AAQEP Accreditation 2022
Standard 3 Aspect C
Preparation programs ensure that candidates, upon completion, are ready to engage in professional practice, to adapt to a variety of professional settings, and to grow throughout their careers. Effective program practices include: consistent offering of coherent curricula; high-quality quality, diverse clinical experiences; dynamic, mutually beneficial partnerships with stakeholders; and comprehensive and transparent quality assurance processes informed by trustworthy evidence. Each aspect of the program is appropriate to its context and to the credential or degree sought.
Description of stakeholder engagement in program:
During the 2020-2021 academic year, the BAP coordinator assembled a program advisory
board that consists of program faculty, adjunct instructors, counselor, clinical practice
coaches, district partners, liberal studies chair, multiple subject program coordinator,
and dual language community leaders. The primary goals of the committee during this
year included the redesign of the Spanish pathway to strongly align with state standards
and teacher performance expectations (TPEs), as well as strategies to improve the
recruitment and retention of Hmong bilingual students, and the continued support of
current candidates.
As this was the first year for the program coordinator revitalizing a program that was largely dormant prior to her leadership, she created two surveys--the BAP questionnaire and the BAP completer survey--that assisted with efforts to accomplish program goals. However, neither of the data from these surveys were discussed in advisory committee meetings. In addition, though an BAP alumni survey and employer survey were created, they were not disseminated. Commencing during the 2021-2022 academic year, these surveys will be shared and discussed with program stakeholders every year moving forward as the questions require action and investment from all stakeholders. For example, some of the program goals to be tackled include more input from district staff that work directly with local bilingual/dual immersion teachers. There are two (2) key leaders within Fresno Unified that will be invited to join the advisory committee as they are in charge of teacher development and support for the Spanish and Hmong dual language programs. They are vital for gaining alumni and employer feedback. In addition, a priority area is the increase of bilingual/dual immersion classroom placements and bilingual coaches to accommodate the substantial growth of the BAP. Therefore, staff from the Fresno State Office of Clinical Practice (OCP) will be invited to join the advisory committee as well. As an advisory committee, we will analyze data from all these surveys and strategize how to work together for the continuous improvement of the program and support for program students and graduates.
Stakeholder Engagement:
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