Stage III: Common Standard 3 – Course of Study, Fieldwork and Clinical Practice

Common Standard 3 Elements	IIA Stage III Common Standards Submission Requirements	Artifacts to Submit
(3.1) Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.	Briefly describe (not to exceed 200 words) and embed links to evidence of how the unit will provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning. Draft documentation is acceptable	The Career and Professional Experience Services (CAPES) places and approves all field experience settings in MLFC-approved schools that reflect the full diversity of California public schools, ensuring candidates engage with students from varied cultural, linguistic, and socioeconomic backgrounds. Through three site-based clinical experiences, candidates observe, tutor, and teach in classrooms where they encounter real-world issues of diversity that shape school climate. These experiences are integrated with coursework aligned to Program Learning Outcomes (PLOs) and the California Teaching Performance Expectations (TPEs), equipping candidates to implement research-based strategies that improve teaching and learning. Key competencies include: DDM1: Instructional Design – inclusive, evidence-based strategies for diverse learners DDM3: Equitable & Inclusive Learning Environments – culturally responsive classroom practices DDM4: Assessment – data-driven decision-making for equity GLAE2 & GLAE3 – advocacy and support for positive school climates ESK1 & ESK2 – contextual analysis and inquiry for educational improvement Candidates apply these competencies in both coursework and clinical placements. Draft of Clinical Experience Handbook PLO/TPE Alignment Sample Candidate Assessment Rubric
(3.2) Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential	Provide links to requirements for site-based supervisors in advertising materials, job descriptions, handbooks, MOUs, etc.	Draft of requirements and job description for site-based supervisors Draft of Clinical Experience Handbook
(3.3) The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.	Briefly describe (not to exceed 200 words) and embed links to evidence for how the unit will ensure the site-based supervisor selection process is effective and will result in supervisors who provide effective and knowledgeable support for candidates.	MLFC will ensure the effectiveness of the site-based supervisor selection process by maintaining clear hiring requirements and a structured evaluation process for both full and part-time supervisors. Position requirements outline the necessary qualifications (draft example), including experience in mentoring and content expertise. Per MLFC bylaws, a dedicated hiring committee reviews applications to ensure candidates meet these criteria. Candidates participate in an interview process with standardized questions designed to assess their ability to provide knowledgeable support to teacher candidates. The hiring process is further guided by documented procedures that ensure consistency and alignment with program goals. The hiring committee chair is charged with documenting how the committee followed the procedures. All documentation for the interview process is submitted to the MLFC Associate Director of Fiscal and Business Operations. Once hired, the supervisor will be required to attend an onboarding training session held by the Professional Experience Strategist. The Professional Experience Strategist and the Area Leads will hold weekly office hours to support the supervisors as well as conduct reviews of candidate feedback and inter-rater reliability sessions to ensure candidates are receiving effective and knowledgeable support aligned to the TPEs and that they are prepared for edTPA in their final semester.
(3.4) Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated, and recognized in a systematic manner	Briefly describe (not to exceed 200 words) and embed links to evidence for how site-based supervisors will be trained, oriented, evaluated, and recognized in a systematic manner. Include evidence for how site-based supervisor training will be tracked and documented.	MLFC division leadership supports ongoing supervisor development through resources such as weekly office hours, monthly grad faculty meetings, and monthly division meetings. Site-based supervisors will receive structured training, ongoing support, and evaluation. First, supervisors will undergo training in the Assessment Tool to ensure consistent evaluation practices and a before-semester sunrise meeting to gain understanding of how professional experiences are measured through coursework. Orientation will include onboarding sessions and support from area leads. The process for scoring and providing feedback during supervision is introduced and practiced. Supervisors receive ongoing professional development in relevant topics such as academic feedback. Supervisors use a faculty self-reflection rubric to guide their own practice as well as engage in periodic co-scoring sessions to foster inter-rater reliability. Regular office hours ensure accessibility and just-in-time support. A post-semester sunset meeting enables supervisors to reflect on coaching and coursework strengths and identify areas for continuous improvement and future training. Supervisors are evaluated based-upon course and instructor evaluations Course and Instructor Evaluation PDF that students complete mid and end of semester and annual formal evaluations conducted by the Vice Dean. Recognition involves acknowledging effective supervision during faculty meetings, opportunities to lead professional development, being featured in the innovative teaching spotlight, and through informal awards.
(3.5) All programs effectively implement and evaluate fieldwork and clinical practice.	Briefly describe (not to exceed 200 words) and embed links to evidence for how programs will implement and evaluate fieldwork and clinical practice. This should include both the candidate’s experience and the placement itself. Include evidence for how the evaluations will be documented and analyzed.	MLFC provides structured, clinically embedded fieldwork and clinical practice experiences to ensure meaningful candidate development. Within methods courses, candidates apply instructional strategies in real classrooms. Additionally, they complete three semesters of Professional Experience, assessed via the Assessment Tool. Candidates document their teaching through video recordings Video Performance Assessment PDF which they annotate to reflect on their practices. Supervisors then review and tag these videos, noting strengths, missed opportunities, and actionable feedback for growth. Students are then evaluated on the TPEs, and the supervisor completes a Performance Assessment form for the candidate, noting areas of reinforcement, refinement, and actionable steps for future growth. Mentor teachers complete three progress reports per semester. Supervisors monitor these evaluations; if a candidate falls below the minimum benchmark, an Individual Growth Plan is initiated. Candidates also evaluate their mentor teacher at the end of the semester, supporting the identification and retention of high-quality mentors. If issues arise at a placement, candidates may notify their supervisor directly or submit an SOS form. At the end of the term, they complete an instructor evaluation of their supervisor. These evaluations are reviewed by program leadership to inform future assignments and professional development. Course and Instructor Evaluation PDF
(3.6) For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.	Briefly describe (not to exceed 200 words) and embed links to evidence for how candidates will have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards. Provide the criteria that will be used to determine if each placement will provide these opportunities. Include how appropriate placements will be tracked and documented.	Since 2019, candidates in our online teacher preparation programs have engaged in extensive, hands-on clinical experiences in California public schools that reflect the state’s rich cultural, linguistic, and socioeconomic diversity. The Career and Professional Experience Services (CAPES) office coordinates all placements, prioritizing schools that serve diverse student populations, including students with disabilities and dual language learners. To ensure alignment with CTC standards, CAPES will use a detailed Placement Criteria Chart to evaluate each site’s suitability. Sites must demonstrate inclusive practices, support for the full continuum of special education placements, and opportunities to work with students across age groups and instructional settings. Example from our Arizona programs. Placements are documented in SONIA a secure placement management system, which tracks site demographics, mentor credentials, and placement details. CAPES also maintains a Placement Status Tracker to verify compliance with program standards. Student Placement Agreements formalize each partnership. To ensure quality and responsiveness, CAPES surveys partner schools each term, gathering feedback on the placement process. Through strong partnerships, formal placement agreements, and ongoing feedback from site administrators and mentor teachers, CAPES ensures that candidates are matched with schools that are eager to support their development and benefit from their presence in the classroom.

Common Standard 3 Elements

IIA Stage III Common Standards Submission Requirements

Artifacts to Submit

(3.1) Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

Briefly describe (not to exceed 200 words) and embed links to evidence of how the unit will provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

Draft documentation is acceptable

The Career and Professional Experience Services (CAPES) places and approves all field experience settings in MLFC-approved schools that reflect the full diversity of California public schools, ensuring candidates engage with students from varied cultural, linguistic, and socioeconomic backgrounds. Through three site-based clinical experiences, candidates observe, tutor, and teach in classrooms where they encounter real-world issues of diversity that shape school climate.

These experiences are integrated with coursework aligned to Program Learning Outcomes (PLOs) and the California Teaching Performance Expectations (TPEs), equipping candidates to implement research-based strategies that improve teaching and learning. Key competencies include:

DDM1: Instructional Design – inclusive, evidence-based strategies for diverse learners

DDM3: Equitable & Inclusive Learning Environments – culturally responsive classroom practices

DDM4: Assessment – data-driven decision-making for equity

GLAE2 & GLAE3 – advocacy and support for positive school climates

ESK1 & ESK2 – contextual analysis and inquiry for educational improvement

Candidates apply these competencies in both coursework and clinical placements.

Draft of Clinical Experience Handbook

PLO/TPE Alignment

Sample Candidate Assessment Rubric

(3.2) Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential

Provide links to requirements for site-based supervisors in advertising materials, job descriptions, handbooks, MOUs, etc.

Draft of requirements and job description for site-based supervisors

Draft of Clinical Experience Handbook

(3.3) The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

Briefly describe (not to exceed 200 words) and embed links to evidence for how the unit will ensure the site-based supervisor selection process is effective and will result in supervisors who provide effective and knowledgeable support for candidates.

MLFC will ensure the effectiveness of the site-based supervisor selection process by maintaining clear hiring requirements and a structured evaluation process for both full and part-time supervisors. Position requirements outline the necessary qualifications (draft example), including experience in mentoring and content expertise. Per MLFC bylaws, a dedicated hiring committee reviews applications to ensure candidates meet these criteria.

Candidates participate in an interview process with standardized questions designed to assess their ability to provide knowledgeable support to teacher candidates. The hiring process is further guided by documented procedures that ensure consistency and alignment with program goals. The hiring committee chair is charged with documenting how the committee followed the procedures. All documentation for the interview process is submitted to the MLFC Associate Director of Fiscal and Business Operations.

Once hired, the supervisor will be required to attend an onboarding training session held by the Professional Experience Strategist. The Professional Experience Strategist and the Area Leads will hold weekly office hours to support the supervisors as well as conduct reviews of candidate feedback and inter-rater reliability sessions to ensure candidates are receiving effective and knowledgeable support aligned to the TPEs and that they are prepared for edTPA in their final semester.

(3.4) Site-based supervisors are trained in

supervision, oriented to the supervisory role, evaluated, and recognized in a systematic manner

Briefly describe (not to exceed 200 words) and embed links to evidence for how site-based supervisors will be trained, oriented, evaluated, and recognized in a systematic manner.

Include evidence for how site-based supervisor training will be tracked and documented.

MLFC division leadership supports ongoing supervisor development through resources such as weekly office hours, monthly grad faculty meetings, and monthly division meetings.

Site-based supervisors will receive structured training, ongoing support, and evaluation. First, supervisors will undergo training in the Assessment Tool to ensure consistent evaluation practices and a before-semester sunrise meeting to gain understanding of how professional experiences are measured through coursework.

Orientation will include onboarding sessions and support from area leads. The process for scoring and providing feedback during supervision is introduced and practiced. Supervisors receive ongoing professional development in relevant topics such as academic feedback. Supervisors use a faculty self-reflection rubric to guide their own practice as well as engage in periodic co-scoring sessions to foster inter-rater reliability. Regular office hours ensure accessibility and just-in-time support. A post-semester sunset meeting enables supervisors to reflect on coaching and coursework strengths and identify areas for continuous improvement and future training.

Supervisors are evaluated based-upon course and instructor evaluations Course and Instructor Evaluation PDF that students complete mid and end of semester and annual formal evaluations conducted by the Vice Dean. Recognition involves acknowledging effective supervision during faculty meetings, opportunities to lead professional development, being featured in the innovative teaching spotlight, and through informal awards.

(3.5) All programs effectively implement and evaluate fieldwork and clinical practice.

Briefly describe (not to exceed 200 words) and embed links to evidence for how programs will implement and evaluate fieldwork and clinical practice. This should include both the candidate’s experience and the placement itself.

Include evidence for how the evaluations will be documented and analyzed.

MLFC provides structured, clinically embedded fieldwork and clinical practice experiences to ensure meaningful candidate development. Within methods courses, candidates apply instructional strategies in real classrooms. Additionally, they complete three semesters of Professional Experience, assessed via the Assessment Tool. Candidates document their teaching through video recordings Video Performance Assessment PDF which they annotate to reflect on their practices. Supervisors then review and tag these videos, noting strengths, missed opportunities, and actionable feedback for growth. Students are then evaluated on the TPEs, and the supervisor completes a Performance Assessment form for the candidate, noting areas of reinforcement, refinement, and actionable steps for future growth.

Mentor teachers complete three progress reports per semester. Supervisors monitor these evaluations; if a candidate falls below the minimum benchmark, an Individual Growth Plan is initiated. Candidates also evaluate their mentor teacher at the end of the semester, supporting the identification and retention of high-quality mentors.

If issues arise at a placement, candidates may notify their supervisor directly or submit an SOS form. At the end of the term, they complete an instructor evaluation of their supervisor. These evaluations are reviewed by program leadership to inform future assignments and professional development.

Course and Instructor Evaluation PDF

(3.6) For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.

Briefly describe (not to exceed 200 words) and embed links to evidence for how candidates will have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.

Provide the criteria that will be used to determine if each placement will provide these opportunities. Include how appropriate placements will be tracked and documented.

Since 2019, candidates in our online teacher preparation programs have engaged in extensive, hands-on clinical experiences in California public schools that reflect the state’s rich cultural, linguistic, and socioeconomic diversity. The Career and Professional Experience Services (CAPES) office coordinates all placements, prioritizing schools that serve diverse student populations, including students with disabilities and dual language learners.

To ensure alignment with CTC standards, CAPES will use a detailed Placement Criteria Chart to evaluate each site’s suitability. Sites must demonstrate inclusive practices, support for the full continuum of special education placements, and opportunities to work with students across age groups and instructional settings. Example from our Arizona programs.

Placements are documented in SONIA a secure placement management system, which tracks site demographics, mentor credentials, and placement details. CAPES also maintains a Placement Status Tracker to verify compliance with program standards. Student Placement Agreements formalize each partnership.

To ensure quality and responsiveness, CAPES surveys partner schools each term, gathering feedback on the placement process. Through strong partnerships, formal placement agreements, and ongoing feedback from site administrators and mentor teachers, CAPES ensures that candidates are matched with schools that are eager to support their development and benefit from their presence in the classroom.