Teacher Education

CSUteach Field Experiences

CSUteach students participate in five different field experiences. All CSUteach students are pursuing their licensure in secondary mathematics and science and/or science and will have each of the five field experiences as part for the program.

Courses with Field Experiences

EUT 201- Step 1:Inquiry Approaches to Teaching
This course will provide students with an opportunity to: 1) explore teaching in science or mathematics as a career; 2) experience early field experiences in teaching; and 3) explore the theory and practice that is necessary to design and deliver excellent instruction. Participants will obtain first-hand experience with planning and implementing inquiry-based science or mathematics lessons in elementary and middle school classrooms and observe high school classrooms. NB: Has a grades 3-9 field experience in addition to class meeting times.

EUT 215 - Step 2: Inquiry in Mathematics
This course will provide students with an opportunity to continue to explore mathematics teaching as a career through focused field experiences at the middle and high school levels using inquiry-based instructional techniques. Participants build upon and practice inquiry-based lesson design skills that were introduced in EUT 201 and will also become familiar with exemplary mathematics curricula for the middle and high school settings. NB: Has a grades 6-9 field experience in addition to class meeting times

EUT 217 - Step 2: Inquiry in Science
This course will provide students with an opportunity to explore science teaching as a career through focused field experiences at the middle and high school level using inquiry-based instructional techniques. Participants build upon and practice inquiry-based lesson design skills that were introduced in EUT 201 and will also become familiar with exemplary science curricula for the middle and high school settings. NB: Has a grades 6-9 field experience in addition to class meeting times.

EUT 305 - Classroom Interactions
This course continues the process of preparing future teachers to teach mathematics and science in secondary settings by providing opportunities to see how theories explored in EUT 302 play out in instructional settings. Students will design and implement instructional activities informed by their understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building awareness and understanding of equity issues and their effects on learning, NB: Has an 40-hour 6-8 grade field experience in addition to weekly class meeting times.

EUT 315 - Project-Based Instruction in Mathematics
Project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to students. This course also provides opportunities for candidates to gain experience in assessing, preparing and teaching problem-based lessons through an extensive associated field experience. Physical materials and strategies for teaching mathematics at the intermediate and secondary level are considered, as are student characteristics, teaching and learning styles, issues of equity and diversity, and constructivist theories of learning. NB: Has an 80-hour field experience in addition to weekly class meeting times. Field experience must be applied for at least one semester in advance.

EUT 317 - Project-Based Instruction in Science
Project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to students. This course also provides opportunities for candidates to gain experience in assessing, preparing and teaching problem-based lessons through an extensive associated field experience. Physical materials and strategies for teaching mathematics at the intermediate and secondary level are considered, as are student characteristics, teaching and learning styles, issues of equity and diversity, and constructivist theories of learning. NB: Has an 80-hour field experience in addition to weekly class meeting times. Field experience must be applied for at least one semester in advance.


Field Experiences Explained

Click here for a pdf version of Field Experiences Explained <!-- Pre-Apprentice Teaching Experiences
Step 1 and Step 2 courses consist of 4-week cycles in the Elementary and Middle School Settings and observation in a high school classroom.

Each 4-week cycle consists of the following:
> 3 guided and participatory observations
> 1 small group learning experience
> 1 co-teaching experience (with mentor)
> 1 team teaching experience

Mentor Category

Schedule & Mentor Responsibilities

Elementary Setting (3-5)

> 7 in-class hours by pre-apprentice during a given semester, including one 4-week cycle: 5 observations as outlined above and 1 teaching experience
> Provides written (Google Docs) and verbal feedback for lesson plan
> Submits observation form for teaching experience
> Provide guidance and support as pre-apprentice learns about the teaching profession
> Works with Step 1 students only

Middle School Setting (6-8)

Step 1
> 7 in-class hours by pre-apprentice during a given semester, including one 4-week cycle: 5 observations as outlined above and 1 teaching experience
> Provides written (Google Docs) and verbal feedback for lesson plan
> Submits observation form for each teaching experience
> Provide guidance and support as pre-apprentice learns about the teaching profession

Step 2
> 14 in-class hours by pre-apprentice, including two 4-week cycles: 5 observations as outlined above and 1 teaching experience
> Provides written (Google Docs) and verbal feedback for lesson plan
> Submits observation form for each teaching experience
> Provides guidance and support as pre-apprentice learns about the teaching profession

High School Setting (9-12)

Step 1
> 4 hours guided and participatory observations by pre-apprentice student
> Provide guidance and support as pre-apprentice learns about the teaching profession

Step 2
> 4 hours guided and participatory observations by pre-apprentice student followed by 1 teaching experience
> Provides written and verbal feedback prior to teaching experience
> Submits observation form for teaching experience
> Provides guidance and support as pre-apprentice learns about the teaching profession

EUT 305-Classroom Interactions

The clinical experience associated with Classroom Interactions consists solely of the Middle School setting, Grades 7-8.
> 40 hours of in-class time total in a middle school classroom, 4 hours per week for ~ 10 weeks, depending on school calendar
> Students conduct 4 observations, 3 lessons, 5 day unit
> Models effective instructional practices
> Provides feedback for lesson plans on Google Docs
> Completes two Observation Forms
> Facilitates reflections on experiences informally follow teaching experience
> Students will be videotaped as part of their Teacher Performance Assessment; Video Consent Forms upon request

-->

Note: Apprentice Teaching 1 and 2 students will be graded using the following criteria:
Student receives a letter grade, given by university supervisor, based on supervisor and mentor observations/evaluations, observation follow up reflections and critical incident reports (AT1 only). Students in AT1 must receive a grade of B or higher to move on to Apprentice Teacher 2 (AT2).

Forms

Attendance Form

Lesson Plan Forms

Observation Follow up Form (AT1 and AT2 students only)- one for science, one for math


Observation Forms:

Step 1

Step 2/305

AT1/AT2

Links

Google Docs
OFS Site