California State University, Bakersfield
Bilingual Authorization (Spanish) Program Summary
The CSUB Bilingual Authorization (BILA) is a three course 9-unit added authorization which provides a purposeful developmental sequence of coursework and field experience that prepares credentialed teachers and specialist to serve dual immersion classroom and other bilingual education settings utilizing Spanish and English. Our program has been designed and is taught by expert bilingual practitioners with a deep-seated understanding of the southern San Joaquin and Antelope Valley sociocultural contexts.
Program Design
Leadership within the credential program
The CSU Bakersfield Bilingual Authorization Program is housed within the Department of Teacher Education of the School of Social Sciences and administered in partnership with the Office of Extended Education and Global Outreach. BILA Program responsibilities break down as follows:- Dr. Bre Evans-Santiago, Assistant Professor and Chair, Department of Teacher Education, oversees all department programs including the Bilingual Authorization Program.
- Ms. Rhonda Dawson, Director of Extended Education, oversees all aspects of program operation for the Office of Extended Education and Global Outreach
- Dr. Adam Sawyer, Assistant Professor, Department of Teacher Education, serves as BILA Academic Coordinator.
- Ms. Raushel Salyards serves as BILA Academic Advisor.
For Organizational Chart please see Exhibit 2.1
Communication within the program and with the institution
BILA Academic Coordinator Sawyer and Teacher Education Department Chair Evans-Santiago
include the program as an agenda item in monthly face to face/Zoom meetings and also
correspond via email about the program on an ongoing basis and as needed. Department
Chair Evans-Santiago and BILA Academic Coordinator also meet once each semester with
Schools of Social Sciences and Education Dean Rodríguez to discuss BILA.
Academic Coordinator Sawyer regularly communicates with BILA faculty, Director of Extended Education Dawson, and Academic Advisor Salyards via email typically meeting with the former once a semester and the latter twice a semester and as needed. BILA Academic Advisor Salyards also regularly communicates with BILA faculty (see Exhibits 3.1 and 3.2) and students via email and meets with the latter (alongside Academic Coordinator Sawyer and Director of Extended Education Dawson) in an orientation held before each cohort’s first term in the program.
Structure of coursework and field experiences
BILA candidates enroll each year as site-specific cohorts and take the three BILA
courses (3 units apiece) sequentially. Courses are designed for a hybrid delivery
model[1] and are taught bilingually in Spanish and English. Field experiences, which include
opportunities to plan, observe, and teach/co-teach are embedded within the third course
(EDBI 6300: Fieldwork in the Bilingual Classroom). This course is taught at each site
by the Principal of an established and successful dual immersion school which also
host field placements for all candidates aside from those already serving as a Teacher
of Record in a dual immersion classroom.
Program modifications over the recent two years
The COVID-19 Pandemic struck during our second year of operation. Thus, in March,
2020 we converted the delivery model from a hybrid modality to a “virtual hybrid”
model by which one-half of course content is delivered in a synchronous fashion via
Zoom and the other one-half asynchronously via Canvas or Google Classroom. Field experiences
have also been adapted to virtual classroom instruction by which observation, planning,
teaching/co-teaching occur via Zoom, Google Classroom and other platforms utilized
by the field placement site.
Means for stakeholder input
Bilingual Authorization updates are provided to University, school district, and community
stakeholders for input through CSUB’s Teacher Education Advisory Council (TEAC), a
body consisting of CSUB administrators and faculty, representatives from county offices
and local school districts, and community members. SSE Dean Rodríguez, Department
Chair Evans-Santiago, and Academic Coordinator Sawyer also convenes an annual gathering
of program alumni, partner districts, and community members to provide program updates
and receive stakeholder feedback.
Course of Study (Curriculum and Field Experience)
Description of the sequence of coursework
BILA candidates are introduced to, practice, and are assessed for BILA Program Standard
competencies by way of a three BILA courses (3 units apiece) sequence that covers
foundations (EDBI 6100: Foundations of Bilingual Education), methods (EDBI 6200: Bilingual Teaching Methods Across the Content Areas), and clinical practice
(EDBI 6300: Fieldwork in the Bilingual Classroom) (see Exhibits 4.1 and 5.1). Candidates
are grouped in cohorts and must take courses sequentially. Courses are designed for
a hybrid delivery model[2] and are taught bilingually in Spanish and English.
Coordination of coursework with field work
Field work is embedded within the third course (EDBI 6300: Fieldwork in the Bilingual
Classroom) by which candidates—as part of a 20 hour minimum requirement—are given
opportunities to plan, observe, and teach/co-teach within a dual language classroom
(See Exhibits 6.1 and 6.4). This course is taught at each site by the Principal of
an established and successful dual immersion school which also host field placements
for all candidates aside from those already serving as a Teacher of Record in a dual
immersion classroom (See Exhibit 6.4).
Types of coursework in critical areas
Per definition, each of our three courses touches in great depth upon matters of sociocultural,
linguistic, and pedagogic import towards equitable schooling opportunities for English
Learners (see Exhibits 4.1 and 5.1). Alas, as English Learners have intersecting identities,
our courses also touch upon such matters as racial and gender equity as well as the
schooling of special populations (SPED, Gifted etc.).
Number and type of field placements
BILA candidates typically receive a single field placement which occurs while enrolled
in EDBI 6300: Field Work in the Bilingual Classroom. The placement is arranged by
the EDBI 6300 course instructor at the dual immersion school for which they serve
as principal. Those already serving as the Teacher of Record in a dual language classroom
may opt to do their field placement within their own classroom. The field placement
consists of a 20-hour minimum experience divided between planning, observing, and
teaching/co-teaching within a dual language classroom (See Exhibits 6.1 and 6.4).
Connection of field experience with coursework
As the field experience occurs during the third and final BILA course it represents
a summative capstone by which competencies introduced in earlier courses are practiced
and assessed. These activities culminate in the formal observations conducted by the
EDBI 6300 by which the candidate is assessed using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1)
Field supervision, advisement, evaluation: frequency, type
Advisement and evaluation of the field experience is undertaken by the EDBI 6300 instructor
who oversees all aspects of field work. This role includes feedback on instructional
planning and at least two formal observations using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1). Candidates also co-plan and conduct mutual observations with
their fellow candidates. In some cases, informal relationships form with the Teachers
of Record within field work classrooms by which co-planning, observations, and co-teaching
occur.
Assessment of Candidates
Program competencies are assessed throughout each of the three courses through a combination
of Signature and other course assignments and evaluations (see Exhibit 4.1). Candidates
are informed of these assessments and the feedback loop at the program orientation
and at the outset of each course. Over the progression of the courses, candidates
receive timely, substantive, and rubric-based feedback from faculty to guide their
progress as they work towards proficiency across the Bilingual Authorization Program
Standards.
|
Location |
Delivery Model |
Pathway |
|---|---|---|
|
Main Campus |
Hybrid* |
Post-Credential (Added Authorization) |
|
Location 2: Porterville, CA |
Hybrid* |
Post-Credential (Added Authorization) |
*During the COVID-19 Pandemic delivery models were shifted to a “Virtual Hybrid” modality
combining synchronous and asynchronous online instruction.
[1] This delivery model was converted to a virtual hybrid (1/2 synchronous, 1/2 asynchronous) during the COVID-19 Pandemic.
[2] This delivery model was converted to a virtual hybrid (1/2 synchronous, 1/2 asynchronous) during the COVID-19 Pandemic.
3.2 Annotated Faculty List with Links to Vitae & Syllabi
Adam Sawyer, Ed.D
EDBI 6100
Erick Casallas, M.A.
EDBI 6300
Esperanza "Hopie" Gomez, M.A.
EDBI 6200
Julissa Leyva, Ed.D
EDBI 6100
Lily Shimer, M.A.
EDBI 6300
Olga Ortiz, M.A.
EDBI 6200
Patrisia Esponiza, Ed.D
EDBI 6100
EDBI 6200
3.3 Published Experience & Qualifications Requirements
3.4 Faculty Recruitment Documents- No new faculty.
CSUB BILA Fieldwork Breakdown in Required Hours
6.1 Structure of Field Experiences
Field work is embedded within the third course (EDBI 6300: Fieldwork in the Bilingual
Classroom) by which candidates—as part of a 20 hour minimum requirement—are given
opportunities to plan, observe, and teach/co-teach within a dual language classroom
(See Exhibits 6.1 and 6.4) This course is taught at each site by the Principal of
an established and successful dual immersion school which also host field placements
for all candidates aside from those already serving as a Teacher of Record in a dual
immersion classroom (See Exhibit 6.4).
Number and type of field placements
BILA candidates typically receive a single field placement which occurs while enrolled
in EDBI 6300: Field Work in the Bilingual Classroom. The placement is arranged by
the EDBI 6300 course instructor at the dual immersion school for which they serve
as principal. Those already serving as the Teacher of Record in a dual language classroom
may opt to do their field placement within their own classroom. The field placement
consists of a 20-hour minimum experience divided between planning, observing, and
teaching/co-teaching within a dual language classroom (See Exhibits 6.1 and 6.4).
Connection of field experience with coursework
As the field experience occurs during the third and final BILA course it represents
a summative capstone by which competencies introduced in earlier courses are practiced
and assessed. These activities culminate in the formal observations conducted by the
EDBI 6300 by which the candidate is assessed using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1)
Field supervision, advisement, evaluation: frequency, type,
Advisement and evaluation of the field experience is undertaken by the EDBI 6300 instructor
who oversees all aspects of field work. This role includes feedback on instructional
planning and at least two formal observations using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1). Candidates also co-plan and conduct mutual observations with
their fellow candidates. In some cases, informal relationships form with the Teachers
of Record within field work classrooms by which co-planning, observations, and co-teaching
occur.
6.2 Memorandums of Understanding
CSUB Educator Preparation Programs are committed to ensuring our candidates have school
placements that are responsive to inclusion, diversity, and equity to ensure we are
engaging with our partners to reflect our local context. In order to meet the California
Commission on Teacher Credentialing standards and the Association for Advancing Quality
in Educator Preparation standards, we partner with our clinical practice providers
to ensure candidates have placements that are reflective of California public schools
and promote culturally responsive practice. Our partner District MOUs are alphabetized
in the 3 sections below. The district or school name link will provide the district
demographics sheet outlining the race and ethnic, language, and socio-economic diversity
of the district. Below each site name is a copy of each MOU we hold with the district
or school.
Site Placements: Process, Diversity, and MOUs
6.3 Appropriate Placement Documentation
Site-based supervisors (cooperating teachers and mentors) are co-selected by the university
and district. Each program determines eligibility for site-supervisor selection based
on program standards and program needs (Common Standard 3).
Credential Application Process & Timeline
7.1
Upon completion of the BILA program, the candidate completes an application that was
designed by the CSUB Credentials Office (Credential Application). The completed application is submitted to the Credential Analyst. Receipt of this
application initiates an evaluation of the candidate’s file for completion of the BILA program. The analyst uses an “in-house” recommendation form (Credential Recommendation Form) as a checklist to ensure all requirements have been satisfactorily met before submitting
the BILA recommendation to CTC via the online recommendation system.
7.1.1
Link to Bilingual Added Authorization Program Plan.