Standard 3 Aspect D

Standard 3: Evidence shows that, by the time of program completion, candidates exhibit knowledge, skills, and abilities of professional educators appropriate to their target credential or degree, including: Enacts admission and monitoring processes linked to candidate success as part of a quality assurance system aligned to state requirements and professional standards

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Recruitment (See Appendix A)
The FS PASC program utilizes a variety of methods for diverse applicant recruitment. The following table provides the method and respective description as rationale for use in the recruitment process.

Admission and Selection Process (See Appendix A)
The requirements for program admission include a copy of CalState Apply confirmation as proof of application, unofficial transcripts, a minimum GPA of 2.75 in the last 60 semester (90 quarter) units attempted and a minimum of 2.75 GPA on an post baccalaureate coursework, a complete statement of purpose stating the applicant’s short term and long term professional goals, three letters of recommendation and recommendation rubrics, meeting the writing competency requirement, and (for the Specialist Credential only) evidence of passing the CBEST. Table 2 provides a summary of admittance and enrollment data over the past three enrollment periods.

FS PASC Program Admission and Enrollment Numbers by Enrollment Semester

Potential candidates are prompted to follow the steps below, as noted on our PASC program admissions website

FS PASC Program Admission/Selection Process and Overview

PASC Program Completion Verification Process
Once a student completes all program requirements and passes the California Administrator Performance Assessment (CalAPA) and submits an application and fee, he/she will be recommended to the State of California for a Certificate of Eligibility (COE) for the Preliminary Administrative Services Credential. The COE allows the holder to seek employment in an administrative position. Candidates with a COE must obtain a Clear Administrative Services Credential during the first five years of employment as an administrator. 

A student who completes all program requirements and submits an application and fee and is able to verify an offer of employment in a full or part-time administrative position will be recommended for a Preliminary Administrative Services Credential.

In the last several years this process has gone through multiple transitions. Since the last program review candidates had a few different forms to complete at the end of the PASC program. After Fall 2019, candidates no longer submit a program completion form. Due to the addition of the CalAPA as a credential requirement for the PASC program completers, Fresno State no longer requires the candidate to complete the Program Completion Form. As of January 2020, the FS Program Coordinator verifies the completion of all program requirements and the passage of each leadership cycle of the CalAPA. Once that verification has taken place, the Program Coordinator submits a list of eligible candidates to the Credential Analysis so that the candidate may apply to the CTC for a Certificate of Eligibility or Preliminary Administrative Services Credential. Candidates are given the following directives at the end of the program for successful completion:

Congratulations on completing all requirements to complete the PASC process. 

Your final step is to carefully follow all the instructions on the Application for Administrative Services Credentials – Instructions and file for a Certificate of Eligibility (not currently employed as an administrator) or Preliminary Administrative Services Credential (if you currently hold a position that requires an administrative credential). Until you complete this process, you do not hold a credential even though you completed a program. You must file with the State through our Credential Analyst at Fresno State, Sherri Nakashima, at sherrin@mail.fresnostate.edu

(Note: If you have not yet completed the requirement of five years of teaching or work on your base credential, hold on to all this paperwork and file as soon as you have completed five years.) 

Description of Monitoring and Support Process

Candidates participate in a program welcome where the program coordinator discusses what to expect in the first semester of the program, university resources, and major program milestones and expectations. Later, candidates receive a program check-in the middle of their first and second semesters of the program where candidates have the opportunity to provide feedback on the program, their performance, and request a meeting with the program coordinator. The program coordinator also provides periodic program updates to all candidates through the program Canvas website. After completion of the first semester, candidates pursuing the MAED program complete the Advancement to Candidacy form which is submitted and approved by the program coordinator. 

All fieldwork supervision, as another monitoring avenue, is done by each faculty member that teaches courses with embedded fieldwork included, specifically for the Redesigned program, within the Leadership Seminar and Fieldwork courses.  The Coordinator of the program collects and reviews each student’s Field Mentor Reflective Log that candidates submit regarding mentor interactions and field experiences per semester. 

Based on a mastery learning model, each  course provides a common scoring guide or rubric for competency tasks. Candidates have multiple opportunities to  earn a grade of “A” or “B” for each competency task and may not pass a course unless they have earned an overall  grade of “A” or “B”. Each course has competency tasks and candidates are evaluated by the teaching faculty and are given opportunities  to improve their competency scores. At the end of the semester, each candidates’ academic progress is checked by  the Coordinator and closely monitored and discussed in monthly P12 Graduate Group meetings.  Competency tasks and signature assignments are developed to assesses and used to monitor specific CAPE standards most relevant to the  course content and used to evaluate and monitor candidate progress. Courses and tasks have been developed to  align with leadership cycles of the CalAPA. Each semester students are to submit the CalAPA cycle of semester focus prior to the start of the next semester’s coursework so that candidates may concentrate on one cycle at a time.  

Each faculty member has identified coursework and CalAPA expertise. Faculty are assigned to teach specific courses  that coordinate with one or more of the leadership cycles. To strengthen this curriculum and assessment alignment, faculty have engaged in state-level training and work sessions for the cycle content being taught. In  monthly meetings, student assessment results will be shared by the Coordinator and discussed as faculty. As a final  step towards alignment, faculty will mentor students and provide individual feedback and remediation  opportunities for students who do not successfully pass each CalAPA cycle. Within each cohort of students, the  teaching faculty of record for the specified leadership cycle will provide content-specific assistance for students that  did not achieve the state score mandate. Support in the form of submission analysis will take place during the semester that results are released.  

The following information is shared in the FS PASC/MAED Handbook as key program benchmarks:  

Candidates must earn a grade of “A” (Competent and of Quality) or “B” (Competent) on each Competency Task  in a program course, therefore, candidates must redo and resubmit any task not assessed as  Competent/Quality. If a candidate wishes to redo and resubmit a task to move from a grade of “B” (Competent)  to a grade of “A” (Competent and of Quality), a candidate may do so if the instructor of the course deems that  there is a reasonable amount of time for resubmission and grading prior to the date for final grade reports.  Should a candidate choose not to redo and resubmit a competency task assessed as “Below Competent/Quality,” the candidate will earn a final course grade of “C” (Below expectations). However, if the  average score for all course competency tasks equates to a grade below 70%, the candidate will earn a final  course grade of “F” (Does not meet program expectations).  

Earning a "C" grade in a master's or program course in the Educational Leadership and Administration program  is not considered to be a satisfactory grade. The first "C" obtained places a student on probation and the second  "C" acquired will mean dismissal for the student. If a grade below a "C" is earned, the course must be retaken  without replacement (meaning the original grade received remains on the transcript and is included in GPA  calculations).

Students enrolled in the Educational Leadership & Administration and Preliminary Administrative Services  Credential program must successfully complete all course work and the California Administrative and  Performance Assessment (CalAPA) requirements in order to receive an administrative credential. The California  Administrative and Performance Assessment is also referred to as the Cal APA. Students in the program are referred to as candidates. 

For students who do not pass a particular leadership cycle, remediation will occur between the instructor that taught the assessment concepts and the candidate as requested. This is in alignment with the  PASC program expectation set forth by the CTC.

Candidate Tracking: Application to Completion

Aspect E →