​Student Teaching Requirement

Preparing for Student Teaching

The student should begin to prepare for the student teaching experience early in his or her academic career. Advancement to daily student teaching responsibilities is limited to students who have met all requirements:

Prerequisites to Student Teaching

All students applying to student teaching must be admitted into the USD credential program.

Before applying to student teach, the student must:

  • Take the CBEST and submit original passing results to the Credential Analyst
  • Complete a criminal background check and obtain a State of California Certificate of Clearance through the Credential Analyst
  • Determine if he or she meets the subject-matter requirements through an approved program or through testing and submit all passing test results (CSET, in the appropriate subject area) to the Credential Analyst

Before starting to student teach, the student must:

  • Successfully complete all other coursework (graduate students on a one year program may take one course during student teaching)
  • Have a GPA of 2.75 and C- or better in upper division courses (undergraduates) OR have a GPA of 3.0 (graduate students)
  • Receive a grade of B- or better in all credential courses
  • Successfully complete both methods course practicums
  • Pass the advancement to student teaching interview

In addition, it is suggested the student:

  • Obtain a tuberculosis screening to provide the placement site administrator
  • Obtain professional liability insurance from a source such at the California Teachers Association (recommended)

Advancement to Student Teach

There is a mandatory preliminary meeting each fall and each spring for students advancing to full time student teach during the following semester. The dates for these meetings are mid-October for Spring student teaching and mid-March for fall student teaching, and are announced three to four weeks before the meeting.

Student teacher placements are made within most San Diego County school districts. Placement preferences are taken into consideration, but cannot always be honored. The most important consideration in the placement process is providing experiences with competent, professional cooperating teachers in school settings that will support student learning. Students receive their placements at a mandatory placement meeting the week before student teaching begins.

Special Education

Please note that special education internships and student teaching have additional requirements. You should contact Dr. Helene Mandell at (619) 260-7817 for more information. Student teaching guidelines are detailed in the special education supplement

Student Teaching Seminar

Student teachers are required to attend all student teaching seminars.

The Student Teaching Experience

Student teaching is a full-time experience that lasts for one semester. The length of a semester matches the calendar of the district not the university. The university supervisor is the link for both the student teacher and the co-operating teacher with the university. The supervisor makes formal observations throughout the semester, providing feedback and formative evaluation, and, with the co-operating teacher, prepares and conducts midterm and final evaluations.

Guidelines for Student Teacher

If you are preparing to student teach, please review the Student Teacher Handbook for more information.

Guidelines for Master Teachers and University Supervisor

If you are a master teacher or university supervisor, please review the guidelines for master teacher or university supervisor section of the Student Teaching Handbook

CalTPA (Teacher Performance Assessment)

The focus of the CalTPA is on K-12 student learning. In preparing the learning segment, teacher candidates show the strategies they use to make subject matter accessible to students, and how they support students in learning. They explain the thinking underlying their teaching decisions and analyze the strategies they use to connect students with the content they are teaching. They examine the effects of instructional design and teaching practices on student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds and learning needs.