Field Experiences, Practica, and Internship

Students cheer on the Redhawks during a sporting event at Miami University.

Students begin engaging in field experience with service learning requirements in EDT 190 (Introduction to the Teaching Profession) and EDP 201 (Theories of Human Development and Learning), frequently taken in the freshman year.

Sophomore year, special education majors engage in a weekly field placement while taking the Middle Childhood Early Field Block classes. They are paired with general education majors and begin to observe the ways in which general education teachers and Intervention Specialists work together in schools. Through EDP 220 (Field Experiences in Special Education) they also spend two days shadowing an Intervention Specialist in a public school to learn the variety of roles Intervention Specialists can have.

Junior year students engage in intensive practicum experiences throughout both semesters.

Senior year students complete their Senior Capstone class, a literacy tutoring experience that takes place in a local elementary school. Finally, they spend one entire semester (15 weeks) in a culminating internship, Student Teaching. 


Students are required to attend school placements for their classes, and this is considered an essential aspect of pre-service teacher preparation. Not every student is required to have a vehicle, and every effort is made to place students in groups for field experiences with a volunteer student driver from any given class. In the event this is not possible, consideration is given to a local placement or a placement the student can get to via public transportation (although such options are limited).

Student Teaching

Student Teaching is a practical experience in a Pre-K – 12th grade classroom, working closely with a cooperating teacher who will model safe, effective, and current teaching methods.

Course Objectives

At the completion of this course, teacher candidates will be able to:

  • Teach effectively with knowledge of students’ background experiences
  • Articulate clear learning goals for the lesson
  • Demonstrate connections between previous, current, and future content
  • Plan teaching methods, activities, and materials aligned with lesson goals
  • Select evaluation strategies appropriate for students and lesson goals
  • Communicate challenging learning expectations for each student
  • Establish and maintain rapport with students
  • Maintain consistent standards of classroom behavior
  • Create an environment that promotes fairness and is safe and conducive to learning
  • Clarify learning goals and procedures for students
  • Make content comprehensible for students
  • Create opportunities for students to extend their thinking
  • Monitor student comprehension and provide feedback
  • Make effective use of instructional time
  • Demonstrate a sense of efficacy
  • Reflect on the extent of learning goals being met
  • Build professional relationships to support student learning
  • Communicate with parents or guardians about student learning

Student Teaching Competency Evaluation for Training and Professional Practice 

The Ohio Teacher Performance Assessment (edTPA) is the benchmark assessment for student teaching and must be successfully completed in order to pass student teaching (see Submission is via Chalk and Wire to Pearson, the vendor for the assessment.

Pearson establishes the due date for the edTPA, typically within the first 8-10 weeks of student teaching. Two release days are provided for students to work on their projects, and will be considered excused absences from the classroom.

University supervisors are assigned to work with all student teachers. They serve as a liaison between the student teacher, cooperating teacher, and the university. The supervisor makes site visits, arranges formal observations, schedules conferences with the student and cooperating teacher, and is available, whether in person, or electronically, to address the needs of the student teacher. Feedback from formal observations should be used in a constructive manner; it is vital to the growth and success of the student teacher.

Teacher candidates will be assessed using an evaluation checklist aligned with the Ohio Standards for the Teaching Profession. Both the cooperating teacher and supervisor will also submit a Letter of Recommendation to be used for reference purposes at the conclusion of the placement. This letter should describe the context of the school and classroom, curricula used, strengths and progress of the student teacher, and any projects or activities that occurred during the placement.

Other factors that influence the passage of student teaching are attendance and punctuality at school and the mandatory seminars, lesson planning, and professionalism. For more information on the student teaching process at Miami please stop by McGuffey 202.