主要内容

野外工作经验

实地考察政策:

概述

In order to best prepare our teacher candidates for the field, our department has been partnering with our 临床教育工作者 (host teachers, 学生教师主管, 管理员, 等.) to provide our students with clinically rich experiences. We are preparing our teacher candidates for future employment in collaboration with our partners. Whether it is field experience hours or student teaching, both Roberts faculty and 临床教育工作者 are equally contributing to our students’ clinical preparation.

Given that there are so many involved in our teacher candidates’ experiences, this website has been created as a resource. Here you will find information that pertains to any clinical experience. 教师, 临床教育工作者, 学生教学主管, and teacher candidates alike can use these resources to navigate clinical experiences.

规划材料

When lesson planning, our teacher candidates use the Roberts/UbD lesson plan template. This template is framed around 回来ward Design/Understanding by Design. Teacher candidates who regularly use this template plan instruction that is cohesive and aligned. It is important that all involved fully understand what the lesson plan template entails.

When unit planning, our teacher candidates use the Roberts unit plan template. This template mirrors the type of curricular materials used in local districts today. The template helps teacher candidates understand how to plan for a larger chunk of time, while still focusing on a specific set of standards and meaningful ways to assess student learning.

野外工作进展

The clinical experiences in which our teacher candidates participate across their program are structured in a very purposeful way. When our teacher candidates are early in their program, they observe and reflect. As they progress through the program, they take on more responsibility such as 1:1 tutoring, 小组教学, and eventually whole group instruction. Expectations for clinical experiences have been scaffolded in order to allow for this progression of learning across a teacher candidates’ program, thus best preparing them for student teaching and eventual employment.

As 临床教育工作者 work with our teacher candidates, it is important to know where they are in their program. Understanding what they are best prepared to do will help maximize their time in their clinical experience. 然而, our teacher candidates should always challenge themselves to learn and try new things with the support of their clinical educator.

Below are the rubrics that 临床教育工作者 complete at the conclusion of a teacher candidates’ clinical experience. The rubric matches the expectation for the clinical experience based on our progression chart. Teacher candidates in an hourly field experience will have the field experience rubric completed by the clinical educator. Teacher candidates in student teaching will have a student teaching rubric completed by both the clinical educator and supervisor.

  • 学生教学
    • The 学生教学 Handbook will be provided during the student teaching semester.
  • 职业性格
    • Roberts has developed a set of technical standards against which we evaluate our candidates’ professional dispositions. These are things that cannot be measured through typical coursework or assignments, yet are important in developing the professional behaviors expected in the field.

其他资源

联系信息

For more information about field experiences, 詹妮弗·多尔, Coordinator of Field Experiences and Clinical Partnerships, 电话:(585)594-6964或 dorr_jennifer@firstnews-extra.com

For more information about student teaching experiences, contact Amy Polisseni at (585) 594-6787 or polisseni_amy@firstnews-extra.com

For more information about instructional planning or other curricular elements, contact Kristen Driskill at (585) 594-6106 or driskill_kristen@firstnews-extra.com