SECTION 1
Information for Teacher Candidates
2013-14
rev 8/2013
Page 1
California State University San Marcos
School of Education
SCHOOL OF EDUCATION MISSION STATEMENT
The mission of the School of Education community is to collaboratively transform education.
We:
 Create community through partnerships

Promote and foster social justice and educational equity

Advance innovative, student-centered practices

Inspire reflective teaching and learning

Conduct purposeful research

Serve the School, College, University, and community
rev 8/2013
Page 2
INFORMATION FOR TEACHER CANDIDATES
During clinical practice, Teacher Candidates apply the theories and instructional strategies
learned in your coursework. Your University Supervisor, Cooperating Teacher and On-Site
Liaison will provide you mentorship and guidance. Our main priority is your successful
professional development in your assigned clinical practice experience.
Teacher Candidate Responsibilities:
1.
Clinical Practice is considered a class. Be sure to register for the appropriate clinical
practice, EDMS 571 or EDMS 572 before registration deadline. Candidates failing to
register for clinical practice will be dropped from the roster, will receive No Credit for
the experience, and will jeopardize their standing in the program.
2.
Teacher Candidates must pass the CBEST and CSET prior to program admission. On
rare occasions, Candidates may be granted a conditional admission to the program.
However, Candidates must pass all sections of the CSET in order to start clinical practice
II. State program standards prohibit clinical practice II until CSET is passed. If it
becomes necessary to complete clinical practice II in another semester, the Candidate will
be required to re-register for that semester.
3.
Teacher Candidates are assigned clinical practice placements by the Clinical Practice
Coordinator. Candidates cannot under any circumstances make placement arrangements
or changes on their own.
4.
Attend a co-teaching training in order to be prepared to co-teach with your Cooperating
Teacher during clinical practice.
5.
Your Supervisor will contact you with your clinical practice assignment during the first
week of classes and establish a schedule of assignments and observations. Please,
provide a current address and phone number to School of Education Educational Services
which will enable your Supervisor to contact you in a timely manner.
6.
Most correspondence is electronic and will be sent to your CSUSM email account. Be
sure to check it regularly or to have your mail forwarded to your preferred email account.
7.
After the initial contact with your Cooperating Teacher has been made by the Supervisor,
plan on attending with your Cooperating Teacher the “Getting the Partnership Started”
session arranged by the On-Site Liaison at the school site.
8.
Confer regularly with your Cooperating Teacher, On-Site Liaison and Supervisor to
discuss your program requirements, the Teacher Performance Expectations, your
university schedule and other appropriate topics.
9.
Once you are in clinical practice full-time, adhere to your Cooperating Teacher's contract
hours. Arrive on time. Be available to remain after school to plan, attend staff meetings,
in-services, parent conferences, and other school functions, such as "Back to School
Night", "Open House", and IEP’s.
rev 8/2013
Page 3
10.
Be sure to advise your Cooperating Teacher if and when an absence becomes necessary.
Candidates will be required to make-up absences.
11.
When doing clinical practice, Teacher Candidates will follow the district calendar for
vacation days, not the university. In some cases, this could put the clinical practice
beyond the university semester’s end. Candidates will be expected to stay to complete the
assignment.
12.
You will be expected to write lesson plans for your formal observations by your
Supervisor. You should become familiar with the specific grade level curriculum that
your Cooperating Teacher uses for teaching the academic standards so that you are
prepared to plan lessons that use the curriculum that teach the academic standards.
13.
Teacher Candidate performance on the Professional Dispositions is evaluated during
clinical practice. Candidates should become familiar with the MS Professional
Dispositions rubric.
14.
Teacher Candidate performance on the TPEs is evaluated during clinical practice.
Candidates should become familiar with the California Standards for the Teaching
Profession: Resources for Professional Practices and the full texts of the Teacher
Performance Expectations.
15.
Teacher Candidates must meet all TPEs by the end of clinical practice II. Candidates may
meet the following TPES in either clinical practice I or clinical practice II: TPE 1A,
Subject Matter Instruction; TPE 6A, Dev. Appropriate Teaching Practices K-3; TPE 6B,
Dev. Appropriate Teaching Practices 4-8; TPE 6D, Special Education; TPE 7, Teaching
English Learners; TPE 14, Educational Technology have been met in clinical practice I.
If these are not able to be met in clinical practice II and they were met in the clinical
practice I, the Supervisor of clinical practice II must check “meets” and refer in the notes
that they were met in clinical practice I. This applies only to these TPEs.
16.
If you are experiencing difficulty in your clinical practice placement, communicate with
your Supervisor immediately about it. Your Supervisor is your mentor and advocate.
17.
At the conclusion of the clinical practice, you will participate in a final meetingconference with your Supervisor, Cooperating Teacher and On-Site Liaison to debrief the
clinical practice experience and sign the evaluations. Your Supervisor will prepare your
clinical practice evaluations in consultation with your Cooperating Teacher. Your final
evaluations include the TPE form, Clinical Practice Summary and Professional
Dispositions. All evaluation scores will be posted and accessible on Taskstream.
18.
Your Supervisor will issue a Statement of Concern if consistent and/or serious concerns
arise. (Please refer to the SOC Guidelines & Form for procedure). This procedure will
assist you in taking the necessary steps for improvement.
rev 8/2013
Page 4
School of Education
CLINICAL PRACTICE PLACEMENT POLICY
CSUSM-SOE policy requires that all Teacher Candidates complete their field work in a public
school setting. A public school setting is defined as one of the following: traditional public
school or a public charter school. The only exception is a private school that receives public
funding for specific services to public school students with special needs, as defined in an IEP.
There are no other exceptions.
This policy ensures that Candidates fully experience the dynamics of public education.
The following lists the minimum requirements for all School of Education programs. Individual
programs may implement and maintain additional requirements.
Clinical Practice I Requirements
In order for a Teacher Candidate to be placed in a clinical practice setting for coursework and/or
field experience purposes and be assigned a University Supervisor, the following requirements
must be met.
A. Registration in a clinical practice course (EDMS 571, EDMI 571, EDSS 571, EDMX
571, EDMS 573).
B. CTC certificate of clearance.
C. Tuberculin Clearance.
D. Concurrent (special education) candidates and any student completing CPI and CPII in
the same semester (ICP and MS part time): successful completion of basic skills and
subject matter competency tests.
In order for a Teacher Candidate to begin Clinical Practice I, the following requirements must be
met:
E. Successful completion of all first semester courses with a grade of C+ or better.
F. Satisfactory progress in the TPEs as determined by the individual program.
Clinical Practice II Requirements
In order for a Teacher Candidate to be placed in a clinical practice setting for coursework and/or
field experience purposes and be assigned a University Supervisor, the following requirements
must be met by the end of the candidate’s first semester in the full-time program or by the end of
the candidate’s third semester in a part-time program.
A. Registration in a clinical practice course (EDMS 572, EDMI 572, EDSS 572, EDMX
572, EDMS 573).
B. CTC certificate of clearance.
rev 8/2013
Page 5
C. Successful completion of ALL basic skills & subject matter competency tests. (Single
Subject students may demonstrate subject matter competency through a subject matter
waiver.)
In order for a Teacher Candidate to begin Clinical Practice II, the following requirements must
be met:
A. Successful completion of all second semester courses with a grade of C+ or better, and a
3.0 GPA in all professional program courses.
B. Satisfactory progress in the TPEs as determined by the individual program.
If a Teacher Candidate has passed 2 sections of CSET & basic skills by the end of the first
semester, the Candidate may be placed in a school site for coursework purposes but not for
Clinical Practice II.
If a Teacher Candidate has not passed any tests or has not taken any tests by the end of the first
semester, they may reapply to the program when all tests have been successfully completed.
rev 8/2013
Page 6
RISK MANAGEMENT AT SCHOOL SITES
In the case of an injury that requires medical attention at the clinical placement site, the
following steps must be followed:
Teacher Candidate:
 Attend to Injury
Immediately report the injury to your Cooperating Teacher, University Supervisor and Clinical
Practice Coordinator, John Heckman: jheckman@csusm.edu
Cooperating Teacher:
 Immediately report the injury to the University Supervisor
University Supervisor:
 Immediately report the injury to the Clinical Practice Coordinator, John Heckman:
jheckman@csusm.edu
Field Placement Coordinator:
 Complete IIPP5
 Track Incident
rev 8/2013
Page 7
MULTIPLE SUBJECTS FULL TIME PROGRAM
CLINICAL PRACTICE TIMELINE OF ACTIVITIES
Elementary Clinical Practice I

CPI
Week 1

Start going to 
classroom one 
day per week 
CPI
Weeks 2 – 8
One day per
week in
classroom







CPI
Week 9 – 15
Full Time in
classroom




CPI
Week 16
rev 8/2013





Meet with your University Supervisor (US), Cooperating Teacher (CT), and On-Site
Liaison (OSL)
Attend the “Getting the Partnership Started” session with your CT led by the OSL on
the school site.
Gather info & meet with the OSL to get oriented to the school site.
Review your observation and participation schedule with your CT.
Read the Clinical Practice Syllabus & Clinical Practice Handbook
Confer with CT for Co-Teaching responsibilities based on TPE requirements.
Communicate with US on a regular basis: meetings, phone calls, or email.
Meet with US to discuss the required lesson plan format.
Attend professional development opportunities throughout the semester.
Confer regularly with CT, setting short and long-range goals, planning units and
topics to be utilized during the full-time experience according to TPEs.
Meet with CT to discuss the co-teaching planning and implementation of language
arts and math instruction; refer to the co-teaching timeline
Work according to your CT’s contract hours. You will serve duty with your CT,
attend faculty/staff meetings, in-services (as permitted), and other appropriate
professional activities. If you must be absent or leave early, inform your CT in a
timely manner. Time missed will be made up.
Confer regularly with your University Supervisor (US), CT and OSL regarding your
performance, lesson planning, and other appropriate topics as based upon the
requirements of the TPEs. Meet periodically with OSL during lunch.
Begin co-teaching planning and implementation.
Gradually assume more responsibility for the co-teaching planning and
implementation of Reading Language Arts and Mathematics curriculum; this may also
include some solo teaching experiences. Refer to co-teaching timeline.
Your US will conduct the required formal observations in Reading/Language Arts and
Math, including at least one planning observation.
This is your last week of full time co-teaching in the classroom.
Your US and OSL will arrange for the final meeting – conference to debrief the
clinical practice experience and sign all evaluation documents.
Retain a copy of Clinical Practice I TPE form to discuss with your Clinical II US.
All signed documents will be returned to the university by the US.
Complete all CPI end of semester surveys from the university
Page 8
MULTIPLE SUBJECTS FULL TIME PROGRAM
CLINICAL PRACTICE TIMELINE OF ACTIVITIES
Elementary Clinical Practice II
CPII
Week 1


Start going to

classroom
one day per 

week.
CPII
Weeks 2 – 8
One day per
week in
classroom








CPII
Week 9 – 15
Full Time in
classroom




CPII
Week 16




rev 8/2013
Meet with your University Supervisor (US), Cooperating Teacher (CT), and On-Site
Liaison (OSL)
Attend the “Getting the Partnership Started” session with your CT lead by the OSL on
the school site.
Gather info on the school & meet with OSL to get oriented to the school site.
Review your clinical practice schedule with your CT
Discuss with US your TPE performance goals based on CPI TPE evaluations.
Confer with CT for co-teaching responsibilities based on TPE requirements.
Begin co-teaching as appropriate during your observation day.
Communicate with US on a weekly basis: meetings, phone calls, or email.
Meet with US to discuss the required lesson plan format.
Attend professional development opportunities throughout the semester.
Confer regularly with CT, setting short and long-range goals, planning units and
topics to be utilized during the full-time experience based upon the TPEs.
Meet with CT to discuss the co-teaching planning and implementation of the entire
curriculum, refer to the co-teaching timeline. In addition to teaching English
Language Arts and mathematics, planning and teaching in social studies and science
is an emphasis of the Advanced Student teaching experience.
Work according to your CT’s contract hours. You will serve duty with your CT,
attend faculty/staff meetings, in-services (as permitted), and other appropriate
professional activities. If you must be absent or leave early, inform your CT in a
timely manner. Time missed will be made up.
Confer regularly with your US, CT and On-Site Liaison regarding your performance,
lesson planning, and other appropriate topics based upon the requirements of the
TPEs. Meet periodically with OSL during lunch.
Begin co-teaching planning and implementation full time.
Gradually assume the highest level of responsibility for the co-teaching planning and
implementation of the entire curriculum; this should include some solo teaching
experiences. Refer to the co-teaching timeline.
Your US will conduct formal observations, including at least one planning session.
At least one observed lesson should be in Social Studies & at least one in Science.
This is your last week full time co-teaching & solo teaching in the classroom.
Your US and OSL will arrange for the final meeting-conference to debrief clinical
practice experience and sign all evaluation documents.
All signed documents will be returned to the university by the US
Complete all CPII end-of-semester & end-of-program surveys for university
Page 9
INTEGRATED CREDENTIAL PROGRAM (ICP) AND PART-TIME PROGRAM
CLINICAL PRACTICE TIMELINE OF ACTIVITIES
Elementary Clinical Practice I

CPI
Week 1

Start going
daily full time
to the
classroom







CPI
Week 2 – 7
Continue
going daily
full time to
the classroom




CPI
Week 8
final week of
full time CPI
in classroom
rev 8/2013




Meet with your University Supervisor (US), Cooperating Teacher (CT), and On-Site
Liaison (OSL)
Attend the “Getting the Partnership Started” session with your CT led by the OSL on
the school site.
Gather info & meet with the OSL to get oriented to the school site.
Review your schedule with your CT.
Read the Clinical Practice Syllabus & Clinical Practice Handbook
Communicate with US on a regular basis: meetings, phone calls, or email.
Meet with CT to discuss the TPEs, the required lesson plan format, the co-teaching
planning and implementation of language arts and math instruction; refer to the coteaching timeline
Begin co-teaching planning and implementation
Work according to your CT’s contract hours. You will serve duty with your CT,
attend faculty/staff meetings, in-services (as permitted), and other appropriate
professional activities. If you must be absent or leave early, inform your CT in a
timely manner. Time missed will be made up.
Confer regularly with your University Supervisor (US), CT and OSL regarding your
performance, lesson planning, and other appropriate topics as based upon the
requirements of the TPEs. Meet periodically with OSL during lunch.
Gradually assume more responsibility for the co-teaching planning and
implementation of Reading Language Arts and Mathematics curriculum; this may also
include some solo teaching experiences. Refer to co-teaching timeline.
Your US will conduct the required formal observations in Reading/Language Arts and
Math, including at least one planning observation.
Attend professional development opportunities throughout the semester
Your US and OSL will arrange for the final meeting – conference to debrief the
clinical practice experience and sign all evaluation documents.
Retain a copy of Clinical Practice I TPE form to discuss with your Clinical II US.
All signed documents will be returned to the university by the US.
Complete all CPI end of semester surveys from the university
Page 10
INTEGRATED CREDENTIAL PROGRAM (ICP) AND PART-TIME PROGRAM
CLINICAL PRACTICE TIMELINE OF ACTIVITIES
Elementary Clinical Practice II
CPII
Week 9
New
Placement
Start going to
classroom
one day per
week.








CPII
Week 10 – 15
Continue
going daily
full time to
classroom




CPII
Week 16




rev 8/2013
Meet with your University Supervisor (US), Cooperating Teacher (CT), and On-Site
Liaison (OSL)
Attend the “Getting the Partnership Started” session with your CT lead by the OSL on
the school site.
Gather info on the school & meet with OSL to get oriented to the school site.
Review your clinical practice schedule with your CT
Discuss with US your TPE performance goals based on CPI TPE evaluations.
Meet with CT to discuss the TPEs, the required lesson plan format, the co-teaching
planning and implementation of CT to discuss the co-teaching planning and
implementation of the entire curriculum, refer to the co-teaching timeline. In addition
to teaching English Language Arts and mathematics, planning and teaching in social
studies and science is an emphasis of the Advanced Student teaching experience
Begin full time co-teaching planning and implementation
Work according to your CT’s contract hours. You will serve duty with your CT,
attend faculty/staff meetings, in-services (as permitted), and other appropriate
professional activities. If you must be absent or leave early, inform your CT in a
timely manner. Time missed will be made up.
Confer regularly with your US, CT and On-Site Liaison regarding your performance,
lesson planning, and other appropriate topics based upon the requirements of the
TPEs. Meet periodically with OSL during lunch.
Gradually assume the highest level of responsibility for the co-teaching planning and
implementation of the entire curriculum; this should include some solo teaching
experiences. Refer to the co-teaching timeline.
Your US will conduct formal observations, including at least one planning session.
At least one observed lesson should be in Social Studies & at least one in Science.
Attend professional development opportunities throughout the semester.
This is your last week full time co-teaching & solo teaching in the classroom.
Your US and OSL will arrange for the final meeting-conference to debrief clinical
practice experience and sign all evaluation documents.
All signed documents will be returned to the university by the US
Complete all CPII end-of-semester & end-of-program surveys for university
Page 11
SUGGESTED CO-TEACHING TIMELINE CLINICAL PRACTICE I
for Systematic Release of Responsibility during Clinical Practice Co-Teaching
Clinical Practice I
Timeline
Beginning
CPI
Early to
Middle of
CPI
Middle to
End of
CPI
Cooperating Teacher (CT) Actions
Teacher Candidate (TC) Actions
CT takes the lead. CT leads instruction,
planning and reflection.
TC follows the lead of CT. TC actively participates
in all instruction, planning and reflection.
Supportive: CT in lead role
Parallel: CT plans for all groups
Complementary: CT leads
Team:
likely not yet used
Supportive: TC in support role
Parallel: TC teaches CT plans
Complementary: TC complements, as directed
Team:
Likely not yet used
CT leads some of the time and prompts TC to
take the lead in instruction, planning and
reflection. Prompts TC to take ownership of the
daily routines.
TC begins taking the lead regularly: leading in one
or more areas of instruction, planning and
reflection conversations. TC begins to take
ownership of daily classroom routines.
Supportive: CT leads and supports
Parallel: CT plans for most groups
Complementary: CT usually leads
Team:
CT prompts TC role
Supportive: TC leads and supports
Parallel: TC plans some instruction for groups
Complementary: TC complements
Team: TC team teaches with guidance from CT
CT and TC equally share taking the lead in coteaching approaches, share leadership of
planning and reflection. Prompts TC to take
increasing ownership of running classroom.
May provide TC with solo teaching experiences.
TC and CT equally share taking the lead in coteaching approaches, share leadership of planning
and reflection. TC takes increasing ownership of
running classroom. TC may have solo teaching
experiences.
Supportive: CT in lead and support roles
Parallel: CT plans for some groups
Complementary: CT leads, complements
Team:
CT and TC jointly instruct
Supportive: TC in lead and support roles
Parallel: TC designs, teaches own plans for groups
Complementary: TC leads, complements
Team:
CT and TC jointly instruct
rev 8/2013
Page 12
SUGGESTED CO-TEACHING TIMELINE CLINICAL PRACTICE II
for Systematic Release of Responsibility during Clinical Practice Co-Teaching
Clinical Practice II
Timeline
CPII
Beginning
CPII
Middle
Cooperating Teacher (CT) Actions
Teacher Candidate (TC) Actions
CT leads some of the time and prompts TC to
take the lead in instruction, planning and
reflection. Prompts TC to take ownership of the
daily routines.
TC begins taking the lead regularly: leading in one
or more areas of instruction, planning and
reflection conversations. TC begins to take
ownership of daily classroom routines.
Supportive: CT leads and supports
Parallel: CT plans for most groups
Complementary: CT usually leads
Team:
CT prompts TC role
Supportive: TC leads and supports
Parallel: TC plans some instruction for groups
Complementary: TC complements
Team: TC team teaches with guidance from CT
CT and TC equally share taking the lead in coteaching approaches, share leadership of
planning and reflection. Prompts TC to take
increasing ownership of running classroom.
TC and CT equally share taking the lead in coteaching approaches, share leadership of planning
and reflection. TC takes increasing ownership of
running classroom. TC should have solo teaching
experiences
Supportive: CT in lead and support roles
Parallel: CT plans for some groups
Complementary: CT leads, complements
Team:
CT and TC jointly instruct
CPII
End
Supportive: TC in lead and support roles
Parallel: TC designs, teaches own plans for groups
Complementary: TC leads, complements
Team:
CT and TC jointly instruct
CT follows the TCs lead and shares the lead in
team co-teaching. CT participates in planning
and reflection. May lead periodically. CT should
provide TC some solo teaching experiences.
The TC takes the lead (and shares the lead in team
co-teaching) in co-teaching roles. TC leads most or
all planning and reflection. TC should have solo
teaching experiences.
Supportive: CT supports
Parallel:
CT teaches own group(s)
Complementary: CT complements
Team:
CT and TC jointly instruct
Supportive: TC in lead role
Parallel: TC teaches own plans/groups
Complementary: TC leads
Team:
CT and TC jointly instruct
rev 8/2013
Page 13
WRITING LESSON PLANS DURING CLINICAL PRACTICE
Each Teacher Candidate is responsible for working together with his/her Cooperating Teacher to
plan and implement lessons during clinical practice. The Teacher Candidate should plan all
lessons, including the ones observed by the University Supervisor, in collaborative co-teaching
planning sessions. The Teacher Candidate will write a lesson plan for each of the lessons
observed by the University Supervisor. The Teacher Candidate will provide the University
Supervisor and Cooperating Teacher a copy of the written lesson plan in advance, prior to
teaching the lesson.
The University Supervisor and the Cooperating Teacher will monitor the lessons that the Teacher
Candidate teaches, provide feedback on the lesson plan and advice on how to improve lesson
effectiveness. The University Supervisor will debrief lessons observed with the Teacher
Candidate and provide feedback on Teacher Candidate performance in relation to the TPEs.
Depending on the particular lesson, teaching methods may include direct instruction, cooperative
learning, inquiry, discussion, concept attainment, and concept generalization, which involve
students in a variety of ways.
When writing your lesson plan, remember to consider the following:
Learner Outcome: What is the purpose of the lesson?
 What should the student know or be able to do as a result of this lesson?
 Which standards am I teaching to?
 What are the lesson objectives?
Procedure: What is the best way to teach the learners?
 How should the lesson be presented?
 Any adaptive instruction/learning accommodations needed?
 What resource material would support this lesson?
 What monitoring and adjusting techniques could be used?
 How much time will be needed?
Co-Teaching: How will we use co-teaching to enhance and differentiate instruction?
 Which co-teaching approach(es) should we use?
 Which role will each co-teaching partner play?
Assessment: What measures would be reflective of students’ learning?
 What assessment measure should be used?
rev 8/2013
Page 14
SIMPLE BASIC LESSON PLAN FORMAT MULTIPLE SUBJECTS
(Supervisors May Modify as Needed)
Teacher Candidate Name:
Date of Lesson
Lesson Topic
Standards:
Lesson Objective(s):
Co-teaching approach(es):
Phases of
the lesson
How you plan to deliver instruction, teach the students, using each
phase of the lesson.
Anticipatory
Set
Teach to
Objective
Guided
Practice
Closure
Independent
Practice
Assessment
rev 8/2013
Page 15
rev 8/2013
Page 16