Characteristics of Student Teaching

The field placement coordinator will arrange for all field placements and student teaching placements. Student teaching candidates do not negotiate their own field placements.

•  Candidates participate actively as a member of the school community for the full day for the duration of the placement.

•  Candidates receive two placements for student teaching, which involves observing, preparing, teaching, and conferencing. (Single Subject candidates must student teach in two different courses, each of which is supervised by a different directing teacher. Candidates will not be placed in Advanced Placement, Honors or Gate classes.)

• During student teaching, a credentialed teacher must be present at all times. As candidates begin student teaching, directing teachers should have a substantial presence in the classroom to offer feedback, guidance, and support. As the candidate transitions into lead teaching, it is expected that directing teachers will have minimal interactions when students are present in order for the candidate to experience autonomy.

• Candidates will arrange their schedules to allow for weekly meetings with directing teachers during their planning/conference times to review lesson plans, reflect on instruction, and plan improvements.

• After each formal observation, the candidates will meet with the university supervisor to discuss planning, appropriate instructional strategies, and assessments.

• For purposes of implementing the video requirement of the CalTPA, the program attempts to place candidates only in student teaching or intern placements where candidates are able to record their teaching with K-12 students.

• Candidates are expected to demonstrate professional conduct and obligations.

• Any exceptions—to placement characteristics stated above and those specific to programs that follow within this chapter—must receive prior approval from the Program Chair.

Members of Teacher Candidate's Support Team

1.      Supervisor– provides weekly scripted observations, participates in evaluation.

2.      Mentor Teacher – provides daily oversight, provides 5 hours per week minimum of support and guidance, and participates in evaluation.

3.      School Principal – approves placements and coordinates with university supervisor as necessary.

4.      Content Coach (Single Subject only) - provides support specific to single subject content areas.

Characteristics of SUPPORT TEAM MEMBERS:

Supervisors Will:

• Attend University orientation to understand program curriculum (including TPEs and CalTPA model), effective supervision approaches, roles, and expectations.

• Be credentialed or have equivalent experience in educator preparation.

• Be expert in content area of the candidate being supervised. Know the California Academic Content Standards and Common Core Standards for the grade level(s) and subject(s) for the classes in which they will observe.

•  Will have recent professional experiences in school settings where the curriculum aligns with the California’s adopted content standards and frameworks and the school reflects the diversity of the California’s student population.

• Communicate and collaborate effectively with other members of a teacher candidate’s support team.

• Suggest a variety of instructional strategies to engage all students in learning.

• Understand the importance of scaffolding learning so that all students have access to the core curriculum. 

• Recognize differentiated instruction and assessment for English learners and students with special needs.

• Have experience creating and maintaining safe and effective classroom environments for student learning.

• Recommend a variety of ways to teaching literacy within various content areas.

• Share subject-specific materials and ideas with teacher candidates.

• Provide information for directing teachers and mentors about Dominican’s program.

• Observe and complete formal scripted classroom observations of teacher/intern candidate.

• Confer with the teacher candidate before the observation to get goals.

• Meet with each teacher candidate after the observation to provide him/her with constructive feedback on his/her progress.

• Model for the teacher candidate those professional behaviors consistent with excellence in teaching.

• Confer with other members of the teacher candidate's support team.

• Meet with directing teachers, as needed, to discuss progress and to develop plans for addressing any problems that may arise.

• Confer regularly with school site coordinators/ principals/resident supervisors to problem-solve any difficulties related to teacher candidate.

• Evaluate the teacher candidate’s performance.

• Speak with the site coordinator/principal at the end of the semester about the school’s continued participation as a Dominican training site.

• Meet other specific requirements as determined by individual school districts or programs.

Mentor Teachers Will:

• Complete initial orientation and Professional Development (minimum of 10 hours) regarding program curriculum, effective supervision approaches, current content-specific pedagogy, and instructional practices.

• Hold a Clear Credential in the content area for which they are providing supervision and have a minimum of three years of content area K-12 teaching experience.

• Have demonstrated exemplary teaching practices.

• Provide orientation for the teacher candidate before student teaching begins: Explain school procedures and classroom expectations to the teacher candidate particularly those related to planning, grading, and classroom management.

• Guide the teacher candidate in organizing curriculum and planning instruction, including review of lesson plans.

• Share instructional resources with the teacher candidate. Provide specific reflective and constructive written or oral feedback at least once each week to the teacher candidate to assist with improving planning, implementing instruction, and promoting self-assessment.

• Schedule and participate in conferences with the teacher candidate.

• Supervise the development of short- and long-range planning (lesson plans, unit plans, etc).

• Assist the teacher candidate in developing plans for addressing classroom problems/issues as they arise.

• Provide the teacher candidate with the opportunity to implement a variety of teaching strategies.

• Observe the teacher candidate’s classroom teaching performance regularly.

• Support the teacher candidate’s transition into fully becoming the lead instructor.

• Model for the teacher candidate professional behaviors consistent with excellence in teaching.

• Confer regularly with university supervisor/resident supervisor to provide feedback on the teacher candidate’s progress.

• Communicate with university staff and supervisor to understand role, expectations, and meet as necessary.

• Evaluate the teacher candidate’s performance in a timely manner.

• Meet other specific requirements as determined by individual school districts or programs.

Administrators / School Site Coordinators Will:

• Introduce teacher candidate to appropriate department and/or grade level members.

• Assist teacher candidates in established appropriate sites for observation and participation experiences in the semester before the student teaching.

• Expect their participation in department/grade level and staff meetings.

• Include them to available professional development opportunities.

• Approve student teaching placements as appropriate.

• Work with the university supervisor in developing and refining the supervising skills of directing teachers as appropriate.

• Make school policies and procedures available to teacher candidates.