These varying perceptions include: a teacher education faculty whose focus includes subject matter concentrations, but whose emphasis is typically of the pedagogical and field experience
Field Experiences 1.1 Types of Experiences
Field experiences are an integral component of educator preparation programs, providing productive, structured learning opportunities that are grounded in research and weave classroom practice throughout the preparation program At the University of West Georgia (UWG), College of Education (COE), the goals of field experiences are to enable the teacher education candidate to: a) identify, observe, and study relevant growth, developmental patterns, and behavior characteristics of children at varying stages of maturation; b) observe differing personalities and methods of teaching both in and outside the candidate’s area of specialization; c) participate in planning, conducting, and evaluating learning experiences; d) study the relationship of the teacher to other teachers, students, parents, administrators, other school professionals, and community members involved in the school program; and e) increase participation in non-instructional activities.
UWG offers three basic levels of field experiences designed to help candidates develop professionally in the knowledge, skills, and dispositions outlined in our Conceptual Framework, with these experiences aligning to and operationalizing the framework described in the overview report (details at http://www.westga.edu/~ncate/overview/e0_overview_report.php).
Introductory field experiences are entry-level components of teacher education that emphasize structured observation and limited interaction with students in real classrooms As a required part of each introductory course, these experiences involve guided classroom observations, viewing videotapes of classroom settings, and reflecting on what was observed They introduce candidates to the contemporary classroom environment and help them decide whether to pursue a teaching career.
Mid-level field experiences align with methods classes and concentrate on the knowledge and skills defined in course objectives and the Conceptual Framework Structured activities help candidates begin developing teaching competencies in real classrooms Across programs, the time spent in schools, the qualifications of supervising (cooperating) teachers, and the approaches to assessment techniques vary, reflecting different program requirements.
Internship is a 15-week capstone student teaching experience designed to serve two main purposes: to provide a realistic setting where candidates apply the skills and knowledge from their coursework and demonstrate the professional dispositions outlined in our Conceptual Framework, and to assess the candidate’s readiness for entering the teaching profession For many candidates, the internship represents the most significant learning experience in their professional preparation, while school administrators often regard the internship assessment as the most important document in a teacher candidate’s portfolio.
Efforts are made to place candidates in field experiences that foster optimal professional and personal growth as prospective educators, with placements arranged by the Office of Field Experiences in collaboration with the cooperating school system and the program coordinator, university- and school-based supervisor, or course instructor Any requests for a change of placement must be initiated by completing the Hardship Placement Change Request form: http://www.westga.edu/assetsDept/Hardship_Change_Request.pdf.
Assignments, except those in Educational Leadership, are initiated by requests from the Office of Field
Preparation is designed for superintendents and coordinators designated by the school system All assignments are organized to align with the policies, procedures, and negotiated agreements in place among cooperating schools and the University, ensuring consistent implementation and effective collaboration.
UNDER NO CIRCUMSTANCES SHOULD A CANDIDATE INITIATE PERSONAL
CONTACT WITH ANY SCHOOL TO ARRANGE A PLACEMENT ASSIGNMENT
It is essential that no one from UWG create a hardship or place undue pressure on local school system faculty and administrators in arranging a placement
A key consideration in field placements is ensuring that students experience diversity within school settings The Office of Field Experiences accounts for both diversity and a range of grade levels when making placement decisions, ensuring placements expose future teachers to varied educational environments and student populations This approach helps prepare candidates for inclusive classrooms by broadening real-world experience across different grades and school contexts.
Assignments are typically limited to Georgia public schools and area partner schools, with placement distribution driven by the current demand for field experiences and the availability of suitable sites University faculty collaborate to select the specific schools to be requested each semester, ensuring that the chosen placements align with each candidate’s professional needs The final decision prioritizes this alignment and site availability above other factors when determining a placement site.
Georgia public schools selected for partnership with UWG should meet several general guidelines: school personnel support the teacher education program and are willing to enter into a collaborative partnership with UWG for the professional development of teacher candidates; the school administration is committed to maximizing the professional growth of staff and the development of the school program; the cooperating school exemplifies high standards of teaching and learning; there is enthusiasm among students, parents, faculty, and administrators for schooling; the school is SACS accredited; the supervising teacher holds a Level 4 or higher certificate in their area of preparation; the school does not discriminate against students based on race, gender, religion, nationality, or academic ability and actively supports students with special needs; and the school environment and assigned classroom fall within the norm to provide a conducive learning context.
Page 8 highlights a candidate with realistic internship experience in their chosen field of preparation and certification goals, demonstrating practical readiness The school’s core curriculum centers on academic subjects and aligns with the Common Core Georgia Performance Standards (CCGPS) or other standards set by the Georgia Department of Education.
Supervising (cooperating) teachers are selected through a collaborative process involving the university, school system administrators, and cooperating school leaders, guided by explicit selection guidelines: they must express a genuine interest in collaborating with the teacher candidate and faculty; hold a valid, clear renewable professional certificate in the field the candidate will teach (for speech-language pathology supervision, the supervisor must hold a Certificate of Clinical Competence, CCC); have at least three years of successful teaching on a professional certificate (interns’ supervisors also must have at least three years of successful teaching on a professional clear renewable certificate); be recognized for excellence in teaching and the ability to work well with others; be recommended by the school principal; demonstrate effective mentoring and supervisory skills; and maintain an instructional load that is realistic and reflects an appropriate cross section of the student population, with the placement matching the intern’s certificate field.
While teachers in nontraditional environments such as Special Instruction Assistance and Early Intervention Program can be strong role models, the traditional classroom is the preferred setting to ground teacher preparation Field experiences should give candidates a solid familiarity with the traditional classroom, even though classroom environments can vary from school to school.
The principal, supervising (cooperating) teacher, and university/school-based supervisor decide what is best for the teacher and the candidate for whom that teacher is responsible Most supervising
(cooperating) teachers work with one candidate during the academic year
Placement assignments follow general guidelines: candidates are not assigned to schools from which they graduated or attended within the last ten years; they are not placed in schools where relatives are staff members or students; each candidate is assigned to one supervising (cooperating) teacher, though they may work with other teachers for special experiences or as a member of a team.
The University of West Georgia maintains written agreements with each school system where candidates are placed, ensuring clear terms for every placement Approval procedures for individual placements vary by system and are influenced by factors such as policy, district size, and security requirements.