Catergory D: Supervised Fieldwork in the Program
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.
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.
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 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 under performing
Prior to assuming daily responsibility for whole-class instruction, each candidate
must have satisfied the basic skills and subject matter requirements.
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.
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. Prior to or during the program each Single Subject teaching credential candidate observes and/or participates in two or more subject-specific teaching assignments that differ in content and/or level of advancement.
Prior to admission to the Single Subject Credential Program, all students are required
to have had a supervised field experience in a public school classroom. The primary
purpose of this experience is to ensure that students have had the opportunity to
gain an accurate picture of the complex and demanding role of today’s public school
teacher. They can meet this requirement by taking a course offered by the KSOEHD,
EHD 50 Introduction to Teaching, or by taking an equivalent course at another institution,
including several local junior colleges, or by documenting other experiences they
have had in public schools. [ See “Verification of Pre-Admission Field Experience” form.]
Once admitted to the program, students have two field experiences. The first experience
is EHD 155A Student Teaching in the Secondary School. It is a semester-long, part-time placement,
typically at a middle school. (At a minimum, prior to or along with this experience,
students take courses in social and psychological foundations. Concurrently with EHD 155A, they take a general curriculum and instruction course (CI 159), and a special education course (SPED 121). In this field placement, students spend two class periods per day, five days per
week, in an appropriate single subject classroom, typically at the middle school level
(i.e., seventh or eighth grade). At least one of the classes contains a substantial
proportion of students who are English learners and are receiving instruction in the
subject as well as in English language development.
This field experience is developmental. Students gradually increase their teaching responsibilities over the course of a semester. They begin by observing a variety of teachers and classrooms throughout the school. Then they observe and assist the master teacher with whom they will work for the remainder of the semester. Next, when judged to be ready by both university supervisor and master teacher, while continuing to assist the master teacher, they also take over whole class instruction on an occasional basis (perhaps for two periods each week). The semester culminates with the student teaching two classes per day, five days per week. A typical schedule for the fifteen-week semester would be as follows:
Week 1 and 2
Orientation on campus and observing throughout the school
Weeks 3, 4, and 5
Observing and assisting the master teacher
Weeks 6 through 10
Assisting the master teacher and teaching on an occasional basis (perhaps two days each week)
Weeks 11 through 15
Teaching two classes, five days per week
During student teaching, role expectations for student teachers include observing teachers and students, aiding teachers with their responsibilities, planning instruction, delivering instruction, evaluating learning, and participating in extra-classroom activities.
Group seminars are held periodically by university supervisors during this semester
of initial student teaching. This seminar provides an excellent opportunity for connecting
the real-life classroom issues candidates are facing with the theories and principles
they have and are learning in course work.
Prior to assuming daily teaching responsibilities in the last three to five weeks
of EHD 155A, students are assessed as to their readiness by the university supervisor in consultation
with the master teacher(s). Students are again evaluated at the end of initial student
teaching in terms of the TPEs and other teacher competencies to determine their readiness
for final student teaching. [See FAST Manual and Student Teaching and Internship Handbook.]
In EHD 155B (final student teaching) students are typically placed at a different school site, typically a high school, for the full school day. Over the course of a semester, they work up to teaching a minimum of four periods or the equivalent per day.
A typical schedule for a fifteen-week semester would be as follows:
Observe and assist
Weeks 2 through 5
Teach (solo or team)
Weeks 6 through 13
Weeks 14 and 15
1 or 2 periods
4 or 5 periods
They teach at two different grade levels, e.g., 9 th grade English and 11 th grade English and/or two different content areas, e.g., American History and American
Government ) Students are supervised by a university supervisor who has subject-specific pedagogical
expertise, often the same instructor who taught their content-specific pedagogy course.
These supervisors observe and conference with them approximately six to eight times
throughout the semester. During these conferences students discuss course-based theories
and principles as they apply to their daily teaching experience.
Throughout both semesters of student teaching, students are expected to make continuous
progress toward achieving the TPEs. Because student teaching takes place over two
semesters, students naturally experience all phases of a school year on-site. (All
the high schools and most of the middle schools in our region are on traditional as
opposed to year-round schedules.
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.
Intern Program Delivery Model:
The teacher preparation program collaborates with the employing district in designing
(a) structured guidance and regular site-based support and supervision and (b) a structured
sequence of supervised fieldwork that includes planned observations, consultations,
reflections, and individual and small-group teaching opportunities.
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 assuming intern teaching responsibilities, interns have completed two of
the field experiences previously described in this section, i.e., a pre-admission
field experience and EHD 155A or equivalent. In addition to their regular EHD 155A evaluation, they must be judged by both their master teacher and university supervisor
as ready for internship teaching responsibilities.
Interns are supported by university supervisors who make regular supervisory visits to interns throughout the internship year. In addition, each intern is supported by a cooperating teacher selected by the employing school district.