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2021\u003Cbr>Modeling Flexibility for Middle Level Teacher Candidates during the COVID-19Pandemic\u003Cbr>LeahL. Kahn\u003Cbr>Stephen F Austin State University, [llkahn@sfasu.edu](llkahn@sfasu.edu)\u003Cbr>Michelle Williams\u003Cbr>Stephen F. Austin State University, [williamsdm@sfasu.edu](williamsdm@sfasu.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Junior High, Intermediate, Middle School Education and Teaching Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nKahn, Leah L. and Williams, Michelle (2021) \"Modeling Flexibility for Middle Level Teacher Candidates during the COVID-19 Pandemic,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 6.  \nDOI: 10.20429/cimle.2021.250206  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/6](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/6)  \nThis best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nModeling Flexibility for Middle Level Teacher Candidates during the COVID-19 Pandemic  \nLeah L. Kahn  \nMichelle Williams  \nStephen F. Austin State University  \nAbstract  \nFaced with school closures in the spring of 2020 due to COVID-19, middle level teacher  \ncandidates were left with no way to finish their field experiences. The challenge continued into  \nthe fall with many schools providing only virtual learning and some not allowing visitors on  \ncampus. This article describes the steps one university middle level program implemented to  \ncreate an engaging, meaningful field experience while modeling flexibility for the teacher  \ncandidates.  \nIntroduction  \nOn March 5, 2020, teacher candidates left for spring break, ready for some rest but unprepared for what the remainder of the semester would bring. Due to the spread of the Novel Coronavirus disease (COVID-19), the university made the decision that students would not  \nreturn to campus and would complete the rest ofthe semester in online instruction. Public  \nschools also shut down during this time. This shutdown created a particular challenge for faculty supervising field experience courses. Concerns about teacher candidates completing the required  \nhours in the classroom were real. The Texas Education Agency (TEA) (2020) announced  \nmodifications in the required face-to-face field experience hours due to the COVID-19 shut  \ndown. Middle level grades program requirements at our university were greater than the  \nminimum required by TEA, and some teacher candidates had met the TEA minimum by spring  \nbreak. However, many teacher candidates had not yet taught the required lessons.  \nThe field experience supervisors quickly realized that flexibility and offering more choice during this bizarre period in education would be necessary for our teacher candidates to successfully complete the field experience. As middle level teacher educators, we emphasize the importance of flexibility, adjusting instruction to students' needs, and providing student choice as we prepare our teacher candidates for the classroom. Being responsive to student needs is one of the five essential attributes of successful middle level schools, and the concept of student choice is part of the 18 characteristics (Bishop & Harrison, 2021). This situation presented us with an  \nextraordinary opportunity to model the implementation of these attributes to our teacher  \ncandidates. In the sections that fol","cbCaidDY6YlmIyMi","https://ap.wps.com/l/cbCaidDY6YlmIyMi","pdf",82406,"English","# Modeling Flexibility for Middle Level Teacher Candidates during the COVID-19 Pandemic\n## Introduction\n## The Field Experience\n## Spring 2020 Shut Down","[{\"question\":\"Why did middle level teacher candidates struggle to complete field experiences during COVID-19?\",\"answer\":\"Spring 2020 school closures prevented candidates from finishing field experiences, and fall access constraints plus virtual-only learning further limited required classroom hours.\"},{\"question\":\"How did the program ensure engagement and meaningful field experiences despite uncertainty?\",\"answer\":\"The university modified field experience steps to offer more choice and adjust instruction while meeting requirements and standards.\"},{\"question\":\"What were the field experience hour requirements for teacher candidates?\",\"answer\":\"In Field Experience I (FE I), candidates were required to complete 90 classroom hours, and in Field Experience II (FE II), they were required to double that total to 180 hours.\"}]","Current Issues in Middle Level Education - Volume 25 - Issue 2 - Article 6 - Modeling Flexibility for Middle Level Teacher Candidates during the COVID-19 Pandemic | PDF",1792089921]