The UMM Elementary Education Program is committed to providing clinical experiences that reflect our conceptual framework. The field experiences allow the knowledge and theory studied in coursework to be implemented and analyzed in practice. Candidates are expected to explore and analyze instructional technology and student diversity in every setting. They are expected to build leadership skills as they build relationships with their cooperating teachers, other school personnel, community members, and students. In this way, the clinical experiences match the characteristics of the program. They are developmental and constructive, with increased expectations and opportunities for personal growth in understanding as candidates progress through the program. They are reflective and integrative with key program components explored, analyzed and extended in each setting. They are collaborative both in the sense the University and school personnel work to plan, implement, and assess candidate experiences as well as in the expectations of collaboration for the candidates themselves. Finally, they are standards based. The Minnesota Standards of Effective Practice (SEP) are addressed in each experience. Assignments and final assessments are based on the standards.

The integration of clinical experience with University coursework has been a goal and action of the UMM Elementary Education Program for decades. In the UMM Elementary Education Program, any time candidates take a course, they also participate in a practicum. This blending of theory and practice supports our students as they grow toward being effective beginning teachers.

Description of Field Experiences
ElEd 3111 - Practicum I: Field Experience in the Elementary Classroom
ElEd 3211 - Practicum II: Field Experience in a Preprimary Setting
ElEd 3212 - Practicum II: Field Experience in a Middle Level Setting
ElEd 4112 - Practicum IV: Experience in the Elementary School

Description of Field Experiences

Field experiences are planned and implemented by the elementary faculty who work closely with school personnel to provide candidates with meaningful, appropriate experiences.

The experiences begin with the prerequisite course Foundations and Issues in Education and give students interested in education the opportunity to explore a career in teaching. They are expected to make connections between what they see in the classroom and the issues and ideas that we discuss in class. Reflection and analysis are major goals of the course as we help students look at classrooms from a teacher's—rather than student's—perspective.

Clinical experiences are chosen and assigned to allow students to work with diverse populations. Numerous experiences allow students to work with a variety of students in varied settings at multiple grade levels. This allows students to gain a breadth of experiences that represent the scope of their license. Most candidates work in small and large schools and in rural and suburban schools. All complete at least one field experience in a cross-cultural setting.

Elementary candidates complete four field experiences (totaling approximately 150 hours in classrooms) prior to student teaching. In each experience, they apply the topics, knowledge, and strategies studied in the concurrent courses. The expectations are developmental and increase with each experience. For example, in the first practicum once they are enrolled in the program, the students plan, implement, and evaluate a mini-unit. In the second practicum, they plan and teach an extensive unit (preprimary) or complete an in-depth curriculum analysis (middle level). Their performance is judged at a higher level. Though performance expectations and depth of assignments increase as the candidates develop, certain aspects of the experience are consistent. Students are expected to keep a reflective/analytical journal, observe students, interview and collaborate with teachers and other professionals, teach lessons or in some way work with students. Following the Teacher Education integrative model, candidates also are expected to explore instructional technology and student diversity present in every clinical experience. In addition, the candidates observe students, build relationships with cooperating teachers, plan and teach lessons, explore and analyze instructional technology and student diversity.

ElEd 3111 - Practicum I: Field Experience in the Elementary Classroom

In ElEd 3111, students extend and apply information and skills learned in other ElEd courses. Students will spend a minimum of 40 hours in an elementary classroom where they will observe, teach, and assist their cooperating teachers. The class will meet weekly on the UMM campus.

ElEd 3211 - Practicum II: Field Experience in a Preprimary Setting

This course will provide students the opportunity to link the theory and pedagogy of the university classroom to the practice in a preprimary setting. Students will spend a minimum of 40 hours in a preprimary or kindergarten setting where they will observe, teach, and assist their cooperating teachers.

ElEd 3212 - Practicum II: Field Experience in a Middle Level Setting

This course will provide students the opportunity to link the theory and pedagogy of the university classroom to the practice in a middle level. Students will spend a minimum of 40 hours in a Grade 5 to Grade 8 (grades 7-8 preferred) where they will observe, teach, and assist cooperating teachers.

ElEd 4112 - Practicum IV: Experience in the Elementary School

In ElEd 4112, students have the opportunity to apply content area methods in a classroom setting. Students will spend a full week in an elementary classroom where they will observe, teach, and assist their cooperating teachers. The class will meet weekly on the UMM campus.

For more information please see the Elementary Education Program Handbook PDF or Word.