UNC Teacher Education Field Experiences guide

Course (sorted) Who takes it? Field hours Schedule Teacher Candidate expectations Cooperating teacher expectations and benefits
Art 340 (2 credits ) must be repeated  for a total of 4 credits Art Education *100 (50 each semester) 50 Elementary 50 Secondary Observation during school day *Some of the Elementary hours may be completed by participating in UNC /District 6 organized After School Programs at Chappelow and East Memorial Participate in instruction in ways determined by cooperating visual arts teacher Mentoring
Art 248 Art Ed 10 During school hours, 5-8 visits Observe and assist students with disabilities when appropriate Help to set-up observation times when CTs have student with disabilities in their classrooms
EDEL 350, Emergent Literacy Elementary Ed 50 After school, once a week Tutoring individual students; focus on literacy skills. Observations. Helping to set up tutoring situations.
EDEL 451, Literacy Practicum Elementary Ed   14 weeks, 2 days e week (MW, WF or TR) Small groups work and teaching individual lessons. Focus on literacy and Science. May have two candidates in alternative days of the week. UNC pays $100 per candidate to the partner school. ½ graduate credit per candidate at reduced rate ($50).
EDEL 453, Student Teaching Elementary Ed 640 16 weeks, 5 days a week Full student teaching in all areas. Mentoring, formal observations. UNC pays $100 per candidate directly to cooperation teacher. 1 graduate credit per candidate at reduced rate ($50)
EDFE 170 Physical Education 50 12 weeks; 2 days/week/ 2 hours/day Observation of physical education classes Mentoring, formal observations. 
EDFE 270 Art and Music and Special Ed. 35 Semester long:  at the convenience of the host teacher Observation and participation as directed by the host teacher  Mentor the first in-school experience for future Art, Special Education and Music teachers.  Short , one page midterm and final evaluation of students
MUS 210 MUSIC 15   Observe music classrooms of all types: band, choir, orchestra, jazz, elementary, middle and high school.  Students should observe specific and effective classroom management skills and teaching techniques Teachers should model for and discuss with our students specific and effective classroom management skills and teaching techniques appropriate for each music classroom.
MUS 310 MUSIC 20   Observe a variety of elementary music classrooms including Orff, Kodaly and Traditional-styled classrooms.  Help teach sections of classes at any level K-5. Model and discuss for our students developmentally appropriate music curricula and instruction in grades K-5. 
MUS 311 MUSIC 15   Observe a variety of general music settings in middle and high schools.  Students should ask questions about the implementation of those general music classes and about the way the teachers developed their curriculum. Provide modeling and discussion concerning the  wide variety of general music classes at the secondary level. Allow the UNC students to teach a part of a lesson if possible.
MUS 312 MUSIC 20   Observe the specific methods for starting young instrumentalists effectively and efficiently.  They may help teach sections of the beginning classes to help the cooperating teachers. We would like for the band and orchestra teachers to demonstrate effective techniques used to correctly start beginning instrumentalists.
MUS 317 MUSIC 20   Observe beginning, intermediate and advanced band programs.  The students may teach sectionals or help the teacher in any way possible.  We would like the band teachers to demonstrate for our UNC students the skills and techniques for administering and teaching a multi-tiered band program.
MUS 324 MUSIC 20   Observe and critique various choral conducting styles used in secondary and elementary choral classrooms. Also, students should observe the variety choral pedagogical techniques used in the choral classrooms. Talk with the students specifically about the pedagogical aspects of choral teaching, and demonstrate ways to execute any complicated conducting issues in the choral works the UNC students observed
MUS 325 MUSIC 20   Observe beginning, intermediate and advanced choir settings. The students may teach sectionals or help the teacher in any way possible. We would like for the choral teachers demonstrate for our UNC students the skills and techniques for administering and teaching a multi-tiered choral program.
MUS 331 MUSIC 20   Observe beginning, intermediate and advanced orchestra programs.  The students may teach sectionals or help the teacher in any way possible. We would like for the orchestra teachers to demonstrate for our UNC students the skills and techniques for administering and teaching a multi-tiered orchestral program.
MUS 414 MUSIC 20   Observe music classrooms with students with special needs and teach Arts Enrichment Classes at Chappelow Arts/Literacy Magnet School We would like for the classroom teachers to demonstrate for our  UNC students successful materials and strategies modifications to enable better learning for the students with special needs in their inclusive music classrooms.
SES 340 Physical Education 12 2 weeks; 2 days/week/ 3 hours/day; one week is mid and one near end of semester Small groups work and teaching small group lessons. Focus on physical activity Helping set up the situation.  None after that; UNC faculty on site for all teaching.
SES 342 Physical Education 12 2 weeks; 2 days/week/ 3 hours/day; one week is mid and one near end of semester Small groups work and teaching small group lessons. Focus on health related fitness. Helping set up the situation.  None after that; UNC faculty on site for all teaching.
SES 440 Physical Education   7-8 weeks; last half of semester Pairs of teachers teaching to half a class of students. Helping set up the situation.  None after that; UNC faculty on site for all teaching.
SES 442 Physical Education   6 weeks; first half of the semester (approximately 2-3 weeks after UNC starts) 1 week observation and 5 weeks with 1 student teaching 1 intact class Mentoring, formal observations.  UNC faculty visit at various times.
TESL 301    ESL & Bilingual Endorsement 60 14 weeks, 2 half days or one full day a week Experience ESL, plan & teach 2 lessons. Mentoring and formal observations of the candidate, provide feedback and engage in communications with UNC
TESL 301    ESL & Bilingual Endorsement 60 14 weeks Experience ESL, plan & teach 2 lessons. Mentoring and formal observations of the candidate, provide feedback and engage in communications with UNC
TESL 302 ESL & Bilingual Endorsement 30 14 weeks, 2 half days or one full day a week Experience ESL, plan & teach 1 lesson. Mentoring and formal observations of the candidate, provide feedback and engage in communications with UNC
TESL 302 ESL & Bilingual Endorsement 30 14 weeks Experience ESL, plan & teach 1 lesson. Mentoring and formal observations of the candidate, provide feedback and engage in communications with UNC