Program practices strengthen the P-20 education system in light of local needs and in keeping with the program’s mission.
As an educational unit, we take pride in our mission of developing leadership for diverse communities and our vision of using innovative models to prepare high quality educators who act as agents of change in our community.
When working to respond to the Standard 4 Aspects, program faculty took the opportunity to, first, document the work they are currently doing connected to strengthening our P-12 education system, which directly aligns with our vision and mission. Once they established that baseline, they could begin to think about how they could build on existing relationships to further strengthen the work we do. Additionally, they began to think about what new structures might be established, particularly in connection to better supporting our preliminary credential completers’ transition into their roles as teachers in their own classrooms and their ongoing professional development as they progress through their careers. Traditionally, as an educational unit, much of the emphasis has been placed on our preliminary educator preparation programs. As the major public institution within our region, Fresno State prepares the vast majority of educators in the Central Valley.
To begin, programs documented their current involvement with local partners and stakeholders to consider what work they have done and what the outcomes of their efforts have been. In nearly all cases, programs highlighted the number of ongoing partnerships they have, beginning with the President’s Commission on Teacher Education. This bi-annual event, hosted by the Fresno State President, brings together educational leaders from throughout the region to discuss current challenges in education and to help guide Kremen’s response. Programs also began to consider how their ongoing collaborations might be strengthened to better support high-needs schools in our region and the students they serve. In some cases, like with the Single Subject and Education Specialist Programs, this work led to the realization that although the coordinator and program faculty meet frequently with various stakeholders, no formal advisory board exists. Additionally, rarely is specific data from the program shared with stakeholders nor is data collected from stakeholders in the field about strengths and challenges of recent completers. Both programs articulate clear plans for how they will establish advisory boards. Within the School, efforts have begun to more systematically examine data to inform overall practices at regular Data Summits. Programs are now looking for ways to expand these efforts into their work with their partners.
Similarly, programs documented their current efforts to maintain connections with program completers. In the process of doing so, with the exception of the Agriculture Specialist Program, most realized they were not strategic in these efforts. Engaging in this self-study allowed them to recognize their need for improvement and create plans to be more strategic in future efforts.
Program faculty also drew from existing state data systems to analyze the student populations of local schools and districts. When comparing those demographics to the demographics of their own candidates, they were able to begin to examine any mismatches and consider how they might be more focused in future recruitment efforts in order to ensure that future cohorts of completers match the demographics of the schools they will serve in the future.
As they engaged in their analyses, program faculty continued to evaluate the data sources they used to support their efforts and consider both the affordances and constraints of those sources. All of this work is done with the knowledge that each of our programs is in alignment with the specifications of the California Commission on Teacher Credentialing, the state accrediting body that determines whether or not our candidates are eligible to apply for their credentials.
With the responses to the Standard 4 Aspects, like the responses to the other Standards in this QAR, we offer a baseline portrait of the work we are doing, understanding that establishing this baseline is a necessary step towards engaging in ongoing continuous improvement. As we continue in this journey, we work to keep the Mission and Vision of both Fresno State and the Kremen School of Education and Human Development at the forefront of our efforts.
Mission: To boldly educate and empower students for success.
Vision: Students prepared to become our next generation of leaders
Kremen School of Education & Human Development:
The Kremen School of Education and Human Development's mission is the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education. This NCATE accredited unit fosters the candidate dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. Our mission is realized through a framework of teaching, scholarship, and services that addresses regional, state, national, and international perspectives.
The Kremen School of Education and Human Development prepares highly competent educators and human development specialists, while providing professional support and leadership to the community, promoting applied research, and providing experiences and opportunities that will enable employed professionals to remain current in their fields.
Students attend classes, study, and work in a state-of-the-art Education Building, which is a five-story facility that includes clinical areas and computer and micro-teaching laboratories.
Students also take classes and experience fieldwork in professional settings such as school districts and Fresno Family Counseling Center.
The Kremen School fosters the realization of human potential by preparing those who work in the field of education and human development to function more effectively and productively in a mutable and increasingly diverse society.
The Kremen School theme, "Leadership for Diverse Communities," places considerable emphasis on an educator who can function effectively as a leader in a culturally and linguistically diverse society.
Guided by our vision for an inclusive and equitable future, the Kremen School of Education and Human Development uses innovative models to prepare high quality teachers, counselors, and administrators who act as agents of change in our community.