Field Placements

Descriptions
& Requirements
Introduction

Field placements are arranged by the School and Field Services (SFS) office to afford students a variety of authentic learning experiences in schools.  Students should plan to attend their placement on a weekly basis each week the placement is available.  Generally, 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.  Participation in a field placement is required each semester students are enrolled in one or more professional sequence courses.  Field assignments are accessed through the SFS website via the “Access Field Placement” tab.  Once during a calendar year, students will attend a field seminar to help them continue learning how to support teachers and students in a school setting.  Meeting dates will be available each term.

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.”


Undergraduate Courses with a Field Placement
  • AED302 Teaching Art in the Elementary School
  • AED303 Teaching Art in the Middle School
  • AED304 Teaching Art at the Secondary Level
  • EC332   Practicum and Professional Seminar I
  • EC333   Practicum and Professional Seminar II
  • EED302 Teaching Mathematics at the Elementary – Middle Levels
  • EED305 Teaching Science at the Elementary – Middle Levels
  • EED312 Exploring K-8 Teaching: Responsibilities and Opportunities in Education
  • EED313 Advanced Exploration of K-8 Teaching
  • EED354 Instructional Design and Assessment
  • EED420 Managing the Classroom Community for U.S. Diverse Learners
  • EED428 Foreign Language Teaching Methods in Elementary and Middle School
  • EED455 Internship in Elementary Education (internship serves as field placement)
  • EED470 Teaching Social Studies at the Elementary – Middle Levels
  • ENG398 Approaches to Teaching Literature and Composition
  • FE406 Educational Psychology for K-12 Educators
  • RDG331 Teaching of Reading
  • RDG333 Teaching the Language Arts
  • RDG338 Teaching Reading in the Content Areas
  • RDG414 Reading Appraisal in the Elementary Classroom
  • SE401 Introduction to Children with Special Needs
  • SED300 Introduction to Secondary Education
  • SED426 Teaching in Your Minor Field: Mathematics
  • SED427 Methods of Teaching Secondary Students
  • SED428 Teaching of the Major Field
  • SED455 Internship in Secondary Education (internship serves as the field placement)

Weekly/Semester Requirements

Students should plan to attend their placement on a weekly basis each week the placement is available.  This requirement is accomplished by attending approximately a half day per week each week the placement is available.  The minimum time frame is 8 visits over 8 weeks in the fall and winter semesters.  In the Summer 1 semester five weekly visits over five weeks is expected.  In the Summer II semester, the number of visits will be determined by the placement site schedule.

Additionally:

  • Most field placements require a minimum of 30 hours in the school. 
  • Undergraduate elementary education students in the final field prior to student teaching accomplish a minimum of 42 hours.
  • The requirement for SED 300 is 50 participation hours.
  • MAT / MATEE students attend a minimum of 100 hours over 3 field placements.  The expectation is for students to attend the placement at least once a week.


Professionalism

It is hoped that your time in the schools will prove to be a rich and rewarding journey into the professional world of education. 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 cooperating teacher and your sponsoring school.

YOU ARE A PROFESSIONAL. EVERY ASPECT OF YOUR BEHAVIOR SHOULD REFLECT THIS.

  • Remember you are a guest in the school.
  • Promptness and professional attire are expected.
  • Learn and follow the school’s visitor policy.
  • Ask your cooperating 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.
  • Discuss classroom policies, procedures, and routines with your cooperating teacher. 
  • Pay close attention and observe critically while your teacher is conducting class.
  • Become actively involved with the teacher and the students by seeking ways you can contribute to the learning in the classroom.
  • Schedule time to speak with your cooperating teacher during times when he/she is not responsible for and to the students.
  • Properly prepare yourself to perform scheduled activities.
  • 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.
  • Strive to maintain a positive atmosphere by practicing safety and order in the classroom.
  • Respect and protect confidentiality in your communications with students, parents, colleague  and other stakeholders in education.
  • 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.

Schedule or Contact Information Changes
If you drop or add a class after the first day of class, please use the contact us form in the top left corner of the website to let us know. It will allow us to find you a field placement more quickly or contact the school where you would have gone for your field placement to let them know you are not coming. 

If your name, address or telephone number changes, please use the  Contact Us form.

Questions or Concerns
If you have any questions or concerns, please do not hesitate to contact the director or coordinator of School and Field Services. Contact information is available on the  staff directory page
Field
Activities
Field 1
The following field experience overview contains activities expected of our Oakland University teacher candidates. The goal is to learn through authentic experiences and discussions with an experienced teacher. Oakland University students are to actively assist in helping children learn and achieve their academic goals. They will be completing a log of each day’s experiences which should reflect what was learned. This could include classroom organization and management, academic goals, pedagogical methods, assessments, technology integration, or a multitude of activities from the educational setting.

Field One:  This is the student’s initial exposure to teaching and learning from the classroom teacher’s perspective.  It supports the introductory course designed to help the student understand the system of education and the role and responsibilities of a teacher.  These are expectations for this field placement:

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

Classroom Climate and Management

  • Learn the children’s names (perhaps using name tags, interests, clues for association, seating charts, using names as students enter classroom or when helping in small groups or other experiences
  • Learn classroom routines and procedures
  • Be enthusiastic about the learning that is happening
  • Visually scan the whole class frequently and refocus students as needed

Planning for Instruction

  • Assist the teacher with supplies and materials during a lesson
  • Ask the classroom teacher how instruction is differentiated

Delivering Instruction

  • Read orally to the class on several occasions with questions before, during, and after the reading
  • Work with students in learning situations defined by the cooperating teacher
  • Use clear, proper English when speaking and writing

Technology

  • Investigate the technology available in the building and learn to use as much as possible
  • ART: Investigate art specific equipment, including but not limited to ceramics and jewelry equipment, photographic equipment, painting equipment, printmaking equipment, and any other misc. art process materials.

Professional Qualities

  • Show your knowledge of the content areas by sharing when appropriate
  • Keep a notebook of teaching techniques and other tips of interest
  • Remember to keep confidential all information from your field placement
  • Complete the assignments from the introductory course

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

 

Field 2

Field Two: This is the student’s second semester in a classroom.  Please review the activities from Field 1 and continue them.  In addition, the students should:

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

Classroom Climate and Management

  • Assist with classroom routines and support tasks (attendance, lunch count, material distribution, etc.)
  • Assist the teacher with a visual display of student work
  • Discuss and implement classroom management strategies with the cooperating teacher
  • Be enthusiastic about the learning that is happening
  • Visually scan the whole class frequently and refocus students as needed

Planning for Instruction

  • Assist the teacher in preparing instructional materials
  • Discuss the cooperating teacher’s method of assessment and grading
  • Discuss how standardized test scores are used for planning, diagnosis, and instruction

Delivering Instruction

  • Provide small group / whole group instruction planned with or by the cooperating teacher
  • Introduce and conduct a follow-up discussion for a lesson
  • Use clear, proper English when speaking and writing

Technology

  • List the ways you see technology used in the classroom

Professional Qualities

  • Show your knowledge of the content areas by sharing when appropriate
  • Add to your professional file—bulletin board ideas, displays, and instructional ideas
  • Add to your professional file—classroom management strategies and techniques
  • Complete assignments from coursework

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

Field 3 and Others Up to Final Field

Field Three and beyond:  Students should continue to work on objectives from Fields 1 and 2. In addition, include the following:

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

Classroom Climate and Management

  • Treat others fairly and consistently so there is a climate of courtesy and cooperation
  • Prepare the students for walking in the hallway
  • Work within the classroom management system while teaching
  • Provide clear directions for transitions telling students where to go, what to take, and the sequence of activities
  • Be enthusiastic about the learning that is happening
  • Visually scan the whole class frequently and refocus students as needed
  • Monitor student behavior using preventative monitoring like removing distractions, utilizing attention-getting devices, redirecting task involvement, and providing constructive activities

Planning for Instruction

  • Write lesson plans and teach at least two lessons
  • Use good structure, pay attention to sequence, relate content to prior learning, include concept description, critical attributes, application, and closure in your planning
  • Prepare and organize materials for the lesson ahead of time
  • Discuss what assessments are used in the classroom and how they inform future teaching
  • Use clear assessments and communicate rubrics clearly to students
  • Analyze scores of a student to determine next steps in learning, then discuss with the teacher
  • Meet with support staff (Resource Room Teacher, Social Worker, Psychologist, etc.) about what their job entails and how they meet student needs
  • Give attention to the needs of individuals in planning and delivering of lessons
  • Use a variety of instructional activities that address learning styles, modalities, and multiple intelligences
  • 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

  • Begin to teach lessons that have been modeled by the teacher
  • Teach the lessons you have planned
  • Ask students higher level questions as you teach a lesson
  • Use clear, proper English when speaking and writing
  • Give clear directions and procedures
  • Pay attention to pacing the lesson appropriately using time frames as needed

Technology

  • Incorporate technology into at least one lesson

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 assessment examples to your professional file
  • Complete assignments from coursework

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
    

Final Field Prior to Student Teaching

Final Field:  During this field placement, students should learn as much as possible that will prepare them to be leading the class the following semester.  In addition to the activities from Field 1, 2, and 3, students will be expected to: 

  1.       Complete a written observation of the cooperating teacher and at least one other teacher 
  2.       Plan and teach at least one lesson in each subject area complete with lesson plans using the Understanding by Design lesson template  

These observations and lesson plans will be given to the student teacher supervisor at the student teaching orientation seminar. 

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

Technology

  • 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
Student
Field
Requirements

OU Field Students 

Below is the helpful information you will need to effectively complete the requirements of any field placement prior to student teaching:

1) Contact your Cooperating Teacher

Make initial contact with your cooperating teacher as soon as your placement is posted. You can find your cooperating teacher's email address and phone number on 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 “District Forms and Info” tab) 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.

Reminder:  It’s always best to attend your field experience on a  consistent, half-day per week. Find a day and time period that you and your cooperating teacher agree upon together.  Also, find the time to sit down and have an initial meeting with your cooperating teacher to discuss requirements and expectations.

Field requirements for the Fall 2016 semester:
-SED 300 students – 8 visits over 8 weeks and fifty (50) hours minimum
-Elementary majors in their FINAL field – 8 visits over 8 weeks and forty-two (40) hours minimum
-All other field placements – 8 visits over 8 weeks and thirty (30) hours minimum

2) Start your Field Placement

Professional behavior is an expectation of the program.  Please make sure you bring a photo ID each time you go to your field placement.

Begin your Fall 2016 field placement before  Monday, September 26, 2016.

Complete your Fall 2016 by the end of day on Friday, December 2, 2016.


3)  On your First Day

Provide your Cooperating Teacher with this important link:  Letter to the Cooperating Teacher of Field Students

Reviewing the important resources on this webpage will help both you and your cooperating teacher design a field experience that most benefits the teacher, the students, and you.

After completing your first day at your new field placement, click on the following link and complete: First Day Survey.

4)  Keep a Paper Field Log

Download and print this form: Field Experience Log

You will need to give a final copy to your Cooperating Teacher when your fieldwork is complete

5) Check your OU email regularly

The Field Services Coordinator, Holly Carruthers, will use your OU email as the primary form of communication regarding deadlines, expectations and feedback.

6)  Attend A Field Seminar

All OU students enrolled in professional courses with field placements must attend an annual field seminar.  These dates are posted on the "Important Dates" tab, but are typically offered in February, April and June.

7)  Communicate

If you have any concerns or questions about your field experience, please contact our office as soon as possible. 

8)  Close your Field Experience

Copies of Field Experience logs must be provided to cooperating teachers between November 18 and December 2, or upon completing minimum hours. (You should keep your original as long as you are an OU student)

Cooperating Teachers will receive an email from our office with a link to your assessment.
**Your cooperating teacher cannot complete their online assessment until you have provided a log.  Your timeliness will ensure not only a successful term end, but will also make future field placements possible. Once they have been completed, you will receive a copy of your assessment via OU email.

Student Field Experience surveys should be completed by Wednesday, December 14th at 4:00pm

Remember:  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 School and Field Services, at 248-370-2003 or hzcarruthers {at} oakland.edu.  Thank you!

 

District
Forms & Info

School District Specific Requirements Before Beginning a Field Experience:

Armada Schools: you must be fingerprinted before you begin your field. Contact the district human resources for further information. Ann C. Malburg, Armada Area Schools (586) 784-2114.

Avondale School District:  Download and complete the Avondale Consent Form. Give the form to the front office of the school where you are assigned on your first visit or directly to Marcia Hudson.

Brandon Schools:  Download and complete the Brandon Consent Form, then e-mail or hand-deliver the completed form to the coordinator (see below).  Wait for confirmation from the district or the OU coordinator that you are cleared to begin your placement.

Chippewa Valley Schools:  Download and complete all highlighted information on the Chippewa Valley Schools Consent Form.  Return both pages of the form and a copy of your driver's license to the OU coordinator by e-mail (see below) or hand delivery.  Please be sure to fill the forms out completely, accurately, and promptly.  Make sure they are signed and dated.  Wait for confirmation from the district or the OU coordinator that you are cleared to begin your placement.

Clarkston School District: You will be interviewed by a prospective cooperating teacher.  Download and complete the Clarkston Consent Form. Take the completed form to the Central Office prior to your first visit and give it to Marcy Quas so you can be cleared to enter your cooperating teacher's classroom.

East Detroit: Must sign a volunteer release form available at the building.

Ferndale Public Schools: Download and complete Ferndale Volunteer Registration Form.  Forward completed forms to Ashley Hart at ashley.hart@ferndaleschools.org or call her at 248-586-8662 to make arrangements to drop it off prior to your placement.

Fitzgerald Public Schools: Download and complete the Fitzgerald Consent Form.  Return the two forms and a copy of your driver's license.  Schedule an appointment to meet with the Chief Academic Officer, Julie Lemond jullem@fps.fitz.k12.mi.us, and she will directly inform you when you are cleared to being your field placement.  

Hazel Park Schools: Download and complete the Hazel Park Consent Form.  Return the form and a copy of your driver's license to the OU coordinator by email (see below) or hand delivery.  Wait for confirmation from the district or OU coordinator to let you know you are cleared to begin your placement.

Madison Heights, City of/Four Corners Montessori: contact Ms. Chris Schoenherr or Connie Richards at 248-542-7001 to make an appointment to go to the school.

Rochester Community Schools: Download and complete the Rochester Consent Form. Take the completed form with you to the school building on your first visit and give it to the secretary.

Roseville, City of /Conner Creek East Academy: contact Principal Ms. Karen Smith (smithk@connercreekeast.org).

Utica School District: Download and complete the Utica Consent Form. Take the completed form with you to the school building on your first visit and give it to the secretary. 

Warren Consolidated Schools: Set up a personal ID.  Download and complete this video training.  Download and complete the Warren Consolidated Consent Form.  Return the form and a copy of your driver's license to Warren Consolidated Executive Director of Employee Development, Kathy Wilkins kwilkins@wcskids.net.  Wait for confirmation from her to know you are cleared to begin your placement.

 

OU School and Field Services Coordinator:  Holly Carruthers (248-370-2003)

Important
Dates

Field Placement Dates for  2016-2017 

2016 FIELD SEMINARS

Education students will attend a field seminar each calendar year until student teaching.  Students will not be given a field placement for fall until this requirement has been satisfied.  If you missed a 2016 field seminar, please attend one of seminars listed below. 

Wednesday, September 7, 2016
9:30-11:30 am at Oakland Center in Lake Michigan Room

Wednesday, September 7, 2016
6-8 pm at Oakland Center in Gold Rooms ABC

Thursday, September 8, 2016
1-3 pm at Macomb University Center UC1 in Assembly Hall

Fields Posted :  Friday, September 16

5pm on Field Placement Manager

INTRO TO EDUCATION SEMINARS (only for students in EED 312, EED 313, SED 300, or SED 301)

Monday, September 12, 2016
6 - 8 pm at Oakland Center in Banquet Room A

Wednesday, September 14, 2016
9:30 - 11:30 am at Oakland Center in Banquet Room A

Wednesday, September 14, 2016
6 – 8 pm at Oakland Center in Oakland Room

Thursday, September 15, 2016
11 am - 1 pm at Macomb University Center UC1 in Assembly Hall

Intro Fields Posted :  Monday, September 19

5pm Field Placement Manager
only for students in EED 312, EED 313, SED 300, or SED 301

 


Winter 2017

FIELDS POSTED

Monday, January 9, 2017 Fields Posted 
5 pm on Field Placement Manager

INTRO TO EDUCATION SEMINAR (only for students in EED 312, EED 313, SED 300, or SED 301)
Attend only one seminar this term.

  • Tuesday, January 10, 2017 Intro to Education Seminar
    11:30 am - 1:30 pm at Macomb University Center UC1 in Assembly Hall
  • Wednesday, January 11, 2017 Intro to Education Seminar
    9:30 - 11:30 am at Oakland Center in Gold Rooms ABC
  • Wednesday, January 11, 2017 Intro to Education Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC
  • Thursday, January 12, 2017 Intro to Education Seminar
    6 – 8 pm at Oakland Center in Gold Rooms ABC

INTRO FIELDS POSTED (only for students in EED 312, EED 313, SED 300, or SED 301)  

Monday, January 16, 2017 Intro Fields Posted
5 pm on Field Placement Manager

2017 FIELD SEMINAR--ATTEND ONE FIELD SEMINAR EACH CALENDAR YEAR 
Education students will attend a field seminar each year you are in a school until student teaching.

  • Tuesday, February 7, 2017 Field Seminar
    11:30 am - 1:30 pm at Macomb University Center UC1 in Assembly Hall
  • Wednesday, February 8, 2017 Field Seminar
    9:30 – 11:30 am at Oakland Center in Gold Rooms ABC
  • Wednesday, February 8, 2017 Field Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC
  • Thursday, February 9, 2017 Field Seminar
    6 - 8pm at Oakland Center in Gold Rooms ABC
  • Tuesday, April 11, 2017 Field Seminar
    11:30 am - 1:30 pm at Macomb University Center UC1 in Assembly Hall
  • Wednesday, April 12, 2017 Field Seminar
    9:30 – 11:30 am at Oakland Center in Gold Rooms ABC
  • Wednesday, April 12, 2017 Field Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC
  • Thursday, April 13, 2017 Field Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC

Summer I 2017 Dates

FIELDS POSTED

Monday, May 8, 2017 Fields Posted 
5 pm on Field Placement Manager

2017 FIELD SEMINAR--ATTEND ONE FIELD SEMINAR EACH CALENDAR YEAR 
Education students will attend a field seminar each year you are in a school until student teaching.

  • Monday, June 12, 2017 Field Seminar
    6-8pm at Oakland Center in Gold Rooms ABC
  • Wednesday, June 14, 2017 Field Seminar
    9:30 – 11:30 am at Oakland Center in Gold Rooms ABC
  • Wednesday, June 14, 2017 Field Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC
  • Thursday, June 15, 2017 Field Seminar
    6 - 8 pm at Oakland Center in Gold Rooms ABC

Summer II 2017 Dates

FIELDS POSTED

Monday, June 26, 2017 Fields Posted 
5 pm on Field Placement Manager

* NO FIELD SEMINARS WILL BE OFFERED THIS TERM *

Access Field
Placement

The Office of School and Field Services will arrange a placement for students registered for one (or more) professional courses which require a field placement.

Field Placement Manager

To find this placement, click on the “access field placements” button to the right. Check the “Important Dates” tab to see when current field placements will be posted.

Once you know your placement, carefully follow the instructions included with your field placement information.  Please consult the "Student Field Requirements" tab for more information.

If you’re registered for a professional education course and do not find a field placement assigned to you, attend the scheduled Pre-Field Meeting to secure a placement (see “Important Dates” tab).

 

Undergraduate students who are enrolled in the Elementary Education program and have successfully completed three or more field placements may decline a field placement for a semester if they are not yet in their Final Field.  These students are encouraged to clarify whether their instructors will expect a field placement in order to successfully complete coursework.   

Should you choose to decline a field placement this semester after reading the guidelines above, click here to complete the "Opt Out Survey."  In order to best facilitate the field placement process, requests will only considered if submitted by 5pm on Friday, September 9th. 

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