3.5 Evidence for the BOE Team to Validate during the onsite visit
1. How do the unit programs use technology to enhance teaching and learning for candidates?
All candidates in the basic credential programs meet state standards related to technology. Each must take a course that addresses technology in instruction; Multiple Subject and Education Specialist teacher candidates take CI 100 and the Single Subject Candidates address it in CI 149. During fieldwork, these candidates are required to use a variety of instructionally related technology devices as available at their sites (SMART Boards, iPads, SEIS Special Education IEP’s, YouTube clips, Brain Pop, etc.). All Multiple and Single Subject candidates are required to document evidence of how they have used technology in their field placement classrooms. This is required in their Fresno Assessment of Student Teachers (FAST) Holistic Proficiency Projects.
Students across the unit in advanced credential programs demonstrate competence in technology required for their specialization. For example: master’s students are required to use tablets for presentations of their field work projects. Counseling students watch digitally recorded video feeds, listen with their headphones and give feedback. This is recorded and saved on a USB flash drive for viewing. In Special Education, candidates must also demonstrate knowledge and use of assistive technology both in school settings and at homes. Educational Administration is a paperless program. They access data and produce a school profile, use Task Stream, develop an electronic portfolio and use iPads for feedback. Skype is sometimes used in addition to face-to-face contact in internship programs.
The President’s Tablet Initiative has begun meeting to increase the use of technology across all Fresno State programs. Kremen School has three faculty participating in the Tablet Initiative. The three faculty teach in the multiple subject, single subject, and special education programs, respectively.
2. Which courses (in each program) have field components: for each course, what are the field requirements, the hours, the assessments used? Pages in the program handbooks can be cited to provide this information.
California only has a post-bac program for teacher credentialing. The programs for candidates in the basic credentials also had to be ‘completeable’ in one year until recently (2013). Handbooks for Multiple, Single, and Special Education (Education Specialist) indicate that every semester in the program has a fieldwork requirement. In addition, assignments in courses are required to be implemented in their fieldwork setting. One example is the Differentiated Instruction assignment in SPED 179.
|Multiple Subject - Elementary Education||EHD 174 90 hours||EHD 178 12 hrs. wk. 180 hrs.||EHD 110D Dual M-F – 20 hrs. 15 wk. 300 hours||EHD 170 M-F – all day, 15 wk. 560 hours||LEE 172 – EL assignment CI 175 – Science Inquiry Lesson CI 176 – Math Mini-Unit SPED 179– Differentiate lesson|
|Single Subject – Middle School & High School||EHD 155A M-F 15 hrs. wk. 225 hrs.||EHD 155B M-F – all day, 15 wk 525 hrs.||LEE 157 – EL assignment CI 161 – Content Methods SPED 158– Differentiate lesson|
|Education Specialist||EHD 178 12 hrs. wk. 180 hrs.||SPED 171 /172 16 hr. wk. 240 hrs.||SPED 175 /176 M-F – all Day, 15 wk 560 hours||SPED 175 /176 M-F – all Day, 15 wk. 560 hours||Signature Assignments in field placement|
*All syllabi available by clicking on the program link
Assessments include the candidates meeting the competencies that are evaluated by the university supervisor in collaboration with the master/cooperating teacher. In addition, candidates must pass the required and state approved Teacher Performance Assessment (TAP) - Fresno Assessment of Student Teachers (FAST).
3. What is the process used to keep school districts abreast of the university’s clinical expectations for the candidates?
The unit faculty has continuous contact with numerous districts in the region. The basic credential program also has a Director of Field Placement who contacts and meets with district representatives almost daily. In addition coordinators of programs, and university supervisors, across the unit, have meetings with districts where information is shared. Some of those contacts are included below:
President’s Commission on Teacher Education
• Dean’s Advisory Council on Professional Education
• Cooperating/ Master Teacher Conferences
• Co-Teaching Workshops
• Education Administration Superintendent’s Advisory
• Administration Leadership Program shadows diverse leaders in the field and has candidates reflect.
• Teacher Resident Partnership Meetings (collaborate and teach courses together)
• Education Administration has imbedded course work and they regularly meet with the leaders of the 8 cohorts. These leaders have worked together to develop courses and assignments.
• Cooperating/Master Teacher Conferences
• Rural School’s Network meets 5 times a year
• Regional Valley Consortium for Bilingual Students
• Early Childhood Advisory Committee
• Multiple Subject Committee
• SPED Advisory Council
• Counselor Education Advisory and Rehabilitation meetings
• Deaf Education Advisory Board
• BTSA/Induction Advisory Board Participation
• Higher Education Central Valley Leadership Symposium
• Client Surveys in Education Doctoral Program
The primary means of sharing the university’s clinical expectations is through the university supervisors who meet with the administrators, Cooperating Teachers/ Master Teachers, mentors, and fieldwork candidates. University supervisors continually collaborate and report from the field. The university supervisors have the responsibility of sharing syllabi, handbooks, reviewing roles, course expectations, competencies, MOUs, Learning Agreements (School Psychology). (Fieldwork Handbook Roles and Responsibilities, page 24).
The CCTC (California State) approved competencies are the required competencies. In some partnerships, such as the Teacher Residency Program (TRP) in Fresno USD, the expectations are developed collaboratively with both faculty and district administrators/curriculum specialists and the competencies may exceed the requirements with increased hours in their Mentors’ classrooms and increased participation in district Accountable Communities, and expectation of attendance at district professional development opportunities.
4. What are the plans for sustaining and enhancing fieldwork? Have any of the seven areas listed under the Continuous Improvement section been implemented? If so, what is being used to show success with student learning as the focus?
The seven areas were shared as continuous improvement as they are areas we have identified and initiated work. Student learning is the ultimate goal and focus of all areas of improvement. A few examples are listed below.
1. Expand Partnerships
In 2006 Kremen began their first partnership with Clovis USD in the spring and Sanger USD in the summer for elementary preparation. It has grown to include secondary, special education, and administrator preparation. In 2013 Kremen had 18 partnerships in varying levels of involvement by the district. The teacher preparation districts have been Clovis, Sanger, Fresno USD, Fowler USD, and Central USD. The PDS models are best exemplified in the FUSD – Teacher Residency Partnership. We are currently involved in a Multiple Subject and Single Subject Partnership with Sanger Unified and a DUAL and Teacher Residency Partnership with Fresno Unified (elementary and foundational math and science).
Plans to grow to other districts include collaboration with Porterville USD for a Linked Learning – Career Pathways cohort in fall 2014 and a rural Single Subject district partnership with Washington Union USD.
2. Co-selection of candidates
Co-selection of candidates is currently being implemented with Fresno USD for the Teacher Residency. Candidates apply to both the district and the university/program. Candidates are interviewed through a jointly attended process where candidates collaborate to solve an issue and make a presentation, respond to research in writing, and are interviewed jointly by both district and university faculty. In the EDAD program district cohorts jointly select candidates as the district makes a recommendation for their cohort and the university then conducts necessary items for application.
3. Increase Professional Development
The Central Valley Educational Leadership Institute (CVELI) seeks to elevate educational leadership and eliminate the achievement gap for students in the Central Valley. CVELI provides service to district administrators through a variety of supports including numerous professional development opportunities such as Navigating Common Core, Professional Learning Communities, and Annual Exemplary Practices in Education Leadership.
Co-Teaching is another example of shared professional development. Fresno State has been offering workshops in Co-Teaching for everyone in our service area. Fresno Unified personal have attended numerous Fresno State of workshops and now offer them in their district as well. Instructors in the Teacher Residency Program and Sanger Cohorts continue to co-teach courses with school district personal where they share, plan and deliver instruction as a team.
4. Pipeline to Teaching Meetings
Pipeline meetings are a collaborative team of Fresno State and Fresno Unified leaders who meet on a regular basis with the goal of increasing the diversity of teacher candidates, especially males. This team began meeting in spring 2013 and continues to meet every other month to address issues such as internships, increasing college rate of FUSD students, evening classes, and pathways for teaching, Transition 2 Teach (T2T) grant updates, and other items.
5. Expand Use of Technology
Technology is integrated across all classes/programs. A few examples are: The Multiple Subject program is specifically supported in CI 100 and practical application in CI 175 which requires a technology portfolio. The Single Subject program candidates are required to take CI 101, Educational Applications of Technology for Secondary Teachers and CI 159, which include instructional planning, instructional approaches and techniques, evaluation, and educational technology. The President’s Tablet Initiative has begun meeting to increase the use of technology across all Fresno State programs.
6. Common Feedback Observation and Feedback Protocols
Common Core has provided opportunity for collaboration and professional development with the university and our area districts. The university has provided professional development opportunities utilizing presenters from outside our service area as well as the county, and school district personal. Fresno State also continues to collaborate with our BTSA/Induction programs and discuss our common standards and documentation of those standards through evidence and observation.
7. Increase Student Data
Although California has no state-wide mechanism to collect student data the CSU system office (CTQ) and some districts in the state have conducted a study which can be shared. Fresno USD was part of the data. In addition each of our candidates must complete a Teacher Performance Assessment (TPA) – FAST – Fresno Assessment of Student Teachers where student data is analyzed at both the class and individual level. Data from Fresno Assessment of Student Teachers is discussed in Course Alike Meetings and serves a resource for continuous improvement of our programs. Focus groups from the partnerships have served as an additional source of data. As the candidates move into positions in the Teacher Residency Program (TRP) with Fresno USD, we will work with the district to conduct research using student data as one measure.
5. How are field/clinical experiences arranged and supervised for distance learning programs?
Currently the unit does not have a distance learning program. In the California State University system there is distance learning, wholly on-line program entitled Cal-State Teach (CST). Fresno State hosts one of the regional centers for CST, but they are accredited separately, and are not a part of the Fresno State unit. Some program such as Deaf Education have an on-line master’s program but still provide face- to- face supervision.
6. Clarification needed: In exhibit 3.4 b, 91 school districts in addition to seven non-pubic education school sites are listed. The IR states the partner school have been implemented since 2006 with five districts. Which of the district partnership listed in 3.4b are based on the Professional development School model?
The closest we have to a Professional Development School Model is the Fresno Unified Teacher Residency Program. The teacher candidates in this program have a rotation schedule through an Elementary School and Middle School. The current sites for our partnerships are listed below:
Fresno Unified Teacher Residency Program
Yosemite Middle School*
Vang Pao Elementary
Scandinavian Middle School
Sanger Unified Single Subject Partnership:
Sanger High School*
Washington Academic Middle School
Sanger Unified Multiple Subject Partnership
Fresno Unified Dual Partnership
*Classes on site.