Standard 1 Aspect C

Standard 1c - Evidence shows that, by the time of program completion, candidates exhibit knowledge of culturally responsive practice, including intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning.

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The Bilingual Authorization Program (BAP) selected three different measures to examine how it prepares candidates with knowledge of culturally responsive practice, and the impact of language acquisition and literacy development on learning relevant to their preparation as bilingual teacher candidates. The first measure comes from the LEE 136 course syllabus  and the second measure comes from the BAP completer survey. 

Data Sources & Analysis

Data Source 1

LEE 136: Literacy, Language, and Culture Story/Project

Definition of Data Source:
The LEE 136 course requires a literacy, language, and culture story/project with a focal student for which students must identify a bilingual (regardless of official designation) focal student to thoughtfully observe and interact with. They work alongside this student in constructing a Slides/PowerPoint/Prezi presentation that includes the following information: 

The student’s profile (including literacy/language and cultural background, family history)
The school context (demographics, including socioeconomic characteristics, overall performance)
The students reflections and learnings from this experience (implications for practice that connect to course goals). Images that help convey the story

Perspective Captured from Data Source: Faculty

Rationale for using Data Source:
Working collaboratively with a bilingual student in their first language to successfully complete this project demonstrates candidates ability to engage in culturally and linguistically sustaining pedagogy.

Specific Elements of Data Source:
Students’ overall grade on assignment
(Unfortunately, scores were not broken down by rubric criterion, and so holistic scores must be used)

Definition of Success for Each Element:
Programmatically, our goal was for each candidate to score at least an 8 on this assignment in order to demonstrate competency.

Displays of Analyzed Data:

Link to Full Dataset:  LEE 136 Gradebook

Interpretation of Data:
Programmatically, our goal was for students to attain at least a B average on this assignment, however, the average for this assignment was a 9.9/10 as evidenced by the gradebook. This demonstrates that candidates learn about the intersectionality of race/ethnicity, class, gender, and other identities and its impact on language acquisition and literacy development. 

Data Source 2

BAP Completer Survey

Description of Data Source:
The second measure for standard 1c comes from the BAP completer survey completed by 21 graduates for the spring 2021 term. The purpose for this survey is to understand graduates' experiences in the BAP and Multiple Subject credential program as well as employment outcomes. Moving forward, data from this survey will be analyzed and discussed in the program advisory committee meetings with the purpose of making the necessary changes to improve the program and to better serve our students and the interests of stakeholders, such as district partners. 

Only one (1) year of completer data is available because this is the first time a completer survey was created and disseminated among program graduates. Prior to the new coordinator’s leadership, the BAP was a very small program and no completer data was collected.

Perspective Captured from Data Source: Program Completer

Rationale for using Data Source:
The survey provides information about the program from the perspective of program completers who are now in the teaching profession.

Specific Elements of Data Source:
Question 19: The BAP courses helped me develop a culturally responsive practice, including intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning

Definition of Success for Each Element:
Completers are asked to rate the extent to which they agree with each statement on a 1 (strongly disagree) to 5 (strongly agree) point Likert scale, with the programmatic goal being a score of 4.

Displays of Analyzed Data:

Link to Full Dataset:  BAP completer raw data

Interpretation of Data:
Responses indicate that 85.8% of program completers agreed or strongly agreed, while 14.3% were neutral on this statement 

Data Analysis and Next Steps:
Analysis of the LEE 136 syllabus assignment and the BAP completer survey responses indicate that the program is doing an excellent job in preparing students with culturally responsive practice, including intersectionality of race, ethnicity, class, gender identity and expression, sexual identity, and the impact of language acquisition and literacy development on learning. The program will continue making this a primary focus of its courses and will evaluate this continued effort by engaging program faculty and advisory board members in yearly curriculum evaluation during program meetings as well as the continued surveying of program students. For example, the program advisory board will workshop and seek feedback on course syllabi towards the end of every semester to ensure there is alignment and cohesion among all courses and that moreover also align with state and AAQEP standards. Doing this towards the end of each semester will provide program faculty with time to make the necessary changes and collaborate with each other prior to the start of the next semester. Relatedly, a student course feedback questionnaire will be created jointly among all stakeholders in the BAP advisory committee meetings during the 2021-2022 academic year. This survey will be disseminated after each course is completed. The purpose of this survey is to get candidate feedback on program priority areas like: 1) meeting of learning objectives, 2) balance between theory and practice, 3) practical application of course concepts and strategies to everyday classroom contexts, 4) avoiding repetition across courses, and 5) overall how well the course prepared them for careers in bilingual/dual immersion teaching.

Aspect D →