ACT(Accelerated Collaborative Teaching Program)
ACT student teachers participate in two-semester supervised fieldwork and student teaching experiences--one in the fall semester and the other in the spring semester. Each of these supervised field experiences is preceded by a 40-hour observation/participation (O/P) experience during the first 6-7 weeks of the semester, in the classroom in which the student teacher will complete the supervised field experience. Student teaching is expected to be completed in classrooms of coaches in LAUSD’s Local District 2 or collaborating teachers in other approved sites.
Student Teaching Requirements
- First semester. In the fall semester, ACT student teachers will complete an 8-week (beginning mid-October and continuing to mid-December), half-day supervised student teaching assignment during the morning hours, focusing on reading/language arts/ELD and mathematics in the assigned elementary classroom.
- Second semester. In the spring semester, ACT student teachers will complete an 8-week, full-day supervised student teaching assignment, focusing on history-social sciences and science, in addition to reading/language arts/ELD and mathematics.
As ACT is a ONE-year program, student teachers complete their supervised fieldwork and student teaching experiences concurrently with the requisite coursework in the multiple subjects credential program.
- First semester. ACT student teachers will be formally observed a minimum of 2 times by both their University Supervisor and their Collaborating Teachers (aka. Master Teacher).
- Second semester. ACT student teachers will be formally observed a minimum of 5 times by their Collaborating Teacher (aka. Master Teacher) and 3 times by their University Supervisor.
The observers will complete an Observation Form (NCR) for each of the specified formal observations, and discuss it with the student teacher before distributing the copies as noted on the form. Informal observations and feedback should be conducted throughout both semesters as appropriate.
- By the end of the first semester, ACT student teachers are expected to have begun to develop skills in teaching and classroom management. They should be skilled at working with students one-on-one, facilitating small groups, and planning and teaching small or whole group lessons.
- By the end of the second semester, ACT student teachers are expected to demonstrate the competencies required of a beginning teacher as reflected in the 6 domains of the California Standards for the Teaching Profession (CSTP) and the 13 Teacher Performance Expectations (TPEs). They should be able to plan and implement all of the instructional, assessment and management responsibilities of a multiple subject credentialed teacher. The student teachers are expected to assume full responsibility for all matters related to teaching during the last two weeks of the 8-week assignment.
Formal evaluation of ACT student teachers will be conducted twice during each semester of student teaching--midterm and final—by both the University Supervisor and the Collaborating Teacher (aka. Master Teacher), using the department’s Classroom Teaching Profile (CTP), which is available ONLINE. Please consult the CTP forms for detailed explanations of minimum passing score requirements on the midterm and the final evaluation of the first and the second semester student teaching.
- Passwords and links for ONLINE evaluations are sent directly to University Supervisors and CollaboratingTeachers (aka. Master Teachers) via email twice each semester—two weeks before mid-term and final evaluation due dates. For further information about passwords, please contact Downie Hiek, the Teacher Education Assistant, at 818 677-3183.
During the two semesters of student teaching, ACT student teachers are to gain experiences in working with diverse learners, English learners, children with special needs, and emergent and developing readers and writers. In addition, ACT student teachers are also expected to attend IEP meetings, SST meetings, and other assessment and/or professional development meetings shadowing their Collaborating Teachers.