HomeExemplary PracticesExemplary Field-Based Instructional PracticesSpring 2013Texas A&M University-Corpus Christi
  • Pre-Student Teacher and Clinical Teacher Partnership Program

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  • About Our Program

    Future teachers at TAMU-CC begin participating in field experiences early in the teacher education program by completing observations in P-12 classrooms, including PPCD and Special Education during their first professional development course. Actual classroom teaching opportunities for teacher candidates occur at partner schools during the field-based block, which is normally the semester prior to student teaching. While enrolled in the field-based semester, pre-student teachers (PSTs) in the TAMU-CC field-based program are placed with Clinical Teachers (CTs) in highly developed partnerships on the campuses of six elementary schools, two middle schools, and two high schools within the Corpus Christi Independent School District (CCISD) and Flour Bluff Independent School District (FBISD). Pre-student teachers in the TAMU-CC field-based program normally spend all day Tuesday and all day Thursday at their assigned partner school where they work closely with their assigned CT and the TAMU-CC Site Professor (SP).

  • Key Program Features

    Clinical teachers are carefully selected in collaboration with the campus principal. Clinical teachers play an integral role in the TAMU-CC field-based program and are considered partners in preparing future teachers. Clinical teachers: 1) provide effective models of instruction and articulate the models’ underlying philosophies; 2) collaborate with PSTs in developing the required lesson plans using a formal lesson plan template 3) coach PSTs formally and informally; 4) co-teaches with the PST; 5) complete formal evaluations of PSTs’ progress toward field-based learning and performance objectives; 6) participates in partnership functions; 7) provides field-based program supervision; 8) Meet periodically with the PST in order to provide specific feedback after each lesson taught; and, 9) may recommend advancement, retention, or termination of PSTs.

    Each partner school also has an SP who is a member of the Teacher Education faculty at TAMU-CC and a certified P-12 classroom teacher. The SPs’ regular presence and participation in the life of the partner schools facilitate rich classroom experiences for PSTs and allows site professors to provide professional development on various topics at the partner schools. Site professors also: 1) provide on-site instruction for PSTs during the field-based semester; 2) provide instructional models and the philosophies underlying the models; 3) assist CTs in developing coaching skills as needed; 4) observes and coaches PSTs as needed; 5) completes formal evaluations of PSTs; 6) Conducts post conferences with PSTs after each lesson taught to discuss areas of strengths as well as identify areas of greatest potential for growth; 7) serves as informal liaison between the partner school and TAMU-CC; 7) provides information and leadership related to partner school functions; and 8) recommends advancement, retention, or termination of PSTs.

 

 

Field-Based Learning

Field-based learning opportunities allow teacher candidates to integrate academic and practitioner knowledge.  Field-based programs allow teacher candidates to:

  1. Apply theory to practice
  2. Reflect, analyze and improve
  3. Build experience in context

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Exemplary Defined

Exemplary field-based instructional practices are those that provide a wide range of opportunities for teacher candidates to work with students in schools.

Exemplary programs are those that focus especially-well on providing teacher candidates the opportunity and method to apply and refine their coursework learning.

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Key Program Elements

Exemplary field-based teacher education programs often share a core set of key components.  These key program components typically include:

  • Support and Monitoring
  • Hands-On Learning
  • Practice Improvement
  • Community Contextualization

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