Application for Field-Based Experiences
All Candidates enrolled in a program leading to initial or professional certification are required to complete field-based experiences attached to program-specific courses.
After the Candidate attends an initial meeting with an education advisor, they will work with the advisor to anticipate what semester(s) they will be enrolled in field-based courses and will need to complete the Application for Field-Based Experiences.
The Center for School Partnerships and Teacher Certification placement coordinators will work collaboratively with the Candidate and the course instructor to secure the field-based experience placement(s) that takes into consideration the Candidate's individual situation, meets certification regulations and meets program academic requirements. NOTE: This includes requesting approval for Candidates who wish to complete their field-based experience(s) in the district and/or classroom in which they are employed.
The Candidate should complete the Application for Field-Based Experiences in their first semester. If the semester/year of the field-based experiences change, the Candidate should contact teachereducation@potsdam.edu to update the application on file as soon as possible
Fieldwork may not be waived if already hired in a teaching role or based on previous work experience. This is due to NYSED and SUNY approved SUNY Potsdam's teacher education programs of study. All required field-based coursework must be completed as indicated in the program of study.
School Employees Requesting a Placement at a School where Employed:
If the Candidate is employed by a school and would like to request their field-based experience placement be completed at the school they work, the Candidate must complete and submit the relevant Employment Form below upon acceptance into a Teacher Education or Advanced Studies in Education program. A placement where employed is not guaranteed as the grade level(s), cooperating teacher/mentor, placement schedule and classroom responsibilities must meet both NYSED certification and SUNY Potsdam program requirements and receive school administration approval to be considered.
BA/BFA/MST Employment Form for PRE-Student Teaching Field Experience
BA/BFA/MST Employment Form for Student Teaching Experience
For students enrolled in a BA/BFA/MST program: all requirements to be cleared for field-based coursework are listed on the Teacher Candidate Onboarding Checklist and on the Teacher Education Onboarding and Test Prep Brightspace Course.
The Teacher Candidate must complete the following one semester before entering a field-based course:
- Complete Checkpoint 3 in the Teacher Education Onboarding and Test Prep Brightspace Course
- Submit all Requirements for Fieldwork at least one semester before beginning any field-based course.
- Requirements submitted will be reviewed by the Center for School Partnerships and Teacher Certification and either marked as completed or returned for resubmission if the information is inaccurate.
NOTE: All requirements will need to be completed on the Brightspace course prior to being cleared to begin any field-based coursework.
Overview of Field-Based Experiences for Initial Certification Programs
Pre-Student Teaching Field Experience
Field-based experiences in all SUNY Potsdam education unit programs allow the Teacher Candidate to apply and reflect on their knowledge, skills, and professional dispositions by deliberate design. Though details and settings vary by program, each Teacher Candidate in a field-based experience is enrolled in an associated course, as well as content (methods) courses. Thus, the entire semester can offer direct application of theory and elements studied in the courses to the authentic classrooms in which the Teacher Candidate is immersed.
Field-based experiences are progressive in nature for the Teacher Candidate beginning with observing the Cooperating Teacher effective teaching and classroom management strategies, then working with students individually and in small groups, leading to using the Gradual Release Model and co-teaching strategies to offer the Teacher Candidate solo teaching opportunities. The Teacher Candidate becomes part of the school community where they are placed and have opportunities to interact with school administrators, parents, and the larger community. Even when the Teacher Candidate are placed in separate schools, they attend campus courses with their cohort, and that setting provides tremendous opportunity for group reflection and exchange of ideas, with faculty facilitation. Frequently, Cooperating Teachers comment about the Teacher Candidate’ contributions to their existing classroom environment, and even the teachers’ own professional growth. the Teacher Candidate interact with P-12 students in a variety of settings, from the more common classroom environment to assemblies, sporting events, or during a lunch period in the cafeteria. the Teacher Candidate are required to complete reflective journals, engage in discussions to connect theory to practice and complete a field experience time log with the Cooperating Teacher signature(s) throughout each experience.
A semester experience typically follows this order of responsibility.
- Observation of effective instructional and classroom management strategies to include classroom culture
- Getting to know the students in the classroom, learning their names and some areas of interest
- Teach 1:1 with students to support classroom teaching/curriculum
- Teach in small groups to support classroom teaching/curriculum
- Co-manage the classroom to practice effective classroom management strategies and receive constructive feedback
- Co-teach to practice effective teaching strategies and receive constructive feedback
- Solo teach at least one lesson
The SUNY Potsdam student teaching experience is designed as the pedagogical capstone to the School of Education and Professional Studies’ pre-student teaching programs. The cooperating teacher, University Supervisor, and Teacher Candidate work together as a triad to create an environment in which the candidate has many opportunities to synthesize and apply previous learning, further develop analytical and problem-solving skills, and demonstrate the competence necessary to enter the profession. Each member of the triad reflects on and evaluates the Teacher Candidate’s progress and challenges throughout the student teaching experience.
The Cooperating Teacher and University Supervisor provide the Teacher Candidate with frequent, specific feedback on teaching behaviors, guiding the candidate to thoughtfully analyze the effectiveness of those behaviors based on contemporary theories of learning and human development. More specifically, the Cooperating Teacher provides mentoring, knowledge, support, encouragement, and feedback, while the University Supervisor serves primarily as liaison, colleague, resource, mentor, and instructor of record (Johnson and Napper-Owen 2011). The Teacher Candidate is expected to be an active member of the triad, e.g., by evaluating and weighing options, making reasoned choices, and assessing outcomes. The goal of all triad members is to maximize the Teacher Candidate’s development as a problem solver and autonomous professional