Introduction

This handbook has been prepared to provide a guide to the teacher candidate and clinical educator as to the roles and responsibilities of those involved in the field experiences with emphasis on internships and student teaching experiences. This handbook describes the policies and procedures for internships and student teaching. All parties--the teacher candidate, the clinical educator, and the university supervisor--should familiarize themselves with this handbook. If we can provide any additional support, please contact Alyssa Reinhardt at alyssa.reinhardt@lr.edu.

The final field experiences for teacher candidates are integral parts of the program of teacher education. Culminating field-based experiences provide an opportunity for the prospective teacher to develop his/her own unique style of teaching. A candidate’s teaching style develops through his or her own personal characteristics, cultural background, educational philosophy, professional personality, observations and interactions in the field, and application of methods learned in classes. Teaching style is refined during the extended practice of school-based teaching. We recognize that conscientious and capable public school clinical educators are essential to the success of the culminating student teaching experience.

The teacher preparation program at Lenoir-Rhyne recognizes that schools are complex places. In order to prepare future professionals who can function in such schools, it is essential that teacher candidates:

• consider the technical nature of teaching,

• analyze outcomes of their professional actions, and

• reflect upon the moral and ethical impact of teaching in today’s society.

Reflective teacher candidates at Lenoir-Rhyne will develop a better sense of themselves so they become empowered not just to accept ideas handed to them, but also to think through why an approach is appropriate and to anticipate, document, and analyze effects upon students. Teacher education candidates from Lenoir-Rhyne will participate in the school culture as they develop partnerships with students, other teachers, counselors, parents, administrators, and the community.

Upon successful completion of the general liberal arts requirements for all Lenoir-Rhyne students, young men and women enter the specialized curriculum of their major fields. Teacher candidates first complete courses in the education core, then courses in their chosen area of certification, and in the senior year, take specialty studies methods courses as they begin their internship experience that leads to the culminating 16-week experience of student teaching.

Throughout the teacher candidate’s experience in the education program at Lenoir-Rhyne, the conceptual framework of the reflective practitioner is discussed as candidates plan and deliver lessons and oral presentations and complete field experiences. Effective teaching involves a series of reflections and decisions based upon research, creative and conscientious practice, and ongoing data-based modifications. These decisions involve planning, instruction, classroom management, and meeting diverse student needs.

The student teacher-practitioner has the opportunity during the senior student teaching experience to:

• reflect while teaching,

• address student motivation, and

• modify instruction if students do not comprehend.

This practicum is an opportunity for candidates to synthesize what they have learned with how they teach and reflect on the experience. The coordination of the fall internship and spring student teaching throughout the senior year (or during EDU 626 and 636 for MAT students) in carefully selected settings with experienced mentor teachers allows for collegial dialogue and reflection in a guided professional experience.

The transition from student to teacher should be gradual and individualized. The student teacher should be given adequate opportunity to assist before being expected to do significant hours of actual teaching. When the student begins to teach, he or she should be given needed guidance and supervision by both the clinical educator and the university supervisor. (For Teacher Education candidates, lesson plans should be studied and approved by the clinical educator, and evaluative conferences should be conducted as frequently as necessary to help student teachers grow and to reassure them that they are succeeding.)

• During the full-time 16-week experience, the student teacher will carry the entire teaching load of the clinical educator for at least five full weeks.

• In undergraduate programs where the candidate has two placements, the student teacher should carry the entire teaching load of the clinical educator for at least three full weeks in one placement and five full weeks in the other placement. The sequence of the placements is determined by the student teacher, the clinical educators, and the university supervisor collaboratively.

• We strongly suggest that this experience be deferred until all concerned are confident that it will be worthwhile for both student teachers and students.

We believe that the basic purpose of the public school is the best possible education of each child. The student teacher, given guidance and encouragement, should add to the educational opportunity of public school students by exposing them to different points of view, youthful enthusiasm, and an attitude of discovery toward the teaching-learning process. Student teachers should never attempt to replace or compete with the clinical educator, but should collaborate and apprentice as a professional alongside the mature guidance of the experienced classroom teacher. In those rare instances where the best interests of the students are not being served by the presence of the student teacher, the Lenoir-Rhyne School of Education will act to improve the situation by formulating action plans, or if necessary, remove the student teacher from the classroom.

We believe that Reflective Practitioners intentionally engage in transformative cycles of learning about themselves, their content, their students, and the world. To that end, individuals who complete the Teacher Education program at Lenoir-Rhyne are respectful and caring teacher/leaders who know the content of their chosen specialization, know how to teach effectively, are successful with a diverse population of learners, and are reflective about the immediate and long-term consequences of their practice.

Specific Competencies of Lenoir-Rhyne student/student teachers:

1. Students will analyze teaching practice in relation to established educational theorists.

2. Students will establish and utilize a digital resource of research-based teaching practice.

3. Students will exhibit professional behaviors in a variety of settings.

4. Students will justify instructional decisions in research-based practice.

5. Students will understand and apply academic language in professional writing and speaking.

6. Students will use APA format guidelines in academic writing.