Field Placement for Multiple Subject Student Teachers (San Rafael Campus)

Transitions Multiple Subject Student Teachers

1.  You will receive your school placement for observation from Dominican no later than the third week of your observation semester.

• School placements are based on information you provide on the Placement Information Form at the time of registration for EDUC 5150, Observation and Preparation for Student Teaching. Student teaching candidates do not negotiate their own field placements.
• If you wish to review that information, please contact Dominican’s field placement coordinator at (415) 257-1381.
•  [If your work occurs in a non-public school, see the program policy on Participating in a Non-Public/Private School in Chapter 7 of this Handbook.]

2.   During the remainder of this semester, you will prepare for student teaching by observing and participating in classrooms and by working with your seminar leader and/or program coordinator to identify directing teachers and a student teaching assignment.

3.   You will complete at least 6O hours of observing and participating in elementary classrooms during this semester for the observation/preparation seminar EDUC 5150, Observation and Preparation for Student Teaching in Elementary Schools).

• This work is completed in an elementary school classroom, at the school site arranged for your student teaching.

4.  You will divide the 60 hours of observation/participation between two kinds of classrooms:

• At least 30 hours in any elementary classroom.
• At least 15 hours in classrooms where there are significant numbers of English learners.
• At least 15 hours in special education classrooms.

Accelerated Multiple Subject Student Teachers

1.  You will receive your school placement for observation from Dominican no later than the first week of the semester.

• School placements are based on information you provide on the Placement Information Form at the time of registration for EDUC 5150, Observation and Preparation for Student Teaching. Student teaching candidates do not negotiate their own field placements.
• If you wish to review that information, please contact Dominican’s field placement coordinator at (415) 257-1381.
• You may be placed at either a single school or at two schools in a partnership for your field placement.
•  [If your work occurs in a non-public school, see the program policy on Participating in Non-Public/Private School in Chapter 7 of this Handbook.]

2.  During the remainder of this semester, you will prepare for student teaching by observing and participating in classrooms and by working with your university supervisor and resident supervisor to identify directing teachers and a student teaching assignment.

3.  Candidates in a single school placement follow this schedule for their observations:

Week One: 

•  Help teachers in classrooms three mornings a week.
• Attend school/district meetings.

Weeks Two and Three:

• Candidates work in ONE classroom for these two weeks. They observe the start of the school year; routines, strategies, problem solving. Three mornings each week- any grade level.

Weeks Four through Sixteen:

• One morning: Primary Language Arts/Literacy Placement: Candidates are assigned to a primary grade teacher (Grades K-3) to observe the teaching of reading and writing.
• One morning: Understanding the School Environment Placement: Candidates observe most of the classroom teachers, as well as special program teachers on a rotating schedule.
• One morning: Upper grade placement: Candidates are placed with an upper grade teacher (grades 4-6), actively participating in the upper grade curriculum areas.

Weeks Seventeen and Eighteen:

• Candidates observe and participate (the full school day) in the classroom where they will be placed for student teaching in the spring semester (if possible). They become acquainted with the rules, routines, materials, students, and the directing teacher. They begin the planning process for student teaching.

4.  Candidates in a partner school placement follow this schedule for their observations:

A. Candidates Begin at Your Home School

Week One:

• Help teachers in classrooms three mornings per week.
• Attend school/district meetings.

Weeks Two and Three:

• Candidates work in ONE classroom for these two weeks. They observe the start of the school year; routines, strategies, problem solving. Four mornings each week- any grade level.

Weeks Four through Ten:

• One morning: Primary Language Arts/Literacy Placement: Candidates are assigned to a primary grade teacher (Grades K-3) to observe the teaching of reading and writing.
• One morning: Understanding the School Environment Placement: Candidates observe most of the classroom teachers, as well as special program teachers on a rotating schedule.
• One morning: Upper grade placement: Candidates are placed with an upper grade teacher (grades 4-6), actively participating in the upper grade curriculum areas.

B. Candidates Switch To Your Partner School for One morning a Week

Weeks Eleven through Sixteen:

• One morning at partner school: Primary Language Arts/Literacy Placement: Candidates are assigned to the primary grade teacher with whom your partner has been working (Grades K-3) to observe the teaching of reading and writing.
• One morning in home school: Understanding the School Environment Placement: Candidates continue to observe most of the classroom teachers, as well as special program teachers on a rotating schedule.
• One morning in home school: Upper grade placement: Candidates stay with the same upper grade teacher with whom they have been working (grades 4-6), actively participating in the upper grade curriculum areas.

C. Candidates Return To Your Home School

Weeks Seventeen and Eighteen:

• Candidates observe and participate (full time) in the classroom where they will be placed for student teaching in the spring semester (if possible). They become acquainted with the rules, routines, materials, students, and the directing teacher. They begin the planning process for student teaching.