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Standard 2: Communication and Collaboration
The Kremen School of Education and Human Development (KSOEHD) is committed to developing the knowledge, skills, and dispositions for educational leadership in a changing, diverse, and technologically complex society.  Collaboration with the educational community and all constituents of the University is at the center of the KSOEHD Conceptual Framework.  The design and content of curriculum founded upon research in the academic and professional disciplines, best professional practice, and national and state standards and guidelines make up the Conceptual Framework.  Program components including foundations, theories, research experiences, diverse perspectives, effective practices, technology, standards, and ethics support the knowledge base of each program within the KSOEHD.  They are the result of ongoing professional collaboratives and conversations with local constituents.

Sponsors of the preliminary teacher preparation program establish collaborative partnerships that contribute substantively to the quality and effectiveness of the design and implementation of candidate preparation.

Education faculty enjoy close ties with many schools and school districts in the Central San Joaquin Valley who also employ a majority of program graduates.  Faculty and administrators in credential programs continuously collaborate with local school personnel, school districts in the region, and with the four local county offices of education: Fresno, Madera, Kings, and Tulare.  Collaboration is the key to identifying and selecting suitable school sites and effective clinical personnel.  Regular discussions through meetings and advisory boards among faculty, administration, and local school personnel assist in the development of program philosophy, mission statements, core values and beliefs about the educational process, assessment, and program goals and outcomes. The theme of the Kremen School of Education and Human Development is “Leadership for Diverse Communities.”  All of the members of this diverse learning community are well aware that collaboration must be at the core of our efforts.

Partnerships address significant aspects of preliminary preparation, and include collaboration between (a) subject matter preparation providers and pedagogical preparation providers; and (b) these pedagogical preparation providers and at least one local education agency that sponsors an induction program for beginning teachers where program completers are likely to be hired.

The preparation of candidates at California State University, Fresno begins with general education, consisting of 52-53 units of “core,” “breadth,” and “interdisciplinary” courses. Core courses are designed to teach students “to read critically, communicate effectively, and think clearly.” Breadth courses expose “students to a variety of disciplines within a structural framework that develops knowledge and skills representative of all areas of human endeavor.” Interdisciplinary courses provide “an interdisciplinary experience at the upper-division level in which the skills and knowledge developed in core and breadth are integrated, bringing their interrelationships into focus.”

Many of the Multiple Subject candidates major in Liberal Studies prior to entry into the program.  The Liberal Studies major is the preferred undergraduate studies program for Multiple Subject Credential candidates. The program is offered in full compliance with the standards and guidelines of the California Commission on Teacher Credentialing and is administered by a coordinator, who is assisted by two full-time staff advisers.

The program is guided by the Liberal Studies Program Review Committee. The faculty on the committee represent 33 different academic departments from all eight schools in the University. This committee is also guided in its membership by the presence of four KSOEHD faculty who endeavor to coordinate the efforts of the Teacher Preparation Program with those of the Liberal Studies major goals and requirements. This collaboration has resulted in significant changes in the Liberal Studies program vis-à-vis the implementation of the Blended/Integrated program of subject matter and professional preparation. This committee meets twice a month during the academic year. In the 2004-2005 academic year, with the direction and leadership of the Provost, the committee reviewed all syllabi for standards and the assessment of the standards, reinforcing the link between subject matter courses, pedagogical methods and professional development. Because of the collaborative relationship between the KSOEHD and other schools, teacher preparation is truly an all-university endeavor.

Liberal Studies majors who transfer in as undergraduates have their transcripts analyzed for requirements by a Liberal Studies Adviser. They then, with the assistance of the adviser, plan a program at our university leading to completion of the requirements for the degree. Students blending/integrating their major with a credential program must pass the CSET prior to taking final student teaching ( EHD 170). Liberal Studies students already possessing a degree must meet the subject matter competency requirement, the passage of CSET, prior to admission to the program.

The aim of a Liberal Studies education program is to develop in students an appreciation and understanding of the arts, the sciences, the humanities, and the various cultures that compose the area serviced by California State University, Fresno. A study of the liberal arts teaches ways of thinking, exploring, understanding, and seeing the world from the perspective of others.

The teacher preparation program builds on the theories of Piaget, Bruner, Vygotsky, Gardner, and Krashen, among others, in supporting candidates’ understanding and use of knowledge of students’ individual strengths, abilities, and needs in planning and implementing instructional sequences. The implementation of the basic principles of differentiated instruction grow out of the candidates’ knowledge of students’ needs coupled with knowledge and understanding of curricular requirements and responsibilities of teachers in the state of California. The concept of meeting the needs of individuals within our diverse population includes building on learning and understandings based in the undergraduate Liberal Studies program.Inherent in these principles is the value of the individual’s culture, language, experiences, and interests and the use of observation and assessment as a way of identifying starting points and monitoring progress in order to maximize and individualize instruction.

The KSOEHD is actively engaged with local BTSA/Induction programs. BTSA/Induction coordinators and other individuals designated by superintendents in our region are invited to be trained and help score Teaching Sample Projects, a final student teaching teacher performance assessment, every semester. KSOEHD  representatives are BTSA/Induction Advisory Board members and regularly attend meetings of the programs in our service area.

In each partnership, collaboration includes purposeful, substantive dialogue in which the partners contribute to the structured design of the preliminary preparation program and monitor its implementation on a continuing basis.  These partnerships would include developing program policies and reviewing program practices pertaining to the recruitment, selection and advisement of candidates; development of curriculum; delivery of instruction; selection of field sites; design of field experiences; selection and preparation of cooperating teachers; and assessment and verification of teaching competence.

The KSOEHD has a strong record of supporting partnerships with K-12 Schools. It is committed to continuing the necessary resources for full participation in these types of collaboratives. The University has also identified collaboratives as a university-wide priority in the coming year. Through a collaborative effort with other members of the University community and representatives from surrounding school districts, the Multiple Subject Program continues to develop and refine its vision for teacher education in the Central San Joaquin Valley.  As a part of that vision, the Multiple Subject Program Review Committee meets at least once a month to discuss program issues and teacher candidate needs and to make revisions to the program. The Multiple Subject Program Review committee membership includes representatives from: CI 171; LEE 172; LEE 173; EHD 174, EHD 178, EHD 170; CI 175; CI 176; LEE 177; SPED 179; Early Childhood; Advising; Administration; Liberal Studies; Department Chairs; Multiple Subject Coordinator; FAST; and, a Public School representative.  Ex-officio members include the Dean, Associate Dean, Director of Professional Field Experiences, Public School representatives, and advising staff.

One of the principal objectives in the Multiple Subject Credential program is to further intrapersonal and interpersonal skills and to encourage participants to become teacher/instructional leaders. This is accomplished by developing collaborative relationships with their own students, colleagues, support staff, administrators, parents, and members of the community. Collaboration with the professional community we serve is one of the key ingredients of our mission statement. The Multiple Subject Program Review Committee, the Partnership Committee, the President’s Commission on Teacher Education, and the Advisory Council for Professional Preparation advise the program.  The Kremen School of Education and Human Development (KSOEHD) has developed partnerships with five area districts. The current program rotates placement between these districts. Fresno State faculty are involved in the schools on a regular basis, supervising student teachers, serving as members of committees, providing targeted staff development, and engaging in collaborative research. Each of these avenues affords many opportunities to collaborate with our partners and constituents.

In addition to active participation in the aforementioned partnership activities including responsibilities as a district BTSA Board member, the Multiple Subject Credential Early Childhood Education Program works with an ECE Advisory Board that provides program input at least on an annual basis.  Active over many years, this group of public and private agency administrators, teachers, liaisons, and advocates represents local early childhood educational interests.  They advise the Program as to trends in the field and changing professional needs, provide a sounding board for program change and improvement, and provide partnership opportunities for both University faculty and ECE candidates.

Participants cooperatively establish and review the terms and agreements of partnerships, including (a) partners’ well-defined roles, responsibilities, and relationships; and (b) contributions of sufficient resources to support the costs of effective cooperation.

The Kremen School of Education and Human Development (KSOEHD) Advisory Council for Professional Education is a 21 member group that normally meets three to four times annually and serves as an advisory body for the Dean of the KSOEHD.  The purpose of the committee is:

  • To review and make recommendations pertaining to KSOEHD degree programs and university-wide credential programs.
  • To address issues and make recommendations pertaining to all university education programs, operations, and services.
  • Provide the Dean and Director of Teacher Education a current and impartial impression of the posture of the KSOEHD in the community.
  • To advise the Dean and Director of Teacher Education as to ways and means of enhancing the reputation and acceptance of the School in the community.
  • To develop a climate of cooperation, communication, and mutual association
  • between the Dean, faculty, and students in the KSOEHD and school districts in the service area.
  • To maintain and improve the quality of education in the KSOEHD.
  • To maintain a primary position for the KSOEHD within the California State
  • University, Fresno and the California State University system, as well as within the state, the region, the nation, and internationally.
  • To implement changes based on input from the constituent group.

Increased coursework emphasis in the California Standards for the Teaching Profession and on California Content Standards has resulted from Advisory Council input. Candidates are required to cite appropriate standards in lesson plans.  As a result of coordinated efforts with BTSA/Induction Directors all over the Central Valley - Region 3, the EHD 170 student teaching evaluations and observations align to the California Standards for the Teaching Profession and Teacher Performance Expectations.  KSOEHD regularly collaborate with BTSA/Induction directors thorough group meetings and advisory boards on which several faulty members serve. Our area BTSA/Induction coordinators gave input as we designed our transition document from teacher preparation to the BTSA/Induction program.  Directors have been included on our committees to ensure that there is continued collaboration.

The Central Valley Partnership for Exemplary Teachers (CPET) is a collective of local districts (currently Central, Clovis, Fowler, Fresno, and Sanger) dedicated to improving learning and achievement of P-12 students, improving preparation of teacher candidates, ongoing professional development for partner-school faculty, and collaborating on curriculum development at both the university and P-12 levels. A Governance Council meets at least once a year, with representatives from both the university and the local districts to disseminate information on effective instruction and discuss issues related to teacher preparation.

The program-based fieldwork component offers opportunities for purposeful involvement in collaborative partnership(s) for the design and delivery of programs by parent and community organizations, county offices of education, educational research centers, business representatives, and teachers’ bargaining agents.

The Advisory Council regularly reviews new education course proposals and CCTC/Legislative/Dept of Education directives and offers guidance related to aligning the program with service area needs. Examples of program changes and alterations that have been made as a result of this process include Improvement and Accountability Plans (IAP) that are updated each year.  Targeted areas of improvement include:  teaching strategies for English learners, teaching strategies for students with special needs, resources for at-risk students, and teaching in the content area (social studies).

Selection of sites and Master Teachers is done through collaborative efforts between the Director of Professional Field Experiences, university supervisors, and local school district personnel and administrators of partner schools.  Sites are selected based on the following criteria:

  • School site staffs are involved in staff training activities on a continual basis.
  • School curricula reflects the state frameworks and current methodologies inthe field of education.
  • School populations provide variety and diversity for student teachers such asage, gender, ethnicity, language, and socioeconomic backgrounds.
  • District personnel, school-site administrators, and teachers are willing to workcooperatively and collaboratively with university supervisors and teacher candidates. 
  • The area, size, and location of sites meet current student teacher needs.
  • Teachers on the sites meet the qualifications to engage as “Master” Teachers orSchool Site Partners. 

The University also follows selection criteria as described in CCTC Standards for the Preparation of Multiple Subject Teaching Credential Candidates for Reading, Writing, and Related Language Instruction in English.

When identifying classroom teachers to supervise Multiple Subject Credential candidates, the institution confers with district personnel, carefully analyzes the pedagogical practices of teachers of reading, and selects teachers whose instructional approaches and strategies in reading and language arts are balanced, comprehensive, and consistent with current research as reflected in state policy.

Collaborative efforts with districts have resulted in a higher degree of input in the selection and advisement of potential candidates, especially in the areas of high need and in the incorporation of paraprofessionals into preparation programs leading to teaching credentials.  District personnel and Master Teachers regularly recommend paraprofessionals to be included in our Mini-Corps program. Master Teachers provide advisement to student teachers in areas such as ongoing professional development and career goals. The design of field experiences is adjusted regularly based on input from Advisory Council members and feedback from Master Teachers.

Using the established criteria for selection of sites and the qualifications for Master Teachers, the Director of Professional Field Experiences or his/her designee (university supervisors) work through the on-site and district administrators to finalize assignments and procedures for orientations. Desirable qualities for Master Teachers and a joint evaluation process have been collaboratively established and disseminated to school districts. Master Teachers and university supervisors have an important collaborative role in the teacher education program. To facilitate communication and reflection, the Director of Professional Field Experiences, coordinators, university supervisors, district personnel, and faculty develop collaborative processes customized to each school district.

Roles and responsibilities, which are included in the Multiple Subject Student Teaching Handbook, (See Multiple Subject Handbook ) are discussed by all parties early in the semester at school-site meetings.  At the end of the semester (or while in progress, if deemed necessary), the university supervisor and master teacher will review the roles and responsibilities of each together and discuss those that may have been done differently, talk over any concerns, and provide suggestions for each other.  If there are serious concerns relative to how the two parties view each other’s performance, the school principal/school site management team and/or the KSOEHD Director of Professional Field Experiences is notified so that concerns may be resolved as soon as possible.

Our beliefs about school purpose and teaching are based on educational philosophy, pedagogical and sociological theory, and research. Our intent is to help teacher candidates develop a solid foundation of both theory and practice so that they make a positive difference in the world of practice. Our intent also includes communication of these research-based theories and their implications for curriculum and instruction to pre-service teachers throughout their university coursework and related field experiences.

Our program focuses not only on the acquisition of knowledge but also on the application of that knowledge to teaching practice. This application of theory to practice is the “underpinning” of teacher preparation and helps to answer the question of what to teach, as well as how and why to teach it.

Several cohorts within the Multiple Subject Credential program epitomize examples of components that offer opportunities for the collaborative partnerships and purposeful involvement. The Multiple Subject program offered at partner schools is designed to provide a collaborative, experiential, site-based program featuring a team of professors and supervisors who coordinate coursework and field experiences to connect theory to practice and provide an enriched, practical program. A cohort of teacher candidates attends all professional coursework classes on a school sites in one of the following districts: Clovis, Fowler, Fresno, Central or Sanger Unified School District.

Incorporated into the program are numerous realistic, hands-on experiences, including, but not limited to, workshops, seminars, professional learning communities and demonstration lessons provided by practicing classrooms teachers at the school sites. Student teaching takes place primarily at the partner schools or at schools in the surrounding area. Teacher candidates in these cohorts become directly involved with the community of the school site, making numerous contacts and associations with related activities, services, and administrative elements of the school and community.

KSOEHD collaborates with area county offices in a variety of ways. County office representatives, for instance, provide members to serve on our Advisory Councils for specific programs, and faculty from the KSOEHD in turn serve on their advisory boards and coordinating councils. The Dean and Associate Dean of the Kremen School of Education and Human Development attend monthly meetings of the county superintendents associations.  KSOEHD collaborates with the Teacher Recruitment Center and the Center for Educational Research, which is coordinated by a liaison between Fresno State and Fresno Unified School District/Clovis Unified School District.  KSOEHD is also represented by the KSOEHD Dean on the Fresno Area Business Advisory Council.

The President's Commission on Teacher Education, chaired by the Fresno State University President, Dr. John Welty, includes community members, educators, educational administrators, community business leaders, and bargaining agents.  The President’s Commission meets to share insights and updates concerning the university and school districts.  The President’s Commission provides a think tank of individuals to brainstorm and address issues and concerns.  Example of a focus area:  Area public school administrators expressed a need to increase the number of secondary science and mathematics teachers.

Integrated/Blended Program Delivery Model:

The overall design and implementation of an Integrated/Blended Program result from demonstrated, fully-supported collaboration based on shared decision making among faculty and administrators in the academic units responsible for subject matter preparation and teacher education.  An Integrated/Blended Program includes the involvement of K-12 educators in curriculum development and program implementation.  Where appropriate, the four-year institution works jointly with selected community colleges to develop a seamless transfer program.

The primary mission of the Liberal Studies Blended Program is to provide a strong knowledge-based education in the liberal arts that will provide subject matter preparation for elementary teaching, and an opportunity to complete the Multiple Subject or Education Specialist Credential Program requirements all within a four-year period.  The aim is to develop in students an appreciation and understanding of the arts, the sciences, the humanities and the various cultures that compose the area serviced by California State University, Fresno.  A study of the liberal arts teaches ways of thinking, exploring, understanding, and seeing the world from the perspective of others.  The Blended Program offers a flexible program for students who want to obtain broad knowledge through studying a variety of subjects blended in three elements of the degree—the General Education Program, the courses required in the Liberal Studies major, and the courses required for teacher preparation. 

Intern Program Delivery Model:

Intern programs are joint programs of employing school districts and approved program sponsors and require ongoing collaboration to ensure effective operation of the program.   It is important that the partners ensure that the program is operating in a manner to further the educational goals of the district and meet the goals and purposes of the preparation program. Partnerships with school district bargaining agents address the availability, selection, preparation, and services of mentor teachers.

In order to facilitate communication, the Teacher Internship Program director is a member of the FCOE BTSA/Induction Advisory committee.

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