Future Teacher Pláticas
The Enseñamos en el Valle Central team strives to support first generation, low income Latinx students. The purpose of our Pláticas is to assist your transition into Fresno State through guidance, academic resources and mentorship. Students will have the opportunity to express their interest, concerns, and goals as well as connect with other students.
Calling All Future Teachers!
Please join us for our first Future Teacher Pláticas, a space for future teachers to connect, ask questions, share advice, seek guidance and mentorship into the teaching profession.
Spring 2020 K-16 Counselor's Network
As part of the Enseñamos en el Valle Central initiative a K-16 counselor’s network meeting has been occurring every semester. Given the current context of continuous change we feel it is valuable to bring together High school, K-12, and community college counselors along with Fresno State faculty and staff in order to broaden collaboration and partnerships. Bringing in all individuals who are integral in helping to cultivate future teachers.
On June 5, 2020 Enseñamos en El Valle Central hosted its second K-16 Counselor’s Network meeting for the 2019-2020 academic school year. The meeting focused on receiving updates on Fresno State admission, multiple subject credential and the current structure of the Bilingual Authorization Program (BAP).
Jesse Farias, recruitment counselor and liaison to the Kremen School of Education announced admission and recruitment updates. Those updates included information about both the Strategic Teacher Education Partnership (STEP) and the South Valley Integrated Teacher Education Program (ITEP) cohorts. In addition, there was a quick update on webinar sessions available to students every Tuesday and Thursday from 12pm to 1pm for live questions and answer sessions. As well as COVID-19 admissions guidance webpage. Lastly, informing counselors that acceptance for transcripts have been extended to July 15.
The assistant professor in the Department of Literacy Early Bilingual and Special Education and multiple subject coordinator - Dr. Heather Horsley was able to state current updates. For instance, informing counselors about the new executive order N-66-20 as well as implications for Admissions to Fresno State Credential Programs. All information can be found linked below. Dr. Heather Horsely also presented information about the new Bilingual Educator pathways. Stating that under the CTC teacher residency grant both Fresno Unified and Madera Unified, in partnership with Kremen School of Education at Fresno State was successfully funded for a five year initiative to support a teacher residency program with the bilingual authorization program as an option with the multiple subject credential.
Additionally, Dr. Ana Soltero-López - Faculty lead on curriculum and pedagogy gave a brief update on the current structure of the Bilingual Authorization Program (BAP). Currently this pathway is a total of five courses. However, this sequences is inaccessible for transfer students therefore there was an alternative route option created through the CSET LOTE exam in order to achieve the BAP. As more data has come available from both current and past students in terms of the various challenges and accessing these five courses for BAP a vote in the program committee has been made to move towards a three course program as a Language and Literacy course, Social Context course, and Pedagogy course.
We invite you to be apart of these conversations. We hope it creates future Latinx and Bilingual teachers and cultivates additional pathways into teaching. If you are interested in learning more about this particular K-16 Counselor Network there is a YouTube link to a recording of the meeting. Additionally, we have provided links to CBEST/CSET updates, information regarding the current California Executive Order N-66-20 and important resources.
If you have further questions or would like to be part of our K-16 Counselor Network meetings, feel free to reach us directly at email@example.com. Stay tuned for the next K-16 Counselor’s Network!
California Basic Educational Skills Test (CBEST) is suspended from March 19, 2020 - August 31, 2020.
California Subject Examinations for Teachers (CSET) is suspended from March 19, 2020 - August 31, 2020
K-12 Ethnic Studies and Teacher Preparation Statewide Webinar Series
Webinar One: Purpose and Goals of Webinar Series
Ethnic Studies as a high school graduation requirement requires a solid curriculum and educators who have knowledge of Ethnic Studies content, epistemologies, and pedagogy. As the implementation of Ethnic Studies in K-12 schools continues to move forward, colleges and universities are not prepared to graduate qualified teachers of Ethnic Studies. To this end, we will kickoff the first of a six-part webinar series with a line up of featured panelists that will discuss pertinent Policy Updates related to K-12 Ethnic Studies Implementation, including statewide Model Curriculum and ongoing struggles for Ethnic Studies on California Community College campuses. We will continue with a candid discussion on the Historical and Contemporary Connections between Ethnic Studies and Teacher Education that will ground the subsequent webinars with an overall goal of launching an Advocacy Plan to establish programs, projects, legislation, and partnerships focused on preparing future teachers of Ethnic Studies.
Webinar Two: Myths and the Whitewashing of Ethnic Studies
For over 50 years, students and faculty have advocated for Ethnic Studies, holding hunger strikes, rallies, and sit-ins. In the late 1960s and early 1970s, the battle for Ethnic Studies was led primarily by high school and college students from throughout California. However, it was a coalition of educator activists that ultimately led to the establishment of Ethnic Studies in K-12 schools and higher education. An extension of this history is the ongoing resistance to Ethnic Studies courses across K-12, community college, and four-year CSU campuses. Adding to this context is the predominance of “whiteness” in the academy that brings to light concerns with generic social justice frameworks that dilute the racialized histories and struggles of communities of Color. To this end, webinar two will focus on the overarching theme of Myths and the Whitewashing of Ethnic Studies in K-12 education whereby (re)defining What is Ethnic Studies and whose histories, counter stories, literature, contemporary struggles and scholarship comprise the field. Panelists will discuss how Multiculturalism is not Ethnic Studies, address tensions related to legislating, adopting, and implementing a anti-racist, anti-hegemonic critical discipline, and barriers to teaching Ethnic Studies in K-12 Schools.
Webinar Three: Model K-12 Ethnic Studies Collaborations
To implement a solid curriculum in Ethnic Studies in any K12 setting, we need educators who have knowledge of ethnic studies content, epistemologies, and pedagogy. The move to implement Ethnic Studies as a high school graduation requirement forces higher education to seriously consider the education and preparation of the next generation of Ethnic Studies teachers. The question of who will teach Ethnic Studies courses in California high schools remains a pertinent and looming topic that we will engage in this webinar. Moreover, this shift calls into question the historical culture of teacher education and its inclusion of Ethnic Studies, of lackthereof, when preparing future educators of Ethnic Studies. Panelists will discuss the role of collaborations across and within K-12 and higher education settings. Finally, panelists will shed light on how current teachers of Ethnic Studies navigate hegemonic power in K-12 settings and the importance of collective organizing and advocacy among Ethnic Studies educators.
Webinar Four: Community-Based Ethnic Studies Collaborations
The fight for Ethnic Studies is rooted in a longstanding history of struggle and resistance that includes community organizations and advocates outside of institutions of public and higher education. As California's evolving requirement for Ethnic Studies in K-12 schools unfolds, this deeply seeded connection to community must find expression in all forms of implementation. Moreover, any process of standardization should not diminish the role of community-based collaborations as pedagogy and praxis since these elements are crucial for cultivating the tenets of social and political awareness that remain integral to fluid definitions of Ethnic Studies.
Webinar Five: Ethnic Studies Teacher Pathway Project
In the wake of numerous K-12 school districts adopting required Ethnic Studies courses, higher education must consider it's responsibility to redesign teacher education and preparation. The task of ensuring California's students are provided teachers grounded both in Ethnic Studies and critical culturally responsive pedagogy is the task before us. At the present time, there is no certification or credential program dedicated to preparing teachers in Ethnic Studies, exclusively. The job of preparing undergraduate students has fallen on the few Ethnic Studies faculty who have fought to implement single subject programs. The many innovative projects to create undergraduate Ethnic Studies pathways into teaching have been blocked, diverted, or avoided. It is time to launch creative partnerships between colleges of education and ethnic studies departments and to link these programs to the communities and schools they serve. As unionists, activists, scholars and teacher educators, we maintain that our responsibility as scholars is not only to join the battle for ethnic studies, but also to accept responsibility for developing a seamless pathway into teaching for Ethnic Studies majors.
Webinar Six: Open Policy Forum on The Future of K-12 Ethnic Studies and Teacher Preparation Policy
Throughout the webinar series, we have listened to scholars, activists, and creators of various Ethnic Studies and Teacher Education programs. We have explored the collaborative endeavors of our colleagues in K-12 and discussed the complexities of community-based Ethnic Studies projects. We have also polled and fielded hundreds of feedback and questions that illuminate a glaring void in a statewide systemic approach that cultivates a seamless pathway from community and schools to higher education—both community colleges and universities. No program is attending to all components leaving many aspiring Ethnic Studies teacher candidates to navigate the system alone. Our sixth webinar unites ethnic studies and teacher education scholars, community members, K-12 teachers and others to engage in dialogue and develop a a Policy and Advocacy Agenda for Ethnic Studies and Teacher Preparation that takes into account the programs, funding, materials and resources needed to develop seamless pathways for the next generation of Ethnic Studies teachers.
Webinar Seven: Ethnic Studies Student Activism