The carefully sequenced Field Practicum/Student Teaching Curriculum provides a structure for candidates to not only put into practice what they learn in coursework, but also to reflect critically on that practice. In each placement, candidates learn to work effectively with diverse students—a primary objective of the program. They practice research-based teaching strategies and differentiated instruction to meet the academic and social needs of all students in the classroom.
The Field Practicum/Student Teaching Curriculum is designed to meet the standards of the California Commission on Teacher Credentialing, the educational requirements of the MAE/BC or MEd/TC Programs, the professional development needs of candidates, and the needs of the communities that candidates serve. In addition to developing candidates’ instructional competencies, the Field Practicum/Student Teaching Curriculum enhances social change skills. Through reflection and application of theory, research, pedagogy, personal philosophy, and interpersonal interaction, candidates construct their professional theory of practice. Moreover, candidates learn how to identify the specific needs of culturally different communities and to work with them in responsive ways. Finally, candidates contribute their excitement to those communities about teaching, enthusiasm about learning, and optimism and vision about social change. All candidates begin the graduated Field Practicum/Student Teaching sequence during their first quarter of enrollment. Assignments are developmentally sequenced, to gradually prepare for full-time teaching responsibilities. All university supervision of field work and student teaching is conducted by faculty who are thoroughly familiar with the mission and learning objectives of the entire program and who are current in their knowledge of the Common Core State Standards.