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Practicum Information

Quality field experiences are an integral part of every teacher education program in the Department of Early, Elementary, and Reading Education.  We are indebted to the schools and teachers who welcome our students into their classrooms and provide them with experiences that make the content of their courses come alive.  Practicum placements span the grade levels of student licensure and provide rich and varied experiences in public and private school classrooms.

ELEMENTARY EDUCATION PROGRAM

Semester I
ELED 311

This full-day practicum is the initial classroom experience for most students. Focus areas are child development, appropriate curriculum for early childhood, and early literacy.  Placements are in pre-k, kindergarten, and first grade.

Semester II
ELED 411

Students in this full-day practicum are taking content methods courses in science, math, social studies, and literacy. They are expected to develop and teach lessons in all of these areas.  Placements are in grades 2-6.

Graduate Semester
ELED 621

Students in this practicum are in their classrooms two full days each week.  Some have completed student teaching prior to this semester and some will student teach the following semester. Student conduct an inquiry project and are significantly involved in planning effective curriculum. Placements are in grades pre-k through grade 6.

INCLUSIVE EARLY CHILDHOOD EDUCATION PROGRAM

Semester I
IECE 301

This is the initial classroom experience for most students.  Students spend one morning a week in a community based inclusive early childhood setting. The focus is on familiarizing them with the organization of classrooms, the roles of various professionals who interact with the children, and developing interaction skills appropriate for working with young children.  Students will further their understanding of the issues and trends impacting young children and their families in our community and evaluate their own perspectives and skills as they pertain to working with young children and families from diverse backgrounds, with diverse abilities and in diverse settings.

Semester II
IECE 321

In this first intermediate field experience students spend one full day a week working with 3 or 4 year olds in either the JMU Young Children’s Program or a public school setting. This experience provides candidates opportunities to use their knowledge of child development to observe and plan meaningful learning environments and experiences for those children and to observe various models of early childhood curriculum.

Semester III
IECE 423

This second intermediate field experience in prek-1st grade public school settings, provides candidates opportunities to use their knowledge of child development and assessment to create learning environments and experiences for children. Candidates will learn more about the adult’s role in supporting children and managing behavior.

Semester IV
IECE 461

The first advanced field experience provides candidates opportunities to use their knowledge of child development and lesson planning to plan meaningful learning experiences in 1st-3rd grade. Candidates will learn how the adult`s role in supporting children to construct understandings about literacy, the natural and social sciences and to use mathematical thinking while enrolled in these methods courses during the same semester.

Graduate Semester
IECE 613

This practicum places students in inclusive early childhood settings two full days a week. Settings may include home, community, or school based programs. Students will demonstrate their knowledge of typical and atypical development, appropriate learning environments, assessments, and activities. Students will work directly with professionals and families.

EARLY CHILDHOOD MAT PROGRAM

Fall Semester
ECED 511

Students are placed in an early childhood classroom for a full day. Emphasis is placed on diversity in this practicum and a biweekly seminar is held in addition to the full day practicum. Typical assignments carried out during this practicum connected to course work include the Case Study in ECED 508 (Child Development), a literacy observation, assessment and read aloud in READ 566 (Literacy Acquisition), and lesson plan from ECED 512 (Facilitating Children’s Natural and Social Science Constructions). Addition assignments may also be required depending on the course instructors.

Spring Semester
ECED 611

Students are placed in an early childhood classroom for a full day.  Emphasis is placed on special needs in this practicum and a biweekly seminar is held in addition to the full day practicum.  Typical assignments carried out during this practicum connected to course work include a math interview in ECED 544 (Children and Mathematics), writing and teaching a formal lesson plan for ECED 609 (Constructivist Curriculum), and READ 636 (Literacy Learning in the Primary Grades).

GENERAL INFORMATION 
Emergency Contact Information 

Student Profile



ELED PRACTICUM INFORMATION
ELED Handbook
MidValley Consortium for Teacher Education - Practicum Student Information Form
Overview of Practica
Midterm-Final Evaluation
Video Photo Permission Form (English) (Spanish)

For more information contact
Dr. Michelle Hughes
ELED Program Coordinator



IECE PROGRAM INFORMATION
Overview of Practica
Policies
Mid term and Final Practicum evaluation form

For more information contact the Program Coordinators:
Dr. Mira Williams
Dr. Holly McCartney



ECED MAT PRACTICUM INFORMATION
Lesson Plan Outline
Mid-Term & Final Evaluation

 For more information contact
Dr. Holly McCartney
ECED MAT Program Coordinator