红莲社区

TED Chain of Command: Follow to Report Department-Related Questions, Incidents, and Complaints

Roles and Responsibilities

PK-3 ECE Credential Program Coordinator

The Program Coordinator coordinates all aspects of the program from the initial admission interview period through the final evaluation, to the recommendation of individual candidates for California teaching credentials. They serve as the Advisor to candidates as they apply to, participate in, and complete the credential program. The PK-3 ECE Credential Program Coordinator: 

• works with candidates from the initial admission interview period through the final evaluation and recommendation of individual candidates for California teaching credentials.
• acts as a liaison between candidate needs and the Fieldwork Placement Coordinator to establish field placements for each candidate.
• serves as advisor and counselor to candidates.
• helps candidates who may experience difficulty with a University Supervisor, Instructors, Cooperating Teacher, and/or site partner and guides them through the situation in a professional manner.
• helps candidates who may experience personal/health problems that may jeopardize their performance in the program.
• collaborates with the University Supervisor in evaluating the fieldwork performance of candidates who do not show sufficient progress in meeting the TPEs and assists in establishing an Improvement Plan.
• confers with University Supervisors to assign credit for each semester of candidate’s fieldwork.
• notifies the Credential Student Service Center of situations that may affect a credential candidate’s progress towards the credential completion.

Fieldwork Placement Coordinator

The Fieldwork Placement Coordinator works with district office personnel, principals, vice principals, department heads and teachers in arranging field placements each school semester. This requires individual contacts, school visitations, telephone calls, record keeping, and endless hours of coordination between the university and local school sites. Placement considerations are only given to geographic location and documented special needs of candidates. Candidates do not arrange their own student teaching placements and must not contact school districts/school sites unless asked to do so. This is the job of the Fieldwork Placement Coordinator. 

The Fieldwork Placement Coordinator Coordinators arranges for placements that demonstrate:

• commitment to collaborative, evidence-based practices and continuous program improvement.
• established partnerships with appropriate other educational, social, and community entities that support teaching and learning.
• placement of students with disabilities in the Least Restrictive Environment (LRE).
• the provision of robust programs and support for English learners.
• socioeconomic and cultural diversity (to the extent possible).
• permission for video capture related to fieldwork observations, candidate reflections, and completion of the edTPA.
• that there is a fully qualified site administrator on site daily.

Through a collaborative process with the district, the Fieldwork Placement Coordinator arranges for placement with Cooperating Teachers who:

• hold a clear credential in the content area for which they are providing supervision.
• have a minimum of three years of content area PK-3 teaching experience.
• have demonstrated exemplary teaching practices as determined by the employer and the preparation program.

Credential Student Service Center

The Credential Student Service Center (CSSC) supports all credential programs at CSU East Bay. It is important to familiarize yourself with CSSC’s main services, which include but are not limited to:

• advising regarding credential requirements in all programs.
• screening for credential program requirements.
• housing of candidate records.
• monitoring of progress toward credential.
• verifying credential program completion.
• making the official credential recommendation to the .

All official documents updates should be submitted via email to csscdocuments@csueastbay.edu.

University Supervisor

红莲社区 will designate a University Supervisor to provide support, mentoring, and supervision to the teacher candidate. This will consist of lesson observations and conferences as well as email and phone support. The University Supervisor will conduct 12 observations using the and post-observation conferences over the course of the school year. These may be in-person or remote observations. The support, mentoring, and supervision of the teacher candidate includes a focus on their growth related to each of the over the course of the credential program.  

Cooperating Teachers

Cooperating Teachers provide a minimum of 5 hours per week of support and guidance. They:

• orient the candidate to the school environment.
• share instructional resources with the candidate. 
• provide specific reflective and constructive written or oral feedback in a timely manner at least once each week to develop and improve the candidate's lesson planning, classroom implementation, reflection, and self-assessment skills.
• supervise the development of short- and long-term planning (lesson plans, unit plans, etc).
• assist the teacher candidate in developing plans for addressing classroom issues as they arise.
• provide the teacher candidate with opportunities to implement a variety of teaching strategies.
• observe the teacher candidate’s classroom teaching performance regularly.
• support the teacher candidate’s transition to becoming the lead instructor.
• discuss professional behaviors consistent with excellence in teaching.
• confer regularly with the University Supervisor to provide feedback on the teacher candidate’s progress.
• participate with the University Supervisor and the candidate in a three-party evaluation conference at the end of fieldwork. At this time, using the , Cooperating teachers discuss the teacher candidate’s growth over the course of the credential program and provide feedback related to each of the .

The Cooperating Teacher may recommend that a candidate repeat student teaching or be removed from the arranged student teaching placement for any reason. Removal from arranged fieldwork may result in removal from the credential program. If the Cooperating Teacher determines that they want the candidate removed from their classroom, they may do so at any time by contacting the University Supervisor and Program Coordinator. This may generate an Intent to Dismiss letter sent by the Program Coordinator. The candidate can submit an appeal of this decision to the Department Chair.

Collaborating Teachers

In some cases, school sites may use Collaborating Teachers. This means that the Cooperating Teacher is also the University Supervisor. Candidates may not request this option. It is only agreed upon between the program and the school district.

Mentor Teachers

Prior to an intern assuming daily teaching responsibilities, the employer will appoint a Mentor Teacher who holds an English Learner Authorization. This employer-provided Mentor Teacher must NOT be an educator in an evaluative position. Mentor Teachers provide support that consists of observations, conferences, emails, and phone calls to the intern teacher. Over the course of the school year, they: 

• provide 26 hours of support, mentoring, and supervision within the school day of the intern who is teaching within the general education classroom. 
• provide 10 additional hours of support and supervision related to English learners, during the school day, over the course of the school year.
• orient the candidate to the school environment.
• share instructional resources with the candidate. 
• assist the teacher candidate in developing plans for addressing classroom issues, when needed.
• discuss professional behaviors consistent with excellence in teaching.
• participate with the University Supervisor and the candidate in a 3-party evaluation conference at the end of fieldwork. 

Candidate Responsibilities 

In addition to adhering to school and university rules, policies, and professional obligations, each candidate is also expected to:

• place students at the center of every decision made.
• seek out opportunities to integrate into the school community through observation of colleagues and participation in school activities.
• proactively communicate concerns, and ask questions to address concerns as they arise.
• develop as lifelong learners and reflective practitioners as they engage in reflection to continuously improve teaching practice.
• work collaboratively with the Cooperating Teacher or Mentor Teacher to coordinate schedules for observations (six each semester) and completion of edTPA (in spring).
• maintain copies of all reflection, observation, and evaluation documents as well as the Individual Development Plan (IDP) in preparation for teacher induction.
• meet high professional expectations: 
  • make ethical decisions, 
  • meet deadlines, 
  • communicate promptly and effectively with all stakeholders, 
  • maintain commitment to being responsible, punctual, well-prepared, appropriately dressed, and 
  • remain mindful of being a guest at the school.