Field Experiences

Field Experiences

Education 203: Educating All Students - Field Placement Guidelines and Information

Educating All Students is often a Bowdoin student's second course in the Education Department, following Education 101: Contemporary American Education or Education 20: The Educational Crusade.  It is a pre-requisite course for a teaching minor and the Bowdoin Teacher Scholars program leading to certification.  

Educating All Students examines the economic, social, political and pedagogical implications of universal education in American classrooms.  It focuses on the right of every child, including physically handicapped, learning disabled, and gifted, to equal educational opportunity.

The Field Placement:

The field placement component of the course involves a minimum of 24 hours of participant observation in an elementary school during the semester.  This comes out to approximately 2-3 hours per week.  At least one of these hours should be spent meeting with the cooperating teacher to discuss general context and information about the placement.  A half hour around mid-semester, and a half-hour at the end of the semester is recommended at a minimum.  Students are placed in these schools with the guidance of school Principals and the Placement Coordinator at Bowdoin.  

Bowdoin students will spend the first few weeks of their placement observing the general learning behaviors of the students in the classroom.  After a few weeks, they will focus their observation, but not their participation, on one particular student.  The Bowdoin student usually does not share who it is they are focusing on, although in some cases it becomes apparent or disclosed to the cooperating teacher.  

Prior to their placement, or early in their placement, all students attend a two-hour workshop with a school guidance counselor and school social worker to learn about the ethics and legalities of working in a classroom, and where to locate assistance and resources for support within the school.

The Role of the Student in the Field Placement:

Students are considered participant observers in the classroom.  This is a dual role – that of field researcher, taking notes where applicable, about the classroom and the learning behaviors observed, as well of that of active participant and contributor to the overall success of the classroom environment.  Merely sitting in the back taking notes is not acceptable.  It is our expectation that students will participate with student-related activities as directed by the cooperating teacher for the entire time that they are in the classroom.  Bowdoin students will follow the students, not the teacher – therefore, if the students go to lunch, recess or art, so does our student.  

When our students arrive the first day, it is expected that they will check in with the front office and introduce themselves to the Principal or School Leader.  Once settled in the classroom, we ask them to participate without distracting, and to take their cues from the cooperating teacher about where they can assist.  They are expected to be on-time, dressed appropriately, and be fully ready to jump into classroom activities.  

It is expected that our students will keep in close communication with the cooperating teacher, letting them know in advance when they plan to visit the classroom and for how long.  If they are sick or need to cancel at the last minute, it is expected that they will call the school and email the cooperating teacher right away.

The Role of the Teacher in the Field Placement:

Thank you very much for your interest and willingness to share your classroom with our students.  Many of our students say that the field placement is one of their favorite parts of the course, and often is influential in their decision to continue in the field of education after graduation.  Because the field research focus is centered on learning behaviors of the students, the role of the cooperating teacher for this course is relatively minimal.  We ask that you welcome the student into the classroom as a participant, and incorporate them into your classroom routine as fully as works for you.  If they are working in small groups or with individuals, please have them remain in the classroom as much as possible.  Bowdoin students may follow a student(s) to specials, a resource room, etc.  We encourage you to assign them student-focused projects as needed, but not to ask them to handle administrative tasks such as copying, laminating, etc.  

Bowdoin students are instructed not to request materials such as IEPs on a specific student.  However, you may choose to share that information in order to help a Bowdoin student better understand a student or situation, and may do so at your own professional discretion.  

Bowdoin students are responsible for maintaining frequent communication with you regarding the times and dates of their visits.  While each one is encouraged to also check school calendars, it is sometimes helpful to remind them when school will be closing early or be closed altogether for a professional development day.  

At least twice during the semester (approximately half-way through the semester, and again at the end of the semester,) we ask that you schedule a half-hour meeting with your Bowdoin student as a formal “check-in”.  This is time for the Bowdoin student to ask you about particular classroom dynamics, situations, or for you to provide general context and information about the classroom and/or the student's attendance/performance, etc.  You will also be asked to complete two short evaluations of the Bowdoin student – one at mid-semester and another at the end of the semester.  This feedback is important to us, and will contribute to the student's final grade.  Each evaluation should take no more than 5-7 minutes.  

If issues regarding appropriate behavior, tardiness, or anything else come up, please don't hesitate to contact Sarah Chingos, Program Placement and Outreach Coordinator, at schingos@bowdoin.edu or 725-3733.