Program Standard 16:   Selection of Fieldwork Sites and Qualifications of Field Supervisors

In addition to the provisions of Common Standard 7, sponsors of the professional teacher preparation program select each school site for candidate field experiences based on a sound rationale related to the professional preparation of candidates.  In addition to the provisions of Common Standard 8, sponsors of the program effectively appraise the qualifications of school-based supervisors; provide for their role-specific orientation and preparation; and communicate with them about responsibilities, rights, and expectations pertaining to candidates and supervisors.

The CSUF Multiple Subject Credential Program selects each school site based upon the following criteria: effective teaching; exemplary certified teachers; low performing or hard to staff English Learner assignments; diverse populations and willingness to join in collaboration with CSUF. Master teachers are selected by meeting the following criteria:

·        Are regarded by supervisors and/or colleagues as exemplary role models and mentors for beginning teachers

·        Demonstrate thorough knowledge of subject matter content

·        Provide an instructional program which is aligned with California standards and state framework guidelines (including a balanced literacy program which incorporates high quality literature, phonemic awareness, comprehension skills, writing process and spelling instruction)

·        Maintain a stimulating and productive classroom environment; reinforce clear expectations for positive student behavior

·        Use a variety of diagnostic and assessment techniques to determine student needs and revise instruction

·        Implement a variety of instructional strategies to promote maximum student learning

·        Maintain open communication, listens attentively and willingly provides professional feedback

·        Demonstrate professional and ethical behavior in the workplace

·        Hold a valid credential

·        Are CLAD certified (or equivalent)

·        Are tenured

Program Elements for Standard 16 

16(a)    For all candidates, program sponsors and cooperating school administrators select fieldwork sites and classrooms based on the effectiveness of observed teaching and learning.  Except in unusual, unanticipated circumstances, fieldwork assignments occur at pre-selected sites where the state-adopted academic core curriculum is effectively implemented.

The selection of the fieldwork and classrooms is based upon effective teaching and learning at those sites. Cooperating teachers are selected for EDEL 438 and master teachers for EDEL 439. Through the reserved schools list, we are able to develop relationships between supervisors and the school staff to better identify qualified master teachers. Among the criteria are effective teaching and resultant student learning. The Professional Development Schools (PDS) relationships offer close ties among supervisors, faculty and master teachers.  The selection of a master teacher is a combination of principal and supervisor input based upon all of our criteria.  Finally, once the master teacher has been selected, our supervisors meet on site with the master teacher to discuss our expectations. We state these procedures and criteria in the Block Leader/Supervisor Manual (available at http://faculty.fullerton.edu/edel/MTSUP%20docs/BlockSupManual.pdf). Agendas, emails, and memos generated by the supervisors, principals and master teachers are documentation that the communication takes place.

16(b)    Program sponsors and cooperating administrators provide opportunities for each candidate to work with exemplary certificated teachers in fieldwork assignments, including assignments in low-performing and/or hard-to-staff schools and/or assignments with English learners.

           At CSUF we provide diverse experiences for all of our students.  In EDEL 439 (student teaching) students are placed in two assignments.  One may be the intern position.  We provide two different assignments in two different schools (usually separate districts).  In order to meet EL and RICA requirements, at least one of the placements includes emergent English Learners.  We include low performing and hard to staff schools in our pool of reserved schools.  Our placement records and competencies reflect this diversity. The requirements are set forth in the Block Leader/Supervisor Manual.  The Student Teaching and Final Paperwork Signature Sheet provides verification that placement requirements have been met.

16(c)    Program sponsors and school-site representatives clearly outline and consistently follow criteria and procedures for selecting teachers to supervise field experiences in the program.  Selection criteria are consistent with the supervising teacher’s specified roles and responsibilities, and include knowledge of state-adopted content standards for students and effectiveness in collaborating and communicating with other professional teachers.

It is imperative that our candidates work with a master teacher who is modeling the use of the state standards as well as modeling collaboration.  In EDEL 439 (student teaching) these two criteria are located on the Supervisor Checklist in the Block Leader/Supervisor Manual for supervisors to follow.  Supervisors and/or Block leaders verify the selection of master teachers through conversations with principals and by their ongoing observations of and conversations with candidates placed in the classroom.  Implementation of state standards is evident through observations, the master teacher’s lesson plan book, and district guidelines.   

16(d)    In the program, each teacher who supervises a candidate during a period of daily responsibility for whole-class instruction holds a valid credential that authorizes the teaching assignment.  Each candidate’s teaching of English learners (EL) is supervised by a teacher who holds a valid EL teaching authorization.

In at least one placement for every candidate in EDEL 439 (student teaching), the elementary classroom includes EL students. The master teacher in these settings is always credentialed and is CLAD or BCLAD certified (or equivalent). This is documented through our Master Teacher Information Form that is completed and input onto our Master Teacher Database that is given to all supervisors for easy reference.  Supervisors insure that each master teacher is qualified to support our candidates working with English Learners and verifies that each master teacher holds a valid credential (verified on the supervisor checklist prior to the beginning of each placement).

16(e)    Program sponsors and cooperating school administrators enable supervising teachers to complete, as needed, planned professional training to develop their understanding of the developmental progression of beginning teachers; the Teaching Performance Expectations for Preliminary Teaching Credentials; state-adopted academic content standards for students; theory-practice relationships in the program’s curriculum; and effective professional communication with student teachers and intern teachers.

For the EDEL 439 (student teaching), we provide on-site training for master teachers given by University supervisors with support from administrators in (1) the development of a natural progression for beginning teachers; (2) the assessment of Teaching Performance Expectations for Preliminary Teaching Credentials using the department format; (3) the inclusion of the State adopted academic content standards for candidates through modeling and lesson planning assignments;  (4) the implementation of the Theory-Practice relationships in the program’s curriculum through case studies, lesson assignments and reflective practice; and (5) effective communication with student teachers and intern teachers. The supervisor memos and agendas demonstrate this commitment to these areas of emphasis as well as the University supervisor checklist. Master Teacher Academies provide master teachers with training to aid in the development of their understanding of the development on current theory. For interns, Buddy Teachers can attend seminars and training sessions.

16(f)    Individuals selected to provide professional development to supervising teachers (1) are experienced and effective in supervising credential candidates; (2) know and understand current educational theory and practice, the sponsors’ expectations for supervising teachers, state-adopted academic content standards and frameworks, and the developmental stages of learning-to-teach; (3) model collegial supervisory practices that foster success among credential candidates; and (4) promote reflective practice.

In addition to the training described in 16(e), master teachers for our EDEL 439 candidates are offered optional training in the Master Teacher Academy facilitated by university faculty. Our presenters for professional development training are (1) experienced faculty who are effective in supervising credential candidates; (2) knowledgeable about current educational theory and practice, including standards, frameworks and developmental stages of learning-to-teach; (3) models of collegial supervisory practices that foster success among credential candidates; and (4) professionals that promote reflective practice. The support material for each presenter is available in each personalized vita. Additionally, faculty have received training in different CA TPA tasks, GLAD, differentiated instruction, integrating art, and a variety of topics offered by CSUF’s Faculty Development Center (see http://fdc.fullerton.edu/). 

16(g)    In consultation with cooperating school and district administrators, program sponsors communicate to all fieldwork participants, orally and in writing, the clearly-defined roles and responsibilities of candidates, institutional supervisors, and supervising teachers in the supervised fieldwork sequence.  Each teacher who supervises a candidate during a period of daily whole-class instruction is well-informed about (1) performance expectations for the candidate’s teaching and pertaining to his/her supervision of the candidate, and (2) procedures to follow when the candidate encounters problems in teaching.

We communicate to all participants of the Multiple Subject Credential Program (MSCP) orally and in writing clearly defined roles and procedures. These roles are explained to all participants, namely the student teacher, University supervisor and master teacher, through the MCSP Handbook (available at http://faculty.fullerton.edu/edel/MTSUP docs/Handbook.pdf) and at on-site and campus meetings. Block leaders and University supervisors are provided with an additional manual, as well (see http://faculty.fullerton.edu/edel/MTSUP%20docs/BlockSupManual.pdf ).  Faculty and master teachers are trained in the use of the Department’s Master Teacher/Supervisor Website (available at http://faculty.fullerton.edu/edel/). Here they can download necessary forms and documents, evaluate candidates’ performance, and review the Teaching Performance Expectations.   

Supporting Documentation

Section 14:  Reserved Schools List

Section 15:  Agendas and memos regarding meetings with principals and master teachers

Section 16:  Student Teaching and Final Paperwork Signature Sheet

Section 17:  Sample Pages From Master Teacher Lesson Plan Book and Sample District  

 Guidelines

Section 18:  Master Teacher Information forms

Section 19:  Master Teacher Academy information

Section 20:  Flyers and agendas for Buddy Teacher seminars

Section 21:  Sample training activities