Cal Poly, San Luis Obispo
CalStateTEACH
Transforming Teacher Preparation
Through Technology
Dr. Robert Cichowski
Director, Center for Excellence in Science and Math Education
Cal Poly, San Luis Obispo
Dr. Helene T. Mandell
Systemwide Director, CalStateTEACH
Objectives
of the Program
Forming a Unique Partnership
Cal Poly—Center for Excellence in Science &
Math Education (CESaME)
 Statewide mission
 Content experts in Mathematics and Sciences
CalStateTEACH:
 Statewide administrative infrastructure
 Delivery system allowing for access
CESaME
 CESaME was established in 2004 as a
response to the statewide need for science
and math educators in California.
 It is a university-wide endeavor involving
the Colleges of Science and Math, Education,
Engineering, Liberal Arts, and Agriculture
CESaME Goals
 To recruit and prepare more well qualified
K-12 teachers in science and mathematics.
 To provide professional development for
K-12 science and math teachers.
 To promote careers in science, technology,
engineering and mathematics (STEM).
 To study and serve as a repository /
disseminator of best practices in K-16
science and mathematics
CalStateTEACH
 California State University's innovative
teacher preparation program
 Fall 2005 began its 7th year
 Developed in 1998 in response to a shortage
of elementary school teachers
 Proven to be a viable alternative route to
teacher certification
Innovative Features
 Alternative delivery system
 Access to instruction through print, video
and audio materials, and the Internet
 Not course-based
 Spiraled, integrated curriculum
 Use of teacher productivity tools through
TaskStream
Central Components
of the Program
Creating New Pathways
 Undergraduate Degree
Early deciders
 Combination
CST model for student teaching away from campus
(“Visitor Program”)
 Post Baccalaureate
CalStateTEACH program modified for single subject
interns and/or student teachers
 Second Credential
Methods course and CSET prep
Experience Teaching with Technology
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Course management system
Paperless environment “real-time”
Online lesson/unit planning tools
ePortfolio
Synchronous and asynchronous discussion
Recommendations for Others
Considering Implementation
Challenges in Distance Education
 Develop sense of community
 Teacher candidates only meet “formally”
face-to-face with cohort group 5-6 times
per program
 Can feel isolated from other program
participants
 Need “connections”
Face-to-Face
 Acknowledge the value of a “hybrid model:”
blend of face-to-face and online
 Begin with mandatory face-to-face program
orientation
 Create opportunities to meet informally
 Saturday seminars
Virtual Discussions
 Classroom discussion considered an
important part of student learning
 Need online communication that simulates
the creation of a classroom community
Suggested Pacing Guides
 Not all teacher candidates are on the same
assignments, so discussion is not relevant or
accessible to all
 Solution: posted a “suggested” pacing
schedule to help interns pace themselves
External Challenges
 Change perception of “boutique” nature of
program
 Communicate “alternative certification” NOT
competition for campus-based programs
 Delineate audience that fits this model
Internal Challenges
 How to determine program “fit” for
prospective candidates and faculty
 Retain integrated nature of curriculum in face
of increasing state credentialing requirements
 Establishing meaningful faculty governance
in a virtual community