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

Clinical Experiences & Internships

Department of Education 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. 

Candidates must submit an Early Clinical Cxperience Request Form at the beginning of each semester in order to be assigned a clinical experience. Candidates must complete all required hours and assessments by the end of each semester. Each candidate will be assigned a mentor, typically at the school or county of their choice, which will serve as a classroom guide throughout their early clinical 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 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 – EDUC210L - candidates will observe and assist
  • Clinical Experience Level II – EDUC305L - candidates will assist and teach
  • Clinical Experience Level III – EDUC306L - candidates will assist and teach
  • Clinical Experience Level IV - EDUC450 Year Long Residency Part 1 - candidates will engage in all daily teaching activities
  • Clinical Experience Level V - EDUC460 Year Long Residency Part 1- candidates will engage in all daily teaching activities
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 the Department of Education Handbook. The 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 I 
During Residency Part I, the candidate is placed in the school where they 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 approximately 400 hours of teaching time in the classroom (4 full days per week, based upon mentor's contracted time); thus, integrating coursework and practical teaching. The full year residency model provides opportunities for co-teaching and earlier mentoring from classroom teachers. During Residency Part I the teacher candidate will follow Concord University’s academic calendar. 

The teacher candidate will complete a mini-Teacher Performance Assessment (Mini TPA) during this semester. The directions and rubric for the mini-TPA will be discussed an addressed during Residency Part1 orientation, and will also be covered in EDUC416. Candidates are evaluated by their University Supervisor using the “Student Teacher Observation Tool” (STOT) instrument. Candidates are evaluated by their cooperating mentor using the “WV Evaluation Rubric for Teachers” (WVERT). Candidates’ professional dispositions are evaluated by their course professor using the EDA. Candidates will be responsible for developing a plan of action for professional growth to be utilized in the upcoming semester (Residency Part2).

Year Long Residency Part II (Student Teaching)
During Residency Part II, teacher candidates work as full-time teaching interns, assuming all responsibilities and duties of the cooperating mentor, under the direction of a university supervisor. The Residency Part II 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.
 
Residency Part II 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. Residency Part II is a full time professional experience. Teacher candidates should not enroll in extra coursework, or engage in extra-curricular activities which interfere with Residency Part II. 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 University's service area, as well as required seminars offered at the University. Candidates must attend a mandatory placement meeting held the semester prior to Residency Part II. Placement meetings are held on the last Wednesday in September and the last Wednesday in February. During Residency Part II 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 Residency Part II 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 Residency Part II through the Department of Education Office by the end of the fourth week of the semester preceding the semester in which Residency Part II is planned. All applicants must attend a placement meeting during the semester prior to Residency Part II. Teacher Candidates will be required to submit a Placement Request for Residency Part II during the placement meeting.

Year Long Residency Part 1 Requirements
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 complete all Pre-Admission to Teacher Education Program and Pre-Admission to Year-Long Residency professional seminars
  3. Completion of ProEthica Course (administered in EDUC306) (candidates who completed EDUC306 after Summer 2021 are exempt from this requirement)
  4. Submission of a Pre-Professional Profile
  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 Resiency Part I. Verification of an approved permit must be on record prior to Residency PArt I. Form 24 requires electronic fingerprinting, State and FBI criminal background check.
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 Residency Part I. Verification of an approved permit must be on record prior to Residency Part I. Form 24 requires electronic fingerprinting, State and FBI criminal background check. 
  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