CSUMB Teacher Education Department EDUCATION FOR EXCELLENCE, EQUITY, AND ETHICAL ACTION 2015 - 2016
SINGLE SUBJECT PROGRAM
STUDENT AND FACULTY
HANDBOOK
MISSION STATEMENT The Department of Teacher Education prepares caring and responsive educators with the knowledge, skills, and dispositions to effectively facilitate the learning of all students from diverse ethnic, linguistic, and ability groups, so that they can fully participate in a dynamic society and world. California State University Monterey Bay 0
100 Campus Center -­‐ Seaside, CA 93955-­‐8001 TABLE OF CONTENTS
INTRODUCTION ………………………………………………………………………………………….5
Vision Statement………….…………………………………………………………………………………6
Infusion of CSUMB Core Vision Elements……………….……………………………………………….6
SUPPORT PERSONNEL…………………………………………………………………………………7
CURRICULUM DESCRIPTION…………………………………………………………………...........10
Coursework at a Glance……………….………………………….…….................................................10
Course Descriptions………………………………………………………………………………….…….11
SECTION 1 – FIELD CURRICULUM– (ALSO SEE CO-TEACHING MANUAL)…...……………..14
Objectives for Co-Teaching………………………………………………………………………………..15
Objectives for Intern Teaching………………………………………………………………………….....15
Professional Dispositions…………………………………………………………………………………..15
Supervisor Observations …………………………………………………………………………………..16
STAGE 1 – CO-TEACHING (INFORMATION FOR TEACHER CANDIDATES ONLY)….17
Time Expectations for Stage 1 – Co-Teaching…………………………………………………17
Initial Contact with your Cooperating Teacher……………………...…………………………..18
Lesson Plans…………………………………………………………………………………..…...18
Evaluation Fall term…………………………………………………………………..……………18
Suggested activities for stage 1- first 4 weeks……………………………………………….....18
Suggested activities for reminder for stage 1……………………………………………..…….18
STAGE 2 – CO-TEACHING EXPERIENCE (INFORMATION FOR TEACHER
CANDIDATES ONLY)………………………………………………………………….…..…….19
Time Expectations for Stage 2 – Co-Teaching………………………………………………....19
Solo Experience……………………………………………………………………………………19
Objectives for Solo Co-Teaching…………………… ………………………………………....20
Other Suggested Activities for Stage 2………………………………….………………………20
Evaluation of Stages II and III…………………………………………………………………….20
ROLES AND RESPONSIBLILITIES……………………………………………………………………21
 Classroom Mentor/Support Provider (Information for Interns
Only)……………………..………………………………………………………………………….21
 CSUMB Field Supervisor (Interns and Teacher Candidates)………………………………....21
Supervisor Classroom Visits……………………………………………………..……….21
Assessment of Teacher Candidates by Supervisors…………………………..………22
 CSUMB Program Advisor Roles and Responsibilities……………………………………...….22
 Cooperating Teacher Role and Responsibilities (Information for Teacher Candidates
Only)………………………………………………………………………………………………….23
Cooperating Teacher Preparation and Support………………………………………...24
Cooperating Teacher Evaluation and Feedback to the Teacher Candidate………...25
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Cooperating Teacher – Absences and Substitute Teaching………………………….26
 TEACHER CANDIDATE RESPONSIBILITIES (Information for Teacher Candidates
Only)…………………………………………………………………………………...…………….26
Attendance………………………………………………………………………...……….26
Holidays and Breaks…………………………………………………………..………….27
Expectations of you for observation with your University Field Supervisor………...27
Outside work Commitments…………………………………………………….……….28
Activities (Information for Teacher Candidates Only)…..…………………….………28
Professional Appearance (Advise for both Teacher Candidates and Interns)..…...28
Extra-curricular/Yard Duty……………………………………………………………….28
SECTION 2 – ASSESSMENT AND EVALUATION………………………………………………….29
1. FIELD PLACEMENT ASSESSMENT AND EVALUATION OF CO-TEACHING…………………… 29
Policy and Procedures Regarding Inadequate performance or progress in the field……...30
Statement of Concern and Plan of Action………………………………………………………31
Timing for a Statement of Concern……………………………………………………………...31
2. COURSEWORK AND SIGNATURE ASSIGNMENTS………………………………………………... 32
Ongoing Program Progress Assessment by Advisors……………………………………...…33
3. TEACHING PERFORMANCE ASSESSMENT – PACT……………………………………………….33
SECTION 3 – POLICIES AND PROCEDURES………………………………………………………35
PLACEMENT RELATED POLICIES AND PROCEDURES………………………..……….35
Selection of the Co-Teaching Placement………………………………………………………………..35
Selection of the Cooperating Teacher…………………………………………………………………...35
Request for Reassignment of Teacher Candidates (TC)……………………………………………...36
Substituting Teaching during the Co-Teaching Assignment…………………………………….…….36
Switching between Internship and Traditional Pathways……………………………………………...36
Leaving and Returning to the Single Subject Program………………………………………………...37
• Leave of Absence………………………………………………………………………...37
• Stopping Out………………………………………………………………………………37
Co-Teaching and Field Experiences During Emergencies – From the Office of the General
Counsel for California State Universities……………………………….……………………….38
Privacy Act…………………………………………………………………………………………………. 39
COURSE RELATED POLICIES AND PROCEDURES………………………………..…….39
Course Substitutions/waivers Granted for Prior Academic Work……………………………………..39
Class Attendance…………………………………………………………………………………………..39
Minimum GPA and Grades………………………………………………………………………………..39
• Grades of ‘D’ or ‘F’………………………………………………………………………..39
• An Incomplete Grade…………………………………………………………………….39
• “No Credit” (NC) or a Grade of C- or less in Fieldwork Experience………………...40
Withdrawal from Individual Courses in the Program…………………………………………………...40
Children and the University Classroom………………………………………………………………….40
Progress from Stage 1 to Stage 2………………………………………………………………………..40
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STANDARDS AND PROCEDURES FOR CONTINUED PARTICIPATION IN TEACHER
EDUCATION AT CSU MONTEREY BAY…………………………………………………..…41
Procedures to be Followed to Remove a Student From a CSUMB Credential Program…………..42
Appeals Process and Procedures…………..……………………………………………………………42
Student Complaint Procedure ………………………..………………………………………………......43
UNIVERSITY RELATED POLICIES AND PROCEDURES…………………………..……..44
Accommodations for Students with Disabilities…………………………………………………………44
CSUMB E-mail System……………………………………………………………………………………44
Student Identification Card………………………………………………………………………………..44
Parking Information………………………………………………………………………………………..44
SECTION 4 – TESTING AND CREDENTIALING……………………………………………………..45
Preliminary Credential Program Requirements………………………………………………………….45
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APPENDIX A………………………………………………………………………………………………46
CSUMB Lesson Plan Template……………………………………………………………………………46
APPENDIX B………………………………………………………………………………………………47
Information for Cooperating Teachers…………………………………………………………………....47
APPENDIX C………………………………………………………………………………………………48
Information for the Single Subject Stage 1- Stage 2 Progress Interview………………………….….48
APPENDIX D……………………………………………………………………………………………....50
Request-to-Appeal Form…………………………………………………………………………………...50
APPENDIX E……………………………………………………………………………………………....52
UTEC – University-Wide Teacher Education Council………………………………………………….52
APPENDIX F………………………………………………………………………………………………54
CSUMB Statement of Concern and Action Plan………………………………………………………..54
APPENDIX G………………………………………………………………………………………………55
Important Phone Numbers @ CSUMB.………………………………………………………….……….55
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INTRODUCTION
WELCOME to the Single Subject Teacher Credential program. The faculty and support personnel look forward to contributing to your professional development, and are excited by the ways in which your particular experiences and perspectives will enrich our learning community! The Teacher Education Department at California State University Monterey Bay (CSUMB) is committed to the development of programs that reflect a high degree of integration between theory and practice through collaborative program development between public schools, the community, and this university. For the student, this commitment is reflected in our year-­‐long teacher residency program and the co-­‐teaching relationship. It is also reflected in our commitment to supporting intern teachers who are selected into the intern pathway. The Single Subject Credential authorizes the holder to teach school age students from non-­‐English backgrounds with limited in English proficiency. It includes the CLAD (Cross-­‐cultural Language Academic Development) /CTEL (California Teacher of English Learners/ELA) English Language Authorization that authorizes the holder to teach English Language Development and Specially Designed Academic Instruction in English (SDAIE) in the specific subject area. It is the mission of the program to prepare teachers who are committed to, and able to bring about, success for ALL students. A successful Co-­‐Teaching or internship experience depends on a clear understanding of expectations and requirements. Therefore, this handbook contains information you will need to know regarding the roles and responsibilities of Teacher Candidates, Supervisors, Cooperating Teachers or support providers for interns. If you need information concerning program requirements or guidance regarding personal concerns not contained in this handbook, consult the Coordinator of the Single Subject Program. For course-­‐related information, consult your course instructor. Program completion requirements included in regularly disseminated regulations of the California Commission for Teacher Credentialing (CCTC) or in CSUMB’s CCTC-­‐approved program description are non-­‐negotiable and must be completed by all students prior to receiving CSUMB’s recommendation for a teaching credential. These documents are available for student review on request. 5
VISION STATEMENT At CSUMB, we envision excellence as encompassing content knowledge, skills, and dispositions that enable students to become life-­‐long learners. This is essential because of the direct link between a teacher’s ability to teach and student outcomes. As such, our graduates benefit from programs that develop the leadership and stewardship skills necessary to implement responsive pedagogy, assessment practices, and curriculum in schools that are healthy, nurturing, and empowering social environments. Our teacher education candidates are prepared to achieve excellence in their practice because our program incorporates and builds upon both state and national standards relating to academic content, professional teaching, and teacher education program standards. Equity is central to our vision because the strength of a democratic society is predicated upon an informed, engaged, and active citizenry that is inclusive and representative of our diverse population. Due to the fact that the families of school children served by our educators will include those who have been historically underserved and under privileged, our Teacher Candidates will be prepared to critically consider policies and practices that may enable or inhibit equitable access to society’s resources. Our graduates will: • know that the most effective outcomes are achieved when the identity of each student who is served is conceptualized within a culturally responsive, developmentally appropriate, and lifelong learning perspective • be personally engaged in continuous learning • see their students as individuals in the context of family, community, and society. Their collaboration and planning skills will be supported by a willingness to transcend cultural and ethnic boundaries in schools and communities. Effective and caring educators have the dispositions to see inequities, the imagination to find solutions, and the integrity to act in ways that benefit all learners. The ability to engage with parents, community members, and colleagues is critical to developing excellent public schools, particularly in districts that serve working class and historically underserved communities. Educators from CSUMB will demonstrate ethical action through teaching and school stewardship, capitalizing on the strengths of the communities they serve. INFUSION OF CSUMB CORE VISION ELEMENTS ETHICAL REFLECTION AND PRACTICE Social justice, equity, ethical professionalism, and care for one another are demonstrated throughout the philosophy and practice of the teacher credential program. Every effort is made to be partners with the students in their journey to become the teachers of tomorrow, assisting them to become responsible decision-­‐
makers. Discussions of ethics, equity, and social behavior are part of the teaching and learning process in all the courses. Students are expected to reflect these values in their Co-­‐Teaching placements. MULTICULTURALISM Throughout all coursework, and particularly in Pedagogy for Linguistically and Culturally Diverse Students, concepts, information, and issues of multicultural education are incorporated into students’ learning base. These include analyzing different cultural perspectives and literature representing the diverse population of California. All candidates are enrolled in specialized coursework that addresses second language development and primary language use. Proficiency in language and culture is a requirement and an on-­‐going 6
developmental process in the Teacher Credential Program. A concerted effort is made to encourage multiculturalism in practice as well as in our value system. APPLIED LEARNING Students in our Teacher Education Program are able to apply theory to practice from the very beginning. All students have on-­‐site, classroom placements in coordination with their coursework, which enable them to observe and complete classroom assignments under the tutelage of a Cooperating Teacher or Principal, as well as CSUMB faculty and Supervisors. Students have the opportunity to put into practice the theories and strategies for teaching while they are learning to teach. Each credential candidate fulfills a requirement of two semesters of field experience and is assigned a university faculty member and/or Supervisor to supervise the assignments. For the Co-­‐Teaching pathway, the Stage I and Stage 2 Co-­‐Teaching placements will be at different grade levels. TECHNOLOGY CSUMB Teacher Education subscribes to the importance of technology infusion into the teaching and learning process, especially for prospective teachers. A prerequisite for the credential program is to demonstrate computer literacy. Completion of technology coursework in undergraduate classes is also required for admittance to the program. The following are expectancies and outcomes with regard to technology in the teacher credential program. • All assignments (e.g., final reports, term papers, or other professional documentation for assessment) must be typed unless stated otherwise by a particular instructor. Students are expected to use word processing, graphing, and other written and presentation tools as appropriate for assignments. • Students complete research projects outlined in each of the courses, which are completed in part through exploration of the Internet on specific topics. Curriculum resources are also located through the Internet. • Class presentations or field lessons demonstrating effective teaching practices in technology are encouraged. These may involve use of the Internet or curriculum software. • Communication is facilitated between students and faculty through electronic mail. All CSUMB students are given free access to the CSUMB-­‐gmail Intranet system. SUPPORT PERSONNEL
DR. CATHI DRAPER RODRIGUEZ, CHAIR OF THE DEPARTMENT OF TEACHER EDUCATION, is available to handle problems that could not be resolved through your Field Supervisor (for Co-­‐Teaching or Intern related issues), or by the Program Coordinator. Please call Jena at (831) 582-­‐3639 if you need to make an appointment to meet the Chairperson. DR. MARK O’SHEA, COORDINATOR OF THE SINGLE SUBJECT PROGRAM , is available to answer your questions about issues related to the Single Subject Program including applications, requirements, courses, advising, and others. He is available in Bldg 3 or contact him at (831) 582-­‐3039 or by email at moshea@csumb.edu. 7
DIANE BRANDELL, COORDINATOR OF FIELD PLACEMENT AND SUPERVISION is responsible for all communications with school sites regarding initial placements of Teacher Candidates into co-­‐taught classrooms. Decisions regarding selection of Cooperating Teachers and any changes in Co-­‐Teaching placement are arranged in consultation and with the approval of the Field coordinator. The placement and supervision coordinator can also be available for consultation and observations in the classrooms, as needed, or to assist in matters that arise in the field placement. If a problem regarding your placement cannot be resolved with your Supervisor and Cooperating Teacher, you should contact the field placement and supervision coordinator for assistance at (831) 582-­‐4125 or by email at dbrandell@csumb.edu. CHRISTY JORDAN, CREDENTIALS ANALYST, will provide you with detailed information regarding requirements for your teaching credential. She or he may be found in room 117, Bldg. 3, or by calling (831) 582-­‐3638. Once you have completed all credential requirements, you will meet with the Credentials Analyst to obtain the credential. YOUR UNIVERSITY FIELD SUPERVISOR, assigned at the beginning of each semester, is your primary resource as coach and facilitator of your classroom placement experiences (Co-­‐Teaching or Internship). You are expected to coordinate with your Supervisor for the following activities: formal and informal observations, conferences with your Intern Support Provider or Cooperating Teacher and/or Principal, and pre-­‐ and post-­‐observation feedback and evaluation. It is your responsibility to remain in close contact with your Supervisor, provide typed or neatly written lesson plans for your formal observations, communicate your particular needs or problems, and to otherwise ensure that you are receiving continuous feedback from your Co-­‐Teaching experience. She or he will visit your classroom regularly. Your Supervisor also serves as a liaison between you and the Cooperating Teacher or other school personnel, should you need to resolve any concerns about your Co-­‐Teaching or Internship. MARK O’SHEA, SINGLE SUBJECT COORDINATOR, IS YOUR PROGRAM ADVISOR assigned to you for the purpose of providing support for the completion of program requirements. He will be your first point of contact with questions about the program or personal issues; if you are not sure who to go to for a particular question, start with your advisor. If he cannot answer your question, he will direct you to the appropriate person. FOR CANDIDATES IN THE Your COOPERATING TEACHER OR SUPPORT PROVIDED (for interns) is the role model and support that will be most instrumental in guiding you through your daily co-­‐teaching or intern experiences. It is recommended that you be available and willing to respond to a variety of tasks and activities suggested or assigned by your Cooperating Teacher or Intern Support Provider during your placement experience. It is important that you maintain open channels of communication with your during your close work together. You should establish a regular meeting time, at least once per week, in which you are able to go over schedules, ask questions, and plan. Do not expect your Cooperating Teacher to be textbook perfect. Do expect to share your ideas, listen to feedback, take directions, and take risks. Keep in mind that this person will be your greatest resource for day to day curriculum, student management, and much more. If you are a Co-­‐Teacher, you are responsible for making the initial contact with your Cooperating Teacher, once the placement has been arranged. When you first meet with him/her, you will need to work with his/her teaching schedule to arrange your Co-­‐Teaching hours. Your Intern Classroom Mentor /Support Provider Is someone, usually in your building, who is assigned by the district or school site and the university. This will be another teacher in your school – unless another teacher cannot be found, and in that case we will find a teacher in a nearby school. This teacher will hold a CLAD or BCLAD credential and will have at least three years of teaching experience. We require the Classroom 8
Mentor/Support Provider to meet with you at least four hours each week and act as your on-­‐site support person. In this role, the Classroom Mentor/Support Provider will help you with everything from how to find supplies to how to meet the Principal’s expectations for lesson plans. Your Classroom Mentor/Support Provider will attend meetings and workshops on how to fulfill her/his role. These people receive compensation from CSUMB for their support. COURSE INSTRUCTORS, either full-­‐time or part-­‐time faculty, are available to assist you in any course-­‐related matter. Information regarding office hours and availability is distributed at the first class meeting. They can best be reached at their office or through their CSUMB email account. 9
CURRICULUM DESCRIPTI ON COURSEWORK AT A GLANCE Summer 10 Weeks ED 607 3 units Adolescent Development and Learning ED 570 3 units Teachers Preliminary Placement ED 628 3 units Secondary Pedagogy Linguistic Diversity _________________________________________________________________________________ Fall 16 weeks ED 605 2 units Secondary Curriculum and Instruction Part I ED 538 2 units Introduction to Classroom Technology Level I ED 627 3 units Secondary Language and Literacy Development ED 624 8 units Stage I Supervised Secondary Teaching ED 624A 3 units Stage I Supervised Secondary Teaching Seminar _________________________________________________________________________________ Spring 16 Weeks SPED 560 3 units Inclusionary Practices ED 643 3 units Classroom Assessment ED 606 1 unit Secondary Curriculum and Instruction Part II ED 625 8 units Stage II Secondary Supervised Teaching ED 625A 3 unit Stage II Supervised Secondary Teaching Seminar _________________________________________________________________________________ Most Single Subject classes are offered no earlier than 4:15 P.M. on weekdays. Classes are generally scheduled for Mondays and Wednesdays. 10
NOTE: Although the Single Subject Program will try to schedule classes in this sequence, there can be no guarantee. If the sequence is not possible, an Intern or part time student must complete the program as courses become available. The schedule will not be changed to accommodate the needs of candidates who fall out of the two-­‐semester sequence; however, the Program Coordinator will work with the candidate to design an individualized program for completion. Course Descriptions Summer ED 570: Teachers Preliminary Placement Required introductory course for the single subject program. Practical application of teaching theory, methodology, and pedagogy for middle and public high school. Includes observation, participation, planning, and practice teaching in a local middle school or high school. Cross-­‐listed with ED 575 ED 628: Second Pedagogy Linguistic Diverse Examines issues and solutions involved in the education of students from diverse language backgrounds. Explores the theoretical foundations of language acquisition as well as strategies and approaches for working effectively with English learners. Cross-­‐listed with ED 612. (Offered summer session and as interest warrants.) Prerequisites, Corequisites, and Registration Restrictions: ED 607: Adolescent Develop and Learning Examines physical, cognitive, social, and moral development of adolescents in grades 6-­‐12, with an emphasis on the relationship to learning in diverse cultural contexts. Students consider the nature of the learning process, the connection between learning strategies and learning outcomes, and the psychological principles underlying congruent pedagogy as related to teaching. Cross-­‐listed with ED 611. (Offered summer session and as interest warrants.) Prerequisites, Corequisites, and Registration Restrictions: All CSUMB credential candidates are required to purchase a TaskStream account during the first week of classes. TaskStream is an online support system for colleges of teacher education, created for the collection and evaluation of performance data for Teacher Candidates. For Single Subject candidates, the purchase of your TASKSTREAM account is regarded as “course materials” for ED 538 as well as all of the other classes; if it is purchased through the bookstore, the cost is considered equivalent to a textbook purchase for financial aid purposes. You will receive a basic introduction to how TASKSTREAM is used in ED 538; this means that you will need to have already purchased your account, or bring a credit card with you to class so that you can purchase it online at that time. 11
Fall Coursework and Supervised Teaching The first semester (or Stage I) of the program consists of sixteen weeks of regularly scheduled courses along with a minimum schedule of one half day (4 hours every day including university holidays) supervised teaching (usually non-­‐independent instruction for Co-­‐Teachers and half-­‐time to full-­‐time teaching for interns). Students take ED 538, ED 605, and ED 624, ED 624A and ED 627. Those in extended programs (beyond the two semester version) may take some courses in other semesters. Bilingual Authorization: Candidates interested in obtaining a Bilingual credential (BCLAD) are placed in a bilingual field classroom with a qualified bilingual teacher, where they are observed teaching in Spanish. In addition to this placement, candidates for the BCLAD also must pass the appropriate CSET exams for the BCLAD. Please consult the CSET website for more information about these exams. ED 538-­‐Introduction to Classroom Technology, Level I Meets the California Commission on Teacher Credentialing Level 1 technology requirements for candidates enrolled in the multiple subject or single subject programs. Focuses on knowledge of basic technology applications and their use in K-­‐12 classrooms. (Offered fall semester and as interest warrants. If you can demonstrate that you have met the outcomes of this course by passage of another CCTC approved course or exam at a regionally accredited college or university, you may submit official documentation for consideration of course equivalency.) ED 605-­‐ Secondary Curriculum and Instruction Part I Covers approaches to teaching subject matter content in secondary schools. Separate sections for English, foreign language (Spanish and Japanese), math, science, and social science. (Offered fall semester.) ED 624-­‐ Stage I Supervised Secondary Teaching Includes observation, participation, planning, and practice teaching. Requires the equivalent of a half-­‐time daily placement in program-­‐approved secondary classrooms from the beginning of the K-­‐12 school year through the end of the CSUMB Fall Semester. (Offered fall semester. (May be offered as classroom-­‐based, hybrid, or online.) (Credit/No Credit Only with RP.) ED 624A – Stage I Supervised Secondary Teaching Seminar Taken in conjunction with ED 624, Supervised Secondary Teaching. This course addresses issues related to topics such as adolescent development, classroom organization and management, parent involvement, social contexts of educational organizations, education policies, instruction, curricular planning, and assessment. (May be offered as classroom-­‐based, hybrid, or online). ED 627-­‐ Secondary Language and Literacy Development Provides grade 6-­‐12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms. Includes approaches and guidelines for teaching students who are struggling readers and writers. Cross-­‐listed with ED 617. (Offered spring semester and as interest warrants.) Spring Coursework and Supervised Teaching The second semester of the program consists of classes during the sixteen weeks of the University spring semester and teaching in the placement school from the time school begins in January following the holiday break through the last day of the school year for teachers. Stage II supervised teaching continues with a minimum schedule of one half day (4 hours every day including university holidays) and includes for 12
Co-­‐Teachers a minimum of two weeks of daily independent Co-­‐Teaching). Co-­‐Teachers are strongly encouraged to engage in daily independent student beyond the minimum required (with the permission of their master teachers). Most students take at least ED 606, ED 625, ED 625A and SPED 560. Those in extended programs (beyond the two semester version) may take the remaining courses in other semesters. BCLAD candidates are placed in a bilingual field classroom with a qualified bilingual teacher, where they are observed teaching in Spanish. SPED 560: Inclusionary Practices Provides participants with the required competencies to assist in teaching students with disabilities (e.g., Learning Disabilities, Autism, Mental Retardation, Emotional Disturbance), and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential. (Offered fall and spring semesters, and summer session.) ED 625: Stage II Secondary Supervised Teaching Includes observation, participation, planning, and practice teaching. Requires the equivalent of a half-­‐time daily placement in program-­‐approved secondary classrooms following the K-­‐12 school year schedule for teachers. (Offered spring semester. May be offered as classroom-­‐based, hybrid, or online.) ED 625A: Stage II Supervised Secondary Teaching Seminar This course addresses issues, concerns, and solutions related to supervised teaching as well topics such as obtaining a teaching position, mandatory reporting, The California Commission on Teacher Credentialing, educator discipline, and procedures for formatting and submitting the Performance Assessment for California Teachers. (Offered Spring Semester. May be offered as classroom-­‐based, hybrid, or online.) SECTION 1 - FIELD CURRICULUM – (ALSO SEE CO -­‐ TEACHING MANUAL) CSUMB has adopted a Co-­‐teaching Model (as well as an Intern Model for those who are employed by participating districts) for its clinical field experiences. The Co-­‐Teaching model differs from the traditional model as Teacher Candidates are paired and trained with Cooperating Teachers prior to the beginning of the public school year, and are in the their placement co-­‐teaching by the first day of school. Placement usually is in selected schools or districts where a number of Teacher Candidates are clustered and remain for the entire school year. The Co-­‐teaching model allows our candidates to experience both the beginning of school and the ending of the school year. All Single Subject candidates will be placed with Cooperating Teachers in the same field as the candidate (English, Foreign Language, Math, Science, History-­‐Social Science) who teach two different subjects (such as World History and US History for History-­‐Social Science) or two different levels of the same subject (such as Biology and Biology (SDAIE). Although a candidate may switch subjects at the end of the semester, they will remain in the same school for the entire of the year. Co-­‐teaching allows the Teacher Candidate and Cooperating Teacher to utilize a number of strategies to support the training process for establishing effective instruction. The Cooperating Teacher models and 13
assists as the Teacher Candidate acquires the knowledge and skills of teaching. Rather than having to manage a classroom all alone, a Teacher Candidate has the support necessary to implement effective classroom management strategies. As the skills are gained, the Teacher Candidate takes the lead to make sure he/she can manage the classroom without support. While there are some structural and procedural differences in the field experiences of Teacher Candidates and Interns, many of the expectations, particularly regarding how candidates are assessed, are the same. In this section, we have tried to make clear what applies to Teacher Candidates only, what applies to Interns only, and what applies to both.  An Intern’s job assignment qualifies as the field placement for program purposes. The program does not place Interns in job assignments, but works within the parameters of California Commission on Teacher Credentialing Intern Program Standards and the job situation of each Intern. An Intern must be assigned classes in the same subject area as the credential being sought. For example, an Intern seeking a credential in Math must be assigned only to math classes appropriate for the credential being sought.  The Co-­‐Teaching pathway consists of concentrated co-­‐teaching experiences for Teacher Candidates with Cooperating Teachers. Expectations and suggested activities for each semester are provided below, and will be further discussed with one’s Field Supervisor. By law, prior to or during the program, each candidate observes and/or participates in two or more subject –specific teaching assignments that differ in content and/or in level of advancement. All candidates should review all documents pertaining to the field experience in TASKSTREAM. These include the Teaching Performance Expectations (TPEs) and a variety of evaluation forms derived from these expectations. The TPEs define expectations with regard to this body of knowledge and skills for beginning credentialed teachers. What are the objectives for Co-­‐Teaching? The fundamental purpose of Co-­‐Teaching is to expand your professional understanding of teaching and learning, and to develop your professional skills. To this end, the Co-­‐Teaching experience will provide continuing and increasingly deep experiences designed to help you develop the knowledge and skills defined in the Teacher Performance Expectations (TPEs). These experiences will provide you with opportunities for: • Practicing and developing your skills with regard to planning, organizing, and management of reading instruction in relation to ongoing assessment. This will include the application of appropriate strategies for a well-­‐balanced and comprehensive reading instruction program. • Planning and implementing instruction in the content area and English Language Arts (reading, writing, listening, speaking). • Planning and implementing instruction that considers and values cultural, linguistic, gender and socioeconomic diversity. • Developing skills in managing student behavior. • Developing skills for listening and communicating effectively with both students and colleagues in Instructional settings • Developing beginning levels of competence in effective interaction with students from linguistically And culturally diverse backgrounds. • Reflection based on observations of the Cooperating Teacher's practices and assessment of your own activities. • Discovering and developing your personal and professional dispositions for teaching. 14
What are the objectives for intern teaching? The fundamental purposes of intern teaching are the same as for Co-­‐Teaching; however, the Intern Teacher works independently with the guidance of the Intern Support Provider (an experienced teacher in the building), the Department Chair, and other district and site administrators. The Internship Program Coordinator and staff also provide guidance and support for Interns. Professional Dispositions CSUMB’s teacher education programs all seek to promote the following professional dispositions among our teacher education students. One aspect of becoming a professional in any occupation is cultivating certain habits of mind and professional dispositions: • commitment to ethical conduct: fairness, honesty, respect, responsibility, compassion, collaboration, and collegiality • the belief that all students can and will experience academic success • the belief that individual differences in learners are assets to be accommodated in the classroom • the inclination towards being advocates who identify and strive to eliminate inequities, social injustice, and prejudice as stewards of public education for a just society • the habit of reflecting on their own practices in a process that leads to continual improvement and application of best practice 15
Supervisor Observations •
•
Teacher Candidates and Interns will be officially observed by their university Supervisor a minimum of four times during Stage I and four times during Stage 2. This consists of the following: o Pre-­‐conference Lesson plans should be emailed to supervisor two days prior to the visit. Phone, email, or in person pre-­‐conferences should be held the day before the visit. o Visit Duration for Single Subject visits should be for the entire lesson, including block periods. Candidates and Interns may use the lessons planned in methods courses for purposes of observations. o Post-­‐conference should occur same day whenever possible, in person during lunch, planning period or after school. With the permission of the Cooperating Teacher, the conference could occur during school. If necessary, these conferences can be held by phone, internet, or back on campus before or after class. o
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Assessments/feedback need to be entered into TaskStream the week of the visit so that information is included in reports and available to candidates for reference and planning of next visit. The Candidate completes a reflection artifact regarding next steps. The Cooperating Teacher (CT) provides daily informal feedback to the Teacher Candidate. Fall Semester of Placement -­‐ Mid semester, the Cooperating Teacher or Intern Support Provider and Supervisor hold a three-­‐way conference to discuss strengths, weaknesses, and next steps based on their observations and interactions with the Teacher Candidate or Intern. If there are issues, a Statement of Concern with specific goals and a timeline will be developed. At the end of the semester, a formal evaluation will be completed in TASKSTREAM by the Cooperating Teacher and Supervisor, and then followed up by a reflection written by the candidate. The Supervisor will be responsible to see that the evaluations from the Supervisor and, in the case of Teacher Candidates the Cooperating Teacher, are in TaskStream. •
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Spring Semester of Placement -­‐-­‐ Mid semester -­‐ the Cooperating Teacher or Intern Support Provider and Supervisor hold another three way conference to discuss strengths, weaknesses, and next steps including, for Teacher Candidates, guidance related to their required solo teaching phase. If there are issues, a Statement of Concern with specific goals and a timeline is developed. Following the “solo period”, a the Cooperating Teacher and/or the University Supervisor will complete a final evaluation. This is followed up by a response written by the candidate at the end of the semester. A Field Binder is maintained by each teacher candidate in TaskStream and is available for viewing by the Field Coordinator, Supervisor, Program Coordinator. The field binder contents include the candidate’s: 1. time sheet 2. classroom data form 3. supervisor evaluations 4. self-­‐ evaluations (baseline, mid program, final) 5. classroom learning environment evaluation Responses or reflections for: 16
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supervisor observations experience summary artifact -­‐ read by supervisor and reported as part of seminar grade First day of school SST meeting/IEP Parent conference Back to School Night Open House Faculty Meeting Fall semester reflection Spring Semester Reflection
STAGE 1 -­‐ CO -­‐ TEACHING (INFORM ATION FOR TEACHER CANDIDATES ONLY) Time Expectations for Fall term -­‐ Co-­‐Teaching •
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5 half days/wk. (A minimum of 4 hours per day, every day – even if you are not teaching students that day because of a block schedule.) These hours are to be arranged to maximize your opportunity for student contact, within the schedule at the given site, and to encourage students in the classroom and other staff members to view you as actual teachers. Additional time may occasionally be needed to complete university-­‐related course assignments. Begin co-­‐teaching the week teachers begin in your placement, unless you have not received your placement by then. Co-­‐Teaching should continue until the school district’s last day of school for teachers, depending on district schedules. You will follow the vacation calendar of the school in which you are placed. Your CSUMB coursework calendar may not coincide with your co-­‐teaching placement calendar. Besides class time spent with students, participating in the following activities may be counted as part of your Co-­‐Teaching hours: • time spent meeting with your Cooperating Teacher (which should be part of your weekly routine) • planning and preparing for lessons • evaluating student work • observing other teachers on site (in and out of your department) through arrangement with the Cooperating Teacher • attending on-­‐site staff meetings • attending school in-­‐service activities • participating in or observing parent-­‐teacher conferences (including, if you have permission from the concerned parties including the school Principal, IEP meetings) • going along on a field trip with one’s class • assisting the Cooperating Teacher with his/her supervision duties
We encourage participation in such activities to the extent that they fit into your schedule. Opportunities for this kind of participation will vary, and there is no set expectation for it (except the expectation to meet regularly with your Cooperating Teacher). These activities should not intrude on participation in courses or timely completion of coursework. Regular attendance at your field placement is expected; both your Cooperating Teacher and the students will be counting on you. As soon as you know you will be absent from your placement on any regularly-­‐scheduled 17
Co-­‐Teaching day, you must notify your Cooperating Teacher and (if an observation has been scheduled for that day) your Supervisor. If for any reason you need to make up Co-­‐Teaching hours, you may do so by going to your placement for additional hours. If you have questions regarding Co-­‐Teaching hours because of a situation not covered by the above, the Field Coordinator can address them. Initial Contact with you Cooperating Teacher Your initial meeting will be my email, as you introduce yourself and begin establishing a rapport with your Cooperating Teacher. A Supervisor will provide pairs training at your teaching site for all candidates and Cooperating Teachers. Together, you will develop a weekly schedule that will fulfill the above requirement. Schedule your time so that you can experience the start of the school year. You should plan on being at the school site at least fifteen minutes before the beginning of instruction. You must sign in at the school’s front desk. It is important to include a regular time for planning and consultation with your Cooperating Teacher in your weekly schedule. Please provide your Cooperating Teacher and university Supervisor with copies of the agreed-­‐upon schedule. You must keep track of your attendance by completing a weekly time sheet in TaskStream. Your Supervisor will check your time sheet before each scheduled observation. There are important ways in which you will be a liaison between the program and your school placement. You will need to help your Cooperating Teacher become familiar with TaskStream so s/he can complete your assessments. In addition, your university Supervisor or Principal may ask you to attend meetings of all Teacher Candidates placed at your school; your assistance will be essential to coordinating a time for such a meeting. You may also be asked to bring information or documents to your Principal and/or Cooperating Teacher. Please be helpful in this regard. Lesson Plans Teaching is an intentional, planned activity. Many problems that occur in Co-­‐Teaching can be overcome by better planning. Many of your courses are designed to help you become more expert in planning lessons, and you will be planning lessons in great depth for course assignments. You and your students will benefit from careful planning of all lessons you teach, regardless of whether the lessons is related to an assignment, observed by your Supervisor, or not. You are therefore advised to plan thoroughly for each lesson, and to reflect on them afterward so as to improve your planning and delivery of lessons. Explicit lesson planning helps you to organize your thoughts and also enables a Cooperating Teacher to know the materials, strategies, and activities that you intend to use. You will become familiar with this planning process through your co-­‐
planning with your Cooperating Teacher. • Teacher Candidates and Interns, when implementing teaching/learning activities they have either planned individually, or co-­‐planned, are expected to provide a written lesson plan to the Supervisor for review and feedback. • All candidates must write up lesson plans according to the CSUMB lesson plan template (see Appendix A) for any lesson observed by a university Supervisor (with the possible exception of the first observation of the first semester) and provide a copy of the lesson plan for the Supervisor at the beginning of the observation. The written plans will be noted and briefly evaluated in TASKSTREAM. • If a Teacher Candidate is implementing a lesson planned by the Cooperating Teacher, the Teacher Candidate is nonetheless responsible for presenting a written plan to the university Field Supervisor in the correct format. The plan should indicate, however, whether the actual planning was done as a 18
co-­‐planning activity, or by the Cooperating Teacher. The candidate should retain copies of the plans for her/his own files. Evaluation Fall placement Toward the middle and at the end of the semester, the Cooperating Teacher, in addition to your university Supervisor, will be evaluating your performance using the Cumulative Evaluation form in TASKSTREAM. Utilizing information provided by the Cooperating Teacher, including the Cumulative Evaluation, in addition to her or his own observations and progressive assessment, the university Field Supervisor, in collaboration with the Program Coordinator, will make the final determination of whether or not you will pass ED 624. You may view all your assessments in your field experience binder in TaskStream. To pass ED 624, you must, in the judgment of the university Supervisor, be on track to be ready to move into full-­‐time Co-­‐Teaching, which includes a two-­‐week solo (see definition of “solo” below), by Week 10 of Stage 2. You will not be allowed to go on to Spring Term Co-­‐Teaching (ED 625) or to register for ED 606 or complete the PACT Teaching Event without satisfactorily completing Stage I Co-­‐Teaching. You may repeat Stage 1 once. You must also demonstrate the dispositions necessary to qualify for credentialing. Spring Term -­‐ CO-­‐TEACHING EXPERIENCE (Information for Teacher Candidates Only) Time Expectations for -­‐ Co-­‐Teaching •
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5 half days/wk. (A minimum of 4 hours per day, every day – even if you are not teaching students that day because of a block schedule.) These hours are to be arranged to maximize your opportunity for student contact, within the schedule at the given site, and to encourage students in the classroom and other staff members to view you as actual teachers. Additional time may occasionally be needed to complete university-­‐related course assignments. Begin co-­‐teaching the week classes begin following the December Break in your placement. Co-­‐
Teaching should continue until the end of the school year for TEACHERS, even if it is after the CSUMB Commencement. You will follow the vacation calendar of the school in which you are placed. Your CSUMB coursework calendar WILL NOT coincide with your co-­‐teaching placement calendar. When the school is in session, you will attend Co-­‐Teaching; when the university is in session, you will attend your classes. Solo Experience – in Spring Term You should have taken the lead in presenting co-­‐teaching lessons to the whole class no later than the end of the first month, earlier if you and the Cooperating Teacher feel you are ready. It is beneficial if you have conducted lessons with the whole class prior to teaching your PACT lessons. The solo format can take on many forms in the collaborative co-­‐teaching model. It generally indicates that you, as the Teacher Candidate, have taken over the lead in all planning, organization, delivery and, assessment, and management of the classroom. You will assign roles for your Cooperating Teacher to assume, and you will direct the behavior management with the assistance of your Cooperating Teacher, thus learning the skills necessary for effectively managing the human resources in a classroom. It is important that you are able to manage the classroom by yourself. Therefore, there will be occasions, when you will take over complete control of all aspects of the class. At this time, your Cooperating Teacher may leave the classroom. At least one of your observations by your Supervisor should be during one such 19
occasion. Other observations by your Supervisor will be centered on your ability to assume the appropriate pre-­‐determined role for whatever is planned. Although you will be co-­‐planning and teaching, it is assumed that once the planning is completed, you will write up lesson plans which will be reviewed by your Cooperating Teacher/and or Supervisor. Objectives for Solo Co-­‐Teaching: •
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Develop and demonstrate skills in managing the lead position in co-­‐planning and teaching sessions with the Cooperating Teacher. Develop and demonstrate skills for structuring and maintaining a positive and inclusive learning environment in the classroom, including managing student behavior. Develop and demonstrate skills for classroom management of a variety of academic learning situations, including whole class and small group instruction. Develop and demonstrate skills for implementing classroom routines and record keeping, including grades, report card, attendance, etc. Develop, integrate, and demonstrate skills for planning and implementing daily and weekly instruction and for evaluating student progress in core subject/content areas. This includes planning, organizing, and implementing well-­‐balanced literacy instruction, regardless of grade level or subject area of placement. Develop and demonstrate skills for planning and implementing instruction, including assessment of student progress, using approaches and strategies that address language and content development of ELL (English Language Learners) The exact plan for your solo Co-­‐Teaching will depend on the on your readiness. Your Cooperating Teacher, your Supervisor, and you together will structure your plan prior to week 10 in the semester. Other suggested solo activities include the following.  Plan and implement one or more multicultural thematic units for an extended period of time.  Plan and implement activities that promote appreciation of language and cultural diversity in the classroom and the school.  Exercise decision-­‐making and management practices that promote equity and mutual respect in the classroom.  Participate in activities that involve communication with parents and the community, such as parent/teacher conferences (as appropriate -­‐ check with Cooperating Teacher), school/community meetings, and home visits if applicable.  Participate in faculty/staff meetings and staff development activities of the school site (as appropriate -­‐ check with Cooperating Teacher). Evaluation Toward the middle (prior to Week 10) and end of the semester (during Week 15 or 16), the Cooperating Teacher and the university Supervisor will be evaluating your performance using the Cumulative Evaluation form. These evaluations will be completed on the forms in TASKSTREAM. The university Field Supervisor, in collaboration with the Program Coordinator, will make the final determination of whether or not you will pass ED 625. You may view all your assessments in your field experience binder in TaskStream. 20
ROLES AND RESPONSIBI LITIES:
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Classroom Mentor /Support Provider (Information for Interns Only) The university and the district or school site will assign someone in your building to be a Classroom Mentor/Support Provider. This will be another teacher in your school – unless another teacher cannot be found, and in that case we will find a teacher in a nearby school. This teacher will hold a CLAD or BCLAD credential and will have at least three years of teaching experience. In this role, the Classroom Mentor/Support Provider will help you with everything from how to find supplies to how to meet the Principal’s expectations for lesson plans. Your Classroom Mentor/Support Provider will attend meetings and workshops on how to fulfill her/his role. These people receive compensation from CSUMB for their support. CSUMB Field Supervisor (Interns and Teacher Candidates) Each Teacher Candidate and Intern will be assigned a university Supervisor who serves as a resource person to assist in gaining the most worthwhile and meaningful experiences during the field experience that the university can provide. The role of the field Supervisor is to guide and monitor the progress of these candidates and to serve as a the Single Subject Program liaison between campus and the field. You may expect your Field Supervisor to: • Clearly communicate (for candidates, to both you and your Cooperating Teacher) his/her own system and preferences regarding the scheduling of observations. • Be on time for all scheduled classroom visits, and promptly communicate (for Teacher Candidates, to both you and your Cooperating Teacher) when s/he needs to change a scheduled observation date or time. • Attempt to know you as an individual so that suggestions and comments can be personalized and individualized. • Attempt to become familiar with your needs and the needs of students in your classroom, in order to provide specific assistance. • Help establish and maintain good relations with area administrative, Supervisory, and teaching personnel. • Inform you about the policies of the Co-­‐Teaching program at CSUMB as they relate to the field experience. • Help your Cooperating Teacher or support provider in guiding you through a successful and rewarding teaching experience by providing them with pertinent information in a timely fashion, and by talking with them about you and your progress. • Facilitate a three way conferences with you and your Cooperating Teacher or support provider to review evaluations to provide guidance for continued growth. • Observe you in all areas of your work in order to improve effectiveness in the classroom and evaluate your performance. • Work cooperatively with your Cooperating Teacher or support provider in the evaluation of your progress. • (For Teacher Candidates :) Assist you in gaining meaningful school-­‐wide experiences during co-­‐teaching. • Encourage and assist you in the preparation and implementation of lesson plans. • Provide support to help alleviate the tension and stress that often accompanies Co-­‐Teaching or the first year of independent teaching. • Support you in reflecting on your work and progress as a teacher. Supervisor Classroom Visits 21
The University Supervisor is responsible for keeping an accurate record of when visits are scheduled, and for communicating clearly with you about the scheduling of visits. If you want to have the university Supervisor visit on a certain day because of a special project, s/he will attempt to do so. While you are expected to facilitate the scheduling of observations, and to keep an accurate record for yourself of planned visits, the ultimate responsibility for scheduling visits rests with the Supervisor. During each observation, the Supervisor will record observations/evaluations in TASKSTREAM as soon as possible and in any case no later than one week after the visit. This feedback in TASKSTREAM is accessible to you. The post observation conference (which may be immediately after the observation or within a few days later, in person or by telephone) will be used to discuss your activities in the classroom. Whenever possible, the Supervisor will answer questions, suggest appropriate materials and approaches, and discuss procedures with you. For Teacher Candidates, the Supervisor will be interested in determining the following. Are you, the Teacher Candidate:  feeling confident and competent about increased responsibilities each week?  having experiences with all ability levels in the classroom?  having experiences in a variety of subject matter areas, including reading instruction?  progressing toward the goal of working with all of the students in the classroom?  experiencing opportunities to develop a beginning level of competence in effective interaction with students from linguistically and culturally diverse backgrounds?  developing a satisfactory relationship and communication with the Cooperating Teacher so that personal growth and mastery of competencies are maximized?  progressing satisfactorily with regard to state standards for beginning teachers as expressed in the Teaching Performance Expectations, insofar as these are observable in the field? (Progress in this regard should be visible in the TaskStream log.)  additionally, you are assessed with regard to your professional dispositions The Supervisor, when possible, will also confer with the Cooperating Teacher during each visit to discuss your activities as the Teacher Candidate. The Supervisor will want to be assured that you and the Cooperating Teacher are scheduling sufficient time to discuss responsibilities on a daily basis; if you do not receive immediate feedback on your activities, it will be difficult to plan techniques for effective change. If any difficulties or unusual circumstances are affecting their performance, the Supervisor will consult with the Field Placement Coordinator. Assessment of Teacher Candidates by Supervisors At the end of each observation, the Field Supervisor will review the TaskStream Observation Progress Logs with you. They will also conduct a mid-­‐term and final review. If at any time the Supervisor, whether based solely on her/his own observations or on feedback from a Cooperating Teacher, believes that you are not making satisfactory progress for that semester, s/he will submit a Statement of Concern, which will initiate the process of developing a Plan of Action for helping you to improve (see the section below headed Assessment and Evaluation of Co-­‐Teaching for further details regarding Statements of Concern.) It is the responsibility of the University Field Supervisor, in consultation with the Field Placement Coordinator when appropriate, and Program Coordinator, to determine the whether or not your performance in the field is satisfactory or not for moving on to the next phase of the program. In determining the outcome, s/he should 22
take the Cumulative Evaluation by the cooperating teacher into account, as well as her/his own observations. For a Credit grade for the course (ED 624 or ED 625), not only must the performance in the field be adequate, but also you must have full attendance at the respective seminar. Any time you are given a grade of No Credit based on performance in the field, this should not come as a surprise; you should have been notified of the need to improve your performance, as well as specific steps needed for improvement, sufficiently early that you have a reasonable chance to bring the performance to a satisfactory level. If, after due notification and appropriate efforts have been made, the performance does not improve to an appropriate level by the end of the semester, a grade of “no credit” may be given. If you receive a “No Credit” (NC) or a C-­‐ or less during your co-­‐teaching experience, you may petition (based on the CSUMB Graduate Matriculation Policy) for a new placement in the next semester. If you received another grade of “No Credit” (NC) or a grade of C-­‐ or less in a subsequent field placement, you will be dropped from the program. If you do not achieve a satisfactory performance after repeating the full-­‐time Co-­‐Teaching experience, you will not be recommended by CSUMB for a Single Subject Teaching Credential, regardless of performance in the rest of the program or on the exit Teaching Performance Assessment if you passed it. •
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CSUMB Program Coordinator Roles and Responsibilities The role of your advisor is to guide your professional growth with regard to the program as a whole. This includes monitoring completion of program requirements, providing information about program requirements, guiding you through the process of completing the program’s exit assessment, and helping you with problems and conflicts you have not been able to resolve directly with the people involved. The Program Coordinator is your Program Advisor. Between the Fall and Spring term, the coordinator shall meet with each advisee one on one to review the progress/performance across the entire program and conduct a progress interview. This is also an opportunity for you, the candidate to express any concerns you may have. Toward the end of term, advisors meet individually with their advisees for one final reflection on progress, and to go over documents required for obtaining the credential, in anticipation of the candidate’s meeting with the Credentials Analyst. The advisor is the first person to contact when you have a program-­‐related question (other than field-­‐related questions, which should be directed to your Field Supervisor or the Field Coordinator) or personal issue to discuss. The advisor may or may not be able to answer the question directly—none of us knows everything—
but if s/he cannot answer the question her/himself, s/he will direct you to the correct source, or will bring the question to the Single Subject faculty as a whole for discussion and resolution. Cooperating Teacher Role and Responsibilities (Information for Co-­‐teaching Candidates Only) The role of the Cooperating Teacher is to serve as a model, guide, and instructor for your co-­‐teaching experience. The Cooperating Teacher has the legal responsibility for pupils and is the teacher of record. However, as a Teacher Candidate, you should think of yourself as a fellow professional rather than an aide or volunteer. As a novice professional who is growing in competence and needing assistance while gradually assuming increasing responsibilities, you can expect your Cooperating Teacher to provide constructive feedback and suggestions. You should listen to these with respect and give them full and thoughtful consideration as you develop your own unique teaching style. Your Cooperating Teacher will review all lesson and unit plans that you are expected to teach. Your Cooperating Teacher should conduct both informal and formal observation as s/he will naturally be noticing things as you teach together in the classroom. In addition to this, s/he will periodically do a more focused and extended observation, and give you more extensive feedback afterwards. Any time you will be co-­‐ teaching a lesson and you are concerned about some aspect of your teaching, or working on some specific skill or 23
technique, it would be appropriate for you to ask your Cooperating Teacher (and/or Supervisor, if s/he is scheduled for an observation that day) to observe you that day with regard to that concern, skill, or technique in order to increase your learning from that day’s teaching. Cooperating Teacher Preparation and Support The Cooperating Teacher will be trained in co-­‐teaching and provided with a handbook containing information about his/her responsibilities and what s/he may expect from you, the teacher candidate, and what the program’s expectations are for your field experience. In addition, s/he should: • Provide class rolls, textbooks, etc. • Organize a work space (e.g., a desk) for you to use. • Provide planning time • Regularly scheduled meetings for planning and exchange of pertinent information, and to give you feedback or suggestions for your teaching. • Introductions to Principal and staff. • Orientation to the layout of the school. • Orientation to essential information for the district, school, and classroom, such as district scope and sequences, copies of the various schedules (daily routines, special days, holidays), etc. • Planning for a progression of your responsibilities • Modeling co-­‐teaching strategies, methods, and techniques, including the use of technology. • Modeling accommodations for learner differences. • Modeling and explaining classroom management techniques. • Guiding your planning and preparation for instruction. • Reviewing required lessons plans (written in CSUMB Lesson Plan Format) prior to carrying out instruction. • Modeling professional behavior toward students, parents, colleagues, and staff. • Assisting in arranging opportunities for you to observe in other classrooms. • Relating to you as a novice professional colleague or co-­‐teacher. In addition to the above kinds of support, during Spring term you may expect the following kinds of support from the Cooperating Teacher: Planning full-­‐time Co-­‐Teaching experiences with you. This can include field trip planning. • Giving increasing responsibilities to you as you assume the lead role in the co-­‐teaching process as the semester progresses, and in terms of increasing the areas of the curriculum for which you the solo teacher are responsible, so that you have experience with all areas of the curriculum prior to • Providing regular feedback to you on your efforts. • Ensuring that you have a good grasp of an effective management/discipline system, including discussing with you the management/discipline plan to be used during the solo teaching experience. • Discussing the role they will play during solo teaching. (Some Cooperating Teacher-­‐candidate teacher duos prefer that the Cooperating Teacher participate as little as possible so that the Teacher Candidate has as nearly as possible the experience of being fully and independently in charge of a classroom; others develop a very close, virtually team-­‐teaching relationship, so that the solo involves only a shift in the role of lead and support teacher.) Regardless of the specifics, both Cooperating Teacher and you need to have the same expectations for their respective roles 24
prior to the beginning of the solo. • At least one week prior to solo teaching, you are expected to have detailed lesson plans, with objectives and with planned learning activities and assessment well-­‐described, for the first two or three days of solo instruction. These detailed lesson plans should follow the format of the CSUMB Lesson Format Template (see Appendix A). both the Cooperating Teacher and the university Supervisor are required to review the plans for the solo teaching experience. Detailed lesson plans should be sufficient for use by a substitute teacher, but should not be as detailed or in-­‐depth as those produced for course assignments. • During the solo experience, the Cooperating Teacher should meet daily with you at the end of each day to review the events of the day, listen to your concerns, provide feedback, and offer suggestions for how to proceed in the coming day or days. Cooperating Teacher Evaluation and Feedback to the Teacher Candidate The Cooperating Teacher sees you every day, thus they are one of the most important sources of information regarding your development of instructional skills, classroom management, management of student behavior, communication skills, knowledge of content as applied in teaching, general and subject-­‐specific methodology, rapport with students, and other on-­‐the-­‐ground aspects of teaching. This is one of the reasons why scheduling regular times to meet together is so important. You can and should be an active participant in these sessions, to optimize your learning. Your Cooperating Teacher should provide you with feedback that: • includes both positive feedback about what you have done well, along with identification of areas for improvement along with suggestions for how to improve in those areas. If over time the feedback is either all positive or all about what’s not going well, you can specifically ask for something that will balance the picture. Positive feedback is important for encouragement, but it is also important to confirm or clarify your developing picture of your teaching. Overall, a realistic picture of your progress is what is important, and that means an understanding both of your strengths and of areas for improvement. • is specific—if all you hear is “you’re doing fine”, ask for more specific information. You might ask something such as “can you tell me something specific you think I did well today?” or, later in the semester, “what do you see as my strong points as a teacher?” Or based on your own reflection about your teaching, you could ask for ideas about how you might improve in a specific area. Or you can tie a question to a particular event that occurred in the past day or so, such as “When -­‐-­‐-­‐ did -­‐-­‐-­‐-­‐, I wasn’t quite sure how to respond. What did you think was going on?” or “How might I have responded differently?” • includes specific teaching ideas and resources for lessons, while leaving increasing scope for you to develop your own ideas and methods over the semester. • deepens your reflection of your teaching. Oftentimes just talking things over with another interested person can clarify things in one’s own mind, and ultimately it is a teacher’s own reflection process that leads to learning how to be the best teacher one can be. Mid-­‐term evaluations from the Cooperating Teacher for in the Fall term students should take place during week 7 or 8. Mid-­‐term evaluations for Spring term students should take place during week 9 or 10. Final (end-­‐of-­‐semester) evaluations are due no later than the end of week 16 for both terms. These evaluations do not determine your grade, but they are reviewed by the university Supervisor and possibly 25
other program personnel (e.g., the faculty advisor, the Field Coordinator, the Seminar instructor, the Program Coordinator, or possibly the Department chair). Ultimately it is program personnel who make the final determination of the grade for ED 624, ED 625, and ED 626 (normally, the University Field Supervisor and the Seminar Instructor).  In the rare event that you are not performing adequately or making adequate progress toward satisfactory performance, or if for any reason the Cooperating Teacher feels the placement needs to be terminated, or if you feel the placement is a seriously negative situation for you, the university Supervisor and the Field Coordinator should be informed of this as soon as possible. Sufficient opportunity must be allowed for steps to be taken to help you achieve a satisfactory level of performance, or for alternative arrangements to be made for your field placement in cases where there has been a complete mismatch between the t teacher’s style and needs and the style and environment provided in the placement. The university Supervisor will check in with the Cooperating Teacher on a regular basis to facilitate clear communication regarding your performance and progress. Cooperating Teacher Absences and Substitute Teaching (Information for Teacher Candidates Only) In the event that a Cooperating Teacher is absent from school, you may arrange to serve as a substitute during the course of the practical training in the program if you have a substitute Permit. If you do not have the appropriate permit, you must continue learning experiences under the supervision of a Substitute Teacher, even taking on much of the actual teaching if deemed appropriate by the Cooperating Teacher. Legal constraints require the presence of a district-­‐approved Substitute Teacher of record in the classroom. If the Cooperating Teacher needs to be absent for an extended period of time (more than a week), the Field Placement Coordinator should be notified and other arrangements may be made. Any substitute teaching done by you should be paid in accordance with usual district contracts and practices. UNDER NO CIRCUMSTANCES CAN SUBSTITUTE TEACHING TIME BE USED TOWARD R0EQUIRED CO-­‐
TEACHING HOURS. To do so would be in violation of state law If at any time you are asked by any person at the placement site (the Cooperating Teacher, the Principal, or anyone else) to do unpaid substitute teaching (that is, taking on full responsibility for the classroom with no other credentialed teacher present, without being offered a substitute teaching contract for the time), whether for the Cooperating Teacher’s classroom or in another classroom, you should refuse the request as tactfully as possible, perhaps just by saying “I’m sorry, I’m not allowed to do that”. If you feel pressured to accept, or if such requests are repeated, this should immediately be reported to the Field Placement Coordinator by email or by telephone (582-­‐4152), who will then address the issue with the school. Such requests are inappropriate, and to accept them can put you, the school and district, and CSUMB at legal risk.  TEACHER CANDIDATE RESPONSIBILITIES Attendance • All absences from your field placement or from the seminar will be handled on an individual basis. In general, excused absences are limited to severe illness, death in the family, or other such extenuating circumstances. Absences, whether they are excused or unexcused, must be made up. If you must be absent from your field placement, you are expected to notify the school, Cooperating Teacher, and Supervisor (especially if an observation is scheduled) before classes begin. Failure to do so is a 26
serious breach of professional responsibility; repeated such failures may be grounds for not passing the Co-­‐Teaching experience for that semester. If unannounced absences occur, the Cooperating Teacher will notify the university Supervisor. Any absences, from either field placement or seminar, need to be made up prior to the end of the semester. •
Any time you are unable to arrive at school on time, you are expected to notify the Cooperating Teacher at the school before classes begin. Failure to do so is a serious breach of professional responsibility; repeated such failures may be grounds for not passing the Co-­‐Teaching experience for that semester. You need to abide by the schedules you have set up with your Cooperating Teacher. See above for more information regarding Co-­‐Teaching schedules and time. •
You must sign-­‐in at the front desk of their assigned school each time you come in. The school’s logbook also serves as an important record of your attendance. Holidays and breaks • With regard to the field placement, you are on public schools' vacation days, not CSUMB's. That is, you are required to observe the same daily schedule as that set by the Board of Education for your placement site. This means that if your school is in session during a holiday or break observed by CSUMB, you are nonetheless expected to attend your routinely scheduled days at the placement site. Similarly, you are expected to attend classes at CSUMB during any holidays or breaks observed at the placement site that do not coincide with those at CSUMB. In particular, for spring break, you take the break from your placement during the time scheduled for your district, and you take the break from classes according to the CSUMB official academic calendar. Expectations of you for observations with your University Field Supervisor You have the following responsibilities toward your University Field Supervisor: • Meet with your Cooperating Teacher for a “pairs training” (TC only) • Provide a copy of the daily schedule both for your school and your classroom. • Provide a prearranged place for the Supervisor to sit during observations that allows for a clear view of the room. • Participate in formative and summative evaluations, incorporating information from all observations/evaluations. • Provide a written lesson plan, in the CSUMB format, and all relevant lesson materials to the Supervisor at the beginning of each observation (some Supervisors will want the lesson plan the day before the lesson; please comply.) Both Teacher Candidates and Interns are expected to facilitate scheduling of observations by the University Supervisor and to be present for all scheduled observations. If you have to be absent, the Supervisor must be informed prior to the scheduled time, and the visit rescheduled. It is your responsibility to keep an accurate record of when visits are scheduled. • During observations, the university Supervisor will expect to observe daily activities, as they are usually planned, not some departure from the normal schedule. If the normal classroom routine is not being followed—e.g., if students are being tested, or lesson time has been severely curtailed for some reason, the Supervisor must be informed prior to the scheduled visit in order to re-­‐schedule the visit. 27
•
You must provide the university Supervisor written lesson plans for observed lessons as explained above. In addition, for Teacher Candidates only, the Co-­‐Teaching time sheet in TASKSTREAM must be kept up to date so that it is available for review by the university Supervisor before each visit. When possible, both Interns and Teacher Candidates should be available to confer with the Supervisor immediately following the observation. When this is not possible, arrangements for a later conference, to be conducted in person or by phone, should be made before the Supervisor leaves after the observation. •
(Teacher Candidates only) Basic plans for solo teaching must be provided to the Supervisor at least one week prior to the beginning of the solo time period. Plans for at least the first two or three days of solo teaching should be complete (that is, all activities planned and necessary materials such as worksheets and overheads prepared) and moderately detailed; plans for the remaining days may be in outline form, but you should have basic plans in place for all content areas for the full two weeks of the solo. Outside work commitments No formal policy governs commitments outside the Teacher Preparation Program; however, your future employment depends, in large part, on success during the program, especially in Co-­‐Teaching. Experience has shown that Teacher Candidates should plan to make the Co-­‐Teaching semesters as free from other obligations as possible. Heavy time requirements for employment or extra classes should be avoided if at all possible. The demands of outside work will not be considered an excuse for lack of timely completion of coursework or field placement obligations. Activities (Information for Teacher Candidates Only) The Cooperating Teacher has the legal responsibility for students and is the teacher of record. You are to be regarded as a fellow professional rather than as an aide. To the extent possible, you should participate in all school functions, such as PTA meetings, staff meetings, homeroom activities, bus duties, and in-­‐service meetings. However, such activities DO NOT take precedence over attending CSUMB classes or completing course requirements. Professional Appearance (Advice for both Teacher Candidates and Interns) Grooming reflects attitude and also affects how you are perceived by both adults and students. You should dress according to school policy. Appropriate attire may influence future employment opportunities, as well as how students and colleagues respond to you. Extra-­‐curricular/Yard Duty Although you are encouraged to assist the Cooperating Teacher with extra-­‐ curricular responsibilities you cannot replace the teacher in these duties due to legal liability and insurance constraints. You are, however, expected to follow and participate in whatever duties your Cooperating Teacher has during the hours of your attendance. 28
SECTION 2 – ASSESSMENT AND EVALU ATION
There are three major components of the program through which attainment of the Teaching Performance Expectations (TPEs) for credential candidates is demonstrated. All three components must be completed satisfactorily for a candidate to be recommended from CSUMB for a Single Subject teaching credential; failure in any one (as explained below) will result in not being recommended for a credential. The three components of assessment are: 1. Assessment of two semesters of field placement experiences (Co-­‐Teaching or internship) 2. Coursework, including specific Signature Assignments 3. State-­‐mandated, standardized Teaching Performance Assessment (TPA). CSUMB uses the EdTPA. Progress through and satisfactory completion of the program will be monitored and documented in part through meetings with faculty advisors. Each component of the process is explained below. 1. FIELD PLACEMENT ASSESSMENT AND EVALUATION OF CO-­‐TEACHING (Procedures vary slightly for Interns.) • The evaluation of Co-­‐Teaching is a continuous process, which facilitates the mastery of competencies in teaching and assists the Teacher Candidate in developing techniques of self-­‐assessment. During the semester, the Cooperating Teacher will have ample opportunity to interact with you, the Teacher Candidate in co-­‐teaching planning and assessment sessions. In regular meetings, both parties will want to explore successful aspects of your performance and specific ways in which you might improve. • The experienced Cooperating Teacher will be the major source of evaluative feedback during the co-­‐
teaching experience; however, University Supervisors will visit the placement periodically. The university Supervisor will make at least 4 observation visits during Stage I and 4 during Sage II Co-­‐
Teaching (for Teacher Candidates) Interns are seen 4 times in first semester and 4 in the second semester. More observations will be made as appropriate. The university Supervisor will attempt to meet with you immediately following each observation. The Supervisor records observations regarding your progress and performance in the record made in TASKSTREAM. • A formal midterm evaluation by the Cooperating Teacher is required each semester to guide your teaching efforts, and to provide information for the university Field Supervisor. The midterm conference should serve as a benchmark for planning the remainder of the semester. You need to be informed both of strengths on which you can build and of areas for improvement, for which you should be given specific suggestions for improvement. The Cooperating Teacher, you, and the university Supervisor together will meet in conference to review the midterm evaluations. Both the Cooperating Teacher and the Supervisor should discuss the evaluation with you, even if in separate meetings. If either the Cooperating Teacher or the University Supervisor has substantial concerns 29
•
•
about your performance or dispositions, the Field Coordinator should be alerted at this time if s/he has not already been made aware of the problems, so that a Statement of Concern can be written and an Action Plan developed (see Statement of Concern and Plan of Action Section). The Cooperating Teacher will complete a Cumulative Evaluation form in TASKSTREAM midterm, and review it with you. (Interns should consult their Internship Handbook for details of their cumulative evaluation process.) If it becomes apparent that you are not making satisfactory progress, additional observations and conferences may need to be held; in addition to the Supervisor, these may involve the Field Placement Coordinator or other university faculty. Qualitative observations and evaluations written by the university Supervisor are available to the candidate or Intern in TASKSTREAM. The Cooperating Teacher completes a final Cumulative Evaluation in TASKSTREAM during each semester of Co-­‐Teaching. Final evaluations are due at the end of week 16 Semesters. This evaluation will include a conference between you and the Cooperating Teacher. When possible, the university Supervisor will attend this conference. You will complete three self-­‐assessments in TASKSTREAM: a baseline self-­‐evaluation completed at the beginning of the Fall term, a midpoint self-­‐evaluation at the end of the term and a final self-­‐evaluation at the end of the Spring term. The completion of these forms will be facilitated through the Co-­‐Teaching seminars and monitored by faculty advisors and the Field Coordinator. The self-­‐evaluation form is essentially the same as the Cumulative Evaluation forms completed by Cooperating Teachers and/or university Supervisors, but using a rubric appropriate to self-­‐assessment. It is the responsibility of the University Field Supervisor, in consultation with the Field Placement Coordinator when appropriate, to determine the grade for the Co-­‐Teaching experience component of ED 624 or ED 625 (credit/no credit). In determining the grade, s/he should take the Cumulative Evaluation by the Cooperating Teacher into account, as well as her/his own observations. Any time you, as a Teacher Candidate or Intern, is given a grade of “no credit” because of an unsatisfactory performance in the field, this should not come as a surprise; you should have been notified of the need to improve your performance, as well as specific steps needed for improvement, sufficiently early enough that you have a reasonable chance to bring the performance to a satisfactory level. Serious concerns on the part of the Supervisor should be expressed in a Statement of Concern (see below). If you receive “no credit” (NC) or a C-­‐ or less during your co-­‐teaching experience, you may petition (based on the CSUMB Graduate Matriculation Policy) for a new placement in the next semester. If you received another grade of “No Credit” (NC) or a C-­‐ or less in a subsequent field placement, you will be dropped from the program. Policy and procedures regarding inadequate performance or progress in the field placement Credential candidates must, and do, learn a great deal during the credential program. All feedback you get from your Supervisor or Cooperating Teacher (or Support Provider or Principal, for Interns) is intended to facilitate your learning and help you to become the best teachers you can be. Because of the steep learning curve, a performance that is adequate for the beginning of the program may not be considered adequate at mid-­‐program, and a performance adequate at mid-­‐program may not be sufficient at the end to be recommended for the credential. It is important that you receive both positive feedback and encouragement, and feedback that identifies areas for improvement, throughout the program. An “area for improvement” may simply indicate what a next step is for a candidate who is already performing well. However, at times an “area for improvement” may reach 30
the level of an area for concern. A Statement of Concern identifies some aspect of your performance that could, if not addressed and improved, delay your moving on the next stage of the program, or in some cases ultimately prevent you from obtaining the credential. It is relatively rare that an area for concern arises or persists for a candidate to the extent that it must be formally addressed by the program. Most candidates will engage to improve in those areas identified more informally by their Supervisor or Cooperating Teacher (or Support Provider or Principal) and the observers will see improvement in a reasonable time frame. This policy addresses procedures for addressing reoccurring areas of concern which persist after repeated observation and feedback. Statement of Concern and Plan of Action (Appendix H) The timeline and procedures are the same in both Stages for both Teacher Candidates and Interns. After each observation the Supervisor indicates in TASKSTREAM a level of concern regarding your performance relative to that point in your progress through the program. At any time that a serious concern arises regarding a candidate’s performance or progress, a Statement of Concern shall be submitted by the Supervisor to the Field Coordinator. The Statement of Concern shall clearly identify the area that needs improvement and the behavior that has prompted the concern. Submission of a Statement of Concern at any time shall (with one exception) initiate the process of developing a written Plan of Action for the candidate. The plan of action shall identify: • area to be improved, • steps to be taken, • criteria for evaluating that the area of concern has been successfully addressed (including a time frame) • consequences The steps to be taken may include steps that are the responsibility of the candidate, of the Cooperating Teacher (support provider/Principal), or of the Supervisor or other university personnel (e.g., the Field Coordinator or faculty advisor.) This plan should be developed as quickly as possible after the Letter of Concern has been submitted, but in any case within one week of that date. The written action plan shall be signed by all relevant parties and a copy placed in the candidate’s program file. The exception to developing a plan of action is when the action or performance on the part of the candidate that prompted the Letter of Concern is so serious as to warrant dismissal from the program. Such actions include, but are not limited to, any action that would lead the CTC to revoke a credential if done by a credentialed teacher. In this case, policy governing the dismissal of a candidate from the program shall be in operation. Timing for a Statement of Concern A Statement of Concern may be generated at any time that a concern reaches a sufficiently serious level. These are the guidelines: Fall term • As of the mid-­‐semester review, the Supervisor will elicit from the Cooperating Teacher any serious concerns the teacher may have regarding the performance of the Teacher Candidate, and determine whether or not these are significant enough to warrant developing a Letter of Concern. While letters of concern may be generated later in the semester, it should not be the case that a letter generated late in the semester primarily cites behavior observed early in the semester as the basis for the concern and for which no earlier letter was submitted. • Any serious concern raised after Week 12 of the semester should only be prompted by behavior newly observed. No Letter of Concern submitted during weeks 13-­‐15 should cite behavior 31
observed prior to week 12 as the sole or primary basis for the letter; previously observed behavior may, however, be cited to add weight to newly observed behavior. Spring tern • The timeline for addressing serious concerns is compressed during Stage 2 for Teacher Candidates, both because of the different structure of the semester, and because of the increasingly serious consequences of failing to address concerns in a timely fashion. Thus if the Supervisor or Cooperating Teacher has serious concerns about whether or not the candidate will be ready for the full-­‐time Co-­‐Teaching, those concerns should be raised early enough that the candidate has the opportunity to address them before full-­‐time Co-­‐Teaching begins. The following procedures are intended to assure that this will occur.  At each observation, the Supervisor notes in TASKSTREAM whether the Teacher Candidate is, in her/his best judgment, making adequate progress to be ready for full-­‐time Co-­‐Teaching, including solo teaching. “Making adequate progress towards full-­‐time Co-­‐Teaching” means only that the candidate appears to be on a learning curve that will result in a smooth transition to full-­‐
time Co-­‐Teaching at the end of Week 10; it does not necessarily mean that the candidate will be ready at that time to begin full-­‐time Co-­‐Teaching.  If minor concerns noted in Stage I persist into Stage 2 and 3, or noted early in Stage 2 are not promptly addressed, or if major issues are noted during the initial phase of Stage 2, a Letter of 1
Concern shall be written no later than Week 8 of Stage 2 . Depending on circumstances, the process initiated by a Statement of Concern could result in extending that semester’s Co-­‐
Teaching experience, or in requiring the candidate to repeat that stage’s Co-­‐Teaching experience.  No candidate shall receive a grade of “Credit” or any other passing grade for any Co-­‐Teaching experience during which s/he has received a Statement of Concern unless and until all the conditions stated in the Plan of Action have been satisfied. Ascertaining that this has been done is the responsibility of the Supervisor. 2. COURSEWORK AND SIGNATURE ASSIGNMENTS A grade of C or better in each graded course (“Credit” in all credit/no credit courses), and an overall program GPA of 3.0 or better is required in order to be recommended for a credential. In addition, the assignments listed below have been deemed of particular importance to both development and demonstration of knowledge and skills for our credential candidates; these assignments have been designated as Signature Assignments for the program. A grade of C or better, as assessed by the instructor using a TPE-­‐based grading rubric, is required on each and every signature assignment. Signature assignments are uploaded into TASKSTREAM. Course instructors monitor your’ performance on signature assignments as a normal part of 1
This timeline does not preclude Statements of Concern from being generated later in the semester, if concerns arise later, or if some egregious behavior is seen after Week 8, or if more minor concerns earlier brought to the attention of the candidate persist late into the semester. Rather, the intention is to begin the process initiated by a Letter of Concern early enough to maximize the candidate’s opportunity to address the concern so that s/he may attain a satisfactory level of teaching to be recommended for a credential.
32
teaching. if a signature assignment is not passed with a grade of C or better as determined by the TPE-­‐based rubric used by the instructor, you will receive a grade of C-­‐ or less for the course, regardless of the points or average attained from the other graded components of the course. A grade of C-­‐ is considered a failing grade for credentialing purposes. You may repeat no more than two courses with grades of C-­‐ or less. ONGOING PROGRAM PROGRESS ASSESSMENT BY the Program Cooridnator This process is intended to consider all the components and experiences in the program and assess the candidate’s overall progress and learning trajectory. The formal components of this process are a meeting with the advisor prior to the end of the Fall term the Stage I-­‐-­‐>Stage 2 Progress Review and Interview, and the exit reflection and check-­‐off process at the end of the program. Each is explained below. • The Fall to Spring term Progress Review and Interview -­‐ Between semesters, after grades for the Stage I semester have been recorded, the advisor will review the candidate’s transcript, and the TASKSTREAM coordinator will provide the advisor with information regarding evaluation documents ( signature assignments, Cumulative Evaluation forms, Self-­‐Evaluations) in TASKSTREAM. This review will identify any issues that might delay or prevent the candidate from progressing to the Spring term (e.g., low GPA, a grade of C-­‐ or below or Incomplete for a course, documents missing from TASKSTREAM) or, conversely, that all requirements have been met for progressing to Stage 2. If any impediments to the candidate progressing to Spring term are identified at this time, the advisor will contact the candidate as soon as possible to consult with her/him and advise her/him what the next steps will be. • Once the candidate has been cleared to move on to the Spring term and student teaching each candidate will meet individually with Program Advisor for a semi-­‐structured interview/conversation. The interview is structured to elicit reflection and self-­‐assessment on the part of candidates at a global level with regard to how their teaching is developing and how they would like it to develop in the future. This interview is also an opportunity for the candidate to raise any personal concerns s/he may have regarding any pertinent aspect of the program or her/his progress through it. At this interview, the candidate will generate two personal professional goals to be addressed during the remainder of the program. Successful completion of the interview is a program requirement. It speaks to/provides evidence with regard to TPE 13 Professional Growth and CSTP F: Standard For Developing As A Professional Educator. If a candidate is performing satisfactorily in both fieldwork and coursework and prepares properly for the interview, the interview should not be a problem. If a candidate does not pass an interview through inadequate preparation, s/he will be advised of the deficiencies and required to repeat the interview. • End of Spring term Meeting -­‐ During Week 13 through Weeks 16, advisors meet with each advisee individually. At this meeting, the candidate will first reflect on the degree of progress made on the two goals s/he set for her/himself at the beginning of the semester during the Progress Interview. Then the advisor and the candidate will go over the candidate’s cumulative program files (both the paper file and the TASKSTREAM file). Using a checklist, they will determine which credential requirements are completed with accompanying necessary documentation, and which remain to be completed. The advisor will ascertain that the candidate understands what remains to be done, and has a plan for completing any outstanding requirements . This meeting should be relatively short (20-­‐30 minutes should suffice for most candidates), but is important to assure a smooth exit from the program and attainment of the credential. 3. TEACHING PERFORMANCE ASSESSMENT -­‐EdTPA 33
By California state law, all teacher education programs must administer a standardized assessment, known as a Teacher Performance Assessment (TPA), to all their Single Subject Credential candidates who entered the program as of July 1, 2008, or later. A TPA assesses both the candidate’s teaching performance and their professional understanding and pedagogical thinking. CSUMB has selected the EdTPA model of the TPA for our exit assessment.  Further provisions of the law are that all candidates who enter a teacher education program on or after July 1, 2008, must pass their TPA prior in order to receiving a Single or Single Subjects credential. This requirement is in addition to other program requirements; it is not possible to obtain a credential by doing and passing a TPA alone. • Any candidate who fails a TPA on the first attempt will be given at least one additional opportunity to pass it. Advising and support for the EdTPA will be provided in three ways: 1. through the seminars (ED 624, ED 625) 2. in the relevant courses. While it is obvious that this is a high-­‐stakes assessment—no candidate will receive a credential until it is passed—“passing the test” should not replace achieving the learning objectives that are developed through the assignments in which it is embedded. The best strategy for “passing the test” is for candidates to keep their attention on learning and on addressing all the requirements of the assignment, just as they do for all other course assignments. 34
SECTION 3 - POLICIES AND PROCEDURES
Selection of the Co-­‐Teaching Placement The Single subject credential program at CSUMB places great value on selecting the most desirable settings for Co-­‐Teaching placements. We identify schools that understand and accept the University vision statement and our specific needs as a program for either the ELA or BCLAD emphasis our commitment to co-­‐teaching. Schools are selected, in every instance, on the basis of having linguistically and/or culturally diverse classrooms available for placements. All Single subject Teacher Candidates must be placed in classrooms where the subjects being taught match the subject in which the candidate has met the Subject Matter Competency Requirement. The hosting teacher (s)must provide experiences with teaching differing levels of the subject or two different classes , e.g. U. S. History and World History. At whatever level, placements are to be made where the Teacher Candidate will have extensive opportunity to participate in the management, planning, and organizing of reading / language arts instruction in the context of the subject. It is up to the Field Placement Coordinator to select appropriate school sites. Evaluative information is collected from Teacher Candidates at the end of each semester to inform the Field Coordinator in the performance of this critically important task for future candidates. The faculty and administration of the Single Subject Credential program seek to identify the very best placements with the finest Cooperating Teachers available in the districts that have contracted with CSUMB. This is made possible by continuous evaluation of Co-­‐Teaching placements and the selection of settings based on past evaluations. Students are not placed where their own children attend school, or where other family members are employed. We are also reluctant to place Teacher Candidates in schools where they have been previously employed (e.g., as an aide), though this is not prohibited. However, we feel the Teacher Candidate will have a more broadening learning experience in a school with which s/he is less familiar. Selection of the Cooperating Teacher The procedure for selecting Cooperating Teachers involves school district administrators, school Principals and/or Vice Principals, Cooperating Teachers themselves, and the University Field Placement Coordinator. The University is not in full control in this process; we negotiate, but we do not dictate or determine. While the criteria and process for selecting Cooperating Teachers may vary from school to school and district to district, in general, Cooperating Teachers are selected on basis of the following criteria. • They hold an appropriate teaching credential. (This is a state requirement.) • They have at least three years of successful full-­‐time teaching experience. (Also a state requirement.) • They teach in a linguistically and/or culturally diverse classroom. • They have expressed a desire to grow professionally through the exchange of ideas with the Teacher Candidate and through the co-­‐teaching opportunities offered by CSUMB. • They are sensitive to the needs of a beginning teacher—e.g., the need to experiment with teaching techniques suggested in university courses and/or by the university Supervisor. • They are skilled in communicating expectations, rationales for decisions, and evaluations of teaching. • They are committed to modeling an effective system of classroom management for the Teacher Candidate. • They are willing to meet regularly with the Teacher Candidate to plan lessons and then to provide feedback on the observed lessons. 35
They provide the Teacher Candidate with opportunities to participate in teaching reading/language arts in the context of the subject.. Teachers considered for this role are asked to complete a self-­‐assessment for reading instruction competence to assure that essential skills and strategies of a well-­‐balanced and comprehensive reading program will be conveyed to the Teacher Candidate. •
Request for Reassignment of Teacher Candidates Requests for reassignment before that time will be considered under serious and compelling circumstances, as decided by the Field Placement Coordinator. TC must request the reassignment in writing to the Field placement coordinator, who will consult with the university Field Supervisor, the Cooperating Teacher, and/or the school Principal. Substitute Teaching During the Co-­‐Teaching Assignment In the event that a Cooperating Teacher is absent from school, the TC may arrange to serve as a substitute during the course of the practical training in the program if they have an Emergency Permit. If they do not have the appropriate permit, they must continue learning experiences under the supervision of a Substitute Teacher, even taking on much of the actual teaching if deemed appropriate by the Cooperating Teacher, but legal constraints require the presence of a district-­‐approved substitute teacher of record in the classroom. If the Cooperating Teacher needs to be absent for an extended period of time (more than a wk), the Field Placement Coordinator should be notified so other arrangements may be made. IF THE TC DOES NOT HOLD AN EMERGENCY CREDENTIAL, THEY MAY NOT LEGALLY DO ANY SUBSTITUTE TEACHING AT ALL. Any substitute teaching done by the TC should be paid in accordance with usual district contracts and practices. UNDER NO CIRCUMSTANCES CAN SUBSTITUTE TEACHING TIME BE USED TOWARD REQUIRED CO-­‐TEACHING HOURS; to do so would be in violation of state law. Therefore, if the TC substitutes on a day designated for Co-­‐Teaching, those Co-­‐Teaching hours must be made up, and all this information must be correctly recorded on the Co-­‐Teaching time sheet in TASKSTREAM. If at any time the TC is asked by any person at the placement site (the Cooperating Teacher, the Principal, or anyone else) to do unpaid substitute teaching (that is, taking on full responsibility for the classroom with no other credentialed teacher present, without being offered a substitute teaching contract for the time), whether for the Cooperating Teacher’s classroom or in another classroom, they should refuse the request as tactfully as possible, perhaps just by saying “I’m sorry, I’m not allowed to do that”. If they feel pressured to accept, or if such requests are repeated, this should immediately be reported to the Field Placement Coordinator by email or by telephone (582-­‐4152), who will then address the issue with the school. Such requests are inappropriate, and to accept them can put the TC, the school and district, and CSUMB at legal risk. Switching between Internship and Traditional Pathways Traditional Program to Internship Pathway. If students admitted to the Fall semester of the traditional program obtain employment in an appropriate 6-­‐12 grade setting prior to the start of university classes, they will be allowed to switch from the traditional to the Internship Program if and only if they have anticipated this event and have completed the necessary Internship pre-­‐requisite experiences during the previous summer. Students admitted to the Fall semester of the traditional program will be allowed to switch from the traditional to the Internship Program if and only if: 1. they have satisfactorily completed their Stage I courses, especially ED 570/575 and ED 628/612. 36
2.
they obtain employment in an appropriate 6-­‐12 setting prior to the start of university classes for the Spring semester complete ED 607/611 required by the State for Interns during the Spring Semester. 3.
Students intending to switch from the traditional to the Internship Program must inform both the Field Coordinator, the Internship Coordinator, and the Single Subject Program Coordinator of their intentions. Internship Pathway to Traditional Pathway. If a student meets the requirements to be accepted into the Internship Program, but fails to obtain a job prior to the start of CSUMB classes, she/he may switch the traditional program. The student must be able to participate in the full range of experiences expected of all traditional students, including necessary courses and participating in field experiences at a school site. The student must notify both the Field Coordinator and the Internship coordinator of the need to participate in the traditional, Co-­‐Teaching track of the program. The Field Coordinator especially should be informed as soon as possible so that a suitable Co-­‐Teaching placement can be found for the student in a timely fashion. These arrangements must be made prior to the start of CSUMB classes. BECAUSE THE TRADITIONAL STUDENT-­‐TEACHING PATHWAY AND THE INTERNSHIP PATHWAY HAVE DIFFERENT COURSE SEQUENCES, IT MAY NOT BE POSSIBLE TO COMPLETE THE PROGRAM IN THE USUAL TIME FRAME FOR THE GIVEN PATHWAY IF ONE SWITCHES BETWEEN THEM MIDWAY THROUGH ONE’S PROGRAM. Before making any such switch, be sure to sit down with the Program Coordinator and/or the Internship coordinator and work out the course sequence by which you will complete the program, so that you understand the time frame and consequences of your decision. Leaving and Returning to the Single Subject Program There are two approved ways of temporarily leaving and then returning to the program: leave of absence, and stopping out. A leave of absence may be granted for one semester only. Stopping out applies to students who leave the program in accord with the policy defined below and are out of it for no more than three academic-­‐year semesters. Anyone who leaves the program for any reason and who is absent from the program for more than three sequential semesters is considered to have dropped out of the program. STUDENTS CONTEMPLATING LEAVING THE PROGRAM FOR ANY REASON SHOULD CONSULT WITH THEIR ADVISOR TO DETERMINE WHAT IS MOST APPROPRIATE FOR THEIR OWN SITUATION AND NEEDS, AND TO ASSURE THEY COMPLY WITH APPROPRIATE POLICIES AND COMPLETE NECESSARY PAPERWORK. There are requirements to be met at both the University and program levels. • Leave of absence: Students who take an approved leave of absence may re-­‐enter the program without submitting a new program application. Consult Admissions and Records for the latest policy and forms for taking a leave of absence from the University. A copy of the University Leave of Absence documentation shall be provided to the Program Coordinator and placed in the student’s program file. STUDENTS WHO TAKE A LEAVE OF ABSENCE AND WHO DO NOT RETURN WHEN THEY ARE EXPECTED SHALL BE CONSIDERED TO HAVE DROPPED OUT OF THE PROGRAM UNLESS THEY FULFILL THE REQUIREMENTS AND PROCEDURES FOR STOPPING OUT (see below) PRIOR TO THEIR EXPECTED DATE OF RETURN FROM LEAVE. • Stopping out: Students who leave the program expecting to be out for more than one semester and no more than three, and who are in good academic standing when they leave, may apply for “Stopped Out” status. STUDENTS MUST PROVIDE A WRITTEN REQUEST FOR THIS STATUS; failure to do so prior to leaving the program will jeopardize later re-­‐entry into the program. The status must be approved by the Program Coordinator and the Department Chair. The student must be in good academic standing throughout the 37
program (e.g., GPA of 3.0 or better, no grade of C-­‐ or below, passed or passing Co-­‐Teaching, no grades of “incomplete”, etc.) to be approved for “stopped out” status. 
Students who have stopped out must re-­‐apply to both the University and to the program, in accord with admission deadlines that apply to the semester they wish to re-­‐enter; re-­‐entry is not automatic. For the University, they must complete the full application process, including re-­‐submitting transcripts etc. For the Program, they need only fill out the program application form and attach a letter to it indicating they are applying for re-­‐admission on the basis of having stopped out and providing the dates of their prior program participation. No new transcripts, letters of recommendation, or interview will be required. 
Students who were granted “stopped out” status will generally be allowed to re-­‐enter and complete the program as long as proper procedures are followed, there is room for them in the program the semester they wish to re-­‐enter, AND ASSUMING NO MAJOR CHANGES HAVE OCCURRED IN PROGRAM REQUIREMENTS IN THE INTERIM. Students who have stopped out who are accepted for re-­‐entry will be expected to complete the program requirements in place at the time they re-­‐enter the program. Students who leave the program without taking a leave of absence or being granted “stopped out” status or who take a leave of absence or approved “stop-­‐out” but who do not return or re-­‐apply within the designated time limit, shall be considered to have dropped out. If at any time a student who has dropped out wishes to return to the program, s/he will be required to repeat the entire application process for the program as well as the University and will be considered for program entry on the same basis as other applicants at that time, except that her/his history with the program may be taken into account in making the decision of whether or not to admit her/him. If s/he is readmitted, s/he may or may not be granted credit for the previous time in the program; each case will be considered on its own merits within the program structure and requirements in place at the time of readmission. The decision either way will be approved by the Program Coordinator and Department Chair. Co-­‐Teaching and Field Experiences During Emergencies-­‐-­‐From the Office of the General Counsel for California State Universities: “It shall be the policy of this university that whenever normal operational procedures in a public or private agency are disrupted and/or halted by emergencies such as civil disturbances, natural disasters, and strikes, all contractual obligations between the University and the agency, involving students in teaching and/or field experiences, shall be suspended during the period of the emergency.” • Interpretation: Includes sanctioned and unsanctioned job action. “Students and staff are advised that their physical entrance into such emergency situations may involve physical risks for which the university cannot accept any sort of liability. Should a university staff member or student decide to enter such a situation, such entrance is entirely at the individual’s personal initiative and risk.” • Interpretation: Any student who crosses a picket line does so at his/her own risk; CSUMB will not accept any liability. “Consequently, a student emergency situation shall be completely disregarded by university instructors in their assignment of grades or the making of evaluations.” • Interpretation: Co-­‐Teaching during the period of the strike will be completely disregarded in faculty evaluations and final grades. 38
“During the course of such an emergency, it shall be incumbent upon the university instructor to provide appropriate alternative instructional experiences for students whose university assignments require involvement in agency operation.” • Interpretation: If the strike lasts more than two weeks, CSUMB will provide alternative instructional experiences. If a strike occurs, the student is required to notify the school office of his/her intended absence and then should contact the Program Coordinator. Privacy Act Based upon the Family Educational Rights and Privacy Act of 1974, Teacher Candidates have access to inspect and review their records kept on file in the Credentials Analyst Office. Candidates sign a release form authorizing certain individuals’ access to their file. Beyond the candidates and those individuals designated by the candidates, only certain other university, state, and federal officials are authorized by the Act to review these files. Candidates may make an appointment with the Credentials Analyst to go over all materials in their files. Documents, letters and applications submitted to the university become the property of the university. Student files do not leave the control of the Credentials Analyst. Students desiring copies of documents in their files should make copies prior to submitting them to the Credentials Analyst Office. ANY OF THE ABOVE POLICIES MAY BE APPEALED BY PETITIONING THE CREDENTIAL APPEALS COMMITTEE. COURSE RELATED POLIC IES AND PROCEDURES
Course Substitutions/waivers Granted for Prior Academic Work Students who have completed courses elsewhere that they believe to be equivalent to courses in our program may request substitution of courses for CSUMB requirements, if the courses are not too old. The instructor of any course to be substituted will review the relevant course taken elsewhere and determine equivalence. The department chairperson or her/his designated representative must approve all substitutions. Students should bring transcripts, course descriptions, syllabi, and when possible significant assignments to the course instructor and the department chairperson to begin the substitution process. Class Attendance Regular and punctual attendance is required of all practicing teachers and is expected of students in this program. Faculty may include student attendance and punctuality as factors contributing to the determination of final course grades. Minimum GPA and Grades It is necessary to maintain a 3.0 grade point average and a grade of C or better in each professional education course in order to remain in the program (and a grade of “credit” in ED 601 and ED 603). A grade of C-­‐ is not an acceptable grade; if a C-­‐ is earned in a course, that course must be repeated and passed successfully. Only one such opportunity to repeat a course will be allowed; if the student is unsuccessful at obtaining a grade of C or better on the second attempt, the student will be terminated from the program. •
Grades of ‘D’ or ‘F’ If a student receives a D or F in a professional educational course, s/he may be given one (but only one) opportunity to repeat the course for an acceptable grade, or s/he may be required to withdraw from the program. Each case will be considered by the Program Coordinator in consultation with 39
relevant faculty; the student’s performance in the program overall will be taken into consideration in making the final decision. •
An Incomplete Grade An incomplete grade (I) received in any course in the professional program must be completed prior to the beginning of the next stage or the student will not be allowed to continue in the program. Stopping out of the program for any reason, including an Incomplete grade, will require the student to re-­‐apply to the program (and possibly the university) for re-­‐admission at a later date. It is the responsibility of the student to request the Incomplete and to file in the Credentials Analyst’s Office the instructor’s requirements and deadline for course completion. Incomplete grades may be given on rare occasions for Co-­‐Teaching (ED 601 or ED 603), at the initiative of the university Supervisor in consultation with other parties concerned and with the concurrence of the Field Coordinator. Any situation potentially leading to an Incomplete grade for Co-­‐Teaching is considered on a case-­‐by-­‐case basis. Should the Teacher Candidate need to repeat the full-­‐time field experience portion of the program, he/she will be granted only one opportunity. Such a student may be counseled out of the program. •
“No Credit” (NC) or a Grade of C-­‐ or less in Fieldwork Experience If you receive a “No Credit” (NC) or a grade of C-­‐ or less during your fieldwork experience, you may petition (based on University matriculation policy) for a new placement in the next semester. If you received another grade of “No Credit” (NC) or a grade of C-­‐ or less in a subsequent field placement, you will be dropped from the program. Withdrawal from Individual Courses in the Program If a student finds it necessary to withdraw from any individual course in the program, he/she should contact the instructor and refer to the instructions in the current CSUMB Catalog. The Credentials Analyst’s Office should also be contacted immediately. Stopping out of the program for any reason, including a Withdrawal, will require the student to re-­‐apply to the program (and possibly the university) for re-­‐admission at a later date. Withdrawing from a professional preparation course will extend one’s time in the program and delay one’s entry into the next phase. Children and the University Classroom Small children and infants should not be brought to classes. If a childcare emergency develops, please call your course instructor before bringing your child to class. Course instructors have the right to insist on excluding children from university class sessions. Progressing from Fall to Spring term Students must have successfully completed all Fall term requirements specific to their pathway through the program in order to move to Spring term. This means that if a C-­‐ or below, or an Incomplete, is received for any Stage I course, the deficiency must be cleared up before the student will be allowed to register. Similarly, the Stage I Field Experience (ED 624) and Seminar (ED 624A) must be completed. Each candidate’s course completion and field experience performance as demonstrated by Taskstream artifacts will be reviewed by the coordinator for the mid-­‐program progress review. Candidates who fail to meet one or more of these requirements will meet with their faculty advisor and/or the Program Coordinator to work out a plan of action. 40
STANDARDS AND PROCED URES FOR CONTINUED P ARTICIPATION
IN TEACHER EDUCATION AT CSU MONTEREY BAY
The Department of Teacher Education credential programs at California State University at Monterey Bay (CSUMB) will endeavor to admit only candidates who have demonstrated through the application process that they possess the important characteristics necessary to be successful educators: • Respect for all individuals, enriched by an understanding of culture and diversity • Wide constellation of knowledge and skills • Follow standard scholarly practice in giving credit to sources used in assignments • Follow directions of University faculty and fieldwork and Co-­‐Teaching mentors such as master teachers and Field Supervisors • Cooperate and collaborate with fellow candidates on projects and assignments • Maintain successful academic progress by passing all courses and stages and maintaining at least a 3.0 grade point average. No courses for which a grade of C-­‐ or lower was assigned will be used to meet credential requirements. • Maintain the standards of the profession, public school, district, University, campus, and/or program. • Demonstrate openness to lifelong learning • Develop professional and personal dispositions as described in Taskstream and this handbook. Candidates are required to demonstrate professional behavior in all aspects of their participation in the credential programs. Candidates are expected to be familiar with the professional standards for their field of teaching (Teacher Performance Expectations) and the California State University standards on Student Conduct, Graduate Admission, and Academic Dishonesty. Students who are accepted for admission to a credential program become credential candidates and are responsible for meeting the high standards of personal conduct expected of professional educators. Candidates’ continued participation in credential programs is dependent upon their understanding of professional standards and their ability to adhere to these standards. In order to continue to participate in a credential program at CSUMB you must continue to exhibit the characteristics necessary to be successful educators as listed above. CONDITIONS FOR REMOVAL FROM PROGRAM Credential candidates may be recommended for removal from a credential program if they: •
•
•
•
•
•
•
Exhibit academic dishonesty as defined by the Program Handbook Exhibit inappropriate student conduct as defined in the Program Handbook Exhibit unacceptable academic, field, pedagogical, and/or clinical performance behaviors Fail to meet the standards set by the California Commission on Teacher Credentialing Fail to display essential personal and professional dispositions Fail to demonstrate credentialing competencies Fail to exhibit the important characteristics necessary to be successful educators listed above, and on program evaluation forms 41
•
Exhibit behavior that would lead the CCTC to remove the credential from a teacher (refer to the CCTC website for a full description), such as: o breaking a contract o lying o substance abuse o child abuse •
Received two “No Credits” (NC) grades or two grades of C-­‐ or less during field experience. PROCEDURES TO BE FOLLOWED TO REMOVE A STUDENT FROM A CSUMB CREDENTIAL PROGRAM •
The process to remove a candidate from a CSUMB credential program in accordance with written program policies must be initiated by the coordinator of the credential program after consultation with appropriate faculty members in the program and the Chair of the Department. •
If the Program Coordinator has recommended a candidate for removal from the program, the student will be notified in writing of the specific reasons. The written notice can be provided in person or by registered mail. Copies of the document will be provided to the Chair of the Department of Teacher Education and to the Dean of the College of Education. •
Unless an appeal is filed within 10 business days of the date of removal from the program, the candidate will be officially dismissed from the program. Only the Dean of the College of Education or other identified Administrator can remove a Candidate from the program. •
APPEALS PROCESS AND PROCEDURES 1. Students who wish to appeal to remain in the program must do so within 10 business days of the date of the notification, submitting a Request to Appeal form (see Appendix H) with the notice to the Program Coordinator. 2. The Dean of the College of Education will appoint one member of the faculty from the program in which the candidate is enrolled (if possible, a faculty member under whom the candidate did not study), and two members of the faculty who are not teaching in the program in which the candidate is enrolled, to serve as an Appeals Board. 3. Within three business days of receipt of the Request to Appeal form, the Dean will notify (by registered mail) the student appealing of the date and time of the Appeals Board meeting. 4. The Appeals Board will hold a meeting to consider the candidate’s appeal within 6-­‐10 business days of the receipt of the appeal by the Dean. 5. The Candidate may make a written and/or oral presentation in person to the Appeals Board. Every effort should be made to provide written materials to the Dean prior to the meeting. 6. The Program Coordinator may also make a written and/or oral presentation in person to the Appeals Board. 42
7.
Only the members of the Appeals Board and possibly legal staff of the University will be present when the board deliberates about their decision. 8.
Within 3 business days of the board meeting, The Appeals Board will provide the Dean, the Program Coordinator, and the candidate a written decision either upholding the dismissal of the student from the credential program or continuing her/his participation in the program. 9.
The candidate may meet with the Dean to present any concerns the candidate may have that the due process procedures outlined in this document were not followed. The Dean has the power to appoint a second Appeals Board if the outlined procedures were not followed. 10. If the due process procedures outlined in this document are found by the Dean to be sound, the decision of the Appeals Board is considered final. 11. The Appeals Board may recommend to the Dean that the California Commission on Teacher Credentialing be notified of very serious lapses in professional behavior. STUDENT COMPLAINT PROCEDURE The Student Complaint Procedures for the Department of Teacher Education at CSU, Monterey Bay are intended to provide a clear and responsive process for addressing complaints that may arise among students participating in the Department. Furthermore, this process is designed to encourage and respect the abilities of students and faculty to resolve issues in a constructive manner. When a student has a complaint regarding a course (e.g., course assignments, due dates, course content presented, etc) or an instructor (e.g., interpersonal issues) the following steps should be followed by the student bringing the complaint: 1.
Arrange for a time to meet with the Course Instructor to bring up the concern and seek resolution. a. If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. b. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step. 2.
Arrange for a time to meet with the appropriate Program Coordinator (Single Subject, Single Subjects or Special Education) and the Course Instructor. During this meeting the Program Coordinator would seek to mediate the situation and suggest potential options for resolving the concern. a. If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. b. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step. c. 3.
Arrange for a time to meet with the Chair of the Department of Teacher Education, the Program Coordinator and the Course Instructor. During this meeting the Department Chair would seek to mediate the situation and suggest potential options for resolving the concern. a.
If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. b.
If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step. 43
4.
Arrange for a time to meet with the Dean of the College of Education. The Dean will function as the final arbiter of all student complaints originating from the Department of Teacher Education. UNIVERSITY RELATED POLICIES AND PROCEDURES Accommodations for Students with Disabilities CSUMB welcomes and accommodates students with disabilities. Students with disabilities who may need accommodations in courses or field-­‐placement are encouraged to contact their course instructors and/or the Field-­‐placement coordinator during orientation week or by the University’s Drop/Add date. CSUMB E-­‐mail System As a CSUMB student, instructors and other program personnel will contact you regularly through the campus email system. Each student at CSUMB is automatically assigned a campus-­‐specific Google email account. It is a responsibility of all candidates to access and log on regularly for pertinent information about their courses, seminars, and field placements, and for other announcements. The email account can be accessed from any computer that has Internet access using the URL my.csumb.edu. This will take you to the login page. You use your Otter ID and password to log in. If you prefer using a different email address, you can set your Google account to automatically forward your email to your preferred address. One way or another, it is your responsibility to be available through the campus email; CSUMB faculty and other personnel are not expected to maintain separate email address lists for students. Failure to read your campus email may result in not receiving important information. You will be held responsible for responding appropriately to information sent by program personnel via campus email; failure to receive the information because of failure to check your campus email account or to forward it to your personal email will not be considered an excuse for not meeting requirements communicated via campus email. Student Identification Card YOUR OTTER CARD CAN BE OBTAINED FROM BLDG 47. Parking Information Traffic and parking regulations require that students parking motor vehicles on campus obtain a parking permit and display the permit in their vehicles (vehicles parked in the Schoonover Park and Fredericks Park housing areas are exempted). The regulations also specify where parking is permitted and where parking is prohibited. Parking will only be allowed in designated, posted parking lots. Students may park in any non-­‐
reserved spaces in those lots. Reserved spaces for visitors, disabled persons, or service vehicles are not available for permit parking. A schedule of parking penalties (fines) was adopted in conjunction with the regulations. All penalties are based on comparable CSU and local municipal penalty schedules. You may obtain a copy of the parking regulations and penalties from Bldg 47. A semester parking permit can be purchased at the Campus Service Center in Bldg 47. Proof of vehicle registration is required. Alternatively, one-­‐day parking permits may be purchased from machines in each parking lot. WARNING: Failure to display a valid permit will result in a traffic citation being issued. 44
SECTION 4 - TESTING AND CREDENTI ALING
Preliminary Credential Program Requirements To complete the teacher credential program, all students must demonstrate their achievement of the outcomes specified in the California Standards for the Teaching Profession (CSTPs) as defined and assessed through the California State Teacher Performance Expectations (TPEs), as well as successfully complete field-­‐
based, teaching-­‐learning experiences. Additionally, a series of requirements from the California Commission of Teacher Credentialing (CCTC) must be met before a candidate can successfully apply for, and receive, a teaching credential. Therefore, to be recommended for a Single Subject teaching credential, all students must successfully complete and submit documentation for the following to CSUMB’s Credentials Analyst. 1. CSET passing test results (provided prior to admission to the program.) 2. Three semester units (or five quarter units) of a foreign language on original transcripts, or documented proof of satisfaction of the foreign language requirement by assessment, or original transcripts of two consecutive years of high school foreign language with an average of “B” or better, or original proof from CTC’s “Option List” (normally provided prior to admission to program.) 3. Course in U.S. Constitution (normally provided prior to admission to program). This requirement may also be met by a U. S. Constitution test. 4. Basic Skills requirement documentation (CBEST passing test results or CSET Writing sample passing test results or copy of Emergency Teaching Permit); to be provided prior to Spring term of the program. 5. Character Identification Clearance Certificate (fingerprint clearance) or copy of a credential held. This must be provided prior to Stage I Co-­‐Teaching. 6. Transcript showing satisfactory completion of all courses in CSUMB’s approved Single Subject credential program with a GPA of 3.0 or better and no grade of C-­‐ or below, and grades of “credit” for both Stage I and Stage 2 Co-­‐Teaching. 7. Documentation of satisfactory completion of all Signature Assignments 8. Documentation of satisfactory completion of the Stage I Progress Interview 9. Documentation of passing scores on the full EdTPA Teaching Event 10. Documentation of satisfactory completion of Spring term Progress Interview Students may apply for a BCLAD Authorization by passing the appropriate tests, and submitting the following directly to the Commission on Teacher Credentialing: 1. Submit a copy of a valid Multiple or Single Subject credential with an English Learner Authorization 2. Submit a copy of passing scores on CSET Spanish Subtest III (for all other languages, contact the Credential Analyst for information), and CSET World Languages IV and V. (Scores used for certification purposes may be no older than five years from the individual passed exam date. Teachers who hold a valid, non-­‐emergency California Single Subject or Standard Secondary Teaching Credential with a major in a language other than English need not take Test II or III of the CSET: World Languages Exam to qualify for a bilingual authorization in that language. Teachers who hold a three-­‐year or higher degree from a foreign institution in which all instruction is delivered in a language other than English also do not need to take Test II or III to qualify for a bilingual authorization in that language. The foreign institution must be equivalent in status to a regionally-­‐accredited institution of higher education in the United States.) CSET information and registration is available at www.cset.nesinc.com. 45
3. Check or money order for the current CTC fee 4. Completed 41-­‐4 form (available through the office of the CSUMB Credential Analyst) 5. Send application packet to: CTC, Certification Division, 1900 Capitol Avenue, Sacramento, CA 95811-­‐4213 ************************* Appendices to this Handbook, beginning on the next page, include a variety of documents and forms important to successful completion of the program. 46
APPENDIX A
CSUMB L ESSON PLAN TEMPLATE * NAME: CONTENT AREA: SCHOOL: GRADE LEVEL: CLASS DESCRIPTION (e.g., gender, special needs, cultural backgrounds, primary languages): LANGUAGE (S) the lesson will be conducted in: TOPIC or THEME: 1) The Big Picture 2) Content Standards English Language Development (ELD) Standards (if applicable) 3) Background Knowledge 4) Content Objectives Academic Language Objectives 5) Materials and Resources 6) Procedures and Learning Activities Please narrate step-­‐by-­‐step Beginning: (introduction or lead-­‐in to the lesson) Middle (body of the lesson): End: (wrap-­‐up, closure, etc.) Extension (optional) 7) Assessment and Evaluation Plan (both formal and informal) 8) Post-­‐Lesson Reflection (Optional to instructor) * Bold-­‐faced items/sections are required. Different levels of detail and different requirements for planning are appropriate for different situations and subject areas. Students will be given guidance for completing lesson plans in each situation. 47
However, all lesson plans completed while in the CSUMB Single Subject program should use this structure/format. APPENDIX: B
INFORMATION for Cooperating Teachers (This information is provided to the Cooperating Teacher at a meeting with the Supervisor at the beginning of the semester pairs training.) The University Supervisor is responsible for communicating the expectations of the University to the Cooperating Teacher, Principal, and Co-­‐Teacher. They will provide introductory materials as well as any evaluative materials to be used by the Teacher Candidate (TC). Their role in the Cooperating Schools is to support the TC by observing lessons and providing feedback. They also support the Cooperating Teacher in answering questions and providing informative and evaluative materials as well as serve as a trainer and support of the co-­‐teaching relationship. The Cooperating Teacher (CT)serves as the support person for the TC at the school site. Serving in this role, the CT should be an experienced teacher with the necessary credential. They are responsible:  To coordinate efforts with the CSUMB Supervisor who visits the classroom regularly  To provide opportunities for the candidate to co-­‐teach using a variety of strategies. The CT will also observe, on a regular basis, providing timely feedback. Be specific.  To meet regularly with the TC to give feedback and have discussions  To provide assistance in planning lessons, units, and curriculum  To provide access to curriculum standards, assessment policies, school policies, meetings, school data and student profiles  To provide the TC with the opportunity to observe and work with special populations (English Language Learners, students with IEP or 405 plans)  To provide opportunities for the TC to use technology to enhance instruction  To provide CSUMB with a written description of the TC’s professional development. 2 formal evaluations, midterm and end of term, completed online in TaskStream  To provide support as needed for meeting the requirements of PACT (Performance Assessment for California Teachers) and related assignments (this includes videotaping lessons) The Teacher Candidate (TC) is responsible:  To have prompt and regular attendance at the school site and record that time in TaskStream.  To participate at least the minimum amount of time (stage 1 requires 4 half days for 10 weeks followed by 5 weeks of full time)  To assume more teaching responsibilities in an increasing number of subject areas, as they demonstrate their readiness.  To assist the Master Teacher in the delivery of instruction  To maintain unit and lesson plans  To assist in the preparation of materials for instruction 48


To abide by school policies To set aside time, outside of regular classroom teaching period, to meet informally with the Master Teacher on a regular basis for planning, discussion, and feedback APPENDIX C
Information for the Single Subject Fall term to Spring term progress interview Stage I advisory interview protocol; to be conducted during the first week of Stage II Before the Interview: Read over the information below on the interview questions, and think about both how you want to answer the questions, and also about what evidence you will need to support any claims you make regarding your teaching. Make some notes for yourself as to the main points you want to make, and the evidence you will provide to support your claims, and bring these notes to the interview with you. INTERVIEW QUESTIONS An “area of teaching” might be any of the following: • Managing student behavior (which might include developing a classroom community) • Planning lessons in general • Planning or teaching in a particular content area (i.e., reading, writing, math, science, social studies, P.E., health, art, music) • Interacting with students during lessons in ways that promote their thinking or their self-­‐
confidence • Assessment of students (informal or formal), in general or in a particular content area • Working with particular subgroups of students (e.g., students with disabilities, shy students, rowdy students, ELL students, . . .) • Relating to students in general, or to students with particular needs (which may or may not be legally defined) • Working with parents • Bringing “the real world” into lessons or into the classroom in other ways • Addressing sensitive issues or issues of social justice with students It is also possible that something else might be cited as an “area of teaching” in individual cases; this list is not intended to be exhaustive or prescriptive, merely to prompt thinking with regard to the following questions. Your advisor will ask • In what area(s) do you feel you have experienced the greatest growth during the Fall term? For each area of previous growth, your advisor will want you to describes the area, discuss how you have developed in that area during Stage I of the program, and give a few examples illustrating your growth, either from the physical evidence materials, or as oral anecdotes. 49
• In what area(s) do you feel you are doing best, with reference to adequate achievement of TPEs. Other forms of the question: Are there aspects of teaching in which you are beginning to feel more confidence? Have greater depth of understanding or insight as to what is involved? Areas that you believe are going to be your particular strengths as a teacher? Do you feel that you are actually up to the level a beginning credentialed teacher should be in any of these areas, or do these areas of greater confidence or understanding just represent significant progress toward that goal? You will be asked to describe the area, and discuss in what way you are strong in this area, and provide illustrative examples, either from the physical evidence materials, or as oral anecdotes. • Please identify two “areas for future growth.” You might identify an area for future growth either it is an area of relative weakness in which you feel you need to grow, or it might be an area in which you already feel relatively strong and therefore want or feel ready to develop even further. You will be asked to explain why you selected each of your two “areas for growth.”. For each area for future growth, you will identify a specific learning goal you will work toward during Stage II of the program (2 goals in all). These should be specific and achievable in the available time frame. Your advisor will take notes during the interview, and you will write out your two Stage II goals, on the forms provided. Your advisor and you will both sign and date the notes and the goals. Your advisor will keep one copy of these forms to be placed in your permanent file, and one copy will be given to you. 50
APPENDIX D
California State University at Monterey Bay
Request-­‐to-­‐Appeal Form All parts of this form must be completed. The form must be submitted to the Dean of the College
of Education (100 Campus Center, Bldg. 3, Seaside, CA 93955), postmarked within 10 business
days of the date appearing on the notification of removal from the program. Please wordprocess, type, or legibly print the required information. If you need additional space to complete
your answers, please continue on separate, attached, and numbered pages.
Full Name______________________________________
Credentials Program___________________________
ID#_____________________
Semester/Year_______________
Mailing Address_____________________________________________________________
City, State ____________________________________________
Zip Code __________
Telephone (Area Code &
Number)___________________________________________________________________
E-mail Address______________________________________________________________
1. Explain the basis of your appeal and why you believe that your removal is unjustified.
51
2. How are you delivering this notice to the Dean of the College of Education (if mailed, notice
must be postmarked within 10 business days of the date of the notification)?


By hand to the office
By US mail
Attach a copy of the notification of your removal from the program to this appeal form along with
any other necessary documentation.
Signature_____________________________________________
Date______________________
52
APPENDIX E
UTEC -­‐ University-­‐Wide Teacher Education Council Definition The University-­‐wide Teacher Education Council (UTEC) was organized in Spring 2003 to oversee teacher preparation at California State University, Monterey Bay (CSUMB) as a university-­‐wide enterprise. Its primary functions are the evaluation of program effectiveness and the development of policies and resources for the improvement of teacher education. The UTEC includes CSUMB students, faculty, and administrative representatives as well as K-­‐12 public school faculty, administrators, and community college representatives. The UTEC is a standing committee of the faculty senate of CSUMB. The administration has identified the UTEC as the policy-­‐recommending body for teacher education at CSUMB. Policy decisions of the UTEC are sent to the Dean of the College of Education as recommendations for administrative approval. Composition Standing members of the UTEC include the following representatives. -­‐ The Chair of the Department of Teacher Education and ex-­‐officio chair of the UTEC -­‐ The Chair of the Department of Liberal Studies -­‐ The Chair of the Department of Health and Wellness -­‐ Coordinators of credential and or degree programs including: -­‐ Single Subject -­‐ Single Subject -­‐ Special Education -­‐ Master of Arts in Education -­‐ Other programs approved by CSUMB -­‐ One undergraduate student -­‐ One graduate student -­‐ Two community college representatives -­‐ One elementary school teacher -­‐ One secondary school teacher -­‐ One special education teacher Committee Structure The UTEC is to include a number of standing committees working for the effective operation and quality of CSUMB’s teacher education programs. Standing committee memberships are to consist of regular members of the UTEC and other representatives who meet requirements for UTEC representation, and are to be chaired by currently-­‐serving UTEC members. Chairs of the curriculum and program evaluation committees are to consist of CSUMB faculty members from fields related to teacher education currently serving on the UTEC. Other committees of the UTEC may be appointed to serve for a stated period of time with a specific charge. Current standing committees appear below. 53
Program evaluation committee The program evaluation committee develops and recommends policy for the evaluation of credential and degree programs in teacher education. The committee functions primarily to: review program evaluation plans and procedures; examine program evaluation reports prepared by faculty and staff and recommend their approval or modification to the UTEC; monitor program responses to evaluation findings for the purpose of ensuring continuous improvement in the curriculum. Curriculum committee This committee identifies curriculum needs for the teacher education program based on findings of the program evaluation committee as well as on changes in policy and regulations governing teacher education in the State of California. The committees make recommendations based on accreditation standards of the National Council for the Accreditation of Teacher Education (NCATE), the California Commission on Teacher Credentialing (CCTC), and other national or state agencies as appropriate. Community service committee The community service committee explores opportunities for public school and related agency support by faculty, staff, students, alumni, and others stakeholders in teacher education at CSUMB. The committee assures proper university participation on important committees and task forces working for the improvement of public education in our tri-­‐county service area. Development committee The development committee identifies and recommends activities for supplementing state-­‐provided resources for teacher education at CSUMB. Opportunities for private and public support for teacher education are explored. Schedule of Meetings The UTEC is to meet at least once a semester, typically in November and April. Committees of the UTEC will meet more frequently, typically bimonthly, and should meet two times prior to each general meeting of the UTEC. Agendas for upcoming meetings are to be posted and made available to the CSUMB teacher education community at least one week prior to the scheduled meeting. All meetings of the UTEC and its committees are held in accordance with open meeting laws and policies of the State of California, the California State University System, and CSUMB. Restrictions and Limitations The UTEC and its committees are not involved in the day-­‐to-­‐day operations of the university’s teacher education programs, including student appeals, personnel matters, and instructor evaluations; these are the domain of other committees of the faculty and the university senate. Policy and procedures for UTEC Revisions and additions to existing policies and procedures of the UTEC may be developed and approved by the UTEC or one or more if its committees. Disclosure 54
THIS STATEMENT OF UTEC POLICIES, PROCEDURES, AND CHARGE IS TO BE MADE AVAILABLE TO MEMBERS OF THE PUBLIC AND THE UNIVERSITY COMMUNITY. IT WILL BE INCLUDED IN ADVISEMENT INFORMATION FOR STUDENTS (INCLUDING STUDENT GUIDES AND HANDBOOKS). 55
APPENDIX F
CSUMB Statement of Concern and Action Plan The Statement of Concern is designed to clearly identify issues that may prevent a Candidate from successfully completing a credential program. The SOC should include an Action Plan and timeline that provides guidelines for the Candidate to address the identified issues. If the items on this plan are not met in the time indicated, the candidate will receive a grade of “No Credit’ for that semester. Candidate: School: Date: Not Met Area of Concern Action to be Taken/Timeline Expected Outcome Met (date) 1.
2.
3.
4.
5.
6.
Required Signatures:
I acknowledge receipt of the Statement of Concern:
Candidate: ___________________________________ date ___________________
Cooperating Professional: ________________________ date ___________________
University Supervisor: ___________________________ date ____________________
Field Coordinator: _______________________________date ___________________
CSUMB Program Coordinator: ______________________ date ___________________
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APPENDIX G: IMPORTANT PHONE NUMBERS @ CSUMB ADMISSIONS AND RECORDS CAMPUS HEALTH CENTER 582-­‐3518 582-­‐3965 COLLEGE of EDUCATION: Dean’s office: Jose Luis Alvarado 582-­‐3853 DEPARTMENT OF TEACHER EDUCATION: Single Subject Program Support Staff Jene Harris 582-­‐4094 jeharris@csumb.edu Single Subject Program Coordinator Mark O’Shea 582-­‐3039 moshea@csumb.edu Placement and Supervision Coordinator TASKSTREAM Coordinator Diane Brandell 582-­‐4125 dbrandell@csumb.edu Teacher Education Department Chair Cathi Draper Rodriguez 582-­‐5081 CDraperRodriguez@csumb.edu Credentials Analyst Office Christy Jordan 582-­‐3638 cjordan@csumb.edu Faculty Ilse Daly Loren Grossi Bill Jones Vonneke Miller Mark O’Shea Carolina Serna Computing (Student help desk) FINANCIAL AID OFFICE LIBRARY PARKING PRESIDENT’S OFFICE PUBLIC SAFETY STUDENT INFORMATION CENTER 582-­‐3546 idaly@csumb.edu 582-­‐3546 lgrossi@csumb.edu 582-­‐3546 wjones@csumb.edu 582-­‐3546 vmiller@csumb.edu 582-­‐3039 moshea@csumb.edu 582-­‐3641 cserna@csumb.edu 582-­‐3600 or 582-­‐3647 582-­‐4074 582-­‐3733 582-­‐3382 582-­‐3532 582-­‐3360 582-­‐3518 57