Practical first
Each module offers teacher language, common mistakes, implementation choices, and concrete ways to respond when a strategy does not work.
EDU 5262 · 1 unit
Clinical Practice
Single Subject Seminar
This practical seminar helps teacher candidates learn to observe carefully, make informed instructional decisions, gather evidence from their clinical practice, and improve their teaching through reflection and professional conversation.
Course purpose
A clinical coaching laboratory, not another methods course
This course accompanies supervised, full-day teaching in a university-approved classroom. Teacher candidates will assume increasing instructional responsibilities in culturally diverse public-school settings while developing the practical knowledge, judgment, and professional habits needed for effective teaching.
The seminar is organized around a repeating two-week cycle. During the weeks when the class does not meet on Zoom, candidates will focus on one practical teaching skill, implement or observe that skill in their clinical placement, and gather a small amount of evidence from their teaching. Evidence may include anonymized student work, observation notes, lesson materials, participation records, formative assessment results, mentor feedback, or other artifacts connected to the assigned skill.
During the Zoom sessions, candidates will use that evidence to reflect on their teaching, examine the effects of their instructional decisions, and discuss their findings in small support groups. Each group will complete a focused product that captures the main ideas from its discussion. Most group assignments will be completed during the scheduled Zoom session and will not require additional group work outside of class.
The course is designed to remain practical and closely connected to candidates’ daily teaching. The primary focus is not on completing separate academic assignments, but on applying what candidates are learning, gathering evidence of student participation and learning, and using reflection and professional conversation to improve their practice.
Most course requirements will be completed through clinical teaching, brief evidence submissions, and work completed during the Zoom sessions. The primary assignment completed outside of class will be the final growth reflection. In that paper, candidates will draw upon the evidence and reflections they collected throughout the course, connect their professional growth to their developing teaching philosophy, identify the effect of their teaching decisions on students, and establish realistic next steps for continued professional development.
Evidence, not perfection
Students receive credit for submitting relevant evidence. A well-analyzed difficulty can demonstrate stronger professional learning than an uncomplicated success.
Reflection with a next step
Reflection moves from description, to interpretation, to a small instructional action that can be tested in practice.
Canvas for official work
This website teaches and guides. Canvas receives evidence, group products, feedback, grades, and the final reflection.
Introduction and seven-module sequence
Developing practical teaching judgment
Begin with the Introduction Module, then complete Modules 1 through 6 through a clinical evidence submission and a Zoom group product. Module 7 is instructor-led and prepares students for the job search and final reflection. The Finals Week Module provides the final submission checklist, reflection directions, rubric, and interview-assignment reminder.
Module 7 career preparation
Teaching Interview Toolkit
The Teaching Interview Toolkit has two connected parts. Only Part 1 is required for EDU 5262. Part 2 is an optional career resource you may use when you are invited to interview.
Required for this course
Part 1
Interview Research Workspace
Use the research workspace to investigate a school and district, connect your experience to the position, and organize evidence you can use in an interview.
- Research the school, district, leadership, mission, programs, and community.
- Review the California School Directory and California School Dashboard.
- Identify school strengths, needs, and ways you could contribute.
- Prepare examples from clinical practice involving instruction, classroom management, assessment, relationships, and reflection.
- Download the completed Word document and submit it in Canvas for the Session 14 assignment.
Course requirement: Complete Part 1 according to the directions posted in Canvas. This is the portion connected to the EDU 5262 assignment.
Optional and ungraded
Part 2
What to Do When You Get an Interview
Part 2 turns the research saved in Part 1 into a personal interview-preparation workspace. It is available for your future use, but it is not required for this class.
- Review common educational acronyms and interview concepts.
- Mark terms as known or needing review.
- Practice unfamiliar terms with a personal flashcard deck.
- Generate a random set of 10 practice interview questions.
- Use your school research to prepare specific, mission-aligned responses.
Not required: You do not need to complete or submit Part 2 for EDU 5262. Use it only when it is helpful to you.
Open the complete toolkit
Your work is saved in the browser you use. Download a backup before changing devices or clearing browser data.
Assessment
Course Assignments
The grade emphasizes professional reflection and the quality of collaborative analysis, while keeping evidence submissions low stakes.
25%
Clinical evidence submissions
Six submissions, graded credit or no credit. Evidence should be relevant, confidential, and accompanied by brief context and one question.
- Small artifact from normal teaching
- No penalty when a strategy is unsuccessful
- Submitted in Canvas before Zoom
35%
Support-group products
Six concise products completed and posted during class. Each product captures evidence, interpretation, and a practical instructional response.
- Completed in 15 to 18 minutes
- No group work outside class
- One product submitted per group
30%
Final growth reflection
An evidence-based reflection explaining one area of growth, its effect on students, an unresolved challenge, and a realistic next professional step.
- Approximately 800 to 1,200 words
- Uses at least two pieces of evidence
- Connects to one or two CalTPEs
10%
Job-search preparation
Students research a realistic school or district, interpret public data, and prepare school-specific interview responses and questions.
- Preliminary research before Session 7
- Worksheet developed during class
- Graded for thoughtful completion
Course sequence
Course Meetings
5:00 PM to 5:50 PM. The final session has no breakout discussion.
Course Orientation
Read the Syllabus and Clinical Practice Handbook
Review both documents in Canvas before Module 1.
Knowing Students and Noticing Well
Session 1: Evidence Cycle
Session 2: Zoom group product and reflection
Productive Learning Environments
Session 3: Evidence Cycle
Session 4: Zoom group product and reflection
Planning, Explaining, and Modeling
Session 5: Evidence Cycle
Session 6: Zoom group product and reflection
Questioning and Student Thinking
Session 7: Evidence Cycle
Session 8: Zoom group product and reflection
Participation and Academic Discussion
Session 9: Evidence Cycle
Session 10: Zoom group product and reflection
Student Work, Assessment, and Feedback
Session 11: Evidence Cycle
Session 12: Zoom group product and reflection
Professional Growth and Beginning the Job Search
Session 13: Preliminary School Research
Session 14: Final Zoom session, reflection guidance, and interview preparation
Final Submissions
Complete the Job Search Preparation Assignment and Final Growth Reflection Paper
Submit both assignments in Canvas.
Core resources
Practical tools students will reuse
Review the California Teaching Performance Expectations listed below.
California standards
Teaching Performance Expectations quick reference
Select any TPE tag in a module to reveal a short description directly beneath the tags. Use the reference link in that panel to return to this list.
TPE 1, Engaging and Supporting All Students in Learning
- 1.1Use knowledge of students' experiences, interests, social-emotional needs, funds of knowledge, and cultural, linguistic, and socioeconomic backgrounds to engage them in learning.
- 1.3Connect subject matter to real-life contexts and provide active learning experiences that support motivation and extend learning.
- 1.4Use developmentally and ability-appropriate strategies, resources, assistive technology, UDL, and MTSS to support access for a wide range of learners.
- 1.5Promote critical and creative thinking through inquiry, problem solving, reflection, and appropriate instructional strategies.
- 1.8Monitor student learning and adjust instruction while teaching so students remain actively engaged.
TPE 2, Creating and Maintaining Effective Environments for Student Learning
- 2.1Promote students' social-emotional growth and responsibility through positive interventions and supports, restorative practices, and conflict resolution.
- 2.2Create learning environments that promote productive student learning, reflect diversity, and encourage positive interactions.
- 2.3Establish, maintain, and monitor inclusive environments that are physically, mentally, intellectually, and emotionally healthy and safe.
- 2.4Know how to access resources to support students who have experienced trauma, homelessness, foster care, incarceration, or medical and mental health concerns.
- 2.5Maintain high expectations for learning while using supports that make content accessible to all students.
- 2.6Establish and maintain clear expectations for positive classroom behavior and communication by teaching routines, procedures, and norms.
TPE 3, Understanding and Organizing Subject Matter for Student Learning
- 3.1Demonstrate knowledge of subject matter, academic content standards, curriculum frameworks, and how students learn the discipline.
- 3.2Use knowledge of students and learning goals to organize curriculum and make subject matter accessible.
- 3.3Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy.
- 3.4Collaborate with colleagues to support student learning and reflect on teaching practice.
- 3.5Adapt subject matter curriculum, organization, and planning to support students' language development and learning needs.
- 3.6Use and adapt resources, standards-aligned materials, and technology to provide equitable access to the curriculum.
TPE 4, Planning Instruction and Designing Learning Experiences for All Students
- 4.1Use information about students' academic status, assessment data, language proficiency, culture, and development to plan instruction.
- 4.4Plan instruction that uses multiple means of representation, engagement, and expression and provides appropriate supports and accommodations.
- 4.7Plan for varied communication strategies and participation structures that promote access and engagement.
TPE 5, Assessing Student Learning
- 5.1Apply knowledge of assessment principles to collect information about student learning using multiple measures.
- 5.2Collect and analyze assessment evidence to plan and modify instruction and document learning over time.
- 5.3Involve students in self-assessment, goal setting, and reflection on their progress.
- 5.4Use technology appropriately to administer assessments, analyze results, and communicate learning.
- 5.5Use assessment information in a timely way to help students and families understand progress and next steps.
- 5.6Work with specialists and colleagues to interpret assessment information and support student learning.
- 5.7Interpret assessment results fairly, recognizing cultural, linguistic, and disability-related factors that may affect performance.
- 5.8Use assessment results to establish learning goals and differentiate instruction for individuals and groups.
TPE 6, Developing as a Professional Educator
- 6.1Reflect on teaching practice and subject matter knowledge to improve student learning.
- 6.2Recognize personal values and biases and work to reduce their effects on teaching and student learning.
- 6.3Set professional learning goals and pursue opportunities to improve practice.
- 6.4Work collaboratively with colleagues and engage in professional inquiry.
- 6.5Communicate effectively with colleagues, families, and the broader school community while maintaining professional responsibility.
- 6.6Understand and fulfill legal and ethical responsibilities, including student safety, confidentiality, mandated reporting, and appropriate technology use.
TPE 7, Effective Literacy Instruction for All Students
- 7.6Support meaning making through discussion, questioning, analysis, and use of evidence across content areas.
- 7.7Support students in developing language and vocabulary needed to understand and communicate disciplinary ideas.
- 7.8Support effective expression through speaking, writing, collaboration, feedback, and revision.
Research foundation
Why this course is organized around practice
Research on core and high-leverage practices supports helping candidates study identifiable teaching practices, enact them in authentic settings, examine evidence, receive feedback, and refine their decisions. The modules also align with California’s Teaching Performance Expectations.
Selected references
- California Commission on Teacher Credentialing. California Teaching Performance Expectations.
- Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289.
- Jenset, I. S., Klette, K., & Hammerness, K. (2018). Grounding teacher education in practice around the world. Journal of Teacher Education, 69(2), 184–197.
- McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education. Journal of Teacher Education, 64(5), 378–386.
- Yao, Y., Amos, M., & Zhang, W. (2024). The impact of formative assessment on K–12 learning: A meta-analysis. Educational Assessment, Evaluation and Accountability.
- Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740–764.