Learning without Limits. It's a Trine thing.

Field Experiences/Student Teaching

Area school districts where students participate in field experiences and student teaching include, but are not limited to:

  • Bronson Community Schools (Michigan)
  • Coldwater Community Schools (Michigan)
  • Sturgis Community Schools (Michigan)
  • MSD of Steuben County Schools (Indiana)
  • Prairie Heights Community Schools (Indiana)
  • Hamilton Community Schools (Indiana)
  • Fremont Community Schools (Indiana)
  • Fort Wayne Community Schools (Indiana)
  • Garrett, Keyser Butler Community Schools (Indiana)
  • DeKalb County Central United School District (Indiana)
  • DeKalb Eastern Community Schools (Indiana)
  • Quincy Community Schools (Michigan)
  • Edgerton Local School District (Ohio)
  • Edon-Northwest Local School District (Ohio)
  • Central Noble Community Schools (Indiana)
  • East Noble Community Schools (Indiana)
  • West Noble Community Schools (Indiana)
  • Lakeland Community Schools (Indiana)

Field experiences, important and practical opportunities for you to interact with K-12 students and teachers, are part of nearly every education course. They are integrated into the curriculum and begin as early as your freshman year. They include, but are not limited to:

In EDU 111, the candidate participates in five focused visits—lower elementary school (grades K-2), upper elementary school (grades 3-5), middle school (grades 6-8), high school (grades 9-12) and alternative school (grades 9-12). (Year 1)

In EDU 211, the candidate participates in a three-to-four-week field experience where participation is monitored weekly. Performance and dispositional indicators are assessed. The extent to which the candidate is involved in one-on-one interaction, is on time, and models best professional behavior are assessed.  (Year 2)

In EDU 301, the candidate participates in a four-to-five-week practicum where she/he is involved in small group and whole group instruction. A university supervisor observes the candidate at least two times, completes written observation forms and debriefs. The cooperating teacher completes an evaluation form at the end of the experience.  (Year 3)

In EDU 311, the candidate participates in two to three focused observations and interviews with building principals in schools where students reflect racial/ethnic and socioeconomic diversity. The candidate completes a journal in which he/she reflects on his/her experiences.  (Year 3)

In EDU 312, the candidate participates in five focused observations in classrooms for exceptional children. Exceptional children include those with hearing impairment, learning disabilities, emotional handicaps, mild mental handicaps, and those classified as gifted and talented. The candidate completes a review of each experience and participates in a three-hour experience in a classroom for mildly mentally handicapped students where he/she provides individualized and small group instruction. (Year 3)

In EDU 470 (student teaching), the candidate participates in an 11-week experience and is monitored weekly by a university supervisor who observes the candidate and provides written feedback. (Year 4/5)

In EDU 342, the candidate participates in a practicum for five to six two-hour observations in a kindergarten classroom. The candidate also completes a journal that addresses issues confronted by early childhood educators: classroom strategies for interactive teaching and learning; and reflective comments on classroom management, lesson planning, grade level planning, differentiation, inclusion and school climate. (Year 3)

In EDU 441, EDU 452, EDU 454, and EDU 464 (EMB), the candidate participates in a four-week teaching experience at an elementary school where children reflect diversity. (Year 4)