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College Vision: 

Leaders in Advancing Equity & Urban Education 

Commitment Statement: 

��ɫ����’s College of Education is committed to advancing equity and urban education by enacting racial and social justice. We illuminate sources of knowledge and truths through our intersectional scholarship, pedagogy, and practice. We collaborate with and are responsive to historically marginalized communities. We cultivate critical and innovative educators, counselors, leaders, and life-long learners to transform urban education, locally and globally. 

Land Acknowledgement: 

��ɫ���� is located on the sacred site of Puvungna. We acknowledge that we are on the land of the Tongva/Gabrieleño and the Acjachemen/Juaneño Nations who have lived and continue to live here. We recognize the Tongva/Acjachemen Nations and their spiritual connection as the first stewards and the traditional caretakers of this land. We pay our respects to the Ancestors, Elders, and our relatives/relations past, present and emerging. 

Equity, Diversity and Inclusion (EDI) to Honor Diverse Cultural Identities: 

The College of Education at ��ɫ���� is committed to creating an environment that supports meaningful dialogue grounded in research, academic inquiry, equity, mutually respectful relations, social justice, and respect for all individuals. We strive to make education accessible to all students regardless of ability/disability, age, economic status, ethnicity, gender, language, national origin, race, religion, immigration status, and sexual orientation. To learn more about equity, diversity, and inclusion resources available please visit the Office of Belonging and Inclusion and CED EDI Shared Knowledge and Language resource to support your growth and further development as we learn together in this course. 

The mission of the Single Subject Credential Program at 

California State University, Long Beach is to:

• Prepare effective and successful teachers for the California public schools who (a) are reflective and deliberative practitioners, (b) have mastered the content of their discipline, and (c) are able to link content and pedagogy in service of diverse student populations. 
   
• Integrate research, theory, and best educational practice in the preparation of teachers;
   
• Recruit and retain a culturally diverse student population;
   
• Provide professional and career advisement for students in the program; and
   
• Monitor and modify the quality of the program to address the changing needs of a diverse public-school community. 

The Single Subject Credential Program at California State University, Long Beach has been approved by the California Commission on Teacher Credentialing. As required by the Commission, the program periodically reviews the roles and evidence of fulfillment thereof of all participants in the program. 

The program themes emphasize current issues of importance to the field of education. These themes are addressed across our curriculum and are as follows:

• Culturally Responsiveness and Sustaining Practices (CRSP)
• Social & Emotional Learning (SEL) Competencies 
• Digital Literacy and Technology Integration 
• Evidence-Based Practices & Methods
• Advocating for Equity, Inclusion, Social Justice and Leadership
• Overall Well-Being & Wellness 

Please see the campus resources 

• Beach Wellness (Overall Well-Being)

• Basic Needs and Poverty, Food Insecurity, Homeless Resources

• Beach Crisis Response Line: Text BEACH to 741741 or call 562-985-4001

• Counseling and Psychological Services (CAPS—Mental Health) 

• Student Health Services

• (Free & Confidential Support Services Regarding Sexual Assault)

1. Student teaching is completed through the courses EDSS 472A, B, and C or EDSS 572A, B, and C for an approved internship. These courses are offered for credit or no-credit. Student Teachers must enroll in all three sections of the course. Each section carries 5 units of credit for a total of 15 units of student teaching. All sections must be successfully completed for the Student Teacher to receive full credit for their student teaching and be recommended for a credential. 

   Student Teachers who voluntarily withdraw for health, financial, or personal reasons must reapply to student teaching for a future semester. For information on withdrawing from student teaching see page 12.
    

2. Student Teachers must enroll in and attend EDSS 473 which is a subject specific Student Teaching Seminar. This course is taken as a co-requisite with student teaching (EDSS 472 A, B, C or EDSS 572 A, B, C) and is worth 3 units of credit. These courses must be taken concurrently with EDSS 472/572A,B,C. Should you need to withdraw from the course, please refer to the guidelines for withdraw.
    

3. EDSS 473 is traditionally graded (A, B, C, D, F) and students must receive a grade of C or better (maintaining a 3.0 GPA in program coursework) to be recommended for a credential. Therefore, during the student teaching semester candidates will earn 18 units toward their credential. EDSS 473 is designed to assist the student teacher to: 

   1. Be proactive in solving instructional problems that may arise in the classroom.

   2. Provide a support group comprised of student teachers and her/his/their peers.

   3. Encourage the development of a professional attitude that is reflective and centered on the student t�𲹳�����’s growth and development as a teacher. 

   4. Introduce and support student teachers in the submission of Instructional Cycle 1 and Cycle 2 of the CalTPA. Candidates will use their Student Teaching assignment as their placement for completing the TPA. Feedback (formal and informal) received on the Teacher Performance Expectations (TPEs) for areas 1 – 7 should be used to guide the candidate in completion of the TPA. Information about the TPA can be found at CalTPA | California State University Long Beach (csulb.edu)

Student teaching placements are made through the cooperative efforts of the Subject Area Coordinator, SSCP Director, district administrator, school site administrator, and Cooperating Teacher. Student Teachers are not permitted to arrange their own student teaching placements and any attempt to do so will not be honored by the program. Student Teachers are assigned to local schools that have Affiliation Agreements in place with the university as part of the teacher training process. Several factors are used in assigning Student Teachers to specific schools. For detailed information on the Student Teaching Placement, refer to the Student Teaching Overview.

Each placement must provide the student teacher with the opportunity to demonstrate the ability to teach and promote learning with students from diverse social, cultural, and economic backgrounds. 

Student Teachers are responsible for 20 weeks of student teaching. Student Teachers assume complete responsibility for three periods of student teaching. Student Teachers are also responsible for one additional period for observation and one additional period for preparation. Normally, to meet this five-class obligation, student teachers should expect to be on campus a minimum of 25 hours a week.

The program provides Student Teachers with two or more highly qualified, well skilled, and experienced teacher educators in the form of a University Mentor and Cooperating Teacher(s).

The Cooperating Teacher(s): 

��ɫ���� requires the following minimum qualifications for Cooperating Teachers:

1. hold a Clear Credential in the same subject area as the Student Teacher or equivalent,

2. be tenured in their district or have a minimum of three years successful teaching experience, and

3. have a strong interest in mentoring Student Teachers.

4. complete 10 hours of training to include on-site orientation that is provided by the University Mentor.  

The Cooperating Teacher will be on campus and in the classroom daily with the Student Teacher but will provide opportunities for “solo” teaching as appropriate. In some instances, Student Teachers will work with more than one Cooperating Teacher but this is no longer a CTC requirement.

The University Mentor: 

University Mentors are faculty members at ��ɫ����. University Mentors have the following qualifications:

1. at least three years K-12 teaching experience (public or private) or equivalent experience in educator preparation.

2. hold or have previously held a Clear Single Subject Credential in the subject area they supervise, or equivalent.

3. contemporary professional experiences in school settings at the levels that they supervise or maintain current knowledge of effective supervision approaches such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices.  

University Mentors serve as a liaison between the placement school of the Student Teacher and the SSCP. The University Mentor will make a minimum of six formal observations – three of which are to take place prior to the midterm with one in each of the three periods assigned to the student teacher and the remaining three will take place prior to the final with one in each one of the three periods

• Each member of the triad (Student Teacher-Cooperating Teacher-University Mentor) should work to build and maintain a harmonious, productive, and professional team.

• Student teachers must:

  • be forthright in discussing strengths and weaknesses, areas of confidence and areas of anxiety, expectations, and fears, with their respective teams. Keep in mind that the Cooperating Teacher and University Mentor will be of greater assistance if the student teacher is open, flexible, able to accept constructive feedback, and willing to take risks to extend her/his/their teaching repertoire. 

  • arrive at their placement sites well before the start of the school day and stay until well after it ends each day in order to experience the school’s culture. For the same reason, Student Teachers should attend and volunteer to supervise school events, as appropriate.

  • are expected to attend all meetings of the student teaching seminar course (EDSS 473)

  • dress professionally

  • adhere to the College of Education Professional Code of Conduct signed prior to student teaching.

  • build relationships with students and learn all students’ names as early in the semester as possible.

  • Student teachers should be courteous to all school staff, parents, administrators as an invited guest on the school campus.

• In consultation with the Cooperating Teachers and University Mentors, and appropriate to specific district policies concerning student teaching practices (for example co-teaching and gradual release of responsibility models), the student teacher assumes classroom responsibilities at a pace consistent with her/his/their developmental readiness. 
  A sample gradual release of responsibility method outlined below: 

  • Weeks 1-2 candidates are co-planning and observing their cooperating teacher(s)
  • Weeks 3-4 candidates are co-planning and co-delivering lessons with their cooperating teacher(s) 
  • Weeks 5-6 candidates are co-planning and delivering lessons independently
  • Weeks 7-18 or 20 candidates are planning lessons and submitting them for review and feedback so that they can revise them accordingly before they deliver lessons independently 

• The remaining periods of the student t�𲹳�����’s day are for preparation, observation, and consultation. During this time student teachers engage in a variety of activities, which include teaching informally or assisting the Cooperating Teacher, observing other classes (including classes outside the student t�𲹳�����’s subject area), preparing lesson plans and materials, reading, assessing, and correcting student work, assisting with school activities, and conferencing with the Cooperating Teacher and the University Mentor.

• Student Teachers should note that the university calendar may not coincide with the district calendar. Student Teachers are required to follow the calendar at her/his/their teaching site and are expected to finish the entire term. ��ɫ����’s university calendar may not coincide with the district calendar, i.e., student teaching begins and ends when the placement school begins and ends its term without regard for ��ɫ����’s vacation periods. Student Teachers must complete a full 20 weeks of student teaching.

• School personnel should be aware that student teachers still have responsibilities to the university such as leaving early enough to attend EDSS 473 weekly or participating in the ��ɫ���� approved Job Fair. Allowances should be given to the student teacher to fulfil such obligations. 
   

Student teaching is the most important experience in your professional preparation to become an educator. University and school personnel work as a support team to assist in your success. Your team is there to ensure that you:

• learn and understand your role as a teacher.

• develop your potential as a teacher.

Keep in mind that during this experience, you are both a university student and a student teacher candidate in your assigned school.

• You are a student in terms of your relationship to ��ɫ����, your Cooperating Teacher and your University Mentor. 

• You are a student teacher candidate to your students, their guardians, your principal, and other school personnel. 

As a Student Teacher you represent ��ɫ���� and the SSCP in your respective placement school. You are expected to work and act in a professional manner that reflects well upon yourself, the credential program, and the university. Student Teachers who act in an unprofessional manner or not in alignment with the expectations stated in the College of Education Code of Conduct will be withdrawn from the assignment and receive a grade of no-credit (NC) for one or more of the student teaching courses (EDSS 472A, B, C or EDSS 572A, B, C). When a candidate is removed, they will not receive another placement during that semester and must withdraw from all courses—EDSS 473 and EDSS 472A, B, and/or C accordingly. See the Student Teacher Withdraw section for more information.  

• All Student Teachers must adhere to California’s legal requirements for teachers, as well as the policies, rules and regulations of the university and the placement school.

1. Both the mid-term and final evaluations are completed on S4 @ The Beach. You should familiarize yourself with the evaluation prior to the start of the semester so that you understand the assessment criteria and can plan accordingly.

   • The performance areas and indicators on the evaluation form are closely linked to the  These standards are used to develop pre-service programs (such as this one), form the foundation for beginning teacher induction programs throughout California, and are the measure of good beginning and veteran teachers. 

   • It is the student t�𲹳�����’s responsibility to send the link for the midterm and final evaluations through S4 @ the Beach well in advance of the deadline to ensure your cooperating teachers have sufficient time to complete the evaluation. Instructions on how to send the link for the evaluations on S4 @ the Beach can be found in the Evaluation section below.

   • Mid-term evaluations must be submitted by your cooperating teacher via S4 @ The Beach by November 1^st for fall student teaching and April 1^st for spring student teaching. Final Evaluations must be submitted by your cooperating teacher via S4 @ The Beach by January 10^th for fall student teaching and by June 10^th for spring student teaching. Your student teaching evaluation will be conducted mindful of the beginning teacher criteria noted on the evaluation tool. You will not be expected to perform these standards at the level of an experienced classroom teacher. 

2. Though you will be evaluated as a beginning teacher based on your teaching performance, both your Cooperating Teacher and your University Mentor will consider your potential as a prospective teacher. You will be expected to perform at a level of competence that will allow the program to confidently recommend you for your preliminary teaching credential.

3. Please refer to the self-assessment tool regularly as a way of assessing your growth and development over the course of the semester. A weekly reflection plan and journal response linked to TPE #1-7 is expected for student teachers to monitor progress on the self-assessment as well as set goals for ongoing learning. 

4. Summative evaluations demonstrating teacher competencies for TPEs #1-7 with scores ranging from Exceptional Beginning Practice to Developing Beginning Practice will is due at the Mid-term and Final Evaluations.  These evaluations must be submitted via S4 @ The Beach by both your University Mentor and Cooperating Teacher(s). You will participate in a conference with your University Mentor and Cooperating Teachers to review and discuss the evaluations.

5. The midterm evaluation is for formative purposes reflecting on the implementation of Teaching Performance Expectations #1-7 noting areas of strength and opportunities for improvement. During this time candidates collaborate with Cooperating Teacher(s) and University Mentors to set goals that are specific, measurable, attainable, relevant, and timely in alignment with the TPE #1-7. It does not leave the College of Education Student Success & Advising Center (CED SSAC).

6. At the midterm, the university mentor in consultation with your cooperating teachers will generate an Action Plan focused on TPE #1-7 that will specify the next steps needed to demonstrate improvement or continued growth by the end of your semester at the school site. This will also be uploaded to S4 @ The Beach.

7. The final evaluation is summative and remains in the CED SSAC and is normally requested in all employment applications for teaching positions. In addition, the University Mentor in consultation with your Cooperating Teachers will generate an Induction Plan reflecting on TPE #1-7 that will provide recommendations for professional development and growth in your induction program to earn your clear credential. An induction plan is required by the California Commission on Teacher Credentialing (CTC) for all preliminary credentialed teachers.

8. You are responsible for printing a copy from S4 @ The Beach for use when applying for teaching positions and for your teacher induction program during your first two years of teaching.

Below is a list of responsibilities you must fulfill in order to complete student teaching successfully:  

1. Follow the policies of the university and your subject area department.

2. Attend scheduled meetings on campus, including the Student Teaching Seminar (EDSS 473) .

3. Read and adhere to the College of Education Professional Code of Conduct.

4. Read the EDSS 473 syllabus and the digital Student Teaching Handbook carefully and adhere to all requirements and policies.

5. Meet all deadlines including submission of your mid-term and final evaluation, action, and induction plans, 
    
6. Respond to email and phone messages from your University Mentor, Cooperating Teachers, and ��ɫ���� Faculty and Staff.

7. Send the link to your midterm and final evaluations to your cooperating teacher(s) in S4 @ the Beach at least 4 weeks prior to the deadline. 

8. Ensure that your University Mentor and Cooperating Teacher(s) submit your midterm evaluations on S4 @ The Beach by November 1 for fall semester student teaching and April 1 for spring semester student teaching.

9. Ensure that your University Mentor and Cooperating Teacher(s) submit your final evaluations on S4 @ The Beach by January 10 for fall semester student teaching and June 10 for spring semester student teaching.

10. Make and keep appropriate conference appointments with your University Mentor.

11. Inform the CED SSAC and University Enrollment Services of changes in your name, address, e-mail, or telephone number.

12. Follow the school’s procedures in the case of an accident or injury and report the information to the CED SSAC (See Appendix K).

13. Report immediately to the CED (562-985-1105) in the event of a strike of certificated employees in the school district. Do not appear at your assigned school. Student teachers are to abide by all collective bargaining agreements. 

If for any reason student teachers must withdraw from student teaching for personal, financial, or medical reasons, or they are removed for any reason, they should speak with their subject area coordinator to revisit the Student Success Action Plan and determine the next step to reapply. 

During the student teaching semester students will be enrolled in 18 units (15 units of student teaching, EDSS 472 or EDSS 572 A, B, and C, and the 3-unit seminar EDSS 473). Student Teachers are responsible for spending 5 class periods at your school site M-F and planning lessons as well as conferencing with your University Mentor and cooperating teacher while also attending the student teaching seminar.

During this semester student teachers are not permitted to enroll in any additional courses. Furthermore, all subject matter and credential courses must be completed prior to student teaching. If it is necessary to take another course along with student teaching, students must get permission from their Subject Area Coordinator and the CED Student Success & Advising Center. 

Student Teachers are required to teach for 20 full weeks, 5 days a week M-F. Early dismissal is an exception to the policy and is only offered in extraordinary circumstances such as being offered a full time K-12 teaching position. If for any reason it becomes necessary to conclude your student teaching semester prior to 20 weeks, discuss the possibility of an early dismissal with your subject area coordinator. Remember that early dismissals are an exception to the policy and are very rarely granted. 

• Early dismissals are reviewed on a case-by-case basis and granted only for serious and compelling reasons. 

• The University Mentor, Subject Area Coordinator and the SSCP Director must approve the early dismissal. 

• A Student Teacher may not be released from student teaching until final grades have posted to My��ɫ���� and all mid-term and final student teaching evaluations have been submitted to the CED Student Success & Advising Center via S4 @ The Beach.

1. Day to Day Substitute Positions

   The student teaching semester must be completed with the same group of students for the entire 20 weeks. It is for this reason that day-to-day subbing during the student teaching semester is not permitted.

   If they wish to, student teachers may substitute teach for pay at their school site, but only in the classrooms of their cooperating teachers. The candidate must have the approval of both cooperating teachers as well as the university mentor before they can substitute teach. Candidates may substitute teach for their cooperating teachers for a maximum of ten days during the semester. Candidates are not expected to substitute teach if they are not being paid by the district. 

2. Long-Term Substitute Positions

   If you are offered a long-term substitute position that fulfills the requirements of the student teaching placement (See page 2), you may petition to use the long-term substitute position for student teaching. As part of the petition process, you will need to prove that the position will last for a minimum of 20 weeks and fulfil the placement requirements. If for any reason the long-term sub position ends prior to 20 weeks, then you must have permission to continue to student teach as a traditional student teacher with those classes. If not, then you may have to repeat all or some of the student teaching semester. See your Subject Area Coordinator immediately to discuss the petition process if you are offered a long-term sub position.

   In some cases, Student Teachers have been asked to fill in for their Cooperating Teachers as a long-term sub. In these cases, the Student Teacher begins the student teaching semester as a traditional Student Teacher and then transitions into a long-term sub position to complete the student teaching semester. This requires support from the Subject Area Coordinator and an approved petition.

Initial orientation occurs when you meet with your Cooperating Teacher to observe his or her classes. You will discuss which classes you will take responsibility for and devise a schedule for assuming responsibility for classes.

Once your placement is confirmed, contact your Cooperating Teacher and arrange to do the following:

• Observe and assist; become familiar with practices, procedures, classroom routines, management/discipline policies, goals, objectives, and expectations.

• With your Cooperating T�𲹳�����’s assistance, study the scope and sequence of courses to be taught so that you can make a long-range plan for the semester’s instruction. 

• Obtain copies of district and/or departmental curriculum standards, as well as your personal copies of texts and teacher materials. 

• Become familiar with the Cooperating T�𲹳�����’s attendance keeping and grade recording procedures. 

• Acquaint yourself with school organization, library services, daily schedules, and functions of the counseling, guidance, and attendance offices. 

• Acquaint yourself with the procedures to be followed in case of medical emergency or disaster drills.

• Acquaint yourself with district, school and departmental policies regarding attendance, tardiness, truancy, make-up work, behavioral expectations, etc.

It is the Student T�𲹳�����’s responsibility to ask for an orientation with the Cooperating Teacher if one has not been given by the first week of the student teaching semester.

Always be mindful that you are an invited guest of the school and in the classroom of the Cooperating Teacher. You should comply with school standards for professional dress and behavior. Be punctual, professional, and respectful of the learning community of the school. Remember also that you represent the university, and that your presence will affect the working relationship between the school and the university and the school receives future student teachers. A student teacher may be pulled from a placement and/or receive NC if her/his/their behavior and/or disposition is deemed unprofessional by the university or school site. 

Professionalism in written and spoken communication is essential for the student teacher . Appropriate language, tone and content are always expected. This extends to adherence to the school site expectations for social media content, email, cell phone usage and phone exchanges, and social interactions with other school professionals. Candidates are expected to ensure cell phones are not a disruption during teaching hours and should not be visible unless being utilized for a teaching application.

Professional conduct and ethical dispositions are expected of all CED students at all stages of program participation including: advising, coursework, clinical practice (fieldwork), and extra-curricular activities in face-to-face, hybrid and online/virtual learning environments.

According to the ��ɫ����-CED Student Professional Conduct Policy, CED students are expected to:

1. Act to benefit all individuals and communities by promoting the physical and psychological safety of others. Do no harm. 
2. Abide by the mission, policies, procedures, safety regulations, and standards of professionalism of partnering institutions (e.g., schools, clinics, colleges, community organizations) when engaged in clinical practice (fieldwork).
3. Demonstrate cultural competence and responsiveness in honoring and respecting multiple perspectives, identities, and lived experiences of others in diverse classroom and clinical settings.
4. Monitor professional integrity by engaging in self-reflective practice and acknowledging the consequences of one’s own actions or inactions on others.
5. Maintain essential collegial behaviors and ethical obligations delineated in standards of professional practice by accrediting organizations and professional associations in one’s field of practice, including but not limited to the California Commission on Teacher Credentialing and other associations noted in the appendices to this document.

All students are asked to sign an acknowledgement indicating their awareness of the above standards for professionalism. CED students also must adhere to ��ɫ����’s Rules and Regulations, and student conduct codes enforced by the ��ɫ���� Office of Student Conduct & Ethical Development, as well as to college, department, and program policies. If deemed necessary, reports of discriminatory behaviors toward others based on age, culture, national origin, gender, ability, race, religion, or sexual orientation will be referred to the ��ɫ���� Office of Equity and Compliance. Observed forms of harassment in physical or digital form may require immediate referral to the ��ɫ���� Office of Student Conduct & Ethical Development. Claims of sexual harassment, discrimination, harassment, or retaliation will be reported immediately to the ��ɫ���� Office of Equity and Compliance.

Two periods of each day are set aside for preparation, observation, and conferencing. Use of this time will vary from student to student depending on the individual needs, school responsibilities, availability of classrooms for observations, and availability of Cooperating Teacher(s) and the University Mentor. 

While much of this time will be spent preparing lesson plans, materials, and correcting and assessing student work, you should also systematically plan observations of teachers in your subject as well as in other subjects. 

Please note that …

• This is a rare opportunity in your teaching career in which you will have the time to observe different teachers in action. 

• A great deal can be learned about teaching by learning more about the school environment and observing your colleagues.

• This will allow you to see your students in other settings and helps you form a more complete understanding of them.

Work with your Cooperating Teacher to help you arrange the following tasks.

• Observe teaching and learning in a wide variety of classroom situations in your discipline as well as in other disciplines. Always ask permission from the teacher/staff person to be observed prior to the observation.

• Observe and become acquainted with the work of the guidance/counseling staff and the career guidance center, if available.

• Meet and become familiar with the work of resource personnel who work students with special needs.

• Learn how student organizations, student government, various interest clubs, athletic events, and class organization's function.

• Attend faculty and department meetings, Open House, Back to School Night, PTA meetings, school site improvement council meetings, and other school-sponsored events.

You are required to maintain an Observation and Participation Log, which must be submitted to the instructor of your EDSS 473 seminar prior to your final evaluation. The purpose of the log is to demonstrate that you have made a variety of contacts, experiences, and observations throughout the school. Such observations are subject to the availability of the school site. The Observation and Participation Log is included in Appendix D.

Student teachers (ST) may only withdraw from student teaching one time which means you are only permitted to apply and be placed twice. Students who choose to withdraw or are removed will be asked to demonstrate resolution of the situation so that it does not interfere with a second student teaching placement.   If it is necessary to withdraw a second time, then the student must go through the SSCP petitioning process to be considered for a third placement. Student teachers that are removed from student teaching for any reason will be placed on Administrative Academic Warning and must submit a petition to the SSCP Standards Petition Committee. 

* University Interns - An intern may not withdraw from student teaching or apply for a leave of absence while employed at a school district as an intern. Approved University Interns must remain enrolled at the University to be in good standing at their own expense.

** It is the student’s responsibility to officially withdraw from all classes with the University.  This is a separate process available online through the My��ɫ���� Student Center. Refusal to withdraw as directed by the program within 7 days will result in an automatic unauthorized withdraw (WU) in EDSS 472A, EDSS 472B, EDSS 472C, and EDSS 473.

Acquaint yourself with the list of ‘Minimum Expectations During Student Teaching’ in Appendix A. These represent the minimum experiences you must fulfill during student teaching. In addition:

• Consider your student teaching assignment as your primary job, and devote the necessary time, energy, attention, and preparation to be successful. Your students’ learning is your primary responsibility.

• Approach your assignment with enthusiasm and regard it as an opportunity to gain knowledge, to relate theory to practice, and to improve your skill in using teaching methods and materials effectively in helping students to learn. 

• Confer with your Cooperating Teacher(s) to determine the curriculum, time frames, and instructional expectations for which you are responsible.

• Prepare for instruction well before class time in order to review lesson plans, make necessary adjustments, arrange the room for your teaching purposes, and have materials and equipment ready when class begins.

• Fill out all reports neatly, legibly, promptly, and accurately.

• Under the direction of the cooperating teacher, initiate dialogue with parents through conferences, emails and phone calls. 

Plan ahead so that all deadlines are met, and all work is professional and complete.

• 100% attendance is expected. 

• The ��ɫ���� Attendance Policy approved by the President on October 16, 2017, states that students with more than two excused absences, consisting solely of documented illness with a doctor’s note, bereavement, religious holidays, and jury duty, and ��ɫ���� sanctioned/approved activities will be advised not to take the course for the semester.  Absences for personal commitments, vacation, or conflicting work schedules are not considered excused absences from student teaching. 

• Notify your Cooperating Teacher and your University Mentor IMMEDIATELY when illness or other problems make it impossible for you to teach. 

• Provide lesson plans and materials for your classes in the event of an absence. 

• Notify your University Mentor if an observation is scheduled on a day you will be absent. It is your responsibility to discuss making up missed observations with your University Mentor.

• Discuss with your University Mentor, Cooperating Teacher, and subject area coordinator making up any absences. 

• If it is necessary to be absent more than two days, you may need to repeat student teaching in a future semester.

1. The Single Subject Credential Program does not mandate a universal planning format across its ten programs. Each discipline has a template appropriate to the subject-area because the  planning in its own fashion. For example, planning processes and expectations for music teachers are different from those of PE, Math or English teachers. 

However, there are key elements that should be a part of all approaches to instructional planning. 

The following elements should be included in your thought process as you prepare units and lesson plans: 

• Individual lessons should be thoughtfully planned in advance and should be integrated with long-range curricular goals. 

• Lessons must be tied to the state standards and framework appropriate to the discipline

• Learning goals and outcomes should be clear, achievable, and measurable.

• Instructional strategies should be matched to the learning goals and outcomes. . You should deliver instruction using a variety of teaching methods, including teacher presentation, student presentation, whole class discussion, group work, project work, and individual work. 

  • Ask yourself: “In order to achieve my the learning goals and outcomes,  which teaching method is the most effective to support students’ ���ܳ��������?”

• Activities and strategies should be varied, at the appropriate level, and inclusive of all students. 

  • Allowance should be made for diverse learners, for ongoing improvement , and for enrichment. 

  • SDAIE strategies should be incorporated into lessons involving English Language Learners (multilingual learners).

• Lesson design should implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of subject matter knowledge to plan, teach, assess, and reflect on content-specific instruction, aligned with the adopted California State Standards, CA Dyslexia Guidelines, English Language Development Standards, curriculum frameworks, and educational technology standards.

• Assessment should be fair, frequent, and varying in type. Feedback to students should be prompt, clear, and promote student growth.

• Materials should be prepared well in advance and in sufficient quantity.

• The classroom should be arranged and provisioned to maximize its potential as a learning environment.

• The lesson should be developed with the period length in mind, i.e., teach bell-to-bell. Time should be planned to open the lesson making relevant connections to enhance students’ learning, engage students in active participation as they move through the lesson, and provide  a closing that provides the opportunity for reflection and assessment. f If the lesson extends over several periods, each period should be blocked out in time segments and should begin with a review of the previous lesson.

1. Developing long- and short-term unit and lesson plans are a mandatory part of student teaching. Plan far enough in advance to allow your Cooperating Teacher and University Mentor to review your plans before the day they are used in class. All lesson plans should be submitted to your University Mentor and Cooperating Teacher a week prior to teaching (unless directed otherwise by your Subject Area Coordinator). Discussing your lesson plan with your Cooperating Teacher shortly before the class begins is not a good way to review and refine the plan. By then it is generally too late to make significant changes in a flawed lesson plan.

However, there are key elements that should be a part of all approaches to instructional planning. 

The following elements should be included in your thought process as you prepare units and lesson plans: 

• Individual lessons should be thoughtfully planned in advance and should be integrated with long-range curricular goals. 

• Lessons must be tied to the state standards and framework appropriate to the discipline

• Learning goals and outcomes should be clear, achievable, and measurable.

• Instructional strategies should be matched to the learning goals and outcomes. . You should deliver instruction using a variety of teaching methods, including teacher presentation, student presentation, whole class discussion, group work, project work, and individual work. 

  • Ask yourself: “In order to achieve my the learning goals and outcomes,  which teaching method is the most effective to support students’ ���ܳ��������?”

• Activities and strategies should be varied, at the appropriate level, and inclusive of all students. 

  • Allowance should be made for diverse learners, for ongoing improvement , and for enrichment. 

  • SDAIE strategies should be incorporated into lessons involving English Language Learners (multilingual learners).

• Lesson design should implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of subject matter knowledge to plan, teach, assess, and reflect on content-specific instruction, aligned with the adopted California State Standards, CA Dyslexia Guidelines, English Language Development Standards, curriculum frameworks, and educational technology standards.

• Assessment should be fair, frequent, and varying in type. Feedback to students should be prompt, clear, and promote student growth.

• Materials should be prepared well in advance and in sufficient quantity.

• The classroom should be arranged and provisioned to maximize its potential as a learning environment.

• The lesson should be developed with the period length in mind, i.e., teach bell-to-bell. Time should be planned to open the lesson making relevant connections to enhance students’ learning, engage students in active participation as they move through the lesson, and provide  a closing that provides the opportunity for reflection and assessment. f If the lesson extends over several periods, each period should be blocked out in time segments and should begin with a review of the previous lesson.

As a Cooperating Teacher you will devote significant time to the growth and development of the student teacher. Your assistance will take a variety of forms and be unique to the working relationship you have with each student teacher. As the Cooperating Teacher, you will be asked to:

• Remain in the classroom with the student teacher at all time. 

• Do substantial conferencing, both prior to assumption of teaching responsibilities and after the student teacher has transitioned to full responsibilities.

• Be an attentive observer of the student t�𲹳�����’s performance and offer constructive feedback aimed at improving the student t�𲹳�����’s confidence, lesson preparation and delivery. 

• The guidelines and requirements described in this section apply to your work with each of the two types of student teachers (traditional and interns), with modifications made as needed for interns.

As the Student T�𲹳�����’s Mentor:

You should spend considerable time in the classroom with the student teacher, particularly in the initial weeks of assignment and then gradually release responsibility to the student teacher.

A sample gradual release of responsibility method to ease them into the student teaching experience is outlined below: 

• Weeks 1-2 candidates are co-planning and observing their cooperating teacher(s) 
• Weeks 3-4 candidates are co-planning and co-delivering lessons with their cooperating teacher(s) 
• Weeks 5-6 candidates are co-planning and delivering lessons on their own
• Weeks 7-18 or 20 candidates are planning lessons and submitting them for review and feedback so that they can revise them accordingly before they deliver lessons independently 

Please check with your district and school for policies regarding your responsibility in this matter. 

• student teachers should not be thrown into the classroom on a “sink or swim” basis. 

• Student teachers need your close support as they assume full teaching responsibilities.

As you progress through the gradual release of responsibility approach mentioned above, you will start conducting more formal observations on a regular basis an experienced teacher, your practiced eye will be of great assistance to the student teacher.

• You will be completing summative, formal midterm and final evaluations demonstrating scores of 3 or 4 to reflect beginning teacher competence in Teaching Performance Expectations (TPE) areas 1 -7.  Evidence from weekly reflections, scripted observations, reflective journals, annotated video, and audio feedback can be used.
• Your feedback will be for the student’s growth and development. The evaluations become part of the student’s permanent file; it is vital that your assessment be based on the firm foundation of actual observation of the student t�𲹳�����’s work. 

• You will also contribute to the Midterm Action Plan and Final Induction Plan that is developed by the University Mentor.

• We also ask that you pay close attention to the student t�𲹳�����’s planning process for effective implementation of TPEs #1-7. As of 2022, there are now 7 TPE areas, which includes the addition of new standard identifying effective literacy instruction for all students that will be introduced, practiced, and assessed across the arc of the program and demonstrated in culmination during student teaching. The new standards encompass the study of effective means of teaching literacy across all disciplines based on the California’s English Language Arts (ELA) and Literacy Standards and English Language Development (ELD) Standards and the California Dyslexia Guidelines. Program coursework and supervised clinical practice (field experiences) are aligned with current English Language Arts/English Language Development Framework, including the crosscutting themes of Foundational Skills, Meaning Making, Language Development, Effective Expression and Content Knowledge. The study of high-quality literacy instruction in the program also incorporates elements of the California Comprehensive State Literacy Plan, including strong literacy, language, and comprehensive components with a balance of oral and written language, and use the diagnostic techniques that include early intervention. The program teaches all elements of the Literacy Teaching Performance Expectations (TPE #7) and provides instruction, practice, and informal feedback along with self-assessment focused on the knowledge, skills, and abilities required for the state literacy assessments (Teaching Performance Assessment-TPA). Supervised guided practice in clinical settings allows candidates to apply what they have learned and gain feedback on how to improve and/or develop their practice to meet their students’ learning needs.  Hence, the TPEs will guide daily lesson and unit planning, and weekly reflective journals linked to the TPEs 1-7 will help students set goals and track their growth over the course of the semester.

• Be sure to share your “teacher instincts” and the professional thought processes that a trained, experienced teacher employs to support all students within the classroom. Sharing the reasons behind your actions will help the student teacher you are mentoring grow as a professional. One of the most valuable services you can provide is to help the student teacher learn to articulate her/his/their teaching practices. 

Please be mindful of the following:

• Never assume that the student teacher has your level of content sophistication, teaching skill, or pedagogical vocabulary, or that simply observing you teach and interact with the students is sufficient to build the student t�𲹳�����’s professional competencies. You must also require and encourage the student teacher to verbalize her/his/their teaching behavior and methodologies. 

The student teacher must be on campus for a minimum of five periods each day for the semester. In most assignments, the student teacher is responsible for teaching three periods. The two additional periods are for conferencing with you and the University Mentor, preparing lesson plans, assessing student work, participating in school activities, and observing other teachers. 

As the student t�𲹳�����’s mentor, it is your responsibility to facilitate the student t�𲹳�����’s efforts to become involved in the life of the school. You can be particularly helpful by assisting the student teacher with observation of other teachers. You may be able to suggest teachers to observe. 

• Please note that the student teacher must fulfill specific participation and observation requirements established by the program (See Appendix D). 

• In some cases, student teachers are assigned to two schools. In such instances, they will not be expected to be on either campus for a five-period day. Time will be split between both schools in an arrangement by the student teacher, the Cooperating Teacher, and the University Mentor. You are encouraged to coordinate with other cooperating teachers your student teacher may share. 

The following guidelines are to help you fulfil your responsibilities:  

A. Review the checklist, ‘Minimum Expectations During Student Teaching’ (See Appendix A). Please provide opportunities for the student teacher to meet these minimum requirements.

B. Make certain that the student teacher becomes familiar with the physical layout of the school, including location of the library/media center, restrooms, t�𲹳�����’s lounge, cafeteria, activities office, duplicating services, parking facilities, and administration services (nurses, counseling services, attendance).

C. Explain school policies dealing with disaster preparedness and medical emergencies.

D. Thoroughly review school and classroom policies regarding behavioral expectations, discipline, attendance, tardiness, truancy, and referral procedures, including your personal attendance-taking procedures and record-keeping system.

E. Introduce the student teacher to faculty, the department chair, the principal and assistant principals, resource personnel and school staff.

F. Arrange for the student teacher to have a work area in your classroom that includes a desk and storage space if possible. Also, assist the student teacher in obtaining parking privileges or a teacher mailbox and school keys if appropriate.

G. Arrange to have the student teacher receive copies of the appropriate textbooks, teacher materials, district and school curriculum guides, and any recommended supplemental materials. In addition, be sure that the student teacher has: a grade book, an attendance book, a lesson plan book, a teacher handbook of school rules and policies, and a staff ID card. 

Review your classroom processes and routines to foster an effective and affirming learning space that adheres to your approach and the schools discipline policy. 

H. Outline the areas of instruction for which the student teacher will be responsible during the semester and provide appropriate resources. Discuss thoroughly your approach to planning, 
including yearly, semester, unit, and daily planning. While the student teacher may have a different approach, it is important that she/he/they know yours. 

• It is critical that the student teacher understands the large picture in terms of curriculum for the classes s/he/they will be teaching. Help the student teacher to organize the curriculum in units and lesson plans with clear goals, explicit learning objectives, realistic expectations, appropriate instructional strategies, equitable practices, and multiple assessment activities. 

• Be flexible regarding the planning needs of the student teacher. If she/he/they need explicit structuring by you, provide it. If she/he/they are advanced in this area, allow freedom to move forward. You may have a unit and lesson format that you require; the student t�𲹳�����’s program may have a required format; the student teacher may have certain ideas about format. There is no single way to plan. You should, in any case, require both oral and written evidence of forethought and planning by the student teacher at least 48 hours prior to teaching the lesson. 

I. Discuss the student t�𲹳�����’s role in your classes with your students. 

• Prepare your students for the student t�𲹳�����’s arrival.

• Introduce the student teacher and what she/he/they will be doing in the class for the semester.

• Explain the planning and scheduling for the student t�𲹳�����’s transition to teaching responsibilities during the semester.

• Students should be made aware that the student teacher might have a different teaching style that will vary from your normal instruction. 

• Please remind your students to be respectful and considerate toward the student teacher, as they would for any faculty at the school. You can encourage this by treating the student teacher as a colleague, not a student.

J. Keep in mind that student teachers will be at different stages of readiness for assumption of teaching responsibilities. In consultation with them, and with the University Mentor, determine the schedule for transitioning to teaching in each of the three classes they will ultimately be responsible for. 
 

Assessment and evaluation are essential features of any learning process. Please keep the following in mind:

• You are expected to provide continuous informal assessment and feedback to the student teacher based on regular classroom observations. Informal assessment should be offered during regular conference sessions. 

• Formal evaluations must be completed by both the Cooperating Teacher(s) and the University Mentor at mid-term and at the end of the semester online via S4 @ The Beach (you will be emailed a link from S4 @ the Beach to complete the evaluation. If you do not receive the link, check with your student teacher to see if they have generated it from S4 yet). (See Appendix F for a sample evaluation form)

  • Formal evaluation is done in six areas, each with a number of performance indicators. There is also an “overall teaching effectiveness” category. 

  • The seven performance areas are derived from the California Teaching Performance Expectations, adopted in 2016 and the new performance area #7: Effective Literacy Instruction adopted in 2022 by the Commission on Teacher Credentialing 

  • You should familiarize yourself with these performance indicators and discuss with the student teacher how she/he/they will demonstrate proficiency during the semester. Clearly delineating the requirements for meeting the TPEs areas 1-7 and providing regular review on student t�𲹳�����’s progress through these assignments.

  • Evaluation should be accurate, fair, based on multiple sources of information, and targeted at the novice level of performance.

Mid-Term Evaluation

1. This is the opportunity to provide the student teacher with explicit, formal performance assessment. The evaluation should reflect your professional assessment based on:

   • Conferences

   • Review of student t�𲹳�����’s unit and lesson plans

   • Observation of performance in classroom

   • Observation of the student t�𲹳�����’s interactions with your students  

   • Reflections and feedback on performance and professionalism

   Your evaluation should be discussed in a three-way conference with the student teacher, yourself, and the University Mentor at mid-term.

2. Student teachers who are not performing well must be made clearly aware of your assessment at this juncture. Student teachers may be withdrawn from the assignment for poor performance or professionalism after appropriate consultation and adequate time for improvement has occurred. 

   • The Cooperating Teacher, school site administration, the University Mentor or the Subject Area Coordinator may initiate withdraws from student teacher assignments. 

   • Gross misbehavior and other extenuating circumstances regarding performance and professionalism may cause a student teacher to be removed or withdraw prior to the mid-term evaluation. For student teachers who are not meeting expectations , a realistic mid-term evaluation is vital to their ability to reflect on their current progress and improve. Explicit performance behaviors and goals along with clear outcomes should be established and discussed including a date set by which the goals must be reached. 

3. It is the Cooperating T�𲹳�����’s responsibility, along with the University Mentor, to work closely to support the student teacher. 

   • Student teachers should not be left alone to “work out their problems.”

   • Guidance, support, and encouragement should come from the Cooperating Teacher and University Mentor.

   • As the support person in daily contact with the student teacher, Cooperating Teachers bear the major share of this responsibility.

4. Critical problems should be dealt with long before the final evaluation. Cooperating Teachers and University Mentors should be in close consultation in the event of severe deficiencies in the student t�𲹳�����’s work. 

   • Do not expect problems to resolve themselves or get better without your guidance and support. 

5. Your work with student teachers who are struggling inside or outside of the classroom should be documented. Please keep written records of your observations, conference discussions, and feedback to the student teacher, including your recommendations for what s/he can do to improve her/his/their performance. 

6. If needed, student teachers who are still not meeting expectations will be placed on an Action Plan for Student Success to formally document the next steps to improve performance and remain in the classroom.

Final Evaluation

1. The final evaluation becomes part of the student t�𲹳�����’s permanent file. Your student teacher will spend more than 500 hours in the student teacher experience; please give her/him/them a well-written, thoughtful final evaluation. 

   • Please keep in mind that what is written, or not written, on the final evaluation could influence an employer’s decision when the student teacher seeks employment. 

   • Your final assessment of the student teacher should reflect classroom performance but should also be done with an eye toward her/his/their potential. 

2. You should make a “not consistent with standard expectations” evaluation only after careful consideration and after attempts to bring about improvements have been exhausted. 

   • Both the student teacher and the University Mentor should be advised well in advance of the possibly of this rating. 

     • Except in rare circumstances, a student should not receive a “not consistent with standard expectations” rating for Overall Teaching Effectiveness on the Final Evaluation. This level of performance should be obvious early enough in the semester to allow time for remediation. Should improvement plan be ineffective, the student should be counseled to withdraw from remaining sections of student teaching. Only in rare cases would this kind of student teacher persevere to the end of the semester and receive one of these ratings on the Final Evaluation. 

     • A student teacher that receives a “not consistent with standard expectations” rating in category ‘G’ on the Final Evaluation from the University Mentor will not receive credit for student teaching. 

     • The University Mentor is responsible for the final grade appearing on the candidate’s transcript. 

Midterm Action Plan and Final Induction Plan

1. At the midterm, the university mentor in consultation with the cooperating teachers will generate an Action Plan that will specify the next steps needed to demonstrate improvement or continued growth of the student t�𲹳�����’s performance by the end of the semester at the school site. This will also be uploaded to S4 @ The Beach by the University Mentor. See Appendix H for a sample Midterm Action Plan.

2. At the final evaluation, the University Mentor in consultation with the Cooperating Teachers will generate an Induction Plan that will provide recommendations for professional development and growth in the student t�𲹳�����’s clear credential program. An Induction Plan is required by the California Commission on Teacher Credentialing (CTC) for all preliminary credentialed teachers. See Appendix I for a sample Induction Plan.

Principals, or other administrator designated to work with student teachers, are responsible for coordinating the assignments of student teachers within the school and play a vital role in the final pre-service phase of teacher preparation. Effective leadership will do much to build the morale and status of student teachers. Schools are selected because of the welcoming attitudes of both the administrators and the cooperating teachers. The professional attitude of school administrators and their teachers are a necessity in creating a desirable working relationship. The principals and designated representatives will be responsible for the following:

1. Provide an orientation for student teachers to acquaint them with the campus and the mission of the school, familiarize them with various student organizations and activities, discuss the rules and regulations applicable to student teachers, and introduce them to key faculty members.
    
2. Work with the cooperating teachers and the student teachers to establish an observation schedule of school activities appropriate to the background and future needs of the student teachers. (See the Observation and Participation Log in Appendix D)
    
3. Articulate the student teaching program for the school staff, parents, and school-affiliated groups.
    
4. Select experienced cooperating teachers who have demonstrated excellence in classroom teaching, the ability to mentor adult learners, and a desire to work with a student teacher. The cooperating teachers should have tenure in the district and the same subject area credential as the one student teacher candidate is pursuing. 
   • Student teachers should not be assigned without the t�𲹳�����’s explicit consent.
   • The cooperating teacher has significant mentoring responsibilities to the student teacher that cannot be properly fulfilled by teachers who have no true interest in working with novice teachers.
   • Student teachers should not be assigned to teachers so they can have time to devote to other school projects.
   • Cooperating teachers must make the student teacher a top priority by mentoring them in a supportive, nurtuing learning environment during the time the student teacher is in class. 
5. Ensure that there are appropriate facilities, equipment and supplies necessary for instruction in the student t�𲹳�����’s classroom; assist the student teacher in obtaining a desk and storage space, parking privileges, a teacher mailbox, school keys, a faculty ID, etc., as needed.
    
6. Provide faculty and student handbooks, policy statements, descriptions of the school’s academic program, the school’s mission statement, and other pertinent publications for student teachers. 
    
7. Encourage student teachers to become participating members of the faculty by encouraging their attendance at faculty, PTA and other meetings sponsored by or closely connected with the school.
    
8. Discuss the role of professional educators with student teachers.

As part of the student teaching triad, the University Mentor coordinates and supports the efforts between the student teacher and the cooperating teacher, in addition to serving as a liaison between the placement school and the Single Subject Credential Program. 

• The guidelines and requirements described in this section apply to your work with each of the two types of student teachers via the traditional pathway or a paid position with modifications made as needed for interns.

• The University Mentor’s primary role is to be a supportive mentor to the student teacher. This role requires good relationship skills to humanize instructional practice, knowledge of effective teaching methodologies, a commitment to developmental progress, knowledge of effective trends in education, and subject matter expertise. 

• Unlike a cooperating teacher, the university mentor is not in daily contact with the student teacher. Nevertheless he/she/theyplay a vital part in the student t�𲹳�����’s classroom experience.

• In addition to the high-stakes evaluation of student t�𲹳�����’s performance, the University Mentors’ principal activities should be to provide , encouragement, ongoing support, and effective feedback to help candidates thrive in their student teaching experience

• Each observation should be followed by a meaningful conference, providing the student teacher with specific feedback from the perspective of an experienced educator. 

• Feedback that is purely evaluative will not provide the student teacher with the kind of detailed, targeted assistance needed for the growth of a novice teacher. Most feedback should be formative.

1. The Single Subject Credential Program requires University Mentors to use an array of methods . mentor candidates along with a cognitive coaching model employing a pre-observation conference, the observation, and a post-observation conference.

2. University Mentors are highly encouraged to make classroom observations at least twice during each segment of student teaching (e.g., 2 times during EDSS 472A the first six week, 2 times during EDSS 472 the second six weeks, and EDSS 472C the third six-seven week). Three observation should take place prior to the midterm with one in each of the three periods assigned to the student teacher. Three observation should take place prior to the final evaluation with one in each of the three periods assigned to the student teacher. University Mentors may need to make more visits in order to observe and assist the Student Teacher as her/his/their performance warrants.

3. Observations should begin early in the semester in order to have immediate knowledge of the student t�𲹳�����’s developmental stage.

   • Initial visitation should be made within the first two-three weeks of the student teaching semester, or as soon as the student teacher has made a transition to partial or full classroom responsibilities and is teaching enough to make an observation worthwhile. This visit should include an orientation to ��ɫ����’s procedures for the cooperating teacher.

   • University Mentors should be aware that student teachers assume teaching responsibilities at different paces, depending on their readiness and the cooperating t�𲹳�����’s schedule. 

4. In the post-observation conference, the University Mentor should provide explicit, performance-based, written, and oral feedback with specific suggestions for the Student Teacher.

   • All student teachers should receive a hardcopy (or via email) of the University Mentor Observation Feedback form after each of the six formal observations. (See Appendix E)

5. The University Mentor should be ready to actively assist the student teacher in solving problems. That may require the following:

   • Modeling a lesson for the student teacher.

   • Team-teaching with the student teacher.

   • Assisting her/him/them in the writing of unit and lesson plans.

1. The University Mentor should guide the student teacher in self-assessment by engaging her/him/them in reflective discussion of her/his/their performance during the post-observation conference. 

   • The post-observation conference should be a time when student teachers appraise their teaching as well as a time for the university mentor to provide feedback.

   • Student teachers should be encouraged to fill out mid-term and final evaluations using the program evaluation forms as a formal means of self-assessment. 

2. University Mentors are responsible for completing mid-term and final evaluations utilizing the program evaluation form on S4 @ The Beach. 

   • The mid-term evaluation is formative and stays in the Student T�𲹳�����’s S4 @ The Beach portfolio. University Mentors must submit these on S4 @ The Beach no later than November 1^st for fall student teaching and no later than April 1^st for spring student teaching.

   • The final evaluation is summative and reflects an assessment of the entire semester and an evaluation of the student t�𲹳�����’s readiness for recommendation for the teaching credential. University Mentors must submit the final evaluation on S4 @ The Beach no later than January 10^th for fall student teaching and June 10^thfor spring student teaching.

   • The final evaluation is “high stakes” and becomes part of the student t�𲹳�����’s permanent file. Your student teacher will spend more than 500 hours in the student teaching experience; please provide her/him/them a well-written, thoughtful, and typed final evaluation. In many instances, student teachers use the final evaluation when applying for jobs or in their initial interactions with induction program support providers. 

   • Please keep in mind that what is written, or not written, on the final evaluation could influence an employer’s decision when the student teacher seeks employment. 

     • This final assessment of the student teacher should reflect classroom performance but should also address her/his/their potential. 

     • Once submitted on S4 @ The Beach, a copy of the evaluations will be electronically available to the CED Student Success & Advising Center, the student teacher, and the Credential Advisor. There is no need to submit a hard copy.

3. University Mentors arrange conferences with the cooperating teacher and the student teacher around both the mid-term and the final evaluation. These three-way conferences provide opportunities for substantive discussion of the student t�𲹳�����’s strengths and opportunities for growth which result in suggestions for future efforts. 

4. The University Mentor is responsible for the final Credit or No-Credit grade appearing on the candidate’s transcript.

Midterm Action Plan and Final Induction Plan

1. At the midterm, the university mentor in consultation with the cooperating teachers will generate an Action Plan that will specify the next steps needed to demonstrate improvement or continued growth of the student t�𲹳�����’s performance by the end of the semester at the school site. This will also be uploaded to S4 @ The Beach by the University Mentor only. (See Appendix H)

2. At the final evaluation, the university mentor in consultation with the cooperating teachers will generate an Induction Plan that will provide recommendations for professional development and growth in the student t�𲹳�����’s clear credential program. An Induction Plan is required by the California Commission on Teacher Credentialing (CTC) for all preliminary credentialed teachers. This will also be uploaded to S4 @ The Beach by the University Mentor only. (See Appendix I)

Working with student teachers who are not yet meeting expectations 

1. A student teacher who receives a rating of “not consistent with standard expectations” in category ‘G’ on the final evaluation from the University Mentor will receive No Credit for student teaching and will not be recommended for the credential. 

   • Such a rating should be made only after careful consideration and after attempts to bring about improvements have been exhausted.

   • Both the student teacher and the cooperating teacher should be advised well in advance of the possibility of one of these ratings.

     • A “not consistent with standard expectations” rating should not come as a surprise to the student teacher, cooperating teacher, program coordinator or the Single Subject Credential Program.

2. Except in rare instances, a student who is projected to receive a “not consistent with standard expectations” rating on Category G should not complete student teaching. This level of performance should be apparent early enough during the semester, i.e., by the mid-term evaluation, to allow time for remediation. Only in rare cases would this kind of student teacher persevere to the end of the semester and receive one of these ratings on the Final Evaluation.

3. In working with student teachers who might be struggling inside or outside of the classroom, the University Mentor should carefully document the student t�𲹳�����’s performance and all efforts on the part of the cooperating teacher and the University Mentor to inform the student teacher of her/his/their level of performance, need for improvement, progress made, and prospects for success. 

4. The University Mentor should contact the Subject Area Coordinator and the SSCP Director immediately upon assessing a student teacher as not yet meeting the standards and/or performance expectations.

In some cases, the ��ɫ���� semester may end 3 – 4 weeks prior to the end of the 20-week student teaching semester. As a result, it may be necessary to assign a candidate a grade of No Credit (NC)for one or more sections of student teaching (EDSS 472/572 A, B, C).

Some possible reasons for the assignment of an INC grade include but are not limited to:

• Student needs more time to develop planning strategies

• Student needs more time to develop strategies to apply content knowledge and effective instructional practice 

• Student needs more time to work on time management

• Student needs more time to develop appropriate dispositions as an educator

• It is undetermined if a student will successfully complete all sections of student teaching at the time grades are due, however with a few more weeks of development there is a strong possibility of the student receiving CR.

The decision to assign an NC to one or more sections of student teaching belongs to the University Mentor in consultation with the Subject Area Coordinator and SSCP Director. The candidate’s progress at midterm, the school site cooperating teachers’ feedback and the student needing the extra few weeks to meet all competencies are all considered when making this decision.

A NC grade will only be given when the University Mentor has determined that there is a strong possibility that the student will continue to grow and develop through the remainder of the 20-week student teaching assignment. Students who are removed from student teaching for poor performance will receive no credit (NC) for all or parts of the student teaching experience.

Students who receive an incomplete will work with the University Mentor and Subject Area Coordinator to determine what work/skills still need to be completed. The work remaining will be put in writing on an Student Succes Action Plan f so the student has a clear understanding of what needs to be done and a timeline for completing the specified work. A Student Succes Action Plan f is designed to be proactive, identify target areas for improvement with explicit goals to be met and deadlines.

The deadline for submitting the final student teaching evaluation on S4 @ The Beach will be extended to the completion of the Incomplete. The final student teaching evaluations will be submitted by the University Mentor with the change of grade form.

1. The University Mentor must fill out a Mileage Log of supervisory visits and conferences and submit to the Office of Clinical Practice.

   • The Commission on Teacher Credentialing requires the institution to maintain records of student progress throughout the teacher preparation program.

   • The mileage log should be compiled and returned to ced-mileage@csulb.edu by the end of the student teaching semester. 

2. The University Mentor is responsible for assigning a final grade (Credit or No Credit) for the student teaching sections EDSS 472 A, B, C or EDSS 572 A, B, C (internship student teaching.) 

   • The cooperating t�𲹳�����’s evaluation should help form the university mentor’s evaluation; however, the university mentor remains the faculty member responsible for the course and must make the final decision on awarding ‘Credit’ or ‘No Credit’ for student teaching. 

   • To receive a grade of ‘Credit’ for student teaching, performance should be of an “A” or “B” quality.

1. Observe the opening and closing of the school term.
    
2. Observe the opening and closing of the school day.
    
3. Attend orientation meetings for new faculty, as appropriate.
    
4. Attend faculty meetings (department and school).
    
5. Observe teacher committee meetings, as appropriate.
    
6. Assist with a school activity or club, as appropriate.
    
7. Attend school activities such as plays, dances, and athletic events.
    
8. Assist in the management and supervision of school activities.
    
9. Participate in events or meetings involving parents and the community, as appropriate.
    
10. Observe many experienced teachers who exhibit different teaching styles, techniques, and abilities.
     
11. Use varied instructional strategies, activities, and materials that are appropriate for all students.
     
12. Write daily lesson plans in which the instructional objectives, teaching strategies, classroom materials, and assessment plans are coordinated and consistent with each other.
     
13. Plan a unit of instruction with clearly stated goals, consisting of a series of lessons in which at least one concept, skill, or topic is taught fully and sequenced effectively.
     
14. Set achievement criteria and communicate standards clearly to students and parents.
     
15. Use informal and formal methods to assess student achievement.
     
16. Teach students to evaluate information, think analytically, and reach sound conclusions.
     
17. Revise and modify objectives as well as instructional and evaluation procedures based on data from student progress.
     
18. Foster positive students’ attitudes toward their peers, themselves, the subject, themselves, and their capacity to become independent learners.
     
19. Demonstrate compatibility with and ability to teach students whose ethnic, cultural, gender, linguistic, and socioeconomic background differs from yours.
     
20. Apply the principles of effective instructional lesson planning to instructional activities:
    1. LEARNING OBJECTIVE(S): state the specific aim of the lesson in terms of pupil behavior or what the learner will be expected to do as a result of the learning experience
    2. ANTICIPATORY SET: focus learning/motivate/introduce
    3. TEACH: input, model, check for understanding
    4. GUIDED PRACTICE: monitor, adjust
    5. INDEPENDENT PRACTICE
    6. CLOSURE  
        
21. Use positive reinforcement. Manage and respond to student conduct equitably in a variety of classroom activities (individual work, small group, and whole class activities).
     
22. Establish positive rapport with students.
     
23. Establish an equitable learning environment that includes clearly stated expectations regarding student conduct.
     
24. Communicate and interact respectfully with all students in a class; reinforce respectful interactions among the students in the class.
     
25. Practice reflective teaching; use self-evaluation as a means of self-improvement. 

Student Teachers are urged to reflect on and assess their performance throughout the semester by asking themselves questions from the categories below.

I.    Human Relationships

A. With Others

1. Do I relate comfortably to my peers?
2. Do I relate comfortably to my university mentor?
3. Do I welcome and seek suggestions from my university mentor?
4. Do I respond graciously and profit from these suggestions?

B. With Students

1. Am I poised and confident in my work with students?
2. Do I honor individuality, difference, and special needs? 
3. Do I retain an adult status while working at the students' level?
4. Do I gain the confidence and respect of the students?

II.    Personal Traits

A. Initiative

1. Do I show an interest in assuming responsibilities?
2. Do I participate willingly in all activities?
3. Am I very sensitive to classroom responsibilities?
4. Am I resourceful when the unexpected happens?

B. Industry

1. Am I well organized and adequately prepared for teaching?
2. Have I familiarized myself with classroom routines and procedures?
3. Am I conscientious in completing all tasks?
4. Do I volunteer for additional work?

C. Dependability

1. Do I hand work in on time?
2. Am I punctual for teaching and conferences?

D. Fairness

1. Do I treat students impartially?
2. Do I handle problems objectively?

E. Sense of Humor

1. Do I see the humor in a situation in which I am involved?
2. Do I smile easily over a funny situation?

F.     Professionalism

1. Do I attend professional meetings?
2. Do I read professional literature?
3. Am I discreet in talking about teachers, students, and administrators?
4. Do I keep my university mentor informed about my student teaching activities on a regular basis?

G. Physical Health

1. Do I have an abundance of vitality?
2. Do I get sufficient sleep to keep alert on the job?
3. Do I stay home when sick so as to not infect others?

H. Mental Health

1. Do I have a good self-concept?
2. Am I calm in difficult situations?
3. Do I have an objective or positive outlook?
4. Do I budget time to take care of my personal, family, and social needs?

III.    Instructional Management

A. Objectives

1. Do I have well-defined objectives?
2. Are they suitable for all students?
3. Do they provide a framework for the lesson?
4. Do they reflect the long-range goals of the unit?

B. Planning

1. Are my plans directly related to the stated objectives?
2. Do I consider the abilities and needs of the students?
3. Am I able to deviate from plans when the situation warrants it?
4. Do I recognize and utilize spontaneous situations that have educational value? Am I aware of the "teachable moment"?
5. Do I have both short- and long-term objectives for teaching?

C. Methods and Techniques

1. Do I use differentiated methods and materials that are appropriate for all students?
2. Do I relate the content of instruction to the students' everyday lives?
3. Do I involve the whole class?
4. Do I employ a variety of approaches?
5. Do I use appropriate available technology?

D. Motivation

1. Do I show marked enthusiasm for each lesson?
2. Do I use good illustrations to clarify concepts?
3. Do I present the material in an interesting manner?

E. Communications

1. Is my voice clear, pleasant, and loud enough to be heard throughout the classroom?
2. Do I modulate my voice to maintain attention?
3. Do I encourage critical and creative thinking?
4. Do I ask challenging questions?
5. Do I use correct spoken and written English?

F.     Subject Matter

1. Am I well prepared in the basic content and related areas?
2. Am I aware of enrichment materials and recent developments?

G. Evaluation

1. Do I use a variety of assessment approaches?
2. Do I provide opportunity for student self-evaluation?
3. Am I able to identify strengths and weaknesses in my teaching?

H. Classroom Environment

1. Do I encourage responsible behavior and self-discipline from all students?
2. Do I promote a positive classroom atmosphere?
3. Do I see ways of preventing undesirable behavior?
4. Do I involve all students in appropriate decision-making situations?
5. Do I provide approved outlets for tension and excess energy?
6. Do I anticipate potential misbehavior and its causes, and seek ways to prevent or re-channel it?

IV.    Affirming Learning Environment 

A. Physical Environment

1. Am I conscious of room lighting, ventilation, and temperature?
2. Am I aware of the room's appearance and ways to foster neatness?
3. Do I display materials that foster a sense of excitement about learning?

B. Emotional Environment

1. Do I seek to understand causes of student behavior?
2. Do I promote a relaxed and trusting classroom atmosphere?
3. Do I assist students in developing habits of civility and democratic living?

C. Records and Routines

1. Do I keep accurate records?
2. Do I recognize the importance of routines?
3. Do I handle routines in an efficient, time-saving manner?

D. School Policies

1. Do I seek clarification of school practices and policies?
2. Do I consider them when making decisions?
    

The Student Teacher and Cooperating Teacher will include the following topics in their pre-student teaching conference.

___    Daily schedule and responsibilities.

___    Content and curriculum of courses the Student Teacher will be involved with.

___    Planning strategies (long term, weekly, daily; unit plans, lesson plans adhering to CA standards, frameworks, TPEs 1-7, etc.).

___    Books, resources and supplementary material are available to the Student Teacher.

___    Assessment of student work.

___    Affirming learning environment (i.e., Formerly known as classroom management)

___    Individual and group needs of students, e.g., student abilities, problems, special needs etc.

___    How the Cooperating Teacher plans to integrate the Student Teacher into the classroom and transition her or him to full teaching responsibilities in the first, second, and third class.

___    The Cooperating Teacher's role in mentoring the Student Teacher, observing and providing oral and written feedback, formal and informal conferencing, leaving the Student Teacher alone in the classroom, etc.

___    Classroom routines, including attendance procedures, tardy policy, dismissal routine, etc.

___    School policies, including security, discipline, drug usage, etc.

The official Student Teaching Evaluation is completed and submitted on S4 @ The Beach. You can access the student teaching evaluation tool in your EDSS 473 Canvas Course.

You can access the Subject Specific Pedagogies Evaluation Criteria in your EDSS 473 Canvas Course.

The Definition of Harassment:

Harassment is unwelcomed and/or offensive conduct on the basis of any protected status, which include race, color, religion, national origin, ancestry, age, sex, sexual orientation, marital status, veteran status, physical disability, mental disability, or medical condition, and:

1.    Submission to such conduct is made, either explicitly or implicitly, a term or condition of an individual’s employment, grade, or academic progress;

2.    Submission to or rejection of such conduct by an individual is used as the basis or threatened to be used as the basis for employment or academic standing or assessment affecting an individual; or

3.    Such conduct is so severe or pervasive that its effect, whether or not intended, creates an environment* that could be considered by a reasonable person in the shoes of the individual, and is in fact considered by the individual, as intimidating, hostile, or offensive.

Sexual harassment is a form of discrimination that is specifically addressed by legislatures and courts and is one of the most prevalent forms of discrimination. There may be sexual harassment by those of the same sex as well as by those of the opposite sex.

“Sex” includes but is not limited to: the victim’s actual sex; the harasser’s perception of the victim’s sex; the harasser’s perception of the victim’s identity, appearance, or behavior, whether or not that identity, appearance, or behavior is different from that traditionally associated with victim’s sex at birth.

*A hostile environment may exist when such conduct is persistent and/or pervasive and when it unreasonably interferes with an individual’s ability to participate, learn, and/or work. Factors considered in determining whether an environment is hostile include whether the conduct was:

• verbal or physical or both
• a single incident or a pattern of behavior;
• perceived to be hostile or offensive to a reasonable person;
• exercised by an individual in a position of authority; and/or
• directed to one or more individuals or class of individuals

Statement on Civility and Acts of Violence

California State University, Long Beach, takes pride in its tradition of maintaining a civil and non-violent learning, working, and social environment. Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. They also contribute to the maintenance of a safe and productive workplace and overall healthy campus climate.

The University espouses and practices zero tolerance for violence against any member of the University community (i.e., students, faculty, staff, administrators, and visitors). Violence and threats of violence not only disrupt the campus environment, but also negatively impact the University’s ability to foster open dialogue and a free exchange of ideas among all campus constituencies.

To fulfill this policy, the University strives:
1)    to prevent violence from occurring; and
2)    to enforce local, state, and federal laws, as well as University regulations, regarding such conduct.

The University also has established procedures for resolving and/or adjudicating circumstances involving violence, as well as threats of violence. A threat of violence is an expression of intention that implies impending physical injury, abuse or damage to an individual or her/his/their belongings. All allegations of such incidents (i.e., acts and threats) will be aggressively investigated. Allegations that are sustained may result in disciplinary action up to and including dismissal from employment, expulsion from the University, and/or civil and criminal prosecution.

Members of the campus community are encouraged to promptly report any acts of violence, threats of violence, or other behavior, which by intent, act, or outcome harm themselves or others.

    APPROVED BY THE ACADEMIC SENATE ON OCTOBER 9, 1997
 

Liability Insurance

During the student teaching semester, Student Financial Services will be assessing an $8.00 fee for liability insurance. This insurance will cover Student Teachers for up to $5,000,000 per “incident,” up to a maximum on $15,000,000, if s/he is sued by a student, parent, etc. while completing student teaching. For more information regarding this fee, contact Student Financial Services at 562-985-5471 (Option 3).

The Single Subject Credential Program also highly encourages Student Teachers to purchase additional coverage. This can be done for a nominal membership fee of $30.00 to the Student California Teacher Association (SCTA). SCTA provides $1,000,000 liability insurance and legal protection when working with students as a part of preparation to be a teacher. For more information on how to become a member, visit the .

Worker’s Compensation

If traditional Student Teachers are injured while student teaching, they are covered under the ��ɫ���� Worker’s Compensation program at no fee.

If intern Student Teachers are injured on the job, it is the responsibility of the school district to provide Worker’s Compensation, since interns are employees of the district.

ANY Student Teacher or University Mentor injuries should be reported immediately to Cheryl Velasco at 562-985-2366.