A teacher demonstrates the use of a microscope to grade-school children


The School of Education (SOE) develops effective, reflective, and engaged educators who value the identities of all students, their families, and the communities they serve. Central to our preparation programs is an extensive clinical practice that animates this vision through praxis–based pedagogy. Practice-based pedagogy strengthens connections between learning and applied practice and draws on the tenets of critical pedagogy and cultural organizing in order to engage educational practitioners in action and reflection. 

Effective, reflective, and engaged educator candidates learn to provide meaningful educational experiences that promote achievement of learning objectives for all learners, based on knowledge of content, of learners, and of pedagogy and informed by appropriate assessment and analysis; they continuously reflect on and improve their own professional practice, based on information gleaned from data analysis, experts, peers, and research; and they collaborate with others to serve as instructional leaders, team members, and advocates in their schools, districts, and professional organizations. 


Credential candidates in all School of Education pathways participate in two semester-long teaching practica that provide a developmental sequence of carefully planned substantive, supervised quality field experiences in diverse K-12 classroom settings. Experiences include opportunities to observe and apply democratic and collaborative practices such as co-teaching, another hallmark of the SOE’s clinical practice. Linking theory with practice, credential candidates and teachers work alongside students in their school site classrooms, employing laboratory practices in their P-12 classrooms, local communities, and beyond. SOE site supervisors, credential candidates and District Employed Supervisors (DES) participate in a five-stage clinical supervision model that includes a pre-conference, observation and data collection, data analysis, post-conference, and reflection. Together, these clinical practice teams prepare highly qualified educators who are effective, reflective, and engaged.


Chico State’s reputation of producing beginning teachers who are prepared to teach on day one is well-founded and well supported by evidence. According to the 2019 Commission on Teacher Credentialing Employer Survey, employers who hired Chico State year one teachers (MS, SS, ES) found them to be “well prepared” or “very well prepared” to teach across all areas of the California Standards for the Teaching Profession. 

In addition, each year the School of Education hosts the Education Hiring Fair where more than 100 school districts come to Chico State to meet with teacher candidates. At this event, candidates can sign up for one-on-one or group sessions with district administrators, and administrator feedback from this event indicates that our graduates are highly regarded.  

To help students prepare for this event, the School of Education hosts EdShop, as well as the Education Hiring Fair Preparation Webinar. During these events, candidates learn about resumes, cover letters, interviewing skills, etc., and get to spend time with local administrators in breakout rooms discussing interview techniques, what to look for in a future employer, and how to begin one’s career well-informed and well-prepared for the rigors of the education profession.


The School of Education and its programs are fully accredited by the California Commission on Teacher Credentialing (CTC).