Time for Candidate Reflection on Feedback During Field Experiences and Clinical Practice

Field experiences are most often attached to specific professional education coursework.  During that coursework, candidates are given the opportunity to plan and teach lessons to peers prior to teaching in the field experience classroom.  Part of this process is typically the opportunity for peers and candidates to reflect together on the lesson and debrief about possible improvements.  During the actual field experiences, candidates are assigned to a particular teacher and classroom.  The candidate coordinates with the teacher concerning specific lessons to be taught and reviews all lesson plans with the teacher prior to instruction.  The ONU Lesson Plan Format requires that the candidate reflect on each piece of the lesson after it is taught to consider improvements before turning the completed lesson plan in to the university faculty member.  Both the teacher and the university faculty member typically review strengths and weaknesses of observed lessons with the candidate and completes the Field Experience Evaluation Form (earlier section) for the candidate submitting it to the Field Experience Placement Specialist at the end of the experience.

During the clinical experience term, student teachers also enroll in EDUC 4451 Leadership Seminar.  This course includes pre-student-teaching workshops as well as a weekly seminar during the actual student teaching experience.  During this seminar, teacher candidates talk with peers about experiences and problem solve concerning classroom issues.  The student teacher continues to use the ONU Lesson Plan Format including the reflective sections for lessons to be turned in to the university supervisor.  The candidate is placed in a classroom with a qualified teacher who, according to the Student Teaching Handbook, is expected to guide the student teacher in resolving subject matter difficulties, setting up objectives, organizing plans, developing evaluation instruments, using effective teaching methods and techniques, selecting media/materials, and implementing classroom management strategies.  These expectations are confirmed by the written agreement between ONU and the school district.  The teacher candidate is expected to arrive at school early and stay after school completing the fully assigned teacher day thus allowing the teacher candidate and the cooperating teacher to take advantage of all possible opportunities for collaboration and reflection.