CTC Common Standard 3 Fieldwork and Clinical Practice

Standard 3: Course of Study, Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of coursework and clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards.

The unit and its programs offer a high-quality course of study focused on the knowledge and skills expected of beginning educators and grounded in current research on effective practice. Coursework is integrated closely with field experiences to provide candidates with a cohesive and comprehensive program that allows candidates to learn, practice, and demonstrate competencies required of the credential they seek.

The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors, and school sites, as appropriate to the program.

• Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.
• For each program the unit offers, candidates have significant experience in school settings where the curriculum aligns with California's adopted content standards and frameworks, and the school reflects the diversity of California's student and the opportunity to work with the range of students identified in the program standards.

Clinical Practice Narrative

California State University, Bakersfield (CSUB) educator candidates work with a diverse student population and community. We serve the southern San Joaquin Valley and northern Los Angeles County areas which encompasses one of the most diverse populations in California. A  central tenet of the mission of the Educator Preparation Programs is our commitment to partnerships that bridge coursework with clinical practice to develop educational professionals prepared to support the students they serve by reducing disparities in educational outcomes. 

Each program systematically integrates clinical practice with coursework. During clinical practice, candidates develop and apply skills and proficiencies to ensure they are prepared to provide an equitable and culturally responsive learning environment for all students in California public schools. Programs work with their district partners to ensure candidates have experience with the full range of students in California schools. All placements and site-based supervisor assignments are made in collaboration with the district partner hosting the educator candidate. Utilizing multiple measures, candidates are supported and assessed during clinical practice by faculty, university supervisors, and site-based supervisors. Faculty, university supervisors, site-based supervisors, and educator candidates utilize LiveText for completion and storage of observations and evaluations. Additionally, Interns use LiveText to record and submit their support hours each term.

CSUB preliminary credential and educational counseling candidates are placed by the placement coordinator for each campus. Candidates may not make their own placement. Candidates serving as Pre-Intern Permitted Teachers, Short-Term Staff Permitted Teachers, long-term substitutes, and private school teachers may submit a Teachers of Record Request (TOR) to their department director for approval. The placement coordinators work with over 40 districts to ensure candidate placements provide opportunities for candidates to demonstrate and apply the skills and dispositions necessary for success.

To ensure site level support, the Educational Administration program directors place each candidate with a site administrator who will facilitate and guide their development as a preservice administrator. All candidate placements are aligned to program standards and performance assessment requirements as needed. BILA and RLAA candidates are placed by their program coordinator in collaboration with the administrator for the candidate's teaching assignment.

Site Placements: Diversity & MOUs

CSUB Educator Preparation Programs are committed to ensuring our candidates have school placements that are responsive to inclusion, diversity, and equity to ensure we are engaging with our partners to reflect our local context. In order to meet the California Commission on Teacher Credentialing standards and the Association for Advancing Quality in Educator Preparation standards, we partner with our clinical practice providers to ensure candidates have placements that are reflective of California public schools and promote culturally responsive practice.

Our partner District MOUs are alphabetized in the 3 sections below. The district or school name link will provide the district demographics sheet outlining the race, ethnic, language, and socio-economic diversity of the district. Below each site name is a copy of each MOU we hold with the district or school.

Site-Based Supervisors:

• Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.
• The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.
• Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated, and recognized in a systematic manner.

Site-based supervisors (cooperating teachers and mentors) are co-selected by the university and district. Each program determines eligibility for site-supervisor selection based on program standards and program needs.

Educational Administration Site Supervisors (MOU):

• Hold a valid California Administrative Credential
• Currently serving as an administrator in the assigned district

Educational Counseling Site Supervisors (EDCS Supervisor Handbook, p. 3)

• Current Pupil Personnel Services Credential in School Counseling
• 2 years of experience  
   

Educational Specialist Cooperating Teachers and Mentors (Program Handbook p. 24):

• A minimum of three years of successful teaching experience in special education
• A professional clear credential in the same area with the student teacher.
• Tenure in the district
• An on-going successful record of teaching excellence
• Current knowledge of subject matter methodology and "best practices"
• Willingness to share their expertise, materials, and classroom with a Student Teacher
• English Learner authorization/certification
• Appropriate special education teaching credential in either mild/moderate or extensive support needs.
• Strong interpersonal communication skills
• Enthusiastic about working with Student Teachers/early field experience students
   

Multiple Subject and Single Subject Cooperating Teachers and Mentors (Program Handbook p. 31-32):

• A minimum of three years of successful teaching experience in their content area
• A professional clear credential in the same content area as the teacher candidate
• Tenure in the district
• Maintain an on-going successful record of teaching excellence
• Maintain current knowledge of subject matter methodology, standards, and assessment practices
• Willingness to share their expertise, materials, and classroom with a teacher candidate
• English Learner authorization/certification
• Meet the Commission required 10 hours of orientation and effective supervision training
• Co-teaching trained
   

Bilingual Added Authorization (EDBI 6300)

• Candidates are supported by a program faculty member who serves as a site administrator for a dual immersion school during EDBI 6300: Fieldwork in the Bilingual Classroom
• Candidates are placed in classrooms with teachers serving in dual immersion classrooms
   

Reading Literacy Added Authorization (EDLT 6100, EDTE 6200, EDTE 6300, EDTE 6400)

• Candidates are supported by program faculty during each course.

Implementation and Evaluation of Clinical Practice:

• All programs effectively implement and evaluate fieldwork and clinical practice
   
  • Bilingual Added Authorization (Program Review: Fieldwork and Clinical Practice Documents)
  • Educational Administration (Program Review: Fieldwork and Clinical Practice Documents)
  • Educational Counseling (Program Review: Fieldwork and Clinical Practice Documents)
  • Educational Specialist (Program Review: Fieldwork and Clinical Practice Documents)
  • Early Childhood Added Authorization (Program Review: Fieldwork and Clinical Practice Documents)
  • Multiple Subjects (Program Review: Fieldwork and Clinical Practice Documents)
  • Single Subjects (Program Review: Fieldwork and Clinical Practice Documents)
  • Reading Literacy Added Authorization (Program Review: Fieldwork and Clinical Practice Documents)