Common Standard 3

Course of Study, Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards.

The unit and its programs offer a high-quality course of study focused on the knowledge and skills expected of beginning educators and grounded in current research on effective practice. Coursework is integrated closely with field experiences to provide candidates with a cohesive and comprehensive program that allows candidates to learn, practice, and demonstrate competencies required of the credential they seek.

The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

Please view our narrative responses below in black and hyperlinked evidence in gold below.

Standard 3.1. Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

Standard 3.2. Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.

Standard 3.3. The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

Standard 3.4. Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

Standard 3.5. All programs effectively implement and evaluate fieldwork and clinical practice.

Standard 3.6. For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.

The unit, Mills College at Northeastern University School of Education is committed to providing diverse and meaningful fieldwork and clinical experiences for credential candidates. Faculty and staff carefully select clinical experience sites based on factors such as students’ race and ethnicity, socio-economic status, and native languages, as well as accessibility for candidates with disabilities. The School of Education references California Department of Education school profiles to gather information about the site.

Candidates may have two field placements, one each semester, to optimize their development. Candidates completing a single placement for the academic year perform observations at selected sites to supplement their experience. Either or both of these options are especially appropriate for candidates completing fieldwork in independent schools. It is important for candidates in the program to have rich fieldwork experience in diverse California public schools, where they can work with a range of students and meet program standards. Candidates may complete placements in independent P-12 schools; Early Childhood Special Education candidates’ field placements are in Early Childhood nonprofit organizations. The School of Education Program Directors and Program Supervisors work closely with Cooperating Teachers and Site Supervisors to ensure that candidates' experiences align with CCTC standards.

Early Childhood Special Education Credential Handbook: site selection (pgs. 6-7)
Administrative Services Credential Handbook: site selection (pgs. 12-13)
Multiple Subject & Single Subject Credential Handbook: site selection (pgs. 17-18)

Credential candidates are required to reflect on their fieldwork experiences at various points, including professional reflections, professional development sessions, meetings with supervisors, coursework and research seminars. These opportunities are purposefully designed to ensure candidates appreciate and value students’ diversity, adopting an inquiry stance toward practice that is based on research and enhances student learning.

Cooperating Teachers and/or Site Supervisors play a critical role in the fieldwork experience for credential candidates. They are chosen through a rigorous process to ensure that they are credentialed, knowledgeable, and experienced in their field, meeting qualifications defined by each credential program. Cooperating Teachers are often referred to the program by Program Supervisors, current candidates, alumni, faculty, and community partners. The Credential Analyst and Program Director jointly verify the prospective Cooperating Teacher’s qualifications through their CV and CCTC Educator profile. Site-based supervisors are trained in supervision and receive orientation to their role before the start of the academic year. Both the University and district representatives sign a Memorandum of Understanding (MOU) describing the learning opportunities and support available to candidates. Program Supervisors observe and document their assigned candidate's teaching, providing feedback, support, guidance, and evaluation throughout the term. Program Supervisors communicate either to the Field Coordinator or Program Supervisor regarding candidates’ growth. To ensure the effectiveness of the fieldwork experience component of each program, the School of Education has an evaluative-based, continuous improvement plan in place.

The School of Education is dedicated to empowering candidates to become skilled and effective educators. In addition to observations, professional reflections, and evaluation surveys, our credential programs use multiple approaches assessing fieldwork and clinical practice. These include monthly meetings, where program faculty and staff integrate fieldwork and clinical practice with coursework and program requirements. To assess and track candidates’ individual and collective growth, comprehensive records and checklists are kept. Assessment records also inform and guide programmatic changes aligning with CCTC standards.