ESEE Field Progression and Policies
Prior to starting in the field please check the Candidate checklist here and the policies here. Candidates must make sure they have all the details covered prior to stepping onto a school campus.
To read about further click the appropriate topic below:
Semester one
Apprentice Teaching
Semester Two
Semester Three
Student Teaching
Standards-based Education
Field Policies
Candidate Support
Mentor Handbook
Key Players
Teacher Candidates are the students in any of the field-based programs in the college of education. This is a professional program and from day one the expectations are that all teacher candidates present themselves like professionals.
Each cohort has four cohort coordinators, who serve as advisors, instructors, and field supervisors. Each candidate is assigned to a specific coordinator to ensure every candidate has a go to person. Cohorts are one of the most important aspects of the Elementary Education Program. Teacher candidates form close-knit learning communities and lasting relationships with peers and instructors. Cohort members often say that they become ohana or family.
The ESEE program is unique in having four coordinators with specific roles. Mike is the student support coordinator and will handle any issues related to Plans of Assistance, registration, as well as cohort bonding so let him know if you have great ideas. Lori is the faculty coordinator so candidates may not always be aware of the work she is doing. Stacey is the placement coordinator who works closely with Cindy the field coordinator, they will be coordinating the field orientations and making sure we have great relationships with our school partners.
School Personnel are all the people who work for our school partners. In semester 1 the field experience includes working with school personnel, often the personnel responsible for the school’s RtI program rather than a specific mentor teacher.
In semester 1 each candidate is assigned a Literacy Coach who will visit them to conduct fidelity checks and provide coaching to ensure the candidates are implementing the reading intervention with fidelity. The literacy coach will assign the field grade.
University faculty assigned to observe and give feedback on lessons candidates deliver in partner classrooms are called Field Supervisors.
The ESEE Program is unique in that in semesters 2 and 3 Two field supervisors are assigned to each teacher candidate, one with a GEN background and one with a SPED background. Both field supervisors participate fully by observing and providing feedback to the candidate, regardless of what type of placement it is.
In semesters 2-4 candidates are assigned to a specific classroom teacher for their field experience or student teaching assignment.The ESEE Program refers to this as Apprentice Teaching as the teacher candidate (semesters 2-3) and student teacher (semester 4) is an apprentice to the classroom teacher who is called a Mentor Teacher. Mentor teachers provide guidance, advice, and growth opportunities to the candidate as each semester progresses. They submit evaluative feedback to the candidate at mid-term and at the end of the semester, based on the InTASC and CEC standards. Although the schools are given a small stipend from the university it in no way compensates mentors for the time, energy, and heart they provide to candidates. The apprentice teaching involves mentors and candidates co-teaching together to meet the diverse needs of the students in their classroom.
Prior to starting in the field please check the Candidate checklist here and the policies here. Candidates must make sure they have all the details covered prior to stepping onto a school campus.
To read about further click the appropriate topic below:
Semester one
Apprentice Teaching
Semester Two
Semester Three
Student Teaching
Standards-based Education
Field Policies
Candidate Support
Mentor Handbook
Key Players
Teacher Candidates are the students in any of the field-based programs in the college of education. This is a professional program and from day one the expectations are that all teacher candidates present themselves like professionals.
Each cohort has four cohort coordinators, who serve as advisors, instructors, and field supervisors. Each candidate is assigned to a specific coordinator to ensure every candidate has a go to person. Cohorts are one of the most important aspects of the Elementary Education Program. Teacher candidates form close-knit learning communities and lasting relationships with peers and instructors. Cohort members often say that they become ohana or family.
The ESEE program is unique in having four coordinators with specific roles. Mike is the student support coordinator and will handle any issues related to Plans of Assistance, registration, as well as cohort bonding so let him know if you have great ideas. Lori is the faculty coordinator so candidates may not always be aware of the work she is doing. Stacey is the placement coordinator who works closely with Cindy the field coordinator, they will be coordinating the field orientations and making sure we have great relationships with our school partners.
School Personnel are all the people who work for our school partners. In semester 1 the field experience includes working with school personnel, often the personnel responsible for the school’s RtI program rather than a specific mentor teacher.
In semester 1 each candidate is assigned a Literacy Coach who will visit them to conduct fidelity checks and provide coaching to ensure the candidates are implementing the reading intervention with fidelity. The literacy coach will assign the field grade.
University faculty assigned to observe and give feedback on lessons candidates deliver in partner classrooms are called Field Supervisors.
The ESEE Program is unique in that in semesters 2 and 3 Two field supervisors are assigned to each teacher candidate, one with a GEN background and one with a SPED background. Both field supervisors participate fully by observing and providing feedback to the candidate, regardless of what type of placement it is.
In semesters 2-4 candidates are assigned to a specific classroom teacher for their field experience or student teaching assignment.The ESEE Program refers to this as Apprentice Teaching as the teacher candidate (semesters 2-3) and student teacher (semester 4) is an apprentice to the classroom teacher who is called a Mentor Teacher. Mentor teachers provide guidance, advice, and growth opportunities to the candidate as each semester progresses. They submit evaluative feedback to the candidate at mid-term and at the end of the semester, based on the InTASC and CEC standards. Although the schools are given a small stipend from the university it in no way compensates mentors for the time, energy, and heart they provide to candidates. The apprentice teaching involves mentors and candidates co-teaching together to meet the diverse needs of the students in their classroom.