Category D:  Supervised Fieldwork in the Program

Standard 14:  Learning to Teach through Supervised Fieldwork

The teacher preparation program includes a developmental sequence of carefully planned, substantive, supervised field experiences in schools selected by the program sponsor. All candidates plan and practice multiple strategies for managing and delivering instruction that were introduced and examined in program and/or prerequisite coursework.

The Multiple Subject credential program at Fresno State includes a developmental sequence of carefully planned, substantive, supervised field experiences in public schools selected by the program sponsor.  By design, the supervised fieldwork in the credential sequence of coursework: (1) extends candidates’ understanding of major ideas and emphases developed in program and/or prerequisite coursework; (2) contributes to candidates meeting the Teaching Performance Expectations; and (3) contributes to candidates’ preparation for the performance assessments in the program.

Prior to beginning the teacher education program, teacher candidates take a pre-professional field experience course (EHD 50: Introduction to Teaching) or secure an approved waiver based on classroom experience, in which they observe different school sites including two to three levels (elementary, middle school, and high school).  To secure an approved waiver applicants must document classroom experience and successfully complete written assignments.

Once in the Multiple Subject Program teacher candidates are required to complete three phases of field study.  In all three phases, required concurrent courses have field study related assignments and/or field study competencies that ensure the link between theory and practice.  For example, LEE 173: Teaching Reading and Social Studies in Grades 4-8 has competencies that candidates must implement in their field study placement ( EHD 174: Field Study A: Grades 4-8) to receive credit. 

The first of the three field studies, EHD 174: Field Study A: Grades 4-8, requires a classroom placement in grades 4-8, two afternoons a week plus seminars.  The focus is to work with individuals and small groups of students in reading/language arts and social studies.  Teacher candidates are given opportunities to practice applying the methodologies and strategies learned in professional preparation courses ( CI 171: Understanding the Learner, Instructional Design and Assessment; LEE l72: Cultural and Language Contexts of the Classroom; and LEE 173: Teaching Reading and Social Studies in Grades 4-8) that are taken concurrently with EHD 174: Field Study A: Grades 4-8.  [See EHD 174 syllabus.]

Required competencies are developmental in nature. Teacher candidates must complete the Comprehensive Lesson Plan Project (Teacher Performance Assessment), receive credit in EHD 174: Field Study A, and maintain a 3.0 GPA in program coursework to be able to progress to Phase 2 of the Multiple Subject program.  (See FAST Manual.)

The second field study, EHD 178/110D: Field Study B: Grades K-3, requires four concurrent mornings ( EHD 178) a week or 5 mornings a week (110D) in a classroom. The teacher candidates work with small groups and teach whole class lessons to students in grades K-3. Teacher candidates are given opportunities to practice applying the methodologies and strategies learned in professional preparation courses ( CI 175: Science Instruction and Applied Technology; CI 176: Mathematics Instruction and Applied Assessment; and LEE 177: Teaching Reading and the Arts in K-3) that are taken concurrently with EHD 178: Field Study B: Grades K-3.

EHD 178: Field Study B: Grades K-3 is intended to introduce teacher candidates to practical classroom teaching under the guidance of Master Teachers and to enable the institution to determine when candidates are ready to begin daily supervised teaching. Teacher candidates must complete the Site Visitation Project (Teacher Performance Assessment), receive credit in EHD 178: Field Study B, and maintain a 3.0 GPA in program coursework to be able to progress to Phase 3 of the Multiple Subject program. (See EHD 178 syllabus and FAST Manual.)

Dual credential candidates (earning both a Multiple Subject and Educational Specialist credential) take EHD 110 D during the second field study in a specialized track for dual credential candidates. The dual program allows teacher candidates to complete a Multiple Subject and Educational Specialist credential simultaneously. The candidates have the same requirements as the EHD 178: Field Study B except: they take additional Educational Specialist courses, have additional competency requirements, additional seminars, and the fieldwork requirement is an additional four hours a week. EHD 110D is a 4-unit course.  Teacher candidates must receive a passing score on the Site Visitation Project (Teacher Performance Assessment), receive credit in EHD 110D: Field Study B, and maintain a 3.0 GPA in program coursework to be able to progress to Phase 3 of the Multiple Subject program.

The third student teaching experience, EHD 170: Field Study C:  Final Student Teaching, is a program culmination that involves application of the theory and methods learned in coursework and promotes the candidate’s analysis of his/her own teaching.  This field study placement requires full time student teaching five days a week and is taken concurrently with SPED 179: Differentiated Instruction and Classroom Management.  For teacher candidates to make progress, it is important that Master Teachers and teacher candidates share in all aspects of classroom instruction and management.  Teacher candidates receive ample time to work with students and to demonstrate the ability to use a variety of methods and techniques.  EHD 170: Field Study C offers continuing opportunities for teacher candidates to apply what they have learned and to assume the responsibilities of the full-time teacher.  Teacher candidates must receive a passing score on the Teaching Sample Project and Holistic Proficiency Project (Teacher Performance Assessment), receive credit in EHD 170: Final Student Teaching, and maintain a 3.0 GPA in program coursework to be able to be recommended for a Multiple Subject Credential. (See EHD 170 syllabus and FAST Manual.)  Lesson plans designed by candidates are required to be referenced with the California Content Standards, California Standards for the Teaching Profession, and adaptations and proven strategies that are needed for students with special needs, such as English learners, special education students, and gifted students.  University supervisors and coursework instructors facilitate discussions in seminars and class sessions which require the candidates to reflect on their implementation of coursework-based strategies in relation to: (1) state-adopted student academic content standards and curriculum frameworks; (2) students’ needs, interests, and accomplishments; and (3) the observed results of the strategies. Candidates are required to reflect on all lessons taught in relation to their teaching behaviors and student outcomes. In addition, university supervisors and Master Teachers give feedback on these lessons to the teacher candidate throughout the semester. (See Multiple Subject Field Work Handbook.)  (See FAST Manual.)

Qualified members of the teacher preparation program determine and document the satisfactory qualifications and developmental readiness of each candidate prior to (a) being given instructional responsibilities with K-12 students, and (b) being given daily whole-class instructional responsibilities in a K-12 school.  In addition, each candidate must demonstrate a fundamental ability to teach in the major domains of the Teaching Performance Expectations.

By design, this supervised fieldwork sequence (a) extends candidates’ understanding of major ideas and emphases developed in program and/or prerequisite coursework; (b) contributes to candidates’ meeting the Teaching Performance Expectations, and (c) contributes to candidates’ preparation for the teaching performance assessment.  Candidates have extensive opportunities to observe, acquire and use appropriate pedagogical knowledge, skills, and abilities.

The Multiple Subject credential candidate experiences a planned sequence of opportunities to observe and work with different Master Teachers throughout the professional program.  Pre-professional preparation experiences (EHD 50: Introduction to Teaching) are required prior to program admission. The three sequenced fieldwork placements ensure that teacher candidates receive as much variability and as many opportunities to observe teaching methods and styles as possible.  Teacher Performance Expectations are integrated into class assignments in every required course for the Multiple Subject Credential. The Teacher Performance Expectations (TPE’s) are assessed in the three field study courses.

In EHD 174: Field Study A: Grades 4-8, teacher candidates receive a classroom assignment with a School Site Partner who provides them opportunities to work with individuals and small groups of students in grades 4-8. The teacher candidates are required to complete and pass a Comprehensive Lesson Plan Project, which assesses the ability to plan instruction. The Teacher Performance Expectations (TPEs) specifically being evaluated are:

  • Specific Pedagogical Skills in Language Arts (TPE 1)
  • Monitoring Student Learning During Instruction (TPE 2)
  • Making Content Accessible (TPE 4)
  • Student Engagement (TPE 5)
  • Social Environment (TPA 11)
  • Professional Growth (TPA 13)
  • (See FAST Manual.)

In EHD 178/110D: Field Study B: Grades K-3, teacher candidates receive at least one assignment with a master teacher who provides them opportunities to teach small groups and whole class lessons in grades K-3 four mornings a week ( EHD 178) or five mornings a week (EHD 110D). Teacher candidates are guided, assisted, and evaluated by the master teacher and university supervisor on a regular and on-going basis.  Teaching Performance Expectations addressed in coursework and field placements are assessed both individually by faculty and university supervisors. Teacher candidates are required to complete and pass a Site Visitation Project, which assesses the ability to plan and implement instruction. The Teacher Performance Expectations (TPEs) specifically being evaluated are: 

  • Specific Pedagogical Skills in Language Arts (TPE 1)
  • Monitoring Student Learning During Instruction (TPE 2)
  • Making Content Accessible (TPE 4)
  • Student Engagement (TPE 5)
  • Social Environment (TPA 11)
  • Professional Growth (TPA 13)
  • (See FAST Manual.)

 In EHD 170: Field Study C, the teacher candidates are in a classroom five days a week for the fifteen-week semester and are also required to attend seminars. They are given at least one assignment with a master teacher, who allows them to gradually assume responsibility for the classroom. Teacher candidates are guided, assisted, and evaluated by the master teacher and university supervisor on a regular and on-going basis. Teaching Performance Expectations addressed in coursework and field placements are assessed both individually by faculty and university supervisors. Teacher candidates are required to complete and pass a Holistic Proficiency Project and Teacher Sample Project. The results of the performance assessments are useful in determining a Multiple Subject Credential candidate’s readiness to become a productive teacher in California schools.

The Holistic Proficiency Project assesses the teacher candidate’s ability to perform teaching responsibilities over a semester. The Teacher Performance Expectations (TPEs) specifically being evaluated are: 

  • Specific Pedagogical Skills in Mathematics (TPE 1)
  • Specific Pedagogical skills in Science (TPE 1)
  • Specific Pedagogical skills in History/Social Science (TPE 1)
  • Interpretation and Use of Assessments (TPE 3)
  • Student Engagement (TPE 5)
  • Instructional Time (TPE 10)
  • Professional, Legal and Ethical Obligations (TPE 12)
  • (See FAST Manual.)

The Teaching Sample Project requires teacher candidates to plan and teach a one to four week unit. This instructional unit must employ a range of strategies and build on students’ strengths, needs, and prior experiences.  The Teacher Performance Expectations (TPEs) specifically being evaluated are: 

  • Subject-Specific Pedagogical Skills (TPE 1)
  • Monitoring Student Learning During Instruction (TPE 2)
  • Interpretation and use of Assessments (TPE 3)
  • Making Content Accessible (TPE 4)
  • Teaching English Learners (TPE 7)
  • Learning About Students (TPE 8)
  • Instructional Planning (TPE 9)
  • Instructional Time (TPE 10)
  • Social Environment (TPE 11)
  • Professional, Legal and Ethical Obligations (TPE 12)
  • Professional Growth (TPE 13)
  • (See FAST Manual.)

In addition to the TPEs, teacher candidates have field study competencies. They complete self reflection forms during mid and final weeks of the semester for EHD 174: Field Study A: Grades 4-8.  Midterm and final assessments are completed during EHD 178: Field Study B: Grades K-3 and EHD 170: Field Study C. These forms, which are completed by the master teacher and university supervisor, are shared with the teacher candidate and included in the candidate’s permanent university file. The competencies and expectations for their attainment are described in the Student Teaching Handbook, which is distributed to each candidate as they enter EHD 174: Field Study A: Grades 4-8.

Each phase of the Multiple Subject Credential Early Childhood Education Program (ECE) includes a fieldwork component.  As described above, candidates have opportunities to put theory into practice in school site settings at multiple grade levels.  However, because the ECE Program’s scope of interest extends to infancy, fieldwork placements have been designed to provide experiences with infants, toddlers, and preschool aged children as well as experiences in K-6 elementary school settings. [See EHD 178ECE syllabus.]

As part of the sequence, all candidates complete individual assignments and group discussions in which coursework-based strategies are used and reviewed in relation to (a) state-adopted student academic content standards and curriculum frameworks; (b) students’ needs, interests and accomplishments; and (c) the observed results of the strategies.

The Multiple Subject credential candidate engages in on-going field experiences throughout his/her professional preparation.  Prior to beginning the teacher education program, teacher candidates take a pre-professional field experience course (EHD 50: Introduction to Teaching) or secure an approved waiver based on classroom experience, in which they observe different school sites including two to three levels (elementary, middle school, and high school).  Assignments must also be completed successfully for the waiver.  Teacher candidates are required to complete three phases of field study. In all three phases, required concurrent courses have field study related assignments and/or field study competencies that ensure the link between theory and practice.  For example, LEE 173: Teaching Reading and Social Studies in Grades 4-8 has competencies that candidates must implement in their field study placement (EHD 174: Field Study A: Grades 4-8) to receive credit.

The first of the three field studies, EHD 174: Field Study A: Grades 4-8, requires a classroom placement in grades 4-8 two afternoons a week plus seminars. The focus is to work with individuals and small groups of students in reading/language arts and social studies. Teacher candidates are given opportunities to practice, applying the methodologies and strategies learned in professional preparation courses ( CI 171: Understanding the Learner, Instructional Design and Assessment; LEE l72: Cultural and Language Contexts of the Classroom; and LEE 173: Teaching Reading and Social Studies in Grades 4-8) that are taken concurrently with EHD 174: Field Study A: Grades 4-8.  Required competencies are developmental in nature.

The second field study, EHD 178/110D: Field Study B: Grades K-3, requires four concurrent mornings ( EHD 178) or five mornings (EHD 110D) a week in a classroom. The teacher candidates work with small groups and teach whole class lessons to students in grades K-3. Teacher candidates are given opportunities to practice applying the methodologies and strategies learned in professional preparation courses ( CI 175: Science Instruction and Applied Technology; CI 176: Mathematics Instruction and Applied Assessment; and LEE 177: Teaching Reading and the Arts in K-3) that are taken concurrently with EHD 178/110D: Field Study B: Grades K-3.  EHD 178/110D: Field Study B: Grades K-3 is intended to introduce teacher candidates to practical classroom teaching under the guidance of Master Teachers and to enable the institution to determine when candidates are ready to begin daily supervised teaching.

The third student teaching experience, EHD 170: Field Study C, is a program culmination that involves application of the theory and methods learned in coursework and promotes the candidate’s analysis of his/her own teaching.  This field study placement requires full time student teaching five days a week and is taken concurrently with SPED 179: Differentiated Instruction and Classroom Management.  For teacher candidates to make progress, it is important that Master Teachers and teacher candidates share in all aspects of classroom instruction and management.  Teacher candidates receive ample time to work with students and to demonstrate the ability to use a variety of methods and techniques.  EHD 170: Field Study C offers continuing opportunities for teacher candidates to apply what they have learned and to assume responsibilities of full-time teachers. 

Lesson plans designed by candidates are required to be referenced with the content standards being addressed, California Standards for the Teaching Profession, and adaptations and proven strategies that are needed for students with special needs, such as English learners, special education students, and gifted students. University supervisors and coursework instructors facilitate discussions in seminars and class sessions which require the candidates to reflect on their implementation of coursework-based strategies in relation to: (1) state-adopted student academic content standards and curriculum frameworks; (2) students’ needs, interests, and accomplishments; and (3) the observed results of the strategies. Candidates are required to reflect on all lessons taught in relation to their teaching behaviors and student outcomes. In addition, university supervisors and Master Teachers give feedback on these lessons to the teacher candidate throughout the semester. (See Multiple Subject Field Work Handbook.)

The structured sequence of supervised fieldwork includes a formal process for determining the readiness of each candidate for advancement to daily responsibility for whole-class instruction in the program.  Prior to or during the program, each candidate observes, discusses, reflects on and participates in important aspects of teaching, and teaches individual students and groups of students before being given daily responsibility for whole-class instruction.  Prior to or during the program each candidate observes and participates in two or more K-12 classrooms, including classrooms in hard-to-staff and/or underperforming schools.

Candidates for the Multiple Subject credential at Fresno State experience a planned sequence of field experiences linked to professional preparation coursework.  Prior to admission to the credential program, candidates enroll in EHD 50: Introduction to Teaching, in which they are required to observe in public school classrooms at two different grade levels for a minimum of 45 hours.

Field study assignments include a minimum of three different placements within the context of EHD 174: Field Study A, EHD 178/110D: Field Study B, and EHD 170: Field Study C.  These experiences are conducted in two or more levels of schools, such as K-3, 4-6, 7-8, in a public school.  Every effort is made to insure that “variety” is provided for each candidate through each different placement.  For example, candidates will experience children from diverse ethnic backgrounds, cultures, languages, socioeconomic conditions, grade and instructional levels, and genders that are different from their own.

Master Teachers and university supervisors observe the candidates in their initial student teaching assignment and provide support and feedback as the candidates refine their teaching skills. Candidates are determined ready for enrollment in final student teaching when they complete the required Teaching Performance Expectations (TPEs) at an acceptable level for EHD 174: Field Study A and EHD 178/110D: Field Study B. During the first few weeks of final student teaching, Master Teachers and university supervisors gradually move the candidates toward assumption of full teaching responsibility.  The determination that a candidate is ready for full day teaching responsibility is made jointly by the master teacher and the university supervisor.  The Director of Field Experiences arranges and monitors placements of candidates in accordance with an established policy. [See Supervisor Manual.]

Prior to assuming daily responsibility for whole-class instruction, each candidate must have satisfied the basic skills and subject matter requirements.

Prior to EHD 170, Final Student Teaching teacher candidates must have completed all Phase 1 and Phase 2 requirements.  (See Multiple Subject Field Work Handbook and FAST Manual.) 

During the supervised field experience, each candidate is supervised in daily teaching for a minimum of one K-12 grading period, including in a full-day teaching assignment of at least two weeks, commensurate with the authorization of the recommended credential.  As part of this experience, or in a different setting if necessary, each candidate teaches in public schools, experiences all phases of a school year on-site and has significant experiences teaching English learners.

Fresno State Multiple Subject teacher candidates experience all phases of a school year on a public school site.  There is one calendar year long option that begins in the summer and finishes in May of the following year but most teacher candidates complete the program in threesemesters.

EHD 170: Final Student Teaching is a 15 week, Monday-Friday all day placement.  Teacher candidates are expected to gradually plan and teach all subject areas and assume all teaching and classroom responsibilities of a credentialed teacher for the final two weeks of the placement. The sequence of the professional preparation coursework permits candidates to begin an incremental and developmental series of activities that prepare them for full day teaching responsibilities.  The Multiple Subject Field Work Handbook lists the competencies expected for all three, field study experiences, including suggested timelines.  Supervisors are required to make on site weekly visits and complete a minimum of five formal lesson evaluations. (See Field Work Handbook.)

In EHD, 174: Field Study A, all teacher candidates are assigned to a public school where they analyze the context or diversity within the classroom and community and teach English learners. They often teach English learners in EHD 178/110D: Field Study B and EHD 170: Final Student Teaching as well.  (See Field Work Handbook.)

Prior to or during the program each Multiple Subject teaching credential candidate observes and participates in two or more of the following grade spans: K-2, 3-5, and 6-9.

Teacher candidates for the Multiple Subject credential at Fresno State experience three different grade placements during their three phases of field study.  During Phase 1, teacher candidates are placed in grades 4-8 classroom and must be concurrently enrolled in LEE 173: Teaching Reading and Social Studies in grades4-8. Their second field study placement is in a K-3 grade classroom, and they must be enrolled in LEE 177: Teaching Reading and the Arts in Grades K-3. The teacher candidates in Phase 3 are given a third placement in a K-8 grade multiple subject classroom.  In addition to the three phases of field placements, candidates have completed 45 hours of observation prior to admission to the program as a part of EHD 50: Introduction to Teaching.  (See Multiple Subject Field Work Handbook.)

Candidates in the Multiple Subject Early Childhood Education Program (ECE) enrolled in final student teaching are placed in a kindergarten or primary grade classroom.  They are expected to participate in the classroom from 8:00 a.m. - 4:00 p.m., five days a week, to attend all Multiple Subject and ECE Program seminars, and to assume all teaching and classroom responsibilities of a credentialed teacher for the final two weeks of each placement.  Prior to that culminating experience, candidates enrolled in the Multiple Subject Credential Early Childhood Education Program (ECE) Phase 1 are assigned to a 4-6 grade classroom for EHD 174ECE, Field Study A-ECE; in Phase 2 they are assigned to a kindergarten or first grade classroom for reading and to an Early Childhood Center (infants, toddlers, and preschool aged children) and to K-3 classroom for curriculum through EHD 178ECE, Field Study B-ECE.  It is the intent of the program for teacher candidates to leave the program with experience with children ages birth through 5 years, with kindergarten, with grades 1-3, and with students in grades 4-6. 

Integrated/Blended Program Delivery Model:

The field experience begins in the candidate’s first year in the Integrated/Blended Program and provides meaningful opportunities for career exploration into the nature and characteristics of teaching in California schools.

The Liberal Studies Blended Program follows the same fieldwork experience described in the Multiple Subject Program.

Intern Program Delivery Model:

The teacher preparation program collaborates with the employing district in designing structured guidance and regular site-based support and supervision.

The teacher intern is the teacher of record and is provided site-based as well as intern program support.

The teacher preparation program in collaboration with the school district ensure that all interns participate in structured and guided observations or participates in instruction of students in settings and grade levels different from their regular assignment. 

Prior to being admitted to the Fresno State Internship program, the teacher candidates take a pre-professional field experience course (EHD 50: Introduction to Teaching) or secure an approved waiver based on classroom experience in which they observe different school sites. Teacher candidates are required to complete the first two phases of field study ( EHD 174 and EHD 178) before entering the Internship program.The first, EHD 174: Field Study A: Grades 4-8, requires a classroom placement in grades 4-8 two afternoons a week plus seminars. The focus is to work with small groups of students in reading/language arts and social studies. Teacher candidates are given opportunities to practice applying the methodologies and strategies learned in professional preparation courses ( CI 171: Understanding the Learner, Instructional Design and Assessment; LEE l72: Cultural and Language Contexts of the Classroom; and LEE 173: Teaching Reading and Social Studies in Grades 4-8) that are taken concurrently with EHD 174: Field Study A: Grades 4-8.

The second field study, EHD 178: Field Study B: Grades K-3, requires four concurrent mornings a week in a classroom. The teacher candidates work with small groups and teach whole class lessons to students in grades K-3. Teacher candidates are given opportunities to practice applying the methodologies and strategies learned in professional preparation courses ( CI 175: Science Instruction and Applied Technology; CI 176: Mathematics Instruction and Applied Assessment; and LEE 177: Teaching Reading and the Arts in K-3) that are taken concurrently with EHD 178: Field Study B: Grades K-3.  EHD 178 is intended to introduce teacher candidates to practical classroom teaching under the guidance of Master Teachers and to enable the institution to determine when candidates are ready to begin daily-supervised teaching in final student teaching as an intern or a regular teacher candidate.

The teacher candidate must demonstrate their ability to plan and implement effective lessons and to manage a classroom. Advancement to intern teaching responsibilities is limited to candidates who are ready for such responsibilities and have demonstrated proficiency at basic academic skills.  In addition to the EHD 174: Field Study A: Grades 4-8 and EHD 178: Field Study B: Grades K-3, those applying to the Internship program must take a pre teacher assessment, which gives further information about their readiness to become a teacher.

Systematic procedures for documentation of admission to preliminary credential programs and advancement to each program’s second and third required field experience are already in place in the Kremen School of Education and Human Development. These same procedures apply to candidates in Internship programs.  The following are the primary criteria for advancement to intern teaching responsibilities:

a.   Passing score on the California Basic Educational Skills Test.

b.   Completion of a bachelor’s degree.

c.   Passing scores on the appropriate California Subject Examinations for Teachers (CSET).

d.   An undergraduate grade point average of 2.75.

e.   Submission of internship application and two letters of recommendation.

f.    Successful interview with the Teacher Internship Selection Committee.

g.   Verification of employment with school district.

h.   A grade point average at or above 3.0 in professional education courses completed prior to assumption of intern teaching responsibilities.

i.    Successful completion of the prerequisite field experience or evidence of classroom teaching experience as verified by letters from employees at school sites.

j.    Bilingual candidates: completion of prerequisite courses in bilingual education, Linguistics, Chicano/Latino Studies, and Spanish.  Evidence of candidates Spanish language proficiency, cultural knowledge, an second language instructional strategies as validated by the Linguistics, Foreign Language, and Chicano Latino Studies Departments.

University-school district collaboration in assessment of candidates’ readiness and letters of recommendation from university supervisors and Master Teachers in Phase 1, EHD 174: Field Study A: Grades 4-8, and Phase 2, EHD 178: Field Study B: Grades K-3, are required for advancement and are part of the selection criteria and program prerequisites to assumption of full teaching responsibilities.

The participants in the Internship program are provided consistent support, evaluation, and feedback at the site level through university supervisors, Cooperating Teachers, school administrations, as well as an intern program Support Provider assigned to interns. They complete all required coursework in the Multiple Subject Credential sequence.

Back to Top