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Standard 3.4: Exhibits

3.4a Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding.

The KSOEHD continually collaborates between the unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practices. Our school partners and professional education community have been an integral in the design process of our unit field placement programs and clinical practice. Advisory boards, school partnership members, representatives from the school districts, focus groups, school-based supervisors and other members of the education community provide input on a regular basis. We invite our P-12 school partners to trainings at Fresno State and attend and/or present at P-12 trainings as well. Fresno State requires a Memorandum of Understanding with all districts where students are in field placements.

Supervisors and Cooperating/Master Teachers have easy access to the Director of Field Experiences and to program coordinators/advisors by phone and email to check on credential requirements, placements, and other situations as they arise.

Field experiences consistently earn high ratings from both graduates after one year of teaching and their employment supervisors.

Table 1. CSU Survey Responses: Value and Quality of Fieldwork

Teachers and their employers assess The overall value and quality of fieldwork in Credential Programs (Grades K-12)

2008-2009 Graduates

Type of Response Well or Adequately Prepared) Somewhat or Not Prepared
Fresno graduates and employer responses 85% 15%
CSU graduates and employer responses 85% 15%

2009-2010 Graduates

Type of Response Well or Adequately Prepared) Somewhat or Not Prepared
Fresno graduates and employer responses 80% 20%
CSU graduates and employer responses 84% 15%

2010-2011 Graduates

Type of Response Well or Adequately Prepared) Somewhat or Not Prepared
Fresno graduates and employer responses 80% 20%
CSU graduates and employer responses 85% 15%

Table 2. Responses from Exit Surveys, 2011-2012: Appropriateness of Fieldwork Assignments/Supervision

Fall 2011

Response Adequate/ Excellent Less than Adequate/ Inadequate
I feel that I received a helpful and appropriate amount of supervision. 169 (87.6%) 24

Spring 2012

Response Adequate/ Excellent Less than Adequate/ Inadequate
I feel that I received a helpful and appropriate amount of supervision. 377 (89.4%) 45

School-Based Partnerships
Fresno State has been actively involved in building school based partnerships for many years. Our MS partnership with Sanger Unified is an example of a very successful partnership. The Sanger partnership was one of two schools recognized in the recent Professional Education Data System, PED’s report. Success has been facilitated by strong relationships with school based clinical faculty and administrators. Teacher Candidates are encouraged to collaborate both in the cohort with peers and also with their Cooperating Teacher in Professional Learning Communities at the school sites. Teacher Candidates attend classes at an elementary school in Sanger Unified School District. From their first day, teacher candidates must exhibit professional behavior and dress and quickly become a part of the elementary school's culture. Field placements are collaboratively selected, courses have been team taught and classroom teachers have taught demonstration lessons using co-teaching strategies with Fresno State faculty. These model lessons are then followed with a debriefing/reflective session with the candidates. It has been very effective in deepening candidate knowledge and skills in the application of what is learned in their courses (reflective practitioner). We are continuing to expand this successful collaborative model to different districts and programs. In addition to Sanger, Fresno State is currently involved in a Dual partnership, an Early Childhood partnership and a Science Technology Math (STEMS) partnership.   

Fresno State Co-Teaching
Fresno State hosted trainers from Saint Cloud University to enable us to integrate Co-Teaching strategies into our field experiences in the initial credential programs. Data from Saint Cloud supports an increase in student learning and an increase in candidate skills. Our community partners were invited and many attended these initial trainings. Co-Teaching workshops, presented by Fresno State faculty, where strategies, collaboration, and good communication skills are taught and practiced, are held at the beginning of every semester. These workshops to date (fall 2011-spring 2013) have included 771 teacher candidates; school based clinical faculty, and university clinical faculty. The Co-teaching strategies are required to be implemented in fieldwork as outlined in course syllabi. These strategies have been effective in improving collaboration between the cooperating/master teacher and the teacher candidates.

Cooperating/Master Teacher Workshops
Annual Workshops are held for initial programs; Multiple Subject, Single Subject, and Special Education cooperating/master teachers to review requirements, provide training, and professional development on current topics such as Co-teaching, Common Core, or At Risk Students. We average over 300 Cooperating/Master Teacher participants each year. In addition to professional development activities and program updates, participants have the opportunity to provide their insights and recommendations about placement, monitoring, and evaluation processes through both informal discussions and formal evaluations. During the last Single Subject Cooperating/Master Teacher Conference participants were organized in small groups and asked to discuss and give input/suggestions for the new program.

Beginning Teacher Support and Assistance Advisory Boards
A vital link to the community is the KSOEHD’s involvement in the Beginning Teacher Support and Assessment (BTSA) Induction Advisory Boards. Fresno State faculty members regularly attend and present at Mid Valley Area meetings and also participate in their portfolio assessments. Members of the BTSA/Induction advisory boards help score the key performance assessments. As a result of these scoring assessments, collaboration meetings have been scheduled to discuss common standards and how to transition from the university to the first year of teaching.

Common Core Training and Professional Learning Communities
The Central Valley Leadership Institute (CVELI) is focused on eliminating the achievement gap for students and raising the performance of all learners. CVELI is housed in Fresno State’s Kremen School of Education and Human Development. They bring in presenters on a variety of topics including Professional Learning Communities and Common Core. There was over 800 participants from our P-12 communities in Professional Learning Communities training and 400 participants in Common Core training in fall 2012. In addition to the P-12 education communities, CVELI invited faculty to attend with the P-12 participants and provided additional training for our Kremen School faculty. Faculty then met in and discussed how to integrate Common Core into all facets of our programs.

Early Childhood Advisory Groups
The Early Childhood Education Advisory groups take a prominent role in the instruction and assessment surrounding professional ethics and dispositions. Students enrolled in the ECE option meet in advisory groups four times a semester where they learn a process for resolving ethical issues specific to schools using the Four-Component Model of Moral Maturity, a framework adapted from the work of Kohlberg, Rest and Narvaez for the resolution of ethical dilemmas when used in conjunction with the National Association for the Education of Young Children’s Code of Ethics. In addition to this formal instruction through student advisory groups, all ECE coursework integrates questions of moral development and professional dispositions into its course of study. Further, LEE172ECE (Cultural Foundations of ECE), a University-designated Service Learning course, requires the application of dispositional theory through its community service-related course assignments.

Single Subject Program Revision
The most recent redesign of the Single Subject program including field experiences was initiated by the Dean’s Advisory Board and feedback from State Chancellor’s Office Survey.  Input from candidates (alumni), cooperating/master teachers, subject matter advisors, representatives from the school districts, focus groups, and faculty was solicited. The sequencing of the program enabled stronger connections to be forged with fieldwork and courses.

Examples of Single Subject Program Revisions:

Recommended Action Source of Recommendation Resolution
Student Teaching Seminars to provide consistent content in areas of need. Ad Hoc Committee In the revised program, beginning Fall 2013, a one-unit seminar will be taken concurrently with student teaching.
Additional support for Students with special needs CSU System wide Evaluation of Teacher Education Programs In the revised program, beginning Fall 2013 the course on teaching students with special needs will increase from 2 to 3 units.
Pre-requisite knowledge of planning and assessment School district representatives; master teachers In the revised program, beginning Fall 2013, candidates will be required, prior to student teaching, to take a course that includes instructional planning, assessment, and use of technology

Special Education
In response to changes in state standards, the Special Education Credential program engaged in a similar revision process. Input from faculty and various stakeholders such as the SPED Advisory Board were garnered. This resulted in aligning course assignments more closely with fieldwork requirements. In addition, an initial fieldwork experience in special education was added to the program. Previous fieldwork requirements were reviewed and streamlined across two semesters of fieldwork, initial and final. With these revisions, supervisors now observe implementation of key course assignments; for example, students develop a classroom management plan in SPED 125, and supervisors evaluate the implementation and effectiveness of the plan. The re-sequencing of programs has enabled stronger connections to be forged between various stakeholders, especially program faculty, supervisors, cooperating teachers, and teacher candidates.

Multiple Subject Fieldwork Seminars
The Multiple Subject program continues to make adjustments through the Multiple Subject Program Review Committee which meets on a regular basis and makes recommendations to the Dean.  A member of the P-12 education community serves on this committee. Course alike meetings are held where data are analyzed from the annual CSU System wide Evaluation of Teacher Education Programs, the Fresno Assessments of Student Teachers (FAST), and input from advisory boards. Recommendations are made and implemented. The CSU System wide Evaluation of Teacher Education Programs indicated a weakness in teaching At Risk Students. An extra fieldwork seminar was added and assignments were integrated into different courses. At the request of Mid-Valley Beginning Teacher Support and Instruction Directors, presentations and a discussion was held with the goal of improving teacher preparation in the area of At Risk/Differentiated Instruction. Recent data from the CSU System wide Evaluation of Teacher Education Programs indicates improvement in this area.
Advisory boards and other members of the educational community also provide input for the field experiences and clinical practice for advanced programs. For example, the Superintendents Advisory Committee approved the field experiences for the Education Administration Programs.

Collaboration through Education and Leadership Administration Cohorts
Presently, there are seven cohorts in the P 12 program, up from five cohorts a few years ago. Six valley school districts (Central Unified, Clovis Unifed, Fresno Unified Kings Canyon Unified, Sanger Unified, and Visalia Unified) have entered into partnerships with the educational Leadership and Administration Program faculty to provide on-site preparation programs for future administrators in their districts and surrounding neighboring districts. The renowned Chancellor's Fellows program, with support from the Chancellor's Office, will begin its 9th cohort of candidates in Fall 2012, selected exclusively by local school superintendents.
The Educational Leadership and Administration Program has a strong relationship with the Central Valley Educational Leadership Institute (CVELI), which provides support and collaboration to local school districts. Virtually all faculty members are engaged in some type of collaboration with local districts through CVELI. Some faculty members work as leadership coaches while others provide professional development to leaders and staff.          

3.4.b Aggregate data on candidate placement in field experiences and clinical practice (Data should be disaggregated by program and level regardless of location or method of delivery.

3.4.c Criteria for the selection of clinical faculty, which includes both higher education and P-12 school faculty.

Careful selection of clinical faculty is critical to the success of our unit programs. University supervisors are selected for their expertise and ability to mentor candidates.

The review and selection process for school-based P-12 clinical faculty (Cooperating/Master Teachers) differs somewhat across programs and districts and is a collaborative continuous process. The director of field experiences, program coordinators, faculty advisors, university supervisors, and P-12 administrators collaborate on a regular basis to identify and place candidates at sites with high quality school based clinical faculty. Specific criteria for the selection of clinical faculty including qualifications and role expectations are listed in program Fieldwork Handbooks.

In the initial programs, the data is used to identify schools that are closing the achievement gap. Those identified “Star and Scholar” schools are given priority in placing candidates. Additional data from the candidate and supervisor evaluations, including comments, are also considered. Visits are often made to school sites as well as emails, and phone conversations to collaborate with school/district personnel on identifying specific Cooperating/Master Teachers. In addition many P-12 districts now have their own application procedures where school-based clinical faculty must be approved at the school site and district level before being considered for a teacher candidate.

Fieldwork Handbook- Multiple Subject and Education Specialist
•  Qualification Criteria for School Sites, School Site Partners, and Cooperating/Master Teachers
•  Qualification and Role Expectations for School Site Partners
•  Qualifications for Cooperating/Master Teachers
•  Role Expectations of Cooperating/Master Teachers
•  Role Expectations of Principals/School Site Administrators  
•  Role Expectations of University Supervisors
•  Qualifications and Role Expectations for University Supervisors

Single Subject Credential Program Student Teaching and Internship Handbook
•  The Role of the Master Teacher
•  The Roles of District and Site Administrators
•  The Role of the University Supervisor

3.4.d Examples of support and evaluation of clinical faculty across programs

Clinical faculty in the unit, both high education and the P-12 school faculty, are evaluated in every program. The results of these evaluations are in the Biennial reports. A few examples of these evaluations are described below.   

Clinical P-12 Faculty Evaluations  
P-12 Faculty are evaluated formally each semester by their teacher candidates. University faculty (supervisors) also provides feedback on field placements every semester. These evaluations are reviewed and a decision is made whether to consider specific P-12 faculty/sites for future placements.

School Site/District Administrators are part of the evaluation process by informally evaluating the effectiveness of the P-12 school clinical faculty. At the end of the placement they either recommend or not to place another candidate with teacher.

University Faculty/Supervisor Evaluations
University faculty/supervisors are evaluated by teacher candidates every semester. These evaluations are reviewed by program coordinators, the department chairs, as well as the dean and then returned to individual faculty.

Use of Evaluations for Clinical Faculty Support and Program Improvement
All faculty evaluations are carefully reviewed and the information is used for support and program improvement. For example, if several candidates indicate that their university supervisor could have given them more support with their Teaching Sample Project, clinical faculty receive support in the form of individual mentoring or professional development. If comments from the evaluations indicate needs of the P-12 faculty, these can be addressed by adding sessions at the Cooperating/Master Teacher conference (professional development), during school site orientations, and/or individual mentoring.      

University Clinical Faculty Support  
At the beginning of every semester, often during the semester, and at the end, University faculty/supervisors meetings are held.  Requirements are reviewed; semester calendars are discussed, and input for program improvement solicited. Professional development is sometimes part of these orientation meetings or is scheduled during the semester. In order to provide consistency in our programs, last year it was requested that all university faculty/supervisors attend Co-Teaching trainings and session on Common core.

University faculty/supervisors have easy access to the Director of Field Experiences and to program advisors by phone and email, to check on requirements, placements, and other situations as they arise. The field placement office sends out “Updates to the Field” and calendars on a regular basis to keep clinical faculty informed and updated of any changes or upcoming events.

3.4.e Guidelines/handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection.

Fieldwork Handbooks provide guidelines and support for both candidates and clinical faculty. Clinical faculty are required to observe candidates in the field and give both written and verbal feedback on a regular basis. Reflections, and professional dispositions in our conceptual framework, are an integral part of our programs. Candidates are required to reflect throughout the program on their time in the classrooms as specified in course syllabi and teacher performance expectations. Every phase of the initial programs have performance assessments in their field placements. Candidates are required to use technology (TASK Stream) in creating plans, writing reflections and uploading required information necessary to pass their performance assessments. The Fresno Assessment of Student Teachers (FAST) is our formal Teacher Performance Assessment System.  During the orientation sessions, the Assessment Coordinator provides support to candidates on how to complete the FAST assessments and use Task stream. University supervisors are trained and calibrated on all FAST Assessments including the Site Visitation Observation Project.    

3.4.f  Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning (These assessments may be included in program review documents or exhibits for Standard 1. cross reference as appropriate.)

Assessment instruments and scoring guides used for data collection from field experience and clinical practice is available on our CCTC Accreditation web site at:

Select a program from the left column and then scroll down to find that program’s responses to standards, syllabi and assessments.

3.4.g  Aggregate data on candidates entering and exiting from clinical practice for all programs (These assessments may be included in program review documents or the exhibits for Standard 1. Cross reference as appropriate.)

These data are included in biennial reports and program review documents available at:

Scroll to the bottom of the page to find the past 6 years of biennial reports organized by program.

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