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Standard 4 Aspect B

Standard 4: Evidence for this standard will address identified issues in light of local and institutional context. The program provides evidence that it:

4b. Seeks to meet state and local educator workforce needs and to diversify participation in the educator workforce through candidate recruitment and support


Description of Recruitment Efforts
The FS PASC program primarily focuses its recruitment efforts with regional school districts from the four major service counties – Fresno, Kings, Madera, and Tulare – which incorporates urban, suburban, rural, and mountain schools. This context has broadened the PASC cohort model to include in-person classes at district partnership locations in both the north and south Central Valley regions; thus, the regional cohort model is an effective way to enhance recruitment by offering courses closer to work and home than on campus at Fresno State. The cohort model is also a recruitment tool on its own, as candidates know they will be with one group of peers through the entirety of the program with a predetermined set of coursework and expectations. 

As another recruitment effort, the FS PASC program has also intentionally maintained the 18-month course format with the redesigned program. Though this format is both rigorous and fast-paced, the candidates are able to enter the field as credentialed administrators sooner with less overall out-of-pocket costs.  Additionally, cohorts meet one night per week for core courses, with scheduled evening virtual supports/workshops/seminars in order to work around the full-time positions help in P-12 education. These options allow for candidates who prefer increased face-to-face interaction for their learning style. 

An online cohort option is currently being developed to meet the rural and mountain schools’ needs as well as provide an option for candidates who prefer this mode of instruction. Courses will follow the newly approved redesign format, however, the program faculty are currently working to obtain university approval for online instruction following APM 206 policy with the goal of beginning in Spring 2021. Candidates in the FS PASC program also have a voice in the site-based mentor and fieldwork selection process, which can be their current school of employment as long as formal Department developed and CTC approved criteria are met.

Lastly, multiple platforms are currently being used for recruitment measures. Online and face-to-face program information session options are provided by the coordinator at least three times per academic semester in either a general information session and/or partnership information session, including one on one additional sessions during the summer months. General recruitment sessions are open to all prospective candidates. Partnership recruitment information sessions are geared toward the partner district but are also open to prospective candidates and are set up with the program coordinator and district partner liaison  (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. 

A new interest form has been added this semester to collect potential recruit interest and the coordinator follows up with interested individuals via email or phone call.  The FS PASC program website has been recently updated to follow the new university guidelines which includes a more user-friendly interface and with links to digital forms and important links. Since 2020, the PASC program has also initiated regular use of social media platforms (Twitter feed, Facebook) for student recruitment, stakeholder engagement, program highlights, and celebration of completer promotions and other successes (see Appendix C). Lastly, the program has also made intentional efforts to include visuals of diverse leaders within branding materials. 

Description of Support Efforts
The FS PASC program offers and coordinates a number of supports for prospective students, enrolled candidates, and program completers. This includes resources across program, department, school, and university levels.

PASC Program Support. Per APM 122, the graduate-level PASC coordinator roles and responsibilities are to support departmental or school procedures. Responsibilities, under the supervision of the department chair or appropriate administrator, typically include the following which all work to support PASC candidate success: 

  • act as liaison with the Division of Graduate Studies to remain current on policies and procedures; 
  • supervise and coordinate the graduate program including signature authority with the department chair for all graduate program matters; 
    serve as chair of the program graduate committee; 
  • lead marketing and recruitment efforts for the graduate program; 
  • liaison with potential employers; 
  • provide initial graduate student advising; 
  • track all students in the graduate program;
  • maintain graduate program/departmental student records;
  • write and maintain catalog copy for graduate program; 
  • lead graduate program planning and curriculum development; 
  • handle inquiries and communication with prospective graduate students; 
  • handle graduate student petitions and appeals; and, 
  • coordinate procedures for admission or denial of graduate program applicants.

Further program support, beyond the coordinator’s roles and responsibilities, are also provided to prospective, enrolled and completing candidates. The PASC faculty are available and active in general advising as requested by candidates on  an individual basis. In addition, candidates on the PASC plus MAED track are also assigned a faculty member to guide them through their research project or thesis. The FS PASC program intentionally uses a cohort model where candidates remain with the same group of students through the program to develop a network of peer support. The program has also offered CalAPA individual and group virtual support sessions to provide further opportunities beyond class for clarification and CTC approved faculty feedback. The newly redesigned program model has incorporated a Leadership Seminar and Fieldwork Courses which is designed to develop and support capacity of future P12 school leaders to apply foundational leadership concepts and performance expectations. Moving from theory to practice, candidates will receive coaching and supervision for administrative credentialing requirements of fieldwork and the performance assessment. Candidates in need of remediation in the case of a non-pass on the CalAPA are also required re-enroll with Coordinator approval as needed. Lastly, the program next-steps will include the addition of a fully online PASC program cohort to support candidates FS PASC Program Support of Standards and Fieldwork (See Appendix D).

Understanding FS PASC Program Candidate Diversity
The FS PASC program recruits, admits and enrolls a diverse set of program candidates, as reflected in Table 1. Over the four academic years presented, the PASC program has increased Hispanic/Latinx enrollment percentages, which is more reflective of the wider Central Valley regional student population, as previously noted in 4a. Enrollment by gender shows a steady majority of Female enrollees over Males.

Table 1. 

FS PASC enrolled student demographic percentages by academic year

Demographics 2016-17 2017-18 2018-19 2019-20

Gender

      Male

      Female

 

22%

78%

 

29%

71%

 

28%

72%

 

24%

76%

Race/Ethnicity

       Asian

       Black/African American

       Hispanic/Latinx

       White

       Other

 

8%

n<10

49%

27%

16%

 

7%

n<10

52%

30%

11%

 

6%

n<10

47%

33%

14%

 

7%

n<10

60%

24%

9%

CSU, Student Success Dashboard, Who Are My Students? Report by department and program located at: https://csusuccess.dashboards.calstate.edu/public/faculty-dashboard/who-are-my-students


When comparing to the regional county teacher populations, the diversity of the FS PASC program becomes more apparent. Since PASC candidates are required by preconditions of the CTC to hold teaching, pupil services, school nursing, or other specialized credentials, the program can only draw from the current pool of those individuals. Since most of our FS PASC candidates hold teaching credentials, Table 2 highlights the regional county data reports on teacher demographics from the most current publicly available data set (2018-19).

As presented, the PASC enrollment percentage by gender is reflective of the teaching pool across the counties. This is also the case for Black/African American teachers and PASC enrolled candidates. However, the PASC program enrolls Asian, Hispanic/Latinx, and Other candidates at higher percentages than the teacher pool across regional counties. This is more consistent with the demographics of the wider community, and notable in light of the higher proportion of white teachers serving the region as teachers. 

Table 2. 

Teacher demographic percentages by regional county for 2018-19**

Demographics Fresno Kings Madera Tulare

Gender

       Male

       Female

 

29%

71%

 

27%

73%

 

26%

74%

 

30%

70%

Race/Ethnicity

        Asian

        Black/African American

        Hispanic/Latinx

        White

        Other

 

7%

2%

26%

62%

3%

 

2%

2%

24%

69%

3%

 

2%

1%

26%

65%

6%

 

2%

1%

31%

60%

6%

**2019-20 pending
Adapted from Ed-Data, Staff Tab, Teachers by Ethnicity reports by county, available as follows: (Fresno - https://www.ed-data.org/county/Fresno; Kings - https://www.ed-data.org/county/Kings; Madera - https://www.ed-data.org/county/Madera; Tulare - https://www.ed-data.org/county/Tulare)