Clinical Practice at Seaver College
In the teacher preparation program, each course has a clinical experience component to provide teacher candidates with valuable hands-on experience in the field. Clinical practice intentionally aligns with coursework so students are able to experience both the theoretical and practical components of teaching and learning.
The Commission on Teacher Credentialing program standards state that teacher candidates must complete their clinical practice in schools that reflect the diversity of California. The program standards explain that placements must have diversity of:
- race and ethnicity of the students
- number of students from families below the federal poverty level, number of percentage of students on scholarship, tuition assistance, or other proxy that demonstrates that the school serves students from families in lower socio-economic income ranges
- languages spoken by the students, including English learners
- the inclusiveness of the school for students with disabilities and the process for students to receive additional services, i.e. student study team and individualized education program processes
Additionally, the teacher performance expectations (TPEs) also state that the placement must have "curriculum that is aligned with California's adopted content standards and frameworks." (TPE 3)
The director of clinical practice is responsible to secure each teacher candidate a suitable clinical placement that meets the requirements set by the California Commission on Teacher Credentialing. The director of clinical practice works with the teacher preparation program team to finalize placements and ensure that each candidate gains experience working with the types of diversity reflected in the TPEs. Teacher candidates may request placements in certain schools, however the final decision is made by the teacher preparation program faculty team. Visit the clinical practice requirements page to learn more.
University Field Supervisors
In clinical experience 2 and 3, a university field supervisors (UFS) will observe the teacher candidate in the classroom six times. The role of the UFS is to support the teacher candidate and provide quality feedback to enhance teaching skills, strengthen classroom management, and enrich content specific pedagogy. During each visit, the UFS will observe a formal lesson, debrief the lesson with the candidate, and complete a formal online evaluation. Visit the university field supervisor page to learn more about our field supervisors.
A mentor teacher (MT) is a district employed supervisor who partners with a Pepperdine teacher candidate in their clinical placement. Mentor teachers are recommended by principals and have a minimum of three years teaching experience, a clear California teaching credential, and a willingness to mentor teacher candidates. Mentor teachers have 10 hours of initial training or the equivalent. Visit the mentor teachers page to learn more about teacher candidates' experience with their MTs.