Office of Clinical Practice
(Formerly "Field Placements")
General Teacher Candidate Resources
Multiple Subject/Dual Field Work Handbook & Clinical Practice Agreements
Special Education Handbooks & Clinical Practice Agreement
Single Subject Field Work Handbook
CalRTA Tuition Scholarship (Due June 1, 2019)
Job Fairs Website
California Standards for the Teaching Profession (CSTPs)
Available in PDF format from the California Teaching Credential Committee.
Fall 2019 Placements
Please refer to the Single Subject Program website for placement instructions and policies.
Multiple Subject/Current Education Specialist Candidates
Newly accepted multiple subject candidates: The Office of Clinical Practice is not involved in your initial phase observation hours. Details will be given to you at your first iPOPA class meeting or at multiple subject orientation in Fall 2019.
PRIORITY DEADLINE: February 18, 2019 In order to have your wish list (school sites, districts, and grade level preferences) considered for your placement, you must complete your application by the priority deadline.
FINAL DEADLINE: April 15, 2019! The wishlist for applications received between February 18 and April 15 may not be consulted.
Applications received after April 15, 2019 will be placed on a wait list. To retain your place on the wait list, you must meet or maintain all university and CTC requirements for your phase and/or readmission to the university.
Individuals on the wait list will be considered for placement based on availability as summer progresses. If no placements are available by early Fall 2019, wait list candidates will be moved to the placement list for Spring 2020.
If you are currently enolled in iPOPA please follow these instructions and complete the 'EHD 178/110D Clinical Practice Application' ONLY.
If you are a currently enrolled EHD 178* multiple subject candidate or EHD 110D**, please these instructions and complete the 'EHD 170 Final Student Teaching Clinical Practice Application' ONLY.
If you are a SPED 175/176 dual candidate who needs to complete their multiple subject portion of their field work, please follow the directions above.
*If you are an EHD 178 Education Specialist (SPED) candidate, please follow the SPED 171/172 directions below.
**If you would prefer to complete final practicum (SPED) before you complete your multiple subject credential, please follow the SPED 175/176 instructions below.
If you are an EHD 178 initial Education Specialist candidate, please follow these instructions and complete the 'SPED 171/172 Clinical Practice Application' ONLY.
If you are a SPED 171/172 candidate, an EHD 110D candidate who wishes to complete final practicum before doing completing their multiple subject degree or an EHD 170 dual candidate, please follow these instructions and complete the 'SPED 175/176 Clinical Practice Application' ONLY.
Current District Placement List This is the complete list of where we currently place candidates. If a district is not listed it is because we either do not have faculty to supervise in that district, and/or do not have a Memorandum of Understanding in place. We are not currently pursuing new Memoranda of Understanding.
Fall 2019-Entry Education Specialist (SPED) Candidates
New students, please complete the EHD 178/110D application using these instructions (do not purchase Tk20, yet!). More information about the program can be found on the Education Specialist Credential Program website.
The Office of Clinical Practice only holds placements for candidates enrolled in a clinical practice course.
Failure to enroll and pay your fees by the deadline may result in the loss of your placement.
If you experiencing extenuating circumstances (problems with financial aid, family or medical issues, etc.) which prevent enrollment or fee payment, please contact our office and the program coordinator immediately! We are happy to work with you to maintain your placement in these circumstances.
Unexcused absences and tardiness compromise the integrity of the program and often represent an abrogation of responsibilities to both colleagues in the cohort, and children we serve in partner schools. A pattern of unexcused absences or tardiness will result in an administrative referral for a "Plan of Assistance" (see Protocol for Candidate Support), and possible removal from clinical placement.
In some cases candidates may wish to be absent from a program day in order to attend special
professional development activities. Absence from program activities to attend these events is
acceptable in principle. As with personal days, it is the responsibility of the candidate to secure
permission for his/her absence from each faculty member, partner school colleague, and/or mentor teacher with whom the candidate would otherwise be working with that day.
In all cases, when candidates are absent from scheduled program activities, they will be expected to make up coursework assignments and practicum work as negotiated with faculty and/or mentor teachers.
As an aspiring teacher, you have accepted the responsibility to adhere to the highest ethical standards. The California State “Code of Conduct” and State Professional Standards guide your actions. You should familiarize yourself with them: https://www.ctc.ca.gov/credentials/rules-of-conduct
As a candidate you have the responsibility to present yourself and act at all times as a professional. This responsibility includes the following:
Maintain a respectful professional distance from your students and their families: You must maintain a professional relationship with students and their families. You cannot be their personal friend. Respect personal boundaries. Consult a trusted advisor if students are attempting to cross a personal boundary.
Know your limitations. Refer students and families to appropriate professionals when they need assistance that you are not qualified to provide.
It is always inappropriate to be involved in peer relationships with K-12 students, whether or not you have direct professional responsibility for them. Candidates may not drive their students in cars or single out any for gifts, personal written communication, or special attention without advance discussion with the Mentor Teacher.
Always meet with students in open and visible classrooms or meeting rooms where your actions cannot be misinterpreted.
Be professional in behavior, demeanor, and appearance: Your appearance and behavior should set you apart from the K-12 students and give a professional impression to the faculty, parents, and students. Follow professional behavior and dress standards (business casual unless school-specific events).
In your oral and written communication with others, present yourself as a good citizen and a literate, knowledgeable, caring individual. This includes professional discretion in ALL forms of social media. Review Facebook and Twitter accounts, and remove anything that could be considered unprofessional. Do not “friend” or communicate with any student or parent using a social media tool.
Never make or repeat false or malicious statements about colleagues in the university or school community.
Be honest about your qualifications and those of others: Understand your strengths and limitations.
Do not apply for or accept positions for which you know you are not qualified. Do not falsely represent your work at the university, in schools, or during or after the job application process.
If you know of someone who is falsifying his/her record in some way, it is your obligation to report him/her to the proper authorities.
If you are offered a job to become a teacher of record in your own classroom at any point before or during your clinical practice course, you MUST notify the Office of Clinical Practice and your program coordinator immediately.
Failure to do so may delay your completion of the program.
EHD 178 Initial SPED Candidates working as the teacher of record in your own classroom: it is your responsibility to find a general education setting either on your campus or another campus within your district to conduct your observations and complete your Site Visitation Project. Contact your principal or District Office HR for assistance if necessary.
Substitute Teaching Policy
Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. This is a violation of the ED code and CTC teaching standards. You may sub for your mentor teacher on days when you are not completing clinical practice hours.
Remediation & Dismissal
In certain situations, a candidate may need to be remediated, reassigned, or dismissed from a clinical placement. Difficulties may include, but are not limited to the following: personality conflicts, conflicting expectations, excessive absences, inadequate performance, breach of professional ethics, and insurmountable discipline problems. In the event of a placement challenge, all candidates, coaches, and mentor teachers should follow the procedures outlined in this section.
Tier 1 Candidate Support
At the first sign of a candidate experiencing a challenge in clinical placement the university coach will explicitly address the challenge area with the candidate in supplemental observation and debrief cycles.
Tier 2 Candidate Support
If the candidate shows minimal improvement, the university coach will schedule a triad meeting between the university coach, mentor teacher, and candidate to address the challenge area with a specific plan of action.
Tier 3 Candidate Support: Individual Plan of Assistance
If the candidate continues to show minimal improvement, the university coach will schedule a meeting for the candidate, university coach, and program coordinator to co-construct an Individual Plan of Assistance for the candidate. The university coach will monitor the candidate’s progress on the Plan of Assistance. The Individual Plan of Assistance should never be filled out by a coach or coordinator without the candidate present and contributing.
The Plan of Assistance will state the areas of concern, recommended actions, resources to support the candidate, and date to review progress/outcome. The candidate, university coach, and program coordinator must sign and date the Plan of Assistance. Any pertinent documentation of evidence must be submitted with the Plan of Assistance. Copies will be given to all concerned parties.
The university coach, in consultation with the mentor teacher, will document the candidate’s progress toward identified area(s) of concern. The university coach will conduct a weekly formal observation and evaluation. A conference to review progress will be conducted with the university coach and/or program coordinator, as stipulated in the Plan of Assistance.
Dismissal from Program
If the candidate shows minimal improvement after a Plan of Assistance has been initiated, the university coach and program coordinator will meet with the candidate to discuss inadequate progress in the program. The program coordinator, in consultation with the university coach, mentor teacher, and/or course instructors, will determine next steps for the candidate. This decision may result in the candidate continuing the program with additional supports, being assigned to a different coach, taking a semester off from the program, or dismissal from the program.
In rare cases, candidates may be asked to not return to the school site by the mentor teacher or site administrator. If a candidate is asked by school site personnel to be removed from his/her clinical placement and/or school site, the candidate will IMMEDIATELY stop all contact with anyone at the school site. The program coordinator will schedule a meeting with the site administrator and/or mentor teacher to investigate the circumstances. A joint meeting will be held with the program coordinator, university coach, and candidate to determine the course of action. This meeting may result in the candidate being reassigned to another site, placement availability permitting; withdrawing and repeating clinical practice, University deadlines permitting; taking a “No Credit” and repeating clinical practice; or dismissal from the program.
If a candidate is dismissed from the program, the program coordinator and/or university coach will prepare a Dismissal Form to document the process. Any pertinent evidence should be submitted with the form.
Dismissal from a clinical placement will result in “No Credit” (NC) for the course. If the candidate wishes to continue in the program and repeat the course, the candidate may submit a Special Consideration Request. This request must be completed and submitted to ED 100 by the first day of registration for the following semester. The Special Consideration Committee will review all requests, make a decision, and inform the candidate within one month after registration has begun. If necessary, a second Special Consideration meeting will be held one week before the first day of the semester.
Candidates who receive a grade of “No credit” (NC) a second time will be dismissed from the credential program. Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination.
FAST (Fresno Assessment of Student Teachers)
Site Visitation Project (SVP)
Teaching Sample Project (TSP)
Credential students have access to several materials in INTERESC (ED 420) for use in their field placement classrooms, including one-on-one Tk20 Support beginning February 1, 2019. Please refer to this list for other materials and resources available.
Please contact the Teacher Internship Program (TIP) or refer to their website with questions about the internship program (this does not include candidates working on STSPs and PIPs).
Please refer to the credential application website for program application deadlines and requirements.
Please refer to the credential application website for details and instructions.
Good Samaritan Fund
The Good Samaritan Fund was created to assist Fresno State students who encounter an unforeseen financial emergency or catastrophic event which would otherwise prevent them from continuing their education at Fresno State.
These funds are not intended to be used for routine expenses or as a consistent supplement to a student’s education funding sources. Requests must be urgent in nature.
More information available on the Good Samaritan Fund.
Dream Outreach Center
The mission of the Dream Outreach Center is to provide dream students access to higher education through advocacy, outreach, assistance, and mentoring.
A legal clinic is opening shortly at the Dream Center.
Career Development Center
The Fresno State Food Security Project is a multi-initiative program to support students who may be experiencing food insecurity or other challenges that might inhibit their academic success at Fresno State. The initiatives were created to reach out to students in varying levels of food insecurity, as well as provide students with resources available to them both on and off campus.
More information available on the Campus Cupboard.
Counseling and Mental Health Services
Counselors are available Mondays through Wednesdays in the Kremen Education building, in ED 399, 11:00am - 2:00pm.
You can also pick up a free booklet with information about other mental health services available to you as a Fresno State student outside the Clinical Practice Office (ED 238). Alternatively, feel free to ask your coach to pick one up for you.
And you can visit the Student Health Center for further information.
Services for Students with Disabilities
"A resource for students with disabilities to achieve academic, cultural, and social excellence."
More information on your rights and the services available from the Services for Students with Disabilities.
Fresno State's Veterans Services Office assists veterans, reservists/Guard/active duty service members and dependents receive their educational benefits.
More information about the services available to you and how the can help can be found at the Veteran Services office.
Tuition, Financial Aid, & Loan Forgiveness for Teachers
Cross Cultural & Gender Center
The Cross Cultural and Gender Center exists to contribute significantly to the continued development of a safe and welcoming environment for the Fresno State community. We foster meaningful dialogue and activism that works to eliminate racism, sexism, heterosexism, and other forms of oppression.
The CCGC offers both resources and support to students in many ways. Read more about their programs here. The Office of Clinical Practice is one of the Campus's Safe Zones.
You can also access the Library's LBTQ+ Resource guide.
The guide has three sections: Library Resources, Campus Resources, and Community Resources
Academic Senate Resources