Catergory 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. 

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 strategies.

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 schools.

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:

Week 1

Observe and assist

6 periods

Weeks 2 through 5

Observe/prep/conference

4 periods

Teach (solo or team)

2 periods

Weeks 6 through 13

Observe/prep/conference

Teach (solo)

2 periods

4 periods

Weeks 14 and 15

Observe/prep/conference

Teach (solo)

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.

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