MAED/TED-Secondary Field Experience Record

You are required to complete 100 hours (200 hours in Colorado) of field experience by the end of the MAED/TED Secondary program. These hours do not include substitute teaching or student teaching. The field experiences are designed to provide you with the opportunity to observe experienced teachers in the field and participate in professional development activities. In addition, specific courses in the MAED/TED-Elementary program will provide opportunities for you to practice teach with students in real classrooms.

Four formal field experience evaluations will be conducted during the program (observation, one-on-one instruction, small-group instruction, and whole-group instruction).  These evaluations and documentation of field experience must be uploaded and submitted to your electronic portfolio and will be reviewed by campus staff and faculty. The courses in the MAED/TED Elementary program that include a formal evaluation are:

  • MTE 508/508CA/509 (Models, Theories and Instructional Strategies): Observation
  • RDG 530/530CA (Curriculum Constructs and Assessment: Reading/Language Arts): One-on-one instruction
  • SPE 514/514CA (Survey of Special Populations): Small-group instruction
  • MTE 532/532CA (Curriculum Constructs and Assessment: Mathematics and Science): Whole-group instruction

Always remember that you must conduct yourself in a professional and ethical manner while visiting a school or other venue. Dress appropriately and professionally; treat your hosts with courtesy and respect; and don’t share personal information that you may learn about staff, faculty, or students. Consult the University of Phoenix Material “Guidelines for Classroom Observation” available in the Program Handbook.

This record is divided into two sections:

  • Section One outlines the required course-related field experiences. These are assignment outlines only. Always check your syllabus and consult with your faculty member for more assignment details and due dates.
  • Section Two provides field experience suggestions by category; these experiences will be scheduled by you and are not related to a particular course.

You should save this Microsoft® Word® file to your own computer and maintain it electronically. You will be required to upload and submit this record to TaskStream at selected times during your program for faculty review.  You are required to note the time spent in each experience, write a description of the experience, and reflect on the experience.  You should also obtain signatures from persons in authority (e.g., classroom teacher, workshop facilitator) confirming the field experience.  A signature page is included at the end of the Field Experience Record.  The signature page can be scanned and uploaded to TaskStream at the same time as you upload and submit your record.  Also complete the School Information sheet to the best of your ability and upload with the record. You may keep detailed notes by hand in a personal notebook; however, to meet program requirements you must summarize these notes in this observation record. A short paragraph (5-10 sentences) will suffice.  Include what you saw or did and your reflection on the experience. This Microsoft® Word® file will be uploaded to TaskStream as described above.

Reflection on the experience should include consideration of the following questions:

  • What did I observe or do?
  • What did I learn?
  • What did I gain from the experience? What was the benefit to my development and growth as a teacher?
  • What went well?
  • What could have been improved?
Section One: Required Course-Related Field Experiences. 

These are not complete assignment descriptions. There may be related readings and written assignments required. Consult with your faculty member and/or course syllabus for complete assignment details. Note that this section may include courses that pertain to other program versions.  You are required to complete experiences only in those courses in which you are enrolled. 

 

ACTIVITY DESCRIPTION OF FIELD EXPERIENCE ASSIGNMENT DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTON ON THE EXPERIENCE
ELL 500
Instructional Methods of English Language Learners
Conduct an observation of a learning environment that supports ELL students. When conducting the observation, focus on the following:
  • Cultural influences on the classroom environment
  • Cultural influences on instructional strategies used
  • Instructional modifications and assessment adaptations
  • Noticeable home and family partnerships as part of the learning environment
   
MTE 501/501CA
The Art and Science of Teaching
Schedule a classroom visit (minimum of one class period) for the purpose of making an observation.  Look for and make notes regarding the following.
  • Classroom arrangement
  • Use of technology in instruction
  • Classroom procedures and rules
  • Student/teacher relationship
  • Motivational techniques (extrinsic and intrinsic)
   
MTE 505/506/506CA
Child and Adolescent Development

Make preparations for an observation experience using the University of Phoenix Material “Observation: Validating Theory in the Classroom” as a guide.

Determine what kind of setting you would like to observe, and formulate goals for the observation.  You are responsible for determining theories that apply to the age group observed, as well as the activities, the multicultural issues, the dress, and the interaction of conversation and physical contact that are observed.  If you plan to observe a classroom situation, make arrangements to contact a principal and/or teacher of the desired grade level and arrange the on-site visitation, the time of the visitation, and the activities to be observed.

****

Design a developmentally appropriate activity for a specific age group (e.g., 3-5-year-olds, middle schoolers).  The activity may be related to any content area or topic.  Conduct the activity with the children (consider before- and after-school programs, community center programs, etc.).

   

MTE 508/508CA/509
Models, Theories, and Instructional Strategies

*This experience includes a formal evaluation by the site teacher (observation).

Interview a teacher with respect to lesson plan development.  Use the University of Phoenix Material “Questions for Teacher Interview on Lesson Planning” as a guide during your interview.  Prepare 350-700-word summary of the interview including the questions asked, the teacher’s responses, and your personal impressions.

****

*Arrange to observe a teacher implementing a lesson in a classroom setting.  This can be the same teacher you interviewed or a different teacher.  Use the University of Phoenix Material “Questions for Teacher Observation on Lesson Implementation” as a guide during your observation.  350-700-word summary of the interview including the questions asked, the teacher’s responses, and your personal impressions.

****

If permitted at your field experience placement site(s), use the lesson you developed for this course and teach it to students in a grade-appropriate classroom. Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience.

   
MTE 520/520CA
Maintaining an Effective Learning Climate
Plan to conduct a classroom observation, concentrating on classroom management.  Look for the following:
  • Teacher’s style of management
  • How the teacher interacts with students
  • Classroom set-up
  • Examples and incidents of mutual respect
  • Preventive procedures and activities

If possible, interview the classroom teacher and ask the following questions:

  • What discipline model is used in the classroom and school?
  • How does the teacher deal with the parent/guardian of a disruptive child?

****

If permitted at your field experience site(s), determine an appropriate time with the teacher that you may teach a classroom management procedure or conduct a brief activity with the students in his/her classroom. If you choose to conduct a brief activity, especially consider the classroom management issues involved.

   

MTE 529
Reading and Phonological Theory

Review your state’s reading standards as related to phonics skill and knowledge. (View the link to state standards on the course page.)

Interview a teacher in a local elementary school to find out how he/she implements these standards. How does the teacher determine his/her students’ abilities and needs regarding phonics? What types of activities does the teacher use in the classroom? How is phonics instruction incorporated in daily reading and writing activities?

Prepare a 350-700-word summary of the interview, as well as your thoughts on how you might incorporate the state standards into your own classroom.

The Phonics Interview and Reflection Paper is due in Week Two.

   
MTE 531/531CA
Curriculum Constructs and Assessment: History and Social Science

    Identify a classroom teacher with whom you can conduct an observation of a history and social science lesson.

    Based on the observation, prepare a 1050-1400-word paper that includes the following:

    1. An outline of the lesson’s objectives.
    2. Reflections on whether the students met, did not meet, or exceeded the lesson objectives.
    3. Reflections on how you determined whether the objectives were met.
    4. Reflections on how you would change any part of the lesson (including the assessments).
    5. Evidence of use of history and social science standards (national and state).
    6. Evidence of the integration of history and social science content with other content areas.

    Specify the grade level of the classroom that you observed and the school name.
    The Observation Paper: History and Social Science Lesson is due in Week Three.

    ***

    If permitted at your field experience placement site(s), select one lesson that you developed for this course and teach it to students in a grade-appropriate classroom. Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience.

   

MTE 532/532CA
Curriculum Constructs and Assessment: Science and Mathematics

*This experience includes a formal evaluation by the site teacher (whole-group instruction).

You are responsible for conducting two interviews and observations using an interview instrument or question set developed by you and reviewed by the instructor.  There should be one observation of a mathematics lesson and another observation of a science lesson.  You should develop an interview instrument or set of questions to utilize during the interviews/observations.  Consider the following during the development of the instrument:

  • Learning environment
  • Instructional and assessment strategies
  • Integrating and unifying concepts for a mathematics and science lesson

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*If permitted at your field experience placement site(s), select one lesson that you developed for this course and teach it to students in a grade-appropriate classroom. Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience.

   
MTE 537/537CA
Curriculum Constructs and Assessment: Physical Education and Health

Observe a physical education and/or health lesson at the K-8 level. What was effective about the lesson? What could have been improved or changed about the lesson?

****

Observe an organized sport (with children or adults). Consider the psychological aspect of the sport in relation to the athletes and the spectators. In addition, discuss the psychological impacts of organized, competitive sports on children. Include issues of self-concept, health, parent involvement, teamwork, etc.

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If permitted at your field experience placement site(s), select one lesson that you developed for this course and teach it to students in a grade-appropriate classroom. Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience.

   
MAT 534
Curriculum Constructs and Assessment: Visual and Performing Arts

Observe a visual and performing arts lesson in an elementary classroom.  Look for the following:

  • Types and use of resources (including community resources)
  • Classroom management and procedures
  • Management of equipment and supplies
  • Lesson planning
  • Assessment
  • Instruction of diverse learners
  • Appropriate use of vocabulary
  • Integration of visual and performing arts with other content areas

****

If permitted at your field experience placement site(s), select one lesson that you developed for this course and teach it to students in a grade-appropriate classroom. Reflect on your experience as part of the Field Experience Observation Record, including revisions that you would make to the lesson based on the experience.

   

RDG 530/530CA
Curriculum Constructs and Assessment: Reading and Language Arts

*This experience includes a formal evaluation by the site teacher (one-on-one instruction).
*This course includes a practicum requirement, requiring you to participate in a teaching situation with one reading “client.”  The experience will involve diagnosing the client’s reading strengths and weaknesses, planning a program of remediation, writing lessons, and teaching the client.  Review the University of Phoenix Materials “Tutoring Sessions,” “Tutoring Log,” and “Client Instructional Sessions/Workshop Schedule” for information on the content and schedule of client sessions.

 

   

SPE 514/514CA
Survey of Special Populations

*This experience includes a formal evaluation by the site teacher (small- group instruction).

Locate a site of your choice for an observation, such as a special education classroom, regular inclusive classroom, gifted and talented classroom, or private intervention agency.

  • Identify and describe the client or student population
  • Describe the types of services available for clients or students
  • Identify the funding agency
  • Describe the staffing (number, types of positions)
  • Describe the materials and curricula used
  • Describe the adult-client and/or teacher-student interaction

Describe how students are assessed for placement as well as instructional assessment

In addition, prepare an evaluation of the classroom/agency.  Is this a classroom/agency in which you would place your own child?  Are there changes you would make?  If so, what?

***

Conduct an interview with a local special education administrator or special education teaching team (including a paraprofessional) regarding their collaborative relationships with outside support services such as county and private agencies, non-profit organizations, etc.  How does the school collaborate with these organizations to provide appropriate student services?  The Interview on Collaboration is due in Week Four.

****

*Using the lesson plan that you developed in MTE 508/509, make necessary adaptations for a special populations category (e.g., learning disabled, visually impaired).   If permitted at your field experience placement site(s), teach the adapted lesson to a student or students in his/her classroom. 

   
MAT/504
Adolescent Psychology

For this assignment, you will need to secure a location to observe a group of adolescents for a period of approximately 45 minutes. Ideally, you can sit in on a middle school class at a local school. Contact the principal ahead of time and ask permission to observe a class of your choice. Some alternatives for observing adolescents would be to observe a class or activity at your local community center or recreation center. Choose a group of adolescents you do not know. Refer to the University of Phoenix Material, “Guidelines for Classroom Observation.”

During your observation, take notes on how the adolescents behave and interact with each other. What characteristics do you see that define them as adolescents? In a 700-1050-word paper, review your observation and include the distinguishing adolescent development characteristics of this group. Defend your analysis with references from your notes and from your assigned readings. Include at least three references.

   
MAT/538
Middle School Foundations and Philosophy
Review Figure 1.3, This We Believe, in Chapter 1 of your course textbook. Conduct an observation at a middle school; if during the summer, observe a year-round school or a summer session. Using the tenets of This We Believe as a guide, seek examples or non-examples of this National Middle School Association document as they are present in your respective middle school. Refer to the University of Phoenix, “Guidelines for Classroom Observation” prior to scheduling your observation. Write a 1050-1700-word paper in which you assess the effectiveness of these 14 tenets based on your middle school observation.    
ECH/506
Intro to Early Childhood Education
  1. Observe two early childhood education programs. One observation must be in an early childhood setting that serves children from birth through preschool (e.g., Head Start program, Montessori school, licensed daycare/preschool facility). A second observation must be in an early childhood setting that serves children in kindergarten through grade three. Based upon your observations, prepare a 1050-1400-word analysis of the early childhood education programs. Compare and contrast your observations, addressing the following:
    1. Philosophy of each program
    2. Mission statement of each program
    3. Program organization
      1. Daily schedule
      2. Classroom arrangement (include classroom diagram)
    4. Curriculum and key experiences
      1. Children’s participation in a variety of learning experiences (e.g., play, literacy activities, creative activities, physical activities, etc.)
      2. Equipment and learning materials
      3. Diversity considerations
      4. Forms of assessment
    5. Equipment and learning materials
    6. Diversity considerations
    7. Forms of assessment
  2. Using the Standards Manager in TaskStream, review the National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation. Interview two early childhood educators (paraprofessional, teacher, or school director/administrator); one interview with an early childhood educator who serves children from birth through preschool (e.g., Head Start program, Montessori school, licensed daycare/preschool facility), and a second interview with an early childhood educator who serves children in kindergarten through grade three. Consider the following topics to guide your discussion:
    1. Professional qualifications
    2. Required certifications
    3. Growth opportunities in the early childhood profession
    4. Ethics and professional standards in early childhood programs

Prepare a 700-1050-word paper summarizing the interviews.

   
ECH/542
Early Childhood Play Theories

Visit a childcare center or primary school classroom to analyze how indoor and outdoor space is used to provide play experiences for the children. Take photographs (with appropriate permission and clearance) and/or make sketches of the layout. What evidence is there that the teacher has anticipated the need for indoor and outdoor play?

****

Throughout the course, arrange to visit childcare centers and classrooms in order to conduct 8-10 hours of observation of infants and toddlers, preschoolers, and school-aged children at play. Discuss the selection of materials, purpose of the play experience, and the skills to be developed with the center facilitator or teacher.

Create a journal or log on your observations and reflections. You may wish to take photographs of the children at play with appropriate permission and clearance. Include the photographs with your journal. Include a statement on whether and how your philosophy of play has changed and how you will incorporate play into your own classroom.

   

Section Two: Other Field Experiences.

You will need to schedule and arrange other field experiences in order to complete the required number of hours. Consult with your faculty member if you have questions or need other suggestions.

Suggested activities include:

  • Observations at local schools including a variety of grade levels, content areas, and student ability levels. You should also schedule observations at diverse schools and districts (based on socio-economic level, rural/urban setting, student demographics, etc.).
  • Attendance at parent/teacher organization meetings, school board meetings, grade level and content area meetings, all-school staff meetings and training. (If you do attend a parent/teacher organization meeting, don't attend your own child's school meeting. You should take the teacher's perspective.)
  • Workshops and conferences for educators. Check with local school districts, the state department of education, local colleges and universities, and professional organizations for schedules of events.

 

ACTIVITY DESCRIPTION OF FIELD EXPERIENCE ASSIGNMENT DATE, PLACE, AND TIME SPENT (NUMBER OF HOURS) REFLECTON ON THE EXPERIENCE
       
       
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Signature Page

Make a note of each experience on this page (site, date) and obtain an appropriate signature at the observation/event site.  You will scan and upload and submit this page to TaskStream at the same time you upload and submit your field experience observation record.

Example
Apple Elementary School; October 15, 2010. Observed Mrs. Smith's 1st-grade classroom.

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Site: Date: Observed/Participated in:
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Add signature lines as needed

School Information

Candidates are expected to conduct their field experiences in a variety of diverse settings. For each school site where you conduct an observation or carry out an activity, provide the following information. You will scan and upload and submit this page to TaskStream at the same time you upload and submit your field experience observation record.

  • School Name ________________________________________________
  • School Size __________________________
    Private School
    Public School
    Urban School
    Rural School
    Title I School
  • Population of English Language Learners (School) _____________________________
  • Population based on Disability Categories (School) _______________________
  • School Report Card information (demographics, school “grade”)
  • Content Area (Classroom) ____________________
  • Grade Level (Classroom) _____________________

Add checklists as needed

University of Phoenix Material

REQUEST FOR FIELD EXPERIENCE MODIFICATION

You must complete this form if you are unable to complete a field experience assignment as written in the syllabus due to school and/or school district restrictions. You must submit this Request for Modification prior to the 2nd week/workshop of the course so that your faculty member can adjust the assignment accordingly.*

Student name:
________________________________________________________________

Course number:
________________________________________________________________

Course title:
________________________________________________________________

I am unable to complete the required field experience assignment as written for this course due to school and/or school district restrictions.

__________________________________________________________________________________
signature date

*If the course in which you are enrolled requires a field experience evaluation, and the modification does not accommodate this evaluation, you must upload and submit this form to your e-portfolio in the field experience evaluation item of the respective course prior to the course end date.