Clinical Program Expectations

Eastern’s Clinical Experiences
Eastern’s Education Unit Conceptual Framework is rooted in constructivist theory and practice. With constructivism at the core of the Framework, the Unit believes that collaboration, reflection and inquiry are essential traits of good educators. Eastern’s courses are based upon institutional, state, and professional standards in all areas of content. The clinical experiences are designed to enhance what the candidates are learning in their university classrooms.

It is essential that candidates experience the real world activities within the school setting. Cooperating teachers are encouraged to allow candidates to use authentic hands-on and mind-on activities when teaching “lessons” during field placements. Teachers are encouraged to gradually involve candidates in the everyday activities in their classrooms, and eventually guide them in taking larger roles.

The Role of the Classroom Teacher
The primary responsibility of the classroom teacher who accepts and Eastern candidate for a clinical experience is to be a supportive guide. To that end, the teacher should:

  • Provide opportunities to observe learning and teaching
  • Provide opportunities for the candidate to try out new methods and to take risks.
  • Assist the candidate in choosing and completing assigned activities with students.
  • Offer informal, verbal, and written feedback.
  • Converse with the candidate and share insights about teaching and student development
  • Converse with the university supervisor about the candidate’s performance.

The Role of the Eastern University Supervisor
The university supervisor serves as a liaison between the school, the teacher, and the university. In this role, the supervisor will:

  • Guide the candidate in reflecting about the challenges and successes of the experience.
  • Be available to the classroom teacher to discuss candidate performance and answer questions about the experience.
  • Monitor candidate attendance, punctuality, and professionalism.
  • Evaluate the candidate’s performance and provide explicit feedback for improvement.

The Role of the Eastern Candidate
The candidate has important responsibilities in the clinical experience. The candidate will:

  • Observe and interact with students.
  • Complete observations and limited teaching assignments.
  • Communicate university expectations and assignments to the classroom teacher.
  • Act in a professional manner, including arriving on time and the day assigned.
  • Contact the classroom teacher when absent.

Early Childhood Education
Core I:

  • Observe teacher methods, children’s interactions, and the use of technology in the classroom.
  • Study classroom design and materials.
  • Read to individual and groups of children.
  • Assess children’s language use and literacy awareness.
  • Conduct a formal assessment of children’s play and social participation.
  • Develop and teach learning games to small groups of children.
  • Develop and implement a literacy play center teach-re-teach project.
  • Develop and implement numerous learning materials and props.
  • Observe and implement student-made activities in a child care setting.

Core II:

  • Observe teacher methods, children’s interactions and the use of technology in the classroom.
  • Assess children’s reading/writing behaviors through the use of running records, interviews, and writing conferences.
  • Develop and implement a teach-re-teach project involving a cooperative learning activity, shared reading, and the integration of curriculum.
  • Develop and implement learning centers.
  • Develop and teach learning games to small groups in the classroom.

Elementary Education
Core I:

  • Observe teaching in multiple classrooms.
  • Develop and teach a mini-lesson.
  • Observe and analyze adaptations for children with special needs.
  • Read to individual and groups of children.
  • Assess children’s reading/writing behaviors through the use of running records, interviews, and writing conferences.

Core II:

  • Create interdisciplinary lessons to teach to entire class.
  • Teach and reflect on integrated lesson.
  • Review curriculum materials in use in classroom.
  • Work with individual or small group on reading/writing assignments.
  • Read to individual and groups of children.

Secondary Education
Core I (Middle School level):

  • Observe teaching in multiple content area classrooms.
  • Maintain teaching log.
  • Review scope and sequence within school curriculum.
  • Observe and analyze adaptations for student with special needs.
  • Organize and teach a reading/writing workshop in content area classroom.

Core II (High School level):

  • SmallĀ  and whole group instruction.
  • Maintain teaching log.
  • Develop, teach and reflect upon lessons in subject area.

Health and Physical Education
The Health and Physical Education Department provides clinical experiences for candidates pursuing certification in physical education as well as cross-endorsement in health. Methods courses with in the department include experiences working with students at all levels of instruction (pre-k through high school). These experiences include teaching opportunities at the university when students are brought to campus for special activity sessions as well as two senior seminar classes taught by public school professionals that take place at their schools. Clinical experiences for candidates in health and physical education include the following:

  • Observe learning and teaching.
  • Discover various techniques for teaching games and activities to small groups of students.
  • Observe various teaching styles.
  • Develop and teach a mini-lesson.
  • Work one-to-one with a student with special needs.
  • Create interdisciplinary lessons.
  • Observe systems of organization and administration of programs in schools.
  • Discover various techniques of assessment.
  • Develop group learning centers.
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