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.	Requirements for site-base supervisors that the Career and Professional Experience Services (CAPES) office will use for the placement coordinators to identify site-based supervisors: Holds a clear California credential in the appropriate content area they are supervising Has a 3+ years of effective teaching experience Is recommended by their administrator for exemplary practice Master’s degree is preferred Here is an example of the outreach communication the placement coordinator will send to the school/district for identifying a mentor. Site-based supervisor role description: Mentor teacher role: The mentor teacher plays a critical role and has great influence over the candidates’s learning experience. The role of the mentor teacher includes: Involve the candidate in continuous discussions about your teaching methods, encouraging them to ask questions, think independently, share their observations about your classroom practices, and suggest and try out new strategies and methods they have learned. Assist candidates in setting both short-term and long-term goals, analyzing what strategies work or don’t work and understanding why, and enhancing their ability to reflect on and learn from their experiences. Offer mentoring, modeling, teaching tips, in-depth knowledge of classroom students, and insights into the school environment. Provide personalized support to the candidate. Observe without interruption. Provide critical feedback while encouraging, recognizing, and praising professional growth and learning. Review assessments and discuss with the candidate on the effectiveness of lessons. Mentor teacher responsibilities: Mentor teacher responsibilities include: Completion of online mentor teacher training. Work with the MLFC supervisor to discuss the candidate’s progress. Immediately inform the MLFC supervisor of any professionalism or performance concerns, or if the candidate’s behavior or performance does not meet acceptable school standards. Collaborate with the candidate on assignments that are to be completed in the placement. Complete progress reports regarding the candidate’s professional behavior for the course. The forms are supplied by the college and will be completed online. These progress reports give the mentor the opportunity to provide feedback. Model high-quality instruction and reflective practice. Mentor teachers should demonstrate teaching methods that align with current research and standards of excellence. Discuss unique and relevant characteristics of individual students, including effective strategies for managing behavior and/or differentiating instruction to meet the needs of students. Guide the candidate to use specific assessment tools and student performance data as appropriate. Mentor teacher professional development certificates: At the semester’s end, all mentors will receive an email from MLFC Office of Scholarship Services with information about redeeming the professional development certificate and tuition waiver. Once the mentor teacher has been identified and verified MLFC uses a comprehensive, university-approved SPA Student Placement Agreement . It outlines the roles and responsibilities of both ASU and the placement site, including expectations for supervision, evaluation, and liability, and incorporates all the required legal and compliance language (FERPA, Title IX, etc.). For our California programs, we will use the current SPA as a foundation, not only to fulfill the baseline partnership agreement requirement, but also to annotate where California-specific revisions are needed. This includes: Replacing general language with California terminology (e.g., “Name of Clear Credential,” “Program Sponsor”) Adding mentor teacher selection criteria aligned to CTC expectations Including explicit references to how field experiences meet CA program standards.
(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 ensures that site-based supervisors (SBS) are selected through a structured, candidate- and partner-driven placement process managed by Career and Professional Experience Services (CAPES). Each candidate is assigned a placement coordinator (PC) who oversees all aspects of clinical practice placement. At least three weeks before beginning clinical practice, candidates complete a Placement Request Form (PRF), identifying their program of study and at least three preferred schools. This information enables the PC to verify the required placement and begin evaluating district eligibility. All placements are approved by the PC and must meet state requirements for student diversity and inclusion, alignment with CA content standards and frameworks, and the presence of qualified administrators and mentor teachers. Once the candidate’s program and placement needs are confirmed, the PC collaborates with district or school HR staff to identify a SBS who holds a clear California credential in the appropriate content area they are supervising, has a 3+ years of effective teaching experience, master’s degree is preferred and is recommended by their administrator for exemplary practice. Candidates complete an evaluation that provides feedback on the SBS mentorship. CAPES uses this feedback to improve future supervisor selection and ensure high-quality clinical practice placements. Intern Evaluation of Mentor , Student Teacher Evaluation of Mentor
(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 provides a structured, site-based system to ensure site-based supervisors (SBS) are oriented, trained, evaluated, and recognized in a consistent and sustainable manner. MLFC supervisors oversee this process. All mentor teachers complete a required online Mentor Teacher Orientation Training prior to hosting a candidate. (a new site will be created for our CA SBS). These asynchronous modules will introduce program expectations, the mentoring role, effective coaching practices, observation and feedback strategies, and procedures for communication and candidate support. Completion will be tracked through a centralized training log , which documents participation, dates of completion, and assigned placements. SBS are supported throughout the placement through structured digital resources, guided observation and feedback tools, and clear protocols for collaborating with MLFC supervisors. SBS effectiveness will be evaluated through required progress reports on the candidate, end of course candidate feedback surveys, and MLFC supervisor input, allowing MLFC to systematically monitor mentor engagement and the quality of support provided. This is documented through a Mentor Teacher Evaluation Log . SBS are formally recognized through professional development certificates, letters of acknowledgment to schools and districts, and eligibility for ASU tuition waiver credits . This systematic process ensures mentors are prepared, supported, evaluated, and documented as effective site-based supervisors.
(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.

Requirements for site-base supervisors that the Career and Professional Experience Services (CAPES) office will use for the placement coordinators to identify site-based supervisors:

Holds a clear California credential in the appropriate content area they are supervising
Has a 3+ years of effective teaching experience
Is recommended by their administrator for exemplary practice
Master’s degree is preferred

Here is an example of the outreach communication the placement coordinator will send to the school/district for identifying a mentor.

Site-based supervisor role description:

Mentor teacher role: The mentor teacher plays a critical role and has great influence over the candidates’s learning experience. The role of the mentor teacher includes:

Involve the candidate in continuous discussions about your teaching methods, encouraging them to ask questions, think independently, share their observations about your classroom practices, and suggest and try out new strategies and methods they have learned.
Assist candidates in setting both short-term and long-term goals, analyzing what strategies work or don’t work and understanding why, and enhancing their ability to reflect on and learn from their experiences.
Offer mentoring, modeling, teaching tips, in-depth knowledge of classroom students, and insights into the school environment.
Provide personalized support to the candidate.
Observe without interruption. Provide critical feedback while encouraging, recognizing, and praising professional growth and learning.
Review assessments and discuss with the candidate on the effectiveness of lessons.

Mentor teacher responsibilities: Mentor teacher responsibilities include:

Completion of online mentor teacher training.
Work with the MLFC supervisor to discuss the candidate’s progress. Immediately inform the MLFC supervisor of any professionalism or performance concerns, or if the candidate’s behavior or performance does not meet acceptable school standards.
Collaborate with the candidate on assignments that are to be completed in the placement.
Complete progress reports regarding the candidate’s professional behavior for the course. The forms are supplied by the college and will be completed online. These progress reports give the mentor the opportunity to provide feedback.
Model high-quality instruction and reflective practice. Mentor teachers should demonstrate teaching methods that align with current research and standards of excellence.
Discuss unique and relevant characteristics of individual students, including effective strategies for managing behavior and/or differentiating instruction to meet the needs of students.
Guide the candidate to use specific assessment tools and student performance data as appropriate.

Mentor teacher professional development certificates: At the semester’s end, all mentors will receive an email from MLFC Office of Scholarship Services with information about redeeming the professional development certificate and tuition waiver.

Once the mentor teacher has been identified and verified MLFC uses a comprehensive, university-approved SPA Student Placement Agreement . It outlines the roles and responsibilities of both ASU and the placement site, including expectations for supervision, evaluation, and liability, and incorporates all the required legal and compliance language (FERPA, Title IX, etc.).

For our California programs, we will use the current SPA as a foundation, not only to fulfill the baseline partnership agreement requirement, but also to annotate where California-specific revisions are needed. This includes:

Replacing general language with California terminology (e.g., “Name of Clear Credential,” “Program Sponsor”)

Adding mentor teacher selection criteria aligned to CTC expectations

Including explicit references to how field experiences meet CA program standards.

(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 ensures that site-based supervisors (SBS) are selected through a structured, candidate- and partner-driven placement process managed by Career and Professional Experience Services (CAPES). Each candidate is assigned a placement coordinator (PC) who oversees all aspects of clinical practice placement. At least three weeks before beginning clinical practice, candidates complete a Placement Request Form (PRF), identifying their program of study and at least three preferred schools. This information enables the PC to verify the required placement and begin evaluating district eligibility.

All placements are approved by the PC and must meet state requirements for student diversity and inclusion, alignment with CA content standards and frameworks, and the presence of qualified administrators and mentor teachers. Once the candidate’s program and placement needs are confirmed, the PC collaborates with district or school HR staff to identify a SBS who holds a clear California credential in the appropriate content area they are supervising, has a 3+ years of effective teaching experience, master’s degree is preferred and is recommended by their administrator for exemplary practice.

Candidates complete an evaluation that provides feedback on the SBS mentorship. CAPES uses this feedback to improve future supervisor selection and ensure high-quality clinical practice placements. Intern Evaluation of Mentor , Student Teacher Evaluation of Mentor

(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 provides a structured, site-based system to ensure site-based supervisors (SBS) are oriented, trained, evaluated, and recognized in a consistent and sustainable manner. MLFC supervisors oversee this process.

All mentor teachers complete a required online Mentor Teacher Orientation Training prior to hosting a candidate. (a new site will be created for our CA SBS). These asynchronous modules will introduce program expectations, the mentoring role, effective coaching practices, observation and feedback strategies, and procedures for communication and candidate support. Completion will be tracked through a centralized training log , which documents participation, dates of completion, and assigned placements.

SBS are supported throughout the placement through structured digital resources, guided observation and feedback tools, and clear protocols for collaborating with MLFC supervisors. SBS effectiveness will be evaluated through required progress reports on the candidate, end of course candidate feedback surveys, and MLFC supervisor input, allowing MLFC to systematically monitor mentor engagement and the quality of support provided. This is documented through a Mentor Teacher Evaluation Log .

SBS are formally recognized through professional development certificates, letters of acknowledgment to schools and districts, and eligibility for ASU tuition waiver credits . This systematic process ensures mentors are prepared, supported, evaluated, and documented as effective site-based supervisors.

(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.