Part 5- Multiple Subject
5.1
Revised Table 5.1 (all links updated)
5.2a
- MOU Addendum will be provided to school districts from Spring 2025 forward.
- When securing clinical practice placements, cooperating teachers will receive a letter/email about clinical practice details and requirements, including TPE 7.
- Each semester, the department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1–7 and Dyslexia Guidelines:
5.2b
The Department of Learning and Teaching (DLT) Candidate Handbook is publicly available on the Student Resource site. During the candidates' orientations, which take place prior to the beginning of each semester, all candidates, including those who have chosen an intern option for their last semester, are introduced to the DLT Student Resource site and DLT Candidate Handbook.
All clinical practice requirements that encompass TPEs 1–7 are discussed during orientation meetings specific to clinical practice, including TPE-based bi-weekly reflective journal activities (EDTP 523 and EDTP 540), clinical field observations (7.2a and 7.2b-c), clinical evaluations (7.10) that encompass TPEs 1–7, and lesson plans.
In EDTP 521 Literacy and Language in Diverse Classrooms, candidates have been informed of the following:
- Candidates will be introduced to several diagnostic reading assessments and have opportunities to administer them.
- Candidates will also analyze the results and create a lesson plan that addresses one or two identified needs of a K-12 student.
- During the semester, candidates will complete and be assessed through the Primary Literacy Diagnostic Report and Intermediate Case Study.
- Evidence for 5.2b:
- Department of Learning and Teaching Candidate Handbook – TPEs 1–7 and Dyslexia Guidelines
- 521 assignments: Primary Literacy Diagnostic Report & Intermediate Case Study.
- Bi-weekly reflective journals: EDTP 523 and EDTP 540
- Clinical Evaluation Form address 7.10a-b, and 7.10c-d
- Methods Mid-Term Dialogue
- Field Observations (TPEs 7.2a and 7.2b-c)
- DLT Lesson Plan – For Field Observations
5.2c
Candidates are provided opportunities to learn about, observe, and practice how schools/teachers are using screening and diagnostic techniques in EDTP 521, EDTP 523, and EDTP 540.
Original Submission Follows
Candidates are ensured they are able to practice these skills and are provided formative feedback to guide improvement in the clinical practice courses EDTP 523 and EDTP 540. These clinical practices happen across two semesters, during which candidates plan lessons utilizing the Department of Learning and Teaching (DLT) lesson plan template and continuously reflect on their ability to demonstrate and engage with the skills related to the selected elements within TPEs 1–7. Candidates are formally assessed by University Supervisors in both semesters with the field observation and clinical evaluation forms.
Candidates collaborate with their university supervisor and cooperating teacher to plan their clinical practice to practice the skills in the selected elements within TPEs 1–7, including TPEs 7.2a and 7.2b-c and 7.10a-d. Candidates complete bi-weekly reflective journal activities (EDTP 523 and EDTP 540) by reflecting on their ability to demonstrate and engage with the skills and how they can demonstrate ongoing improvement. In addition, candidates practice planning and delivering lessons in both EDTP 523 and EDTP 540 using the DLT Lesson Plan template, which is linked to TPE 7.2a (Section 2: Planned Supports) and TPE 7.2b-c (Section 9: Instructional Design).
Throughout each clinical practice, the university supervisor and cooperating teacher guide and mentor candidates in demonstrating the required skills and knowledge throughout the semester. Candidates will design a lesson using the DLT Lesson Plan Template and submit their lesson plan 48 hours prior to each observation. The supervisor will then provide written feedback to improve the quality of the lesson. Their supervisors will also observe each lesson and provide verbal and written feedback using the Field Observation Form which is linked to the TPEs 1–7, especially including 7.2a and 7.2b-c. Additionally, during the 1st clinical practice semester (EDTP 523), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to demonstrate the required skills, including 7.2a, 7.2b-c, and 7.10a-d, using the Methods Mid-Term Dialogue form at the mid-semester and the program Clinical Observation Form at the end of the semester based on the TPEs 1–7. During the 2nd clinical practice semester (EDTP 540), the university supervisor and cooperating teacher evaluate candidates’ knowledge and abilities to demonstrate the skills twice (mid-semester and final) using the program Clinical Evaluation Form.
- Evidence for 5.2c:
- Bi-weekly reflective journals: EDTP 523 and EDTP 540
- Methods Mid-Term Dialogue
- Field Observations: TPEs 7.2a, and 7.2b-c
- Clinical Evaluation: 7.10a-d
- DLT Lesson Plan: TPE 7.2a (Section 2: Planned Supports),TPE 7.2b-c (Section 9: Instructional Design).
5.3a
The California Dyslexia Guidelines are embedded throughout the multiple supject program, so candidates have opportunities to be introduced, practiced, and assessed in the following courses, including in the clinical practices:
- EDLT 503 Child Development and Inclusive Environments
- EDTP 521 Literacy and Language in Diverse Classrooms,
- EDTP 523 Introduction to Clinical Practice
- EDTP 540 Clinical Practice
In EDLT 503, the California Dyslexia Guidelines are introduced in Session 9 (Chapters 4–6 & 12). In EDTP 521, the California Dyslexia Guidelines are introduced and practiced in Session 8 (Chapters 1-11, 13) Through lecture, discussion, activities, videos and readings, students deepen their understanding of the concepts and strategies included in the California Dyslexia Guidelines, practice administering screeners, analyze the results to identify students who may have dyslexia and discuss best practices to address students’ needs.
Candidates have more in-depth practice of the concepts and strategies included in California Dyslexia Guidelines through two clinical practice courses: EDTP 523 Introduction to Clinical Practice and EDTP 540 Clinical Practice. Candidates complete reflective journal activities (EDTP 523 and EDTP 540) to critically reflect on their ability to demonstrate and engage with the skills identified in the California Dyslexia Guidelines, and how they can demonstrate ongoing improvement. In addition, candidates practice planning and delivering lessons by incorporating strategies included in California Dyslexia Guidelines using the DLT Lesson Plan template, especially under Section 9: Instructional Design. Lastly, candidates are assessed on the abovementioned skills through Clinical Evaluation, Methods Mid-Term Dialogue, and Field Observations.
5.3b
5.3c
Revision for 5.3c
The elements of the CA Dyslexia Guidelines will be introduced during EDLT 521.
The elements of the CA Dyslexia Guidelines will be practiced during field placements. Three of the six lesson plans must be literacy-based, with an emphasis on TPE 7 elements. The university supervisor will review these lessons with an additional evaluation form: the TPE 7 Field Observation form.
- TPE 7 Field Observation form assessing planning and instruction.
The elements of the CA Dyslexia Guidelines will be assessed by university supervisors and cooperating teachers via the TPE 7 Clinical Evaluation form. This form documents an overall score for each TPE, with each TPE assessing several elements. Assessors must document any TPE element that needs additional support.
In the event that a candidate does not have access to a student with dyslexia within their classroom, the director of field experiences will secure an additional placement in which the candidate will have adequate opportunities to practice these strategies.
Original Submission Follows
In EDTP 523 and EDTP 540, the concepts and strategies included in the California Dyslexia Guidelines are practiced in clinical practice settings. Candidates complete Bi-weekly Reflective journals in EDTP 523 and EDTP 540 on their ability to demonstrate and engage with the skills identified in the California Dyslexia Guidelines and how they can demonstrate ongoing improvement. Candidates are also provided opportunities during their clinical practice under Section 9 Instructional Design of the DLT Lesson Plan.
- EDTP 523 and EDTP 540:
- Bi-weekly reflective journals: EDTP 523 and EDTP 540
- DLT Lesson Plan in EDTP 523 and EDTP 540, specifically related to Section 9 Instructional Design.
5.3d
- MOU Addendum will be provided to school districts from Spring 2025 forward.
- When securing clinical practice placements, cooperating teachers will receive a letter/email about clinical practice details and requirements, including TPE 7.
- Each semester, the department provides orientation meetings for mentor/cooperating teachers and university supervisors. The information provided at these meetings includes the TPEs 1–7 and Dyslexia Guidelines:
5.3e
The Department of Learning and Teaching (DLT) Candidate Handbook is publicly available on the Student Resource site. During the candidates' orientations, which take place prior to the beginning of each semester, all candidates, including those who have chosen an intern option for their last semester, are introduced to the DLT Student Resource site and DLT Candidate Handbook.
At the orientation to all clinical practice courses (EDTP 523 and EDTP 540), requirements that encompass TPEs 1–7, including California Dyslexia Guidelines, are introduced and discussed with direction on specific activities that will be employed during the semesters: Bi-weekly reflective journals: EDTP 523 and EDTP 540, clinical evaluations (7.10a-b), Field Observations, and Lesson Plans.
- Evidence for 5.3e:
- Department of Learning and Teaching Candidate Handbook – TPEs 1–7 and Dyslexia Guidelines
- Bi-weekly reflective journals: EDTP 523 and EDTP 540
- Clinical Evaluation
- Methods Mid-Term Dialogue
- DLT Lesson Plan by incorporating strategies included in California Dyslexia Guidelines, including Section 9: Instructional Design
- Field Observations
5.3f
Revision for 5.3f
The elements of the CA Dyslexia Guidelines will be introduced during EDLT 521.
The elements of the CA Dyslexia Guidelines will be practiced during field placements. Three of the six lesson plans must be literacy-based, with an emphasis on TPE 7 elements. The university supervisor will review these lessons with an additional evaluation form: the TPE 7 Field Observation form.
- TPE 7 Field Observation form assessing planning and instruction.
The elements of the CA Dyslexia Guidelines will be assessed by university supervisors and cooperating teachers via the TPE 7 Clinical Evaluation form. This form documents an overall score for each TPE, with each TPE assessing several elements. Assessors must document any TPE element that needs additional support.
In the event that a candidate does not have access to a student with dyslexia within their classroom, the director of field experiences will secure an additional placement in which the candidate will have adequate opportunities to practice these strategies.
Original Submission Follows
Candidates are ensured they are able to practice these skills and are provided formative feedback to guide improvement in the strategies included in California Dyslexia Guidelines.
- Evidence for 5.3f:
- Bi-weekly reflective journals: EDTP 523 and EDTP 540
- Clinical Evaluation Form
- Methods Mid-Term Dialogue
- DLT Lesson Plan by incorporating strategies included in California Dyslexia Guidelines, including Section 9: Instructional Design
- Field Observations