Program Field Experience

Guidelines for Field Experience (MS in Educational Technology & Media Leadership, Teacher Librarian, Applied Disabilities Studies)


  • To register for Field Experience a candidate must have a 3.0 GPA for all coursework in their program.
  • For teacher librarians (only), all requirements for Admission to the credential program must be met prior to registering for Field Experience, and the candidate must hold at least a valid preliminary California teaching credential (emergency teaching credential is not acceptable).
  • For all others, at least 15 units of work for the credential or degree must have been completed prior to registering for Field Experience.

  • The Field Experience site for Teacher Librarians must have a credentialed Teacher Librarian (TL); for ETEC or Applied Disabilities Studies, the supervisor must have a master's degree. The site supervisor must have least two years of successful professional experience at the building level, serve in that capacity at least half time, and be recommended by at least one peer. The site supervisor must agree to the written and verbal policies and procedures outlined by the program coordinator.
  • The Field Experience school will be selected by the Coordinator in consultation with the candidate and with the District personnel as appropriate.
  • The site administrator and supervisor must give approval for the Field Experience.

  • The Field Experience consists of 90 hours at the site. The Teacher Librarian credential Field Experience must be completed at both elementary/middle and secondary schools with a minimum of 45 hours at each level. A schedule is to be developed by the credential candidate and the supervising Teacher Librarian, then approved by the Coordinator. One placement may be waived, depending on the candidate's prior experience (see below).
  • Note: Candidates are placed in sites as near to their home (or present site) as possible, but placement is determined by the availability of the appropriate mentor Teacher Librarian or other applicable supervisor for ETEC or Applied Disability Studies students, and the probable type of experience (e.g., if a student needs more exposure to students with special needs, then the placement site should provide such services).

  • To be recommended for a credential, the student must earn a grade of "A"or "B" in Field Experience.
  • The grade for Field Experience will be assigned by the program coordinator after evaluation conferences with the candidate and the site supervisor(s).

ETEC 580: Field Experience Requirements for Teacher Librarian Credential Candidates

Teacher librarian credential candidates are required to complete a minimum of 90 hours working in library media centers for three units of credit.  You are to spend a minimum of 45 hours each at an elementary/middle school and at a high school.  Each library media center must be staffed by a credentialed Teacher Librarian.  You must visit each school in person and meet with the Teacher Librarian on site before your activities are approved; typically, the Field Experience Coordinator outlines the process in person or by phone at that time. 

The field supervisor Teacher Librarian will expect you to show interest, efficiency and initiative.  You must demonstrate through your capability, motivation, intelligence and personal qualities that you will be able to administer a library program without direction or supervision.  This experience is the most important part of your coursework.

Each Teacher Librarian will plan a schedule of activities with you.  Be sure the plan includes a list of dates that you will be working in the library media center and the hours you will work each day.  Each weekly schedule should include a specific time to evaluate the work competed during the week and to plan the next week.  If you are going to be absent, be sure to contact your supervising Teacher Librarian.

Lessons, booktalks and other activities are to be prepared outside scheduled Field Experience time.  Your time should focus on activities where students and the rest of the school community are involved. You should not consider Field Experience as an amount of time to be put in, but as a job to be competed in a professional manner.  If it sometimes takes longer for you to do a good job than the hours scheduled, it will be to your advantage to spend the time required.

You and the Teacher Librarian should work out a calendar and tentative plan of activities at your preliminary meeting, based on your self-diagnosis of competencies and goals for improvement.  This should include three projects that you will complete at that school: one in Teaching and Learning, one in Technology-Enhanced Learning Environments, and one in Program Administration. An ethnographic study is also required. You are also required to visit and assess a public library. All activities should address the program learning outcomes:

  • Apply knowledge of multicultural, ethical, and legal issues pertaining to using educational technologies and communication within the global community.
  • Synthesize leadership principles within the practice of information and educational technology.
  • Apply instructional design principles to locate, evaluate and develop instructional materials.
  • Integrate theoretical perspectives to review, interpret, and apply research in learning technologies.
  • Demonstrate effective written, electronic, and oral communications that reflect critical thinking and information literacy. 
  • Design, develop, implement, and assess learning experiences.
  • Promote reading for learning, personal growth and enjoyment.
  • Organize collections according to standard library cataloging and classification principles.

and align with the California Commission on Teacher Credentialing Teacher Librarian Competency Standards.

Site Assignments for All Students:

The coordinator recommends and approves the Field Experience site.  To help with the selection of a site, any geographic, calendar or other special circumstances should be noted on the Field Experience application; these will be considered to the extent possible. One project should address diversity issues.

  • Teaching and Learning: Work with an educator at the site to develop and implement a collaborative lesson that will extend over two or more class periods (time includes the planning, presentation and follow-up); this may take the form of the same class for 2 periods (present/start the first day, and follow-up/practice the second day -- or the same presentation/learning activity for 2 difference classes, each one for a period).   Include appropriate handouts for student use, presentation aids, etc. in your lesson plan.  Include both pre- and post-activity assessment to measure your impact on student learning. Schedule the lesson at a time the Field Experience Coordinator can observe you at the school.  Provide the coordinator the lesson plan, materials and related information ahead of time, and include these documents in your portfolio when you submit it.
  • Technology-Enhanced Learning Environment: Participate in a technology-enhanced activity that supports information/knowledge and equity/diversity.  Typical projects include: selecting digital resources for purchasing or withdrawal; developing instructional aids for using technology; modifying technology so that users with special needs are ensured physical and intellectual access to information and ideas; developing/implementing technology-enhanced access strategies for ELL users.
  • Program Administration/Leadership: Participate in an activity that extends beyond the service center itself to identify its role within the school.  Typical projects include: assisting in curriculum development; helping plan schoolwide initiatives that involve the service program (e.g., cross-curriculum technology, class-size reduction, reform efforts, reading initiatives, etc.); assisting in a staff development effort; assessing an aspect of the service program in light of community needs.
  • Conduct an ethnographic research activity. Identify one aspect of the workplace setting that addresses technology/media information resources or services, and conduct an ethnographic research investigation; write up your activity and analysis. The area of investigation should address one of the following topics: educational technology processes, administration, managing resources, managing services, collaboration, or The role of educational technology and media information within a specific organization. Sample specific areas of investigation include (but are not limited to): collection development, resource management, student information seeking behaviors, collaboration, supervision/ training of staff or aides (including volunteers), instructional strategies, communication (e.g., website, signage, promotional materials, organizational structure and dynamics, the service’s assessment role within the institutio)n. Collect data about the issue (e.g., observation, interviews, content analysis), and analyze the results in terms of your professional domain.
  • Public library visit (required only for TLS): Document your visit to a public library, including your interview with a librarian there (preferably the manager or youth services lead) with the mindset of how the library engages with the community, especially the school(s) it serves. 
  • Daily Log: Maintain a daily log sheet; include your name, the Field Experience school, the date and hours worked that day, activities list, a paragraph of reflection, and the cumulative totals hours worked at the site as of the end of that day.  Key each activity for the day to the Standards for TL or ETEC competence. These notes can be brief, but by the end of the 45 hours at each site they should indicate that you have had experiences under each Standard. Send the daily log (mail, fax, email) to the Coordinator at least once a week.
  • Portfolio: Keep an e-portfolio of your entire Field Experience (one page with links) as part of your credential/degree e-portfolio of evidence (preferably 2-3 examples per standard) demonstrating that you meet all the program standards. You may structure your e-portfolio as a linked wiki or website (example: The field experience part of your portfolio will include your: goals and plan of action, reports on your four projects, lesson plans for all classes you have taught, final reflection, and other evidence for meeting your goals.  If possible, include photos or a videotape of your site in action.  The final section of the “assessment” part of your field experience page should include a re-diagnosis of competencies, with a list of those activities that you did not complete at the site – noting that you discussed the assessment with the supervisor (summarize comments in a sentence or two).  Identify next steps/goals. The e-portfolio assessment form ​e-Portfolio Assessment Form (PDF) guides the e-portfolio components.


You must earn a grade of A or B to receive credit for Field Experience.  If you experience problems, please discuss them with the site supervisor and the Field Experience Coordinator early in your assignment; it is possible for you to transfer to another site if necessary.

Each site supervisor will complete an evaluation form in collaboration with you.  You both will sign the form, and it will become part of your permanent file.  The site supervisor has been asked to inform the Field Experience Coordinator immediately if your evaluation is likely to be below Very Good (B) or Excellent (A).  In this case, you will transfer to another site.

Field Experience Coordinator and Field Experience Supervisor:

Once the placement arrangements have been made by the Field Experience Coordinator (Dr. Lesley Farmer), the Field Experience Supervisor will work with the site supervisor and you, and usually visit you at least once or twice at each field experience site, at the beginning and then to observe one or more lessons being taught.  This will give you an opportunity to discuss problems, plan or do anything else pertinent to your Field Experience. Coordinator.

  • Notify the Program Coordinator (562-985-4509) and the Credential Processing Center (562-985-4109) (for Teacher Librarians) ahead of time about your intention to begin Field Experience. Deadline for Spring and Summer experience is October 1; deadline for Fall experience is March 1.
  • Complete the application form (found below), and email it to the Field Experience Coordinator (

Application Form for Field Experience ETEC 580 

Name:                                                                                      Student ID#:

Home Phone/ Work Phone:                                         Email Address:

Mailing Address:

Current Employment/Address:

Semester/Year Field Experience is requested:


The coordinator will assign the placements. Please indicate below your preferences, if any, in terms of district, site, and/or level.

Placement #1:



School phone/email:

Site supervisor:


Placement #2:



School phone/email:

Site supervisor:

Acceptance of Current Work Experience For One Level of Field Experience

For students who have an emergency Teacher Librarian Services credential AND have completed at least one semester of successful work in a credentialed Teacher Librarian position at either the elementary or secondary level, (and for ETEC or ADS students who are working in applicable settings) the following materials may be submitted in lieu of 45 hours of Field Experience at that level:

  1. A statement describing in some detail your job assignment for these years.
  2. A letter from your principal/administrator verifying the dates of duty you have worked in a credentialed Teacher Librarian position, and stating that Field Experience at your current level will not be necessary.
  3. Copy of the most recent written evaluations of your work.

You will register for three units of Field Experience, and complete 45 hours of action Field Experience at the alternate level. Credit for the full three units will depend on the completion of the 45 hours of Field Experience and submission of the materials outlined above.

Introduction to ETEC 580: Field Experience in Educational Technology and Teacher Librarian Services


Student Testimonial: Deb P. 


Student Testimonial: Loanne C. 


Instructor Testimonial: Mary M. 


Librarian Mentor Testimonial: Ken C. 


Librarian Mentor Testimonial: Rachel B. 


Librarian Mentor Testimonial: Lia L.