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Standard 15: Qualifications of Individuals who Provide School Site Support

Sponsors of programs define the qualifications of individuals who provide school site support. These qualifications include, but are not limited to a minimum of the appropriate credential (including EL authorization) and three or more years of teaching experience in California.

Sponsors of programs provide ongoing professional development for supervisors that includes the Teaching Performance Expectations (TPEs) and information about responsibilities, rights, and expectations pertaining to candidates and supervisors. Individuals selected to provide professional development to supervising teachers (a) are experienced and effective in supervising credential candidates; (b) know and understand current educational theory and practice, the sponsors’ expectations for supervising teachers, state-adopted academic content standards and frameworks, and the developmental stages of learning-to-teach; (c) model collegial supervisory practices that foster success among credential candidates; and (d) promote reflective practice.

Each teacher who supervises a candidate during a period of daily whole-class instruction is well-informed about (a) performance expectations for the candidate’s teaching and pertaining to his/her supervision of the candidate, and (b) procedures to follow when the candidate encounters problems in teaching.

Program sponsors in collaboration with cooperating administrators provide opportunities for each candidate to work in diverse placements with English learners, students with special needs, students from low socioeconomic backgrounds, and hard to staff schools.

Most districts in the CSUF service area have designated one or more individuals to work with the field experience coordinator, the Single Subject coordinator, and the university supervisors in the placement of Single Subject student teachers. For EHD 155A, placements are made by the Single Subject Coordinator in consultation with university supervisors, and school district administrators.  For EHD 155B, faculty members in each academic department associated with a credential are responsible for making placements in consultation with the Single Subject coordinator and district administrators. Teachers serve on the Dean’s Council for Professional Education and master teachers meet annually with the Single Subject Coordinator, which facilitates communication and collaboration.

In placing student teachers, the University considers school factors including the following: does this school provide student teachers the opportunity to work with English learners, students with special needs, and students from low socioeconomic backgrounds? Is this an underperforming or hard to staff school?

University supervisors, who are in schools on a regular basis, are in an excellent position to assess the quality of field-placement sites. In addition, the program coordinator reviews the annual school reports as they relate to the specific factors previously mentioned and the overall suitability of a school as a field-placement site. All students have student teaching experience in diverse settings, which include English learners and special-needs students.

Student teachers are asked to evaluate their master teachers, and this information is considered when making decisions regarding placements.

Both research and practice indicate that the master teacher plays a leading role in the development of a new teacher. Consequently, the selection of effective master teachers is a high priority in the Single Subject Credential Program. Master teachers are role models and mentors. They should be active, enthusiastic, and interested, exemplifying the best with regard to their subject matter, their pupils, their school, the student teacher, and the university supervisor.

Minimum criteria for selecting master teachers are that (1) they are credentialed in the appropriate subject area, (2) they have three years of teaching experience at the appropriate level in the appropriate subject, and (3) they are effective teachers. Criteria for selecting master teachers are as follows:


Master teachers must hold a valid credential that authorizes the teaching assignment they are supervising.


Master teachers must have a minimum of three years of appropriate teaching experience.

Subject Matter:

Master teachers should be up to date in their knowledge of the subject matter they teach, the California content standards and frameworks, and the subject matter projects. This should be evidenced by their active participation in professional organizations, publications, attendance at conferences and in-services, and subscriptions to professional journals.

They should be current in the latest methodology of their field, including techniques of both instruction and assessment.

They should be involved in curriculum development and, in their own classrooms, they should be able to convey their material in various ways.


Master teachers should be open and flexible, creating a positive learning environment that motivates students with diverse learning styles.

They should be effective, clear and resourceful teachers with a professional manner and the ability to maintain order while maintaining a learner-centered atmosphere.

They should have empathy with students and demonstrate sensitivity to diverse cultures and languages in the class. They should be skillful at teaching the linguistically diverse and students with special needs.

They should model effective uses of instructional technology.


Master teachers should be aware of social services available to students so that they can make necessary referrals.

They should be able to work collaboratively with others in the school such as teaching colleagues, school administrators, the reading specialist, library specialist, school nurse, or school psychologist. 


The master teacher should be able to work effectively with parents and other community members.

Student Teacher:

Master teachers should be supportive of student teachers, providing guidance and direction as mentors, and allowing them autonomy.

They should be a willing resource, giving collaborative input in lesson planning, instructional techniques, and constructive feedback.

University Supervisor:

The master teacher should maintain open and professional communication with the university supervisor.

English Learners:

Master teachers should hold a valid EL authorization and be knowledgeable about working effectively with students who are developing their English language skills.

Evaluation of Master Teachers:

School site administrators play an important role in helping to select master teachers. The site administrator is primarily responsible for recommending the teachers who are selected to be master teachers. In most school districts, one or more central office administrators also play a role in the selection of quality master teachers  University supervisors who have worked directly with the teachers also assist in the selection process.

Master teachers are also evaluated by student teachers. The views of past student teachers are carefully considered when selecting a master teacher for additional supervision responsibilities.

Training of Master Teachers:

Formal training for master teachers is provided on an annual basis. Observation, coaching, and evaluation, especially with regard to the Teacher Performance Expectations, are always important topics in this training. Programs for recent training sessions have focused on helping student teachers incorporate technology in their teaching strategies, work successfully with English learners, and work successfully with students who have special needs. In addition to the annual training session, the student teaching handbook contains an explanation of role expectations for master teachers. Also, university supervisors meet individually with master teachers at the beginning of each semester.

Well-qualified individuals are selected to provide training for master teachers. In addition to faculty from the university, individuals who train teachers in other capacities are often used. Finally, much of the training is provided by exemplary master teachers.

Intern Program Delivery Model:

Program sponsors and the participating district collaborate in the selection of individuals who provide school site support and the placement of interns in teaching positions. Program sponsors and employing school districts ensure sites/teaching assignment for intern placement that will enable candidates to meet the program requirements. Each intern receives support from one or more mentor teacher(s) who are assigned to the same school, at least one of whom is experienced in the curricular area(s) of the intern’s assignment.

Each intern is supported by a site-based cooperating teacher who is from the same subject area and who is selected by the site principal. The interns also receive support from a Support Provider assigned from the Teacher Internship Program office. Interns have university supervisors from the intern's own discipline area.

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