Fieldwork

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.

• Implement literacy instruction aligned with the California Dyslexia Guidelines, including screening and diagnostic techniques for literacy intervention

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 Requirement Overview Grids

• Multiple/Single Subject fieldwork overview

• Education Specialist/Dual fieldwork overview

• Professional conduct is expected at all times.  Students must meet Teaching Performance Expectation 6 for Developing as a Professional Educator to maintain good standing in the program.  Students who do not demonstrate professional conduct may be dismissed from the program.

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. 

Field Placement Application Deadlines

• • • • Continuing students who need a fall placement: April 1

      • New, incoming students who need a fall placement: August 1 

      • Students who have been on a leave of absence and need a spring placement: November 7 

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

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

• Some districts may require additional fingerprinting or tuberculosis (TB) testing. Candidates are responsible for any associated costs.

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.

• All placements are arranged by the Field Placement Coordinator.

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

• Clinical practice hours include time spent directly with students, mentor teachers, and supervisors (but does not include prep time outside of school).

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

• Paraprofessional hours may count toward a portion of the required early observation clinical hours; however, candidates must receive prior written approval from Julie Grellas, Fieldwork Coordinator, before any hours will be applied. Substitute paraprofessional hours do not count toward clinical hour requirements.

• Fieldwork hours must be documented through the completion of the fieldwork log each week. Candidates can log a maximum of 40 hours 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.

• Candidates who are student teaching in the spring semester must report to their school site at the start of the field placement's site academic year in August and be present during the first week of school. Attendance during the opening days of the school year is essential, as this period is critical for establishing classroom routines, setting expectations, and building relationships with students and staff. 

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 November 7 (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 by December 1.

• 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 until the following spring.

• Full-time student teaching begins in January, as soon as the field placement site returns from winter break. During full-time student teaching, attendance at the field placement site is required from the start of the school day to the end of the day (bell to bell).  However, it is good practice to plan to stay after school to participate in professional development and planning with fellow teachers. 

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

  • 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.  

• 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)

• Supervised Teaching placements involve weekly evaluations by a University Supervisor and the completion of a seminar course.

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

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

Dual Credential Candidates

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

• Dual credential candidates may not be employed as intern teachers/permit teachers/teachers of record.

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 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.

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

• Candidates must consult their advisor before withdrawing.

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

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.

• Education Specialist Teachers of Record employed at Nonpublic Schools (NPSs) can use their employed positions to meet the fieldwork hour requirements but must also complete general education hours in an approved public school.  

• • Field Placement Application

  • Fieldwork Log

  • Lesson Plan Example 

  • Multiple/single subject fieldwork overview

  • Education Specialist fieldwork overview