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Standard 4 Aspect D

The program is committed to and invests in strengthening and improving the education profession and the P-20 education system. Each program’s context (or multiple contexts) provides particular opportunities to engage the field’s shared challenges and to foster and support innovation. Engagement with critical issues is essential and must be contextualized. Sharing results of contextualized engagement and innovation supports the field’s collective effort to address education’s most pressing challenges through improvement and innovation.


The Fresno State BAP has not historically collected or analyzed existing data focused on completers. However, under the leadership of the new coordinator, a completer survey was created and disseminated for the first time in the spring of 2021, which asked recent graduates to provide feedback on their experiences in the BAP and credential programs, as well as information on their employment status. The data from this survey will be shared and discussed in program advisory meetings during the 2021-2022 academic year and every year thereafter to assist with continuous improvement. In addition to the completer survey, future data collection plans to understand completer experiences include an employer survey, alumni survey, and use of the CSU data that will further inform program curriculum, practices, and support for candidates. The workshopping of the alumni and employer surveys will occur during the 2021-2022 academic year.

Data Source 1

BAP completer survey 

Data Source: Program survey 

Type of Data:
The BAP completer survey has four (4) sections: past education, experience in credential, experience in BAP, and employment. The past education sections ask candidates questions about AP credit, whether they are transfer students, where they completed their undergraduate degree, their major/minor, and year of graduation. The experience in credential section asks how many semesters they completed clinical practice in a bilingual/dual immersion classroom, if they would have liked to complete their FAST in Hmong or Spanish, and whether their coach was bilingual. In the experience in BAP section, questions pertaining to when they began taking the BAP coursework (undergraduate or credential), ranking courses based on how well they prepared them for teaching, and several questions focused on AAQEP standards 1a-1f. Lastly, the employment section asks completers if they have secured employment. If so, what district and grade level, if they received support with their job search and materials, and if they wish to remain in the BAP listserv to continue learning about professional development and employment opportunities.

How use data to inform program practices:
This survey was disseminated for the first time in spring 2021. The data will be shared with the advisory committee which will discuss how the data can inform continuous program improvement. 

Data Source 2

BAP employer survey 

Data Source: Program survey

Type of Data:
The current rough draft of the employer survey has two (2) sections, district context, and teacher performance. The district context section asks the language(s) of their bilingual/dual immersion program, grade levels, average classroom size, number of schools with programs, and number of bilingual/dual immersion teachers. The teacher performance section asks several questions focused on AAQEP standards 1a-1f. 

How use data to inform program practices:
Once this survey is finalized by the advisory committee, the program anticipates that the data collected from employers will help the program understand the needs and challenges of the district/schools as well as the strengths and areas of improvement of its current teachers. Receiving such data will be beneficial to the BAP and will allow for revisions to take place in its coursework, clinical practice, advising, support of future cohorts and alumni. 

Data Source 3

BAP alumni survey 

Data Source: Program survey

Type of Data:
The current rough draft of the alumni survey has two (2) sections, employment, and professional competence and growth. The employment section asks alumni if they are employed as teachers, name of district, grade level, if they are in a bilingual/dual immersion classroom, if they have completed induction, if their induction coach is bilingual, and ranking their perceived skills on the four (4) domains reading, writing, listening, and speaking in Spanish or Hmong. The professional competence and growth section asks several questions focused on AAQEP standards 1a-1f. 

How use data to inform program practices:
Once this survey is finalized by the advisory committee, the program anticipates that the data collected from alumni 1+ years removed from completion of the BAP will help the program understand the needs and challenges as well as the strengths and areas of improvement of program graduates. Receiving such data will be beneficial to the BAP and will allow for revisions to take place in its coursework, clinical practice, advising, support of future cohorts and alumni. 

Data Source 4

CSU Data

Data Source: CSU data

Type of Data:
Starting the 2021-2022 academic year, the BAP plans to utilize the CSU data to understand the system-wide context of bilingual authorization programs in relation to program experiences, completers, employment, and any other insightlight data that can assist with continuous improvement efforts. 

How use data to inform program practices:
The CSU data will be beneficial to the BAP and will allow for revisions to take place in its coursework, clinical practice, advising, support of future cohorts and alumni. 

Aspect E →