ITEP (Integrated Teacher Education Program)
ITEP student teachers participate in a two-semester supervised student teaching experiences under the supervision of experienced Cooperating Teachers (aka. Master Teachers).
Student Teaching Requirements
- First semester. ITEP student teaching is an 8-week, half-day, paired assignment in an elementary school setting, focusing on reading/language arts, ELD, and mathematics. Student teachers are paired with another candidate to promote collaborative skills and attitudes, peer coaching, and collegial reflection. The student teaching assignment also includes experiences in an inclusive setting and particular emphasis is placed on the design and implementation of instructional modifications for English learners and students with special needs.
- Second semester. ITEP student teaching is a 9-week, full-day, single assignment in an elementary school setting, focusing on history-social science and science, as well as reading/language arts, ELD and mathematics.
Prerequisite Coursework
ITEP students complete their two semesters of student teaching concurrently with other required coursework, as outlined in the blended multiple subject credential and baccalaureate degree program in Liberal Studies.
Observation Requirements
- First semester. ITEP student teachers will receive a minimum of 5 formal observations by their University Supervisor and a minimum of 6 formal observations by their Cooperating Teacher (aka. Master Teacher).
- Second semester. ITEP student teachers will receive a minimum of 5 formal observations by their University Supervisor and a minimum of 6 formal observations by their Cooperating Teacher (aka. Master Teacher).
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 post-observation conferences should be conducted throughout both semesters as appropriate.
Formal Evaluation Requirements
Formal evaluation of ITEP student teachers will be conducted twice during each semester of student teaching—midterm and final—by both the University Supervisor and the Cooperating 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 at the midterm and the final evaluation of student teaching.
- Passwords and links for ONLINE evaluations are sent out to Supervisors and Cooperating Teachers via email twice each semester—two weeks before midterm and final evaluation due dates. For further information about passwords, please contact Downie Hiek, the Teacher Education Assistant, at 818 677-3183
Expected Competencies
- By the end of the first semester of student teaching, ITEP students are expected to have begun to develop skills in teaching and classroom management. They should be skilled at running small groups and working with students one-on-one, and have begun to master some whole group classroom skills for teaching reading/language arts/ELD and mathematics.
- By the end of the second semester of student teaching, ITEP student teachers are expected to have attained competency in all 6 domains of the California Standards for the Teaching Profession (CSTP) and the 13 Teaching Performance Expectations (TPEs). They should be able to plan and implement all of the instructional, assessment and management responsibilities in the multiple subject areas including reading/language arts and math. The student teachers are expected to assume full responsibility for all matters related to teaching during the last two weeks of the 9-week assignment.
Other Expectations
During the two semesters of student teaching, ITEP 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, student teachers are also expected to attend IEP meetings, SST meetings, and other assessment and/or professional development meetings shadowing their cooperating teachers.