School and Field Services

Pawley Hall, Room 385
456 Pioneer Drive
Rochester, MI 48309-4482
(location map)
(248) 370-3060
(248) 370-4920 fax


Field Experiences

& Expectations

Field placements are arranged by the School and Field Services (SFS) office to afford students depth, breadth, and diversity of authentic learning experiences in schools.

Students who are enrolled in one or more Anchor Courses in the professional sequence will be assigned a Formal Field placement.  Formal Field placements are accessed through the School and Field Services website via the “Access Field Placement” tab. 

During each formal field placement, students focus on building the skills specified in the Field Survey, in addition to those instructed in their professional courses.  Students also attend a Field Seminar to help them continue learning how to support teachers and students in a school setting. 

Anchor Courses
Coordinated and recorded through School and Field Services
  • Elementary
    • Field 1:  EED2000 Exploring K-8 Teaching: Responsibilities and Opportunities in Education
      • or EED2001 Advanced Exploration of K-8 Teaching
    • Field 2:  EED3001 Managing the Classroom Community for U.S. Diverse Learners
    • Field 3:  RDG3231 Teaching of Reading
    • Field 4 or Final Field:  EED4270 Teaching Social Studies at the Elementary – Middle Levels
    • Student Teaching Internship:  EED4950 Internship in Elementary Education (internship serves as field placement)
  • Secondary
    • Field 1:  SED3000 Introduction to Secondary Education
    • Field 2:  RDG 4238 Teaching Reading in the Content Areas
    • Final Field:  SED4200 Teaching of the Major Field
    • Student Teaching Internship: SED4952 Internship in Secondary Education (internship serves as the field placement)

Additional Courses that may require field work

Weekly/Semester Requirements
Students should plan to attend their placement on regular and recurring basis.  While requirements vary, at least one morning or afternoon each week should be set aside in the students’ schedules to meet the minimum requirement of field hours during the semester.

Minimum time frame: 
8 visits over 8 weeks in the fall and winter semesters
(note: summer field placements are arranged via the department of Teacher Development and Educational Studies)
  • Minimum hours: 
    Most field placements require a minimum of 30 hours in the school, with the following exceptions:
    • The requirement for SED 300 is 40 participation hours.
    • Elementary (undergraduate) Final Field prior to student teaching is a minimum of 42 hours.
    • STEP Final Field prior to student teaching is 4 half-days a week (Monday, Tuesday, Thursday and Friday)
  • MATEE students attend a minimum of 100 hours over 3 field placements (30/30/40).  The expectation is for students to attend the placement at least once a week.
  • MATSE students attend a minimum of 100 hours over 3 field placements (20/30/50).  The expectation is for students to attend the same class period twice a week. 

POLICY: “Oakland University, local schools or school districts may require the Oakland University student to sign a statement identifying all crimes for which they have been convicted, obtain or consent to state and federal criminal history record checks and/or submit fingerprints to the Michigan State Police, all at the student’s expense, before the student may participate in student teaching or field placement."


On your visits to the school, you are encouraged to remember that you are an ambassador of the School of Education and Human Services and of our office. You are also building your reputation in the world of educators.  With this in mind, we hope that these expectations will promote positive and professional relationships between you, your mentor teacher and your sponsoring school.

  • Behave as a guest in the school
    • Be routinely prompt and professionally dressed. 
    • Learn and follow the school’s visitor policy.
  • Be respectful of the teacher's time
    • Ask your teacher on how best to notify them regarding an unplanned absence. You are responsible to arrange to make up the field hours in case of a missed visit.
    • Arrange times to speak with the teacher when he/she is not responsible for students. 
  • Balance being a learner and a teacher
    • Learn classroom policies, procedures, and routines.
    • Pay close attention and observe critically while your teacher is conducting class.
    • Seek critical feedback and respond with observable changes 
    • Respect and protect confidentiality in your communications with students, parents, colleague  and other stakeholders in education.
  • Arrive prepared
    • Properly prepare yourself to perform scheduled activities.  Pay attention to your personal grooming and professional attire.
    • Promptly return materials borrowed from the classroom or loaned to you by the cooperating teacher.
    • Take initiative to help tidy up after lessons and projects.
  • Build rapport
    • Strive to maintain a positive atmosphere by practicing safety and order in the classroom.
    • Make a conscious effort to act as a positive role model.
    • Send a "Thank You" to your cooperating teacher as a gesture of appreciation and respect.

A teacher is held to a higher ethical, moral, and intellectual standard than the general public. Hence, exhibiting professionalism is an important aspect that contributes to the positive perception of you as an educator. As a professional, you will exhibit accountability, respectfulness, and regularly perform beyond expectations. Since superior content knowledge is expected and the ability to teach to all the individuals in your care will be required, devoting the time and energy needed to be well prepared is essential to your success. Finally, teaching requires participation as a lifelong learner who actively contributes to the health of the profession. 

Major Standing
The semester after you reach major standing, you will be able to register for the coursework in the program.  If you have questions about the program, please contact the advising office.

If you need to contact School and Field Services, please use the Contact Us form.
Elementary Program
Aspiring educators at Oakland University are expected to develop knowledge, skills, and dispositions through clinical field experiences which culminate in a yearlong student teaching internship.
The following field experience overview contains activities expected of our Oakland University teacher candidates. The goal is to learn through authentic experiences, facilitated student interaction and regular dialogue with an experienced teacher. Oakland University students are to actively assist in helping children learn and achieve their academic goals.

Field 1:  Introductory

This may be the student’s initial exposure to teaching and learning from the classroom teacher’s perspective.  This experience supports the introductory course (EED 2000) designed to help the student understand the system of education and the role and responsibilities of a teacher.

The Professional Behaviors Assessment is designed to provide the student with feedback on his/her progress. 

Suggested Field Activites may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice.


Field 2:  Intermediate

This is the student’s second semester in a classroom, and first semester in major standing.  Students are enrolled in coursework relevant to classroom mangement and instructional design.  In this term, students might assume some instructional responsibilities that are co-planned or co-taught with a mentor teacher. 

The Professional Behaviors Assessment is designed to provide the student with feedback on his/her progress. 

Suggested Field Activites may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice.

Field 3:  Intermediate

Students are enrolled in methods coursework and will need support in designing and enacting learning experiences and assessments.  Students should continue to work on objectives from previous fields, seeking collaboration and feedback from the mentor teacher. 

The Professional Behaviors Assessment is designed to provide the student with feedback on his/her progress. 

Suggested Field Activites may help students while working toward their goals.

The Field Connector Assignment will also reinforce the connection between coursework and clinical practice

Final Field:  Advanced

This semester, though still part-time, marks the beginning of the year-long Student Teaching Internship. 

Interpersonal Relationships

  • Ask what you can do to help or make improvements, then follow through with the suggestions
  • Be professional, polite, positive, caring, and respectful of all people
  • Get to know your cooperating teacher and the grade level or subject area staff

Classroom Climate and Management

  • Treat others fairly and consistently so there is a climate of courtesy and cooperation
  • Complete lunch count, attendance, homework, etc. accurately with minimal loss of instruction time
  • Investigate ways to make transitions smoothly from one activity to another in the classroom and while going to other places in the building and use them with students
  • Use varied and random techniques of calling on students equitably so all voices are heard
  • Be enthusiastic about the learning that is happening
  • Visually scan the whole class frequently and refocus students as needed

Planning for Instruction

  • Create objectives based on the appropriate frameworks that represent a high level of expectations and conceptual understanding for students
  • Use good structure, pay attention to sequence, relate content to prior learning, include concept description, critical attributes, application, and closure in your planning
  • Use a clearly defined structure for the lesson and activities
  • Provide organized tasks for all learners
  • Incorporate a variety of instructional activities that address learning styles, modalities, multiple intelligences
  • Utilize knowledge of students’ skills, talents, abilities and prior learning when planning for individual students
  • Learn about students’ interests and cultural heritage and use this in planning lessons
  • Give attention to the needs of individuals in planning and delivering lessons
  • Use assessment results to determine objectives suitable for groups of students in the class
  • Use clear assessments and communicate rubrics clearly to students
  • Assess and adapt instruction to the changing needs of students, making use of student examples or elaborating as needed.
  • Prepare instructional materials and set up demonstrations for lessons ahead of time
  • Make sure you have a depth of understanding for the concepts you are teaching
  • Give students the expectations for learning before you start

Delivering Instruction

  • Deliver lessons with clear directions and procedures
  • Use clear, proper English when speaking and writing
  • Pay attention to pacing the lesson appropriately using time frames as needed
  • Tell students why the lesson is important, connecting it to real life situations
  • Check for prior knowledge or preconceptions
  • Define vocabulary, vague terms, or ambiguous statements
  • Sequence prepared questions, including those requiring stating relationship, analysis, summarization and classification, asking follow up questions to draw out student’s thinking
  • Lead a class discussion having students listen to each other, speak their thoughts, and interpret each other’s responses (partners, small groups, whole class)
  • Assess whole group with signals (thumbs up, thumbs down or other)
  • Give specific, supportive, and appropriate positive and negative feedback to students providing it to them in a timely manner
  • Use spontaneous situations to enhance instructional objectives and demonstrates recognition of re-teaching at appropriate intervals
  • Give specific alternative actions about how a lesson could be improved


  • Plan, design, and implement effective technology-enhanced learning environments, lessons, and teaching strategies aligned with the standards and benchmarks

Professional Qualities

  • Show your knowledge of the content areas by sharing when appropriate
  • Reflect on your lesson and make an accurate assessment of your lesson’s effectiveness
  • Add educational websites for teaching concepts to your professional file
  • Complete assignments from coursework
  • ART: Become familiar with show/completion opportunities available for student artwork. Assist cooperating teacher in the preparation and submission of student artwork in Scholastics, art shows, and other district, state, and national venues.
  • ART: Gain an understanding of the AP portfolio process and the building of a student portfolio for college admission. 

Personal Qualities

  • Show interest, thoughtfulness, dedication, focus, and good judgment
  • Commit faithfully to be actively present in your field placement on scheduled days
  • Dress in a manner that would support respect from others
  • Complete tasks given to you on or before the expected due date in a manner which reflects your skills as an educator

OU Field Students 

Below is the helpful information you will need to effectively complete the requirements of any field placement after major standing and before student teaching:

Before you Begin

  1. Login to the Field Experience Manager after the drop/add date to view your placement details.
  2. Check your district's website for volunteer forms.  This list reflects special requirements for some districts.
  3. Contact your Mentor Teacher
    • Make initial contact with your mentor teacher as soon as possible. You can find your mentor teacher's email address and phone number by searching the school's website.
    • Confirm two things: how to meet any school district requirements and/or pre-screening prior to your first day (see the list above) and when and where you will meet your cooperating teacher on the first day.  Here is a sample initial contact email that you might like to use.
      • If your cooperating teacher doesn’t respond to your initial e-mail within three (3) school days, you should call the school number and ask to leave a brief and professional message for your cooperating teacher, asking him/her to contact you soon.
  • Begin your field placement within one week of being notified of your school/mentor.

During the Term

  1. On your First Day
    • Bring any necessary documents, including a photo ID
    • Provide your Mentor Teacher with this important letter:  Letter to the Mentor Teacher of Field Students
    • Review the important resources on the mentor teacher page to help your mentor teacher design a field experience that most benefits the teacher, the students, and you.
    • Be mindful of professional behavior, which you can review on the requirements and expectations tab.  
    • Begin with the end in mind.  Take a look at the Professional Behaviors Assessment and attempt to align your actions with your intended outcomes.
  2. Log your Hours
    • Use this form: Field Experience Log
    • You may need to print multiple copies.  Simply attach them and write the term total on the top sheet.  You will need to give a final copy to your Mentor Teacher when your fieldwork is complete.
    • Be thoughtful about scheduling your hours with your mentor, knowing that advance planning will benefit both of you.
  3. Check your OU email regularly
    • The Field Coordinator, Holly Carruthers, will use your OU email as the primary form of communication regarding deadlines, expectations and feedback.
  4. Improve and Respond
    • Set a date to meet with the teacher and have a mid-term conference about your progress and opportunities for improvement.  Use the Professional Behaviors Assesement as a tool to facilitate this conversation. 
  5. Stay aware of your Program Requirements
    • All OU students enrolled in professional courses are encouraged to attend program orientations to stay aware of program requirements and current issues in the field.  Additionally, students are encouraged to meet with an SEHS adviser each term.
  6. Communicate
    • If you find yourself unable to attend your field placement or wanting to modify your experience in any way, start by having a professional conversation with your mentor.  If you need help preparing for this conversation, please email Holly Carruthers.  If you have any concerns or questions about your field experience, please contact our office as soon as possible. 

Complete your experience before final exam week.


  1. Assessment
    • Near the end of the term, you will complete your self-assessment in VIA.  You should complete this before the last week of classes, or upon completing minimum hours (whichever is sooner).
    • Next, you should initiate a conversation with your teacher to discuss your performance over the term.  Be ready to discuss what you have learned and what you'd like to continue to learn. 
      • During this conversation, you can let your mentor know that they, too, should complete the assessment survey. 
    • Your mentor teacher will use your Field log (digital or paper) to determine your performance, so please provide an updated version.
  2. Give feedback on your experience 
    • If you are a returning student, you can confidentially evaluate your mentor in VIA as a part of your self-assessment.
    • If you are a first time student, surveys will be sent via OU email the last week of class and should be completed before finals.
  3. Review and Reflect
    • If you are a returning field student,  you will see your mentor's assessment in VIA. Look carefully at the feedback provided and consider what opportunities you'd like to design in your next field experience.
    • If you are a first time field student, you will be contacted if your survey presents any concerns. 
  4. Show gratitude
    • Compose a Thank You card or email to your teacher, specifically mentioning the ways in which he/she has been able to contribute to your growth as an aspiring teacher.

If you have any questions about these requirements, please contact Holly Carruthers, Coordinator of early field experiences, at 248-370-2003 or


Field Seminars are intended to keep students informed of the policies of School and Field Services and connected to the PK-12 school practices of our partners.  Students should plan to attend one seminar during any term in which a field experience is assigned.

First Time Field Students (EED 2000, EED 2001, SED 3000)
First time students in Fall, 2018 will complete seminars during regularly scheduled class time.

Returning Field Students 
Returning students who have already attended an introductory seminar are expected to stay current on policies, procedures and program requirements.  In addition to meeting with your adviser each term, we provide seminars to support you. 
Refresher on Field Practices:
Date/time TBD
Elementary Program Orientation
October 26th [time and location TBD]
Preparing your Portfolio
Date/Time TBD
Some sessions are recorded.  For a copy of the recording, please contact us.
Student Teaching Application Seminars
Dates/Times on the application page

Final Field Students 

Click here for Seminar Calendar

Access Field

The Office of School and Field Services arranges placements for students registered in anchor courses in the professional sequence.  A list of these courses can be found under the "Requirements and Expectations" tab.

  • Field Placement ManagerTo find this placement, click on the “access field placements” button to the right.
  • For returning students, field placements will be posted after the second full week of class.
  • For first time field students, field placements will be discussed at field seminars.  Seminar dates are on the "Seminars" tab.

After you access your field placement, please consult the "Placement Process" tab for more information.

ALL students are required to check the Field Placement Manager to confirm their field placements.