California State University San Marcos School of Education

Single Subject Credential Program

HANDBOOK
http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

Revised August 2011

Table of Contents
Welcome from the School of Education Associate Dean,...............................................................3 CSUSMCOLLEGEOFEDUCATIONOVERVIEW................................................................4 MissionStatement.....................................................................................................................5 SummaryOfCredentialPrograms.........................................................................................6 ARecapoftheCaliforniaStandardsfortheTeachingProfession....................................7 AnOutlineoftheTeacherPerformanceExpectations(TPEs)............................................8 SINGLESUBJECTCREDENTIALPROGRAMOVERVIEW.............................................12 OrganizationoftheSingleSubjectProgram.........................................................................13 FullTimeTypicalSchedule...................................................................................................15 CLINICALPRACTICE..............................................................................................................16 ClinicalPracticeOverview....................................................................................................17 INFORMATIONFORTEACHERCANDIDATES................................................................19 TeacherCandidateRole.........................................................................................................20 TeacherCandidateResponsibilities.....................................................................................20 SomeQuestionsYouMayWanttoAsk.................................................................................24 SchoolOrganizationalCompetencies(FormA).................................................................25 ProfessionalExperiencesChecklist(FormB).....................................................................26 TeacherCandidateTimelineofActivities...........................................................................27 AFewThoughts......................................................................................................................29 ImportantInformationtoCollectandRecord....................................................................29 INFORMATIONFORUNIVERSITYSUPERVISORS.........................................................30 UniversitySupervisorResponsibilities...............................................................................31 UniversitySupervisorTimelineofActivities.....................................................................35 ContactInformation...............................................................................................................36 AFewThoughts......................................................................................................................37 INFORMATIONFORONSITELIAISONS.........................................................................38 OnSiteLiaisonResponsibilities...........................................................................................39 AFewThoughts......................................................................................................................42 OnSiteLiaisonTimelineofActivities.................................................................................43 ContactInformation...............................................................................................................44 INFORMATIONFORCOOPERATINGTEACHERS..........................................................45 CooperatingTeacherResponsibilities.................................................................................46 CooperatingTeacherTimelineofActivities.......................................................................49 AFewThoughts......................................................................................................................50 CLINICALPRACTICEFORMS...............................................................................................51

Patricia L. Prado-Olmos, Ph.D., Associate Dean

California State University San Marcos Road

333 S. Twin Oaks Valley

San Marcos, CA 92096-0001 Tel: 760.750.8535 Fax: 760.750.3352 pprado@csusm.edu www.csusm.edu/education

August 2011 Welcome to the School of Education! You have joined a program that is among the most effective and highly regarded programs in the CSU system and the state of California. We are pleased to count you among our candidates, supervisors or cooperating teachers. Each of you is an important member of our team as we continue to strive to improve educational outcomes for all children in the state of California. This is a demanding and rigorous program. At times the journey may seem overwhelming and never ending. Nonetheless, you will come to understand how all the readings, assignments and activities fit into a cohesive body of knowledge, skills and dispositions needed to be successful in your first years as a classroom teacher. Furthermore, as part of the SoE learning community you will learn that collaboration with colleagues is among the most useful and powerful resources at your fingertips. As you begin your journey with us, I urge you to connect with the talented and dedicated faculty and staff in the SoE. We are a strong learning and teaching community that models how to successfully teach diverse students with a central focus on social justice and equity. The credential program at CSUSM has an outstanding reputation in the region. We attribute this reputation to the content of our mission statement and the quality of faculty, staff, teacher candidates, and MA and doctoral students we attract and retain. Public schools need dedicated and talented individuals like you. Whether you are a teacher candidate, a clinical practice supervisor, or a cooperating teacher, you play a vital role in the process of how we make the mission of the SoE a living document. Together we can collaboratively transform public education in significant socially just ways so that all students are successful learners. Sincerely,

Patricia L. Prado-Olmos

CSUSM School of Education Overview

California State University San Marcos School of Education MISSION STATEMENT

The mission of the School of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and ongoing service. Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism and shared governance.

The School of Education Believes: 1. Professionalism is a unifying principle of our organization.

Continuous improvement is essential to our roles as life-long learners. Collaboration is valued in all aspects of the School of Educations work. Professionalism is demonstrated by our service to the School of Education, the University, and the communities. Respect for the contributions of all members of the School of Education is vital. Effective teaching is everyones role and is central to our endeavors. Reflection and/or research to solve problems is an integral part of our professional responsibility. We model effective teaching. Through our students, research, collaboration and service, we strengthen education in the communities we serve.

2. Students are the focus of our work.

3. Shared governance provides a foundation for the work of the School of Education and is dependent upon the active involvement of each member.
The School of Education continuously expands its use of shared governance. Contributions of each member are valued. Effective communication is critical to the process and is every members responsibility.

4. The success of the School of Education depends on creating and sustaining an inclusive environment that reflects and affirms diversity.
A diverse faculty, staff, and student body are vital to serving the community. All members of the School of Education are committed to serving a diverse population. The responsibility for affirming diversity rests with everyone.

SUMMARY OF CREDENTIAL PROGRAMS

The California State University San Marcos Teacher Credential Program offers five emphases: 1. Multiple Subject Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare teacher candidates to work at the elementary level, while infusing theories and methods of first and second language acquisition across the curriculum through English language development techniques. 2. Middle Level Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare teachers to work at the middle school level, while infusing theories and methods of first and second language acquisition across the curriculum through English language development techniques. 3. Concurrent Multiple Subject/CLAD with Special Education Specialist: Learning Handicapped Credential Program: incorporates the disciplines of multiple subjects, special education and multilingual education into an integrated curriculum designed to prepare teachers to work with the heterogeneous group of students in today's schools. 4. Single Subject Credential Program Cross-Cultural Language and Academic Development (CLAD) Emphasis: designed to prepare candidates to teach students at the secondary level (grades nine through twelve). The CLAD emphasis is designed to teach candidates theories and methods of first and second language acquisition across the curriculum through English language development techniques. 5. Bilingual Cross-Cultural Language and Academic Development (BCLAD) Emphasis designed to train candidates to infuse theories and methods of first and second language acquisition across the curriculum through English language development techniques. It will also prepare teacher education candidates to provide primary language instruction (Spanish) in Language and Literacy, as well as Language 1 instruction in the content areas. This emphasis may be added to a Multiple Subject Credential, the Middle Level Credential, the Concurrent Special Education Specialist /Learning Handicapped Credential, or the Single Subject Credential.
The core content in Cross-Cultural Language and Academic Development occurs across all courses and reflects the appropriate curriculum, pedagogy, and skills for ethno-linguistically diverse students. Inherent in the program is the focus on appropriate curriculum, pedagogy, and instruction for use in English (mainstream) classes as well. The Multiple Subject CLAD and BCLAD are offered both as full and part-time programs. Teacher candidates are assigned to cohorts of 25 - 30 and attend all classes together. These cohorts may be themed with a specific focus such as "Ways of Knowing through the Arts," or "Math, Science and Technology." The Single Subject CLAD and BCLAD are offered in all programs.

An Outline of the California Standards for the Teaching Profession (CSTP)

(More information can be found at www.cst.ca.gov/cstppublication/cstpreport.html)

Engaging and Supporting All Students in Learning

Connecting students prior knowledge, life experiences, and interests with learning goals. Using a variety of instructional strategies and resources to respond to students diverse needs.
Facilitating learning experiences that promote autonomy, interaction, and choice.

Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful. Promoting self-directed, reflective learning for all students.

Creating and Maintaining Effective Environments for Student Learning

Creating a physical environment that engages all students. Establishing a climate that promotes fairness and respect.

Establishing and maintaining standards for student behavior. Planning and implementing classroom procedures and routines that support student learning.
Understanding and Organizing Subject Matter for Student Learning

Promoting social development and group responsibility.

Demonstrating knowledge of subject matter content and student development. Organizing curriculum to support student understanding of subject matter development. Developing student understanding through instructional strategies that are appropriate to the subject matter. Using materials, resources, and technologies to make subject matter accessible to students.

Planning Instruction and Designing Learning Experiences for All Students

Drawing on and valuing students background, interests, and developmental learning needs. Establishing and articulating goals for student learning. Developing and sequencing instructional activities and materials for student learning. Modifying instructional plans to adjust for student needs.

Assessing Student Learning

Establishing and communicating learning goals for all students. Collecting and using multiple sources of information to assess student learning. Involving and guiding all students in assessing their own learning. Using the results of assessments to guide instruction. Communicating with students, families, and other audiences about student progress

Developing as a Professional Educator

Reflecting on teaching practice and planning professional development. Establishing professional goals and pursuing opportunities to grow professionally. Working with communities to improve professional practice. Working with families to improve professional practice. Working with colleagues to improve professional practice. Balancing professional responsibilities and maintaining motivation.

An Outline of the Teacher Performance Expectations (TPEs): The CSTP Focus for Credential Candidates
(The full text of the TPEs can be found at www.csusm.edu/coe) While it is our expectations that teacher candidates will work on ALL TPEs throughout the program, due to the more rigorous and demanding nature of Clinical Practice II, TPEs 1, 4, 9, 11, and 12 cannot be marked as meets in Clinical Practice I.

A.

MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

TPE 1 - Specific Pedagogical Skills for Subject Matter Instruction (for each area) TPE 1A- Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

o o o o o o o o B.

Understanding the State-adopted academic content standards Understanding how to teach the subject matter in the standards Planning instruction that addresses the standards Demonstrating the ability to teach to the standards

TPE 1B - Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Understanding the state-adopted academic content standards Understanding how to teach the subject matter in the standards Planning instruction that addresses the standards Demonstrating the ability to teach to the standards

ASSESSING STUDENT LEARNING

TPE 2 - Monitoring Student Learning During Instruction

Determining student progress toward achieving the state-adopted academic content standards o Using instructional strategies and techniques to support students learning TPE 3 - Interpretation and Use of Assessments

o o
o

Understanding a range of assessments Using and interpreting a range of assessments Giving feedback on assessment results

C.

ENGAGING AND SUPPORTING STUDENTS IN LEARNING

TPE 4 - Making Content Accessible

o o o

Addressing state-adopted academic content standards Prioritizing and sequencing content Selecting and using various instructional strategies, activities, and resources to facilitate student learning TPE 5 - Student Engagement

o o

Understanding of academic learning goals Ensuring active and equitable participation 8

Monitoring student progress and extending student thinking

TPE 6 - Developmentally Appropriate Teaching Practices TPE 6A - Developmentally Appropriate Practices in Grades K-3

o o

Understanding important characteristics of the learners Designing instructional activities Providing developmentally appropriate educational experiences

o
o o

TPE 6B - Developmentally Appropriate Practices in Grades 4-8 Understanding important characteristics of the learners Designing instructional activities Providing developmentally appropriate educational experiences

o
o o

TPE 6C - Developmentally Appropriate Practices in Grades 9-12 Understanding important characteristics of the learners Designing instructional activities Providing developmentally appropriate educational experiences

TPE 6D - Special Education

o o o o o o o

Articulating rationale for inclusive education for all students Understanding and applying principles of universal design to differentiate instruction

Developing modifications and adaptations in curriculum assessment and instruction for students with special needs Understanding of roles and responsibilities as members of SST & IEP Teams Collaborating with others to plan, teach and assess students with special characteristics TPE 6E - Middle Level Philosophy and Teaching Understanding the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level schools Understanding the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and using this knowledge in their practice. o Valuing developmentally responsive and socially equitable teaching, learning, and schooling in a variety of organizational settings TPE 7 - Teaching English Learners o Understanding and applying theories, principles, and instructional practices for English Language Development o Understanding how to adapt instructional practices to provide access to the state-adopted student content standards o Drawing upon student backgrounds and language abilities to provide differentiated instruction

D.

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

TPE 8 - Learning about Students

Understanding child and adolescent development 9

o
o

Understanding how to learn about students Using methods to learn about students Connecting student information to learning

TPE 9 - Instructional Planning

o o o

Establishing academic learning goals Connecting academic content to the students backgrounds, needs, and abilities Selecting strategies/activities/materials/resources

E.

CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

TPE 10 - Instructional Time

o o

Appropriately allocating instructional time Effectively and efficiently managing instructional time

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TPE 11 - Social Environment

o o o o

Understanding the importance of the social environment Establishing a positive environment for learning Maintaining a positive environment for learning Creating classroom community through promotion of students social competence and natural peer supports

F.

DEVELOPING AS A PROFESSIONAL EDUCATOR

TPE 12 - Professional, Legal, and Ethical Obligations

o o o o

Taking responsibility for student academic learning outcomes Knowing and applying professional and ethical obligations Knowing and applying legal obligations

TPE 13 - Professional Growth Evaluating teaching practice and subject matter knowledge Using reflection and feedback to improve teaching practice and subject matter knowledge

TPE 14 - Educational Technology

Addressing all six of the ISTE National Educational Technology Standards for Teachers. See www.iste.org TPE 15 - Social Justice o Valuing socially equitable teaching, learning, and schooling in a variety of organizational settings

o o
TPE 16 Biliteracy

Incorporating pluralism and divergent perspectives on educating diverse students Democratizing public education to achieve social justice and equity

o o o

Applying pedagogy, theories, and principles for biliteracy programs Assessing and addressing the needs of biliterate students

Designing biliteracy curriculum utilizing developmentally appropriate instructional approaches for biliterate students

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Single Subject Credential Program Overview

http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

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ORGANIZATION OF THE SINGLE SUBJECT PROGRAM

The CSUSM Teacher Preparation Program differs from many other university programs in the way teacher candidates are organized to work together and in the way courses are designed to work with clinical practice. An outline of the key features of our Single Subject Credential Program is provided below: COHORT MODEL : All teacher candidates belong to a cohort. Teacher candidates take all university courses with their cohort colleagues. SCHOOL TEAMS : Within each cohort, teacher candidates are grouped into school teams of 4-6 individuals. Each team represents the various disciplines within the cohort as much as possible (social science, English, Spanish, Physical Education, science, and math). A school team is placed at one of our partner high schools for their observation/participation and Clinical practice experiences. Teams will work together at one high school first semester and then move, as a team, to a second high school for second semester. UNIVERSITY COURSE WORK/CLINICAL PRACTICE: The philosophy of the CSUSM Single Subject Program is to weave course work as closely as possible with practical experiences in the field. 1ST SEMESTER COURSE WORK: Teacher candidates enroll in teacher preparation courses which meet eight to ten weeks and one special content methods course held throughout the semester in an evening class with some Saturdays. 1ST SEMESTER CLINICAL PRACTICE: During the first eight weeks of classes, teacher candidates will be involved with their assigned sites a minimum of one and possibly two days per week. This is their observation/participation period for first semester. At the end of eight weeks, teacher candidates will report full-time to their assigned sites to begin their first full clinical practice experience. Teacher candidates work with their cooperating teacher, assuming full responsibility for their classes for at least three weeks. Teacher candidates will remain on the school site until the high school winter break begins. In the first semester teacher candidates work in two classes of the same preparation, in their major field, with one cooperating teacher. Candidates are also involved in tutoring in such classes as AVID, ELD, and SEI. 2nd SEMESTER COURSE WORK: Teacher candidates enroll in teacher preparation courses for eight to ten weeks and one special content methods course held throughout the semester in an evening course with some Saturdays. 2nd SEMESTER CLINICAL PRACTICE: During the first eight weeks of classes, teacher candidates will be involved with their assigned site one day per week to complete university course assignments or observations. This is their observation/participation period for second semester. At the end of eight weeks, teacher candidates will report full-time to their assigned sites to begin their second full clinical practice experience. Teacher candidates are expected to become active members of the middle or high school, keeping the same hours as the teaching staff. Teacher candidates will remain on the school site until the end of the middle or high school semester, which is after the end of the universitys semester. In the second semester teacher candidates work in three classes with two cooperating teachers whenever possible. Teacher candidates might have two classes in their major area and one in their supplemental area (if applicable). Candidates are also involved in tutoring in such classes as AVID, ELD, and SEI.

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Note: It is in the credential candidates best interest to spend additional observation time on the clinical practice site whenever possible. Getting to know the school site, staff, and faculty will facilitate a better understanding of the demands of the teaching profession and enhance the chances of being hired.

ON-SITE LIAISON: The Single Subject Program uses a shared supervision model. Each middle or high school will have a member of their teaching staff serve as an on-site liaison for CSUSM teacher candidates. The on-site liaison will share supervision responsibilities with a university supervisor. Both of these assignments are described more completely in this handbook.

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CSUSM Single Subject Credential Program - Typical Schedule

Teacher candidates are organized into two cohort groups: Day and Evening. They take all their classes together as a cohort in order to build a support system and to develop strong teaching teams. Within each cohort, teacher teams are organized with a mix of all content areas (math, science, English, social science, Spanish). Teacher candidates are placed at school sites in teacher teams. This is a rigorous and intensive program. All prerequisite classes should be completed before beginning (EDUC 422, 350, 364). It is also recommended that the required health class be completed before starting the program. It is very difficult to take additional courses while maintaining the load described for each semester.

FALL SEMESTER
FIRST 8 weeks of the semester SECOND part of the semester (late Aug./early Sept. late Oct./early Nov.) (late Oct./early Nov. sites winter break) 3-4 days or evenings per week: University classes Mon-Fri: Full day at school site every day: Clinical Practice I [EDSS 571] (EDSS 511, 521, 555) Class Period Breakdown: *Monday Evenings and some Saturdays: Special 2 periods = Clinical Practice I Content Methods Course 1 period = Work in AVID/SEI/ELD class 1 period = Observations (in and outside of content area) Thur. and Fri.: Assigned site a minimum of one 1 period = Preparation for clinical practice class day per week to complete university course 1 period = Preparation for university work assignments or observations. Methods Seminars (2 units) taken throughout the semester (scheduled by individual instructors) BCLAD teacher candidates take BCLAD I (EDML 553) course throughout the semester *Spanish and Physical Education Methods have a different schedule. See Program Coordinator for information.

SPRING SEMESTER
FIRST 8 weeks of the semester SECOND part of the semester (early Jan. mid March) (mid March sites last day of school in June) 3-4 days or evenings per week: Classes at CSUSM Mon-Fri: Full day at school site every day: Clinical Practice II[EDSS 572] (EDSS 530, EDSS 541 and EDSS 531) Class Period Breakdown: Monday Evenings and some Saturdays: Special 3 periods = Clinical Practice II (usually with two Cooperating Teachers; 1-3 classes; 1 class Content Methods Course may be in a supplemental area, if appropriate) Thur. and Fri.: Assigned site a minimum of one day 1 period = Work in AVID/SEI/ELD class 1 period = Preparation for clinical practice classes per week to complete university course assignments 1 period = Preparation for university work or observations. Methods Seminars (2 units) taken throughout the semester (scheduled by individual instructors)

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Clinical Practice

16

CLINICAL PRACTICE OVERVIEW

California State University San Marcos School of Education clinical practice models the belief that relevancy is crucial in teaching, schooling and learning. Teacher candidates are placed in public school classrooms while attending university classes. Lessons and units developed in the university courses will be designed to complement and support the candidates field work. For CLAD certification, teacher candidates will be expected to plan and teach Specially Designed Academic Instruction in English (SDAIE) for English learners in the general classroom or in an ELD (English language development) or sheltered class as one of their placements. For BCLAD certification, candidates should also prepare and teach SDAIE lessons, as well as prepare for and teach primary language instruction (i.e. reading/Spanish/language arts/math/biology). Clinical Practice is divided into two parts: 1. Observation/Participation In both semesters, during the observation/participation period (8 weeks), teacher candidates carry a full academic load and attend university classes. This is accompanied by teacher candidates spending six to eight hour at assigned school sites. Teacher candidates are expected to observe in their assigned cooperating teachers classroom to become acquainted with students and their abilities and to learn classroom and school routines, as outlined in the Clinical Practice Syllabus (EDSS 571 or EDSS 572). Teacher candidates are expected to participate in their cooperating teachers classroom by assisting with small group work, helping individual students, performing some in-class grading tasks, etc. (as designated by the cooperating teacher). Teacher candidates are NOT in the position to plan for and implement full lessons during the observation and participation period. All observation and participation activities should occur in the classroom during the designated class period (not involve out of class work for the teacher candidate). During the observation/participation period, teacher candidates are also expected to visit and observe other classrooms and offices at the school site and to assist in an AVID/SEI/ELD classroom for one period (as it fits around the cooperating teachers class period). This schedule will be adjusted for campuses with alternative schedules. Full-Time Clinical Practice

2.

FALL SEMESTER Clinical Practice I Single Subject teacher candidates (those in their first semester) will spend full days at their assigned sites Monday Friday, mirroring a typical teachers contracted hours once the observation/participation period has ended (8 weeks). All teacher candidates will work at their assigned sites until the sites winter break. They will assist and teach in their assigned classroom for approximately six to seven (6-7) weeks for two periods with their cooperating teacher. Teacher candidates should ease into their teaching responsibilities, gradually increasing their classroom leadership to include planning and implementing lessons, grading and assessing work, participating in parent contacts, etc. Besides working two periods with their cooperating teacher, teacher candidates will also spend one period of the school day working in an AVID/SEI/ELD classroom; one period observing other classrooms and offices; one period preparing for their clinical practice class; and one period preparing for university projects/assignments.

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Typical Schedule: (End of October Middle or High Schools Winter Break) [after 8 weeks of observation/participation] During their full-time clinical practice, teacher candidates are expected to be at the middle or high school site all day, every day. In a 6 period day, each period is roughly one hour and occurs each day. In a year-long block schedule, each period is roughly 1.5-2 hours and generally occurs every other day. In a one semester block schedule, where the class is 2 hours each day, the candidates schedule is arranged accordingly, usually teaching one 2 hour period, tutoring in AVID/SEI/ELD, observing and planning. Two periods: Take over full responsibility to teach two classes, the same preparation, in teacher candidates major area. One period: Individual or small group tutoring (e.g. AVID/SEI/ELD class). One period: Observations in major and/or supplemental areas; observations outside of subject area; observations of administration, counseling, attendance, etc. One period: Preparation time for middle or high school class. One period: Preparation time for completing university work related to clinical practice. SPRING SEMESTER Clinical Practice II Single Subject teacher candidates (those in their second semester) will spend full days at their assigned sites Monday Friday, mirroring a typical teachers contracted hours once the observation/participation period has ended (8 weeks). All teacher candidates will work at their assigned sites until the end of the sites spring semester. They will assist and teach full-time in their assigned classrooms for approximately ten to twelve (10-12) weeks for three periods (or equivalent). After easing into the classroom, teacher candidates should increase their responsibilities, becoming responsible for all facets of the classroom. They should do all the planning and instructing for a minimum of half of their experience. Typical Schedule (Mid-March End of Middle or High School Semester) [after 8 weeks of observation/participation]. **During their full-time clinical practice, teacher candidates are expected to be at the middle or high school site all day, every day until the end of the school sites semester. Teacher candidates who fail to meet this time commitment will receive a grade of no credit for CPII. (Note that each school district has a different ending date.) In a 6 period day, each period is roughly one hour and occurs each day. In a year-long block schedule, each period is roughly 1.5-2 hours and generally occurs every other day. In a one semester block schedule, where the class is 2 hours each day, the candidates schedule is arranged accordingly, usually teaching two periods of different preparations. Three periods: Take over full responsibility to teach three classes (two in teacher candidates major area and one in a supplemental area, if applicable). It is recommended that placements include both upper and lower division courses if at all possible. However, it is our primary concern that teacher candidates are in the best possible environment to ensure their success and the success of the students they teach. One period: Work in AVID/SEI/ELD class (or in other small group tutoring environment) and make observations across classes/disciplines on non-AVID days. One period: Preparation time for middle or high school classes. One period: Preparation time for completing university work related to clinical practice.

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Information for Teacher Candidates

19

TEACHER CANDIDATE ROLE

As a teacher candidate you should become as familiar with your assigned school as quickly as possible. Familiarize yourself with important school information, such as attendance procedures, grading policies, important deadlines, department and school-wide meetings, expectations of your cooperating teacher(s), administrative assignments, and any other area of the profession which you should be aware of and which will enrich your clinical practice. Some resources and tools to guide you in this process are found later in this section (see Some Questions You May Want to Ask Your Cooperating Teacher, School Site Information, and School Site Participation Checklist ). You should establish open communication with your cooperating teacher. He/she will guide you through the semester, but you must share your concerns, frustrations, or any problems which may be affecting your classroom if your cooperating teacher is to be of any assistance. Remember, no one expects you, as the teacher candidate, to perform as an experienced instructor. Ask for what you need! Finally, clinical practice is a time of learning, expanding, and experimenting; it is the time for you to discover what methodologies meet your personal style and which do not. Use a variety of methodologies and activities over the course of the semester. Also, you are encouraged to observe as many teachers as you can during the semester and from these experiences begin building your own repertoire of teaching skills and teaching styles. Enjoy this experience. Teaching can be a very rewarding profession. As a teacher, you impact a students life each day. TEACHER CANDIDATE RESPONSIBILITIES Your clinical practice is intended to give you the opportunity to practice the theories and instructional strategies you have learned in your coursework. Your on-site liaison, university supervisor and cooperating teacher(s) are there to offer advice and suggestions and to counsel you throughout the semester. Our main priorities are your personal and professional growth in education and success in your assigned classroom(s). 1. Read this handbook to help familiarize yourself with the CSUSM Teacher Preparation Program. 2. Become familiar with the credential you are earning. If you need more information your supervisor, program coordinators, or School of Education Student Services personnel will be happy to provide you with a detailed outline. 3. Organize a portfolio with artifacts and evidence for TPEs. This TPE portfolio will provide evidence to your university supervisor regarding TPEs that may not be directly observed. It will also provide artifacts for inclusion in your professional portfolio that you develop in the second semester. 4. Meet with your supervisor and on-site liaison to establish a schedule of assignments and observations. Be sure to provide a current address and phone number. 5. After the initial contact with your cooperating teacher has been made by the supervisors, attend any meetings they arrange with your cooperating teacher and/or the principal at the school site.
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6. Learn the school regulations and rules pertaining to attendance and discipline before starting. You might ask to see the school handbook. 7. Confer daily with your cooperating teacher to discuss your program requirements, university schedule, observation feedback, planning guidelines, student progress and concerns, lesson implementation, progress on TPEs, TPAs and other appropriate topics. 8. You should be on campus every day for a full day (mirroring a full-time teachers day) to teach and observe classes, to assist in the AVID/SEI/ELD classes, to prepare for your classes and university assignments, to attend meetings, and to generally get a sense of what a contracted teaching day feels like. Be available to remain after school to plan, attend staff meetings, in-services, parent conferences, and other school functions, such as "Back to School Night" and "Open House where applicable. 9. Become acquainted with the various learning materials, district curriculum guides, mastery learning objectives, and equipment which are available (texts, workbooks, films, audiovisual equipment, library resources, and computers). 10. Be punctual and regular in attendance. In the case of unavoidable absence, inform your cooperating teacher, on-site liaison, and university supervisor in advance. Also, prepare substitute plans for your cooperating teacher to utilize. 11. Keep up-to-date and accurate lesson plans during your clinical practice. You are required to have a written lesson plan for each lesson that you teach. Be sure to confer with your cooperating teacher to insure that your lesson plan meets his/her expectations and satisfies the demands of the curriculum and the needs of students. 12. Attend regular meetings with your supervisor and on-site liaison. Submit any observations logs and lesson plans that are required. 13. Develop techniques for varying classroom activities such as presentations, small group work, individualized instruction, testing and grading procedures, and using instructional (audio/visual) aids. 14. Establish and maintain effective classroom control and environment according to site and cooperating teachers expectations. 15. Become familiar with the California Frameworks and Grade Level/District Continuums and Curriculum Guides. 16. Be professional at all times. Appear appropriately dressed and well groomed, and maintain professional communication at all times. Everything speaks during this experience: what you say, what you do, the decisions you make all contribute to your character and readiness as a teacher. In a public position, such as teaching, others perceptions of you are important. You never know who will be on an interview panel or who will be consulted as a reference; impress everyone.
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Teacher Performance Expectations PORTFOLIO

In your Clinical Practice, you will develop a professional portfolio focusing on the TPEs. The purpose of this portfolio is to collect artifacts and evidence for demonstration of satisfactory completion of the TPEs. In addition to directly observable evidence, this portfolio will provide information that your university supervisor may not see in classroom visits. It will also provide artifacts for inclusion in your professional portfolio that you develop in the second semester. We suggest you use a three-ring binder so that materials can be added throughout the year. Include a divider for each TPE. In the Forms section of this handbook on the SOE website, you will find a page for each TPE with suggestions for evidence to include in each section. You should print these pages to serve as dividers. You may also use these pages as checklists to identify what has been included in the portfolio, and what might need to be added. In post observation conferences with your University Supervisor, use the portfolio as a reference to discuss your understanding and progress with regards to the TPEs. Your knowledge and accomplishment of TPEs are essential to successful completion of the credential program. In addition to coursework and observations of performance, the TPE portfolio helps you to be responsible for assuring that TPE requirements are met.

23

SOME QUESTIONS YOU MAY WANT TO ASK YOUR COOPERATING TEACHER

1. 2. How many times per week will you want to meet for planning? When, where, and for how long will we meet? What are your requirements for written lesson plans? (Note: Even if your cooperating teacher does not require a written plan from you, you are still responsible for generating them during clinical practice. At the very least, the on-site liaison and university supervisor will want a copy of your lesson plans.) What are your most important goals for this semester? What role can I play in helping you to achieve these goals? What grading procedures do you use? Do you group students according to their ability level during any assignments? Are there any students who have special needs I should be aware of? Where can I get students IEPs or 504s to read? Will you please explain your philosophy concerning classroom discipline? What behaviors do you discourage and encourage? What kinds of bulletin boards or other displays do you prefer to have in your classroom? Which ones would you like me to plan for while Im doing my clinical practice? How did you arrive at this particular room arrangement? May I rearrange for special activities? What is your field trip policy? Would you like me to plan a field trip for this semester? How do you maintain active communications with parents? What techniques do you use to motivate students? What are the special challenges of teaching this subject or grade level? How would you describe your schools community relations? How important are standardized test scores to your school?

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

24

CSUSM Single Subject Credential Program

To be completed by teacher candidates during each placement and submitted as partial evidence for TPE 12.
In order to insure that a broad range of experiences is accomplished during your preparation as a teacher candidate, this checklist has been developed to assist you. You are expected to accomplish as many of these enriching observations /experiences as possible each semester at each school site. This checklist should be presented to your university supervisor as evidence of partial completion of TPE requirements.

School Site Information

NAME: SCHOOL SITE: Semester One Semester Two

Semester 1 Organizational Competency

Date Completed

Semester 2
Date Completed

1. Attendance/Tardy Reporting Procedures 2. Grading and Reporting Procedures 3. Curriculum Guides for Courses 4. Faculty / Department Meeting Times and Places 5. Access to Resources: AV Equipment, Copy Machine 6. Computers or Computer Lab Use for Students 7. Video Approval Process (especially R rated videos) 8. Controversial Issue Policy (alternative assignment policy) 9. Field Trip Approval Process 10. Classroom Repair, Supplies Process 11. Proficiency Exams Required: When Taken 12. Child Abuse: Identification and Reporting 13. Special Needs Students: Identification and Reporting 14. Parent Conferences 15. Location of Cum Files 16. Job Application Procedures for District 17. Explore the Schools Website, Mascot, etc. 18. Other: 19. Other: 20. Other:

25

School Site Participation Checklist

CSUSM Single Subject Credential Program
To be completed by teacher candidates during each placement and submitted as partial evidence of TPE 12.
In order to insure that a broad range of experiences is accomplished during your preparation as a teacher candidate, this checklist has been developed to assist you. You are expected to accomplish as many of these enriching observations /experiences as possible each semester at each school site. This checklist should be presented to your university supervisor as evidence of partial completion of TPE requirements.

NAME: SCHOOL SITE: Semester One Semester Two

Semester One
Date Completed

Semester Two
Date Completed

ACTIVITY
participated in parent conferences attended Parent-Teacher-Student Association meeting attended school board meeting contacted parents (via phone, mail, home visits) participated in community activities planned an event (e.g. field trip) experienced a class dedicated to special populations (e.g. special education, alternative special day class, primary language) led an advisor/homeroom experience attended professional development training (conferences, etc.) supervised/observed extracurricular or non-instructional activities (lunch, intramurals, student activities) attended staff/departmental meeting attended teacher association (union) meeting participated in business partnership/activity attended Bilingual Parent Advisory Committee meeting participated in a lab (technology lab, computer lab, writing lab, etc.) attended/observed an IEP (Individualized Education Program) meeting for one student Other

26

TEACHER CANDIDATE TIMELINE OF ACTIVITIES First Semester (Clinical Practice I)

Observation/Participation (approximately 8 weeks) During this component of your clinical practice you are expected to spend a minimum of one and possibly two days per week at your school site leading up to full-time clinical practice. During this time you should work with your cooperating teacher and on-site liaison to become acquainted with your class and your school, observe and assist your cooperating teacher with lessons (not the planning but the implementation), work with students individually or in small groups, and otherwise prepare yourself for full-time clinical practice. Clinical Practice consists of observation, participation, and actual teaching. Clinical Practice I (CP)
O/P Weeks 1-2 Arrange a time with university supervisor to meet cooperating teacher (CT), principal, and/or on-site liaison (OSL). Share your CSUSM course syllabi with your CT, OSL, and US. Gather info. on school, e.g. handbooks, maps, schedules. Get to know your way around. Familiarize yourself with available district and community resources. Plan an observation/ participation (O/P) schedule with the OSL & CT. O/P Weeks 3-4 Be at school site at least 1 full day a week. Observe CT and other teachers. Learn students names in your assigned classroom. Be at school site at least 1 full day a week. O/P Weeks 5-7 O/P Week 8 Full-Time ST Weeks 9-16 Work at school site according to regular teachers hours. You should be available to attend faculty/staff meetings, inservices, and participate in other appropriate professional activities. If you need to be absent or leave early, be sure to inform your CT, OSL, and US in a timely manner. Assume increasing responsibility for the planning, administering, and teaching duties in the classroom. Confer regularly with CT and OSL regarding your performance, lesson planning, and other appropriate topics. Communicate, communicate, communicate!! Final Week

Continue to confer regularly with CT, setting short and long In collaboration range goals, planning with CT, plan for units and topics to be opportunities to teach taught during full-time Be at school parts of lessons on experience. site at least 1 full your O/P days or to day a week. assist students during In collaboration the lessons. with CT, plan for Meet with CT opportunities to teach and plan for Confer regularly parts of lessons on gradual with CT to prepare for your O/P days or to assumption of gradual assumption of assist students during teaching full teaching the lessons. responsibilities. responsibilities Continue Communicate with communication with supervisors via log, your supervisor via a journal or verbally log, journal, or about adapting to verbally. classroom and environment. Continue to attend scheduled meetings. Attend meetings scheduled by the OSL, CT or university supervisor.

Your US and OSL will arrange for an exit interview (TC, CT, US, and OSL, if possible). TC, CT, OSL, and university supervisor will sign off on the CP summary and TPE assessment.

27

Second Semester (Clinical Practice II)

Observation/Participation (approximately 8 weeks) During this component of your clinical practice you are expected to spend a minimum of one and possibly two days per week in your classroom leading up to the full-time experience. During this time you should work with your cooperating teacher and on-site liaison to become acquainted with your classes and your school, observe and assist your cooperating teacher with lessons (not the planning but the implementation), work with students individually or in small groups, and otherwise prepare yourself for full-time clinical practice. Clinical practice consists of observation, participation, and actual teaching. During their full-time clinical practice, teacher candidates are expected to be at the middle or high school site all day, every day until the end of the school sites semester. Teacher candidates who fail to meet this time commitment will receive a grade of no credit for CPII.

Clinical Practice II
O/P Weeks 1-2 Arrange a time with university supervisor to meet cooperating teacher (CT), principal, and/or on-site liaison (OSL). Share your CSUSM course syllabi with your CT, US, and OSL. O/P Weeks 3-4 Observe CT and other teachers. Learn students names in your assigned classroom. In collaboration with CT, plan for opportunities to teach parts of lessons on your O/P days or to assist students during the lessons. O/P Weeks 5-7 Continue to confer regularly with CT, setting short and long range goals, planning units and topics to be taught during full-time experience. In collaboration with CT, plan for opportunities to teach parts of lessons on your O/P days or to assist students during the lessons. O/P Week 8 Meet with university supervisor and OSL to discuss the required lesson plan format and observation procedures. Meet with CT and plan for gradual assumption of teaching responsibilities. Full-Time ST Weeks 9-end Final Week Work at school Your US and site according to OSL will regular teachers arrange for an hours. You exit interview should be (TC, CT, US, available to and OSL, if attend possible). faculty/staff meetings, CT, TC, OSL, inservices, and and university participate in supervisor will other sign off on the appropriate CP summary professional and TPE activities. If assessment. you need to be absent or leave early, be sure to inform your CT, OSL, and US in a timely manner. Assume increasing responsibility for the planning, administering, and teaching duties in the classroom. Confer regularly with CT and OSL regarding your performance, lesson planning, and other appropriate topics. Communicate, communicate, communicate!!

Gather info. on school, e.g. handbooks, maps, schedules. Confer regularly Get to know with CT to your way prepare for around. gradual Continue assumption of full communication Familiarize teaching with your yourself with responsibilities supervisor via a available district log, journal, or and community Communicate verbally. resources. with supervisors via log, journal or Continue to Plan an verbally about attend scheduled observation/ adapting to meetings. participation classroom and (O/P) schedule environment. with the OSL & CT. Attend meetings scheduled by the OSL, CT or US.

28

A FEW THOUGHTS
If you are experiencing any sort of difficulty in your placement, share this with your on-site liaison or university supervisor immediately. They are there to serve as your advocate and liaison between you, the cooperating teacher, and the school site. Do not make any placement arrangements or changes on your own! It may appear that you are helping, but keep in mind we have an average of 100-150 placements to make in our area districts, and we have worked hard to make our contacts with the best schools and teachers in these districts. If you have special needs, communicate these directly to the clinical practice coordinator. Always be the professional: in dress, demeanor, and attitude. You may hear or see things in classrooms with which you do not agree, or you may learn confidential information about a student. Keeping these issues confidential is essential. Be willing to go the extra mile. Offer to assist with bulletin boards and take on duties. Become known as a problem-solver not a problem-maker. Take the initiative to ask what can be done or to offer your assistance. Use your observation/participation period (first 8 weeks of each semester) well. It is beneficial to spend time observing and assuming minor classroom responsibilities (assisting in small group work, learning students names, taking attendance, etc.) as a way to ease in to the greater planning and teaching responsibilities that will come with full-time clinical practice. Enjoy your clinical practice. This is a challenging time and we are working hard to ensure that it is a positive growth experience for you. Collect important contact information (phone and e-mail) of your university supervisor, on-site liaison, and cooperating teacher.

29

Information for University Supervisors

30

UNIVERSITY SUPERVISOR RESPONSIBILITIES

The three keys to being a successful supervisor are communication, communication, and communication. It is necessary to guide and counsel the teacher candidate by offering suggestions and providing encouragement to ensure that they can meet their full potential. Communication is also vital in the intermediary role with the cooperating teacher, ensuring the establishment of the best possible classroom/university working relationship. Thank you for accepting such important responsibilities in our program. California Teacher Performance Assessments (CA-TPA). This legislatively mandated Performance Assessment, by its nature, must be coordinated with the clinical practice of the teaching candidate. In cooperation with the OSL, please support TCs with three specific tasks: 1. Early placement (within the first 2-3 weeks) with a cooperating teacher. 2. First semester placements must be in classrooms that include at least one special needs student (may be gifted, 504, IEP, etc.) and one English Language Learner (may be currently designated ELD or recently exited.) 3. In the first semester, candidates must video-tape a teaching episode to be used for discussion in the candidates methods course. The logistics of securing permission from the class will be different at each school site. Early placement (within the first 2-3 weeks) will allow the teacher candidate and cooperating teacher to begin distributing and collecting the permission forms. 1. Please read the entire Handbook to familiarize yourself with the CSUSM Teacher Preparation program. Become especially familiar with the California Teacher Performance Expectations (TPEs), which can be found in outline form at the beginning of the handbook and in full-text form on the School of Education website: (www.csusm.edu/coe). These TPEs comprise a significant portion of the assessment process with the teacher candidates. 2. Become familiar with the credential we are offering; Single Subject with the CLAD or BCLAD emphasis. If you need more information on this, the Single Subject Program Coordinators or School of Education Student Services personnel will be happy to provide you with more detailed outlines. Since teacher candidates are earning a CLAD credential, they need to demonstrate the use of SDAIE (Specially Designed Academic Instruction in English) strategies during their clinical practice. 3. Arrange to receive teacher candidate information packets from the clinical practice coordinator. If working with clinical practice II candidates, ask them for a copy of their Clinical Practice I final summary and Assessment of TPEs. 4. At the Fall Communication meeting discuss observation guidelines, assessment processes (TPEs and final summary), and guidelines for communicating and documenting concerns. (Refer to single subject forms on the SOE website.) 5. Communicate with the on-site liaison to assure that all placements are appropriate. 6. Work with the on-site liaison and the clinical practice coordinator to adjust assignments, when necessary, to ensure that the teacher candidates have the best possible learning situations.
31

7. Act as liaison between teacher candidates, school site personnel, and the university. 8. Once the teacher candidates have begun their observation/participation experience, informally visit the school site to assure that everyone is satisfied with the placements. 9. Formally observe each teacher candidate a minimum of four (4) times and discuss the observations with the teacher candidates. Mentor and coach teacher candidates as needed. If working with an advanced teacher candidate, give special attention to establishing goals for meeting those TPEs that were not met at the end of Clinical Practice I. Be prepared to make additional observations if a teacher candidate is working to remediate concerns. 10. Meet with the teacher candidate for post-observation conferences to discuss observation feedback and to confer on TPE progress. Evidence cannot be gained for many of the TPEs through observation of teaching alone. It will be through conversation that youll gain evidence of some of these TPEs (for example, the teacher candidates ability to plan long term, their ability to adequately assess student progress, etc.). 11. Maintain a record of your observations of and conferences with each teacher candidate on the University and On-site Liaison Visitation Log. 12. Maintain ongoing communication with the on-site liaison and/or cooperating teacher and assist in solving field-related problems. 13. Serious concerns you have regarding the teacher candidates performance or professionalism should be communicated and discussed early with the clinical practice coordinator and/or program coordinator. Document these concerns on the Statement of Concern (found in the single subject forms section on the SOE website) and counsel the teacher candidate on a course of action to address the concerns. It is CRITICAL that concerns are communicated in detail early with a specific timeline for improvement. Concerns should be focused around relevant TPEs. 14. Facilitate teacher candidates assumption of classroom responsibilities by making sure the on-site liaison and cooperating teacher understand how to ease the teacher candidate into increasing responsibility and making sure the teacher candidate understands how to take on small responsibilities early, leading up to full planning and teaching responsibilities within a short time. 15. Have a method for checking in with each teacher candidate regularly to gauge their level of concern, their feelings during teaching, etc. 16. Confer with the on-site liaison about any concerns that arise from the 8-week Observation/Participation Evaluation or from the weekly Teacher Candidate Progress Reports generated by the cooperating teacher. If there are serious concerns that need attention, please use the Statement of Concern process and notify the clinical practice coordinator and/or program coordinator immediately. 17. Attend Single Subject orientation and support meetings throughout the year.
32

33

On-Going Paperwork Procedure 1. Throughout the semester collect the following documentation and artifacts from the teacher candidate: Teacher Candidate Weekly Experience Log (by e-mail from candidate during the 1st 8 weeks only) School site Information Checklist and School Site Participation Checklist to be placed in the TPE portfolio 2. Throughout the semester collect the following documentation and artifacts from the cooperating teacher Weekly Progress Report (by email) Observation forms. 3. Throughout the semester collect the following documentation and artifacts from the on-site liaison Observation Participation Form (at the end of the 1st 8 weeks OSL emails to US)

End of Semester Evaluation Paperwork Procedure 1. With the on-site liaison, arrange for the final exit interview at the conclusion of full-time clinical practice. 2. Based on your own observations and collected documentation throughout the semester, complete drafts of the TPE assessment and write the summary. 3. E-mail the drafts to the CT, OSL, and TC for review and additional input (if needed). 4. E-mail final TPE assessment and summary to the CT, OSL, and TC prior to the exit meeting. 5. The exit meeting is a time to recap what you appreciated about the teacher candidates work and growth and any areas youd like to see them continue to work on. All participants will discuss and sign the Clinical Practice Summary and Assessment of TPEs and copies will be distributed to all. Sign all original forms in blue ink. 6. Deliver the original forms of the Clinical Practice Summary and the Assessment of TPEs, and your Supervisor Visitation Log to the Clinical Practice Office. These assessment forms are very important. Without them, teacher candidates will not be cleared to receive their credential.

34

UNIVERSITY SUPERVISOR TIMELINE OF ACTIVITIES

During the Observation/Participation component of the clinical practice teacher candidates are carrying a full academic load and attending classes at CSUSM 3-4 days per week. In addition, they are expected to spend a minimum of one and possibly two full days a week at the school site leading up to full-time clinical practice. During this observation/participation period please assist your teacher candidate in becoming acquainted with you and their sites. In the cooperating teachers (CT) classroom, the teacher candidate can begin teaching portions of a lesson (that the CT designs), work with individual students or small groups, assist with grading (in class), and otherwise prepare for the full-time clinical practice that will happen at the end of the 8-week observation/participation period. NOTE: All CSUSM teacher candidates are earning a CLAD credential and must plan and deliver Specially Designed Academic Instruction in English (SDAIE) in at least one of their placements (i.e. working with ELLs in a general education class, an English Language Development class, a sheltered class). Teacher candidates earning a CSUSM BCLAD credential should plan and deliver instruction in Spanish. O/P O/P O/P Week 1 Weeks 2-7 Week 8 Meet with After approx. 2- Check in with OSL assigned teacher 3 weeks, make about expectations and candidates: one informal site procedures used to collect names, visit to ensure observe TC. contact info. & teacher Emphasize expectations background info. candidates are for completing placed with observation If a problem, appropriate documentation. (See contact the cooperating "Assessment of Teacher Single Subject teachers, that Performance Clinical Practice teacher Expectations) Coordinator. candidates are observing and Collect Arrange meeting participating as Observation/Participat with on-site required, and ion Evaluation form liaison (OSL), that CTs and for each TC from the cooperating OSL are OSL. Discuss and teacher (CT), satisfied. address any concerns and teacher with the appropriate candidate (TC). Submit Teacher parties. At this meeting, Candidate provide a brief Placement Form Meet with TC, inform orientation/overv and forward to of expectations. Inform iew of the Clinical Practice CT of TC course/unit Observation/Part Office, adding load and related icipation (O/P) updates as assignments. Clarify experience. needed. logistics of observation visits including time Distribute Check in youll observe and what observation and regularly with you'll be looking for, evaluation forms the teacher i.e., classroom to the OSL. candidates to be management, following sure they are lesson plan, etc. Document all following Reinforce that you will meetings and requirements expect to see a lesson observations on and to handle plan at each the University concerns they observation. Supervisor might have. Visitation Log to be submitted Collect Weekly with final Progress Reports paperwork. and TC Weekly Experience Logs Full-Time CP Observe each TC for three lessons. Pre-Final Week Final Week Arrange to discuss Work with OSL with CT or OSL to arrange for the TCs an exit Use the Teacher strengths, areas of interview with Candidate growth and CT, TC. Have Observation special all parties sign form to document competence. the Assessment the TCs strengths of TPEs and and areas for Work with the the Clinical growth and the OSL and CT to Practice evidence for your prepare the Summary and judgment. Assessment of give everyone a TPEs and the copy. Give Confer with TC Clinical Practice originals to on day of Summary for Clinical observation either discussion during Practice Office. immediately after the final exit lesson or at a interview. Share mutually agreed this info with TC Prior to the upon time and before final CSUSM grade give a copy of meeting, if deadline, enter observation to appropriate. each TCs grade TC. via the online data portal. Working with the clinical practice coordinator and the program coordinator, use the Statement of Concern form to document serious concerns that need attention; conference with the TC about course of action.

35

CONTACT INFORMATION
CSUSM Single Subject Program Coordinator: Julie Rich jrich@csusm.edu. 760.750.8550 CSUSM Support Staff: Tama Harper tharper@csusm.edu 760.750.4300 On-site liaison: Name: Name: Phone: Phone: E-mail: E-mail:

Teacher candidates: CSUSM email use required for all program communication Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail:

A FEW THOUGHTS
Professionalism should always be encouraged. Teacher candidates need to know that they are in a very sensitive position and that confidentiality is vital. Your teacher candidates or on-site liaison should provide you with the bell and subject schedule for their class(es). This information will be useful in arranging observations and post-observation meetings. Obtain a district calendar and school map. Arrange observations when your teacher candidates are teaching a lesson, either whole or small group. Be certain to observe teaching of varied subjects and encourage a variety of teaching strategies. Your teacher candidates should provide you with a written lesson plan for each lesson you observe (and any others you request). Be aware that your teacher candidates will have emotional as well as professional needs. It will be necessary to strengthen morale as they learn to cope with the realities of teaching. Teacher candidates who are having difficulty may need more than the minimum number of observations. Each of your teacher candidates files should contain this information: name, phone number, address, cooperating teacher's name, school site and room number. Ask the teacher candidate to discuss your observation schedule with the cooperating teacher to be sure that the date(s) and time(s) are convenient and appropriate.

Information for On-site Liaisons

ON-SITE LIAISON RESPONSIBILITIES

Thank you for your willingness to become an on-site liaison with CSUSMs Single Subject Credential Program. The role of the on-site liaison is critical to the success of the Single Subject Program and the preparation of teacher candidates. You are a critical liaison between the teacher candidate, the cooperating teacher, and the university supervisor. As the on-site liaison, your responsibilities include: Selecting cooperating teachers and AVID classes for each teacher candidate by the 3rd week of the semester. Teacher candidates should not contact teachers or make their own placements. Placing teacher candidates with cooperating teachers and AVID/SEI/ELD classes at your school site Establishing regular observations for teacher candidates outside of their clinical practice and AVID/SEI/ELD classes Being the primary contact for teacher candidates during their clinical practice Conducting regular meetings with teacher candidates Assisting teacher candidates with appropriate assignments during observation/participation Observing and evaluating teacher candidates during their full-time clinical practice. (The university supervisor and cooperating teacher will also observe and evaluate the teacher candidate.) Observing the teacher candidates early in full time teaching to detect issues that need to be addressed. Waiting until the end of the semester does not allow for appropriate feedback and growth. Helping to identify areas of concern and possible solutions if problems arise with a placement

California Teacher Performance Assessments (CA-TPA). This legislatively mandated Performance Assessment, by its nature, must be coordinated with the clinical practice of the teaching candidate. Teacher candidates will need your support especially with three specific tasks: 1. Early placement (within the first 2-3 weeks) with a cooperating teacher. 2. First semester placements must be in classrooms that include at least one special needs student (may be gifted, 504, IEP, etc.) and one English Language Learner (may be currently designated ELD or recently exited.) 3. In the first semester, candidates must video-tape a teaching episode. The logistics of securing permission from the class will be different at each school site. Early placement (within the first 2-3 weeks) will allow the teacher candidate and cooperating teacher to begin distributing and collecting the permission forms. The three keys to being a successful on-site liaison are communication, communication, and early observation. It is necessary to guide and counsel the teacher candidate by offering suggestions and providing encouragement to ensure that they can meet their full potential. Communication is also vital in the intermediary role with the cooperating teacher, ensuring the establishment of the best possible classroom/university working relationship. 1. Please read this handbook to familiarize yourself with the CSUSM Teacher Preparation Program. Become especially familiar with the California Standards for the Teaching Profession and the Teacher Performance Expectations. 2. Become familiar with the credentials we are offering: Single Subject with the CLAD or BCLAD emphasis. If you need more information on this, the single subject program

coordinator or the School of Education Student Services personnel will be happy to provide you with more detailed outlines. 3. Work with the administrative team at your site to determine the cooperating teachers with whom the teacher candidates will work. 4. As soon as possible after you have received your assignments, contact the administrators, cooperating teachers, and teacher candidates to arrange for all around introductions and a brief orientation to CSUSMs teacher preparation program. Discuss observation guidelines and guidelines for communicating and documenting concerns. (Refer to forms section in this book.) 5. Send in your payment form via email to Tama Harper; tharper@csusm.edu and ensure that all cooperating teachers send in the forms as soon as possible to Tama Harper. 6. Welcome teacher candidates and familiarize them with the school site by introducing them to other faculty members, administrators, counselors, and by inviting them to faculty meetings and inservice activities, and providing a tour of the school facilities. 7. Once the teacher candidates have begun the observation/participation experience, communicate with your cooperating teachers to ensure that everyone is satisfied with the placements. 8. Work with the university supervisor to adjust assignments, when necessary, to ensure that your students have the best possible learning situations. 9. Act as liaison between teacher candidates, cooperating teachers, school administrators, and the university supervisor. 10. Maintain ongoing communication with the university supervisor and cooperating teacher and assist in solving field-related problems. 11. Facilitate teacher candidates assumption of classroom responsibilities by making sure the cooperating teacher understands how to ease the teacher candidate into increasing responsibility and making sure the teacher candidate understands how to take on small responsibilities early, leading up to full planning and teaching responsibilities within a short time. The CSUSM philosophy of mentoring teacher candidates is NOT to place them in sink or swim situations. 12. Offer weekly meetings for your teacher candidates. These may be used to assist teacher candidates in resolving issues and to help with common needs (e.g. management or planning issues). Many onsite liaisons use these meetings to invite guest speakers to address specific issues for their teacher candidates (e.g. special educator, administrator, BTSA support provider, counselor, etc.). 13. Have a method for checking in with each teacher candidate to gauge their level of concern, their feelings during teaching, etc.

14. Read and respond, as necessary, to concerns that may arise on the Weekly Observation Log from the cooperating teacher/s during full time teaching. 15. Obtain the necessary observation and evaluation forms from the university supervisor. Samples can be found in on the School of Education website: www.csusm.edu/education.Weekly observation logs should be emailed to both the OSL and US each Friday during full time clinical practice. 16. Arrange for the final exit interview at the conclusion of full-time clinical practice. The interview is a time to recap what you appreciated about the teacher candidates work and growth and any areas youd like to see them continue to work on. All participants will discuss and sign the Assessment of TPEs and the Clinical Practice Summary and copies will be distributed to all. These forms are very important; without them, a teacher candidate will not be cleared to receive their credential. *Serious concerns regarding the teacher candidates performance or professionalism should be communicated and discussed early with the university supervisor. Document these concerns. It is CRITICAL that concerns are communicated in detail early in order to best assist the teacher candidate with professional growth.

A FEW THOUGHTS
Professionalism should always be encouraged. Teacher candidates need to know that they are in a very sensitive position and that confidentiality is vital. Be aware that your teacher candidates will have emotional as well as professional needs. It will be necessary to strengthen morale as they learn to cope with the realities of teaching. Teacher candidates who are having difficulty may need more than the minimum number of observations and your University Supervisor may ask you to observe a candidate who is struggling.

ON-SITE LIAISON TIMELINE OF ACTIVITIES

During the Observation/Participation component of the clinical practice, teacher candidates are carrying a full academic load and attending classes at CSUSM three to four days per week. In addition, they are expected to spend a minimum of one and possibly two days a week at your school site leading up to the full-time experience. During this observation/participation period please assist your teacher candidate in becoming acquainted with you and your school. In the cooperating teachers (CT) classroom, the teacher candidate can begin teaching portions of a lesson (that the CT designs), working with individual students or small groups, assisting with grading (in class), and otherwise preparing for full-time clinical practice that will happen at the end of the 8-week observation/participation period. NOTE: All CSUSM teacher candidates are earning a CLAD credential and must plan and deliver Specially Designed Academic Instruction in English (SDAIE) in at least one of their placements (e.g., ELLs in a general education class, English Language Development (ELD) class, sheltered class). Teacher candidates earning a CSUSM BCLAD credential should plan and deliver instruction in Spanish.
O/P Week 1 Meet with assigned teacher candidates: collect names, contact info. & background info. If a problem, contact the university supervisor (US). O/P Weeks 2-7 Week 8 Check in with Check in with CTs CT and TC to about expectations ensure teacher and procedures used candidates are to observe TC. fitting into class Emphasize routine. expectations for completing Arrange observation additional documentation. (See observations for "Assessment of TCs (fitting Teacher Performance around CTs Expectations (TPEs) class) on the SOE website.) Collect Observation Participation form for each TC from the CTs. Discuss and address any concerns with the appropriate parties. Meet with TC, inform of expectations. Clarify logistics of observation visits including time youll observe and what you'll be looking for (i.e., classroom management, following lesson plan, etc.) Emphasize that you will expect to be given a lesson plan at each observation. Pre-Final Week Final Week Arrange to discuss Work with US to Document serious with CT the TCs arrange for an exit concerns that strengths, areas of interview with TC, need attention. growth and CT, US, and OSL Communicate special immediately with competence. the US. Conference with Work with the US the TC about to provide input course of action. for the Clinical Practice Collect weekly Summary and observation log Assessment of via email with US TPEs. Full-Time CP

Monitor TCs Arrange a acclimation to meeting with the campus and US, CT, and check-in to see TCs. At this that they are meeting, completing distribute the school CT packet, organization collect payment and activities forms, provide checklists. a brief orientation and Hold regular overview of the check-in semester. meetings with TCs. Remind CTs that forms are available on the SOE website.

CONTACT INFORMATION
University Supervisor: Name: Phone: E-mail:

Teacher candidates: CSUSM email use required for all program communication Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: Phone: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail: E-mail:

Information for Cooperating Teachers

COOPERATING TEACHER RESPONSIBILITIES

Thank you for your willingness to become a cooperating teacher with CSUSMs Single Subject Credential Program. As a cooperating teacher you are one of the teacher candidate's most important resources during the clinical practice. You are that teacher candidate's professional coach and mentor. As such, you will need to provide regular feedback, constructive and positive criticism, and positive suggestions so that your teacher candidate may improve and grow into the professional we all want him/her to be. Your active involvement is critical to a successful clinical practice. California Teacher Performance Assessments (CA-TPA). This legislatively mandated Performance Assessment, by its nature, must be coordinated with the clinical practice of the teaching candidate. Teacher candidates will need your support especially with three specific tasks: 1. Early placement (within the first 2-3 weeks) in appropriate classes. 2. First semester placements must be in classrooms that include at least one special needs student (may be gifted, 504, IEP, etc.) and one English Language Learner (may be currently designated ELD or recently exited.) 3. In the first semester, candidates must also video-tape a teaching episode. The logistics of securing permission from the class will be different at each school site. Early placement (within the first 2-3 weeks) will allow the teacher candidate and cooperating teacher to begin distributing and collecting the permission forms. Handbook Link http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html 1. Please read this Handbook to familiarize yourself with the CSUSM Teacher Preparation program. Become especially familiar with the California Teacher Performance Expectations (TPEs), which can be found in outline form on pages 8-10 of the handbook and in full-text form on the School of Education website: (www.csusm.edu/coe). These TPEs comprise a significant portion of the assessment process for the teacher candidates. 2. Become familiar with the credential we are offering: Single Subject with the CLAD or BCLAD emphasis. 3. Fill out and send in your payment form (on the forms page) via email to Tama Harper; tharper@csusm.edu. 4. Help the teacher candidate feel at home in the school by working with the on-site liaison to introduce the teacher candidate to other faculty members, inviting him/her to faculty meetings and in-service activities, and providing a tour of the school plant. 5. Prepare the class for the teacher candidates arrival by creating an atmosphere of acceptance and respect. Introduce the teacher candidate to the class as a fellow professional. 6. During the first eight weeks of observation/participation, help the teacher candidate to interact with the students so s/he can learn their names and start establishing relationships. Allow the teacher candidate to assist in small group work, to help individual students, or to deliver part of a lesson as you deem it appropriate. The teacher candidate should NOT be planning and delivering lessons on his/her own during the observation/participation period; the primary focus during the first eight weeks is for teacher candidates to complete their university coursework and begin to know the students in your classroom.

7. Share ideas with the teacher candidate about goals, unit and lesson planning, sheltering instruction, classroom management, effective discipline programs, and other areas of importance to you. Share appropriate student information such as IEPs, 504s, or other information that will help the teacher candidate adequately plan for the various needs of the class. 8. After the eight week observation/participation period, insure that the teacher candidate has adequate time to prepare before he/she is to actually take over the class. Allow for a period of easing in with progressively more participation/leadership over the first few weeks of full-time clinical practice. The beginning teacher candidate should observe instructional techniques, lesson plans, classroom organization, discipline techniques, and materials. After observing, allow the teacher candidate to teach portions of lessons or to cooperatively teach with you, eventually allowing the teacher candidate to take over the class. Plan a long-range schedule of how he or she will assume responsibility during clinical practice. The teacher candidate should assume the planning and delivery of lessons for at least three weeks of Clinical Practice I and for most of Clinical Practice II. 9. Share planning, resource and reference materials that have been effective for your class. 10. Allow the teacher candidate to apply what he/she is learning in University coursework; allow the use of a variety of teaching strategies. 11. Assist the teacher candidate in both long-term and short-term planning of lessons and units. As part of his/her learning and evaluation process, the teacher candidate is required to have a written lesson plan for each lesson taught. 12. Observe as many lessons as possible with written or verbal feedback. If possible, use a video camera to allow the teacher candidate to self-evaluate their performances. Since teacher candidates are earning a CLAD credential, they need to demonstrate the use of SDAIE (Specially Designed Academic Instruction in English) strategies during their clinical practice. 13. Meet with the teacher candidate for post-observation conferences to discuss observation feedback and to confer on TPE progress. Evidence cannot be gained for many of the TPEs through observation of teaching alone. It will be through conversation that youll gain evidence of some of these TPEs (for example, the teacher candidates ability to plan long term, their ability to adequately assess student progress, etc.). 14. Leave the classroom periodically when the teacher candidate is teaching. The teacher candidate needs to learn to handle the classroom on their own. This is a valuable learning situation for the teacher candidate and an opportune time for the cooperating teacher to offer suggestions for dealing with issues that might have arisen. 15. Confer on a daily basis with the teacher candidate, giving him/her the opportunity to ask questions, observe you teach, practice elements of a lesson, review the grade level curriculum, and fine-tune his/her lesson plans. These check-in meetings can be face-to-face or over the phone. 16. Conduct evaluative discussions with the teacher candidate and provide specific recommendations, in advance, regarding anticipated methods, materials and procedures. Review the successes and problems of prior lesson presentations, affirm the positive, and set a few attainable goals. If working with an advanced teacher candidate, give special attention to helping him/her meet those TPEs that

were not met at the end of Clinical Practice I. Be prepared to make additional observations if a teacher candidate is working to remediate concerns. 17. Work with the on-site liaison to recommend opportunities for the teacher candidate to observe in a colleague's classroom which may broaden the teacher candidate's experience. 18. Allow the teacher candidate to complete the required amount of clinical practice as outlined in this handbook. 19. Submit the Clinical Practice Weekly Progress Report at the end of each week to the university supervisor and OSL by e-mail. This will help maintain ongoing communication with the supervisor and assist in identifying field-related challenges or individual needs early on. 20. Provide input, as needed, to the US as preparation for the teacher candidate's final Assessment of TPEs and Clinical Practice Summary prior to the exit interview. 21. Attend the exit interview with the TC, OSL, and US to finalize and sign the Assessment of TPEs and Clinical Practice Summary. 22. If you have concerns about a teacher candidates performance, these concerns must be documented EARLY and communicated to the on-site liaison and university supervisor for appropriate action.

COOPERATING TEACHER TIMELINE OF ACTIVITIES

Observation/Participation (8 weeks) During the Observation/Participation component of the clinical practice your teacher candidate is carrying a full academic load and is attending classes at CSUSM three to four days per week. In addition, s/he is expected to spend a minimum of one and possibly two days a week at your school site leading up to the full-time experience. During this observation/participation period please assist your teacher candidate in becoming acquainted with you, your classroom, your students, and your school. The teacher candidate can begin teaching portions of a lesson (that you designed), working with individual students or small groups, assisting with grading (in class), and otherwise preparing for the full-time clinical practice that will happen at the end of the 8-week observation/participation period. NOTE: All CSUSM teacher candidates are earning a CLAD credential and must plan and deliver Specially Designed Academic Instruction in English (SDAIE) in at least one of their placements (e.g. ELLs in a general education class, English Language Development (ELD) class, sheltered class). Teacher candidates earning a CSUSM BCLAD credential should plan and deliver instruction in Spanish.
O/P Weeks 1-2
University supervisor (US) or onsite liaison (OSL) will call and make appointment to meet with you & TC to set up schedule for Observation/ Participation (O/P) The US and/or OSL will meet with all cooperating teachers (CT) at your site to orient you. Meet with your teacher candidate (TC) to orient them to your school site and discuss your class and students and to arrange schedule and outline activities during the O/P portion. Review the CT section of the Single Subject Credential Program Handbook provided in your packet.

O/P Weeks 3-4

Your TC should be observing & participating in classroom on regular basis. The US and OSL will be checking with you to ensure that teacher candidate is fitting into class routine and school environment. Meet with TC to begin planning for gradual assumption of teaching responsibilities during full-time experience. Also, be aware, your teacher candidates have course assignments which may need collaboration from you. Submit the CT Payment form to the OSL.

O/P Week 5-8

Continue meeting with TC on regular basis, set long-range and short-range goals, plan for units/topics to be taught during fulltime experience. Provide opportunities for TC to implement parts of lessons on her/his day in your classroom. These may be whole group or small group activities. Give TC feedback on these lessons. Communicate with OSL as needed.

Week Prior to Full time Clinical Practice

Full time Clinical Practice

Pre -Final Week & Final Week

Pre-Final: Communicate with OSL to complete the Assessment of TPEs and final summary which will be signed by the CT, TC, OSL, & US. Consider the teacher candidates areas of strength, special competence, and growth.

OSL will inform TC is expected to you of procedures work with you & expectations for according to your observing teacher contract hours. candidate. Occasionally, TC will need to leave Meet with teacher early to attend a candidate and special seminar or plan for gradual job fair; but for assumption of the most part is to teaching adhere to the responsibilities to regular teachers ensure easy schedule, attend transition from the faculty meetings, O/P component to inservices, other full-time clinical appropriate practice. activities. Provide input to the OSL for the Observation/ Participation Evaluation Form. US and/or OSL will meet with you, formally or informally as appropriate, to discuss teacher candidate progress.

Assist TC in Final: assuming teaching Participate in the responsibilities, exit interview with easing them in the US, OSL, and over the first few TC to discuss and weeks. sign the exit documents Observe TC as provided by the often as possible US. & provide verbal/ written feedback as appropriate Meet/confer with TC as needed to assist in lesson/unit planning and other appropriate topics.

A FEW THOUGHTS
If you are experiencing any sort of difficulty with your teacher candidate, do not hesitate to share this with the on-site liaison or university supervisor. They are there to assist you and the teacher candidate. Should any problems arise, it is critical that they are dealt with in a collaborative and timely fashion. When assisting your teacher candidate in assuming classroom and teaching responsibilities it may be helpful to allow them to take over one subject at a time, adding a new subject each week. Using a calendar for long-range planning is especially helpful for your teacher candidate to see the whole picture. Keep in mind that like all learners, our teacher candidates will move at different rates as they transition into their teaching responsibilities. Use your discretion as to how much "solo" time your teacher candidate can manage, and remember they are novices and will make novice mistakes. The Assessment of TPEs and Clinical Practice Summary forms are most crucial to the teacher candidates as these forms go into their official files. The University appreciates your timely collaboration in the completion of these forms.

Clinical Practice Forms

School of Education Clinical Practice Placement Policy CSUSM-SOE policy requires that all teacher candidates complete their field work in a public school setting. A public school setting is defined as one of the following: traditional public school or a public charter school. The only exception is a private school that receives public funding for specific services to public school students with special needs, as defined in an IEP. There are no other exceptions. This policy ensures that candidates fully experience the dynamics of public education. The following lists the minimum requirements for all School of Education programs. Individual programs may implement and maintain additional requirements. Clinical Practice I Requirements In order for a teacher candidate to be placed in a clinical practice setting for coursework and/or field experience purposes and be assigned a university supervisor, the following requirements must be met.
A. Registration in a clinical practice course (EDMS 571, EDMI 571, EDSS 571, EDMX 571, EDMS 573). B. CTC certificate of clearance. C. Tuberculin Clearance. D. Concurrent (special education) candidates and any student completing CPI and CPII in the same semester (ICP and MS part time): successful completion of basic skills and subject matter competency tests.

In order for a teacher candidate to begin Clinical Practice I, the following requirements must be met:

E. Successful completion of all first semester courses with a grade of C+ or better. F. Satisfactory progress in the TPEs as determined by the individual program.

Clinical Practice II Requirements In order for a teacher candidate to be placed in a clinical practice setting for coursework and/or field experience purposes and be assigned a university supervisor, the following requirements must be met by the end of the candidates first semester in the full-time program or by the end of the candidates third semester in a part-time program.
A. Registration in a clinical practice course (EDMS 572, EDMI 572, EDSS 572, EDMX 572, EDMS 573). B. CTC certificate of clearance.

In order for a teacher candidate to begin Clinical Practice II, the following requirements must be met:

A. Successful completion of all second semester courses with a grade of C+ or better, and a 3.0 GPA in all professional program courses.

B. Satisfactory progress in the TPEs as determined by the individual program. C. Successful completion of Clinical Practice I

RiskManagementatSchoolSites Inthecaseofaninjurythatrequiresmedicalattentionattheclinicalplacementsite,thefollowing stepsmustbefollowed: TeacherCandidate: AttendtoInjury ImmediatelyreporttheinjurytoyourCooperatingTeacher,UniversitySupervisorandProgram Coordinator,JulieRich;jrich@csusm.edu CooperatingTeacher: ImmediatelyreporttheinjurytotheUniversitySupervisor UniversitySupervisor: ImmediatelyReporttheInjurytotheProgramCoordinator,JulieRich;jrich@csusm.edu ProgramCoordinator: CompleteIIPP5 TrackIncident

IMPORTANTFORMSSINGLESUBJECTPROGRAM AllformsshouldbeobtainedfromtheSOEWebsite. http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

FormsPertinenttoAllParticipants

TeacherPerformanceExpectations:TPEs AssessmentofTeacherPerformanceExpectationsClinicalPracticeI AssessmentofTeacherPerformanceExpectationsClinicalPracticeII AssessmentofTeacherPerformanceExpectationsSample TeacherPerformanceExpectationsFullText TeacherPerformanceExpectationRubric

ClinicalPractice ClinicalPracticeObservation ClinicalPracticeObservationSample ProfessionalDispositionsSingleSubjectProgram

FormsPertinenttoUniversitySupervisors
ClinicalPracticeISummary ClinicalPracticeIISummary ClinicalPracticeExitPaperworkReminders StatementofConcern StatementofConcernGuidelines StatementofConcernForm/ActionPlanClinicalPractice StatementofConcernForm/ActionPlanCoursework StatementofConcernPerformanceContractContinuationClinicalPractice StatementofConcernPerformanceContractContinuationCoursework TeacherCandidatePlacementForm UniversitySupervisorVisitationLog

FormsPertinenttoOnSiteLiaisons
OnsiteLiaisonPaymentForm

ObservationParticipationEvaluationForm OnSiteLiaisonActivityChecklist

FormsPertinenttoCooperatingTeachers
CooperatingTeacherPaymentForm TeacherCandidateWeeklyProgressReport CooperatingTeacherTrainingManual

FormsPertinenttoTeacherCandidates

AgreementFormClinicalPracticeHandbook TeacherCandidateWeeklyExperienceLog SingleSubjectLessonPlanTemplate TPEPortfolio