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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:
The Multiple Subject Credential Program engages with various stakeholders -ranging from CSU Vice Chancellors and University Presidents and Superintendents to Program Faculty and Mentor Teachers and Completers throughout the academic year as detailed in the table below. An improvement research framework (Bryk et al., 2015; Lemire, Christie, & Inkelas, 2017) guides our engagement with key stakeholders who help shape our continuous improvement efforts. Centering the user and/or “problem” is essential in implementing program changes. An improvement science approach employs inquiry to deploy and test focused changes in short, rather than protracted, cycles of planning, doing, studying, and acting (Langley, et al., 2009). Each stakeholder provides a unique perspective that helps the program better understand the systems that produces its outcomes. The following themes have consistently been the focus of our key stakeholder conversations over the past three years:  

  1. Recruitment and retention of teacher candidates of color; cultivating early interest among K-12 students of color into the teaching profession and supporting teacher candidates of color
  2. Recruitment and retention of BIPOC faculty and putting systems in place that sustain anti-racist, social justice-oriented policies, practices, and outcomes. 
  3. Improving data systems and routines for meaningful, strategic data use
  4. Strengthening partnerships with K-12 employer districts
  5. Accreditation- before, during and after the site visitation year 
  6. Implementing, expanding, and sustaining residency programs

In addition to traditional research tools (e.g., surveys, interviews), improvement science utilizes specialized research tools for understanding the problem and the system behind it, focusing on defined aspects of the system, generating change plans, and building evidence for the effectiveness of the change idea (Grunow, Park, & Bennett, n.d.). Empathy interviews and journey maps are used as tools for understanding the system and identifying problems from the user perspective in Multiple Subject Credential Program. We use the data generated from these interviews and journey maps to identify user-centered levers for program change. Click HERE to view the different types of data collected by the Multiple Subject Credential Program during the academic year. Two significant challenges exist with employing an improvement science approach to engaging stakeholders 1) Data collection overload without enough research assistant capacity for data preparation, initial analysis, and write up to prepare information for data discussions with stakeholders 2) Balancing program management issues and updates with that of building in regular routines for data discussions in which sometimes program updates can use up valuable meeting time with stakeholders. Having data from multiple sources is most beneficial when you invite key stakeholders into making sense of the data that leads to decision making related to program developments.        

Stakeholder Engagement: 

President's Council on Teacher Education

How often meet Who involved + Role Data analyzed Resulting actions
Quarterly CSUF President; CSUF Provost; CSUF Kremen Dean and Associate Dean; Kremen Chairs; Kremen Teacher Credential Coordinators; Hank Gutierrez; Assistant Superintendent, Educational Program Services, FCSS Teresa Morales; FUSD Teacher Development Administrator; Debbie Parra; Clovis Unified Assistant Superintendent of Curriculum and Assessment; District Partner Superintendents  Multiple Subject Credential Program recruitment and enrollment of teacher candidates who are adding on the Bilingual Authorization through federally-funded grant initiatives 
Hiring needs of the rural districts of Western Fresno County
See Example Agenda 
Superintendents recommit to plans to further develop Dual Language Immersion Programs in their respective districts Development of the Rural Teacher Residency Partnership

CSU Continuous Improvement Collaborative

How often meet Who involved + Role Data analyzed Resulting actions
5 times per academic year Membership List Problems of practice among partners in the collaborative. 2-semester Residency Model and impact on FAST data; teacher retention data at 3 years of service Shared templates for data sharing agreements with district partners. 

CSU Learning Lab for Diversity, Equity, and Inclusion

How often meet Who involved + Role Data analyzed Resulting actions
Monthly Patricia Lopez; CSUF Lead
Heather Horsley; CSUF Team Member
Ray Ramirez; Fresno City College Team Member
PDSA Cycles: Participation in Future Teacher Platicas (attendance, participant surveys).
BAP Resident Interviews
Surveys of students who attended anti-racism series
Focus of Platicas more on credential admissions and less on community building
Shift focus of recruitment; aim toward cultivating earlier interest within community college and K-12 partnerships. 
Collaborate with more K-12 local teachers who are implementing an Ethnic Studies curriculum, practices, and policies

California Council on Teacher Education Institutional Membership 

How often meet Who involved + Role Data analyzed Resulting actions
Two conferences per year Juliet Wahleithner; CSUF Institutional Delegate
Heather Horsley; CSUF Institutional Delegate
Felipe Mercado; ; CSUF Institutional Delegate
Descriptive data of the key components of the aligning expanded learning programs with teacher preparation (surveys and observations)  Set a goal for next rural residency cohort to have 50% of applicants from expanded learning programs

Fresno Unified School District-University Partnership Meeting

How often meet Who involved + Role Data analyzed Resulting actions
Quarterly See Example Agenda for participant names, roles, and affiliations Classroom observations Alignment of vision of what is effective teaching

Kremen Basic Credential and Curriculum Committee

How often meet Who involved + Role Data analyzed Resulting actions
Monthly

One faculty member from each of the departments offering courses for the undergraduate degree and preliminary or clear credentials.

2) Multiple Subject, Single Subject, and Special Education Coordinators.

3) One Department Chair, from a department offering courses for the undergraduate and preliminary or clear credential -ex officio (appointed by the Dean in consultation with chairs).

4) Two at large faculty members (elected by the KSOEHD Assembly).

5) One student enrolled in a basic credential program (appointed by the committee at the beginning of each academic year).

6) The chair of the committee is elected annually by the committee.

Review of syllabi for meeting Program Standards and University Requirements; Review justifications for new courses; Track number of new courses submitted and approved each year. 8 new courses proposed, 8 courses accepted after revisions in 2020-2021.

Multiple Subject Credential Committee 

How often meet Who involved + Role Data analyzed Resulting actions
Monthly
See example Agenda
Heather Horsley, Program Coordinator, Chair; Randy Yerrick, Dean; Kathee Godfrey, Interim Associate Dean; Renee Flores’ Admissions analyst; Sherri Nakashima, Credential Analyst; Ivy Fitzpatrick, Credential Admissions Advisor; Felipe Mercado, Office of Clinical Practice Coordinator; Brenna Barks, Office of Clinical Practice Program Assistant; Jeanie Berhrend, FAST Coordinator, MS Faculty Program-Level Data (Surveys, Journey Maps, Number of hours for courses and clinical for students and student’s perceptions of stress).  Protect time for faculty to plan together in order to consider how to intentionally connect the content across the courses taught during the same phase of the program. 

Course-alike and Phase-alike Sessions 

How often meet Who involved + Role Data analyzed Resulting actions
Once per semester Heather Horsley, Program Coordinator; Chair
MS Program Faculty
Syllabi, assignment descriptions, guides, and rubrics.  Difficulties protecting time to co-plan; build into monthly Multiple Subject Credential Committee meetings. 

Credential Coordinator Meeting 

How often meet Who involved + Role Data analyzed Resulting actions
Monthly  Kathee Godfrey, Interim Associate Dean, Chair; Felipe Mercado, Office of Clinical Practice Coordinator; Brenna Barks, Office of Clinical Practice Program Assistant; Heather Horsley; MSCP Coordinator; Cheryl McDonald; SPED Coordinator; Imelda basurto; SS Coordinator Placement school site data; Numbers of students in placement; Problems of practice with placement and clinical experiences Process Map of placement efforts

University Coach Learning Community Meetings

How often meet Who involved + Role Data analyzed Resulting actions
Monthly  Heather Horsley, MSCP Coordinator
Felipe Mercado, Clinical Practice Coordinator
Juliet Wahleithner, Assistant Director of Teacher Education
Ricci Ulrich, FAST Coordinator
Multiple Subject Coaches
Formative assessment data and calibration; coaching cycle process maps; Scripted notes review Coaches find the formative assessment requires a heavy cognitive load making it difficult to engage with the tool. Adoption of a new formative assessment rubric. 

Residency Curriculum Meetings 

How often meet Who involved + Role Data analyzed Resulting actions
Quarterly Heather Horsley, MSCP and Residency Partnership Coordinator
Residency Professor-in-Residence
Residency University Coursework Instructors
District Residency Leadership
District Residency co-teachers
Common Reading; Resident and Mentor Survey Data; recruitment and retention data PDSA cycle on communication practices with residents; Set recruitment goals

Aspect D →