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California State University San MarcosSchool of Education

Single Subject Credential Program

HANDBOOK

http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

Revised June 2012

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Table of Contents

Welcome from the School of Education Interim Director,...........................................................3

CSUSM COLLEGE OF EDUCATION OVERVIEW................................................................4Mission Statement.....................................................................................................................5Summary Of Credential Programs.........................................................................................6A Recap of the California Standards for the Teaching Profession....................................7An Outline of the Teacher Performance Expectations (TPEs)............................................8

SINGLE SUBJECT CREDENTIAL PROGRAM OVERVIEW.............................................11Organization of the Single Subject Program.........................................................................12

Full-Time Typical Schedule...................................................................................................14INFORMATION FOR TEACHER CANDIDATES................................................................15

Teacher Candidate Role.........................................................................................................16Teacher Candidate Responsibilities.....................................................................................16

Some Questions You May Want to Ask.................................................................................19School Organizational Competencies (Form A).................................................................20Professional Experiences Checklist (Form B).....................................................................21A Few Thoughts......................................................................................................................22Important Information to Collect and Record....................................................................22

INFORMATION FOR UNIVERSITY SUPERVISORS.........................................................23University Supervisor Responsibilities...............................................................................23A Few Thoughts......................................................................................................................25Contact Information...............................................................................................................26

INFORMATION FOR ON-SITE LIAISONS.........................................................................27On-Site Liaison Responsibilities...........................................................................................27A Few Thoughts......................................................................................................................28

INFORMATION FOR COOPERATING TEACHERS..........................................................29Cooperating Teacher Responsibilities.................................................................................29A Few Thoughts......................................................................................................................30

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School of Education California State University San Marcos 333 S. Twin Oaks Valley Road San Marcos,

CA 92096-0001Tel: 760.750.8545 Fax: 760.750.3352 khayden@csusm.edu www.csusm.edu/education

August 2012

Welcome to the School of Education! You have joined a program that is among the most

effective and highly regarded programs in the CSU system and the state of California. We are

pleased to count you among our candidates, supervisors or cooperating teachers. Each of youis an important member of our team as we continue to strive to improve educational outcomesfor all children in the state of California.

This is a demanding and rigorous program. At times the journey may seem overwhelming andnever ending. Nonetheless, you will come to understand how all the readings, assignments

and activities fit into a cohesive body of knowledge, skills and dispositions needed to besuccessful in your first years as a classroom teacher. Furthermore, as part of the SoE learning

community you will learn that collaboration with colleagues is among the most useful andpowerful resources at your fingertips.

As you begin your journey with us, I urge you to connect with the talented and dedicatedfaculty and staff in the SoE. We are a strong learning and teaching community that models

how to successfully teach diverse students with a central focus on social justice and equity.The credential program at CSUSM has an outstanding reputation in the region. We attributethis reputation to the content of our mission statement and the quality of faculty, staff,

teacher candidates, and MA and doctoral students we attract and retain.

Public schools need dedicated and talented individuals like you. Whether you are a teachercandidate, a clinical practice supervisor, or a cooperating teacher, you play a vital role in theprocess of how we make the mission of the SoE a living document. Together we can

collaboratively transform public education in significant socially just ways so that all studentsare successful learners.

Sincerely,The California State University

Bakersfield | Channel Islands | Chico | Dominguez Hills | East Bay | Fresno | Fullerton | Humboldt | Long Beach | Los

Angeles | Maritime Academy

Monterey Bay | Northridge | Pomona | Sacramento | San Bernardino | San Diego | San Francisco | San Jose | San Luis Obispo

| San Marcos | Sonoma | Stanislaus

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CSUSMSchool of Education

Overview

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California State University San MarcosSchool of Education

MISSION STATEMENTThe mission of the School of Education Community is to collaboratively transform public education bypreparing thoughtful educators and advancing professional practices. We are committed to diversity,

educational equity, and social justice, exemplified through reflective teaching, life-long learning,innovative research, and ongoing service. Our practices demonstrate a commitment to student-centerededucation, diversity, collaboration, professionalism and shared governance.

The School of Education Believes:

1. Professionalism is a unifying principle of our organization. Continuous improvement is essential to our roles as life-long learners.

Collaboration is valued in all aspects of the School of Educations work.

Professionalism is demonstrated by our service to the School of Education, the University,

and the communities. Respect for the contributions of all members of the School of Education is vital.

Effective teaching is everyones role and is central to our endeavors.

Reflection and/or research to solve problems is an integral part of our professional

responsibility.

2. Students are the focus of our work. We model effective teaching.

Through our students, research, collaboration and service, we strengthen education in the

communities we serve.

3. Shared governance provides a foundation for the work of the School of Educationand is dependent upon the active involvement of each member.

The School of Education continuously expands its use of shared governance.

Contributions of each member are valued.

Effective communication is critical to the process and is every members responsibility.

4. The success of the School of Education depends on creating and sustaining aninclusive environment that reflects and affirms diversity.

A diverse faculty, staff, and student body are vital to serving the community.

All members of the School of Education are committed to serving a diverse population. The responsibility for affirming diversity rests with everyone.

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SUMMARY OF CREDENTIAL PROGRAMS

The California State University San Marcos Teacher Credential Program offers five emphases:

1. Multiple Subject Cross-Cultural Language and Academic Development (CLAD) Emphasis:designed to prepare teacher candidates to work at the elementary level, while infusing theories andmethods of first and second language acquisition across the curriculum through English languagedevelopment techniques.

2. Middle Level Cross-Cultural Language and Academic Development (CLAD) Emphasis:designed to prepare teachers to work at the middle school level, while infusing theories and methodsof first and second language acquisition across the curriculum through English language developmenttechniques.

3. ConcurrentMultiple Subject/CLAD with Special Education Specialist: Learning HandicappedCredential Program: incorporates the disciplines of multiple subjects, special education andmultilingual education into an integrated curriculum designed to prepare teachers to work with theheterogeneous group of students in today's schools.

4. Single Subject Credential Program Cross-Cultural Language and Academic Development(CLAD) Emphasis: designed to prepare candidates to teach students at the secondary level (gradesnine through twelve). The CLAD emphasis is designed to teach candidates theories and methods offirst and second language acquisition across the curriculum through English language developmenttechniques.

5. Bilingual Authorization certificate: designed to train candidates to infuse theories and methods offirst and second language acquisition across the curriculum through English language developmenttechniques. It will also prepare teacher education candidates to provide primary language instruction(Spanish) in Language and Literacy, as well as Language 1 instruction in the content areas. This

emphasis may be added to a Multiple Subject Credential, the Middle Level Credential, theConcurrent Special Education Specialist /Learning Handicapped Credential, or the Single SubjectCredential.

The core content in Cross-Cultural Language and Academic Development occurs across all courses and reflects theappropriate curriculum, pedagogy, and skills for ethno-linguistically diverse students. Inherent in the program is thefocus on appropriate curriculum, pedagogy, and instruction for use in English (mainstream) classes as well. TheMultiple Subject CLAD and BCLAD are offered both as full and part-time programs. Teacher candidates areassigned to cohorts of 25 - 30 and attend all classes together. These cohorts may be themed with a specific focussuch as "Ways of Knowing through the Arts," or "Math, Science and Technology." The Single Subject CLAD andBCLAD are offered in all programs.

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An Outline of the California Standards for the Teaching Profession (CSTP)(More information can be found atwww.cst.ca.gov/cstppublication/cstpreport.html)

Engaging and Supporting All Students in Learning

Connecting students prior knowledge, life experiences, and interests with learning goals. Using a variety of instructional strategies and resources to respond to students diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice.

Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful. Promoting self-directed, reflective learning for all students.

Creating and Maintaining Effective Environments for Student Learning

Creating a physical environment that engages all students. Establishing a climate that promotes fairness and respect. Promoting social development and group responsibility. Establishing and maintaining standards for student behavior. Planning and implementing classroom procedures and routines that support student learning.

Understanding and Organizing Subject Matter for Student Learning

Demonstrating knowledge of subject matter content and student development. Organizing curriculum to support student understanding of subject matter development. Developing student understanding through instructional strategies that are appropriate to the subject matter. Using materials, resources, and technologies to make subject matter accessible to students.

Planning Instruction and Designing Learning Experiences for All Students

Drawing on and valuing students background, interests, and developmental learning needs. Establishing and articulating goals for student learning. Developing and sequencing instructional activities and materials for student learning. Modifying instructional plans to adjust for student needs.

Assessing Student Learning

Establishing and communicating learning goals for all students. Collecting and using multiple sources of information to assess student learning. Involving and guiding all students in assessing their own learning. Using the results of assessments to guide instruction. Communicating with students, families, and other audiences about student progress

Developing as a Professional Educator

Reflecting on teaching practice and planning professional development. Establishing professional goals and pursuing opportunities to grow professionally. Working with communities to improve professional practice.

Working with families to improve professional practice. Working with colleagues to improve professional practice. Balancing professional responsibilities and maintaining motivation.

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An Outline of the Teacher Performance Expectations (TPEs):The CSTP Focus for Credential Candidates

(The full text of the TPEs can be found at www.csusm.edu/coe)

While it is our expectations that teacher candidates will work on ALL TPEs throughout the program,due to the more rigorous and demanding nature of Clinical Practice II, TPEs 1, 4, 9, 11, and 12cannot be marked as meets in Clinical Practice I.

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

TPE 1 - Specific Pedagogical Skills for Subject Matter Instruction (for each area)

TPE 1A- Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

o Understanding the State-adopted academic content standardso Understanding how to teach the subject matter in the standardso Planning instruction that addresses the standardso Demonstrating the ability to teach to the standards

TPE 1B - Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

o Understanding the state-adopted academic content standards

o Understanding how to teach the subject matter in the standardso Planning instruction that addresses the standardso Demonstrating the ability to teach to the standards

B. ASSESSING STUDENT LEARNING

TPE 2 - Monitoring Student Learning During Instruction

o Determining student progress toward achieving the state-adopted academic content standardso Using instructional strategies and techniques to support students learning

TPE 3 - Interpretation and Use of Assessments

o Understanding a range of assessmentso Using and interpreting a range of assessments

o Giving feedback on assessment results

C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING

TPE 4 - Making Content Accessible

o Addressing state-adopted academic content standardso Prioritizing and sequencing contento Selecting and using various instructional strategies, activities, and resources to facilitate student

learning

TPE 5 - Student Engagement

o Understanding of academic learning goalso Ensuring active and equitable participationo Monitoring student progress and extending student thinking

TPE 6 - Developmentally Appropriate Teaching Practices

TPE 6A - Developmentally Appropriate Practices in Grades K-3

o Understanding important characteristics of the learnerso Designing instructional activitieso Providing developmentally appropriate educational experiences

TPE 6B - Developmentally Appropriate Practices in Grades 4-8

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o Understanding important characteristics of the learnerso Designing instructional activitieso Providing developmentally appropriate educational experiences

TPE 6C - Developmentally Appropriate Practices in Grades 9-12

o Understanding important characteristics of the learnerso Designing instructional activitieso Providing developmentally appropriate educational experiences

TPE 6D - Special Education

o Articulating rationale for inclusive education for all studentso Understanding and applying principles of universal design to differentiate instructiono Developing modifications and adaptations in curriculum assessment and instruction for

students with special needso Understanding of roles and responsibilities as members of SST & IEP Teamso Collaborating with others to plan, teach and assess students with special characteristics

TPE 6E - Middle Level Philosophy and Teaching

o Understanding the major concepts, principles, theories, and research underlying thephilosophical foundations of developmentally responsive middle level schools

o Understanding the major concepts, principles, theories, standards, and research related to

middle level curriculum and assessment, and using this knowledge in their practice.o Valuing developmentally responsive and socially equitable teaching, learning, and

schooling in a variety of organizational settings

TPE 7 - Teaching English Learners

o Understanding and applying theories, principles, and instructional practices for EnglishLanguage Development

o Understanding how to adapt instructional practices to provide access to the state-adoptedstudent content standards

o Drawing upon student backgrounds and language abilities to provide differentiatedinstruction

D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES

FOR STUDENTS

TPE 8 - Learning about Students

o Understanding child and adolescent developmento Understanding how to learn about studentso Using methods to learn about studentso Connecting student information to learning

TPE 9 - Instructional Planning

o Establishing academic learning goalso Connecting academic content to the students backgrounds, needs, and abilitieso Selecting strategies/activities/materials/resources

E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FORSTUDENT LEARNING

TPE 10 - Instructional Time

o Appropriately allocating instructional timeo Effectively and efficiently managing instructional time

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TPE 11 - Social Environment

o Understanding the importance of the social environmento Establishing a positive environment for learningo Maintaining a positive environment for learningo Creating classroom community through promotion of students social competence and

natural peer supports

F. DEVELOPING AS A PROFESSIONAL EDUCATOR

TPE 12 - Professional, Legal, and Ethical Obligations

o Taking responsibility for student academic learning outcomeso Knowing and applying professional and ethical obligationso Knowing and applying legal obligations

TPE 13 - Professional Growth

o Evaluating teaching practice and subject matter knowledgeo Using reflection and feedback to improve teaching practice and subject matter knowledge

TPE 14 - Educational Technology

o Addressing all six of the ISTE National Educational Technology Standardsfor Teachers.See www.iste.org

TPE 15 - Social Justice

o Valuing socially equitable teaching, learning, and schooling in a variety of organizationalsettings

o Incorporating pluralism and divergent perspectives on educating diverse studentso Democratizing public education to achieve social justice and equity

TPE 16 Biliteracy

o Applying pedagogy, theories, and principles for biliteracy programso Assessing and addressing the needs of biliterate students

o Designing biliteracy curriculum utilizing developmentally appropriate instructionalapproaches for biliterate students

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Single Subject Credential Program Overview

http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

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ORGANIZATION OF THE SINGLE SUBJECT PROGRAM

The CSUSM Teacher Preparation Program differs from many other university programs in the wayteacher candidates are organized to work together and in the way courses are designed to work withclinical practice. An outline of the key features of our Single Subject Credential Program is providedbelow:

COHORT MODEL : All teacher candidates belong to a cohort. Teacher candidates take alluniversity courses with their cohort colleagues. Co-teaching, on-line and blended instruction are justsome of the best practices which are modeled in coursework.

SCHOOL TEAMS : Within each cohort, teacher candidates are grouped into school teams of 3-4individuals. Each team represents the various disciplines within the cohort as much as possible (socialscience, English, Spanish, Physical Education, science, and math). Teams will work together at onehigh school first semester and then move, as a team, to a second high school for second semester.

UNIVERSITY COURSE WORK : The philosophy of the CSUSM Single Subject Program is toweave course work as closely as possible with practical experiences in the field.

CLINICAL PRACTICE:

California State University San Marcos School of Education clinical practice models the belief thatrelevancy is crucial in teaching, schooling and learning. Teacher candidates are placed in public schoolclassrooms while attending university classes. Lessons and units developed in the university courseswill be designed to complement and support the candidates field work. The co-teaching model willbe used on all settings.

For CLAD certification, teacher candidates will be expected to plan and teach Specially DesignedAcademic Instruction in English (SDAIE) for English learners in the general classroom or in an ELD

(English language development) or sheltered class as one of their placements. For BCLADcertification, candidates should also prepare and teach SDAIE lessons, as well as prepare for andteach primary language instruction (i.e. reading/Spanish/language arts/math/biology).

Semester one

Candidates will attend core coursework each Monday from 10 a.m. until 7 p.m. The corecoursework includes co-teaching by faculty, combined sessions and online work. Candidates will alsohave 10 methods sessions (2 units, 30 hours) spread over the semester on Tuesday evening/s and withsome Saturday sessions.

Candidates will be at the assigned school site, following the teacher contract hours, with aninterdisciplinary cohort group (3-4 candidates) each Tuesday Friday beginning with pre-service daysand continuing until the day before winter break. A co-teaching approach to clinical practice will beused in all settings. Candidates will participate in all class activities and move gradually from assistingin the supportive co-teaching approach to leading all aspects from planning to presentation by the endof the experience. University Supervisors (US), the instructors for clinical practice, will formallyobserve each candidate 4 times which will include observing two planning sessions. They will alsoevaluate the TPE portfolio.

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Candidates will be placed with one Cooperating Teacher (CT) for 2 periods of the same assignment(e.g. two English 9 classes) and one setting for assisting such as AVID, SEI, ELD or specialeducation whatever best suits the needs of the site. During the remaining unassigned periodscandidates will be expected to plan with the CT and work with their cohort partners on site tocomplete university projects and assignments. Candidates will also have a standing weekly lunchwith the OSL.

Semester two

Candidates will attend core coursework each Monday from 10 a.m. until 7 p.m. The core courseworkincludes co-teaching by faculty, combined sessions and online work. Candidates will also have 10methods sessions (2 units, 30 hours) spread over the semester on Tuesday evening/s and with someSaturday sessions.

Candidates (with the interdisciplinary cohort) will be on the assigned school site, following the dailysite schedule, each Tuesday Friday beginning with the first day of the school site spring semesterand continuing until the last day of school for the assigned site. A co-teaching approach to clinicalpractice will be used in all settings. Candidates will participate in all class activities and movegradually from assisting in the supportive co-teaching approach to leading all aspects from planning

to presentation and assessment by the end of the experience. University Supervisors will formallyobserve each candidate 4 times which includes observing two planning sessions. They will alsoevaluate the TPE portfolio.

Candidates may be placed with one or two cooperating teachers. Candidates will be assigned 3teaching periods of two different levels (e.g. two English 9 classes and one class of English 10) andone setting for assisting such as AVID (advancement via individual determination), SEI (structuredEnglish Immersion), ELD (English language development), CAHSEE (California high school exitexam) prep or special education whatever best suits the needs of the site. During the remainingunassigned periods (two) candidates will be expected to plan with the CT and work with their cohortpartners on site to complete university projects and assignments. Candidates will also have a

standing weekly lunch with the OSL.

ON-SITE LIAISON : The Single Subject Program uses a shared supervision model. Each middle orhigh school will have a member of their teaching staff serve as an on-site liaison for CSUSM teachercandidates. The on-site liaison will meet regularly with the candidates and share supervisionresponsibilities with a university supervisor. Both of these assignments are described morecompletely in this handbook.

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CSUSM Single Subject Credential Program - Typical Schedule(Note: schedule may be adapted to fit the individual site schedules such as block, 4X4, etc.)

FALL SEMESTER

Coursework Clinical Practice

Monday from 7 a.m. until 4 p.m.: Universityclasses: EDSS 511, 521, 555

*Tuesday Evenings and some Saturdays: SpecialContent Methods Course

Tues-Fri: Full day at school site every day: Clinical Practice I [EDSS 571]

Class Period Breakdown:

2 periods = Clinical Practice I co-teaching

1 period = Work in AVID/SEI/ELD/CAHSEE, or special education classroom1 period = Observations (in and outside of content area)1 period = Preparation for clinical practice class1 period = Preparation for university work

Bilingual Authorization Requirements: Successful completion of EDUC 653 during Fall semester

Successful completion of a Clinical Practice placement in a Bilingual setting first or second semester

Successful completion of the Spanish language assessment (CSET LOTE Part III and Written)

See Program Coordinator about enrolling in a second methods course for additional credential authorizations

SPRING SEMESTER

Coursework Clinical Practice

Monday from 10 a.m. until 7 p.m.: University

classes: EDSS 511, 521, 555

*Tuesday Evenings and some Saturdays: SpecialContent Methods Course

Tues-Fri: Full day at school site every day: Clinical Practice II [EDSS 572]

Class Period Breakdown:

3 periods = Clinical Practice II (one or two Cooperating Teachers -- 1 class may be in asupplemental area, if appropriate) co-teaching1 period = Work in AVID/SEI/ELD/CAHSEE or special education classroom1 period = Preparation for clinical practice classes1 period = Preparation for university work

Bilingual Authorization Requirements: Successful completion of EDUC 654

Successful completion of a Clinical Practice placement in a Bilingual setting first or second semester

Successful completion of the Spanish language assessment (CSET LOTE Part III and Written)

See Program Coordinator about enrolling in a second methods course for additional credential authorizations

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Information for Teacher Candidates

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TEACHER CANDIDATE ROLE

As a teacher candidate you should become as familiar with your assigned school as quickly as possible.Familiarize yourself with important school information, such as attendance procedures, grading policies,important deadlines, department and school-wide meetings, expectations of your cooperating teacher(s),administrative assignments, and any other area of the profession which you should be aware of and whichwill enrich your clinical practice. Some resources and tools to guide you in this process are found later inthis section (see Interview Questions to Ask Your Cooperating Teacher, School Site Information,School Site Participation Checklist and the Co-teaching web link ).

You should establish open communication with your cooperating teacher. He/she will guide you throughthe semester, but you must share your concerns, frustrations, or any problems which may be affectingyour classroom if your cooperating teacher is to be ofany assistance. Remember, no one expects you, asthe teacher candidate, to perform as an experienced instructor. Ask for what you need!

Finally, clinical practice is a time of learning, expanding, and experimenting; it is the time for you todiscover what methodologies meet your personal style and which do not. Use a variety ofmethodologies and activities over the course of the semester. Also, you are encouraged to observe as

many teachers as you can during the semester and from these experiences begin building your ownrepertoire of teaching skills and teaching styles.

Enjoy this experience. Teaching can be a very rewarding profession. As a teacher, you impact a studentslife each day.

TEACHER CANDIDATE RESPONSIBILITIES

Your clinical practice is intended to give you the opportunity to practice the theories and instructionalstrategies you have learned in your coursework. Your on-site liaison, university supervisor and

cooperating teacher(s) are there to offer advice and suggestions and to counsel you throughout thesemester. Our main priorities are your personal and professional growth in education and success in yourassigned classroom(s).

1. Read this handbookto become familiar with the CSUSM Teacher Preparation Program.

2. Become familiar with the credential you are earning. If you need more information yoursupervisor, program coordinators, or School of Education--Education Services personnel will behappy to provide you with a detailed outline.

3. Organize a portfolio (REQUIRED) with artifacts and evidence for TPEs. This TPE portfolio will

provide evidence to your university supervisor regarding TPEs that may not be directly observed. Itwill also provide artifacts for inclusion in your professional portfolio that you develop in the secondsemester.

4. Meet with your supervisor and on-site liaison to establish a schedule of assignments andobservations. Be sure to provide a current address and phone number. YOU MUST USE YOURCSUSM EMAIL FOR ALL PROGRAM COMMUNICATION CHECK IT DAILY.

5. Attend any meetings arranged with your cooperating teacher and/or the principal AND all site,department and/or Professional Learning Community (PLC) meetings with your CT.

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6. Learn the school regulations and rules pertaining to attendance and discipline before starting. Youmight ask to see the school handbook.

7. Confer and plan daily with your cooperating teacher to discuss your program requirements,university schedule, observation feedback, planning guidelines, student progress and concerns,lesson implementation, progress on TPEs, TPAs and other appropriate topics.

8. You should be on campus every Tuesday through Friday for a full day (mirroring a full-timeteachers day) to teach and observe classes, to assist in the AVID/SEI/ELD classes, to prepare foryour classes and university assignments, to attend meetings, and to generally get a sense of what acontracted teaching day feels like. 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" and"Open House where applicable.

9. Become acquainted with the various learning materials, district curriculum guides, masterylearning objectives, and equipment, which are available (texts, workbooks, films, audiovisualequipment, library resources, and computers).

10. Keep up-to-date and accurate lesson plans during your clinical practice. You are required to havea written lesson plan for each lesson that you teach. Be sure to confer with your cooperatingteacher to insure that your lesson plan meets his/her expectations and satisfies the demands of thecurriculum and the needs of students.

11. Submit any observations logs and lesson plans that are required and other assignments listed in theClinical Practice syllabi (EDSS 571 for CP I, EDSS 572 for CP II).

12. Develop techniques for varying classroom activities such as presentations, small group work,individualized instruction, testing and grading procedures, and using instructional (audio/visual)aids.

13. Establish and maintain effective classroom control and environment according to site andcooperating teachers expectations.

14. Become familiar with the California Content Standards, Grade Level/District Continuums,Curriculum Guides and the Common Core Standards.

15. Be professional at all times. You are expected to be appropriately dressed, well groomed, andmaintain professional communication at all times. Everything speaks during this experience: whatyou say, what you do, the decisions you make all contribute to your character and readiness as a

teacher. In a public position, such as teaching, others perceptions of you are important. You neverknow who will be on an interview panel or who will be consulted as a reference; impress everyone.

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Clinical Practice and Coursework Attendance Policy

Be punctual and regular in attendance. In the case of unavoidable absence, inform yourinstructors (in the case of coursework) and your cooperating teacher, on-site liaison, and

university supervisor (in clinical practice) in advance. Also, prepare substitute plans for yourcooperating teacher to utilize as appropriate.

The attendance policy for clinical practice mirrors what is expected of teachers, which is generally 1absence per month. That means that you would be allowed 4 absences in clinical practice I and 4 inclinical practice II. Extensive absences, for whatever reasons, jeopardize the learning of yourstudents and your growth as a professional educator. Extensive absences will result in removalfrom clinical practice and necessitate additional semesters to repeat.

Teacher Performance ExpectationsProfessional Website

In your Clinical Practice, you will develop a (REQUIRED) professional website focusing on the

TPEs. The purpose of this website is to collect artifacts and evidence for demonstration ofsatisfactory completion of the TPEs. In addition to directly observable evidence, this website willprovide information that your university supervisor may not see in classroom visits.

You will make a tab on your website for each TPE. In the Forms section of this handbook on theSOE website, you will find a page for each TPE with suggestions for evidence to include in eachsection. You may use these pages as checklists to identify what has been included in the website,and what might need to be added.

In post observation conferences with your University Supervisor, use the website as a reference todiscuss your understanding and progress with regards to the TPEs. Your knowledge andaccomplishment of TPEs are essential to successful completion of the credential program. In

addition to coursework and observations of performance, your TPE website helps you to beresponsible for assuring that TPE requirements are met.

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INTERVIEW QUESTIONS TO ASK YOURCOOPERATING TEACHER

1. How many times per week will you want to meet for planning? When, where, and for how long will we meet?

2. What are your requirements for written lesson plans? (Note: Even if your cooperating teacher does notrequire a written plan from you, you are still responsible for generating them during clinical practice. At thevery least, the on-site liaison and university supervisor will want a copy of your lesson plans.)

3. What are your most important goals for this semester? What role can I play in helping you to achieve thesegoals?

4. What grading procedures do you use?

5. Do you group students according to their ability level during any assignments?

6. Are there any students who have special needs I should be aware of? Where can I get students IEPs or504s to read?

7. Will you please explain your philosophy concerning classroom discipline? What behaviors do you discourage

and encourage?

8. What kinds of bulletin boards or other displays do you prefer to have in your classroom? Which ones wouldyou like me to plan for while Im doing my clinical practice?

9. How did you arrive at this particular room arrangement? May I rearrange for special activities?

10. What is your field trip policy? Would you like me to plan a field trip for this semester?

11. How do you maintain active communications with parents?

12. What techniques do you use to motivate students?

13. What are the special challenges of teaching this subject or grade level?

14. How would you describe your schools community relations?

15. How important are standardized test scores to your school?

16. What assessments do you use and why? (Informal, Formal, Benchmark, Projects,Common Core...)

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School Site InformationCSUSM Single Subject Credential Program

To be completed by teacher candidates during

each placement and submitted as partial evidence for TPE 12.

In order to insure that a broad range of experiences is accomplished during your preparation as a teachercandidate, this checklist has been developed to assist you. You are expected to accomplish as many of theseenriching observations /experiences as possible each semester at each school site. This checklist should bepresented to your university supervisor as evidence of partial completion of TPE requirements.

NAME:

SCHOOL SITE:

Semester One Semester Two

Organizational Competency

Semester 1Date Completed

Semester 2Date Completed

1. Attendance/Tardy Reporting Procedures

2. Grading and Reporting Procedures

3. Curriculum Guides for Courses

4. Faculty / Department Meeting Times and Places

5. Access to Resources: AV Equipment, Copy Machine

6. Computers or Computer Lab Use for Students

7. Video Approval Process (especially R rated videos)

8. Controversial Issue Policy (alternative assignment policy)

9. Field Trip Approval Process10. Classroom Repair, Supplies Process

11. Proficiency Exams Required: When Taken

12. Child Abuse: Identification and Reporting

13. Special Needs Students: Identification and Reporting

14. Parent Conferences

15. Location of Cum Files

16. Job Application Procedures for District

17. Explore the Schools Website, Mascot, etc.

18. Student Study/Success Team Meeting

19. Individual Education Plan Meeting20. Other:

21. Other

22. Other:

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School Site Participation ChecklistCSUSM Single Subject Credential Program

To be completed by teacher candidates duringeach placement and submitted as partial evidence of TPE 12.

In order to insure that a broad range of experiences is accomplished during your preparation as a teachercandidate, this checklist has been developed to assist you. You are expected to accomplish as many of these

enriching observations /experiences as possible each semester at each school site. This checklist should bepresented to your university supervisor as evidence of partial completion of TPE requirements.

NAME:

SCHOOL SITE:Semester One Semester Two

Semester One Semester TwoDate Completed Date Completed

ACTIVITY

participated in parent conferences

attended Parent-Teacher-Student Association meeting

attended school board meeting

contacted parents (via phone, mail, home visits)

participated in community activities

planned an event (e.g. field trip)

experienced a class dedicated to special populations (e.g. special education,alternative special day class, primary language)

led an advisor/homeroom experience

attended professional development training (conferences, etc.)

supervised/observed extracurricular or non-instructional activities (lunch,intramurals, student activities)

attended staff/departmental meeting

attended teacher association (union) meeting

participated in business partnership/activity

attended Bilingual Parent Advisory Committee meeting

participated in a lab (technology lab, computer lab, writing lab, etc.)

attended/observed an SST (Student Study/Success Team)meeting for onestudent

attended/observed an IEP (Individualized Education Program)meeting for onestudent

Other

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A FEW THOUGHTS

If you are experiencing any sort of difficulty in your placement, share this with your on-siteliaison or university supervisor immediately. They are there to serve as your advocate and

liaison between you, the cooperating teacher, and the school site.

Do not make any placement arrangements or changes on your own! It may appear that you arehelping, but keep in mind we have an average of 60-65 placements to make in our area districts, andwe have worked hard to make our contacts with the best schools and teachers in these districts. Ifyou have special needs, communicate these directly to the program coordinator.

Always be the professional: in dress, demeanor, and attitude. You may hear or see things inclassrooms with which you do not agree, or you may learn confidential information about a student.Keeping these issues confidential is essential.

Be willing to go the extra mile. Offer to assist with room set-up and take on duties. Become knownas a problem-solver not a problem-maker. Take the initiative to ask what can be done or to offer yourassistance.

Enjoy your clinical practice. You will be, perhaps, on the largest learning curve of your life. We arecommitted to ensuring that it is a positive growth experience for you and a positive learningexperience for the students in your classrooms.

Collect important contact information (phone and e-mail) of your university supervisor, on-siteliaison, and cooperating teacher.

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Information for University Supervisors

UNIVERSITY SUPERVISORRESPONSIBILITIES

The three keys to being a successful supervisor are communication, communication, and communication.It is necessary to guide and counsel the teacher candidate by offering suggestions and providingencouragement to ensure that they can meet their full potential. Communication is also vital in theintermediary role with the cooperating teacher, ensuring the establishment of the best possibleclassroom/university working relationship. Thank you for accepting such important responsibilities in ourprogram.

General Protocols:

1. Please read the entire Handbook to become familiar with the CSUSM Teacher Preparationprogram. Become especially familiar with the California Teacher Performance Expectations(TPEs), which can be found in outline form at the beginning of the handbook and in full-text formon the School of Education website: (www.csusm.edu/soe). These TPEs comprise a significantportion of the assessment process with the teacher candidates.

2. Become familiar with the credential we are offering; Single Subject with the CLAD or BilingualAuthorization certificate. If you need more information on this, the Single Subject ProgramCoordinator or School of EducationEducation Services personnel will be happy to provide youwith more detailed outlines. Since teacher candidates are earning a CLAD credential, they need todemonstrate the use of SDAIE (Specially Designed Academic Instruction in English) strategiesduring their clinical practice.

3. Arrange to receive teacher candidate information packets from the clinical practice coordinator. Ifworking with clinical practice II candidates, ask them for a copy of their Clinical Practice I finalsummary and Assessment of TPEs.

4. At US Communication meetings discuss observation guidelines, assessment processes (TPEs andfinal summary), and guidelines for communicating and documenting concerns. (Refer to singlesubject forms on the SOE website).

5. Work with the on-site liaison to schedule a one-hour introductory meeting of all parties atthe beginning of the semester. During the first 30 minutes, with just CTs, conduct a CooperatingTeacher training based on the handbook and power point provided. During the second 30 minutes,include the TCs and facilitate a discussion of co-teaching, planning protocols and observation dateswith both the TC and CT. Work with the on-site liaison and the program coordinator to adjustassignments, when necessary, to ensure that the teacher candidates have the best possible learningsituations.

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6. Formally observe each teacher candidate a minimum of four (4) times (which includes 2 planningobservations) and discuss the observations with the teacher candidates. Mentor and coach teachercandidates as needed. If working with an advanced teacher candidate, give special attention toestablishing goals for meeting all TPEs by the end of Clinical Practice II. Be prepared to makeadditional observations if a teacher candidate is working to remediate concerns.

7. Meet with the teacher candidate for post-observation conferences to discuss observation feedback

and to confer on TPE progress. For each observation, provide the candidate with a writtensummary and suggestions (see forms page). Review and discuss the TPE portfolio during eachconference. Evidence cannot be gained for many of the TPEs through observation of teachingalone. It will be through conversation that youll gain evidence of some of these TPEs (forexample, the teacher candidates ability to plan long term, their ability to adequately assess studentprogress, etc.). During CP I all candidates are expected to be at the Approaching level and at theMeets level for CP II. All TPEs should be addressed during both experiences.

8. Maintain a record of your observations of and conferences with each teacher candidate on theUniversity Supervisor Visitation Log.

9. Maintain ongoing communication with the on-site liaison and/or cooperating teacher and assist insolving field-related problems. Act as liaison between teacher candidates, school site personnel, andthe university. Have a method for checking in with each teacher candidate regularly to gauge theirlevel of concern, their feelings during teaching, etc.

10. If you have serious concerns regarding the teacher candidates performance or professionalism thisshould be communicated and discussed early with the Program Coordinator. Document theseconcerns on the Statement of Concern (found in the single subject forms section on the SOEwebsite) and counsel the teacher candidate on a course of action to address the concerns. It isCRITICAL that concerns are communicated in detail early with a specific timeline for improvement.Concerns should be focused around relevant TPEs. Notify the Program Coordinatorimmediately if an SOC is to be written.

On-Going Paperwork Procedure

1. Throughout the semester collect the assignments and weekly reports asspecified in the Clinical Practice Syllabi (EDSS 571 or 572).Throughout the semester collect the Weekly Progress Report from the CT by email (manysupervisors have the CTs copy these to the OSL).

End of Semester Evaluation Paperwork Procedure

1. With the on-site liaison, arrange for the final exit meeting at the conclusion of clinical practice.2. Based on your own observations and collected documentation throughout the semester, complete

drafts of the TPE assessment and write the summary.3. E-mail the drafts to the CT, OSL, and TC for review and additional input (if needed).4. E-mail final TPE assessment and summary to the CT, OSL, and TC prior to the exit meeting.5. The exit meeting is a time to recap what you appreciated about the teacher candidates work and

growth and any areas youd like to see them continue to work on. All participants will discuss and

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sign the Clinical Practice Summary and Assessment of TPEs and copies will be distributed toall. Sign all original forms in blue ink.

6. Deliver the original forms of the Clinical Practice Summary and the Assessment of TPEs, andyour Supervisor Visitation Log to the program coordinator. These assessment forms are veryimportant. Without them, teacher candidates will not be cleared to receive their credential .

A FEW THOUGHTS

Professionalism should always be encouraged. Teacher candidates need to know that they are in avery sensitive position and that confidentiality is vital.

Your teacher candidates or on-site liaison should provide you with the bell and subject schedule fortheir class(es). This information will be useful in arranging observations and post-observationmeetings.

Obtain a district calendar and school map.

Your teacher candidates should provide you with a written lesson plan for each lesson you observe(and any others you request).

Be aware that your teacher candidates will have emotional as well as professional needs. It will benecessary to strengthen morale as they learn to cope with the realities of teaching.

Teacher candidates who are having difficulty may need more than the minimum number ofobservations.

Each of your teacher candidates files should contain this information: name, phone number, address,cooperating teacher's name, school site and room number.

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CONTACT INFORMATION

CSUSM Single Subject Program Coordinator:Julie Richjrich@csusm.edu. 760.750.8550

CSUSM Support Staff:Tama Harpertharper@csusm.edu 760.750.4300

On-site liaison:

Name: Phone: E-mail:

Name: Phone: E-mail:

Teacher candidates: CSUSM email use required for all program communication

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

Name: Phone: E-mail:

mailto:jrich@csusm.edumailto:tharper@csusm.edumailto:jrich@csusm.edumailto:tharper@csusm.edu

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Information for On-site Liaisons

ON-SITE LIAISON RESPONSIBILITIES

Thank you for your willingness to become an on-site liaison with CSUSMs Single Subject CredentialProgram. The role of the on-site liaison is critical to the success of the Single Subject Program and the

preparation of teacher candidates. You are a critical liaison between the teacher candidate, thecooperating teacher, and the university supervisor. As the on-site liaison you will:

General Protocols:

1. Please read this handbook to become familiar with the CSUSM Teacher Preparation Program.Become especially familiar with the California Standards for the Teaching Profession and theTeacher Performance Expectations.

2. Help select cooperating teachers for content areas classes as well as an additional class for assistingsuch as Special ed, ELD, AVID, CAHSEE prep, etc. according to your school process. As soon aspossible after you have received your placements, contact the administrators, cooperating teachers,and teacher candidates to arrange for all around introductions and a brief orientation to your schoolsite and district.

3. Welcome teacher candidates and familiarize them with the school site by introducing them to otherfaculty members, administrators, counselors, and by inviting them to faculty meetings and in-serviceactivities, and providing a tour of the school facilities.

4. Work with the university supervisor to schedule a one-hour introductory meeting of all partiesat the beginning of the semester. During the first 30 minutes, with just CTs, the universitysupervisor will conduct a Cooperating Teacher training based on the handbook and power pointprovided. During the second 30 minutes, the TCs will be included and the university supervisorwill facilitate a discussion of co-teaching, planning protocols and observation dates with both theTC and CT.

5. Work with the university supervisor to adjust assignments, when necessary, to ensure that yourstudents have the best possible learning situations.

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6. Act as liaison between teacher candidates, cooperating teachers, school administrators, and theuniversity supervisor. Maintain ongoing communication with the university supervisor andcooperating teacher and assist in solving field-related problems.

7. Hold weekly meetings for your teacher candidates. These may be used to assist teacher candidates inresolving issues and to help with common needs (e.g. management or planning issues). Many on-site liaisons use these meetings to invite guest speakers to address specific issues for their teacher

candidates (e.g. special educator, administrator, BTSA support provider, counselor, etc.).

8. Arrange for the final exit interview at the conclusion of full-time clinical practice. The interviewis a time to recap what you appreciated about the teacher candidates work and growth and anyareas youd like to see them continue to work on. All participants will discuss and sign theAssessment of TPEs and the Clinical Practice Summary and copies will be distributed to all.These forms are very important; without them, a teacher candidate will not be cleared to receivetheir credential.

9. California Teacher Performance Assessments (CA-TPA). This legislatively mandatedPerformance Assessment, by its nature, must be coordinated with the clinical practice of the teaching

candidate. In the first semester, candidates must video-tape a teaching episode. The logistics ofsecuring permission from the class will be different at each school site. Please assist candidates withthis procedure.

A FEW THOUGHTS

Professionalism should always be encouraged. Teacher candidates need to know that they are in avery sensitive position and that confidentiality is vital.

Be aware that your teacher candidates will have emotional as well as professional needs. It will benecessary to strengthen morale as they learn to cope with the realities of teaching.

Teacher candidates who are having difficulty may need more than the minimum number ofobservations and your University Supervisor may ask you to observe a candidate who is struggling.Please notify the university supervisor immediately if you have concerns about the teachercandidates performance in the classroom or professionalism.

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Information for Cooperating Teachers

COOPERATING TEACHER RESPONSIBILITIES

Thank you for your willingness to become a cooperating teacher with CSUSMs Single Subject CredentialProgram. As a cooperating teacher you are one of the teacher candidate's most important resources during theclinical practice. You are that teacher candidate's professional coach and mentor. As such, you will need toprovide regular feedback, constructive and positive criticism, and positive suggestions so that your teachercandidate may improve and grow into the professional we all want him/her to be. Your active involvement iscritical to a successful clinical practice.

General protocols1. Please read this Handbook to become familiar with the CSUSM Teacher Preparation program. Become

especially familiar with the California Teacher Performance Expectations (TPEs), which can be found inoutline form on pages 8-10 of the handbook and in full-text form on the School of Education website:(www.csusm.edu/coe).

2. Help the teacher candidate feel at home in the school by working with the on-site liaison to introduce theteacher candidate to other faculty members, inviting him/her to faculty meetings and in-service activities,and providing a tour of the school plant.

3. Share ideas with the teacher candidate about goals, unit and lesson planning, sheltering instruction,

classroom management, effective discipline programs, and other areas of importance to you. Shareappropriate student information such as IEPs, 504s, or other information that will help the teachercandidate adequately plan for the various needs of the class. Share planning, resource and referencematerials that have been effective for your class.

4. Attend a one-hour introductory meeting of all parties at the beginning of the semester. During thefirst 30 minutes, with just CTs, the university supervisor will conduct a Cooperating Teacher training basedon the handbook and power point provided. During the second 30 minutes, the TCs will be included andthe university supervisor will facilitate a discussion of co-teaching, planning protocols and observation dateswith both the TC and CT.

5. Understand and use the co-teaching model (attend training as needed). Allow the teacher candidate toapply what he/she is learning in University coursework; allow the use of a variety of teaching strategies.Leave the classroom periodically when the teacher candidate is teaching. The teacher candidate needs tolearn to handle the classroom on their own. This is a valuable learning situation for the teacher candidateand an opportune time for the cooperating teacher to offer suggestions for dealing with issues that mighthave arisen.

6. Assist the teacher candidate in both long-term and short-term planning of lessons and units. As part ofhis/her learning and evaluation process, the teacher candidate is required to have a written lesson plan foreach lesson taught.

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7. Meet with the teacher candidate for post-observation conferences to discuss observation feedback and toconfer on TPE progress. Evidence cannot be gained for many of the TPEs through observation ofteaching alone but through conversation to gain evidence of some of these TPEs (for example, theteacher candidates ability to plan long term, their ability to adequately assess student progress, etc.).

8. Conduct evaluative discussions with the TC and provide specific recommendations, in advance, regardinganticipated methods, materials and procedures. Review the successes and problems of prior lesson

presentations, affirm the positive, and set a few attainable goals. If working with an advanced teachercandidate, give special attention to helping him/her meet those TPEs that were not met at the end ofClinical Practice I.

9. Submit the Clinical Practice Weekly Progress Report at the end of each week to the university supervisorand OSL by e-mail. This will help maintain ongoing communication with the supervisor and assist inidentifying field-related challenges or individual needs early on.

10. Provide input, as needed, to the US as preparation for the teacher candidate's final Assessment of TPEsand Clinical Practice Summary prior to the exit interview. Attend the exit interview with the TC,OSL, and US to finalize and sign the Assessment of TPEs and Clinical Practice Summary.

11. California Teacher Performance Assessments (CA-TPA). This legislatively mandated PerformanceAssessment, by its nature, must be coordinated with the clinical practice of the teaching candidate. Teachercandidates will need your support as they complete these assessments. In the first semester, candidatesmust video-tape a teaching episode for use in the methods course. The logistics of securing permission fromthe class will be different at each site. During CP II candidates must submit a video-taped lesson as part ofTPA 4.

12. If you have concerns about a teacher candidates performance, these concerns must be documentedEARLY and communicated to the on-site liaison and university supervisor for appropriate action.

A FEW THOUGHTS

If you are experiencing any sort of difficulty with your teacher candidate, do not hesitate to share this withthe on-site liaison or university supervisor. They are there to assist you and the teacher candidate. Shouldany problems arise, it is critical that they are dealt with in a collaborative and timely fashion.

When assisting your teacher candidate in assuming classroom and teaching responsibilities it may be helpfulto allow them to take over one subject at a time, adding a new subject each week. Using a calendar forlong-range planning is especially helpful for your teacher candidate to see the whole picture. Keep in mindthat like all learners, our teacher candidates will move at different rates as they transition into their teachingresponsibilities. Use your discretion as to how much "solo" time your teacher candidate can manage, and

remember they are novices and will make novice mistakes.

The Assessment of TPEs and Clinical Practice Summary forms are most crucial to the teachercandidates as these forms go into their official files. The University appreciates your timely collaboration inthe completion of these forms.

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School of Education

Clinical Practice Placement Policy

CSUSM-SOE policy requires that all teacher candidates complete their field work in a public school setting. Apublic 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 studentswith 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 mayimplement and maintain additional requirements.

Clinical Practice I RequirementsIn order for a teacher candidate to be placed in a clinical practice setting for coursework and/or field experiencepurposes and be assigned a university supervisor, the following requirements must be met.

A. Registration in a clinical practice course (EDMS 571, EDMI 571 or EDMS 573).

B. CTC certificate of clearance.

C. Tuberculin Clearance.

D. Passing scores on the subject specific CSET and the CBEST tests.

Clinical Practice II RequirementsIn order for a teacher candidate to be placed in a clinical practice setting for coursework and/or field experiencepurposes and be assigned a university supervisor, the following requirements must be met.

A. Registration in a clinical practice course (EDSS 572 or EDSS 573)

B. CTC certificate of clearance

C. TB clearance

D. Successful completion of first semester coursework with a C+ or better and an overall GPA of 3.0

E. Successful completion of Clinical Practice I.

Risk Management at School SitesIn the case of an injury that requires medical attention at the clinical placement site, the following steps must befollowed:Teacher Candidate:

Attend to Injury

Immediately report the injury to your Cooperating Teacher, University Supervisor and Program Coordinator,Julie Rich;jrich@csusm.eduCooperating Teacher:

Immediately report the injury to the University Supervisor

University Supervisor:

Immediately Report the Injury to the Program Coordinator, Julie Rich;jrich@csusm.edu

mailto:jrich@csusm.edumailto:jrich@csusm.edumailto:jrich@csusm.edumailto:jrich@csusm.edu

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Program Coordinator:

Complete IIPP5

Track Incident

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CLINICAL PRACTICE FORMS

IMPORTANT FORMS SINGLE SUBJECT PROGRAMAll forms should be obtained from the SOE Website.http://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

Forms Pertinent to All Participants

Teacher Performance Expectations: TPEs Assessment of Teacher Performance Expectations Clinical Practice I

Assessment of Teacher Performance Expectations Clinical Practice II

Assessment of Teacher Performance Expectations - Sample

Teacher Performance Expectations Full Text

Teacher Performance Expectation Rubric

Clinical Practice

Clinical Practice Observation

Clinical Practice Observation - Sample

Professional Dispositions Single Subject Program

Co-teaching website link: http://community.csusm.edu/course/view.php?id=9

Forms Pertinent to University Supervisors Clinical Practice I - Summary

Clinical Practice II Summary

Clinical Practice Exit Paperwork Reminders

Statement of Concern

Statement of Concern - Guidelines

Statement of Concern Form/Action Plan Clinical Practice

Statement of Concern Form/Action Plan - Coursework

Statement of Concern - Performance Contract Continuation Clinical Practice

Statement of Concern Performance Contract Continuation - Coursework

Teacher Candidate Placement Form

University Supervisor Visitation Log

Forms Pertinent to On-Site Liaisons On-Site Liaison Activity Checklist

http://www.csusm.edu/education/ClinicalPractice/HandbookSS.htmlhttp://www.csusm.edu/education/ClinicalPractice/HandbookSS.html

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Forms Pertinent to Cooperating Teachers Weekly Progress Report to submit to US and OSL

Cooperating Teacher Training Manual

Forms Pertinent to Teacher Candidates Agreement Form Clinical Practice Handbook

Teacher Candidate Weekly Log

Single Subject Lesson Plan Template

TPE Portfolio Binder information