3.2.a Not moving toward Target on this standard
3.2.b Continuous Improvement
To promote continuous improvement the unit uses the KSOEHD Assessment System to Sustain Improvement (KLASSI). This represents a unit-wide assessment and accountability system that outlines how we select, admit, and prepare candidates; measure our success; use data to close the loop; and make decisions about program improvement. At the system level the CTQ annually provides information from public school administrators and candidates about the quality of preparation of our first year teacher candidates. Internally developed systems such as the FAST and specific program and department assessments are used. Our unit faculty and administration use data to inform and continuously make improvements to our field experiences as outlined in their CTC Biennial Reports/Annual Reports.
National trends in education such as Common Core, English Language Learner issues, Partner Schools, and Co-Teaching have influenced the content and delivery of field experiences. This type of informative assessment subsequently results in appropriate professional development such as our continuing involvement in workshops on Common Core, English Language Development, Universal Design for Learning, Pathways/Linked Learning approaches, and training to use data to select high quality placements that incorporate research- based “best practices”.
One example of continuous improvement is the adoption of Co-Teaching as an innovative approach to implementing student teaching. Opportunities for training in the Co-Teaching model are provided every semester. Teams of the university, school base faculty and candidates are encouraged to participate in this training and implement this model in the field. Since 2011 we have provided training for 771 teachers and teacher candidates in the program with positive results.
Another example is the proliferation of KSOEHD/Public School Partnerships (e.g. Dual, Teacher Residency FUSD, and Sanger) that have resulted in field-based cohorts that experience their teacher preparation in public schools. Teacher candidates that participate in these more authentic learning environments rate their experience at a higher level than candidates in traditional teacher preparation programs National recommendations of 30 weeks of supervised fieldwork are met by the Single Subject program and exceeded by the Multiple and Education Specialist programs.
The need to maintain quality based on information about best practices has been the impetus for the current revision of the Single Subject Teacher Preparation program including a Linked Learning emphasis in field experiences with integrated, work-based lesson planning, and an increased emphasis on strategies for working with at risk students and EL Learners in field experience seminars.
Attendance at the annual Character and Civic Education Conference provides many opportunities for candidates to interact with the agencies and programs that support our educational community. It also provides candidates additional opportunities to reflect on the professional dispositions.
Advanced programs carefully review data related to their clinical practice to ensure
continuous improvement as indicated. The combination of formative and summative assessments
with professional development and collaboration among faculty is the formula for the
unit’s successful implementation of on-going improvement.
Table highlighting examples of data-informed decisions for field experience and clinical practice is attached as an exhibit.
Examples of Data-informed Decisions for Field Experiences and Clinical Practice
|Program||Data Source||Data Focus||Action Plan for Enhancing Performance|
|Multiple Subject (Elementary)||CTQ Surveys||TPE’s – 8,11,12,13||Fieldwork seminars to enhance resources for at –risk students|
|Education Specialist (Special Education)||Education Dean’s webinar, CTQ surveys||Increase the prominence of SPED issues and strategies in the MS and SS teacher prep curriculum||Integrate SPED and Multiple Subject Fieldwork Handbooks and seminars|
|Single Subject (Secondary)||CTQ Surveys Chancellor’s Report Dean’s Advisory Board Ad Hoc Committee||TPE’s 6C, 8, 11,12, 13||Revised program, beginning Fall 2013, a one-unit seminar will be taken concurrently with fieldwork to provide consistent content in areas of need such as at-risk, and EL.|
|PPS Social Work||Field Evaluations||Strengthen weekly field supervision to increase learning progress in professional development||Annual field instructor training and liaison support Field Placement evaluations revised Implementation of integrative field seminars|
|Education Administration||Candidate learning program outcome data Participation in Common Core Assessment Consortium||Preparation changing P-12 context (Common Core Standards and instructional shifts)||Common fieldwork experiences and performance expectations embedded in courses, as appropriate, effectively applying theory to practice|
|School Psychology||Field Supervisor Ratings||CCTC Standard 3 Field experience, 27 candidate competence||Computer IEP training and increased requirements for participation in IEP meetings. Enhanced communication and training with field supervisors|
|School Counseling||Employers’ evaluations Onsite Supervisor evaluations||PPS Coordinator, Field Placement Supervisor, Department Chair team discussion team on difficulties of candidates in the fieldwork.||Clinical review committee charged with developing remedial plans for candidates who struggle over their counseling competence in the field|
|SPED||Program revision in response to change in state standards Advisory board, program evaluations, CTQ survey results||Aligning course assignments with fieldwork requirements in the ES preparation program||Added an initial fieldwork experience Supervisors observe implementation of key course assignments in fieldwork|
Plans for sustaining and enhancing fieldwork and with student learning as the focus
the unit would like to show improved preparation and support to districts with outcomes
1. Expanding Partnerships:
Some expansions already planned are:
• Adding another DUAL partnership cohort in Fresno Unified to prepare teachers in elementary and special education.
• Implementing the second year of the Teacher Residency program in 2014-15 earning an elementary credential, foundational science or math and a Masters in Education.
• Expanding Single Subject partnerships with increased interaction with the district. Spring 2014 adding Washington Middle School in Sanger as our host and partner. Other schools and districts to be identified.
• Expanding our partnerships to the South Valley with Porterville as our host in Fall 2014. This will allow preparation and field placements in nationally recognized Linked Learning settings. Discussions have begun related to infusion of Linked Learning, placements, sites for cohorts, and recruitment. Fresno State will work with all of the subject matter preparation programs and the districts to support expansion and placements in approved pathways and to provide professional development.
• Expanding residency programs through partnerships and development support.
2. Expand and refine co-selection of candidates:
The Teacher Residency has embedded co-selection with a collaboration activity, a writing requirement and additional interview questions. This collaboration will inform our practice and as a unit we can look to expand and refine that process across programs
3. Increase shared professional development:
CVELI (Educational Administration) provides the best example of working with our region to share in and provide professional support and development. Faculty are participating in shared Common Core trainings and in September 2013 the faculty and some local educators are going to Porterville to observe and learn more about Linked Learning. Faculty also provide professional support and expertise upon request to districts and schools but through the partnerships this role could be enhanced.
4. Continue work with districts to develop a pipeline to teaching:
Fresno Unified School District has begun the discussion of a pipeline for teaching from their high school students, with Community College partners, and to our university undergraduate and credential program. Many pipelines target local minority males who come to teaching in smaller percentages, and who we want to stay in our regions and teach. This discussion will be expanded to other needs such as Speech/Language pathologists.
5. Expand use of technology-based supports to observe candidate teaching and support supervision:
As the host site for a CalStateTeach program we are fortunate to have expertise in distance supervision and the use of technology to support the process. This can be expanded to the region and used in other programs. One example are candidates for the Deaf and Hard of Hearing credential, they are required to spend some weeks at one of the State Schools for the Deaf and expanded training and supports could enhance their supervision.
6. Work with the region’s districts and the Education Administration program to develop common observation and feedback protocols:
In collaboration with our region’s districts Fresno State will work on a supervision protocol that provides aligned vocabulary and expectation to the candidates on their performance. This will improve the information the candidate receives and provide them with the needed practice in responding and improving that they will do as probationary hires and beyond.
7. Increase candidate and institution access to student data in districts for accountability to student learning:
Although California has no state system to access student data, through the CTQ reports that uses local district Fresno Unified and through partnership assessment systems the use of data will be improved and expanded.