The portfolio artifact of Field Experience Summaries should be a compilation of at least two paragraphs for each field experience placement completed prior to the applicable submission. For admission to teacher education, that may be as many as three summaries for each of the three placements for EDFN 338 Foundations of American Education, SPED 100 (SPED 230) Introduction to the Exceptional Child, and EPSY 302 Educational Psychology (two paragraph minimum each). For admission to student teaching, additional summaries for any Level I or Level II field experience placements that were completed after the previous submission should be added to this artifact. Summaries for field experience placements that are in the process of being completed in the semester that you apply for admission to teacher education or student teaching do not need to be included at that time.
The first
paragraph of each summary should identify the level of field experience, the
accompanying course, and a brief description of the placement site that includes
information about the diversity categories (age/grade span, ethnic, gender,
exceptionalities, and urban/rural) that were present in the placement.
In order to maintain confidentiality, you will need to keep this
information as general as possible by not identifying specific schools,
teachers, students, or anyone else by name yet still provide a factual,
informative description.
The second paragraph and any additional paragraphs of each summary should focus on your reflections on that specific field experience placement. The objectives of each course and any specific directives regarding the accompanying field experience requirement (journal entries, prescribed observation activities, etc.) along with class and peer discussions should provide guidance for these written reflections. Be sure to reflect on how the teaching and learning process and your role as a change agent were evidenced in your field experiences. Your reflections on teachers’ instruction and management should be reported as objectively and nonjudgmental as possible.
In addition, you may want to consider the following general information about each of the field experience levels.
Level I field experiences are designed to introduce prospective teachers to school and classroom life. This introduction allows students to observe school cultures and teaching methods. Level I experiences are often students' first exposure to school and classroom life, as well as their first opportunity to observe and perhaps assume the role of a professional teacher.
Level II Field Experiences: Structured Teaching
Level II Field Experiences are designed to give pre-service teachers initial hands-on classroom experiences, which allow them to apply specific methods and techniques learned in their professional education courses. Specifically, students practice selecting appropriate content, identifying and using appropriate teaching strategies, and identifying student needs, especially for diversity in culture and exceptionality.
Level III: Engagement in Teaching and Learning Postulates
Level III Field Experiences incorporate the competencies acquired in Levels I and II and extend to more advanced instructional activities. Level III experiences provide opportunities for students to assume an active role in the classroom. These experiences may include the developing and teaching of lesson plans using strategies modeled and discussed in methods classes. Students may also assist in management issues and participate in various diagnostic and assessment techniques.