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Standard 2 Aspect F

Standard 2f - Evidence shows that program alumni, collaborate with colleagues to support professional learning


The Bilingual Authorization Program (BAP) selected three different measures to examine how program alumni create productive learning environments. The first measure comes from the BAP completer survey, the second measure comes from the BAP employer survey, and the third comes from the BAP alumni (1+ years) survey. Data collection for the latter two will begin during the 2021-2022 academic year, hence, there is no data to display for this report.  

Data Sources & Analysis

Data Source 1

BAP Completer Survey

Description of Data Source:
The first measure for Standard 2F 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:
Survey Item 29: 

  • The BAP courses taught me how to collaborate with colleagues to support professional 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:Figure 1 #29

Link to Full Dataset:  BAP completer raw data

Interpretation of Data:
Responses indicate that 71.4% agreed or strongly agreed, and 28.6% were neutral on this statement. 

The number of respondents who were neutral on this statement raises concerns about the program's capacity to nurture collaboration and support professional development in its coursework. Revisiting course syllabi specifically to seek evidence of this area will be discussed in program meetings to get input from stakeholders. Some ideas that will be presented include restructuring course assignments so they are collaborative among peers and/or are collaborative with mentor teachers.

Data Source 2

Planned BAP Employer Survey

Description of Data Source:
The BAP Employer Survey was created by the program coordinator in Spring 2021 to align with CCTC and AAQEP standards. Prior to this point, the BAP program did not have an employer survey. Although the survey was not administered to employers of program completers, data collection will begin during the 2021-2022 academic year, hence, there is no data to display for this report. 

The survey includes both demographic information about the school and item that invite responders to rate the extent to which they on a scale of 1 (strongly disagree) to 5 (strongly agree).

Perspective Captured from Data Source: Employer

Rationale for using Data Source:
As a program, we understand the need to learn the perspectives of employers of our completers about how well our program prepared them to be bilingual educators. 

Specific Elements of Data Source:
Survey Item 13:

  • ​​Our district bilingual/dual immersion teachers  collaborate with colleagues to support professional learning

Definition of Success for Each Element:
The programmatic goal for survey responses will be 80% agreement with each statement. 

Plans for Collection & Analysis of Data:
Because this is a planned data source, there is no data to display. The survey will be reviewed and revised by the BAP advisory committee during the 2021-2022 academic year. Once completed, the survey will be disseminated among BAP district partners in the spring semester. Data will be used for continuous program improvement. 

Data Source 3

Planned BAP Completer (1+ years) Survey

Description of Data Source:
The BAP Completer (1+ years) Survey was created by the program coordinator in Spring 2021 to align with CCTC and AAQEP standards. Prior to this point, the BAP program did not have a method of gathering information from our completers once they are in the field about how well the program prepared them. Although the survey was not administered to employers of program completers, data collection will begin during the 2021-2022 academic year, hence, there is no data to display for this report. 

The survey will include both demographic information about the school and item that invite responders to rate the extent to which they on a scale of 1 (strongly disagree) to 5 (strongly agree).

Perspective Captured from Data Source: Completers

Rationale for using Data Source:
As a program, we understand the need to learn the perspectives of our completers about how well the program prepared them to be bilingual educators. 

Specific Elements of Data Source:
Survey Item 14: 

  • As a classroom teacher, I collaborate with colleagues to support professional learning

Definition of Success for Each Element:
The programmatic goal for survey responses will be 80% agreement with each statement. 

Plans for Collection & Analysis of Data:
Because this is a planned data source, there is no data to display. The survey will be reviewed and revised by the BAP advisory committee during the 2021-2022 academic year. Once completed, the survey will be disseminated among BAP district partners in the spring semester. Data will be used for continuous program improvement. 

Conclusion 
The Bilingual Authorization Program (BAP) recognizes its limitations with regard to data from program alumni and district partners and is committed to collecting this data on a yearly basis starting beginning with the 2021-2022 academic year. Under the leadership of the new program coordinator, the program is making considerable progress with program recruitment and growth, program coursework, alignment to state and AAQEP standards, student advising, strengthening relationships with stakeholders, among other priority areas. The three (3) surveys referenced in this standard were created by the coordinator in Spring 2021 following the state and AAQEP standards. The limited timeline in dissemination and minimal input from advisory committee members only allowed data to be collected from program completers. A priority area for the 2021-2022 academic year is to engage advisory board members, which consist of program faculty, coaches, district partners/employers, and counselors, in ongoing conversations, workshops, and other collective learning opportunities that will advance and strengthen the development and finalization of programmatic data collection efforts, such as the employer and alumni surveys. 

However, it is reassuring that program completers indicate high marks on the 6 measures of AAQEP standard 2. With the implementation of employer and alumni surveys, the program will continue to evaluate its efforts with the preparation of bilingual/dual immersion teachers, ongoing district partnerships and collaborations, and continued support for program alumni.

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