CHAPTER-3

The process begins with your Subject Matter Program Coordinator, who makes the original recommendation for district, school, and/or Master Teachers. These recommendations are forwarded to our Placement Coordinators in five districts with which we have special arrangements: AUHSD, FJUHSD, PYLUSD, Orange USD, and CNUSD. Placement Coordinators, who are employees of the district, contact the Site Principal, Department Chairs, and Master Teachers to confirm the placement or recommend alternatives. For those recommendations outside of these districts, the Subject Matter Program Coordinator contacts Master Teachers, Site Principals, and District representatives directly. Subject Matter Program Coordinators make the final decisions about placements and determine in what districts they will place candidates. Subject Matter Program Coordinators forward candidates’ names/districts/schools/Master Teachers to the Coordinator of Secondary Education after confirmation. The Coordinator mails letters directly with key information (phone numbers and e-mails Subject Matter Program Coordinators and Candidates) to out-of-district placements (districts, principals, and Master Teachers). Candidates receive a copy of the letter at the Orientation in August/January.

PDD Coordinators provide Master Teachers with an Orientation or a visit in the 5th-8th weeks of the semester, making sure that Master Teachers understand their role and the Cal State Fullerton model. Master Teachers are also given directions for downloading forms from the Single Subject Credential Program Online Handbook web site to assist them in supporting credential candidates.

Master Teacher Orientation and Training

At the beginning of each semester, Master Teachers are invited to attend an orientation where they are trained in

Program requirements
Teaching Performance Expectations
Completion and submission of documentation of candidate progress
Access of Handbook and forms via the Internet
Master Teachers are also encouraged to complete the TPE Training Module available free in an online format. The module is provided through Blackboard and completers receive one unit of professional development credit through University Extended Education.

Any Master Teacher not attending the training will be visited by the PDD Coordinator to go over the orientation materials. Periodically, Master Teachers are also provided with written and electronic updates of program requirements.

Master Teacher Forms

Master Teachers are required to verify their classroom and supervising competence and also that their student population meets diversity requirements. They also provide evaluation of candidate progress in meeting program requirements and Teaching Performance Expectations. Samples of these forms are included in Appendix 4: Master Teacher Sample Forms.

Master Teacher Selection

The selection and recommendation of Master Teachers varies across districts; however, they are selected according to the following competencies.

Effective in managing his/her classroom and addressing student discipline problems.
Able to create and maintain a positive environment for learning.
Possess teacher candidate support competencies.
Show enthusiasm for working with teacher candidates.
Able to analyze elements necessary for successful teaching.
Able to coach and advise teacher candidates to help them develop successful practices.
Willing to provide the time necessary for supervision, support, and guidance to teacher candidates.
Willing to work cooperatively with the University Supervisor in resolving problems and in contributing to the success of the teacher candidate.
Familiar with the California State University , Fullerton Single Subject Credential Program.
Familiar with the California Standards for the Teaching Profession and Teaching Performance Expectations (TPEs) and Teaching Performance Assessment (TPA).

Master Teacher Responsibilities

Physical Conveniences

The Master Teacher should provide

access to a mailbox
a place in the classroom to work and store materials
a room key (if permitted under district policy)
space on the blackboard for use by the Student Teacher
space in a desk

Information

The Master Teacher should provide information about

the school, department, and curriculum
attendance procedures
routine record procedures
disciplinary procedures, legal requirements and restrictions
district workshops
all appropriate staff development opportunities
the availability and use of instructional media
parking on the campus
resources for at-risk students

Time, Support and Commitment

Time Must Be Provided for

observation of Student Teacher during instruction
regular feedback conferences
planning instruction and assessment
ensuring social interaction with Master Teacher and other teachers

Curricular Help

The Master Teacher Must

serve as resource person, providing appropriate instructional resources
help the Student Teacher develop lesson plans that meet department, school, and district requirements
review all lesson plans and materials to be used by the Student Teacher
ensure that grading and evaluation procedures are appropriate
assist in co-grading early in the semester
ensure that instruction is appropriate for grade level and student needs
model instructional and classroom management techniques
work with Student Teacher to facilitate parent contact and parent conferences
share teaching materials and files
assist in the development of materials related to the instruction of ELL, struggling readers, and special populations

Download a template copy of a sample lesson plan (format) in MS Word™.

Support

The Master Teacher Should

treat the Student Teacher as a peer and colleague, but expectations should be consistent with the candidate as a beginning teacher
emphasize support and guidance over evaluation
take joint responsibility for solving problems
accept joint responsibility for ensuring success in student teaching

Evaluation

The Master Teacher Should

meet regularly with the University Supervisor and inform him or her of progress and any problems
use methods of supervision which include
- pre-observation conference
- focused observation
- post-observation conference
- follow-up observations focused on the same areas
provide on-going feedback to Student Teacher
suggest tools and strategies to address any areas of weakness
monitor student attendance during student teaching
meet evaluation deadlines
Complete mid-term evaluation - due the 7th week
Complete final evaluation - due the 15th week

Master Teacher Suggestions

	Please Do
	Be as POSITIVE and REINFORCING as possible. Be SPECIFIC with suggestions; use examples. MODEL effective strategies and behaviors. Be CLEAR about the GOALS of the class, especially in the CONTENT and TIME areas. SHARE your own feelings and problems. Design activities for the Externs that have high potential for SUCCESS. TALK THROUGH lesson plans. Be AVAILABLE. Generously provide RESOURCES and STRATEGIES. ANTICIPATE the Student Teacher's needs. INTRODUCE the Student Teacher to other faculty and ENCOURAGE social interaction. Make the Student Teacher AWARE of professional organizations and workshops. During visitations, take NOTES so that you have specifics to discuss during observations. DEMONSTRATE how to recover from mistakes. Provide DIRECTION and SUPPORT in classroom management and student motivation techniques.
	Please Don't
	ABANDON your Student Teacher physically, intellectually, or professionally. INTERVENE unnecessarily when the Student Teacher is delivering a lesson or unit. CORRECT the Student Teacher in front of students.

	Download a template copy of a sample lesson plan (format) in MS Word™.

Download a file copy of this page in MS Word®

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