Teacher Education - Multiple Subject
Program Design
- Mission/Vision/ Philosophy
- The mission of the CSUB Department of Teacher Education is to prepare educator advocates who are leaders in their communities and invested in developing students as capable and compassionate change-agents.
- Vision: All schools will have transformational educators who prepare and inspire students to create more just, inclusive, and informed communities.
- The Teacher Education Department at CSUB adheres to the mission and vision by ensuring
that all students and instructors thrive by
- Providing students with space for inquiry and research
- Instructing with Universal Design for Learning
- Providing classroom environments to give voices to underrepresented minorities
- Advise and mentor credential students as they progress through the program
- Providing opportunities and support for faculty to professionally grow and succeed in the department and at the university
- Leadership within the credential program
- The Teacher Education Department is led by Dr. Bre Evans Santiago and is housed in the School of Social Sciences and Education. The department houses two credential programs, 3 authorizations (BILA, RLA, Computer Science), and a master’s program. The department houses 4 Residency programs (2 MS, and 2 SS). The leadership positions include coordinator and director positions by both tenure-track professors and full-time lecturers. We have 9 faculty in leadership roles supported by our Assessment Coordinator and Dean (please see the org chart).
- Each leader completes various tasks such as coordinating a program, recruiting, reporting on grant funding, advising, facilitating meetings, and collaborating with district stakeholders.
- Communication within the credential program and with the institution
- The department meets monthly with all full-time faculty and staff. There is a scheduled meeting at the beginning and at the end of each semester for all faculty (including part-time adjunct) for updates on any new information. The chair consistently sends out emails with any updates or pertinent information for all who would benefit from the communication throughout the academic year.
- There are monthly credential program meetings where the chairs and directors of each department or program meet to give updates and share information that is needed for all programs. These meetings are also a place for collaboration and finding solutions for various issues that may arise within the educator prep programs. The dean, credential analyst and officer, and data officer are participants as well.
- Structure of coursework and field experiences in the credential program.
|
Pre-Requisites |
Stage 1 |
Stage 2 |
|---|---|---|
|
EDTE 3000-Introduction to Education
EDTE 3308-Sociocultural Foundations of Education
EDTE 4100-Teaching English Learners and Special Populations
EDTE 4200-Technology for Educators
|
EDEL 5100-Literacy and the Arts for Diverse Learners
EDEL 5200-Math Methods and Assessment
EDEL 5300-Classroom Management and Differentiated Instruction
EDTE 4350-TPA Cycle 1
EDTE/EDEL 5800-20 Day Clinical Practice |
EDEL 5400-Interdisciplinary Social Studies
EDEL 5500-Science Methods and Assessment
EDTE 4360-TPA Cycle 2
EDTE/EDEL 5810-60 Day Clinical Practice
EDTE 5820-Extended Clinical Practice (if needed) |
- Program modifications over the recent two years
- In the past two years we have
- Added TPA courses for students as part of the coursework. It is a pass/fail class based on TPA assessment results; the financial expectation does not add to the full-time tuition cost.
- Added a new Residency program—Teacher Residency for Rural Education based in Tulare County, and partnered with the Tulare County of Education.
- Added EDTE 5820 for interns to use while finishing up the program.
- Tenure-Track faculty hire in the areas of middle school and social foundations (Tim Monreal).
- Developed online course instruction delivery and assignments for synchronous and asynchronous course sections.
- New texts were selected for EDEL 5300.
- Dove deeper into DEI and addressing SEL within all courses and have revised 2021-22 syllabi.
- In the past two years we have
- Means for stakeholder input
- We are partnered with 49 school districts (including Antelope Valley Campus), and
collaboratively work with the Teacher Preparation Programs within CSUB. Meetings we
regularly attend and provide opportunities for contribution, or we contribute to are:
- Teacher Education Advisory Committee
- Kern Induction Collaborative
- Learning to Teach Advisory Committee
- KCSOS and CSUB Admissions Partnership Meetings
- Each Residency Program holds regular meetings where we collaborate and gather information for consideration as well as share learnings and ask for ideas, etc. These take place at various locations and times.
- We are partnered with 49 school districts (including Antelope Valley Campus), and
collaboratively work with the Teacher Preparation Programs within CSUB. Meetings we
regularly attend and provide opportunities for contribution, or we contribute to are:
- Description of the sequence of coursework
- All credential candidates must complete pre-requisite foundation courses first (see courses listed above). Both the multiple subject and single subject students go through two stages to obtain their credentials. See 1.4.3.4 for the sequence for each stage.
- Both multiple subject and single subject students complete clinical practice during
both stages
- EDTE (intern), EDEL (multiple subject), or EDSE (single subject) 5800 (20 days) in stage 1, and 5810 (60 days) in stage 2. Interns may need EDTE 5820 to finish an extra semester if needed. Each candidate is placed in either an upper grade or lower grade classroom and is observed 6 times throughout the semester for both stages. The candidates receive feedback and set goals for future observations as well as attend 4 seminars per semester facilitated by their supervisors. The supervisors meet regularly with the mentors or co-teachers for triad communication and support.
- Coordination of coursework with field work
- The methods courses 5100-5500 have clinical coursework connected to them. Their instructors are responsible for ensuring the clinical component is met for each course. The students are placed at a school site for their 5800 or 5810/20 courses, so they may utilize that placement to complete the assignments given by their instructor to meet the 16-hour need. The placement coordinator is in charge of making sure the credential candidates have a placement, and the instructor makes sure the candidates complete 16 hours’ worth of observing, practicing and reflecting for each course. The assignments are separate for each course although their placement may be the same. Video recordings, reflection papers, slide shows, and websites are just a few assessments that instructors may assign for the experienced clinical time.
- Types of coursework in critical areas (e.g. English learners for all initial teaching
programs)
- After analyzing data and our syllabi this year (2021), we have noticed that the critical areas are addressed but should be strengthened. Based on the syllabi review, DEI is implemented within EDTE 3308, EDTE 4100, EDEL 5100, EDEL 5300, and EDEL 5400. We are revising our syllabi and assignments to match the need more carefully. We plan to address ELL, GATE, Social emotional learning, diverse cultures and backgrounds, and LGBTQ+ within all courses at some capacity.
- Number and type of field placements
|
Semester |
Pre-Requisites |
Stage 1 |
Stage 2 |
|---|---|---|---|
|
Fall 2019 |
Main Campus 131 Antelope Valley 9 |
15 Teachers of Record 52 Traditional 20 Interns 15 Residents |
2 Teachers of Record 11 Traditional 23 Interns 22 Residents |
|
Spring 2020 |
MC 180 AV 7 |
11 Teachers of Record 43 Traditional 10 Interns 22 Residents |
25 Traditional 25 Interns 22 Residents |
|
Fall 2020 |
MC 168 AV 6 |
11 Teachers of Record 130 Traditional 21 Interns 20 Residents |
9 Teachers of Record 31 Traditional 25 Interns 22 Residents |
|
Spring 2021 |
MC 163 AV 21 |
16 Teachers of Record 88 Traditional 8 Interns 18 Residents |
6 Teachers of Record 77 Traditional 22 Interns 20 Residents |
- Connection of field experience with coursework
- Each MS 5000 level course (5100-5500) in stages 1 and 2 have a fieldwork component worth 16 hours of experience. The experience can range from planning and presenting a lesson, observing and practicing a skill, or planning for, participating in, and reflecting upon a family night event. In addition to the courses with the combined clinical component, each stage has a clinical course (5800, 5810 or 5820) where students are placed in a classroom and are expected to follow a phase-in model (interns are an exception) while being observed throughout the semester(s). The students are expected to follow the observation rubric and set goals for their instructional practice. Clinical courses may be repeated if needed for TPA or finishing other course work.
- Field supervision, advisement, evaluation: frequency, type, from BOTH the program
personnel and the district employed individual (master teacher) when required in a
program
- Supervision: There is one supervisor per candidate, in which a supervisor can be assigned up to 30 candidates. The supervisors are expected to observe and give feedback based on the rubric at least 6 times throughout the semester. The supervisor gives a grade of Credit/No Credit based on their dispositions, goal-setting, and accomplishments; utilizing the observation rubric for guidance.
- Advisement: Currently there is a MS and SS advisor. Both are faculty, and they work during the summer as well. They are responsible for interviews, evaluating the candidates, reviewing applications, and continuous correspondence with the candidates.
- Evaluation of each completer is completed by our credential analyst and credentials officer. They ensure all documents are completed and submitted for the CTC.
- How, when candidates are assessed for program competencies
- The candidates are assessed through signature assignments in each course, observation
rubrics by their supervisors, and self-perceptions/evaluations.
- Signature assignments (1 per class per semester) cover the major skills and knowledge competencies for each course and submitted into Livetext
- Observations (6 times per candidate per semester)
- CalTPA Cycle 1 and Cycle 2 passage
- EPP Unit Surveys (end of each semester)
- Exit Surveys (at completion)
- The candidates are assessed through signature assignments in each course, observation
rubrics by their supervisors, and self-perceptions/evaluations.
- What advice candidates receive about how they will be assessed in the program and
informed of the results of those assessments
- When candidates apply, they learn of all expectations and assessments that are needed to complete their credential program from the advisors
- We send out continuous emails for the various surveys and they have it in writing on their completer paperwork that they submit. We are continuing to find ways to communicate about Livetext submissions and the purpose of the portfolio platform. Faculty are somewhat aware of the purpose, and we will continue to develop that knowledge as a department.
- CSUB uses the state adopted CalTPA and the centralized scoring option through Pearson. Two TPA courses (EDTE 4350 and EDTE 4360) are required to assist candidates with understanding and completing the requirements for the assessment. TPA course faculty meet at the beginning of each term with the TPA coordinator to ensure the state assessment requirements are followed. Program faculty are trained regarding the CalTPA at the beginning of each academic year (training handouts) to support candidates and university supervisors are offered additional support during regularly scheduled meetings. Faculty regularly review TPA data and use it as part of the continuous improvement cycle for the program (link to TPA data). The appeals process and information regarding remediation are available in the course syllabi.
3.1 Distribution Table
3.2 Annotated Faculty List with Links to Vitae & Syllabi
Alteparmakian, Tony
Part Time Adjunct Faculty
EDTE 4200
EDEL 5400
Avelar, Maria
Part Time Adjunct Faculty
EDTE 3308
Beck, Brittney
Tenure Track Professor
EDEL 5400
EDEL 5500
Board, Thomas
Part Time Adjunct Faculty
EDTE 3000
EDTE 4100
Casallas, Erick
Part Time Adjunct Faculty
EDTE 4100
Cervantez-Gonzalez, Adriana
Full Time Lecturer
EDTE 3000
EDTE 4350
EDTE 4360
Clark, Charley
Part Time Adjunct Faculty
EDEL 5300
Conte, Rhonda
Full Time Lecturer
EDTE 3000
EDEL 5100
Cornejo, Ana
Part Time Adjunct Faculty
EDTE 3000
Duncan, Brandon
Part Time Adjunct Faculty
EDTE 4200
Esquibel, Jesus
Full Time Lecturer
EDEL 5200
Fambrough, Rayshell
Part Time Adjunct Faculty
EDEL 5300
Gallardo, Zenaida
Part Time Adjunct Faculty
EDEL 5200
Gonzales, Holly
Full Time Lecturer
EDTE 3000
Gonzalez, Edward
Part Time Adjunct Faculty
EDTE 4200
Gonzalez, Holli
Part Time Adjunct Faculty
EDEL 5500
Hoover, Courtney
Part Time Adjunct Faculty
EDEL 5200
EDEL 5400
Karnes, Tom
Part Time Adjunct Faculty
EDTE 4200
Kemp, Danette
Part Time Adjunct Faculty
EDEL 5100
King, Penny
Part Time Adjunct Faculty
EDEL 5300
Kumar, Alma
Part Time Adjunct Faculty
EDTE 3308
LaGue, Kristina
Professor
EDEL 5100
Lane, Patricia
Advisor, TED Main Campus
Lee, Anaya
Full Time Lecturer
EDTE 3308
EDEL 5300
Maddern, Bryan
Part Time Adjunct Faculty
EDEL 5400
Marks, Shaylyn
Director, TED Main Campus
EDTE 4350
EDTE 4360
EDEL 5100
Mathis, Corey
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
McMahan, Courtney
Part Time Adjunct Faculty
EDTE 4100
O'Bannon, Anne
Full Time Lecturer
EDTE 3000
EDTE 3308
EDEL 5100
Patino, Karen
Part Time Adjunct Faculty
EDTE 3308
Ramirez, Kristen
Full Time Lecturer
EDTE 4100
Rhodes, Carly
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
Rojas, Tara
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
Rossall, Regina
Part Time Adjunct Faculty
EDEL 5400
Rubio, Renee
Part Time Adjunct Faculty
EDEL 5500
Schmidt, Stacy
Professor
EDTE 4350
EDTE 4360
Smith, Joan
Part Time Adjunct Faculty
EDEL 5400
Smith, Zachary
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
Smithey, Richard
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
Stansberry, Stacey
Part Time Adjunct Faculty
EDTE 4200
Suleiman, Mahmoud
Professor
EDTE 4100
Taber, Tab
Part Time Adjunct Faculty
EDTE 3000
EDTE 4350
EDTE 4360
Valente, Robin
Part Time Adjunct Faculty
EDTE 3308
Wright, Hilda
Part Time Adjunct Faculty
EDEL 5200
Younger, Amy
Part Time Adjunct Faculty
EDTE 4350
EDTE 4360
3.3 Published Experience & Qualifications Requirements
Bernardin, Terrie
Part Time Adjunct Faculty
Dillon, Elizabeth
Part Time Adjunct Faculty
Gonzales, Holly
Full Time Lecturer
Hays, Alice
Tenure Track Professor
Hodash, Robert
Part Time Adjunct Faculty
Lee, Anaya
Full Time Lecturer
Monreal, Tim
Tenure Track Professor
O’Bannon, Anne
Full Time Lecturer
Padham, Melinda
Part Time Adjunct Faculty
Patino, Eva
Part Time Adjunct Faculty
Phannaphob, Chai
Part Time Adjunct Faculty
Rhodes, Carly
Part Time Adjunct Faculty
Scheidle, Jennifer
Part Time Adjunct Faculty
Victor, Joyce
Part Time Adjunct Faculty
Wilson, Jeremy
Part Time Adjunct Faculty
Amarante, Anthony
Part Time Adjunct Faculty
Bernardin, Terrie
Part Time Adjunct Faculty
Davis, April
Part Time Adjunct Faculty
Diller, Marci
Part Time Adjunct Faculty
Dillon, Elizabeth
Part Time Adjunct Faculty
Gonzales, Holly
Full Time Lecturer
Hodash, Robert
Part Time Adjunct Faculty
Kemp, Aubrey
Part Time Adjunct Faculty
Kumar, Alma
Part Time Adjunct Faculty
Lee, Anaya
Full Time Lecturer
Monreal, Tim
Tenure Track Professor
O'Bannon, Anne
Full Time Lecturer
Padham, Melinda
Part Time Adjunct Faculty
Patino, Eva
Part Time Adjunct Faculty
Phannaphob, Chai
Part Time Adjunct Faculty
Rhodes, Carly
Part Time Adjunct Faculty
Victor, Joyce
Part Time Adjunct Faculty
Wilson, Jeremy
Part Time Adjunct Faculty
Younger, Amy
Part Time Adjunct Faculty
EDEL 5800
Avelar, Maria
Part Time Adjunct Faculty
Cargile, Stacy
Part Time Adjunct Faculty
Cline, Pam
Part Time Adjunct Faculty
Conte, Rhonda
Full Time Lecturer
Davis, April
Part Time Adjunct Faculty
Dillon, Elizabeth
Part Time Adjunct Faculty
Gonzales, Holly
Full Time Lecturer
Kumar, Alma
Part Time Adjunct Faculty
O'Bannon, Anne
Full Time Lecturer
Padham, Melinda
Part Time Adjunct Faculty
Ramirez, Kristen
Full Time Lecturer
Rhodes, Carly
Part Time Adjunct Faculty
Sawyer, Adam
Tenure Track Professor
Scheidle, Jennifer
Part Time Adjunct Faculty
Valente, Robin
Part Time Adjunct Faculty
Victor, Joyce
Part Time Adjunct Faculty
Wolfson, Kathleen
Part Time Adjunct Faculty
Younger, Amy
Part Time Adjunct Faculty
Avelar, Maria
Part Time Adjunct Faculty
Cargill, Stacy
Part Time Adjunct Faculty
Cline, Pam
Part Time Adjunct Faculty
Conte, Rhonda
Full Time Professor
Davis, April
Part Time Adjunct Faculty
Dillon, Elizabeth
Part Time Adjunct Faculty
O'Bannon, Anne
Full Time Lecturer
Padham, Melinda
Part Time Adjunct Faculty
Ramirez, Kristen
Full Time Lecturer
Rhodes, Carly
Part Time Adjunct Faculty
Sawyer, Adam
Tenure Track Professor
Valente, Robin
Part Time Adjunct Faculty
Victor, Joyce
Part Time Adjunct Faculty
Wolfson, Kathleen
Part Time Adjunct Faculty
Younger, Amy
Part Time Adjunct Faculty
6.1 MM:SS Clinical Practice Table
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 Veteran Practitioner Training Materials
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).
Prior to being assigned to Teacher Candidates the Cooperating Teachers (CTs) are sent the Survey on Professional Development for Cooperating Teachers. This allows the Clinical Practice Coordinator to gauge the amount of training the CT will need. Our program then provides the potential CTs an initial orientation to co-teaching which reviews the Multiple Subject and Single Subject program curriculum and clinical practice requirements (Agenda, PowerPoint). CTs that are hosting final stage candidates also participate in a Triad Training for co-teaching practices including effective supervision approaches (Conversation Starters and Triad Training PowerPoints). These CSUB developed trainings do not fulfil the full 10 hr. requirement, therefore Intersegmental Project: Professional Development for District Employed Supervisors online modules will be provided.
Program Supervisors (university supervisors) are hired to support candidates aligned with their certifications. Assignment of supervisors and candidates are made by the placement coordinator and program director. University Supervisors participate in regular meetings and trainings to stay current regarding their roles and expectations for candidate support (Google folder). Supervisors also participate in Candidate Orientations, Triad Training, TPA training, and general program faculty meetings. (Faculty Handbook; University Supervisor Handbook)
6.4 Document of Clinical Practice
Fall 2019
Fall 2020
Spring 2020
Spring 2021
7.1
During the final term of the credential program, candidates attend an Induction Seminar
where they receive information regarding the application process. Candidates are also
notified via email by the admissions advisor of the credential recommendation process,
informed of any missing CTC or state requirements and given the link to CSUB’s in-house
credential recommendation application found here. The application packet also contains a checklist of required documents necessary
to be eligible to apply for their credential.
Upon receipt of the credential application, the Credential Analyst reviews and verifies that all program criteria are met, and only qualified candidates are recommended for the credential. The credential analyst evaluates the candidate’s application to validate eligibility and that all program and state requirements have been successfully completed prior to recommendation for the requested credential or authorization. This process is completed through a review of candidate data in the CSUB Credential database and digital document file. The database and digital document file house each candidate’s program documents and verification of credential coursework completed through CSUB. Once verification is complete, the Credential Analyst submits the recommendation using CTC’s online recommendation system for final review and issuance of the credential.
7.1.1
Link to Multiple Subject Program Plan
7.2
Completion of the Individual Development Plan (IDP) is initiated by the university
supervisor during final clinical practice (Ed 5810). The supervisor and cooperating
teacher/mentor participate in the development of the plan guiding the candidate as
they review program coursework, clinical practice, and personal goals. The completed
plan is submitted as a requirement for clinical practice completion and the candidate
will not be recommended for the credential without a digital copy on file. The candidate
keeps a signed copy and gives a copy of the IDP to their district induction coordinator
after completing the credential program. The completed IDP is made available to candidates
and hiring districts as requested.
Link to Individual Development Plan
Credential Completion Flyer