Set Up For Success: Fieldwork in the School of Education
As Education students begin their academic journey, the School of Education aims to set them up for success. At Maranatha, we want our education students to be equipped with the skills they need, and confident in their abilities as they enter their future classrooms. We believe that experience is essential in accomplishing this goal.
Every Education student completes fieldwork and clinical experiences before they graduate. These opportunities are the avenues for our students to gain the experience they need before they take on the responsibilities of their own classroom. Through these various teaching roles, our Education students are prepared and confident as they pursue a career in teaching.
Freshman Year
At Maranatha, it’s never too early for students to put their teaching skills into practice. As early as freshman year, Education students are required to complete 15 hours of fieldwork. During their time in fieldwork, students observe real classrooms at various schools in the Watertown area or in their own communities. Freshman fieldwork gives students their first opportunity to see how a classroom is managed and allows them to participate in the various responsibilities of a teacher.
Kenneth Thompson, a sophomore Social Studies Education major, explained his responsibilities during freshman fieldwork, “Mostly grading papers and going around helping out the students while they were doing their class work. The teacher and I split time going around to each student while they were working.”
Erin Baggett, a freshman English Education major, loved that freshman fieldwork allowed her to be involved. She explained, “I loved that I was able to grade quizzes and be involved with the kids. It gave me a taste of teacher life.”
Freshman fieldwork not only gives students experience but also helps students see what real teaching looks like. The skills learned through observation are invaluable in the development of each student’s abilities.
Bailey Bessert, a senior Early Childhood Education major, explained, “Freshman, sophomore, and junior fieldwork helped me recognize areas I need to grow in, and gave me the opportunity to teach a couple of lessons. In addition, observing was beneficial for my growth as a teacher. When observing it is important to think about which strategies, methods, and techniques you want to add to your teacher toolbox.”
Freshman fieldwork is the perfect opportunity for students to observe and learn from excellent teachers in the community. Observation is essential to ensure the success of every student. The knowledge gained during this time helps students develop their own teaching style and improve their skills.
Sophomore Year
Sophomore year takes Education students through their second fieldwork experience. Students complete 35 hours of fieldwork and take on more responsibilities, such as teaching their own lessons and grading assignments. The experience students gain during sophomore fieldwork gives them their first real opportunity to teach. This involvement helps many students confirm that teaching is their calling.
Olivia Harrington, a junior English Education major, knew teaching was her calling in sophomore fieldwork. “It was my first time teaching a lesson in front of students. I got up there and I was so nervous, I was shaking, then suddenly it just went away. I felt comfortable, and I was able to connect with a couple of the students. I loved it.”
Another benefit of sophomore fieldwork is the added responsibility. As students participate in fieldwork each year, they are given more responsibilities. Sophomore fieldwork builds on the knowledge gained during observation during freshman year. For example, Education students grade assignments, work with students one-on-one, and teach lessons for the first time. But completing these tasks is made simpler after students are given time to observe.
Noah Hudson, a junior Elementary Education major, described his favorite part of sophomore fieldwork, “Really getting to know some of the teachers, and really seeing what they do firsthand. Especially experienced teachers, seeing how they interact with the students, because we’re [students] taught what to do, but getting to see it in action is one of my favorite parts.”
Experience and observation go hand in hand to ensure the success of each Education student. Without the skills learned during sophomore fieldwork, students would lack the confidence and knowledge to perform these tasks well.
Junior Year
Before our Education students finish their junior year, they must complete Junior Practicum. Practicum, like fieldwork, allows junior Education students to use the knowledge and experience they’ve gained in classes and previous fieldwork. During Junior Practicum students complete 50 hours of fieldwork and are given more opportunities to be involved in every area of the classroom. Along with acting as the teacher’s assistant, practicum students are required to teach two lessons on their own.
Lydia Neubert, a junior Elementary Education major, described her responsibilities: “I had to observe the teacher, observe the classroom, and teach two lessons. I would help the students if they had questions, keep students on task, and build relationships with the students.” Neubert explained that her time in junior practicum helped develop her teaching style and gave her more confidence as she prepares for student teaching.
Junior practicum is also a unique time for students to remember why they want to be teachers. Zurith Guerrero, a senior Special Education major, explained that the opportunity to help kids learn made her remember why she wants to be a teacher. She said, “All the paperwork, all the homework assignments, it’s worth it to see the kids sparkle. Especially for kids with disabilities because it takes them longer to grasp concepts. But when I see them finally get it and the lightbulb goes off, I’m so happy I was able to help.”
Junior Practicum is an important last step for Education students as they begin preparing for student teaching. Practicum allows students to use everything they’ve learned in previous fieldwork to give them more confidence in their own abilities. Overall, junior practicum ensures that students feel prepared as they enter their student teaching placement.
Senior Year
Senior year brings a challenging and exciting time for Education students as they begin student teaching. Student teaching is the last opportunity for students to use the knowledge and skills they’ve learned before they step into their own classrooms. This opportunity prepares students for what they will face as teachers and gives them confidence in their ability to handle a classroom.
Rosie Andrews, a 2023 graduate, who majored in Elementary Education and minored in Special Education, explained, “Maranatha taught me to be willing to reach students where they are and to take them to where they need to go. Both of my student teaching experiences have helped me anchor that philosophy in my heart.”
During student teaching, students start out with small responsibilities. At first, they act as a teacher’s assistant by grading assignments, working with students one on one, helping with lessons, and assisting the teacher in any way that they need. As time goes on, however, students gradually take over all the responsibilities of the teacher they are working with.
Brooke Davidson, an Early Childhood Education major and 2023 graduate, described her responsibilities during her student teaching placement: “The first week, I met my cooperating teacher, observed her teach lessons, and got a feel for the building. I jumped in and answered questions, led the class places, and helped with projects. In week two, I started teaching a science unit. As the weeks progressed, I took on more subjects until I had full teacher responsibilities. Then, I narrowed down what I was doing until I was just a helper again. My last week I observed in other classrooms and spent extra time with my students.”
The gradual process of student teaching allows students to be guided into a teacher role without feeling overwhelmed. At Maranatha, we strive to guide our students toward success and ensure that they are given the tools they need to succeed. Student teaching and all fieldwork within the School of Education are essential in accomplishing this goal.
You can learn more about the School of Education here.
You can learn more about fieldwork here.