6.1 How do the unit's governance system and resources contribute to adequately preparing
candidates to meet professional, state, and institutional standards?
Fresno State offers one of the most comprehensive sets of professional education programs in the state. The Dean of the Kremen School of Education and Human Development (Kremen School), as the Director of Teacher Education, is delegated full responsibility by the President and the Provost for administering the laws, rules, and policies for all basic and advanced teacher education programs offered at the university. The Dean is thus responsible for the quality of all the candidates prepared at Fresno State. He provides the key leadership in the governance and management of the preparation, and both collaborates and advises his colleagues in the other Schools/Colleges where programs are housed. The Unit works to prepare future educators in and for a climate that promotes creativity, intellectual solutions, student-centered decision-making, use proven best practices, use of assessment (formative & summative), and continuous scholarship.
As the host institution of The Renaissance Group (TRG), educator preparation is considered an all university responsibility. The Kremen School Dean, the Arts and Humanities Dean, and a past university president have all been on the TRG Board of Governors. Although many credential and degree programs have courses exclusively or primarily in the Kremen School’s four departments (Counselor Education and Rehabilitation, Curriculum and Instruction, Educational Research, and Administration, and Literacy, Early, Bilingual, and Special Education), six schools and colleges at Fresno State participate with the Kremen School in the preparation of Single Subject (Secondary) teacher candidates: Jordan College of Agriculture, College of Arts and Humanities, Craig School of Business, College of Health and Human Services, College of Science and Math, and College of Social Sciences. The unit also collaborates with departments outside of the Kremen School to offer credential programs that prepare educators to work in P-12 settings:
|College of Science & Mathematics||Psychology||School Psychology|
|College of Health & Human Services||Social Work Education||School Social Work|
|College of Health & Human Services||Communicative Disorders and Deaf Studies||Deaf and Hard of Hearing|
|College of Health & Human Services||Communicative Disorders and Deaf Studies||Speech Language Pathology|
|College of Health & Human Services||Nursing||School Nursing|
|College of Agricultural Sciences & Technology||Animal Sciences and Agricultural Education||Agriculture Specialist|
The Unit has an established and maintained structure of governance that is based on university governance policies, unit needs, and College/School governance. The Unit has many levels of participatory committees or meetings. The Unit coordinators meet with the Dean/Associate Dean across the unit to review program needs and assessment (KLASSI). The use of candidate performance data is shared at both the program and Unit level.
The Dean appoints a Coordinator for each program and delegates authority to plan, deliver and evaluate their program. Each program has an advisory board and often has practitioners working as adjunct professors or university supervisors. The Kremen School convenes the Coordinating Council of representative of program coordinators and administration at least twice per semester to review issues such as accreditation, budget, assessment, professional development, and recruitment. The Kremen Graduate Committee meets once per month during the academic year to approve program changes in advanced credential programs. The faculty for each credential program also meet to review their program needs, assessments, partnerships, and candidate issues. For example the Multiple Subject Review Committee meets every other month while the Education Specialist faculty meets at least once a month. Clinical fieldwork faculty meet with both the credential faculty and as a unique group. Advisory groups meet related to the unit and program, including the President’s Commission of Teacher Education chaired by the university president emphasizing the all university responsibility to teacher preparation.
Both initial and advanced programs are committed to providing leaders who have a command of the content in their field, who will be reflective, collaborative leaders for our schools, and who are prepared to meet the challenges and opportunities of working with diverse communities. The professional education unit fosters the development of the following professional dispositions among candidates; collaborative, reflective, value diversity, ethical practitioner, critical thinker, and a life-long learner. Candidates increasingly reflect these dispositions in their work with students, families, and communities.
University policies and the CBA define workloads (6.4.h) that allow for time for teaching, service, and scholarship. Tenure-track faculty teach a 12 unit load with 3 units for scholarship and service. On-line courses receive an equivalent load based on units for the class. The university provides technical and pedagogical support for online teaching. Assignments allow for time to collaborate with schools and some programs are offered in their entirety at local school district sites placing the faculty on site at least once a week. Additional support is offered for collaboration through a one-course allocation to the partnership site liaisons. In the 2012-2013 academic year Fresno State had 17 cohort programs offered at partnership sites and many courses have actively included teachers and administrators from the districts in modeling lessons, guest speaking, and team teaching. The Kremen School was acknowledged nationally in the PEDs report of 2013 for our partnership work with Sanger Unified School District. Exhibit Pathways article Standard 5 describes the high efficacy of the partnership programs. Beginning in the Fall 2013 a Teacher Residency program with Fresno Unified School District is will be developed, implemented, and evaluated in total partnership.
The Unit at Fresno State is also supported to maintain and exceed the requirements of both state and national accreditation. Personnel such as staff, advisors, credential analysts, faculty, clinical supervisors, and administrators are funded to ensure each candidate has the support needed. An advising office exists in ED 100 and faculty also advise from their offices. The website contains information related to advising. (6.4.c) All initial and advanced credential programs require work in the field and each program ensures these placements whether they are in school districts, counseling centers, charter schools, or on-campus sites, and they end with a culminating experience such as student teaching or internship. Clinical supervision is often conducted by a university supervisor but programs in the Unit also have trained support providers from the district(s). Program coordinators, fieldwork director, liaisons, and university supervisors all provide support at clinical fieldwork sites. Master teachers or support providers also provide feedback to candidates and the final recommendation is completed as a team. Master teacher/candidate teams are trained in Co-Teaching Strategies with the Master teacher either paid for attendance on Saturdays or with a substitute teacher provided for weekday workshops. Master teachers are also provided with an annual conference and receive tuition reimbursement for professional development courses. Each candidate and their faculty use both BlackBoard and TaskStream as platforms for support and data collection and are provided technological support. Information technology resources and support are provided by the university and are housed in the Kremen School.