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Academics > College of Professional Studies > Department of Education > Field Experiences & Internships

Clinical Experiences & Internships

Department of Education Field Experience Handbook

Early Clinical Experiences

Early clinical experiences are included in most of the professional education courses, and the year-long residency methods block semester. The goal of an early clinical experience is to introduce teacher education candidates to teaching in a PreK-Adult classroom. This will allow candidates to transfer their idea of teaching from a student’s perspective, to a teacher’s point of view. The early clinical experiences vary in the number of hours required and assessments that must be completed by content specialization. 

Students must submit early clinical experience requests at the beginning of each semester in order to be assigned a field placement. Students must also complete all required hours and assessments by the end of each semester. Each student will be assigned a mentor teacher, typically at the school or county of their choice, which will serve as a classroom guide throughout their early field experience. All teacher education candidates are required to purchase LiveText Field Experience Module in order to successfully complete all evaluations, assessments and time-logs associated with their Early clinical experience

Concord University has established multiple levels of clinical experiences, and built evaluations upon level expectations. All evaluations follow the same set of InTASC standards, which will allow for analysis of growth as students progress through the various levels. Courses that have a field/clinical experience will also have a 0 credit hour lab course for the experience. Students will be required register for the regular course, and the clinical experience lab (i.e. EDUC305 & EDUC305L) listed below.

  • Clinical Experience Level I – EDUC210 - candidates will observe and assist
  • Clinical Experience Level II – EDUC305 - candidates will assist and teach
  • Clinical Experience Level III – EDUC306 - candidates will assist and teach
  • Year Long Residency Part 1 (previsously referred to as the Methods Block) - candidates will engage in all daily teaching activities
  • Year Long Residency Part 2 (Student Teaching) - candidates will engage in all daily teaching activities

Courses outside of the Professional Education Core will designate the appropriate Clinical Experience Level as needed, or design course specific field experience evaluations. Professors will send a letter to mentor teachers describing the field experience requirements of the course.


Year-Long Residency

Concord utilizes the year-long residency model for teacher candidates in the final year of their program. Concord believes that by providing practical classroom learning during the semester in which the candidates are enrolled in content methods courses, the candidate will be afforded stronger support in the initial phase into teaching.

Collaboration among the teacher candidate, the cooperating teacher and the university supervisor is at the heart of a successful year-long residency. Candidates in the year-long residency are guests in the school systems where they are working. However, they have much to offer and can contribute greatly to the learning community. Each teacher candidate, university supervisor, cooperating teacher and school principal assumes an important role and responsibility, all of which are articulated in this handbook. The Department of Education Field Experience Handbook is designed as a guide to all those involved in the year-long residency. Ultimately, the professional judgment, collaboration, and integrity of all involved participants serve to guide the experience.

The year-long residency is also guided by principles and strategies prescribed by current research and theory in an innovative model for preparing teachers. It is critical to view this experience as a professional growth process. The full year residency is central to the development of novice professional teachers who are effective in the classroom, reflective in their practice, and leaders among their peers. It is one more step on the life long journey of becoming a professional educator.

All teacher candidates have completed, or are currently enrolled in, content specific curriculum and methods courses related to their endorsement area(s). However, like all learners, teacher candidates will enter this experience at various developmental stages. The progression of this experience generally begins with planned observation, followed by participation in the classroom and then in the broader school community. The year-long experience, while primarily intended for the development of the teacher candidate into a highly qualified professional teacher, is also viewed as mutually beneficial to all participants, including university faculty, university supervisors, cooperating teachers, and the P-12 students in the classrooms of our teacher candidates.

As a part of this model, co-teaching is an important component. Friend and Cook (1996) have identified research which supports two teachers working together in the classroom to promote student learning. It is Concord’s belief that co-teaching offers benefits to students and teachers. It is our goal for the mentor teacher and teacher candidate to form a relationship whereby they can effectively co-teach effectively.


Year Long Residency Part 1 (Methods Block)
During this semester the candidate is placed in the school where he/she will be completing the year-long residency. This is a semester-long, intensive (full-day), professional experience arranged and coordinated by the Coordinator of Clinical Experiences in the Department of Education at Concord University. Teacher candidates should not enroll in extra coursework. The candidate will complete 400 hours of teaching time in the classroom; thus, integrating coursework and practical teaching. The full year residency model provides opportunities for co-teaching and earlier mentoring from classroom teachers. During the this semester the teacher candidate will follow Concord University’s academic calendar. 

The teacher candidate will complete a mini-Teacher Performance Assessment (TPA) during this semester. The directions and rubric for the mini-TPA will be discussed an addressed during the Year Long Residency Part 1 Orientation Seminar. The instrument used to evaluate candidates during this clinical experience is the Student Teacher Observation Tool (STOT), including a plan of action for professional growth in the upcoming semester.

Year Long Residency Part 2 (Student Teaching)
During student teaching, teacher candidates work as full-time teaching interns, assuming all responsibilities and duties of the cooperating teacher, under the direction of a university supervisor. The student teaching experience represents a bridge between the knowledge, skills, and dispositions developed through formal course work and the practical application of those professional attributes. It is the time when teacher candidates have the opportunity to display and to strengthen their commitment to the personal and professional qualities of the 21st century professional.
 
Student teaching is a 16-week, intensive (full-day), professional experience arranged and coordinated by the Coordinator of Clinical Experiences in the Department of Education at Concord University. Student teaching is a full time professional experience.Teacher candidates should not enroll in extra coursework, or engage in extra-curricular activities which interfere with student teaching. Exceptions to this must be approved by the Coordinator of Clinical Experiences. Candidates complete student teaching assignments in P-12 public school(s) located in Concord Universities service area, as well as required seminars offered at the University.Candidates must attend a mandatory placement meeting held the semester prior to student teaching. Placement meetings are held on the last Wednesday in September and the last Wednesday in February. During student teaching the candidate will follow the county schools academic calendar.
 
The candidate will complete a Teacher Performance Assessment (TPA) during this semester.  The directions and rubric will be provided and discussed during the student teacher seminars. The instrument used to evaluate candidates during the student teaching semester is the Student Teacher Observation Tool (STOT).

Teacher candidates must apply for admission into student teaching through the Department of Education Office by the end of the fourth week of the semester preceding the semester in which student teaching is planned. All applicants must attend a placement meeting during the semester prior to student teaching. Teacher Candidates will be required to submit a Placement Request for Student Teaching during the placement meeting.

Courses that require an Early Clinical Experience

Courses that require an Early Clinical Experience include, but are not limited to: 
NOTE: Course descriptions, number of hours and early clincial experience descriptions subject to change

Course Number & Title # of Hours Clinical Experience Description
EDSP317 Reading Strategies for Special Education 25 Special Education Setting
EDSP326 Development of Communication Systems 10 CU Childcare Center
EDSP365 Understanding Difficuly Behavior 25 Special Education Setting
EDSP370 Planning & Implimentation of Individualized Plans for Special education 25 Special Education Setting
EDSP380 Trends & Issues in Special Education 10 Summer Camp
EDSP415 Co-Teaching, Consultations & Collaboration 25 Tutoring Program (elementary only)
EDUC210 Diversity, Culture and Education in a Pluralistic Society 25 Content Specialization
EDUC304 Developmentally Appropriate Practices 25 Kindergarten-2nd grade
EDUC305 Psychology of Teaching & Learning 25 Content Specialization
EDUC306 Classroom Management & Instructional Processes 25 Content Specialization
EDUC315 Understanding Reading Problems: Assessment & Instruction 15 Title1 or during Reading Time
Elementary Education Year-Long Residency Part 1 - 400 hours (previosly referred to as Methods Block)
EDUC412 Elementary Methods in the Teaching of Science & Social Studies 400 Elementary K-6 classroom
EDUC413 Elementary Methods in the Teaching of Mathematics 400 Elementary K-6 classroom
EDUC414 Elementary Methods in the Teaching of Literacy 400 Elementary K-6 classroom
EDUC416 Assessment & the Data Informed Teacher 400 Elementary K-6 classroom
Special Education Year-Long Residency Part 1 - 400 hours (previosly referred to as Methods Block)
EDSP412 Science & Social Studies Methods for Special Education 400 Special Education classroom
EDSP413 Reading Language Arts Methods for Special Education 400 Special Education classroom
EDSP414 Mathematics Methods for Special Education 400 Special Education classroom
EDSP415 Co-Teaching, Consultations & Collaboration 400 Special Education classroom
Secondary Education Year-Long Residency Part 1 - 400 hours (previosly referred to as Methods Block)
EDSP409 Strategies for the Secondary Classroom Inclusive Environment 400 Content Specialization
EDUC410 Secondary Content Methods 400 Content Specialization
EDUC416 Assessment & the Data Informed Teacher 400 Content Specialization
EDUC418 Content Area Reading 400 Content Specialization
Year Long Residency Part 1 Requirements (Methods Block)
Teacher Candidates are required to meet the following requirements prior to beginning Part 1 of the Year-Long Residency:
  1. Fully admitted to Concord University’s Teacher Education Program (TEP)
  2. Successfully completed all Pre-Admission to Teacher Education Program and Pre-Admission to Year-Long Residency professional seminars
  3. Completion of ProEthica Course (administered in EDUC306)
  4. Submission of Professional Snapshot to the Coordinator of Clinical Experience
  5. Completion of early clinical experiences at all certification levels (i.e. elementary, middle, high)
  6. Successful completion of all content specialization coursework as outlined in the Academic Catalog
  7. Successfully obtained all of the following GPAs
    1. Overall GPA for all coursework attempted, including transfer courses: 2.75
    2. Professional Education Core GPA with a ‘C’ or better in all coursework (excluding Year Long Residency coursework): 2.75
    3. Specific Content Area GPA and minimum course grades as outlined in the Academic Catalog
    4. General Studies Program GPA: 2.00
  8. Candidates placed in West Virginia public schools must complete the West Virginia Department of Education Form 24 –Clinical Experience Permit application prior to student teaching. Verification of an approved permit must be on record prior to student teaching. Form 24 requires electronic fingerprinting, State and FBI criminal background check. Forms will be distributed during the placement meeting. (THIS WILL BE DISTRIBUTED DURING THE YEAR LONG RESIDENCY ORIENTATION HELD DURING THIS SEMESTER. DO NOT COMLETE PRIOR TO THIS TIME.)
Year Long Residency Part 2 Requirements (Student Teaching)
Teacher Candidates are required to must meet the following Admission criteria by the end of the Part 1 of the Year Long Residency:
  1. Fully admitted to Concord University’s Teacher Education Program (TEP)
  2. Successful completion of all content specialization coursework as outlined in the Academic Catalog
  3. Earned a minimum of 12 credit hours at Concord, including 6 credit hours of upper division work in each content area.
  4. Completion of early clinical experiences at all certification levels (i.e. elementary, middle, high)
  5. Passing scores on PRAXIS II: Subject Assessments and Principles of Learning and Teaching (PLT) must be attained. Official verification from the testing service must be received in the Department of Education Office prior to the student teaching eligibility deadline
  6. Successfully obtained all of the following GPAs
    1. Overall GPA for all coursework attempted, including transfer courses: 2.75
    2. Professional Education Core GPA with a ‘C’ or better in all coursework (excluding Year Long Residency Part 2): 2.75
    3. Specific Content Area GPA and minimum course grades as outlined in the Academic Catalog
    4. General Studies Program GPA: 2.00
  7. Candidates placed in West Virginia public schools must complete the West Virginia Department of Education Form 24 –Clinical Experience Permit application prior to student teaching. Verification of an approved permit must be on record prior to student teaching. Form 24 requires electronic fingerprinting, State and FBI criminal background check. Forms will be distributed during the placement meeting.
  8. Successfully completed all Pre-Admission to Teacher Education Program, Pre-Admission to Year-Long Residency Part 1 and Pre- Admission to Year-Long Residency Part 2 professional seminars
  9. Music Education majors must complete a computer competency test through the Department of Fine Arts. Documentation of passing the competency test must be received in the Department of Education Office prior to the student teaching eligibility deadline.
  10. English Education majors must successfully complete a Capstone Exam through the Department of Humanities. Documentation of passing the exam must be received in the Department of Education Office prior to the student teaching eligibility deadline

Resources and Forms

Early Clinical Experiences &
Year Long Residency Part 1
Year Long Residency Part 2