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Student Teaching Overview

Student teachers meet state fieldwork requirements by completing the 600 hours of fieldwork in the classrooms of credentialed PK-3 teachers. Candidates in are required to spend five instructional hours per day, four days per week in their student teaching placement. Candidate’s student teaching experience follows a gradual induction model where they begin by observing the classes taught by the cooperating teacher then gradually moving into taking on more instructional responsibility. This includes using a variety of co-teaching strategies during instructional hours. 

The Fieldwork Placement Coordinator arranges each of the student teaching placements. Thus, candidates are not permitted to arrange their own placements. The Fieldwork Placement Coordinator makes every effort to locate candidates’ field placements close to their residential addresses and to accommodate documented considerations. Living in an urban region, however, student teachers need to be prepared to commute up to 60 minutes to their fieldwork sites.

Once committing to being a student teacher, candidates cannot switch to student-teacher under contract or internship status until the semester break.

See the Fieldwork Overview page in this handbook for information on Student Teaching Equivalency Options.

Student Teacher 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.
• 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.
• Arrive at the fieldwork placement site at the arranged time, prepared to teach, and have all lesson plans and materials ready for the day.
• Participate in weekly instructional scheduling and lesson planning with the Cooperating Teacher.
• 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 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.
• Notify the Cooperating Teacher and/or University Supervisor as soon as possible if the candidate will be absent from student teaching.

Increasing the Student Teacher’s Responsibilities 

First Semester Fieldwork Expectations: During the first semester, candidates should gradually take on the lead responsibility for planning, instruction, assessment, and grading for one subject area. The cooperating teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. During the last 10 days of the first semester, candidates are expected to take on additional time for solo teaching. The Cooperating Teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. 

Second Semester Fieldwork Expectations: During the second semester, candidates should gradually take on the lead responsibility for planning, instruction, assessment, and grading for two subject areas. The cooperating teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them.  During the last 10 days of the first semester, candidates are expected to take on additional time for solo teaching. The Cooperating Teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. See the for more detailed information on .

Student Teacher Under Contract (STUC)

A Student Teacher Under Contract (STUC) is a candidate who is employed by a school district as the teacher of record but does not hold an intern credential. The school employment may be part-time or full-time, but the employment contract must be a minimum of 60% (or 0.6 FTE) to meet fieldwork requirements. If the employment contract is less than 60%, the candidate will be required to complete additional fieldwork hours.

A STUC candidate is considered a student teacher and must track the daily number of hours of instruction (direct student contact) and collaboration with veteran teachers in their fieldwork placement. 

Student Teaching Equivalency Options

The CTC recognizes that many candidates for this credential may already be experienced early childhood educators and/or have completed structured Early Childhood Education practica. Therefore, the CSUEB PK-3 ECE Specialist Instruction Credential Program may recognize and grant equivalency for prior experience based on one of the two options below.

Equivalency Option #1 - Permit and Experience: PK-3 ECE Specialist Instruction Credential candidates who meet both the requirements outlined in subsections (A) and (B) below shall be granted equivalence for at least 200 hours of the required clinical practice experience in a PK or TK setting within the program of professional preparation. They may be granted equivalence for an additional 200 total hours of the required clinical practice experience in a PK or TK setting within the program of professional preparation. Such candidates must meet all other program requirements, including at least 200 hours in a K3 setting. Candidates who are eligible for this clinical practice equivalence must meet BOTH of the following criteria: 

1. Hold a valid Child Development Permit at the teacher level or higher, or verify employment as a lead teacher in a Head Start Program, or a childcare and development center serving preschool aged children.

AND

2. Verify six (6) years or more of satisfactory, full-time teaching experience as a lead teacher in a public or private center-based childcare and development program serving preschool-aged children that is either a license-exempt childcare and development center pursuant to California Health and Safety Code section 1596.792(o) or holds a license as defined in section 101152(l)(1), Article 1, Chapter 1, Division 12, of Title 22. (Programs and candidates can confirm whether or not a center is so-licensed by visiting the Community Care Licensing website: ) 

Any candidate interested in being granted the Equivalency Option above must complete the (this is a link to a forced copy) and schedule a meeting with the PK-3 ECE Specialist Instruction Credential Program Coordinator to verify having met the requirements for the specified equivalency option. For more information, including key terms related to Equivalency Option #2 requirements,.

Equivalency Option #2 - Practicum Course: Candidates for the PK-3 ECE Specialist Instruction Credential who have completed a practicum course at a regionally accredited institution of higher education, including a community college, shall be granted clinical practice equivalency for these hours commensurate with the number of hours served in the practicum course, up to a maximum of 200 hours, provided that ALL of the following conditions are met:

1. The practicum course is credit bearing and degree applicable towards a Teacher level or higher-level Child Development Permit or a degree in Early Childhood Education, Child Development, Child and Adolescent Development, Early Childhood Studies, or Human Development.

2. The practicum hours completed were in a preschool or early childhood setting serving 3–4-year-old children and included clinical practice experience that was supervised at minimum by a trained faculty member/instructor who provided observation and feedback to the candidate.

3. The candidate earned a C or better on the practicum course. Courses earned with a “Pass” or another designation deemed by the institution of higher education to be equivalent to a grade of “C” or higher are also acceptable.

4. The candidate provides to the CSUEB PK-3 ECE Specialist Instruction Credential Program verification of the hours served through transcripts and other documentation as determined by the Commission-approved program.

Any candidate interested in being granted either Equivalency Option above must complete the (this is a link to a forced copy) and schedule a meeting with the PK-3 ECE Specialist Instruction Credential Program Coordinator to verify having met the requirements for the specified equivalency option. For more information, including key terms related to Equivalency Option #2 requirements,.