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AAQEP Accreditation 2022

Standard 3 Aspect E

Standard 3e: 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: Engages in continuous improvement of programs and program components, and investigates opportunities for innovation, through an effective quality assurance system

Overview of Internal Audit Process:
A document review of  6 program completers over a 3-year cycle (2017/18, 2018/19, 2019/20; 3 per cycle) was conducted by the PASC coordinator and faculty subcommittee (See Appendix D). The following steps were followed using the Internal Auditing Sampling Chart to document the findings:

1. Random selection of 6 PASC program completers

  • Two completers from each respective graduation academic cycle: 2017/18, 2018/19, 2019/20

2. Traced nine (9) completers’ progress through the program from recruitment/application to completion using all available university, school, department and program documents. 

  • Interviewed DAA as needed to help obtain documents and clarify processes

3. For each completer, the subcommittee documented the following:

  • Recruitment: where, when, and how?
  • Admissions: What process and criteria were used?
  • Advising: Expectations for advancing through program?
  • Monitoring: What criteria were used to monitor along the way? (Sample courses and/or benchmarks)
  • Final Site-Based Mentor and District Placement: Were criteria met? How? (Include sample of placements, partnerships, supervisors)
  • Completion Check: What process was followed? Were criteria met?
  • Completer Follow-Up: Who gets contacted post-completion? Did that happen?

Outcomes from Internal Audit Process:
Based on the internal audit outcomes, which include 

  • Documentation not yet centrally located across each audit point.
  • Some documentation more formal than others.
  • Need for systematic structures for collecting data from beginning of the interest process through completion of program and attaining credentials. 
  • Need documentation of orientation attendance in a central data base for potential candidate follow up and program data for internal audit 
  • No formalized process documented for partnership recruitment efforts 
  • Although there is a completer process for applying for credential at completion, there is no shared document of progress monitoring of who applied or not. 

In order to address these findings, the following three actions will be put in place: 

  • General Recruitment: Add an interest tab on the program website which takes prospective candidates to an interest survey where essential contact information and how they learned about the program  is captured in a centralized google database. As part of this process, after prospective candidates complete the interest form the coordinator contacts the prospective student via phone call or email and provides a program overview, answers questions, provides application information and supports, and/or directs them to information sessions. 
  • Partnership Recruitment: Coordinator will work with district liaison on setting up partnership recruitment opportunities (i.e., special flyer, speaking to an administrator group to suggest a program for teacher and support provider leaders, and holding special information session(s) at the designated partnership location. 
  • Candidate Onboarding: Develop an orientation session centralized database with attendees and contact information. 
  • Candidate In-Program Monitoring: Tracking student progress through faculty learning communities (standing agenda item on P12 meetings), including course grades as determined by Competency Tasks. 
  • Ongoing Communication: Developed cohort organizations for centralized communication, reminders and progress monitoring in one location. All cohort students and faculty have access to communicate through that modality. 
  • Program Level Enrollment and Completer Monitoring: Work with the Office of Institutional Effectiveness at the University level development of a centralized credential database to include PASC enrollment and completion information. 
  • Coordination of Services and Monitoring of Program Completion: Develop a process during the last semester of the program for students to receive information and support on how to complete preliminary credential application. Develop a shared document for monitoring submissions in partnership with the school credential analyst. 
  • Centralized Database: Develop a database sheet with the components from the audit that is revisited quarterly for updates. 
    • Recruitment: where, when, and how?
    • Admissions: What process and criteria were used?
    • Advising: Expectations for advancing through program?
    • Monitoring: What criteria were used to monitor along the way? (Sample courses and/or benchmarks)
    • Final Site-Based Mentor and District Placement: Were criteria met? How? (Include sample of placements, partnerships, supervisors)
    • Completion Check: What process was followed? Were criteria met?
    • Completer Follow-Up: Who gets contacted post-completion? Did that happen?

Process for Ensuring Data Quality through Validity, Reliability, Trustworthiness, & Fairness (See Appendix E): The following data points are utilized for program wide quality. 

CalAPA Evidence.  As reported in evidence throughout Standard 1, candidates in each administrative services credential program in California must demonstrate content and skill knowledge on three performance assessments prior to the attainment of a preliminary credential.  Each performance assessment or leadership cycle contains required knowledge and skills found in the California Administrator Performance Expectations (CAPEs) (see Appendix A).  The CalAPA consists of three leadership cycles that focus candidates on specific content knowledge, a different set of skills, and knowledge to demonstrate new learning relevant to school administration.  Each cycle includes professional dispositions that school administrators should know and be able to demonstrate.  There are 4 steps in each CalAPA performance assessment which include the following actions:  Investigate, Plan, Act, Reflect in a continuous improvement model based on collected data from fieldwork school sites.

Consequential implementation of the CalAPA began in Fall 2019.  Based on this new assessment the Fresno State PASC program has gone through a series of redesign processes to better align student expectations and outcomes to the state standards and assessment.   Each leadership cycle includes either 7 or 8 analytic rubrics that measures knowledge and skills candidates must evidence in narrative writing, document artifacts, and/or video. Each rubric is aligned to specific CAPEs organized by a scale from Level 1 to Level 5.  Based on the overall passage score for each cycle, candidate success or proficiency would be measured at Level 2.  As of 2019, each CalAPA leadership cycle has a summative passing score as follows:

  • Cycle 1 (8 rubrics): A final cut score of 14 points.
  • Cycle 2 (7 rubrics): A final cut score of 12 points.
  • Cycle 3 (7 rubrics): A final cut score of 12 points.

President’s Commission of Teacher Education Questionnaire. During university and local partners annual face-to-face meetings, the President's Commission on Teacher Education, a pilot 3-item open response feedback questionnaire was used to collect employer perceptions based on observed strengths of the Fresno State PASC graduates. The responses are analyzed for themes in relation to the CAPEs and AAQEP standards.

P12 PASC Program AAQEP Candidate Self-Assessment. The purpose of this self-assessment is to have students reflect on their perceptions of personal growth in the CAPEs and AAQEP standards over time in the PASC program. The information from this self-assessment is utilized to inform both areas of strength and opportunities for growth for students, as well as inform programmatic and instructional decision-making for ongoing continuous improvement. Each semester students are provided the opportunity to grow professionally as an aspiring equity driven school leader. Based on overall program coursework, activities, readings, and discussions, as well as fieldwork experiences through the CalAPA and other supervised activities with your field mentor supervision. This assessment is designed to help students reflect on a wide range of knowledge and experiences essential to their preparation. This self-assessment is divided into three sections: 1) AAQEP Program Standards Assessment, 2) CTC CAPEs Self-Assessment , and 3) Written Narrative Reflective Response.

CTC Program Completer Survey Evidence.  At the end of the PASC program, the CTC administers a survey to all program completers to gather information about their perceptions of the program recently completed in relationship to the acquisition of knowledge, skills, and professional dispositions of effective administrators.  The survey includes 35 demographic, categorical, and Likert style questions, with 20 Likert questions addressing the CAPEs on a scale from 1 (not at all) to 5 (very well), and 10 on fieldwork and program experiences using check all that apply and others on a scale from 1 (strongly disagree) to 5 (strongly agree) with 6 (I did not experience/have no opinion). 

Aspect F →