The University of Redlands provides a multi-faceted teacher education program. After successful completion of the required course work and program requirements, students advance to student teaching.

The regulations and requirements of our teacher education program are approved by the California Commission on Teacher Credentialing (CCTC). All teacher credentials candidates must demonstrate competency in their specific subject matter area prior to student teaching and the teaching seminar.

Student-Teaching/ Internship Deadlines


Student-teaching/internship term

Deadline to submit Student-teaching/internship application

Fall 2018

May 4, 2018

Spring 2019

September 4, 2018

Fall 2019

May 6, 2019

Spring 2020

September 3, 2019



Orientation of the Student Teacher

The first step in the student teaching program is orientation to the school. Your university supervisor and master teacher will help you transition into student teaching. For additional information refer to the Student Teaching Handbook

Please speak to your advisor if you have any questions.

The Student as a Teacher

A. Look for evidence of growth and interests of your students. Students need strategies and techniques designed to help them solve problems; effective teachers provide that guidance. Teaching involves more than simply “telling.”

B. Attempt to earn the respect of your students without being a “pal.”

C. Allow yourself to “over-prepare” until you learn how much preparation time each phase of teaching requires.

D. Be prudent in matters of discipline. Maintain your poise with students and avoid threatening them; do not try to “bluff.”

E. Teachers are not expected to be able to answer all of the questions asked by students. If questioned about something unfamiliar to you, indicate that you do not know the answer and refer the student to sources of information. Familiarize yourself with referral sources.

F. Do not hesitate to ask your master teacher or university supervisor for help in determining objectives, planning appropriate activities, and finding instructional materials.

G. As a source of teaching strategies for differentiating instruction, review notes from specific university courses, the texts used, and the bibliographies supplied.

Weekly Schedule

The following is a model of a typical schedule for a semester-long or 14 week student teaching experience. This model is representative of the type of progression that occurs from week one through week fourteen.

Week 1 - Observation. Activities include: observing, getting acquainted with students, staff, building facilities and building/district policies. Assisting the master teacher, responding to papers, helping students, create a bulletin board, take roll, read a story. Visit other classrooms if possible.

Work with master teacher to develop a Student Teaching Plan for progression of student teaching responsibilities.

Week 2 - Introduction to Teaching. Student Teacher assumes partial responsibility for portions of instruction (e.g., opening teacher activities, spelling). Added responsibilities continue throughout the semester. The master teacher is present to give teacher candidate support and feedback. Possible observations in other classrooms.

The initial 3-way meeting between the Master Teacher, Student Teacher, and University Supervisor should be scheduled within the first 7 days of the assignment. At this meeting, the Student Teaching Plan is reviewed and expectations and responsibilities are discussed.

Weeks 3-6 - Part-time Teaching*. Student Teacher begins team teaching with the Master Teacher and creates lesson plans for lessons taught. Student Teacher gradually assumes responsibility for additional content areas. Master Teacher continues to supervise and model.

The Student Teacher, Master Teacher, and University Supervisor should begin preparations for first progress-check evaluation.

Weeks 7-11 - Increased Teaching*. Student Teacher assumes the planning and Master Teacher responsibilities for a significant portion of the school day. Master Teacher should continue to supervise and model for Student Teacher. Student Teachers may spend some time observing the room and in other classes and grade levels.

A 3-way meeting should be held during the 7th week to discuss the final 7th week evaluation. At the 7th week and at 10 ½ week progress-check, Student Teacher should be provided with specific feedback and recommendations for continued improvement and teaching success. Student Teacher should self-evaluate and identify current strengths and areas for future growth.

Weeks 12-13 - Complete Teaching Responsibility*. Student Teacher should assume full responsibility

for planning and teaching for the entire day.

Master Teacher should be in and out of the class periodically.

Week 14 - Phase-Out. To ensure a smooth transition, Master Teacher reassumes primary teaching responsibilities for the class. Student Teacher spends some time observing in other grade levels present in school.

The final 3-way meeting will usually be scheduled during this week. Master Teacher and University Supervisor will present letters of recommendation. Student Teacher Self-Evaluation form, Master Teacher and University Supervisor

Evaluation form will be completed.

* NOTE: Student Teacher should not be left alone for several hours.

The Master Teacher should drop in and out of the room periodically even when the Student Teacher has full teaching responsibility.

Student Teaching Forms

Advancing to Student Teaching 

1. Ensure all pre-requisite coursework has been completed.
2. Submit an Advance to Student Teaching form to along with passing scores for the appropriate subject matter exams (CSETs) on or before the deadline, even if scores are pending or you are planning to do an internship.

Teaching Internship Fall 2018

Application Deadline: September 4, 2018

Internship Mentor Log. Please submit log at week 9, and week 18.