Pre-Student Teaching

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

Observe classroom teachers
Gain experience in working with individual students and small groups of students
Experience planning, teaching and evaluating 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

The Pre-Student Teaching experience is the second of three field components in the Teacher Education program. Each Teacher Education Candidate will be partnered with a P-12 classroom educator in a local school for a 10 week, 30-60 hour commitment. Candidates commuting to the university will be allowed to complete their pre-student teaching field experience in a school district close to their home. Candidates will not be placed in a district they have attended.

Overview

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 361/362/363 or EDU 380: Pre-Student Teaching Practicum	Admission to Teacher Education, Successful completion (C+ or higher) of EDU 280, or HDF 100, or PSY 220.	Professional Education Sequence Courses	EDU 361: Fall/Spring EDU 362 – Spring in Lansing EDU 363 – Fall in Lansing
Secondary Education
Name	Pre-Requisites	Co-Requisites	Offered
ART 343: Art in the Elementary School Grades	ART 106, ART 115, ART 118, Admission to Teacher Education		Fall
ART 346: Secondary School Art and Midtier Observation	Admission to Teacher Education		Fall
BIO 502: Teaching Biology	22 hours of Bio, 2.7 GPA in Biology classes; Admission to Teacher Education		Spring
CHM 507: Field Experience in Teaching Chemistry and Physics	Admission to Teacher Education with junior or senior status	CHM/PHY 505	Spring
COM 493: Field Experience in Speech Education	EDU 107	COM 492	Spring
ENG 319: Teaching Composition in the Secondary School	Junior or senior standing. Prerequisites: 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		Fall & Spring
ESC 400: Earth Science Education	Junior standing; 12 hours of ESC, GEL, AST credit. Must have a 'C+" in this course to student teach; Secondary Education majors complete a 30 hour PSTFE. Admission 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. Must have a 'C+" in this course to student teach; Secondary Education majors must complete a 30 hour PSTFE		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; admission to teacher education; junior standing		Fall & Spring
MTH 462: Capstone on Teaching and Learning Mathematics for Secondary Teachers	MTH 362, MTH 363, signed secondary math major or minor		Fall & Spring
MUS 431: Instrumental Classroom and Rehearsal Methods	MUS 230, admit to Music candidacy		Spring
MUS 433: Secondary General Music Methods	MUS 280, MUS 333, admit to Music candidacy, admit to teacher education		Fall
PES 395: Pre-Student Teaching Field Experience	PES 315, EDU 107, 45 hours of pre-professional experience		Fall
PHY 50: Field Experience in Teaching Chemistry/Physics		CHM/PHY 505	Fall
PSC 305: Midtier Teaching in Political Science	EDU 107, 12 hours of political science		Fall & Spring
SCI 400: Teaching Integrated Science in Secondary Schools	Admit to teacher Ed; at least one course in AST, BIO, CHM, ESC, GEL or PHY		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

Master’s degree or Bachelor’s degree with significant progress toward completion of a Master’s Degree
Interest in working with the Teacher Candidate
Minimum of three years successful teaching experience
Holder of a Professional Teaching Certificate
Recommendation of the building Principal

Placement Information

Pre-Student Teacher Role

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.
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.
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.