Standard 5: Pedagogy

Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession beyond what was demonstrated for the preliminary credential. They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instruction materials in the context of their teaching assignment.

Throughout the Clear Credential program, participating teachers improve their ability to reflect upon their teaching practices and student learning. Completion of the FACT modules addresses the CSTPs and IPSs and requires students to engage in reflective conversations and self-assessment modules (Pedagogy, Universal Access: Equity for all Students,  Universal Access: Equity for all Students – Teaching English Learners, Universal Access: Equity for all Students – Teaching Special Populations, Self-Assessment – Clear Credential Specialist) Participating teachers engage in formal observation focused on pedagogy 4 times during the Clear Credential program (2 university supervisor, 2 support provider). Participating teachers submit lesson plans prior to the observation; lesson plans provide evidence of links to academic content standards and appropriate supports for students. During post-observation conversations and reflections, participating teachers and supervisors assess the effectiveness of the lesson (i.e., whether or not the pedagogy of the lesson effectively moved students toward the learning objectives). Participating teachers are required to provide both aggregate data and to disaggregate for all students in the classroom.

Within the context of their classrooms, participating teachers use the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials to plan and deliver instruction. When resources are not available, participating teachers seek support and/or conduct research to identify instructional resources appropriate to the population with which they work.  This is observed by both the Support Provider and the University Supervisor and documented in the participating teacher’s portfolio.

Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction.

In the continuous improvement cycle of the FACT process, participating teachers will reflect on each segment of the plan→ teach→reflect → apply process and then have an opportunity culminating reflection in the Summary of Teaching and Learning

They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners).

Lesson plans created in the FACT Inquiry Into Teaching and Learning module will show evidence of planning and implementing differentiated lessons utilizing multi-tiered interventions.  Self-Assessments with Support Providers will provide opportunities for discussion and feedback.

In addition, in the FACT Inquiry module, participating teachers plan, implement, and analyze entry level, formative, and summative assessments. Based on results of assessments, teachers plan and differentiate instruction using multi-tiered interventions and/or scaffolded instruction (as appropriate), and manage differentiated groups based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners they serve (e.g. struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners). This is evident in their lesson plans and observed lessons, selection of focus students, and reflective conversations with their support providers.

To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol.

Participating teachers begin the Clear credential program by creating a Student Services Profile. Classroom environments are observed 4 times throughout the Clear credential program (observation form; 2 university supervisor, 2 support provider) to ensure they create and maintain create and maintain well-managed classrooms that are safe, inclusive, and healthy learning environments; that promote respect, value differences, and mediate conflicts according to state laws and local protocol; while fostering students' physical, cognitive, emotional and social well-being. In addition to classroom observations, participating teachers self-assess their Instructional Environment. The environment must promote respect for and between students, a value for differences (a disposition for this program is to value diversity), and facilitate mediation of conflicts.  State laws, local protocol, anti-bullying curriculum and other at-risk needs of the students must be documented.  Positive behavioral supports must be evident during observations.

Support for participating teachers may include consultation or professional development opportunities for improving classroom management strategies. University supervisors and support providers help participating teachers identify areas of need and resources for support through reflective conversations post-observation, as well as whenever needs for support arise and/or students request support.

Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning.

Participating teachers use available technology to assess, plan, and deliver instruction, implementing Universal Design for Learning (UDL) and ensuring physical access to technology for all students.  This is evaluated during observations by university supervisors and support providers, in reflective conversations, and self-assessments.

Participating teachers enable students to use technology to advance their learning, based on availability of technology resources at their school sites. Use of technology will be noted in lesson plans, along with strategies that will be employed for sharing technology resources.  Based on theirIIP goals, participating teachers may choose to engage in professional development to integrate technology more effectively into their teaching to further enhance student learning.

Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety.

Participating teachers work with their district support providers and/or district technology personnel to ensure that technology policies are followed when implementing strategies to maximize student learning and awareness around privacy, security, and safety. In addition, support providers assist participating teachers with site-specific technologies (assessment/data programs, IEP and grading programs, attendance, school/classroom websites, etc.).

Throughout the Clear Credential program, participating teachers use a variety of technology tools to complete assignments and build their professional portfolio (e.g., online discussion boards/online learning communities; electronic forms to organize information and data; online portfolio; etc.).

Education Specialist
The Education Specialist Individual Induction Plan includes the advanced and applied pedagogy to expand the holder’s expertise in delivering services. The participant shall demonstrate awareness of current research, issues and trends, evidence based practices in the field re: social, academic and behavioral intervention, and current legal issues. Education Specialists utilize advanced level data-driven instruction.

Each participating teacher’s Individual Induction Plan includes a focus on advanced and applied pedagogy to improve his/her expertise in delivering services to students in his/her classroom or on his/her caseload.  In class, in community, and/or online, technology-supported pedagogy should be demonstrated when included in the IIP.

Participating teachers engage in Online Learning Communities within which they discuss current research and legal issues, trends, and evidence-based practices in Deaf Education.

Participating teachers engage in advanced level data-driven instruction. This is evident in their IEP development, collaboration/consultation activities, and the plan→teach→reflect→apply process in which they engage during the Clear Credential coursework. Participating teachers share the data as required by their position.  Use of advanced level data decisions in PLCs, Accountable Communities, and IEP teams is shared.  Formal lesson plans provide the source of the data, alignment with standards and IEP goals and the instructional decisions made.

Participants reflect on their preliminary teacher preparation and design a specific emphasis for their Induction based on their authorization and their employment assignment.

The IIP is focused on building participating teachers’ strengths and addressing areas of need. Participating teachers use the self-assessments completed in CDDS 278, as well as feedback from their university supervisor and support provider, to help them identify areas on which to focus in their IIP.

The Education Specialist Individual Induction Plan includes a menu of options such as coursework in advanced specialty specific areas, additional authorizations, opportunities for leadership or professional advancement, professional development and related to distinct specified protocols.

University supervisors and support providers assist participating teaching in identifying and selecting appropriate professional development opportunities, based on the needs and goals identified in the IIP Non-University Activity form.

The induction program for the DHH credential at Fresno State encourages participating teachers to attend professional conferences, attend local training and participate in national trainings for teachers of students who are deaf or hard of hearing.The CDDS 278 and CDDS 279 courses also require participating teachers to participate in Deaf community activities.

Back to Top