Practicum placements are a vital component of teacher education. The School of Education provides a variety of practicum experiences throughout our Pre-Professional and Professional Programs.
In general, pre-professional practicums require less hours in the field. Because these courses are general teacher education courses, they often only require observation hours. Professional program course practicums, however, often require more hours in the field and ask students to apply their knowledge and skills into the practicum setting. Often this includes the implementation of lesson plans, administration of assessments, and evaluation of student behavior.
All practicums require teacher candidates to complete a practicum timesheet every time they visit a classroom. For some practicums, Cooperating Teachers (CTs) will also complete disposition forms about our candidates and related professionalism standards.
For more information, please use the drop-down boxes below to read about each specific practicum and the requirements for our teacher candidates. If you have any questions, you may contact the Field Experience Coordinator at This email address is being protected from spambots. You need JavaScript enabled to view it..
EDUC A210 – Observation & Analysis in the Clinical Setting (20 hours in field)
This course will explore the observation and analysis of methods and techniques used in classroom management.
Teacher candidates will complete observations.
EDRD A522 – Foundations in Reading in Early Childhood Education (15 hours in field)
This course will provide an overview of the theoretical and evidence-based foundations of reading in early childhood. Major theoretical perspectives of cognitive, linguistic, motivational and sociocultural foundations of reading and writing will be examined. A wide range of texts from a variety of sources will be explored. An examination of adult learning theories will also be explored. This course will include a practicum which provides an opportunity to implement reading and writing in a classroom of the emergence of the public middle and high schools. Candidates will study the psychological, intellectual, and assessment techniques in clinical settings in either the middle or high school classroom.
Teacher candidates will teach two lessons in the area of reading.
EDRD A523 – Content Area Reading & Writing in Early Childhood Education (15 hours in field)
In addition to examining the integration of reading and writing across the curriculum, this course will examine the influence of diversity by understanding reading and writing in various contexts. Sharing reading information with families will also be explored. This course includes a practicum which allows candidates to implement best practices in classrooms.
Teacher candidates will teach two lessons in reading and writing.
EDEC A435 – Math Experiences in Early Childhood Education (20 hours in PreK-3rd grade setting)
During this senior-level placement, teacher candidates will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. researching
information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc. – the teacher candidate should NOT be completing clerical tasks such as grading papers, running copies, and cutting out laminating). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidate will develop lesson plans and teach at least 3 whole-class lessons.
EDEC A436 – Social Studies & Science in Early Childhood Education (20 hours in field)
This methods course includes basic content in the academic areas of social studies and science as they are presented to pre-primary and primary children. Developmentally appropriate experiences, earning activities, materials, and equipment, as well as multicultural influences and needs of exceptional children are addressed. Supervised clinical experience in an early childhood setting is required. Observation and participation in classroom setting is required with a focus on social studies and science learning experience, materials, and equipment.
Teacher candidates will teach two lessons.
EDRD A524 – Instructional Practices in Reading in Early Childhood Education (20 hours in field)
This course will explore the instructional strategies which can be used to effectively design a balanced curriculum. This course will emphasize reading-writing connections. Language will be discussed from a developmental perspective including oral language, vocabulary development and fluency. This course includes a practicum which will allow candidates to implement instructional strategies.
Teacher candidates will teach two lessons.
EDRD A525 – Assessment of Reading in Early Childhood Education (15 hours in field)
This course will examine various types of assessment which will determine students’ strengths and areas for further instruction. This course includes a practicum in which candidates work with young children to assess their reading, interpret the data and select appropriate instructional strategies and materials for students based on data.
Teacher candidates will teach two lessons to small groups.
EDUC A210 – Observation & Analysis in the Clinical Setting (20 hours in field)
This course will explore the observation and analysis of methods and techniques used in classroom management.
Teacher candidates will complete observations.
EDEL A432 – STEM in the Elementary School (20 hours in field)
During this junior-level placement, teacher candidates will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc. – the teacher candidate should NOT be completing clerical tasks such as grading papers, running copies, and cutting out laminating). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will teach three whole-class lessons and attend at least 1.5 hours per week. Candidates will also attend practicum placements during immersion weeks.
EDEL A445 – Classroom Assessment (12 hours in field)
This course consists of the study of formal and informal assessment instruments and strategies and their application in measuring and monitoring learning.
Teacher candidates will create and administer assessments.
EDRD A422 – Instructional Practices in Elementary School Literacy & Creative Arts (20 hours in field)
This course will focus on instructional strategies for elementary school literacy and the integration of the creative arts. This course will provide pre-service teachers with the foundational knowledge, instructional practices, approaches, methods, and materials to create an environment focused on the literary creative arts. This course includes a practicum that will allow candidates to implement instructional strategies. This course aligns with Read to Succeed Legislation requirements for pre-service teachers.
Teacher candidates will teach two lessons. Candidates will also attend practicum placements during immersion weeks.
EDEL A431 – Teaching Math in Elementary School (20 hours in the field)
During this senior-level placement, teacher candidates will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
The teacher candidate will develop lessons and teach at least three whole-class lessons.
EDEL A443 – Teaching Social Studies in the Elementary School (20 hours in the field)
During this senior-level practicum placement, the teacher candidate will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will develop lesson plans and teach at least 3 whole-class lessons. Candidates will also attend practicum placements during immersion weeks.
EDRD A421 – Assessment of Reading in Elementary School (8 hours in the field working with struggling readers)
During this senior block placement, teacher candidates will administer a series of preassessments to evaluate the individual student’s abilities, design weekly structured literacy lessons to support the student’s individual needs, and administer a series of post assessments. Once the weekly interventions are complete, the student will write a clinical report, to be shared with the teacher and family.
Teacher candidates will develop weekly targeted lessons assessments and practices to be administered once a week for at least 8 weeks. Each session should be roughly 45 minutes. Candidates will also complete a clinical report at the end of the semester and participate in mock interview panel with principal, faculty, reading coach, and others. Additionally, candidates will attend practicum placements during immersion weeks.
Syllabus • Practicum Overview • Key Assessments
EDUC A210 – Observation & Analysis in the Clinical Setting (20 hours in field)
This course will explore the observation and analysis of methods and techniques used in classroom management.
Teacher candidates will complete observations.
EDSE A312 – Diverse Populations in Middle and High School (20 hours in middle or high school setting)
During this pre-professional practicum placement, the teacher candidate should observe, assist, and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, etc.) while collecting data for two assignments. The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will complete observations and a student interview. Additionally, teacher candidates will complete a diversity artifact paper and contextual factors paper.
EDPY A334 – Adolescent Development (20 hours in middle school setting)
During this pre-professional practicum placement, the teacher candidate should observe, assist, and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will complete observations and a mentoring project.
EDSE A446 – Classroom Management & Assessment in Middle Level Education & Secondary Education (40 hours in middle or high school setting)
During this junior-level placement, the teacher candidate will develop and teach one small group activity and two whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons,
assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will develop and teach one 30-45-minute small group activity. Candidates will also develop lesson plans and teach at least two whole-class lessons, which will be evaluated by the CT and the university supervisor.
EDSE A447 – Teaching English in Middle & Secondary School Methods & Practices (40 hours in middle or high school setting)
During this senior-level professional practicum placement, the teacher candidate should observe, assist, and interact in an ELA classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
Teacher candidates will develop lesson plans and teach at least two class lessons. Both lessons will be evaluated evaluated by the CT and university supervisor.
EDSE A449 - Social Studies Methods in the Middle and High School (40 hours in middle or high school setting)
During this senior-level placement, the teacher candidate will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
The secondary-level teacher candidate will develop lesson plans and teach at least 12 whole-class lessons. The middle-level teacher candidate will develop lesson plans and teach at least 8 whole-class lessons. One lesson will be evaluated by the CT and one by the university supervisor.
EDSE A450: Math Methods in the Middle and High School (40 hours in middle or high school setting)
During this senior-level placement, the teacher candidate will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
The secondary-level teacher candidate will develop lesson plans and teach at least 8 whole-class lessons. The middle-level teacher candidate will develop lesson plans and teach at least 4 whole-class lessons. One lesson will be evaluated by the CT and one by the university supervisor.
EDSE A453: Science Methods in the Middle and High School (40 hours in middle or high school setting)
During this senior-level placement, the teacher candidate will teach whole-class lessons. In addition, they should assist and interact in the classroom in meaningful ways (e.g. checking attendance, researching information for lessons, assisting students during individual work time, co-teaching, leading small groups, etc.). The Cooperating Teacher will provide guidance to the candidate on classroom interactions.
The teacher candidate will develop lesson plans and teach at least 4 times. The teacher candidate will develop lesson plans and teach at least 2 evaluated, whole-class lessons. One lesson will be evaluated by the CT and one by the university supervisor.
Aiken is one of, if not, the most affordable four year university in the University of South Carolina System.EDUC A210 – Observation & Analysis in the Clinical Setting (20 hours in field)
This course will explore the observation and analysis of methods and techniques used in classroom management.
Teacher candidates will complete observations.
MUED A360 – Topics in Music Education (20 hours in field)
This course focuses on observation and analysis of classroom management practices, characteristics of the P-12 curriculum, and implementation of appropriate teaching strategies. This includes 20 hours of observation/guided teaching with a master teacher in informal educational settings or community-based programs.
Teacher candidates will observe for two weeks and copy-cat at least part of the teacher’s lesson for two weeks. Candidates should mimic the CTs lesson plans and learn how the CT organizes and presents information.
MUED A446 – Teaching Music in the Elementary Classroom (30 hours in the field)
Students will learn and apply appropriate pedagogical skills for the elementary general music classroom. Developing lesson plans, establishing appropriate assessments and rubrics, and creating short and long-term goals and objectives will be discussed as a part of this course.
MUED A456/4A57 - Teaching Choral/Instrumental Music in the High School (20 hours in the field)
In this course, students will participate in supervised application of classroom instructional methods, evaluate techniques and classroom management skills in clinical settings with middle and high school-aged students. This includes 30 hours of observation/guided teaching with a master teacher in informal educational settings or community-based programs.
Teacher candidates will observe for two weeks and copy-cat at least part of the teacher’s lesson for two weeks. Candidates should mimic the CTs lesson plans and learn how the CT organizes and presents information.
General Information
Our Special Education program provides the coursework needed for certification in SC in K-12 multi-categorical special education. Special education majors also complete two elementary practicums (see EDRD 421 and EDRD 422 above). For more information about the practicum courses listed below, please contact Melissa Martin at This email address is being protected from spambots. You need JavaScript enabled to view it..
EDUC A210 – Observation & Analysis in the Clinical Setting (20 hours in field)
This course will explore the observation and analysis of methods and techniques used in classroom management.
Teacher candidates will complete observations.
EDEX A403P - Practicum in Assessment of People with Exceptionalities (20-25 hours in field)
This course will provide practical observation and practice regarding assessing students with exceptionalities in an educational setting. Candidates will be required to administer, score, and interpret assessments for students with exceptionalities.
Teacher candidates will assess one student in a variety of areas (e.g., academics, behavior, social) and complete a student profile notebook project.
EDEX A415P – Practicum in the Instruction of People with Intellectual Disabilities (20-25 hours in field)
Field experiences in the application of methods and materials for people with intellectual disabilities. Meets special education in mental disabilities certification requirements.
Teacher candidates will develop and teach at least two lesson plans to students with intellectual or developmental disabilities.
EDEX A424P – Practicum in Behavior Intervention & Management (20-25 hours in field)
This course will provide practical observation, participation, and teaching experiences with students with exceptionalities. Candidates will be required to plan, implement, and evaluate a behavior intervention program for students with exceptionalities.
Teacher candidates will complete a Functional Behavioral Assessment and Behavior Intervention Plan.
EDEX A425P - Practicum in Teaching People with Learning Disabilities (20-25 hours in field)
Field experiences in the application of methods and materials for learning disabilities which address certification requirements
Teacher candidates will develop and teach lesson plans for students with LD.
EDEX A435P - Practicum in the Instruction of People with Emotional and/or Behavioral Disorders (20-25 hours in field)
Field experiences in the application of methods and materials for people with emotional and/or behavioral disorders, including the development of Individualized Education Programs. Meets multi-categorical special education certification and emotional disabilities certification requirements.
Teacher candidates will develop and teach at least two lesson plans related to academics and behavior.
EDEX A451 – Communication & Language Development (10 hours in field)
This course will explore communication and language development in students throughout the lifespan. This includes methods to teach writing (K-12) to students with disabilities. Evidence-based practices will be explored and implemented. Topics include the process approach to writing, spelling, and handwriting throughout K-12 grades. Analyzing data to make instructional-based decisions will also be practiced.
Teacher candidates will collect data to monitor student progress.
EDEX A452 - Teaching Reading to Students with Disabilities (10 hours in field)
This course will explore methods to teach reading (K-12) to students with disabilities. Evidence-based practices will be explored and implemented. Topics include teaching phonics, fluency, comprehension, and vocabulary throughout K-12 grades. Analyzing data to make instructional-based decisions will also be practiced. Additionally, students will participate in a practicum to practice the skills related to planning and implementing effective instruction to diverse learners.
Teacher candidates will assess and plan lessons for a small group of students in the area of reading instruction. They will also collect data to monitor student progress.
EDEX A454 - Teaching Math to Students with Disabilities (10 hours in field)
This course will explore methods to teach math (K-12) to students with disabilities. Evidence-based practices will be explored and implemented. Academic content includes the following topics: numbers and operations, place value, geometry, measurement, decimals, fractions, problem solving, and skills on how to adapt these standards to teach diverse learners. Analyzing data to make instructional-based decisions will also be practiced. Additionally, students will participate in a practicum to practice the skills related to planning and implementing effective instruction to diverse learners.
Teacher candidates will assess and plan lessons for a small group of students in the area of math instruction.
EDEX A455 - Social Studies & Science Methods for Students with Disabilities (10 hours in field)
This course will explore methods to teach science and social studies content (K-12) to students with disabilities. Evidence-based practices will be explored and analyzed to meet the needs of various learners.
Teacher candidates will assess and plan lessons for a small group of students in the area of social studies/science instruction. Lessons can utilize state standards and/or ALT standards.
EDEX A457 - Practicum in High & Low Incidence Disabilities
Practicum observation and teaching in the public schools under the supervision of certified special education teachers and university personnel, which will include field experiences in the application of methods and materials for teaching students with high and low incidence disabilities. Experiences will be in diverse settings (e.g., co-taught inclusion, resources, and self-contained classrooms) and will prepare students for a semester-long internship.
Teacher candidates will assess students, develop lessons, and manage behavior during this extended practicum experience.
