Overview:

Field experience is a foundational clinical experience that introduces students to the classroom setting.  Undergraduate and graduate students in all programs will participate in field experiences in schools as a component of their program and certification requirements.   All field experiences are connected to courses in the teacher candidate's program. New York State Department of Education requires that every student completes a 100 hour of field experience prior to student teaching for their initial certification.  Students must complete an additional 50 hours for each certification added beyond the initial certification.  The total number of field hours required prior to student teaching or graduate practicum for each program is determined by the number of certifications being sought.

Expectations:

During field experiences, teacher candidates are expected to observe, analyze and reflect upon the SBTE's teaching.  As the candidates spend more time in the classroom, the candidates are expected to gradually increase participation in the classroom through helping individual students, working in small groups, and assisting the SBTE as needed.   

Candidates must complete an attendance verification form for each field experience class in addition to completing any class assignments related to their fieldwork.

Assessment:

Field experiences are evaluated using the Professional Behaviors Assessment in addition to course-specific assessments. 

Please visit the field experience website for the most up-to-date information regarding expectations, supports, documentation, and assessment. 

Overview:

Undergraduate practicum is an all-day, five-day-a-week, intermediate field experience for teacher candidates in the undergraduate Inclusive Adolescence Program and Inclusive Early Childhood/Childhood Program.  The undergraduate practicum allows students to apply and practice key theories and pedagogies on a limited scale prior to student teaching.  

Expectations:

Teacher candidates are expected to actively participate in all aspects of the classroom including working with students one-on-one, working in small groups, teaching mini-lessons, full lessons, and assisting teachers as directed.  Teacher candidates are not expected to assume the full responsibility of the classroom teacher.

Assessment:

Undergraduate practicum is evaluated using the Undergraduate Practicum Evaluation Rubric. 

Please visit the Undergraduate Practicum website for the most up-to-date information regarding expectations, supports, documentation, and assessment. 

Overview:

Student teaching is the culminating clinical experience for all undergraduate and graduate students in initial certification programs. Teacher candidates will complete student teaching experiences that deepen their understanding of education as a profession. Student teaching is a personal and professional journey of practice, reflection and self-discovery, as well as socialization into the field of contemporary education.  Teacher candidates will have the opportunity to increase their independence, reflect and analyze the classroom in a nuanced way to improve their teaching practice.

Expectations:

During student teaching, the teacher candidate gradually assumes the responsibilities of the School-Based Teacher Educator (SBTE) guided by feedback and support from the SBTE and a Nazareth College-Based Teacher Educator (CBTE or supervisor).  Candidates typically begin by observing the classroom and progressively take on more responsibilities including teaching lessons for extensive periods of time.  Ultimately, the teacher candidate will take full responsibility for the classroom for one to two weeks.  

Assessment:

Teacher candidates are formally assessed using the Evaluation Rubric for Student Teaching Placements.  This instrument is administered twice during each placement at the midway point and the end of the placement.

Please refer to the Guide to Student Teaching for the most up-to-date information regarding expectations, supports, documentation, and assessments.

Applications:

Each teacher candidate must complete an application and submit a resume in order to student teach.  Applications for student teaching are due approximately one year in advance.  If applications are not received by the published deadline, the student teaching may need to be delayed. 

Please refer to the Student Teaching website for the most up-to-date information regarding expectations, supports, documentation, and assessments.

Overview:

Graduate Practicum is a culminating clinical experience for graduate students in an additional or changing certification program; in other words, it is a requirement for candidates seeking certification in an area different than their initial certification.  During Graduate Practicum, candidates will complete experiences that deepen their understanding of education as a profession. Graduate Practicum is a personal and professional journey of reflection and self-discovery, as well as socialization into the field of contemporary education.  Teacher candidates will have the opportunity to increase their independence, reflect and analyze the classroom in a nuanced way to improve their teaching.

Expectations:

During the graduate practicum, the teacher candidate gradually assumes the responsibilities of the School-Based Teacher Educator (SBTE) guided by feedback and support from the SBTE and a Nazareth College-Based Teacher Educator (CBTE or supervisor). Candidates typically begin by observing the classroom and .  Candidates typically begin by observing the classroom and progressively take on more responsibilities including teaching lessons for extensive periods of time.  Ultimately, the teacher candidate will take full responsibility for the classroom for one to two weeks.  

Assessment:

Teacher candidates are formally assessed using the Evaluation Rubric for Student Teaching Placements.  This instrument is administered twice during each placement at the midway point and the end of the placement.

Please refer to the Guide to Graduate Practicum for the most up-to-date information regarding expectations, supports, documentation, and assessments.

Applications:

Each teacher candidate must complete an application and submit a resume in order to complete Graduate Practicum.  Applications for Graduate Practicum are due approximately one year in advance.  If applications are not received by the published deadline, the Graduate Practicum may need to be delayed. 

Please refer to the Graduate Practicum website for the most up-to-date information regarding expectations, supports, documentation, and assessments.

Overview:

Graduate Literacy Practicum is a combination of 3 clinical experiences for graduate students in the Literacy Education Certification program.  Candidates will complete experiences that deepen their understanding of literacy education as a profession. Graduate Practicum is a personal and professional journey of reflection and self-discovery, as well as socialization into the field of contemporary literacy education.  Teacher candidates will have the opportunity to increase their independence, reflect and analyze the classroom in a nuanced way to improve their teaching.

Types of Clinical Experiences

• During the Fall semester, candidates will complete their practicum hours in a literacy classroom in a local school district. 

• During the Spring and Summer semesters, candidates will complete their practicum hours at the Marie Callahan Reading Clinic on Nazareth’s campus.

Expectations: 

Candidates must complete an attendance verification form for each class that requires clinical experiences in addition to completing any class assignments related to their fieldwork.

Assessment:

Graduate Literacy Practicum is assessed using the Literacy Practicum Rubric.

Please refer to the Graduate Literacy Practicum website for the most up-to-date information regarding expectations, supports, documentation, and assessments.

Key Vocabulary:

• Job-Embedded Placements: Graduate students who are employed by a school district and working as a classroom teacher, may have the option to complete their fieldwork in their classroom.  

• Job-Referenced Placement: Graduate students who are employed by a school district but are not classroom teachers or are classroom teachers whose rooms do not meet the placement requirements, may have the option to complete their fieldwork in a colleague's classroom.  

Overview Job-Embedded/Job-Referenced Fieldwork Placements:

Teacher candidates registered in a Graduate Program who are currently employed by a school district may have the opportunity to complete their field experience hours in their place of employment. Eligibility is dependent on New York State Certification Requirements, course requirements, classroom composition, and approval from their Graduate Program Director.

In order to apply for a job-embedded field experience, teacher candidates must complete the job-embedded field experience proposal form no later than the end of the first week of class.

In order to apply for a job-referenced field experience, teacher candidates must complete the job-referenced field experience proposal form no later than the end of the first week of class.

Please note the following policies:

1.  Teacher candidates may not complete more than two-thirds of their field placements in job-embedded placement. 

2.  Teacher candidates may not complete more than 65 hours of fieldwork in any one teacher’s classroom unless they are granted prior program director approval.

Overview Job-Embedded Graduate Practicum Placements:

Teacher candidates completing their Graduate Practicum who are currently employed as a classroom teacher may be eligible to complete a job-embedded graduate practicum placement.  Eligibility is dependent upon New York State Certification Requirements, the position in which the candidate is employed, classroom composition, and approval from their Graduate Program Director.

In order to apply for a job-embedded graduate practicum experience, teacher candidates must complete the job-embedded graduate practicum proposal form no later than one month prior to the start of the placement.

• Teacher candidates are NOT permitted to contact any school districts, administrators, or school-based teacher educators to request a placement.   

 All placements must be made by the Office of Clinical Experiences and Partnerships in order to follow the placement regulations of each school district.

• Teacher candidates cannot use the same field hours for more than one course.

If a teacher candidate is taking more than one course for field hours, the candidate is required to complete the total hours for every course.  

For example, if a candidate is taking one course with 25 hours and another course with 30 hours, the candidate is required to complete a total of 55 hours during the semester.

• Teacher candidate should complete their field hours WEEKLY over the course of the ENTIRE semester unless their Program Director has approved the candidate to complete the hours differently.

Field hours are meant to allow the candidates to observe best practices and student growth;  therefore, teacher candidates are expected to spend the entire semester in the classroom.

• Teacher candidates are required to record all field observation hours on a separate field verification form for each class.

Since hours are not allowed to overlap, teacher candidates must complete a separate field verification form for each class that has field hours.

• Teacher candidates are required to complete ALL field hours for each course prior to the last day of class.

Field Verification forms must be submitted to your course instructor by the last day of class in order for the instructor to sign and deliver the forms to the OCEAP prior to grades being submitted.

If a candidate does not complete all of their hours and/or submit their verification form to their instructor by the last day of class, the candidate will receive an "I" or incomplete until all hours are completed and/or the form is returned.

• Teacher candidates are responsible for their own transportation for field experience, undergraduate practicum, student teaching, and graduate practicum.

Placements are made in the Greater Rochester Area within a one-hour radius of the teacher candidate's residence.

If a candidate does not have transportation, they are responsible for arranging their own transportation.  

Notify the Office of Clinical Experiences and Partnerships immediately if you will be using public transportation so the Office can secure an appropriate placement based on the transportation information.

• Teacher candidates are NOT allowed under any circumstance to transport PK-12 students.