Field Experience Office

Field experiences are designed to provide supportive educational environments in which program candidates apply knowledge of course content and receive professional feedback for growth.  The Field Experience Office (FEO) coordinates this process for several programs at the Johns Hopkins University School of Education (SOE).  The Field Experience Office is housed within the Assessment Office in order to provide a comprehensive analysis of program impact and candidate learning.

The School of Education supports Professional Development Schools (PDS) in several Maryland counties and Baltimore City, along with other partnerships with K-12 schools and other community agencies.  In collaboration with JHU faculty, partnership schools and agencies, and the Field Experience Office, candidates are provided with robust, diverse, and rigorous experiences in the professional field.

The Field Experience Office:

  • Maintains digital field experience binders and portfolio platforms
  • Monitors data at the candidate, program, and unit levels
  • Collects evidence to support continuous improvement
  • Coordinates diverse and contrasting placements
  • Collaborates with program candidates, on-site mentors, university supervisors, school district representatives, outside stakeholders, and JHU faculty and staff
  • Develops and maintains partnerships with schools/districts and stakeholders
MASTER OF ARTS IN TEACHING
Knowledge learned from coursework is applied to planning, instruction, assessment and other professional situations providing opportunities for candidates to analyze, synthesize, and reflect on their practice. The collaborative work of interns, mentor teachers, university supervisors, JHU faculty, and the JHU SOE School Liaison is integral to the field experience process.

Candidates in the full-time MAT program will engage in a summer field experience, followed by supervised internship placements in the proceeding fall and spring terms. The year-long, supervised internships require the candidate’s full-time commitment. Candidates are placed within Professional Development Schools (PDS) in Baltimore City and Howard County. Criminal clearance is required; instructions to obtain criminal clearance are provided by the field experience office prior to the start of field placements.

Internships for part-time MAT candidates are scheduled from December to May. Part-time candidates, who are current teachers in their own classrooms, may conduct internship while maintaining employment, pending adviser and employer approval. This option is available to candidates in the part-time program only. Part-time candidates who are not current teachers in their own classrooms will be placed in professional development schools.

The MAT program of study is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC), content specific professional association standard bodies, Maryland state standards, and the standards of the JHU School of Education.

Participation in MAT field experience is designed to foster responsibility, to demonstrate high expectations of professionalism, and to encourage commitment and enthusiasm for best practice in teaching.

SCHOOL ADMINISTRATION AND SUPERVISION
Participation in School Administration and Supervision internship provides program candidates the opportunity to apply knowledge from coursework to an educational setting. The purpose of internship is to provide program candidates with meaningful practice directly related to current professional standards and the responsibilities associated with the Maryland State Department of Education (MSDE) licensure requirements. Internship experiences are reflective of the daily activities performed by practicing administrators.

Program candidates complete pre-requisite coursework and obtain adviser approval to conduct internship. Each intern must select a qualified on-site mentor who (1) holds Administrator I or Administrator II certification, and (2) is currently working in an administrative or supervisor capacity. Candidates are supported by mentors and university supervisors while completing course-based assignments, including a digital portfolio.

Goals of the internship are (1) to develop the perspective of a school district as a system; (2) to develop the skills needed to analyze system challenges; (3) to expand the knowledge, skills, and dispositions of an educational leader consistent with best practice and professional standards.

The collaborative work of the intern, mentor, and JHU School of Education faculty is integral to the internship process.

COUNSELING AND HUMAN DEVELOPMENT
Clinical Mental Health Counseling

The purpose of clinical mental health counseling field experiences is to support program candidates as they integrate and apply the knowledge and skills gained from earlier didactic study in coursework.  Field experiences are based on Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the Maryland Higher Education Council (MHEC), the Maryland State Department of Education (MSDE), the Maryland Department of Health and Mental Hygiene (MDHMH), and to standards upheld by the JHU School of Education.

The practicum is designed to help students develop requisite counseling skills and knowledge of the clinical mental health setting. The internship provides the student with experience in all aspects of professional functioning applicable to clinical mental health counseling. Through participation in these experiences, students will experience first-hand the nature of the counselor’s role.

Clinical Mental Health Counseling program candidates identify a qualified mentor in an approved setting for both practicum and internship.  The collaborative work of interns, on-site mentors, university supervisors, and JHU faculty is integral to the field experience process.

School Counseling

The purpose of school counseling field experiences is to support program candidates as they integrate and apply the knowledge and skills gained from earlier didactic study in coursework.  The School Counseling program is currently accredited for School Counselors as outlined by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). It is designed to meet the needs of program candidates from diverse backgrounds who have a wide range of professional goals.

Candidates submit an intent to participate in field experience and complete an online application to relay geographic preferences and other placement interests.  The field experience office works with program faculty and local school districts/sites to secure placements.  Candidates will receive an email with placement details and instructions.  Criminal clearance is required.

The practicum is designed to help program candidates develop requisite counseling skills and knowledge of the school setting. The internship provides the program candidate with experience in all aspects of professional functioning applicable to school counseling. Through participation in these experiences, students will experience first-hand what defines the school counselor’s role and identity not only within a school but as part of a larger school district.

SPECIAL EDUCATION
Knowledge learned from coursework is applied to planning, instruction, assessment and other professional situations providing opportunities for candidates to analyze, synthesize, and reflect on their practice in a supportive educational environment.

Internship courses are offered in the summer, fall, and spring terms.  Summer placements align with site schedules, while fall and spring placements run for ten weeks each.  The Maryland State Department of Education (MSDE) requires a minimum 150 special education internship hours.  Special Education Program internships are guided by the Council for Exceptional Children (CEC), Interstate Teacher Assessment and Support Consortium (InTASC), Maryland state standards, and to the standards of the JHU School of Education.

Induction internship is scheduled at the midpoint of a candidate’s program of study and culmination internship is scheduled near the endpoint. Based on MSDE requirements, induction internship settings must contrast culmination internship settings in age range, need, and population/disability category.

Candidates submit an intent to participate in field experience and complete an online application to relay geographic preferences and other placement interests.  The field experience office works with program faculty and local school districts/sites to secure placements.  Candidates will receive an email with placement details and instructions.  Criminal clearance is required.

Candidates who currently serve students with special needs in line with their program of study may conduct internship while maintaining employ, pending adviser, course instructor, and employer approval.  Based on MSDE requirements, induction internship settings must contrast culmination internship settings in age range, need, and disability category.

The collaborative work of interns, mentor teachers, university supervisors, JHU faculty, and the JHU SOE School Liaison is integral to the field experience process.