Standard 2 Aspect B

Standard 2b: Program completers engage in professional practice in educational settings and show that they have the skills and abilities to do so in a variety of additional settings and community/cultural contexts. For example, candidates must have broad and general knowledge of the impact of culture and language on learning, yet they cannot, within the context of any given program, experience working with the entire diversity of student identities, or in all types of school environments. 

Candidate preparation includes first-hand professional experience accompanied by reflection that prepares candidates to engage effectively in different contexts they may encounter throughout their careers.

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Data Sources & Analysis:

Data Source 1

Reading, Language, Literacy Specialist Credential Completer Survey

Perspective Captured from Data Source: Candidate/Completer (prior to graduation)

Rationale for using Data Source:
Although we used this data source for Standard 1, we are currently limited in the types of data we have available. This data source is a good indicator for this standard, but we will continue to develop additional data sources for future continuous improvement cycles.

Beginning in Fall 2020, the RLLSC Program began administering a survey to candidates upon their completion of the program as a way to learn more about their perceptions of how well the program prepared them.

Using the RLLSC Completer Survey allows us to capture candidates’ perceptions of how well the program prepared them to use a variety of instructional techniques specifically with multilingual students.

Specific Elements of Data Source:

Definition of Success for Each Element:

Programmatically, our goal is for candidates to rate the program at a 4 or a 5 within each area.

Displays of Analyzed Data: 

Link to Full Dataset:

RLLSC Program Completion Survey Data (Names Redacted)

Interpretation of Data:
Because the program only began administering the completion survey in Fall 2020, we only have one cycle of data to analyze. Of the 12 completers surveyed, all 12 provided responses for a response rate of 100%.

Overwhelmingly, the completers who responded indicated they strongly agreed that the program prepared them to use a variety of instructional techniques specifically with multilingual students.

Data Source 2

Reading, Language, Literacy Specialist Credential Year+ Completer Pilot Survey

Perspective Captured from Data Source:
Program completer at least one year or more out of program completion

Rationale for using Data Source:
Beginning in late Spring 2021, the RLLSC Program administered a pilot survey to program completers who completed the program at least one year or more prior to Spring 2021.  This pilot survey was administered to learn the perceptions of how well the program prepared them.

Using the RLLSC Year+ Completer Pilot Survey allows us to capture candidates’ perceptions of how well the program prepared them with content and pedagogy necessary to carry out their role as Reading Specialists/ Literacy Leaders.

Specific Elements of Data Source:

Definition of Success for Each Element:
Because this is a new pilot survey we have not set a programmatic goal and are hoping to learn areas of need for our program with this survey. Eventually, our goal is for candidates to rate the program at a 4 or a 5 within each area.

Displays of Analyzed Data:

Data from May/June 2021 Data Cycle

Qualitative Responses:
 “One of the courses had us study multilingual and bilingual ed. I also was encouraged to explore texts with diverse themes to share with my students.”
“Every program through Fresno State has helped with this.”

Link to Full Dataset:

RLLSC Year+ Completer Pilot Survey (Names Redacted)

Interpretation of Data:
Because the program only began administering the Year+ Completer Pilot survey in May 2021, we only have one (partial) cycle of data to analyze. The pilot survey was sent to 56 RLLSC program completers from years 2015-2020 in early May 2021 and again in June 2021. As of July 14, 2021, five responded to the survey. 

The completers who responded had a range of how the program prepared them to engage in culturally responses practices. Three out of five responses (60%) indicate a agreement the program prepared them in this aspect, one completer neither agreed nor disagreed, and one completer disagreed. The qualitative responses also support the finding that most students are mostly prepared in this aspect.    

Next Steps:
We only have two data sources with one cycle of data for each for this aspect. Both data sources rely on completer feedback. Both data sources indicate program completers are prepared to engage in culturally responsive educational practices with diverse learners. 

In order to capture this finding in coursework, going forward the program will collect data from one of the final courses in the program LEE 234 Clinical Experiences in Literacy Assessment. In LEE 234, candidates participate in literacy clinical experiences with K-12 students to demonstrate how candidates engage in culturally responsive educational practices with diverse learners. 

We will continue to send both the completer and Year + completer surveys out each year and as a program, analyze the data for feedback and trends. Additionally, we plan to conduct focus group interviews with year+ completers and develop an employer pilot survey, both of which will be created and piloted in the 2021-22 academic year. 

Aspect C →