When on school sites and at the district offices, Externs and Student Teachers should be attired in academic dress. This includes nice pants and shirt with collar (tie optional) for men and a nice pant outfit or dress for women. Skirts should be a reasonable length and clothing should not be revealing.

When on the playing fields, Externs and Student Teachers should be attired in appropriate dress for the sport or physical education activity in which they are engaged. This includes coaching shorts or sweats and a T-shirt, polo shirt, or sweatshirt with the school name and/or logo. Appropriate footwear should also be worn.

Individuals who do not meet this requirement may be requested to leave the school site to change their clothing. Repeated offenses may result in termination of the field observation/student teaching assignment.

The instruction in EDSC 440F and 440S takes place at the assigned Professional Development Districts. The Professional Development Districts are cooperating school districts in Orange County and currently include Anaheim , Fullerton , Placentia-Yorba Linda, Orange , Capistrano, and Corona Norco. Candidates are expected to observe and participate in activities at the assigned Professional Development District unless their classroom assignment is outside the District. Since most candidates will do their formal student teaching within the assigned Professional Development District, careful observations and full participation in the orientation to the school district will be of great assistance.

Candidates who are assigned to schools outside of the Professional Development Districts will do their Extern observations within the school or district where they will student teach. Such arrangements must be approved by the Subject Matter Program Advisor and should be made early in the Extern Semester.

1. If the behavior of an Extern or Student Teacher is disruptive or unprofessional in a University course or with a University faculty member, the faculty member shall first try to resolve any difficulties with the candidate. Failing that, the faculty member shall inform the Subject Area Advisor and the Secondary Education Coordinator.
2. The Coordinators will try to resolve any difficulties. In some cases, however, problems may be so serious as to result in dismissal from the program.
3. The candidate may appeal the dismissal. The student shall notify the Chair of the Department of Secondary Education of an intention to appeal. The Chair will ask the Dean or Associate Dean of Education to convene an Appeals Board. Ordinarily, the board will consist of four members of the SECTEP faculty, including at least two members from outside the Department of Secondary Education.

The Appeals Board will hear from the Subject Area Advisor or Secondary Coordinator who will present the grounds for dismissal. The board will then hear from the candidate appealing the dismissal. The board will determine if there were sufficient grounds for dismissal.

Following the presentation of the two sides, the appeals board will discuss the case and decide the appeal.

• 440S Seminar: Tuesday – Friday: Meet each day from 8:00-11:45 am

1. Participate in CSUF Orientation.
2. Attend 440S seminar as indicated.
3. Meet with program faculty.
4. Locate school site(s) and PDD meetings.
5. Contact Master Teachers.

• Fieldwork: Monday - Thursday
• 440S seminar: Friday from 8:00 a.m. – 11:45 a.m.

1. Report to assigned school(s).
2. Meet with district personnel.
3. Begin classroom observations—one period each with each Master Teacher and also observe other classes in all content areas for a total of 3 periods of observations per day.
4. Meet with Master Teachers to further articulate duties and responsibilities.
5. Avail yourself of tutoring opportunities within the classroom.
6. Work with small groups.
7. Visit classrooms outside your content area during Weeks 2-5
8. Learn students’ names.

* Master Teachers (MTs) will attend MT Orientations during Weeks 2-5.

• Fieldwork: Monday - Thursday.
• 440S seminar: Friday from 8:00 a.m. – 11:45 a.m

1. Take roll.
2. Become involved with instruction—gain access to lesson plans, unit plans, and other instructional organization instruments.
3. Examine the form and content of lesson plans.
4. Identify and review specialized software.
5. Assist during seatwork.
6. Become involved with the management of the classroom.
7. Identify and review assessments and evaluation instruments.
8. Grade assignments.
9. Examine the structure, rubric, and other scales used to develop assessment and evaluation instruments.
10. Supervise the class for short periods of time.

* Master Teachers  will attend MT Orientations (MTO) during Weeks 2-5.
* MTs are highly recommended to complete “TPE Online Training Module”.
* PDD Coordinators will contact teachers to train those MTs who did not attend the MTO.

• Fieldwork: Monday - Thursday.
• 440S seminar: Friday from 8:00 a.m. – 11:45 a.m.

1. Finalize Extern observations—two periods with one Master Teacher and one period with another Master Teacher.
2. Supervise the class for entire periods.
3. Prepare and teach small class segments or entire period.
4. Introduce substantive units or parts of units.
5. Develop lesson plans for the Master Teachers’ review.
6. Develop, administer, and assess quizzes, tests, and projects.
7. Develop grading rubrics.

* PDD Coordinators will contact teachers to train those MTs who did not attend the MT Orientation. All MTs should be trained by Week 8.

• Fieldwork: Monday - Friday except (3/21, 3/28, 4/18 & 5/9) will attend
• 440S seminar 440S seminar: as indicated

1. Participate in co-teaching.
2. Become an autonomous teacher to the extent that opportunity is available and Master Teachers believe capable.
3.  Prepare complete lesson plans and execute those lessons under guidance of Master Teachers.
4. Create, administer, and score assessments and evaluation instruments.
5. Operate a grading record.
6. Be supervised and formally evaluated twice by university personnel. 
7. Assist in development/administration of final exams.
8. Teach final days of class.
9. Record final grades.
10. Debrief with Master Teachers.
11. Make copies of relevant materials for future use.
12. Make arrangements for student teaching semester.
13. Complete TPA Task 1 and Task 2 and submit for assessment.
    
    * University Supervisors will conduct two observations and meet MTs during Weeks 9-15.

• knowledge candidates will acquire;
• experiences candidates will have in fieldwork and coursework; and
• teaching skills candidates will be able to demonstrate at the end of the first semester. The University and the Master Teachers share these responsibilities.

• Respect for all individuals enriched by an understanding of culture and diversity.
• Commitment to working collaboratively.
• Commitment to lifelong learning.
• Wide constellation of knowledge and skills.
• Ethical character demonstrated by having integrity, and being trustworthy, honest, courteous, open minded, and by treating others fairly and impartially.

• social and political structure of the secondary school including the formal and informal organization;
• role and function of professional organizations;
• ethnic, socioeconomic, and political dynamics of the community;
• contemporary culture of minority groups;
• laws and court decisions pertaining to education;
• function and responsibilities of school and district administration;
• relationship between adolescents and their parents;
• learning problems of adolescents which are derivatives of culture and socioeconomic conditions;
• relationship between developmental characteristics and adolescent learning;
• alternative approaches in classroom management;
• way curriculum is developed; and
• relationship between questioning techniques and critical thinking of pupils.

• receiving exposure to a variety of school structures and organization designs such as alternative schools, continuation schools, special education classes, and schools with a range of socioeconomic levels;
• responding to opportunities to visit community organizations and agencies;
• interacting with various people in their district such as administrators, clerical and support staff, and counselors;
• using criticism from pupils, peers, and professionals to enhance their professional growth;
• articulating attributes of a teaching style consistent with their own value system and interpersonal style; and
• taking advantage of parent contacts as a means for understanding individual students.

• formulating educational goals and translating these goals into specific instructional objectives;
• designing teaching strategies appropriate to these goals and objectives;
• applying knowledge of cultural and economic differences in pupils when planning and executing instruction;
• planning and executing instruction which encompasses a variety of levels in the cognitive, affective, and psychomotor domains as relevant to the subject matter;
• designing assessment techniques appropriate to the teaching strategies used;
• eliciting and utilizing student ideas to increase the process of feedback and pupil participation in discussion; and
• managing a classroom.

• ensure that Student Teachers are assigned to superior Master Teachers who meet the University guidelines for Master Teachers;
• communicate the legal implications of the teacher preparation programs in the district (such as liability in case of accident and emergency procedures);
• implement district policy relating to the student teaching program;
• designate a district official to act in a coordinating position with regard to the program;
• provide adequate orientation to the district and to district policy, providing candidates with necessary and appropriate written materials on the subject, if available; and
• evaluate the program, and as necessary, communicate with University officials regarding modifications and changes, and regarding problems, which may arise.

• faithfully carry out the policy of the district with regard to Student Teachers and other candidates gaining pre-service experience in the school;
• help the Student Teacher feel welcome;
• provide the Extern and Student Teacher with appropriate written materials on school policy, philosophy, curriculum, and activities;
• provide the Student Teacher with an overall view of the school;
• make available to Student Teachers information and materials that will enable them to understand the students with whom they work, pointing out that such materials are to be treated in a confidential and professional manner;
• indicate staff meetings, professional meetings, and committee meetings which will be open to Externs and Student Teachers;
• facilitate the acceptance of Externs and Student Teachers by the faculty of the school in which they are working;
• provide the Extern and Student Teacher with experience in co-curricular activities, as practical;
• make it possible for supervising teachers to confer with Externs and Student Teachers at mutually convenient times;
• attempt to discover special school-related interests of Student Teachers and try to help them satisfy such interests to the degree possible in the school situation;
• keep the district office informed, as necessary;
• keep informed about the successes or shortcomings of Student Teachers in the school.
• discuss Extern progress with the assigned Master Teacher; and
• confer regularly with Subject Area Advisor regarding any concerns related to Externs.

• maintain weekly contact with Placement Coordinator;
• serve as a liaison between the University program and field-based activities and serve as liaison between schools in the Professional Development District as necessary;
• meet with the Externs and Placement Coordinator each week for four hours to provide seminar instruction on foundations of education;
• be available when an Extern is conducting a class or performing professional activities and wants coaching;
• meet with Externs on an individual basis as necessary, confer with Externs on their progress, and advise them on their program; and
• provide assistance to Master Teachers who work with Externs.
• conduct a Master Teacher orientation.

• maintains contact with the PDD Coordinator at least once each week;
• serves as a liaison between the district, the University, and field-centered activities;
• meets with Externs and Placement Coordinator as needed during Friday seminars;
• arranges for PDD Coordinator to meet the Professional Development District personnel who will be involved in the program;
• participates regularly as a member of the SECTEP faculty;
• maintains regular contact with Master Teachers and gives feedback to Externs, Student Teachers, and PDD coordinators;
• plans and conducts other professional activities as needed; and
• meets with Professional Development District students on an individual or group basis when necessary.

• supervise co-teaching assignment during the Extern Semester;
• observe the Extern and confer with Master Teachers;
• respond to any Extern or Master Teacher problems during the Extern semester; and
• complete final evaluations of Extern.

• No initiative on the part of the Extern
• Excessive absences
• Lack of classroom control
• Ineffective use of time
• Too casual with students
• Expectations that are too high
• Expectations that are too low
• Lack of knowledge in subject area
• Inaccurate records
• Poor communication with parents
• Misunderstanding of potential legal problems (rights and responsibilities)
• Failure to meet or communicate with Master Teacher

• Failure to respond to Master Teacher suggestions
• Inappropriate grooming
• Failure to get along with other teachers
• Gossiping
• Excessive shyness (inability to project) and/or interact with students
• Excessive confrontational behavior
• Bringing personal problems to the classroom
• Excessive fear
• Working too hard (potential burnout)

1. Extern Eligibility Requirements
   1. Candidates will be advised in the Credential Program materials and at the Pre-orientation Meeting that districts often hire teachers in the first weeks of the semester and that they must have completed EDSC 400 in order to be eligible for a position during the Extern Semester and placement in the Professional Track.
   2. Candidates will be able to accept positions during the Extern Semester if and only if they have completed EDSC 400 and are able to be switched to the Professional Track. The only other option is to drop out of the program and re-enter in a subsequent semester. This requires permission of the Subject Matter Program Advisor.
   3. To sum, the three options are:
1. Candidates who have completed EDSC 400 and who are offered a position before September 24 and February 24 of the Extern semester may, with good standing in EDSC 440F/S and support of their Subject Matter Program Advisor, accept the position and transfer into the Professional Track.
2. Candidates who have not completed EDSC 400 and who are offered a position MAY NOT ACCEPT THE POSITION. If they insist on taking the position, their only recourse is to withdraw from the California State University , Fullerton program.
3. Candidates who are offered a position after the 11th week of California State University , Fullerton instruction may, with good standing in EDSC 440S/F and support of their Subject Matter Program Advisor, accept the position. They are responsible for attending the last EDSC 440F/S meeting and submitting all required assignments and paperwork. They do not transfer into the Professional Track.
2. Policy for Contacting Externs:
   1. Information regarding Extern and Student Teacher candidates who have met California State University , Fullerton requirements for the Internship Program will be made available, upon request, to Orange County school districts.
   2. Human Resource Directors and/or School Principals who are interested hiring California State University, Fullerton Intern candidates will first be encouraged to consider candidates who have completed the program or are already in their Student Teacher Semester.
   3. PDD District Human Resource Directors and/or School Principals who wish to interview an Extern candidate must first contact the PDD Coordinator by phone or email. The Coordinator will distribute information regarding the principal, school, phone number, and content area to candidates at the next PDD meeting, with instructions to contact the principal as soon as possible.
   4. Candidates may not be contacted nor may interviews be conducted during class on Friday mornings, as this is very disruptive to instruction and learning.