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Guidelines for Level III Field Experience (THIRD BASE)


            Participation in schools provides a realistic classroom experience in order that the participant may experience the complex role of the teacher, gain insights into individual differences, and become acquainted with procedures for planning appropriate learning experiences. A key aspect of this experience should be involvement in the "whole" act of teaching planning, facilitating learning, and evaluating. It is preferred that the student(s) be involved in the ongoing classroom experiences and activities already in progress. The Level III experience is a preparation for student teaching and we expect our students to come to one class 3- 4 times a week over about a month time period. We want our student to be in front of the class for a 5-6 times or more: team teaching, teaching the cooperating teacherís  lesson plan and also teaching some lessons they have developed with the teacherís assistance. 



Students who are classified as first semester seniors are eligible to enroll for the professional semester, which directly precedes student teaching. Students must have a grade point average of at least 2.5 on a 4-point scale.


A Participant Information Sheet is provided to the Cooperating Teacher on the last page. It will be noted that students approach participation with a broad range of background experience working with children. Most students have worked with small groups and individuals before, and are ready to assume responsibility for the whole class.


Though they are in the third or fourth year of their university program, academic achievement does not always reflect teaching potential. The participation experience is an opportunity for students to assess their own capabilities, and have others realistically evaluate their performance in their chosen profession.




The student will:


1.Participate in the complex role of the teacher in a realistic classroom setting;

            2.Assume any measure of responsibility for a whole class;

            3.Assess their own capabilities and have others evaluate their performance

                        realistically in their chosen profession;

            4.Observe and assist with routine duties in classrooms at the laboratory school and in

                        local schools;

            5.Assume more responsibility and greater involvement for planning lessons; and

            6.Assess their own strengths and weaknesses, under the guidance of their cooperating

             teacher, who provides direction for the final stages of professional preparation.


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