Standard 3 Aspect D
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 recruitment and admissions process: (See Appendix A)
How are shortages identified in region/state?
The California Department of Education (CDE)’s Global California 2030 report indicates that one of the state goals is to increase the number of bilingual authorizations programs and bilingual/dual immersion teachers. In 2016, there were 30 state-approved programs and 700 teachers with bilingual authorization. The goal is to have 100 programs and 2,000 teachers with bilingual authorization by 2030. These goals have been set based on state and community interest to expand bilingual/dual immersion programs exponentially across the state. Fresno State serves the California Central Valley which has districts--like district partners, Fresno and Madera Unified--that are expanding their programs and thus are in dire need of credentialed bilingual teachers. It is a result of these partnerships that share their projected expansion in grade levels and number of teachers needed that the BAP has an understanding and seeks to fulfill the local need.
How are candidates recruited to meet these shortages?
The Fresno State BAP firmly believes that the California Central Valley has talented and culturally and linguistically diverse people that will make phenomenal bilingual/dual immersion teachers for the area’s primarily Spanish and Hmong students. Therefore, the program operates from a “grow your own” model that seeks to establish a strong pipeline that recruits high school students and guides them through their undergraduate degree(s) and into the Fresno State multiple subject credential program.
Partnering with the Fresno State Enseñamos en el Valle Central Initiative--a Title V developing HSI program--the BAP coordinator works closely with the Enseñamos staff on several programs aimed to increase the number of bilingual teachers, for example, supporting local high school teacher academies. Starting during the 2021-2022 academic year, the BAP coordinator will advertise and recruit students to the BAP by informing them of their pathways to becoming future bilingual teachers. Additionally, the Enseñamos Initiative subawards to two (2) local community colleges--Fresno City and Reedley College--which have established Enseñamos cohorts at each of their campuses with the goal of students completing the Associates Degree to Transfer (ADT) in Education and transferring to Fresno State’s Liberal Studies program. Upon completion of their bachelor’s degree, the goal is for students to continue their education in the Multiple Subject Credential Program. The BAP coordinator works closely with the academic counselors at the community colleges and Fresno State to ensure recruitment at orientation, information sessions, and other efforts aimed at providing clear guidance to the teaching profession for these students.
While at Fresno State, the BAP coordinator also recruits in Liberal Studies undergraduate courses, at Dog Days, and at credential recruitment events.
Description of selection process:
Institutional and State Program Admission Requirements:
The Bilingual Authorization Program (BAP) at Fresno State spans the Liberal Studies and Multiple Subject Credential Program, meaning that students can begin taking the BAP coursework as undergraduates and/or starting the program while in the credential program. To date there is no official application process for undergraduate students. However, due to challenges with knowing the exact number of students pursuing the BAP as undergraduates, it was decided in the Spring 2021 semester among the BAP coordinator, deans, credential analysts, and academic advisors, to have a formal application process.
During the 2021-2022 academic year, the creation of an application will be discussed in the program advisory committee meetings. For students that decide to pursue the BAP while in the credential program, credential admission requirements must be met, which include basic skills and subject matter proficiency, certificate of clearance, pre-program field experience, two letters of recommendation, admission interview and personal narrative, tuberculosis risk assessment, mandated reporter certificate, unofficial transcripts, and a 2.67 GPA.
The process for admitting students at the undergraduate level will be determined by the program advisory committee. However, the process for determining admission at the credential stage involves the credential admission analyst, the Multiple Subject Program coordinator, and the program faculty. The credential analyst and program coordinator ensure that all admissions requirements are met. The support of program faculty is enlisted to conduct the admissions interview.
As an example, during the credential admissions cycle for the 2020-2021 academic school year, 232 complete applications were received to the Multiple Subject program and 92.7% of applicants were enrolled.
Monitoring and Supporting Candidates:
Process for Monitoring and Supporting Candidates (Appendix A):
BAP candidates are monitored by the BAP coordinator and advisor. For example, every semester, the transcripts of program candidates are checked to ensure they are passing the necessary coursework to make progress in the BAP and credential program. The BAP coordinator will email students on a case-by-case basis to discuss any issues and loop in the counselor to assist with a revised academic plan.
Key Benchmarks (Appendix A):
There are five (5) BAP benchmarks that include three (3) courses for each pathway, clinical practice placement, and clinical practice evaluations.
Spanish Pathway: For the Spanish pathway, each of the new three (3) courses that will be implemented in the Fall 2021 will serve as a benchmark because each course addresses state standards that must be met prior to the granting of a bilingual authorization (please see appendix A for details). For example, LEE 137, a language and literacy course taught exclusively in Spanish, is vital for the assessment of candidates along four (4) domains: reading, writing, listening and speaking. Candidates must complete this course with a high caliber of proficiency and the goal is for no student to earn anything lower than a B grade. This same grade is the benchmark for the C&I 135 and LEE 136 courses.
Hmong Pathway: For the Hmong pathway, the LEE 129 language and literacy course taught in Hmong will be revised and a new culture of emphasis course will be created during the 2021-2022 academic year to meet state standards. Once established, a B average grade will also be the benchmark for these two courses, in addition to the LEE 135 course.
Additional Benchmarks: Aside from the three courses for each pathway, additional important benchmarks for BAP candidates are placement in bilingual/dual immersion classrooms and their clinical practice evaluations. A statewide goal is to have all bilingual authorization candidates complete their student teaching in bilingual/dual immersion classrooms. This is a top priority for the Fresno State BAP, which is working closely with the Office of Clinical Practice (OCP) to increase the number of potential classroom placements. Relatedly, the program will also begin collecting the clinical practice evaluations for BAP candidates as a benchmark for their preparedness and readiness to begin their teaching careers.
Actions Taken When a Candidate Does Not Meet a Benchmark:
In the case that a BAP candidate does not meet a benchmark, the program coordinator intervenes with a one-on-one meeting to assess what may be challenging the student. Depending on what is discovered, the coordinator will loop in appropriate support, such as an academic counselor, to help get the candidate back on track. With strenuous cases, the BAP coordinator may consult the program advisory committee to seek additional support for the student. A top priority of the BAP is to retain all students, thus the close monitoring of all students.
Candidate Tracking: Application to Completion
Cohort that entered 2020
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*Due to changes in program leadership, data are not available for prior cohorts