Fieldwork

Fieldwork Requirement Overview Grids

• Multiple/single subject fieldwork overview

• Education Specialist fieldwork overview

Purpose and Philosophy

Dominican University of California integrates rigorous academic coursework with extensive fieldwork experience. Fieldwork takes place in two key phases:

• Phase 1: Early Clinical Practice and Preparation for Supervised Teaching – Candidates observe and participate in diverse classroom settings.

• Phase 2: Supervised Teaching – Candidates take on full classroom responsibilities under the supervision of a qualified mentor teacher.

Fieldwork placements reflect the university's commitment to equity, inclusion, and collaborative, evidence-based practices.

• Partner school sites:

• Demonstrate inclusive practices supporting English learners and students with disabilities.

• Reflect the diversity of California public schools.

• Permit video recording for candidate reflection and CalTPA requirements.

Placement Availability: While Dominican University makes every effort to secure appropriate public school placements for all candidates, placement availability depends on school district capacity, availability of qualified mentors, and other external factors. As such, placements cannot be guaranteed in all cases, though the University will work diligently to explore all available options.

Fieldwork Participation and Placement

Candidates engage in fieldwork as an integral component of every course in the program. Candidates gain essential experience by observing experienced teachers in various educational contexts:

• Multiple Subject Credential: K–5 classrooms

• Single Subject Credential: Content-specific secondary classrooms

• Education Specialist Credential: General and special education settings in elementary and secondary classrooms

Fieldwork includes exposure to:

• English Learners and students with IEPs

• Literacy instruction aligned with the California Dyslexia Guidelines

• Screening and diagnostic techniques for literacy intervention

Placement Details

• Placements are assigned by Dominican’s Field Placement Coordinator. Candidates do not arrange their own placements.

• Placement decisions are informed by the Field Placement Application and made with consideration to school availability and qualified mentors.

• Some candidates may receive two school assignments to ensure placement in diverse school environments.

• Placements must include public schools with a qualified site administrator.

Scheduling and Hours

• Candidates must coordinate observation schedules directly with their assigned schools.

• Clinical practice hours include time spent directly with students, mentor teachers, and supervisors.

• Substitute teaching may count for up to 10% (60 hours) of the required 600 clinical hours.  

• Fieldwork hours must be documented through the completion of the fieldwork log each week

Dual Credential Candidates

• Must complete 750 hours in general education and special education settings.

• Dual credential candidates may not be employed as interns or permit teachers.

Admission to Supervised Teaching

To advance to Student Teaching in the candidate’s final spring semester of the program, the Professional Standards Committee (PSC) or Program Director must verify that the candidate has:

• Fulfilled the subject matter competency (SMC) requirement by December 1 (e.g., passed CSETs or met through coursework, as verified by DUC credential analyst).

• Completed or enrolled in an approved Child and Adolescent Development (CAD) course.

• Demonstrated consistent professional conduct and competency to begin supervised teaching, including successful completion of the practice lesson in EDU 5180/5280.

• Approval to move to student teaching by the mentor teacher and school principal.

• Successfully completed all prerequisite coursework.

• Submitted all required documentation, such as CSET score report, CAD transcript, practice lesson observation form, and any forms required by EDU 5180/5280 instructors.  

If a candidate has not met the above requirements, admission to Supervised Teaching will be postponed.

Supervised Teaching Overview

Candidates transition from observers to full-time teachers. Supervised Teaching placements involve weekly evaluations by a University Supervisor and the completion of a seminar course.

General Fieldwork Guidelines

• All placements are arranged by the Field Placement Coordinator.

• Candidates serve as full-day members of the school community for the full placement duration.

• Candidates must work with two different mentor teachers, when possible.

• Mentor/support teachers must hold a clear credential with English Learner Authorization in the appropriate teaching area, and have a minimum of three years of K-12 content area teaching experience. 

• Weekly meetings with qualified Mentor/Support Teachers are required.

  • • • Candidates log a minimum of five hours of weekly support from an approved

district-employed teacher (i.e., Mentor/Support Teacher), addressing the Teacher    

Performance Expectations (TPEs).

• Candidate coordinates post-observation meetings with University Supervisors to review instruction, strategies, and assessments, and to set weekly goals.

• Professional conduct is expected at all times.

• Any exceptions or changes must be approved by the Program Director and Field Placement Coordinator.

• Single Subject Candidates will not be placed in AP, Honors, or GATE classes.

Education Specialist Student Teaching

Education Specialist candidates must complete:

• General education fieldwork

• Fieldwork experiences in both elementary and secondary classrooms

• Fieldwork in a range of Special Education settings (e.g., inclusion, resource classroom, special day class, NPS)

• A special education student teaching placement

Substitute Teaching During Supervised Teaching

• Substitute teaching is considered an overload and must not interfere with coursework or field responsibilities.

• Candidates may apply to substitute teach within their placement school and department only. 

• Substitute teaching hours can constitute 10% or 60 hours towards the required 600 clinical hours.

• Candidates must demonstrate consistent professional conduct.

• Faculty may withdraw permission if substitute duties affect candidate performance.

Attendance and Absences

• Fieldwork hours must be documented through the completion of the assigned fieldwork log each week

• Notify both the University Supervisor and Mentor Teacher in advance of any absence. Advance notice of at least 24 hours is required unless absence is due to an emergency/illness.

• More than two absences must be made up to successfully complete student teaching. Attending student teaching for a half day is considered an absence. Students must meet with their program director to create a plan to make up required student teaching hours.   

Changing or Withdrawing from Placements

• Candidates must consult their advisor before withdrawing.

•  Any changes to field placements must be reported immediately to the Field Placement Coordinator and Program Director.

Requirements for Candidates in Private/Non-Public School Teaching Roles

Along with all other requirements and guidelines outlined in this chapter, private school teachers must also meet the following criteria to ensure compliance with program and credentialing standards:

• Public School Requirement: Candidates must complete a minimum of 150 hours (typically 5 weeks) in a public school setting that:

  • 1. • Reflects the diversity of California public schools.

       • Aligns with California content standards and frameworks.

       • Has a fully qualified mentor teacher and site administrator.

       • Allows for student videotaping.
         
         

• Prior Approval Required: Candidates must obtain approval in writing from the Field Placement Coordinator before private school hours will be accepted toward credential requirements. Candidates must complete the Field Placement Application to initiate the approval process. 

• Public School Placement: For most candidates, Dominican University is responsible for arranging appropriate public school placements during the academic year (fall and spring semesters). Field placements are not offered during summer school sessions. While Dominican University makes every effort to secure appropriate public school placements for all candidates, placement availability depends on school district capacity, availability of qualified mentors, and other external factors. As such, placements cannot be guaranteed in all cases, though the University will work diligently to explore all available options.

Useful Links

• • Field Placement Application