These policies are set by the Secondary Education Cooperative Teacher Education Program (SECTEP) and the Credential Programs Committee (CPC) of the University Education Unit.
- Teacher Candidates are responsible for regular attendance and punctuality in fieldwork placements and in all CSUF classes. Candidates may not miss University classes to attend public school classes, activities, or substitute teach. Promptness and excellent attendance are considered the candidate’s professional responsibility. Candidates may be removed from the program for multiple tardies and absences.
- All absences from fieldwork (even just one class period) require that the candidate notify the master teacher by email and copy the Subject Area Coordinator. Failure to do so may result in program removal.
- When on school sites and at the district office, Teacher Candidates should be attired in academic dress. This includes nice pants and a shirt with a collar (tie optional) for men and pant outfits or dresses for women. Skirts should be a reasonable length. Clothing should not be revealing.
- When on the playing and performance fields, Teacher Candidates should be attired in appropriate dress for the activity in which they are engaged. This includes appropriate dress for the sport or physical education activity: 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 and removal from the Single Subject Credential Program.
Child Abuse Reporting
- Teacher candidates are considered to be mandated reporters of child abuse. Child Abuse Reporting Requirements is excerpted from the California Child Abuse and Neglect Reporting Act (Section 11166).
Credential Programs Committee (CPC) Policies
The Credential Programs Committee (CPC) oversees all credential programs offered by the University.
- Policy One-Standards for Continued Participation in Credentials Programs: Individuals who are accepted for admission to a credential program become credential candidates and are responsible for meeting the high standards of personal conduct expected of professional educators. Candidates are expected to be knowledgeable about and demonstrate the professional standards for their field of teaching, as well as University standards outlined in the CSUF University Catalog and Department Student Handbook, especially the sections on Student Conduct, Academic Dishonesty, and the expected dispositions and student outcomes as described in the Education Unit’s Conceptual Framework. Candidates’ continued participation in credential programs at Cal State Fullerton is dependent upon their ability to adhere to professional standards as assessed within each credential program. This policy summarizes the program removal process. See also Appeal Hearing Guidelines. To read the complete policy, click here .
- Policy Two-Proficiency in Written and Spoken English: Prior to admission to a credential program, all credential candidates will be assessed in written and spoken English to ensure that they are able to speak and write English clearly. Since teachers must be understood by their students, and because they model the use of English in their classrooms, it is imperative that they have competence and fluency in speaking and writing English. This policy summarizes proficiency requirements and the assessment process. To read the complete policy, click here
Code of Ethics
- Candidates are expected to be knowledgeable about and demonstrate the professional standards for their field of teaching, as well as University standards outlined in the CSUF University Catalog and Department Student Handbook, especially the sections on Student Conduct, Academic Dishonesty, and the expected dispositions and student outcomes as described in the Education Unit’s Conceptual Framework.
- The National Association of State Directors of Teacher Education and Certification (NASDTEC) has outlined a Model Code of Ethics for Educators based on five principles: Principle I: Responsibility to the Profession, Principle II: Responsibility for Professional Competence, Principle III: Responsibility to Student, Principle IV: Responsibility to the School Community, and Principle V: Responsible and Ethical Use of Technology
- It is expected that Teacher Candidates will check their CSUF email regularly, several times a week. Candidates are expected to use their CSUF email for all SSCP-related and school district-related communications.
- First Semester: Candidates are required to submit lesson plans as part of the assignments for their First Semester courses. They are required to demonstrate proficiency in daily lesson planning before they may continue to Second semester.
- Second Semester: Candidates are required to submit lesson plan in advance of their teaching. lessons plans are required to be submitted to the 449I instructor no later than the Monday of the week of instruction.
- Use of a Lesson Plan When Teaching: Candidates are not allowed to teach without a formal, written lesson plan. Plans may be initiated by the Master Teacher or the candidate AND include all the required elements of the Department of Secondary Education Lesson Plan Format. Lesson plans should be available to the Master Teacher and/or University Supervisor prior to the lesson being taught. The Teacher Candidate must provide the University Supervisor a copy of the lesson plan at least 24 hours in advance of the scheduled observation of a classroom practice. Failure to plan and follow a lesson plan when teaching may result in the Teacher Candidate being removed from the Single Subject Credential Program
Grade Point Average and Course Grades
- Prerequisite courses require an average GPA of 3.0 across all 300-level courses (EDSC 304, 310, 320, 330, 340), with no course grade lower than "C" (2.0).
- All 400-level Single Subject Credential Courses (including EDSC 410, courses outside EDSC, and Credit/No Credit fieldwork) require a grade of B- or better.
- Students who earn below B- in a 400-level credential course will be required to retake the course or risk program removal. No course may be repeated more than once.
Participation in Credential Ceremony
- Teacher Candidates who have successfully completed all coursework, requirements for student teaching, and the Teaching Performance Assessment will be invited to participate in the May Credential Ceremony. Candidates that complete the program requirements after the ceremony will be invited to participate the following year.
- Sexual harassment in employment violates the provisions of the Fair Employment and Housing Act, specifically Government Code sections 12940(a), (j), and (k). Any teacher candidate who engages in sexual harassment in their classes or fieldwork will be subject to immediate program removal. The Sexual Harassment Policy is excerpted from the State of California Department of Fair Employment & Housing (Publication DFEH-185).
Substitute Teaching Policy
- Teacher Candidates may substitute teach for their Master Teachers on a day-to-day basis, providing the Candidate meets the substitute requirements for the district; has approval from Master Teacher(s) AND the Subject Area Coordinator; and the opportunity does not compromise student teaching responsibilities. Candidates may not miss any part of required courses, including 440S classes.
- Long-term Substitute Teaching positions require additional approval. See Long-Term Substitute Teaching Policy.
Teaching Performance Assessment Policies
- See TPA Policies.
Unprofessional Conduct and the Teacher Candidate Improvement Plan (TCIP)
- If the actions of a teacher candidate call into question his or her professionalism, policies and procedures are in place to resolve difficulties and determine consequences.
- If the behavior of a teacher candidate 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 Teacher Candidate. Failing that, the faculty member shall inform the Single Subject Credential Program Director and the appropriate Subject Area Coordinator, who will conduct fact-finding and try to resolve any difficulties. If appropriate, a Teacher Candidate Improvement Plan will be implemented. This plan may require a meeting of involved faculty, Master Teachers, and the University Supervisor. If the candidate does not make adequate progress in remedying the concerns, the Teacher Candidate may be advised to voluntarily withdraw from the program. Alternatively, the candidate may be removed from the program according to the process outlined in CPC Policy One. The Teacher Candidate may appeal the dismissal according to CPC Policy One.
- Candidates at-risk for not successfully completing the field experience will be placed on a Teacher Candidate Improvement Plan. This plan will identify strengths, challenges and a plan for improvement. Evidence of improvement and date for evidence to be submitted will also be identified. The results will be evaluated and the next steps will then be designated. It will be signed by the Teacher Candidate and Subject Area Coordinator.