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Standard 1 Addendum

1.5 Evidence for the BOE Team to validate during the onsite visit
1. Interviews with faculty, full-time and adjunct, field placement personnel regarding candidate performance, and areas that might improve candidate performance.
2. Interviews with employers, members of the professional community, candidates, and graduates regarding appropriateness of program preparation for success in the education profession and success in employment.
3. Interviews, work samples, or other data to verify that all candidates in advanced programs engage in professional activities.

Interviews will be arranged as requested above.


4. Is Title II data for pass rates on all programs, including other school professionals, included in 1.4.b? Do all program completers in credential programs, including those programs offered outside of the KSOEHD, pass the content examinations and/or other requirements for California licensure?

Please see link:  Title II data is only reported on initial credential programs, not advanced programs which include those outside of the Kremen School. 

The summary pass rate for all program completers (traditional route) in 2009-2010 was 96% (p. 220), in 2010-2011 was 95% (p. 217), and in 2011-12 was 94% (see p. 214). For those in alternative routes, the pass rates were as follows: 98% in 2009-2010 (p. 320), 100% in 2010-2011 (p. 318), and 94% in 2011-2012 (p. 316).

In California, basic or initial credentials include Multiple Subject (Elementary Education), Single Subject (Secondary Education), and Educational Specialist (Special Education).  Only basic or initial credential students pass content exams for a California credential.  Advanced credential students, such as Education Administration, Deaf Education, ECE Specialist, Ag Specialist, etc, are not required to pass content exams because they have already documented subject matter proficiency through their initial credential.

5. The IR indicates (pg. 7) that all programs are expected to use the KLASSI system. Is it the case that all programs currently utilize this system?

Yes, all programs are expected to use the KLASSI system. (See Standard 2 for details.) The Associate Dean of Kremen SOEHD convenes the program (NCATE) coordinators across the unit and across the academic year. Kremen School faculty and our colleagues across campus all had input into the unit’s assessment system (KLASSI) development and implementation.

6. One supporting document was not available for this off-site review (Exhibit 1.4.f: Data summaries of results on key assessments of candidates’ professional dispositions). What evidence indicates that candidates at the initial level understand and demonstrate the professional, state, and institutional standards and that their work with students, families, colleagues and communities reflects these professional dispositions?

Evidence for the initial/basic credential programs is found in a paragraph summarizing Dr.Tanner's research results from the paper entitled, "Students Responses to The Teacher Disposition Index."

Aggregated dispositional data for advanced programs will be shared during the visit with reviews and also by specific programs. Program Coordinators can also provide input related to assessment of dispositions.

7. What happens to those candidates who do not pass a requirement such as CBEST or CSET? Are multiple attempts allowed? How many attempts?

As CBEST is required for admission and CSET is either required at admission or prior to student teaching our admissions technicians collect the information sent to them.  Students can take these tests as many times as they wish in order to pass these tests Students sign up at their own schedule and only release their scores when they wish our program to get the scores.  Passing is required in order to earn a teaching credential. The Liberal Studies program aligns it’s curriculum to the content sections of the CSET exam. Online test preparation classes are available and some school districts offer test preparation for teachers in their pipelines.  The Mathematics and Science Teacher Initiative (MSTI) grant (funded by the Chancellor's Office) reimburses students for the cost of all CSET exams for Single Subject mathematics and science credentials.

8a. What efforts are being made to increase the response rate for exit surveys for advanced programs? 

In 2010 the exit survey was revised for advanced programs and placed online. Program coordinators were asked to collect the data when their students exited the program. As part of continuous improvement the Associate Dean’s office in the Kremen School of Education will send emails at the end of each semester (December and May) to remind coordinators to collect the data and be ready to share how they close the loop on the findings. Some programs have preferred to collect the data in hard copy and then convert the data. Other programs such as Educational Administration have required proof of the completed survey to complete paperwork for the program. In follow up to this question at a retreat on 1.15.14 and a coordinator’s meeting on 2.13.14 the unit leaders were reminded of expectations and process.

8b. Is there additional evidence or data used to demonstrate that the work of all candidates shows that they are familiar with the professional dispositions delineated in professional, state, and institutional standards?

The Initial Credential programs use pre-/post-assessments and the Advanced programs use Exit Surveys to obtain professional disposition data. To our knowledge, no other assessments of professional dispositions are used by Initial or Advanced programs, except for that used by the doctoral program (DPELFS). The WASC report for DPELFS states "Two cohorts have completed the pre and post portion of the Administrative disposition survey, which is a self assessment (perceptions) of their educational leadership dispositions.”  The doctoral student and their employer complete the survey.  A copy of the self-assessment instrument is included in Appendix A of the Student Outcomes Assessment Plan p. 12. Refer to the DPELFS Fifth-Year Special Visit Report See pp. 254-256 for "a description of each of the measures used to measure student outcomes and program outcomes in order of use along with information about how each is used".

In addition candidates are familiar with the dispositions as they are shared and emphasized in:

Program Orientations
Conceptual Framework
Website, postings, and bookmarks
Course syllabi – highlight dispositions covered in assignments (Ex. SPED 233)
TAP – FAST – tasks require all six dispositions across the requirements
Course Reflections and Signature Assignments

9. The IR reports that the doctoral program in Educational Leadership received a five-year site visit by WASC in 2012. What additional evidence does this report include to indicate that candidates in this program meet Standard 1 criteria?

The quality of the students' major capstone product, their dissertation, is assessed according to an established rubric. Results for the first three cohorts (2010, 2011, 2012) indicate excellent student performance on dissertations when the following were assessed: Introduction, Review of the Literature, Methodology/Approach, Results/Outcomes, Discussion/Summary, Conclusions, and Writing Quality. All were rated well above 4 on a 5-point scale by both the dissertation committee members and outside reviewers. (See Tables 7-9) See more WASC report findings on

10. Clarification is needed as to the education programs offered at CSU Fresno, including programs such as School Psychology that are located outside of the unit.

Education programs outside of the KSOEHD (e.g., School Psychology, School Nursing, School Social Work, Deaf Education, and Agricultural Education) are part of the NCATE unit. Please see for details on each of the credential-granting degree programs.  Information about non-credential graduate degree programs is found at

In providing this information, please take into consideration the following NCATE program categories (see glossary in NCATE Standards book for further clarific.):

a.    Initial teaching programs (programs that lead to a first teaching credential – multiple or single subject).

b.    Advanced teaching programs (programs offered to licensed or credentialed teachers – may or may not lead to additional credentials or certificates in a teaching area)

c.    Advanced programs for other school professionals—programs that lead to careers or credentials that are not classroom-based, e.g., school counselor and educational leadership.

The table below summarizes the NCATE unit initial and advanced credential programs, and non-credential degree programs.  The table also indicates the college or school that hosts the program and also identifies the program coordinator.


Program Information
Level Program College/School Coordinator
Initial   Multiple Subject Kremen Dr. Nyberg
Single Subject Kremen Dr. Akhavan
Education Specialist Kremen Dr. Jamgochian
Advanced       ECE Specialist Kremen Dr. Macy
Ed Administration Kremen Dr. Hauser
Ed Specialist - Clear Kremen Dr. Jamgochian
Ed Specialist - Deaf Kremen Ms. Barker
Reading LA Specislist Kremen Dr. Hart
Ag Specialist Jordon College of Ag Dr. Vaughn
Bilingual Authorization Kremen Dr. Huerta
Advanced other school professionals     School Counseling Kremen Dr. Lam
School Nursing Health/Human Services Ms. Prandini
Speech Path Specialist Health/Human Services Ms Edmondson
School Psychology Science & Math Dr. Wilson
School Social Work Health/Human Services Ms. Carlin
Degree Programs (non credential)   DPELFS (Doc Program in Ed Leadership) Kremen Dr. Marshall
MAE – Curr & Instr Kremen Dr. R. Bohlin
MA Teaching (online) Kremen Dr. Ullrich

College/School Deans:

College of Deans
College/School Dean
Kremen School of Education and Human Development Dr. Paul Beare
Heath and Human Services Dr. Jody Hironaka-Juteau
Jordon College of Agricultural Sciences and Technology Dr. Charles Boyer
Science and Math  Dr. Susan Elrod

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