Tufts University  |  School of Arts and Sciences  |  Find People  | 
   

Middle and High School Education

Field Placement

Our program offers two types of field experiences, both of which provide pre-service teachers with opportunities to try a variety of teaching strategies, to develop relationships with students and faculty, and to reflect critically on the teaching experience. The year-long student teaching experience is divided into the fall semester pre-practicum experience and the spring semester practicum experience. While the state requires a minimum of 75 hours for the pre-practicum experience, the practicum is the capstone experience of the Tufts teacher preparation program. The practicum includes at least 300 hours in a school setting working with a teacher licensed in the appropriate subject area and grade level. Over the course of the year, pre-service teachers become important members of the school community. They teach courses, develop innovative curriculum, work as tutors, assist as club advisors and coaches, attend parent conferences, and chaperone social events.

Master of Arts in Teaching

Type 1: Traditional Model
Some MAT candidates choose the Traditional Model, student teaching one day per week in a school site in the fall semester and become full-time (five days per week) pre-service teachers in the spring semester. Recognizing that teacher preparation works better when institutions of higher education and the schools where our students do their on-the-ground training are colleagues, our department has worked hard to establish and cultivate partnerships with a number of districts and schools in the greater Boston area, including at public schools in Malden, Somerville, Cambridge, Winchester, Medford and Waltham.

Type 2: UTTC Model
Other candidates opt for the Urban Teacher Training Collaborative (UTTC), working as full-time interns (four days per week in the fall and five days per week in the spring) in urban school sites from late August through May. These internships are currently available at a number of locations, including Fenway High School, Boston Arts Academy, Codman Academy Charter Public School, Mission Hill School, Somerville High School, the Putnam Avenue Upper School in Cambridge, and Malden High School. Because UTTC interns receive stipends and because the number of internships is limited, candidates interested in applying for the internship should clearly indicate their interest in the UTTC and direct their Personal Statement to indicate why the UTTC is the experience they want to have in their teacher preparation year.

The Placement Process

We are able to set in place many placements for incoming MAT students by the end of June, while other placements are set in early fall. As a department, we do our best to help students find a school site placement that meets their pre-professional preparation needs. Prompt, early, and regular communication with Ryan Redmond, Supervisor of Placements, is essential in making the placement process as clear as possible. Incoming MAT students should follow the following process:

Step 1: Think about what grade level you hope to teach and what type of school district interests you.

Step 2: As soon as you are admitted and enroll in the program, contact Ryan at ryan.redmond@tufts.edu or 617.627.2391, in order to discuss with him your thoughts about the field placement and to receive contact information for potential cooperating teachers and school sites.

Step 3: Schedule a visit with the recommended cooperating teachers. Try to see a class, meet some students and get a sense of the school culture. If you are not going to be in the Boston area until after the end of the school year, contact potential cooperating teachers by phone or email to introduce yourself. Ask them about their school, classes, teaching philosophy, etc. Keep Ryan up-to-date on your progress.

Master of Arts in Teaching

Supervision

Students in this program are assigned a Program Supervisor who serves as a coach by observing teaching, debriefing observations, reviewing lesson plans and assessments, and supporting the MAT student's development as a practitioner. The supervisor will observe the student's teaching at least 4 times over the course of the year. The experience culminates with the Supervising Practitioner, the Teacher Candidate (the MAT student), and the Program Supervisor completing the Candidate Assessment of Performance (CAP), which is a required component of the license.