State Field Placement Requirements

State Regulation 16 KAR 5:040 governs admission, placement, and supervision in student teaching and stipulates that all candidates enrolled in student teaching after September 1, 2013 shall complete a minimum of 200 hours of diverse and focused field experiences prior to student teaching.

All candidates are required to electronically document 200 hours prior to student teaching and are ultimately responsible for completing and tracking the field hours required prior to student teaching. Candidates must stay on track to ensure that the minimum number of hours have been completed in the types of field experiences required in regulation.

The process for documenting field hours has three (3) components:

  1. Print the Record of Field Experiences logs to record dates, times, and sites of field activities and capture signatures from site overseers that verify your work. A Record of Field Experiences log must include course numbers related to each activity as well as the semester and year of the fieldwork. If you are taking two or more courses concurrently that share the same field site, both courses may be listed on the Record of Field Experiences (e.g., EDTP 313/314 Mathematics Methods and EDSP 345/346 Special Populations in Schools could appear on the same log).

  2. The Education Professional Standards Board (EPSB) has developed an online system, the Kentucky Field Experience Tracking System (KFETS) for candidates enrolled in any course with a field experience component to report field experiences electronically. Follow the instructions in the EPSB-created KFETS PowerPoint or PDF to guide you through the process. The Office of Educator Development and Clinical Practice (OEDCP) will host KFETS information sessions periodically.

  3. The College of Education and Human Development (CEHD) is required by regulation to maintain electronic records that confirm all candidates fulfill the required field hours and experiences outlined in 16 KAR 5:040 and entered into KFETS. All candidates admitted into the professional phase of the program will be enrolled in a Field Experience Record course in LiveText in the semester prior to student teaching. You will upload scanned or photographed digital files of your original, signed Record of Field Experiences logs to the Field Experience Record.

    For more information on KFETS reporting and the documentation of field experiences in LiveText, open the CEHD Field Hour Documentation Tutorial for an overview of the field documentation process. For help with issues related specifically to LiveText, contact livetext@louisville.edu

Professional Code of Ethics for Kentucky School Personnel


All candidates shall adhere to the Professional Code of Ethics for Kentucky School Personnel as outlined in state regulation including, "Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those of other professionals."
Candidates will be asked to verify that the experiences documented in the Kentucky Field Experience Tracking System (FETS) monitored by the Education Professional Standards Board (EPSB) and documented in CEHD Field Experience Course submitted in LiveText are accurate. Any candidate found to have falsified information or forged required signatures will not be eligible to student teach and will be cited for academic dishonesty in compliance with University Policy.

Additional Field Experience Opportunities

Although field experience hours and state field activities have been woven into the courses taken throughout the CEHD teacher preparation program, in some courses there are opportunities to select experiences from approved activities. The tab below will provide information regarding these approved additional activities. Candidates are responsible for contacting the point person listed to arrange field experiences. It is imperative that candidates follow through with commitments, conduct themselves in a professional manner, and have an updated JCPS University Student Background Check or other district/community partner procedures.

Field State Requirements Opportunities


FAQ: Field Experience Requirements

1. What is the Kentucky Field Experience Tracking System (KFETS)?

The Kentucky Field Experience Tracking System (KFETS) is an online application for tracking field experiences of teacher candidates enrolled in a Kentucky teacher preparation program and students who plan to enroll in a teacher preparation program in Kentucky. Candidates in Kentucky are required to complete a minimum of 200 field experience hours prior to student teaching. 16 KAR 5:040. Admission, placement, and supervision in student teaching provides details about the field experience requirements. All CEHD students are supported in creating an EPSB account for access to KFETS and help sessions are scheduled throughout the academic year.

2. How will I know the number of hours that will be accrued through my required courses?

Careful consideration has been given to the field experiences required prior to student teaching. Program faculties, working with district partners, have planned a variety of school-based activities that allow you to apply course work in a real world setting. State regulation is requiring specific types of activities that have also been woven into your course work. Your specific program determines the number of field hours required in your courses. Field Experience Descriptions are provided at the OEDCP Orientation for New Program Candidates. The Field Experience Descriptions are updated based on any Program changes.

View Field Experience Descriptions

3. How can I document field experiences I may have accrued at another institution?

The Kentucky Field Experience Tracking System (KFETS) has been institutionalized across all Kentucky Education Preparation Programs. These hours can be transferred from one institution to another; however, it is YOUR responsibility to contact the field coordinator at the former institution to ask that the hours documented in your KFETS account be transferred. Once this has been done, the OEDCP can approve the hours. The former institutions should also have a process in place, which verifies these hours.

4. How can I assure that I have completed all of the state required field experiences? 


State regulation 16 KAR 5:040 Admission, placement and supervision in student teaching, governs the types of field experiences that must be documented. The state required activities have been woven into your courses although you may be offered choice in determining the day, time and activity to be completed. The following section references the language of the regulation:

16 KAR 5:040 Admission, placement and supervision in student teaching

Section 3

(3) Beginning September 1, 2013, prior to admission to student teaching, each teacher candidate shall complete a minimum of 200 clock hours of field experiences in a variety of primary through grade 12 (P-12) school settings which allow the candidate to participate in the following:

  1. Engagement with diverse populations of students which include:
    1. Students from a minimum of two (2) different ethnic or cultural groups of which the candidate would not be considered a member;
    2. Students from different socioeconomic groups;
    3. English language learners;
    4. Students with disabilities; and
    5. Students from across elementary, middle school, and secondary grade levels;
  2. Observation in schools and related agencies, including:
    1. Family Resource Centers; or
    2. Youth Service Centers;
  3. Student tutoring;
  4. Interaction with families of students;
  5. Attendance at school board and school-based council meetings;
  6. Participation in a school-based professional learning community; and
  7. Opportunities to assist teachers or other school professionals.

5. What types of field experiences will meet the language of the regulation (16 KAR 5:040 Section 3)?

  1. Engagement with diverse populations

    Your placements will ensure that you have opportunities to engage with students from diverse populations in your field experiences assigned throughout your program, including your content methods and special content courses. The Office of Educator Development and Clinical Practice (OEDCP), your advisors, department faculty, school-based mentors may also provide you with opportunities to engage with students from different ethic or cultural groups, different socioeconomic groups, English language learners, and students with disabilities.

  2. Observation in schools and related agencies

    Family Resource Centers and Youth Services Centers have been created by state legislation to remove non-academic barriers to learning as a means to enhance student academic achievement. Each center determines the programs and services based on the needs of the population and available resources. Become acquainted with the services provided at a Family Resource Center or Youth Service Center at your assigned placement site or in your neighborhood. Ask how you can contribute to one of the many programs such as family literacy services, health services, parent and child education, after-school child day care, etc. These centers are housed within a school. Visits to other community or civic family centers do NOT meet this requirement.

  3. Student Tutoring

    Tutoring opportunities will be available in many of your field experiences. There are also many opportunities to tutor students through both school and community organization initiatives. Seek out these opportunities that allow you to connect one on one with students from several levels (elementary, middle, high) and from diverse backgrounds.

  4. Interaction with families of students

    Interaction with parents and family allows teachers to learn more about students' needs and home environment. This interaction often will increase student motivation for learning, improved behavior, better attendance and a more positive attitude. Look for opportunities such as Family Nights at local schools and community organizations, Parent-Teacher Conferences (if appropriate), community organizations that promote family literacy, etc.

  5. Attendance at school board and school-based council meetings

    The overall responsibility of the Board of Education is to oversee the development, operation, and improvement of the school system. Elected board members generally hold meetings once or twice a month. These meetings are open to the public. You may check the district website to determine when and where the school board will meet. The School-based Decision Making Council (SBDM) promotes shared leadership and includes members representing parents, teachers and administrators. School councils determine the frequency of the meetings and the agenda. These meetings are open to the public. Note: A faculty meeting, department meeting or team meeting will NOT meet this requirement. The SBDM is an elected governing body instituted through legislation.

  6. Participation in a school-based professional learning community (PLC)

    Professional learning communities can be defined in a number of ways; however, the culture of collaboration must be at the core. Educators recognize they must work together to ensure that students are learning. You will participate in a school-based professional learning community whether it is a grade-level teaching team, a content department, a school district, or connected to a national professional organization.

  7. Opportunities to assist teachers or other school professionals

    Assist teachers

    This field activity is the cornerstone of many of the field experiences throughout the teacher preparation program. Field experiences assigned through your content methods and special content courses provide many opportunities for you to assist classroom teachers. You may also have opportunities to work with a classroom teacher outside of the classroom. These activities may include field trips; school-sponsored activities such as skating parties, ball games, dances; or community engagement projects.

    Assisting other certified school professional (e.g., guidance counselor, librarian, technology coordinator, principal)

    Assisting other certified school professional (e.g., guidance counselor, librarian, technology coordinator, principal)
is also an important part of the teaching experience. The quality of the school can be attributed to more than just the curriculum or any one particular teacher or classroom. You will be provided with opportunities for experiences with school professionals that also contribute to the school culture. You may be asked to volunteer to assist in projects such as orientations for new students, programs for transitioning from elementary to middle or middle to high, and promoting preparation for the ACT EXPLORE or PLAN, etc.


    Opportunities to assist classified school employee (e.g., clerical staff, food services, custodial services, and transportation services)

    Opportunities to assist classified school employee (e.g., clerical staff, food services, custodial services, and transportation services)
Classified staff members, secretaries, food service workers, day-care workers, security personnel, maintenance and grounds staff, and aides often have close relationships inside the community. These staff members are important links to the school culture and are sometimes not credited for their contributions to the overall culture of the school. During your placements in school sites, you may be asked to visit the cafeteria during lunch, help with bus duty, participate in a class/school/grounds clean up, etc.

6. Where can I find approved opportunities for field experiences that are required through my courses but have some element of choice or flexibility?

The Office of Educator Development and Clinical Practice (OEDCP) works with instructors, university supervisors, district administrators and community partners in selecting those programs that can offer you opportunities to complete field hours. Although the intention of state regulation is not that every field experiences must occur in an actual school during the school day, the setting must be the type of setting in which “school activities” occur. Activities that meet these criteria may be assigned by instructors or selected from a menu of approved sites provided by instructors or posted on the OEDCP website. No student may make his/her own placement.

7. When do I need to enter the information into the Kentucky Field Tracking System (KFETS) and into the Field Experience Record in LiveText?

Candidates should enter the information in their KFETS account immediately after the activity has been completed. Candidates should keep copies of all documentation forms to upload into the Field Experience Course at the end of the semester. There may be multiple documentation forms for a semester long placement, candidates are responsible for all Record of Field Experience logs. Without the field logs, field hours and completed activities listed in KFETS cannot be verified.

8. If my program requires more than the minimum 200 clock hours of field experience, do I track all hours?

Yes, although 200 hours is the minimum, you must complete and track all hours required. This verifies the hours required for your specific program.

9. Will failure to track my hours in the Kentucky Field Tracking System (KFETS) and/or the CEHD Field Experience Course affect my eligibility to student teach?

Yes, regulation mandates that candidates who are enrolled after September 1, 2013 must have a minimum of 200 hours prior to student teaching. These hours must be electronically documented and verified by the education preparation program.

10. Why must I populate both the EPSB Field Experience Tracking System (KFETS) and the CEHD Field Experience Course?

The CEHD Field Experience Course will serve, as the verification that what has been entered into the state database is accurate. This two-step process is in place: (1) Kentucky Field Experience Tracking System (KFETS) completed through an EPSB account and (2) CEHD Field Experience Course completed in LiveText. The KFETS will track not only the field experiences but will also allow EPSB to determine populations of students for whom you have had experiences. Two statewide databases Infinite Campus (IC) and MUNIS System will provide EPSB and the CEHD with valuable information.

11. Who is responsible for tracking the field hours accrued through my program?

You are ultimately responsible for completing and tracking the field hours required prior to student teaching. Your instructors, advisors, supervisors and the OEDCP will support you but you must stay on track to ensure that you have completed the minimum number of hours and have participated in the types of field experiences required in regulation.

12. Are there factors that could affect my certification?

Regulation states that all candidates shall adhere to the Professional Code of Ethics for Kentucky School Personnel, including "Shall not knowingly falsify or misrepresent records of facts relating to the educator's own qualifications or those of other professionals."
You will be asked to verify that the data entered into the Kentucky Field Experience Tracking System (KFETS) and the Field Experience Course is accurate. Any candidate found to have falsified information or forged required signatures may be denied certification by EPSB and will be cited for academic dishonesty by the CEHD.

13.Who can help me?

KFETS support- Denise Townsend at denise.townsend@louisville.edu
LiveText support- livetext@louisville.edu
Regulation Requirements: Robin Lipsey at robin.lipsey@louisville.edu