Department of Secondary Education

Preparation for November 2015 Accreditation VisitEDSC Retreat, August 19, 2015, 1:00-2:30 pmDepartment of Secondary EducationOverviewAddressed in EVERY CourseConceptual FrameworkDisposition Statements Program OutcomesSingle Subject Credential ProgramProgram Transition Points Key AssessmentsProgram Data, Evaluation, and ImprovementsDistinction between struggling (CTC language) vs striving (SSCP language) readers - MariaIntern Program - EllenGraduate Program - ChrisProgram Transition Points Key AssessmentsProgram Data, Evaluation, and ImprovementsAvailabilitySunday, Nov 8 - 3:00-7:00 pmMonday, Nov 9 Tuesday, Non 10 8:00 am7:00 pmSyllabus and VitaCourse custodians review all syllabi to insure in proper formatUpdated vitaThe College of Education (COE) Conceptual Framework Why we do what we do for you and all your future studentsPowerpoint created by Dr. Terri Patchen, 2015Our Conceptual Framework: More than the sum of its parts

What we do to prepare teachers:We build activities, assignments, and assessments using the latest research to reach all of our candidates needsWe also depend upon the work of education theorists to teach the foundations of good instructionAnd we reflect upon our educational practice to assure we make an impact as we continue to develop y/our teaching

Our Conceptual Framework reflects our:Vision Mission Overarching PhilosophyProgram Outcomes

Lets look them over! All of these aspects will be important as you move through our programs to achieve your professional goals

6COE VisionWe aspire to be transformational leaders who advance the readiness of all learners to actively participate in an ever-changing, diverse, and digital world.

Our Vision focuses on the following:Learning as a life-long processProfessional literature that guides and informs our practiceResponsibility to self and othersDiversity as enriching the wholeMultiple pathways to learning, including through the use technology Critical inquiryAuthentic and reflective assessment

7COE MissionThe College of Education is committed to the preparation and professional development of innovative and transformative educators who advance just, equitable, and inclusive education. As a professional community of scholar-practitioners, we promote creativity, collaboration, and critical thinking as fundamental to student achievement and success in a diverse and interconnected world.

Our Overarching PhilosophyREACH. TEACH. IMPACT We are committed to:REACH our candidates at every stage of their development so can REACH their students at all levels; TEACH using a multitude of strategies so that our candidates will have a repertoire of practices when they enter the profession;Assure our candidates have what they need to make an IMPACT in their classroomsBoth our mission and vision feed into and are derived from our overarching philosophy.9Program Outcomes The SpecificsAfter successful completion of one of our programs, credential recipients and graduates are:Knowledgeable and Competent Specialists Reflective and Responsive Practitioners Committed and Caring ProfessionalsEach of the above OUTCOMEs has particular indicators that we use to support and show your development. Activities, assignments, assessments are aligned with these outcomes on every syllabus.# 1 Program Outcome & IndicatorsKnowledgeable and Competent Specialists Demonstrate a strong foundation of knowledgeImplement effective practice Use current technologies for teaching and learning

Sounds pretty good so far! What else?# 2 Program Outcome & IndicatorsReflective and Responsive PractitionersAdvance just, equitable, and inclusive educationMake informed decisions Participate in collaborative endeavors Think critically and creatively

Wow! A commitment to equity, collaboration, and creativity!! What could be better?# 3 Program Outcome & IndicatorsCommitted and Caring ProfessionalsDemonstrate leadership potentialMaintain professional and ethical standardsEngage in continuous improvementSweet! Were all getting better together!Why are we telling you this?Not every program in every university is accredited. CSUF is the only NCATE accredited institution in Orange County, and 1 of only 23 (of about 120) NCATE accredited credential-granting institutions in all of California. Accreditation means our programs have shown (not only said) how we prepare high quality teachers and educational professionals.

Single Subject Credential ProgramSSCPTransition Points

SSCP Key AssessmentsEDSC 304 Teacher Website- Candidates develop a digital teacher site to facilitate communication with students and parents.EDSC 304 Digital Unit Plan- Candidates develop a standards-aligned digital unit plan that focuses on the use of technology to support teaching/learning. EDSC 310 Philosophy of Education -Candidates compose apersonal statement of their guiding principles about "big picture" education-related issues, such as how student learning and potential are most effectively maximized, as well as the role of educators in the classroom, school, community, and society.EDSC 310 Fieldwork Report -Candidates describe what was observed during fieldwork observation hours.EDSC 320 Health and Safety Webliography -Candidates identify web-based resources for adolescent health and safety.EDSC 330 Literacy Project -Candidates develop lessons that include use of support literacy strategies to support student learning in the subject area.EDSC 340Teaching and Supporting SSN Project -Candidates develop deeper understanding of how to effectively teach and support students with special needs through either:(1) presentation of general and specific background information and effective teaching strategies for students with identified special needs; or (2) written report/reflection on curricular, teaching, and community-building strategies .EDSC 340 Interview Project:Diversity and Inclusion From the Perspective of Marginalized Communities-Candidates conduct interviews of at least two teachers, students, and/or parents and then investigate how marginalized populations experience race, class, gender, sexuality, language, disability, or other axes of difference and power as they relate to education.EDSC 410 Teaching English Learners in Secondary SchoolsEDSC 410 SIOP Lesson Plan- Using the SIOP lesson plan format, candidates develop a lesson that includes curriculum modification and instruction/assessment adaptations to support English LearnersEDSC 440S/440F General Pedagogy and FieldworkEDSC 440S Lesson Plans- Using theEDSC Lesson Plan Format,candidates develop knowledge and skills in creating lesson plans.EDSC 440S Classroom Management Plan- Candidates develop a comprehensive classroom management plan to use in the second semester of their student teaching that includes a letter to parents and classroom rules, procedures, transitions, and routines.442/449E Methods and Fieldwork442/449E Lesson and Unit Plans (ART/ENGLISH/FLM/MATH/MUSIC/PHYED/SCI/SS/WL)- Using subject-specific lesson plan formats, candidates design lessons for multiple days of instruction.449S/449I Student Teaching Seminar and Fieldwork449S/449ILesson Plan Notebookand Standard 8 - (ART/ENGLISH/FLM/MATH/MUSIC/PHYED/SCI/SS/WL)- During the second semester, candidates compile their weekly lesson plans in a notebook (digital or print) for easy review, reflection, and reuse.

SSCP Data, Evaluation, ImprovementTPA Summary: Review of the SSCP Capstone Assessment is the Teaching Performance Assessment (TPA) data from 2012-2015 documents that the first-time pass rate for all four tasks remain strong with over 95% for all six semesters. Percentages for retakes is consistently low for all tasks. The overall % of retakes for all four tasks across all three years (2012-2015) is less than 4%. TPA Improvement Plan: Distribute/review Tips for Supporting TPA Tasks (Leuer) with all instructors and encourage their use.FieldworkFieldwork Summary First SemesterData from 2012 -2015 provides a summary ratings by Master Teachers and Supervisors of average TPE proficiency level scores on a four-point scale (unacceptable, basic, skilled, advanced) aggregated and also by subject area for candidates at the end of the first semester of the program. Candidates must score a minimum average of 2.0. The average TPE proficiency score for all subject areas for all semesters was well above the minimum 2.0 requirement. This success is in part due to the quick identification of candidates in difficulty via the digital sharing of Assessments of Classroom Practice, followed by placing the candidate on an official Teacher Candidate Improvement Plan for follow-up.TPEs that consistently yield the lowest average ratings are TPE 7: Teaching English Learners and TPE 8: Learning About Students.

Fieldwork Improvement PlanEDSC 410, 442, and 440S instructors and university supervisors review aspects of TPE 7 and 8 and identify ways to improve candidate knowledge and skills in these areas. Develop ideas at fall 410, 442, and 440S course instructor meetings held in August 2015; implement Fall 2015-Spring 2016 semester. Summarize ideas for distribution.442 course custodian monitor inclusion of topics for TPE 7/8.Emphasize TPE 7/8 at University Supervisor workshop in September 2015.

Student Teaching Second SemesterStudent Teaching SummaryData from 2012 -2015 provides summary ratings by Master Teachers and Supervisors of average TPE proficiency level scores on a four-point scale aggregated and also by subject area. Candidates must score a minimum average of 2.8. According to the 2012-2015 Supervised Fieldwork Evaluation data , our teacher candidates received an average of 2.93 from their master teachers and 2.81 from their supervisors. Specifically, TPEs that consistently yield the lowest average ratings are TPE 7: Teaching English Learners (overall average rating = 2.67 during 2012-15) followed by TPE 3: Interpretation and Use of Assessments (overall average rating = 2.75).An average of 98% of candidates successfully completed second semester student teaching. It should be noted, that these numbers include candidates that may have repeated their final student teaching a second time--not passing on the first attempt. However, the resulting high pass rates are an indicator of effective program remediation for struggling candidates.Student Teaching Improvement PlanEDSC 449S instructors and university supervisors review aspects of TPE 7 and 8 and identify ways to improve candidate knowledge and skills in these areas.Identify 449S course custodian to monitor inclusion of topics for TPE 7/8.Emphasize TPE 7/8 at University Supervisor workshop in September 2015.Exit SurveyExit Survey SummaryOver the course of the six semesters (Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014 and Spring 2015), the percentage of candidates who felt well/adequately prepared remained consistently high (92.4%, 96.2%, 94.0% and 93.2%, 94.1% and 94.3%).Exit Survey Improvement PlanNoneOVERALL PLAN38Areas for Program Improvement39Response/Next StepsContinue to improve candidate knowledge, skills, and experiences related to TPE 7: Teaching English Learners and TPE 8: Learning About Students.Develop ideas at fall 410, 442, and 440S course instructor meetings held in August 2015; implement Fall 2015-Spring 2016 semester. Summarize ideas for distribution. 442 course custodian monitor inclusion of topics for TPE 7/8. Emphasize TPE 7/8 at University Supervisor workshop in September 2015.Continue to improve candidate knowledge, skills, and experiences related to TPE 3: Interpretation and Use of Assessments.Revise 440S, 442, 229S content and assignments to focus on interpretation and use of assessments.Improve satisfaction with support from the credentials office.The SSCP Director will meet with the Credentials Office to identify improved program orientation processes and content. One important change will be the return of subject-specific course visits by credential staff.Increase visibility (for candidates) of how faculty work closely with K-12 educators.The program directors will meet in fall 2015 to identify ways to address this issue. Two recommendations are to (1) invite partner district administrators to greet PDC classes at district sites and to (2) present short lectures to candidates. Distinction between struggling (CTC language) vs striving (SSCP language) readersSingle Subject Credential Candidates will work to support striving readers-- "students experiencing difficulty with reading.Includes utilizing research-based strategies to support content readingInvolves engaging in ongoing formative assessment to determine needs, feedback, and next steps for instructionStrivingTo devote serious effort (Merriam-Webster)Used by the Federal Government to describe intervention projectsReferences learners in a more positive light than the previously used term struggling

Intern ProgramAlternative Pathway to Preliminary Credential

Meets the needs of districts for teachers in a specific, single subjects (part-time or full-time position)2014-2015 Completers: 4 districts/1 charter school3 science 1 mathematics1 EnglishEnables teacher candidates to teach on an Intern Credential (must meet additional prerequisites) while completing the Single Subject Credential Program courses in the afternoonOffers onsite support and supervision with identified Mentor

Intern Program Prerequisites PrerequisitesAdmission to Single Subject Credential ProgramEDSC 410Meet education technologies requirementMeet U.S. Constitution requirementIntern Module, First Semester Candidates onlyOffer of teaching position approved by Intern Program CoordinatorOffer of teaching position approved by Subject Area CoordinatorIdentification of University Supervisor by Subject Area CoordinatorIdentification of Mentor and schedule by School PrincipalIntern Program - Overview and ChangesTransition PointsSame as Single Subject Credential ProgramKey AssessmentsSame as Single Subject Credential ProgramChanges in Program as a result of PSA 13-06 (on Teaching English Learners)Documentation of preservice preparation to teach English learnersNew Internship Agreements with all partner districtsIdentification of Mentor and University Supervisor at time of hireIncreased mentoring at school site144 hours of support and supervision/school year + 44 hours of support for English learners as neededMonthly documentation submitted

A brief interview with an Intern and Mentor:

GRADUATE PROGRAMWe Use Data For Program Improvement!

Graduate Program Transition Points and Key Assessments

Grad Program Data, Evaluation, ImprovementKnowledgeable and Competent Specialists

The Data: Based on 2013 midpoint survey results, in the area of quality online instruction, 85.7% of candidates from our program indicated they felt faculty delivered effective online instruction, compared to 93.8% unit wide.

So what did we do? The graduate faculty made regular use of regular monthly Graduate Program Committee meeting time to share best practices in online teaching. For the 13-14 academic year graduate faculty reserved all or part of monthly graduate committee meetings for sharing best practices, resources, and technologies around the topic of effective teaching in online settings.

And the Results?In the spring 2015 exit survey data, 100% of candidates from our program indicated they felt faculty delivered effective online instruction, compared to 93.2% unit wide.

Grad Program Data, Evaluation, ImprovementResponsive and Reflective Practitioners The Data: Despite the fact that the fall midpoint 2013 and spring 2014 exit surveys revealed that 92.9% and 94.7% of our candidates believed that their coursework improved their ability to collaborate with other professionals in school Settings, the Secondary Education Department will increase opportunities for candidates to participate in collaborative endeavors and network with current professionals and leaders in the field. So what did we do? In spring of 2015 the department hosted a Graduate Project Showcase Event, followed by a social gathering. At the Showcase Event, graduating project completers had the opportunity to present their culminating projects to an audience of faculty, graduate students, friends, family, and College of Education administrators (Department Chair and Dean).And the Results?Both events were successful and will be continued to ensure that all of our candidates have every opportunity to network and collaborate with their colleagues, their professors, and with community partners. With 90% of our most recent graduates indicating on their exit surveys (Spring 2015) that they would recommend this program to a colleague, the data suggest that our program is performing well.

Grad Program Data, Evaluation, ImprovementCommitted and Caring Professionals The Data:According to the results of the 2014-15 spring exit surveys, 90%-100% of respondents strongly agreed or agreed that their learning experiences in the advanced programs prepared them to: a) accept leadership roles, b) identify change, c) influence decision-making in their professional setting, d) seek professional growth opportunities.So what did we do? Our programs renewed focus on encouraging candidates to complete meaningful projects for their capstone class will enable our candidates to demonstrate their leadership abilities to other educators and community partners.

And the Results.Based on fall enrollments, students are choosing the project option in record numbers!

INFORMATION FOR ALL COURSESAddressed in EVERY CourseConceptual FrameworkOn Required Syllabus TemplateDisposition Statements On Required Syllabus TemplateProgram OutcomesOn Required Syllabus Template

Key Items We Will Review in our Graduate Meetings (Sept. and Oct.)Student Guidebook to Completing the MSE Degree Program Outcomes as they relate to our program and to our individual courses: http://ed.fullerton.edu/about-us/accreditation-and-assessment/program-outcomes/Professional Dispositions Expected of Candidates and How We Assess Those DispositionsOther Accreditation Documents and Reports