UCSD, Teacher Preparation, & YOU
What can we do together to improve
student learning and teacher preparation?
Every year we place UCSD students interested in a teaching career with outstanding
classroom teachers for their first teaching experiences. This can be a rewarding experience
for both the pre-service teacher and the experienced classroom teacher. You can help us by
being a mentor and cooperating teacher.
FALL QUARTER 2014
UCSD Classroom Teaching Assistants
(C.T.A. = tutors/observers)
October to December

I would like to have a UCSD C.T.A.
to tutor and observe in my classroom.
Who: UCSD graduate and undergraduate
students (juniors and seniors)
considering teaching as a career.
What: Tutor for 25 hours / Observe 15 hours
of classroom instruction.
Where: Middle school and high school
content classrooms (English, science,
math; no honors/advanced courses)
WINTER QUARTER 2015
UCSD Apprentice Teachers
(similar, but not equivalent to student
teachers)
February to April/May

I would like to find out more
about apprentice teachers working
in my classroom.
Who: UCSD graduate and undergraduate
senior students planning to apply to
our credential program.
What: Gain experience in whole class
instruction and observe outstanding
experienced teachers for
approximately 10 weeks.
Where: 6th – 12th grade content
classrooms (English, science, math;
no honors/advanced courses)
If you would like to participate as a Mentor and/or Cooperating Teacher for fall and/or winter,
please check the program above you are interested in, and FAX (or scan and email) this page
together with your schedule (see attached sheet) to Rachel Millstone at 858-534-2462
We cannot place students with you without your class schedule
complete in its entirety on the accompanying form provided.
The Education Studies Program at UCSD is requesting your assistance in recruiting
outstanding qualified classroom teachers to work with UCSD students interested in entering
the teaching field. In the fall quarter, students will work for a minimum of five weeks as
classroom teaching assistants (classroom tutors) in secondary math, science, or English
classrooms around San Diego County. It is important that the first field experience for these
students be with the best and brightest teachers we can find, and that is where your
knowledge and expertise can help.

If you are currently teaching in a secondary math, science, or English classroom, we
hope you will consider accepting one of these students for placement in one of your
classes for content area tutoring. Let us know of your interest in participating by completing
and returning the enclosed form by FAX (858-534-2462, attention: Rachel Millstone). Math
and science instructors will receive a $125 stipend for each student hosted from funds
from the STEM/CalTeach Program.

If you are not currently in the classroom, but know of one or more capable teachers who
might be interested, we ask that you pass this information to them. You may also contact
Rachel Millstone with the names of such individuals and they will be contacted directly.

If you have any questions, please e-mail Rachel Millstone at rmillstone@ucsd.edu
The enclosed flyer includes a form for requesting more information regarding both our fall
tutoring and winter apprentice placements. Also outlined are the expectations for the fall
tutoring placement in more detail; please pay special attention to the specific requirements for
this assignment before deciding to participate in our program.
We would appreciate your response no later than
Friday, September 20st 2014 as processing/placement takes time.
Our partnerships with people such as you make an important difference in the future of our
profession. Thank you for your assistance in ensuring that our future teachers have
a successful first experience to prepare them for a successful teaching career.
The UCSD Secondary Teacher Education Team
Chris Halter
Rachel Millstone
Math Supervisor Science Supervisor
Marcia Sewall
English Supervisor
Expectations for Fall Quarter Tutoring Assignment
2014
It is important that both the tutor and cooperating teacher understand the nature of the
fieldwork component for the Fall Quarter 129A course. Although most of the time spent
in this placement will entail tutoring with individual students or small groups, other
expectations are included for this assignment. The complete set of expectations are as
follows:

Placement: The tutoring assignment MUST be in a classroom that includes identified
English learners. It is recommended that tutoring assignments be in classrooms that serve
low-performing students. No honors-level courses will be allowed for tutoring apprentice
placements. The placement must be in a content area classroom related to the tutor’s
teaching field (math, science, or English).

Structure: The UCSD tutor will spend a total of 25 hours in one secondary classroom
assignment. No more than five (5) hours of the 25 may be spent in the classroom in any
given week. A typical schedule will extend over the 10-week university quarter, with no
more than five (5) hours of the 25 spent in the classroom in any given week.

Tutoring & Observation: Twenty (20) hours of the 25-hour assignment will be devoted to
tutoring individual and small groups of students. The remaining 5 hours of the tutoring
assignment will be devoted to 5 separate focused observations. These observations will
occur over the course of the 10-week quarter and will focus upon the following topics:
instructional delivery, classroom management, teacher-student interaction, student
behaviors, and establishing routines and procedures. Topics will be assigned throughout
the quarter and tutors will be provided with forms on which to record their observations for
each of these topics.

Outside Observers: UCSD tutors in other 129A placements will be contacting the
cooperating teacher for focused observations in addition to those they are completing for
their tutoring apprentice assignments. These apprentices will be asking to observe for 5
separate focused observations (as described above). No more than three tutors will be
requesting observations. These visits may include more than one tutor at a time, if the
cooperating teacher agrees. The visits may occur throughout the quarter (October through
mid-December).