Field Placements

The Office of Field Placement, in the College of Education (COE), is responsible for making and confirming teacher candidate assignments for Curriculum & Instruction (CI) programs (including GTEP, ITEP, BTP, ESOL, Reading), Special Education (SPED), and Counselor Education programs.

Contact information

Field Placement Coordinator, Curriculum & Instruction
Penny Jasso;,
Phone: 503-725-5857

Field Placement Coordinator, Special Education, and Counselor Education
Andi Pearson;,
Phone: 503-725-5434

Portland State University
PO Box 751
1900 SW 4th Avenue, Rm 210
Portland, OR  97207

Information for students

For GTEP, SPED, BTP, IEEP, SDEP and School Counseling students: to initiate the placement process, each student must:

  1. Submit a completed Student Teaching Application electronically to your program's Field Placement Coordinator.
    1. GTEP Student Teaching Application (Link will be forwarded to you at the appropriate time)
    2. BTP Student Teaching Application (Link will be forwarded to you at the appropriate time)
    3. SPED Student Teaching Application (Link will be forwarded to you at the appropriate time)
    4. School Counseling Intern Application
    5. Speech and Hearing Field Placement Application
    6. EI/ECSE Field Placement Application (Link will be forwarded to you at the appropriate time)
  2. Successfully submit fingerprints to TSPC.

After you have completed the Student Teaching Application and submitted your fingerprints to TSPC, no further action is required on your part. The Field Placement Office sends requests on your behalf, which include portions of your Student Teaching Application, to districts and/or schools (depending on district protocol). We will notify you as soon as we receive placement information. Until you receive official confirmation from the Field Placement Office, please know that we are diligently working on securing your placement.

If you are offered a teaching position that begins while you are still in the program, please download and complete the Internship Reflection Form and make an appointment with your Cohort Leader.

General Education

GTEP Elementary

GTEP Secondary


  • BTP Handbook
  • Field Experience Handbook
  • Course Descriptions

Dual Programs


  • SPED Handbook
  • Field Expectations At-A-Glance
  • Coursework
  • Program Philosophy


  • SDEP Handbook
  • Field Expectations At-A-Glance
  • Course Descriptions

Special Education


  • SPED Handbook
  • Program of Study
  • Course Descriptions


  • SPED Handbook
  • Field Expectations At-A-Glance (Full-Time)
  • Field Expectations At-A-Glance (Part-Time)
  • Course Descriptions


  • SPED Handbook
  • Field Experience Handbook
  • Program of Study


Added Secondary

  • Program Information
  • Program of Study


  • Program Information
  • Practicum Description
  • Course Descriptions

Administrator and Counseling

Initial Administrator License

  • IAL Handbook
  • Program of Study (IAL)
  • Program of Study (MS+IAL)
  • Practicum Description
  • ​Course Descriptions

School Counseling

  • Program of Study
  • Internship Description


Reduced Fee Enrollment

This form is used by cooperating professionals to request reduced tuition for PSU courses.

  1. Steps to Using Reduced Enrollment Fee Privileges for cooperating teachers
  2. Reduced Fee Voucher Approval Form for cooperating teachers
  3. Frequently Asked Questions About Using Vouchers

Cooperating Teacher Resources for the COE Field Experience Evaluation Tool

Completed together by the supervisor and cooperating teacher, the Field Experience Evaluation Rubric evaluates the skills and dispositions of a teacher candidate in each field experience. It covers the InTASC standards, which are required in teacher preparation programs nationally, and also aligns with the Danielson Framework.

Watch this 11-minute video 2018 Completing the Field Eval Form for an overview of the Field Evaluation Rubric, to learn how to use the cover sheets, and a look at the Field Evaluation Handbook including score decision-making tips.

Information for university supervisors

The College of Education needs supervisors for its teacher candidates, especially those with expertise in math, science, special education, world language, and bilingual education.

If you are recently retired or work part-time as a teacher or administrator, please consider sharing your knowledge and skills to assist someone entering the profession.

Current Supervisors, please log into your PSU Odin account to find detailed information professional development, co-teaching, candidate assessment, submitting mileage, and other employment-related issues below.

Current Supervisors Website

University supervisor job description

Hiring Pool

  • The College of Education at Portland State University hires part-time faculty on an ongoing basis to supervise teacher candidates in clinical field experiences as part of their licensure or endorsement programs.

Required Qualifications

  • The applicant must hold a master’s degree
  • The applicant must hold (or be eligible to hold) an Oregon license appropriate to the authorization level being supervised
  • The applicant must either hold (or be eligible to hold) an Oregon license in the content area to be supervised, or be licensed as an administrator who can supervise across content areas
  • The applicant must be willing to be fingerprinted if license has lapsed
  • The applicant must have a minimum of three years’ teaching in early childhood, elementary, middle or high school

Job Responsibilities

  • Provide constructive support and suggestions to assist each teacher candidate’s professional growth
  • Question activities and teaching strategies that assist the teacher candidate in reflecting on their teaching lesson and broadening their own self-evaluation
  • Communicate clearly in a timely manner and participate as a member of the team with the cooperating professional and teacher candidate
  • Demonstrate and reflect knowledge of effective instructional practices in the classroom
  • Participate in problem-solving and remain flexible in seeking solutions
  • Promote instructional strategies that can reach a wide variety of learners, as well as expect higher level thinking skills
  • Respect the cultural implications and expectations of the school
  • Value other’s professional opinions and time, yet willing to give the time necessary for feedback and discussion
  • Promote and sustain positive working relationships among the cooperating professional, the teacher candidate, and the principal
  • Respond to emails, phone calls, questions and other inquiries in a timely manner
  • Schedule observations and three-way conferences in advance, as well as provide brief "drop-in" observations
  • Communicate concerns with the cohort leader to keep them updated and involved with solutions
  • Document plan of action/interventions used to assist teacher candidates in gaining skills
  • Establish and maintain working relationship with the principal at each site and build communication between the school and the University
  • Help to build and identify future sites that may be used for clinical experiences


  • .5 credit (AFT current contract) per teacher candidate per term