Commission on Teacher Credentialing Biennial Report. California State University, Fullerton REPORT OVERVIEW

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1 CSU Fullerton, October 2010 Overview - 1 Commission on Teacher Credentialing Biennial Report California State University, Fullerton REPORT OVERVIEW Programs Included in the Report The Education Unit at California State University Fullerton is NCATE accredited. As such, this report is organized in accordance with our Unit Assessment System which was approved as a part of Standard 2 in our NCATE/CTC joint accreditation fall 2007 review. The College of Education, established in 2004, is the nexus of the Education Unit. The Education Unit includes the following departments and programs, housed in five different colleges: California State University, Fullerton Education Unit The College of Education Other Colleges Educational Leadership Department College of Communications (EDAD) Human Communication Studies Communicative Disorders Program (HCOM) -ASHA accredited Elementary and Bilingual Education Department (EDEL) Reading Department (READ) Secondary Education Department (EDSC) Special Education Department (SPED) College of Natural Sciences and Mathematics Science Education Department Master of Arts in Teaching Science Program (MATS) - Reviewed by NCATE only College of Humanities and Social Science Modern Languages & Literature Department Teachers of English to Speakers of Other Languages Program (TESOL) - Reviewed by NCATE only College of Health and Human Development School Nurse Program (Nursing Department) - Reviewed by CTC only As per the CTC, only those unit programs that include coursework leading to a credential are required to be included in this biennial report. From the complete list above, the unit departments and programs included this report are defined as follows: Initial Programs those leading to an initial teaching credential: Multiple Subjects Credential Program Elementary & Bilingual Education Department (EDEL) Preliminary Multiple Subjects Credential Single Subject Credential Program Secondary Education Department (EDSC) Preliminary Single Subject Credential Education Specialist Preliminary Credential Program Special Education Department (SPED) Level I Education Specialist Credential (Mild/Moderate; Moderate/Severe; Early Childhood)

2 CSU Fullerton, October 2010 Overview - 2 Advanced Programs those leading to an advanced credential/certificate/authorization for teachers or other school personnel: Education Specialist Clear Credential Program Special Education Department (SPED) Level II Education Specialist Credential (Mild/Moderate; Moderate/Severe; Early Childhood) Resource Specialist Certificate Early Childhood Certificate Administrative Credential Program Educational Leadership Department (EDAD) Preliminary Administration Credential (Tier I) Professional Administrative Credential (Tier II) Reading Graduate Program Reading Department (READ) California Reading/Language Arts Special Credential California Reading Certificate Communicative Disorders Program Human Communication Studies Department (HCOM) Speech-Language Pathology Services Credential School Nurse Program Nursing Department (NURS) School Nurse Services Credential Special Teaching Authorization in Health Unit Programs not Included in the Report Although a part of the Education Unit included in the joint NCATE/CTC accreditation review cycle, the following two programs do not lead to a credential and as such are not included in this report: Master of Arts in Teaching Science Program (MATS) Science Education Department Teachers of English to Speakers of Other Languages Program (TESOL) Modern Languages & Literature Department Explanation of Program Responses The Assessment Coordinator, in collaboration with program chairs and appropriate program faculty, completed the reports of programs assessed through the Unit Assessment System. These reports include the presentation of data that are collected and analyzed at the unit level as well as some data collected and housed at the program level. These reports include all programs housed in the College of Education and include data from all years since the last joint accreditation review ( ; ; ). The Communicative Disorders Program is accredited by the American Speech and Hearing Association (ASHA). The ASHA accreditation documents are accepted as evidence for meeting the standards required in the joint NCATE/CTC review process, and as such this program is not evaluated using the Unit Assessment System. The School Nurse Program, under NCATE requirements, is not included as part of the Education Unit, and is also not evaluated using the Unit Assessment System. Therefore, these programs biennial reports were completed individually by appropriate program personnel within their respective departments. These reports include two years of data ( ; ). All program reports and the administrative response (Section B) have been compiled into one PDF document for review.

3 CSU Fullerton, October 2010 Overview - 3 BIENNIAL REPORT CONTENT ORGANIZATION All program reports are presented within this document in the order listed here. Clicking on a program title in the list below will take you directly to that program s report. 1. Multiple Subjects Credential Program Elementary & Bilingual Education Department (EDEL) 2. Single Subject Credential Program Secondary Education Department (EDSC) 3. Education Specialist Credential Programs Special Education Department (SPED) 4. Administrative Credential Programs Educational Leadership Department (EDAD) 5. Reading Graduate Program Reading Department (READ) 6. Communicative Disorders Program Human Communication Studies Department (HCOM) 7. School Nurse Program Nursing Department (NURS) 8. Section B Institutional Summary and Plan of Action

4 CSU Fullerton, October 2010 Multiple Subjects - 1 Commission on Teacher Credentialing Biennial Report Academic Years 07-08, 08-09, and Institution: College of Education, California State University, Fullerton Date report is submitted: October 15, 2010 Date of last Site Visit: November 2007 Program documented in this report: Name of Program - Multiple Subject Credential Program, Department of Elementary and Bilingual Education Credential(s) awarded - Preliminary Multiple Subject; BCLAD Is this program offered at more than one site? No Program Contact: Lisa Kirtman Phone #: lkirtman@fullerton.edu If the preparer of this report is different than the Program Contact, please note contact information for that person below: Name: Teresa Crawford Phone #: tcrawford@fullerton.edu

5 CSU Fullerton, October 2010 Multiple Subjects - 2 SECTION A MULTIPLE SUBJECT CREDENTIAL PROGRAM SPECIFIC INFORMATION I. CONTEXTUAL INFORMATION The Multiple Subject Credential Program at California State University, Fullerton prepares teacher candidates for careers as elementary school teachers through four distinct pathways. Three pathways are designed for candidates who have already earned the baccalaureate degree. One pathway serves undergraduates and provides a streamlined approach to receiving a baccalaureate degree and preliminary teaching credential. The organization of coursework and experiences in each of the pathways is designed to meet the varying needs of our credential candidates. Further, these four pathways reflect principles consistent with our Unit s Conceptual Framework and are aligned with the Unit s Program Outcomes (Appendix A, p. 28). Multiple Subject Program Pathways Two-Semester 38 units In the two-semester program, the first semester provides an opportunity for the candidate to gain essential knowledge about the nature of children, elementary school instructional materials, and effective teaching strategies presented in the university classroom and connected to the supervised fieldwork and student teaching experience. The second semester builds upon earlier competency development and offers additional experience in student teaching. Two Teaching Performance Assessments (TPAs) are completed each semester. Three-Semester 38 units In the three-semester program, the first semester provides an opportunity for the candidate to gain essential knowledge about the nature of children, elementary school instructional materials, and effective teaching strategies presented in the university classroom and connected to the supervised fieldwork experience. The second and third semesters build upon earlier competency development and offer experiences in student teaching. Two Teaching Performance Assessments (TPAs) are completed in the first semester, one in the second semester, and one in the third semester. Bilingual Cross-cultural Language and Academic Development (BCLAD) 41 units In the BCLAD program, candidates follow the course and field experience design of the threesemester program. However, BCLAD candidates are required to take one additional course, Methods and Inquiry for Spanish BCLAD Candidates (3 units). This course prepares Multiple Subject candidates for teaching Spanish-speaking elementary students. Emphasis includes reading instruction methods, materials and assessment, equity issues, and elements and considerations of culture that promote effective instruction for Spanish-speaking elementary students. In addition, one student teaching experience must be completed in a bilingual classroom with a BCLAD credentialed teacher. Streamlined Teacher Education Program (STEP) 34 units In the STEP program, candidates follow the course and field experience design of either the twosemester or three-semester program as part of Phase III of an integrated teacher education program that allows candidates to simultaneously earn a bachelor s degree and the preliminary teaching credential. Some credential program units are satisfied within Phase I and II of the STEP program and are waived for STEP candidates (Visual and Performing Arts-1unit; P.E. and

6 CSU Fullerton, October 2010 Multiple Subjects - 3 Health seminar-1 unit; and, 2 units of student teaching). STEP candidates may choose to enroll in the BCLAD pathway. STEP BCLAD candidates follow a three-semester program configuration and must meet the additional BCLAD program requirements. Multiple Subject Program Enrollments and Completers Table 1 provides data on the number of candidates who were enrolled in the Multiple Subject Program and the number of candidates who subsequently completed all program requirements. The numbers are reported by semester rather than academic year because the program is run in cohorts and candidates may enroll in a fall start cohort or a spring start cohort. The table has been organized to report numbers by pathway. Table 1: Program Enrollment and Completion Numbers by Pathway Pathway/Semester 2-Semester 3-Semester BCLAD STEP Enrolled Completed Enrolled Completed Enrolled Completed Enrolled Completed Fall Spring Fall Spring *76 12 *11 16 *16 16 *16 Fall * * *11 Spring * * *14 2 Enrolled - Candidates admitted to the credential program this term. Completed - Number of candidates that enrolled this term who later successfully completed. * Candidates are on-track to complete, but unless otherwise stated, all have not yet completed. (Spring 09, 2-semester: 1 not yet complete; Spring 09, STEP: 2 not yet complete). 1. Fall 2008: Two candidates considered both BCLAD and STEP; counted in both columns. 2. Spring 2010: One candidate considered both BCLAD and STEP; counted in both columns. Program Changes Since Last Accreditation Visit Fall 2007 Table 2 indicates changes made within the Multiple Subject Program since Following the fall 2007 accreditation visit, several changes have been made to particular courses within the program, as well as in overall program design. In addition, changes have been made to implement the four Teacher Performance Assessments (TPAs) for candidates in all pathways. Table 2: Program Changes Since Fall 2007 Year of Implementation Program Modification Piloted Teacher Performance Assessment (TPA) Tasks SSP, DI and AL Increased EDEL 435 Mathematics Methods from 2 units to three units to include TPA support for TPA Task DI Piloted technology-focused cohort. Included provision of laptops to candidates and integration of latest educational technologies in all courses Full implementation of TPA Tasks SSP, DI and AL; Piloted TPA Task CTE in one cohort Full implementation of technology-focused cohort (TECH Block) Piloted two arts-focused cohorts (ARTS Blocks) all methods instructors attended professional development institute on integration of arts in curriculum focused courses.

7 CSU Fullerton, October 2010 Multiple Subjects - 4 Year of Program Modification Implementation Due to budget cuts, increased supervisor/student teacher ratios from 2:1 to 3:1 and required observations from 15 to 10 for 2-semester candidates and from 17 to 12 for 3-semester candidates Full implementation of integrated arts instruction in arts-focused cohorts Reduced EDEL 435 Mathematics Methods from 3 units to 2 units. TPA support unit to be reallocated to EDEL Changed EDEL 453 Portfolio Development and Assessment to Teaching Performance Assessment (TPA) Support. One unit of EDEL 453 offered in each of two semesters for a total of 2 units Full implementation of TPA Task CTE in all cohort blocks Revised interview process from group interview to individual interview changed questions to align with program outcomes Piloted the inclusion of 2-semester course configuration option for BCLAD pathway candidates Implemented the inclusion of a Technology Bootcamp to introduce and practice use of educational technologies (i.e., promethean boards, document camera, response clickers, etc.). All newly enrolled candidates must attend Piloted the submission of student teaching video for one required university supervisor observation of student teachers Approval of program changes in response to newly approved BCLAD standards. Implementation of new Bilingual Authorization program to begin spring Approval of a combined Credential/Masters Program to be implemented in fall II. CANDIDATE ASSESSMENT/PERFORMANCE AND PROGRAM EFFECTIVENESS INFORMATION The Multiple Subject Program is assessed through the College of Education Unit Assessment System designed for the continuous collection of multiple data sources, both internal and external, to monitor candidate performance and to manage and improve program effectiveness. Data analyzed to determine if candidates have met the requirements necessary to matriculate through specified program levels are collected at four (4) transition points: Admission to Program Admission to Initial Student Teaching Admission to Final Student Teaching Exit from Program Post Program Candidate data collected at the first transition point (Admission) establishes that candidates entering the program have the knowledge and dispositions necessary to be successful in pursuit of their educational objective. Data collected at the second and third transition points (Key Continuation Points) provide information on candidates ability to demonstrate deeper understanding of acquired knowledge, growth in implementation of skills, and continued development and display of dispositions outlined in institutional and professional standards. The fourth transition point (Exit from Program) provides data for determining whether candidates have acquired the knowledge, skills, and dispositions necessary to be successful as professionals in the field of education. While not a program transition point, additional data are collected from graduates and their employers once candidates become practicing professionals (Post Program). These data assist in determining program effectiveness for educating professionals that positively

8 CSU Fullerton, October 2010 Multiple Subjects - 5 impact P-12 student learning. As per CTC direction, admission data (Transition Point 1) will not be provided or described for the purposes of this report. The full complement of data gathered at each transition point to monitor candidate performance within the program is extensive. The measures are both quantitative and qualitative and reflect the depth of the program. While all requirements at each transition point (Appendix B, p. 29) must be met for candidates to progress through the program successfully, a core set of key assessments have been identified to be collected and analyzed for the purpose of noting trends in candidate knowledge, skills, and dispositions, and for predictive analysis of candidate success. The key assessments collected at specific transition points are identified in the following chart. This chart includes only those key assessments collected after candidates have been admitted to the program. Key assessments for Transition Point 1 Admission to Program - have been purposefully omitted. Key Assessments Collected after Admission to Program (TP 1) Data Set Transition Point (TP) Course Level Assignments/Grades 2, 3, 4 Fieldwork Evaluations 2 Student Teaching Evaluations 3, 4 Capstone Assessment (TPA) 2, 3, 4 CSU Exit/Alumni/Employer Survey Data Post Program RICA Scores * Each data set has been aligned with program outcomes and NCATE assessment categories (Appendix C, p. 30). Key Assessment Data Collected at Transition Points 2, 3, and 4 Course Level Assignments/Grades (TP 2, 3, 4) The Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC) in 2001 for Preliminary Credential programs require the assessment of candidates on 13 Teaching Performance Expectations (TPEs). The TPEs describe what beginning teachers should know and be able to do and are consistent with the California Standards for the Teaching Profession (CSTP). These professional standards are used to formally evaluate candidates during student teaching however they are also used to guide course content and assignments. They are aligned with the conceptual framework program outcomes, the dispositions expected of all candidates, and as of fall 2007 have been aligned with course objectives on all course syllabi. Course Grades: While not an indicator of knowledge, skill and disposition development in and of themselves, the deliberate alignment of courses and assignments with professional standards and program outcomes allow course grades to be a viable measure of candidate proficiency development at transition points. In the elementary (EDEL) program all courses are graded Credit/No Credit. To receive a grade of Credit on an assignment, proficiency must be demonstrated at a level equivalent to the criteria to earn a grade of B (80%). To earn a grade of Credit for the course, candidates must receive Credit on every assignment. Tables 3-5 present the percentage of candidates, by pathway, receiving a grade of credit in each of the required courses in the Multiple Subject Program for three years ( ). The chart is segmented and color-coded to represent the transition point (TP) at which data are collected to

9 CSU Fullerton, October 2010 Multiple Subjects - 6 determine movement into initial student teaching (TP 2); final student teaching (TP 3); and exit from program (TP 4). Table 3: EDEL Course Pass Rates by Pathway ( ) EDEL Course Transition Point 2: 430-Foundations 2 Sem 3Sem Fall 2007 Spring 2008 Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N % 98.1% 100% 100% 100% 97.9% 90.0% 92.3% 100% 433-Reading 434-Diversity 435-Math 438-Fieldwork 450-Arts N % 97.5% 100% 100% 100% 97.9% 90.0% 92.3% 100% N % 98.1% 100% 100% 100% 97.9% 90.0% 92.3% 100% N % 98.8% 100% 100% 100% 97.9% 90.0% 92.3% 100% N % 96.9% 100% 100% 100% 98.7% 93.5% 96.2% 100% 100% N % 98.8% 100% 100% 97.9% 100% 100% 446-BCLAD Methods Transition Point 3: N % 437-Social Studies 1 N % 98.7% 100% 100% 100% 97.7% 100% 429-Language Arts 436-Science 451-Comm., School, & Classroom Issues N % 98.7% 100% 100% 92.9% 100% 100% N % 98.7% 100% 100% 100% 100% 100% N % 98.7% 97.8% 99.4% 100% 100% 100% 452-PE, Health, & Mainstreaming Transition Point 4: N % 100% 96.3% 100% 99.3% 100% 100% 439-Student N Teaching 2 % 96.2% 92.6% 100% 94.4% 96.8% 93.5% 100% 100% 453-TPA Support N % 100% 96.3% 100% 99.4% 100% 100% Overall Pass Rate 98.1% 98.6% NA 100% 99.1% 100% 98.8% 95.2% NA 93.1% 100% 100% Note: Candidates in both Bclad and STEP pathways are counted in both sections of the table (n = 0 2). 1. Two-semester candidates enroll in EDEL 437 during Transition Point 3. Three-semester candidates enroll in 437 during Transition Point Candidates enroll in EDEL 439 twice during the program, once during Transition Point 3 and again during Transition Point 4. Key: Yellow-Transition Point 2; Blue-Transition Point 3; Pink-Transition Point 4. Purple-(See Footnote #2)

10 Table 4: EDEL Course Pass Rates by Pathway ( ) EDEL Course Transition Point 2: 430-Foundations 2 Sem 3Sem CSU Fullerton, October 2010 Multiple Subjects - 7 Fall 2008 Spring 2009 Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N % 98.8% 100% 100% 100% 100% 100% 98.6% 100% 100% 100% 100% 433-Reading 434-Diversity 435-Math 438-Fieldwork 450-Arts N % 99.4% 100% 100% 100% 100% 100% 98.6% 100% 100% 100% 100% N % 98.8% 100% 100% 100% 100% 100% 98.6% 100% 100% 100% 100% N % 99.4% 100% 100% 100% 100% 100% 98.6% 100% 100% 100% 100% N % 98.8% 100% 100% 100% 100% 100% 97.3% 100% 100% 100% 100% N % 99.4% 100% 100% 100% 100% 98.6% 93.3% 100% 100% 446-BCLAD Methods Transition Point 3: N % 100% 100% 437-Social Studies 1 N % 98.9% 100% 100% 100% 100% 100% 100% 100% 100% 100% 429-Language Arts 436-Science 451-Comm., School, & Classroom Issues N % 98.9% 100% 100% 100% 100% 100% 100% N % 98.6% 100% 100% 100% 100% 100% 100% 100% 100% N % 97.9% 100% 100% 100% 100% 100% 100% 100% 100% 100% 452-PE, Health, & Mainstreaming Transition Point 4: N % 100% 100% 0.0% 100% 100% 100% 100% 100% 100% 439-Student N Teaching 2 % 96.9% 97.6% 100% 100% 100% 100% 95.8% 100% 100% 100% 97.1% 100% 453-TPA Support N % 97.9% 100% 100% 100% 100% 100% 100% 100% 100% 100% Overall Pass Rate 98.7% 99.8% 100% 100% 99.0% 100% 99.0% 99.8% 100% 100% 99.5% 100% Note: Candidates in both Bclad and STEP pathways are counted in both sections of the table (n = 0 2). 1. Two-semester candidates enroll in EDEL 437 during Transition Point 3. Three-semester candidates enroll in 437 during Transition Point Candidates enroll in EDEL 439 twice during the program, once during Transition Point 3 and again during Transition Point 4. Key: Yellow-Transition Point 2; Blue-Transition Point 3; Pink-Transition Point 4. Purple-(See Footnote #2)

11 Table 5: EDEL Course Pass Rates by Pathway ( ) EDEL Course Transition Point 2: 430-Foundations 2 Sem 3Sem CSU Fullerton, October 2010 Multiple Subjects - 8 Fall 2009 Spring 2010 Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N % 98.5% 97.1% 100% 97.1% 100% 100% 433-Reading 434-Diversity 435-Math 438-Fieldwork 450-Arts N % 98.5% 97.1% 100% 100% 100% 100% N % 98.5% 97.1% 100% 100% 100% 100% N % 99.3% 97.1% 100% 100% 100% 100% N % 97.8% 97.9% 100% 100% 100% 100% 100% 100% 100% N % 99.3% 100% 100% 100% 100% 100% 100% 100% 100% 446-BCLAD Methods Transition Point 3: N % 100% 437-Social Studies 1 N % 98.5% 100% 100% 100% 100% 99.3% 100% 100% 429-Language Arts 436-Science 451-Comm., School, & Classroom Issues N % 98.5% 100% 100% 100% 100% 99.3% 100% 100% 100% 100% N % 97.1% 100% 100% 100% 100% 99.3% 100% 100% 100% 100% N % 98.5% 100% 100% 100% 100% 98.5% 100% 100% 452-PE, Health, & Mainstreaming Transition Point 4: N % 98.5% 100% 100% 100% 98.5% 100% 100% 439-Student N Teaching 2 % 96.2% 79.3% 100% 100% 100% 96.5% 95.7% 100% 100% 92.0% 100% 453-TPA Support N % 98.5% 100% 100% 100% 100% 98.2% 100% 100% 100% Overall Pass Rate 98.3% 97.8% NA 100% 100% 100% 98.7% 99.3% 100% 100% 98.8% 100% Note: Candidates in both Bclad and STEP pathways are counted in both sections of the table (n = 0 2). 1. Two-semester candidates enroll in EDEL 437 during Transition Point 3. Three-semester candidates enroll in 437 during Transition Point Candidates enroll in EDEL 439 twice during the program, once during Transition Point 3 and again during Transition Point 4. Key: Yellow-Transition Point 2; Blue-Transition Point 3; Pink-Transition Point 4. Purple-(See Footnote #2)

12 CSU Fullerton, October 2010 Multiple Subjects - 9 Fieldwork Evaluations (TP 2) All candidates are evaluated by both the master teacher and university supervisor on fieldwork performance (90 hours). Fieldwork evaluations are aligned with program outcomes (Appendix D, p. 31) and the Unit Disposition Statement (Appendix E, p. 33). These evaluations are intended to measure candidate disposition toward the development of knowledge, skills and professional dispositions as indicators of potential success in student teaching. Candidate performance is rated on a 4 point scale (1=unacceptable; 2=developing; 3=acceptable; 4=exemplary). Candidates must receive passing scores (2.0 or better) on their fieldwork evaluations by both their master teachers and university supervisors to proceed into initial student teaching. Fieldwork evaluations are submitted using an electronic submission system. Tables 6-11 present the average fieldwork ratings by master teachers and supervisors for candidates by pathway for each of the dispositions assessed on fieldwork evaluations. The pass rates for each pathway and overall pass rate by semester are included. Table 6: Fieldwork evaluation average ratings and pass rates by pathway for Fall 2007 Fall 2007 Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores 100% 100% 100% 100% 100% 100% 99.3% 100% 100% 100% 100% 100% (>=2.0) Overall % Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning Table 7: Fieldwork evaluation average ratings and pass rates by pathway for Spring 2008 Spring 2008 Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores 100% 95.5% 100% 100% 100% 100% 100% 97.7% 100% 100% 100% 100% (>=2.0) Overall % Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning

13 CSU Fullerton, October 2010 Multiple Subjects - 10 Table 8: Fieldwork evaluation average ratings and pass rates by pathway for Fall 2008 Fall 2008 Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% (>=2.0) Overall - 100% Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning 1. Two candidates considered both BCLAD 3-Semester and STEP 3-Semester; counted in both pathways for both Master Teacher and Supervisor. Table 9: Fieldwork evaluation average ratings and pass rates by pathway for Spring 2009 Spring 2009 Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% (>=2.0) Overall - 100% Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning 1. Two candidates considered both BCLAD 3-Semester and STEP 3-Semester; counted in both pathways for both Master Teacher and Supervisor. Table 10: Fieldwork evaluation average ratings and pass rates by pathway for Fall 2009 Fall 2009 Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores (>=2.0) 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Overall - 100% Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning

14 CSU Fullerton, October 2010 Multiple Subjects - 11 Table 11: Fieldwork evaluation average ratings and pass rates by pathway for Spring Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem Dispositions 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N = PD CE TC MS VL Passing Scores 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% (>=2.0) Overall - 100% Dispositions: PD - Promote Diversity CE - Engage in Collaborative Endeavors TC - Think Critically MS Maintain Professional and Ethical Standards VL Value Life-Long Learning 1. One candidate considered both BCLAD 2-Semester and STEP 2-Semester; counted in both pathways for both Master Teacher and Supervisor. Student Teaching Evaluations (TP 3, 4) Candidates are evaluated by both the master teacher and university supervisor at the completion of initial (5-week) and final (8-week) student teaching placements. The student teaching evaluation (Appendix F, p. 34) measures candidate performance on all 13 Teaching Performance Expectations (TPEs) and the corresponding California Standards for the Teaching Profession (CSTPs). Candidate performance is rated on a 4 point scale (1=unacceptable; 2=basic; 3=skilled; 4=distinguished) and specific pass rates have been determined for initial and final student teaching performance. Initial Student Teaching Evaluations (TP 3): It is expected that candidates are developing their skills during the initial student teaching assignment and that evidence for rating some TPEs may not have been observed at this point. Therefore, candidates must receive at least a 2.0 (basic) or better to receive credit. Any unacceptable ratings (1 s) require remediation procedures. Over all three years (Fall 2008 Spring 2010) the average rating on all TPE s for candidates completing the initial student teaching experience was 3.36, with an average pass rate of 98.9%. Final Student Teaching Evaluations (TP 4): By the end of final student teaching it is expected that candidates will demonstrate marked growth over time and will have developed the knowledge, skills and dispositions necessary to be recommended for a preliminary credential. Therefore, the average passing score for final student teaching is 2.85 or better. Any unacceptable ratings will result in no credit earned for student teaching. Over all three years (Fall 2008 Spring 2010) the average rating on all TPE s for candidates completing the final student teaching experience was 3.59, with an average pass rate of 98.4%. Tables provide the average rating by term on each TPE as assigned by the master teachers and supervisors for all candidates evaluated (both initial and final placements).

15 CSU Fullerton, October 2010 Multiple Subjects - 12 Table 12: Student Teaching TPE average ratings by pathway for Fall 2007 Fall 2007 TPE 1:Pedagogical Skills for Subject Matter Instruction 2: Monitoring Student Learning 2 Sem 3Sem Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N Avg N Avg : Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations 13: Professional Growth N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg Average N Avg Overall Averages %3 and 4 ratings = 94.6% Average rating = 3.44 Note: There were no 2-Semester BCLAD nor 3-Semester STEP candidates taking student teaching in Fall 2007.

16 CSU Fullerton, October 2010 Multiple Subjects - 13 Table 13: Student Teaching TPE average ratings by pathway for Spring 2008 Spring 2008 TPE 1:Pedagogical Skills for Subject Matter Instruction 2: Monitoring Student Learning Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N Avg N Avg : Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations 13: Professional Growth N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg Average N Avg Overall Averages %3 and 4 ratings = 93.6% Average rating = 3.44 Note: There were no BCLAD candidates taking student teaching in Spring 2008.

17 CSU Fullerton, October 2010 Multiple Subjects - 14 Table 14: Student Teaching TPE average ratings by pathway for Fall Fall 2008 TPE 1:Pedagogical Skills for Subject Matter Instruction Avg 2 Sem 3Sem Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N : Monitoring Student Learning 3: Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg : Professional Growth N Avg Average N Avg Overall Averages %3 and 4 ratings = 93.9% Average rating = 3.46

18 CSU Fullerton, October 2010 Multiple Subjects - 15 Table 15: Student Teaching TPE average ratings by pathway for Spring 2009 Spring 2009 TPE 1:Pedagogical Skills for Subject Matter Instruction 2: Monitoring Student Learning 3: Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations 2 Sem 3Sem Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg : Professional Growth N Avg Average N Avg Overall Averages %3 and 4 ratings = 94.6% Average rating = Two candidates considered both BCLAD 3-Semester and STEP 3-Semester; counted in both pathways for both Master Teacher and Supervisor.

19 CSU Fullerton, October 2010 Multiple Subjects - 16 Table 16: Student Teaching TPE average ratings by pathway for Fall 2009 Fall 2009 TPE 1:Pedagogical Skills for Subject Matter Instruction 2: Monitoring Student Learning 3: Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations 2 Sem 3Sem Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg : Professional Growth N Avg Average N Avg Overall Averages %3 and 4 ratings = 95.7% Average rating = 3.52 Note: There were no 2-Semester BCLAD candidates taking student teaching in Fall Two candidates considered both BCLAD 3-Semester and STEP 3-Semester; counted in both pathways for both Master Teacher and Supervisor.

20 CSU Fullerton, October 2010 Multiple Subjects - 17 Table 17: Student Teaching TPE average ratings by pathway for Spring 2010 Spring 2010 TPE 1:Pedagogical Skills for Subject Matter Instruction Avg 2 Sem 3Sem Master Teacher Supervisor Bclad STEP Bclad STEP 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem 2 Sem 3Sem N : Monitoring Student Learning 3: Interpretation and Use of Assessments 4: Making Content Accessible 5:Student Engagement 6: Dev. Appropriate Teaching Practices 7: Teaching English Learners 8: Learning About Students 9: Instructional Planning 10: Instructional Time 11: Social Environment 12: Prof., Legal, Ethical Obligations N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg N Avg : Professional N Growth Avg Average N Avg Overall Averages %3 and 4 ratings = 95.3% Average rating = One candidate considered both BCLAD 2-Semester and STEP 2-Semester; counted in both pathways for both Master Teacher and Supervisor. Capstone Assessment Teaching Performance Assessment (TPA) (TP 2, 3, 4) The California Teaching Performance Assessment (TPA) tasks are designed to measure aspects of initial program professional standards the Teacher Performance Expectations (TPEs) and to reflect what beginning teachers should know and be able to do before receiving a Preliminary Credential. Each performance task measures aspects of a number of TPEs, and the four tasks together measure all but one (TPE 12). Tasks are scored by university faculty trained by certified

21 CSU Fullerton, October 2010 Multiple Subjects - 18 TPA assessors (current N= 35) and recalibrated yearly. Tasks are blind scored by at least two assessors on a common 4 point rubric, rating performance at four levels (1 low to 4 high). Candidates must pass each task with an average score at Level 3. The four tasks are: Subject Specific Pedagogy (SSP) Designing Instruction (DI) Assessing Learning (AL) Culminating Teaching Experience (CTE) Candidates must complete all four tasks by transition point 4 (Program Exit). Portions of this assessment are evaluated at different transition points as candidates move through their program of study. Two-Semester candidates complete tasks SSP and DI in their first semester (TP 2) and tasks AL and CTE in their second semester (TP 3). Three-Semester and BCLAD candidates complete tasks SSP, DI, and AL in their second semester (TP 3) and task CTE in their third semester (TP 4). STEP candidates complete the TPA tasks following the schedule of the cohort in which they are enrolled (2 or 3 semester). Table 18 provides the average score on each TPA task. Average TPA scores are based on the final scores from each candidate from each semester. Candidates who do not pass on the first attempt receive remediation and have up to two more attempts within the semester to pass. Given the high pass rate, TPA scores were not disaggregated by pathway. Table 18: TPA average scores and pass rates (%) for Fall Spring 2010) TPA Fall 2007 Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 SSP DI AL CTE N Avg % 100% 100% 100% 100% 98.2% N Avg % 100% 99.5% 100% 100% 98.2% N Avg % 100% 100% 99.4% N Avg % 100% 100% 99.4% Overall Average %3 and 4 ratings % 99.8% 100% 100% 99.1% Table 18 provides final attempt scores only. The number of passing scores (3 or higher) on the first attempt was not calculated prior to fall The breakdown by task of passing scores on the first attempt for is as follows: SSP 87%; DI 87%; AL 96%; CTE 95% SSP 91%; DI 88%; AL 98%; CTE 95%