Preliminary Education Specialist Program Standards

Education Specialist (ES) Program Standard 3: Clinical Practice

ES Program Standard 3 is met as follows: 

A.   Organization of Clinical Practice Experiences

The ECSE program reflects the belief that coursework and fieldwork should be integrated, not separated into sequential order. Therefore, candidates are provided opportunities to connect theory and practice in field placements every semester. Throughout the program, courses have assignments that require engagement in the field, including observations, interviews, mini-lessons, and projects. In addition, coursework requires engagement with the field to complete necessary components of ECSE, including Individual Family Service Plans, Individualized Education Programs, and Positive Behavior Plans. These field experiences are designed to provide credential candidates with a broad spectrum of experiences with various settings and diverse populations of children and families that far exceed the 600 hours of fieldwork required by the California Commission for Teacher Credentialing.

During the first two semesters of the program, students are placed in Mills College Children’s School at Northeastern University (MCCS), where they are closely mentored by experienced and knowledgeable early childhood professionals. Candidates participate in weekly reflective circles with team members, where they discuss instructional decisions and interventions, receive feedback, and identify next steps for supporting children and families.

In addition, candidates are concurrently enrolled in EDUT 6203 Theory and Practice of Early Childhood Education: Infants, Toddlers, and Young Children in the fall semester and EDUT 6204 Theory and Practice: Curriculum and Instruction for Infants and Children with Special Needs in the spring semester. Both courses are taught by the Head of MCCS. The integration of coursework and fieldwork allows students to observe and engage in evidence-based practices, delve into critical theories around early childhood education, and simultaneously requires examination of those theories in fieldwork. Fieldwork at MCCS fulfills the requirement for teaching experience in a general education setting with infants and toddlers and with preschool children. 

During the second year, candidates fulfill the special education teaching placement assignments through one semester of early intervention (EI) services for infants and toddlers with special needs, and another semester working with children with disabilities from preschool through kindergarten. This fieldwork fulfills the requirement for a broad spectrum of experiences with diverse populations of children and families with various special needs.

B.   Preparation of Faculty and/or Site Supervisors and/or Program Directors

Faculty are hired based on their level of education (at least a master’s degree), years of teaching experience (at both the early childhood and college levels), and demonstration of commitment to anti-bias and inclusive education. (Please see the job descriptions for Program Director and part-time Faculty). The ECSE program is collaborative in its teaching approach. The program director offers an orientation to new faculty that details the program goals, procedures, and expectations. Syllabi are reviewed with new faculty to discuss course goals and assignments, while allowing for new additions and edits as the faculty deem appropriate. In particular, the faculty are oriented to TPEs that are highlighted within the course and specific strategies for teaching, learning, and assessment around each TPE.

Supervisors must have at least the qualifications necessary to meet the CTC requirements, including a teaching credential in early childhood special education and recent experience in diverse learning environments (Please see the job description for a program supervisor). During orientation, the Program Director ensures supervisors have the ECSE TPEs and the ECSE Handbook, both of which are reviewed in detail. Supervisors attend monthly meetings with the program director focused on the core values of our program, scope and sequence, alignment to TPEs, preparation for the TPA (including the TPA handbook provided by CTC), coaching, adult learning, and other professional development topics for teacher supervisors. These meetings also provide an opportunity for supervisors to share the development of student teachers and have the team consider multiple ways to support them with specific interventions.The ECSE program director, faculty, staff, and field supervisors form a cohesive team that facilitates candidates' entrance into the education profession.

C.   Criteria for School Placements

The program fosters strong existing student teaching partnerships with school sites, districts, and agencies in the East Bay and across the Bay Area. The program director and academic coordinator/credential analyst observe in schools to ensure fieldwork placements align with our core values and to facilitate and maintain mutually beneficial relationships with partners at the school and district levels (See Site Selection).

Program faculty and staff work with school district and organization representatives to identify suitable placements that align with CTC policies and program policies. Program faculty and staff evaluate the following factors when selecting placements: 

• the competency of the cooperating teacher, including Special Education training, years of teaching experience, and a Clear Education Specialist, Early Childhood Special Education credential,

• the various experiences available to the candidate in the placement,

• diversity of the student population,

• commitment to collaborations with family and community,

• use of pedagogy that is developmentally appropriate, strengths-based, and culturally responsive,

• an inclusive environment that provides the Least Restrictive Environment for students with disabilities and provides appropriate supports for those learning English, and,

• the placement’s compliance with local, state, and federal equal access and opportunity laws for those the site serves and employs.

As videos of instruction are required for the TPAs, our MOUs will include language to allow for video capture within the student teaching experience.

D.   Criteria for the Selection of District Employed Supervisors

The district employed supervisors are first selected based on those who hold a Clear Early Childhood Special Education credential from the state of California. Beyond this credential requirement, district employed supervisors are selected based on years of teaching experience, special education training, mentoring experience, regular implementation of evidence-based practices, skill with instruction, and relationships with students, colleagues, and families. District employed supervisors are selected for demonstrating their commitment to anti-bias and inclusive education and must be willing to engage student teachers in regular planning, instruction, and reflective conversations and practice. In addition, the district employed supervisor provides access to student records, such as the IFSP/IEP.

District employed supervisors are provided the ECSE Handbook, which explicitly details the expectations for themselves, the student teacher, and the university supervisor.

New cooperating teachers are required by the CTC to participate in 10 hours of professional development. An 8- hour online program, designed by the San Diego Office of Education, offers a Certificate in Clinical Practice Supervision. Cooperating teachers will also need to participate in an ECSE workshop for 2 hours, which details our specific program goals, student teaching expectations, and TPAs, this information will be accessible on our Mills College at Northeastern School of Education orientation site for candidate supervisors and cooperating teachers. 

Continue to Program Standard 4: Monitoring, Supporting, and Assessing Candidate Progress towards Meeting the Education Specialist Credential Requirements

Return to the ECSE Program Standards Navigation Page Here