Field-based Assignment – A course assignment that requires less than 20 clock hours in a K-12 classroom. Examples are: observations, interviews, teaching a lesson, working with K-12 students, and others.
Field-Based Experience – A course requirement that officially places the candidate in a K-12 school for at least 20 clock hours or more of experience under the supervision of a TEXT team mentor and a Avila School of Education university supervisor.
Clinical Experience – The final clinical component (formerly known as Student Teaching) requiring a minimum of 12-weeks of practice under the supervision of a cooperating teacher in a K-12 school and an Avila University School of Education supervisor.
ED 185/585 Practicum – Field Based Experience
The Practicum course occurs at the beginning of the education program to allow candidates to take a "real look" at how classrooms and teachers function in urban, suburban, rural, parochial, and alternative schools. Placements are made according to candidates’ levels and areas of certification. In the Practicum course, candidates are placed at a school where they shadow TEXT (Teaching Excellence Team) mentors throughout the school day to better understand the multiple duties they perform. Avila teacher candidates assist the teachers with varied classroom activities. In turn, the teachers engage Avila teacher candidates in reflective dialogue about the profession. Some candidates return to their Practicum classroom for Final Clinical Experience. The TEXT team is comprised of outstanding practicing K-12 teachers in all disciplines and at all levels. These teachers are recommended by their building or district administrators for their excellence as teachers and mentors.
ED 230 Children's Literature – Field-Based Assignment
Children's Literature focuses on examining children's books, establishing criteria for selection, relating children's literature to the reading program, and integrating children's literature across the curriculum. In this course, candidates complete a field-based assignment where they go into various elementary classrooms to read to and with the children while practicing uses of metacognitive techniques to enhance student learning. The field-based assignment provides them an authentic opportunity to see how children respond to various texts, to use "voices" effectively as teaching tools, and to hone their questioning skills.
ED 235 Psychology of the Exceptional Child – Field-Based Assignment
Psychology of the Exceptional Child is designed to provide an introduction to the different exceptionalities represented within schools. Social, educational, and family characteristics and interactions are explored for disabled and gifted students. In the field-based assignment, candidates conduct three formal interviews of general education teachers who teach children with special needs. These interviews focus on issues of full inclusion, service delivery, and various responsibilities.
ED 315/515 General Methods – Field-Based Experience
The General Methods course occurs at the mid-point of the education program. This course explores theories, principles, and pedagogies of teaching and learning. In addition to course work, candidates are placed in classrooms with a TEXT (Teaching Excellence Team) teacher for 45 clock hours. Placements are made according to candidates’ levels and areas of certification. Teacher candidates observe and analyze classroom climate, management, teaching strategies and student learning. They seek to identify pedagogical theory and principles in action. They become directly involved with learners and are required to plan and implement lessons in the TEXT mentor’s classroom as part of the field-based experience. The TEXT team is comprised of outstanding practicing K-12 teachers in all disciplines and at all levels. These teachers are recommended by their building or district administrators for their excellence as teachers and mentors.
ED 337/537 General Methods II – Field-Based Assignment
To complete the General Methods II field-based assignment, education candidates serve as Junior Achievement "consultants" and teachers in inner-city elementary schools throughout Kansas City and the greater metropolitan community. Avila teacher candidates engage elementary children in problem solving and decision-making through the Junior Achievement economics lessons. The hands-on activities they complete with children supplement and reinforce the regular classroom curriculum. They introduce the principles of economics, career choices, entrepreneurship, interpersonal skills, resume writing, and interview skills as a part of the social studies curriculum.
ED341/541 Foundations of Literacy – Field-Based Assignment
Teacher candidates enrolled in this course plan and teach standards-based lessons on site at a partner school. The candidates develop their lessons to incorporate specific instructional routines supportive of a balanced approach to literacy (e.g., interactive writing, shared writing, interactive read-aloud and shared reading). Following the lessons, learning is evaluated, for the children as well as for the teacher candidates. An in-depth reflection on the entire teaching cycle is submitted as a culmination of the experience.
ED 343/543 Language Arts Methods – Field-Based Assignment
Teacher candidates make five observations of language arts instruction in elementary school settings. These observations focus on the direct instruction of language arts as well as the integration of language arts into all content areas. Candidates also will design, teach, evaluate, and reflect upon six language arts lessons they implement at their school sites.
ED 353/553 Analysis and Characteristics: Cross Categorical – Field-Based Assignment
An Analysis and Characteristics field-based assignment requires candidates to make 10 structured observations in different elementary special education settings such as a resource room, class within a class, full inclusion classroom, or self-contained classroom. Candidates are required to use the following structured observation techniques: peer comparison time sampling, event recording, and naturalistic approaches. Candidates are also required to conduct three formal interviews with practicing special education teachers to discuss current issues in the field and to become familiar with the literature regarding teaching special education.
ED 358/558 Methods & Curriculum: Cross-Categorical – Field-Based Experience
Teacher candidates participate in a six week field-based experience in various elementary school settings. Candidates experience a wide variety of special education placement settings (e.g., resource room, self-contained room). Requirements include teaching individual students, small groups, and CWC lessons. Candidates conduct several structured observations for data collection purposes.
ED 361/561 Language Acquisition and Development – Field-Based Assignment
Candidates participate in a 4-6 week field-based assignment in various elementary school settings. During this experience, candidates focus on remediating language based skills through individual direct instruction. Candidates design, implement, evaluate, and reflect upon their teaching.
ED 363/563 Educational Assessment – Field-Based Assignment
In this field-based assignment, candidates administer, score and interpret various types of tests including achievement, attitude, and behavior tests, to K-12 students between the ages of five and eighteen. The purpose of the course is to provide Avila teacher candidates with the beginning knowledge and skills needed to perform educational assessments with school-aged children. By learning these beginning skills, they will be initially prepared to administer and score similar tests when they teach.
ED375/575 Reading in the Content Area – Field-Based Assignment
Teacher candidates will conduct an interview of a student (in the teacher candidate’s certification area) to obtain information about the K-12 student’s typical reading, study and test preparation habits. Teacher candidates will also interview and observe a teacher in the appropriate grade level and content area. The interview and observation will focus on identifying and evaluating a practicing teacher's uses of content area reading strategies.
ED386/586 Reading Practicum – Field-Based Experience
The field-based experience for this course involves a semester-long individual case study of a student attending a partner elementary school. Each teacher candidate is assigned to work with a reader seeking support in reading. Candidates develop long-range instructional plans based on a multi-faceted assessment of their case study child, design and teach a minimum of 20 lessons, and reflect on each lesson’s impact on the child’s learning. Ongoing assessment throughout each lesson guides subsequent lesson plan development. At the end of the semester, the Avila teacher candidate develops a final in-depth analysis of learning and reflection on the experience.
ED 454/554 Middle School Teacher: Skills, Knowledge, & Attitudes – Field-Based Assignment
This course concentrates on helping candidates develop the knowledge, skills, and attitudes necessary to teach in a middle school setting while stressing collaboration and team work. In this field-based assignment, Avila candidates are required to conduct interviews with middle school teachers and students at partner school sites.
ED 455/555 Special Methods – Field-Based Experience
Teacher candidates seeking middle school or secondary certification in a specific content area take this class. It is taught by a TEXT mentor with outstanding expertise in the field and is delivered on-site at the TEXT mentor’s school. The purpose of this course is to give the candidate an opportunity to work directly with a mentor in the specialized field and to learn and practice specialized methods of teaching and assessing learners. Teacher candidates write lesson plans, deliver lessons, assess student learning and reflect upon their experiences.
ED 494/594 Final Clinical Experience Seminar – Field-Based Assignment
Teacher candidates analyze issues and hear from speakers from the field of education to enhance the final stages of pre-service training. Teacher candidates design, implement and report on the Missouri Pre-service Teacher Assessment (MoPTA) constructed from experiences at the Final Clinical Experience school site.
ED 495/595/596 Final Clinical Experience – Clinical Experience
Final Clinical Experience/Internship is the capstone clinical experience for teacher candidates. It occurs in a classroom setting appropriate to the discipline and level at which the candidate will be certified. Avila candidates participate with the cooperating teacher in all meetings, staffing, in-service trainings, conferences, and extra duties. Candidates co-teach with the cooperating teacher as well as solo teach. By the completion of the Final Clinical Experience, teacher candidates have taken on all teaching responsibilities. Supervision and guidance are shared between the university supervisor and the cooperating teacher.