Field experience is an opportunity for students to work in underserved communities that could benefit from great educators. With the guidance and direction from seasoned professionals, students become comfortable and confident teaching in the classrooms.
Field experience sites
Affiliated schools and districts we collaborate with:
Types of field experiences
Masters Credential Cohort 1 Year Program
Elementary or Middle and High School
- Summer
Practicum: 25 hours - Fall Semester
Extended Practicum: 20 hours per week - Spring Semester
Full-day, full-time student teaching
Masters Credential Cohort 2 Year Dual Credential Program
Elementary or Middle/High School and Special Education
Year 1
- 1st Semester
Practicum: 1 or 2 days per week - 2nd Semester
Extended Practicum: 20 hours per week
Year 2
- Full year of student teaching
Full-day, full-time
The student teaching experience
Students can prepare for the student teaching experience early in their academic careers.
student teaching is a full-time experience
lasts for one semester
the length of a semester matches the calendar of the district, not the university
Take advantage of your student teaching placements, because many of those placements transition into full-time jobs. Dr. Helene Mandell taught us to treat every student teaching opportunity like a job interview. This is truly great advice. Lastly, never lose sight of the importance of education and the impact we have as a community on future generations.
The university supervisor is the link for both the student teacher and the cooperating teacher with the university. The supervisor makes formal observations throughout the semester, provides feedback and formative evaluation, and, with the co-operating teacher, prepares and conducts midterm and final evaluations.
Prerequisites to student teaching
All candidates 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 the 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 methods course practicums
- Pass the advancement to a 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 teaching
Advancement to daily student teaching responsibilities is limited to students who have met all requirements.
There is a mandatory preliminary meeting each fall and 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.
Student teacher placements are made within most San Diego County school districts. Placement preferences are taken into consideration, but not guaranteed. Considerations in the placement process are 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.
Student teaching seminar
Student teachers are required to attend all student teaching seminars.
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 the 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.