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Clinical practice placements must provide Teacher Candidates with opportunities to learn and apply principles of educational equity in the creation of socially just learning environments. 

Placement Requirements 

Clinical placement sites shall: 

• Demonstrate developmentally appropriate, culturally sustaining, and linguistically responsive practices 

• Reflect racial, linguistic, cultural, and socioeconomic diversity consistent with California public schools 

• Educate students with disabilities in the Least Restrictive Environment (LRE) 

• Provide structured support for mono- and multi-lingual learners, including integrated and designated English Language Development 

• Maintain collaborative relationships with families and community stakeholders 

• Permit video capture for candidate reflection and Teaching Performance Assessment (TPA) completion 

Candidate Expectations 

During clinical practice, Teacher Candidates are required to: 

• Analyze how identity, bias, and positionality impact teaching and learning 

• Recognize and address implicit and explicit bias in classroom practice 

• Implement asset-based and culturally sustaining instructional strategies 

• Advocate for equitable access to instruction and services 

• Engage families as partners in children’s learning 

Evidence of equity-focused practice shall be evaluated across all Teaching Performance Expectations (TPEs).

• California English Language Arts (ELA) Standards 

• English Language Development (ELD) Standards 

• Preschool/Transitional Kindergarten Learning Foundations and Curriculum Framework 

Literacy Practice Requirements 

Placements must allow candidates to demonstrate competency in: 

• Foundational Skills 

• Meaning Making 

• Language Development 

• Effective Expression 

• Content Knowledge 

Candidates shall: 

• Provide explicit, systematic, and developmentally appropriate foundational skills instruction 

• Support multilingual learners’ literacy and oral language development 

• Identify and respond to reading and writing difficulties, including risk for dyslexia 

• Differentiate instruction using Universal Design for Learning (UDL) 

• Facilitate culturally sustaining literacy instruction 

Clinical practice placements must provide candidates with opportunities to facilitate mathematics instruction consistent with: 

• California K–3 Mathematics Standards and Framework 

• Preschool/Transitional Kindergarten Learning Foundations and Curriculum Framework 

Mathematics Practice Requirements 

Candidates shall demonstrate competency in facilitating instruction across all critical strands: 

1. Number and Operations 

2. Mathematical Thinking and Relationships 

3. Algebra and Functions 

4. Measurement and Data Analysis 

5. Geometry 

Clinical practice must provide opportunities for candidates to: 

• Develop children’s conceptual mathematical understanding 

• Build on children’s prior knowledge and lived experiences 

• Facilitate mathematical discourse using multiple modalities 

• Differentiate instruction for students with disabilities and mono- and multi-lingual learners 

Mathematics instruction must reflect inquiry-based, developmentally appropriate practices. 

Clinical Practice Oversight and Evaluation 

University Mentors and Cooperating Teachers shall evaluate candidate performance relative to these standards through: 

• Formal observations 

• Coaching conferences 

• Midterm and summative evaluations aligned to the PK-3 TPEs 

All placements must provide sufficient opportunity for candidates to demonstrate competency across these standards prior to program completion. 

The State of California requires that a teacher must possess a PK-3 ECE Specialist Instruction Credential in order to teach in a Transitional Kindergarten (TK) through 3^rd grade setting in public elementary schools. This credential authorizes the holder to teach all subjects in a self-contained general education classroom setting and to team teach or to regroup students across classrooms, in preschool through grade three. Student teaching is the culminating clinical practice for the ������ PK-3 ECE Specialist Instruction Credential Program. The program ensures that candidates meet the following state-mandated Teacher Performance Expectations (TPEs) and domains: 

• Domain 1: Engaging and Supporting All Young Children in Learning  

• Domain 2: Creating and Maintaining Effective Environments for Children’s Development and Learning 

• Domain 3: Understanding and Organizing Core Curriculum for Children’s Learning    

• Domain 4: Planning Instruction and Designing Developmentally Appropriate Learning Experiences for All Children   

• Domain 5: Assessing and Documenting Children’s Development and Learning 

• Domain 6: Developing as a Professional Early Childhood Educator   

• Domain 7: Effective Literacy Instruction for PK-3 Settings 

• Domain 8: Effective Mathematics Instruction in a PK-3 Setting 

In alignment with the California Commission on Teacher Credentialing (CTC), all PK-3 ECE Specialist Instruction Credential candidates must also complete a minimum of 600 hours of supervised clinical practice across the PK–3 continuum. This includes: 

• At least 200 hours in a PK or TK setting 

• At least 200 hours in a Kindergarten-3^rd Grade setting 

• An additional 200 hours in either PK/TK or K-3 setting 

The range of clinical practice experiences provided by the PK-3 ECE Specialist Instruction Credential Program includes supervised early field experiences, initial student teaching (co-planning and co-teaching with both general educators and Education specialists, as appropriate, or guided teaching), and final student teaching. 

In the PK-3 ECE Specialist Instruction Credential program, the final student teaching experience consists of three courses: 1) EDEC 481A: Student Teaching in Kindergarten to 3^rd grade, 2) EDEC 481B: Student Teaching in Preschool and Transitional Kindergarten, and 3) EDEC 489: PK-3 Student Teaching Seminar. Assignments typically begin the first week of the semester. The student teaching experience also encompasses of the following: 

• Students will attend two student teaching orientations. The first orientation will be held the semester before student teaching. The second orientation will be held the week before the beginning of the semester that candidates will be student teaching.  

• Students will be placed for student teaching in a school district within the ������ service area. One assignment will be in a K-3rd grade for 10 weeks and one in a PK or TK setting for 6 weeks. 

• The assignment must include a multicultural experience in a classroom where at least 25% of the students are of an ethnic, linguistic, cultural, or socio-economic background.  

• At least four weeks of solo or co-teaching or its equivalent allowing the candidate to experience fully the responsibilities of a classroom teacher and for the candidate to have opportunities to demonstrate they are ready to assume this role. 

• Instruction is provided by the Teacher Candidate across the full range of the curriculum including art, health, language arts, math, music, physical education, science, and history-social studies. Additionally, instruction is provided in a variety of formats including whole class, small group, and individual settings. 

• Formative Assessments and Summative Evaluations for each assignment will be completed by the Cooperating Teacher and University Mentor that align to the Teaching Performance Expectations. 

• Students adding a BILA to their credential may have at least 8 weeks in a full bilingual or dual immersion classroom. Please refer to the BILA website for more details. 

This process ensures that candidates complete the program with a well-rounded understanding of diverse grade levels and teaching strategies.

The degree of success experienced during student teaching not only influences the decision to recommend certification but can have an important impact on the ability to obtain a teaching position. Student teaching is an extremely demanding and time-consuming experience that requires a total commitment on the part of the Teacher Candidate. Teacher Candidates are expected to keep the hours required of a regular teacher and must schedule additional planning and preparation time outside of school. Therefore, Teacher Candidates should attempt to eliminate or minimize distractions, coursework and employment during the semester. For support, visit the following sites: 

• Financial aid and scholarships 

• Basic Needs (food, housing security, and financial wellness support) 

• Long Beach Trauma Recovery Center (in-person and remote mental health services for survivors of trauma and violence) 

• Student Organizations 

Teacher candidates are guests in their assigned schools and are expected to respect and uphold all school policies, procedures, and personnel. As emerging professionals, they must conduct themselves accordingly. Sensitive matters may arise in classrooms, including student records, behavior, learning needs, and family information; therefore, confidentiality must be strictly maintained. All communication about classroom matters should reflect professionalism and discretion. 

Teacher candidates are also expected to dress, speak, and behave in ways that align with the professional standards of their assigned school as well as ������’s College of Education Student Code of Professional Conduct (see Section 12.0 in the PK-3 Program Policies). Beyond completing assigned responsibilities competently, they should demonstrate initiative, enthusiasm, self-direction, and other qualities that reflect strong professional promise. The list below outlines the key responsibilities teacher candidates are expected to fulfill during their student teaching experience. 

1. Scheduled times 

Arrival – 10 minutes before the faculty arrive 

Departure – the end of the faculty school day 

2. Attendance 

Daily attendance is required. Upon arrival at the school, please remember to sign in. 

Absences – notify the Cooperating Teacher, the school and the University Mentor. Excessive (more than 2 days) absences may mean you will have to repeat the student teaching experience. 

3. District/Site Supported Seminars 

Some districts require you to attend seminars prior to entering the classroom. You will be notified prior to the beginning of the semester if this applies to your assigned district. 

4. Absences 

Excessive absences may require you to repeat the assignment. If you are ill and must be absent, contact the school by 7:30am to let your Cooperating Teacher know. Contact your University Mentor by email or phone. Provide your supervisor with a note from the doctor if you are absent for more than two consecutive days. You may be expected to make up absences. During your absence, the Cooperating Teacher will reassume control of the classroom. Be sure to leave your lesson plans, instructional materials, and other resources readily available to the Cooperating Teacher. 

5. Daily Schedule 

At the beginning of the assignment, complete the Cooperating schedule for yourself and your University Mentor. Keep your University Mentor informed of the lessons you will be teaching. If your schedule is going to change on a day when the University Mentor is scheduled to visit, please notify them prior to the visit. It is not necessary to turn in a weekly schedule, however, if your schedule should change please notify the supervisor. 

6. Classroom Disposition 

You are a teacher in the classroom – not a peer. Conduct yourself in a professional manner in relationship to the students. Support the students—let them know that you like them and are willing to listen to them, but earn their respect. Seeing students' humanity will nurture mutual respect. Let your students know your expectations for each lesson. Recognize what is reasonable to expect from students, adjusting language and activities to the students. 

7. Cell Phones 

Cell phones are to be turned off or on “quiet mode” when the Teacher Candidate is in the classroom. It is disruptive to have them go off during a lesson and could cause failure of the lesson. If for some reason you need to be able to have someone contact you immediately, give them the telephone number of the school. The schools are good at relaying emergency messages to you. 

8. Dress Code 

The way you dress may affect the way students react to you in the classroom. Teacher Candidates are to dress professionally. Even when the school has a relaxed dress code, you still need to be professional. If the Cooperating Teacher or supervisor indicates you are dressed inappropriately, it will be noted on the observation reports. You may be pulled from a classroom for inappropriate dress. 

9. Lesson Plans & Alignment with State Standards  

All lessons will be planned, written and prepared in advance. The rule is “No lesson plans, no teaching.” Discuss the lesson plan with the Cooperating Teacher. Plan a conference with the Cooperating Teacher at the conclusion of each lesson taught. For preschool and transitional kindergarten settings, learning experiences align with California’s Preschool/Transitional Kindergarten Learning Foundations and Curriculum Frameworks. In K-3 classrooms, instruction is aligned with the California K-3 Content Standards and Frameworks, as appropriate to the age and grade level of the children. 

10. DAP, Culturally & Sustaining Pedagogies 

Candidates will engage in structured opportunities to observe, participate, and lead classrooms that model developmentally, culturally, and linguistically responsive and effective practices. Through these experiences, candidates deepen their understanding of key concepts in early learning across the PK-3 developmental continuum. 

11. Assessment of Student Learning 

During student teaching, candidates demonstrate their understanding of a range of early childhood assessment practices, including assessment of academic learning as well as children’s social and emotional development.  

12. Intentional Planning, Facilitation, & Teaching 

Teacher Candidates are expected to engage in guided and supervised teaching across a range of instructional contexts, including whole-class and small-group instruction. Candidates engage in planned and intentional interactions with children, facilitate and assess play-based and other learning experiences, and participate in solo teaching. The experience also encompasses additional direct work with children that is grounded in collaborative planning and reflective practice with Cooperating Teachers. Candidates engage in co-planning lessons and activities that they will deliver or facilitate, work alongside Cooperating Teachers to assess and analyze student work, reflect on instruction, and plan to meet the needs of individual children. Candidates also participate in professional learning communities, grade-level and department meetings, and student success team or IEP meetings. In collaboration with Cooperating Teachers, candidates also work with families and caregivers to deepen their understanding of students’ communities and cultures and to meaningfully engage families in supporting their children’s learning. 

13. Conferences with Cooperating Teacher 

Plan a time before or after school for communication with the Cooperating Teacher. It is your responsibility to set the day and time. You will need to discuss all lesson plans with the Cooperating Teacher daily. Consider the questions you wish to discuss with the Cooperating Teacher. 

14. University Mentor Observation Visits 

The University Mentors will engage in six observations of your teaching practice (in person and/or online via GoReact). See the Pacing Guide for recommended schedule. Each observation will focus on a specific topic. The Teacher Candidate is advised to keep the University Mentor informed regarding the days in which teaching will occur. This will enable the University Mentor to schedule visits at such times that the student will be observed conducting a lesson. Observations by the University Mentor are typically planned visits but the university may choose to visit the class unannounced. 

15. Conferences with University Mentor 

There are three types of conferences the University Mentor engages with the Teacher Candidate: 

1. Pre-observation Conference. 

   The University Mentor will conference with the Teacher Candidate prior to the observation to discuss your lesson plan. 

2. Post-observation Conference. 

   Following the observation, the University Mentor will conference with the Teacher Candidate to reflect with and provide constructive feedback on the lesson. 

3. Evaluation conferences for both midterm and summative evaluations. 

   These are ideally 3-way conferences but a variety of formats as suit the participants.  

1. The purpose of midterm conference is for the University Mentor, Cooperating Teacher, and Teacher Candidate to review the Teacher Candidates’ accomplishments and to set goals for the remaining of the semester. Zoom is optional for this meeting. 

2. The purpose of the summative conference is to review the Teacher Candidate’s accomplishments and discuss next steps beyond the credential program. The University Mentor will meet with you following each visit – either in person or via a phone conference. 

3. You will also attend seminars prepared by the University Mentor. The time and place will be given to you by the University Mentor. 

16. Preparing for a University Mentor Visit 

It is the Teacher Candidate's responsibility to arrange for a table and a chair for the University Mentor to use during the visitation. It is suggested that you find a place where the supervisor can hear and see what you are doing. It is also suggested that the place does not distract from the instruction. This place should include your lesson plans and your notebook. The supervisor should not have to look for these documents. 

17. Phase-In to Solo or Co-Teaching 

You will have a phase-in schedule to solo or co-teaching (refer to the pacing guide). You will need to sit down with your Cooperating Teacher and discuss when you will be taking full time teaching responsibility within your assigned classroom. Student teaching includes a minimum of four weeks of solo or co-teaching or its equivalent. Reminder to adjust the schedule for spring semester due to the spring break. Typically, these four weeks come at or towards the end of the clinical practice experience when candidates are prepared for the challenges of this solo or co-teaching requirement. Since candidates on traditional student teaching and residency pathways do not hold a credential, the Cooperating Teacher should remain in the learning space even during the four weeks of solo or co-teaching or the equivalent. 

18. Expectations of Solo or Co-Teaching 

During Solo or Co-Teaching, Teacher Candidates plan or co-plan the lessons, delivers the lessons/facilitates play, and assesses a child’s growth and learning. During this period, the candidate is expected to fully participate within the school environment and experience and understand the full range of activities and responsibilities of being a teacher of record. The solo or co-teaching experience is intended to provide the candidate with an authentic teaching experience and the opportunity to demonstrate pedagogical competence.   

19. Complete California Teaching Performance Assessment (CalTPA)  

Candidates must complete the CalTPA during their clinical practice experiences. Completing the CalTPA requires a setting that allows for video capture. Please note the following CalTPA guidelines for the PK-3 credential: 

Professional communication with your cooperating teacher is essential to a successful student teaching experience. Candidates are expected to communicate proactively, respectfully, and consistently across email and daily interactions. The following are  

1. Prior-to-Student-Teaching Email 

Prior to beginning student teaching, introduce yourself to your cooperating teacher via email in a professional tone. See the template below as a starting point: 

Dear [Cooperating Teacher’s Name], 

My name is [Your Name], and I am a Teacher Candidate in the PK-3 ECE Specialist Instruction Credential Program at ������. I have been assigned to complete my student teaching placement in your classroom, and I wanted to introduce myself and express my appreciation for the opportunity to learn from you. 

Please let me know if there’s anything you’d like me to review or prepare before my placement begins on [include start date]. I plan on arriving to campus at [include a time that is at least 10 minutes before school starts here]. I’m looking forward to meeting you soon and starting this exciting journey together! 

Thank you again for your time and mentorship. I look forward to working with you. 

Sincerely, 
[Your Full Name] 
PK-3 ECE Specialist Instruction Credential Program 

������ 
[Your Email Address] 
[Your Phone Number (optional)] 

2. Ongoing Email Communication 

You are expected to maintain clear, professional communication with your cooperating teacher throughout the student teaching placement experience. This entails responding within 24 hours to emails or phone calls, using clear subject lines in your emails, including a proper greeting in your emails, sharing lesson plans and materials in advance, and using email for non-urgent questions and follow up.  

3. Professional Daily Communication 

Support ongoing collaboration and feedback with your mentor teacher by initiating brief check-ins (during the morning/end of day), asking questions at appropriate times, and listening actively and applying feedback, as well as being mindful of timing during instruction.  

4. Using “I” Statements 

Communicate clearly and reflectively, especially when addressing questions or concerns. Examples include: 

• “I noticed…”  

• “I am wondering…”  

• “I would like to try…” 

5. Closing Email 

When you have completed your student teaching, be sure to send an email to your cooperating teacher expressing appreciation and reflecting on the experience. Include a thank you, key learning or growth, as well as a way for your cooperating teacher to maintain contact with you (optional). 

College of Education Expectations for Professional Conduct  

The ������ College of Education (CED) is committed to preparing educators and mental health professionals who reflect high-quality standards of professionalism. In particular, the CED supports the development of professionals who will represent ������ positively and competently in their interactions with schools, community partners, and employers.  

Professional conduct and ethical dispositions are expected of all CED students at all stages of program participation including: advising, coursework, clinical/field practice, and extra-curricular activities in face-to-face, hybrid and online/virtual learning environments.  

According to the ������-CED Student Professional Conduct Policy, CED students are expected to: 

1. Act to benefit all individuals and communities by promoting the physical and psychological safety of others. Do no harm.  

2. Abide by the mission, policies, procedures, safety regulations, and standards of professionalism of partnering institutions (e.g., schools, clinics, colleges, community organizations) when engaged in clinical or field practice. 

3. Demonstrate cultural competence and responsiveness in honoring and respecting multiple perspectives, identities, and lived experiences of others in diverse classroom and clinical settings. 

4. Monitor professional integrity by engaging in self-reflective practice and acknowledging the consequences of one’s own actions or inactions on others. 

5. Maintain essential collegial behaviors and ethical obligations delineated in standards of professional practice by accrediting organizations and professional associations in one’s field of practice, including but not limited to the California Commission on Teacher Credentialing and other associations noted in the appendices to this document. 

6. It is imperative that you adhere to ������’s Rules and Regulations and student conduct codes enforced by the ������ Office of Student Conduct & Ethical Development, as well as to college, department, and program policies. If deemed necessary, reports of discriminatory behaviors toward others based on age, culture, national origin, gender, ability, race, religion, or sexual orientation will be referred to the ������ Office of Equity and Diversity. Observed forms of harassment in physical or digital form may require immediate referral to the ������ Office of Student Conduct & Ethical Development. Claims of sexual harassment, discrimination, harassment, or retaliation will be reported immediately to the ������ Office of Equity & Compliance.  

Classroom Conduct 

You are a teacher in the classroom – not a peer. Conduct yourself in a professional manner in relationship to the students. Support the students—let them know that you like them and are willing to listen to them but earn their respect. Seeing students' humanity will nurture mutual respect. Let your students know your expectations for each lesson. Recognize what is reasonable to expect from students, adjusting language and activities to the students. 

Teacher Candidate Interaction Guidelines  

As a Teacher Candidate, you are expected to maintain professional, ethical, and respectful interactions with all students. Your demeanor plays a critical role in fostering a safe and supportive learning environment. The expectations below will help you maintain professional boundaries and student trust:  

• Your role as a Teacher Candidate requires maintaining healthy and appropriate boundaries. This includes avoiding any behavior that could be misinterpreted or seen as unprofessional. Examples of inappropriate interactions include, but are not limited to: 

• Giving personal gifts without supervisor approval  

• Engaging in overly personal conversations  

• Physical contact that is not appropriate to the educational setting (e.g., intimate hugging, lap sitting, cuddling, unnecessary touching)  

• One-on-one meetings with students outside school hours without approval  

• Use of personal or disappearing messaging apps (e.g., Snapchat) to communicate with students  

• Limit communication with students to school-approved platforms and ensure it relates strictly to your teaching role. When communicating outside the classroom, avoid one-on-one contact about non-school-related topics.  

• Never be alone with a student in any room, including the classroom.  

• Teacher Candidates must not:  

• Visit students at home  

• Invite students to personal events or gatherings  

• Transport students in a personal vehicle  

• Meet students outside of school hours or school functions 

The following strategies will help you stay grounded, grow professionally, and make the most of this experience: 

• Meet Regularly with Your University Mentor (UM)  

Your UM is here to support and guide you. Schedule regular check-ins to ask questions, reflect on your progress, and discuss any concerns early on. 

• Collaborate Closely with Your Cooperating Teacher  

A strong partnership with your Cooperating Teacher is key. Meet frequently to plan, debrief lessons, and seek feedback. Be open, communicative, and responsive. 

• Use Feedback to Grow  

View feedback as a tool for development, not as criticism. Actively reflect on input from your UM, Cooperating Teacher, course instructor(s), and peers, and apply it to improve your teaching practice. 

• Record Lessons for GoReact  

Use GoReact recordings to self-reflect, receive targeted feedback, and demonstrate growth. Make time to review and respond to comments thoughtfully. Establish a routine of recording as many lessons as possible, even those not observed by the University Mentor. Use those videos for self-reflection. 

• Manage Your Time Effectively  

Student teaching is demanding. Stay organized by using calendars, setting priorities, and establishing routines that help balance coursework, teaching, and personal well-being. 

• Engage in the Student Teaching Seminar Course 

This course provides structured support for students during student teaching to understand the format of and key concepts/competencies included in the California Teaching Performance Assessment (CalTPA). Use it as a space to reflect, problem-solve, and connect theory to practice. Participate actively and bring real questions from your classroom. 

• Use Social Media Wisely  

Maintain a professional online presence. Do not post about students, schools, or classroom events, even with good intentions. Adjust privacy settings and remember that your digital footprint matters. 

• Build a Support Network  

Connect with peers who are also student teaching. Sharing experiences, resources, and encouragement 

• Developmentally appropriate, relationship-centered pedagogy  

• Inclusive, culturally sustaining, and linguistically responsive teaching  

• Ethical and professional conduct  

• Reflective, data-informed instructional decision-making  

In addition, Cooperating Teachers: 

• Support the Teacher Candidate’s gradual release of responsibility from observation to co-teaching to independent teaching  

• Create a supportive learning environment for adult learners, where Teacher Candidates can ask questions, take instructional risks, and engage in reflective practice  

• Engage in ongoing coaching cycles that include pre-observation planning, observation, and post-observation reflection 

• Support the gradual release of responsibility 

• Cooperating Teachers are responsible for facilitating a developmental progression of teaching responsibilities, including: 

• Observation and Assisted Participation  

• Co-Teaching and Shared Instruction  

• Lead Teaching with Support  

• Solo or Co-Teaching  

• Collaboratively planning this progression with the Teacher Candidate  

• Adjust pacing based on the Teacher Candidate’s readiness  

• Ensure the Teacher Candidate has sufficient opportunities to assume instructional responsibility  

Cooperating Teachers are also expected to position themselves as learners and be open to continuing their professional growth. In this spirit, Cooperating Teachers are informally evaluated by the University Mentor, who shares this evaluation with the PK-3 ECE Specialist Instruction Credential Program. Concerns about Cooperating Teacher performance are addressed directly with the Cooperating Teacher and/or the District Placement Coordinator. Teacher Candidates also can provide formative feedback on their experience with their Cooperating Teacher.

Cooperating Teachers are determined through a collaborative effort between the PK-3 ECE Specialist Instruction Program and the Local Educational Agency (LEA) (such as the School or District). The list below outlines the minimum criteria and qualifications required for cooperating teachers to be selected to participate in the student teaching experience: 

• Multiple Subject Teaching Credential (481A), Multiple Subject Teaching and Subject Matter Competency for PK-3 credential (481A and 481B), or PK-3 ECE Specialist Instruction Credential (481A and 481B). See “Student Teaching Experience” section above for information on EDEC 481A and EDEC 481B. 

• Three years of successful classroom teaching experience at the elementary level (481A). 

• Three years of successful classroom teaching experience in a PK-TK Setting (481B). 

• Teacher of record in the learning space (except for internships where this individual is a colleague). 

• Recommendation from school principal/school director and approval from ������ Student Teaching PK-3 ECE Specialist Instruction Credential Program Coordinator. 

• Completes a minimum 10 hours of professional development training offered by the PK- ECE Specialist Instruction program, including an orientation to the program, current content-specific pedagogy and instructional, assessment, effective supervision techniques, cognitive coaching, adult learning theory, etc. 

• Submits appropriate documentation demonstrating that a minimum of 10 hours of professional development (mentioned above) has been completed.   

• Attends a Cooperating Teacher Orientation 

• Demonstrates exemplary teaching practices as determined by the employer and the PK-3 ECE Specialist Instruction Program. 

• Models how to plan, implement, assess, and reflect on learning experiences. 

• Implements a balanced, comprehensive reading program based on the English Language Arts Content Standards for California Public Schools [PK-3^rd grade].  

• Teaches a curriculum based on the California Academic Content Standards [PK-3^rd grade]. 

• Displays effectiveness in collaborating and communicating with other teachers.  

• Contributes feedback in formal observations. 

Preferred Requirements and Selection Criteria: 

• Models effective instruction through implementation of the PK-3 ECE Specialist Instruction Credential Teaching Performance Expectations. 

• Handling difficult human relations and communications in a professional manner. 

• Being flexible and patient. 

• Possesses characteristics of an effective Cooperating Teacher for pre-service teachers and emphasize the reflective process (BTSA/Induction type training is helpful). 

• Modeling a positive regard for the importance of education in our society. 

In addition to meeting the qualifications above, Cooperating Teachers are expected to: 

• Demonstrate a commitment to mentoring adult learners  

• Engage in ongoing professional learning related to coaching and supervision practices  

• Collaborate effectively with University Mentors as part of a triad supervision model 

The Cooperating Teacher, serving as the LEA-employed supervisor, is responsible for providing an average of at least five hours per week of intentional support, coaching, and professional guidance. This support includes daily interactions, structured planning time, observation and feedback, and ongoing collaboration with the Teacher Candidate and University Mentor. This requirement applies to all candidates, including those in intern or residency pathways, those completing traditional student teaching, and those completing clinical practice in their own early childhood employment settings. 

The five-hour weekly average is required only during the period in which the candidate is formally engaged in clinical practice and assigned an LEA-employed supervisor. It does not apply to early field experiences that occur prior to this assignment, when candidates are typically observing or engaging in limited instructional responsibilities. 

Supervision and support may take multiple forms, including but not limited to lesson modeling; guided play facilitation; observation and instructional coaching; co-planning; providing feedback on lesson plans; collaborative problem-solving related to instruction, classroom management, and equitable access to the curriculum; addressing student-specific needs; participation in grade-level or team meetings; and communication through email or phone. The list below outlines the responsibilities of the cooperating teacher throughout the student teaching experience:  

1. Daily and Weekly Mentoring Practices 

Cooperating Teachers are expected to: 

• Engage in daily or regular check-ins with the Teacher Candidate to support planning and reflection  

• Establish a consistent weekly planning and conferencing schedule  

• Review lesson plans in advance and provide timely feedback  

• Support the Teacher Candidate in connecting instructional decisions to student learning outcomes  

• Provide opportunities for the Teacher Candidate to ask questions and reflect on practice 

2. Instructional Planning and Support 

• Provide access to curriculum materials and planning resources 

• Orient the Teacher Candidate to required lesson planning formats and expectations 

• Review and provide feedback on lesson and unit plans prior to implementation 

• Support developmentally appropriate planning across instructional contexts (whole group, small group, centers, play-based learning) 

• Guide integration of academic, language, and social-emotional learning 

• Gradually release planning responsibility as competence increases 

• Allowing time for the Teacher Candidate to complete the necessary activities to fulfill the CalTPA requirements 

• Assist in ensuring appropriate permissions are obtained 

3. Modeling, Supervision, and Coaching 

• Model developmentally appropriate instruction and positive guidance practices 

• Observe the Teacher Candidate regularly across classroom contexts 

• Provide ongoing, strengths-based coaching and specific growth-focused feedback 

• Support development of an authentic teaching style aligned with professional standards 

• Remain available during periods of increased instructional responsibility. 

• Support the Teacher Candidate in building respectful relationships with children and families 

• Provide opportunities for Teacher Candidates to participate in family engagement activities 

• Support candidates in understanding the cultural and community contexts of learners 

4. Coaching and Supervision Cycle 

• Student Teaching Orientations 

• Attend student teaching orientations to support the Teacher Candidate 

• Pre-Observation Planning  

• Review lesson plans in advance  

• Discuss instructional goals, student needs, and anticipated challenges  

• Observation  

• Observe instruction with a focus on student learning, engagement, and instructional decision-making  

• Post-Observation Conference  

• Provide specific, evidence-based feedback  

• Engage the Teacher Candidate in reflection  

• Identify strengths and areas for growth  

• Goal Setting and Follow-Up  

• Collaboratively set short-term goals aligned with the Teaching Performance Expectations (TPEs)  

• Monitor progress over time 

• Triad Conferences (w/Cooperating Teacher and Teacher Candidate) 

• Introduction Triad Conference 

• Review expectations of the student teaching experience 

• Midterm Triad Conference 

• Review the Teacher Candidate’s accomplishments and set goals for the remainer of the semester 

• Final Triad Conference 

• Review the Teacher Candidate’s accomplishments and discuss the next steps beyond the credential program. It also involves completing the Individual Development Plan (IDP), which is used for induction purposes 

5. Providing Effective Feedback 

Cooperating Teachers provide feedback that is:  

• Specific and evidence-based 

• Aligned with the Teaching Performance Expectations (TPEs) 

• Actionable, including clear steps 

• Balanced, recognizing strengths and areas for growth 

Feedback should support the Teacher Candidate in: 

Cooperating Teachers should: 

• Reflecting on instructional decisions  

• Improving student learning outcomes  

• Developing professional judgment 

6. Professional Growth and Reflection 

• Create a respectful and supportive environment for professional learning 

• Encouraging reflection and professional growth 

• Recognizing the developmental nature of student teaching 

• Facilitate reflective practice following observations and instructional experiences. 

• Support goal setting aligned with Teaching Performance Expectations 

• Guide analysis of student work, observational data, and assessment evidence to inform instruction 

7. Classroom Climate and Professional Conduct 

• Guide the Teacher Candidate in maintaining a nurturing, structured, and developmentally appropriate learning environment 

• Collaboratively address classroom challenges using preventative and relationship-centered approaches 

• Maintain professional conduct in all interactions 

• Communicate concerns promptly to the University Mentor and collaborate on support plans when needed 

8. Evaluation and Documentation 

• Conduct regular observations and conferences 

• Review lesson plans, assessments, and student learning evidence 

• Complete required midterm and final evaluations using university-approved instruments 

• Assign fair and accurate ratings based on multiple sources of evidence 

• Review evaluation results with the Teacher Candidate and maintain confidentiality 

• Submit feedback regarding candidates’ progress towards mastering TPEs 

9. Collaboration with University Mentor (Triad Model) 

• Participating in triad meetings (initial, midterm, and final) with the University Mentor and Teacher Candidate  

• Communicating regularly with the University Mentor regarding Teacher Candidate’s progress, strengths, and concerns 

• Sharing observations and concerns in a timely manner  

• Contributing to formative and summative evaluations 

• Support targeted professional experiences aligned with identified growth areas 

• If concerns arise regarding a Teacher Candidate’s performance, the Cooperating Teacher communicates concerns promptly with the University Mentor  

• Participates in developing and implementing a support or improvement plan with the support of the University Mentor, should challenges arise 

10. School Site Orientation 

The Cooperating Teacher shall orient the Teacher Candidate to: 

• Daily and weekly schedule  

• Pull-out programs (e.g., ELD, RSP, Music, Speech Counselor, Physical Education)  

• Opening and dismissal routines  

• Telephone  

• Taking attendance  

• Seating chart  

• Procedures for passing and collecting papers, lunch money/tickets, pencils, etc.  

• Classroom management systems  

• Parental/Guardian/Family communication  

• School procedures, safety protocols, and mandated reporting responsibilities 

• Professional expectations, planning schedules, and workspace arrangements 

• Where to store their materials and personal items 

• School faculty, staff, and administration 

11. School Procedures 

• Fire, earthquake drills  

• Playground, school rules  

• Reporting of child injury, illness, or child abuse  

• Releasing students during school hours  

• Checking the weekly/daily bulletin  

• Requesting supplies  

• Using the library, library books, and instructional materials  

• Selecting/listing district approved booklists/support materials  

• Utilizing support services, i.e., counselor, specialists, facilitator, playground  

• Use of cellphones or photography in classrooms/school events  

• Cumulative records and tests  

• Attending and participating in Saturday or after-school workshops  

Hosting Teacher Candidates can result in some challenges. In such circumstances, Cooperating Teachers may terminate their commitment at any time. 

1. Cooperating Teachers are responsible for their PK-3 students and in cases in which hosting a struggling Teacher Candidates takes away from serving their students, Cooperating Teachers have the option to re-focus their priorities back to their students. Furthermore, the school administrator may, at any time, also exercise the prerogative of requesting that certain Teacher Candidates be relieved of student teaching responsibilities. When possible, the program will find another placement for the teacher candidate. If not, the candidate will result in a “No Credit” final grade for student teaching. 

2. In rare cases, there may be a need to pull Teacher Candidates out of the Cooperating Teachers’ classrooms. Sometimes, this is due to personality differences and sometimes this is due to ineffective practices demonstrated by Cooperating Teachers. The following are some examples of ineffective Cooperating Teachers practices:
   1. Not allowing Teacher Candidates to teach. Effective Cooperating Teachers allow Teacher Candidates opportunities to practice their teaching skills. Teachers who are too controlling may not be fit to serve as Cooperating Teachers. Cooperating Teachers need to be comfortable with allowing Teacher Candidates to gradually assume more teaching responsibilities. At times, it is understandable for Cooperating Teachers to step in and enhance Teacher Candidates’ lessons; but, they shouldn’t take over Teacher Candidates’ lessons unless the Teacher Candidates are failing to perform, in which case Cooperating Teachers need to contact University Mentors and, if necessary, the PK-3 Credential Coordinator to create a professional growth plan for the struggling Teacher Candidate.
   2. Disrespecting and/or undermining Teacher Candidates in front of students. Effective Cooperating Teachers are constantly giving constructive feedback in an effort to support continuous improvement; however, they should set aside private time to do this. Cooperating Teachers should remember that Teacher Candidates are novices; they are growing into their roles. Teacher Candidates deserve to be treated kindly and respectfully. Reprimanding, correcting, or criticizing Teacher Candidates in front of the students undermines their authority and position in the classroom. In doing so, Cooperating Teachers are setting Teacher Candidates up for failure.
   3. Not giving Teacher Candidates honest and constructive feedback. Sometimes Cooperating Teachers are hesitant to give feedback for fear of offending Teacher Candidates or for fear of hurting their feelings, etc. Teacher Candidates are expected to embrace and apply feedback with a growth mindset.
   4. Not holding Teacher Candidates professionally accountable. Effective Cooperating Teachers are friendly mentors and coaches, not friends. By not holding Teacher Candidates accountable, Cooperating Teachers are at risk of promoting Teacher Candidates who are not meeting expectations. For example, Cooperating Teachers need to report instances of absences, tardies, unpreparedness, etc. to the University Mentor. Cooperating Teachers should not excuse Teacher Candidates from student teaching without the knowledge of the University Mentor.
   5. Being absent from the classroom. Effective Cooperating Teachers are available to provide modeling, monitoring, and support at all times. Cooperating Teachers who take significant personal, medical, or professional leave, or who assume extensive school or district-level responsibilities, should not serve as Cooperating Teachers.
   6. Please note that Teacher Candidates will be pulled from classroom settings if they are physically or mentally unsafe for a variety of reasons, which may or may not be a result of the school site. This includes but is not limited to issues related to harassment, abuse, hostile workplace, trauma, allergies, medical conditions, etc. 

The University Mentor is responsible for coordinating the student teaching experience and serving as both an instructional coach and evaluator of the Teacher Candidate. The University Mentor provides structured supervision through clinical observations, coaching conferences, and ongoing feedback, while making recommendations regarding the candidate’s progress and readiness for the profession. 

The University Mentor serves as a liaison and instructional leader within the student teaching triad, working collaboratively with the Cooperating Teacher and Teacher Candidate to support candidate development and student learning. The University Mentor establishes the necessary liaison between the university, school, and classroom by: 1) scheduling weekly observations and conferences; 2) holding seminars; 3) mediating when problems occur; and 4) appraising the Teacher Candidate through periodic assessment of development and progress. 

The most important characteristics of a University Mentor are good human relations skills, knowledge of teaching methodology, knowledge of the Clinical Supervision process, and subject matter competency. University Mentors are expected to also engage in continuous professional development in order to maintain current knowledge of effective supervision approaches such as cognitive coaching, adult learning theory, current content specific pedagogy and instructional practices 

In this role, the University Mentor: 

• Facilitates the Teacher Candidate’s growth through observation, coaching, and reflective practice  

• Supports the integration of coursework, practice, and Teaching Performance Expectations (TPEs)  

• Ensures alignment between university expectations and school-based practice  

The University Mentor provides ongoing supervision, coaching, and evaluation of the Teacher Candidate. This includes conducting observations, facilitating reflective conferences, supporting instructional improvement, and completing formal assessments aligned with the Teaching Performance Expectations (TPEs). The list below outlines the responsibilities of the University Mentor throughout the student teaching experience:  

1. Placement and Program Coordination 

• Assist the Teacher Education Department and the PK-3 ECE Specialist Instruction Credential Student Teaching Coordinator in making appropriate placements 

• In consultation with the PK-3 ECE Specialist Instruction Credential Program Coordinator, make recommendations regarding withdrawal of a Teacher Candidate, extension of a student teaching assignment, or other exceptions to established policy 

• Assign a final grade (Credit or No Credit) for student teaching and forward it to the PK-3 ECE Specialist Instruction Credential Coordinator. A grade of Credit must be equivalent to an “A” or “B” for successful completion 

• Ensure that Teacher Candidates are not placed with a relative or personal friend as a Cooperating Teacher. If this occurs, terminate the assignment 

2. Orientation and Communication 

• Attend PK-3 Student Teaching Orientations to: 

• Introduce themselves and exchange contact information 

• Review the student teaching handbook with Teacher Candidates 

• Provide an overview of the student teaching experience 

• Orient Teacher Candidates and Cooperating Teachers to the student teaching program and their respective roles 

• Communicate program requirements and evaluation guidelines to Cooperating Teachers well in advance of calendar deadlines 

• Orient Teacher Candidates to specific requirements, including: 

• Standards to be met 

• School hours (arriving 10 minutes before school begins and leaving according to school rules after dismissal) 

• Lesson planning expectations (detailed at first; more general later in the experience) 

• Participation in parent meetings and conferences, Back-to-School Night, Open House, school and district workshops, and staff development. 

• Professionalism 

• Appropriate dress for the school and classroom setting 

3. Observations, Supervision, and Feedback  

• Conduct six (6) in-person and/or online observations (via GoReact) of the Teacher Candidate per semester (approximately once every 2-3 weeks) 

• University Mentors may incorporate video-based observations and feedback to support Teacher Candidate reflection and growth. Video analysis may be used in conjunction with CalTPA requirements or as a tool for examining instructional practice and student learning. 

• Engage in a continuous cycle of supervision to support candidate growth: 

• Pre-Observation Conference  

• Review lesson plans and instructional goals  

• Discuss student needs and anticipated challenges  

• Observation  

• Conduct focused observations of teaching and learning  

• Collect evidence related to student engagement, instruction, and outcomes  

• Post-Observation Conference  

• Provide specific, evidence-based feedback  

• Facilitate candidate reflection  

• Identify strengths and areas for growth  

• Goal Setting and Follow-Up  

• Collaboratively set goals aligned with TPEs  

• Monitor progress across observations 

• Conference with the Teacher Candidate and Cooperating Teacher as needed 

• Provide written feedback to candidates after each observation 

• Provide Formative Assessment (Midterm Evaluation) and Summative Assessment feedback 

• Observations should reflect a developmental progression, with increasing emphasis on instructional complexity and candidate independence over time 

4. Triad Collaboration and Leadership 

• The University Mentor serves as the facilitator of the triad supervision model, working in partnership with the Cooperating Teacher and Teacher Candidate. 

• Lead triad meetings (initial, midterm, and summative)  

• Support alignment between Cooperating Teacher feedback and university expectations  

• Facilitate communication among all members of the triad  

• Mediate concerns or conflicts when necessary 

5. Instructional Coaching 

• Support lesson design and instructional planning  

• Help candidates analyze student work and assessment data  

• Guide instructional decision-making 

• Supporting differentiation for diverse learners 

6. Documentation and Evaluation 

• Document student teaching supervision through in-person supervision notes, synchronous video, or video capture 

• Evaluate the Teacher Candidate’s instruction in relation to the adopted Teacher Performance Expectations (TPEs) and generate data to support candidate growth 

• Submit evidence of observation annotations and feedback to the PK-3 ECE Specialist Instruction Credential Program for archiving (minimum of 2-3 years) to ensure documentation is available for accreditation review 

• Use evidence from observations, conferences, and candidate work 

• Provide clear explanations of performance ratings 

• Support candidates in understanding expectations for successful completion 

• Collaborate with Cooperating Teachers in the evaluation process 

7. Communication and Availability 

• Schedule and conduct observations and conferences  

• Respond to questions and concerns in a timely manner  

• Provide ongoing support throughout the student teaching experience 

8. Professional Expertise and Candidate Support 

• Maintain knowledge of current developments in teaching and learning strategies to effectively support and complement the Cooperating Teacher’s guidance of Teacher Candidates 

• Support Teacher Candidates in improving skills where needs are evident (e.g., planning, classroom management, personal conflicts, schedule conflicts) 

Purpose 

The IDP is designed to support and guide the teacher candidate’s continued growth as a teacher once hired by a school district (i.e., induction). The California Commission on Teacher Credentialing (CTC) awards credentials based on the completion of programs that meet the Standards for Educator Preparation and Educator Competence.The CTC requires the development of an Individual Development Plan (IDP) after exiting a preliminary credential program. 

Students seeking to withdraw from Student Teaching must refer to the Student Teaching Withdrawal Policy (see Section 9.0 in the PK-3 Credential Program Policies, which is included below) for guidance on the process of withdrawal. 

Section 9.0 in the PK-3 Credential Program Policies - Student Teaching Withdrawal Policy 

• 9.1 - Student teaching applications are valid for one semester only.   

• 9.2 - Students may only withdraw from student teaching one time. If it is necessary to  

withdraw a second time then the candidate must go through the PK-3 Credential Program (PK-3CP) petition process to apply for a third time. Decisions to allow students to apply to student teaching beyond the second time will be made on a case-by-case basis through the PK-3CP petition process.  

• 9.3 - Candidates must submit a Withdrawal from Student Teaching form, which is  

available on the PK-3CP website.   

• 9.4 - It is the candidate’s responsibility to officially withdraw from classes from the  

University as well. This is a separate process and the form is available at Enrollment Services. Candidates who fail to officially withdraw from EDEC 481A and/or EDEC 481B will receive a “NC” rather than “W” on their transcripts.  

• 9.5 - To reapply to student teaching candidates must submit an application by the  

appropriate student teaching deadline.  

• 9.6 - An intern may not withdraw from student teaching or apply for a leave of absence  

while employed at a school district as an intern.  

• 9.7 - Withdrawing from Student Teaching prior to the start of the student teaching  

semester:  

• 9.7.1 - Candidates withdrawing from Student Teaching prior to the start of the  

student teaching semester must fill out a Withdrawal from Student Teaching program form.   

• 9.7.2 - Candidates who are withdrawing from all classes must also submit a Leave  

of Absence via their My������ Student Center, if applicable.  

• 9.7.3 - It is the candidate’s responsibility to officially withdraw from classes with  

the University. This is a separate process and completed through My������.  

• 9.8 - Candidates withdrawing from Student Teaching within the 1st 2 weeks of the  

semester must submit a Withdrawal from Student Teaching form, withdraw from all courses, and submit a Leave of Absence form, if applicable.   

• 9.8.1 - It is the candidate’s responsibility to officially withdraw from classes with  

the University. This is a separate process completed through the My������ Student Center. See the University’s withdrawal policy for more information.  

• 9.9 - Candidates withdrawing from student teaching after the 2nd week of the semester  

due to illness, financial, or personal reasons may petition one time to re-enter student teaching in the future with the PK-3CP Coordinator’s approval. Candidates may be asked to demonstrate resolution of the situation so that it will not interfere with student teaching again.   

• 9.9.1 - If it is necessary to withdraw a second time, the candidate must petition to  

reapply for Student Teaching, and the decisions will be made on a case-by-case basis by the Admissions and Standards Committee.  

• 9.10 - Candidates withdrawing from the semester of student teaching due to poor  

performance, challenges with the cooperating teacher and university supervisor, and low professional dispositions at the student teaching site and with staff at ������ may be removed from student teaching and the PK-3CP.   

• 9.10.1 - Candidates will not receive credit for the student teaching hours they 

have completed at the time of withdrawing.  

• 9.10.2 - Candidates who withdraw from student teaching due to poor  

performance, challenges with the cooperating teacher and university supervisor, and low professional dispositions at the student teaching site and with staff ������ and want to re-enter student teaching must complete a Plan of 

Action to Withdraw.  

• 9.10.3 - Candidates who withdraw from Student Teaching due to poor  

performance, challenges with the cooperating teacher and university supervisor, and low professional dispositions at the student teaching site and with staff at ������ and want to re-enter student teaching are required to meet with the PK-3CP Coordinator to discuss their action and remediation plan. The candidate has one semester to satisfactorily complete the action and remediation plan. If the candidate does not complete the action and remediation plan within one semester, the candidate will be removed from the PK-3CP.  

• 9.10.4 - Once the action and remediation plan is completed to the satisfaction of  

the PK-3CP Coordinator, the candidate has one year to submit a petition to re-enter student teaching with the approval of the Admissions and Standards Committee. If the petition is not submitted within one year of PK-3CP, the candidate will be removed from the PK-3CP.  

• 9.10.5 - The candidate must complete student teaching within one year of the 

approval from the Admissions and Standards Committee. If student teaching is not completed within this year, the candidate will be removed from the PK-3CP.  

• 9.11 - Coordinator removes the Candidates from their student teaching placement due to  

poor performance, challenges with the cooperating teacher and university supervisor, low professional dispositions at the student teaching placement and with staff at ������, and behaviors that negatively impacts children at the student teaching placement may be removed from the PK-3CP.    

• 9.11.1 - Candidates will not receive credit for the student teaching hours they  

have completed at the time of withdrawing.  

• 9.11.2 - The candidate is required to meet with the PK-3CP Coordinator to  

develop an action and remediation plan. The candidate has one semester to satisfactorily complete the action and remediation plan. If the candidate does not complete the action and remediation plan within one semester, the candidate will be dismissed from the PK-3CP.  

• 9.11.3 - Once the action and remediation plan is completed to the satisfaction of  

the PK- 3CP Coordinator, the candidate has one year to submit a petition to re-enter student teaching with the approval of the Admissions and Standards Committee. If the petition is not submitted within one year of PK-3CP Coordinator’s satisfaction, the candidate will be dismissed from the PK-3CP.  

• 9.11.4 - The candidate must complete student teaching within one year of the 

approval from the Admissions and Standards Committee. If student teaching is not completed within this year, the candidate will be dismissed from the PK-3CP.  

• 9.12 - Candidates who withdraw prior to the second week of the student teaching  

semester may reapply to student teaching within seven years of when they started the PK-3CP.  

• 9.12.1 - Candidates who wish to reapply to student teaching within 7 to 10 years  

from when they started the PK-3CP must submit a petition form to the PK-3CP coordinator and demonstrate they have stayed current with the educational content and policy issues.  

• 9.12.2 - Candidates who wish to reapply to student teaching after 10 years from  

when they started the PK-3CP must retake all their courses.  

Teacher Candidates are encouraged to apply for substitute teaching positions in the school district where they have been placed. Teacher Candidates may serve as substitute teachers only if each of the following conditions are met: 

1. Candidate possesses a recorded Emergency Substitute Teaching Permit; 

2. Candidate is substituting in the classroom they are assigned; 

3. Candidate is paid by the school district at the standard rate for substitutes in that district; 

4. The Cooperating Teacher, school principal, and the University Mentor have given prior approval; 

5. Candidate serves as a substitute for no more than ten (10) days in each assignment, with approval from the University Mentor. 

Teacher Candidates may be asked to substitute on an emergency basis for a different classroom than where they have been assigned on a limited basis. This request must be approved by the Cooperating Teacher and University Mentor. Substitute Teaching should not exceed two (2) days per semester. 

Teacher Candidates who have been offered a long-term substitute position may petition the Admissions and Standards Committee to use their long-term substitute position to satisfy their student teaching. Candidates may not retroactively use a long-term substitute position for student teaching. 
 

Teacher Candidates who are successfully approved to use their long-term substitute position to satisfy their student teaching requirement(s), must be eligible to student teach and have applied to student teach for the semester that they have their long-term substitute position. Moreover, candidates will be required to complete an alternate grade level assignment during or after the long-term substitute position. 

If Teacher Candidates are asked to substitute for their Cooperating Teacher, Candidates may serve as substitute teachers only if each of the following conditions are met: 

1. Candidate possesses a recorded Emergency Substitute Teaching Permit; 

2. Candidate is substituting in the classroom where they are assigned; 

3. Candidate is paid by the school district at the standard rate for substitutes in that district; 

4. The Cooperating Teacher, school principal, and the University Mentor have given prior approval; 

5. Candidate serves as a substitute for no more than ten (10) days in each assignment.