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Standard 1

Program completers perform as professional educators with the capacity to support access for all learners.

Across all programs, we viewed our responses to the Standard 1 aspects as an opportunity to work within our existing data system to learn where we are, both programmatically and as an educational unit. With that in mind, programs overwhelmingly relied on existing data sources to triangulate findings. Consequently, this meant that not all perspectives were captured to the extent that we would like or the extent that we intend to capture them in the future. It is our belief that the findings we present in this Quality Assurance Report represent a baseline portrait of the work we do, a starting point from which we can continue to build and grow.

Within each of the advanced credential programs, faculty used a range of data sources to examine whether or not their program completers were, in fact, prepared to perform as professional educators with the capacity to support access for all learners. For direct measures of completer performance, we relied on existing assessments used in each program. In some cases, we were able to draw on performance assessments, such as the California Administrator Performance Assessment (CalAPA), which candidates in the Preliminary Administrative Service Credential take portions of throughout the program and which program faculty rely on to inform the work they do. In other cases, such as School Nursing and School Counseling, we drew on the evaluations completed by our P-12 partners in the field, who observe and evaluate our candidates as their site supervisors. For the Reading/Literacy Specialist, School Counseling, and School Nursing programs, we also relied on signature assignments in key courses where the content aligned with the aspects. 

For indirect measures of candidates, programs again, overall, relied on existing data sources, especially surveys of employers and of program candidates at the time of completion. In some instances, programs administered pilot measures to begin capturing perspectives on areas of strength and growth. 

While we are fortunate to be situated in California and to have access to survey data administered by the California Commission on Teacher Credentialing to our completers and to employers of our completers, we did have some challenges in using these data sources. For some of our programs, such as the Reading/Literacy Specialist, the number of responders annually is too small, and so data are not disaggregated by institution. Similarly, because the School Counseling credential is considered a Pupil Personnel Services (PPS) Credential, responses to that survey are aggregated with other PPS programs. The same problem holds true with the Employer Survey, which is administered to employers of completers of all our programs with no items to specify which program the completer was a part of. Consequently, results could not be disaggregated by program, and so we did not find the data to be meaningful on a programmatic level. 

Because we are in the beginning stages of our AAQEP journey, we made the decision to allow each program to determine what data sources would be most meaningful to it and the work it does. Program faculty worked together to identify the most appropriate data sources, analyze the data, interpret the findings, and articulate next steps for each aspect, creating their own continuous improvement journey to move their program forward. As a unit, we then looked across the responses to see how programs might learn from one another as they engage in this work and how we might support their progress. We document all of this in our QAR. Within the Standard 1 responses, reviewers will find each program’s responses to each aspect, along with the program’s synthesis and next steps. In the conclusion, we work to synthesize all four programs’ findings and highlight our next steps in our ongoing process to ensure our program completers are ready to perform as professional educators with the capacity to support access for all learners.

***Please Note: Throughout Standard 1, we utilize data from the CSU Educator Quality Center surveys. We included screenshots of the analyzed data within the Aspect responses. Unfortunately, we are unable to download raw data to include as links within the responses and the EdQ Center does not allow us to provide guest logins. We are happy to work with reviewers to login to the system jointly to allow for any necessary checks.