CHAPTER-4

Each Student Teacher is expected to take full control of three classes per day.
The Student Teacher will also have a conference period and a preparation period.
At least 25% of one or more classes must consist of students whose ethnic, cultural, or socioeconomic background differs from that of the Student Teacher.
Additionally, each secondary candidate must work at different levels of instruction. Candidates must also have the opportunity to work with special populations and English learners.

Typically, Student Teachers work with two Master Teachers. A professional relationship is critical and demands attention. Time must be given to develop open communication, to arrange mutually convenient meetings to discuss work, and to foster an open, honest, professional attitude about the Student Teacher's development as a classroom teacher.

During student teaching, a member of the California State University , Fullerton faculty supervises candidates. Typically, this University Supervisor will be from the academic department in which methods work was done. Time should be arranged after every visit in order to discuss progress. In large measure, the success of student teaching is dependent on the amount of effort the Student Teacher puts forth in developing a professional attitude towards learning to teach.

The specific responsibilities of the Student Teacher and those of the faculty and Master Teachers involved in the program are listed on the following pages.

Student Teaching Coursework

	Required Courses (Second Semester Of The Program):
	Courses offered through Department of Secondary Education
	EDSC 410 Teaching English Learners in Secondary Schools (3). Must be completed before recommendation for the Preliminary Credential. EDSC 304/307 Personal Proficiency in Educational Technology for Secondary Teachers (3 units) Must be completed before recommendation for the Preliminary Credential. EDSC 460 Seminar in Teaching Performance Assessment (3 units). Must be completed before recommendation for the Preliminary Credential. Please visit the TPA web site at http://ed.fullerton.edu/SecEd/tpa for additional information.
	Courses offered through Academic Department
	(Social Studies, Foundational Level Mathematics, and Business Education 449I/S courses below are offered through Secondary Education) 449I Student Teaching in Secondary Schools (10 units). Student teaching includes three periods of teaching, Monday-Friday, for the full eighteen weeks of the secondary pubic school semester. Students are also expected to have Conference and Planning periods. 449S Seminar in Student Teaching (3 units). This seminar provides students with content-specific support.

Lesson Plan Policy

Below are the minimal requirements for lesson plan preparation.

END OF EXTERN SEMESTER:
Each methods instructor will require externs in the class to submit lesson plans to ensure an understanding of appropriate format, objectives, standards, instructional activities, and assessments. These plans may be selected from lesson plans being used to co-teach during the last part of the extern semester, or they may be plans for the first few weeks of the student teaching semester. Students will submit both daily lesson plans and unit lesson plans to the methods instructor as part of the final course requirement.
DURING THE STUDENT TEACHING SEMESTER:
In order to meet SB2042 requirements, single subject credential candidates in the second semester of the program are required to submit lesson plans in advance of their teaching.

Student teachers will turn in complete unit lesson plans for the next planned unit at least one week prior to beginning the unit. The plans will be submitted to the seminar instructor and to the master teachers.

In addition, student teachers will submit one week’s daily lesson plans to the seminar instructor and master teachers during the week prior to the planned instruction. All plans are due at the seminar meeting.
POLICY:
The SecTEP policy is that student teachers will not be allowed to teach without having submitted appropriate daily and unit lesson plans during the week prior to instruction. NO PLANS – NO TEACH.

[Each subject area will create a bank (hard copy or electronic) of lesson plans for the upcoming accreditation in Fall 2007.]

Student Teacher Forms

As candidates progress through student teaching, they are required to document their progress in meeting program requirements and the Teaching Performance Expectations. Forms utilized are included in Appendix 5: Student Teaching/Intern (ST/I) Sample Forms.

Sample Candidate Schedule • Student Teaching Semester
Monday	Tuesday	Wednesday	Thursday	Friday
7:30 A.M. TO 3:30 P.M.
449I Student Teaching (Five periods, including three teaching periods, one conference period and one preparation period) Students remain through the public school semester.
Late afternoon and evening course work includes the following:
449S Student Teaching Seminar EDSC 460 Teaching Performance Assessment Seminar (M 4-7)

	To The Candidate:
	The California Commission on Teacher Credentialing expects candidates to attain competence in the performance of the Teaching Performance Expectations (TPE's) and successfully complete the Teaching Performance Assessment (TPA). Please visit the TPA web site at http://ed.fullerton.edu/tpa for additional information.
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	To The University Supervisor And The Master Teacher:
	The California Commission on Teacher Credentialing expects institutions to verify that each candidate has attained the following standards. On the basis of your supervision and observation of the candidate and the evidence contained in your files of these observations, you are asked to indicate whether each of these standards has been met. THE INSTITUTION MUST CERTIFY THAT ALL TEACHING PERFORMANCE EXPECTATIONS HAVE BEEN MET FOR PROGRAM COMPLETION. The Teaching Performance Expectations are included in Appendix 7: Teaching Performance Expectations.

Student Teacher Responsibilities

The Student Teacher Should

plan to give priority in time, attention, and preparation to the student teaching assignment. The student teaching assignment corresponds to the secondary school semester;
participate in pre-school orientation conferences as required by the district. Contact the designated authority regarding attendance;
limit on-campus responsibilities to the student teaching assignment as much as possible;
reduce off-campus responsibilities to a minimum;
report at the time designated to the appropriate authority in the school to which the Student Teacher is assigned;
appear appropriately dressed and well groomed at all times;
be punctual and regular in attendance;
arrange time with Master Teacher for assistance in planning and evaluating;
inform Master Teacher as soon as possible in case of unavoidable absence. Also inform the University Supervisor;
attend the student teaching seminar and other meetings scheduled for Student Teachers;
determine with each Master Teacher the units of teaching for which the Student Teacher will be responsible;
prepare thoroughly and carefully for each day of teaching;
make both long and short range plans;
share unit plans, lesson plans, assignment, materials, assessments, etc. with the Master Teachers before they are to be used;
schedule frequent evaluation and planning conferences with the Master Teachers and the University Supervisor;
continually engage in self-evaluation of teaching performance;
learn pupils' names as soon as possible;
become acquainted with the cumulative records and any other files pertinent to the pupils with whom the candidate works;
implement strategies for special populations;
become familiar with the types of population served by the school to which the Student Teacher is assigned;
utilize strategies and techniques for English Language Learners (ELL);
implement strategies for struggling readers;
know the school regulations and rules affecting the pupils/teachers;
become acquainted with the various learning materials used in the assigned classes;
become acquainted with the materials and personnel resources available to teachers in the building/department/school;
attend faculty meetings, PTA, and other school-related functions whenever it is possible to do so;
fill out reports promptly; recognize that a Student Teacher works with pupils in a school setting in which the supervising teacher and the school are legally responsible for the Student Teacher's activities;
observe the University and school regulations covering Student Teachers and student teaching;
follow the schedule of the school district for vacations. This means student teaching beyond the University semester; and
give evaluation forms to the Master Teachers and remind them of due dates at least one week in advance.

NOTE: The student teaching schedule requires Student Teachers to teach three classes and to have one conference period and one preparation period. Student Teachers will remain on the secondary campus for all five periods. The Student Teacher will also arrive at the assignment thirty minutes prior to the first teaching period and will be available for other meetings with Master Teachers as needed.

Supervisor Responsibilities

The University Supervisor for Student Teachers should

visit the Student Teacher frequently during the student teaching semester;
inform the principal's office when supervising in a school;
confer with the Student Teacher, assisting in the evaluation of the candidate's own procedures, progress, and development;
confer frequently with each Master Teacher regarding the student teacher's progress;
ensure that there is adequate communication among the three persons most directly involved in the student teaching experience: the Student Teacher, the Master Teacher, and the University Supervisor;
provide appropriate personal and professional guidance for the Student Teacher;
be available to give any special help needed by the Student Teacher;
be available for special conferences about the Student Teacher;
serve as liaison among school personnel, the Student Teacher, and appropriate University personnel;
evaluate teaching plans with the candidate before and after their use and assist in improving lesson planning. This is particularly desirable during the early weeks of the student teaching assignment;
hold a final evaluation conference with the Student Teacher, indicating the composite evaluation of the Student Teacher's work during the semester;
make a formal evaluation of the Student Teacher's progress, using the evaluation forms which have been developed, and assign the final grade for the student teaching experience;
collect from the student teacher the formal evaluations written by their Master Teachers on the California State University, Fullerton forms; and
assist the Student Teacher in understanding the procedure and services of the Career Planning & Placement.

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

Advice to Student Teachers

Personal Concerns

Formal student teaching is the culminating experience in the professional education program at California State University , Fullerton . For most credential candidates, it is the best part of the program and the one they rate as the most important to them. It is an intense time, calling upon all your knowledge and skill. As Lee Schulman of Stanford University has noted, the act of changing knowledge of subject matter into pedagogical knowledge is the key to successful instruction. At the same time, you will be working with the adopted curriculum of the cooperating school district and within the classroom climate of your Master Teachers. Thus, you will need to develop sensitivity to larger concerns than those of your own.

Health Concerns

A second matter that often escapes Student Teachers is the physical demands of teaching. While you may do little heavy lifting, the intensity of teaching produces its own fatigue. Moreover, you will have much paperwork and planning work to do after actual classes are over. We urge you to permit adequate time for preparation and sleep. Constantly going with minimal rest simply puts your health at risk.

Professional Conduct

A final matter relates to professional behavior as a Student Teacher. Always remember that you are a guest of the school and district. The school and the Master Teachers entrust you with a duty of substantial proportions—the education of young adults. You should always be prompt, carry through with all assignments, notify the proper people if emergencies occur, know and follow adopted school and district policies, dress and speak as a professional, and conduct yourself at all times as the role model you are.

Evaluations

Your Master Teachers and your University Supervisor will formally evaluate you. The formal evaluations occur twice during the student teaching semester. The first should be preceded by some discussion of the lesson to be observed and should be followed by a discussion of the observation. The final evaluation will be a summary of your semester efforts. Naturally, many other forms of observation and evaluation will be used ranging from comments made on the way to the parking lot to written critiques of your lesson plans or handouts.

While it is often difficult to hear criticism, it is important that you participate actively in these evaluations. If you do not understand the criticism, say so politely but firmly and seek clarification. Follow up on suggestions and seek the insights from all who observe you.

Invite your students to comment on your instruction. They can often be trenchant commentators about good teaching.

Labor Disputes

On occasion, disputes occur in locations where we have candidates doing supervised fieldwork (e.g., student teaching). In such instances, candidates may be placed in untenable positions between adversarial parties each of which demands allegiance, (e.g., candidates asked to act as replacement employees versus honor their strike).

Since we value our relationships with these sites, do not wish to take sides, and wish to protect candidates in difficult situations, our policy during labor disputes is as follows:

In such labor disputes where services are being withheld, candidates will be removed from service at the site.
If a dispute is a few days only, alternate on-campus assignment at the University will be made until the dispute is sufficiently resolved to continue.
In longer disputes, new placements will generally be made. In cases where a new placement is not feasible, the department/program faculty will make a case-by-case determination of appropriate alternative activities.

In no case will the candidate be penalized for these emergency actions.

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