Fall/Spring/Fall 21/22 - Multiple Subject Field Placement Handbook for the Three Semester Pathway - Sacramento State

 
Fall/Spring/Fall
                                                               21/22

Multiple Subject Field Placement Handbook for
the Three Semester Pathway

California State University at Sacramento
California State University, Sacramento
              College of Education, Teaching Credentials
              6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079
              (916) 278-6639 • (916) 278-5993 FAX
              www.csus.edu/coe

Greetings!

This handbook is designed for a diverse audience: our teacher candidates, our cooperating teachers, and our partners
in classrooms and at school sites and district offices. We feel honored to have such a diverse and robust community
to work with; we truly value all of the expertise and efforts of our many partners and collaborators. We know that
high quality teacher preparation happens when many education stakeholders work together. We hope that this Field
Handbook provides a clear roadmap for how our work will proceed. For answers to specific questions about our 3
Semester Multiple Subject Pathway, please contact our Field Coordinator, Dr. Tom Owens at wtowens@csus.edu.

The following statements guide the work that we do in the Department of Teaching Credentials:

MISSION: The Teaching Credentials Branch prepares socially just teachers and teacher leaders to be agents of
change, committed to equity and inclusion in culturally and linguistically diverse schools and communities.

VISION: Our vision is to be the regional leaders in preparing and developing excellent teachers. In collaboration
with our schools and communities, teachers prepared at Sacramento State create and sustain equitable inclusive
educational environments which are designed to optimize access and student success. The Teacher Credentials
Program has also adopted the California Teacher Association Definition of Social Justice:

       We, as educators, have a responsibility for the collective good of students, members, community and society
       while ensuring human and civil rights for all. Social justice is a commitment to equity and fairness in
       treatment and access to opportunities and resources for everyone, recognizing that equality is not necessarily
       equitable. Social justice means that we work actively to eradicate structural and institutional forms of
       oppression such as racism, sexism, classism, linguicism, ableism, ageism, heterosexism, gender bias,
       religious bias, xenophobia, and other “isms” and biases.

Our mission/vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or
deficit and comes to life through focused, rigorous coursework, and structured field experiences in contexts that
serve large numbers of low-income, culturally, and linguistically diverse students with diverse abilities. Our
adoption of the CTA’s definition of social justice allows us to further define our commitment to equity and social
justice and the work we do at the classroom, community, and state levels to disrupt persistent structural patterns of
inequity. Our program’s integrated coursework and fieldwork strengthen candidates’ commitments, knowledge
base, and skills needed to achieve educational equity and address the opportunity and achievement gap in our
region. We are continually energized and excited by the prospect of preparing new teachers and supporting
practicing teachers in the field in working toward the collective educational good of our community.

Our vision is supported by collaborative relationships with public school districts, schools, and community agencies
so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These
partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to
learn for all children/youth in the K-18 public education system and through the promulgation of informed,
research-oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre-
schools, clinics, etc.). Progress towards our vision is measured through input from partners and a coordinated set of
performance assessments that faculty regularly and deliberately analyze.
We are continually energized and excited by the prospect of preparing new teachers and supporting practicing
teachers in the field. We look forward to working with you and know that together, we will make a positive
difference in the lives of children in our region.

CSUS Faculty and Staff, Teaching Credentials Branch
Field Experience/Student Teaching Handbook
                 for the Three Semester Multiple Subjects Credential Pathway
                                       Table of Contents

Roles & Responsibilities of the Teacher Candidates                       page 5
When Receiving Feedback                                                  page 7
First Semester                                                           page 8
Second Semester                                                          page 9
Third Semester                                                           page 11
Expectations for University Supervisors                                  page 13
Evaluation of Teacher Candidate                                          page 14
Roles & Responsibilities of the Collaborating Teacher (CT)               page 15
Substitute Teaching                                                      page 16
The EdTPA                                                                page 17
Ethical Issues                                                           page 18
The Teacher Performance Expectations (TPEs)                              page 20
Candidates who struggle                                                  page 21
Statement of Concern                                                     page 23
Co-Teaching for Cooperating Teachers and Student Teachers: An Overview   page 26
Candidate Evaluation Tool                                                page 26
TPEs page                                                                page 27
Multiple Subject Field Placement Handbook for the Three Semester Pathway

The CSUS Multiple Subject Credential Program integrates coursework with field experiences and student teaching.
Candidates complete the program in three semesters. During the first semester they spend one full day in a host
school, observing a Cooperating Teacher (CT) and assuming limited teaching responsibilities. Several courses will
also have assignments that must be completed in the field (e.g., in assigned classrooms, with specific students, etc.).
In addition, all methods coursework includes a series of structured field experiences, Content-Specific Student
Teaching: this involves teaching activities that are linked to key concepts, strategies, and frameworks learned in
their content-specific methods courses. In the second semester, candidates will engage in structured field
experiences involving an assignment to the same classroom as in the fall, where gradual assumption of some
teaching duties occurs, usually in a co-teaching structure. Candidates who have met all state requirements will then
engage in formal student teaching during the third semester. Student teaching is an intensive experience where the
candidate assumes all duties of a classroom teacher and performs them collaboratively with his/her cooperating
teacher. Taken together, all of these experiences offer candidates multiple opportunities to meet the Teaching
Performance Expectations (see www.ctc.ca.gov), necessary for a recommendation for a teaching credential. This
Handbook provides details about the first semester Observation/Participation experience, the second semester field
experiences and the third semester student teaching experiences.

              Roles & Responsibilities of the Teacher Candidates in the Field (all three semesters)

v During your scheduled time in your classroom, you will engage in many activities, including some that will
  occur as part of school-wide activities, which will help you become familiar with the fundamental aspects of
  your classroom/school and your CT’s philosophy and approach to teaching. You should be consistently seeking
  to become more knowledgeable about:
      o The grade-level curriculum, standards, and benchmarks
      o The developmental needs and interests of the children in your classroom
      o The CT’s/school’s philosophy about, and approaches to, student engagement and classroom management
      o The school community, resources, and programs available at the school

v Teacher candidates should observe the routine procedures and teaching of their CTs. CTs should feel
  comfortable suggesting to their teacher candidate a focus for the observations (i.e., what to look for and why),
  and debrief with the TCs about the observations. In addition, the TCs will receive guidance in their Principles of
  Teaching course about specific aspects of classroom routines and dynamics that they should be observing. The
  TC should share these protocols with the CT and debrief them as well.

v Teacher candidates should observe their CTs model lessons and strategies in specific content areas before they
  (TCs) assume responsibility for teaching lessons in those content areas. In addition, co-teaching is highly
  encouraged especially as the teacher candidate is learning the curriculum. (See brief overview of co-teaching at
  the end of this handbook.)

v Attendance. Arrive on time. You are to arrive 30 minutes before the start time (even if your CT does not). In
  order to meet with your cooperating teacher, you may have to arrive earlier. This will be negotiated between you
  and your CT. Please plan a weekly meeting time with your CT for focused collaboration and communication
  time. (These times will vary by CT/TC pair.)

v Appropriate dress. Remember to dress appropriately and act professionally from the moment you arrive on
  campus to the moment you leave the school grounds. Tattoos with images or language inappropriate for children
  should be covered. Remember that you are on an “interview” anytime you are at the school site –
  colleagues, administrators, parents and students will be taking notes! If you have questions regarding dress,
  please discuss them with your CT.
v Absences. Please establish a communication plan with your CT. S/he may have preferences in terms of mode of
  communication and timeframes (text message vs. call, not before a certain hour, not after a certain hour, etc.). It
  is in your best interests to identify these preferences early on and then implement them. In addition, confirm
  with your CT whether the school should also be part of this communication plan (e.g., call the front office if you
  are going to be late, absent, etc.). If an emergency or illness occurs and you must be absent during a placement
  day, please follow the details of your communication plan. If you have specific responsibilities for that day
  (tutoring, small group work, teaching a lesson, etc.), you are expected to have complete plans ready that your
  CT can follow. In addition, please inform any CSUS professors whose classes you will miss (follow the
  guidelines in their syllabi). Please be advised that candidates will be required to make up any field experience or
  student teaching days missed due to absence. Excessive absences that cannot be made up and/or frequent
  schedule irregularities (tardiness or leaving early) can be cause for extending your placement or requiring an
  additional semester of field experience. During minimum days, students are required to commit a full day if that
  day is normally a full field experience day. Staff development and work days are also considered part of your
  assignment in the field if they fall within the required schedule. You are required to attend your CSUS
  classes even when your school is observing a holiday or on break (this includes spring break).

v Placement. When in your placement you are teaching, observing, or assisting the teacher and the students.
  Plan, prepare, and complete coursework at home or outside of your placement days and times. Be professional,
  prompt, reliable, and responsible. Cell phones can be used before and after school unless there is an emergency.
  Cell phones should not be “checked” and calls or texts should not be made any time while you are in your
  classroom or on your school site. Remember that you are on an “interview” any time you are at a school
  site.

v Do unto others as you would have them do unto you. This includes being discreet in your talk and refraining
  from judging others quickly and harshly. An open, accepting attitude towards others is critically important if we
  are to support each other and become a community of learners. This includes getting to know everyone rather
  than sitting and talking with just a few. Use appropriate language, developmental as well as professional (with
  instructors, fellow teacher candidates, children, school faculty, staff, and parents). Remember you are a guest at
  the school; do not critique routines, plans, or any other aspects of the school. It is appropriate to ask questions
  concerning any of these in order to better understand reasons and rationales, but be respectful when you do this.

v Tips for professional observation. Notice everything, defer judgment, make connections between coursework
  and the classroom, generate questions, and decide where the resources are and who you can ask, identify the ah-
  has, and take notes so that you have them to refer to. As often as you can, connect what you observe to concepts,
  theories, and frameworks presented in your university coursework. Much of teaching involves putting theory
  into practice or using reflection on practice to bolster theories; when you think at this metacognitive level, you
  make great strides as a reflective, purposeful teacher.

v Serious concerns. If you have a concern, first go to the person most directly involved in that concern. If you do
  not feel comfortable with this route, do talk to your supervisor first, and then to your CSUS Field Coordinator.

v Meeting with CTs. TCs should meet with their CTs once a week for regular planning and discussion of lessons
  as well as to discuss the TC’s progress. The meeting time should be consistent from week to week, to the extent
  that this is possible. It should take place as a “sit down” meeting, as opposed to conversations held during varied
  times of the day or “on the fly.” All planning of lessons should be done jointly with the CT who can offer their
  ideas and materials, as well as ensure that TCs address the required standards. The success of TCs is promoted
  when the CT provides guidance and support for TCs in their planning, and also encourages/allows TCs to
  “tweak” the lesson to incorporate their own ideas, emerging style of teaching, and requirements from CSUS
  courses.
v Before/After School Duties. Attend staff meetings and grade level meetings as your course schedule permits. If
  possible, attend school-wide events, e.g., PTA meetings, parent/teacher conferences, SST meetings. (These
  opportunities may be limited due to conflicts with course times.) Attending Back-To-School Night is a
  requirement in the fall unless you are taking pre- or co-requisites and attending Open House is a requirement in
  the spring unless you are taking pre- or co-requisites or Open House is after the CSUS semester ends.

v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they
  implement in the classroom, whether teaching small groups or the whole class. All lesson plans need to be
  typed. (Please, no teacher manual copies; even if you are using lessons from the manual, they need to be
  processed and reframed by your own thinking and decisions. As you will discover, teacher manuals are missing
  critical elements!). The thoughtful writing of lesson plans is the single most effective tool you have to ensure
  that you are prepared for, successful with, and confident about your own teaching. Teacher candidates will be
  given a lesson plan template that they will use for their instruction. Teacher candidates should keep their lessons
  in an orderly manner so that they can be referenced easily if needed.

v Submitting lesson plans to your CT. Arrive prepared for all tasks and lessons. Remember that lesson plans are
  required before teaching all lessons. Plan lessons in advance and have the CT provide feedback on these plans
  prior to the teacher candidate teaching the lesson. Teacher candidates will not be allowed to teach any lesson
  unless the lessons have been reviewed/approved. The timeframe for submitting the lessons prior to instruction
  will be worked out between the CT and the teacher candidate but out of respect for the CT’s time and to ensure
  that student learning is maximized, plans should be available to CTs at least one day before the lesson is taught.
  These plans are an important means of evaluating TCs’ ability to conceptualize and include appropriate content
  and strategies. Also, be prepared to grade/provide feedback for all assignments, tests, and projects that you
  assign as part of your lesson.

v A note about the lesson planning and the lesson plan template: Please include all of the elements learned in
  Principles of Teaching course and in your methods courses in your lesson plans. In addition to the required
  elements, make sure that there is adequate detail so that another teacher would be able to teach from the plan.
  All those responsible for providing you with feedback on your teaching (CTs, the CSUS supervisor, methods
  instructors, etc.) understand that lesson planning is a development process and that you will slowly gain the
  intellectual tools and the requisite experiences needed to complete the entire template, but that it may not be in
  evidence early in the program.

               CANDIDATES: WHEN RECEIVING FEEDBACK

   •   In signing up for this program, you are acknowledging that you are here to learn, and to learn from
       others who have more experience and expertise. Seek and take advantage of as much feedback as you can.
   •   Listen all the way through without judging yourself or others. Hear the feedback as useful data to be
       investigated.
   •   When appropriate, ask for more clarity.
   •   Beware of jumping to a defensive response.
   •   If you are not in agreement, you can simply say, “Thank you.”
   •   If you are not getting as much feedback as you would like, ask for it, and tell the observer specifically what
       you want him/her to notice.

First Semester – Fall 2021 – Observation

   •   Orientation. Teacher Candidates (TCs) are required to attend the program orientation, which is held the
       first week of CSUS classes.
   •   Coursework. See CSUS Academic Calendar for the specific semester and year.
•   Additional Dates. If you have not completed KINS 172 or an equivalent elementary PE methods course
       at another university, you must take the equivalent workshop offered during the fall semester. You can
       enroll by visiting this link which will be made available beginning 9/1/21:
       https://www.csus.edu/college/education/teaching-credentials/_internal/_documents/current-student-
       information-center.pe-workshop-fall2021.pdf
   •   Observation/Participation: You will be assigned to a classroom where you will complete the O/P
       experience all day on Tuesdays. Your duties will be focused primarily on observing and learning about
       the students in your classroom, the classroom routines, the ways in which a learning community is built,
       the instructional strategies that your Cooperating Teacher (CT) uses, and the specifics of the curriculum
       for that grade level. Many of your courses will have assignments that require tasks to be completed in a
       classroom or school setting. As often as appropriate, this O/P classroom should be the context for
       completing those assignments. Please communicate assignment requirements to your CT at least one
       week in advance. We strongly recommend scheduling all assignments requiring classroom or student
       access with your CT early in the semester. Making a semester-long schedule of assignments provides
       everyone with the advanced notice desired and also offers your CT the opportunity to suggest ways to
       optimize field experiences required for your assignments. (For example, you might need to do something
       with a struggling reader and your CT might suggest one not in your classroom. With advanced notice,
       you can attend to the logistics needed to arrange to work with that student; if completing something at the
       last minute, working with that student will become very difficult.)

   Recommended Activities:

   •   Formally introduce yourself to your students. We have found that teacher candidates are very successful
       when using a prop (poster, photo album, etc.) as part of their introduction.
   •   Build relationships with the children and integrate into the classroom learning community.
   •   Observe, interact and participate in procedures (calendar, checking homework, sustained silent reading,
       etc.).
   •   Learn the rules and procedures of the classroom and school, especially those related to emergency
       situations, safety, and parent/family engagement.
   •   Observe your CT and be prepared to debrief, making connections between theories and strategies
       presented in the credential courses and instruction in your placement classroom.
   •   Provide individual assistance with children while the CT is teaching.
   •   Work with small groups of children on specific tasks and/or skills.

Second Semester Field Experience – Spring 2022

   •   Orientation. 1 day orientation: date TBA
   •   Coursework. See CSUS Academic Calendar.
   •   Field Placement. The requirement is all day on Mondays and Tuesdays. The final evaluation meeting
       with your CT and Supervisor will occur during the last week of the semester. We strongly recommend
       that you begin the field experience when the schools resume their normal schedule so that your students
       and you have a sense of continuity with the class and curriculum. Five (5) solo days must be completed
       after the midterm evaluation.
   •   Additional Dates. TBA

   Recommended Activities for the Second Semester Field Experiences: In addition to all tasks identified
   above for the Observation/Participation experience, TCs will:

   •   Co-plan instruction for and teach to small groups of children
   •   Co-plan instruction for and teach the whole class
•   Assess individual children (e.g., fluency, word/number recognition, etc.)
   •   Provide individual assistance with children while the CT is teaching
   •   Assess individual children (e.g., fluency, word recognition, etc.)
   •   Begin to facilitate transitions (e.g., lining the students up for recess, bringing them back from recess
       and/or lunch)
   •   Demonstrate knowledge of the curriculum for the grade level
   •   Demonstrate knowledge of management responsibilities and routines
   •   Demonstrate knowledge of school procedures and policies
   •   Fulfill other responsibilities and duties as directed by the CT

Third Semester Student Teaching – Fall semester 2022

   •   Orientation. 1 day orientation – date to be determined
   •   Coursework. See the CSUS Academic Calendar
   •   Student Teaching. The requirement is for full days on Monday, Tuesday, Wednesday, and Thursday.
       There are 10 solo days that must be completed after the midterm evaluation.
   •   Additional Dates. None at this time, but this could change

Roles & Responsibilities of the Teacher Candidates for Third Semester Student Teaching: Fulfill the duties
identified for earlier semesters and:

   •   Complete the solo experience.

       The purpose of the solo experience is for the candidate to pull together all of his/her learning about
       planning, teaching, assessing, and reflecting and apply this to an experience where s/he is the lead teacher
       for a discrete period of time. The candidate is expected to be the one making key instructional decisions
       and choices, but s/he is not expected to do this alone or in a vacuum. The CT is an integral part of
       planning for and implementing the solo period. Thus, the CT will participate in the planning, as part of
       the instructional team during the solo, and in the debriefing, reflecting, and re-planning. Teaching does
       not follow a recipe and the solo period will look different for each candidate. The structure of the solo
       will be determined through a discussion held by the CT, school administrators, and Sac State supervisor
       with input from the candidate and in consultation of all of the evidence about the candidate’s
       development and performance to-date. Some possible scenarios for the solo period include:

          o Scenario One: candidate plans and teaches 2 days of curriculum, candidate pauses for 3 days of
            debriefing and reflection. Candidate plans 3 days of curriculum, candidate pauses for 2 days of
            reflection. Candidate plans curriculum for and teaches 5 consecutive days. Reflection on the
            entire experience occurs following the 5 day teaching sequence.
          o Scenario Two: during a 5 day period, candidate teaches M, W and F, with T, Th and the weekend
            reserved for structured reflection. Candidate teaches 2 days and reflects for three. This sequence is
            repeated.
          o Scenario Three: candidate teaches 5 days, takes the next week to reflect and replan. Candidate
            teaches another 5 days and then reflects on the entire experience.

   •   Additional Classroom Experiences. Teacher candidates are encouraged to gain three to five additional
       classroom experiences as part of the student teaching experience. These may include teaching in another
       grade level, working with a resource specialist, observing other classes, observing other teacher
       candidates at your site or at another site, etc. The teacher candidate is responsible for working out such
       opportunities with his/her CT and with input from the supervisor.
EXPECTATIONS OF UNIVERSITY SUPERVISORS

The university supervisor is a university faculty member who regularly observes the teacher candidate and works
with the cooperating teacher in planning and directing the field placement experiences. Selection of university
supervisors is based on their skills in working with beginning teachers, competence in appropriate grade levels, and
prior teaching experience. The university supervisor is a teaching expert, a voice of experience, and the university’s
representative in the field. His/her primary responsibility is to ensure that the program’s policies are appropriately
implemented, especially in terms of the implementation of field experience and student teaching for the candidates.

The university supervisor is required to conduct a minimum of six formal observations for each candidate per
semester, whether during the field experience semester or the student teaching semester. This requirement assumes
that the candidate is making satisfactory progress and continues in his/her placement through the end of the
semester. The university supervisor also completes a final evaluation for the field experience semester and a
midterm and a final evaluation for the student teaching semester.

Roles and Responsibilities of the University Supervisor

1. Acts as liaison between teacher candidates, cooperating teachers, school administrators, and the university.

2. Drops in during the first two weeks of the semester with the aim of connecting with the teacher candidate,
cooperating teacher, and an attempt to touch base with the principal if on campus and available.

3. Sends availability for observations to the candidates at least two Fridays before the observation week. Candidates
send the beginning to ending times to the supervisor. Supervisors may have other requests as well.

4. Arrives on or before the lesson start time and stays until the lesson end time.

5. Provides written feedback or mark-up within the body of the lesson with the first round of feedback sent to the
candidate (ideally) within twenty-four hours of the due date and time or when it was received (whichever was later).

6. Formally observes the teacher candidate a minimum of six times per semester. It may be necessary and beneficial
to perform more observations than the minimum required.

7. Holds a post-observation conference the day of the observation and provides an opportunity for the
candidate to reflect in writing during this time. Provides both written and oral feedback to the teacher candidate.

8. Looks through the “Teaching Candidate Binder.”

9. Monitors and encourages the use of the co-teaching strategies.

10. Completes a final evaluation for the field experience semester and a midterm and a final evaluation for the
student teaching semester, using the Taskstream platform. Schedules a triad meeting for these evaluations, to
include the Candidate, CT, and supervisor.

11. Follows the early warning process by completing a Statement of Concern/Performance Contract for any
candidate who is experiencing difficulties in making progress towards the competencies and schedules a triad
conference as quickly as possible to develop specific plans for improvement. Consults with the Field Coordinator.

12. Maintains ongoing communication with the principal and cooperating teacher and assists in solving field-related
problems.
13. Monitors and supports the teacher candidates’ progress related to pacing (progress toward taking on new duties
over the course of the semester).

14. Assigns grades through an “on-line” system via MySacState.

Since supervisor assignments change from semester to semester, teacher candidates may not have the same
supervisor for field experience and student teaching.

EVALUATION OF THE TEACHER CANDIDATE

Candidates are monitored carefully throughout their credential program to ensure that they are making adequate
progress toward meeting the program standards and all other performance standards. Evaluation of candidate
development occurs using formative assessments (those done at key transition points which are used to provide
feedback to candidates and program faculty) and summative assessments (those that culminate the program and are
used to determine whether a candidate can be recommended for a credential).

Overall, a comprehensive set of artifacts and evidence that teacher candidates produce are assessed and aggregated
to produce a final decision about their attainment of the applicable performance standards and their suitability for a
credential recommendation. There are many opportunities for candidates to demonstrate what they know and can
do; correspondingly, they will be evaluated at many points as they complete the program requirements. While this
may seem like many assessments, this kind of continuous assessment provides candidates with multiple
opportunities to understand how their performance is meeting standards and where they can make specific
improvements. Moreover, our instructors and supervisors are conscientious in providing them with clear and timely
feedback, especially at key transition points, so that they have a good sense of the rate of progress they are making
towards the credential program expectations.

Formative Assessments:

Candidates are assessed in a formative manner throughout the program. There are key assessments (lesson plans,
reflections, field experience final evaluation, student teaching midterm, etc.) that are used to inform the faculty
about a candidate’s progress and should be used by the candidate to self-assess. These are formative because the
data they generate should be used to shape the candidate’s next steps, acknowledging strengths, and identifying
areas for growth. Formative assessments also identify areas of strengths and weaknesses, but the results are used for
formal decisions – ability to proceed to the next semester, solo teaching weeks, etc.

Summative Assessments:

Our program uses two primary summative assessments: the edTPA - Teaching Event in Elementary Mathematics
and in English Language Arts and the evaluation of the final semester of student teaching. Summative assessments
also identify areas of strengths and weaknesses, but the results are used for formal decisions—recommendation for a
credential.

                                           EDTPA: A BRIEF OVERVIEW

In 1998 the Senate passed SB2042, comprehensive legislation that established new program standards for teacher
preparation programs throughout the state. This legislation charted a new vision for teacher development in our
state – from subject matter preparation (at the undergraduate level) through pedagogical preparation (in credential
programs) through the first two years of professional practice (through induction programs). Through SB2042 and
subsequent legislation (e.g., SB1209), the Legislature and its attendant bodies, like the CTC, have sought to bring
coherence to pre-service and in-service teacher preparation and development in our state. One strategy for bringing
this vision to reality is through the assessment process. SB2042 established the Teaching Performance Expectations
(TPEs), a set of candidate outcomes that are meant to guide program content and experiences. Each teacher
preparation program is mandated to implement a Teaching Performance Assessment where attainment of the TPEs
is measured for each candidate. The TPEs (revised in June 2016) map directly onto the California Standards for the
Teaching Profession (CSTPs), which outline 6 domains of performance for in-service teachers. The CSTPs guide
the induction programs that all new in-service teachers complete, and in many districts they are also the basis for
in-service teacher evaluation. Since 2007, Sacramento State used the Performance Assessment for California
Teachers Teaching Event (PACT Teaching Event). Due to changes in the TPEs adopted in June 2016 by the CTC,
our programs now use the edTPA.

Multiple Subject candidates complete edTPA at a cost of approximately $300. It is designed so that candidates can
display knowledge of students, curriculum and content, effective instructional strategies, appropriate assessment
tools, and reflection strategies. The tasks are based on the PIARA cycle – Plan, Instruct, Assess, Reflect and address
students’ Academic Language Development. Candidates receive guidance for developing their edTPA Teaching
Event throughout their coursework. Program-specific support is detailed in the syllabus for EDMS 232. Candidates
can also review edTPA information and policies at: http://www.edtpa.com/Home.aspx.

                    Roles & Responsibilities of the Cooperating Teacher (CT)

v Introduce the teacher candidate to the school, students, and other faculty, and take the lead in providing
  inclusion opportunities for the teacher candidate. It is strongly recommended that teacher candidates be
  introduced as “co-teachers” so it is clear to the children that TCs have shared responsibility and authority as
  teachers in the classroom.

v Inform the teacher candidate of the school-wide and classroom management philosophy, school and classroom
  schedules, routines, including lunch, playground, and, especially, emergency procedures. Encourage questions
  and discussions on teaching and management decisions.

v Model effective instruction and student engagement.

v Provide the teacher candidate with “think alouds” before/during/after teaching as appropriate, explaining
  pedagogical and management decisions; making transparent decision-making in all areas as it happens helping
  the teacher candidate know how the teacher knows/knew that students did or did not meet the learning
  objectives and why certain next steps were decided.

v Give and receive feedback regularly. The aim is for everyone to be in a reciprocal learning collaboration.

v Provide the teacher candidate with appropriate background information on the students.

v Help the teacher candidate see how the CT bases his/her pedagogical decisions and choices about content matter
  on students’ backgrounds, interests, and needs, so as to enhance student interest and engagement.

v Provide the teacher candidate with the scope and sequence of curriculum as well as resource materials that are
  available to prepare lessons.

v Provide the teacher candidate with examples of how the curriculum and resource materials can be adapted so as
  to meet the specific needs of the classroom students, as well as their interests and backgrounds.

v Provide instructional materials, information on where additional materials are located, and how materials are
  checked out.
v Complete all university evaluations/forms in collaboration with the university supervisor.

v Notify the university supervisor immediately if problems develop and normal progress is in question.

v Before assuming responsibility for any area of instruction, teacher candidates should observe their CTs model
  procedures and lessons for that area of instruction. Seeing how CTs manage the curriculum and the students is
  critically important. We recommend that when the TC is observing the CT, s/he be directed to observe specific
  aspects of a lesson and have the opportunity to debrief and discuss observations after the lesson.

v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they
  implement in the classroom. All lesson plans need to be typed and use the approved CSUS lesson plan template.
  (Please, no teacher manual copies; even if teacher candidates are using lessons from the manual, they need to be
  processed and reframed by their own thinking and decisions.) These lesson plans will go in their CSUS e-binder.
  Please support your TC with this requirement. Please do not ask teacher candidates to take over a lesson or step
  in on the spur of the moment.

v As the teacher candidate demonstrates the ability to perform in one area, s/he should be encouraged to take on
  additional responsibilities. Develop a schedule for the teacher candidate’s increasing assumption of
  responsibility for a) teaching, b) transitions, c) grading/giving feedback, and d) other professional
  responsibilities (e.g. yard duty).

v CTs should remain in the classroom to observe lesson implementation, ideally, without interruption and give
  feedback to their teacher candidates on a regular basis. As the teacher candidate becomes competent
  implementing lessons with the CT in the room, the CT and TC may identify brief periods of time when the CT
  may leave the room. CTs should make sure that their TC knows the emergency protocol and who to contact in
  case of an emergency.

v While TCs should have opportunities to teach lessons independently, CTs are encouraged to co-teach (teach
  lessons together), as well as team-teach with their teacher candidates. Team teaching will enable the cooperating
  teacher to structure more opportunities to conduct differentiated instruction with their children, with the TC or
  CT working with the majority of the class while the CT or TC works with a small group.

v If the teacher candidate is struggling or not meeting competency, written documentation of the teacher
  candidate’s performance is especially critical. It is also critical that such documentation be completed as early as
  possible, and be updated regularly. Please communicate with the CSUS supervisor at the first indication of a
  candidate who is struggling or with whom there are concerns.

v CTs and teacher candidates should meet to “map out” when various areas of instruction will be assumed by the
  teacher candidate. This plan should be given to the CSUS supervisor. Over the course of the student teaching
  experience, the responsibility for classroom instruction gradually shifts from the CT to the teacher candidate. It
  is encouraged that the teacher candidates begin with math because this will be the curricular focus of
  their edTPA Teaching Event.

v Lesson Plans. All of the expectations previously indicated continue to apply. At the same time, it is expected
  that the TC should be able to make increasingly sophisticated decisions about curriculum, pacing, transitions,
  differentiation, assessments, etc. The CT and TC should establish a timeline for submitting lesson plans for
  review. All lesson plans will go in TC’s e-Binder.”

v Solo Experience: The CT should be an active participant in this experience, from collaborating on the structure
  of the experience (see possible scenarios above) to planning the curriculum to being a part of the instructional
team (working with a small group, etc.). The CT should be prepared to observe informally during the solo and to
   provide the TC with constructive feedback.

Substitute Teaching

Once STs have a firm grasp of the “student teaching situation,” have completely phased into teaching the full day,
and have a 30-day emergency permit, STs may substitute for only their CT if their CT is absent. While earning
extra income is a bonus, teacher candidates are not to miss any of their student teaching or program courses
in order to substitute. Please consult the Policies and Procedures Handbook for the College of Education
Teacher Preparation Programs for further guidelines and limitations related to substitute teaching, or
contact the Field Coordinator.
ETHICAL PROFESSIONAL STANDARDS FOR TEACHER CANDIDATES

You are representing Sacramento State specifically and the teaching profession in general – strive to uphold the
highest standards for professionalism (equity-mindedness, hard work, preparation, cultural humility, persistence,
open-mindedness, respect, willingness to experience discomfort when discussing difficult topics, dependability,
integrity, discretion, flexibility, etc.).

1. Professional Attitude
        a. Demonstrate openness to the feedback that you receive. Accept this feedback as it is given with the
            expectation that performance will be improved by applying this feedback.
        b. Believe that all students can learn. Have high expectations for all students, and be willing and able to
            provide the supports needed so that all students can learn.
        c. Be willing to engage in courageous conversations about people who are different in race, gender, socio-
            economic status, home language, culture, and other categories of difference. Be willing to examine your
            own preconceived notions and to learn about these categories. After voicing a differing opinion,
            candidates do not harbor ill feelings toward peers and are willing to continue relationships.
        d. Take responsibility for student learning and do not blame outside forces for students’ immediate learning
            or lack thereof. Use knowledge about students and their caregivers to make decisions so all children can
            access learning.
        e. Assume the best of other educators, such as peers, students, students’ caregivers, faculty, supervisors,
            CTs, administrators, etc.
2. Attendance, Absences, and Tardies
        a. Arrive at placement classroom one half hour before school begins and stay one half hour after school to
            plan, attend staff meetings, in-services, parent conferences, and other school functions, such as “Back to
            School Night” and “Open House” as their schedule allows. If two absences occur without previously
            informing the cooperating teacher and the supervisor, a Statement of Concern/Performance Contract will
            be initiated. If more than two excused absences occur, regardless of whether CT and supervisor have
            been informed, a Statement of Concern/Performance Contract may be initiated.
        b. Arrive on time. If three tardies occur, a Statement of Concern/Performance Contract will be initiated.
        c. Inform cooperating teacher and supervisor when an absence is unavoidable. Provide cooperating teacher
            with lesson plans, if scheduled to teach that day. Use the preferred mode of communication to inform
            supervisor of any absence (especially so that s/he does not show up for the observation). Make up any
            missed day(s) and communicate plan to make up missed days to supervisor.
        d. Maintain appropriate hours at placement site to plan and implement teaching and learning tasks, even if
            this must take place outside of the hours outlined above.

3. Lesson Plans/Preparedness
       a. Use the approved LP template.
       b. Send the LP for review at least 24 hours ahead of time to the supervisor.
       c. Make improvements to the LP based upon feedback.
       d. Keep all LPs in e-binder.

4. Professional Conduct
        a. Maintain flexibility in planning and implementing instruction so as to meet the needs of all students.
            Orient teaching practice so as to engage all students, with a special focus on students who are historically
            marginalized.
        b. Reflect and self-assess to improve practice, with a special focus on equity.
        c. Collaborate effectively with all school personnel and caregivers.
        d. Be discreet. Do not disclose information about students. Do not post pictures of students on social media.
            Be discreet in conversation and refrain from judging others quickly and harshly. Approach situations
with empathy and an open-mind. Understand that having an open, accepting attitude towards others is
            critically important when supporting each other and becoming a member of a community of learners.
       e.   Act professionally from the moment of arrival onto campus to the moment of departure from the school
            grounds.
       f.   Maintain good rapport and appropriate professional interactions and relationships with all building staff,
            faculty, administration, students, and caregivers.
       g.   Teach, observe, or assist the teacher and the students during all times when in the field. Strive to do
            everything possible to contribute positively to the learning of all students. Plan, prepare, and complete
            CSUS coursework (not related to assignments that involve students or CT) at home or outside of time in
            the placement classroom.
       h.   Use appropriate language (developmental as well as professional) with instructors, fellow teacher
            candidates, children, school faculty, staff, and caregivers.
       i.   Remember that as a guest at the school, one may hear or see things in classrooms with which one does
            not agree or may learn confidential information about a student; keeping these issues confidential is
            essential.
       j.   Use cell phone only when students are not present. Keep phone on silent, as opposed to vibrate or ring
            tone.
       k.   Refrain from speaking negatively about previous or current experiences, cooperating teacher, caregivers,
            principal, supervisor or school/district.
       l.   Listen attentively during IEPs, SSTs, and parent conference meetings. Do not offer opinions unless
            asked to by those in charge. Never offer advice or recommend services or materials for children as this
            may be interpreted as binding upon the district.
       m.   Maintain a “growth” mindset. Be confident that purposeful and diligent effort brings results – therefore,
            be open-minded and intellectually curious, engage in activities that will deepen and/or broaden one’s
            perspective and knowledge base, seek out feedback, receive it with grace and objectivity, and
            implement/apply it thoughtfully. Ask questions anytime clarification is needed.

5. Appropriate Professional Appearance
       a. In educational settings, a type of dress is often interpreted as being respectful or disrespectful to the
          profession, and to the students and their caregivers. Be mindful and purposeful about how you present
          yourself.
       b. Dress appropriately for the classroom. Check all clothing for appropriate tightness and whether skin or
          undergarments are revealed. Discuss any questions regarding dress with supervisor.
       c. Understand that tattoos with language or images that could be considered offensive to others or
          inappropriate for children must be covered.
       d. Do not wear jeans to the placement, even if wearing jeans is part of the culture of the educators at that
          school.

6. Effective Communication
        a. Develop a preferred mode of communication with cooperating teacher and supervisor.
        b. Communicate effectively, orally and in writing, in all settings related to the field (cooperating teacher,
            supervisor, field placement coordinator, parents, principals, paraprofessionals, etc.). Consistently use a
            salutation and closing in all written communication, including email messages.
        c. Understand that anything in writing, including emails, can be taken and shared with others. Use
            discretion and be professional in all contexts including social media accounts.
        d. Maintain confidences as appropriate to the setting.
        e. Do not negatively represent, orally or in writing (including social media), issues related to students,
            caregivers, teachers, classrooms, schools, or the university program.
        f. Use Sacramento State email for all program communications. Check this email frequently and answer
            emails sent by program faculty (instructors, supervisors, CTs) or staff within 24 hours. Make sure to be
            responsive in communication – respond to questions, provides precise information, respond in a timely
manner, write in a professional manner, etc.

7. Initiative
         a. Be aware of routines and request opportunities to facilitate classroom routines.
         b. Go the extra mile. Offer to assist with classroom tasks such as putting up and maintaining bulletin
             boards, extra duties, etc. Become known as a problem-solver, not a problem-maker. Enjoy your time in
             the field. It will be a short time in the long range of your teaching career. This is a time to try to
             experience as many new things as you can, to challenge yourself to question ‘common sense’ notions
             around how schooling works, to grow and experiment, and to develop relationships with colleagues from
             different backgrounds.

Please know that the Teaching Credentials Department staff and faculty are working hard to ensure that it is a
challenging, stimulating, and rewarding experience for you. Remember, you are on a year-long interview!
CHAIN OF COMMAND FOR FIELD-PLACEMENT RELATED ISSUES

If issues arise, please follow the chain of command.

        TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH COOPERATING TEACHER:
✔ If the teacher candidate is experiencing difficulty with the cooperating teacher, address the
  concern with him/her.
✔ If a ‘good faith effort’ with the cooperating teacher does not result in a satisfactory resolution,
  then contact the supervisor.
✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then
  the supervisor will contact the Field Coordinator.

               TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH SUPERVISOR:
✔ If the teacher candidate is experiencing difficulty with the supervisor, address the concern with
  the supervisor.
✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact
  the Field Coordinator.

        COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH TEACHER CANDIDATE:
✔ If the cooperating teaching is experiencing difficulty with the teacher candidate, address the
  concern with the teacher candidate.
✔ If a ‘good faith effort’ with the teacher candidate does not result in a satisfactory resolution,
  then contact the supervisor.
✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact
  the Field Coordinator.

             COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH SUPERVISOR:
✔ If the cooperating teacher is experiencing difficulty with the supervisor, address the concern with
  the supervisor.
✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact
  the Field Coordinator.
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION
                                           and
                           TEACHING PERFORMANCE EXPECTATIONS

Background
Teacher educators have consistently embraced the notion that teacher education is a continuum. This continuum
begins with the pre-service teacher’s subject matter preparation (usually as undergraduates) and continues through a
pre-service teacher preparation program and into a state-approved induction program. Guiding all parts of the
continuum are a set of developmentally appropriate and aligned standards – from the K-12 Content Standards
through the Teaching Performance Expectations and onto the California Standards for the Teaching Profession. For
teacher preparation programs like ours at Sacramento State, the Teaching Performance Expectations, issued by the
Commission on Teacher Credentialing, articulate the outcomes upon which each candidate’s performance is
measured, in multiple ways. Please see Appendix for a complete listing of the Teaching Performance Expectations.

                             What To Do When Your Teacher Candidate Is Struggling

In order for the University to recommend a candidate for a teaching credential, the candidate must demonstrate
that he or she has developed necessary competence as defined by the standards of the Commission on Teacher
Credentialing for preparing candidates in the specific areas of the credential. It is the institution’s responsibility to
assure that all candidates recommended for a credential meet the standards of candidate competence (competence
includes: knowledge, skills, and dispositions associated with teaching effectiveness) and character appropriate to
the public trust of education.
A professional education program provides opportunities for a candidate to gain theoretical understandings and
develop appropriate and equitable teaching practice to demonstrate the competencies required to be recommended
for a credential. The supervisor and cooperating teacher will make every reasonable attempt to help the candidate
develop these teaching competencies. Should it be determined, however, that candidate competence has not
developed appropriately and is not likely to develop in a sufficient manner to warrant a recommendation for a
credential, it may be necessary to take corrective steps. If the corrective steps still do not lead to the necessary
competence, it may be necessary to dismiss the candidate from the credential program.

It’s very important that cooperating teachers and/or supervisors document concerns early. Candidates need time to
remediate and implement suggestions provided in the Statement of Concern and Performance Contract. The
following process will be implemented to correct any lack of competence and/or dismissal from the program
should correction be unsuccessful:

   1. DOCUMENT the concern in writing and communicate it to the teacher candidate with a discussion of
      strategies for potential improvement.
   2. DISCUSS the concern with the candidate.
   3. IF THE CONCERN IS NOT CORRECTED WITHIN A REASONABLE AMOUNT OF TIME, a Statement
      of Concern should be jointly developed between the cooperating teacher and the CSUS Supervisor.
      Conferencing with all parties involved should be a part of this process and will lead to a written Performance
      Contract for the Candidate.

                          Step 1 – Statement of Concern/Performance Contract
                                Process                                                    Notes
If the candidate is not developing necessary competence,       The Statement of Concern and
   the supervisor notifies the Field Placement Coordinator,       Performance Contract are given to
   cooperating teacher, and candidate in writing of this          the candidate in writing at a meeting
   finding. If the concerns are not corrected within a            attended by, but not limited to, the
   reasonable amount of time a Statement of Concern and a         supervisor, the cooperating teacher
   Performance Contract (SoC/PC) are developed by the             and the candidate. The Statement of
   supervisor in consultation with the cooperating teacher and    Concern is signed and dated by the
   approved by the Field Coordinator, (and other involved         candidate acknowledging receipt.
   parties as appropriate) and presented to the candidate in      The Performance Contract is signed
   writing.                                                       and dated by the supervisor, the
   The SoC/PC should include:                                     cooperating teacher, the candidate,
    1. Statement/s of the area/s of inadequate performance.       the Field Coordinator, and the
    2. Suggested actions to be taken to improve performance.
                                                                  Program Coordinator. The signed
    3. What will be accepted as evidence of                       Statement of Concern and
        satisfactory performance and how this will                Performance Contract are then
        be assessed.                                              submitted to the Department of
    4. Statement of acceptable time lines, which are in effect    Teaching Credentials for the
        until the end of the program.                             Department Chair’s review and
    5. Statement of what will occur if                            signature. Both are placed in the
        performance does not improve.                             candidate’s file. A signed copy is
                                                                  sent to the candidate for his/her
                                                                  records.
                                     Step 2 –Decision to Dismiss
                          Process                                                  Notes
   If the Statement of Concern and Performance Contract do         The candidate is notified of
   not result in the candidate developing the necessary            dismissal from the program
   competence by the date designated in the Performance            verbally (in person if possible).
   Contract, the outcome is dependent upon the individual          Sacramento State candidates are
   circumstances.                                                  guests at the school site. Therefore,
   Termination of a field placement may include either             if a site level administrator (usually
   removal from the placement altogether (with a grade or          the principal) or cooperating
   impending grade of No Credit being assigned) or removal         teacher asks that a candidate be
   from regular field placement duties, but approval to remain     removed from the school site, they
   in the classroom to observe and participate in a limited        will be removed.
   fashion (generally also with a grade of NC being assigned).     When a student teaching
   A decision to dismiss the candidate from the program is         experience is terminated prior to
   also an option.
                                                                   the end of the semester, this may
   These decisions will be made jointly by the Field               also affect the candidate’s ability
   Coordinator in consultation with the supervisor and             to complete coursework,
   cooperating teacher.                                            especially if specific course
                                                                   assignments require a field
                                                                   placement site for completion.

The Department of Teaching Credentials tracks the outcomes of Statements of Concern/Performance
Contracts. In most cases, the candidate makes adequate corrections and proceeds to the next semester
of the program. In some cases, however, there are additional difficulties. These sometimes stem from
continued disruptive and/or unprofessional behavior. In these instances, more severe corrective action
may be required, including immediate removal from the placement and/or discontinuation from the
program.
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