Office of Field & Clinical Experiences
"WSSU is committed to the preparation of school personnel who effectively model social justice in a diverse 21st century learning community."
The Office of Field & Clinical Experiences (OFCE) is responsible for the oversight of all partnerships with school districts and centers that provide placements for early field, preclinical, and clinical experiences for WSSU pre-majors and majors as they develop into effective teachers. The OFCE recognizes that school/center personnel and university faculty share responsibility for preparing highly qualified teachers who can facilitate learning for students in diverse 21st century classrooms.
Early field experiences, the preclinical practicum, and clinical internship are vital components of the Educator Preparation Program at WSSU.
Throughout the Education Preparation Program, students will engage in Early Field Experiences designed to prepare them to be successful in the teaching profession. Early Field Experiences are connected to education courses and are divided into two levels with the following goals for each level.
Early Field Experience 1 Goals
During Early Field Experience I courses, faculty will…
- Introduce pre-majors to modern American educational environments.
- Confirm pre-majors’ interest in and passion for the teaching profession.
Early Field Experience 2 Goals
During Early Field Experience II courses, faculty will…
- Provide Opportunities for pre-majors and majors to gain knowledge of positive learning communities and classroom environments.
- Engage pre-majors and majors in planning for culturally responsive teaching and learning.
- Provide opportunities for pre-majors and majors to learn the importance of various forms of assessments and their purposes (formal & informal, formative & summative, and progress monitoring.
- Provide pre-majors and majors an opportunity to understand the importance of/and ways to develop positive relationships with families and the community to support student learning.
- Provide opportunities for pre-majors and majors to reflect on related experiences in classrooms.
NOTICE Regarding Required COVID-19 Forms for Preclinical Practicum
Until further notice, all teacher candidates completing their Preclinical Practicum must complete the Internship, Clinical Experience & Student Teaching Safety Form and the Internship Student Acknowledgement Form and upload them to the Combined Preclinical Course on Canvas.
The preclinical practicum is a semester-long supervised practicum completed as part of the requirements for a program area methods course. Teacher candidates complete a *minimum of 110 hours in their assigned classroom during the semester. The goal is for candidates to experience a teacher’s full day in school as they refine the skills, knowledge, and dispositions for a successful Clinical Internship/Student Teaching semester. (*Birth-to-Kindergarten and Elementary Education majors spend two full days each week in their assigned classrooms.) The table below lists Preclinical Practicum Courses by Major Area of Study. The methods courses provide teacher candidates with a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful and effective study learning experiences.
To allow time for optimal placements, undergraduates should apply for the preclinical practicum after they have completed 60 - 75 credit hours; graduates should apply for the preclinical practicum after they have completed 12 - 15 credit hours. Effective Fall 2021, applications should be submitted in advance of the deadlines listed below. Applications submitted after the deadline will be processed with applications for the next application deadline. Candidates should secure the link for the application from their program advisors.
|Preclinical Practicum Semester||Application Deadline|
|Fall||November 15th of previous Fall Semester|
|Spring||April 15th of previous Spring Semester|
|Licensure Area||Undergraduate Preclinical Courses|
|Birth-through-Kindergarten Education||BKE 4336 Classroom Management and Preclinical|
|Elementary Education||ELE 4336 Classroom Management, Instruction and the Preclinical Practicum|
|Middle Grades Education||MGE 4352 Principles and Methods of Teaching Mathematics|
|Middle Grades Education||MGE 4353 Principles and Methods of Teaching English|
|Middle Grades Education||MGE 4354 Principles and Methods of Teaching Social Studies|
|Middle Grades Education||MGE 4355 Principles and Methods of Teaching Science|
|Music Education||MUS 3307 Principles and Methods of Teaching Music in the Elementary Schools|
|Health and Physical Education||PED 4321 Middle and Secondary Physical Education|
|Secondary English Education||ENG 4353 Principles and Methods of Teaching English|
|Secondary Mathematics Education||MAT 4352-Principles and Methods of Teaching Mathematics|
|Special Education: General Curriculum||SPE 4325 Instructional Methods for Inclusive General Curriculum Classroom|
|Birth-through-Kindergarten Education||BKE 6330 Child and Family Observation, Documentation, & Assessment|
|Elementary Education||ELE 5345 Exploring Theories & Practices in Elementary Mathematics|
|Middle Grades Education||MGE 5370 Early Adolescent Learner|
|Special Education||SPE 5320 Methods for Teaching Mathematics to Students with Special Needs|
|Health & Physical Education||PED 5327-Advanced Teaching Skills in Health and Physical Education|
During the Preclinical Practicum teacher candidates will…
- Demonstrate effective, data-driven planning for instruction and assessment.
- Demonstrate effective, developmentally appropriate instructional delivery methods.
- Provide developmentally appropriate feedback to P-12 students to improve their development and learning.
- Demonstrate commitment to the profession and self-development to improve student development and learning.
- Develop relationships with parents, guardians, and the school community to improve student development and learning.
- Use critical thinking and reflection to improve teaching, student development, and student learning.
- Advocate for the success of P-12 students.
- Discuss and use developmentally appropriate digital tools for teaching and learning.
- Integrate digital tools in instructional planning, delivery, and assessment to ensure that learners are actively engaged in using digital tools.
NOTICE Regarding Required COVID-19 Forms for Clinical Internship
Until further notice, all teacher candidates completing their Clinical Internship must complete the Internship, Clinical Experience & Student Teaching Safety Form and the Internship Student Acknowledgement Form and upload them to the Combined Clinical Internship Course on Canvas.
The Clinical Internship (Student Teaching) is a semester-long capstone clinical experience that follows the Preclinical Practicum. Clinical interns spend 16 weeks in their clinical settings gradually assuming lead teaching and planning responsibility for the classroom under the guidance and supervision of their clinical educator and university supervisor. By design, teacher candidates complete their Clinical Internship in the same classroom in which they completed their Preclinical Practicum. Clinical interns are co-enrolled in EDU/PED 4333 or EDU 6323 and participate in weekly seminars and designated professional development days where they share ideas and receive guidance on their final capstone assignments as they prepare for North Carolina Licensure in their selected teaching major.
During the Clinical Internship, teacher candidates…
- Demonstrate a variety of leadership skills in various appropriate venues (i.e. classroom, school, profession, community).
- Demonstrate high ethical standards by upholding the Code of Ethics for North Carolina Educators; the Standards for Professional Conduct, and the WSSU Policy on Academic Integrity.
- Establish and maintain a respectful, nurturing classroom environment that embraces diversity and incorporates high academic and social expectations for all students.
- Facilitate learning through a variety of research supported instructional and assessment strategies and appropriate integration of technology.
- Demonstrate the ability to increase literacy skills, knowledge, and dispositions in ALL learners using science of reading research-based strategies.
- Modify instruction to meet the needs of diverse learners.
- Demonstrate content knowledge via alignment of curriculum with the North Carolina Standard Course of Study.
- Demonstrate developmentally and culturally appropriate instructional and assessment strategies.
- Reflect on and modify their practice as a result of analysis of student learning, involvement in professional development, and investigation of research supported strategies.
- Demonstrate use of developmentally and culturally appropriate formative and summative assessment strategies.
- Design instruction to increase critical thinking and problem-solving skills and foster leadership qualities.
- Collaborate appropriately with a variety of individuals to ensure academic achievement and social development of all students (i.e. students, families, significant adults, colleagues, support specialists).
Notice Regarding Early Field Experiences During COVID-19
As a result of the impact of COVID-19 on the current school situation, many Early Field Experiences will be virtual and assigned by the course instructor. ATLAS videos will be used for many of these virtual assignments. Early Field Experience I & II course instructors who have not been assigned an ATLAS account should contact firstname.lastname@example.org.