Standard 3 Aspect E
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.
Internal Audit Process:
This audit was completed using the completer survey data and the coordinator’s advising note records (see Appendix D). During the 2021-2022 with consultation of the BAP advisory board committee members, a structured and formal process will be created to streamline this process to put into use moving forward.
Outcome from Audit Process:
From conducting an audit of recent Spring 2021 graduates, here are some things that were learned:
1) What are the strengths of your process? How do students get advised and supported throughout their experience in your program?
a. This audit showed that advising and support are strong elements of the program. The program coordinator does a good job checking the progress of candidates and the support team, such as advisors and credential analyst, are looped in when necessary.
2) Are there scholarships or other kinds of support given to students?
a. No, at the moment, the BAP does not offer any kind of scholarship, but it is a wonderful idea that will be explored.
3) What seem to be the richest experiences for student progress towards the credential?
a. Based on this audit, the richest experience for students nearing completion seems to be knowing that they finished the BAP course requirements “early” in the first semester of the credential or in their last semester.
4) Were there any problems the candidate encountered?
a. For this audit cycle, some of the common challenges that candidates encountered were gaining access to BAP courses, scheduling CSET subtests during a pandemic, not being in a bilingual/dual immersion classroom, and not having a bilingual coach.
5) If so, how were the problems resolved, how quickly, and who addressed the problems? Who should have been involved that wasn't?
a. The access to courses should no longer be an issue moving forward since the coordinator
worked toward increasing the Spanish courses to three (3) courses, all of which are
housed in Kremen rather than in other departments across campus. This new model was
accomplished in one year and went into effect Fall 2021.
All other challenges the program coordinator is aware of and working on solutions with relevant stakeholders.
6) What does this info reveal about your processes? For example, are you admitting the best applicants? Do good potential students face any barriers?
a. Conducting this audit helped point out the strengths and areas for improvement. An area for improvement is continuing to remove barriers for students. For example, making sure they are aware about the BAP as undergraduates and encouraging them to begin taking the coursework so they are less stressed while they are in the credential program. Increasing the number of site placements, hiring more bilingual teachers, and providing candidates an option to do their FAST assessment in the target language are also needed areas for improvement.
7) Which aspects of your program need further study or redesign? Program applications, including required items, deadlines, and any appeals process if applicable
a. Site placements, hiring more bilingual teachers, and providing candidates an option to do their FAST assessment in the target language are also needed areas for improvement.
Process for Ensuring Data Quality through Validity, Reliability, Trustworthiness,
The BAP advisory committee, which includes program faculty, district partners, clinical practice coaches, counselors, multiple subject credential program coordinator, and liberal studies chair, will be engaged in the evaluation of all BAP data collection instruments to ensure reliable administration (see Appendix E). This will commence during the 2021-2022 academic year and will be revisited every year thereafter to ensure that instruments are current to state standards and program practices.
Key Data Measures can be found inAppendix E