Adolescence Inclusive Generalist Education Curriculum

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Adolescence Inclusive Generalist

A large portion of our student's curriculum involves three 50-hour field experience placements and a student teaching placement. The information below lays out what is expected of our teacher candidates during each phase of their field experience/student teaching placements.

At least one field experience or student teaching placement must meet each of the following requirements:

  • Completed in a high-need school
  • Working with children with special needs
  • Working with children who are not native speakers of English

These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student teaching. Field experience will be in school or community settings.

Please note: In all phases, candidates may tutor, assist in classroom activities, grade papers, create bulletin boards, and work with individuals or small groups, etc., at the teacher’s discretion. Our goal is for teacher candidates to be actively involved in working with students as much as possible.

Phase 1: Inclusive Middle Level Teaching

Observation and participation in a diverse classroom setting (Grades 5–9). 50 clocked hours needed by the end of the semester.

  • Teacher candidate must lead at least one learning activity or lesson in their content area. The College offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)

Phase 2: Teaching Inclusively

Observation and participation in a high school setting (Grades 10–12). 50 clocked hours needed by the end of the semester.

  • Teacher candidate must lead at least one learning activity or lesson in their content area. The College offers math, social studies, English, foreign languages (Spanish and French), and Sciences (biology, chemistry, earth science, and physics)

Phase 3: Methods in Special Education

Observation and participation (under the supervision of a teacher certified in special education) in a setting that includes children with special needs (Grades 7–12). 50 clocked hours needed by the end of the semester.

  • Candidates create an inclusive unit and teach one lesson (in any content area).

Phase 4: Practicum in Adolescence Inclusive Education with Seminar 

Single Student Teaching placements will predominantly involve working with one content teacher for a full semester. However, because the College is a dual certification program, student teachers will have an opportunity to work with students from both populations: general ed and students with disabilities.

  • Student teaching must occur in grades 7–12.
  • Full-time placements follow the school district calendar Monday – Friday throughout the semester (15 weeks)

Last Updated 10/27/20

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