Proposal to Modify an Existing Academic Program

Transcription

1 Proposal to Modify an Existing Academic Program Executive Summary The Department of Education is proposing to enhance our existing California preliminary multiple subject and single subject (MS/SS) teaching credential programs by granting successful students a Master of Arts in Teaching (M.A.T.) degree, along with a recommendation for a credential, at the conclusion of the program 1. California preliminary multiple subject and single subject teaching credential programs prepare post-baccalaureate students for licensure as general education elementary or secondary school teachers. Presently, Santa Clara University s route to the preliminary MS/SS teaching credential has a credential only structure: program completers earn only our recommendation to the California Commission on Teacher Credentialing (CTC) for a preliminary teaching credential. Offering credential-only programs, rather than programs that integrate a credential and a Master s degree, puts Santa Clara University at a disadvantage in attracting and enrolling both the most academically capable applicants and applicants from culturally and socioeconomically diverse backgrounds into our preservice pathway. We are proposing the addition of a M.A.T. degree as an outcome of our preliminary MS/SS teaching credential programs because the M.A.T. is a specialized graduate degree that denotes the completion of a rigorous program of study designed to develop expertise in teaching practice. Unlike a Master of Arts degree that focuses on theory, research, and scholarship, a M.A.T. degree engages theory and research as means to improve teaching and learning in K-12 school settings, rather than as ends in themselves. The M.A.T. degree is generally awarded in conjunction with the completion of a state teacher licensure program. The list below includes a representative sample of academically selective institutions in the United States that offer an integrated teaching credential + M.A.T. program. Please note: Jesuit institutions are marked with an asterisk. *Boston College Boston University Brandeis University Brown University Duke University Emory University *Georgetown University Johns Hopkins University *Loyola Marymount University *Loyola University Maryland *Saint Louis University *Spring Hill College *University of San Francisco University of Southern California Vanderbilt University *Xavier University 1 We offer two distinct pathways to the preliminary multiple and single subject teaching credentials: preservice and Catholic school. The preservice pathway, which enrolls the majority of our credential candidates, is intended for individuals who are new to the profession and seek initial teacher licensure. The Catholic school pathway enables currently employed full-time Catholic school teachers to earn a teaching credential without completing a supervised clinical practice experience (such as student teaching). Enrollment in the Catholic school pathway is contingent on Diocesan hiring practices and is shaped by a variety of California Commission on Teacher Credentialing requirements that do not impact the preservice pathway. Despite these differences, our intent is that teachers on the Catholic school pathway will also earn a M.A.T. degree as part of their credentialing program. 1

2 Benefits of offering an integrated teaching credential + M.A.T. degree program include: 1) Providing our students with access to the many types of financial aid earmarked exclusively for graduate degree programs; access to these new sources of financial assistance could potentially increase the socioeconomic, linguistic, and cultural diversity of our applicant pool and of the students who matriculate into our credential programs; 2) Strengthening our ability to attract the most highly qualified and academically able prospective teachers; and 3) Aligning the outcomes of Santa Clara University s teaching credential programs with those of the credential programs offered at the most academically rigorous, prestigious institutions in the Bay Area. All these benefits would not only enhance our preliminary MS/SS teaching credential programs but would also position Santa Clara within an aspirational group of peer institutions and heighten our visibility and profile in the Bay Area teacher preparation landscape. Purpose and Centrality Santa Clara University s preliminary MS/SS teacher credentialing programs, in existence for close to 40 years, are held in high regard by both local school districts across Santa Clara County and in the Diocese of San Jose. The Department of Education earned this reputation by enacting the mission of the University and the Department of Education: we make student learning our first priority. We continually strive to ensure that we prepare the elementary and secondary school teachers who earn their credentials on our campus to enter the profession with the knowledge, skills, and commitment needed to maximize learning for every student, every day. The relatively small size of our MS/SS program (a total of approximately 45 credential candidates each year), our dedication to modeling best practices, and our Jesuit commitment to educating the whole person lead program faculty to establish warm, responsive relationships with our credential candidates and to provide each with personal attention and finely tuned, targeted support. To keep up with the significant policy-driven changes presently impacting K-12 teachers in California and the United States, the MS/SS teaching credential program faculty have recently made concerted efforts to build on our programs acknowledged strengths by focusing, sharpening, and strengthening the professional preparation experiences we provide. Using a process of continuous, data-driven program improvement rooted in SCU s mission, the faculty identified areas of relative programmatic weakness, made plans designed to address the weaknesses, and implemented those plans. As a result, in the past few years we have Established MS/SS teaching credential program learning goals Developed new assessment tools to document our credential candidates teaching performance in their field placement classrooms 2

3 Raised our requirements for program admission and restructured our admission process Engaged in intensive professional development related to the state-mandated performance assessment our credential candidates must pass Earned full accreditation from the California Commission on Teacher Credentialing Two programmatic weaknesses identified by MS/SS faculty namely, the limited sociocultural diversity of the credential candidates who enroll in our programs and the relatively small number of applicants and enrolled credential candidates whose undergraduate GPAs demonstrate the highest levels of academic performance indicate that our preservice MS/SS programs are not attracting and/or admitting the culturally diverse and academically capable applicants we strongly desire 2. Conversations among the MS/SS program faculty and between MS/SS program faculty and the School of Education and Counseling Psychology s Admissions & Financial Aid Coordinator and Director of Student Services (knowledgeable members of our Dean s Office staff) provided significant insights into these recruitment challenges. 1. The fact that Santa Clara University s preliminary MS/SS teaching credential program does not grant a graduate academic degree sharply limits admitted students eligibility for student loans and other sources of financial aid. California teaching credentials are not graduate degrees. Although typically offered through colleges and universities, teaching credential programs are a form of professional preparation regulated and accredited by the California Commission on Teacher Credentialing. Successful completion of a teaching credential program results in a university s recommendation for state licensure, not an academic degree. Presently, Santa Clara University s preliminary MS/SS teaching credential program is a credential-only program that does not lead to the award of a graduate academic degree. Unfortunately, the state and federal financial aid available to candidates in credential-only programs is very limited. According to the SCU Office of Financial Aid: Credential students are eligible for $12,500 in direct loans. Master s students can get $20,500 in direct loans and are eligible to apply for Graduate PLUS loan for the difference up to the cost of attendance. For example the Master s students cost of attendance for the year is $41,142. They receive $20,500 in direct loans out of which $8,500 can be subsidized and $12,000 can be unsubsidized. They can then apply for the Direct Graduate PLUS loan for the remaining $20,642 if they choose to do so. 2 The weaknesses discussed in this section refer only to the preservice pathway; the department does not have discretion over matters of admission and financial aid for the Catholic school pathway. To best serve the Catholic education community, our policy is that (1) all uncredentialed individuals hired as full time teachers by a Catholic school are granted admission to the Catholic school preliminary credential pathway; and (2) all credential candidates in the Catholic school pathway receive tuition assistance from the university. 3

4 As a result of the lack of financial assistance available to students in non-degree granting programs, we find it particularly difficult to attract and enroll applicants in the preservice pathway from historically underserved racial, ethnic, economic, and linguistic communities; applicants who are the first in their family to graduate from college; and applicants who are mature career-changers responsible for supporting a family while enrolled in a full-time professional preparation program. Our program typically enrolls students who have the ability to pay their own way. These shifts in the diversity of our student body would more accurately reflect that of the state. The dearth of financial aid available to individuals admitted to the preservice pathway of our credential-only program gives a disproportionate and unfair advantage to those applicants who have access to significant economic resources. This imbalance, particularly since it works in favor of economically-advantaged applicants at the expense of applicants with fewer financial assets, directly opposes the social justice agenda at the heart of our credential programs and runs counter to Santa Clara University s mission. Transforming SCU s teaching credential programs from its current credential-only structure to an integrated credential + M.A.T design would give every prospective teacher we admitted access to a range of financial assistance options that are presently unavailable. Increased access to more plentiful and varied sources of financial support would also create opportunities for qualified applicants from a wider demographic spectrum to attend Santa Clara s MS/SS credential programs. This would enrich the sociocultural diversity of our academic community, and align our programs with the missions of both the department and the University. 2. Our preliminary MS/SS teaching credential program does not attract prospective teachers with the highest academic qualifications. Academic excellence is one of SCU s fundamental values, and the Department of Education is striving to realize this value in the preservice pathway of our preliminary MS/SS teaching credential program. Our data from the students who matriculated from AY through AY indicate only 36.6% have undergraduate GPAs between 3.50 and Of the remaining students matriculating into our preservice pathway, 41.2% have GPAs between 3.00 and 3.49 and 22% have GPAs below 3.0. (See Table 1: Undergraduate GPAs of Students Matriculated into the Preliminary MS/SS Teaching Credential Program (Preservice Pathway), AY AY ) Table 1: Undergraduate GPAs of Students Matriculated into the Preliminary MS/SS Teaching Credential Program (Preservice Pathway), AY AY (N = ) Undergraduate GPA range Number of matriculated students with GPAs in this range Percent of the total number of students matriculated during this time period % % % % Below % credential candidates matriculated during this time period; undergraduate GPAs were not available for 19 of those candidates. 4

5 Most prospective teachers, especially those with a strong orientation toward academic achievement, are likely to prefer a graduate program that leads to a Master s degree as well a teaching credential. Integrating the M.A.T. into our preliminary MS/SS teaching credential program might allow us to draw more academically able individuals into our applicant pool. And, if we were able to enroll a larger number of high achieving credential candidates, we could potentially increase the rigor and reputation of the programs. 3. The current structure of Santa Clara University s MS/SS teaching credential program positions us among less-prestigious local institutions. Currently, Santa Clara University is one of many local institutions in which all teaching credential program completers have the option of taking supplemental courses and fulfilling additional requirements to earn a Master s degree. The institutions of higher education (IHEs) offering this type of credential with optional Master s degree program vary in quality, rigor, and reputation. (See Table 2: Overview of Teaching Credential/Master s Degree Programs Offered at Local Institutions of Higher Education.) Table 2: Overview of Teaching Credential/Master s Degree Programs Offered at Local Institutions of Higher Education (IHEs) Type of program Integrated preliminary MS/SS teaching credential and Master s degree Preliminary MS/SS teaching credential with optional Master s degree (earned by completing supplemental coursework and fulfilling other requirements) Freestanding post-credential or nocredential-required Master s degree Preliminary MS/SS teaching credential with no associated Master s degree Local IHEs with this type of program Stanford University UC-Berkeley UC-Santa Cruz University of San Francisco Mills College National University Notre Dame de Namur Santa Clara University Touro University Alliant International University CSU Monterey Bay CSU San Francisco State CSU San Jose State CSU Sonoma State Dominican University Holy Names University National University National Hispanic University Patten University St. Mary s College Our current credential/master s degree structure may lead academically able prospective teachers to view Santa Clara University as a peer institution to National University, National 5

6 Hispanic University, or Touro University. This would be an inaccurate assessment of our preliminary MS/SS credential program, nevertheless it has the potential to prevent highly qualified prospective teachers from considering SCU as an attractive institution at which to pursue their professional preparation. The most prestigious and respected teacher preparation programs in the Bay Area Stanford University, UC-Berkeley, UC-Santa Cruz, and University of San Francisco offer an integrated credential + master s degree program as the sole pathway to a teaching credential. (See Table 3: Local Programs Leading to a Preliminary MS/SS Teaching Credential and Master s Degree.) Table 3: Local Programs Leading to a Preliminary MS/SS Teaching Credential and Master s Degree Mills College Oakland, CA National University San Jose, CA + online Notre Dame de Namur Belmont, CA Santa Clara University Santa Clara, CA Stanford University Stanford, CA Touro University Vallejo, CA University of San Francisco San Francisco, CA UC- Berkeley Berkeley, CA UC- Santa Cruz Santa Cruz, CA Integrated teaching credential and Master s degree program (12 months, M.A.) (24 months, M.A.T.) (24 months, M.A.) (12 months, M.A.) Teaching credential program with optional add-on Master s degree By adding the M.A.T. degree to our existing MS/SS credential program, thereby creating an integrated teaching credential + master s degree program, SCU would align itself with the programs offered by the first-tier teacher preparation institutions in the Bay Area. Adding an M.A.T. degree would not only enhance our preliminary MS/SS teaching credential programs, but also position us within an aspirational group of peer institutions and heighten the visibility and profile of the University in the Bay Area teacher preparation landscape. Program Requirements Adding an M.A.T. degree to our existing preliminary MS/SS teaching credential programs would not have any impact on the programs requirements. The general requirements for admission for advancement, and for the satisfactory completion of the MS and SS teaching programs currently in place were either predetermined by the California Commission on Teacher Credentialing or developed by program faculty to reflect CTC s standards for preliminary multiple and single subject teaching credential programs. Please see Appendix A, the Preliminary MS/SS Teaching Credential Candidate Handbook, Preservice Pathway and 6

7 Appendix B, the Preliminary MS/SS Teaching Credential Candidate Handbook, Catholic School Pathway for detailed information about the multiple subject and single subject credential program requirements for both pathways. Faculty interest Evidence of Interest The preliminary multiple and single subject teaching credential program is one of the core programmatic offerings of the Department of Education. All of our full, associate, and assistant professors teach courses in the MS/SS credential program. Further, all these faculty members are actively engaged in scholarly research related to teaching and teacher education. The faculty have demonstrated strong, sustained interest in the preparation of teachers for California s K-12 schools; all are deeply committed to and involved in the continuous improvement of our preliminary MS/SS credential program. Increasing the sociocultural diversity and the academic capabilities of the candidates we enroll in the preliminary MS/SS teaching credential program are goals identified by the faculty during our continuous program improvement efforts. We are in agreement that adding an M.A.T. to the credential recommendation our students currently receive at the conclusion of the program will have very positive consequences for the program and the Department. Stakeholder interest We have identified California public school districts as key stakeholders in the outcomes of our preservice preliminary MS/SS teaching credential programs. Currently, local public schools are eager to hire beginning teachers credentialed at Santa Clara University. In June 2011, 23 multiple subject credential candidates and 33 single subject credential candidates completed our MS/SS program. By August 2011, virtually every one of our program completers who sought a public school teaching position in the Bay Area had secured a job. Integrating an M.A.T. degree into the credential program is likely to make our graduates even more attractive to potential employers. The Diocese of San Jose and other local Dioceses are the key stakeholders in the outcomes of our Catholic school pathway to the preliminary MS/SS credential. The partnership between SCU and the prek-12 Catholic education community not only provides a route by which Diocesan teachers can become fully credentialed teachers (over the course of 4 years), but also offers ongoing professional development and support to all teachers enrolled in our programs. Integrating the M.A.T. into the credential program might also raise the status of Diocesan teachers in the eyes of the community. Student interest Enrollment in Santa Clara University s preliminary multiple and single subject teaching credential programs preservice pathway waxes and wanes in response to external societal 7

8 forces, such as trends in the job market, the strength of the economic climate, and changes in state legislation and requirements related to teacher qualifications. However, despite these fluctuations, our ability to maintain a vibrant, viable program has been consistent over many years. (See Table 4: Matriculation in Preliminary Multiple and Single Subject Teaching Credential Programs (Preservice Pathway), AY through AY ) Table 4: Matriculation in Preliminary Multiple and Single Subject Teaching Credential Programs (Preservice Pathway), AY through AY MS candidates enrolled SS candidates enrolled Total enrollment AY Credential candidates who enroll in our preservice pathway have indicated their decision to come to SCU over lower-cost options was influenced by SCU s reputation for providing every student with personal attention and our assurance that students are never closed out of the classes they need to complete their preliminary teaching credential in a timely manner. The ability to receive an M.A.T. degree, along with these other benefits of earning a teaching credential at SCU, would be another attractive incentive for student enrollment. We ask prospective students who are accepted into the preservice pathway of our preliminary MS/SS teaching credential programs but decline our admission offer to provide us with information about what they intend to do instead of enrolling at SCU. Luckily, some individuals respond to this request. As a result, we have a very small data set that sheds light on options that qualified prospective teachers prefer to enrolling in our programs. After consideration of the limited data, the Admission and Financial Aid Coordinator for the School of Education and Counseling Psychology found that candidates who turn down our admission offer often elect to enroll in a teaching credential program at a CSU campus or at Stanford University. Although this is conjecture, it seems likely that applicants choose a CSU credential program over SCU s programs because of the lower tuition cost. Adding an M.A.T. degree as an outcome of our preliminary MS/SS teaching credential program would enable these candidates to access student loans that would make a SCU credential more affordable. Further, it seems possible that applicants choose Stanford s credential programs over SCU s not only because of the prestige associated with Stanford University but also because Stanford s program is a better value: in roughly the same amount of time and for roughly the same tuition cost Stanford Teacher Education Program students earn both a credential recommendation and a Master of Arts degree while SCU students earn only a credential recommendation. Adding an M.A.T. degree as an outcome of our preliminary MS/SS teaching credential program would make our program a better financial value and make us better able to compete for students currently choosing a credential at CSU or Stanford. 8

9 Enrollment Projection Proposal to Modify an Existing Academic Program Over the last four years, enrollment in the preliminary MS/SS teaching credential program has averaged 44 students with varying proportions of multiple subject and single subject credential candidates. (See Table 4.) Based on these trends, we project a modest 0-10% increase in enrollment during the academic year about the same numbers we have in with anywhere from 1 to 6 additional students who may decide to come to SCU in part because of the M.A.T. offering and in part because this will give them access to financial aid options that will make their enrollment at SCU possible 4. Impact on Other Programs The Department of Education currently offers a Master of Arts degree in Interdisciplinary Education. This academic degree program is intended to offer opportunities for the study of educational theory and the application of appropriate research methodologies in educational settings. The M.A. program in Interdisciplinary Education enrolls three different types of students: 1) Santa Clara MS/SS credential program completers who have opted to tack six supplemental courses and a comprehensive examination onto their credential program coursework to earn their M.A. degree; 2) Local teachers who are pursuing the M.A. degree as a form of professional development; and 3) Individuals with or without a teaching credential who are interested in enrolling as fulltime students in our M.A. degree program to prepare for a doctoral program or other career opportunities. Awarding a M.A.T. degree in conjunction with the MS/SS teaching credential recommendation will make it unnecessary for the first type of M.A. students Santa Clara MS/SS credential program completers who elect to take six supplemental courses and a comprehensive examination onto their credential program coursework in order to earn an M.A. degree to enroll in the M.A. in Interdisciplinary Education program. Offering the M.A.T. will likely decrease the number of students who enroll in the M.A. program in Interdisciplinary Education. However, awarding newly credentialed teachers a practice-oriented M.A.T. and removing them from the Master s degree program in Interdisciplinary Education would also have a positive impact on the M.A. program. Shifting inexperienced novice teachers who are strongly focused on issues of classroom teaching practice out of the M.A. degree program will enable Education Department faculty to reframe the M.A. around program learning goals that emphasize theory, research, and scholarly practice. This new focus will bring clarity and 4 Please note that these projected enrollments do not include credential candidates entering the program through the Catholic school pathway. It is reasonable to expect an additional 3-10 Catholic school pathway students to join the program in However, it is very difficult to make predictions for this pathway because enrollment is entirely dependent on the Diocesan hiring cycle and staffing requirements. 9

10 coherence to the M.A. program and improve the quality of the experiences offered to our Master s degree candidates. Resource Requirements and Implications Establishing a Master of Arts in Teaching degree and integrating it into the preliminary MS/SS program at Santa Clara University will not require additional resources or the reallocation of existing resources. Awarding the M.A.T. degree as part of the teaching credential program will enable these students to participate in Commencement ceremonies alongside other Education students graduating with M.A. degrees. The Department of Education s annual Credential Completion Ceremony held each June would no longer be necessary. Eliminating the freestanding Credential Completion Ceremony will save the department approximately $8,000 each year. Promise of Quality As evidenced by our full accreditation from the CTC, our preliminary MS and SS credential programs already meet or exceed the state s expectations for the preparation of K-12 general education teachers. The faculty s ongoing efforts to strengthen the MS/SS program further, above and beyond the baseline expectations of the CTC, are an indication of our commitment to providing exceptional teacher education. Adding an M.A.T. as an outcome of our credential program will enable us to attract more applicants, more diverse applicants, and applicants with stronger levels of academic achievement. Further, the M.A.T. adds value to our credential program. Not only will program completers earn a credential and a Master s degree, but they will also earn a higher salary in their first teaching positions as a result of that degree. In five years, we would like for the preservice pathway of our integrated preliminary MS/SS teaching credential + M.A.T. program 5 to display the following indicators of quality: 1) A student body that reflects higher levels of cultural and socio-economic diversity than our AY student body 2) An undergraduate G.P.A. over 3.5 held by a majority of our matriculated students 3) The need to identify and set appropriate enrollment caps and turn away qualified applicants Plans for Program Review The preliminary multiple subject and single subject teaching credential programs are an established feature of the Department of Education s program offerings and are included in the program review process. Adding an M.A.T. degree to the credential program will not have an impact on program review. 5 We will use the stakeholder satisfaction data gathered from Catholic school pathway completers and their principals as an indicator of quality for the Catholic school pathway to the credential + M.A.T. program. 10

11 Assessment Plan Our preliminary MS/SS teaching credential program is included in the Department of Education s unit-wide assessment system. Our proposal to add a M.A.T. degree to our existing preliminary MS/SS teaching credential program will not impact our assessment of program effectiveness and stakeholder satisfaction. Please see Appendix C for a copy of the Individual Program Annual Assessment Plan: Preliminary Multiple and Single Subject Teaching Credential that provides detailed information about our assessment plan. Timetable Adding the M.A.T degree into the preliminary MS/SS teaching credential program will require no significant changes to our existing program. Implementation will occur once approval is granted by the Board of Trustees. If approval is granted, the credential + M.A.T. program will start in the academic year (which, for this program, starts in June). List of Courses and Curriculum Alignment Matrix Preliminary MS/SS Credential Program Courses EDUC 250- Social Foundations in Education (3 units) EDUC 251- Psychological Foundations of Education (3 units) EDUC 252- Introduction to Teaching in Secondary Schools (3 units) EDUC 253- First and Second Language Acquisition (3 units) EDUC 256- Content Specific Methods (2 units) EDUC 256L- Content Specific Methods Lab (2 units) EDUC 260- Elementary Language Arts Methods (3 units) EDUC 261- Elementary Mathematics Methods (3 units) EDUC 262- Elementary Science Methods (3 units) EDUC 263- Elementary Social Studies Methods (3 units) EDUC 271- Technology for Teachers (2 units) EDUC 275- Classroom Management (3 units) EDUC 276- Teaching Nonconventional Youth (3 units) EDUC 283- Literacy Development in Secondary Schools (3 units) EDUC 284- Teaching Reading in Elementary Schools (3 units) EDUC 285- Literature Across the Curriculum (3 units) EDUC 287- Reading in Secondary Content Areas (3 units) EDUC 290- Issues in Assessment (3 units) EDUC 306- Immersion (2 units) EDUC 320- Directed Teaching Practicum (3 units) Preservice only EDUC 321- Directed Teaching Practicum (6 units) Preservice only EDUC 322- Directed Teaching Practicum (9 units) Preservice only EDUC 323-Inclusive Educational Practices (3 units) 11

12 Preliminary MS/SS Teaching Credential Program Curriculum Alignment Matrix* MS/SS Program Learning Goals MS/SS Courses 250-Social Foundations of Education 251-Psych Foundations of Education 252-Teaching in Secondary School 253-First & Second Language Acquisition 256/256L- Content Specific Methods/Lab 260- Elementary Language Arts Methods 261- Elementary Mathematics Methods 262- Elementary Science Methods 263- Elementary Social Studies Methods 271- Technology for Teachers 275- Classroom Management 276-Teaching Nonconventional Youth 283- Literacy Devel in Secondary Schools 284- Elementary Reading Methods 285- Literature across the Curriculum 287- Reading in Secondary Content Areas Maximize learning for every student Teach for student understanding Ground instructional decisions in student assessment data Improve teaching practice through critical reflection and collaboration Create supportive and productive learning environments 290- Issues in Assessment 306- Immersion 320- Directed Teaching Practicum Fall 321- Directed Teaching Practicum Winter 322- Directed Teaching Practicum Spring 323- Inclusive Ed Practices *Each MS/SS course instructor was provided a blank version of this template and asked to mark the PLG(s) that were most strongly emphasized in each of their courses. This chart presents the aggregated responses of all the MS/SS course instructors. 12

13 List of Preliminary MS/SS Teaching Credential Program Faculty, Department of Education Faculty Member Appointment Currently teaches these MS/SS courses Lisa S. Goldstein Professor, Director of EDUC 263, EDUC 306 Teacher Education Pedro Hernández-Ramos Associate Professor EDUC 271 & Chair Sara Garcia Associate Professor EDUC 250, EDUC 251, EDUC 253 Carol Ann Gittens Associate Professor EDUC 251, EDUC 290 Melissa C. Gilbert Assistant Professor EDUC 252, EDUC 256, EDUC 256L, EDUC 261 Marco Bravo Assistant Professor EDUC 253, EDUC 284 Priscilla Myers Senior Lecturer EDUC 284 Harold Hoyle Lecturer EDUC 252, EDUC 256L, EDUC 275, EDUC 290, EDUC 323 Cheryl McElvain Lecturer EDUC 253, EDUC 260, EDUC 263, EDUC 283, EDUC 285, EDUC 287 Bob Michels Lecturer EDUC 275, EDUC 276 George Mathiesen Lecturer EDUC 320, EDUC 321, EDUC 322, field supervision Mike Schadeck Lecturer EDUC 320, EDUC 321, EDUC 322, field supervision Rick Alves Lecturer EDUC 320, EDUC 321, EDUC 322, field supervision Marian Stuckey Dean s Executive Professor EDUC 250 Chuck Gary Quarterly Adjunct Lecturer EDUC 320, EDUC 321, EDUC 322, field supervision Melina Johnson Quarterly Adjunct Lecturer EDUC 250, EDUC 252, EDUC 256L, EDUC 283, EDUC 287 Alicia Henderson Quarterly Adjunct Lecturer EDUC 251, EDUC 290, EDUC 323 Carolyn Csongradi Quarterly Adjunct Lecturer EDUC 262, field supervision Nicole Shimshock Quarterly Adjunct Lecturer EDUC 256L Terry Queenan Quarterly Adjunct Lecturer Field supervision Tom Hammer Quarterly Adjunct Lecturer Field supervision Flemming Madsen Quarterly Adjunct Lecturer Field supervision Betty Pow Quarterly Adjunct Lecturer Field supervision Henry Robinson Quarterly Adjunct Lecturer Field supervision Dick Rose Quarterly Adjunct Lecturer Field supervision Sherry Skold Quarterly Adjunct Lecturer Field supervision Jim Paul Quarterly Adjunct Lecturer Field supervision Bob Lowry Quarterly Adjunct Lecturer Field supervision Peggy Anastasia Quarterly Adjunct Lecturer Field supervision Mariana Alwell Quarterly Adjunct Lecturer Field supervision Glen Ishiwata Quarterly Adjunct Lecturer Field supervision Draft Text for Bulletin Adding the M.A.T. degree to the existing preliminary MS/SS teaching credential program would require small changes to the text in the existing School of Education and Counseling Psychology Bulletin. Our suggestions, using text adapted from Bulletin, pp , follow below. Text in italics indicates additions to the Bulletin: PRESERVICE TEACHING CREDENTIAL + Master of Arts in Teaching (M.A.T.) PROGRAMS Multiple Subject and Single Subject Credential + M.A.T. Programs for Prospective Teachers 13

14 The aim of the Teacher Education Programs at Santa Clara University is to prepare highly competent educators who understand issues in education and are motivated by their conscience and compassion to make sure that all learners regardless of culture, ethnicity, socioeconomic status, gender, or prior experience receive a quality education that provides the foundation for a satisfying and productive life. The Department of Education offers two credential programs that prepare prospective teachers for careers working in general education classrooms in public school settings. The preliminary multiple subject credential program prepares teachers to provide instruction in multiple subject areas in a self-contained classroom, typically in grades prekindergarten 8. The preliminary single subject credential program prepares teachers to provide instruction in a single academic subject, such as mathematics or social studies, to students in grades Preliminary Multiple Subject Teaching Credential + M.A.T. Program for Prospective Elementary and Middle School Teachers Candidates who successfully complete all requirements to be recommended for the credential that qualifies teachers for work in public elementary or middle schools (grades K-8), teaching multiple subjects in a self-contained classroom concurrently earn the Master of Arts in Teaching (M.A.T.) degree. ( ) Preliminary Single Subject Teaching Credential + M.A.T. Program for Prospective Middle School and High School Teachers This credential authorizes teachers for work in public middle and high schools (Grades 6-12) teaching courses in a single subject area. Santa Clara University offers preliminary California single subject teaching credentials in the following subject areas: art, English, languages other than English, mathematics, music, physical education, biological sciences, chemistry, geosciences, physics, and social science. Candidates who successfully complete all requirements to be recommended for this credential concurrently earn the Master of Arts in Teaching (M.A.T.) degree. ( ) Appendix A. Hard copy of the Preliminary MS/SS Teaching Credential Program Candidate Handbook, Preservice Pathway Appendix B. Hard copy of the Preliminary MS/SS Teaching Credential Program Candidate Handbook, Catholic School Pathway Appendix C. Hard copy of the Individual Program Annual Assessment Plan: Preliminary Multiple and Single Subject Teaching Credential Program 14

15 Feedback from Other Units Consulted Proposal to Modify an Existing Academic Program University Library: From: "Taeock Kim" Date: October 18, :44:56 AM PDT To: Cc: "Gail Gradowski" "Ronald Danielson" "Taeock Kim" Subject: Proposal to Modify an Existing Academic Program Pedro, Gail Gradowski, the Library's Education Subject Specialist, and I have reviewed the proposal for Modifying an Existing Academic Program. Both of us agree that the Library already has sufficient resources to support this proposed enhanced program. The Library has been supporting the M.A. programs currently offered through the Department of Education as well as the MS/SS teaching credential program. Because these proposed changes are not creating entirely new courses, the proposed changes appear to have minimal impact on the Library. Research tools available in the Library and remotely via the internet are strong and are able to support the enhanced program. For example, our students have online access to the two largest databases in the field, Education Fulltext and ERIC. We also subscribe to all of the Sage journals in education and are adding new online research resources regularly. Please let me know if you have any questions about this matter. Taeock Kim Associate University Librarian University Library Santa Clara University Phone (408) Fax (408) tkim@scu.edu University Finance Office: From: "Harry Fong" <HFong@scu.edu> Date: October 17, :23:08 PM PDT To: "Pedro Hernández-Ramos" <pedrohr1957@gmail.com> Subject: Re: Proposal from the Department of Education: Modification of our MS/SS teaching credential program Pedro, I have reviewed the proposal from the resource requirement perspective. It appears there are no additional resources required. Harry M. Fong Associate Vice President for Finance Santa Clara University

16 Academic Support Services/Drahmann Center: From: "Elaine Borrelli" Date: October 13, :14:48 PM PDT To: "Pedro Hernández-Ramos" Subject: Re: Proposal from the Department of Education: Modification of our MS/SS teaching credential program Hello Professor Hernandez-Ramon, I am happy to read your plans for the M.A.T., here at Santa Clara. I believe that more students will choose Santa Clara because of this option and it will strengthen your teaching credential program. Kindly, Elaine Elaine R. Borrelli Dean, Academic Support Services Santa Clara University Drahmann Advising and Learning Resources Center PH: (408) FAX: (408) Media Services: From: "Nancy Cutler" <NCUTLER@scu.edu> Date: October 10, :51:59 PM PDT To: "Pedro Hernández-Ramos" <pedrohr1957@gmail.com> Subject: Re: Proposal from the Department of Education: Modification of our MS/SS teaching credential program Hi Pedro, Thanks for the opportunity to review the Department of Education's proposal to modify the MS/SS teaching credential program. I don't see any significant impact on Media Services. Please let me know if we can support you in any way. Thanks, Nancy Information Technology: From: "Carl Fussell" <cfussell@scu.edu> Date: October 7, :52:57 PM PDT To: "Pedro Hernández-Ramos" <pedrohr1957@gmail.com> Subject: Re: Proposal from the Department of Education: Modification of our MS/SS teaching credential program 16

17 Pedro, Thank you for the opportunity to review this M.A.T. degree program proposal. There seems to be no indication of additional or increased computing/technology resources so there is likely little, if any, impact on IT in supporting this program, that I can see. Personally, I think the proposal makes a lot of sense and I wish you great success with this proposed program. Carl Carl Fussell Director, IT Santa Clara University