Moravian College's teacher certification programs are field-based to provide as much pre-service teaching experience as possible. The purpose of the field experience is to provide students with sequentially appropriate classroom experiences at each level of their coursework. These experiences are meant to assist the student in determining whether teaching is an appropriate career choice. At Moravian College, stages 1 & 2 field experiences often start during the second semester of the freshman year. Stage 3, a pre-student teaching experience, happens in the junior or senior year, with stage 4 full-time student teaching in the senior year, usually in the spring semester.
All field experience placements are individually made by our Director of Field Experience in collaboration with education professors. These experiences are directly related to coursework and give students the opportunity to learn educational theories and apply them in the classroom. Our cooperating teachers for field experiences hold appropriate certification and are selected for their willingness and ability to mentor, their excellence in teaching, their knowledge of teaching practice and their devotion to the teaching profession. This is how we ensure each stage of field experience provides a valuable opportunity for students.
Stages 1 and 2: Observation and Exploration
The first level in the field-experience continuum is an opportunity for the student to become familiar with classroom teaching and responsibilities under extensive support and direction. The student is required to complete a minimum of 40 hours for each experience. This experience is the field component for the following courses:
- Education 130 Student Development and Instructional Design. Required for all art, music, middle level (grades 4-8), world language (K-12), and secondary education candidates.
- Education 160 Culture, Community, and Diversity: Introduction to Critical Pedagogy. Required for all education certification candidates.
- Education 210 Child Development 1. Required for all early childhood candidates.
- Education 211 Child Development 2. Required for all early childhood candidates.
- Education 222 Emerging Language and Literacy, Pre-K to 4th Grade. Required for all early childhood certification candidates
Stage 3 Pre-Student-Teaching Experience
This is an opportunity for the student, before student teaching, to experience daily classroom activities as well and take responsibility for the planning and presentation of lessons. All certification candidates are required to complete a minimum of 150 hours. Pre-student-teaching is the field component for the following courses:
Early Childhood and Middle-Level Education
- Education 358.2 Pre-Student Teaching. Required for all early childhood and middle-level candidates. Part 1 taken along with EDUC 312, Data Driven Analysis Research, EDUC 323, Scientific Reasoning and EDUC 324, Social Studies or EDUC 331, Science for Middle-Level Learners and EDUC 330, Social Studies for Middle Level learners. (75 hours)
- Education 359.2 Pre-Student Teaching. Required for all early childhood and middle-level candidates. Part 2 taken along with EDUC 321, Language Arts for Children, Pre-K to 4th Grade and EDUC 322, Math Thinking or EDUC 333, Literacy for Middle-Level Learners and EDUC 332, Math for Middle- Level Learners. (75 hours)
Secondary and World Language PK-12 Education
- Education 260 Reflective Teaching in Secondary Schools. (40 hours)
- Education 360 Curriculum and Instruction in English (110 hours)
- Education 361 Curriculum and Instruction in World Language (110 hours)
- Education 362 Curriculum and Instruction in Mathematics (110 hours)
- Education 364 Curriculum and Instruction in Science (110 hours)
- Education 365 Curriculum and Instruction in Social Science (110 hours)
- Education 366 Curriculum and Instruction in Art (150 hours)
- Education 367 Teaching Music to Children. (75 hours)
- Education 368 Teaching Music to Adolescents and Adults. (75 hours)
Stage 4 Student Teaching Experience
Student teaching is the culminating experience of the teacher-preparation program. Its purpose is to help the student develop into a competent professional. Student teaching is physically and psychologically exhausting, but it is also satisfying. It is a full-time commitment and will consume most of the student's time in the semester in which it occurs. It takes place under the supervision of qualified program faculty and cooperating teachers. Student teachers will have two experiences (different grades and different schools) over the semester. All placements are in Pennsylvania schools near the College. In addition to daily classroom experience, students are required to attend a weekly seminar with their College supervisors. Courses associated with student teaching include:
- Education 370 Seminar for Early Childhood Educators: Advocacy, Ethics, Leadership, Collaboration. Required for all early childhood education candidates.
- Education 371 Issues in Middle-Level Education. Required for all middle-level education candidates.
- Education 375, 376, 377 Student Teaching. Required for all student teachers.
- Education 378 Seminar in Secondary Student Teaching. Required for all secondary and world language education candidates.
- Education 379 Seminar for Art Student Teachers. Required for all art education candidates.
- Music 374.2 Music Education Seminar. Required for all music education candidates.