Welcome to the Field Experiences of the Missouri Baptist University Teacher Education Program. We hope this phase of your training will be an exciting and rewarding time. Field experiences are systematically selected to provide opportunities for education students to observe, plan and practice in a variety of settings appropriate to the professional roles for which they are preparing. These experiences are accompanied by professional feedback to students from cooperating teachers and field supervisors in order to encourage best practices.
Courses are designed to give students the opportunity to prepare for all teaching responsibilities under the supervision of a member of the Education Division faculty and a cooperating school professional. The purposes of these experiences are to nurture intellectual and leadership capacity; to promote continuous improvement of teaching skill; knowledge of subject matter and pedagogy; to encourage the use of best available research and practices; to improve understanding of how students differ developmentally and culturally; to increase expertise in teaching strategies and use of technologies; and to engage in continuous reflective evaluation of performance. The student will have the opportunity to develop positive interpersonal relationships with various individuals that comprise the learning community.
The Director of Field Experiences must approve all field experience and student teaching assignments. All students need to be aware of MBU’s Student Teacher Placement Practices (see PDF below) before submitting a Field Experience Request Form.
Phase I: Exploring the Profession
EDCL 211 Field Experience I – In this introduction to the teaching profession, students are given support and guidance as they observe and act as a classroom teacher’s aid in a setting most directly related to their preferred area(s) of certification. Students are required to present one lesson under the direction of the classroom teacher with whom they are working. This beginning field experience is designed to provide the students with the opportunity to experience classroom instruction and behavior with students in age-appropriate groups. The objective is for the university students to reflect on their initial decision to pursue a teaching career and to evaluate the age level of students with whom they feel most suited. During this initial field experience, the university students have opportunity to rethink previous decisions and choices for study in the event they find themselves unsuited for a career in education or on a particular level of instruction. At this point, students still have ample time to change their course of study if this is the appropriate decision.
Phase II: Professional Standing
300-and 400/500-level methods courses – Based on the students’ Phase I field experiences and the insight they were able to benefit from being in the classroom experiencing education from a “front row seat,” MBU students are now at the point in their education that they can make insightful and practical decisions about continuing in the teacher education program. In the Phase I experience, students were primarily observers and less participants in the actual teaching and learning process. During Phase II field experiences, students draw from their experiences, decisions, and choices they have made because of those experiences and are better prepared to be more participatory in the classroom experience. During this phase, students are expected to experience teaching and learning through a variety of field experiences in different classroom settings embedded in the syllabi in various courses relating to the grade-level and/or subject(s) in which they are seeking certification. These courses are denoted as “SFE” or Seminar and Field Experience. Students assume more independence in planning and presenting lessons, but still are given ample faculty and professional support. These field experiences are combined with opportunities for reflective discussion, student interaction, problem solving, and journaling. During these experiential activities, students are required to present multiple lessons in a variety of content areas, using various instructional strategies, but all focused on professional competency based on the MoSPE standards. An integral part of these courses and field experiences is the interchange among university students in the class, the cooperating field teacher, and university faculty. This is a time for critical thinking and exploration of the profession based on a problem-solving methodology.
EDCL 411/511 Field Experience II – In Phase II, students are given opportunity to participate in the teaching and learning process and are required to think critically and reflectively about their performance, their competency, and their contribution to the students in their classrooms. Teaching now has become the profession of choice and students who spend quality time being actively involved in classroom activities have a great advantage over students who have not had the opportunity to experience the classroom first hand. During Phase II, MBU students further refine their teaching competencies as they work independently with a cooperating teacher and with faculty supervision to prepare and present three lessons in a grade/subject area relating to their certification preference. The university students are solely responsible for providing extensively planned and coordinated lessons and are accountable for the results. The integration of curriculum, instruction, and assessment is the primary objective of this level of experience. Students reflect upon their teaching competencies in their professional journal. The expectation of this reflective journaling assignment is that students will become introspective educators who are self-evaluative. Students are expected to continually seek ways to improve their competency in areas which are the most personally and professionally challenging.
Documents for Field Experience Placement
The following forms and information are a part of the field experience placement process for all students. Application deadlines are August 1st for Fall semester placement and December 1st for Spring semester placement.
In addition, students enrolled in EDCL 211 Teaching Field Experience I who are majoring in either early childhood or elementary education will need to complete the following form as they will be participating with Junior Achievement during their field experience placement.
International students will need to refer to the webpage on Curricular Practical Training for additional forms that must be submitted to the International Student Office before beginning any field placements.
Once you have been placed, you will need to contact your cooperating teacher and request that he or she complete a Classroom Diversity and Cooperating Teacher Data form. Classroom Diversity and Cooperating Teacher Data
Field Experience Requirements