Teachers for a New Era (TNE)
TNE student teachers participate in two-semester supervised fieldwork and student teaching experiences--one in the fall semester and the other in the spring semester—in the TNE-LAUSD partnership school sites ONLY. 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 supervising teachers in TNE-LAUSD partnership school sites.
Student Teaching Requirements
- First semester. In the fall semester, TNE student teachers complete an 8-week (beginning mid-October and continuing to mid-December), half-day supervised student teaching assignment during the morning hours when reading/language arts/ELD and mathematics are taught in the assigned elementary classroom.
- Second semester. In the spring semester, TNE student teachers complete an 9-week, full-day supervised student teaching assignment focusing on history-social sciences and science, in addition to the reading/language arts/ELD and mathematics core subject areas.
Preparatory Coursework
As TNE 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.
Observation Requirements
- First semester TNE student teachers will be formally observed a minimum of 5 times by both their University Supervisor and their Supervising Teacher (aka. Master Teacher).
- Second semester TNE student teachers will be formally observed a minimum of 5 times by both their Supervising Teacher (aka. Master Teacher) and their University Supervisor.
The observer will complete the Classroom Observation Forms (NCR), and discuss it with the student teacher before distributing the copies as indicated on the form. Informal observations and feedback should be conducted throughout both semesters as appropriate.
Expected Competencies
- By the end of the first semester, TNE 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, TNE 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 9-week assignment.
Evaluations
Formal evaluation of TNE student teachers will be conducted twice during each semester of student teaching--midterm and final—by both the University Supervisor and the Supervising 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 for the midterm and the final evaluation of student teaching.
- Passwords and links for on-line evaluations are sent out to University Supervisors and Supervising Teachers (aka. Master Teachers) by email twice each semester, near at mid-term and at the end of the semester. For information about passwords, please contact Downie Hiek, the Teacher Education Assistant, at 818 677-3183.
Other Expectations
During the two semesters of student teaching, TNE 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.