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

Clinical Experiences & Internships

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 Eearly 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, EDSP415 (elementary majors) - candidates will assist and teach
  • Methods Block (1st semester of the year-long residency) - candidates will engage in all daily teaching activities
  • Student Teaching (2nd semester of the year-long residency) - candidates will engage in all daily teaching activities

Courses outside of the Professional Education Core (i.e. EDUC304, EDUC315, EDSP courses, etc.) 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. This 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.


Methods Block Semester
The first semester of the year-long residency is known as the " Methods Block” semester. During this semester the candidate is placed in the school where he/she will be completing the year-long residency. 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 block 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 methods block semester. The instrument used to evaluate candidates during the methods block is the Student Teacher Observation Tool (STOT), including a plan of action for professional growth in the upcoming semester.

Student Teaching Semester
The second semester of the yearlong residency is known as 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 with an early field experience include, but are not limited to: 
NOTE: Course Descriptions, number of hours and early field experience description 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 Methods Block (1st Semester of Year-Long Residency) - 400 hours
EDUC412 Elementary Methods in the Teaching of Science & Social Studies BLOCK Elementary Methods Block
EDUC413 Elementary Methods in the Teaching of Mathematics BLOCK Elementary Methods Block
EDUC414 Elementary Methods in the Teaching of Literacy BLOCK Elementary Methods Block
EDUC416 Assessment & the Data Informed Teacher BLOCK Elementary Methods Block
Special Education Methods Block (1st Semester of Year-Long Residency) - 400 hours
EDSP412 Science & Social Studies Methods for Special Education BLOCK Special Education Methods Block
EDSP413 Reading Language Arts Methods for Special Education BLOCK Special Education Methods Block
EDSP414 Mathematics Methods for Special Education BLOCK Special Education Methods Block
EDSP415 Co-Teaching, Consultations & Collaboration BLOCK Special Education Methods Block
Secondary Education Methods Block (1st semester of Year-Long Residency) - 400 hours
EDSP409 Strategies for the Secondary Classroom Inclusive Environment BLOCK Secondary Methods Block
EDUC410 Secondary Content Methods BLOCK Secondary Methods Block
EDUC416 Assessment & the Data Informed Teacher BLOCK Secondary Methods Block
EDUC418 Content Area Reading BLOCK Secondary Methods Block
Year Long Residency - Methods Block Requirements
Teacher Candidates are required to meet the following requirements prior to beginnin the Year-Long Residency Methods Block semester:
  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 Methods Block Semester 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 Methods Block & Student teaching 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 METHODS BLOCK ORIENTATION DURIGN THE METHODS BLOCK SEMESTER. IT DOES NOT GET COMLETED PRIOR TO BLOCK)
Year Long Residency - Student Teaching Requirements
Teacher Candidates are required to must meet the following Admission criteria by the end of the semester prior to student teaching, prior to beginning the Year-Long Residency Student Teaching semester:
  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 Student teaching): 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 Methods Block Semester and Pre- Admission to Year-Long Residency Student Teaching semester 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 Field Experiences Student Teaching