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Transcript of A Collaboration to Prepare Students to Become Highly Qualified Teachers Chris Renne Director, Center...
A Collaboration to Prepare Students to Become Highly Qualified Teachers
Chris RenneDirector, Center for Careers in Teaching
California State University, Fullerton
Steve BautistaCounselor / Coordinator, Center for Teacher Education
Santa Ana College
Karen RoseDirector, Office of Special Programs
Fullerton College
OverviewContext and Background
California system of higher educationOrange County demographicsBecoming a teacher in California
MAP – Title V Grant“One-Stop” Teaching Centers – Santa Ana
CollegeCurriculum Development – Fullerton CollegeRegional Teacher Education Council (RTEC) –
California State University, Fullerton
On-Going Challenges
California’s Higher Education Pathways
High School
The Real “OC”
Becoming a Teacher in CaliforniaCurrently there are two routes to obtaining a California teaching credential: The traditional post-baccalaureate route The relatively new undergraduate route
Unlike most U.S. states, CA does not allow an undergraduate degree in education.
Elementary teachers – bachelor’s degree, state credential, and passage of subject matter exam.Middle and high school teachers – degree in subject they teach or have passed subject matter exam, state credential.
Community College Role in Teacher Preparation30-40% of CSUF students begin their college
careers at a CA Community College.Community college students can complete
almost all of their General Education (GE) requirements and introductory coursework for the major.
The selection of GE courses is crucial for proper subject matter preparation and can be part of a lower division transfer pattern (LDTP).
Therefore, the community college plays a vital role in the subject matter preparation for future teachers.
Establishing the Milestones Along the Path Collaborative: MAP
Approximately $3 million over 5 yearsHispanic Serving Institutions Collaborative Title V Grant Three purposes:
Establish community college teacher prep centers. Improve articulation, particularly for the
undergraduate credential route for elementary teachers.
Impact regional teacher prep activities.
One-Stop Teaching CentersServe as a ‘hub’ for undergraduate teacher
preparation advisement and support.Center for Careers in Teaching – CSUFCenter for Careers in Education – Fullerton CollegeCenter for Teacher Education – Santa Ana College
Key activities: OutreachOrientationCounseling / Advisement
Complicated Teacher Preparation Pathway(s)Lack of Undergraduate Education Major
makes it difficult to identify early-decidersStudent Demographics – Santa Ana College
85% LatinoFirst-Generation College StudentsHistorically Low Income FamiliesAB 540 - Immigration Status
Why “One-Stop” Centers?
Services OfferedIdentify and Support Future TeachersAcademic Counseling Information on Teacher Preparation ProgramsFinancial Aid and Scholarship InformationPaid and Non-Paid Fieldwork ExperienceAppointments with University Representatives
from Teacher Preparation Programs CBEST Preparation InformationCBEST ReimbursementBook Loan Program
*Registration with our program is required*
SAC Center for Teacher Education
Transfer Destinations of CFTE Students From Fall 2000 to Spring 2007
1. CSU Fullerton 433
2. CSU Long Beach 84
3. UC Irvine 33
4. Chapman University 33
5. National University 17
6. UCLA 12
Private/Out of State 45
Other CSU’s 24
Other UC’s 12
TOTAL 693
Curriculum DevelopmentKey Accomplishments
State approved AA Degree in Elementary Education & Early Childhood Education
The Para-Professional Certificate in EducationExtensive Curriculum Development including 9
new courses, enhanced General Education courses and STEP
Established Faculty Senate Educational Planning Advisory Committee (EPAC)
New Course Development Intro to Elementary Education CDES 261 Intro to Liberal Studies CDES 242Personal Proficiency in Ed Technology CDES 245 Intro to Language Structure and Use ENGL 210Math for Future Elementary Teachers MATH
203Physical Science for Teacher Preparation PHSC 103
Physics and ChemistryClassroom Practices for Diverse Learners CDES 211The Role of the Para-Professional Learner CDES 209
in Diverse Settings Intro to Secondary Teaching
CDES 248
Example - Course Information Course Prefix & Number: CDES 261AF Semester and Year Revised: Spring 2005 Semester and Year effective: Fall 2006 FULLERTON COLLEGE COURSE OUTLINE Division: Social Sciences Department/Subject Area: Child Development and Educational Studies CATALOG DESCRIPTIONThe purpose of this course is to provide students interested
in elementary teaching an introduction to teaching and learning; an overview of the scope and sequence of curriculum planning; understanding of content standards, California Standards of the Teaching profession; experience in the development, presentation, and evaluation of learning activities. Must be taken concurrently with CDES 261BF. (CSU) (Degree credit)
SCHEDULE DESCRIPTION (max 3 lines) The purpose of this course is to provide students interested
in elementary teaching an introduction to teaching and learning. Must be taken concurrently with CDES 261BF.
Apple SectionsEnhanced GE Courses for Teacher Preparation
CHEM 100 – Chemistry for Daily LifeDr. Sam Foster and students visit Raymond Elementary School
Students present lessons and experiments
Regional Teacher Education Council (RTEC)
RTEC representation grew from 6 community colleges in spring 2004 to 20 in 2007
CSU Fullerton sends representatives from its 3 teacher preparation departments Elementary Ed Secondary Ed Special Ed
In addition to RTEC meetings, workgroups in each of the above areas meet when needed.
RTEC Mission and GoalsMission The purpose of the Regional Teacher Education Council (RTEC) is to
oversee, coordinate and facilitate the advancement of the structural and policy initiatives related to undergraduate teacher preparation associated with the MAP Title V Project. RTEC works to ensure that institutions establish long-term collaboration and supports efforts that facilitate institutional changes related to the success of students in the teacher education pipeline.
Goals: Disseminate pertinent information related to teacher preparation Facilitate inter-institutional discussion centering on the success of
transfer students in the teacher education pipeline. As appropriate, advocate on behalf of transfer students in the
undergraduate teacher preparation pipeline. Establish a Dual Enrollment Agreement (reduce the number of units
students accumulate prior to graduation) Track student progress through the educational pathway. Tackle Tough Articulation Issues
RTEC OutcomesCommunication
Consistent, direct, regular There is opportunity for information exchange between
community colleges Increased faculty to faculty communication
Collaboration Road to Teaching Conference Course development in the areas of Secondary and Special
Education Integrated Multiple Subject Teacher Education Program
Efficient Transfer Pathways Streamlined Teacher Education Program (STEP) Academic Advisement is comprehensive; performed in the
context ofthe entire credentialing process
On-Going ChallengesResponding to Changes in State RequirementsData / Student Tracking Building Bridges in Places Where They’ve Never
ExistedOn-going fundingCommunicationData collection; tracking of students into the
credential programEducation courses with limited articulation
Keys to Excellent Partnership…
Equal partnersPlayers who are movers and shakersEqual commitmentAdministrative commitment/supportClear communicationTrustHistory of successful collaborative work
Thank You For Attending!
Please Visit the CSUF Center for Careers in Teaching
(CCT) Website for Additional Information
http://www.fullerton.edu/cct