Ansley Burke remembers having a student teacher from Clarion during her 5^th grade year at Immaculate Conception Parish School. She recalls the fun that the student teacher brought and her own sadness when the student teacher completed her assignment at IC.

Now a sophomore education major at PennWest Clarion, it’s Burke’s turn to create similar memories for elementary students, an experience sweetened by returning to her former school. She was one of 29 students in Dr. Chrissy Boryenace’s Early Childhood and Elementary Learning Environments class who facilitated interactive wellness stations Oct. 31 at the Clarion school.

The goal of the activity was promoting fundamental motor skills, but – like other PennWest field experiences – it served the dual purpose of teaching kids and facilitating valuable, hands-on learning for future teachers.

“Most of these students prepared similar engagements last year at IC; however, this year they have enhanced and differentiated the fundamental motor skills for the students,” Boryenace said. “The students have also integrated a fall theme and social-emotional learning standards.”

Last spring, the same students developed gym activities and took them to the elementary students at IC. It was one of several teaching experiences the students had, including helping kids at Clarion Area Elementary School construct a cardboard carnival.

“We went into Clarion's 4^th grade classroom two times a week for two weeks and helped the students build their carnival games,” Burke said. “Then, when the day of the cardboard carnival came, we brought cardboard games that we had made, as well. During the carnival, we stood by the games while the kids played with them.”

Through such experiences, students practice leadership, communication, teamwork, collaboration, networking, differentiation, relationship building, problem solving, intentional lesson designing, and implementing evidence-based practices.

“These community collaborations help preservice teacher candidates develop their professional identity, communication and sense of responsibility,” Boryenace said. “Through field placements and micro-teaching experiences, teacher candidates learn to apply developmental theory and intentional practice in authentic contexts.”

Dr. Erin Lewis, coordinator of field services for the PennWest School of Education, said field work bridges classroom theory with practical experience.

“By connecting academic coursework with real-world application, teacher candidates not only learn how to instruct effectively, but also how to cultivate learning environments that support the whole child – academically, socially and emotionally,” said Lewis. “Experiences such as these also reinforce the idea that future educators are part of a broader ecosystem of learning, collaboration and civic responsibility, preparing them to enter the profession as confident, compassionate, and community-minded teachers.” 

Research shows that field work helps teacher candidates develop the confidence, competence and capacity to design, implement and differentiate learning experiences for diverse learners. Field work is a requirement for education majors throughout their degree programs.

“There are so many benefits to doing activities like this before going on block. It gives (PennWest education) students opportunities to go into the classroom and interact with the children early in their college careers,” Burke said. “When we get to block, we already have some experience with students, and it makes the transition easier.”

PennWest provides teacher candidates with multiple opportunities outside of traditional field experiences to help students connect with schools, families and community organizations.

“PennWest Clarion is incredibly fortunate to be surrounded by dedicated partner schools that continually invest in the growth of future educators,” Lewis said. “Across our region, administrators and teachers open their classrooms to our students at every stage of their teacher preparation journey – from early field experiences, pre-student teaching, residency placements, and student teaching.”

The collaborations not only enrich teacher candidates’ preparation but also ensure that PennWest education programs remain grounded in current best practices and responsive to the evolving needs of schools.

“The collaboration between PennWest Clarion and IC is an excellent example of how intentional partnerships can transform teacher preparation,” Lewis said. “Beyond the skill development and curricular alignment Chrissy described, these partnerships immerse preservice teachers in authentic, community-centered learning that bridges theory and practice.”