Clinical Experiences in Teacher Education

All education students are required to complete one 30 clock-hour block of non-credit clinical observation experience in a K-12 school during their second or third semesters. Transfer students need to begin and complete their clinical experiences as soon as possible.

Clinical experiences are designed to allow students to better understand the profession by observing actual situations. Through these experiences, they will come to appreciate what goes on behind the scenes in the schools and other professional settings. Students will have a new appreciation of the unique learning styles and often the unique learning problems of children and youth.

Observations in schools and participation in various school activities will give them real encounters with adults (teachers, administrators and other school personnel), children and adolescents. These early experiences will assist the student in determining if they are committed to teaching as their profession.

These experiences are initiated with the approval by the student's advisor and will become an important part of their Teacher Candidacy Portfolio as well as their Exit Portfolio.

In addition, the quality of these experiences, as reported, will assist their faculty advisor when assessing their qualifications for the teaching profession.

Education Practica

All education students are required to take three one-credit education practicum courses which are connected to specified methods courses in their educational program. During each practicum, students spend 30 clock hours in a school learning under a master teacher. Students will also develop and teach lessons that will be observed by a Husson faculty member. These lesson plans, along with the artifacts (student work, test questions, work sheets, project work), will become part of your Exit Portfolio.

In the Practicum I, II, and III, students need to teach one, two, and three lessons respectively. At the end of each practicum, students are required to write a reflective essay analyzing their practicum experiences. Reflective practice is a significant component of their total experience in the Teacher Education program. Reflecting on the lesson as prepared and taught is important to growth as a professional.

Student Teaching

The student teaching period will consist of 2 placements for a total of 16 weeks. The objective for the two field placements is for the student to experience different grade levels. In special circumstances, a student may teach the entire 16 weeks in one placement only with the permission of his/her advisor and the preceptor. The student teaching process is scheduled in either the fall or spring semesters. During the 16 weeks of student teaching, a minimum of 200 hours of actual teaching is required.

In order to be admitted to student teaching, a student

  • must have completed teacher candidacy application;
  • must have completed all course work except ED 460 Seminar in Teaching;
  • must register for ED 450 student teaching;
  • must have passed core courses with a GPA of 2.5 or above;
  • must have a C+ or better in all Education courses;
  • must have completed all elements of the Exit portfolio;
  • must file an Application for Student Teaching;
  • may wish to participate in the choice of schools they would like to go for their student teaching with the Clinical Coordinator

Students will produce a portfolio at the end of their student teaching experiences. In conjunction with the teaching experiences, students are required to return to campus to take a seminar in teaching course. This capstone course is designed to provide education students with the opportunity to reflect and assess their knowledge, skills and attitude in preparation for beginning a teaching career. As students engage in student teaching in schools, they accumulate a wealth of experiences that can be discussed in this class. Each student in the class will be videotaped once during the student teaching placement with visual information that will be beneficial in class. Appropriate feedback in curriculum, organization, lesson planning, assessment, communication skills, and management strategies will be provided by fellow students and the instructor. The seminar is designed around the 10 Maine Standards for Results-based Initial Teacher Certification.