F 2014/Spring 2015 · • 1 Period- Observation and Participation in ELD/SDAIE class or high ELL population class. Teacher Candidates do not have planning responsibilities in this

F 2014/Spring 2015

California State University, Sacramento Revised Fall 2019

Greetings!

California State University, Sacramento

College of Education, Teaching Credentials

6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079 (916) 278-6639• (916) 278-5993 FAX

www.csus.edu/coe

This handbook is designed for a diverse audience: our teacher candidates, our supervisors, and our partners in

classrooms and at school sites and district offices. It provides practical information about and outlines expectations

related to our candidates’ field experience and student teaching. It should be used in conjunction with the Teaching

Credential Programs Policies and Procedures Handbook, which contains more general program policies and

procedures. (Both Handbooks are available on the College of Education website:

http://www.csus.edu/coe/academics/credentials/handbooks/index.html)

We feel honored to have such a diverse and robust community to work with; we truly value the expertise, time and

effort our many partners and collaborators devote to our candidates and our program. We know that high quality

teacher preparation happens when many education stakeholders work together. We hope that this Field Handbook

provides a clear roadmap for our collaborative work so that together we can support optimal growth and professional

development for our candidates. For answers to specific questions about our Single Subject Program, please contact

our Field Placement Coordinator, Dr. Mae Chaplin at [email protected].

The Teaching Credentials Department will follow this vision in implementing all aspects of its programs:

VISION: As a Credential Department, we model high quality teaching that exemplifies professional standards as

elucidated in the California Teaching Performance Expectations (TPES) and grounded in social equity paradigms,

we promote and practice within our own community social justice through democratic practices in classrooms and

university partnerships that interrupt narratives of domination in curriculum and instruction, and we foster personal

and professional integrity.

Our vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or deficit.

Our vision comes to life through focused, rigorous coursework and structured field experiences in contexts that

serve large numbers of low-income, culturally and linguistically diverse students with diverse abilities. This

integrated coursework and fieldwork strengthens candidates’ commitments, knowledge base and skills needed to

achieve educational equity.

Our vision is supported by collaborative relationships with public school districts, schools, and community agencies

so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These

partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to

learn for all children/youth in the K-18 public education system and through the promulgation of informed, research-

oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre-schools, clinics,

etc.). Progress towards our vision is measured through input from partners and a coordinated set of performance

assessments that faculty regularly and deliberately analyze.

We are continually energized and excited by the prospect of preparing new teachers and supporting practicing

teachers in the field. We look forward to working with you and know that together, we will make a positive

difference in the lives of children in our region.

Best wishes – the Faculty and Staff of the Department of Teaching Credentials

http://www.csus.edu/coe

http://www.csus.edu/coe/academics/credentials/handbooks/index.html)

mailto:[email protected]

TABLE OF CONTENTS

Item Page no.

Glossary 4 Placement Requirements 5 Gradual Takeover Guidelines/Green Light Indicators 7 Description of Co-Teaching model 10 Teacher Candidate Responsibilities 11 Co-operating Teacher (CT) Responsibilities 13 University Supervisor Responsibilities 14 What to do when your Teaching Candidate is Struggling 14 Statement of Concern* 20 Performance Contract* 21

Teacher Performance Expectations (TPEs) 22

All forms included in the Handbook are for reference only. Editable/fillable versions of these forms

are available on the Teaching Credentials Department website:

https://www.csus.edu/college/education/teaching-credentials/current-students.html.

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https://www.csus.edu/college/education/teaching-credentials/current-students.html

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Glossary

Backward Design: An approach to instructional design that begins with the end in mind: (1)

identify desired results, (2) determine evidence of learning, and then (3) develop curriculum and

lessons (Wiggins and McTighe, 1998).

Candidate: A teacher candidate enrolled in the university credential program, who concurrently

works in the field as a co-teacher.

Co-Teacher (CT): The in-service teacher who willingly collaborates with and mentors a

teacher candidate. (Also known as cooperating teacher and mentor teacher.)

Co- Teaching Model: “two teachers (Co Teacher and Teacher Candidate) working together

with groups of students – sharing the planning, organization, delivery and assessment of

instruction, as well as the physical space. Both teachers are actively involved and engaged in all

aspects of instruction” (Bacharach, N. and Heck, T., 2011).

Gradual Takeover: A deliberate, collaborative process in which the Teacher Candidate

gradually assumes more responsibility for the planning, teaching, and assessing of the students

in the classroom. The Teacher Candidate initially observes the CT modeling effective planning,

teaching, and assessment strategies. Then, when agreed upon by both parties, the Teacher

Candidate begins to gradually assume more responsibilities.

Teacher Candidate: A student enrolled in the university credential program, who concurrently

works in the field as a co-teacher.

Teacher Performance Expectations (TPEs): A description of the set of knowledge, skills, and

abilities that the state of California expects of each candidate recommended for a Single Subject

Teaching Credential.

University Supervisor (US): The faculty member who evaluates the Teacher Candidate’s

performance in the host classroom and acts as a liaison between university and public school.

The US plays a key communication role among the school administrators, the CTs and the

program faculty/staff in support of the Teacher Candidate.

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Candidates should be at their school site 30 minutes before their first assigned period begins and stay

through the end of lunch each day (unless lunch ends after 12:30, then candidate should stay until

12:30 p.m.) during the fall and until 2:00 p.m. during the spring. While at their school, candidates

will have some periods that are “assigned” for their field experience and others that are “unassigned.”

During “unassigned” periods, candidates should stay on campus to become familiar with students,

staff, and programs and to complete field tasks and assignments from courses. If the cooperating co-

teacher’s preparation period is before 12:30 p.m. in fall or 2:00 p.m. in the spring, the candidate

should include this as one of his/her “assigned” periods.

Traditional Schedule: Time commitment - 3 periods daily (Courses on Sacramento State campus

begin at 1:30 pm, so Candidates must be assigned to periods that end by 12:30 pm)

• 1 Period – Teacher Candidate gradually assumes primary teaching responsibilities (see Gradual

Takeover guidelines below) and will continue teaching this class through the Spring term.

• 1 Period- Observation and Participation in ELD/SDAIE class or high ELL population class.

Teacher Candidates do not have planning responsibilities in this class, but will gradually

assume primary teaching responsibilities in spring term. **This must be a different level course

(in the content area) than the course above.

• 1 Period- Structured observations (minimum twice per week) -– Teacher Candidates will make

arrangements to fulfill university course assignments by observing in different classes throughout

campus. While instructors will assign tasks that can be completed at the school site or in specific

classrooms during this period, these tasks are unlikely to fully occupy the candidate during this

period every day. Thus, candidates can use this time to continue to become familiar or engaged with

curricular and co-curricular aspects of his/her classroom and the school.

Traditional Schedule time commitment*- 5 periods daily (Courses on Sacramento State

campus begin at 3:00 pm, so Teacher Candidates must be assigned to periods that end by 2:00pm)

o 1 Period – (Continuation of Fall placement) – Teacher Candidate remains in class from Fall term (with same CT), and has comprehensive planning, teaching, and assessment responsibilities.

o 1 Period- (Continuation of Fall placement) – Teacher Candidate remains in ELD/SDAIE class or high ELL population class from Fall term. Candidate gradually assumes primary teacher planning, teaching, and assessing responsibilities (see Gradual Takeover Guidelines below).

o 1 Period- (Additional period) – Teacher Candidate is placed in an additional class that has the

same course content/grade level as either of the other two classes, such that the Teacher Candidate

has no more than 2 preps. For the first 8 weeks, Teacher Candidate observes and participates with

CT, then both Teacher Candidate and CT collaboratively plan and instruct. Toward the end of the

university semester, Teacher Candidate will teach a 2-4 week “unit of study.”

o 1 Period- Structured observations (minimum twice per week) – Teacher Candidates will make arrangements to fulfill university course assignments by observing in different classes throughout campus. Candidates can also use this time to engage in activities that will assist them in becoming fully integrated into their classroom and school.

o 1 Period- Prep/Consultation with CT

STUDENT TEACHING PLACEMENT REQUIREMENTS: SPRING TERM

(January district start date – End of Sac State finals week)

FIELD PLACEMENT REQUIREMENTS: FALL TERM (August – District Winter Break)

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Block Schedule: Time commitment is the same as described for the traditional schedule.

Block Schedule time commitment Candidates must be able to leave their campuses by 12:30

p.m. in the fall and 2:00 p.m. in the spring. Candidates are expected to be on their school

campus during “non-teaching” periods to complete field tasks and course assignments.

Candidates should plan with their co-teachers if the co-teacher’s preparation period is during

the time block specified above.

NOTE: “Block” schedules vary from site to site; actual Teacher Candidate schedules can be

worked out collaboratively with the Teacher Candidate, the cooperating teacher and the university

supervisor with input from the Field Placement Coordinator as needed. The outline below serves as

a guideline.

• 1 Block Period – Teacher Candidate gradually takes over responsibilities (see

Gradual Takeover guidelines below) and continues teaching this class through the Spring term.

• 1 Block Period

o 3 days per week- Observation and Participation in ELD/SDAIE class or high

ELL population class. Teacher Candidates do not have planning responsibilities in this class, but will gradually takeover in spring term. **This must be a different level course (in the content area) than the course above.

o 2 days per week - Structured observations – Teacher Candidates will make arrangements to fulfill university course assignments by observing in different classes throughout campus. Teacher Candidates will also complete the required co- curricular tasks, as assigned by Seminar instructors.

• 1 Block Period – (Continuation of Fall placement) – Teacher Candidate remains in class

from Fall term (with same CT), and has comprehensive planning, teaching, and assessment responsibilities.

• 1 Block Period- (Continuation of Fall placement) – Teacher Candidate remains in

ELD/ SDAIE class or high ELL population class from Fall term. Candidate gradually takes over planning, teaching, and assessing responsibilities (see Gradual Takeover Guidelines below).

• 1 Block Period

o 4 days per week- (Additional period) – Teacher Candidate is placed in an additional

class that has the same course content/grade level as either of the other two classes,

such that the Teacher Candidate has no more than 2 preps. For the first 8 weeks, Teacher

Candidate observes and participates with CT, then both Teacher Candidate and CT collaboratively plan and instruct. Toward the end of the university semester, Teacher

Candidate will teach a 2-4 week “unit of study.” o 1 day per week- Structured observations –Teacher Candidates will make arrangements

to fulfill university course assignments by observing in different classes.

FIELD PLACEMENT REQUIREMENTS: FALL TERM (August – District Winter Break)

STUDENT TEACHING PLACEMENT REQUIREMENTS: SPRING TERM

(January district start date – End of Sac State finals week)

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Gradual Takeover Guidelines

Teacher Candidate development is the top priority for our credential program, but we are also

committed to supporting optimal pupil learning. In order to address both priorities, it is

important that the teacher candidates not be placed in a “sink or swim” situation and that

they assume teaching responsibilities after specific strategies have been discussed and

modeled and once their ability to plan and engage students has been adequately

demonstrated. Please consult the “Green Light” checklist for indicators of readiness for

increased responsibility (checklist follows). The guidelines below present a typical trajectory for

the developmental phases of learning to teach, moving from focused observation to heavily

supported practice to co-teaching and independent practice.

Week 1:

• Teacher Candidate is introduced as an additional classroom teacher and works alongside the

CT so the students view them as a team from beginning.

• Teacher Candidate completes targeted observations of the classroom, taking notes on teacher

“moves” and student responses and interactions.

Weeks 2 – 3: (approx. 20 – 45 minutes of period)

• Teacher Candidate has a basic role in the class, e.g., takes attendance, creates seating chart,

can teach parts of the lesson which the CT has planned, and shared with the Teacher

Candidate, prior to the class period, so the Teacher Candidate can thoroughly prepare.

Weeks 4 – 12: (approx. 40 – 90 min of period)

• Teacher Candidate teaches with the CT, using the CT plans.

• CT and Teacher Candidate do the daily planning together in advance of instruction.

• Teacher Candidate writes and teaches pieces of the lessons (activity plans), as agreed upon

by CT and Teacher Candidate. (Example: Teacher Candidate may teach the warm up, develop

discussion questions during lecture, and/or teach the closure activity).

• Teacher Candidate teaches using collaboratively developed lesson plans

Weeks 12-16: (60- 90 min of period)

• Teacher Candidate teaches using collaboratively developed lesson plans but the Teacher

Candidate acts as the “lead” teacher, taking primary responsibility for planning, instruction,

and assessment with ongoing co-teaching, support and guidance from CT. Teacher

Candidate has comprehensive planning, teaching, and assessing responsibilities.

*The teacher candidate is highly encouraged to remain in the host classroom until the end of the

public school academic year for curricular and instructional consistency. However, if the teacher

candidate is not remaining in the host classroom until the end of the public school academic year,

then, beginning the first week in May, the Teacher Candidate and the CT should discuss

transition plans so that by the Teacher Candidate’s final day in in the classroom, all necessary

information, instructional materials, etc. have been appropriately transferred and/or conveyed to

the CT. The teacher candidate should initiate this conversation and ensure that there is no

disruption to student learning as a result of his/her exit from the placement.

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**NOTE: The CT does NOT need to exit the classroom when the teacher candidate is teaching.

Implementation of the co-teaching strategies (see below) allows the CT to remain an important

part of the instructional team, thus maximizing student learning.

* Use professional judgment, supported by evidence of effective teaching, when making

decisions about when to transfer responsibility to the Teacher Candidate. If the CT feels the

Teacher Candidate is capable of moving faster than the above timeline or needs additional time and

evidence about the Teacher Candidate’s progress supports this assessment, then a modified timeline can be followed. This decision should be made jointly with the CT, the Teacher Candidate, and US.

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GREEN LIGHT FOR PROGRESSIVE TEACHING RESPONSIBILITIES

NOTE: These guidelines are “approximate” and should be used by cooperating co-teachers, co-

teacher candidates, the school administration and the university supervisor to engage in a discussion

from a common understanding of “readiness” for whole class instruction. Ideally, candidates will be

at the “green light” stage by about week 8 of the Sacramento State calendar.

Essential background knowledge

• Candidate knows:

School discipline policies

School emergency procedures

School bell schedule

Names and contact procedure for communicating with front office, administrators, campus

security

Names and seating assignments of all students in the classroom

At least 3 effective strategies and basic instructional requirements for any students with

special needs

2 to 3 strategies for maintaining student engagement and classroom routines including:

o Calling students’ attention

o Redirecting off-task behavior

o Transitioning between activities

o Scanning the room

Cooperating co-teacher’s processes and routines (candidate has completed at least 2 scripted

observations with reflective commentary)

• Essential foundational behaviors (as observed by cooperating co-teacher and school

administrators):

Has established positive, respectful rapport with students

Exhibits enthusiasm

Takes initiative, commits to tasks with 100% effort

Is reflective, is open to feedback and implements it

Uses flexible and critical thinking

• Adequate preparation indicators (for small group and whole class instruction)

A lesson plan is presented in advance with clearly articulated:

1. Student learning objectives, with links to previous lessons as appropriate

2. Task and activity directions

3. Explanations of concepts and/or procedures

4. Scripted questions to check for understanding and probe student thinking

5. Plans for anticipating student difficulties

6. Strategies for engaging students with special needs or interests

7. One-stage contingency plan if 2, 3 or 4 are unsuccessful as planned

8. Mostly realistic pacing (this is developed over time but it should not be wildly

incorrect)

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9. Instructional materials have been identified and are prepared for easy, efficient use

during the lesson

NOTE: The lesson plan process/template is introduced during the fall semester. As a result, there will be items in the

template that are left blank until they are presented in coursework. Cooperating teachers and university supervisors

should receive lesson plans in advance of any independent teaching in order to check the planning and provide feedback.

Co-Teaching for CTs and Teacher Candidates: An Overview

The co-teaching model originated to facilitate collaborative teaching between general education and

special education teachers. This model has been adapted to support student learning in a general

education classroom, when a cooperating teacher and teacher candidate are teaching together. Co-

teaching is defined as: “two teachers (cooperating teacher and teacher candidate) working together

with groups of students – sharing the planning, organization, delivery and assessment of instruction,

as well as the physical space. Both teachers are actively involved and engaged in all aspects of

instruction” (Bacharach, N. and Heck, T., 2011).

As a result of research conducted by St. Cloud University, our own experiences with successful

informal co-teaching arrangements (Wong and Glass, 2009), and a recent NCATE Blue Ribbon

Panel Report, our programs are committed to implementing co-teaching as the primary model

guiding the work of cooperating teachers and teacher candidates.

Successful co-teaching BUILDS on:

(a) An attitude: of sharing the classroom and the students. Co-teachers must always be thinking: we are both

teaching!

(b) A commitment: to developing a successful collaboration between the cooperating teacher and the

teacher candidate. This involves self-awareness, flexibility, communication skills, and an open mind.

(c) Use of co-teaching strategies including one teach/one observe; one teach/one assist; station

teaching; parallel teaching; supplemental teaching; alternative teaching; and team teaching.

Successful co-teaching RESULTS in:

(a) Improved student outcomes due to a reduced student/teacher ratio and an enhanced ability to

meet diverse student needs.

(b) Opportunities for greater student participation and engagement, more diversified teaching strategies, and

increased instructional options for all students.

(c) Enhanced skills for CT and ST, especially planning, assessment and collaboration.

In addition to the ‘face-to-face’ training completed by many CTs in June 2016 and June 2017,

CTs can, if needed, refer to co-teaching materials and reference documents on this website: http://csus.edu/coe/academics/credentials/handbooks/assets/resources-co-teaching-20140825.pdf

Additional support for CTs with co-teaching will be provided by supervisors over the course

of the academic year.

Sources: Bacharach, N. and Heck, T. (2011) “Mentoring teacher candidates through co-teaching. Train the trainer Workshop.” Minneapolis,

MN: St. Cloud University/National Council for Accreditation of Teacher Education (2010) Transforming teacher education through clinical

practice: A national strategy to prepare effective teachers. Washington, D.C.: NCATE/Wong, P. and Glass, R. (2009) Prioritizing urban

children, teachers and schools through professional development schools. Albany, NY: State University of New York Press.

http://csus.edu/coe/academics/credentials/handbooks/assets/resources-co-teaching-20140825.pdf

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Teacher Candidate Responsibilities

• Be on time (30 minutes prior to the start of class)

• Be prepared (lesson plans should be submitted and approved by CTs at least one day

prior to teaching)

• Communicate clearly and in a timely manner. Communications – written, in person, on

the phone – should use appropriate greetings and closings, grammar, professional

vocabulary, and be courteous in tone. Teacher Candidates are required to use their

Sacramento State email for all email communication pertaining to the program. Emails

should be checked on a daily basis with responses taking no more than 48 hours; if

emails are marked urgent, responses should be sent as soon as possible.

• Learn and follow all school rules

• Learn and follow guidelines in the “Policies and Procedures Handbook for the College

of Education Teacher Preparation Programs” (on the Teaching Credentials

Department website) and the student conduct code for Sacramento State: (https://www.csus.edu/umanual/student/ums16150.htm).

• Dress and act professionally: maintain confidentiality, treat colleagues, staff, students,

parents with respect and courtesy, maintain professional standards for dress, language

and media use, meet deadlines and timelines, take responsibility, maintain high

standards of personal accountability and integrity, maintain open lines of

communication, anticipate challenges and address them, be cognizant that you are

representing Sacramento State specifically and the teaching profession in general –

act in ways that will engender pride

• Maintain a “growth” mindset: be confident that purposeful and diligent effort brings

results– therefore, be open-minded and intellectually curious, engage in activities that will

deepen and/or broaden your perspective and knowledge base, seek out feedback, receive it

with grace and objectivity, and then implement/apply it thoughtfully.

• Attend department meetings and/or school-wide events (Back to School Night,

conferences, etc.) when possible.

• Maintain a classroom binder to include:

o School Rules/Policies

o Class syllabi

o Seating charts for each class

o Unit and daily lesson plans

o Daily written reflections

o Observation notes • Write weekly high/low reflections to communicate with your supervisor (see lesson

plan template).

Speak with your CT if:

• You have any general concerns or need clarification about school or classroom policies, procedures, expectations or norms.

• A concern arises with students in your classroom;

• A concern arises with a parent of a student in your classroom;

• A concern arises between yourself and your CT. Remember to use “I” messages to

communicate your concerns, e.g., “I feel I need more time to discuss my lesson ideas with

you.”

https://www.csus.edu/umanual/student/ums16150.htm


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• Other concerns as appropriate. (These may involve colleagues at your site or in your

classes; use the utmost discretion when discussing these situations.)

Speak with your Supervisor if:

• You have any general concerns or need clarification about school or classroom policies,

procedures, expectations or norms that are unresolved after communicating them to your

CT.

• A problem/concern arises with students in your classroom and is unresolved even after talking with your CT;

• A problem/concern arises with a parent of a student in your classroom and is unresolved

even after talking with your CT;

• A problem/concern arises between yourself and your CT and is unresolved even after

talking with your CT;

• A problem/concern arises between yourself and your supervisor. Remember to use “I”

messages to communication your concerns, e.g., “I feel that I need you to offer concrete reasons why you rated my professionalism as a level “1” on evaluation form.”

• Other concerns as needed.

Speak with the Single Subject Program Coordinator if:

o You have any general concerns or need clarification about school or classroom policies, procedures, expectations or norms that are unresolved by communicating these issues to your CT and supervisor;

o A problem/concern arises between you and your CT or supervisor that remains unresolved after direct attempts to communicate.

o A problem/concern arises between you and a faculty member that remains unresolved after direct attempts to communicate.

Speak with the Teaching Credentials Department Chair if the steps above do not resolve the

issue.

***Policy for Absence, arriving late or leaving early - Illness and emergencies are the only

acceptable excuses for absence. In the event of absence, it is the responsibility of the Teacher

Candidate to inform the school (the CT or school office, as directed) and your university

supervisor in sufficient time for instruction to be continued effectively. In most cases, absences

will need to be made up. Certainly, there are occasions when it is impossible to be on time or

when a candidate needs to leave the classroom/site earlier than the normal schedule dictates.

These instances should be actively minimized. Early in the semester, be sure to clarify the

preferred means of communicating an absence, early exit or late arrival with your CT, the

school administration, and your supervisor. If the mandated schedule is violated repeatedly

(typically more than 4 instances), this will be cause for a Statement of

Concern/Performance Contract and could lead to a grade of “No Credit” in the field

experience or student teaching course. In some cases, violation of the mandated schedule may

be cause for dismissal from the program. For any unannounced absence, the CT should notify

the university supervisor immediately.

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***Bilingual Authorization- Candidates applying for the Bilingual Authorization who are

not placed in a bilingual classroom must tutor their content area to a group of students in their

primary language once per week. Candidates must also maintain a time log and submit to the

Equity Coordinator, at the close of each semester. There are additional requirements for the

Bilingual Authorization. Consult the “Policies and Procedures Handbook for the College of

Education Teacher Preparation Programs” (available on the Department website) for more

information.

*** Policy for progressing from fall semester to spring semester: Upon accepting our offer

of admission, Teacher Candidates signed a policy statement that carefully outlined

expectations about course grades (including courses related to field experience and student

teaching), overall and cumulative GPA minimums, and state requirements for a credential

(e.g., demonstration of subject matter competence, basic skills (e.g., passing the CBEST, etc.).

We expect that Teacher Candidates will carefully monitor their own progress in courses

(including paying attention to grades in courses at the conclusion of the 8-week modules),

field experience/student teaching, and in meeting all state requirements. This program is

carefully sequenced and Teacher Candidates risk timely completion of the program if all

program policies are not met, especially those related to minimum grade requirements and

subject matter competence. If a Teacher Candidate is at risk of violating a program policy, s/he

will be sent reminders by department staff. Teacher Candidates are strongly advised to PAY

ATTENTION to email communications from program staff.

*** Substitute Teaching Policy: Teacher Candidates may substitute teach for their CTs only

under specific circumstances. Please consult the “Policies and Procedures Handbook “for

more information. http://csus.edu/coe/academics/credentials/handbooks/assets/common-

policy- handbook-fall-2016-20160926.pdf

CT Responsibilities

• Become familiar with all Sacramento State policies and procedures articulated in

this Handbook

• Model effective management and instructional strategies

• Consult daily with Teacher Candidate (provide feedback, advice, curriculum, etc.)

• Meet weekly (face to face, virtually, via telephone) to co-plan, prepare for teaching,

provide general feedback

• Review and provide feedback on Teacher Candidate lesson plans at least 1 day prior

to allowing them to teach

• Observe Teacher Candidate on regular basis and provide oral and written feedback

• Monitor Teacher Candidate’s classroom binder of teaching materials regularly

• Communicate regularly with the University Supervisor (US)

• Assist Teacher Candidate in accessing school materials, grading systems, technology, etc.

• Contribute feedback for evaluation of Teacher Candidate (see section below on

Teacher Candidate Evaluation; further details will be provided by Field Placement

Coordinator)

• Assist the Teacher Candidate in videotaping for their mandated summative evaluation:

The Performance Assessment for California Teachers (EdTPA) Teaching Event (spring

only)

http://csus.edu/coe/academics/credentials/handbooks/assets/common-policy-

http://csus.edu/coe/academics/credentials/handbooks/assets/common-policy-

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• If a Teacher Candidate is struggling, concerns should be documented and shared with

the University Supervisor or University Liaison as soon as they become evident. The CT

and US can implement the Statement of Concern/Performance Contract process detailed

below, as warranted.

University Supervisor Responsibilities

• Become thoroughly familiarized with items in this Handbook as well as the Policies

and Procedures Handbook for CoE Teacher Preparation Programs

• Conduct initial meeting with the Teacher Candidate and CT (prior to

first observation)

• Communicate regularly with the Teacher Candidate and CT

• Actively elicit feedback from the CT about the teacher candidate’s development

• Communicate regularly with the Department faculty, specifically through participation in

monthly program meetings

• Provide clarifications and reinforcement of content in the Handbook, especially as

this pertains to the use of the lesson plan template and implementation of other

policies

• Regularly check and provide feedback to Candidate on materials collected in for their

classroom binder.

• Complete and monitor Statements of Concern/Performance Contracts when appropriate

(including collecting signatures from Candidate, CT, and university personnel and

providing copies to Candidate and CT)

• Observe a minimum of 6 times in both Fall and Spring semesters. Observations should be

scheduled. The scheduled dates and times should be communicated to teacher candidates

and CTs.

• Complete a midterm (spring only) and final evaluation (fall and spring) Taskstream each

semester. University Supervisors should actively solicit feedback from cooperating teachers and

this should inform the teacher candidate’s evaluations.

• Submit Observation Logs and Signature Pages (last page of the Student

Teaching Evaluation) for each supervisee each semester.

• If a Teacher Candidate is struggling, initiate the Statement of Concern/Performance Contract process, detailed below

Evaluation of the Teacher Candidate

Candidates are monitored carefully throughout their credential program to ensure that they are making

adequate progress toward meeting the program standards and all other performance standards. Evaluation

of candidate development occurs using formative assessments (those done at key transition points which

are used to provide feedback to candidates and program faculty) and summative assessments (those that

culminate the program and are used to determine whether a candidate can be recommended for a

credential).

Overall, a comprehensive set of artifacts and evidence that teacher candidates produce are assessed and

aggregated to produce a final decision about their attainment of the applicable performance standards and

their suitability for a credential recommendation. There are many opportunities for candidates to

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demonstrate what they know and can do; correspondingly, they will be evaluated at many points as they

complete the program requirements. While this may seem like many assessments, this kind of

continuous assessment provides candidates with multiple opportunities to understand how their

performance is meeting standards and where they can make specific improvements. Moreover, our

instructors and supervisors are conscientious in providing them with clear and timely feedback,

especially at key transition points, so that they have a good sense of the rate of progress they are making

towards the credential program expectations.

Formative Assessments: Candidates are assessed in a formative manner throughout the program. There

are key assessments (lesson plans, reflections, field experience final evaluation, student teaching

midterm, etc.) that are used to inform the faculty about a candidate’s progress and should be used by the

candidate to self-assess. These are formative because the data they generate should be used to shape the

candidate’s next steps, acknowledging strengths and identifying areas for growth. Formative

assessments also identify areas of strengths and weaknesses, but the results are used for formal decisions

– ability to proceed to the next semester, solo teaching weeks, etc.

Summative Assessments: Our program uses two primary summative assessments: the edTPA Teaching

Event in the appropriate content area and the evaluation of the final semester of student teaching.

Summative assessments also identify areas of strengths and weaknesses, but the results are used for

formal decisions – recommendation for a credential.

edTPA: A Brief Overview In 1998, the Senate passed SB2042, comprehensive legislation that

established new program standards for teacher preparation programs throughout the state. This

legislation charted a new vision for teacher development in our state – from subject matter preparation (at

the undergraduate level) through pedagogical preparation (in credential programs) through the first two

years of professional practice (through induction programs). Through SB2042 and subsequent legislation

(e.g., SB1209), the Legislature and its attendant bodies, like the CTC, have sought to bring coherence to

pre-service and in-service teacher preparation and development in our state. One strategy for bringing

this vision to reality is through the assessment process. SB2042 established the Teaching Performance

Expectations (TPEs), a set of candidate outcomes that are meant to guide program content and

experiences. Each teacher preparation program is mandated to implement a Teaching Performance

Assessment where attainment of the TPEs is measured for each candidate. The TPEs (revised in June

2016) map directly onto the California Standards for the Teaching Profession (CSTPs), which outline 6

domains of performance for in-service teachers. The CSTPs guide the induction programs that all new in-

service teachers complete, and in many districts, they are also the basis for in-service teacher evaluation.

Stanford University and the American Association of Colleges for Teacher Education (AACTE) formed

a partnership to develop and share edTPA, formerly the Teacher Performance Assessment. edTPA is a

multiple-measure assessment system aligned to state and national standards. The edTPA was designed by

Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity

(SCALE). They received substantive advice and feedback from teachers and teacher educators and drew

from experience gained over 25 years of developing performance-based assessments of teaching

(including the National Board for Professional Teaching Standards and the Performance Assessment for

California Teachers). More than 1,000 educators from 29 states and the District of Columbia and more

than 450 institutions of higher learning helped develop, pilot, refine and field test edTPA. As demand for

edTPA grew, Stanford University engaged Evaluation Systems, a group of Pearson, as an operational

partner to help deliver it to a wide educational audience. edTPA is endorsed and promoted by AACTE.

16

edTPA passed a major milestone in fall 2013 when it was declared fully operational and ready for use

across the country. That followed 2 years of field testing with 12,000 teacher candidates. edTPA is the

first standards-based assessment to become nationally available in the United States. The edTPA meets

the CTC Program Standard 5 adopted in December 2015 and is designed as an authentic, summative

performance assessment, administered to candidates in the final stage of their teacher preparation

program.

The Single Subject Teacher Preparation Program provides candidates with structured opportunities to

understand the requirements of the EdTPA and to practice and receive feedback on specific tasks. In

select courses (e.g., EDSS365A, EDSS364A, EDSS366A) candidates complete assignments that use

prompts and scoring rubrics modeled after those of the EdTPA. Finally, in EDSS266B (Seminar), taken

in the final semester of the program, candidates work within a professional learning community to

complete the elements of their EdTPA Teaching Event. In EDSS266B candidates also learn about the

various policies and procedures associated with the EdTPA, particularly those related to appropriate

permissions, integrity of the candidate’s submission, and scoring protocols.

Candidates complete edTPA at a cost of approximately $300. It is designed so that candidates can

display knowledge of students, curriculum and content, effective instructional strategies, appropriate

assessment tools, and reflection strategies. The tasks are based on the PIARA cycle – Plan, Instruct,

Assess, Reflect, Apply and address students’ Academic Language Development. Candidates will be

enrolled in an edTPA support class.

Midterm Evaluations, Final Evaluations, and Grading The university supervisor and the cooperating

teacher complete formal evaluations for each candidate, using the program’s evaluation tool, which is

aligned to the TPEs and other key research about effective teaching. The candidate also completes a self-

evaluation; this process provides a valuable opportunity for reflection and setting professional goals. The

university supervisor typically provides the timeline for the evaluation and will support the CT and the

TC in completing this process. The evaluations, particularly the final evaluation during the field

experience semester and the midterm during the student teacher semester, serve as a critical benchmark

for providing specific feedback to the candidate and informing any special arrangements if the candidate

is experiencing difficulty in meeting competencies. If there is concern that a teacher candidate is not

meeting competencies in a timely fashion, a Statement of Concern, accompanied by a Performance

Contract, should be completed. All evaluations should be based on evidence of the teacher candidate’s

performance in relation to each of the competencies; such evidence can take the form of direct

observation of teaching as well as artifacts related to the candidate’s teaching (lesson plans, reflections,

group meetings, discussions, self-evaluations, Teacher Candidate Binder [which includes, “Evidence of

Competencies”], etc.). The university supervisor, after consultation with the cooperating teacher,

recommends a grade of either credit (CR) or no credit (NC). If a grade of no credit is assigned, the

supervisor reviews the supporting evidence with the cooperating teacher and the Field Placement

Coordinator to determine whether the candidate will receive an opportunity to repeat the experience or if

the grade is a No Credit with no opportunity to repeat which disqualifies the candidate from continuing

in the program. Those who are assigned “No Credit/No Repeat” may appeal this decision through the

Credential Appeals process (explained in the Policies and Procedures Handbook available on the College

of Education website).

What to do when your Teacher Candidate is struggling

17

Teacher Candidates who are having difficulty need to be informed in writing of the areas of

weakness, and given specific suggestions and a timeline for improvement. A Statement of

Concern/Performance Contract (see below) should be completed by the CT and US (jointly is best

so that information is consistent) if a Teacher Candidate is struggling beyond the norm. The

Statement of Concern/Performance Contract must be discussed, dated and signed by the Teacher

Candidate, the CT, and the US with copies provided to each party. The document is then

submitted to the Department Chair for review.

It is important to document concerns early. Teacher Candidates need time to remediate and

implement suggestions in the Statement of Concern/Performance Contract. Thus, the Statement of

Concern/Performance Contract should be seen as a proactive rather than a punitive step.

18

At the first sign of concern for your Teacher Candidate, begin the documentation process using the

following steps:

1. DOCUMENT the concern in writing and communicate it to the Teacher Candidate with

a discussion of strategies for potential improvement and a timeline for implementing the

strategies.

2. DISCUSS the concern(s) with the supervisor.

3. IF THE CONCERN IS NOT CORRECTED WITHIN THE TIMEFRAME INDICATED

IN STEP 1, a Statement of Concern/Performance Contract should be jointly developed

with the university supervisor (US). Conferencing with all parties involved should be a

part of this process. The US should monitor the Teacher Candidate’s implementation of the

Performance Contract.

Difficulties in the teacher preparation program as they relate to the evaluation process.

Teacher Candidates who are having difficulty need to be informed in writing of the areas of

weakness and given specific suggestions and a timeline for improvement. Instructors, supervisors,

cooperating teachers, collaborating teachers and university liaisons may all initiate a “Statement

of Concern” process – for coursework and/or for field experience/student teaching. The

Statement of Concern provides a format for highlighting weaknesses and areas for improvement.

The Performance Contract articulates action steps that need to be taken. The Statement of

Concern/Performance Contract process is a proactive process designed to alert teacher candidates

to challenges that, if ignored, could cause delays in the teacher candidate’s progress through the

program. The process is initiated with the assumption that teacher candidates will use this formal

process of constructive feedback and explicit coaching to correct behaviors and weaknesses,

because they desire to be the most effective educator they can be. Any documentation related to

candidate performance, including the Statement of Concern/Performance Contract, should be

provided to the teacher candidate, with duplicates given to the appropriate parties (for

coursework: the course instructor and for field experience/student teaching: the

supervisor/university liaison and cooperating/collaborating teacher). All Statements of

Concern/Performance Contracts are ultimately submitted to the Department Chair for review,

signature, and submission to the candidate’s e-file.

Termination of field experience/student teaching prior to the end of the semester. Depending on

the individual circumstances, field experience/student teaching may need to be terminated prior to

the end of the semester. Termination of either experience may include either removal from the

placement altogether (with a grade of NC being assigned if the removal occurs during the grading

period or with an impending grade of NC being assigned should the removal occur prior to the

grading period) or removal from assigned duties, but with approval to remain in the classroom to

observe and participate in a limited fashion (generally also with a grade or impending grade of NC

being assigned). Sacramento State candidates are guests at the school site. Therefore, if a site level

administrator (usually the principal) asks that a teacher candidate be removed from the school site,

they will be removed. Please note that when a student teaching experience is terminated prior to the

end of the semester, this may also affect the teacher candidate’s ability to complete coursework,

especially if specific course assignments require a field placement site for completion.

19

Possible reasons why a Teacher Candidate’s placement might be terminated prior to the end of the

semester include the following:

• Violation of any article of the university student conduct

code (https://www.csus.edu/umanual/student/ums16150.htm).

• Violation of the conduct code for guest teachers in effect for the teacher

candidate’s student teaching school site and host district. (It is the teacher

candidate’s responsibility to obtain information about this conduct code and abide

by it.)

• Any action by the teacher candidate that is deemed by the

cooperating/collaborating teacher and/or university supervisor/liaison to be a threat

to the safety and well-being of children/ adolescents at the school site. Action

could include: 1) inattentiveness (on cell phone rather than observing students, 2)

completing coursework rather than working with students, etc.), 3) frequent

absences or lateness (which can impact student learning), 4) reporting to duty

while under the influence of drugs or alcohol, etc.

• In some cases, teacher candidate actions that take place not on the school site

(e.g., in an on-line or virtual environment, at a community event sponsored by

the school, etc.) may be deemed inappropriate or a threat to the safety and well-

being of children/adolescents associated with that teacher candidate’s

placement.

• Disruptive or unprofessional behavior including such actions as:

o Repeated rejection of the authority of the cooperating/Collaborating Teacher, school administrators, or university supervisor; violations of student or teacher confidentiality; inappropriate use of social media and other online communication protocols/venues(see below); continued unprofessional dress, speech; continued unexcused absences (e.g. unrelated to excused absences cause by medical issues), tardiness, lack of preparation, lack of effort, etc.;

o Breakdown in communication and mentoring relationship between the cooperating/collaborating teacher and candidate and/or university supervisor and

candidate due to candidate rejection of constructive criticism, inability to implement

suggestions in a timely and consistent manner and/or unprofessional behavior.

• Slow progress towards competencies such that the classroom learning environment is

compromised; which may or may not be coupled with breakdown in mentoring relationship, or

disruptive/ unprofessional behavior. More information about Sacramento State University’s

policy on disruptive behavior can be found at:

https://www.csus.edu/umanual/student/ums16150.htm.





20

The Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, and

abilities that beginning general education teachers have the opportunity to learn in approved teacher

preparation programs in California. Beginning teachers demonstrate their knowledge of the TPEs

by successfully completing course work, engaging in clinical practice, and passing a Teaching

Performance Assessment or TPA (note this is usually referred to as the PACT within our program).

Beginning teachers must meet these requirements prior to being recommended for a preliminary

teaching credential in California. (access TPEs here: https://www.ctc.ca.gov/docs/default-

source/educator-prep/standards/adopted-tpes-2016.pdf)

The TPEs are directly and purposely aligned to the California Standards for the Teaching Profession

(CSTP) that guide California's teacher induction programs and ongoing teacher development in

California. This direct alignment signals to beginning teachers, preparers of beginning teachers, and

those who support and mentor teachers in their first years of employment the importance of

connecting initial teacher preparation with ongoing support and development of teaching practice in

the induction years and beyond.

The TPEs are organized by the six CSTP domains. Detail about expectations for beginning

teacher knowledge and performance is provided through TPE elements and narratives within each

of the six CSTP Domains:

• Engaging and Supporting All Students in Learning

• Creating and Maintaining Effective Environments for Student Learning

• Understanding and Organizing Subject Matter for Student Learning

• Planning Instruction and Designing Learning Experiences for All Students

• Assessing Student Learning

• Developing as a Professional Educator

While we understand that each candidate is developing competence in the TPEs, basic

operationalization of the TPEs, even if at a novice level, is expected from the beginning. Failure to

make reasonable efforts (as constituted by regular class attendance, compliance with guidelines for

field experience and student teaching, implementation of feedback and suggestions, etc.) to

implement the TPEs could be reason for dismissal from the program. This is especially true for

professional obligations that protect the privacy, health, and safety of students, families, and other

school professionals.

Social Networks: As representatives of the Sacramento State Teaching Credentials Program, teacher candidates

should remember that they are held to a high standard of behavior and integrity. This includes any

activities conducted on any social networking websites (e.g., Facebook, YouTube, Snapchat,

Twitter, Flickr) or any other online site (e.g., webshots.com). Teacher Candidates: Please keep

in mind the following guidelines as you participate on social networking websites:

1. Before participating in any online community, understand that anything posted online is

available to anyone in the world.

2. Do not post your home address, local address, phone number(s), birth date or other personal

information (e.g., class schedule, social plans).

3. Do not post any information that would violate CSUS’ or your district’s codes of conduct and/or

https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf


21

state or federal laws.

4. Do not post any information, photos or other items online that could embarrass you, your family, your cohort, the credential program, CSUS or your school site/district. This includes, but is not limited to information, photos, quotes and other items that may be tagged to you from another user.

5. Do not post or link to information or content that could cause harm to or disrupt

the learning of any of your students.

6. If you discover any inappropriate information posted by any credential candidate you

will immediately contact the Department Chair.

Social networking websites may be regularly monitored by a number of sources within

Sacramento State (e.g., Department of Teaching Credentials, Student Affairs, University Police)

as well as sources outside of Sacramento State (e.g., potential employers). In addition to potential

employers, an increasing number of graduate programs and scholarship committees also search

these sites to screen candidates.

Sacramento State teacher candidates should be very careful when using online social

networking sites and keep in mind that sanctions may be imposed if these sites are used

improperly or depict inappropriate, illegal, unethical, embarrassing or dangerous behaviors.

Those sanctions can include, but are not limited to reprimand and/or dismissal from the

program.

NOTE: In some cases, progress toward meeting student teaching competencies in a specific

semester is such that, in the professional opinion of the cooperating/Collaborating Teacher

and University Supervisor/Liaison, the teacher candidate will not be able to successfully

complete the requirements related to independent teaching (e.g., implementing the PACT

Teaching Event) and in fact, attempting the solo will lead to classroom disruption and

interrupted learning by students the placement classroom. In these cases, the recommendation

may be to suspend taking on new teaching duties, defer attempting the independent teaching,

but continue observation and participation in the classroom so that the candidate can continue

to make progress. A grade of No Credit (NC) will be assigned; the university supervisor or

university liaison will determine whether the evidence warrants an opportunity to repeat the

experience (see below for additional information).

Reassignment of Candidates. Candidates will not be reassigned to another school after six (6)

weeks of the semester have elapsed, except under unusual and compelling circumstances. Prior to

six weeks, reassignment to another classroom may be arranged with strong justification. That

request must be initiated through the University Supervisor/Liaison to the Field Placement

Coordinator.

A No Credit Grade in Field Experience. A “No Credit” (or impending grade of “NC”) in any field experience course (e.g., field experience, student teaching) means a student may not continue with any portion of the Teacher Preparation Program unless recommended for continuation by the University Supervisor or University Liaison. When a candidate is assigned a grade of “No Credit” (or will be assigned a grade of “No Credit” during the grading period), the University

Supervisor or the University Liaison reviews the evidence to determine whether the candidate has

an option to repeat or not. If the option to repeat is granted, the candidate may enroll in the

subsequent semester in order to repeat this experience. If the option to repeat is not granted, the

22

candidate is effectively dismissed from the program. S/he must submit an appeal to the Credential

Appeals Committee, which will make the decision about continuation in the program. Details

related to the discontinuation process and the Credential Appeals Committee are available from

the Student Success Center staff.

23

STATEMENT OF CONCERN: FIELD EXPERIENCE/STUDENT TEACHING

The Statement of Concern is designed to clearly identify issues that may prevent a Teacher

Candidate from successfully completing a credential program. This statement is accompanied by

an Action Plan that provides guidelines for the Teacher Candidate to address the identified

issue(s).

Teacher Candidate:

Date SOC issued:

Credential Program:

Student Teaching Placement Information (School/CT/subject area(s)):

Teacher

Performance Expectation

DESCRIPTION of CONCERNS RELATED TO TEACHER

CANDIDATE PERFORMANCE

TPE #:

TPE #:

TPE #:

TPEs available here: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-

2016.pdf)

(If needed, add additional rows.)

Required Signature:

Teacher Candidate: Date:



PERFORMANCE CONTRACT

for

CONTINUATION IN FIELD EXPERIENCE/STUDENT TEACHING

Teacher Candidate:

Date Performance Contract Issued:

Credential Program:

Student Teaching Placement Information:

The following plan is a performance contract stipulating specific actions that must be completed by the Teacher

Candidate. The signatures verify that the Teacher Candidate and others monitoring the contract agree to the

performance standards specified and the timeline provided. The following timeline supersedes any prior calendar or

timeline.

TIMELINE

By…..

PERFORMANCE BE N C H M A R K

The Teacher Candidate will…..

Teacher Performance Expectation

ADDRESSED

TPE

TPE

TPE

Should the stipulations in this contract not be met, the following consequences will result:

If the timeline and performance benchmarks described above are not met, the Teacher Candidate will be subject

to disqualification from the program.

Required Signatures

21

TEACHING PERFORMANCE EXPECTATIONS (TPEs)

The TPEs are research-based and aligned to national teaching standards

expectations. They link to expectations set forth in California's adopted

content standards for students. They require beginning teachers to

demonstrate the knowledge, skills, and abilities to provide safe, healthy,

and supportive learning environments to meet the needs of each and every

student and to model digital literacy and ethical digital citizenship. In

addition, the TPEs explicitly require beginning teachers to know and be able

to apply pedagogical theories, principles, and instructional practices for the

comprehensive instruction of English learners. They know and can apply

theories, principles, and instructional practices for English Language

Development to assist students to achieve literacy in English within the

content area(s) of their credential(s). They create inclusive learning

environments, in person or online, and use their understanding of all

students' developmental levels to provide effective instruction and

assessment for all students, including students with disabilities in the general

education classroom.

See detailed explanations below:

22

TPE 1: Engaging and Supporting All Students in Learning

Elements

Beginning teachers:

1. Apply knowledge of students, including their prior experiences, interests, and social-emotional

learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic

backgrounds, to engage them in learning.

2. Maintain ongoing communication with students and families, including the use of technology to

communicate with and support students and families, and to communicate achievement

expectations and student progress.

3. Connect subject matter to real-life contexts and provide active learning experiences to engage

student interest, support student motivation, and allow students to extend their learning.

4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and

assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered

System of Supports (MTSS) to support access to the curriculum for a wide range of learners within

the general education classroom and environment.

5. Promote students' critical and creative thinking and analysis through activities that provide

opportunities for inquiry, problem solving, responding to and framing meaningful questions, and

reflection.

6. Provide a supportive learning environment for students' first and/or second language acquisition

by using research-based instructional approaches, including focused English Language

Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across

content areas, and structured English immersion, and demonstrate an understanding of the

difference among students whose only instructional need is to acquire Standard English

proficiency, students who may have an identified disability affecting their ability to acquire

Standard English proficiency, and students who may have both a need to acquire Standard English

proficiency and an identified disability.

7. Provide students with opportunities to access the curriculum by incorporating the visual and

performing arts, as appropriate to the content and context of learning.

8. Monitor student learning and adjust instruction while teaching so that students continue to be

actively engaged in learning.

Narrative

Student Engagement

Beginning teachers understand and value the socioeconomic, cultural, and linguistic background,

funds of knowledge, and achievement expectations of students, families, and the community and use

these understandings not only within the instructional process but also to establish and maintain

positive relationships in and outside the classroom. They use technology as appropriate to

communicate with and support students and families.

22 EPC 2B-23 June 2016

Beginning teachers provide opportunities and adequate time for students to practice and apply what

they have learned within real-world applications and community-based instruction as appropriate

and as available. They use available community resources, prior student experiences, and applied

learning activities, including arts integration, to make instruction individually and culturally relevant.

Beginning teachers use a variety of instructional principles and approaches such as UDL and linguistic

scaffolding to assure the active and equitable participation of all students and to promote engagement

of all students within general education environments using the principles of Multi- Tiered System

of Supports (MTSS) as appropriate.

Language Acquisition and Development

Beginning teachers understand and apply theories, principles, and instructional practices for the

comprehensive language instruction of English learners, Standard English learners, and students whose

first language is English. They understand and use appropriate instructional approaches and

programs for developing language proficiency and the use of academic language for English language

development, including structured English immersion, integrated and designated English language

development, and Standard English acquisition. They appropriately apply theories, principles, and

instructional practices for English language development to assist students to achieve literacy in

English. Beginning teachers understand and apply pedagogical theories and principles and practices

for the development of students' academic language, comprehension, and knowledge across the

subjects of the core curriculum.

Beginning teachers use a student's background and assessment of prior learning both in English and

the home language, if applicable, to differentiate instruction and to select instructional materials and

strategies, including the incorporation of visual and performing arts, to support the student in

comprehension and production of Standard English. They are able to determine communicative intent,

particularly with students at emerging and expanding English proficiency levels and with students who

may have an identified disability affecting their ability to acquire Standard English proficiency.

Beginning teachers design and implement instruction based on the student's level of English

proficiency and academic achievement, keeping in mind that the student's individual needs vary

and may be multifaceted. Additionally, beginning teachers understand the difference among

students whose only instructional need is to acquire Standard English proficiency, students who

may have an identified disability affecting their ability to acquire Standard English proficiency, and

students who may have both a need to acquire Standard English proficiency and an identified

disability.

Beginning teachers assure that students understand what they are to do during instruction and

monitor student progress toward learning goals as identified in the academic content standards and

Individualized Education Plans (IEPs), Individualized Family Service Plans (IFSPs), Individualized

Transition Plans (ITPs), and Section 504 plans, as applicable.

EPC 2B-24 23 June 2016

EPC 2B-25 June 2016

24

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Elements

Beginning teachers:

1. Promote students' social-emotional growth, development, and individual responsibility using

positive interventions and supports, restorative justice, and conflict resolution practices to foster

a caring community where each student is treated fairly and respectfully by adults and peers.

2. Create learning environments (i.e., traditional, blended, and online) that promote productive

student learning, encourage positive interactions among students, reflect diversity and multiple

perspectives, and are culturally responsive.

3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally,

intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and

appropriately address instances of intolerance and harassment among students, such as bullying,

racism, and sexism.

4. Know how to access resources to support students, including those who have experienced trauma,

homelessness, foster care, incarceration, and/or are medically fragile.

5. Maintain high expectations for learning with appropriate support for the full range of students in

the classroom.

6. Establish and maintain clear expectations for positive classroom behavior and for student-to-

student and student-to-teacher interactions by communicating classroom routines, procedures,

and norms to students and families.

Narrative

Beginning teachers create healthy learning environments by promoting positive relationships and

behaviors, welcoming all students, using routines and procedures that maximize student engagement,

supporting conflict resolution, and fostering students' independent and collaborative learning.

Beginning teachers use a variety of strategies and approaches to create and maintain a supportive

learning environment for all students. They use principles of positive behavior intervention and

support processes, restorative justice and conflict resolution practices, and they implement these

practices as appropriate to the developmental levels of students to provide a safe and caring

classroom climate.

Beginning teachers understand the role of learners in promoting each other's learning and the

importance of peer relationships in establishing a climate of learning. They encourage students to

share and examine a variety of points of view during lessons. Beginning teachers support all students'

mental, social-emotional, and physical health needs by fostering a safe and welcoming classroom

environment where students feel they belong and feel safe to communicate. Beginning teachers

recognize that in addition to individual cultural, linguistic, socioeconomic and academic backgrounds,

students come to school with a wide range of life experiences that impact their readiness to learn,

including adverse or traumatic childhood experiences, mental health issues, and social-emotional and

physical health needs.

EPC 2B-26 June 2016

25

Beginning teachers design and maintain a fair and appropriate system of classroom management that

fosters a sense of community, incorporates student input, and engages families. They regularly assess

and adapt this system in response to students, families, and school contexts. Beginning teachers align

their classroom management plan with students' IEP, IFSP, ITP, and 504 plans as applicable.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Elements

Beginning teachers:

1. Demonstrate knowledge of subject matter, including the adopted California State Standards

and curriculum frameworks.

2. Use knowledge about students and learning goals to organize the curriculum to facilitate

student understanding of subject matter, and make accommodations and/or modifications

as needed to promote student access to the curriculum.

3. Plan, design, implement, and monitor instruction consistent with current subject-specific

pedagogy in the content area(s) of instruction, and design and implement disciplinary and

cross-disciplinary learning sequences, including integrating the visual and performing arts as

applicable to the discipline.3

4. Individually and through consultation and collaboration with other educators and members

of the larger school community, plan for effective subject matter instruction and use multiple

means of representing, expressing, and engaging students to demonstrate their

knowledge.

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and

use of academic language within learning activities to promote the subject matter knowledge

of all students, including the full range of English learners, Standard English learners,

students with disabilities, and students with other learning needs in the least restrictive

environment.

6. Use and adapt resources, standards-aligned instructional materials, and a range of

technology, including assistive technology, to facilitate students' equitable access to the

curriculum.

7. Model and develop digital literacy by using technology to engage students and support their

learning, and promote digital citizenship, including respecting copyright law, understanding

fair use guidelines and the use of Creative Commons license, and maintaining Internet

security.

8. Demonstrate knowledge of effective teaching strategies aligned with the internationally

recognized educational technology standards.

3 See Subject-Specific Pedagogical Skills in Section 2 for reference.

Narrative

Subject-Specific Pedagogy and Making Content Accessible

Beginning teachers use subject matter knowledge to plan, deliver, assess and reflect on content-

specific instruction for all students, consistent with the California State Standards in the content

area(s) of their credential(s). Beginning teachers provide multiple means for students to access content

such as linguistic supports; technology, including assistive technology; elements of UDL; integrating

other content areas, such as the arts; and accommodations and/or modifications to assessments and

instruction. They also address access to content standards as specified in plans such as IEPs, IFSPs, ITPs

and 504 plans. Beginning teachers design learning sequences that highlight connections, relationships,

and themes across subjects and disciplines. They also engage students in real-world applications to

make learning relevant and meaningful. Beginning teachers work with colleagues through

collaboration and consultation to support students' engagement with instruction.

Beginning teachers also articulate and apply pedagogical theories, principles, and practices for the

development of literacy, academic language, comprehension, and knowledge in the subjects of the

core curriculum for all students.

Integrating Educational Technology

Beginning teachers design, implement, and evaluate technology-rich learning environments to

customize and individualize learning opportunities and assessments for students. They integrate

knowledge of subject matter, pedagogy, and available instructional technology tools, including

assistive technology, to design learning experiences that engage and support all students in learning

the California State Standards, along with improving students' conceptual understanding, cultivating

their critical thinking, and promoting their creative learning.

Beginning teachers model knowledge, skills, and fluency in using digital tools. Beginning teachers teach

students how to use digital tools to learn, to create new content, and to demonstrate what they

are learning. Beginning teachers model and promote digital citizenship and critical digital literacy,

including respecting copyright law, understanding fair use guidelines, understanding Creative

Commons license, and maintaining Internet security. Beginning teachers promote equal access of all

students to digital tools and assure that students are safe in their digital participation.

Beginning teachers use appropriate educational technologies to deepen teaching and learning to

provide students with opportunities to participate in a digital society and economy. Beginning teachers

use established learning goals and students' assessed needs to frame the choices of digital tools and

instructional applications consistent with standards of the International Society for Technology in

Education (ISTE) and the International Association for K–12 Online Learning (iNACOL).

EPC 2B-27 26

June 2016

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

Elements

Beginning teachers:

1. Locate and apply information about students' current academic status, content- and

standards-related learning needs and goals, assessment data, language proficiency status,

and cultural background for both short-term and long-term instructional planning purposes.

2. Understand and apply knowledge of the range and characteristics of typical and atypical

child development from birth through adolescence to help inform instructional planning

and learning experiences for all students.

3. Design and implement instruction and assessment that reflects the interconnectedness of

academic content areas and related student skills development in literacy, mathematics,

science, and other disciplines across the curriculum, as applicable to the subject area of

instruction.

4. Plan, design, implement and monitor instruction, making effective use of instructional time

to maximize learning opportunities and provide access to the curriculum for all students

by removing barriers and providing access through instructional strategies that include:

• appropriate use of instructional technology, including assistive technology;

• applying principles of UDL and MTSS;

• use of developmentally, linguistically, and culturally appropriate learning activities,

instructional materials, and resources for all students, including the full range of English

learners;

• appropriate modifications for students with disabilities in the general education

classroom;

• opportunities for students to support each other in learning; and

• use of community resources and services as applicable.

5. Promote student success by providing opportunities for students to understand and advocate

for strategies that meet their individual learning needs and assist students with specific

learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504

plans.)

6. Access resources for planning and instruction, including the expertise of community and

school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or

networking.

7. Plan instruction that promotes a range of communication strategies and activity modes

between teacher and student and among students that encourage student participation in

learning.

8. Use digital tools and learning technologies across learning environments as appropriate to

create new content and provide personalized and integrated technology-rich lessons to

engage students in learning, promote digital literacy, and offer students multiple means to

demonstrate their learning.

EPC 2B-28 June 2016

27

EPC 2B-29 June 2016 28

Narrative

Beginning teachers access and apply knowledge of students' prior achievement and current

instructional needs; knowledge of effective instructional techniques for supporting the academic

language needs of all students, the specific language needs of students whose first language is

English, English learners, and Standard English learners; the knowledge of effective instructional

techniques for students with disabilities in the general education classroom; and knowledge of

formative and/or summative student assessment results relative to the TK–12 academic

content standards to improve teaching and learning for all students.

Beginning teachers are knowledgeable about typical and atypical child and adolescent abilities and

disabilities and their effects on student growth and development, learning, and behavior. Beginning

teachers also are knowledgeable about the range of abilities of gifted and talented students in the

general education classroom.

Beginning teachers understand how to effectively use content knowledge, content pedagogy, and

student learning targets to design appropriate instruction and assessment for all students. Beginning

teachers demonstrate the ability to design and implement instruction and assessment that reflects

the interconnectedness of academic content areas and related student skills development in literacy,

mathematics, science, and other disciplines across the curriculum in alignment with California's

adopted content standards and their underlying principles.

In planning for instruction consistent with California's TK–12 content standards, beginning teachers

access and apply their deep content knowledge of the subject area and use appropriate content-

specific pedagogy consistent with research-based practices in the field. Beginning teachers

understand the principles of UDL and MTSS and apply these principles in the content field(s) of their

credential(s) to plan instruction that meets individual student needs for all students. Beginning

teachers align instructional goals and student learning objectives, including IEP, IFSP, ITP, and

504 plans, instructional procedures, assessment tools/processes, and criteria for evaluation of

learning. They provide access to the curriculum for all students by removing barriers and providing

access through a range of appropriate instructional strategies tailored and adapted as necessary to

meet individual student needs.

Beginning teachers research, evaluate, and utilize current technological practices to improve teaching

and learning (e.g., blended and online learning technologies).

EPC 2B-30 June 2016 29

TPE 5: Assessing Student Learning

Elements

Beginning teachers:

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of

assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative,

and performance) to design and administer classroom assessments, including use of scoring

rubrics.

2. Collect and analyze assessment data from multiple measures and sources to plan and modify

instruction and document students' learning over time.

3. Involve all students in self-assessment and reflection on their learning goals and progress

and provide students with opportunities to revise or reframe their work based on

assessment feedback.

4. Use technology as appropriate to support assessment administration, conduct data analysis,

and communicate learning outcomes to students and families.

5. Use assessment information in a timely manner to assist students and families in

understanding student progress in meeting learning goals.

6. Work with specialists to interpret assessment results from formative and summative

assessments to distinguish between students whose first language is English, English

learners, Standard English learners, and students with language or other disabilities.

7. Interpret English learners' assessment data to identify their level of academic proficiency in

English as well as in their primary language, as applicable, and use this information in

planning instruction.

8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to

establish learning goals and to plan, differentiate, make accommodations and/or modify

instruction.

Narrative

Beginning teachers develop, implement, and use a range of effective classroom assessments to inform

and improve instructional design and practice. Beginning teachers demonstrate knowledge of student

assessment design principles, such as test construction, test question development, and scoring

approaches, including rubric design. They explain the importance of validity and reliability in

assessment and know how to mitigate potential bias in question development and in scoring.

Beginning teachers demonstrate knowledge of a variety of types of assessments and their

appropriate uses, including diagnostic, large-scale, norm-referenced, criterion-referenced, and

teacher-developed formative and summative assessments. They effectively select and administer

assessments to inform learning.

Beginning teachers use multiple measures to make an informed judgment about what a student

knows and is able to do. Beginning teachers analyze data to inform instructional design, self-reflect,

EPC 2B-31 June 2016 30

reteach, provide resources, and accurately document student academic and developmental progress.

They support students in learning how to peer- and self-assess work using identified scoring criteria

and/or rubrics. Beginning teachers provide students with opportunities to revise or reframe their

work based on assessment feedback, thus leading to new learning. They implement fair grading

practices, share assessment feedback about performance in a timely way, utilize digital resources to

inform instruction, analyze data, and communicate learning outcomes.

Beginning teachers utilize assessment data and collaborate with specialists to learn about their

students. They apply this information to make accommodations and/or modifications of assessment

for students whose first language is English, English learners, and Standard English learners. They also

utilize this process for students with identified learning needs, students with disabilities, and advanced

learners. Beginning teachers are informed about student information in plans such as IEPs, IFSPs, ITPs,

and 504 plans and participate as appropriate.

TPE 6: Developing as a Professional Educator Elements

Beginning teachers:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge

to plan and implement instruction that can improve student learning.

2. Recognize their own values and implicit and explicit biases, the ways in which these values

and implicit and explicit biases may positively and negatively affect teaching and learning,

and work to mitigate any negative impact on the teaching and learning of students. They

exhibit positive dispositions of caring, support, acceptance, and fairness toward all students

and families, as well as toward their colleagues.

3. Establish professional learning goals and make progress to improve their practice by

routinely engaging in communication and inquiry with colleagues.

4. Demonstrate how and when to involve other adults and to communicate effectively with

peers and colleagues, families, and members of the larger school community to support

teacher and student learning.

5. Demonstrate professional responsibility for all aspects of student learning and classroom

management, including responsibility for the learning outcomes of all students, along with

appropriate concerns and policies regarding the privacy, health, and safety of students and

families. Beginning teachers conduct themselves with integrity and model ethical conduct

for themselves and others.

6. Understand and enact professional roles and responsibilities as mandated reporters and

comply with all laws concerning professional responsibilities, professional conduct, and

moral fitness, including the responsible use of social media and other digital platforms

and tools.

7. Critically analyze how the context, structure, and history of public education in California

affects and influences state, district, and school governance as well as state and local

education finance.

Narrative

Beginning teachers seek opportunities to reflect on and improve their practice through collaborative

inquiry, observation feedback, and their own performance data. Beginning teachers are aware of their

potential implicit and explicit biases and the potential impact, positive and/or negative, on their

expectations for and relationships with students, families, and colleagues. They understand their

responsibility for ongoing professional learning and for maintaining their certification as members of

a profession. Throughout their preparation program, beginning teachers develop an understanding of

their fundamental responsibilities as professional educators and of their accountability to students,

families, colleagues, and employers. Beginning teachers participate as team members with colleagues

and families. Beginning teachers take responsibility for all students' academic learning outcomes.

They hold high expectations for all students.

Beginning teachers articulate and practice the profession's code of ethics and professional standards

of practice, and they uphold relevant laws and policies, including but not limited to those

related to:

• professional conduct and moral fitness;

• use of digital content and social media;

• education and rights of all stakeholders, including students with disabilities, English learners,

and those who identify as LGBTQ+;

• privacy, health, and safety of students, families, and school professionals;

• mandated reporting; and

• students' acts of intolerance and harassment such as bullying, racism, and sexism.

Beginning teachers understand that they have chosen to become members of complex organizations.

Beginning teachers are familiar with issues of equity and justice within the structures and contexts of

public education, including state, district, and school governance; curriculum and standards

development; testing and assessment systems; and basic school finance.

EPC 2B-31 30 June 2016

Documents

F 2014/Spring 2015 · • 1 Period- Observation and Participation in ELD/SDAIE class or high ELL population class. Teacher Candidates do not have planning responsibilities in this