School of Education & Social Policy
The Practicum/Observation Experience
The Practicum/Observation Experience
The practicum and observation program encompasses a full University quarter of part-time experience under the direction of one or more classroom mentors designated by the cooperating school.
Working with a mentor teacher, MSEd elementary practicum students begin with a period of gathering observational data, gaining hands-on experience and learning to apply theory to practice. 		The practicum is designed for teacher candidates to achieve the following standards-based objectives:
  • collect observational data required for course work
  • learn to draw more effectively on the literature and research in relation to classroom application
  • gain hands-on experience in management and teaching activities
  • learn about procedures and policies that pertain to student evaluation, discipline, resource allocation, and parent and community relationships.

The practicum and observation program encompasses a full University quarter of part-time experience under the direction of one or more classroom mentors designated by the cooperating school. A prerequisite to the teaching internship, the practicum may be performed at either public or private sites.  It is organized in conjunction with a subject-specific methods tutorial and is accompanied by a weekly practicum seminar.  

Although the practicum satisfies the State of Illinois requirements for clinical observation, Northwestern enhances the quality and scope of observational activities through the associated course work.  In most cooperating schools, the experience is further expanded to enable practice teachers to assist actively in class and school activities.


Placement Procedures
  • Students submit a one-page resume, personal statement and transcripts of prior college or university work.
  • Students meet with the University field coordinator for teacher education to discuss placement sites.
  • The field coordinator for teacher education initiates placement requests.
  • Acceptance or denial of requests is wholly at the discretion of the cooperating school or district.
Northwestern students are required to spend a minimum of 100 hours in schools before student teaching. Ideally, teacher candidates will gain more and more responsibility as their time in the classroom increases so that they are well prepared for their student teaching internship experience. Because each student is different, the time needed for observation will vary.


Opportunities for Practicum/Observation Students
Phase 1: Observe
  • Observe without participation.
  • Observe and participate in class discussion.
  • Tutor individual students.
  • Assist teacher on field trips.
  • Work in writing lab, special assistance center, math labs, learning centers, etc.
  • Grade papers.
  • Give tests/quizzes.
  • Help prepare bulletin boards and materials.
  • Assist teacher with finding resources and planning for instruction.
  • Work with individuals or groups on research projects in the library, media center, computer center.
Phase 2: Co-Teach
  • Teach mini-lessons.
  • Teach full class periods with teacher (co-teach/team-teach).
  • Teach full class periods with teacher observation and feedback.
Phase 3: Reflect
  • Meet and reflect on the experience with the mentor.

The Practicum Agreement
The teacher candidate is responsible for arranging to meet with the mentor teachers to plan a mutually acceptable work schedule and to outline activities in which the practice teacher will be involved, including an approximate schedule of the sequence in which activities will be assumed.  Some schools have a pre-established routine for field experiences; other schools expect the teacher candidate to take a more active role in the planning.


The Practicum and Methods Classes
The practicum coincides with specialized methods classes, which assist practicum teachers with techniques, activities, resources and literature. Emphasis is placed on lesson and unit planning with special attention to means of engaging students of diverse achievement levels, interests, and cultural or socioeconomic backgrounds.

Students’ grades in the Practicum Seminar are based on standards-based evaluations submitted by mentor teachers and the quality of participation in the class. Courses are taught by current and former middle school and secondary school teachers as well as University faculty. Mentors are invited to visit in the Practicum Seminar classes and review course syllabi at any time.