Prior to First Day Report to Schools
1.
The Single Subject Credential Program Director will communicate your placement information as soon as it is finalized with the school district. This communication should include the school, master teacher name and email (or department chair name and email), and site principal name and email.
2.
Learn about your assignment from district and school websites. Identify district and school features and student demographics.
If possible, drive by the campus and identify the teacher parking lots.
3.
Communicate with your Master Teacher and other contacts by email or phone prior to going to campus. a.
Explain that you are asked to report on the first day of school at 7:45 AM unless otherwise negotiated. b.
Find out where you should park and how to check in. Arrange a meeting spot. The Master Teacher (and/or Administrator) may want to meet you in the office or you may be directed to go to a classroom or other location on the school grounds.
First Day Report to Schools
1.
Always wear your TITAN ID Badge! Check in at the school front office at the appointed time. Be a few minutes early. Be patient. a.
Show your TITAN ID Badge and identify yourself as a CSUF Student Teacher. Identify your Master Teacher (or other contacts) and explain what you have arranged for reporting. b.
Determine the school protocol for being a visitor on campus. You may be expected to sign in and out on a daily basis. You may need to place a parking permit in your car. c.
Request a school map and, if appropriate, ask for directions to your Master Teacher classroom.
2.
Meet your Master Teacher according to the process you have previously determined. a.
Be sure to be as unobtrusive as possible when entering the class, especially if class has already started. Be courteous. b.
Determine where you should sit and begin fieldwork observations according to EDSC 440F requirements. Be patient.
3.
When there is a lull in the action (such as between class periods, during a planning period, or at lunch), let your Master Teacher know you have CSUF materials to share. a.
Provide your Master Teacher with: 1) the MT Letter of Introduction, 2) the Master Teacher Brochure (pay close attention to Four Phases of Gradual Induction with Co-Teaching) and, 3) Master Teacher Orientation Invitation. b.
Determine when you will collaboratively review these documents and access the online evaluation system. This should be done during the first week at a time convenient for your Master Teacher.
4.
Strongly encourage your Master Teacher to attend one of the Master Teacher Orientations. Information regarding dates and times are listed in the Master Teacher Orientation Invitation.
First Week of Fieldwork
1.
Focus on classroom observations and learning student names.
2.
Assist your Master Teacher in completing the Master Teacher Verification Form through the Online Evaluation System coeapps.fullerton.edu/edscassess/ . Once they electronically submit the form, you will automatically have receive a copy of their submission via email. Save a copy of this form on your desktop and upload it to your EDSC 440F TITANium site (using the link called, “Submit Copies of Your MT Verification Form”) by the first Friday of your second week of fieldwork.
3.
Assist your Master Teacher in completing the Master Teacher Information Form. This is found on the second page of your
Master Teacher Orientation Invitation Letter. Return this form to your EDSC 440S instructor on the first Friday of your first week of fieldwork.
4.
Plan a time to review Master Teacher Orientation materials after your Master Teacher has attended the MTO. If they are unable to attend, request MTO materials from your EDSC 440S instructor and review them with your Master Teacher.
5.
With your Master Teacher, determine a schedule in which you are observe/co-teach/teach the equivalent of 3 periods per day.
Typically, Teacher Candidates negotiate two classes of one preparation and one class of another. The actual number of classes and preparations may vary if you are on a block schedule. Confirm this schedule with your PDC Instructor and 442 Methods
Instructor (or Subject Area Coordinator).
6.
Identify a regular daily/weekly time to converse with your Master Teacher regarding co-planning/co-teaching lessons, planning/solo teaching lessons, debriefing what you are observing, and learning about school procedures. This time might be before or after school or during the Master Teacher conference period. Do not expect to do this during passing periods, morning-break, or lunch, as your Master Teacher needs time to transition between classes and take much-needed breaks.
Remember that you are a guest in their classroom. Be sure that your schedule allows you to get to all CSUF classes on time.
7.
Discuss ideas for transitioning from observing, to simple co-teaching, to more complex co-teaching, to solo teaching. Use the
Four Phases of Gradual Induction with Co-Teaching as a guide.
Department of Secondary Education, California State University Fullerton, revised 5.5.15.