Delivery Model:

The PK-3 Credential Program is housed within the Kremen School of Education and Human Development (KSOEHD) at Fresno State. As such, it will join 16 other programs that have been accredited by the Commission on Teacher Credentialing and that receive support from the Director of Educator Preparation Programs and Accreditation and the Dean of the School, who also serves as the Director of Teacher Education.

While the Coordinator of the PK-3 Credential is housed within the Literacy, Early, Bilingual, and Special Education Department (LEBSE), the credential program itself resides outside the department. The program draws on faculty from programs within LEBSE (Early Childhood Education, Literacy, Special Education, and Multilingual/Multicultural Education) and the Curriculum and Instruction department for course instruction. 

The PK-3 Credential Coordinator collaborates with the Office of Clinical Practice, which oversees the placement of all traditional pathway Teacher Education candidates, for placement of candidates in the clinical practice settings. While coaches for the clinical practice are hired by the LEBSE department, the Office of Clinical Practice oversees this process, as well as the coach evaluations.

PROGRAM PATHWAYS & DELIVERY MODELS:

The PK-3 Early Childhood Education (ECE) Specialist Instruction Credential Program includes 40 semester units and is structured to be completed within one calendar year (the summer, fall and spring). The program will utilize a cohort model with a traditional pathway option. 

The traditional pathway option is a full-time, traditional student teaching program with early field experiences in preschool settings and supervised clinical practice experiences in regional partnering Transitional Kindergarten (TK) to 3rd grade classrooms. Coursework will be provided through a combination of face-to-face and hybrid formats in the late afternoons and evenings. Candidates will be assessed using the Fresno Assessment of Student Teachers (FAST). 

Phase 1 of the PK-3 ECE Specialist Instruction program begins in summer (late-May to mid-August) and includes three courses, two of which embed clinical practice experiences in preschool settings, 4 days a week scheduled between 8am-12pm. 

During Phase 2 (fall semester), candidates will enroll in four courses and a supervised clinical practice experience course. For their clinical practice, candidates will be placed in a transitional kindergarten (TK) classroom setting during the day. Candidates will complete the Site Visitation Project component of the FAST during this phase.

In Phase 3 (spring semester), candidates will enroll in two courses and a supervised clinical practice experience course in public school (kindergarten to 3rd grade) settings. Candidates will complete the Teaching Sample Project component of the FAST during this phase.

Communication with Program Faculty and Staff:

As highlighted above, the coordinator of the PK-3 Early Childhood Education Specialist Instruction Credential is housed within the Literacy, Early, Bilingual, and Special Education (LEBSE) department. 

Faculty teaching within the program include both tenure/tenure track and part-time faculty from both the LEBSE and Curriculum and Instruction departments. The program receives support from the Office of Clinical Practice (placements in clinical practices settings), the Center for Academic and Student Support (admissions analyst and credential analyst), the KSOEHD data analyst, and the LEBSE and Curriculum and Instruction administrative assistants. 

All instructional faculty will be invited to attend monthly PK-3 credential program meetings led by the PK-3 ECE Specialist Instruction Credential Coordinator to receive pertinent information, engage in discussion, and provide input on program decisions. Additional communication and collaboration among the program faculty on cross-phase coursework and PK-3 alignment will also be fostered through Faculty Learning Community (FLC) meetings. Coaches who support candidates in their clinical practice will also be invited to attend these meetings, in addition to participating in PK-3-specific coach meetings, also led by the PK-3 Credential Coordinator.

The PK-3 Credential Coordinator coordinator will communicate with support staff through email and at monthly Teacher Education meetings, which are attended by all Teacher Education Program Coordinators, the Residency Director, the Office of Clinical Practice and the Center for Advising and Student Support and led by the Director of Educator Preparation. 

Finally, the PK-3 ECE Specialist Instruction Credential Coordinator will participate in both monthly Teacher Education Coordinator meetings, with the Multiple Subject, Single Subject, and Education Specialist coordinators, and monthly Educator Preparation Coordinator meetings, with coordinators of the other Fresno State Educator Preparation programs. Both of these meetings are led by the Director of Educator Preparation Programs. The purpose of the Teacher Education Coordinator meetings is to ensure the alignment of practices across the Teacher Education programs and provide ongoing collaboration and support. The purpose of the Educator Preparation Coordinator meetings is to engage in ongoing unit-wide continuous improvement efforts, planning both unit-wide data collection and analysis and program-specific data collection and analysis efforts.

Collection of Data from Internal Constituents

• The program seeks input and feedback on coursework from teacher candidates through Fresno State Student Ratings of Instruction survey and informal discussions or email communication with instructors and program coordinators.
• The Office of Clinical Practice administers regular mid-semester check-ins to candidates as a way to gather feedback on candidate experiences. These data are analyzed by the KSOEHD Data Analyst and then shared with program coordinators.
• When they complete the program, candidates will be invited to complete the KSOEHD Program Completer Survey, which is administered to completers of all programs. It includes both common items sent to all candidates and program-specific items that will be sent to just completers of the PK-3 ECE Specialist Instruction Credential Program. Responses to the survey are analyzed by the Data Analyst, disaggregated by program, and shared with the program coordinator. 

Collection of Data from External Constituents

• The program intends to host annual programming meetings led by the Continuous Improvement Lead faculty and the faculty who will be teaching in the program. The purpose of these meetings is to engage key stakeholders to the PK-3 Credential program in critical dialogue to inform program direction and continuous improvement efforts. At these spaces, data collected from internal constituents will be shared, and individuals will be invited to provide their insights and feedback.
• The program intends to host annual PK-3 Advisory Board meetings. The PK-3 Advisory Board is made up of a faculty member from Child and Family Sciences programs and key people from partner institutions (community college campus(es), local employer) and experts in the field of Early Learning (e.g. ECE team of the Fresno County Superintendent of Schools, District ECE leaders). They provide guidance and recommendations on ways to achieve this program’s mission.
• At two points each academic year, district, county, and community college partners are invited to attend the President’s Commission on Teacher Education. In this space, these individuals are invited to provide feedback on Fresno State’s Educator Preparation Programs. This space also provides a venue to share data collected about the program and gather input.
• Data will also be shared and collected at the annual Teacher Education Summit, which brings together faculty, coaches, mentor teachers, and site and district partners to analyze program-level data together, highlight strengths and areas for improvements, and collaboratively develop ways to address the areas for improvement.

COURSEWORK & FIELD EXPERIENCE:

In order to provide candidates with a developmental and sequential set of activities over the course of the program, clinical practice is designed to evolve across three California early learning settings: State preschool (PreK), transitional kindergarten (TK), and K-3rd grade (K-3). Clinical experience encompasses activities ranging from observation of veteran practitioners' modeling exemplify developmentally-, culturally- and linguistically appropriate and effective practices appropriate for young children PK-grade 3, to practicing skills included in the TPEs and teaching strategies learned from coursework in diverse settings, and to assuming full responsibility for students in the classroom.

• For candidates in Fresno State’s basic PK-3 Early Childhood Education (ECE) Specialist Instruction credential program, the Office of Clinical Practice (OCP) will manage their placement. The Phase 1 placement information will be included in the admission packet; the Phase 2 placement will be based on candidates’ Request for Placement submitted with their application; the Phase 3 placement will be based on their Request for Placement forms submitted in October. The details of placement are as follows.
  
  • In Phase 1, candidates’ supervised early field experiences consist of 176 hours and will take place in Summer (from late May to mid-August). These experiences are integrated with two courses Developmental Theory: Context, Culture & Learning in PK-3 and Developmentally Appropriate Learning Environment, Curriculum & Assessment in PK-3 and will take place in high-quality California State Preschools (e.g., NAEYC accredited or Fresno County Early Stars 5 star or Fresno State PK-3 Credential program leadership approved). Field supervision of teacher candidates during Phase 1 will be conducted by faculty instructors and California State Preschool Veteran Practitioners.
  • In Phase 2, candidates will enroll in Clinical Practice Experience in PK-3(A) and be placed in district TK classrooms (recommended by district partners and selected by Fresno State PK-3 Credential program leadership) with initial student teaching/guided teaching opportunities, consisting of 280 hours. Field supervision of teacher candidates during Phase 2 will be conducted by faculty instructors and district veteran TK teachers.
  • In Phase 3, candidates will enroll in Clinical Practice Experience PK-3 (B) and be placed in district K-3rd grade classrooms (recommended by district partners and selected by Fresno State PK-3 Credential program leadership). This will be their final student teaching, consisting of 420 hours. Field supervision of teacher candidates during Phase 3 will be conducted by faculty instructors and district veteran K-3rd grade teachers.

Connection Between Coursework and Field Experience:

The curriculum of the PK-3 Credential program is directly and explicitly aligned to the PK-3 ECE Specialist Instruction Teaching Performance Expectations (PK-3 ECE TPEs) and NAEYC Professional Standards and Competencies for Early Childhood Educators. This program includes 27 semester units of coursework and 13 units of field experience. The coursework is completed in a series of 11 courses (three in the summer, five in the fall and three in the spring). Collectively, these courses address all PK-3 ECE TPEs and prepare candidates to be ethical and competent early childhood teachers who have the knowledge, skills, and abilities to provide all young children in grades PK through 3 equitable access to high-quality learning experiences. The sequence of these courses is intended to provide explicit support to the candidate for the Commission-approved Fresno Assessment of Student Teachers (FAST).

The sequence of courses is as follows:

• Phase 1: In the summer, candidates take LEE 100 Developmental Theory: Context, Culture & Learning in PK-3, LEE 101 Developmentally Appropriate Learning Environment, Curriculum & Assessment in PK-3, and LEE 102 Positive Guidance and Family Partnerships in PK-3. Early fieldwork (176 hours in preschool programs) is integrated with the first two courses. The coursework provides candidates a comprehensive view of child growth and development, human learning theories, and social, cultural, philosophical, and historical foundations of education (Response to First Review): evidence is in the following course syllabi: LEE 100, LEE 110, SPED 104). It also includes foundational training on designing safe, healthy, developmentally and culturally appropriate, inclusive and supportive learning environments, curriculum, and assessment to meet the needs of every young child in the ECE settings. Additionally, it addresses family partnerships and asset-based guidance and behavior approaches that come from a family-informed and trauma responsive lens.
• Phase 2: In the fall, candidates take (Response to First Review): LEE 110 Literacy Foundations in PK-3, LEE108 Effective Mathematics Teaching and Learning in PK-3, LEE 111 Culturally & Linguistically Sustaining Pedagogy in PK-3, and SPED104 Literacy Foundations in PK-3, Effective Mathematics Teaching and Learning in PK-3, Culturally & Linguistically Sustaining Pedagogy in PK-3, and Inclusive Education in PK-3. The coursework provides candidates an understanding of pedagogical theories, principles, and practices on designing and implementing developmentally, linguistically, and culturally content-specific pedagogy and instructional practices for ALL young children including children who are English learners and multiple language learners as well as children with disabilities and/or other special needs. The field experience occurs through Clinical Practice Experience in PK-3(A) (280 hours in TK) and is designed to provide candidates with opportunities to practice and review formative and summative assessment feedback with respect to each TPE and support candidate complete the first task (Site Visitation Project) of the Fresno Assessment of Student Teachers (FAST). Both coursework and clinical practice give candidates opportunities to learn and apply theories and principles of educational equity for purposes of creating and supporting socially just learning environments. 
• Phase 3: In the spring, candidates take LEE 112 Disciplinary Literacies & Integrated Curriculum in PK-3 and LEE 106 Science, Technology, Engineering, Arts, and Mathematics in PK-3 which include more complex and challenging pedagogical assignments. The final student teaching occurs through Clinical Practice Experience in PK-3(B) (420 hours in K-3rd grade) and is designed to support candidates to complete the last task (Teaching Sample Project) of the Fresno Assessment of Student Teachers (FAST). At this point, PK-3 candidates will have completed all of their coursework and clinical practice.

Coursework and Clinical Practice Sequence:

Supervision of Candidates:

• Field supervision of teacher candidates is conducted by both University Clinical Practice Coaches and LEA/ECE-employed Veteran Practitioners.
• University Clinical Practice Coaches complete six formal observations of each candidate semester with de-briefing focused on actionable feedback and the use of cognitive coaching practices; at least four of these must be in-person, while the remaining two may be in-person or virtual. Additionally, coaches will conduct three triad meetings with LEA/ECE-employed Mentor Teachers and the candidate for the purpose of reviewing expectations and using evidence to complete a candidate evaluation [initial, mid-term and final triad meetings]. Coaches will also verify time logs and review candidates’ six formal lesson plans, post-lesson reflections and reflections on practice. Coaches will provide additional contact with candidates as needed.
• LEA/ECE-employed Mentor Teachers provide feedback to the candidates placed in their classroom by providing ongoing formative feedback and coaching on the candidates’ lesson plans and instruction. The Mentor Teachers also provide overall performance and growth feedback to support candidates to set professional goals at the mid-term and final points of the semester during triad meetings.

Selection of Supervisors:

• The program will select University Clinical Practice Coaches who hold a valid Multiple Subject Credential OR a Master Teacher or higher-level Child-Development Permit OR have equivalent expertise such as an advanced degree or other evidence of professional competence and expertise in the field of early childhood education. Their role is to coach and support teacher candidates to develop their instructional, management, and professional skills. The program also requires University Clinical Practice Coaches to have recent professional experiences in early childhood settings where the curriculum aligns with California’s Preschool Learning Foundations and Curriculum Frameworks. For those who work with children in grades TK-3, these would be consistent with both the Preschool Learning Foundations and the state-adopted content standards that reflect the diversity of California’s student population, as appropriate to the instructional setting. (Draft Job Posting)
• The Office of Clinical Practice will work with the PK-3 Early Childhood Education Instruction Specialist program and regional Early Childhood and PK-12 partners to identify qualified Mentor Teachers who hold a PK-3 ECE Specialist Instruction Credential or a Multiple Subject Credential (have 24 ECE units if teaching TK), or who hold a Master Teacher level or higher Child Development Permit and have a minimum of three years of appropriate teaching experience (e.g., Preschool, TK-3). The Mentor Teachers will have demonstrated exemplary teaching practices as determined by their employing district and the university teacher preparation program. The matching of candidate and LEA-employed supervisor is a collaborative process between the Office of Clinical Practice and the ECE or PK-12 partner.

Orientation of Supervisors:

• At the beginning of each semester, the program will provide coaches with an orientation to the program’s expectations to ensure that coaches understand the program curriculum and assessments, including the TPEs and the Commission-approved Fresno Assessment of Student Teachers (FAST). At that time, coaches will be provided with the Coach Responsibilities/Criteria for Success, which includes details about how coaches will be evaluated. In addition, the program will also form the Faculty Learning Community (FLC) to ensure that program supervisors maintain current knowledge of effective supervision approaches such as cognitive coaching, adult learning theory, current content-specific pedagogy and instructional practices.
• The program will provide LEA/ECE Mentor Teachers an initial orientation to the program curriculum, effective supervision approaches such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices. The program will work to ensure that LEA/ECE Mentor Teachers remain current in the knowledge and skills needed to provide effective candidate supervision and address program expectations for Clinical Practice experiences.

Evaluation of Supervisors:

Coaches will be evaluated each semester based on the following criteria:

• Feedback from candidates through Fresno State Student Ratings of Instruction
• Feedback from Mentor Teachers through the Mentor Teacher Evaluation of Coach
• Feedback from LEBSE faculty through a Peer Evaluation

To Be Considered as a Coach in Subsequent Semesters, Coaches must:

• Receive a minimum of a 3.5 average on the Fresno State Student Ratings of Instruction
• Receive a minimum of a 4.0 average on the Mentor Teacher Evaluation
• Receive Satisfactory Peer Evaluations

Process for reassigning supervisor if the relationship is not effective

• Kremen: OCP - Coach Reassignment Process 

Process for Soliciting Feedback from Candidates about Clinical Practice

• The Office of Clinical Practice administers regular mid-semester check-ins to candidates as a way to gather feedback on candidate experiences. These data are analyzed by the KSOEHD Data Analyst and then shared with program coordinators. The PK-3 ECE Specialist Instruction Program Coordinator is then able to share the data with their program faculty to make adjustments.
• When they complete the program, candidates will be invited to complete the KSOEHD Program Completer Survey, which is administered to completers of all programs. It includes both common items sent to all candidates and program-specific items that will be sent to just completers of the PK-3 ECE Specialist Instruction Credential Program. Responses to the survey are analyzed by the Data Analyst, disaggregated by program, and shared with the program coordinator. Like the mid-semester check-in data, the PK-3 Program Coordinators are then able to share the data with their program faculty to make adjustments. 

Assessment of Candidates
Monitoring of Candidate Progress

The primary learning objectives for this credential program are the PK-3 TPEs. The program’s learning opportunities and assessments in each course comprehensively address the competencies articulated in the TPEs. The PK-3 credential candidate knowledge and performance of the TPEs are assessed through performance-based activities/assignments/ assessments embedded in coursework and field work formally and informally. Each course has assessment tasks that are congruent with the full depth and breadth of the cognitive demands and skill requirements described in the selected TPEs (see course syllabi). Program faculty, program supervisors, and LEA-based supervisors monitor and support candidates during their progress towards mastering the TPEs. 

The program monitors and supports candidates using assessment rubrics that provide qualitative descriptions of differentiated expectations related to the TPEs at each level of performance. For candidates who are not successful on the activities/assignments/ assessments, program faculty provide additional support focusing on understanding the activities/assignments/assessments and grading policy or rubric(s) on which the candidate was not successful as well as understanding what needs to be revised and resubmitted. 

• Assessment of Candidates (Response to First Review): updated)

Support for Candidates Not Making Successful Progress

The PK-3 ECE program will follow the protocols already established among Fresno State’s Teacher Education programs to support candidates not making successful progress. 

Protocol for Support and Remediation of Teacher Candidates

Candidates’ Information about Assessment and Evaluation:

Each course syllabus provides specific details about which TPEs will be addressed and how they will be assessed. Additionally, each syllabus includes the major assignments for the course and how it will be assessed. The Assessment of Candidates Table (Response to First Review): table updated) provides links to the syllabi, the major assignments for each course, and the corresponding rubrics, which are linked to the PK-3 Early Childhood Specialist Credential TPEs.

Candidates are provided copies of the appropriate course syllabi at the start of each semester, including the courses for their clinical practice courses.

Coursework, Key Assignments, TPEs Addressed, and Plans for Supporting Candidates:

 Teaching Performance Assessment: Fresno Assessment of Student Teachers (FAST):

Fresno State uses the CCTC-approved Fresno Assessment of Student Teachers 2.0 (FAST) for its Teaching Performance Assessment.

• All Teacher Education candidates, including the PK-3 ECE Specialist candidates, will attend a FAST Orientation in their first semester of clinical practice (Fall 2023 slideshow), which is led by the FAST Coordinator. At this event, the coordinator provides an overview of the two components of the FAST: the Site Visitation Project and the Teaching Sample Project. Within this session, candidates also receive a link to the FAST Manual.
• In the second and third semesters of the program, the coordinator holds task-specific orientations for candidates to provide task-specific information.
• Candidates also learn about the specific tasks of the FAST within their clinical practice courses (Clinical Practice A–SVP) and (Clinical Practice B–TSP)
• Criteria for assessor qualifications: The FAST assessors are Fresno State coaches and faculty who teach in the credential program. They are selected based on meeting the qualifications of the role of coach and instructor (such as content expertise, grade level classroom based experience). Those who complete the FAST training and meet the calibration requirements are eligible to score the FAST for that semester. They will be recalibrated yearly on FAST scoring procedures. (Response to First Review)

Candidate Opportunities to Prepare for the Performance Assessment:

FAST is completely embedded into the PK-3 credential program, with formative assessments included as part of course work and summative assessments required as part of the clinical practice (LEE 105 Clinical Practice A–SVP) and (LEE 107 Clinical Practice B–TSP)
Each task of FAST is given explicit attention and candidates engage in and reflect upon their learning as they implement their Site Visitation Project Teaching Sample Project and Teaching Sample Project. 
Details about specific courses where work leads towards the FAST:
In LEE108, teacher candidates will learn developmentally appropriate mathematics learning activities and experiences (including student-led, teacher-led, and play-based) to develop conceptual mathematical understanding aligned with state-adopted preschool and math content standards to children in pre-kindergarten to 3rd grade. Teacher candidates will also learn strategies to build mathematical connections to children’s interests and everyday life, engage children in solving problems in different ways, assess children’s math knowledge through observations and questioning, and differentiate instruction to meet the needs of individual children. Teacher candidates’ work in this course will lead toward SVP of the FAST.
In LEE112, Teacher candidates will examine how reading, writing, talking, listening and viewing are tools for learning content across the disciplines in PK-3 classroom settings. A disciplinary literacy framework will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment principles. Teacher candidates’ work in this course will lead toward TSP of the FAST.

Remediation and Additional Support for FAST:

FAST Manual (p.47):

Teacher candidates with disabilities will be reasonably accommodated in completing the FAST projects. Teacher candidates with disabilities that may affect their ability to complete the projects with reliability are directed to contact their University Coaches and the University Services for Students with Disabilities. The service office will notify the appropriate faculty and coaches regarding necessary accommodations and will assist in providing those accommodations as needed.
Teacher candidates who fail to earn a passing score of “2” or more on any section of a FAST Project in their initial attempt will be given an opportunity to resubmit the revised section for rescoring.
If a passing score is earned, it will be considered the candidate’s “official score,” but both the failing score and passing score will be recorded and sent to the California Commission on Teaching Credentialing as required.

Request for Special Consideration:

If the candidate fails once again to earn a passing score, the candidate may petition for permission to revise and resubmit the assessment a third time by submitting a completed Application for Special Consideration (available in ED100) to the FAST Coordinator within 7 days of receipt of the retake scores.
If the request for special consideration is granted by the committee and the candidate meets all other requirements and competencies, the candidate will be given a grade of “incomplete” in that semester’s field experience, until the candidate successfully completes the project.
If a candidate granted special consideration to revise the non-passing sections a third time is continuing in the credential program, the candidate may be allowed to enroll in the next field experience. The revised project from the prior semester must be submitted by the last day of instruction in that semester and must earn a passing score. A passing score will result in a grade of “credit” replacing the “incomplete,” while failure to meet the committee’s timelines will result in a grade of “no credit.” (FAST Manual, p. 47-48)

The PK-3 Early Childhood Specialist Credential Program is one of four preliminary teacher preparation programs offered within Fresno State’s Kremen School of Education & Human Development, as demonstrated in this organizational chart. The program coordinator and faculty who teach within the PK-3 ECE Specialist program, including coaches who support candidates in their clinical practice, are primarily housed within the Literacy, Early, Bilingual, & Special Education department. Faculty also come from the Curriculum & Instruction and Liberal Studies departments and the Child and Family Studies department in the College of Social Sciences.

• Organizational Structure of the PK-3 Early Childhood Specialist Credential Program 
• Fresno State Educator Preparation Programs 

PK-3 Course Sequence Draft

The following estimation is based on 25 candidates enrolled to the program: 10 faculty members, each of whom will teach 1-2 courses in the proposed program.

 

Inputs on Faculty Qualifications

• PK-3 ECE Specialist Instruction Course Matrix: (Response to First Review): matrix updated)
  • Addendum for TPE 7.5 (Response to Second Review)

Submit documentation as required by the Evidence Guide for Standard 4

PK3_ECE_Standard4_Evidence_Guide

Submit documentation as required by the Evidence Guide for Standard 7

PK-3-Standard-7-Literacy-Standard-Evidence-Guide

Submit documentation as required by the Evidence Guide for Standard 8

PK-3-Standard-8-Math-Evidence-Guide

Clinical Practice Hours:

Memorandum of Understanding

Kremen School of Education and Human Development currently uses this standard MOU for partnerships with all districts that provide placements for candidates in each credential program.

Mentor Teacher Materials

Mentor teachers receive the following guidelines to provide them an overview of the expectations of their role. Additionally, at the start of the semester, the coach holds a triad meeting with the mentor teacher and the candidate to provide an overview of expectations (coach expectations). Mentor teachers also receive access to the Teacher Education Handbook, so that they have access to and can become familiar with the program expectations.

Candidate Placement Spreadsheet

The KSOEHD Office of Clinical Practice uses a spreadsheet (see tabs for 100/101 PK1, 105 PK2, and 107 PK3) to track candidates’ placements each semester. Candidates are required to track their clinical practice hours within TK20, which are then verified by their coaches. Before a candidate may move from one phase to the next, their completion of the required hours and coursework is verified by Office of Clinical Practice staff.

Draft Handbook and Advising Materials

• PK-3 Course Sequence_Draft (2).docx - Advising Sheet
• PK-3 Equivalency Requirements_Draft
• PK-3 Credential Clinical Equivalency Form (Response to First Review): Form Revised to match CCTC/policy language)
• Teacher Education Programs Handbook (Working Draft)

Draft Syllabi for Clinical Practice Experiences

(Response to First Review): Syllabus added & updated)

Phase 1(in PreK): LEE 100 Developmental Theory: Context, Culture & Learning in PK-3
Phase 1(in PreK): LEE 101 Developmentally Appropriate Learning Environment, Curriculum & Assessment in PK-3
Phase 2 (in TK): LEE 105 Clinical Practice Experience in PK-3 (A) Syllabus
Phase 3 (in K-3rd): LEE 107 Clinical Practice Experience in PK-3 (B) Syllabus

Clinical Practice Assessments

• Pre-Disposition Survey and Post-Disposition Survey
• Clinical Practice Agreement
• Clinical Hours Log in Tk20
• Lesson Plan Template and Lesson Plan Rubric
• Formal Observation Debrief Form
• Formative Rubric for Formal Observations
• Mid-Semester and Final-Semester Evaluation
• FAST SVP and TSP Rubric
  
  • Class Profile
  • Students in Context
• Individual Development Plan
  

TPA Model:

In line with the Multiple Subject credential offered at Fresno State, candidates will complete the FAST 2.0 for Multiple & Single Subjects until a PK-3 Early Childhood Specialist Credential can be developed. 

TPA Coordinator:

Suzie Brandl (sbrandl@mail.fresnostate.edu) will serve as the PK-3 Credential.

Policy to Allow Videotaping:

MOU for clinical placement that includes provision for videotaping.

Scoring Processes

As described in the FAST Response to the Assessment Design Standards submitted in 2018 and approved by the Commission, faculty and coaches who support candidates in their programs will serve as scorers of the FAST. For the FAST elements submitted by candidates in the PK-3 Early Childhood Specialist Credential Program, these individuals will be recruited from the coaches and faculty who work in the PK-3 Early Childhood Specialist Credential Program.

Candidate Information Explaining Appropriate Use of Materials

• All Teacher Education candidates, including the PK-3 ECE Specialist candidates, will attend a FAST Orientation in their first semester of clinical practice (Fall 2023 slideshow), which is led by the FAST Coordinator. At this event, the coordinator provides an overview of the two components of the FAST: the Site Visitation Project and the Teaching Sample Project. Within this session, candidates also receive a link to the FAST Manual.
• In the second and third semesters of the program, the coordinator holds task-specific orientations for candidates to provide task-specific information.
• Candidates also learn about the specific tasks of the FAST within their clinical practice courses (Clinical Practice A–SVP) and (Clinical Practice B–TSP) 

Appeal Process (FAST, Pg. 49)

Appeal Policy

FAST provides the opportunity for teacher candidates to appeal a non-passing score (a score of “1,” “Does Not Meet Expectations”) awarded on any section of any FAST project.  The procedure is as follows.

Site Visitation Project

1. The candidate contacts the FAST Coordinator within 7 days of having received their project scores.
2. The candidate completes a Special Consideration Request located on the Office of Clinical Practice Website https://kremen.fresnostate.edu/teaching-credential/clinical-practice.html and submits it to the FAST Coordinator. 
3. Within 10 days, the FAST Coordinator convenes a panel of three individuals to review the appeal. The individuals on the panel must meet the following criteria:

1. Trained to score the specific task being appealed
2. Have appropriate content area expertise
3. Not involved in the original scoring

4. The panel meets with the original scorer at a time arranged by the FAST Coordinator.
5. The panel reviews the candidate’s response, discusses the classroom performance with the supervisor, documented by the supervisor’s observational notes, and reaches a consensus score.

1. If the consensus score is a passing one, the new score replaces the original score and the candidate is notified by email within 5 days of the panel’s decision.
2. If the panel agrees with the original score, that score will stand. The FAST Coordinator arranges a meeting with the candidate to discuss the results within 5 days of the panel’s decision.

Teaching Sample Project

1. The candidate contacts the FAST coordinator within 7 days of having received the project scores.
2. The candidate completes a Special Consideration Request located on the Office of Clinical Practice Website https://kremen.fresnostate.edu/teaching-credential/clinical-practice.html and submits it to the FAST Coordinator. 
3. Within 5 days, the FAST Coordinator will have the candidate’s response rescored by an individual meeting the following criteria:

1. Trained to score the specific task being appealed
2. Have appropriate content area expertise
3. Not involved in the original scoring

4. If the second scorer agrees with the original score, that score will stand. The FAST Coordinator will inform the candidate and University Supervisor of the decision.
5. If there is not agreement between the original and second scorers, the FAST Coordinator convenes a panel of three individuals to review the appeal within 5 days. The individuals on the panel must meet the following criteria:

1. Trained to score the specific task being appealed
2. At least one person not involved in the original or second scoring

6. The panel reviews the candidate’s response and reaches a consensus score.

1. If the consensus score is passing, the new score replaces the original score and the candidate is notified by email within 5 days of the panel’s decision.
2. If the panel agrees with the original score, that score will stand. The FAST Coordinator contacts the candidate to discuss the results within 5 days of the panel’s decision.

   ---

Candidate Information About FAST:

• All Teacher Education candidates, including the PK-3 ECE Specialist candidates, will attend a FAST Orientation in their first semester of clinical practice (Fall 2023 slideshow), which is led by the FAST Coordinator. At this event, the coordinator provides an overview of the two components of the FAST: the Site Visitation Project and the Teaching Sample Project. Within this session, candidates also receive a link to the FAST Manual.
• In the second and third semesters of the program, the coordinator holds task-specific orientations for candidates to provide task-specific information.
• Candidates also learn about the specific tasks of the FAST within their clinical practice courses (Clinical Practice A–SVP) and (Clinical Practice B–TSP)

Candidate Opportunities to Prepare for FAST:

• FAST is completely embedded into the PK-3 credential program, with formative assessments included as part of course work and summative assessments required as part of the clinical practice (LEE 105 Clinical Practice A–SVP) and (LEE 107 Clinical Practice B–TSP)
  
  • Each task of FAST is given explicit attention and candidates engage in and reflect upon their learning as they implement their Site Visitation Project Teaching Sample Project and Teaching Sample Project. 
• The Site Visitation Project requires candidates to develop and teach a lesson in mathematics that infuses the development of the English language. LEE 108, Effective Math Teaching, prepares candidates with the knowledge of mathematical pedagogy. Candidates take this course concurrently with their completion of the Site Visitation Project.
• Similarly, the Teaching Sample Project requires candidates to develop and teach a five-lesson unit that addresses both content and literacy standards. LEE 112, Disciplinary Literacies & Integrated Curriculum in PK-3, develops candidates' understanding of how to integrate literacy development with content-area instruction. Candidates take LEE 112 concurrently with their completion of the Teaching Sample Project.

FAST Remediation Policy and Support

FAST Manual (p.48-49)

Intended Use Policy
The Fresno Assessment of Student Teachers (FAST) has been approved by the Commission on Teacher Credentialing as an alternative teacher performance assessment in accordance with the Commission’s Assessment Design Standards and the provisions of EC 44320.2(b)(1).  FAST is designed to provide evidence on the pedagogical competence of Multiple and Single Subject Credential Candidates at California State University, Fresno, as measured by the California Teaching Performance Expectations (TPEs), and to provide information useful for determining program quality and effectiveness.  Tasks are to be completed in fieldwork placements by teacher candidates and scored by trained scorers using FAST task-specific rubrics.  

The candidate’s response to each of the Project prompts must reflect the student’s own unaided work.  Unacceptable assistance will result in no credit for the field experience course and the need to request special consideration to retake the course.

Note that the successful completion of all FAST projects is just one of the requirements for earning a California Preliminary Multiple Subject or Single Subject Credential.  Consult your university catalog, student teaching handbook and field- and coursework syllabi for information about other requirements.  

Accommodations for Students with Disabilities 
Teacher candidates with disabilities will be reasonably accommodated in completing the FAST projects.  Teacher candidates with disabilities that may affect their ability to complete the projects with reliability are directed to contact their University Coaches and the University Services for Students with Disabilities.  The service office will notify the appropriate faculty and coaches regarding necessary accommodations and will assist in providing those accommodations as needed.

Non-Passing Score Procedure
Teacher candidates who fail to earn a passing score of “2” or more on any section of a FAST Project in their initial attempt will be given an opportunity to resubmit the revised section for re-scoring.  

If a passing score is earned, it will be considered the candidate’s “official score,” but both the failing score and passing score will be recorded and sent to the California Commission on Teaching Credentialing as required.  

Request for Special Consideration.  If the candidate fails once again to earn a passing score, the candidate may petition for permission to revise and resubmit the assessment a third time by submitting a completed Application for Special Consideration to the FAST Coordinator within 7 days of receipt of the retake scores. 

If the request for special consideration is granted by the committee and the candidate meets all other requirements and competencies, the candidate will be given a grade of “incomplete” in that semester’s field experience, until the candidate successfully completes the project.  

If a candidate granted special consideration to revise the non-passing sections a third time is continuing in the credential program, the candidate may be allowed to enroll in the next field experience. The revised project from the prior semester must be submitted by the last day of instruction in that semester and must earn a passing score.  A passing score will result in a grade of “credit” replacing the “incomplete,” while failure to meet the committee’s timelines will result in a grade of “no credit.”

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Accommodations:

Teacher candidates with disabilities will be reasonably accommodated in completing the FAST projects. Teacher candidates with disabilities that may affect their ability to complete the projects with reliability are directed to contact their University Coaches and the University Services for Students with Disabilities. The service office will notify the appropriate faculty and coaches regarding necessary accommodations and will assist in providing those accommodations as needed.

Additional Support:

Teacher candidates who fail to earn a passing score of “2” or more on any section of a FAST Project in their initial attempt will be given an opportunity to resubmit the revised section for rescoring.

If a passing score is earned, it will be considered the candidate’s “official score,” but both the failing score and passing score will be recorded and sent to the California Commission on Teaching Credentialing as required.

Request for Special Consideration. If the candidate fails once again to earn a passing score, the candidate may petition for permission to revise and resubmit the assessment a third time by submitting a completed Application for Special Consideration (available in ED100) to the FAST Coordinator within 7 days of receipt of the retake scores.

If the request for special consideration is granted by the committee and the candidate meets all other requirements and competencies, the candidate will be given a grade of “incomplete” in that semester’s field experience, until the candidate successfully completes the project.

If a candidate granted special consideration to revise the non-passing sections a third time is continuing in the credential program, the candidate may be allowed to enroll in the next field experience. The revised project from the prior semester must be submitted by the last day of instruction in that semester and must earn a passing score. A passing score will result in a grade of “credit” replacing the “incomplete,” while failure to meet the committee’s timelines will result in a grade of “no credit.” (FAST Manual, p. 48-49) 

Description of Process to Ensure Only Qualified Candidates Recommended

After final grades for the semester have posted, the PK-3 ECE Specialist Instruction Credential Program Coordinator, FAST Coordinator, and the Field Placement Analyst in the Office of Clinical Practice review candidates' progress in passing the FAST, meeting clinical hours requirements, and passing their final courses with a ‘B’ or higher as well as maintaining a GPA of 3.0 or higher across the arc of the program. The purpose of this review is to confirm which teacher candidates should receive instructions for how to apply for their preliminary credential. Following this review, the list of students who have met all program requirements is sent to Kremen’s Credential Analyst. The Kremen Credential Analyst then sends an informational email to the teacher candidates who successfully completed the program and are now eligible to apply for their preliminary credential. This email includes a step-by-step guide on how to apply for the Preliminary PK-3 ECE Specialist Instruction Credential. The Kremen Credential Analyst reviews the submitted applications for the accurate completion of required documents, double checks the application against the data in the internal credential database, and double checks each candidates’ coursework advising sheets against their transcripts. During the Kremen Credential Analyst review of applications, they verify that candidates have met all requirements for the proposed program prior to recommendation within Kremen’s internal credential database. When the application is incomplete or information in the application and internal database does not match, the Kremen Credential Analyst sends a detailed email to the teacher candidate to inform them of the outcome of the review and to give them an opportunity to address any issues and resubmit. When the application is complete and all information is verified, the Kremen Credential Analyst submits the recommendation for candidates who have met all of the requirements. 

Proposed Candidate Progress Monitoring System 

Screenshot of Internal Data System to verify requirements were met prior to recommendation for preliminary credential. The screenshot in the database shows the following items as indicated by circles and corresponding numbers:

1. Bachelor's Degree
2. Constitution: if met = Yes, if not met, = No
3. Test scores such as RICA, etc., if reported to the institution by the student
4. How subject matter is met: subject matter program (SMPP), Degree, etc 
5. Grades for student teaching courses and prerequisite course(s)

Process for Developing Candidate’s Individual Development Plan

At the completion of clinical practice (weeks 14-16 during final student teaching - LEE  107), Fresno State Teacher Candidates will work collaboratively with the University   Coach and District-Employed Mentor to reflect and complete an Individual Development  Plan (IDP). This plan is based on the results of the Fresno Assessment of Student Teachers  (FAST) assessments; mid-term & final evaluations; classroom observations; and other  reflections on performance. Using these resources the teacher candidate, in collaboration  with your University Coach and District-Employed Mentor, identifies two goals related to  the Teacher Performance Expectations/California Standards for the Teaching Profession.  Teachers will use this information as well as artifacts and work from their teacher   preparation as planning tools when meeting with their district Induction Mentor during  their first year of teaching.

• 8.3 Blank IDP Form