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Standard 2: Aspect D

Standard 2d: Program completers engage in professional practice in educational settings and show that they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. For example, candidates must have broad and general knowledge of the impact of culture and language on learning, yet they cannot, within the context of any given program, experience working with the entire diversity of student identities, or in all types of school environments. 

Candidate preparation includes first-hand professional experience accompanied by reflection that prepares candidates to engage effectively in different contexts they may encounter throughout their careers.


Case for Standard 2d:
For this standard, the program selected two measures to study our students’ growth in gaining international and global perspectives: the CSU Educator Quality (EdQ) Center Completer Survey and an internal Program Completer Survey

Data Sources & Analysis

Data Source 1

CSU Educator Quality Center Program Completer Survey

Description of Data Source:
Each year, the CSU Educator Quality Center administers a survey to program completers to learn their perceptions of how well the program prepared them in a number of areas aligned with the California Commission on Teacher Credentialing’s Teaching Performance Expectations (TPE). Program completers from all CSU campuses are invited to respond to each item on a 1-5 scale, where 1 indicates they believed that they were “not at all” prepared and 5 indicates they believe they were “very well” prepared.” Fresno State has a high rate of completion due to the efforts of our credential analyst who requires completion as part of the credential application process. 

Perspective Captured from Data Source: Program Completers

Rationale for using Data Source: 
CSU Educator Quality Center Completer Survey captures program completers’ anonymous perspectives of how well the program prepared them at the conclusion of their teaching credential coursework and field experiences, providing valuable insights into their perceptions of the program.

Although the survey does not ask directly about preparation in international/global perspectives, we did feel that there was one item that would give us insight into our completers’ ability to connect learning to the world outside the classroom. Our plan is to advocate with the EdQ Center to add questions that get at international/global perspectives more directly. 

Specific Elements of Data Source:
To evaluate candidates’ ability to support students’ growth in international and global perspectives, we included one item from the EdQ Completer Survey:

How well did your program prepare you to do each of the following as a teacher:

  • To connect classroom learning to the real world.

Definition of Success for Each Element: 
Our definition of success:

  • 0% reporting in the “Not at all Prepared” category
  • 10% or less in the “Poorly Prepared” category
  • Overall positive ratings 90% or higher

Displays of Analyzed Data:
Table 1, CSU Educator Quality Center Completer Survey, Element 1, 2018-21

Element 1:  To connect classroom learning to the real world.
Year 2018-2019
N=61
2019-2020
N=51
2020-2021
N=48
Not at all 0% 0% 0%
Poorly Prepared 3% 4% 0%
Adequately Prepared 23% 24% 10%
Well Prepared 31% 41% 46%
Very Well Prepared 43% 31% 44%
Overall Negative 3% 4% 0%
Overall Positive 97% 96% 100%

Link to Full Dataset:The link to the full dataset is unavailable. However, if reviewers would like to view the CSU Educator Quality Center Data Dashboards, we are happy to set up a time to provide them access by sharing screens in a Zoom session.

Interpretation of Data:
We were gratified to see that we have made progress in this area over the last three years. As shown in the table above, 100% of our candidates during the 2020-21 academic year left our program feeling confident about their ability to connect classroom instruction with the real world. Even so, we understand that the correlation between this item on the CSU Educator Quality Center Survey and aspect 2d could be greater and that we need to develop a better measure for this aspect. 

Data Source 2

Program Completer Survey (Pilot)

Description of Data Source:
We realized that the data captured by some of the tools developed by the CSU Educator Quality Center did not allow us to measure the progress of our completers in all the ways we wanted. Thus, when we developed a pilot survey, we specifically worked to solicit feedback from completers about these areas.

The survey included fifteen questions based on the themes of our Education Specialist Program Standards and one open-ended comment question. Some of the questions we developed addressed AAQEP aspects that we had little data on. Specifically, we wanted to measure areas that our graduates currently engage in that are supportive of international and global perspectives. Candidates rated each item on a 4-point likert scale (1=none, 2=a little, 3=somewhat, 4=a lot).

The survey has been distributed three times, once in fall 2021 and at the beginning and end of spring 2021, to current candidates in all three phases and program completers. Although there were 37 responses, we deleted three respondents (two had not yet finished the program and another completed in 2009). Of the remaining 34 respondents, 1 completed the program in 2018, 2 completed in 2019, 16 completed in 2020, one did not identify their graduation year (though we estimate it was in 2020), and the remaining 14 completed in 2021.

Perspective Captured from Data Source: Completers

Rationale for Using Data Source: 
Our pilot survey seeks to gather information from our completers about the extent to which they support their students in developing international and global perspectives, thereby directly aligning with the focus of this aspect.

Specific Element of Data Source: 
For this data source we looked specifically at the responses to the survey item: 

To what extent do you currently engage the following professional practices

  • Engage your students in international and global perspectives (e.g., earth day, Model United Nations, debate/discussions on social movements, etc.)? 

Definition of Success for Each Element:
Our goal is that 85% of our completers would respond with either “A lot” or “Somewhat.”

Displays of Analyzed Data: 
Table 2, Program Alumni Survey, Global/International Perspectives, 2020-21

To what extent do you currently engage the following professional practices? None A little Somewhat A lot
8. Engage your students in international and global perspectives (e.g., Earth Day, Model United Nations, debate/discussion on social movements, etc.)? 6%
(n=2)
38%
(n=13)
26%
(n=9)
29%
(n=10)

Link to Full Dataset:  Program Alumni Survey 

Interpretation of Data:
Overall, the data revealed that this is an area the program needs to address. Although more than half of the respondents (19 of 34) responded with a 3 or 4 rating, that is far from the 85% that we set as a goal for our program. It is our intention to use this information to develop future special education curriculum offerings as well as to provide additional professional opportunities in all three components of growth in international and global perspectives; i.e., professional development opportunities which support communication, collaboration and cultural responsiveness, development of intellectual/academic curiosity, and preparing students to present at local, state, national and international conferences/trainings. 

Next Steps Narrative:
Although our program focuses on Culturally and Linguistically Sustaining Curriculum, the Teacher Performance Expectations developed by the California Commission on Teacher Credentialing (CCTC) have not necessarily foregrounded global and international perspectives. This is also why our data sources lack diversity and also don’t provide a direct measure for this aspect. As we work to redesign our curriculum, it’s clear that we need to think more broadly about our teacher candidates’ engagement beyond the Central Valley. Since our service area includes diverse cultures, including both Southeast Asian and Spanish speaking immigrants, we see an opportunity to develop curriculum that moves from the local to the global. 

Aspect E →