Purdue University >  College of Education  > Curriculum & Instruction > JoAnn Phillion > Field Experience > Purpose and Policies

The purpose of the EDCI 205/285 field experience is to provide you with real teaching experiences in local schools. These experiences should provide the substance for worthwhile and meaningful reflections on your decision to become a teacher. Your experience will begin by observing a class, then you will assist the teacher, and (at times) participate as a teacher.

Through the field experience and subsequent discussions, readings, and writings, you will reflect on fundamental questions about teaching, learning, and the nature of schools. These reflections will help you develop a clearer picture of the complexities of the teaching profession that will re-inform your decision to teach.

Placement
Your schedule has been designed such that you usually attend the field experience, EDCI 205, and EDCI 285 as a cohort. Transportation to and from the school will be decided in the second or third class session. Your first visit to your placement will consist of an orientation to the school and assignment to a classroom.  In most cases you and a partner student will be assigned to work with the same teacher. You may also do an alternative field experience in the Gifted Education Super Saturday Program (click on link for information): http://www.education.purdue.edu/centers/geri/youth_programs/Super_Saturday.html

Letters
One of the assignments in your first class meeting is to write a Letter of Introduction (template provided) about yourself to your supervising teacher. The purpose of this letter is to tell a little about yourself and to describe the kind of experience you would like to have. Additionally, you will write a Letter of Thanks (template provided) near the end of the field experience.  Your instructor will deliver your Letter of Introduction on your school prior to your first visit.  You will be responsible for delivering your Letter of Thanks on your last visit.  Provide a copy of each of your letters to your campus-based instructor.

The First Visit
Your teacher will introduce you to his/her class on your first visit.  Most of the first visit will likely consist of observation.  Your are encouraged to take the initiative and discuss the activities you want to do with your supervising teacher. Suggested activities are included in this website.  With your help, the supervising teacher will decide the activities you will be performing during the remaining visits you make to the school. You will be communicating the ongoing nature of your field experience with your campus-based instructor through your school-based discussions. If any problems arise, please make an appointment to discuss the difficulty with your campus-based instructor.

Duration
Your first visitation begins during the sixth week of the semester and continues for eight weeks.  You are not expected to attend during Purdue's breaks and you are unable to attend during one of the school's breaks.  For this reason, your visitation schedule may extend over a ten or eleven week period.  Therefore, your last visit may occur sometime between the fourteenth and the sixteenth week of the semester. You are advised to compare the school's calendar to Purdue's calendar and schedule your eight visits.  Contact your instructor immediately if you believe there will be a problem with attending all eight visits.

Attendance Record
An Attendance Record Form will be provided to you prior to your first visit. You will place this form in a notebook located in the office of your assigned school in your first visit. You will sign in and sign out on this form when you enter and leave the school.

Be Present and On Time
The classroom teacher to whom you are assigned is expecting you. If you are late or absent, then the teacher may feel considerable frustration. We cannot emphasize strongly enough the adverse effect your absence will have on the supervising teacher. Late arrivals or unexcused absences will lead to poor evaluations and risk a failing grade in the course. Early departures are just as disruptive as late arrivals. Show common courtesy. Leaving in the middle of a class is rude, as well as disruptive.

Absence Notification
In the event of a missed visit, it is your responsibility to notify the appropriate parties.  Notify the school immediately. Addresses and phone numbers for all schools are listed in this website. Also, call and/or email your campus-based instructor as soon as you know that you will be absent.

Feedback and Evaluation
The field experience should provide you with opportunities to observe teaching, assist teachers, participate as a teacher, and reflect on teaching. A Student Appraisal Form will be provided to your supervising teacher toward the end of your observation experience. Teachers are encouraged to share this evaluation with you.  You will receive this form during the last class meeting.  You are encouraged to include this form in your portfolio.

Responsibilities and Expectations
Field Experience is made possible because classroom teachers are interested in your professional growth and have volunteered to invite you in their classes. However, the teachers' first responsibility is to the pupils in their classrooms. If good relations are to be maintained with teachers in our local schools and if we wish to continue this field experience program, then it is imperative that you live up to certain responsibilities. These responsibilities include:

Participation
You are expected to observe classroom interactions, and actively participate in ways that assist the teacher. We also hope you will have opportunities to directly interact with the students in one-on-one, small group, and large group activities. The most common reason for poor evaluations by classroom teachers is lack of interest and failure to participate. The degree to which you participate depends on you, your supervising teacher, and the particular class to which you are assigned. In some classrooms, participation may not be easily accomplished, but most classroom teachers expect you to take the initiative and find ways to participate.

Dress, Conduct and Attitude
Remember that when you enter the classroom you become part of the learning environment. Your first responsibility is to act like a teacher. Appropriate dress and good grooming are essential. You must follow the dress code of the school. If you are not sure what is appropriate, dress up for the first visit then follow the teacher's advice. Sleeping, reading the newspaper, doing homework, chewing gum, or eating snacks are not appropriate. Talking and laughing with a partner are likewise inappropriate. Your attitude as well as your physical appearance indicates your level of seriousness in this experience. Your interest, appreciation of others, and sensitivity contribute to the total climate of the classroom. Show that you are interested in teaching and want to participate.

Develop a Professional Attitude
Become familiar with school rules. Be alert to standards set by the teacher. Avoid discussion of school incidents or names of children as you talk with friends. You receive privileged information about the school, teachers, and pupils, and you must respect their right of privacy and keep that information confidential. In your writing assignments refer to teachers and students with an initial and to the school as a city or country school.

When It Is Appropriate to Take Notes in Class
There are times that taking notes detracts from classroom activity. If you are writing when everybody else is doing homework, your activity will go unnoticed. However, taking notes during a heated confrontation between students may cause someone to wonder what you are doing and why. Use common sense. Be unobtrusive. If in doubt, ask your supervising teacher when it would be appropriate for you to take notes.

Develop a Professional Relationship with Students
Central to your relationship with each student is your responsibility to teach. The nature of your interactions should be connected to this responsibility. You can and should be warm and friendly, but you should not be a "pal" or "buddy." Show that you care about each pupil, but avoid being drawn into "counseling" relationships. Under no circumstances should you date or meet off-campus with any of the students in your assigned school. You should be identified as a teacher, not a fellow student.

Discussions with Supervising Teacher
If you have questions, talk with your supervising teacher or Purdue instructor. Set conference times with your supervising teacher and/or Purdue instructor. Ask when it would be most convenient to meet. The teachers are interested in your development, but it is not always possible for them to stop their work to discuss problems or procedures. You may need to stay late in order to provide this opportunity. You may even need to schedule a time when you can meet after school dismisses or on a day other than your assigned visitation day.

Interactions with Supervising Teacher
The way in which you raise questions is important. Do not give the impression of criticism or disapproval. Remember you are a guest and your role is primarily that of learner. Be a warm, responsive person who is genuinely interested in them, yet maintain enough emotional distance to be seen as a professional. Accept the statements of all individuals at the site without voicing your judgment. Avoid making a quick diagnosis of students’ abilities. Be alert for cues from the teacher or supervisor.

Become as involved in the classroom as you can
Teachers want you to help in ways that are beneficial to their students and to you. Always ask if there is something more that you can do to help and to learn. Develop professional relationships with those individuals you help.

Become acquainted with the work of the school
Obtain the daily or weekly schedule at your site and become familiar with the total program. Study the guide or handbook of policies if one is available. Ask for a map that helps you develop a mental picture of the school.