Due Summer/Fall 2014)
Academic Years 2012-2013 and 2013-14
Institution Michael D. Eisner College of Education
CSU Northridge
Date report is submitted November 15, 2014
Indigo due on September 15, 2014
Red and Yellow due November 15, 2014
Program documented in this report Single Subject Preliminary Credential
Name of Program Single Subject Preliminary Credential
Please identify all delivery options through Traditional, Intern, ACT (Accelerated
which this program is offered Collaborative Teacher preparation
program), Freshman Year Integrated
(Traditional, Intern, Other)
Program, Junior Year Integrated Program
Credential awarded Single Subject Preliminary Credential
Is this program offered at more than one site? No
If yes, list all sites at which
the program is offered
Program Contact Julie Gainsburg
Title
Dept. Chair
Phone #
818 677 2580
E-Mail
Julie.gainsburg@csun.edu
SECTION A – CREDENTIAL PROGRAM SPECIFIC INFORMATION
PART I – Contextual Information
The Single-Subject Program at California State University, Northridge (CSUN) offers Single-Subject credentials in Art; Business; English
Language Arts; World Languages, including American Sign Language; Health Science; Home Economics; Music; Physical Education;
Mathematics/Foundational Mathematics; Physical Education; Science (General/Specialization in Biology, Chemistry, Physical Science,
Geosciences/Foundational); and Social Science. Our five Single-Subject Credential Program pathways are based on theoretical and scholarly
understandings of teacher preparation and are aligned with the Unit’s Conceptual Framework [www.csun.edu/coe]. As a set, the pathways meet the
varying needs of our candidates. Table 1 briefly describes the five pathways and shows enrollment and completion data for the three years reported.
Program Changes Since 2011
Through Fall 2011, Candidates in the Traditional and Intern pathways have had the option of earning a BCLAD (Bilingual Cross-Cultural
Language and Academic Development) Credential. Since Fall 2011, we have offered the Bilingual Authorization (BILA) via two routes: a “precredential” route, by which current single-subject credential candidates simultaneously earn the BILA, and a “post-credential” route, by which
previously credentialed teachers (by CSUN or other institutions) add the BILA. BCLAD/BILA candidates are fluent in Spanish, Armenian, or
Korean, as well as in the cultures associated with the language of emphasis. Details about the requirements and numbers of candidates in these two
routes can be found in the attached BILA report.
2
Table 1: Program-Specific Candidate Information: Pathway Descriptions and Enrollment/Completion Data
Program Pathway
Note: All pathways include CLAD competencies.
Traditional Single-Subject Credential Program (36 sem. units): A post-baccalaureate
program for full- or part-time pre-service candidates. Qualified, fulltime candidates may
complete the program in 2 semesters, but many take 3 or more semesters.
2012-2013
Candi- Comdates
pleters
2013-14
Candi- Comdates
pleters
71
54
Accelerated Collaborative Teacher (ACT) Preparation Program (36 sem. units): A 1year, field-based program for single-subject, multiple-subject, and education-specialist
credential candidates. This post-baccalaureate, 5th-year program is offered in
collaboration with Local District 2 of the Los Angeles Unified School District. Single-subject ACT candidates enroll in the same secondary education (SED) methods and
field-experience courses and some of the same foundation classes as candidates in other
SED pathways but enroll in special-education and equity/diversity classes with multiplesubject and special-education ACT candidates.
184
20
Single-Subject University Intern Program (36 sem. units): A 2-year, post-baccalaureate
program for candidates hired and teaching fulltime in public secondary schools and who
have met subject-matter competency and other requirements. CSUN has Intern Programs
in cooperation with LAUSD and several other districts in the area. Traditional candidates
may transfer to the Intern Program after completing one or more semesters of
coursework and sometimes even after the initial field experience, SED 554.
10
8
Four-Year Integrated (FYI) Teacher Credential Program (124-125 sem. units): An
undergraduate program admitting freshmen who enter CSUN prepared for college-level
mathematics and writing classes. FYI enables an undergraduate to earn a B.A. Degree
and a Preliminary Single-Subject credential in 4 years, in English or Math only.
6
3
Junior-Year Entry Integrated (JYI) Teacher Credential Program (Math - 69 sem.
units; English - 73 sem. units following GE/lower-division course completion): An
integrated undergraduate program admitting juniors, including community-college
transfers. Entering students have completed all General Education requirements and
lower-division English or Math courses required by the major. JYI enables an
undergraduate to earn a B.A. Degree and a Preliminary Single-Subject Credential in
English or Math in 4 years.
7
3
3
Since 2012, when the State Board of Education adopted the Common Core State Standards (CCSS) for K-12 instruction, our program faculty
members have actively sought self-education and training in the CCSS and their implications for teacher education. Indeed, a few faculty members
have been deeply involved in providing professional development and training for secondary teachers and teacher educators, locally and statewide.
Credential-course instructors have been modifying their course material and assignments to help candidates address the CCSS with secondary pupils.
Beginning in Spring 2014, this effort has become more formal, with same-course instructors collaborating on CCSS-aligned syllabus changes.
Science credential courses have also begun to be modified to reflect the Next Generation Science Standards, adopted by the state in 2013.
As there is much competition among teacher-education programs in the greater Los Angeles area, we continue to seek ways to make our
pathways attractive to potential candidates, including through the use of technology. Currently, the SED offers a fully online section of SED 514,
Computers in the Instructional Program, and hybrid sections of, SED 521, Literacy and Learning in Multiethnic Secondary Schools, SED 525ESL,
Methods of Teaching English as a Second Language, SED 529, Teaching English Learners in Multiethnic Classrooms, and SED 514
4
PART II – Candidate Assessment/Performance and Program Effectiveness Information
Transition Points and Key Assessments
Table 2 shows our Transition Point Matrix with key assessment measures. Descriptions of some key measures follow Table 2.
Table 2: Transition Point Matrix for All Single-Subject Credential Program Pathways
Transition Point
Transition Point 1
Entry to Program
Transition Point 2
Entry to Clinical Practice
Transition Point 3
Exit from First Clinical Experience
Transition Point 4
Exit from Clinical Practice
Measure
1) Undergrad GPA* > 2.67 overall or > 2.75 in last 60 units
2) Subject matter competency (CSET exam or Subject Matter Program)
3) Applicant Interview
4) Dispositions Self Survey at Beginning
1) GPA > 3.0 in credential program courses, with no grade below C
2) GPA >2.75 in all post-BA courses
3) Basic Skills (CBEST) Passed
4) Writing Proficiency (UDWPE score >10, or pass composition course, or score > 41 on CBEST)
1) Student Teaching Progress Report
1) Student Teaching Evaluation
2) Teacher Performance Assessment (PACT Teaching Event)
3) Dispositions Self Survey at Conclusion
Transition Point 5
Exit from Program
1) GPA > 3.0 in program courses
2) GPA > 2.75 in all post-BA courses
3) CSU Exit Survey (Completers’ Perceptions)
Transition Point 6
Follow-Up
1) CSU Follow-Up Survey (Completers’ Perceptions)
2) CSU Follow-Up Survey (Employers’ Perceptions)
* GPA calculated on a 4-point scale, with A = 4.0, A- = 3.7, B+ = 3.3, B = 3.0, etc.
5
Applicant Interview
All Single-Subject applicants participate in the Applicant Interview conducted by a full- or part-time faculty member. For the Traditional, FYI,
and JYI Pathways, this is a small-group interview with 3-7 Multiple- and Single-Subject program applicants responding to the interviewer and to one
another. For the Single-Subject ACT and Intern applicants, the respective program director conducts an individual interview and provides beginning
advisement. The formal interview protocol comprises 6 general items for discussion by the applicants, and an individual writing task. Candidates’
responses are then rated on a 4-point scale for 7 rubric items. The majority of these items are dispositional, focusing on areas such as commitment to
diversity, commitment to professional growth, character, and personality. Verbal skills are also rated.
Standardized Examinations
Candidates may demonstrate subject-matter competency at admission (Transition Point 1) with passing scores on the California Subject
Examination for Teachers (CSET) in the subject area. Also required for program entry (Transition Point 1) is an attempt to meet the Basic Skills
Requirement (BSR), usually by attempting all sections of the California Basic Skills Test (CBEST). To enter the initial clinical experience
(Transition Point 2), candidates must pass all sections of the CBEST or meet the BSR in another way. Many candidates use a score of 41 or higher on
the CBEST Writing Test to establish Writing Proficiency, another requirement at Transition Point 2.
Teaching Performance Measures
Student Teaching/Intern field-based assessments provide critical data at Transition Points 3 and 4.
Traditional, ACT, FYI, and JYI Single-Subject Pathways. Candidates in these pathways complete two semesters of student teaching. In the first
assignment, SED 554, they begin with structured observations and working with small groups of pupils, then assume responsibility for planning and
teaching one class period daily at Week 6 or 7 through the remainder of the school’s semester or track. The final assessment for SED 554 is the
Student Teaching Progress Report, organized by the 13 Teaching Performance Expectations (TPEs) in 6 Domains reflecting the California Standards
for the Teaching Profession. The university supervisor and the cooperating teacher each submit a Progress Report (Transition Point 3).
In the final SED 555 field experience, candidates plan and teach 3 class periods daily and are on site for an additional class period, for the
school’s entire semester or track. The final assessment for this experience is the Student Teaching Evaluation, also organized by the 13 TPEs and
their 6 Domains but with more items than the Progress Report. The university supervisor and the cooperating teacher(s) each submit a Student
Teaching Evaluation near the end of the assignment (Transition Point 4).
6
Single-Subject University Intern Program. Intern candidates who are hired and teaching fulltime at a public school complete two beginning
field experiences with the support of a university coach (or supervisor) and a school-based support provider in SED 593 and SED 594. Support
providers do not complete the Progress Report, and the beginning field-experience performance assessment data for Interns includes only the SED
594 Intern Progress Report by the university supervisor (Transition Point 3). The final Intern field experience occurs in SED 555I, when both the
university supervisor and cooperating teacher(s) complete the Intern Evaluation (Transition Point 4).
The Student Teaching and Intern Progress Reports for SED 554 and SED 594 are identical evaluations. Similarly, the Student Teaching and
Intern Evaluations for SED 555 and SED 555I are the same. This enables comparisons of performance across program pathways. Both the Progress
Report and the Evaluation use a 5-level rubric, albeit with different sets of level descriptors. The Progress Report score levels are 1-2 (Initial
Competency), 3-4 (Intermediate Competency), and 5 (Advanced Competency), while the Evaluation score levels are 1 (Unsatisfactory), 2 (Marginal),
3 (Satisfactory), 4 (Strong), and 5 (Outstanding). Required minimal scores for passing are established and clearly communicated to candidates,
supervisors, and cooperating teachers. University supervisor workshops are held each January to address supervision issues and promote fair,
unbiased, and reliable administration of these performance assessments. Activities based on videotapes and case studies are among those that have
been used in past years. Cooperating teacher workshops are also held once or twice annually, and part of these meetings is typically devoted to
exploring and clarifying these assessments.
Our selected Single-Subject TPA, a key measure at Transition Point 4, is the Performance Assessment for California Teachers (PACT)
Teaching Event. We have maintained a stable pool of about 33 assessors, drawn from full- and part-time faculty from the SED and related
departments (e.g., Art) who work with the single-subject credential program as instructors and/or supervisors. All PACT Teaching Events are scored
by this CSUN pool, except in rare cases where adjudication is needed in a subject with only two assessors. All CSUN assessors were initially trained
and now annually recalibrate according to PACT specifications. Calibration is also maintained by assigning a minimum of 15% of the Teaching
Events to be read by two (or more) assessors. When assessors of double-scored Teaching Events diverge on their scores to an extent that exceeds
PACT calibration standards, these assessors discuss the discrepancies with the SED’s Lead Scorer of the subject to try to resolve the differences.
Similarly, as per PACT policy, when an assessor fails to recalibrate on PACT’s annual benchmark, the SED’s Lead Scorer for the subject works with
the assessor to try to resolve the discrepancies and clarify the rubrics. (If a Lead Scorer fails to recalibrate, he or she works with a trainer from
SCALE.) Less than a third of our assessor pool did not initially recalibrate each of the years in this report: 8 did not recalibrate in 2012; 10 in 2013,
and 7 in 2014. All were remediated as described.
7
Surveys
Single-Subject candidates complete the Dispositions Survey in the first semester of enrollment (Transition Point 1) and near the end of their final
field experience (Transition Point 4). Items address four dispositional areas: 1) Ethical behavior toward others, 2) High expectations for all, 3)
Collaboration with peers and other professionals, and 4) Professional behavior. The survey has 17 items, with response selections ranging from 1
(Never) to 5 (Always).
The CSU Exit Survey is a system-wide survey developed by the Chancellor’s Office of the California State University (CSU) and completed
online by credential candidates at the end of their program (Transition Point 5). The CSU Exit Survey asks questions regarding candidates’
perceptions of their pre-service preparation and support, via items that clearly reflect state credential-program standards. Responses are submitted
online, and scores for each item are reported as the percentages of respondents who felt Well Prepared, Adequately Prepared, Somewhat Prepared, or
Not Prepared; 80% Well or Adequately Prepared has been set as the CSUN benchmark.
The CSU Follow-Up Survey is also administered system-wide by the CSU to program completers/teachers one year after finishing the program
(Transition Point 6) and by their supervisors/employers, allowing a comparison. Scores are reported as percentages of those who felt or believed the
teachers to be Well Prepared, Adequately Prepared, Somewhat Prepared, or Not Prepared, again with 80% Well or Adequately Prepared as the
CSUN benchmark. Items are similar to the CSU Exit Survey Items so that the Exit Survey and Follow-Up Survey responses from candidates can be
compared.
8
Aggregated Data
In this section we report the data from 5 measures from Transition Points 4 – 6 (Table 3) for the years 2011-2014.
Table 3: Measures Yielding Data for This Report
Transition Point
Measure
Transition Point 4
Exit from Clinical Practice


Student Teaching Evaluation
Teacher Performance Assessment (PACT Teaching Event)
Transition Point 5
Exit from Program

CSU Exit Survey (Completers’ Perceptions)
Transition Point 6
Follow-Up


CSU Follow-Up Survey (Completers’ Perceptions)
CSU Follow-Up Survey (Employers’ Perceptions)
Student Teaching Evaluation
On the following pages, we provide the means for candidates’ scores on every item from the Student Teaching Evaluation, from both the
university supervisor and cooperating teacher. Tables show the means for all five pathways for the school year 2011-12, followed by all tables for
2012-13 and then 2013-14. Please note that the 2013-14 tables are in a different format, with the items grouped by Domain.
9
Student Teaching Progress Report
Single Subject Credential
Traditional
Fall 2012 and Spring 2013
Fall 2012
Supervising Teacher
University supervisor
Mean
N
Mean
N
Spring 2013
Supervising Teacher
University supervisor
Mean
N
Mean
N
3.94
3.63
3.84
3.92
3.89
51
51
50
51
19
4.04
3.77
3.88
4.02
4.33
48
48
48
48
3
4.26
3.74
3.89
3.88
4.25
27
27
27
26
8
4.10
3.62
3.83
4.21
3.75
29
29
29
29
4
1.c, 1.d
3.67
3.65
3.61
3.76
3.64
51
51
49
50
50
3.73
3.79
3.69
3.72
3.57
48
48
48
46
44
3.93
3.85
3.88
3.85
3.70
27
27
26
26
27
3.86
3.66
3.69
3.61
3.60
29
29
29
28
25
1.b
3.78
51
3.72
46
3.74
27
3.83
29
1.b, 1.c
3.69
48
3.83
46
3.72
25
3.69
29
1.b. 1.c
3.52
50
3.71
38
3.59
27
3.82
22
1.b
3.78
51
3.91
47
3.96
27
3.86
29
1.b
3.67
51
3.75
48
3.81
27
3.93
29
1.b, 1.g
3.75
51
3.73
48
3.70
27
3.66
29
1.b
3.46
50
3.51
43
3.62
26
3.67
27
1.c
1.c
3.53
3.98
51
51
3.83
4.00
48
48
3.48
3.96
27
27
3.69
4.07
29
29
1.c
3.82
51
3.74
47
3.81
27
4.04
26
5.4 Maintains good rapport with students (TPE 11)
1.g
6.1 Maintains good rapport with faculty and staff (TPE 12)
1.g
6.2 Meets commitments and deadlines (TPE 12)
1.g
6.3 Meets professional, legal, and ethical obligations (TPE 12)
1.g
4.20
4.20
3.84
4.02
51
50
51
50
4.15
4.13
3.90
4.02
48
47
48
48
4.33
4.37
4.19
4.26
27
27
27
27
4.43
4.48
4.21
4.21
28
27
29
29
Teaching Performance Expectation
NCATE
Standard
1.1 Knows subject matter (TPE 1)
1.a
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.b
1.3 Teaches to California academic content standards (TPE 1)
1.a, 1.b
1.4 Communicates effectively in oral and written English (TPE 1)
1.b
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank
for non-BCLAD candidates)
1.b
2.1 Monitors student learning during instruction (TPE 2)
1.d
2.2 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
1.d
2.3 Uses multiple means of assessment (TPE 3)
1.d
2.4 Gives students meaningful feedback on assignments and assessments (TPE 3)
1.d
3.1 Learns about students prior knowledge, background, and interests, and plans lessons that
draw on these (TPE 8)
3.2 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.3 Plans vocabulary, reading, writing, speaking, and listening instruction for content area
learning (TPE 9)
3.4 Plans instruction that addresses academic language features of learning tasks and
California English Language Development Standards (TPE 9)
4.1 Provides opportunities and time for students to practice and apply what they have learned
(TPE 4)
4.2 Uses an effective mix of instructional activities to engage students in multiple learning
modalities and to make content accessible (TPE 5)
4.3 Establishes and communicates developmentally appropriate and challenging academic
expectations (TPE 6)
4.4 Differentiates instruction to meet the needs of students from diverse backgrounds,
including English Learners and students with special needs (TPE 7)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.3 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
10
6.4 Reflects on, analyzes, and evaluates own teaching (TPE 13)
1.g
3.94
50
4.02
48
4.11
27
4.31
29
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
11
Student Teaching Progress Report
Single Subject Credential
Intern
Fall 2012 and Spring 2013
Teaching Performance Expectation
NCATE
Standard
Fall 2012
University supervisor
Mean
N
Spring 2013
University supervisor
Mean
N
-
-
4.80
4.80
4.60
4.60
.
5
5
5
5
0
1.c, 1.d
-
-
4.60
4.80
4.60
4.00
4.00
5
5
5
3
5
1.b
-
-
4.40
5
1.b, 1.c
-
-
4.40
5
1.b. 1.c
-
-
4.20
5
1.b
-
-
4.80
5
1.b
-
-
4.80
5
1.b, 1.g
-
-
4.60
5
1.b
-
-
4.20
5
1.c
1.c
-
-
4.40
4.60
5
5
1.c
-
-
4.40
5
5.4 Maintains good rapport with students (TPE 11)
1.g
6.1 Maintains good rapport with faculty and staff (TPE 12)
1.g
6.2 Meets commitments and deadlines (TPE 12)
1.g
6.3 Meets professional, legal, and ethical obligations (TPE 12)
1.g
-
-
4.60
4.60
4.60
4.60
5
5
5
5
1.1 Knows subject matter (TPE 1)
1.a
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.b
1.3 Teaches to California academic content standards (TPE 1)
1.a, 1.b
1.4 Communicates effectively in oral and written English (TPE 1)
1.b
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank
for non-BCLAD candidates)
1.b
2.1 Monitors student learning during instruction (TPE 2)
1.d
2.2 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
1.d
2.3 Uses multiple means of assessment (TPE 3)
1.d
2.4 Gives students meaningful feedback on assignments and assessments (TPE 3)
1.d
3.1 Learns about students prior knowledge, background, and interests, and plans lessons that
draw on these (TPE 8)
3.2 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.3 Plans vocabulary, reading, writing, speaking, and listening instruction for content area
learning (TPE 9)
3.4 Plans instruction that addresses academic language features of learning tasks and
California English Language Development Standards (TPE 9)
4.1 Provides opportunities and time for students to practice and apply what they have learned
(TPE 4)
4.2 Uses an effective mix of instructional activities to engage students in multiple learning
modalities and to make content accessible (TPE 5)
4.3 Establishes and communicates developmentally appropriate and challenging academic
expectations (TPE 6)
4.4 Differentiates instruction to meet the needs of students from diverse backgrounds,
including English Learners and students with special needs (TPE 7)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.3 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
12
6.4 Reflects on, analyzes, and evaluates own teaching (TPE 13)
-
1.g
-
4.80
5
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
Student Teaching Progress Report
Single Subject Credential
ACT
Fall 2012
Teaching Performance Expectation
NCATE
Standard
Fall 2012
Supervising Teacher
University supervisor
Mean
N
Mean
N
4.17
3.92
4.42
4.25
4.20
12
12
12
12
5
4.17
3.94
4.17
4.28
4.00
18
18
18
18
1
1.c, 1.d
4.25
3.83
3.83
4.00
3.67
12
12
12
12
12
3.89
4.00
3.59
3.61
3.56
18
18
17
18
16
1.b
4.08
12
4.28
18
1.b, 1.c
3.83
12
4.00
18
1.b. 1.c
4.00
11
3.61
18
1.b
4.17
12
4.17
18
1.b
4.17
12
4.28
18
1.b, 1.g
3.92
12
3.89
18
1.b
3.75
12
3.61
18
1.c
1.c
3.58
4.08
12
12
3.89
4.17
18
18
1.c
4.25
12
3.67
18
5.4 Maintains good rapport with students (TPE 11)
1.g
6.1 Maintains good rapport with faculty and staff (TPE 12)
1.g
4.33
4.55
12
11
4.39
4.28
18
18
1.1 Knows subject matter (TPE 1)
1.a
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.b
1.3 Teaches to California academic content standards (TPE 1)
1.a, 1.b
1.4 Communicates effectively in oral and written English (TPE 1)
1.b
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank for
non-BCLAD candidates)
1.b
2.1 Monitors student learning during instruction (TPE 2)
1.d
2.2 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
1.d
2.3 Uses multiple means of assessment (TPE 3)
1.d
2.4 Gives students meaningful feedback on assignments and assessments (TPE 3)
1.d
3.1 Learns about students prior knowledge, background, and interests, and plans lessons that draw
on these (TPE 8)
3.2 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.3 Plans vocabulary, reading, writing, speaking, and listening instruction for content area
learning (TPE 9)
3.4 Plans instruction that addresses academic language features of learning tasks and California
English Language Development Standards (TPE 9)
4.1 Provides opportunities and time for students to practice and apply what they have learned
(TPE 4)
4.2 Uses an effective mix of instructional activities to engage students in multiple learning
modalities and to make content accessible (TPE 5)
4.3 Establishes and communicates developmentally appropriate and challenging academic
expectations (TPE 6)
4.4 Differentiates instruction to meet the needs of students from diverse backgrounds, including
English Learners and students with special needs (TPE 7)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Creates a positive climate for learning and student discussion, maintaining clear expectations
for academic and social behavior (TPE 11)
5.3 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
13
6.2 Meets commitments and deadlines (TPE 12)
1.g
6.3 Meets professional, legal, and ethical obligations (TPE 12)
1.g
6.4 Reflects on, analyzes, and evaluates own teaching (TPE 13)
1.g
4.27
4.27
4.25
11
11
12
4.06
4.22
4.17
18
18
18
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
Student Teaching Progress Report
Single Subject Credential
FYI
Fall 2012
Teaching Performance Expectation
NCATE
Standard
4.00
3.67
3.67
3.33
.
3
3
3
3
0
3.67
3.67
4.00
3.33
.
3
3
3
3
0
1.c, 1.d
3.33
3.00
3.33
3.33
3.67
3
3
3
3
3
3.00
3.00
3.33
3.00
3.33
3
3
3
3
3
1.b
3.00
3
3.33
3
1.b, 1.c
3.67
3
3.67
3
1.b. 1.c
3.67
3
3.67
3
1.b
3.67
3
4.00
3
1.b
3.67
3
3.67
3
1.b, 1.g
3.33
3
3.33
3
1.b
3.33
3
3.00
3
1.c
1.c
3.33
3.33
3
3
3.33
3.00
3
2
1.c
3.33
3
3.33
3
1.1 Knows subject matter (TPE 1)
1.a
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.b
1.3 Teaches to California academic content standards (TPE 1)
1.a, 1.b
1.4 Communicates effectively in oral and written English (TPE 1)
1.b
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank
for non-BCLAD candidates)
1.b
2.1 Monitors student learning during instruction (TPE 2)
1.d
2.2 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
1.d
2.3 Uses multiple means of assessment (TPE 3)
1.d
2.4 Gives students meaningful feedback on assignments and assessments (TPE 3)
1.d
3.1 Learns about students prior knowledge, background, and interests, and plans lessons that
draw on these (TPE 8)
3.2 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.3 Plans vocabulary, reading, writing, speaking, and listening instruction for content area
learning (TPE 9)
3.4 Plans instruction that addresses academic language features of learning tasks and
California English Language Development Standards (TPE 9)
4.1 Provides opportunities and time for students to practice and apply what they have learned
(TPE 4)
4.2 Uses an effective mix of instructional activities to engage students in multiple learning
modalities and to make content accessible (TPE 5)
4.3 Establishes and communicates developmentally appropriate and challenging academic
expectations (TPE 6)
4.4 Differentiates instruction to meet the needs of students from diverse backgrounds,
including English Learners and students with special needs (TPE 7)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.3 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
Fall 2012
Supervising Teacher
University supervisor
Mean
N
Mean
N
14
5.4 Maintains good rapport with students (TPE 11)
1.g
6.1 Maintains good rapport with faculty and staff (TPE 12)
1.g
6.2 Meets commitments and deadlines (TPE 12)
1.g
6.3 Meets professional, legal, and ethical obligations (TPE 12)
1.g
6.4 Reflects on, analyzes, and evaluates own teaching (TPE 13)
1.g
4.33
3.67
3.00
3.67
3.67
3
3
3
3
3
4.00
4.33
3.33
4.00
4.00
3
3
3
3
3
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
Student Teaching Progress Report
Single Subject Credential
JYI
Fall 2012
Teaching Performance Expectation
NCATE
Standard
Fall 2012
Supervising Teacher
University supervisor
Mean
N
Mean
N
3.67
3.67
3.67
4.00
3.00
3
3
3
3
1
4.33
3.67
4.00
4.00
.
3
3
3
3
0
1.c, 1.d
4.00
4.00
3.67
3.67
3.33
3
3
3
3
3
3.33
3.67
4.33
4.00
4.00
3
3
3
3
3
1.b
4.00
3
3.67
3
1.b, 1.c
4.00
3
3.33
3
1.b. 1.c
3.67
3
3.67
3
1.b
4.00
3
3.67
3
1.b
4.00
3
4.00
3
1.b, 1.g
4.00
3
4.00
3
1.b
4.00
3
3.33
3
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
1.c
5.2 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
1.c
3.33
4.33
3
3
3.33
4.00
3
3
1.1 Knows subject matter (TPE 1)
1.a
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.b
1.3 Teaches to California academic content standards (TPE 1)
1.a, 1.b
1.4 Communicates effectively in oral and written English (TPE 1)
1.b
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank
for non-BCLAD candidates)
1.b
2.1 Monitors student learning during instruction (TPE 2)
1.d
2.2 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
1.d
2.3 Uses multiple means of assessment (TPE 3)
1.d
2.4 Gives students meaningful feedback on assignments and assessments (TPE 3)
1.d
3.1 Learns about students prior knowledge, background, and interests, and plans lessons that
draw on these (TPE 8)
3.2 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.3 Plans vocabulary, reading, writing, speaking, and listening instruction for content area
learning (TPE 9)
3.4 Plans instruction that addresses academic language features of learning tasks and
California English Language Development Standards (TPE 9)
4.1 Provides opportunities and time for students to practice and apply what they have learned
(TPE 4)
4.2 Uses an effective mix of instructional activities to engage students in multiple learning
modalities and to make content accessible (TPE 5)
4.3 Establishes and communicates developmentally appropriate and challenging academic
expectations (TPE 6)
4.4 Differentiates instruction to meet the needs of students from diverse backgrounds,
including English Learners and students with special needs (TPE 7)
15
5.3 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
1.c
4.00
3
4.33
3
5.4 Maintains good rapport with students (TPE 11)
1.g
6.1 Maintains good rapport with faculty and staff (TPE 12)
1.g
6.2 Meets commitments and deadlines (TPE 12)
1.g
6.3 Meets professional, legal, and ethical obligations (TPE 12)
1.g
6.4 Reflects on, analyzes, and evaluates own teaching (TPE 13)
1.g
4.00
5.00
4.67
5.00
3.67
3
3
3
3
3
4.33
4.33
4.33
4.67
4.00
3
3
3
3
3
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
Student Teaching Progress Report
Single Subject Credential
Traditional
Fall 2012 and Spring 2013
TPE
Fall 2012
Teaching Performance Expectation
TPE 1 Specific pedagogical skills
for subject matter instruction
TPE 2 Monitoring student learning
during instruction
TPE 3 Interpretation and use of
assessments
TPE 4 Making content accessible
TPE 5 Student engagement
TPE 6 Developmentally
appropriate teaching practices
TPE 7 Teaching English learners
TPE 8 Learning about students
TPE 9 Instructional planning
TPE 10 Instructional time
TPE 11 Social environment
NCATE
Standard(s)
Supervising Teacher
Spring 2013
University supervisor
Supervising Teacher
University supervisor
Mean
N
Mean
N
Mean
N
Mean
N
1.b
3.84
51
3.93
48
3.95
27
3.93
29
1.d
3.66
51
3.76
48
3.89
27
3.76
29
1.d
3.68
50
3.70
48
3.87
26
3.67
29
1.c
3.78
3.67
3.75
51
51
51
3.91
3.75
3.73
47
48
48
3.96
3.81
3.70
27
27
27
3.86
3.93
3.66
29
29
29
1.b
1.c, 1.d
1.b
1.c
1.c
3.46
3.64
3.66
3.53
4.00
50
50
51
51
51
3.51
3.57
3.71
3.83
3.97
43
44
47
48
48
3.62
3.70
3.69
3.48
4.04
26
27
27
27
27
3.67
3.60
3.72
3.69
4.11
27
25
29
29
29
1.b
1.b,1.c
16
TPE 12 Professional, legal, and
ethical obligations
TPE 13 Professional growth
1.g
4.01
51
4.01
48
4.27
27
4.29
29
1.g
3.94
50
4.02
48
4.11
27
4.31
29
Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence
17
Student Teaching Progress Report
Single Subject Credential
Intern
Fall 2012 and Spring 2013
TPE
Teaching Performance Expectation
TPE 1 Specific pedagogical skills for subject matter instruction
TPE 2 Monitoring student learning during instruction
TPE 3 Interpretation and use of assessments
TPE 4 Making content accessible
TPE 5 Student engagement
TPE 6 Developmentally appropriate teaching practices
TPE 7 Teaching English learners
TPE 8 Learning about students
TPE 9 Instructional planning
TPE 10 Instructional time
TPE 11 Social environment
TPE 12 Professional, legal, and ethical obligations
TPE 13 Professional growth
NCATE
Standard(s)
1.b
1.d
1.d
1.b
1.b,1.c
1.c
1.b
1.c, 1.d
1.b
1.c
1.c
1.g
1.g
Fall 2012
Spring 2013
University supervisor
University supervisor
Mean
N
Mean
N
-
-
4.70
4.70
4.50
4.80
4.80
4.60
4.20
4.00
4.33
4.40
4.53
4.60
4.80
5
5
5
5
5
5
5
5
5
5
5
5
5
Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence
18
Student Teaching Progress Report
Single Subject Credential
ACT
Fall 2012
TPE
Fall 2012
Teaching Performance Expectation
NCATE
Standard(s)
Supervising Teacher
University supervisor
Mean
N
Mean
N
TPE 1 Specific pedagogical skills for subject matter
instruction
TPE 2 Monitoring student learning during instruction
TPE 3 Interpretation and use of assessments
TPE 4 Making content accessible
TPE 5 Student engagement
1.b
4.18
12
4.14
18
1.d
1.d
1.b
1.b,1.c
TPE 6 Developmentally appropriate teaching practices
TPE 7 Teaching English learners
TPE 8 Learning about students
1.c
1.b
1.c, 1.d
4.04
3.92
4.17
4.17
3.92
3.75
3.67
3.96
3.58
4.22
4.40
4.25
12
12
12
12
12
12
12
12
12
12
12
12
3.94
3.61
4.17
4.28
3.89
3.61
3.56
3.96
3.89
4.07
4.19
4.17
18
18
18
18
18
18
16
18
18
18
18
18
TPE 9 Instructional planning
TPE 10 Instructional time
TPE 11 Social environment
TPE 12 Professional, legal, and ethical obligations
TPE 13 Professional growth
1.b
1.c
1.c
1.g
1.g
Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence
19
Student Teaching Progress Report
Single Subject Credential
FYI
Fall 2012
TPE
Fall 2012
Teaching Performance Expectation
TPE 1 Specific pedagogical skills
for subject matter instruction
TPE 2 Monitoring student learning
during instruction
NCATE
Standard(s)
Supervising Teacher University supervisor
Mean
N
Mean
N
1.b
3.67
3
3.67
3
1.d
3.17
3
3.00
3
20
Student Teaching Evaluation – Part I
Single Subject Credential: Intern Pathway
Fall 2012 and Spring 2013
Teaching Performance Expectation
1.1 Knows subject matter (TPE 1)
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.3 Teaches to California academic content standards (TPE 1)
1.4 Communicates effectively in oral and written English (TPE 1)
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank for nonBCLAD candidates)
2.1 Monitors student learning by eliciting elaborated student responses to subject matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of subject matter
(TPE 2)
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
2.4 Uses multiple means of assessment (TPE 3)
2.5 Develops assessments that require students to show depth of understanding and skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive (listening/reading) modalities
(TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE 3)
2.9 Communicates progress to students, giving them meaningful feedback on assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians (TPE 3)
3.1 Learns about students' prior knowledge, background, and interests, and plans lessons that draw on
these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted students, and uses this
knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks and assessments
that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content area learning (TPE
9)
3.5 Identifies academic language features of learning tasks, and plans supporting instruction (TPE 9)
3.6 Prepares lesson plans that address California English Language Development standards for English
learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group formats (TPE 9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand (TPE 9)
Fall 2012
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.00
5.00
5.00
5.00
5.00
1
1
1
1
1
5.00
5.00
5.00
4.00
.
1
1
1
1
0
5.00
4.67
4.67
5.00
4.00
3
3
3
3
1
4.75
4.50
4.50
4.50
.
4
4
4
4
0
5.00
5.00
1
1
4.00
4.00
1
1
4.00
5.00
3
3
4.50
4.75
4
4
5.00
5.00
5.00
5.00
1
1
1
1
3.00
4.00
4.00
4.00
1
1
1
1
4.67
4.67
4.67
4.33
3
3
3
3
4.75
4.25
4.25
4.00
4
4
4
4
5.00
5.00
5.00
5.00
5.00
1
1
1
1
1
4.00
4.00
4.00
4.00
4.00
1
1
1
1
1
4.67
4.33
4.67
4.67
4.33
3
3
3
3
3
4.00
4.75
4.50
4.50
4.50
4
4
4
4
4
5.00
1
4.00
1
4.67
3
4.50
4
5.00
1
5.00
1
5.00
3
4.25
4
5.00
1
5.00
1
4.67
3
4.00
4
5.00
5.00
1
1
4.00
5.00
1
1
4.33
4.67
3
3
4.00
4.00
4
3
5.00
5.00
1
1
4.00
4.00
1
1
4.33
4.33
3
3
4.50
4.25
4
4
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
21
Student Teaching Evaluation – Part II
Single Subject Credential: Intern Pathway
Fall 2012 and Spring 2013
Teaching Performance Expectation
4.1 Communicates student learning objectives (TPE 4)
4.2 Promotes student practice and application of knowledge (TPE 4)
4.3 Integrates computer-based technology into instruction (TPE 4)
4.4 Uses an effective mix of instructional activities to engage students in multiple learning modalities
(TPE 5)
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
4.6 Establishes challenging academic expectations and fosters higher order thinking and problem-solving
skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and career options (TPE
6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds, demonstrating cultural
awareness and sensitivity (TPE 7)
4.9 Meets the instructional needs of English Learners (TPE 7)
4.10 Meets the instructional needs of students with special needs (TPE 5)
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
5.4 Creates a positive climate for learning and student discussion, maintaining clear expectations for
academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and backgrounds
(TPE 11)
5.6 Maintains good rapport with students (TPE 11)
6.1 Maintains good rapport with faculty and staff (TPE 12)
6.2 Maintains good rapport with students' families (TPE 12)
6.3 Meets commitments and deadlines (TPE 12)
6.4 Meets professional, legal, and ethical obligations (TPE 12)
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
6.6 Implements changes based on self-reflection and constructive suggestions from others (TPE 13)
Fall 2012
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.00
5.00
5.00
5.00
1
1
1
1
5.00
5.00
3.00
5.00
1
1
1
1
4.00
4.67
4.00
4.33
3
3
3
3
4.25
4.25
4.33
4.25
4
4
3
4
5.00
5.00
1
1
4.00
5.00
1
1
4.00
4.67
3
3
4.50
4.00
4
4
5.00
1
4.00
1
4.67
3
4.50
4
5.00
1
4.00
1
5.00
3
4.25
4
5.00
5.00
5.00
1
1
1
4.00
4.00
4.00
1
1
1
4.33
4.00
4.00
3
3
3
4.00
4.25
4.50
3
4
4
5.00
5.00
5.00
5.00
1
1
1
1
5.00
5.00
4.00
5.00
1
1
1
1
4.00
4.67
4.67
5.00
3
3
3
3
4.25
4.50
4.25
4.50
4
4
4
4
5.00
1
5.00
1
5.00
3
4.50
4
5.00
5.00
5.00
5.00
5.00
5.00
5.00
1
1
1
1
1
1
1
5.00
5.00
4.00
5.00
5.00
5.00
5.00
1
1
1
1
1
1
1
5.00
5.00
5.00
5.00
5.00
5.00
5.00
3
3
3
3
3
3
3
4.75
5.00
4.75
4.75
4.75
4.50
4.75
4
4
4
4
4
4
4
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
22
Student Teaching Evaluation – Part I
Single Subject Credential: ACT Pathway
Spring 2013
Teaching Performance Expectation
1.1 Knows subject matter (TPE 1)
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.3 Teaches to California academic content standards (TPE 1)
1.4 Communicates effectively in oral and written English (TPE 1)
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank for nonBCLAD candidates)
2.1 Monitors student learning by eliciting elaborated student responses to subject matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of subject
matter (TPE 2)
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
2.4 Uses multiple means of assessment (TPE 3)
2.5 Develops assessments that require students to show depth of understanding and skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive (listening/reading)
modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE 3)
2.9 Communicates progress to students, giving them meaningful feedback on assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians (TPE 3)
3.1 Learns about students' prior knowledge, background, and interests, and plans lessons that draw
on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted students, and uses
this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content area learning
(TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting instruction (TPE
9)
3.6 Prepares lesson plans that address California English Language Development standards for
English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group formats (TPE
9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand (TPE 9)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
4.40
4.10
4.35
4.15
4.25
20
20
20
20
12
4.44
4.28
4.28
4.22
4.00
18
18
18
18
4
4.05
4.15
20
20
4.22
4.39
18
18
3.95
4.30
3.95
4.05
20
20
20
20
4.11
4.11
4.06
4.06
18
18
18
18
4.15
4.15
4.15
4.11
4.15
20
20
20
18
20
4.11
4.11
4.17
3.94
4.06
18
18
18
16
18
4.21
19
3.94
18
4.00
20
4.33
18
4.20
20
4.44
18
4.00
20
4.00
18
3.95
19
3.94
16
4.20
20
4.17
18
4.00
20
4.00
18
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
23
Student Teaching Evaluation – Part II
Single Subject Credential: ACT Pathway
Spring 2013
Teaching Performance Expectation
4.1 Communicates student learning objectives (TPE 4)
4.2 Promotes student practice and application of knowledge (TPE 4)
4.3 Integrates computer-based technology into instruction (TPE 4)
4.4 Uses an effective mix of instructional activities to engage students in multiple learning
modalities (TPE 5)
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
4.6 Establishes challenging academic expectations and fosters higher order thinking and problemsolving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and career options
(TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds, demonstrating
cultural awareness and sensitivity (TPE 7)
4.9 Meets the instructional needs of English Learners (TPE 7)
4.10 Meets the instructional needs of students with special needs (TPE 5)
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
5.4 Creates a positive climate for learning and student discussion, maintaining clear expectations for
academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
6.1 Maintains good rapport with faculty and staff (TPE 12)
6.2 Maintains good rapport with students' families (TPE 12)
6.3 Meets commitments and deadlines (TPE 12)
6.4 Meets professional, legal, and ethical obligations (TPE 12)
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
6.6 Implements changes based on self-reflection and constructive suggestions from others (TPE 13)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
4.20
4.20
4.35
4.25
20
20
20
20
4.22
4.11
4.33
4.22
18
18
18
18
3.95
4.05
20
20
4.00
4.11
18
18
4.20
20
4.00
18
4.20
20
4.06
18
4.00
4.10
4.05
20
20
20
3.88
3.93
3.94
16
14
16
4.00
3.90
4.25
4.25
20
20
20
20
4.33
4.39
4.28
4.44
18
18
18
18
4.30
20
4.22
18
4.50
4.60
4.26
4.40
4.63
4.40
4.50
20
20
19
20
19
20
20
4.44
4.61
4.56
4.56
4.61
4.61
4.50
18
18
16
18
18
18
18
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
24
Student Teaching Evaluation – Part I
Single Subject Credential: FYI Pathway
Spring 2013
Teaching Performance Expectation
1.1 Knows subject matter (TPE 1)
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.3 Teaches to California academic content standards (TPE 1)
1.4 Communicates effectively in oral and written English (TPE 1)
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank for nonBCLAD candidates)
2.1 Monitors student learning by eliciting elaborated student responses to subject matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of subject
matter (TPE 2)
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
2.4 Uses multiple means of assessment (TPE 3)
2.5 Develops assessments that require students to show depth of understanding and skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive (listening/reading)
modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE 3)
2.9 Communicates progress to students, giving them meaningful feedback on assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians (TPE 3)
3.1 Learns about students' prior knowledge, background, and interests, and plans lessons that draw
on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted students, and uses
this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content area learning
(TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting instruction (TPE
9)
3.6 Prepares lesson plans that address California English Language Development standards for
English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group formats (TPE
9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand (TPE 9)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
4.00
3.80
3.80
3.80
4.00
5
5
5
5
2
4.00
3.50
4.00
4.00
.
2
2
2
2
0
3.40
3.20
5
5
3.50
3.50
2
2
3.40
3.40
3.40
3.40
5
5
5
5
3.50
3.50
3.50
3.50
2
2
2
2
3.40
3.40
3.80
3.33
3.60
5
5
5
3
5
3.50
3.50
3.50
5.00
4.00
2
2
2
1
2
3.60
5
3.50
2
3.60
5
3.50
2
3.80
5
3.50
2
3.40
5
3.50
2
3.60
5
3.50
2
3.60
5
4.00
2
3.60
5
3.50
2
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
25
Student Teaching Evaluation – Part II
Single Subject Credential: FYI Pathway
Spring 2013
Teaching Performance Expectation
4.1 Communicates student learning objectives (TPE 4)
4.2 Promotes student practice and application of knowledge (TPE 4)
4.3 Integrates computer-based technology into instruction (TPE 4)
4.4 Uses an effective mix of instructional activities to engage students in multiple learning
modalities (TPE 5)
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
4.6 Establishes challenging academic expectations and fosters higher order thinking and problemsolving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and career options
(TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds, demonstrating
cultural awareness and sensitivity (TPE 7)
4.9 Meets the instructional needs of English Learners (TPE 7)
4.10 Meets the instructional needs of students with special needs (TPE 5)
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
5.4 Creates a positive climate for learning and student discussion, maintaining clear expectations for
academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
6.1 Maintains good rapport with faculty and staff (TPE 12)
6.2 Maintains good rapport with students' families (TPE 12)
6.3 Meets commitments and deadlines (TPE 12)
6.4 Meets professional, legal, and ethical obligations (TPE 12)
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
6.6 Implements changes based on self-reflection and constructive suggestions from others (TPE 13)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
3.80
4.00
3.75
3.80
5
5
4
5
4.00
4.00
4.00
4.00
2
2
2
2
3.60
3.40
5
5
3.50
4.00
2
2
3.40
5
3.50
2
4.20
5
4.00
2
4.33
3.80
3.75
3
5
4
3.50
3.50
3.50
2
2
2
3.60
3.20
4.00
4.20
5
5
4
5
3.50
3.50
4.00
4.50
2
2
2
2
3.80
5
3.50
2
4.40
4.75
4.00
3.60
4.00
4.00
4.20
5
4
3
5
5
5
5
4.00
4.00
5.00
3.50
4.00
3.50
4.00
2
2
1
2
2
2
2
Notes 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
26
Student Teaching Evaluation – Part I
Single Subject Credential: JYI Pathway
Spring 2013
Teaching Performance Expectation
1.1 Knows subject matter (TPE 1)
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
1.3 Teaches to California academic content standards (TPE 1)
1.4 Communicates effectively in oral and written English (TPE 1)
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave blank for nonBCLAD candidates)
2.1 Monitors student learning by eliciting elaborated student responses to subject matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of subject
matter (TPE 2)
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
2.4 Uses multiple means of assessment (TPE 3)
2.5 Develops assessments that require students to show depth of understanding and skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive (listening/reading)
modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE 3)
2.9 Communicates progress to students, giving them meaningful feedback on assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians (TPE 3)
3.1 Learns about students' prior knowledge, background, and interests, and plans lessons that draw
on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted students, and uses
this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks and
assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content area learning
(TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting instruction (TPE
9)
3.6 Prepares lesson plans that address California English Language Development standards for
English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group formats (TPE
9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand (TPE 9)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
4.50
4.25
4.75
4.50
5.00
4
4
4
4
1
4.33
4.00
4.33
5.00
4.00
3
3
3
3
1
4.25
4.50
4
4
3.67
4.00
3
3
4.50
4.25
4.25
4.50
4
4
4
4
4.33
4.33
4.00
4.00
3
3
3
3
4.50
4.50
5.00
4.50
4.50
4
4
4
4
4
4.00
4.33
4.00
4.00
3.67
3
3
3
3
3
4.75
4
4.00
3
4.50
4
4.33
3
4.50
4
4.00
3
4.50
4
3.67
3
4.50
4
3.67
3
4.25
4
4.67
3
4.25
4
4.33
3
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
27
Student Teaching Evaluation – Part II
Single Subject Credential: JYI Pathway
Spring 2013
Teaching Performance Expectation
4.1 Communicates student learning objectives (TPE 4)
4.2 Promotes student practice and application of knowledge (TPE 4)
4.3 Integrates computer-based technology into instruction (TPE 4)
4.4 Uses an effective mix of instructional activities to engage students in multiple learning
modalities (TPE 5)
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
4.6 Establishes challenging academic expectations and fosters higher order thinking and problemsolving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and career options
(TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds, demonstrating
cultural awareness and sensitivity (TPE 7)
4.9 Meets the instructional needs of English Learners (TPE 7)
4.10 Meets the instructional needs of students with special needs (TPE 5)
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
5.4 Creates a positive climate for learning and student discussion, maintaining clear expectations for
academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
6.1 Maintains good rapport with faculty and staff (TPE 12)
6.2 Maintains good rapport with students' families (TPE 12)
6.3 Meets commitments and deadlines (TPE 12)
6.4 Meets professional, legal, and ethical obligations (TPE 12)
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
6.6 Implements changes based on self-reflection and constructive suggestions from others (TPE 13)
Spring 2013
Cooperating Teacher University Supervisor
Mean
N
Mean
N
4.75
4.50
4.75
4.50
4
4
4
4
4.33
4.33
4.33
4.00
3
3
3
3
4.50
4.50
4
4
4.00
4.00
3
3
4.25
4
3.67
3
4.50
4
4.00
3
4.25
4.25
4.25
4
4
4
3.67
3.67
4.00
3
3
3
4.25
4.25
5.00
5.00
4
4
4
4
4.33
4.67
4.67
5.00
3
3
3
3
4.25
4
4.33
3
5.00
5.00
4.50
5.00
5.00
4.50
4.50
3
4
4
4
4
4
4
4.33
4.67
4.33
4.67
5.00
4.67
4.33
3
3
3
3
3
3
3
Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding
28
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain A: Making Subject Matter Comprehensible to Students
Fall 2013 and Spring 2014
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
1.1 Knows subject matter (TPE 1)
4.2727
22
4.6250
8
4.2833
60
4.2982
57
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
4.4091
22
4.2500
8
4.1333
60
4.1053
57
1.3 Teaches to California academic content standards (TPE 1)
4.5909
22
4.5000
8
4.3167
60
4.2281
57
1.4 Communicates effectively in oral and written English (TPE 1)
4.0000
22
4.6250
8
4.3667
60
4.3509
57
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave
blank for non-BCLAD candidates)
2.6818
22
1.7500
8
2.2833
60
.7018
57
Traditional
ACT
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
1.1 Knows subject matter (TPE 1)
4.1154
26
4.4737
19
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
4.0385
26
4.3158
19
1.3 Teaches to California academic content standards (TPE 1)
4.2308
26
4.4737
19
1.4 Communicates effectively in oral and written English (TPE 1)
4.3846
26
4.5789
19
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave
blank for non-BCLAD candidates)
1.0000
26
.8947
19
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
1.1 Knows subject matter (TPE 1)
5.0000
2
5.0000
2
5.0000
2
4.5000
4
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
5.0000
2
4.5000
2
4.5000
2
4.7500
4
1.3 Teaches to California academic content standards (TPE 1)
5.0000
2
5.0000
2
4.5000
2
4.7500
4
1.4 Communicates effectively in oral and written English (TPE 1)
5.0000
2
5.0000
2
5.0000
2
4.5000
4
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave
blank for non-BCLAD candidates)
2.5000
2
.0000
2
.0000
2
1.2500
4
Intern
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
1.1 Knows subject matter (TPE 1)
5.0000
1
4.1429
7
3.8750
8
1.2 Demonstrates subject-specific pedagogical knowledge and skills (TPE 1)
3.0000
1
4.1429
7
3.8750
8
1.3 Teaches to California academic content standards (TPE 1)
5.0000
1
4.4286
7
4.2500
8
1.4 Communicates effectively in oral and written English (TPE 1)
5.0000
1
4.1429
7
4.1250
8
1.5 Communicates effectively in the BCLAD language (TPE 1, BCLAD only; leave
blank for non-BCLAD candidates)
0.0000
1
1.0000
7
.0000
8
FYI/JYI
29
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain B: Assessing Student Learning
Fall 2013 and Spring 2014
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.3636
22
4.1250
8
3.9167
60
3.5088
57
4.5000
22
4.2500
8
4.2500
60
4.0702
57
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
4.5000
22
4.1250
8
3.9500
60
4.0175
57
2.4 Uses multiple means of assessment (TPE 3)
4.5000
22
3.7500
8
4.0667
60
3.9649
57
4.4091
22
4.1250
8
3.9167
60
3.9123
57
4.4545
22
4.2500
8
4.1000
60
3.9649
57
4.3636
22
4.3750
8
4.0500
60
3.7368
57
4.2273
22
4.1250
8
4.0667
60
3.7719
57
4.3182
22
4.2500
8
4.1500
60
3.9474
57
3.8182
22
3.6250
8
3.5667
60
2.9298
57
Traditional
2.1 Monitors student learning by eliciting elaborated student responses to subject
matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of
subject matter (TPE 2)
2.5 Develops assessments that require students to show depth of understanding and
skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive
(listening/reading) modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class
learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE
3)
2.9 Communicates progress to students, giving them meaningful feedback on
assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians
(TPE 3)
ACT
2.1 Monitors student learning by eliciting elaborated student responses to subject
matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of
subject matter (TPE 2)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
3.9615
26
4.0000
19
4.1154
26
4.1579
19
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
3.7692
26
3.9474
19
2.4 Uses multiple means of assessment (TPE 3)
4.0385
26
4.2105
19
4.0385
26
4.1579
19
4.0385
26
4.1053
19
3.8846
26
4.0526
19
3.9231
26
4.0000
19
4.0385
26
3.8421
19
3.7692
26
3.1053
19
2.5 Develops assessments that require students to show depth of understanding and
skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive
(listening/reading) modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class
learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE
3)
2.9 Communicates progress to students, giving them meaningful feedback on
assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians
(TPE 3)
30
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.0000
2
4.0000
2
5.0000
2
4.0000
4
5.0000
2
4.0000
2
4.5000
2
4.5000
4
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
5.0000
2
5.0000
2
4.5000
2
4.2500
4
2.4 Uses multiple means of assessment (TPE 3)
5.0000
2
4.5000
2
4.5000
2
4.2500
4
5.0000
2
4.5000
2
4.0000
2
4.2500
4
5.0000
2
5.0000
2
4.5000
2
4.0000
4
5.0000
2
4.5000
2
4.0000
2
4.5000
4
2.5000
2
5.0000
2
4.0000
2
4.7500
4
5.0000
2
4.5000
2
2.0000
2
4.2500
4
5.0000
2
4.5000
2
2.5000
2
4.2500
4
Intern
2.1 Monitors student learning by eliciting elaborated student responses to subject
matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of
subject matter (TPE 2)
2.5 Develops assessments that require students to show depth of understanding and
skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive
(listening/reading) modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class
learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE
3)
2.9 Communicates progress to students, giving them meaningful feedback on
assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians
(TPE 3)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.000
1
3.8571
7
3.6250
8
4.000
1
4.1429
7
3.8750
8
2.3 Paces instruction appropriately and re-teaches content when necessary (TPE 2)
3.000
1
3.5714
7
3.6250
8
2.4 Uses multiple means of assessment (TPE 3)
4.000
1
3.7143
7
3.8750
8
5.000
1
3.7143
7
3.6250
8
5.000
1
4.1429
7
3.7500
8
3.000
1
3.5714
7
3.1250
8
4.000
1
3.4286
7
3.1250
8
4.000
1
3.5714
7
3.000
1
2.1429
7
FYI/JYI
2.1 Monitors student learning by eliciting elaborated student responses to subject
matter (TPE 2)
2.2 Responds to student questions and comments in ways that build understanding of
subject matter (TPE 2)
2.5 Develops assessments that require students to show depth of understanding and
skill (TPE 3)
2.6 Assesses students in both productive (talking/writing) and receptive
(listening/reading) modalities (TPE 3)
2.7 Draws accurate conclusions from assessments about student and whole-class
learning (TPE 3)
2.8 Uses the information from assessments to formulate next steps in instruction (TPE
3)
2.9 Communicates progress to students, giving them meaningful feedback on
assignments (TPE 3)
2.10 Communicates course expectations and student progress to parents/guardians
(TPE 3)
3.6250
2.7500
8
8
31
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain C: Engaging and Supporting Students in Learning
Fall 2013 and Spring 2014
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.1 Communicates student learning objectives (TPE 4)
4.4091
22
4.1250
8
4.0167
60
4.0702
57
4.2 Promotes student practice and application of knowledge (TPE 4)
4.5000
22
4.2500
8
4.1500
60
4.1053
57
4.3 Integrates computer-båased technology into instruction (TPE 4)
4.6364
22
3.7500
8
3.6000
60
3.5439
57
4.4 Uses an effective mix of instructional activities to engage students in multiple
learning modalities (TPE 5)
4.3182
22
4.2500
8
4.2000
60
3.9649
57
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
4.3182
22
4.2500
8
4.1333
60
3.9474
57
4.4091
22
4.3750
8
3.8333
60
3.9123
57
4.3636
22
4.0000
8
4.0167
60
3.7193
57
Traditional
4.6 Establishes challenging academic expectations and fosters higher order thinking
and problem-solving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and
career options (TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds,
demonstrating cultural awareness and sensitivity (TPE 7)
4.0455
22
4.2500
8
4.2333
60
3.8596
57
4.9 Meets the instructional needs of English Learners (TPE 7)
3.2273
22
4.2500
8
3.4500
60
3.0351
57
4.10 Meets the instructional needs of students with special needs (TPE 5)
3.8182
22
3.6250
8
3.8167
60
3.7018
57
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
4.2727
22
4.0000
8
3.8167
60
3.5965
57
ACT
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.1 Communicates student learning objectives (TPE 4)
3.8077
26
4.2105
19
4.2 Promotes student practice and application of knowledge (TPE 4)
3.9615
26
4.1579
19
4.3 Integrates computer-based technology into instruction (TPE 4)
3.7308
26
4.0000
19
4.4 Uses an effective mix of instructional activities to engage students in multiple
learning modalities (TPE 5)
4.0000
26
4.2632
19
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
3.6154
26
4.0000
19
3.8846
26
4.1579
19
3.8077
26
3.6316
19
4.6 Establishes challenging academic expectations and fosters higher order thinking
and problem-solving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and
career options (TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds,
demonstrating cultural awareness and sensitivity (TPE 7)
3.9231
26
3.7368
19
4.9 Meets the instructional needs of English Learners (TPE 7)
2.9615
26
3.0526
19
4.10 Meets the instructional needs of students with special needs (TPE 5)
3.3077
26
3.4211
19
4.11 Meets the instructional needs of students at risk of educational failure (TPE 5)
3.4231
26
3.3684
19
32
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.1 Communicates student learning objectives (TPE 4)
5.0000
2
4.0000
2
4.0000
2
4.5000
4
4.2 Promotes student practice and application of knowledge (TPE 4)
5.0000
2
5.0000
2
4.5000
2
3.7500
4
4.3 Integrates computer-based technology into instruction (TPE 4)
5.0000
2
5.0000
2
2.0000
2
4.0000
4
4.4 Uses an effective mix of instructional activities to engage students in multiple
learning modalities (TPE 5)
4.5000
2
5.0000
2
5.0000
2
4.7500
4
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
5.0000
2
4.5000
2
4.0000
2
4.0000
4
5.0000
2
5.0000
2
3.5000
2
4.7500
4
5.0000
2
5.0000
2
4.5000
2
4.5000
4
5.0000
2
5.0000
2
5.0000
2
3.2500
4
4.9 Meets the instructional needs of English Learners (TPE 7)
2.5000
2
2.5000
2
2.0000
2
4.0000
4
4.10 Meets the instructional needs of students with special needs (TPE 5)
5.0000
2
5.0000
2
2.0000
2
3.7500
4
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
5.0000
2
5.0000
2
1.5000
2
3.7500
4
Intern
4.6 Establishes challenging academic expectations and fosters higher order thinking
and problem-solving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and
career options (TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds,
demonstrating cultural awareness and sensitivity (TPE 7)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.1 Communicates student learning objectives (TPE 4)
5.000
1
4.1429
7
3.7500
8
4.2 Promotes student practice and application of knowledge (TPE 4)
3.000
1
4.1429
7
4.1250
8
4.3 Integrates computer-based technology into instruction (TPE 4)
4.000
1
3.0000
7
3.1250
8
4.4 Uses an effective mix of instructional activities to engage students in multiple
learning modalities (TPE 5)
5.000
1
4.1429
7
3.6250
8
4.5 Ensures meaningful and substantial participation of all students (TPE 5)
3.000
1
3.8571
7
3.7500
8
4.000
1
3.8571
7
3.3750
8
4.000
1
3.5714
7
3.2500
8
5.000
1
3.8571
7
3.1250
8
4.9 Meets the instructional needs of English Learners (TPE 7)
3.000
1
2.4286
7
2.6250
8
4.10 Meets the instructional needs of students with special needs (TPE 5)
4.000
1
3.0000
7
2.3750
8
4.11 Meets the instructional needs of students at risk of educational failure
(TPE 5)
2.000
1
3.0000
7
2.3750
8
FYI/JYI
4.6 Establishes challenging academic expectations and fosters higher order thinking
and problem-solving skills (TPE 6)
4.7 Connects curriculum to life outside school, including future higher education and
career options (TPE 6)
4.8 Meets the instructional needs of students from diverse cultural backgrounds,
demonstrating cultural awareness and sensitivity (TPE 7)
33
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain D: Planning Instruction and Designing Learning Experiences For Students
Fall 2013 and Spring 2014
Traditional
3.1 Learns about students' prior knowledge, background, and interests, and plans
lessons that draw on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted
students, and uses this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks
and assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content
area learning (TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting
instruction (TPE 9)
3.6 Prepares lesson plans that address California English Language Development
standards for English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group
formats (TPE 9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand
(TPE 9)
ACT
3.1 Learns about students' prior knowledge, background, and interests, and plans
lessons that draw on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted
students, and uses this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks
and assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content
area learning (TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting
instruction (TPE 9)
3.6 Prepares lesson plans that address California English Language Development
standards for English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group
formats (TPE 9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand
(TPE 9)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
4.1818
22
4.0000
8
3.8500
60
3.8421
57
4.1364
22
4.1250
8
3.9833
60
3.8772
57
4.4091
22
4.3750
8
4.1667
60
3.9825
57
4.3636
22
4.3750
8
3.9825
60
4.0333
57
4.3182
22
4.1250
8
4.0167
60
3.8070
57
3.2273
22
4.3750
8
3.3333
60
3.4211
57
4.0455
22
4.1250
8
3.8500
60
3.6316
57
4.1818
22
4.3750
8
3.8772
60
3.9000
57
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
3.8846
26
3.6316
19
3.7308
26
3.6316
19
3.8077
26
4.2105
19
3.8462
26
4.0000
19
3.7692
26
3.7895
19
3.3462
26
2.7895
19
3.8077
26
4.0526
19
3.9231
26
4.0000
19
34
Intern
3.1 Learns about students' prior knowledge, background, and interests, and plans
lessons that draw on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted
students, and uses this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks
and assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content
area learning (TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting
instruction (TPE 9)
3.6 Prepares lesson plans that address California English Language Development
standards for English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group
formats (TPE 9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand
(TPE 9)
FYI/JYI
3.1 Learns about students' prior knowledge, background, and interests, and plans
lessons that draw on these (TPE 8)
3.2 Learns the needs of students with special needs, including at-risk and gifted
students, and uses this knowledge in planning (TPE 8)
3.3 Prepares complete and sequential lesson plans with a progression of learning tasks
and assessments that build understanding of content (TPE 9)
3.4 Plans vocabulary, reading, writing, speaking, and listening instruction for content
area learning (TPE 9)
3.5 Identifies academic language features of learning tasks, and plans supporting
instruction (TPE 9)
3.6 Prepares lesson plans that address California English Language Development
standards for English learners (TPE 9)
3.7 Plans for in-depth student discussion of content in whole class and small group
formats (TPE 9)
3.8 Plans lessons and assessments that address multiple levels of cognitive demand
(TPE 9)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.0000
2
4.5000
2
4.0000
2
4.0000
4
5.0000
2
5.0000
2
5.0000
2
4.0000
4
5.0000
2
4.5000
2
4.5000
2
4.5000
4
5.0000
2
5.0000
2
5.0000
2
4.7500
4
5.0000
2
5.0000
2
4.5000
2
4.5000
4
2.5000
2
4.5000
2
2.0000
2
3.7500
4
5.0000
2
5.0000
2
3.5000
2
4.5000
4
4.5000
2
5.0000
2
4.0000
2
4.7500
4
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
3.000
1
3.0000
7
3.1250
8
5.000
1
3.2857
7
3.0000
8
3.000
1
3.5714
7
3.6250
8
5.000
1
4.1429
7
4.0000
8
4.000
1
4.0000
7
3.1250
8
3.000
1
2.2857
7
3.1250
8
5.000
1
4.2857
7
3.8750
8
4.000
1
4.1429
7
3.6250
8
35
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain E: Creating and Maintaining Effective Environments for Student Learning
Fall 2013 and Spring 2014
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
4.1818
22
4.5000
8
3.9000
60
4.0175
57
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
3.8636
22
4.1250
8
3.8500
60
4.0526
57
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
4.3182
22
3.8750
8
4.2000
60
4.1579
57
4.4545
22
4.6250
8
4.2500
60
4.1754
57
4.2727
22
4.7500
8
4.2000
60
4.1228
57
4.6364
22
4.7500
8
4.4500
60
4.3158
57
Traditional
5.4 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
ACT
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
3.5769
26
4.2105
19
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
3.4231
26
4.3158
19
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
4.0385
26
3.6316
19
3.8077
26
4.3684
19
3.8846
26
3.8947
19
4.0000
26
4.1579
19
5.4 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
4.5000
2
4.0000
2
3.5000
2
4.5000
4
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
5.0000
2
4.5000
2
3.5000
2
4.5000
4
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
5.0000
2
5.0000
2
3.5000
2
4.2500
4
5.0000
2
5.0000
2
4.5000
2
4.7500
4
5.0000
2
5.0000
2
4.5000
2
4.2500
4
5.0000
2
5.0000
2
4.5000
2
4.5000
4
Intern
5.4 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
36
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
5.1 Maximizes instructional time, managing classroom routines and transitions (TPE 10)
4.000
1
3.4286
7
3.7500
8
5.2 Maintains classroom control and consistently enforces policies (TPE 10)
3.000
1
3.4286
7
3.7500
8
5.3 Learns about and uses school facilities and resources for instruction (TPE 10)
4.000
1
3.4286
7
4.0000
8
4.000
1
4.1429
7
4.0000
8
4.000
1
4.0000
7
3.5000
8
5.000
1
4.5714
7
4.2500
8
FYI/JYI
5.4 Creates a positive climate for learning and student discussion, maintaining clear
expectations for academic and social behavior (TPE 11)
5.5 Creates an inclusive learning environment for students with diverse learning needs and
backgrounds (TPE 11)
5.6 Maintains good rapport with students (TPE 11)
37
Single Subject Credential
Second Semester (SED 555) Student Teaching Evaluation
Domain F: Developing as a Professional Educator
Fall 2013 and Spring 2014
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
6.1 Maintains good rapport with faculty and staff (TPE 12)
4.7273
22
4.0000
8
4.4500
60
4.2632
57
6.2 Maintains good rapport with students' families (TPE 12)
3.8182
22
3.2500
8
3.8167
60
2.9474
57
6.3 Meets commitments and deadlines (TPE 12)
4.5455
22
4.5000
8
4.2000
60
4.2281
57
6.4 Meets professional, legal, and ethical obligations (TPE 12)
4.5455
22
4.1250
8
4.2833
60
4.2281
57
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
4.5455
22
4.6250
8
4.3167
60
4.2281
57
6.6 Implements changes based on self-reflection and constructive suggestions from
others (TPE 13)
4.5000
22
4.6250
8
4.2667
60
4.4386
57
Traditional
ACT
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
6.1 Maintains good rapport with faculty and staff (TPE 12)
4.3846
26
4.2632
19
6.2 Maintains good rapport with students' families (TPE 12)
3.6154
26
2.8947
19
6.3 Meets commitments and deadlines (TPE 12)
4.0385
26
4.4737
19
6.4 Meets professional, legal, and ethical obligations (TPE 12)
4.4231
26
4.5789
19
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
4.2308
26
4.5789
19
6.6 Implements changes based on self-reflection and constructive suggestions from
others (TPE 13)
4.1538
26
4.5263
19
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
6.1 Maintains good rapport with faculty and staff (TPE 12)
5.0000
2
5.0000
2
4.5000
2
5.0000
4
6.2 Maintains good rapport with students' families (TPE 12)
5.0000
2
5.0000
2
.0000
2
3.2500
4
6.3 Meets commitments and deadlines (TPE 12)
5.0000
2
5.0000
2
4.5000
2
4.2500
4
6.4 Meets professional, legal, and ethical obligations (TPE 12)
5.0000
2
5.0000
2
5.0000
2
4.5000
4
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
5.0000
2
5.0000
2
4.5000
2
4.0000
4
6.6 Implements changes based on self-reflection and constructive suggestions from
others (TPE 13)
5.0000
2
5.0000
2
5.0000
2
4.2500
4
Intern
38
Fall 2013
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
Spring 2014
Cooperating Teacher
University Supervisor
Mean
N
Mean
N
6.1 Maintains good rapport with faculty and staff (TPE 12)
4.000
1
3.8571
7
4.5000
8
6.2 Maintains good rapport with students' families (TPE 12)
4.000
1
3.2857
7
2.2500
8
6.3 Meets commitments and deadlines (TPE 12)
4.000
1
4.1429
7
3.8750
8
6.4 Meets professional, legal, and ethical obligations (TPE 12)
5.000
1
4.2857
7
4.1250
8
6.5 Reflects on, analyzes, and evaluates own teaching (TPE 13)
5.000
1
4.0000
7
4.1250
8
6.6 Implements changes based on self-reflection and constructive suggestions from
others (TPE 13)
5.000
1
4.7143
7
4.2500
8
FYI/JYI
39
Teacher Performance Assessment (PACT Teaching Event)
On the following pages are tables providing the means for rubrics from the PACT Teaching Event, our state-required Teacher Performance
Assessment, for the three school years. Please note that these tables combine data from all pathways.
Performance Assessment for California Teachers (PACT) Teaching Event
Single Subject Credential
Fall 2012 and Spring 2013
Fall 2012
Spring 2013
Rubric
Mean
N
Mean
N
Establishing a balanced instructional focus
2.64
56
2.79
77
Making content accessible
2.52
56
2.53
78
Designing assessments
2.48
56
2.57
77
Engaging students in learning
2.30
56
2.31
77
Monitoring student learning
2.20
56
2.26
77
Analyzing student work from an assessment
2.26
57
2.37
78
Using assessment to inform instructional decisions
2.18
57
2.23
79
Providing feedback
2.32
57
2.33
78
Monitoring student progress
2.41
56
2.28
78
Reflecting on learning using theoretical research
2.45
56
2.31
77
Understanding Language Demands
2.05
55
2.25
76
Supporting academic language development
2.20
55
2.18
76
Notes: 1=Unsatisfactory, 2=Satisfactory (passing), 3=Strong, 4=Exemplary
40
CSU Exit Survey (Program Completers’ Perceptions)
41
CSU Exit Survey – Teacher Preparation: Part I
Single Subject Credential: Traditional Pathway
2012-2013 Completers
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
...to prepare lesson plans and make prior arrangements for students' class activities.
58
74%
17%
5%
2%
...to organize and manage a class or a group of students for instructional activities
58
69%
21%
5%
2%
...to organize and manage student behavior and discipline satisfactorily.
58
52%
33%
12%
2%
...to use an effective mix of teaching strategies and instructional activities.
58
64%
28%
5%
2%
...to meet the instructional needs of students who are English language learners.
58
38%
48%
10%
2%
...to meet the instructional needs of students from diverse cultural backgrounds.
58
47%
38%
12%
2%
...to meet the instructional needs of students with special learning needs.
57
32%
49%
18%
2%
...to understand how personal, family and community conditions often affect learning.
58
57%
33%
7%
2%
...to learn about my students' interests and motivations, and how to teach accordingly.
58
64%
26%
7%
2%
...to get students involved in engaging activities and to sustain on-task behavior.
58
59%
29%
9%
2%
...to use computer-based technology to help students learn subjects of the curriculum.
58
62%
28%
7%
2%
...to use computer-based technology for instruction, research, and record keeping..
58
66%
28%
3%
2%
...to monitor student progress by using formal and informal assessment methods.
58
60%
29%
7%
2%
...to assess pupil progress by analyzing a variety of evidence including exam scores.
58
53%
38%
5%
2%
...to adjust my teaching strategies so all pupils have chances to understand and learn.
58
53%
38%
5%
2%
...to adhere to principles of educational equity in the teaching of all students.
58
69%
22%
5%
2%
...to use class time efficiently by relying on daily routines and planned transitions.
58
67%
21%
9%
2%
...to know about resources in the school & community for at-risk students and families.
58
41%
33%
21%
3%
...to communicate effectively with the parents or guardians of my students.
58
47%
29%
19%
2%
...to work collaboratively on school issues with other teachers in our school.
58
53%
24%
17%
2%
...to think about problems that occur in teaching and to try-out various solutions.
58
57%
31%
9%
2%
...to understand my professional, legal, and ethical obligations.
58
64%
24%
9%
2%
...to evaluate and reflect and seek out assistance that leads to professional growth.
58
74%
19%
3%
2%
As a new teacher, I am ...
42
CSU Exit Survey – Teacher Preparation: Part II
Single Subject Credential: Traditional Pathway
2012-2013 Completers
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
...to know and understand the subject(s) in which I earned my teaching credential(s).
58
79%
19%
0%
2%
...to teach my primary subject according to State Academic Standards in my grade(s)
58
76%
22%
2%
0%
...to contribute to students' reading skills including comprehension in my subject area.
58
55%
40%
5%
0%
...to use textbooks and other materials that are aligned with State Standards in my area.
58
67%
26%
7%
0%
...to recognize adolescence as a period of intense pressure for students to be like peers
58
67%
29%
2%
2%
...to anticipate and address issues of drug, alcohol and tobacco use by my students.
58
41%
34%
17%
7%
...to anticipate and address possession of weapons and threats of violence at school.
58
41%
24%
24%
10%
...to anticipate and address the needs of students who are at risk of dropping out.
58
43%
31%
22%
3%
...to understand adolescent development, human learning and the purposes of schools
58
57%
38%
3%
2%
...to assist individual students in areas of their instructional needs in my subject area.
58
71%
22%
5%
2%
...to establish academic expectations that are intellectually challenging for students.
58
72%
22%
5%
0%
...to provide opportunities for students to develop advanced problem-solving skills.
57
58%
37%
4%
2%
...to communicate my course goals and requirements to students and parents.
58
72%
22%
3%
2%
...to develop fair criteria for course grades and to explain these to students and parents.
57
72%
19%
9%
0%
...to help students realize the connections between my subject and life beyond school.
58
64%
33%
3%
0%
...to help students realize the impact of academic choices on life- and career-options.
58
69%
24%
7%
0%
...to encourage/enable students to assume increasing responsibility for their learning.
58
72%
24%
3%
0%
...to encourage/enable students to learn behaviors that contribute to future success.
58
72%
22%
3%
2%
As a new teacher, I am ...
43
CSU Exit Survey – Instructional Preparation
Single Subject Credential: Traditional Pathway
2012-2013 Completers
Instruction in your Teaching Credential Program
Instruction in how children and adolescents grow and develop.
Instruction in the implications of human learning and motivation.
Instruction in school purposes, organization, issues and history.
Instruction in methods of classroom teaching and management.
Instruction in the teaching of English language learners (ELL).
Instruction in cultural diversity and multicultural education.
Instruction in teaching students with special learning needs.
Instruction in using computer technology for classroom instruction.
Instruction in ways of teaching English classes in grades 7-12.
Instruction in ways of teaching Language Other than English classes in grades 7-12.
Instruction in ways of teaching Mathematics classes in grades 7-12.
Instruction in ways of teaching Music classes in grades 7-12.
Instruction in ways of teaching Art classes in grades 7-12.
Instruction in ways of teaching Physical Education classes in grades 7-12.
Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12.
Instruction in ways of teaching Science (Physics) classes in grades 7-12.
Instruction in ways of teaching Science (Chemistry) classes in grades 7-12.
Instruction in ways of teaching Science (Geosciences) classes in grades 7-12.
Instruction in ways of teaching Health Science classes in grades 7-12.
Instruction in ways of teaching Social Science classes in grades 7-12.
Instruction in ways of teaching Agriculture classes in grades 7-12.
Instruction in ways of teaching Business classes in grades 7-12.
Instruction in ways of teaching Home Economics classes in grades 7-12.
Instruction in ways of teaching Industrial and Technology classes in grades 7-12.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
56
55
55
55
56
57
57
56
57
57
57
57
57
57
56
57
57
57
57
57
57
57
57
57
52%
51%
33%
65%
50%
51%
44%
61%
21%
2%
19%
7%
0%
2%
7%
4%
2%
2%
0%
7%
0%
0%
0%
0%
36%
36%
51%
27%
29%
32%
35%
23%
4%
2%
5%
4%
0%
0%
2%
4%
4%
2%
0%
5%
0%
0%
0%
0%
7%
7%
11%
2%
16%
12%
16%
9%
2%
2%
2%
2%
2%
4%
2%
2%
2%
2%
2%
2%
0%
0%
0%
0%
5%
5%
5%
5%
5%
5%
5%
7%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
2%
2%
2%
2%
2%
44
CSU Exit Survey – Value and Helpfulness of Program
Single Subject Credential: Traditional Pathway
2012-2013 Completers
N
Very
valuable
Somewhat
valuable
Little Value
No value
My supervised teaching experiences in K-12 schools.
57
86%
14%
0%
0%
My fieldwork (e.g., school visits, observations, school-based course assignments,
etc.) and observations prior to supervised teaching.
57
65%
28%
5%
2%
Discussions sponsored by the university during student teaching.
48
54%
27%
13%
6%
Guidance and assistance from field supervisor(s) from the campus.
56
79%
13%
9%
0%
Guidance and assistance from supervising teacher(s) in K-12 schools.
56
86%
11%
2%
2%
Information and support provided in initial program orientation.
55
47%
22%
24%
7%
Information, support, and solutions provided by the credentials office
56
36%
25%
29%
11%
Information, support and advice provided by faculty advisor(s)
56
64%
23%
9%
4%
Information provided in written materials (e.g., handbook, catalogues, website)
57
49%
26%
16%
9%
Rate the value of these elements of your credential program:
45
CSU Exit Survey – Teacher Preparation: Part I
Single Subject Credential: Intern Pathway
2012-2013 Completers
As a new teacher, I am ...
...to prepare lesson plans and make prior arrangements for students' class activities.
...to organize and manage a class or a group of students for instructional activities
...to organize and manage student behavior and discipline satisfactorily.
...to use an effective mix of teaching strategies and instructional activities.
...to meet the instructional needs of students who are English language learners.
...to meet the instructional needs of students from diverse cultural backgrounds.
...to meet the instructional needs of students with special learning needs.
...to understand how personal, family and community conditions often affect learning.
...to learn about my students' interests and motivations, and how to teach accordingly.
...to get students involved in engaging activities and to sustain on-task behavior.
...to use computer-based technology to help students learn subjects of the curriculum.
...to use computer-based technology for instruction, research, and record keeping..
...to monitor student progress by using formal and informal assessment methods.
...to assess pupil progress by analyzing a variety of evidence including exam scores.
...to adjust my teaching strategies so all pupils have chances to understand and learn.
...to adhere to principles of educational equity in the teaching of all students.
...to use class time efficiently by relying on daily routines and planned transitions.
...to know about resources in the school & community for at-risk students and families.
...to communicate effectively with the parents or guardians of my students.
...to work collaboratively on school issues with other teachers in our school.
...to think about problems that occur in teaching and to try-out various solutions.
...to understand my professional, legal, and ethical obligations.
...to evaluate and reflect and seek out assistance that leads to professional growth.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
100%
33%
50%
100%
50%
50%
17%
50%
83%
67%
67%
67%
83%
83%
83%
67%
67%
67%
50%
83%
83%
67%
100%
0%
67%
50%
0%
33%
50%
50%
50%
17%
33%
33%
33%
17%
17%
17%
33%
33%
33%
33%
17%
0%
33%
0%
0%
0%
0%
0%
17%
0%
33%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
17%
0%
17%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
46
CSU Exit Survey – Teacher Preparation: Part II
Single Subject Credential: Intern Pathway
2012-2013 Completers
As a new teacher, I am ...
...to know and understand the subject(s) in which I earned my teaching credential(s).
...to teach my primary subject according to State Academic Standards in my grade(s)
...to contribute to students' reading skills including comprehension in my subject area.
...to use textbooks and other materials that are aligned with State Standards in my area.
...to recognize adolescence as a period of intense pressure for students to be like peers
...to anticipate and address issues of drug, alcohol and tobacco use by my students.
...to anticipate and address possession of weapons and threats of violence at school.
...to anticipate and address the needs of students who are at risk of dropping out.
...to understand adolescent development, human learning and the purposes of schools
...to assist individual students in areas of their instructional needs in my subject area.
...to establish academic expectations that are intellectually challenging for students.
...to provide opportunities for students to develop advanced problem-solving skills.
...to communicate my course goals and requirements to students and parents.
...to develop fair criteria for course grades and to explain these to students and parents.
...to help students realize the connections between my subject and life beyond school.
...to help students realize the impact of academic choices on life- and career-options.
...to encourage/enable students to assume increasing responsibility for their learning.
...to encourage/enable students to learn behaviors that contribute to future success.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
67%
67%
50%
50%
67%
50%
33%
50%
50%
50%
50%
83%
67%
50%
83%
83%
83%
83%
33%
33%
50%
50%
33%
33%
67%
50%
50%
50%
50%
17%
33%
50%
17%
17%
17%
17%
0%
0%
0%
0%
0%
17%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
47
CSU Exit Survey – Instructional Preparation
Single Subject Credential: Intern Pathway
2012-2013 Completers
Instruction in your Teaching Credential Program
Instruction in how children and adolescents grow and develop.
Instruction in the implications of human learning and motivation.
Instruction in school purposes, organization, issues and history.
Instruction in methods of classroom teaching and management.
Instruction in the teaching of English language learners (ELL).
Instruction in cultural diversity and multicultural education.
Instruction in teaching students with special learning needs.
Instruction in using computer technology for classroom instruction.
Instruction in ways of teaching English classes in grades 7-12.
Instruction in ways of teaching Language Other than English classes in grades 7-12.
Instruction in ways of teaching Mathematics classes in grades 7-12.
Instruction in ways of teaching Music classes in grades 7-12.
Instruction in ways of teaching Art classes in grades 7-12.
Instruction in ways of teaching Physical Education classes in grades 7-12.
Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12.
Instruction in ways of teaching Science (Physics) classes in grades 7-12.
Instruction in ways of teaching Science (Chemistry) classes in grades 7-12.
Instruction in ways of teaching Science (Geosciences) classes in grades 7-12.
Instruction in ways of teaching Health Science classes in grades 7-12.
Instruction in ways of teaching Social Science classes in grades 7-12.
Instruction in ways of teaching Agriculture classes in grades 7-12.
Instruction in ways of teaching Business classes in grades 7-12.
Instruction in ways of teaching Home Economics classes in grades 7-12.
Instruction in ways of teaching Industrial and Technology classes in grades 7-12.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
6
6
6
6
6
5
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
50%
33%
33%
50%
50%
40%
50%
50%
0%
0%
33%
0%
0%
17%
33%
0%
0%
0%
0%
0%
0%
0%
0%
0%
50%
50%
50%
50%
33%
20%
33%
50%
17%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
17%
17%
0%
0%
20%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
17%
20%
17%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
48
CSU Exit Survey – Value and Helpfulness of Program
Single Subject Credential: Intern Pathway
2012-2013 Completers
N
Very
valuable
Somewhat
valuable
Little Value
No value
My supervised teaching experiences in K-12 schools.
6
67%
17%
17%
0%
My fieldwork (e.g., school visits, observations, school-based course assignments,
etc.) and observations prior to supervised teaching.
6
67%
17%
17%
0%
Discussions sponsored by the university during student teaching.
6
67%
17%
17%
0%
Guidance and assistance from field supervisor(s) from the campus.
6
67%
17%
17%
0%
Guidance and assistance from supervising teacher(s) in K-12 schools.
6
67%
33%
0%
0%
Information and support provided in initial program orientation.
6
50%
0%
50%
0%
Information, support, and solutions provided by the credentials office
6
33%
0%
33%
33%
Information, support and advice provided by faculty advisor(s)
6
50%
0%
50%
0%
Information provided in written materials (e.g., handbook, catalogues, website)
6
50%
33%
17%
0%
Rate the value of these elements of your credential program:
49
CSU Exit Survey – Teacher Preparation: Part I
Single Subject Credential: ACT Pathway
2012-2013 Completers
As a new teacher, I am ...
...to prepare lesson plans and make prior arrangements for students' class activities.
...to organize and manage a class or a group of students for instructional activities
...to organize and manage student behavior and discipline satisfactorily.
...to use an effective mix of teaching strategies and instructional activities.
...to meet the instructional needs of students who are English language learners.
...to meet the instructional needs of students from diverse cultural backgrounds.
...to meet the instructional needs of students with special learning needs.
...to understand how personal, family and community conditions often affect learning.
...to learn about my students' interests and motivations, and how to teach accordingly.
...to get students involved in engaging activities and to sustain on-task behavior.
...to use computer-based technology to help students learn subjects of the curriculum.
...to use computer-based technology for instruction, research, and record keeping..
...to monitor student progress by using formal and informal assessment methods.
...to assess pupil progress by analyzing a variety of evidence including exam scores.
...to adjust my teaching strategies so all pupils have chances to understand and learn.
...to adhere to principles of educational equity in the teaching of all students.
...to use class time efficiently by relying on daily routines and planned transitions.
...to know about resources in the school & community for at-risk students and families.
...to communicate effectively with the parents or guardians of my students.
...to work collaboratively on school issues with other teachers in our school.
...to think about problems that occur in teaching and to try-out various solutions.
...to understand my professional, legal, and ethical obligations.
...to evaluate and reflect and seek out assistance that leads to professional growth.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
16
16
16
16
16
16
15
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
81%
63%
44%
69%
63%
69%
47%
81%
69%
56%
56%
69%
69%
75%
75%
63%
63%
56%
63%
63%
75%
75%
81%
6%
25%
44%
19%
19%
25%
33%
6%
19%
25%
25%
19%
19%
13%
19%
31%
25%
19%
19%
19%
13%
19%
13%
6%
6%
6%
6%
6%
0%
13%
0%
6%
13%
13%
6%
0%
0%
0%
0%
6%
13%
6%
6%
6%
0%
0%
0%
0%
0%
0%
6%
0%
7%
6%
0%
0%
0%
0%
6%
6%
0%
0%
0%
6%
6%
6%
0%
0%
0%
50
CSU Exit Survey – Teacher Preparation: Part II
Single Subject Credential: ACT Pathway
2012-2013 Completers
As a new teacher, I am ...
...to know and understand the subject(s) in which I earned my teaching credential(s).
...to teach my primary subject according to State Academic Standards in my grade(s)
...to contribute to students' reading skills including comprehension in my subject area.
...to use textbooks and other materials that are aligned with State Standards in my area.
...to recognize adolescence as a period of intense pressure for students to be like peers
...to anticipate and address issues of drug, alcohol and tobacco use by my students.
...to anticipate and address possession of weapons and threats of violence at school.
...to anticipate and address the needs of students who are at risk of dropping out.
...to understand adolescent development, human learning and the purposes of schools
...to assist individual students in areas of their instructional needs in my subject area.
...to establish academic expectations that are intellectually challenging for students.
...to provide opportunities for students to develop advanced problem-solving skills.
...to communicate my course goals and requirements to students and parents.
...to develop fair criteria for course grades and to explain these to students and parents.
...to help students realize the connections between my subject and life beyond school.
...to help students realize the impact of academic choices on life- and career-options.
...to encourage/enable students to assume increasing responsibility for their learning.
...to encourage/enable students to learn behaviors that contribute to future success.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
15
15
15
15
14
15
15
15
15
15
15
15
15
15
15
15
15
15
93%
100%
53%
93%
93%
67%
53%
60%
80%
87%
80%
73%
87%
87%
73%
67%
73%
73%
7%
0%
47%
7%
0%
20%
20%
20%
13%
7%
13%
20%
7%
7%
20%
27%
20%
20%
0%
0%
0%
0%
7%
7%
13%
13%
7%
0%
0%
7%
0%
0%
7%
7%
0%
0%
0%
0%
0%
0%
0%
7%
13%
7%
0%
7%
7%
0%
7%
7%
0%
0%
7%
7%
51
CSU Exit Survey – Instructional Preparation
Single Subject Credential: ACT Pathway
2012-2013 Completers
Instruction in your Teaching Credential Program
Instruction in how children and adolescents grow and develop.
Instruction in the implications of human learning and motivation.
Instruction in school purposes, organization, issues and history.
Instruction in methods of classroom teaching and management.
Instruction in the teaching of English language learners (ELL).
Instruction in cultural diversity and multicultural education.
Instruction in teaching students with special learning needs.
Instruction in using computer technology for classroom instruction.
Instruction in ways of teaching English classes in grades 7-12.
Instruction in ways of teaching Language Other than English classes in grades 7-12.
Instruction in ways of teaching Mathematics classes in grades 7-12.
Instruction in ways of teaching Music classes in grades 7-12.
Instruction in ways of teaching Art classes in grades 7-12.
Instruction in ways of teaching Physical Education classes in grades 7-12.
Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12.
Instruction in ways of teaching Science (Physics) classes in grades 7-12.
Instruction in ways of teaching Science (Chemistry) classes in grades 7-12.
Instruction in ways of teaching Science (Geosciences) classes in grades 7-12.
Instruction in ways of teaching Health Science classes in grades 7-12.
Instruction in ways of teaching Social Science classes in grades 7-12.
Instruction in ways of teaching Agriculture classes in grades 7-12.
Instruction in ways of teaching Business classes in grades 7-12.
Instruction in ways of teaching Home Economics classes in grades 7-12.
Instruction in ways of teaching Industrial and Technology classes in grades 7-12.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
15
15
15
15
15
14
15
14
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
73%
87%
53%
80%
80%
100%
87%
57%
25%
6%
44%
0%
0%
0%
0%
0%
0%
0%
6%
6%
0%
0%
0%
0%
27%
13%
27%
20%
13%
0%
13%
36%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
6%
0%
0%
0%
0%
0%
0%
20%
0%
7%
0%
0%
7%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
52
CSU Exit Survey – Value and Helpfulness of Program
Single Subject Credential: ACT Pathway
2012-2013 Completers
N
Very
valuable
Somewhat
valuable
Little Value
No value
My supervised teaching experiences in K-12 schools.
15
87%
13%
0%
0%
My fieldwork (e.g., school visits, observations, school-based course assignments,
etc.) and observations prior to supervised teaching.
15
87%
13%
0%
0%
Discussions sponsored by the university during student teaching.
14
50%
36%
14%
0%
Guidance and assistance from field supervisor(s) from the campus.
15
53%
40%
0%
7%
Guidance and assistance from supervising teacher(s) in K-12 schools.
15
67%
33%
0%
0%
Information and support provided in initial program orientation.
15
67%
33%
0%
0%
Information, support, and solutions provided by the credentials office
14
43%
43%
7%
7%
Information, support and advice provided by faculty advisor(s)
15
80%
20%
0%
0%
Information provided in written materials (e.g., handbook, catalogues, website)
15
87%
13%
0%
0%
Rate the value of these elements of your credential program:
53
CSU Exit Survey – Teacher Preparation: Part I
Single Subject Credential: FYI Pathway
2012-2013 Completers
As a new teacher, I am ...
...to prepare lesson plans and make prior arrangements for students' class activities.
...to organize and manage a class or a group of students for instructional activities
...to organize and manage student behavior and discipline satisfactorily.
...to use an effective mix of teaching strategies and instructional activities.
...to meet the instructional needs of students who are English language learners.
...to meet the instructional needs of students from diverse cultural backgrounds.
...to meet the instructional needs of students with special learning needs.
...to understand how personal, family and community conditions often affect learning.
...to learn about my students' interests and motivations, and how to teach accordingly.
...to get students involved in engaging activities and to sustain on-task behavior.
...to use computer-based technology to help students learn subjects of the curriculum.
...to use computer-based technology for instruction, research, and record keeping..
...to monitor student progress by using formal and informal assessment methods.
...to assess pupil progress by analyzing a variety of evidence including exam scores.
...to adjust my teaching strategies so all pupils have chances to understand and learn.
...to adhere to principles of educational equity in the teaching of all students.
...to use class time efficiently by relying on daily routines and planned transitions.
...to know about resources in the school & community for at-risk students and families.
...to communicate effectively with the parents or guardians of my students.
...to work collaboratively on school issues with other teachers in our school.
...to think about problems that occur in teaching and to try-out various solutions.
...to understand my professional, legal, and ethical obligations.
...to evaluate and reflect and seek out assistance that leads to professional growth.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
50%
75%
50%
75%
50%
75%
75%
100%
75%
50%
100%
100%
75%
75%
100%
100%
100%
25%
50%
25%
50%
75%
75%
50%
25%
50%
25%
50%
25%
25%
0%
25%
50%
0%
0%
25%
25%
0%
0%
0%
75%
50%
50%
25%
0%
25%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
25%
25%
25%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
54
CSU Exit Survey – Teacher Preparation: Part II
Single Subject Credential: FYI Pathway
2012-2013 Completers
As a new teacher, I am ...
...to know and understand the subject(s) in which I earned my teaching credential(s).
...to teach my primary subject according to State Academic Standards in my grade(s)
...to contribute to students' reading skills including comprehension in my subject area.
...to use textbooks and other materials that are aligned with State Standards in my area.
...to recognize adolescence as a period of intense pressure for students to be like peers
...to anticipate and address issues of drug, alcohol and tobacco use by my students.
...to anticipate and address possession of weapons and threats of violence at school.
...to anticipate and address the needs of students who are at risk of dropping out.
...to understand adolescent development, human learning and the purposes of schools
...to assist individual students in areas of their instructional needs in my subject area.
...to establish academic expectations that are intellectually challenging for students.
...to provide opportunities for students to develop advanced problem-solving skills.
...to communicate my course goals and requirements to students and parents.
...to develop fair criteria for course grades and to explain these to students and parents.
...to help students realize the connections between my subject and life beyond school.
...to help students realize the impact of academic choices on life- and career-options.
...to encourage/enable students to assume increasing responsibility for their learning.
...to encourage/enable students to learn behaviors that contribute to future success.
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
4
4
4
3
4
4
4
4
4
4
4
4
4
4
3
4
4
4
100%
100%
100%
100%
100%
50%
25%
50%
75%
75%
75%
75%
100%
100%
67%
100%
100%
100%
0%
0%
0%
0%
0%
50%
75%
50%
25%
25%
25%
25%
0%
0%
33%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
55
CSU Exit Survey – Instructional Preparation
Single Subject Credential: FYI Pathway
2012-2013 Completers
N
Well
prepared
Adequately
prepared
Somewhat
prepared
Not at all
prepared
Instruction in ways of teaching English classes in grades 7-12.
4
4
4
4
4
4
4
4
4
50%
75%
25%
100%
50%
100%
75%
100%
100%
25%
0%
50%
0%
50%
0%
25%
0%
0%
25%
25%
25%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Instruction in ways of teaching Language Other than English classes in grades 7-12.
5
0%
0%
0%
0%
Instruction in ways of teaching Mathematics classes in grades 7-12.
5
0%
0%
0%
0%
Instruction in your Teaching Credential Program
Instruction in how children and adolescents grow and develop.
Instruction in the implications of human learning and motivation.
Instruction in school purposes, organization, issues and history.
Instruction in methods of classroom teaching and management.
Instruction in the teaching of English language learners (ELL).
Instruction in cultural diversity and multicultural education.
Instruction in teaching students with special learning needs.
Instruction in using computer technology for classroom instruction.
56
CSU Exit Survey – Value and Helpfulness of Program
Single Subject Credential: FYI Pathway
2012-2013 Completers
N
Very
valuable
Somewhat
valuable
Little Value
No value
My supervised teaching experiences in K-12 schools.
4
75%
25%
0%
0%
My fieldwork (e.g., school visits, observations, school-based course assignments,
etc.) and observations prior to supervised teaching.
4
75%
25%
0%
0%
Discussions sponsored by the university during student teaching.
4
75%
25%
0%
0%
Guidance and assistance from field supervisor(s) from the campus.
4
75%
25%
0%
0%
Guidance and assistance from supervising teacher(s) in K-12 schools.
4
100%
0%
0%
0%
Information and support provided in initial program orientation.
4
75%
25%
0%
0%
Information, support, and solutions provided by the credentials office
4
50%
0%
50%
0%
Information, support and advice provided by faculty advisor(s)
4
75%
0%
25%
0%
Information provided in written materials (e.g., handbook, catalogues, website)
4
50%
25%
25%
0%
Rate the value of these elements of your credential program:
57
CSU Follow-Up Survey (Completers’ Perceptions)
The tables on the following pages show the ratings by our program completers (combining all pathways) after they had taught in Grades 7 –
12 for one year past earning their credential, compared to the responses across the CSU system as a whole.
Effectiveness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by First-Year Teaching Graduates in 2013
General Concepts and Practices of Teaching
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by Teachers in Grades 7-12
Who Completed CSU Single Subject Credential Programs in 2011-12:
(4)
(5)
(6)
Mean
SD
N
21%
2.21
.79
418
87%
68%
32%
1.84
.96
426
19
53%
47%
1.53
.96
4 . . . prepare lesson plans and make prior arrangements for class activities.
19
74%
26%
2.11
5 . . . use an effective mix of teaching strategies and instructional activities.
19
79%
21%
6 . . . meet the instructional needs of students who are English language learners.
19
63%
7 . . . meet the instructional needs of students from diverse cultural backgrounds.
19
8 . . . meet the instructional needs of students with special learning needs.
(1)
(2)
All CSU Campuses:
Single Subject Programs
(9)
(10)
Mean
SD
13%
2.44
.73
73%
27%
2.07
.88
428
53%
47%
1.65
.98
.81
426
84%
16%
2.33
.77
2.16
.90
423
78%
22%
2.16
.85
37%
1.84
1.12
423
70%
30%
1.99
.88
89%
11%
2.37
.68
423
76%
24%
2.10
.86
19
74%
26%
1.89
1.05
423
64%
36%
1.82
.93
9 . . . communicate effectively with the parents or guardians of your students.
19
58%
42%
1.79
.92
419
62%
38%
1.80
.99
10 . . . maintain positive rapport and foster students' motivation and excitement.
19
74%
26%
2.11
.94
426
84%
16%
2.30
.80
11 . . . think about problems that occur in teaching and try out various solutions.
19
68%
32%
1.79
.92
421
75%
25%
2.05
.88
Once you finished your CSU credential program in 2012, and when you
served as a 7-12 teacher in 2012-13, how well prepared were you to . . .
N
1 . . . know and understand the subjects of the curriculum at your grade level(s).
19
79%
2 . . . organize and manage a class or a group of pupils for instructional activities.
19
3 . . . organize and manage student behavior and discipline satisfactorily.
(3)
Well or
Somewhat
Adequately
or Not
Prepared Prepared
(7)
(8)
Well or Somewhat
Adequately or Not
Prepared Prepared
58
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by Teachers in Grades 7-12 Who
Completed CSU Single Subject Credential Programs During 2011-12:
(4)
(5)
(6)
Mean
SD
N
26%
2.00
1.00
423
76%
74%
26%
2.11
1.05
423
19
74%
26%
2.00
1.00
15 . . . get students involved in engaging activities and to sustain on-task behavior.
19
63%
37%
1.68
16 . . . use computer-based applications to help students learn curriculum subjects.
19
53%
47%
17 . . . use computer-based technology in class activities and to keep class records.
19
63%
18 . . . monitor student progress by using formal and informal assessment methods.
19
19 . . . assess pupil progress by analyzing a variety of evidence including test scores.
(1)
(2)
All CSU Campuses:
Single Subject Programs
(9)
(10)
Mean
SD
24%
2.11
.84
77%
23%
2.14
.87
423
78%
22%
2.14
.86
1.11
427
73%
27%
2.02
.90
1.74
1.05
420
60%
40%
1.79
1.01
37%
1.89
.94
417
65%
35%
1.92
1.00
74%
26%
2.11
.94
423
84%
16%
2.28
.80
19
74%
26%
2.05
1.03
424
79%
21%
2.14
.87
20 . . . assist individual students in areas of their instructional needs in reading/math.
19
68%
32%
2.11
.99
421
80%
20%
2.21
.84
21 . . . adjust teaching strategies so all pupils have chances to understand and learn.
19
74%
26%
1.89
1.05
422
76%
24%
2.10
.86
22 . . . adhere to principles of educational equity in the teaching of all students.
19
68%
32%
2.16
1.01
419
81%
19%
2.24
.84
23 . . . use class time efficiently by relying on daily routines and planned transitions.
19
74%
26%
1.95
.97
424
80%
20%
2.18
.86
24 . . . know about resources in the school & community for at-risk students/families.
19
32%
68%
1.37
1.01
417
54%
46%
1.61
.97
Once you finished your CSU credential program in 2012, and when you
served as a 7-12 teacher in 2012-13, how well prepared were you to . . .
N
12 . . . understand adolescent growth, human learning and the purposes of schools.
19
74%
13 . . . understand how personal, family and community conditions affect learning.
19
14 . . . learn about students’ interests and motivations, and how to teach accordingly.
(3)
Well or
Somewhat
Adequately or Not
Prepared Prepared
(7)
(8)
Well or
Somewhat
Adequately or Not
Prepared Prepared
59
Effectiveness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by First-Year Teaching Graduates in 2013
Concepts and Practices for Single Subject Teaching (K-8)
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by First-Year 7-12 Teachers Who
Completed CSU Single Subject Credential Programs During 2011-12:
(1)
Once you finished your CSU credential program in 2011-12, and when
you were a 7-12 teacher in 2012-13, how well prepared were you to . . .
A.
1
N
(2)
(3)
Well or Somewhat
Adequately or Not
Prepared Prepared
All CSU Campuses:
Single Subject Programs
(4)
(5)
(6)
Mean
SD
N
(7)
(8)
Well or Somewhat
Adequately or Not
Prepared Prepared
(9)
(10)
Mean
SD
General Preparation for Teaching Major Subjects in Grades 7-12
. . . teach your primary subject according to State Academic Content Standards.
19
84%
16%
2.26
.87
421
86%
14%
2.35
.76
2 . . . use textbooks and other materials aligned with State Content Standards.
19
68%
32%
1.95
1.03
412
73%
27%
2.08
.93
3 . . . contribute to students’ reading skills including vocabulary and comprehension.
19
68%
32%
1.74
.99
418
65%
35%
1.85
.92
4 . . . recognize adolescence as a period of pressure for students to be like their peers.
19
79%
21%
2.21
1.03
424
79%
21%
2.19
.88
5 . . . anticipate and address the needs of students who are at-risk of dropping out.
19
32%
68%
1.11
1.10
417
46%
54%
1.46
.98
6 . . . establish academic expectations that are intellectually challenging for students.
19
68%
32%
1.79
1.03
420
79%
21%
2.11
.86
7 . . . provide opportunities for students to develop advanced problem-solving skills.
19
68%
32%
1.79
.79
420
71%
29%
1.96
.92
8 . . . communicate your course goals and requirements to students and their parents.
19
79%
21%
2.11
.88
419
78%
22%
2.16
.90
9 . . . develop fair criteria for course grades and explain these to students/parents.
19
74%
26%
2.05
.91
419
77%
23%
2.12
.91
10 . . . help students realize connections between your subject and life beyond school.
12
75%
25%
1.83
1.03
286
80%
20%
2.20
.82
11 . . . encourage/enable pupils to assume increasing responsibility for their learning.
6
50%
50%
1.67
1.51
232
77%
23%
2.09
.83
60
Value/Helpfulness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by First-Year Teaching Graduates in 2013
CSU Coursework and Fieldwork in Learning to Teach
This CSU Campus:
Single Subject Programs
Questions Answered by Graduates of Single Subject Credential Programs:
All CSU Campuses:
Single Subject Programs
(1)
(2)
(3)
(4)
(5)
(6)
Based on your experience as a 7-12 teacher this year, how valuable or
helpful was coursework and fieldwork in your CSU credential program?
N
Very or
Somewhat
Valuable
A Little
or Not
Valuable
Mean
SD
N
A. How Valuable or Helpful was CSU Instruction in General Pedagogy?
1. Instruction in how children and adolescents grow and develop.
2. Instruction in the implications of human learning and motivation.
3. Instruction in school purposes, organization, issues and history.
4. Instruction in methods of classroom teaching and management.
5. Instruction in the teaching of English language learners (ELL).
6. Instruction in cultural diversity and multicultural education.
7. Instruction in teaching students with special learning needs.
8. Instruction in ways to communicate effectively with parents.
9. Instruction in ways to reflect on and improve my teaching practices.
16
16
17
16
17
17
16
16
17
88%
75%
53%
69%
88%
88%
69%
63%
82%
13%
25%
47%
31%
12%
12%
31%
38%
18%
2.31
2.13
1.71
2.19
2.35
2.41
2.06
2.06
2.41
.70
.96
1.05
1.05
.70
.71
1.00
.93
.94
400
402
394
405
407
408
402
384
405
76%
75%
68%
80%
79%
75%
73%
66%
81%
B. How Valuable or Helpful Were Fieldwork Assignments in CSU Programs?
10. Your supervised teaching experiences in K-12 schools.
11. Your school visits and observations prior to supervised teaching.
12. Off-campus fieldwork assignments in my reading methods class.
13. Guidance and assistance provided by field supervisor(s) from the CSU.
14. Guidance and assistance provided by supervising teacher(s) in K-12 schools.
17
17
14
17
17
88%
76%
50%
82%
94%
12%
24%
50%
18%
6%
2.71
2.41
1.71
2.41
2.76
.69
.87
.99
.94
.56
407
405
321
407
410
C.
15.
16.
17.
18.
19.
20.
21.
2
4
5
2
-1
2
100%
100%
100%
50%
-0%
100%
0%
0%
0%
50%
-100%
0%
3.00
2.75
2.80
1.00
-1.00
3.00
5.29
2.47
2.26
1.41
--5.29
83
92
70
72
23
30
38
How Valuable or Helpful Was CSU Instruction in 7-12 Subject Pedagogy?
Instruction in ways of teaching English classes in grades 7-12.
Instruction in ways of teaching mathematics classes in grades 7-12.
Instruction in ways of teaching science classes in grades 7-12.
Instruction in ways of teaching history and social studies classes 7-12.
Instruction in ways of teaching foreign language classes in grades 7-12.
Instruction in ways of teaching art, music, drama and/or dance in 7-12.
Instruction in ways of teaching physical education in grades 7-12.
(7)
(8)
(9)
(10)
Mean
SD
24%
25%
32%
20%
21%
25%
27%
34%
19%
2.11
2.09
1.91
2.25
2.13
2.06
2.05
1.87
2.32
.90
.90
.95
.87
.88
.98
.97
.98
.88
91%
82%
64%
83%
90%
9%
18%
36%
17%
10%
2.63
2.30
1.84
2.36
2.56
.72
.85
1.02
.89
.77
80%
83%
83%
88%
83%
87%
87%
20%
17%
17%
13%
17%
13%
13%
2.24
2.37
2.39
2.50
2.35
2.47
2.47
.94
.90
.91
.79
.88
.73
.80
Very or
A Little
Somewhat or Not
Valuable Valuable
61
This CSU Campus:
Single Subject Programs
Questions Answered by Graduates of Single Subject Credential Programs:
Based on your experience as a 7-12 teacher this year, how valuable or
helpful was coursework and fieldwork in your CSU credential program?
(1)
N
(2)
(3)
Very or
A Little
Somewhat or Not
Valuable Valuable
(4)
All CSU Campuses:
Single Subject Programs
(5)
(6)
Mean
SD
N
(7)
(8)
Very or
A Little
Somewhat or Not
Valuable Valuable
(9)
(10)
Mean
SD
A. How Valuable was CSU Instruction in California’s Academic Standards?
1.
Instruction in the state’s academic content standards in my subject area.
17
82%
18%
2.47
.80
404
84%
16%
2.35
.85
2.
Instruction in how to establish challenging academic expectations for students.
17
65%
35%
2.00
1.00
404
78%
22%
2.13
.88
B. CSU Instruction in the Role of Reading Lessons in Content Classes
3.
Instruction on how reading instruction can add to content classes.
17
82%
18%
2.12
.99
399
73%
27%
2.05
.97
4.
Instruction in how to develop academic vocabulary and writing skills.
17
82%
18%
2.29
.92
405
77%
23%
2.09
.94
5.
Instruction in ways to develop my students’ general language skills.
17
71%
29%
2.12
.99
401
75%
25%
2.04
.91
C. How Valuable or Helpful was CSU Instruction in Education Technology?
6.
Instruction in using computer technology for classroom instruction.
17
82%
18%
2.35
.79
394
69%
31%
1.92
1.01
7.
Instruction in helping students use computers for class assignments.
17
82%
18%
2.29
.77
372
64%
36%
1.80
1.06
8.
Instruction in computer terminology and operating procedures.
16
81%
19%
2.37
.81
369
63%
37%
1.75
1.08
9.
Instruction in ways to use electronic media and educational websites.
16
75%
25%
2.19
.98
384
68%
32%
1.89
1.03
10. Instruction in ways to use software programs for group presentations.
16
75%
25%
2.19
.83
371
64%
36%
1.77
1.08
11. Instruction in federal and state laws that govern special education.
4
50%
50%
2.00
1.15
169
73%
27%
2.08
.96
12. Instruction in the assessment of students with disabilities.
4
75%
25%
2.50
1.00
163
72%
28%
2.00
.97
13. Instruction in positive behavioral support techniques.
4
75%
25%
2.50
1.00
169
76%
24%
2.12
.92
14. Instruction in adapting instruction for students with disabilities.
4
75%
25%
2.50
1.00
168
79%
21%
2.15
.90
15. Instruction in research-based teaching of students with disabilities.
4
75%
25%
2.50
1.00
163
71%
29%
1.94
.95
D.
How Valuable or Helpful Was CSU Instruction in Inclusive Education?
62
Quality of Pedagogical Preparation Programs as
Evaluated by First-Year Teaching Graduates in 2013
Relation to Professional Accreditation Standards in California
This CSU Campus:
Program Qualities Evaluated by SS Program Graduates:
While you were enrolled in the CSU Credential Program that you finished,
how true was each of the following statements about the program?
All CSU Campuses:
Single Subject Credential Programs
Single Subject Credential
Programs
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
N
True or
Mostly
True
Somewhat Or
Not True
Mean
SD
N
True or
Mostly
True
Somewhat Or
Not True
Mean
SD
1.
The program had a sequence of courses and school experiences that
addressed the complexities of teaching gradually over time.
16
69%
31%
1.94
.77
396
65%
35%
1.93
.95
2.
The program provided an appropriate mixture of theoretical ideas and
practical strategies, and I learned about links between them.
16
63%
38%
1.94
.85
396
64%
36%
1.88
.95
3.
During the program, I saw evidence that university faculty and
administrators worked closely with educators in K-12 schools.
16
63%
38%
1.81
1.28
395
57%
43%
1.72
1.07
4.
At each stage of the teaching credential program, I felt ready to assume a
little more responsibility for K-12 student instruction.
16
75%
25%
2.25
1.00
395
80%
20%
2.22
.88
5.
I taught in at least one school that was a good environment for practice
teaching and for reflecting on how I was teaching students.
16
94%
6%
2.69
.79
395
89%
11%
2.56
.75
6.
My supervising teacher(s) frequently observed my teaching, met with me
and offered suggestions and advice about my teaching.
16
88%
13%
2.69
.70
395
83%
17%
2.44
.88
7.
My university supervisor(s) occasionally observed my class, met with me
and offered suggestions and advice about my teaching.
16
88%
13%
2.56
.73
394
88%
12%
2.55
.79
8.
During supervised teaching, my university-based supervisor and
cooperating teacher communicated effectively with each other.
16
63%
38%
1.87
1.09
392
70%
30%
2.10
1.05
9.
Over time, the credential program and its curriculum met my needs as
I prepared myself to become a good teacher.
16
75%
25%
2.19
1.11
397
75%
25%
2.13
.93
63
CSU Follow-Up Survey (Employers’ Perceptions)
The tables on the following pages show the ratings by employment supervisors of our program completers (combining all pathways)
after they had taught in Grades 7 – 12 for one year past earning their credential, compared to the responses across the CSU system as a whole.
Effectiveness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by the Employment Supervisors of First-Year Teaching Graduates in 2013
General Concepts and Practices of Teaching
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by the 7-12 Employment Supervisors of Teaching Graduates of CSU Single Subject Credential Programs:
(1)
Based on your observations of and conferences with this teacher (who
was named in the survey), please assess how well s/he was prepared to . . .
N
(2)
(3)
Well or
Somewhat
Adequately
or Not
Prepared Prepared
All CSU Campuses:
Single Subject Programs
(4)
(5)
(6)
Mean
SD
N
(7)
(8)
Well or
Somewhat
Adequately
or Not
Prepared Prepared
(9)
(10)
Mean
SD
1
. . . know and understand the subjects of the curriculum at her/his grade level.
12
100%
0%
3.00
.00
306
93%
7%
2.62
.62
2
. . . organize and manage a class or a group of pupils for instructional activities.
12
83%
17%
2.42
.79
308
78%
22%
2.25
.88
3
. . . organize and manage student behavior and discipline satisfactorily.
12
83%
17%
2.25
.97
307
73%
27%
2.08
.96
4
. . . prepare lesson plans and make prior arrangements for class activities.
12
92%
8%
2.75
.62
309
88%
12%
2.46
.77
5
. . . use an effective mix of teaching strategies and instructional activities.
12
100%
0%
2.50
.52
308
82%
18%
2.27
.83
6
. . . meet the instructional needs of students who are English language learners.
13
92%
8%
2.31
.63
298
76%
24%
2.07
.82
7
. . . meet the instructional needs of students from diverse cultural backgrounds.
13
77%
23%
2.46
.88
307
78%
22%
2.12
.83
8
. . . meet the instructional needs of students with special learning needs.
13
85%
15%
2.31
.75
294
73%
27%
2.00
.82
9
. . . communicate effectively with the parents or guardians of his/her students.
13
85%
15%
2.31
.95
308
74%
26%
2.06
.84
10
. . . maintain positive rapport and foster students' motivation and excitement.
13
92%
8%
2.54
.88
310
81%
19%
2.29
.87
11
. . . think about problems that occur in teaching and try out various solutions.
11
82%
18%
2.18
.98
293
78%
22%
2.10
.85
64
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by the 7-12 Employment Supervisors of Teaching Graduates of CSU Single Subject Credential Programs:
(4)
(5)
(6)
Mean
SD
N
15%
2.38
.96
304
80%
85%
15%
2.46
.97
303
13
92%
8%
2.46
.88
15 . . . get students involved in engaging activities and to sustain on-task behavior.
13
92%
8%
2.54
16 . . . use computer-based applications to help students learn curriculum subjects.
12
100%
0%
17 . . . use computer-based technology in class activities and to keep class records.
11
100%
18 . . . monitor student progress by using formal and informal assessment methods.
13
19 . . . assess pupil progress by analyzing a variety of evidence including test scores.
(1)
(2)
All CSU Campuses:
Single Subject Programs
(9)
(10)
Mean
SD
20%
2.16
.83
78%
22%
2.11
.85
306
79%
21%
2.15
.86
.66
309
76%
24%
2.17
.89
2.75
.45
274
88%
12%
2.34
.70
0%
2.82
.40
293
91%
9%
2.40
.66
92%
8%
2.54
.88
304
81%
19%
2.21
.83
13
92%
8%
2.54
.88
304
80%
20%
2.18
.84
20 . . . assist individual students in areas of their instructional needs in reading/math.
13
92%
8%
2.54
.66
304
81%
19%
2.23
.81
21 . . . adjust teaching strategies so all pupils have chances to understand and learn.
13
85%
15%
2.38
.77
307
75%
25%
2.10
.86
22 . . . adhere to principles of educational equity in the teaching of all students.
12
92%
8%
2.67
.65
294
86%
14%
2.31
.75
23 . . . use class time efficiently by relying on daily routines and planned transitions.
12
92%
8%
2.58
.67
301
81%
19%
2.24
.86
24 . . . know about resources in the school & community for at-risk students/families.
11
82%
18%
2.18
.98
279
73%
27%
1.98
.87
Based on your observations of and conferences with this teacher (who
was named in the survey), please assess how well s/he was prepared to . .
N
12 . . . understand adolescent growth, human learning and the purposes of schools.
13
85%
13 . . . understand how personal, family & community conditions may affect learning.
13
14 . . . learn about students’ interests and motivations, and how to teach accordingly.
(3)
Well or
Somewhat
Adequately
or Not
Prepared Prepared
(7)
(8)
Well or
Somewhat
Adequately or Not
Prepared Prepared
65
Effectiveness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by the Employment Supervisors of First-Year Teaching Graduates in 2013
General Concepts and Practices of Teaching of Grades 7-12 Teachers
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by the Employment Supervisors of
7-12 Teaching Graduates of CSU Single Subject Credential Programs:
(1)
Based on your observations of and conferences with this teacher (who
was named in the survey), please assess how well s/he was prepared to . . .
A.
N
(2)
(3)
Well or Somewhat
Adequately or Not
Prepared Prepared
(4)
All CSU Campuses:
Single Subject Programs
(5)
(6)
Mean
SD
N
(7)
(8)
Well or Somewhat
Adequately or Not
Prepared Prepared
(9)
(10)
Mean
SD
General Preparation for Teaching Major Subjects in Grades 7-12
1
. . . teach her/his primary subject according to State Academic Content Standards.
12
100%
0%
2.67
.49
304
88%
12%
2.44
.75
2
. . . use textbooks and other materials aligned with State Content Standards.
12
100%
0%
2.67
.49
285
86%
14%
2.35
.75
3
. . . contribute to students’ reading skills including vocabulary & comprehension.
11
82%
18%
2.27
.79
274
72%
28%
2.04
.93
4
. . . recognize adolescence as a period of pressure for students to be like peers.
12
92%
8%
2.58
.67
295
80%
20%
2.20
.89
5
. . . anticipate and address the needs of students who are at-risk of dropping out.
13
69%
31%
2.15
.90
288
68%
32%
1.90
.88
6
. . . establish academic expectations that are intellectually challenging.
12
92%
8%
2.42
.90
295
80%
20%
2.17
.83
7
. . . communicate course goals and requirements to students and their parents.
12
92%
8%
2.58
.67
295
82%
18%
2.21
.79
8
. . . develop fair criteria for course grades and explain these to students/parents.
12
92%
8%
2.42
.90
297
82%
18%
2.22
.82
66
Effectiveness of 2011-12 CSU Single Subject Credential Programs as
Evaluated by the Employment Supervisors of First-Year Teaching Graduates in 2013
General Concepts and Practices of Teaching of Grades 7-12 Teachers
This CSU Campus:
Single Subject Programs
Evaluation Questions Answered in 2013 by the Employment Supervisors of 712 Teaching Graduates of CSU Single Subject Credential Programs:
(1)
Based on your observations of and conferences with this teacher (who was
named in the survey), please assess how well s/he was prepared to . . .
N
(2)
(3)
Well or Somewhat
Adequately or Not
Prepared Prepared
(4)
All CSU Campuses:
Single Subject Programs
(5)
(6)
Mean
SD
N
(7)
(8)
Well or Somewhat
Adequately or Not
Prepared Prepared
(9)
(10)
Mean
SD
A. Specific Preparation to Increase Reading Skills in Content Classes (7 - 12)
1 . . . understand how reading lessons can make content-based classes more effective.
12
83%
17%
2.17
.94
264
72%
28%
2.02
.92
2 . . . develop academic vocabulary and writing skills in content-based classes.
12
92%
8%
2.42
.67
276
75%
25%
2.11
.85
3 . . . draw on students’ experiences to motivate them to learn reading/writing skills.
8
100%
0%
2.75
.46
183
73%
27%
2.05
.88
4 . . . to understand terminology and procedures for computer hardware/software.
11
100%
0%
2.91
.30
281
91%
9%
2.43
.65
5 . . . use electronic media and educational websites during classroom instruction.
11
100%
0%
3.00
.00
279
89%
11%
2.37
.72
6 . . use software programs and media presentations during classroom instruction.
11
100%
0%
3.00
.00
283
92%
8%
2.53
.67
B. Specific Preparation to Use Education Technology for Instruction
67
PART III and IV – Analyses and Discussion of Candidate and Program Data and Use of Assessment Results to Improve Candidate and
Program Performance
Overall Analysis
Ratings on the Student Teaching Evaluations (STEs) are remarkably consistent, clustering around a score of 4 (“strong”) across pathways, years, and
items, suggesting that our overall program is effective in building day-to-day teaching competence that exceeds the basic level expected of a brandnew teacher. Ratings by graduates and their employers on the Exit and Follow-Up Surveys confirm that our graduates are generally well prepared for
first-year teaching—in many areas better prepared than the average CSU credential graduate. That PACT Teaching Event scores for the same
candidates hew more closely to the basic level (2) than strong (3) leads to several (non-exclusive) explanations:
1) STEs may have a local, upward bias avoided in the more systematic, objective scoring of PACT Teaching Events. If so, our candidates
may not be as strong as the STEs indicate. One potential remedy has been our regular implementation, in the past few years, of semesterly
cooperating-teacher workshops, where clarifying discussions of STE items and ratings are often on the agenda.
2) Our candidates may be stronger in the day-to-day teaching performances assessed by the STE than in the deep, content-specific analysis
and theoretical application required by the PACT Teaching Event (see further discussion below).
3) Our candidates may simply put more effort into their student teaching than their PACT Teaching Event, perceiving student teaching as
“real work” with real pupils and where the consequences of poor preparation are significant, immediate, and obvious, while the pass/fail PACT
Teaching Event offers no tangible reward for extra effort.
68
Areas of Concern or Interest and Proposed or Implemented Changes
Teaching English Learners
One small trend in STEs, across years and pathways, is comparatively low ratings by cooperating teachers and supervisors on the two STE items
related to working with English learners (ELs), with candidates in the ACT pathway scoring lower than Traditional candidates. (Interns and FYI/JYI
scores are not included in this comparison because of small Ns.)

On Item 3.6, “Prepares lesson plans that address California English Language Development standards for English learners,” Traditional
candidates’ scores ranged from 3.22 (Fall 2013) to 4.07 (Spring 2013), while ACT candidates’ scores ranged from 2.69 (Spring 2014) to 4.00
(Fall 2012 and Spring 2013).

On Item 4.9, “Meets the instructional needs of English Learners,” Traditional candidates’ scores ranged from 3.04 (Spring 2014) to 4.13 (Fall
2012), while ACT candidates’ scores ranged from 2.96 (Spring 2014) to 4.00 (Spring 2012).
In contrast, ACT candidates self-reported more confidence about working with ELs than did Traditional candidates. Out of the 57 items1 on
the CSU Exit Survey, the item “As a new teacher, I am prepared in instruction in the teaching of English language learners” was one of only 9 items
(in 2011-12) and one of only 11 items (in 2012-13) on which more than 20% of Traditional candidates felt less-than-adequately prepared. For ACT
candidates, this same item did not appear among the 9 items on which more than 20% felt less-than-adequately prepared in 2011-12, and in 2012-13,
there were no items on which more than 20% of ACT candidates felt less-than-adequately prepared.
In the 2013 Follow-Up Surveys (of 2011-12 program completers and their employers, the only year for which we have survey results), only 5
of the 73 items were rated by 50% or more program completers at the lower two (of four) levels, indicating that these program aspects were only a
little or not valuable or that graduates felt inadequately prepared. The item, “How valuable or helpful was coursework and fieldwork in your CSU
1
Not including the 16 items of the type “Instruction in ways of teaching [Art] classes in grades 7-12,” which were each answered by a very small number of candidates.
69
credential program for instruction in the teaching of English language learners?” was not among these 5 lowest-rated items. And while there were 8
items on the 38-question employers’ survey on which more than 15% of employers felt our graduates were inadequately prepared, the item “to meet
the instructional needs of students who are English language learners” was not one of these.
It is not clear why the cooperating teachers and supervisors of our candidates are more critical of candidates’ abilities to teach ELs than our
graduates and their employers appear to be—or, more accurately, why cooperating teachers’ and supervisors’ greatest concerns about preparation fall
in this area, while other preparation-related concerns take precedence for graduates and their employers. It may be that the small number of
respondents in the Follow-Up Surveys work in schools with smaller EL populations than the schools in which we place student teachers, thus
lowering the priority of this competence in employers’ and graduates’ eyes.
In response to low ratings in this area in the years prior to 2011, we created (and filled) a new, fulltime, tenure-track position in Teaching
English Learners and added a new course, Teaching English Learners in Multiethnic Classrooms (SED 529), to all credential pathways. The 3 years
covered in this report have been the first 3 years that this course has been offered. Comparisons of 2011-14 STE ratings to those from prior years are
difficult, because earlier data were aggregated by TPE. The closest comparison is to TPE 7, Teaching English Learners, which combines two items
from the STE: Item 4.8, “Meets the instructional needs of students from diverse cultural backgrounds, demonstrating cultural awareness and
sensitivity,” and item 4.9, “Meets the instructional needs of English Learners.” From 2007-2011, our Traditional and ACT candidates’ ratings on this
TPE 7 composite item ranged fairly smoothly from 3.53 to 4.29. For the 3 years since SED 529 was offered, as stated above, Traditional and ACT
candidates’ scores on Item 4.9 ranged from 2.96 to 4.13. This lack of improvement is disappointing, given that the latter group took a semester-long
course dedicated to teaching ELs that prior candidates did not.
One explanation may be that our cooperating teachers, supervisors, and at least our Traditional candidates have become more sophisticated
about the challenges of and strategies for helping ELs acquire English proficiency and content knowledge, and thus are more critical of current levels
70
of preparation and skill. Certainly, our single-subject program has worked hard over the past few years to educate candidates and instructors, and to a
lesser extent supervisors and cooperating teachers, about working effectively with ELs. The Los Angeles Unified School District, where the majority
of our student teachers are placed, revised its Master Plan for English Learners in 2011-12 and may have provided related professional development
for teachers. Thus, the additional training provided by SED 529 may indeed have elevated our candidates’ and graduates’ ability to teach ELs, but the
standards of those who evaluate our candidates and graduates may also have increased.
Several actions have been proposed or implemented in response to these EL-related data. We are completing the process of revising all
credential-course syllabi to address the new California ELL and ELD Standards (along with Common Core and Next Generation Science Standards).
We also plan to review the credential-course sequence, in particular the timing of the Teaching ELs course (SED 529), which currently may be taken
at any point in the program. It may be that taking this course in the last semester, when may candidates do, is too late; if taken earlier, candidates
would have more opportunity to apply what they learn about teaching ELs in their student-teaching assignments. To further enhance the potential of
the student-teaching experience to help candidates teach ELs, we plan to more systematically identify cooperating teachers who are particularly
skillful in this area and prioritize them for placements. Finally, our workshops for cooperating teachers often address language issues. This semester,
our workshop for returning cooperating teachers will focus on how to mentor student teachers in the use of the new ELL and ELD standards in order
to give ELs better access to content.
71
Deep Subject-Matter Pedagogy
The vast majority of our candidates pass the PACT Teaching Event. We have seen a consistent failure rate, over the years, of about 10% on
first attempts, but, after a remediation meeting with the PACT Coordinator, most of these candidates pass on their second attempt. Still, PACT data,
in the form of weak rubric scores and evidence from remediation meetings, give some cause for concern that many of our candidates do not develop
sufficiently deep pedagogical content knowledge. The Teaching Event for each subject centers on a focal practice that is quite sophisticated for
beginning teachers (and some veteran ones): For example, the focal practice of the History-Social Science PACT Teaching Event is to “help students
use facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon.” Our PACT
data suggest that many of our candidates do not understand the focal practice in their subject and/or struggle to implement it. This has raised the
questions of how thoroughly we address these focal practices in coursework and the degree to which cooperating teachers model them and offer
candidates opportunities to rehearse and receive feedback on them.
Two new department practices address these data. First, for the past two years, the department PACT Coordinator has been visiting every
section of the initial course, Fundamentals of Secondary Education in Multiethnic Secondary Schools (SED 511), to introduce the Teaching Event.
The focal practice for each subject’s Teaching Event is shared with these first-semester candidates and tips are given for how to prepare for it in
courses, even if the Teaching Event is a year or two away. Candidates are encouraged to pay special attention in their coursework to:
1) strategies for engaging pupils in high-level thinking about their subject (because PACT’s focal practices exemplify high-level thinking)
2) the learning theories that ground the various teaching methods
3) what academic language means in their subject (e.g., what it means to talk or write like a scientist) and how to help pupils develop this.
A second strategy has been to convene all instructors, supervisors, and PACT scorers in a subject for an extended “Subject-Matter
Conversation” (SMC). In 2013-14 we conducted SMCs in math and English; this fall SMCs are being organized for social science and science. At
72
the SMC, participants try to come to consensus on an interpretation of the PACT focal practice, so that what occurs in coursework and fieldwork
aligns with what PACT scorers are expecting. Participants examine artifacts, including video clips, from 1-2 PACT Teaching Events by our own
candidates, and they identify evidence of the candidate engaging (or not) in the focal practice. Finally, participants discuss how to better support
these candidates in the focal practice. Participants in the math and English SMCs reported that the SMC was extremely valuable and overdue; we
have yet to see if these SMCs translate into higher PACT scores.
Classroom Management
Another trend noted on the STEs is a small discrepancy between the ratings of cooperating teachers (lower) and university supervisors
(higher) on items related to classroom management: Items 5.1, “Maximizes instructional time, managing classroom routines and transitions,” and 5.2,
“Maintains classroom control and consistently enforces policies.” Faculty discussion about this discrepancy elicited two possible (and somewhat
competing) explanations. First, these two types of raters may be rating different evidence: The cooperating teacher observes the candidate’s day-today management skills, while the supervisor only observes 6 times during the semester. Not only does the supervisor miss many management events,
but the candidate may work harder on classroom control for the supervisor’s visits; even the pupils might be on their best behavior for the special
guest. Alternately, it may be that these two types of raters judge the same evidence differently. Cooperating teachers may have a more traditional
view of classroom management, and/or may feel that learning to control pupils should take priority over other teaching skills. University supervisors
may be more comfortable with less traditional formats, such as groupwork or stations, and the extra noise and movement that result. If our candidates
are attempting the more active and collaborative learning formats encouraged in their CSUN coursework, university supervisors may be less inclined
than cooperating teachers to criticize these candidates for looseness in pupil behavior.
It should be noted that management was no of greater concern than other areas on the STE; it is only raised here because of the rater
discrepancy. Classroom management generally did not rate as one of the most pressing concerns for most program completers, either in the Exit or
73
Follow-Up Survey; in fact, for Interns and ACT Candidates in 2011-12 it was an area in which more than 80% of respondents felt Well or
Adequately Prepared. However, classroom management was one of the 8 items on which more than 15% of employers felt our graduates were
inadequately prepared. Here, again, it may be that employers (generally principals or assistant principals) prioritize control of pupil behavior over
other skills a new teacher might demonstrate—or are able to grasp a teachers’ ability to manage a classroom more readily during a quick classroom
visit than other teaching skills or knowledge—and therefore be more concerned or critical about this skill. Because management was not an area of
particular concern, no specific change or action has been proposed. However, the general purpose for our cooperating-teacher workshops is to attune
cooperating teachers to the expectations and teaching practices emphasized at CSUN. Thus, these workshops could encourage cooperating teachers to
allow their student teachers to try more active teaching methods than those with which the cooperating teachers feel most comfortable.
Meeting the Needs of Challenging Pupils
A final observation from the Exit and Follow-Up Surveys is that our graduates may be underprepared to work with pupils with certain
challenges, such as dropout risk, violent behavior, and drug use. This problem seems less evident for Interns, which suggests that significant
classroom experience is needed and coursework alone insufficient. We will communicate these data with the Health Sciences and Educational
Psychology & Counseling departments, which offer the program courses we expect to address these issues: Health Issues of the Adolescent (HCSI
466ADO) and Educational Psychology of the Adolescent (EPC 420). We will also examine all syllabi for our initial course, Fundamentals of
Secondary Education in Multiethnic Secondary Schools (SED 511) to ensure that these issues are consistently addressed across sections.
74