492 | Spring |
|---|
ENG 319:
Teaching Composition in the Secondary School | Junior or senior standing. ENG 101 with a minimum grade of C or ENG 103 with a minimum grade of C
and ENG 193 with a grade of CR or ELI 198 with a minimum grade of C; ENG
201 with a grade of C or better. Must have completed 56 credit hours;
Admission to Teacher Education program required |
| Fall & Spring |
|---|
ESC 400:
Earth Science Education | Junior standing has a declared major or minor in Integrated Science or
Earth Science Education; GEL 100 or 130; 9 additional hours distributed
among major requirements for Integrated Science or Earth Science; Tier
Two - Admission of Candidacy to Teacher Education |
| Spring |
|---|
FRN 412:
Practicum in Teaching Secondary Level French | | FRN 411 | Fall |
|---|
FRN 422:
French Practicum: Elementary Field Experience | | FRN 421 | Fall & Spring |
|---|
|
GEO 400: Geographic Education | Junior standing; 12 hours of geography or social sciences | | Fall & Spring |
|---|
GER 412:
German Practicum: Secondary Field Experience | | GER 411 | Fall |
|---|
GER 422:
German Practicum: Secondary Field Experience |
| GER 421 | Fall |
|---|
HSC 313:
Field Experience in School Health Education | EDU 107; HSC 205, HSC 211, HSC 222, HSC 235; HSC 503 or FNS 370 |
| Fall & Spring |
|---|
HST 300:
A Midtier Experience for History Majors: Teaching History in Secondary Schools | Completion of a minimum of 15 hours of history on a signed major; Tier
Two - Admission of Candidacy to Teacher Education; junior standing | | Fall & Spring |
|---|
|
MTH 462: Capstone on Teaching and Learning Mathematics for Secondary Teachers |
MTH 341; C+ or better in MTH 261, 362, 363; signed major or minor in secondary mathematics
| | Fall & Spring |
|---|
|
MUS 431: Instrumental Classroom and Rehearsal Methods |
MUS 230; Admission to Music Candidacy, Tier Two: Admission of Candidacy to Teacher Education | TEPD Pre-student teaching field experience. Recommended: MUS 144, 146, 244, 246, 344 | Spring |
|---|
|
MUS 433: Secondary General Music Methods | MUS 280, 333; Admission to Music Candidacy; Tier Two: Admission of Candidacy to Teacher Education
| | Fall |
|---|
PES 395:
Pre-Student Teaching Field Experience | PES 315; Tier Two - Admission of Candidacy to Teacher Education |
| Fall |
|---|
PHY 507:
Field Experience in Teaching Chemistry/Physics | Tier Two - Admission of Candidacy to Teacher Education; Junior or Senior standing |
CHM/PHY 505 | Fall |
|---|
PSC 305:
Midtier Teaching in Political Science | Completion of EDU 107; 12 hours of political science |
| Fall & Spring |
|---|
SCI 400:
Teaching Integrated Science in Secondary Schools |
AST 111; BIO 208; CHM 132; GEL 201 or 230; GEO 201; PHY 130; EDU 325; Tier Two - Admission of Candidacy to Teacher Education
|
| Fall |
|---|
SPN 412:
Spanish Practicum: Secondary Field Experience |
| SPN 411 | Fall |
|---|
SPN 422:
Spanish Practicum: Elementary Field Experience |
| SPN 421 | Fall |
|---|
|
***Refer to signed major and bulletin for official program information. |
|---|
Minimum Requirements: Cooperating Teachers
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Master’s degree or Bachelor’s degree with significant progress toward completion of a Master’s Degree
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Interest in working with the Teacher Candidate
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Minimum of three years successful teaching experience
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Holder of a Professional Teaching Certificate
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Recommendation of the building Principal
Placement Information
Candidate’s fieldwork placement can be viewed by logging onto the Student Information (SI) sheet online. Host school website information is also listed. Please be sure to research the school district online prior to the first visit.
Pre-Student Teachers must have a minimum 2.7 cumulative GPA to be in the field.
Pre-Student Teachers must have Bloodborne Pathogens Training successfully completed through Blackboard prior to entering the P-12 setting. See Bloodborne Pathogens on the Experiences Overview section.
Pre-student Teachers are free to request or suggest schools for placement, but are NOT permitted to set up their own placement. Only the Center for Clinical Experiences is allowed to make placement arrangements.
The Center for Clinical Experiences works with building Principals to make placements. Every attempt is made to fulfill requests of those students asking to meet diversity.
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Each school system has the opportunity to request teacher candidates based on district policies.
Find the school district calendar to determine any school cancelations that may fall on the assigned dates of fieldwork. It is the teacher candidate’s responsibility to make up and arrange an alternate field visit to make up field hours missed.
Placements are not official until the Cooperating Teacher and/or Principal has met the Teacher Candidate.
Pre-Student Teachers must contact the Cooperating Teacher at least 4 days prior to the first scheduled visit. You will receive an announcement via Blackboard when it is time to contact your host teacher via email.
The Pre-Student Teaching Field Experience is to be extended over the semester. Exceptions must be cleared through the course instructor and the Pre-Student Teaching Director or Coordinator of Clinical Experiences.
The Cooperating Teacher’s preparation time is precious. Candidates should seek out another Cooperating Teacher to observe during that time, or work under the direction of the Cooperating Teacher with students.
The Pre-Student Teacher is responsible for the prompt return of all materials borrowed from the Cooperating Teacher. The CMU’s
Park Library and the
College of Education Learning Commons have teacher education resources available for short term use.
Pre-Student Teacher Role
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During this semester Pre-Student Teachers have the opportunity for classroom field experiences during which they can:
- Observe classroom teachers.
-
Gain experience in working with individual students and small groups of students.
-
Experience planning, teaching and evaluation of activities.
-
Develop an awareness of practices used by experienced classroom teachers concerning classroom management and the maintenance of a positive classroom learning environment.
-
Experience some of the other aspects of teaching such as preparing bulletin boards, developing teaching materials, correcting papers, evaluating projects, and attending special functions.
-
Develop an awareness of the total school environment.
-
Actively participating, learning, and interacting with students and the Cooperating Teacher.
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Reflect on the experience and how it will make them a better educator. Through the use of thoughtful journaling and writing reflections (appropriate length and error free) about the time in the field, candidates will develop a better understanding of how to apply what they have learned in their college courses. Journals and Reflection questions are in the assignment section of Blackboard. Reflection is best done soon after visits to the classroom.
Addressing Instructional Issues of Pre-Student Teachers
- Should instructional issues arise in the classroom during Pre-Student Teaching the Director of Pre-Student Teaching, Cooperating Teacher, and Pre-Student Teacher will develop a “Plan of Action” and submit the plan to the Director of Pre-Student Teaching. The Director of Pre-Student Teaching, Cooperating Teacher and the Pre-Student Teacher will work collaboratively to resolve the issues at hand.
Action Plan, If Needed
When a problem persists, an Action Plan may be developed. Prior to developing a written Action Plan, the University Coordinator or Cooperating Teacher may:
- Conduct formal and informal visits to the assigned classrooms/schools to observe and assess the Teacher Candidate's work based on identified criteria
- Document and discuss identified strengths and areas of growth for the Teacher Candidate
- Share observed strengths and needs with the Teacher Candidate and allow for a period of attempted improvements.
If needed, a written Action Plan may be initiated. The development of an Action Plan includes the following steps:
1. Communicate the need for an Action Plan to the designated CCE Point of Contact (Pre-Student Teaching or Student Teaching), enlisting support and guidance as necessary, and sharing history of the issue and previous interventions, if any.
2. Develop a written Action Plan with the Teacher Candidate and Cooperating Teacher identifying the concern, the goal for improvement, and action steps needed to achieve the stated goal. The Action Plan is a standardized CCE form.
3. Submit a signed Action Plan to The Center for Clinical Experiences, and provide copies of the signed plan to the Cooperating Teacher, Teacher Candidate, and designated CCE Point of Contact (Pre-Student Teaching or Student Teaching).
4. Evaluate the Teacher Candidate’s progress by documenting actions taken and noting whether the goal has or has not been completed. Teacher Candidates who have a valid concern relating to their placement or evaluation by their University.
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Teacher Candidates who have a valid concern relating to their placement or evaluation by their University Coordinator/Placement Coordinator must contact the Center for Clinical Experiences to appeal the placement. Initiation of the appeal process is the Teacher Candidate’s responsibility.
Tips for Success
Be prompt. Maintain punctual and regular attendance. Notify your Cooperating Teacher of any known schedule changes, well in advance.
Respect the Profession. Teacher Candidates are professionals and should dress accordingly, business casual is acceptable.
Expectations and Student Learning. Cooperating Teachers have high expectations. Discuss the way you will work together to impact student learning and how you will get the most out of your experience in preparation for your own classroom.
Be proactive. Take initiative in the classroom and in the roles you are given. Have a presence and be proactive.
Conduct yourself as a professional. Speak professionally about your students, school, colleagues, the university, its programs, etc. Emails should be held to the same standards.
Be prepared. Detailed lesson plans will be expected and will give you the confidence you need to be a competent teacher. Remember to plan ahead with copies.
Establish Relationships. Win the respect of students through your competence. Establishing a relationship with each of your students, and knowing them by name, is essential for learning to take place. Finding something positive about each student will help you establish appropriate and meaningful relationships.
Be a good listener. Welcome feedback from the Cooperating Teacher and use it to improve your teaching skills. Listen to your students and use the information they share to reach them in your lessons.
Become involved in extracurricular activities. Be available to assist the Cooperating Teacher in supervision of lunchroom /recess, after school activities, or tutoring opportunities.
Pre-Student Teachers are guests in the school. The facilities and materials are there for professional use.
Recognize that all teachers have different philosophies of education. Pre-student teachers are in this field experience learning to be a reflective practitioner, not a teacher evaluator. Negative criticism and opinions are not a part of the fieldwork experience.
Cell phone usage restrictions. Recognize there is no personal use of a phone needed, while in the classroom. Even if your host teacher is allowed to use their phone/cell, this is not the case for pre-student teachers.
