Standard 1 Aspect E

Standard 1e - Evidence shows that, by the time of program completion, candidates the creation and development of positive learning and work environments.

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The Bilingual Authorization Program (BAP) selected two different measures to examine how it prepares candidates with the creation and development of positive learning and work environments relevant to their preparation as bilingual teacher candidates. The first measure comes from the BAP faculty survey and the second measure comes from the BAP completer survey. 

Data Sources & Analysis

Data Source 1

BAP Faculty Survey

Definition of Data Source:
The second source of data comes from the BAP faculty survey that was created and disseminated for the first time in Spring 2021, with the purpose of examining faculty’s perspectives on how each course meets the state bilingual authorization standards, as well as AAQEP standard 1 items a-f. 

Starting during the 2021-2022 and thereafter, the results from this survey will be analyzed and discussed in the program advisory meetings to ensure the interest of all stakeholders are represented in coursework and that streamlining of each course is maintained. 

For each item, faculty were asked to rate the extent to which they agree with the statement on a Likert scale of 1-5, with 1 being strongly disagree and 5 being strongly agree. 

Perspective Captured from Data Source: Faculty

Rationale for using Data Source:
This survey was created to gather faculty members’ perspectives on how well course content aligns with the aspects of AAQEP Standard 1.

Specific Elements of Data Source:
Item 14: The content, pedagogy, and/or assignments of my course(s) address the creation and development of positive learning and work environments

Definition of Success for Each Element:
The goal of the program is to have all faculty members strongly agree that their courses align with the AAQEP Standard 1 aspects.

Displays of Analyzed Data:

Link to Full Dataset:  BAP Faculty Survey

Interpretation of Data:
Responses indicate that 70% strongly agreed and 30% disagreed with this statement.

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:
Item 21: The BAP courses helped me establish the creation and development of positive learning and work environments

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 90.4% of students agreed or strongly agreed, while only 9.5% were neutral on this statement. 

Data Analysis and Next Steps:
Analysis of the BAP faculty and completer survey responses indicate that the program courses are doing a great job preparing candidates with the creation and development of positive learning and work environments. However, the 30% of faculty who disagreed merit further investigation. The program will focus on ensuring that we work towards the development of positive learning and work environments relevant to the preparation of bilingual/dual immersion teachers in the courses. To evaluate our efforts in this area, the program coordinator will implement two (2) measures. The first is hosting a voluntary BAP summer institute for faculty and adjuncts that will be teaching in the program during the 2021-2022 academic year. The purpose of this summer institute is to clearly articulate the purpose and learning objectives of each of the courses in the program. Moveover, guidance will also be offered so instructors understand how each course aligns to standards. Lastly, providing space and time for instructors to collaborate, discuss, and share resources is vital and will allow them to nurture the same collaborative and supportive environment in their classrooms. The second measure that will maintain curricular support for instructors is engaging the advisory board members in yearly curriculum evaluation during program meetings. 

Aspect F →