CSUMB
Teacher Education Department
EDUCATION FOR EXCELLENCE, EQUITY, AND ETHICAL ACTION
2014-2015
MULTIPLE SUBJECTS PROGRAM
STUDENT AND FACULTY
HANDBOOK
CLAD / ELA
MISSION STATEMENT
The Department of Teacher Education prepares caring and responsive educators with the knowledge, skills, and
dispositions to effectively facilitate the learning of all students from diverse ethnic, linguistic, and ability groups,
so that they can fully participate in a dynamic society and world.
California State University Monterey Bay
100 Campus Center - Seaside, CA 93955-8001
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TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................................................. 4
VISION STATEMENT ------------------------------------------------------------------------------------------------------------------- 4
INFUSION OF CSUMB CORE VISION ELEMENTS -------------------------------------------------------------------------------- 5
SUPPORT PERSONNEL................................................................................................................................................. 6
CURRICULUM DESCRIPTION ..................................................................................................................................... 8
STAGE 1 - COURSE DESCRIPTIONS –....................................................................................................................... 9
STAGE 2 – COURSE DESCRIPTIONS .......................................................................................................................11
SECTION 1 - FIELD CURRICULUM – .......................................................................................................................13
What are the objectives for student teaching? ------------------------------------------------------------------------------ 13
Professional Dispositions ---------------------------------------------------------------------------------------------------------- 14
Supervisor Observations ----------------------------------------------------------------------------------------------------------- 14
Time Expectations for Stage 1 - student teaching -------------------------------------------------------------------------- 15
Initial Contact with your Cooperating Teacher ...................................................................................... 16
Lesson Plans ........................................................................................................................................... 16
Evaluation Stage 1 .................................................................................................................................. 16
Suggested activities for stage 1- first 4 weeks ....................................................................................... 17
Suggested activities for remainder of stage 1 ........................................................................................ 17
Time Expectations for Stage 2 - student teaching -------------------------------------------------------------------------- 17
Lead Experience ---------------------------------------------------------------------------------------------------------------------- 18
Objectives for Solo Student Teaching: ----------------------------------------------------------------------------------------- 18
Evaluation Stage 2 ------------------------------------------------------------------------------------------------------------------- 20
Suggested Activities for the first ten weeks of Stage 2 -------------------------------------------------------------------- 20
Suggested Activities for full time teaching - Stage 2 ----------------------------------------------------------------------- 21
ROLES AND RESPONSIBILITIES..............................................................................................................................22
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CSUMB Field Supervisor ------------------------------------------------------------------------------------------- 22
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Supervisor Classroom Visits ................................................................................................................... 22
Assessment of Teacher Candidates by Supervisors ............................................................................... 23
............................................................................................................................................................... 24
CSUMB Program Advisor Roles and Responsibilities ------------------------------------------------------ 24
Cooperating Teacher Role and Responsibilities ------------------------------------------------------------- 24
Cooperating Teacher Preparation and Support ..................................................................................... 25
Cooperating Teacher Evaluation and Feedback to the Teacher Candidate ........................................... 26
Cooperating Teacher -Absences ------------------------------------------------------------------------------------------------- 27
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TEACHER CANDIDATE RESPONSIBILITIES --------------------------------------------------------------------- 27
Attendance ............................................................................................................................................. 27
Holidays and breaks ............................................................................................................................... 28
Expectations of you for observations with your university field supervisor .......................................... 28
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Outside work commitments .................................................................................................................. 29
Activities ................................................................................................................................................. 29
Professional Appearance ....................................................................................................................... 29
Extra-curricular/Yard Duty ..................................................................................................................... 29
SECTION 2 – ASSESSMENT AND EVALUATION ..................................................................................................29
1.
FIELD PLACEMENT ASSESSMENT AND EVALUATION OF FIELD ------------------------------------------ 29
Policy and procedures regarding inadequate performance or progress in the field placement --------------- 31
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Statement of Concern and Plan of Action (Appendix H) -------------------------------------------------- 31
Timing for a Statement of Concern ....................................................................................................... 31
2.
COURSEWORK AND SIGNATURE ASSIGNMENTS------------------------------------------------------------ 32
3.
TEACHING PERFORMANCE ASSESSMENT -PACT ------------------------------------------------------------ 33
ONGOING PROGRAM PROGRESS ASSESSMENT BY ADVISORS .............................................................. 33
SECTION 3 - POLICIES AND PROCEDURES ..........................................................................................................35
Selection of the Student Teaching Placement ------------------------------------------------------------------------------- 35
Selection of the Cooperating Teacher ------------------------------------------------------------------------------------------ 35
Request for Reassignment of Teacher candidates (TC) -------------------------------------------------------------------- 36
Substitute Teaching During the Student Teaching Assignment --------------------------------------------------------- 36
Switching from the Traditional Pathways to an Internship -------------------------------------------------------------- 36
Leaving and Returning to the Multiple Subjects Program ---------------------------------------------------------------- 36
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Leave of absence ............................................................................................................................ 38
Stopping out ................................................................................................................................... 38
Student Teaching and Field Experiences During Emergencies--From the Office of the General Counsel for
California State Universities: ----------------------------------------------------------------------------------------------------- 38
Privacy Act 39
COURSE RELATED POLICIES AND PROCEDURES .............................................................................................39
Course Substitutions/waivers Granted for Prior Academic Work ------------------------------------------------------ 39
Class Attendance --------------------------------------------------------------------------------------------------------------------- 39
Minimum GPA and Grades -------------------------------------------------------------------------------------------------------- 39
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Grades of ‘D’ or ‘F’ ........................................................................................................................... 39
An Incomplete Grade ....................................................................................................................... 40
No Credit Grade in Fieldwork Experience ........................................................................................ 40
Withdrawal from Individual Courses in the Program ---------------------------------------------------------------------- 40
Children and the University Classroom ---------------------------------------------------------------------------------------- 40
Progressing from Stage I to Stage 2 --------------------------------------------------------------------------------------------- 40
STANDARDS AND PROCEDURES FOR CONTINUED PARTICIPATION IN TEACHER EDUCATION AT CSU
MONTEREY BAY...........................................................................................................................................................40
CONDITIONS FOR REMOVAL FROM PROGRAM ----------------------------------------------------------------------------- 41
PROCEDURES TO BE FOLLOWED TO REMOVE A STUDENT FROM A CSUMB CREDENTIAL PROGRAM .. 41
APPEALS PROCESS AND PROCEDURES ----------------------------------------------------------------------------------------- 42
STUDENT COMPLAINT PROCEDURE--------------------------------------------------------------------------------------------- 42
UNIVERSITY RELATED POLICIES AND PROCEDURES.....................................................................................43
Accommodations for Students with Disabilities ---------------------------------------------------------------------------- 43
CSUMB E-mail System -------------------------------------------------------------------------------------------------------------- 43
Student Identification Card ------------------------------------------------------------------------------------------------------- 43
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YOUR OTTER CARD CAN BE OBTAINED FROM BLDG 47. ...................................................................................... 43
Parking Information ----------------------------------------------------------------------------------------------------------------- 43
SECTION 4 - TESTING AND CREDENTIALING.....................................................................................................44
Preliminary Credential Program Requirements ----------------------------------------------------------------------------- 44
RICA ........................................................................................................................................................ 44
Bilingual Authorization………………………………………………………………………………………………………………………44
APPENDIX A ..................................................................................................................................................................45
CSUMB LESSON PLAN TEMPLATE ---------------- DRAFT ..................................................................................45
APPENDIX B ..................................................................................................................................................................47
Relationship Between Cstps And Tpes* --------------------------------------------------------------------------------------- 47
APPENDIX : C ................................................................................................................................................................47
CSUMB Dispositions Assessment Conducted in Professional Settings
APPENDIX: D CSUMB COLLEGE OF EDUCATION ................................. ERROR! BOOKMARK NOT DEFINED.
Co-Teaching Guidelines ------------------------------------------------------------------------------------------------------------ 52
APPENDIX: EIMPORTANT PHONE NUMBERS @ CSUMB ---------------------------------------------------------------- 54
APPENDIX F.................................................................................................... ERROR! BOOKMARK NOT DEFINED.
CSUMB Student Teaching Time Sheets ---------------------------------------------------------------------------------------- 56
APPENDIX G ..................................................................................................................................................................56
Information for the Multiple subjects stage I - Stage 2 progress interview------------------------------------------ 57
MULTIPLE SUBJECTS PROGRESS EVALUATION: POST-STAGE I ----------------------------------------------------------- 59
APPENDIX H ..................................................................................................................................................................60
Request-to-Appeal Form ----------------------------------------------------------------------------------------------------------- 60
APPENDIX I
UTEC - University-Wide Teacher Education Council ---------------------------------------------------------------------- 62
APPENDIX J....................................................................................................................................................................64
CSUMB Statement of Concern and Action Plan ----------------------------------------------------------------------------- 64
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INTRODUCTION
WELCOME to the Multiple Subject Teacher Credential program. The faculty and support personnel look forward to contributing
to your professional development, and are excited by the ways in which your particular experiences and perspectives will
enrich our learning community!
The Teacher Education Department at California State University Monterey Bay (CSUMB) is committed to the development of
programs that reflect a high degree of integration between theory and practice through collaborative program development
between public schools, the community, and this university. For the teacher candidate, this commitment is reflected in the fact
that student teaching begins with the first week of your assignment and does not end until all requirements for the credential
have been met.
The Multiple Subject Credential authorizes the holder to teach school age students from non-English backgrounds with limited
in English proficiency.
A successful student teaching experience depends on a clear understanding of expectations and requirements. Therefore, this
Handbook contains information you will need to know regarding the roles and responsibilities of teacher candidates and
Interns, supervisors, and cooperating teachers.
If you need information concerning program requirements, or guidance regarding personal concerns, that is not contained in
this Handbook, consult your faculty advisor, our credentials analyst, or the Coordinator of the Multiple Subject Program. For
course-related information, consult your course instructor. If you are not sure who is the appropriate person to contact about
a particular matter, ask your faculty advisor.
Program completion requirements included in regularly disseminated regulations of the California Commission for Teacher
Credentialing (CCTC) or in CSUMB’s CCTC-approved program description are non-negotiable and must be completed by all
students prior to receiving CSUMB’s recommendation for a teaching credential. These documents are available for student
review on request.
VISION STATEMENT
At CSUMB, we envision excellence as encompassing content knowledge, skills, and dispositions that enable students to become
life-long learners. This is essential because of the direct link between a teacher’s ability to teach and student outcomes. As
such, our graduates benefit from programs that develop the leadership and stewardship skills necessary to implement
responsive pedagogy, assessment practices, and curriculum in schools that are healthy, nurturing, and empowering social
environments. Our teacher education candidates are prepared to achieve excellence in their practice because our program
incorporates and builds upon both state and national standards relating to academic content, professional teaching, and
teacher education program standards.
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Equity is central to our vision because the strength of a democratic society is predicated upon an informed, engaged, and active
citizenry that is inclusive and representative of our diverse population. Due to the fact that the families of school children
served by our educators will include those who have been historically underserved and under privileged, our teacher
candidates will be prepared to critically consider policies and practices that may enable or inhibit equitable access to society’s
resources.
Our graduates will:
 know that the most effective outcomes are achieved when the identity of each student who is served is
conceptualized within a culturally responsive, developmentally appropriate, and lifelong learning perspective
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be personally engaged in continuous learning
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see their students as individuals in the context of family, community, and society.
Their collaboration and planning skills will be supported by a willingness to transcend cultural and ethnic boundaries in schools
and communities.
Effective and caring educators have the dispositions to see inequities, the imagination to find solutions, and the integrity to act
in ways that benefit all learners. The ability to engage with parents, community members, and colleagues is critical to
developing excellent public schools, particularly in districts that serve working class and historically underserved communities.
Educators from CSUMB will demonstrate ethical action through teaching and school stewardship, capitalizing on the strengths
of the communities they serve.
INFUSION OF CSUMB CORE VISION ELEMENTS
ETHICAL REFLECTION AND PRACTICE
Social justice, equity, ethical professionalism, and care for one another are demonstrated throughout the philosophy and
practice of the teacher credential program. Every effort is made to be partners with the teacher candidates in their journey to
become the teachers of tomorrow, assisting them to become responsible decision-makers. Discussions of ethics, equity, and
social behavior are part of the teaching and learning process in all the courses. Students are expected to reflect these values in
their student teaching placements.
MULTICULTURALISM
Throughout all coursework, and particularly in ED 612, Pedagogy for Linguistically and Culturally Diverse Students, concepts,
information, and issues of multicultural education are incorporated into students’ learning base. These include analyzing
different cultural perspectives and literature representing the diverse population of California. History, appreciation, and
recognition of multiple languages are also infused into coursework. The understanding is operationally carried out in
observable field-based (student teaching) placements, with feedback from university supervisors on expectations and
appropriateness of materials, strategies, and instructional techniques. All candidates are enrolled in specialized coursework
that addresses second language development and primary language use. Proficiency in language and culture is a requirement
and an on-going developmental process in the Teacher Credential Program. A concerted effort is made to encourage
multiculturalism in practice as well as in our value system.
INTERDISCIPLINARY STUDIES
Coursework and the California Standards for the Teaching Profession outline expected outcomes to produce knowledgeable
and skillful teachers as they teach through an interdisciplinary manner. Students are expected to infuse literacy throughout
their teaching. Teaching strategies used across disciplines such as cooperative learning, visual diagrams and organizers, handson projects, and interactive learning techniques are stressed throughout the program. During student teaching experiences,
students design content specific and interdisciplinary instruction.
APPLIED LEARNING
Students in the Field-Based Teacher Education Program are able to participate in the application of their learning from the very
beginning. All students have on-site, classroom placements in coordination with their coursework, which enable them to
observe and complete classroom assignments under the tutelage of a cooperating teacher or principal, as well as CSUMB
faculty and supervisors. Students have the opportunity to put into practice the theories and strategies for teaching while they
are learning to teach. Each credential candidate fulfills a requirement of two semesters of field experience and is assigned a
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university faculty member and/or supervisor to supervise the assignments. For the student teaching pathway, the Stage I and
Stage 2 student teaching placements will be at different grade levels.
SERVICE LEARNING
Service learning, as a method intended to teach citizenship, skills, and values, is interwoven through the school/community
experience and student teaching. Credential candidates participate in school community events when possible and study how
to build relationships with parents, social institutions, and community groups.
TECHNOLOGY
CSUMB Teacher Education subscribes to the importance of technology infusion into the teaching and learning process,
especially for prospective teachers. A prerequisite for the credential program is to demonstrate computer literacy. Completion
of technology coursework in undergraduate classes is also required for admittance to the program. The following are
expectancies and outcomes with regard to technology in the teacher credential program.
 All assignments (e.g., final reports, term papers, or other professional documentation for assessment) must be typed
unless stated otherwise by a particular instructor. Students are expected to use word processing, graphing, and other
written and presentation tools as appropriate for assignments.
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Students complete research projects outlined in each of the courses, which are completed in part through exploration
of the Internet on specific topics. Curriculum resources are also located through the Internet.
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Class presentations or field lessons demonstrating effective teaching practices in technology are encouraged. These
may involve use of the Internet or curriculum software.
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Communication is facilitated between students and faculty through electronic mail. All CSUMB students are given free
access to the CSUMB-gmail Intranet system.
SUPPORT PERSONNEL
DR. CATHI DRAPER-RODRIGUEZ, CHAIR OF THE DEPARTMENT OF TEACHER EDUCATION, is available to handle problems that could
not be resolved through your advisor (for academic matters) or your Field Supervisor (for student teaching related issues), or
by the program coordinator. You can contact her by phone at (831) 582-3652 or by email at cdraperrodriguez@csumb.edu.
DR. CAROLINA SERNA, COORDINATOR OF THE MULTIPLE SUBJECT PROGRAM is available to answer your questions about
issues related to the Multiple Subject Program including applications, requirements, courses, advising, etc. Questions
regarding program policy or personal issues that cannot be addressed by other program personnel such as your program
advisor or field supervisor may be brought to her. Her office is located in Bldg 3, room 163. You can contact her by phone at
(831) 582-3641 or by email at cserna@csumb.edu.
DIANE BRANDELL, THE FIELD PLACEMENT AND SUPERVISION COORDINATOR is responsible for all communications with school
sites regarding initial placements of teacher candidates. Decisions regarding selection of cooperating teachers and any changes
in student teaching placement are arranged in consultation and with the approval of the field coordinator. The placement and
supervision coordinator can also be available for consultation and observations in the classrooms, as needed, or to assist in
matters that arise in the field placement. If a problem regarding your placement cannot be resolved with your supervisor and
cooperating teacher, you should contact the field placement and supervision coordinator for assistance at (831) 582-4125 or by
email at dbrandell@csumb.edu.
CHRISTY JORDAN, CREDENTIALS ANALYST, will provide you with detailed information regarding requirements for your
teaching credential. Her office is located in room 117, Bldg. 3. You can contact her by calling (831) 582-3638 or by email at
chjordan@csumb.edu.
Once you have completed all credential requirements, you will meet with her to obtain the credential.
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UNIVERSITY FIELD SUPERVISOR, assigned at the beginning of each semester, is your primary resource as coach and facilitator
of your classroom placement experiences (student teaching). You are expected to coordinate with your supervisor for the
following activities: formal and informal observations, conferences with your cooperating teacher and/or principal, and preand post-observation feedback and evaluation. It is your responsibility to remain in close contact with your supervisor, provide
typed or neatly written lesson plans for your formal observations, communicate your particular needs or problems, and to
otherwise ensure that you are receiving continuous feedback from your student teaching experience. She or he will visit your
classroom regularly. Your supervisor also serves as a liaison between you and the cooperating teacher or other school
personnel, should you need to resolve any concerns about your student teaching.
PROGRAM ADVISOR is a faculty member assigned to you for the purpose of providing support for the completion of program
requirements. She or he will be your first point of contact with questions about the program or personal issues; If you are not
sure who to go to for a particular question, start with your advisor. If she or he cannot answer your question, he or she will
direct you to the appropriate person.
COOPERATING TEACHER is the role model and support that will be most instrumental in guiding you through your daily coteaching experiences. It is recommended that you be available and willing to respond to a variety of tasks and activities
suggested or assigned by your cooperating teacher during your placement experience. It is important that you maintain open
channels of communication with your cooperating teacher during your close work together. You should establish a regular
meeting time, at least once per week, in which you are able to go over schedules, ask questions, and plan. Do not expect your
cooperating teacher to be textbook perfect. Do expect to share your ideas, listen to feedback, take directions, and take risks.
Keep in mind that this person will be your greatest resource for day to day curriculum, student management, and much more.
You are responsible for making the initial contact with your cooperating teacher, once the placement has been arranged.
When you first meet with him/her, you will need to work with his/her teaching schedule to arrange your student teaching
hours.
COURSE INSTRUCTORS, either full-time or part-time faculty, are available to assist you in any course-related matter.
Information regarding office hours and availability is distributed at the first class meeting. Faculty can best be reached at their
office or through their CSUMB email account.
Be aware that while all these roles are distinct, we are a small department and any given faculty member wears several hats.
This can be confusing—for instance, one’s advisor may or may not be the same person as one’s supervisor—but if you are
unsure who to go to for a given matter, any of us can help you with that.
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CURRICULUM DESCRIPTION
COURSEWORK AT A GLANCE
STAGE 1 – Summer Start
ED 611
3 Units
ED 612
3 Units
4 weeks
Teaching and Learning
Pedagogy for Linguistically and Culturally Diverse Students
16 weeks
SPED 560
ED 601
Ed 601A
3 Units
2 Units
1 unit
Inclusionary Practices for Students with Special Needs
Stage 1 Supervised Elementary Teaching *(begins before regular classes start)
Stage 1 Elementary Teaching Seminar *(begins before regular classes start)
ED 608
ED 609
ED 616
ED 619
3 Units
3 Units
3 Units
1 unit
Science Methods for the K-8 Classroom
Math Methods
Language and Literacy Development Across the Curriculum I
Visual and Performing Arts C & I K-8
STAGE 2
ED 603
ED 603A
16 weeks
5 Units
1 Unit
Stage 2 Supervised Elementary Teaching *(begins before regular classes start)
Stage 2 Elementary Teaching Seminar
(Full-time student teaching follows ten-week courses)
ED 603 A
10 weeks
ED 538
ED 615
ED 617
ED 675
ED 676
2 Units
3 Units
3 Units
1 Unit
1 Unit
Introduction to Classroom Technology, Level I
Social Studies and Visual and Performing Arts Methods
Language and Literacy Development Across the Curriculum II
Health Methods for the Elementary School Child
Physical Education for the Elementary School Child
COURSE SEQUENCES
Full time teacher candidates do the courses in two academic-year semesters as shown above, regardless of whether they
begin in the spring or fall semester (with possible minor modifications necessary if a cohort admitted in the Spring is very
small).
_________________________________________________________________________________________
The Internship pathway:
The intern pathway is unavailable for the 2014-15 school year.
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STAGE 1 - COURSE DESCRIPTIONS –
 SPED 560 – Inclusionary Practices
Provides participants with the required competencies to assist in teaching exceptional students, and with the information
needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes
exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment
processes to support inclusion and mainstreaming of students with exceptionality in regular education environments.
Candidates from all credential programs take this course together, providing valuable opportunities to learn from different
perspectives and to practice communicating with colleagues for the benefit of students.
 ED 601 & 601A-Stage 1 Supervised Elementary Teaching and Seminar
The first semester (or Stage 1) of the program consists of sixteen weeks of regularly scheduled courses along with a part-time
schedule of student teaching. All students take the same coursework.
Requirements for this course include observing, planning, analyzing, and participating in co-teaching training and planning
experiences with the cooperating teacher and the supervisor prior to the beginning of the school year. The course will support
the co-teaching experiences in the classroom through appropriate training in management skills, implementation of
procedures, and will serve as the support for the application of field and theory. Teacher candidates are observed and
evaluated by university supervisors for this course. All candidates are also required to carry out field-based assignments for
their CSUMB course assignments, which constitute a major component of placement activities; additional hours outside the
regular student teaching hours may be needed for the completion of course assignments.
Seminar is also used for activities intended to help students integrate their entire program experience.
All CSUMB credential candidates are required to purchase a Taskstream account before the first week of classes.
Taskstream is an online support system for colleges of teacher education, created for the collection and evaluation of
performance data for teacher candidates.
The purchase of your TASKSTREAM account is regarded as “course materials” for ED 601 for Multiple Subject Candidates; most
students purchase Taskstream online. You will receive a basic introduction to how TASKSTREAM is used for field documents at
the first seminar; this means that you will need to have already purchased your account, or bring a credit card with you to class
so that you can purchase it online at that time.
 ED 608 – Science Methods for K-8 Classrooms
Examines effective approaches and strategies for content instruction in science. Teaching strategies used across disciplines
such as cooperative learning, visual diagrams and organizers, hands on projects, learning stations, and the use of technology
are explored in the context of science education. Students plan and implement a variety of these strategies in simulated
situations and during field experiences. Students apply approaches and strategies for content instruction in planning both
content specific and interdisciplinary instruction. Emphasis is on reform methods identified in national standards and the
California content standards in science. An assignment from this course will be scored as part of your state-mandated Teaching
Performance Assessment. See the section on the program’s Teaching Performance Assessment for more information.
 ED 609-Elementary Math Methods
A review of instructional methods, curriculum development, and planning skills that constitute reform based mathematics
teaching and learning in the elementary grades. Particular attention is given to the implications of the Curriculum and
Instruction standards of the National Council of Teachers of Mathematics (NCTM) and related California mathematics content
standards and frameworks. Student class work is related to field experiences taken in the co-requisite student teaching course.
An assignment from this course will be scored as part of your state-mandated Teaching Performance Assessment. See the
section on the program’s Teaching Performance Assessment for more information.
 ED 611-Teaching and Learning
Students examine the nature of the learning process, the connection between learning strategies and learning outcomes, and
the psychological principles underlying congruent pedagogy as related to teaching. Human development of the K-8 student is
studied with an emphasis on the relationship of learning in diverse cultural contexts. Students will also develop an
understanding of teaching and learning that considers the cognitive and affective dimensions of the learner. Students will
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experience the use of effective practices using a constructivist approach to learning and analyze its potential for increased
learning.
 ED 612-Pedagogy for Linguistically and culturally diverse students
This course examines the issues and solutions involved in the education of students from diverse language backgrounds.
Students develop an understanding of the historical, social, legal and political foundations of language minority education.
Students examine the theoretical foundation of language acquisition and develop strategies and approaches for working
effectively with English learners. Students examine the relationship between first and second language development and the
variables that affect successful language and cognitive development, including socio-cultural, psychological and pedagogical
factors. Students become familiar with common models and approaches that are used in schools to address linguistic diversity,
and with their underlying assumptions and relative effectiveness with students. Students practice, critique, and modify
approaches, methods, and strategies for culturally and linguistically diverse learners. These approaches and strategies include
methods of language instruction to be found in a well-balanced program for second language learners, and ways of providing
access to the core curriculum through the use of primary language and alternative instructional settings. Students become
familiar with the process and instruments for the assessment of language and content development in a dual language context.
The selection, evaluation, adaptation and creation of materials for bilingual instruction in all the relevant languages are
explored and practiced. Students examine and critique bilingual instruction models in school settings, applying knowledge of
models and organization for dual language instruction. Students develop lesson plans for ELD and SDAIE and literacy
instruction and the delivery of content in the language of emphasis (Bilingual Emphasis). Students also plan and practice
different strategies for language management in bilingual settings.
 ED 616-Language and Literacy across the Curriculum I
This course examines approaches to the development of literacy including initial literacy development and the use of literacy as
a learning tool. Students develop skills and strategies for literacy instruction for diverse learners, including the application of
first and second language learning approaches. A variety of strategies are examined that address emerging literacy, including
strategies for beginning reading to be found in a balanced reading program. These include:
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Planning and organizing reading instruction based on ongoing assessment;
Conducting ongoing assessment of reading instruction;
Developing phonological and other linguistic processes related to reading;
Phonemic awareness;
Systematic and explicit phonic/word identification strategies;
Concepts about print, spelling instruction, developing reading comprehension; and
Relationships among reading, writing, and oral language.
 ED 619 - Visual and Performing Arts C & I K-8
This course addresses the California Curriculum Standards and methods for teaching visual and performing arts in elementary
school classrooms, including integrating the arts with other academic content.
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STAGE 2 – COURSE DESCRIPTIONS
The second semester (or Stage 2) of the program consists of a ten-week period of classes, including a seminar offered in
conjunction with a part-time schedule of co-teaching, followed by five weeks of full-time co-teaching, including two contiguous
weeks of solo student teaching.
 ED 538-Introduction to Classroom Technology, Level I
This course ensures that students develop the range of skills required to move beyond being technologically-literate students
to being technologically–skilled teachers of elementary school students. Emphasis is on hands-on applications that can
facilitate all aspects of teaching, planning, and assessment. This course also addresses skills candidates will need to complete
the PACT program requirement.
 ED 603 & ED 603A-Stage 2 Supervised Elementary Teaching and Seminar
Students continue with concentrated co-teaching experiences in public school classrooms, at a more advanced level. Because
placements are new each semester, Stage 2 also begins with a pairs training with the new cooperating teacher. During the last
six weeks of the semester, the teacher candidate assumes full-time teaching responsibilities for five of those weeks in a
schedule which maximizes normal teaching time and which includes two contiguous weeks of solo student teaching. During
those five weeks, the teacher candidate keeps the same hours as the cooperating teacher. As in Stage 1, students carry out
field-based course assignments. One major objective of the seminar is to provide opportunities to link theory to practice and
practice to theory; another is to develop a fuller understanding of the ethical and legal aspects of being a professional
educator. Much of the seminar time is devoted to advising and supporting candidates to complete the state-mandated exit
assessment (the PACT Teaching Event). Some time may be given to career development activities.
 ED 615-Social Studies Methods for K-8 Classrooms
This course includes the study of effective approaches and strategies for content instruction in social studies. Students develop
and teach lessons in their field placements based on the methods and approaches learned in class, and derived from the
California state standards for social studies. The course also examines the models and organization of bilingual instruction,
including the theoretical and philosophical assumptions of the models and their effectiveness with student variables, within the
context of teaching methods for social studies and the arts. Language management models and strategies for the use of the
first and second language are explored and practiced in simulated situations and in student teaching. Research in dual
language instruction and the application of research in instructional planning are discussed An assignment from this course will
be scored as part of your state-mandated Teaching Performance Assessment. See the section on the program’s Teaching
Performance Assessment for more information.
 ED 617 - Language and Literacy across the Curriculum II
This course focuses on language and literacy development and intervention strategies beyond the emergence level. Emphasis
is on the development of a life- long interest in reading and writing for enjoyment, learning, and communication. Students plan
instruction that includes the use of different literary genres as models of language expression and the selection of multicultural
literature for the development of themes for literacy development. Other areas of emphasis include:
 Student independent reading, supporting reading through oral and written language development;
 Vocabulary development, structure of the English Language and Spanish Language; and
 Strategies for promoting literary analysis, appreciation of literature, and independent reading.
Effective reading instruction in the bilingual classroom is considered, particularly in relation to distinctions in method for
Spanish and English reading instruction within a well-balanced and comprehensive reading program. Reading instruction as it
relates to the bilingual classroom focuses on relative language application of such strategies as:
 Supporting reading through oral and written language development in Spanish and English;
 Transferability of reading skills from Spanish to English;
 Assessments to determine language of instruction;
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 Transitional reading instruction;
 Scaffolding strategies for development of vocabulary, comprehension and higher level thinking skills; and
 Use of parents and other community resources to assist in supporting the home language development.
Your PACT Teaching Event will be completed in conjunction with this course. See the section on the program’s Teaching
Performance Assessment for more information.
 ED 674-Health methods for the Elementary School Child
This course centers on how to incorporate effective health education into the elementary school curriculum, with emphasis
placed on practical experience. Students develop lesson plans, participate in discussions and fieldwork, study curricular
programs, and engage in other activities, according to the California physical education curriculum framework.
 ED 674-Physical Education and health methods for the Elementary School Child
This course centers on how to incorporate effective physical education into the elementary school curriculum, with emphasis
placed on practical experience. Students develop lesson plans, participate in discussions and fieldwork, study curricular
programs, and engage in other activities, according to the California physical education curriculum framework.
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SECTION 1 - FIELD CURRICULUM –
CSUMB has adopted a Co-teaching Model for its clinical field experience. This differs from the traditional model as teacher
candidates are paired and trained with cooperating teachers prior to the beginning of the public school year, and are in the
their placement co-teaching by the first day of school. Placement is in selected schools where a number of teacher candidates
are clustered and remain for the entire school year. This is unique in teacher education and allows our candidates to
experience both the beginning of school and the ending of the school year. Although candidates will switch grade level at the
semester, it is our intention that they will remain in the same school for the remainder of the year.
Co-teaching allows the teacher candidate and cooperating teacher to utilize a number of strategies to support the training
process for establishing effective instruction. The cooperating teacher models and assists as the teacher candidate acquires
the knowledge and skills of teaching. Rather than having to manage a classroom all alone, a teacher candidate has the support
necessary to implement effective classroom management strategies. As the skills are gained, the teacher candidate takes the
lead to make sure he/she can manage the classroom without support.

The student teaching pathway consists of concentrated co-teaching experiences for teacher candidates in two
different classrooms at the same school with cooperating teachers (one for Stage I and another for Stage 2).
Expectations and suggested activities for each semester are provided below, and will be further discussed with one’s
field supervisor. By law, the two placements must include two or more of the following: K-2, 2-3, 3-5, and 6-9.
All candidates should review all documents pertaining to the field experience in TASKSTREAM, our data collection system.
These include the California Standards for the Teaching Profession (CSTPs), the related Teaching Performance Expectations
(TPEs) and a variety of evaluation forms derived from these standards. The CSTPs describe the knowledge and practical skills
expected of all professional public school teachers in the state of California; the TPEs define expectations with regard to this
body of knowledge and skills for beginning credentialed teachers.
What are the objectives for student teaching?
The fundamental purpose of student teaching is to expand your professional understanding of teaching and learning, and to
develop your professional skills. To this end, the student teaching experience will provide continuing and increasingly deep
experiences designed to help you develop the knowledge and skills defined in the Teacher Performance Expectations (TPEs).
These experiences will provide you with opportunities for:
 Practicing and developing your skills with regard to planning, organizing, and management of reading instruction in
relation to ongoing assessment. This will include the application of appropriate strategies for a well-balanced and
comprehensive reading instruction program.
 Planning and implementing instruction in a variety of content areas (literacy, mathematics, science, social studies, art,
music, health, P.E.).
 Planning and implementing instruction that considers and values cultural, linguistic, gender and socioeconomic
diversity.
 Developing skills in managing student behavior.
 Developing skills for listening and communicating effectively with both students and colleagues in
instructional settings
 Developing beginning levels of competence in effective interaction with students from linguistically
and culturally diverse backgrounds.
 Reflection based on observations of the cooperating teacher's practices and assessment of your own activities.
 Discovering and developing your own professional strengths and personal teaching style.
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Professional Dispositions
CSUMB’s teacher education programs all seek to promote the following professional dispositions among our teacher
education students. A disposition is an inclination or tendency to act in a particular way. One aspect of becoming a
professional in any occupation is cultivating certain habits of mind and professional dispositions:
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commitment to ethical conduct: fairness, honesty, respect, responsibility, compassion, collaboration, and collegiality
the belief that all students can and will experience academic success
the belief that individual differences in learners are assets to be accommodated in the classroom
the inclination towards being advocates who identify and strive to eliminate inequities, social injustice, and prejudice
as stewards of public education for a just society
the habit of reflecting on their own practices in a process that leads to continual improvement and application of best
practice
Supervisor Observations

Teacher candidates (TC) will be officially observed by an assigned university supervisor for a minimum of four times
during Stage I and four times during Stage 2. This consists of the following:
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Pre-conference
Lesson plans emailed to supervisor 2 days prior to visit. Phone, email, or in person pre-conference held the
day before the visit.
Visit
Duration for MS visits should be for the entire lesson. Whenever possible, 3 of the 8 visits could include the
lessons planned in methods courses (math, literacy, and science).
Post-conference
MS - should occur following lesson at site
Assessments/feedback need to be entered into Taskstream the week of the visit so that information is
included in reports and available to candidates for reference and planning of next visit.
Visits 1-3, written feedback outlining strengths and recommendations for growth is included in Taskstream
from the supervisor. Candidate completes a reflection artifact regarding next steps. Cooperating Teacher
(CT) provides daily informal feedback to the candidate.

First semester - Mid semester - CT, TC, and Supervisor hold a 3 way conference to discuss strengths, weaknesses,
and next steps based on CT’s and supervisor’s observations. If there are issues, a Statement of Concern/Action Plan
with specific goals and a timeline is developed. At the end of the semester, a formal evaluation will be completed by
the CT and supervisor in Taskstream, followed up by a reflection written by the candidate. The supervisor is
responsible to see that both evaluations (CT and supervisor) are in Taskstream.

Second semester - Mid semester - CT, TC, and Supervisor hold another 3 way conference to discuss strengths,
weaknesses, and next steps to guide the candidate into their required solo teaching phase. If there are issues, a
Statement of Concern/Action Plan with specific goals and a timeline is developed. Following the candidate’s “lead
period,” a final evaluation is completed by the CT and supervisor in Taskstream. This is followed up by a response
written by the candidate at the end of the semester.

A Field Binder is maintained by each teacher candidate in Taskstream and is available for viewing by the field
coordinator, supervisor, program coordinator.
The field binder contents include the candidate’s:
1.
time sheet
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2.
3.
4.
5.
6.
classroom data form
supervisor evaluations
cooperating Teacher evaluations
self- evaluations (baseline, mid program, final)
classroom learning environment evaluation
Responses or reflections for:
7. supervisor observations
8. experience summary artifact - read by supervisor and reported as part of seminar grade. Artifacts
include: a. First day of school, b. SST meeting/IEP, c. Parent conference, d. Back to School Night, e. Open
House, f. Faculty Meeting, g. Fall semester reflection, h. Spring semester reflection
Time Expectations for Stage 1 - student teaching
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4 half days (through lunch and collaboration) per week. These hours are to be arranged to maximize your
opportunity for student contact, within the schedule at the given site, and to encourage students in the classroom to
view you as actual teachers. On Wednesdays, you participate in collaboration meeting after lunch. Additional time
may occasionally be needed to complete university-related course assignments.
Begin co-teaching the week classes start in your K-8 placement. Student teaching should continue until the (school
district’s December break or last day of school, depending on district schedules and when you entered the cohort.
You will follow the vacation calendar of the school in which you are placed. Your CSUMB coursework calendar will
not coincide with your co-teaching placement calendar.
Besides class time spent with students, participating in the following activities may be counted as part of your student teaching
hours:
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time spent meeting with your cooperating teacher (which should be part of your weekly routine)
attending on-site staff meetings
attending school in-service activities
participating in or observing parent-teacher conferences (including, if you have permission from the concerned parties
including the school principal, IEP meetings)
going along on a field trip with one’s class
We encourage participation in such activities to the extent that they fit into your schedule. These activities should not intrude
on participation in courses or timely completion of coursework.
Regular attendance at your field placement is expected; both your cooperating teacher and the students will be counting on
you. The only acceptable reason to be absent is because of illness or a personal emergency. As soon as you know you will be
absent from your placement on any regularly-scheduled student teaching day, you must notify your cooperating teacher and (if
an observation has been scheduled for that day) your supervisor. Missing co-teaching time because of your coursework load
or PACT is not acceptable. You have a commitment to the class you are teaching and to the cooperating teacher. Organize
your time so that you are not falling behind.
If for any reason you need to make up student teaching hours, you may do so in either of two ways:
1. by putting in extra time attending a 5th day
2. by going to your placement in the afternoon
If you have questions regarding student teaching hours because of a situation not covered by the above, the Field Coordinator
can address them.
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Initial Contact with you Cooperating Teacher
Your initial meeting will be my email, as you introduce yourself and begin establishing a rapport with your cooperating teacher.
A pairs training will be provided by your supervisor at your teaching site for all candidates and cooperating teachers in
placement at the site. Together, you will develop a weekly schedule that will fulfill the above requirement. Schedule your time
so that you can experience the start of the school year. You should plan on being at the school site at least fifteen minutes
before the beginning of instruction. You must sign in at the school’s front desk. It is important to include a regular time for
planning and consultation with your cooperating teacher in your weekly schedule. Please provide your cooperating teacher
and university supervisor with copies of the agreed-upon schedule. You must keep track of your attendance by completing a
weekly time sheet in Taskstream. This will be checked by the university supervisor before each scheduled observation.
There are important ways in which you will be a liaison between the program and your school placement. You will need to
help your cooperating teacher become familiar with Taskstream so s/he can complete your assessments. In addition, your
university supervisor or principal may ask you to attend meetings of all teacher candidates placed at your school; your
assistance will be essential to coordinating a time for such a meeting. You may also be asked to bring information or
documents to your principal and/or cooperating teacher. Please be helpful in this regard.
Lesson Plans
Teaching is an intentional, planned activity. Many problems that occur in student teaching can be overcome by better
planning. Many of your courses are designed to help you become more expert in planning lessons, and you will be planning
lessons in great depth for course assignments. You and your students will benefit from careful planning of all lessons you teach,
regardless of whether the lessons is related to an assignment, observed by your supervisor, or not. You are therefore advised
to plan thoroughly for each lesson, and to reflect on them afterward so as to improve your planning and delivery of lessons.
Explicit lesson planning helps you to organize your thoughts and also enables a cooperating teacher to know the materials,
strategies, and activities that you intend to use. You will become familiar with this planning process through your co-planning
with your cooperating teacher.

Teacher candidates, when implementing teaching/learning activities they have either planned individually, or coplanned, are expected to provide a written lesson plan to the supervisor for review and feedback.

All candidates must write up lesson plans according to the CSUMB lesson planning template (see Appendix A) for any
lesson observed by a university supervisor (with the possible exception of the first observation of the first semester)
and provide a copy of the lesson plan for the supervisor prior to the day of the observation. The written plans will be
noted and briefly evaluated in TASKSTREAM.

If a teacher candidate is implementing a lesson planned by the cooperating teacher, the teacher candidate is
nonetheless responsible for presenting a written plan to the university field supervisor in the correct format. The plan
should indicate, however, whether the actual planning was done as a co-planning activity, or by the cooperating
teacher. The candidate should retain copies of the plans for her/his own files.

Over time, an insufficient number of adequate written plans provided for observations may provide partial grounds
for not passing either ED 601 or ED 603.
Evaluation Stage 1
Toward the middle of the semester, your university supervisor will be evaluating your performance using the Cumulative
Evaluation form in TASKSTREAM. Utilizing information provided by the cooperating teacher, in addition to her or his own
observations and progressive assessment, the university field supervisor, in collaboration with the Program Coordinator, will
make the final determination of whether or not you will pass the field assignment, ED 601; both the field assignment and the
Seminar must be passed to be given a grade of Credit for the course. You may view all your assessments in your field experience
binder in Taskstream. To pass ED 601, you must, in the judgment of the university supervisor, be on track to be ready to move
into full-time student teaching, which includes a two-week lead (see definition of “lead” below), by Week 10 of Stage 2.
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You will not be allowed to go on to Stage 2 student teaching (ED 603) or to register for ED 617 or complete the PACT
Teaching Event without satisfactorily completing Stage I student teaching.
You may repeat Stage 1 once and only once. You must also demonstrate the dispositions necessary to qualify for
credentialing. These are most important, and progress toward becoming a professional is necessary for passing both Stage 1
and Stage 2.
Suggested activities for stage 1- first 4 weeks
The Co-teaching model and strategies will be tailored to your level of competence upon entering the program. It is likely that
your cooperating teacher will guide you at this level, taking the lead in working through the strategies in the model. These
strategies are : (see field handbook for details)
 One teach, one observe
 One teach, one assist
 Station teaching
 Parallel teaching
 Supplemental teaching
 Alternative (differentiated) teaching
 Team teaching
You will gradually assume more and more of a leadership role as you begin to demonstrate competence and confidence in your
role in the classroom. You and your cooperating teacher, with the guidance of your supervisor, will help you to make
appropriate progress.
Suggested activities for remainder of stage 1
You should take on increasing levels of responsibility, culminating in the mini-solo experience . In consultation with your
cooperating teacher and university field supervisor, you will increase the amount of direct work with children you are doing,
including work with the whole class. You will want to progress from working with individual children and small groups to
working with the entire class, and from implementing activities as you assume the lead position in the co-teaching model.
Eventually, you will take the planning lead and ultimately teach activities largely planned by you. The rate or direction this
progression takes will depend on both you and on the cooperating teacher’s preferences and advice.
 You will develop and implement individual lesson plans in a variety of content areas, including reading. Prior to
the last few weeks of the semester, you should have taken the co-teaching lead for several lessons to the class
as a whole, whether planned by you or in conjunction with your cooperating teacher. For any lessons observed
by your university supervisor, be sure to provide a written lesson plan using the CSUMB lesson plan format.
 Regardless of the grade level placement or content area of instruction for which you are responsible, you must be
actively engaged in reading instruction and assessment.
 It is during this stage that you will design, teach, assess, and reflect on a science lesson in conjunction with ED
608. This activity will serve as part of your Performance Assessment (CAT).
By the end of the semester you must have planned, taught to the whole class, and reflected on a set of literacy lessons in
conjunction with ED 616, planned and assessed a science lesson for ED 608, and planned a sequence of math lessons in
conjunction with ED 609.
Time Expectations for Stage 2 - student teaching
Within one or two days of receiving your placement information, make arrangements to meet with your new cooperating
teacher to begin your stage 2 experience. After your co-teaching pairs training, develop a schedule with your cooperating
teacher using the following guidelines.
You will:
 Co-teach 4 half days (through lunch and collaboration) plus 1 full day per week for the first ten weeks (the full day
should not be Wednesday when you attend collaboration). Schedule your time so that you can experience the start
and ending times of a school day and plan on being at the school site at least fifteen minutes before the beginning of
17
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instruction (when attending morning sessions) and fifteen minutes after the instructional day is completed (when
attending a full day).
Co-teach five out of the last six weeks of the semester …you are expected to be at the designated classroom full
time, five days a week.
 You are expected to be at the assigned site five days a week full time for five weeks, keeping the same
required hours as the cooperating teacher. At a minimum, you must be at the school site fifteen minutes
before the beginning of instruction and fifteen minutes after the instructional day is completed.
 You are also responsible for scheduling time for planning and consultation with the cooperating teacher, as
well as all observations with your university supervisor.
 Two continuous weeks out of those five weeks will be your student teaching lead experience.
Lead Experience –
The lead format can take on many forms in the collaborative co-teaching model. It generally indicates that you, as the teacher
candidate, have taken over the lead in all planning, organization, delivery, and assessment and management of the classroom.
You will assign roles for your cooperating teacher to assume, and you will direct the behavior management with the assistance
of your cooperating teacher, thus learning the skills necessary for effectively managing the human resources in a classroom.
It is important that you are able to manage the classroom by yourself. Therefore, there will be occasions, when you will take
over complete control of all aspects of the class. At this time, your cooperating teacher may leave the classroom. At least one
of your observations by your supervisor should be during one such occasion. Other observations by your supervisor will be
centered on your ability to assume the appropriate pre-determined role for whatever is planned.
Although you will be co-planning and teaching, it is assumed that once the planning is completed, you will write up lesson plans
which will be reviewed by your cooperating teacher/and or supervisor.
Objectives for Lead Student Teaching:
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Develop and demonstrate skills in managing the lead position in co-planning and teaching sessions with the
cooperating teacher.
Develop and demonstrate skills for structuring and maintaining a positive and inclusive learning environment in the
classroom, including managing student behavior.
Develop and demonstrate skills for classroom management of a variety of academic learning situations, including
whole class and small group instruction.
Develop and demonstrate skills for implementing classroom routines and record keeping, including grades, report
card, attendance, etc.
Develop, integrate, and demonstrate skills for planning and implementing daily and weekly instruction and for
evaluating student progress in core subject/content areas. This includes planning, organizing, and implementing wellbalanced literacy instruction, regardless of grade level or subject area of placement.
Develop and demonstrate skills for planning and implementing instruction, including assessment of student progress,
using approaches and strategies that address language and content development of ELL (English Language Learners)
The exact plan for your full-time and lead student teaching will depend on the school’s testing and vacation schedule and on
your readiness. The plan will be structured by you, your cooperating teacher, and your supervisor prior to week 10 of the
semester.
You are expected to continue to work at your site until the last day of school, in compliance with new CTC program
standards. You may, however, drop back to half days at this time.
Other suggested lead activities include the following.
 Plan and implement one or more multicultural thematic units for an extended period of time.
 Plan and implement activities that promote appreciation of language and cultural diversity in the classroom and the
school.
 Exercise decision-making and management practices that promote equity and mutual respect in the classroom.
18
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Participate in activities that involve communication with parents and the community, such as parent/teacher
conferences (as appropriate - check with cooperating teacher), school/community meetings, and home visits if
applicable.
Participate in faculty/staff meetings and staff development activities of the school site (as appropriate - check with
cooperating teacher).
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Evaluation Stage 2
Toward the middle (prior to Week 10), the university supervisor will be evaluating your performance using the Cumulative
Evaluation form. This evaluation will be completed on the form in TASKSTREAM. The university field supervisor, in
collaboration with the Program Coordinator, will make the final determination of whether or not you will pass the field
assignment portion of ED 603; both the field assignment and the Seminar must be passed to be given a grade of Credit for the
course. You may view all your assessments in your field experience binder in Taskstream.
Suggested Activities for the first ten weeks of Stage 2
You will begin co-planning with your new cooperating teacher when your school resumes in January, the same way you did in
stage 1. This classroom will be quite different from your first placement and will be 2 grade levels from your stage 1 placement
. Your new cooperating teacher will likely take the lead as you once again familiarize yourself with the class expectations,
curriculum, and students. Beyond that, you should:
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Become familiar with your cooperating teacher’s instructional program and management style.
Become familiar with the students--how they are interacting with the teacher and with each other, and how they are
responding to the curriculum.
Implement lesson plans—your own or the cooperating teachers—in a variety of content areas, including reading, for single
lessons or for two or more consecutive lessons. Co-planned lessons should be for both small groups of students and the
whole class and align with specific California content standards. The purpose is for you to experience as many different
types of lessons and lesson activities as possible to help prepare you for your solo student teaching.
Co-plan and co-teach lessons incorporating a variety of teaching strategies, with guidance from the cooperating teacher.
Lesson ideas include, but are not limited to, the following:

Thematic lessons;
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Combinations of different instructional strategies, including different grouping structures;
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Fusion of content instruction and language development (SDAIE techniques; for English Learner Authorization)
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Assessment strategies that provide indications of student progress;
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Reading competence instruction, using the strategies of a well- balanced and comprehensive reading instruction
program developed with your cooperating teacher.
You should be working with individual students and small groups of students by the middle of your first month; you should
have taken the lead in presenting co-teaching lessons to the whole class no later than the end of the first month, earlier if you
and the cooperating teacher feel you are ready. It is beneficial if you have conducted lessons with the whole class prior to
teaching your PACT lessons.
It may be necessary to work around school testing or spring break schedules in order to achieve this. It is acceptable, even
beneficial, for you to spend some time administering standardized or district tests, but it is not acceptable as a major activity
during the two consecutive weeks of solo student teaching; at most 15% of the solo hours (that is, no more than ten hours total
time devoted to standardized or district testing out of the entire two weeks/10 days) should be spent administering such tests.
(Time spent giving routine class tests directly related to the daily curriculum is not counted as part of this limitation.) You and
your cooperating teacher may need to work with your university supervisor to schedule the best possible full-time with lead
student teaching experience for you; if you are completing Stage 2 in the spring, we recommend that you begin working on
these arrangements in early March. However, district testing schedules often change, so you will need to be flexible, and to
keep your supervisor up to date regarding arrangements.
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Suggested Activities for full time teaching - Stage 2
During this phase of student teaching, you will assume more of a lead position in the co-teaching pair, increasing responsibility
for all the daily responsibilities of the classroom and the planning, instruction and assessment of the students, leading up to
assuming full responsibility for the instructional program (the solo experience).

You will assume full responsibility for the classroom (all planning, teaching, assessment, routines, and recordkeeping) for two weeks, full days, which entails teaching ten consecutive school days, before completing Stage 2
student teaching. See below for more information regarding scheduling the weeks for the solo.

One model schedule for this phase of the student teaching might look like this.
CSUMB calendar week
Week 11
Week 12
Week 13
Week 14
Week 15
Responsibilities
Attend full days, become familiar with entire week’s routine. Co-teach some whole class and
small group activities with cooperating teacher as the lead. Co-plan with cooperating teacher.
Take over class opening, transitions… co- teach Reading and Language Arts and Math
(coordinated with cooperating teacher).
Lead Teaching begins; assume the lead for all co-teaching activities (planning, implementing,
assessment, record-keeping, student feedback)
Lead teaching continues.
Cooperating teacher takes back teaching lead gradually. You continue to
End of K-8 school yr. teach, assuming secondary responsibilities for planning and implementing
instruction. Time may also be allotted for you to observe or work with other teachers.
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ROLES AND RESPONSIBILITIES:

CSUMB Field Supervisor
Each teacher candidate and Intern will be assigned a university supervisor who serves as a resource person to assist in gaining
the most worthwhile and meaningful experiences during the field experience that the university can provide. The role of the
field supervisor is to guide and monitor the progress of these candidates and to serve as the Multiple Subjects Program liaison
between campus and the field.
You may expect your field supervisor to:
 Clearly communicate (for candidates, to both you and your cooperating teacher) his/her own system and preferences
regarding the scheduling of observations.
 Be on time for all scheduled classroom visits, and promptly communicate (for teacher candidates, to both you and your
cooperating teacher) when s/he needs to change a scheduled observation date or time.
 Attempt to know you as an individual so that suggestions and comments can be personalized and individualized.
 Attempt to become familiar with your needs and the needs of students in your classroom, in order to provide specific
assistance.
 Help establish and maintain good relations with area administrative, supervisory, and teaching personnel.
 Inform you about the policies of the student teaching program at CSUMB as they relate to the field experience.
 Help your cooperating teacher or support provider in guiding you through a successful and rewarding teaching experience
by providing them with pertinent information in a timely fashion, and by talking with them about you and your progress.
 Facilitate a three way conferences with you and your cooperating teacher or support provider to review evaluations to
provide guidance for continued growth.
 Observe you in all areas of your work in order to improve effectiveness in the classroom and evaluate your performance.
 Work cooperatively with your cooperating teacher or support provider in the evaluation of your progress.
 (For teacher candidates) Assist you in gaining meaningful school-wide experiences during co-teaching.
 Encourage and assist you in the preparation and implementation of lesson plans.
 Provide support to help alleviate the tension and stress that often accompanies student teaching or the first year of
independent teaching.
 Support you in reflecting on your work and progress as a teacher.
Supervisor Classroom Visits
The University supervisor is responsible for keeping an accurate record of when visits are scheduled, and for communicating
clearly with you about the scheduling of visits. If you want to have the university supervisor visit on a certain day because of a
special project, s/he will attempt to do so. While you are expected to facilitate the scheduling of observations, and to keep an
accurate record for yourself of planned visits, the ultimate responsibility for scheduling visits rests with the supervisor.
During each observation, the supervisor will record observations/evaluations in TASKSTREAM as soon as possible and in any
case no later than one week after the visit. This feedback in TASKSTREAM is accessible to you.
The post observation conference (which may be immediately after the observation or within a few days later, in person or by
telephone) will be used to discuss your activities in the classroom. Whenever possible, the supervisor will answer questions,
suggest appropriate materials and approaches, and discuss procedures with you. For Teacher Candidates, the supervisor will
be interested in determining the following.
Are you, the teacher candidate:
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feeling confident and competent about increased responsibilities each week?
having experiences with all ability levels in the classroom?
having experiences in a variety of subject matter areas, including reading instruction?
progressing toward the goal of working with all of the students in the classroom?
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experiencing opportunities to develop a beginning level of competence in effective interaction with students
from linguistically and culturally diverse backgrounds?
developing a satisfactory relationship and communication with the cooperating teacher so that personal
growth and mastery of competencies are maximized?
progressing satisfactorily with regard to state standards for beginning teachers as expressed in the Teaching
Performance Expectations, insofar as these are observable in the field? (Progress in this regard should be
visible in the Taskstream log.)
additionally, are you assessed with regard to your professional dispositions?
The supervisor, when possible, will also confer with the cooperating teacher during each visit to discuss your activities as the
teacher candidate. The supervisor will want to be assured that you and the cooperating teacher are scheduling sufficient time
to discuss responsibilities on a daily basis; if you do not receive immediate feedback on your activities, it will be difficult to plan
techniques for effective change. If any difficulties or unusual circumstances are affecting their performance, the supervisor will
consult with the Field Placement Coordinator.
Assessment of Teacher Candidates by Supervisors
At the end of each observation, the field supervisor will review the Taskstream Observation Progress Logs with you. They will
also conduct a mid-term and final review.
If at any time the supervisor, whether based solely on her/his own observations or on feedback from a cooperating teacher,
believes that you are not making satisfactory progress for that semester, s/he will submit a Statement of Concern, which will
initiate the process of developing a Plan of Action for helping you to improve (see the section below headed Assessment and
Evaluation of Student Teaching for further details regarding Statements of Concern.)
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It is the responsibility of the University Field Supervisor, in consultation with the Field Placement Coordinator
when appropriate, and Program Coordinator, to determine the whether or not your performance in the field
is satisfactory or not for moving on to the next phase of the program. In determining the outcome, s/he
should take the Cumulative Evaluation by the cooperating teacher into account, as well as her/his own
observations. For a Credit grade for the course (ED 601 or ED 603), not only must the performance in the field
be adequate, but also you must have full attendance at the respective seminar. Any time you are given a
grade of No Credit based on performance in the field, this should not come as a surprise; you should have
been notified of the need to improve your performance, as well as specific steps needed for improvement,
sufficiently early that you have a reasonable chance to bring the performance to a satisfactory level. If, after
due notification and appropriate efforts have been made, the performance does not improve to an
appropriate level by the end of the semester, a grade of “no credit” may be given. If you receive a “No Credit”
(NC) during your co-teaching experience, you may petition (based on university matriculation policy) for a new
placement in the next semester. If you receive another grade of “No Credit” in a subsequent field placement,
you will be dropped from the program.
If you do not achieve a satisfactory performance after repeating the full-time student teaching experience,
you will not be recommended by CSUMB for a Multiple Subjects teaching credential, regardless of
performance in the rest of the program or on the exit Teaching Performance Assessment if s/he completed it.

CSUMB Program Advisor Roles and Responsibilities
The role of your advisor is to guide your professional growth with regard to the program as a whole. This includes monitoring
completion of program requirements, providing information about program requirements, guiding you through the process of
completing the program’s exit assessment, and helping you with problems and conflicts you have not been able to resolve
directly with the people involved. All faculty are familiar with the entire program, including the information in this Handbook,
so that they can advise you well—either by providing accurate information when needed, or by correctly directing you to the
appropriate source for requested information.
At the beginning of Stage I, the program coordinator will assign you to a specific faculty member who will then take
responsibility for most of the direct advising. Faculty advisors initially will meet with their advisees during the Student
Orientation session; thereafter they will set up general group advising sessions to discuss specific program requirements and
concerns on a regular basis. Faculty advisors also will meet individually with specific students as needed. At the beginning of
Stage 2, the faculty advisor shall meet with each advisee one on one to review the progress/performance across the entire
program and conduct a progress interview. This is also an opportunity for you, the candidate to express any concerns you may
have. Toward the end of Stage 2, advisors meet individually with their advisees for one final reflection on progress, and to go
over documents required for obtaining the credential, in anticipation of the candidate’s meeting with the Credentials Analyst.
The advisor is the first person to contact when you have a program-related question (other than field-related questions, which
should be directed to your field supervisor or the Field Coordinator) or personal issue to discuss. The advisor may or may not
be able to answer the question directly—none of us knows everything—but if s/he cannot answer the question her/himself,
s/he will direct you to the correct source, or will bring the question to the Multiple Subjects faculty as a whole for discussion
and resolution.

Cooperating Teacher Role and Responsibilities (Information for Teacher candidates Only)
The role of the cooperating teacher is to serve as a model, guide, and instructor for your co-teaching experience. The
cooperating teacher has the legal responsibility for pupils and is the teacher of record. However, as a teacher candidate, you
should think of yourself as a fellow professional rather than an aide or volunteer. As a novice professional who is growing in
competence and needing assistance while gradually assuming increasing responsibilities, you can expect your cooperating
teacher to provide constructive feedback and suggestions. The expectation is for you to demonstrate respect to your
cooperating teacher and give them full and thoughtful consideration as you develop your own unique teaching style.
24
Your cooperating teacher will review all lesson and unit plans that you are expected to teach. Your cooperating teacher should
conduct both informal and formal observation as s/he will naturally be noticing things as you teach together in the classroom.
In addition to this, s/he will periodically do a more focused and extended observation, and give you more extensive feedback
afterwards. Any time you will be co- teaching a lesson and you are concerned about some aspect of your teaching, or working
on some specific skill or technique, it would be appropriate for you to ask your cooperating teacher (and/or supervisor, if s/he
is scheduled for an observation that day) to observe you that day with regard to that concern, skill, or technique in order to
increase your learning from that day’s teaching. During both Stages the cooperating teacher should be either in the classroom
or within a reasonable physical proximity.
Cooperating Teacher Preparation and Support
The cooperating teacher will be trained in co-teaching and provided with a handbook containing information about
his/her responsibilities and what s/he may expect from you, the teacher candidate, and what the program’s expectations are
for your field experience. In addition, s/he should:
 Provide class rolls, textbooks, etc.
 Organize a work space (e.g., a desk) for the you to use.
 Provide planning time
 Regularly scheduled meetings for planning and exchange of pertinent information, and to give you feedback or
suggestions for your teaching.
 Introductions to principal and staff.
 Orientation to the layout of the school.
 Orientation to essential information for the district, school, and classroom, such as district scope and sequences,
copies of the various schedules (daily routines, special days, holidays), etc.
 Planning for a progression of your responsibilities
 Modeling co-teaching strategies, methods, and techniques, including the use of technology.
 Modeling accommodations for learner differences.
 Modeling and explaining classroom management techniques.
 Guiding your planning and preparation for instruction.
 Reviewing required lessons plans (written in CSUMB Lesson Plan Format) prior to carrying out instruction.
 Modeling professional behavior toward students, parents, colleagues, and staff.
 Assisting in arranging opportunities for you to observe in other classrooms.
 Relating to you as a novice professional colleague or co-teacher.
In addition to the above kind of support, in Stage 2, you may expect the following kind of support from the cooperating
teacher:

Planning full-time student teaching experiences with you. This can include field trip planning.

Giving increasing responsibilities to you as you assume the lead role in the co-teaching process as the semester
progresses, and in terms of increasing the areas of the curriculum for which you teacher are responsible, so that you
have experience with all areas of the curriculum prior to the lead experience.

Providing regular feedback to you on your efforts.

Ensuring that you have a good grasp of an effective management/discipline system, including discussing with you the
management/discipline plan to be used during the lead teaching experience.

Discussing the role they will play during solo teaching. (Some cooperating teacher-candidate teacher duos prefer that
the cooperating teacher participate as little as possible so that the teacher candidate has as nearly as possible the
experience of being fully and independently in charge of a classroom; others develop a very close, virtually team25
teaching relationship, so that the solo involves only a shift in the role of lead and support teacher.) Regardless of the
specifics, both cooperating teacher and you need to have the same expectations for their respective roles prior to the
beginning of the lead experience.

At least one week prior to lead teaching, you are expected to have: (1) the curriculum for the entire solo teaching period
blocked out in a “lesson plan book,” with time slots, content areas, and major activities indicated; and (2) detailed lesson
plans, with objectives and with planned learning activities and assessment well-described, for the first two or three days
of solo instruction. These detailed lesson plans should follow the format of the CSUMB Lesson Format Template (see
Appendix A). both the cooperating teacher and the university supervisor are required to review the plans for the solo
teaching experience. Detailed lesson plans should be sufficient for use by a substitute teacher, but should not be as
detailed or in-depth as those produced for course assignments.

During the lead experience, the cooperating teacher should meet daily with you at the end of each day to review the
events of the day, listen to your concerns, provide feedback, and offer suggestions for how to proceed in the coming
day or days. Meeting only once or twice a week is not adequate during the lead, as it is prior to the lead experience.
Cooperating Teacher Evaluation and Feedback to the Teacher Candidate
The cooperating teacher sees you every day, thus they are one of the most important sources of information regarding your
development of instructional skills, classroom management, management of student behavior, communication skills,
knowledge of content as applied in teaching, general and subject-specific methodology, rapport with students, and other onthe-ground aspects of teaching. This is one of the reasons why scheduling regular times to meet together is so important. You
can and should be an active participant in these sessions, to optimize your learning. Your cooperating teacher should provide
you with feedback that:
 includes both positive feedback about what you have done well, along with identification of areas for improvement
along with suggestions for how to improve in those areas. If over time the feedback is either all positive or all about
what’s not going well, you can specifically ask for something that will balance the picture. Positive feedback is
important for encouragement, but it is also important to confirm or clarify your developing picture of your teaching.
Overall, a realistic picture of your progress is what is important, and that means an understanding both of your
strengths and of areas for improvement.
 is specific—if all you hear is “you’re doing fine”, ask for more specific information. You might ask something such as
“can you tell me something specific you think I did well today?” or, later in the
semester, “what do you see as my strong points as a teacher?” Or based on your own reflection about your teaching,
you could ask for ideas about how you might improve in a specific area. Or you can tie a question to a particular event
that occurred in the past day or so, such as “When --- did ----, I wasn’t quite sure how to respond. What did you think
was going on?” or “How might I have responded differently?”
 includes specific teaching ideas and resources for lessons, while leaving increasing scope for you to develop your own
ideas and methods over the semester.

deepens your reflection of your teaching. Oftentimes just talking things over with another interested person can
clarify things in one’s own mind, and ultimately it is a teacher’s own reflection process that leads to learning how to be
the best teacher one can be.
 In the rare event that you are not performing adequately or making adequate progress toward satisfactory
performance, or if for any reason the cooperating teacher feels the placement needs to be terminated, or if you feel
the placement is a seriously negative situation for you, the university supervisor and the Field Coordinator should be
informed of this as soon as possible. Sufficient opportunity must be allowed for steps to be taken to help you
achieve a satisfactory level of performance, or for alternative arrangements to be made for your field placement in
cases where there has been a complete mismatch between the t teacher’s style and needs and the style and
environment provided in the placement. The university supervisor will check in with the cooperating teacher on a
regular basis to facilitate clear communication regarding your performance and progress.
26
Cooperating Teacher -Absences
In the event that a cooperating teacher is absent from school, you may arrange to serve as a substitute
during the course of the practical training in the program if you have an emergency credential. If you do
not have the appropriate credentials, you must continue learning experiences under the supervision of a substitute teacher,
even taking on much of the actual teaching if deemed appropriate by the cooperating teacher, but legal constraints require the
presence of a district-approved substitute teacher of record in the classroom. If the cooperating teacher needs to be absent
for an extended period of time (more than a week), the Field Placement Coordinator should be notified and other
arrangements may be made.
IF YOU DO NOT HOLD AN EMERGENCY CREDENTIAL, YOU MAY NOT LEGALLY DO ANY SUBSTITUTE TEACHING AT ALL. Any
substitute teaching done by you should be paid in accordance with usual district contracts and practices. UNDER NO
CIRCUMSTANCES CAN SUBSTITUTE TEACHING TIME BE USED TOWARD REQUIRED STUDENT TEACHING HOURS; to do so would
be in violation of state law. Therefore, if you substitute on a day designated for student teaching, this information must be
correctly recorded on the student teaching time sheet in TASKSTREAM.
If at any time you are asked by any person at the placement site (the cooperating teacher, the principal, or anyone else) to do
unpaid substitute teaching (that is, taking on full responsibility for the classroom with no other credentialed teacher present,
without being offered a substitute teaching contract for the time), whether for the cooperating teacher’s classroom or in
another classroom, you should refuse the request as tactfully as possible, perhaps just by saying “I’m sorry, I’m not allowed to
do that”. If you feel pressured to accept, or if such requests are repeated, this should immediately be reported to the Field
Placement Coordinator by email or by telephone (582-4125), who will then address the issue with the school. Such requests
are inappropriate, and to accept them can put you, the school and district, and CSUMB at legal risk.
 TEACHER CANDIDATE RESPONSIBILITIES
Attendance

All absences from your field placement or from the seminar will be handled on an individual basis. In general, excused
absences are limited to severe illness, death in the family, or other such extenuating circumstances. If you must be
absent from your field placement, you are expected to notify the school, cooperating teacher, and supervisor
(especially if an observation is scheduled) before classes begin. Failure to do so is a serious breach of professional
responsibility; repeated such failures may be grounds for not passing the student teaching experience for that
semester. If unannounced absences occur, the cooperating teacher will notify the university supervisor. Any
absences, from either field placement or seminar, need to be made up prior to the end of the semester.

Any time you are unable to arrive at school on time, you are expected to notify the cooperating teacher at the school
before classes begin. Failure to do so is a serious breach of professional responsibility; repeated such failures may be
grounds for not passing the student teaching experience for that semester. You need to abide by the schedules you
have set up with your cooperating teacher. See above for more information regarding student teaching schedules and
time.

You must sign-in at the front desk of their assigned school each time they come in. The school’s logbook also serves
as an important record of your attendance.
27
Holidays and breaks

With regard to the field placement, you are on public schools' vacation days, not CSUMB's. That is, you are required
to observe the same daily schedule as that set by the Board of Education for your placement site. This means that if
your school is in session during a holiday or break observed by CSUMB, you are nonetheless expected to attend your
routinely scheduled days at the placement site. Similarly, you are expected to attend classes at CSUMB during any
holidays or breaks observed at the placement site that do not coincide with those at CSUMB. In particular, for spring
break, you take the break from your placement during the time scheduled for your district, and you take the break
from classes according to the CSUMB official academic calendar.
Expectations of you for observations with your university field supervisor
You have the following responsibilities toward your university field supervisor:
 Meet with your cooperating teacher for a “pairs training”
 Provide a copy of the daily schedule both for your school and your classroom.
 Provide a prearranged place for the supervisor to sit during observations that allows for a clear view of the room.
 Participate in formative and summative evaluations, incorporating information from all observations/evaluations.
 Provide a written lesson plan, in the CSUMB format, and all relevant lesson materials to the supervisor the day before
the lesson so they can provide valuable feedback before you teach the lesson.
Teacher candidates are expected to facilitate scheduling of observations by the University supervisor and to be present for all
scheduled observations. If you have to be absent, the supervisor must be informed prior to the scheduled time, and the visit
rescheduled. It is your responsibility to keep an accurate record of when visits are scheduled.

During observations, the university supervisor will expect to observe daily activities, as they are usually planned, not
some departure from the normal schedule. If the normal classroom routine is not being followed—e.g., if students are
being tested, or lesson time has been severely curtailed for some reason, the supervisor must be informed prior to the
scheduled visit in order to re-schedule the visit.

You must provide the university supervisor written lesson plans for observed lessons as explained above. In addition,
the student teaching time sheet in TASKSTREAM must be kept up to date so that it is available for review by the
university supervisor before each visit. When possible, teacher candidates should be available to confer with the
supervisor immediately following the observation. When this is not possible, arrangements for a later conference, to
be conducted in person or by phone, should be made before the supervisor leaves after the observation.

Basic plans for Stage2 lead teaching must be provided to the supervisor at least one week prior to the beginning of the
lead time period. Plans for at least the first two or three days of lead teaching should be complete (that is, all
activities planned and necessary materials such as worksheets and overheads prepared) and moderately detailed;
plans for the remaining days may be in outline form, but you should have basic plans in place for all content areas for
the full two weeks of the lead experience.
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Outside work commitments
No formal policy governs commitments outside the Teacher Preparation Program; however, as your future employment
depends, in large part, on success during the program, especially in student teaching, experience has shown that teacher
candidates should plan to make the student teaching semesters as free from other obligations as possible. Heavy time
requirements for employment or extra classes should be avoided if at all possible. The demands of outside work will not be
considered an excuse for lack of timely completion of coursework or field placement obligations.
Activities
The cooperating teacher has the legal responsibility for students and is the teacher of record. You are to be regarded as a
fellow professional rather than as an aide. To the extent possible, you should participate in all school functions, such as PTA
meetings, staff meetings, homeroom activities, bus duties, and in-service meetings. This particularly applies to solo teaching
during Stage 2. However, during Stage I, and during the first ten weeks of Stage 2, such activities DO NOT take precedence
over attending CSUMB classes or completing course requirements.
Professional Appearance
Grooming reflects attitude and also affects how you are perceived by others, both adults and students. You should dress
according to school policy. Appropriate attire may influence future employment opportunities, as well as how students and
colleagues respond to you.
Extra-curricular/Yard Duty
Although you are encouraged to assist the cooperating teacher with extra- curricular responsibilities you cannot replace the
teacher in these duties due to legal liability and insurance constraints. You are, however, expected to follow and participate in
whatever duties your cooperating teacher has during the hours of your attendance.
SECTION 2 – ASSESSMENT AND EVALUATION
There are three major components of the program through which attainment of the Teaching Performance Expectations (TPEs)
for credential candidates is demonstrated. All three components must be completed satisfactorily for a candidate to be
recommended from CSUMB for a Multiple Subjects teaching credential; failure in any one (as explained below) will result in not
being recommended for a credential.
The three components of assessment are:
1.
2.
3.
Assessment of two semesters of field placement experiences
Coursework, including specific Signature Assignments
State-mandated, standardized Teaching Performance Assessment (TPA). CSUMB uses the CTC-approved
Performance Assessment for California Teachers (PACT) as our TPA. Progress through and satisfactory
completion of the program will be monitored and documented in part through meetings with faculty
advisors.
Each component of the process is explained below.
1. FIELD PLACEMENT ASSESSMENT AND EVALUATION OF FIELD

The evaluation of the field experience is a continuous process, which facilitates the mastery of competencies in
teaching and assists the teacher candidate in developing techniques of self-assessment. During the semester, the
cooperating teacher will have ample opportunity to interact with you, the teacher candidate in co-teaching planning
and assessment sessions. In regular meetings, both parties will want to explore successful aspects of your
performance and specific ways in which you might improve.
29

The experienced cooperating teacher will be the major source of evaluative feedback during the co-teaching
experience; however, university supervisors will visit the placement periodically. The university supervisor will make at
least 4 observation visits during Stage I and 4 during Stage II student teaching. More observations will be made as
appropriate. The university supervisor will attempt to meet with you immediately following each observation. The
supervisor records observations regarding your progress and performance in the record made in TASKSTREAM.

A formal midterm evaluation by the cooperating teacher is required each semester to guide your teaching efforts, and
to provide information for the university field supervisor. The midterm conference should serve as a benchmark for
planning the remainder of the semester. You need to be informed both of strengths on which you can build and of
areas for improvement, for which you should be given specific suggestions for improvement. The cooperating teacher,
you, and the university supervisor together will meet in conference to review the midterm evaluations. Both the
cooperating teacher and the supervisor should discuss the evaluation with you, even if in separate meetings. If either
the cooperating teacher or the university supervisor has substantial concerns about your performance or
dispositions, the Field Coordinator should be alerted at this time if s/he has not already been made aware of the
problems, so that a Statement of Concern can be written and an Action Plan developed (see Statement of Concern
and Plan of Action section).

The cooperating teacher will complete a Cumulative Evaluation form in TASKSTREAM midterm, and review it with you.
If it becomes apparent that you are not making satisfactory progress, additional observations and conferences may
need to be held; in addition to the supervisor, these may involve the Field Placement Coordinator or other university
faculty. Qualitative observations and evaluations written by the university supervisor are available to the candidate in
TASKSTREAM.
The cooperating teacher completes a final Cumulative Evaluation in TASKSTREAM during each semester of student
teaching. Final evaluations are due at the end of week 16 for both Stage 1 and Stage 2. This evaluation will include a
conference between you and the cooperating teacher. When possible, the university supervisor will attend this
conference.

You will complete three self-assessments in TASKSTREAM: a baseline self-evaluation completed at the beginning of Stage I, a
midpoint self-evaluation at the end of Stage I, and a final self-evaluation at the end of Stage 2. The completion of these forms
will be facilitated through the student teaching seminars and monitored by faculty advisors and the Field Coordinator. The selfevaluation form is essentially the same as the Cumulative Evaluation forms completed by cooperating teachers and/or
university supervisors, but using a rubric appropriate to self-assessment.
It is the responsibility of the university field supervisor, in consultation with the Field Placement Coordinator when appropriate,
to determine the grade for the student teaching experience component of ED 601 or ED 603 (credit/no credit). In determining
the grade, s/he should take the Cumulative Evaluation by the cooperating teacher into account, as well as her/his own
observations. Any time you, as a teacher candidate, is given a grade of “no credit” because of an unsatisfactory performance in
the field, this should not come as a surprise; you should have been notified of the need to improve your performance, as well
as specific steps needed for improvement, sufficiently early enough that you have a reasonable chance to bring the
performance to a satisfactory level. Serious concerns on the part of the supervisor should be expressed in a Statement of
Concern (see below).
If you receive “no credit” during your co-teaching experience, you may petition (based University Matriculation Policy) for a
new placement in the next semester. If you receive another grade of “No Credit” in a subsequent field placement, you will
be dropped from the program.
30
Policy and procedures regarding inadequate performance or progress in the field placement
Credential candidates must, and do, learn a great deal during the credential program. All feedback you get from your
supervisor or cooperating teacher is intended to facilitate your learning and help you to become the best teachers you can be.
Because of the steep learning curve, a performance that is adequate for the beginning of the program may not be considered
adequate at mid-program, and a performance adequate at mid-program may not be sufficient at the end to be recommended
for the credential. It is important that you receive both positive feedback and encouragement, and feedback that identifies
areas for improvement, throughout the program.
An “area for improvement” may simply indicate what a next step is for a candidate who is already performing well. However,
at times an “area for improvement” may reach the level of an area for concern. An area for concern statement identifies some
aspect of your performance that could, if not addressed and improved, delay your moving on the next stage of the program, or
in some cases ultimately prevent you from obtaining the credential.
It is relatively rare that an area for concern arises or persists for a candidate to the extent that it must be formally addressed by
the program. Most candidates will engage to improve in those areas identified more informally by their supervisor or
cooperating teacher and the observers will see improvement in a reasonable time frame. This policy addresses procedures for
addressing reoccurring areas of concern which persist after repeated observation and feedback.
 Statement of Concern and Plan of Action (Appendix H)
The timeline and procedures are the same in both Stages for teacher candidates.
After each observation the supervisor indicates in TASKSTREAM a level of concern regarding your performance relative to
that point in your progress through the program . At any time that a serious concern arises regarding a candidate’s
performance or progress, a Statement of Concern shall be submitted by the supervisor to the Field Coordinator. The
Statement of Concern shall clearly identify the area that needs improvement and the behavior that has prompted the
concern. Submission of a Statement of Concern at any time shall (with one exception) initiate the process of developing a
written Plan of Action for the candidate. The plan of action shall identify:
• area to be improved,
• steps to be taken,
• criteria for evaluating that the area of concern has been successfully addressed (including a time frame)
• consequences
The steps to be taken may include steps that are the responsibility of the candidate, of the cooperating teacher, or of the
supervisor or other university personnel (e.g., the Field Coordinator or faculty advisor.) This plan should be developed as
quickly as possible after the Statement of Concern has been submitted, but in any case within one week of that date. The
written plan of action shall be signed by all relevant parties and a copy placed in the candidate’s program file. The
exception to developing a plan of action is when the action or performance on the part of the candidate that prompted
the Statement of Concern is so serious as to warrant dismissal from the program. Such actions include, but are not
limited to, any action that would lead the CTC to revoke a credential if done by a credentialed teacher. In this case, policy
governing the dismissal of a candidate from the program shall be in operation.
Timing for a Statement of Concern may be generated at any time that a concern reaches a sufficiently serious
level. These are the guidelines:
Stage 1
 As of the mid-semester review, the supervisor will elicit from the cooperating teacher any serious concerns the
teacher may have regarding the performance of the teacher candidate, and determine whether or not these are
significant enough to warrant developing a Statement of Concern. While letters of concern may be generated
later in the semester, it should not be the case that a letter generated late in the semester primarily cites
behavior observed early in the semester as the basis for the concern and for which no earlier letter was
submitted.

Any serious concern raised after Week 12 of the semester should only be prompted by behavior newly observed.
No Statement of Concern submitted during weeks 13-15 should cite behavior observed prior to week 12 as the
sole or primary basis for the letter; previously observed behavior may, however, be cited to add weight to newly
observed behavior.
Stage 2
31

The timeline for addressing serious concerns is compressed during Stage 2 for teacher candidates, both because
of the different structure of the semester, and because of the increasingly serious consequences of failing to
address concerns in a timely fashion. Thus if the supervisor or cooperating teacher has serious concerns about
whether or not the candidate will be ready for the full-time student teaching, those concerns should be raised
early enough that the candidate has the opportunity to address them before full-time student teaching begins.
The following procedures are intended to assure that this will occur.
 At each observation, the supervisor notes in TASKSTREAM whether the teacher candidate is, in her/his best
judgment, making adequate progress to be ready for full-time student teaching, including solo teaching.
“Making adequate progress towards full-time student teaching” means only that the candidate appears to be
on a learning curve that will result in a smooth transition to full-time student teaching at the end of Week 10;
it does not necessarily mean that the candidate will be ready at that time to begin full-time student teaching.
 If minor concerns noted in Stage I persist into Stage 2, or noted early in Stage 2 are not promptly addressed,
or if major issues are noted during the initial phase of Stage 2, a Statement of Concern shall be written no
later than Week 8 of Stage 21. Depending on circumstances, the process initiated by a Statement of Concern
could result in extending that semester’s student teaching experience, or in requiring the candidate to repeat
that stage’s student teaching experience.
 No candidate shall receive a grade of “Credit” for any student teaching experience during which s/he has
received a Statement of Concern unless and until all the conditions stated in the Plan of Action have been
satisfied. Ascertaining that this has been done is the responsibility of the supervisor.
2. COURSEWORK AND SIGNATURE ASSIGNMENTS
A grade of C or better in each graded course ( “Credit” in all credit/no credit courses), and an overall program GPA of 3.0 or
better, is required in order to be recommended for a credential. In addition, the assignments listed below have been deemed
of particular importance to both development and demonstration of knowledge and skills for our credential candidates; these
assignments have been designated as Signature Assignments for the program. A grade of C or better, as assessed by the
instructor using a TPE-based grading rubric, is required on each and every signature assignment. Signature assignments are
uploaded into TASKSTREAM. Course instructors monitor your’ performance on signature assignments as a normal part of
teaching; if a signature assignment is not passed with a grade of C or better as determined by the TPE-based rubric used by the
instructor, you will receive a grade of C- or less for the course, regardless of the points or average attained from the other
graded components of the course.
The list of signature assignments and the associated courses is as follows:
From Stage I:
SPED 560
ED 608
ED 609
ED 611
ED 612
ED 616
Lesson Plan Modification (or equivalent assignment)
Standards-Achieving Work Sample (also a PACT CAT)
Math Lesson Plans & Reflection (also a PACT Content Area Task, or CAT)
Essay analyzing Teaching and Learning theories
Multiple “I” Search Child Study
Literacy Lessons
From Stage 2
ED 615
ELD Lesson (also a PACT CAT)
1
This timeline does not preclude Statement of Concern from being generated later in the semester, if concerns arise later, or if some
egregious behavior is seen after Week 8, or if more minor concerns earlier brought to the attention of the candidate persist late into the
semester. Rather, the intention is to begin the process initiated by a Statement of Concern early enough to maximize the candidate’s
opportunity to address the concern so that s/he may attain a satisfactory level of teaching to be recommended for a credential.
32
ED 617
Integrated Literacy Unit Plan (also functions as the PACT Elementary Literacy Teaching Event)
ONGOING PROGRAM PROGRESS ASSESSMENT BY ADVISORS
This process is intended to consider all the components and experiences in the program and assess the candidate’s overall
progress and learning trajectory. The formal components of this process are a meeting with the advisor prior to the end of
Stage I, the Stage I-->Stage 2 Progress Review and Interview, and the exit reflection and check-off process at the end of the
program. Each is explained below. In addition, faculty advisors are encouraged to keep informal tabs on their advisees, so that
the program as a whole can provide the maximum possible opportunity for the credential candidate to learn and succeed.

End of Stage I meeting - Toward the end of Stage I, the advisor will meet with his/her advisees to check in with them
on how things are going for them in the program, and to discuss the Progress Interview to be conducted at the
beginning of Stage 2. This meeting may be done with the entire group of advisees at once, with small groups of
advisees, or individually, at the advisor’s discretion and depending on circumstances and scheduling.

The Stage I-->Stage 2 Progress Review and Interview - Between semesters, after grades for the Stage I semester
have been recorded, the advisor will review the candidate’s transcript, and the TASKSTREAM coordinator will provide
the advisor with information regarding evaluation documents ( signature assignments, Cumulative Evaluation forms,
Self-Evaluations) in TASKSTREAM. This review will identify any issues that might delay or prevent the candidate from
progressing to Stage 2 of the program (e.g., low GPA, a grade of C- or below or Incomplete for a course, documents
missing from TASKSTREAM) or, conversely, that all requirements have been met for progressing to Stage 2. If any
impediments to the candidate progressing to Stage 2 are identified at this time, the advisor will inform the Program
Coordinator. Either the advisor or the Program Coordinator or both will contact the candidate as soon as possible to
consult with her/him and advise her/him what the next steps will be.

Once the candidate has been cleared to move on to Stage 2, and at the beginning of the Stage 2 semester, each
candidate will meet individually with her/his program advisor for a semi-structured interview/conversation. The
interview is structured to elicit reflection and self-assessment on the part of candidates at a global level with regard to
how their teaching is developing and how they would like it to develop in the future. This Stage I-->Stage 2 interview
(which takes place at the beginning of Stage 2) is also an opportunity for the candidate to raise any personal concerns
s/he may have regarding any pertinent aspect of the program or her/his progress through it. At this interview, the
candidate will generate two personal professional goals to be addressed during the remainder of the program.
Successful completion of the interview is a program requirement. It speaks to/provides evidence with regard to TPE 13
Professional Growth and CSTP F: Standard For Developing As A Professional Educator. If a candidate is performing satisfactorily
in both fieldwork and coursework and prepares properly for the interview, the interview should not be a problem. If a
candidate does not pass an interview through inadequate preparation, s/he will be advised of the deficiencies and required to
repeat the interview.
 End of Stage 2 Meeting - During Week 15 or Weeks 16, advisors meet with each advisee individually. At this
meeting, the candidate will first reflect on the degree of progress made on the two goals s/he set for her/himself at
the beginning of the semester during the Progress Interview. Then the advisor and the candidate will go over the
candidate’s cumulative program files (both the paper file and the TASKSTREAM file). Using a checklist, they will
determine which credential requirements are completed with accompanying necessary documentation, and which
remain to be completed. The advisor will ascertain that the candidate understands what remains to be done, and has
a plan for completing any outstanding requirements (e.g., taking the RICA, completing the U.S. Constitution
requirement). This meeting should be relatively short (20-30 minutes should suffice for most candidates), but is
important to assure a smooth exit from the program and attainment of the credential.
3. TEACHING PERFORMANCE ASSESSMENT -PACT
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By California state law, all teacher education programs must administer a standardized assessment, known as a Teaching
Performance Assessment (TPA), to all their Multiple Subjects Credential candidates who entered the program as of July 1,
2008, or later. A TPA has multiple components and assesses both the candidate’s teaching performance and their professional
understanding and pedagogical thinking. There are three TPA models approved by the CTC: the California State TPA developed
by CTC (CalTPA), the Performance Assessment for California Teachers (PACT) developed by a consortium of teacher education
institutions, and a model developed by CSU-Fresno that is approved for their use only. CSUMB has selected the PACT model of
the TPA for our exit assessment.
 Further provisions of the law are that all candidates who enter a teacher education program on or after July 1, 2008,
must pass their TPA prior in order to receiving a Multiple or Single Subjects credential. This requirement is in addition
to other program requirements; it is not possible to obtain a credential by doing and passing a TPA alone.
 Any candidate who fails a TPA on the first attempt will be given at least one additional opportunity to pass it.
Our TPA, the PACT, has multiple components, all of which are embedded in various courses. The full PACT, called the Teaching
Event or TE (but often referred to just as “the PACT”) consists of five tasks, and is normally done during the candidate’s Stage 2
academic-year semester. It is embedded in course assignments for ED 617. In addition, a single assignment from ED 608, ED
609, and ED 615 matches one of the PACT tasks and is scored using a PACT rubric; each of these tasks, known as a Content Area
Task, or CAT, when referring to the assignment’s role in the overall PACT, must be passed as well as the PACT Elementary
Literacy TE that is done in conjunction with ED 617. All PACT-related assignments are assessed in two ways. They are:
1.
2.
graded as usual and enter into the course grade as part of the candidate’s coursework
scored by trained scorers using standardized rubrics developed by the PACT consortium, to satisfy the
state’s TPA requirement.
The criteria used for the course grade and the PACT scores overlap, but may also differ and serve different purposes. More
information on each of these tasks and how they are evaluated both as part of the course and how they are scored as part of
the PACT is provided in each relevant course.
Candidates will be given full, detailed information on the tasks, procedures, timeline, and scoring expectations of each aspect
of the PACT at the appropriate time. In addition, a PACT handbook containing detailed instructions for each task is available
online at www.pacttpa.org2. We advise that you not worry about the PACT too far in advance; it can appear overwhelming
considered all at once. We have broken it down into manageable chunks, and will advise you carefully through each step.
Advising and support will be provided in three ways:
1. through the seminars (both ED 601 and ED 603)
2. in the relevant courses
3. by the candidate’s faculty advisor.
All PACT documents must be uploaded into Taskstream course management system; candidates will be instructed in the
technical requirements for doing so in ED 538.
While it is obvious that this is a high-stakes assessment—no candidate will receive a credential until it is passed—“passing the
test” should not replace achieving the learning objectives that are developed through the assignments in which it is embedded.
The best strategy for “passing the test” is for candidates to keep their attention on learning and on addressing all the
requirements of the assignment, just as they do for all other course assignments.
Because the PACT, especially the TE, is a high-stakes assessment, some people may be tempted to use the work of others in
their write-up and research for their teaching events. Any such undocumented use of another’s work is a serious breach of
academic and professional integrity and shall be dealt with as such when detected.
2
NOTE: Do not use the checklist provided in the online PACT Handbook. At the beginning of Stage 2, you will be
provided with a CSUMB supplement to the PACT Handbook that will include our requirements, timeline, and
checklist for completing your PACT TE.
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SECTION 3 - POLICIES AND PROCEDURES
Selection of the Student Teaching Placement
The multiple subject credential program at CSUMB places great value on selecting the most desirable settings for student
teaching placements. We identify schools that understand and accept the University vision statement and our specific needs
as a program for either the ELA or Bilingual emphasis and our commitment to co-teaching. Schools are selected, in every
instance, on the basis of having linguistically and/or culturally diverse classrooms available for placements.
All multiple subject teacher candidates must experience at least one student teaching placement in an upper grade setting
(grades 3 through 8) and one primary grade setting (grades K – 2. These will be in the same school setting. The two placements
must differ by at least two grade levels (e.g., grades 2 and 4 would be acceptable, but not grades 2 and 3). In at least one of
these settings, the teacher candidate will be placed where beginning reading is taught. At whatever level, placements are to be
made where the teacher candidate will have extensive opportunity to participate in the management, planning, and organizing
of reading instruction within a well balanced and comprehensive reading program. It is up to the Field Placement Coordinator
to select appropriate school sites. Evaluative information is collected from teacher candidates at the end of each semester to
inform the Field Coordinator in the performance of this critically important task for future candidates.
The faculty and administration of the Multiple Subject Credential program seek to identify the very best placements with the
finest cooperating teachers available in the districts that have contracted with CSUMB. This is made possible by continuous
evaluation of student teaching placements and the selection of settings based on past evaluations.
Students are not placed where their own children attend school, or where other family members are employed. We are also
reluctant to place teacher candidates in schools where they have been previously employed (e.g., as an aide), though this is not
prohibited. However, we feel the teacher candidate will have a more broadening learning experience in a school with which
s/he is less familiar.
Selection of the Cooperating Teacher
The procedure for selecting cooperating teachers involves school district administrators, school principals and/or vice
principals, cooperating teachers themselves, and the University Field Placement Coordinator. The University is not in full
control in this process; we negotiate, but we do not dictate or determine.
While the criteria and process for selecting cooperating teachers may vary from school to school and district to district, in
general, cooperating teachers are selected on basis of the following criteria.




They hold an appropriate teaching credential. (This is a state requirement.)
They have at least three years of successful full-time teaching experience. (Also a state requirement.)
They teach in a linguistically and/or culturally diverse classroom.
They have expressed a desire to grow professionally through the exchange of ideas with the teacher candidate and
through the co-teaching opportunities offered by CSUMB.
 They are sensitive to the needs of a beginning teacher—e.g., the need to experiment with teaching techniques suggested
in university courses and/or by the university supervisor.
 They are skilled in communicating expectations, rationales for decisions, and evaluations of teaching.
 They are committed to modeling an effective system of classroom management for the teacher candidate.
 They are willing to meet regularly with the teacher candidate to plan lessons and then to provide feedback on the
observed lessons.
 They demonstrate reading instruction competence and provide the teacher candidate with opportunities to participate in
a well-balanced and comprehensive reading program.
Teachers considered for this role are asked to complete a self-assessment for reading instruction competence to assure that
essential skills and strategies of a well-balanced and comprehensive reading program will be conveyed to the teacher
candidate.
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Request for Reassignment of Teacher candidates (TC)
A student will not be reassigned to another school site more than five weeks into Stage I or four weeks into Stage 2 after the
beginning of the semester. However, requests for reassignment before that time will be considered under serious and
compelling circumstances, as decided by the Field Placement Coordinator. TC must request the reassignment in writing to the
field placement coordinator, who will consult with the university field supervisor, the cooperating teacher, and/or the school
principal.
Substitute Teaching During the Student Teaching Assignment
In the event that a cooperating teacher is absent from school, the TC may arrange to serve as a substitute during the course of
the practical training in the program if they have an emergency credential. If they do not have the appropriate credentials,
they must continue learning experiences under the supervision of a substitute teacher, even taking on much of the actual
teaching if deemed appropriate by the cooperating teacher, but legal constraints require the presence of a district-approved
substitute teacher of record in the classroom. If the cooperating teacher needs to be absent for an extended period of time
(more than a wk), the Field Placement Coordinator should be notified so other arrangements may be made.
IF THE TC DOES NOT HOLD AN EMERGENCY CREDENTIAL, THEY MAY NOT LEGALLY DO ANY SUBSTITUTE TEACHING AT ALL. Any
substitute teaching done by the TC should be paid in accordance with usual district contracts and practices. UNDER NO
CIRCUMSTANCES CAN SUBSTITUTE TEACHING TIME BE USED TOWARD REQUIRED STUDENT TEACHING HOURS; to do so would
be in violation of state law. Therefore, if the TC substitutes on a day designated for student teaching, those student teaching
hours must be made up, and all this information must be correctly recorded on the student teaching time sheet in
TASKSTREAM.
If at any time the TC is asked by any person at the placement site (the cooperating teacher, the principal, or anyone else) to do
unpaid substitute teaching (that is, taking on full responsibility for the classroom with no other credentialed teacher present,
without being offered a substitute teaching contract for the time), whether for the cooperating teacher’s classroom or in
another classroom, they should refuse the request as tactfully as possible, perhaps just by saying “I’m sorry, I’m not allowed to
do that”. If they feel pressured to accept, or if such requests are repeated, this should immediately be reported to the Field
Placement Coordinator by email or by telephone (582-4152), who will then address the issue with the school. Such requests
are inappropriate, and to accept them can put the TC, the school and district, and CSUMB at legal risk.
Switching from the Traditional Pathways to an Internship
Traditional Program to an Internship Pathway. Stage 2 students entering the spring semester of the traditional program will
be allowed to switch from the traditional to an internship program if and only if:
1. they have satisfactorily completed their Stage I courses, and ED 611 and ED 612
Traditional students who obtain employment after they have completed Stage I may switch to the Internship program only
between Stage I and Stage 2; they may not make the switch during either the Stage I or Stage 2 semester. Students intending to
switch from the traditional to the Internship program must inform both the Field Coordinator, the Internship Coordinator, and
the Multiple Subjects Program Coordinator of their intentions. Long-term substituting does not qualify as an internship.
Leaving and Returning to the Multiple Subjects Program
There are two approved ways of temporarily leaving and then returning to the program: leave of absence, and stopping out. A
leave of absence may be granted for one semester only. Stopping out applies to students who leave the program in accord
with the policy defined below and are out of it for no more than three academic-year semesters. Anyone who leaves the
program for any reason and who is absent from the program for more than three sequential semesters is considered to have
dropped out of the program. STUDENTS CONTEMPLATING LEAVING THE PROGRAM FOR ANY REASON SHOULD CONSULT
WITH THEIR ADVISOR TO DETERMINE WHAT IS MOST APPROPRIATE FOR THEIR OWN SITUATION AND NEEDS, AND TO
36
ASSURE THEY COMPLY WITH APPROPRIATE POLICIES AND COMPLETE NECESSARY PAPERWORK. There are requirements to
be met at both the University and program levels.
37
 Leave of absence: Students who take an approved leave of absence may re-enter the program without submitting a
new program application. Consult Admissions and Records for the latest policy and forms for taking a leave of absence
from the University. A copy of the University Leave of Absence documentation shall be provided to the Program
coordinator and placed in the student’s program file. STUDENTS WHO TAKE A LEAVE OF ABSENCE AND WHO DO NOT
RETURN WHEN THEY ARE EXPECTED SHALL BE CONSIDERED TO HAVE DROPPED OUT OF THE PROGRAM UNLESS THEY
FULFILL THE REQUIREMENTS AND PROCEDURES FOR STOPPING OUT (see below) PRIOR TO THEIR EXPECTED DATE OF
RETURN FROM LEAVE.
 Stopping out: Students who leave the program expecting to be out for more than one semester and no more than
three, and who are in good academic standing when they leave, may apply for “Stopped Out” status. STUDENTS MUST
PROVIDE A WRITTEN REQUEST FOR THIS STATUS; failure to do so prior to leaving the program will jeopardize later re-entry
into the program. The status must be approved by the Program Coordinator and the Department Chair. The student must
be in good academic standing throughout the program (e.g., GPA of 3.0 or better, no grade of C- or below, passed or
passing student teaching, no grades of “incomplete”, etc.) to be approved for “stopped out” status.

Students who have stopped out must re-apply to both the University and to the program, in accord with
admission deadlines that apply to the semester they wish to re-enter; re-entry is not automatic. For the
University, they must complete the full application process, including re-submitting transcripts etc. For the
Program, they need only fill out the program application form and attach a letter to it indicating they are
applying for re-admission on the basis of having stopped out and providing the dates of their prior program
participation. No new transcripts, letters of recommendation, or interview will be required.

Students who were granted “stopped out” status will generally be allowed to re-enter and complete the
program as long as proper procedures are followed, there is room for them in the program the semester they
wish to re-enter, AND ASSUMING NO MAJOR CHANGES HAVE OCCURRED IN PROGRAM REQUIREMENTS IN
THE INTERIM. Students who have stopped out who are accepted for re-entry will be expected to complete
the program requirements in place at the time they re-enter the program.
Students who leave the program without taking a leave of absence or being granted “stopped out” status or who take a leave
of absence or approved “stop-out” but who do not return or re-apply within the designated time limit, shall be considered to
have dropped out. If at any time a student who has dropped out wishes to return to the program, s/he will be required to
repeat the entire application process for the program as well as the University and will be considered for program entry on the
same basis as other applicants at that time, except that her/his history with the program may be taken into account in making
the decision of whether or not to admit her/him. If s/he is readmitted, s/he may or may not be granted credit for the previous
time in the program; each case will be considered on its own merits within the program structure and requirements in place at
the time of readmission. The decision either way will be approved by the Program Coordinator and Department Chair.
Student Teaching and Field Experiences During Emergencies--From the Office of the General Counsel
for California State Universities:
“It shall be the policy of this university that whenever normal operational procedures in a public or private agency are
disrupted and/or halted by emergencies such as civil disturbances, natural disasters, and strikes, all contractual obligations
between the University and the agency, involving students in teaching and/or field experiences, shall be suspended during the
period of the emergency.”
 Interpretation: Includes sanctioned and unsanctioned job action.
“Students and staff are advised that their physical entrance into such emergency situations may involve physical risks for which
the university cannot accept any sort of liability. Should a university staff member or student decide to enter such a situation,
such entrance is entirely at the individual’s personal initiative and risk.”
 Interpretation: Any student who crosses a picket line does so at his/her own risk; CSUMB will not accept any liability.
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“Consequently, a student emergency situation shall be completely disregarded by university instructors in their assignment of
grades or the making of evaluations.”
 Interpretation: Student teaching during the period of the strike will be completely disregarded in faculty evaluations
and final grades.
“During the course of such an emergency, it shall be incumbent upon the university instructor to provide appropriate
alternative instructional experiences for students whose university assignments require involvement in agency operation.”
 Interpretation: If the strike lasts more than two weeks, CSUMB will provide alternative instructional experiences. If a
strike occurs, the student is required to notify the school office of his/her intended absence and then should contact
the Program Coordinator.
Privacy Act
Based upon the Family Educational Rights and Privacy Act of 1974, teacher candidates have access to inspect and review their
records kept on file in the Credentials Analyst Office. Candidates sign a release form authorizing certain individuals’ access to
their file. Beyond the candidates and those individuals designated by the candidates, only certain other university, state, and
federal officials are authorized by the Act to review these files. Candidates may make an appointment with the Credentials
Analyst to go over all materials in their files.
Documents, letters and applications submitted to the university become the property of the university. Student files do not
leave the control of the Credentials Analyst. Students desiring copies of documents in their files should make copies prior to
submitting them to the Credentials Analyst Office.
ANY OF THE ABOVE POLICIES MAY BE APPEALED BY PETITIONING THE CREDENTIAL APPEALS COMMITTEE.
COURSE RELATED POLICIES AND PROCEDURES
Course Substitutions/waivers Granted for Prior Academic Work
Students who have completed courses elsewhere that they believe to be equivalent to courses in our program may request
substitution of courses for CSUMB requirements, if the courses are not too old.
The instructor of any course to be substituted will review the relevant course taken elsewhere and determine equivalence. The
department chairperson or her/his designated representative must approve all substitutions. Students should bring
transcripts, course descriptions, syllabi, and when possible significant assignments to the course instructor and the department
chairperson to begin the substitution process.
Class Attendance
Regular and punctual attendance is required of all practicing teachers and is expected of students in this program. Faculty may
include student attendance and punctuality as factors contributing to the determination of final course grades.
Minimum GPA and Grades
It is necessary to maintain a 3.0 grade point average and a grade of C or better in each professional education course in order
to remain in the program (and a grade of “credit” in ED 601 and ED 603). A grade of C- is not an acceptable grade; if a C- is
earned in a course, that course must be repeated and passed successfully. Only one such opportunity to repeat a course will
be allowed; if the student is unsuccessful at obtaining a grade of C or better on the second attempt, the student will be
terminated from the program.

Grades of ‘D’ or ‘F’
If a student receives a D or F in a professional educational course, s/he may be given one (but only one) opportunity to
repeat the course for an acceptable grade, or s/he may be required to withdraw from the program. Each case will be
39
considered by the Program Coordinator in consultation with relevant faculty; the student’s performance in the
program overall will be taken into consideration in making the final decision.

An Incomplete Grade
An incomplete grade (I) received in any course in the professional program must be completed prior to the beginning
of the next stage or the student will not be allowed to continue in the program. Stopping out of the program for any
reason, including an Incomplete grade, will require the student to re-apply to the program (and possibly the
university) for re-admission at a later date. It is the responsibility of the student to request the Incomplete and to file
in the Credentials Analyst’s Office the instructor’s requirements and deadline for course completion. Incomplete
grades may be given on rare occasions for student teaching (ED 601 or ED 603), at the initiative of the university
supervisor in consultation with other parties concerned and with the concurrence of the Field Coordinator. Any
situation potentially leading to an Incomplete grade for field experience is considered on a case-by-case basis. Should
the teacher candidate need to repeat the full-time field experience portion of the program, he/she will be granted
only one opportunity.

No Credit Grade in Fieldwork Experience
If you receive “no credit” during your co-teaching experience, you may petition (based university matriculation policy)
for a new placement in the next semester. If you receive another grade of “No Credit” in a subsequent field
placement, you will be dropped from the program.
Withdrawal from Individual Courses in the Program
If a student finds it necessary to withdraw from any individual course in the program, he/she should contact the instructor and
refer to the instructions in the current CSUMB Catalog. The Credentials Analyst’s Office should also be contacted immediately.
Stopping out of the program for any reason, including a Withdrawal, will require the student to re-apply to the program (and
possibly the university) for re-admission at a later date. Withdrawing from a professional preparation course will extend one’s
time in the program and delay one’s entry into the next phase.
Children and the University Classroom
Small children and infants should not be brought to classes. If a childcare emergency develops, please call your course
instructor before bringing your child to class. Course instructors have the right to insist on excluding children from university
class sessions.
Progressing from Stage I to Stage 2
Students must have successfully completed all Stage I requirements specific to their pathway through the program in order to
move on to Stage 2, and in particular to be allowed to register for ED 603 and ED 617 and complete the PACT TE. This means
that if a C- or below, or an Incomplete, is received for any Stage I course, the deficiency must be cleared up before the student
will be allowed to register for ED 603 or ED 617. Similarly, the Stage I Field Experience and Seminar (ED 601) must be
completed for a grade of Credit.
In addition the Basic Skills requirement must be satisfied before registering for ED 603 and ED 617. This means CBEST or the
Writing Sample of the CSET must be passed, not merely attempted.
Candidates who fail to meet one or more of these requirements will meet with their faculty advisor and/or the Program
coordinator to work out a plan of action.
STANDARDS AND PROCEDURES FOR CONTINUED PARTICIPATION IN TEACHER
EDUCATION AT CSU MONTEREY BAY
The Department of Teacher Education credential programs at California State University at Monterey Bay (CSUMB) will
endeavor to admit only candidates who have demonstrated through the application process that they possess the important
characteristics necessary to be successful educators:
 Respect for all individuals, enriched by an understanding of culture and diversity
 Wide constellation of knowledge and skills
 Follow standard scholarly practice in giving credit to sources used in assignments
 Follow directions of University faculty and fieldwork and student teaching mentors such as master teachers and
field supervisors
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




Cooperate and collaborate with fellow candidates on projects and assignments
Maintain successful academic progress by passing all courses and stages and maintaining at least a 3.0 grade point
average. No courses for which a grade of C- or lower was assigned will be used to meet credential requirements.
Maintain the standards of the profession, public school, district, University, campus, and/or program.
Demonstrate openness to lifelong learning
Demonstrate moral character illustrated by:
 Behaving in a professional, honest and forthright manner expected of professional educators
 Having integrity, being trustworthy, honest, courteous, open minded, and by treating others fairly
and impartially
Candidates are required to demonstrate professional behavior in all aspects of their participation in the credential
programs. Candidates are expected to be familiar with the professional standards for their field of teaching (California
Standards for the Teaching Profession) and the California State University standards on Student Conduct, Graduate
Admission, and Academic Dishonesty. Students 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’ continued participation in credential programs is dependent upon their understanding of professional
standards and their ability to adhere to these standards.
In order to continue to participate in a credential program at CSUMB you must continue to exhibit the characteristics
necessary to be successful educators as listed above.
CONDITIONS FOR REMOVAL FROM PROGRAM
Credential candidates will be considered for removal from a credential program if they:







Exhibit academic dishonesty as defined by the Program Handbook
Exhibit inappropriate student conduct as defined in the Program Handbook
Exhibit unacceptable academic, field, pedagogical, and/or clinical performance behaviors
Fail to meet the standards set by the California Commission on Teacher Credentialing
Fail to behave according to the standards of the profession, public school, district, University, campus, and/or program
Fail to demonstrate credentialing competencies
Fail to exhibit the important characteristics necessary to be successful educators listed above, and on program
evaluation forms
 Exhibit behavior that would lead the CCTC to remove the credential from a teacher (refer to the CCTC website for a full
description), such as:
o breaking a contract
o lying
o substance abuse
o child abuse
 Repeated the same course more than once
 Received two “no credit” grades during the field experience
Once a student has been identified as a candidate for possible program removal, s/he will be provided with an opportunity to
meet with the program coordinator and the department chair to discuss the situation. If the situation is not resolved at this
level, then the “Procedures to be followed to remove a student from a CSUMB credential program” (see below) will be
invoked.
PROCEDURES TO BE FOLLOWED TO REMOVE A STUDENT FROM A CSUMB CREDENTIAL PROGRAM
1.
The process to remove a candidate from a CSUMB credential program in accordance with written program policies
must be initiated by the coordinator of the credential program after consultation with appropriate faculty members in
the program and the Chair of the Department.
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2.
If the program coordinator has decided to remove a candidate from the program, the student will be notified in writing
of the specific reasons. The written notice can be provided in person or by registered mail. Copies of the document
will be provided to the Chair of the Department of Teacher Education and to the Dean of the College of Education.
3.
Unless an appeal is filed within 10 business days of the date of the notification, the candidate will be officially dismissed
from the program.
APPEALS PROCESS AND PROCEDURES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Students who wish to appeal to remain in the program must do so within 10 business days of the date of the
notification, submitting a Request to Appeal form (see Appendix H) with the notice to the Program Coordinator.
The Dean of the College of Education will appoint one member of the faculty from the program in which the candidate
is enrolled (if possible, a faculty member under whom the candidate did not study), and two members of the faculty
who are not teaching in the program in which the candidate is enrolled, to serve as an Appeals Board.
Within three business days of receipt of the Request to Appeal form, the Dean will notify (by registered mail) the
student appealing of the date and time of the Appeals Board meeting.
The Appeals Board will hold a meeting to consider the candidate’s appeal within 6-10 business days of the receipt of
the appeal by the Dean.
The Candidate may make a written and/or oral presentation in person to the Appeals Board. Every effort should be
made to provide written materials to the Dean prior to the meeting.
The Program Coordinator may also make a written and/or oral presentation in person to the Appeals Board.
Only the members of the Appeals Board and possibly legal staff of the University will be present when the board
deliberates about their decision.
Within 3 business days of the board meeting, The Appeals Board will provide the Dean, the Program Coordinator, and
the candidate a written decision either upholding the dismissal of the student from the credential program or
continuing her/his participation in the program.
The candidate may meet with the Dean to present any concerns the candidate may have that the due process
procedures outlined in this document were not followed. The Dean has the power to appoint a second Appeals Board
if the outlined procedures were not followed.
If the due process procedures outlined in this document are found by the Dean to be sound, the decision of the
Appeals Board is considered final.
The Appeals Board may recommend to the Dean that the California Commission on Teacher Credentialing be notified
of very serious lapses in professional behavior.
STUDENT COMPLAINT PROCEDURE
The Student Complaint Procedures for the Department of Teacher Education at CSU, Monterey Bay are intended to provide a
clear and responsive process for addressing complaints that may arise among students participating in the Department.
Furthermore, this process is designed to encourage and respect the abilities of students and faculty to resolve issues in a
constructive manner.
When a student has a complaint regarding a course (e.g., course assignments, due dates, course content presented, etc.) or an
instructor (e.g., interpersonal issues) the following steps should be followed by the student bringing the complaint:
1.
2.
Arrange for a time to meet with the Course Instructor to bring up the concern and seek resolution.
a. If resolved at this point, then the complaint process will be considered complete, and no further steps will be
required.
b. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the
process would continue to the next step.
Arrange for a time to meet with the appropriate Program Coordinator (Multiple Subjects, Single Subjects or Special
Education) and the Course Instructor. During this meeting the Program Coordinator would seek to mediate the situation
and suggest potential options for resolving the concern.
a. If resolved at this point, then the complaint process will be considered complete, and no further steps will be
required.
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b. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the
process would continue to the next step.
3.
Arrange for a time to meet with the Chair of the Department of Teacher Education, the Program Coordinator and the
Course Instructor. During this meeting the Department Chair would seek to mediate the situation and suggest potential
options for resolving the concern.
a. If resolved at this point, then the complaint process will be considered complete, and no further steps will be
required.
b. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then
the process would continue to the next step.
4.
Arrange for a time to meet with the Dean of the College of Education. The Dean will function as the final arbiter of all
student complaints originating from the Department of Teacher Education.
* If a student has a complaint that is not related to a course or an instructor, they should initiate the Student Complaint Process
at Step 2.
UNIVERSITY RELATED POLICIES AND PROCEDURES
Accommodations for Students with Disabilities
CSUMB welcomes and accommodates students with disabilities. Students with disabilities who may need accommodations in
courses or field-placement are encouraged to contact their course instructors and/or the field-placement coordinator during
orientation week or by the University’s Drop/Add date.
CSUMB E-mail System
As a CSUMB student, instructors and other program personnel will contact you regularly through the campus email system.
Each student at CSUMB is automatically assigned a campus-specific Google email account. It is a responsibility of all candidates
to access and log on regularly for pertinent information about their courses, seminars, and field placements, and for other
announcements. The email account can be accessed from any computer that has Internet access using the URL my.csumb.edu.
This will take you to the login page. You use your Otter ID and password to log in.
If you prefer using a different email address, you can set your Google account to automatically forward your email to your
preferred address. One way or another, it is your responsibility to be available through the campus email; CSUMB faculty
and other personnel are not expected to maintain separate email address lists for students. Failure to read your campus email
may result in not receiving important information. You will be held responsible for responding appropriately to information
sent by program personnel via campus email; failure to receive the information because of failure to check your campus email
account or to forward it to your personal email will not be considered an excuse for not meeting requirements communicated
via campus email.
Student Identification Card
YOUR OTTER CARD CAN BE OBTAINED FROM BLDG 47.
Parking Information
Traffic and parking regulations require that students parking motor vehicles on campus obtain a parking permit and display the
permit in their vehicles (vehicles parked in the Schoonover Park and Fredericks Park housing areas are exempted). The
regulations also specify where parking is permitted and where parking is prohibited. Parking will only be allowed in designated,
posted parking lots. Students may park in any non-reserved spaces in those lots. Reserved spaces for visitors, disabled persons,
or service vehicles are not available for permit parking. A schedule of parking penalties (fines) was adopted in conjunction with
the regulations. All penalties are based on comparable CSU and local municipal penalty schedules. You may obtain a copy of
the parking regulations and penalties from Bldg 47.
A semester parking permit can be purchased at the Campus Service Center in Bldg 47. Proof of vehicle registration is required.
Alternatively, one-day parking permits may be purchased from machines in each parking lot.
WARNING: Failure to display a valid permit will result in a traffic citation being issued.
43
SECTION 4 - TESTING AND CREDENTIALING
Preliminary Credential Program Requirements
To complete the teacher credential program, all students must demonstrate their achievement of the outcomes specified in
the California Standards for the Teaching Profession (CSTPs) as defined and assessed through the California State Teacher
Performance Expectations (TPEs), as well as successfully complete field-based, teaching-learning experiences. Additionally, a
series of requirements from the California Commission of Teacher Credentialing (CCTC) must be met before a candidate can
successfully apply for, and receive, a teaching credential. Therefore, to be recommended for a Multiple Subjects teaching
credential, all students must successfully complete and submit documentation for the following to CSUMB’s Credentials
Analyst.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
CSET passing test results (provided prior to admission to the program.)
Three semester units (or five quarter units) of a foreign language on original transcripts, or documented proof of
satisfaction of the foreign language requirement by assessment, or original transcripts of two consecutive years of high
school foreign language with an average of “B” or better, or original proof from CTC’s “Option List” (normally provided
prior to admission to program.)
Course in U.S. Constitution (normally provided prior to admission to program). This requirement may also be met by a
U. S. Constitution test.
Basic Skills requirement documentation (CBEST passing test results or CSET Writing sample passing test results or copy of
Emergency Teaching Permit); to be provided prior to Stage 2 of the program.
Character Identification Clearance Certificate (fingerprint clearance) or copy of a credential held. This must be provided
prior to Stage I student teaching.
Transcript showing satisfactory completion of all courses in CSUMB’s approved Multiple Subject credential program with
a GPA of 3.0 or better and no grade of C- or below, and grades of “credit” for both Stage I and Stage 2 student teaching.
Documentation of satisfactory completion of all Signature Assignments
Documentation of satisfactory completion of the Stage I Progress Interview
Documentation of passing scores on the full PACT Teaching Event and on the 3 additional CAT tasks
Passing test results on the Reading Instruction Competency Assessment (RICA)
Documentation of satisfactory completion of Stage 2 Progress Interview
Reading Instruction Competence Assessment (RICA)
Candidates for the initial Multiple Subject Teaching Credential must pass the RICA examination as partial fulfillment of the
requirements for the credential. Candidates have the choice of either passing the RICA Video Performance Assessment or the
RICA written examination (for additional information see: http://www.pearsonvue.com/rica/)
All state-approved multiple subject credential programs are required by state regulations to include a balanced and
comprehensive reading instruction curriculum. Several courses in CSUMB's curriculum are relevant to this requirement.
Students should plan to take the RICA after completing relevant instruction in ED 616 and ED 617 as a minimum requirement
for preparation. Candidates also are strongly urged to: complete ED 615, Social Studies and Visual and Performing Arts
Methods; further their practical experiences in reading instruction as related to the required domains covered in RICA; and
engage in outside study and review of course texts and readings before taking the exam.
BILINGUAL AUTHORIZATION
A Bilingual Authorization may be obtained by examination. Applicants must obtain passing scores on Subtests 1, 2 and 3 of the
California Teacher of English Learners (CTEL) Examination (http://www.ctcexams.nesinc.com/test_info_CTEL.asp).
The CTEL consists of 3 subtests:
 CTEL 1: Language and Language Development (test code 031)
 CTEL 2: Assessment and Instruction (test code 032)
 CTEL 3: Culture and Inclusion (test code 033)
Scores used for certification purposes may be no older than five years from the individual passed exam date (for additional
information see CTC Bilingual Authorizations document http://www.ctc.ca.gov/credentials/leaflets/cl628b.pdf.)
44
The bilingual authorization may be earned concurrently with or following the initial issuance of the candidate's prerequisite
teaching Credential.
When applying for a bilingual authorization based on completion of examinations, you may apply through the CSUMB
Credential Office or directly through the Commission by submitting all of the following items:
1.
One of the following:
a.
original or copy of a CTEL exam score report, if applicable
b.
verify holding or eligibility for a CLAD Certificate or English learner authorization.
2.
Original or copy of a CSET:LOTE exam score report
3.
A completed application [PDF]
4.
processing fees [PDF]
Submit the materials listed above through your employer or directly to the Commission at this address:
State of California
Commission on Teacher Credentialing
Attention: Applications
1900 Capitol Avenue
Sacramento, CA 95811
Source : http://www.ctc.ca.gov/help/english-learners/bilingual-auth.html
*************************
Appendices to this Handbook, beginning on the next page, include a variety of documents and forms important to successful
completion of the program.
APPENDIX A
CSUMB LESSON PLAN TEMPLATE ---------------- DRAFT
(Bold-faced items/sections are required.)
45
NAME:
CONTENT AREA:
SCHOOL:
GRADE LEVEL:
CLASS DESCRIPTION (e.g., gender, special needs, cultural backgrounds, primary languages):
LANGUAGE (S) the lesson will be conducted in:
TOPIC or THEME:
1) The Big Picture
2) Content Standards
English Language Development (ELD) Standards (if applicable)
3) Background Knowledge
4) Content Objectives
Academic Language Objectives
5) Materials and Resources
6) Procedures and Learning Activities Please narrate step-by-step
Beginning: (introduction or lead-in to the lesson)
Middle (body of the lesson):
End: (wrap-up, closure, etc.)
Extension (optional)
7) Assessment and Evaluation Plan (both formal and informal)
8) Post-Lesson Reflection (Optional to instructor)
Different levels of detail, and different requirements for planning, are appropriate for different situations and
subject areas. Students will be given guidance for completing lesson plans in each situation. However, all lesson
plans completed while in the CSUMB Multiple subjects program should use this structure/format.
46
APPENDIX B
Relationship Between Cstps And Tpes*
*http://www.usfca.edu/fac-staff/rroberts/epworkshop/standards.html
California Standards of the Teaching Profession
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6:Developmentally Appropriate Teaching Practices
TPE 6A:Developmentally Appropriate Practices in Grades K-3
TPE 6B: Developmentally Appropriate Practices in Grades 4-8
TPE 6C: Developmentally Appropriate Practices in Grades 9-12
TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment
F. Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
APPENDIX : C
CSUMB Dispositions Assessment Conducted in Professional Settings
47
Candidate:___________________________________
Date:___________
Semester:____________
Evaluator:________________________________
Evaluator’s role (e.g. cooperating teacher, supervisor, instructor, teacher candidate) : _________________
____________________________
Directions: Throughout the educational experience, the teacher candidate should demonstrate growth in professional
and personal dispositions for teaching. Please rate the candidate on each disposition (in bold type) based on
indicators (in bullets) found below each. The “Indicators” below each of the dispositions are there to guide your
thinking and to help you to provide rationales for lower ratings. Please use the following scale by circling the
appropriate number in the cell:
Please rate the candidate on each of the following dispositions (in bold type).
Rating scale:
1
2
3
4
Unacceptable/Refer to Program Coordinator
Needs conference with Program Advisor, Supervisor, and/or Field Placement Coordinator
Acceptable
Exemplary
If ratings are at the 1 or 2 level, check any indicators listed under the disposition that need to be addressed, and
include in the comments column a description of the candidate’s actions that have led to the given rating. Comments
for Acceptable or Exemplary ratings are optional.
Dispositions and Associated Indicators
1. Demonstrates commitment to being a professional.
Indicators:
 Arrives at school ready to work (e.g., with lessons planned and with

needed materials)
Exhibits punctuality and regular attendance both in field and at CSUMB,
including open houses and faculty meetings

Actively seeks out feedback; asks for help or suggestions





Unacceptable
Needs
Remediation
Acceptable
Exemplary
1
2
3
4
Comments regarding strengths/areas for
growth:
Graciously accepts constructive criticism on teaching or regarding
appropriate behavior as a professional
Adjusts teaching or other behavior appropriately in response to feedback
or constructive criticism
Actively seeks out information and ideas for teaching or managing student
behavior from a variety of sources
Reflects on his/her experiences without prompting, and seeks help and/or
adjusts teaching or other behavior accordingly
Is reliable in completing job and class-related tasks in a timely fashion, or
making adjustments well in advance when necessary.
2. Demonstrates a positive and enthusiastic attitude
1
2
3
4
48
Indicators:
 Takes initiative: i.e., •goes above and beyond minimal requirements,
•puts forward and tries her/his own ideas in appropriate ways and at
appropriate times, •asks questions when s/he needs information or doesn’t
understand something
 Openly and actively engages with students without constant prompting
Comments regarding strengths/areas for
growth:
 Demeanor when teaching is enthusiastic and energetic (i.e. affect is not
bored, speech not monotone)
 Is willing to take appropriate risks in trying new things
 Is encouraging and supportive of student contributions and efforts in
learning
3. Communicates effectively and professionally.
Indicators:
 Expresses her/himself confidently while accepting contributions from others
1
2
3
4
Comments regarding strengths/areas for
growth:
 Expresses her/himself respectfully with both students and adults at all times
orally and in writing (e.g., asks parents to work with them rather than
telling them to; tone (voice, face, body language, vocabulary) is
respectful)
(i.e. refrains from expressing derogatory interpretations of students’ or family
members’ behavior)
 Responds to supervisor/cooperating teacher emails or phone calls promptly
 Handles disagreements in a professional way (expresses disagreements
professionally and respectfully; responds professionally when others
disagree with her/him.)
 Listens to what students, parents, or colleagues are saying and responds
appropriately
 Uses appropriate language (i.e., no profanity, sexual innuendo, insulting
terms, etc.) within professional settings
 Is truthful and forthcoming in all relevant communications in the placement
or job site and within the program.
4. Exhibits an appreciation for and valuing of diversity.
Indicators:
 Communicates high expectations to all students regardless of gender or
ethnicity
 Takes initiative to learn about students’ backgrounds (culture, family, SES,
linguistic)
1
2
3
4
Comments regarding strengths/areas for
growth:
 Takes initiative to learn about students’ individual needs and abilities
 Creates/maintains a “safe classroom” with zero tolerance for disparaging
comments about other cultures or to students’ particular situations
or characteristics
 Teachings reflects awareness of and sensitivity to students’ backgrounds,
individual strengths and needs (including learning styles), and family
situations
 Is inclined towards being an advocate who identifies and strives to promote
social justice and to eliminate inequities
49
5. Collaborates effectively with peers, colleagues, supervisors, and
parents.
1
2
3
4
Indicators:
 Listens to others' contributions and responds to them
Comments regarding strengths/areas for
growth:
 Offers positive contributions to further the purposes of collaborations (ideas,
suggestions, materials)
 Plans instruction and evaluates teaching regularly with cooperating teacher
and other professionals as appropriate to the job or placement
 Communicates professionally during collaboration (see above for specific
indicators regarding professional communication)
6. Exhibits professional reserve and deportment for teaching and
working with other professionals.
Indicators:
 Maintains professional boundaries with students and colleagues (e.g., does
not broadcast personal issues or problems within the professional setting;
does not probe for personal information from others; does not gossip
within the professional setting or about colleagues, students or their
families, etc.)






1
2
3
4
Comments regarding strengths/areas for
growth:
Does not develop inappropriate familiar relations with students or exhibit
inappropriate ingratiating behavior with youth or children
Demonstrates appropriate maturity and self-regulation when discussing
sensitive issues or when the person(s) s/he is interacting with are
emotional, upset, or angry; maintains calm demeanor during such
interactions
Maintains, or knows how to regain, emotional equilibrium and perspective
in the face of obstacles, challenges, disturbing events, or criticism
(appropriate or otherwise) from others
Perseveres in the face of challenges or obstacles
Manages personal issues or crises in a way that minimizes impact on the
professional setting or program participation (e.g., avoids being tardy or
absent if possible; communicates in a timely manner with cooperating
teacher or supervisor when attendance will be affected; if attendance is
inevitably seriously affected, works with program personnel to find
responsible alternatives for her/himself regarding program participation;
exhibits appropriate problem-solving for personal issues and takes
initiative to get help when appropriate)
Correctly reads social cues and responds appropriately (e.g., senses when
not to interrupt)
 Takes responsibility for the consequences of her/his own actions (i.e. does
not express a sense of entitlement regarding what others owe her/him)
7. Demonstrates awareness of and respect for expectations and norms
of the professional setting.
1
2
3
4
Indicators:
 Accepts assignments and obligations within the curriculum and does not
seek to be excused from activities of the curriculum for insignificant
reasons.
Comments regarding strengths/areas for
growth:
50
 Values professional education for teaching and does not trivialize or demean
curricular and clinical expectations and requirements.
 Is observant within the setting and takes initiative to learn the expectations
and norms for appearance and behavior in the particular school or
institution
 Dresses appropriately for the professional setting; adheres to any dress code
established by program or in field
 Recognizes that schools are conservative environments, and that personal
preferences regarding appearance may need to be adjusted accordingly
(e.g., visible tattoos, hair cut or color, piercings other than for earrings,
amount of skin shown)
51
APPENDIX D
CALIFORNIA STATE UNIVERSITY MONTEREY BAY
COLLEGE OF EDUCATION
FIELD –BASED TEACHER EDUCATION
Co-Teaching Guidelines
The role of the field supervisor is to:
 Attend a Co-Teaching Workshop.
 Have a deep understanding of the Co-Teaching Model and to guide the candidate and cooperating teacher in
their Co-Teaching.
 Be on time for all scheduled classroom visits.
 Know the candidate as an individual so that suggestions and comments can be personalized and individualized.
 Become familiar with the candidate’s needs and the needs of the students in the classroom, in order to provide
specific assistance.
 Help establish and maintain good relations with area administrators and teachers in the building
 Inform the candidate about the policies of the student teaching program at CSUMB as they relate to the field
experience.
 Help the cooperating teacher in guiding the candidate through a successful and rewarding teaching experience
by providing them with pertinent information in a timely fashion, and by talking with them about the candidate
and the candidate’s progress.
 Hold conferences with the candidate and the cooperating teacher and meet with administrative and
supervisory personnel as needed.
 Observe the candidate in all areas of their work in order to improve effectiveness in the classroom.
 Assist the candidate in gaining meaningful school-wide experiences during co-teaching.
 Observe and encourage co-teaching efforts between the cooperating teacher and teacher candidate.
 Encourage and assist the candidate in the preparation and implementation of lesson plans.
 Provide support to help alleviate the tension and stress that often accompanies student teaching
 Support the candidate in reflecting on his/her work and progress as a teacher.
 Work with the cooperating teacher in the evaluation of the candidate’s progress.
 Evaluate candidate performance in Taskstream.
The role of the cooperating teacher is to:
 Attend a Co-Teaching Workshop and “pairs training”.
 Provide class rolls, textbooks, etc.
 Identify a workspace (e.g., a desk) for the candidate to use.
 Set aside a minimum of 60 minutes per week to co-plan with the candidate.
 Relate to the candidate as a novice professional colleague or co-teacher.
 Serve as a model, guide, and instructor for the candidate’s co-teaching experience.
 Model and explain strategies, methods, and techniques, including the use of technology.
 Model and explain accommodations for learner differences.
 Model and explain classroom management techniques.
 Model professional behavior toward students, parents, colleagues, and staff.
52








Guide the candidate’s planning and preparation for instruction.
Expect the candidate to contribute to student learning each day.
Provide constructive feedback and suggestions.
Review all lesson and unit plans the candidate is expected to teach.
Plan for a progression of candidate responsibilities leading to increasing autonomy and independence.
Help arrange and encourage opportunities for the candidate to observe in other classrooms.
Conduct both informal and formal evaluations.
Complete a formal evaluation mid semester and at the end of the semester in Taskstream.
The role of the teacher candidate is to:
 Attend a Field Orientation to learn about the Co-Teaching Model and “Pairs Training”.
 Abide by school polices.
 Have prompt and regular attendance at their school site (time sheet updated weekly in Taskstream).
 Sign in at the office each day.
 Dress and behave professionally when at the school site.
 Set aside a minimum of 60 minutes per week to co-plan and assess student work with the cooperating teacher.
 Practice and develop his/her skills with regard to planning, organizing, and management of reading instruction
in relation to ongoing assessment. This will include the application of appropriate strategies for a well-balanced
and comprehensive reading instruction program (multiple subject). Demonstrate an understanding and
integration of the reading skills necessary for a specific subject area (single subject).
 Plan and implement instruction in a variety of content areas - literacy, mathematics, science, social studies, art,
music, health and P.E. (multiple subject).
 Help students to meet learning goals each day.
 Use technology to enhance instruction.
 Gradually assume more responsibility and leadership roles in Co-Teaching leading up to a “solo teaching”
period.
 Maintain unit and lesson plans so they are available to the cooperating teacher or substitute.
 Plan and implement instruction that considers and values cultural, linguistic, gender and socioeconomic
diversity.
 Develop skills in managing student behavior.
 Develop skills for listening and communicating effectively with both students and colleagues in an instructional
setting.
 Develop beginning levels of competence in effective interaction with students from linguistically and culturally
diverse backgrounds.
 Listen to constructive feedback and suggestions with respect and give them full and thoughtful consideration as
you develop your own unique teaching style.
 Reflect on observations of the cooperating teacher's practices and assessment of one’s own activities.
 Discover and develop one’s own professional strengths and personal teaching style.
53
APPENDIX E
IMPORTANT PHONE NUMBERS @ CSUMB
ADMISSIONS AND RECORDS
CAMPUS HEALTH CENTER
College of Education:
582-3518
582-3965
Dean’s office: Jose Luis Alvarado
582-5190
DEPARTMENT OF TEACHER EDUCATION:
Multiple Subject Program Support Staff
Jene Harris
582-4094
jharris@csumb.edu
Multiple Subject Program Coordinator
Dr. Carolina Serna
582-3641
cserna@csumb.edu
Placement and Supervision Coordinator
TASKSTREAM Coordinator
Diane Brandell
582-4125
dbrandell@csumb.edu
Teacher Education Department Chair
Cathi Draper-Rodriguez
582-3652
cdraperrodriguez@csumb.edu
Credentials Analyst Office
Christy Jordan
582-3638
chjordan@csumb.edu
Adjunct Supervisors
Catherine Hendricks
Mary Magaña
Marilyn Whitcomb
Multiple Subject Faculty
Joshua Carr
Kerrie Chitwood
Suzanne Damm
Richard Hackbert
Mary Magaña
Vonneke Miller
Dr. Carolina Serna
Debbie Vivolo
COMPUTING (Student help desk)
FINANCIAL AID OFFICE
LIBRARY
chendricks@csumb.edu
mmagana@csumb.edu
mmwhitcomb@sbcglobal.net
582-3546
582-3546
582-3546
582-3546
582-3546
582-3641
582-3546
jocarr@csumb.edu
kchitwood@csumb.edu
sdamm@csumb.edu
rhackbert@csumb.edu
mmagana@csumb.edu
vmiller@csumb.edu
cserna@csumb.edu
dvivolo@mpusd.k12.ca.us
582-3600 or 582-3647
582-4074
582-3733
54
PARKING
PRESIDENT’S OFFICE
PUBLIC SAFETY
STUDENT INFORMATION CENTER
582-3382
582-3532
582-3360
582-3518
55
APPENDIX F
CSUMB Student Teaching Time Sheets
Student How-To Sheet for
Creating Your Time Sheet in Taskstream
To complete any work within Campus Tools Higher Ed, you must first log into the system.
https://Taskstream.csumb.edu using your otter ID and password.
Go to the artifact tab.
Click “create” in the menu on the left.
Select Artifact Type: choose Student Teaching Time Sheet
Create a Title, for instance, Diane’s Time Sheet
In the description box you might want to include something like: MS, stage I student teaching (this will help
you distinguish from your artifact in stage I and stage II).
Then click the “add new” button.
You should see a one row table appear at the bottom. Fill in the information. You can add your
information by the day or the week.
When you are done, click SAVE.
The next time you choose student teaching time sheet, the sheet you saved will be there. Click on it and
you can just click the “add new” button and add as you go.
When you finish the term, please upload the time sheet artifact you created to your field placement binder
under the time sheet tab.
For additional help contact:
Diane Brandell
dbrandell@csumb.edu
831-582-4125
Building 3, office 109
56
Information for the Multiple subjects stage I - Stage 2 progress interview
Stage I advisory interview protocol; to be conducted during the first week of Stage II
Before the Interview:
Read over the information below on the interview questions, and think about both how you want to answer the
questions, and also about what evidence you will need to support any claims you make regarding your teaching.
While oral, anecdotal evidence is acceptable, at least some of the evidence you offer for at least some of your claims
should be found in your Course Assignments and Field Materials(Qualitative Feedback Forms from Supervisor’s
Observations, Written feedback from your cooperating teacher (or support provider or principal, for Interns). Make
some notes for yourself as to the main points you want to make, and the evidence you will provide to support your
claims, and bring these notes to the interview with you.
At the advising interview, your advisor will look over the field evaluation forms in TASKSTREAM, and ask the
following questions. S/he will ask you to provide examples from your course assignments or in TASKSTREAM that
support claims you make in response to the questions. However, not all evidence for your claims must come from
the course assignments and field materials; anecdotal, oral evidence is also acceptable.
INTERVIEW QUESTIONS
An “area of teaching” might be any of the following:
• Managing student behavior (which might include developing a classroom community)
• Planning lessons in general
• Planning or teaching in a particular content area (i.e., reading, writing, math, science, social studies, P.E.,
health, art, music)
• Interacting with students during lessons in ways that promote their thinking or their self-confidence
• Assessment of students (informal or formal), in general or in a particular content area
• Working with particular subgroups of students (e.g., students with disabilities, shy students, rowdy students,
ELL students, . . .)
• Relating to students in general, or to students with particular needs (which may or may not be legally defined)
• Working with parents
• Bringing “the real world” into lessons or into the classroom in other ways
• Addressing sensitive issues or issues of social justice with students
It is also possible that something else might be cited as an “area of teaching” in individual cases; this list is not
intended to be exhaustive or prescriptive, merely to prompt thinking with regard to the following questions.
Your advisor will ask
• In what area(s) do you feel you have experienced the greatest growth during Stage I?
For each area of previous growth, your advisor will want you to describes the area, discuss how you
have developed in that area during Stage I of the program, and give a few examples illustrating your
growth, either from the physical evidence materials, or as oral anecdotes.
• In what area(s) do you feel you are doing best, with reference to adequate achievement of TPEs/CSTPs.
Other forms of the question: Are there aspects of teaching in which you are beginning to feel more
confidence? Have greater depth of understanding or insight as to what is involved? Areas that you
believe are going to be your particular strengths as a teacher? Do you feel that you are actually up to
the level a beginning credentialed teacher should be in any of these areas, or do these areas of greater
confidence or understanding just represent significant progress toward that goal?
57
You will be asked to describe the area, and discuss in what way you are strong in this area, and provide
illustrative examples, either from the physical evidence materials, or as oral anecdotes.
• Please identify two “areas for future growth.” You might identify an area for future growth either it is an
area of relative weakness in which you feel you need to grow, or it might be an area in which you
already feel relatively strong and therefore want or feel ready to develop even further.
You will be asked to explain why you selected each of your two “areas for growth.”.
For each area for future growth, you will identify a specific learning goal you will work toward during
Stage II of the program (2 goals in all). These should be specific and achievable in the available time
frame.
Your advisor will take notes during the interview, and you will write out your two Stage II goals, on the forms
provided. In addition, your advisor will complete the Multiple Subjects Progress Evaluation: Post-Stage I form, and
you will both sign and date it. One copy of these forms will be kept by your advisor to be placed in your permanent
file, and one copy will be given to you.
58
MULTIPLE SUBJECTS PROGRESS EVALUATION: POST-STAGE I
Candidate: ______________________________________ Semester/Year________
______Claims made during the advisory interview are well-supported through
______clearly-discussed examples
______documentary or physical evidence
______Claims made during the advisory interview are somewhat supported through
______clearly-discussed examples
______documentary or physical evidence
______Claims made during the advisory interview are poorly supported.
The advisory interview and/or physical evidence presented provide evidence that the candidate is developing the
ability to reflect on his/her practice in a process that leads to continual improvement.
Excellent reflection______
Good reflection______ Poor reflection______
With regard to the candidate’s development as a teacher, including progress toward adequate attainment and
demonstration of the TPEs, the evidence from the advisory interview (oral and physical/documentary) supports the
following conclusion:
THE CANDIDATE IS
______ Showing exemplary progress. Specific strengths are noted on the back.
______ Showing adequate progress across the board
______ Showing adequate progress in general, but needs to give particular attention to certain elements of
teaching (listed on the back) during Stage II
______ Not showing adequate progress. Specific deficiencies are listed on the back.
Comments:
Advisor’s signature
_____________________________________________
Date
My advisor has discussed this evaluation with me, and I understand the basis for the progress rating given, including
areas I need to work on, if any.
Candidate’s signature
_____________________________________________
Date
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APPENDIX G
California State University at Monterey Bay
Request-to-Appeal Form
All parts of this form must be completed. The form must be submitted to the Dean of the College of
Education (100 Campus Center, Bldg. 3, Seaside, CA 93955), postmarked within 10 business days of
the date appearing on the notification of removal from the program. Please word-process, type, or
legibly print the required information. If you need additional space to complete your answers, please
continue on separate, attached, and numbered pages.
Full Name____________________________________________
ID#_______________
Credentials Program___________________________Semester/Year_______________
Mailing Address________________________________________________________________
City, State ____________________________________________Zip Code __________
Telephone (Area Code & Number)___________________________________________________
E-mail Address________________________________________________________________
1. Explain the basis of your appeal and why you believe that your removal is unjustified.
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2. How are you delivering this notice to the Dean of the College of Education (if mailed, notice must be
postmarked within 10 business days of the date of the notification)?


By hand to the office
By US mail
Attach a copy of the notification of your removal from the program to this appeal form along with any
other necessary documentation.
Signature_____________________________________________
Date______________________
APPENDIX H
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UTEC - University-Wide Teacher Education Council
Definition
The University-wide Teacher Education Council (UTEC) was organized in Spring 2003 to oversee teacher
preparation at California State University, Monterey Bay (CSUMB) as a university-wide enterprise. Its primary
functions are the evaluation of program effectiveness and the development of policies and resources for the
improvement of teacher education. The UTEC includes CSUMB students, faculty, and administrative representatives
as well as K-12 public school faculty, administrators, and community college representatives. The UTEC is a standing
committee of the faculty senate of CSUMB. The administration has identified the UTEC as the policy-recommending
body for teacher education at CSUMB. Policy decisions of the UTEC are sent to the Dean of the College of
Education as recommendations for administrative approval.
Composition
Standing members of the UTEC include the following representatives.
- The Chair of the Department of Teacher Education and ex-officio chair of the UTEC
- The Chair of the Department of Liberal Studies
- The Chair of the Department of Health and Wellness
- Coordinators of credential and or degree programs including:
- Multiple Subject
- Single Subject
- Special Education
- Masters of Arts in Education
- Other programs approved by CSUMB
- One undergraduate student
- One graduate student
- Two community college representatives
- One elementary school teacher
- One secondary school teacher
- One special education teacher
Committee Structure
The UTEC is to include a number of standing committees working for the effective operation and quality of
CSUMB’s teacher education programs. Standing committee memberships are to consist of regular members of the
UTEC and other representatives who meet requirements for UTEC representation, and are to be chaired by
currently-serving UTEC members. Chairs of the curriculum and program evaluation committees are to consist of
CSUMB faculty members from fields related to teacher education currently serving on the UTEC. Other committees
of the UTEC may be appointed to serve for a stated period of time with a specific charge. Current standing
committees appear below.
Program evaluation committee
The program evaluation committee develops and recommends policy for the evaluation of credential and degree
programs in teacher education. The committee functions primarily to: review program evaluation plans and
procedures; examine program evaluation reports prepared by faculty and staff and recommend their approval or
modification to the UTEC; monitor program responses to evaluation findings for the purpose of ensuring
continuous improvement in the curriculum.
Curriculum committee
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This committee identifies curriculum needs for the teacher education program based on findings of the program
evaluation committee as well as on changes in policy and regulations governing teacher education in the State of
California. The committees make recommendations based on accreditation standards of the National Council for
the Accreditation of Teacher Education (NCATE), the California Commission on Teacher Credentialing (CCTC), and
other national or state agencies as appropriate.
Community service committee
The community service committee explores opportunities for public school and related agency support by faculty,
staff, students, alumni, and others stakeholders in teacher education at CSUMB. The committee assures proper
university participation on important committees and task forces working for the improvement of public education
in our tri-county service area.
Development committee
The development committee identifies and recommends activities for supplementing state-provided resources for
teacher education at CSUMB. Opportunities for private and public support for teacher education are explored.
Schedule of Meetings
The UTEC is to meet at least once a semester, typically in November and April. Committees of the UTEC will meet
more frequently, typically bimonthly, and should meet two times prior to each general meeting of the UTEC.
Agendas for upcoming meetings are to be posted and made available to the CSUMB teacher education community
at least one week prior to the scheduled meeting. All meetings of the UTEC and its committees are held in
accordance with open meeting laws and policies of the State of California, the California State University System,
and CSUMB.
Restrictions and Limitations
The UTEC and its committees are not involved in the day-to-day operations of the university’s teacher education
programs, including student appeals, personnel matters, and instructor evaluations; these are the domain of other
committees of the faculty and the university senate.
Policy and procedures for UTEC
Revisions and additions to existing policies and procedures of the UTEC may be developed and approved by the
UTEC or one or more if its committees.
Disclosure
THIS STATEMENT OF UTEC POLICIES, PROCEDURES, AND CHARGE IS TO BE MADE AVAILABLE TO MEMBERS OF THE
PUBLIC AND THE UNIVERSITY COMMUNITY. IT WILL BE INCLUDED IN ADVISEMENT INFORMATION FOR STUDENTS
(INCLUDING STUDENT GUIDES AND HANDBOOKS).
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APPENDIX I
CSUMB Statement of Concern and Action Plan
The Statement of Concern is designed to clearly identify issues that may prevent a Candidate from successfully completing a
credential program. The SOC should include an Action Plan and timeline that provides guidelines for the Candidate to address
the identified issues. If the items on this plan are not met in the time indicated, the candidate will receive a grade of “No
Credit’ for that semester.
Candidate:
School:
Date:
Not Met
Area of Concern
Action to be Taken/Timeline
Expected Outcome
Met (date)
1.
2.
3.
4.
5.
6.
Required Signatures:
I acknowledge receipt of the Statement of Concern:
Candidate:
___________________________________________________________________________
date ___________________
Cooperating Professional:
_____________________________________________________________
___________________
date
University Supervisor:
________________________________________________________________
___________________
date
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Field Coordinator:
___________________________________________________________________
___________________
CSUMB Program Coordinator:
________________________________________________________
___________________
date
date
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