Field Placement

Working adults teacher candidates enrolled in the B.S.Ed. program in Early Learning and Development will complete three to four field experiences. During these field experiences, candidates will complete pre-practicum and student teaching/capstone teaching.

Fieldwork/Pre-Practicum

ELAD 485 Child Development Pre-Practicum/Fieldwork (Birth–2 years)
ELAD 487 Observation and Assessment of Young Children and Pre-Practicum/Fieldwork (3–4 years)
ELAD 488 Program Administration in Diverse Settings and Pre-Practicum/Fieldwork (Birth–5 years)

Student Teaching/Capstone Teaching

Students will take one of the following courses:
ELAD 489 Student Teaching (Pre-K–Kindergarten) – Certification
ELAD 490 Capstone Teaching (Birth–5 years) – Non-Certification

Working adults teacher candidates enrolled in the B.S.Ed. programs in Elementary/Special Education and Middle Grades Education will complete three to four field experiences. During these field experiences, candidates will complete pre-practicum, practicum, and student teaching/internship field experiences.

Fieldwork/Pre-Practicum

EDUC 398 Fieldwork I/EDUC 399 Fieldwork II provides a semester-long, school-based experience for teacher candidates. Candidates will be assigned to diverse public schools and spend a minimum of 35 clock hours observing and participating, on a limited basis, in classroom-related activities. Specific requirements for Pre-Practicum can be found in the course syllabus.

Professional Practicum/Mentored Practicum

EDUC 485 Professional Practicum provides a semester-long, school-based experience for teacher candidates. Candidates will be assigned to diverse public schools and spend a minimum of 80+ clock hours observing and teaching and consistently attending weekly. Specific requirements for Professional Practicum can be found in the course syllabus.

EDUC 488 Mentored Practicum is designed for students who are employed in an approved accredited school setting and who are teaching on a non-renewable teaching certificate. The student completes the course requirements in the classroom where he or she is employed, under the mentorship of a Mercer supervisor. This experience must be approved by the Office of Field Placement. Specific requirements for Mentored Practicum can be found in the course syllabus.

Student Teaching/Internship

EDUC 492 Student Teaching provides a semester-long, full-day teaching experience for teacher candidates. Candidates will be assigned to diverse public schools and gradually assume all responsibility for the classroom to which they are assigned. Student teachers will participate in classroom teaching, observing, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teacher and the university supervisor. Specific requirements for Student Teaching can be found in the course syllabus.

EDUC 498 Internship is designed for those students who are employed in an approved accredited school setting and who are teaching on a non-renewable teaching certificate. The student completes the course requirements in the classroom where he or she is employed, under the mentorship of a Mercer supervisor. Specific requirements for Internship can be found in the course syllabus.

Residential undergraduate teacher candidates enrolled in the B.S.Ed. in Elementary/Special Education – The Holistic Child program on the Macon campus will complete the following field experience courses:

Freshman Year

Spring Semester: EDUC 102B Field Component IB (in conjunction with EDUC 102)

Sophomore Year

Fall Semester: EDUC 201A Field Component IIA (in conjunction with EDUC 201)
Spring Semester: EDUC 202B Field Component IIB (in conjunction with EDUC 202)

Junior Year

Fall Semester: EDUC 311A Field Component IIIA (in conjunction with EDUC 311)
Spring Semester: EDUC 313B Field Component IIIB (in conjunction with EDUC 313)

Senior Year

Fall Semester: EDUC 480 Field Component IVA
Spring Semester: EDUC 496 Field Component IVB

Residential undergraduate teacher candidates enrolled in the B.S.Ed. program in Secondary Education will complete three to four field experiences. During these field experiences, candidates will complete pre-practicum and practicum field experiences.

Sophomore Year

EDUC 275a Field Component I
EDUC 275b Field Component II

Junior Year

EDUC 398 Field Experience I
EDUC 399 Field Experience II

Senior Year

EDUC 485 Professional Practicum
EDUC 492 Student Teaching

Graduate teacher candidates enrolled in the M.A.T. programs in Elementary Education, Middle Grades Education, P-12 Education, and Secondary Education will complete three to four field experiences. During these field experiences, candidates will complete pre-practicum, practicum, and student teaching/internship field experiences.

Fieldwork/Pre-Practicum

EMAT 601 Pre-Practicum provides a semester-long, school-based experience for teacher candidates. Candidates will be assigned to diverse public schools and spend a minimum of 35 clock hours observing and participating, on a limited basis, in classroom-related activities. Specific requirements for Pre-Practicum can be found in the course syllabus.

Professional Practicum/Mentored Practicum

EMAT 608 Professional Practicum provides a semester-long, school-based experience for teacher candidates. Candidates will be assigned to diverse public schools and spend a minimum of 80+ clock hours observing and teaching and consistently attending weekly. Specific requirements for Professional Practicum can be found in the course syllabus.

EMAT 609 Mentored Practicum is designed for students who are employed in an approved accredited school setting and who are teaching on a non-renewable teaching certificate. The student completes the course requirements in the classroom where he or she is employed, under the mentorship of a Mercer supervisor. This experience must be approved by the Office of Field Placement. Specific requirements for Mentored Practicum can be found in the course syllabus.

Student Teaching/Internship

EMAT 611 Student Teaching provides a semester-long, full-day teaching experience for teacher candidates. Candidates will be assigned to diverse public schools and gradually assume all responsibility for the classroom to which they are assigned. Student teachers will participate in classroom teaching, observing, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teacher and the university supervisor. Specific requirements for Student Teaching can be found in the course syllabus.

EMAT 612 Internship is designed for those students who are employed in an approved accredited school setting and who are teaching on a non-renewable teaching certificate. The student completes the course requirements in the classroom where he or she is employed, under the mentorship of a Mercer supervisor. Specific requirements for Internship can be found in the course syllabus.

Mercer University’s Master of Science in School Counseling program is offered through our College of Professional Advancement. For information regarding field experience requirements, please visit the M.S. in School Counseling Program Requirements page or contact our Office of Field Placement.

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