Program Standard 15:  Learning to Teach Through Supervised Fieldwork

The professional teacher preparation program includes a developmental sequence of carefully-planned, substantive, supervised field experiences in public schools selected by the program sponsor.  By design, this supervised fieldwork sequence (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 Teaching performance assessment (TPA) in the program.  To qualify for a Preliminary Level I Teaching Credential, each candidate satisfactorily completes a planned sequence of supervised school-based experiences that contribute to her/his preparation to serve as a competent beginning teacher in an induction program.

Program Elements for Standard 15

15(a)    During the supervised fieldwork sequence, all candidates plan and practice multiple strategies for managing and delivering instruction that were introduced and examined in program and/or prerequisite coursework.  As part of the sequence, all candidates complete individual assignments in which coursework-based strategies are used and reviewed 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. 

At CSUF, the fieldwork sequence consists of 90 hours of fieldwork observation (EDEL 438) and 13 weeks of student teaching (EDEL 439).  During these supervised field experiences, candidates complete coursework that directly applies to their field assignment.  Candidates have multiple opportunities to write and deliver lesson plans, design integrated units, and analyze student progress (please see table below).  During coursework, instructors model the use of state content standards, and candidates are required to use these content standards as appropriate in preparing lessons.  Each course requires candidates to complete individual assignments that address content standards and curriculum frameworks, take into consideration student needs and interests, and are based upon on-going assessments.   Candidates also have assignments specific to field experience, in which they record and reflect upon classroom observations and their own practice.  These assignments give the candidate an opportunity to acquire the knowledge and skills necessary to prepare for the TPA tasks.  (Dependent upon state funding, CA TPA tasks will be implemented in fall 2008.)

Each semester, candidates complete coursework concurrently with fieldwork observation (EDEL 438) giving them the opportunity to observe strategies in practice and complete course assignment requiring work with students. EDEL 438 and coursework is completed prior to beginning supervised student teaching (EDEL 439).  In EDEL 439 candidates apply what they have learned during coursework and field observation to their student teaching assignment.  They accomplish this through writing, teaching, and reflecting upon lesson plans from all content areas.  During student teaching, candidates are expected to: 1) use state content standards, 2) address student needs and interests, and 3) observe and reflect upon teaching and learning when writing and implementing formal lesson plans.  University supervisors and master teachers check candidate progress and offer on-going feedback through individual conferences, visitation and observation forms, email, and/or reflective notebooks.

Courses and Specific Assignments that Integrate with Fieldwork Sequence (EDEL 438 & 439)

15(b)    During the supervised fieldwork sequence, program sponsors ensure that candidates have extensive opportunities to observe, acquire and utilize important pedagogical knowledge, skills and abilities, including those defined in the Teaching Performance Expectations. 

Candidates have extensive opportunities to acquire the knowledge, skills, and abilities necessary to meet the TPEs in both coursework and in field experiences. The following chart indicates where in the program each TPE is addressed.

Course Alignment with TPEs

*Course has major responsibility 

As indicated in the table above, the foundations and methods courses completed by candidates (EDEL 429, 433, 430, 434, 435, 436, and 437) address all thirteen TPEs—some of which assume the major responsibility for introducing and teaching the TPE (noted with an *) and others supporting students’ ongoing understanding and implementation. Each of these courses  introduces appropriate teaching strategies that candidates observe in practice during their fieldwork observation (EDEL 438) and put into practice during student teaching (EDEL 439).  TPEs 6A and 6B, while introduced in coursework, are addressed separately during the two individual placements for student teaching, as students experience one upper- and one lower-grade placement during the program.  TPE 7 is embedded throughout all coursework (except for seminars) and is specifically addressed in EDEL 434.  TPE 12 is also addressed in the prerequisite course, EDEL 315, and in EDEL 451 Current Issues.

Candidates’ responsibilities increase as they move through their fieldwork sequence. In EDEL 438 the required 90 hours of fieldwork are completed concurrently with methods and foundations courses and candidates begin to assume routine and small group teaching responsibilities. Upon successful completion of EDEL 438 candidates move into student teaching (EDEL 439). During the two student teaching placements, they progress from small group instruction to taking responsibility for the instruction of the entire class.  Complete responsibility for planning and all instruction occurs for at least one week during the first student teaching assignment and for two weeks in the second student teaching assignment.  Student teachers are responsible for teaching all subject areas, including:  Reading-language arts, mathematics, science, history-social science, health, physical education, and the arts.  Their lesson plans indicate how they intend to monitor student learning during instruction and assess student learning of the lessons taught. 

The adopted lesson plan format requires that for each lesson taught, candidates indicate how they will make content accessible for all learners through developmentally appropriate instruction, communicate their instructional objectives to students, ensure student understanding, and engage students in the learning process. Each lesson plan also must include what instructional procedures will be used to deliver instruction that is understandable and appropriate for English learners and students with special needs.

Both university supervisors and master teachers provide feedback on each of the TPEs to each candidate, and observation forms used by the faculty indicate progress on meeting all TPEs. In addition, candidates are given frequent opportunities to observe experienced teachers, acquire the needed skills, and demonstrate these skills with children.

15(c)    During the supervised student teaching or internship, 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 these experiences, or in a different setting if necessary, each candidate teaches in public schools, experiences all phases of a school year on-site and has at significant experiences teaching English learners. 

Candidates experience two student teaching assignments in a public school setting; one a five-week and the other an eight-week assignment. In both assignments, each candidate is supervised daily by the master teacher and once weekly by the university supervisor. Through these two student teaching assignments, candidates participate in three weeks of full-day teaching, and experience at least two K-8 grading periods.  In addition, at least one of the student teaching assignments must occur in a placement where the teaching of English learners occurs.  Policies are outlined in the Multiple Subject Credential Handbook (available at http://faculty.fullerton.edu/edel/MTSUP docs/Handbook.pdf)

Elements Applicable to a Program with Supervised Student Teaching

15(d)    The structured sequence of supervised fieldwork includes a formal process for determining the readiness of each student teacher for advancement to daily responsibility for whole-class instruction in the program.  

The Multiple Subject Program’s mission is to graduate candidates who are: Knowledgeable & Competent Specialists; Reflective & Responsive Practitioners; and Committed & Caring Professionals. To successfully reach these outcomes we believe that candidates must possess particular dispositions toward teaching and learning. The Fieldwork Evaluation form is completed by both the master teacher and university supervisor and is intended to measure candidates’ behaviors and effort toward demonstrating these dispositions. The disposition ratings serve as an indicator of the candidate’s potential for succeeding in student teaching and reaching outcome goals.  It is used to determine readiness for the student teaching assignment.

Candidates must complete all coursework for the semester before beginning the student teaching assignment, and must have an average rating of two or higher on the Fieldwork Evaluation form.  During coursework and in the supervised fieldwork sequence each candidate observes, discusses, reflects on and participates in important aspects of teaching.  This occurs before being given daily responsibility for whole-class instruction.

15(e)    Prior to and during the program each Multiple Subject Teaching Credential candidate observes and participates in at least two or more of the following grade spans: K-2, 3-5, and 6-9. 

During the program, candidates participate in one primary (K-2) and at least one upper-grade (3-5 and/or 6-8) fieldwork/student teaching placement (Document 2).

15(f)    This standard is applicable to Single Subject Teaching Credential only.

Element Applicable to a Program with Supervised Internship Teaching

 15(g)    The sponsor of a program with supervised internship teaching collaborates with the cooperating local education agency(ies) in designing (1) site-based supervision of instruction during each intern’s period of daily teaching responsibility and (2) a structured sequence of supervised fieldwork that includes  planned observations, consultations, reflections and individual and small-group teaching opportunities, as needed, prior to or concurrent with the intern’s advancement to daily responsibility for whole-class instruction in the program.  In addition, when an intern is the teacher of record, each intern observes and/or participates in the instruction of students in settings and grade levels different than the regular assignment. 

The Intern Program provides an alternate route to earning a multiple subject teaching credential. This is a three-semester program that is identical in programmatic curriculum and structure as for candidates who do not work as interns.  

Care has been taken to work with all of our intern partner districts to ensure that site-based supervision occurs. Two site-based individuals assist the intern. One is the principal or assistant principal who, per University-LEA agreement, serves as the master teacher of record, conducts classroom visits, and completes semester performance evaluations of the intern. The second is the Intern Buddy who provides direction and feedback to the intern partner, helps plan instruction, and offers any other support the intern seeks or is deemed necessary. Intern buddies must attend a half-day training session that orients them to their roles and responsibilities. Intern buddies must also help their intern partners complete an Intern Development Plan that delineates professional growth objectives. This plan assists the university supervisor and the Intern Buddy in guiding and providing feedback to the intern. The Intern Buddy must teach at the same school site as the intern, and when possible, the same grade level.  The Intern Buddy does not serve as an evaluator.

All interns must complete 90 hours of field observation/participation (EDEL 438) supervised by the university supervisor. Thirty of those hours must occur at a grade level that is different from the intern teaching assignment. The fieldwork supervisor, during these fieldwork hours, visits bi-weekly and conferences with the intern after these visits. The fieldwork portion co-occurs with the intern’s daily responsibilities as an intern teacher. This may require the intern to complete this obligation during off-cycle teaching times for those who teach in year-round schools and/or during vacation times, typically during spring or summer breaks. (Because of the many districts in our area, spring breaks vary).

Upon completing these fieldwork hours, the intern then moves to the student teaching requirement (EDEL 439).  This is a full five-week assignment under the guidance and direction of a selected master teacher. The five-week student teaching assignment is supervised by an assigned university supervisor who visits, observes, and conferences with the candidate following each observation. This fieldwork requirement and five-week student teaching experience exactly parallel requirements for the non-intern candidate. The only difference throughout the Multiple Subject Credential Program between intern and non-intern candidates is that while non-interns experience a second student teaching assignment, the intern candidate completes this requirement in his or her own classroom. Each intern candidate is assigned a university supervisor who visits the intern in his or her classroom with the same frequency as a non-intern candidate during student teaching (8 times). The university supervisor conferences with the intern and provides oral and written feedback on issues, concerns, effective strategies, and targets.

Documentation of intern policies and procedures can be found in the Block Leader/Supervisor Manual available at http://faculty.fullerton.edu/edel/MTSUP docs/BlockSupManual.pdf

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 7:  EDEL Syllabi

Section 10:  Lesson Plan Format