Learning without Limits. It's a Trine thing.

Field Experiences and Student Teaching

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

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

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 where he/she reflects on his/her experiences.    (Year 3)

In EDU 312, the candidate participates in five focused observations in classrooms for exceptional children.  The exceptionalities include hearing impaired, learning disabled, emotionally handicapped, mildly mentally handicapped, and gifted and talented.  The candidate completes a review of each experience.  The candidate also 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 eleven-week is monitored weekly.  A university supervisor observes the candidate one time each week and provides written feedback.  (Year 4/5)

In EDU 333, the candidate participates in a four-week observing, assisting, and teaching experience at a high school in the area where children and faculty reflect diversity.  A university supervisor observes each candidate two times and provides written feedback.  Cooperating teachers provide feedback, as well.   (Year 4)

In EDU 432, the candidate participates in a four-week practicum where she/he is involved in the daily routine of a school for approximately one block per day.  Progress is monitored by the methods instructor and by the cooperating teacher. Each cooperating teacher completes an evaluation form at the end of the experience.  (Year 4)