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The following discussion of the field component applies to candidates in our partnership cohorts (Professional Development School and Ho'okulaiwi cohorts). This does not apply to candidates in the On-the-Job cohorts who are placed in emergency hire positions by the personnel office of the DOE, and are immediately immersed in full-time teaching without the support of mentor teachers, but with regular visitation and support by MEdT program faculty.
Each semester candidates in partnership cohorts have opportunities to integrate theory and practice by spending structured time in partner school settings. This field work becomes progressively more involved across the four semesters of the program. Candidates are assigned a field placement each semester by their cohort coordinators. Candidates should never attempt to make their own placements as the college has already built relationships with specific schools and communities and collaborates with these partners to ensure that placements meet the needs of the candidates, the schools and the communities.
Each semester candidates are supported by partner school mentors and staff, and university faculty. A candidate's performance in field duties is assessed each semester by the candidates themselves, the school partners, and the university faculty.
Regardless as to where candidate reside while in the program, it is their responsibility to cover the cost of transportation to assigned school sites and on and off-campus classes.
Semesters One & Two
Students spend about two full days per week in partner schools. The actual days and hours vary across cohorts. The nature of the field experience is determined collaboratively by the College faculty and the school partners. The emphasis across these two semesters is for MEdT candidates to build a broad view of schools and schooling, and to build skills in planning and teaching lessons. Candidates also identify and begin work on a research project.
Semester Three: Student Teaching
During the third semester candidates are assigned a mentor teacher and work in that teacher’s classroom each weekday gradually assuming more and more of the classroom responsibilities. During the semester candidates are expected to complete a “solo” experience of several weeks where they demonstrate their knowledge, skills, and professional dispositions as the classroom teacher.
Semester Four: Internship
Upon successful completion of student teaching, candidates begin a fourth semester internship. This content and format of the internship will vary as determined by the cohort coordinator. The intent of the internship to broaden a candidate’s experience while allowing them to develop their own voice as an educator and to complete their graduate degree project.
Prior to this year students were paid a stipend during their internship. Due to the current fiscal downturn paid internships are unlikely and depend on the availability of funds.
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