Program Standard 17:  Candidate Qualifications for Teaching Responsibilities in the Fieldwork Sequence

Qualified members of the professional teacher preparation program determine and document the satisfactory qualifications and developmental readiness of each candidate prior to (1) being given instructional responsibilities with K-12 students and (2) being given daily whole-class instructional responsibilities in a K-12 school.

Program Elements for Standard 17

17(a)    Prior to being given daily responsibility for whole class instruction in a K-12 school, each candidate fulfills the state basic skills requirement and verifies completion of at least four fifths of the state subject matter requirement.

Prior to being given daily responsibility for whole class instruction in a K-8 school, each candidate fulfills the state basic skills requirement (CBEST) and completes the state subject matter requirement by passing the CSET.  Students submit verification of passage of CBEST and CSET when they apply to the Multiple Subject Credential Program.  Verification is marked on the Multiple Subject Cover Sheet, which becomes part of the application file along with copies of CBEST and CSET.  Student application files are located in the Admission to Teacher Education office.

17(b)    Prior to assuming daily responsibility for whole class instruction in a K-12 school, each candidate must demonstrate a fundamental ability to teach in the major domains of the Teaching Performance Expectations. 

Students demonstrate a fundamental ability to teach in the major domains of the Teaching Performance Expectations through the following credential coursework: EDEL 429 (Integrated Curriculum and Instruction); EDEL 430 (Foundations of Education); EDEL 433 (Language Arts and Reading Instruction); EDEL 434 (Methods and Inquiry for Teaching English Learners); EDEL 435 (Math); EDEL 436 (Science); EDEL 437 (Social Studies); EDEL 450 (Visual and Performing Arts); EDEL 451 (Community, School and Classroom Issues); and EDEL 452 (PE, Health and Mainstreaming). The requirements and assignments from these courses collectively address the TPEs, and fieldwork (EDEL 438) ensures that candidates demonstrate the appropriate dispositions to effectively teach the major domains of the  TPEs.  The table below describes the alignment of TPEs within these courses.

At least half of the coursework must be completed with a grade of Credit (equivalent to a “B” or better) prior to the first student teaching assignment. In addition, candidates must receive a passing score on the fieldwork evaluation (EDEL 438) to be admitted to the first student teaching assignment. The remainder of coursework must be completed with a grade of Credit prior to the second student teaching assignment. In addition, to be admitted to the second student teaching assignment candidates must receive a passing score on the first student teaching evaluation (EDEL 439), which measures candidate’s increasing ability to teach the TPEs.

Course Alignment with TPEs 

*Course has major responsibility; 315 and 325 are prerequisite courses 

Forms (see Section 2 and Section 3) are used to ensure that students meet the fieldwork requirements, satisfactorily meet each TPE, and verify that the student teacher is able to assume daily responsibility for whole-class instruction.  (Please refer to Standard 18 for further details on how this is monitored.)

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 3:  Student teaching evaluations and observation form

Section 22:  Multiple Subject Cover Sheet (for student application to program from Admission to Teacher Education)