Information is available through Program Review.
CSUB Unit Operations Survey Data
Candidates are surveyed by the Educator Preparation Program Committee (EPP) at the
beginning and end of their credential program. Questions 10, 11, and 12 address candidate
perceptions regarding their preparedness to educate and support students. Data demonstrate
candidates perceive they are well prepared to support PK-12 students after program
completion.
Initial Survey Data by Program
Educational Specialist including Early Childhood Added Authorization
Final Survey Data by Program
Educational Specialist including Early Childhood Added Authorization
CSUB educator preparation programs use multiple measures and avenues of inquiry to evaluate the positive impact programs are having on candidate learning and the schools we serve. At the unit level, the Unit Operations Survey provides aggregate and disaggregate data regarding candidate perceptions of their preparedness to teach the full range of California students. Trend data available from the California Commission on Teacher Credentialing (CCTC) and the CSU Educator Quality Center (EdQ) Completer surveys are used at the unit level to monitor program alignment with the mission and vision of the EPP and school. At the department and program level, these surveys are analyzed annually to determine program trends, areas of strength, and areas of growth. Completer, master teacher, and employer survey data from the CCTC and EdQ surveys are analyzed at the individual question level during department and program meetings to determine specific areas to celebrated and areas that can be increased through program improvement actions and strategies. Access to full dashboard data for CCTC and EdQ will be available on site.
The EPP Unit Survey was expanded in 2019-2020 to survey candidates at the beginning and end of their programs. Four key questions are used to gauge candidate perceptions of program preparation for teaching and serving California PK-12 students. Each question saw a positive increase in candidate perception from the beginning of the program to program completion and from year to year (EPP Initial Aggregate; EPP Final Aggregate). Time is allotted in the EPP meetings to share and celebrate faculty scholarship and community work as well as to provide a space for collaborative conversations to support cross-program collaboration and the CSUB pipeline from undergraduate degree to doctoral degree.
Our CCTC Preliminary Multiple Subject completer trend data consistently show 90% or above candidates believe they are effectively prepared to teach in California schools. Our CCTC Preliminary Single Subject completer trend data consistently show 80% or above candidates believe they are effectively prepared to teach in California. Our CCTC Preliminary Education Specialist completer trend data consistently show 90% of candidates believe they are effectively prepared to teach in California schools with 70% believing they are very effectively prepared. These data align with the CSUB final unit survey and the CSU Educator Quality Center Completer data.
The Preliminary Administrative Services (Educational Administration) CCTC completer trend data show 95% of candidates in 2020-2021 believe the program prepared them to become effective school leaders. This percentage is a significant increase over the 2018-2019 score. Program faculty have used this data point along with the unit operations survey data, informal discussions with candidates and graduates along with feedback provided by the Educational Administration Advisory Committee to develop program enhancements and provide clear lines of support for candidates in the past three years. EdQ data are not available for this credential.
The Pupil Personnel Services (Educational Counseling) CCTC completer trend data show a three-year trend with 89% of candidates believe they developed the skills and tools to be effective in their professional work. Additionally, program faculty use course assignments, in class discussions, and advising conversations to monitor candidate progress and preparation. In Spring 2022, the program began systematically working with an advisory committee to provide ongoing feedback and guidance. EdQ data are not available for this credential.
Added authorizations such as the Bilingual Added Authorization (BILA) and Reading Literacy Added Authorization (RLAA) do not have external survey data to evaluate the positive impact on candidate learning. The BILA program uses their fieldwork course (EDBI 6300) to observe candidates working in classrooms at the course instructor’s school. Stakeholder feedback is garnered informally during discussions with local advisory boards and partnership work. The RLAA program uses fieldwork activities embedded within each course to both provide feedback regarding candidate direct work with students and to collaboratively ensure candidate are prepared to provide a positive impact in the areas they serve.
In addition to the faculty, staff, and stakeholder involvement found in Common Standard 1 Element 2, 99% of faculty support local districts and schools in various capacities.