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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.

Use of Existing Data Sources to Inform Program Practices:
Even though the Single Subject Teacher Credential Program meets on a regular basis, the discussion of data has only recently come into play at program meetings. There are several reasons for this lack of focused discussion of data. A major challenge is that there has not been a central data system in place.  Additionally, there has not been any training on data analytics as a way to ensure that all stakeholders are able to quickly discern any emerging patterns that require an immediate change in the program. Finally, finding the time within program meetings to engage in data analysis has been a challenge. 

However, plans are being put in place for the creation of a centralized data management system where data can be housed to allow for easier access.  There are also plans to increase the number of data discussions from annually to every semester.  This is in addition to conducting regular data summit meetings with all stakeholders, not just program faculty.

Data Source 1

CTC Program Completer Survey

Data Source: 
The CTC Completer Survey is aligned to the California Teacher Performance Expectations (TPE’s), and has a 70% response rate. It measures program completer perceptions of program quality and preparedness to teach, as well as multiple unique items (e.g., the length of time it took to complete the program; perceptions of preparedness to teach diverse learners, and the use of technology for instruction). Single Subject Credential Program Completers are routed directly to the CTC Completer Survey when they are completing the online application process prior to paying for their credential. The survey is optional and a completer may elect to not respond to the survey once it is opened, as the survey does direct them back to pay for their credential.

Type of Data: Self-reporting Questionnaire
Of the 31 Self-reporting survey questions, items 1-19 focus on California Teacher Performance Expectations, items 20-22 focus on content, and items 23-31 focus on field work and clinical practice

How use data to inform program practices:  
The survey responses are used as a tool to provide an annual snapshot of progression in each of the areas as well as to highlight completers’ perceptions of program areas of strength and weakness. 

Data Source 2

CSU EdQ Program Completer Survey/ First-Year / Employer

Data Source:
Single Subject Credential Program Completers are routed directly to the CSU EdQ Survey when they are applying for their preliminary credential. The survey is optional and a completer may elect not respond to the survey.

Type of Data:
The EdQ Program Completer survey measures program performance across eight themes: Mathematics, English, Social Studies, Science, Clinical Experience, English Language Learners, Special Education, and Technology.  

How use data to inform program practices:
The data are used as a tool to provide an annual snapshot of progression in each of the areas  as well as to highlight areas of strength and weakness.

Data Source 3


Data Source:
The California Commission on Teacher Credentialing approved the Fresno Assessment of Student Teachers (FAST) as a locally designed alternative teacher performance assessment.  The CCTC-approved FAST is in compliance with SB2042 Standards of Quality and Effectiveness for Professional Teacher Preparation Programs

Type of Data:
It is used to evaluate the six Teacher Performance Expectations (TPEs).  Each FAST task is embedded into a specific field experience within a sequential credential program. This helps assure that TPE-related knowledge and skills have been taught and formatively assessed in coursework, and applied with feedback in fieldwork situations prior to being summatively assessed through FAST. Each of the tasks has a four-point scoring rubric used to evaluate the project.  The rubric levels are:  1 = Does not meet expectations; 2 = Meets expectations; 3 = Meets expectations at a high level; and, 4 = Exceeds expectations. Each portfolio (SVP & TSP) is rated by a university supervisor, and randomly selected portfolios are double scored to ensure reliability.

How use data to inform program practices:
The data is used as a tool to provide a semester snapshot of progression in each of the Teacher Performance Expectation areas.  

Aspect E →