Response to team statements:
Not apparent that the unit has plans and timelines for attaining or sustaining target level performance that addresses key elements in the standard such as the four items below.
The Kremen School Strategic Plan and the University’s Plan for Excellence IV serve as the long-range plan for the unit. Both expire in 2015 and will be reformulated.
Our new President, Provost, and Vice President for Student Services will define the
strategic direction of the University. The faculty within the Educator Preparation
Unit will define the Kremen Strategic Plan.
The Educator Preparation Program is in evolutionary change, exemplified by the collaboration with our partner schools and districts, particularly Fresno Unified, at least at this time. The evolution has been from a system where the University faculty developed and taught courses and then placed teacher candidates in schools for field experience to one where there is extensive joint planning and collaboration.
The first step was partnership programs as described elsewhere in this document. This evolved from Multiple Subject Credential only partnerships, first to Educational Leadership partnerships, then to Single Subject Credential, then to Dual Special Education/Multiple Subject partnerships. The next evolution was the Teacher Residency, developed jointly by a team of faculty from Fresno Unified and Fresno State. That program provides a $12,500 stipend to each candidate and results in a Multiple Subject credential and a foundational credential allowing candidates to teach middle school math or science. Simultaneous to this, Fresno Unified and Fresno State faculty have had on-going Pipeline Task Force Meetings, developing smooth transitions for K-12 students into teaching and teacher candidates into employed educators. Monthly Fresno State faculty and Fresno Unified leaders do a “walk through” at different K-12 schools, examining for the Depth of Knowledge of instruction and looking for evidence of the common core.
The success of this partnership, and a similar one with Sanger Unified School District has become recognized across the region. Bechtel Corporation funded the first two years of the Residency Program at $750,000. Without the district or the University submitting a proposal, Bechtel has indicated to the CSU Chancellor’s Office that they will commit $300,000/year for the years 2015-2018 to keep the Residency in place. A number of other districts have approach Fresno State with similar visions. Next fall partnerships start in Porterville Unified, far in the south San Joaquin Valley (90 minutes away). The Irvine Foundation, which works otherwise with Porterville has awarded the Kremen School $50,000, without our submitting a request, to support our work in partnership with Porterville. Partnerships at various stages of evolution also exist in Central Unified and, in different years, in Clovis Unified and Fowler Unified.
1. The unit and other faculty collaborate with P-12 practitioners in program design, delivery, and evaluation of the unit and its programs.
The faculty of the Kremen School and the educator preparation unit collaborate continually in program design and evaluation of the unit and its program.
The initial BOE response to Fresno State’s IR was critical in that we did not have
timelines for the expansion of collaboration efforts. The collaboration is in evolution.
The degree of joint planning currently in place is beyond what we though possible
when we started the partner school process. A Teacher Residency operating without
federal support is a perfect example. An iPhone today has more capabilities than
a communicator or Mr. Spock’s Tricorder had on the TV show Star Trek. Likewise, the
Teacher Residency has features such as a salary for the candidates and totally joint
planning, essentially guaranteed employment, and joint candidate selection that we
did not anticipate in 2006. It has more capabilities.
That said, a full school partnership or residency model will likely never occur because of the need for evening cohorts of part time students with familial or economic limiting factors. Likewise, Fresno still needs Teacher Interns who take evening classes while serving as the teacher of record during the day.
a. Fresno State has been the host institution of The Renaissance Group (TRG) for the last eight years. The unifying philosophy of TRG is that educator preparation is a whole university endeavor. This is modeled and echoed throughout the basic and advanced programs. The Liberal Studies major, preparing undergraduates for admission to the Kremen School is taught almost entirely by faculty from across campus. Its governing group has an equal number of general education faculty and teacher educators.
Four subject matter grants, described below, are coordinated by faculty within the Kremen School but involve active participation by content area faculty. This includes individuals from many schools and colleges on campus.
The recent revision of the Single Subject teaching credential was designed by a committee comprised equally of content area faculty, Kremen faculty, and K-12 educators. These individuals were Dr. Lori Clune (History), Dr. Rajiv Amarasinge (Math), Dr. Roscoe Vaughn (Agriculture), Dr. Kathy Godfrey (English), Dr. David Andrews (Science), Dr. Robin Chiero (CalStateTEACH), Dr. Colleen Torgerson (SpEd and Partnerships). Dr. Jody Daughtery (Single Subject), Dr. Jyothi Bathina (Literacy), Tim Lopez (Sanger Unified) Susan Fisher (CART), Terresa Morales (Fresno) Steve Liebfried (University High School) and Michelle Bauman (Clovis).
b. Numerous advisory boards and committees meet on a regular basis to advise the educator preparation programs. Attached are agendas and minutes, etc. for the following important advisory committees:
President’s Commission on Educator Preparation
Professional Education Advisory Board
Superintendents’ Advisory Commission
Multiple Subject Review Committee
Kremen Alumni Board
Kremen Community Council
Special Education Advisory Council
Liberal Studies Advisory Board
Liberal Studies Review Committee
Teacher Induction Program Advisory
Bonner Center Advisory Committee
Early Childhood Education Advisory
c. Additionally, the Educator Preparation Programs have undertaken multiple joint training and preparation activities on a regular basis. Just a few examples:
January 13 and 14, 2011 five representatives from four local districts, Fresno, Clovis, Sanger, and Central Unified along with our entire educator preparation faculty took part in a Train the Trainer workshop on the implementation of Co-Teaching in our field and clinical experiences. Since then, each semester two faculty receive 3 WTUs of assigned time to continue the work and train student and master teacher pairs.
April 11, 2011 educator preparation faculty and over 500 local educators attended a PLC conference the Kremen School hosted and advertised, led by Rick and Becky Dufours.
Annually Fresno State funds two Master Teacher Conferences where hundreds of our cooperating teachers meet with faculty to plan on improving instruction.
October 27, 2011 the Kremen Faculty and the CSU Deans of Education spent the day in the Sanger Unified School District learning about their instructional practices. The Sanger Superintendent, Marcus Johnson, was national superintendent of the year in 2012 because of his accomplishments in closing the achievement gap.
January 29, 2013 over 400 local educators along with our faculty spent the day with Richard Elmore from Harvard at The Exemplary Practices Institute.
September 6, 2013 three campus deans along with 45 educator preparation faculty bussed to Porterville Unified and spent the day with their faculty, students, parents, and community examining the nationally renowned model Linked Learning Program. We will house a cohort of single subject candidates there in fall 2014.
The Rural Network of Central Valley School Districts is a The two-year program that engages leaders of rural schools and districts who come together as a cohort to solve specific student achievement problems. The program combines five group meetings per year, visits to other districts, peer review and analysis, and meetings with a CVELI staff facilitator in a manner that guides district leaders to attain improved learning results associated with solving their student achievement problem(s).
Monthly throughout 2013/2014 faculty from Fresno State and Fresno Pacific along with leaders from Fresno Unified have gone on a “walk through” on different FUSD campuses. Spending the morning, the building principal gives the group an overview and then classrooms are visited, 15 minutes each, on a random basis examining for the “Depth of Knowledge” instruction and evidence of learning based on the Common Core. Discussion of implications to our programs and work together take place.
We have regular meetings of clinical faculty to update them on both P-12 and educator preparation program projects and activities. The records of these meetings are linked.
The DUAL (Education Specialist and Multiple Subject credentials) cohort of 25 teacher candidates began at Ayer Elementary in the fall 2012. The site was selected by FUSD administration and multiple meetings were held the prior spring and summer to set up the new cohort. The principal, Lynn Salazar, welcomed the candidates and has provided space, support and master teachers for their preparation. The candidates in turn complete assignments that target content with students at-risk providing additional support to these students. The candidates have completed half of their classes on-site and completing final student teaching for both credentials. Their placements are being made through joint planning with the district.
A new and exciting partnership began in Fall 2013 – The Teacher Residency program with FUSD that is partially funded through a Bechtel grant. The 2012-13 year was spent in planning, recruiting, selecting and setting up the program. This year the Coordinator for Partnerships has met approximately once a week with administration to plan and set meetings. Faculty were assigned to participate in at least monthly meetings to design the program which will focus on a Multiple Subject credential with a 4-8th grade lens and candidates will earn foundational credentials in math and/or science. Each semester has identified changes related to math/science emphasis, urban school issues, and grades 4-8th. The faculty from both institutions have also spent time related to Common Core and the instructional shifts required. The candidates and mentor teachers were selected by early summer and candidates were provided a $12,500 stipend to participate with a commitment to work for the district for three years. Planning will continue for a second cohort that will include a Master degree program in 2014-15.
Colleagues in other units on campus are involved in educator preparation at various levels. The candidates in Deaf and Hard of Hearing program attend multiple subject teacher preparation courses. Nan Barker, coordinator, is involved in program level changes for the mild/moderate, moderate/severe, and clear credentials.
2. Budget for curriculum, instruction, faculty, clinical work, and scholarship to support high-quality work with the unit and its school partnerships.
a. Fresno State uses a completely decentralized budget model. Each unit is given
responsibility for its own expenditures, based on its earned income.
In our school there are three separate stateside budgets plus, annually three to four million dollars in grant and other supplemental dollars. The Educational Leadership Doctorate and CalStateTEACH each operate separately from the general Kremen Budget, however they are interdependent in the way they share space, faculty, and resources. The doctoral program annually has income of over $1.5 million and CalStateTEACH is $1.4 million.
The Kremen School budget has shown a surplus, what we call a “carry forward” since 2005. This year the surplus was over $1,000,000. The other two budgets carry forward amounts also had large balances. The 2013/14 academic year was the first with a new revised budget formula. The new formula reimburses colleges for the cost of instruction plus provides some standard funding similar from college to college. Unlike the other colleges, Kremen receives an augmentation of $737,000 annually (and has for two decades) in recognition of the special costs of teacher education. The attachment labeled “Expenditures” shows those funds and how they are expended, entirely to support the clinical program along with the coordination and advising for credential programs.
This augmentation allows Kremen to award the greatest percentage of “assigned time” in the university, assigned time that is used to carry out our credential and educator preparation programs.
A substantial portion of the augmentation is used specifically for partner school-work and co-teaching in addition to the somewhat normal student teaching costs. This too can be seen in the Expenditure attachment and the example of Assigned time from fall 2012.
The Kremen faculty has access to funds for both professional development and travel. Each faculty member may request $1000 per year for faculty development such as travel to conferences, enrollment in workshops, etc. Probationary faculty are funded for all travel to present throughout their six year probationary period. International travel has been consistently funded for faculty development. In 2007 11 faculty spent two weeks in China, in 2008 13 spent two weeks in Ghana, in 2013 6 faculty traveled to Costa Rica, and in 2014 7 faculty spent two weeks in India. These were trips to visit schools and universities to expand the faculty horizons. Individual faculty have traveled to dozens of countries at school expense for attendance at conferences and professional development.
Each year the Kremen faculty have access to substantial funds for faculty research. Generally the faculty choose to request funds for instructional release time though funds may also be taken as a summer stipend. Also available are funds for research expenses or assistants. The source is three fold. Annually the Provost’s office provides $70,000. The Dean puts 50% of all indirect funds received from grants into faculty research. Thirdly, an endowment left by Dr. Maxima Dandoy, the first tenured female of color at Fresno State, provides another $40,000 annually. Each semester, faculty may apply to the Dandoy Committee, comprised of an elected faculty from each department, the chair of the Faculty Assembly, the Chair of the Graduate Committee, Dr. Susan Tracz, and the Dean’s appointee, Dr. Sarah Lam. The committee reviews all applicants and awards up to $135,000 annually. In the past, all qualified proposals have been funded.
b. The Kremen School has access to substantial funds that support high-quality work with the unit and its school partnerships. Essentially none of the funds to support this work appear in the Kremen School Budget but are explained and listed below.
b.1. Teacher Residency Program: As mentioned above, the partnership work is supplemented by at $750,000 from the Bechtel Foundation for the Teacher Residency Program in FUSD and $50,000 from the Irvine Foundation for work in the upcoming Porterville Partnership.
For over 15 years the Kremen School has hosted four subject matter projects that are designed to primarily provide professional development to teachers P-12 at all levels. They all address the goals of: Supporting the Development of Highly Qualified Teachers, Supporting Teachers of Students with Low Skills in Subject Matter, Meeting School Needs for Technical Assistance, Supporting Teachers of English Learners, and Providing Leadership Development Opportunities. The Subject Matter Projects include:
b. 2 California Reading and Literature Project: The California Reading and Literature Project (CRLP) serves the Fresno/Central Valley region by providing professional development in reading and language arts to educators at all levels, K–12. The project addresses the four goals of NCLB and CSMP including: Supporting the Development of Highly Qualified Teachers; Supporting Teachers of Students with Low Skills in Reading and Writing; Meeting School Needs for Technical Assistance; Supporting Teachers of English Learners; and Providing Leadership Development Opportunities.
The Fresno/Central Valley region of the California Reading and Literature Project is administratively housed in the Kremen School of Education and Human Development. The regional director, Cheryl Caldera is a part-time Lecturer in the Department of Literacy, Early, Bi-lingual, and Special Education. CRLP has a part-time associate director, Jean Brletic and two part-time administrative assistants, Lupitea Green and Rod dela Concepcion. The primary investigator is Dr. Paul Beare, Dean of the Kremen School of Education and Human Development. The last three years the budget for the CRLP has been $85,675, $76,587 and $76,785.
b. 3 Central Valley Science Project: Philosophically, the Central Valley Science Project (CVSP) aspires to build a learning community that promotes science achievement for all students through providing high quality professional development and leadership experiences for teachers. The CVSP leadership team, composed of University professors, classroom teachers and district science administrators, is uniquely qualified to implement professional development content and leadership programs. The accomplishments and affiliations of these individuals testify to their qualification in science content, pedagogy, and leadership. It is through the combined efforts of these professionals and our many collaborators that CVSP proposes to make positive and far reaching contributions to science education.
The Central Valley Science Project is operated out of the Associate Dean’s Office in the Kremen School of Education and Human Development at California State University, Fresno. In the past academic year, CVSP has offered 42 events that provided 810 teachers and administrators from throughout the Central Valley and California, with 166 hours of professional development. In addition, CVSP provided direct services to 55 teachers and 3,000 students on school sites, and 7,000 parents and children during Family Science programs and Maker Faires in the communities. Director Jerry Valadez was appointed by Tom Torlekson to the Science Expert Panel on NGSS and serves as a resource on NGSS to the Central Valley. The last three years the budget for the CVSP has been $87,675, $113,786 and $72,785.
b. 4 San Joaquin Valley Math Project: Since its inception in 1989, the San Joaquin Valley Mathematics Project (SJVMP) has provided a stimulating and supportive professional home for K-12 mathematics teachers residing in the Central Valley of California. Throughout the year, the SJVMP offers a wide variety of high quality professional development and leadership opportunities designed to increase teachers' knowledge of mathematics and their effectiveness in teaching the subject. SVJMP is also an important partner in a number of grants promoting mathematics teacher recruitment, retention, and professional development. SJVMP also collaborates with the campus's MSTI grant.
California State University, Fresno is the fiscal agent for the SJVMP. The Project’s Co-Principal Investigators (Co-PIs) are members of the Fresno State faculty. Dr. Carol Fry Bohlin is a professor in the Kremen School of Education and Human Development, and Drs. Rajee Amarasinghe and Agnes Tuska are professors in the Dept. of Mathematics. The current Director of the SJVMP is Mike Chamberlain. The last three years the budget for SJVMP has been $104,300, $138,821, and $95,820
b. 5 San Joaquin Valley Writing Project: Since 1979, the San Joaquin Valley Writing Project (SJVWP) has been dedicated to improving the quality of writing instruction in grades K-college in Fresno, Kings, Tulare, Madera, and Mariposa Counties. Each year a cadre of exceptional classroom teachers is selected through an interview process to participate in the Invitational Summer Institute (ISI) at California State University, Fresno. Then these teachers become Teacher Consultants (TCs) in the SJVWP and continue to work with the writing project in a variety of ways. TCs continue their own learning about writing and literacy instruction and provide staff development and other types of mentoring in area schools. The SJVWP is part of the California Writing Project (CWP) and the National Writing Project (NWP) networks.
The San Joaquin Valley Writing Project is housed in the Department of Literacy, Early, Bilingual, and Special Education within the Kremen School of Education and Human Development. Dr. Joanne McKay and Judy Lea handle administrative duties. Joanne serves as the Principal Investigator and Director of the project along with Dr. Kathleen Godfrey from the English Department and they both have been serving as inservice directors. Judy Lea is the Administrative Assistant for the SJVWP and works in an office located in the Education Building shared with the California Reading and Literature Project. Willow Reed and Laurinda Blanco coordinated our partnership with Sequoia Middle School, Kristie McNeal and Joanne McKay coordinated our partnership with Valley Arts and Science Academy, and Sheryl Grilione coordinated our partnership with Dinuba High School. Joanne directed the 2013 Invitational Summer Institute, Marci Haas serves as a Mentoring Director and works with Elementary Fellows during the ISI, and Karen Yelton-Curtis serves as a Mentoring Director with High School Fellows during the ISI. Kathee Godfrey and Kristie Leyba (Hoover High School) direct an Advanced Academy for TCs in the summer, focusing on teacher inquiry. Various other TCs run study groups, continuity programs, and book clubs. The last three years the budget for SJVWP has been $67,468, $56,535, and $58,535.
b. 6 The Fresno Math Science Teacher Initiative is a multifaceted program funded through the CSU Chancellor’s Office to help address the region’s shortage of fully credentialed mathematics and science teachers. Since MSTI-Fresno’s inception in 2006, the number of Single Subject math and science credentials processed by Fresno State’s Credential Office has risen 256% from 25 in AY 2006 to 91 in AY 2012. It receives approximately $100,000 per year from the CSU.
b. 7 The Teacher Internship Program (TIP) at Fresno State offers final student teaching to qualified individuals through an alternative certification program in all three basic teaching credential areas. The candidates complete all the coursework as traditional candidates but are supervised while in paid positions, receiving also extensive extra instruction through seminars and consultation with TIP faculty. In 2012-13 alone, TIP received $274,255 from the California Commission on Teacher Credentials.
b. 8 The California Mini-Corps Program at Fresno State consists of two components each able to carry up to 25 participants per semester. During the last school year 52 Mini-Corps students were selected to participate and provide services to Fresno County and Fresno Unified School Districts. These Mini-Corps tutors are placed in schools that are highly impacted with migrant students. In the 2012-2013 school year, the program served 11 school districts, 38 schools, and assisted 139 teachers in grades K-12 in Region IV, Fresno County, which is our designated service area. A strong emphasis of our involvement was in collaborating with regional migrant and district personnel to prioritize and provide direct instructional services to the migrant students in the regular school year program and migrant afterschool programs. During the 2012-2013 school year the CSU, Fresno Mini-Corps tutors provided direct instructional services to 810 migrant students.
In addition to providing direct instructional services, Mini-Corps Tutors also receive extensive in-service training through a university course and educational workshops, which emphasize methods and techniques for assisting migrant children. This year we implemented literacy, writing, and math training modules with a strong emphasis on English Language instruction, the development and implementation of Professional Learning Communities, and standard based SMART Goals. The Mini-Corps tutors were able to analyze data, identify the migrant students’ areas of academic need, collaborate with their supervising teachers to develop appropriate lessons and incorporate strategies to address those needs. As part of their staff development, C.S.U., Fresno Mini-Corps tutors are required to compile a professional portfolio, complete a program placement reflection paper and a self-analysis and reflection of their formal lesson, and develop and organize a Holistic Binder documenting the progress of the migrant students identified in their SMART Goal objectives during their Mini-Corps placement. Students are also required to conduct Home Visitations and participate in community service activities. In 2012-13 the program served h has two full time staff fully funded by the California Migrant Education program and expends $260,000/year of Fresno Student Salaries.
b. 9 The Office of Community Based Learning (CBL) (CBL houses the Paraprofessional Teacher Development Center). CBL exists to connect the energy and talent of University students with opportunities to meet educational needs within local schools and communities, especially with youth from backgrounds of poverty or from high-need schools or communities. The mission of CBL is to assist youth to thrive personally and academically, as they move from early childhood through elementary, middle, and high school, and to emerge prepared for meaningful and productive post-secondary involvement. A primary objective is to involve CSU Fresno undergraduates in interactive cultural, educational and work experiences, which are problem-based and incorporate experiential learning. The program provides paid and volunteer early field experience for undergraduate students who plan to teach or work with youth. The ELA program is funded through the Office of English Language Acquisition, U.S. Department of Education. The program was awarded for five years beginning in 2007 and extended to 2013. Funds are approximately $300,000 per year to support up to 150 participants who will gain experience in early field placement and specialized training in language and literacy development.
The Paraprofessional Teacher Training Program is state funded through the California Commission on Teacher Credentialing. The Office of Community Based Learning is a subcontractor with Fresno County Office of Education and several local districts to administer their state funded Paraprofessional Programs. Subcontracts totaled approximately $406,370 in 2012-2013.
b. 10 The Joyce M. Huggins Early Education Center (Huggins Center) in the Kremen School of Education and Human Development (KSOEHD) at California State University, Fresno is a regional model for best practices in early childhood education (ECE). The Huggins Center includes the Marlene M. Fansler Infant and Toddler Program, the D. Paul Fansler Preschool and D. Paul Fansler Institute for Leadership in ECE. The Huggins Center provides training, demonstration and research opportunities for undergraduate and graduate students in education; child development; marriage, child and family therapy; and other related areas as well as for professionals in the field. It is the mission of the Huggins Center to 1) offer training consistent with local and state educational reform efforts aimed at improving early childhood education, curriculum, and services to children and families; 2) be an exemplary model for innovative programs for young children; 3) offer the highest quality of early education and care to children of low income student families and; 4) collaborate with other educational institutions, organizations, agencies and schools on educational initiatives to improve the quality of ECE in our region and state. It is an NAEYC accredited program.
The Huggins Center is self-supporting. The Fansler Program has an endowment of over a million dollars and receives $60,000 per year in operating expenses from the Fansler Foundation. The Fansler Center had a carryforward of $142,000 for operating expenses going into this academic year.
b. 11 Central Valley Educational Leadership Institute: The Central Valley Educational Leadership Institute (CVELI) recognizes its commitment to the students and educators of the Central Valley. The Central Valley Educational Leadership Institute (CVELI), along with partners in the educational and business communities, is designed to:
• Initiate and implement systemic change;
• Improve program quality in educational communities; and
• Provide equal access to learning for all students.
The aim of CVELI is to bring best leadership practices to all aspects of the education system in the San Joaquin Valley in order to eliminate the achievement gap and raise the performance of all learners.
CVELI includes hundreds of school partners including dozens of district superintendents, as well as principals and other school leaders. The annual budget for CVELI exceeds $500,000. CVELI is self-supporting and raises money from gifts, participant fees, and conference fees for various meetings. To understand the reach of CVELI activities one must go to the linked description and their website.
b. 12 Center for Research, Evaluation, Assessment, and Dissemination: The Center for Research, Evaluation, Assessment, and Dissemination (CREAD) supports the mission of the University by offering a variety of support and professional services to students, faculty, and the local community. CREAD offers support services related to research and grant writing to KSOEHD students and faculty, encouraging a scholarly culture. CREAD impacts the broader University community by providing culturally-sensitive and equity-focused program evaluation services that engage stakeholders and maximize desired program outcomes. In addition, CREAD educates and supports local education and community-based organizations with professional services related to projects that address local, regional, and international needs. These activities are directly related to the University’s mission by supporting student success; creating a culture that fosters diversity and equity; engaging the community; and producing scholarly research.
CREAD is housed administratively in the KSOEHD; it is not part of any department or program. The director oversees the Center and manages the work, develops grant and contract proposals, works with faculty and students, and manages the budgets of the various funded programs. Responsibilities are assigned to staff and to other faculty according to need and area of expertise. CREAD has no existing relationships, other than contracts through the Foundation, with any other public agencies or organization. Funding for projects on-going during the 2012-13 year totaled $445,105 in contracts with $109,950 being expended during that academic year.
3. Units use and support of part-time and school-based faculty to strengthen programs and effectiveness of faculty in their teaching and mentoring of candidates
Part time and school-based faculty are huge part of the Fresno State Educator Preparation
Programs. Attached are their course ratings from Fall 2013. It shows that Kremen taught 212 sections of coursework. Of these,
80 were taught by full time faculty, 74 were taught by part time faculty. The mean
rating of the full time was 60 (on a scale with a mean of 50 and standard deviation
of 10). The part time faculty were rated at 59. The part time faculty contribute
hugely and continually to our programs and part time faculty are invited to all in-service
and training workshops we have for faculty. We provide them with laptops for their
professional use. Specific programs also have special meetings to support part-time
faculty as a unique subset. For example, the Special Education program has training
and consultation with part time faculty on a regular basis. Another example is that
the supervisors, clinical faculty, have multiple sessions per year. Master teacher conferences are held each year and co-teaching pairs are
given paid training each semester.
School-based faculty primarily include master/cooperating teachers who are unpaid. In addition, school site faculty may participate in team teaching course, especially in partnership programs. Depending on the level of participation, some of the team teachers are paid stipends or given costs for course units.
The Kremen School’s Instructional Technology and Resource Center (INTERESC) supports University faculty, staff, and students in the use of technology including but not limited to: The use of audio, visual, computers and video equipment; reservation of curriculum classrooms, laboratories, consultation rooms, and the TV Studio. The use of equipment for the preparation of instructional material such as a laminator, letter dye cut machine, binding machines and others. INTERESC provides support for video and web conferencing. In coordination with Technology Services, INTERESC maintains all Smart Classrooms in the Education Building. The Resource Center catalogues and maintains collections of reference books, professional journals and publications, curriculum materials, manipulatives, testing materials, video/audio tapes and equipment and supply catalogues. It also houses the NASA Educator Resource Center and the Bonner Civic Education Collection. The Learning Resource Center is available to the University community as a study and meeting facility and provides faculty a place to keep reserved materials for student use. The Learning Resources Center located in room ED 420 maintains the only open computer lab in the Education Building with 12 computers.
4. Technological support in P-12 schools to insure that candidates have access to technology and other electronic information resources for instructional purposes
All classrooms in the districts where we place candidates are equipped with LCD projectors,
WiFi, and most with SmartBoards. Partner school programs either use technology provided
by the district or specially purchased by Kremen to use on site. The Kremen Budget
Committee recently approved purchase of a set of lap top labs that may be easily transported
to partners school classrooms. All faculty employed by Kremen have a laptop and almost
all have a tablet supplied by Kremen. The faculty and students have full access,
day and evening to the Instructional Technology and Resource Center described under section 3 above.
Local school districts have had a variety of technology grants. Central Unified has embarked on an ambitious tablet program. Fresno Unified is moving quickly to supply students with tablets. The use of phones as an educational tool has also been growing across our region.