ࡱ> pro'` fbjbjLULU ;.?.?]~~~8T $ :4. 0 0 0 0 0 0 $G"h$"T T i 6. . :^,. *,~   0  %%%|T T   d CCTC Program Standard 12: Professional Perspectives Toward Student Learning and the Teaching Profession In the teacher preparation program, each candidate begins to develop a professional perspective on teaching that includes an ethical commitment to teach every student effectively and to develop as a professional educator. During interrelated coursework and fieldwork, candidates learn how social, emotional, cognitive and pedagogical factors impact student learning outcomes, and how a teachers beliefs, expectations and behaviors strongly affect learning on the part of student groups and individuals. Each candidate accepts the responsibility of a teacher to provide equitable access for all students to core academic content, to promote student academic progress equitably and conscientiously, and to foster the intellectual, social and personal development of children and adolescents. Individually and collaboratively with colleagues, candidates examine and reflect on their teaching practices and professional behaviors in relation to principles of classroom equity and the professional responsibilities of teachers. Through planned prerequisite and/or professional preparation, candidates study different perspectives on teaching and learning, explore alternative conceptions of education, and develop professional perspectives that recognize the ethical and professional responsibilities of teachers toward the work of teaching and toward students. STEP seeks to prepare teachers who can create equitable classrooms and schools in which all learners meet high intellectual, academic, and social standards (see  HYPERLINK "SupportingDocuments/STEP_MissionStatement.doc" STEP Mission Statement). Therefore, the program aims to cultivate candidates professional commitment to the learning and growth of all students. In creating equitable classrooms, candidates organize the learning environment so that all students participate actively as they engage with intellectually challenging curricula. Candidates treat students fairly and equitably. Students interact with equal status, and their voices are heard by peers and by the teacher. An ethic of care pervades an equitable classroom; students serve as academic, linguistic, and social resources for each another and are accountable to each other as members of a classroom community. Candidates also develop a professional stance toward inquiry by learning to reflect on their own practice and to question existing school and societal structures that promote inequity. STEP's explicit focus on the profession of teaching is evident throughout the program year. Beginning with the STEP Orientation, candidates grapple with issues related to various ideas about teaching as a profession (see Orientation readings by  HYPERLINK "SupportingDocuments/Darling-Hammond_TheRightToLearn.pdf" Darling-Hammond and  HYPERLINK "SupportingDocuments/Cuban_HowCanIFixIt.pdf" Cuban, for example). During the STEP year candidates have many opportunities to develop and demonstrate their professional perspectives in both coursework and fieldwork. Candidates learn how to assess student learning, set appropriately rigorous learning goals, and provide multiple ways for students to reach those goals. Therefore, assessments of the candidates pedagogical content knowledge, as well as their analyses of student learning, provide evidence of their professional commitment with regard to what students are capable of learning and doing. Assignments for courses like the subject-specific curriculum and instruction courses (for both STEP Secondary and Elementary), ED167: Educating for Equity and Democracy, ED246A-H: Secondary Teaching Seminar and Elementary Teaching Seminar, ED284: Teaching and Learning in Heterogeneous Classrooms, and ED244: Classroom Management provide additional evidence of candidates knowledge and understandings about students, learning, and the teaching profession. During the process of matching candidates to their field placements, they often express preferences for schools with traditionally underserved populations or schools undergoing significant reform efforts in support of educational equity. The formal observations, reflections, and quarterly assessments that occur throughout the year provide additional data from the university supervisors and cooperating teachers about the extent to which candidates act professionally in the field placement. Because candidates complete their clinical placement in settings where they work with diverse student populations, they have many opportunities to enact their commitment to equity and fairness. In the written reflections that candidates complete as part of formal observation cycles throughout the year, they often wrestle with issues of equity and their efforts to meet the needs of all students. Furthermore, STEP requires candidates to collect video from the field placement as they complete course assignments, supervisory observations, and the PACT Teaching Event. This video footage provides additional evidence of the ways that candidates dispositions are demonstrated in their interactions with students. By the end of the year STEP has gathered information from the sources described above to assess how candidates sense of professionalism has developed throughout the year. Candidates also complete an exit survey in June, in which they indicate where they will be teaching the following year (if known) and where they hope to teach in the future. The majority of candidates obtain jobs in schools where they will work with diverse students, with mixed academic achievement, and they express a desire to do so in the future as well. Most candidates express strong preferences for working with underserved students. (See HYPERLINK "SupportingDocuments/NCATE_Table1.5.doc"NCATE Table 1.5 for complete exit survey results.) In addition, at the beginning and end of each year, one of STEPs clinical associates asks candidates to create a visual representation of the teaching role, supplemented by responses to a set of questions. An analysis of these representations reveals significant changes over the year in candidates conceptions of teaching. For example, subject matter becomes much more central to the candidates' perceptions of the teaching profession. Candidates also move away from generic representations of students to representations that highlight student diversity. Furthermore, candidates showed a change in their perceptions about who assumes the central role in the learning process, shifting from an image of the teacher as the focal point to an image that puts students at the center of the representation. Finally, when STEP candidates complete the Summary Reflections for their graduation portfolios, they assess their progress with regard to the California Standards for the Teaching Profession and identify areas for their continued growth. These reflections consistently offer insights into their personal and professional growth throughout the program. Candidates describe how much they have learned about what students are able to learn and do, and they describe their efforts to create equitable classrooms. They acknowledge the challenges they face: meeting the needs of English language learners, counteracting status differences in the classroom, and making difficult content engaging to children and adolescents, among others. They also reveal how sincerely they have grappled with these challenges during the STEP year and how committed they are to meeting the needs of all students. They understand that these professional perspectives require a careful attention to students and to the dynamics of the classroom, as the excerpts below reveal: I am amazed at the things I can do now and that I have come to know. But it is just the beginning...What is the blueprint for building a space for education for freedom in my classroom? I know it will require a space where students feel they are a part of a learning community that is safe, respectful, and caring, and where their needs and identity are affirmed. I know it will require a space where students can collaborate as they are curious and creative and study things that are relevant to them as well as challenging and new to them (Lisette, Class of 2006). [My] strengths [in reflection and planning] are related to a third, being able to perceive students emotional, social, and intellectual experiences. I notice myself registering innumerable perceptions of my students: her eyes are upset today; he hasnt talked a lot this week; she really likes this book and is excited to tell me about it; shes not taking herself seriously or doesnt want to seem like a serious student; he thinks his group members think he is dumb; she doesnt know how to start this writing assignment; he is really anxious about the test; he didnt actually do the reading; she knows what to do, but her partner is treating her like she doesnt; he desperately wants some positive recognition; she has so much else on her mind today...Over time I have developed more ways to show that I care and ways to acknowledge what students are experiencing while also helping them to focus on class...I still want to grow in my ability to respond to students, but I know that the many ways that I am already listening helps me to be a better teacher (Kendra, Class of 2007). Candidates have many opportunities to develop an understanding of their legal and ethical obligations as classroom teachers. ED246: Secondary Teaching Seminar and Elementary Teaching Seminar meet in combined sessions to learn about guidelines for mandatory reporting and issues of mental, physical, and emotional health. Multiple Subject and Single Subject candidates collaborate to produce a Youth Resources Fair in which they present information about issues that affect students health and safety and create materials about these issues to share with their STEP colleagues (see HYPERLINK "SupportingDocuments/InvestigationOfResouresAndServicesForYouth_ED246F_Practicum_elem_fall07.doc"  Investigation of Resources and Services for Youth assignment). All candidates complete an assignment in which they examine the policies at their placement site for mandatory reporting of youth risk behaviors and for harassment, discrimination, and bullying. They also interview teachers about the challenges that arise in the enactment of these policies. This year STEP Elementary has piloted a module on professional ethics, led by Professor Eamonn Callan. The purpose of this workshop series is to help candidates prepare for the ethical dilemmas they will routinely confront in their professional lives. Candidates explore these challenges primarily through the analysis of case studies. All candidates have opportunities to learn about laws and policies that apply to particular groups of students. In ED388A: Language Policies and Practices, they examine the legal background and ramifications of various language policies and the differential learning and achievement outcomes of students who are English language learners. Candidates complete ED285X: Supporting Students with Special Needs, where they learn about the legal requirements for identifying and referring students with special needs, providing appropriate accommodations, and assessing student work. Through planned prerequisite and/or professional preparation, candidates learn about research on relationships between (1) the background characteristics of students and inequities in academic outcomes of schooling in the United States, and (2) teacher expectations and student achievement. All STEP candidates address this standard in ED167: Educating for Equity and Democracy and ED388A: Language Policies and Practices. Single Subject candidates also delve into this topic in ED240: Adolescent Development and Learning. Multiple Subject candidates explore similar issues in ED246E-H: Elementary Teaching Seminar throughout the academic year. This standard is also addressed explicitly in ED284: Teaching and Learning in Heterogeneous Classrooms under sessions devoted to Status problems and status treatments: The multiple ability treatment and assigning competence, Conditions for developing academic language in linguistically heterogeneous classrooms, and How do we know what they know? The course opens with a class debate on the issue of tracking. Through planned prerequisite and/or professional preparation, candidates learn the importance of challenging students to set and meet high academic expectations for themselves. Candidates learn how to use multiple sources of information, including qualitative and quantitative data, to assess students existing knowledge and abilities, and to establish ambitious learning goals for students. Both in their coursework and in their clinical placements, STEP candidates learn how to make their students learning the focus of their work. Their progression moves from analysis of individual student learning to examination of student work samples and then later to the development of a comprehensive assessment plan. Several courses require candidates to compile case studies or profiles of individual students, which must include assessment data gathered from a variety of sources (e.g., case study of a special needs student, case study of a child or adolescent, case studies of beginning readers, etc.). In the content-specific curriculum and instruction courses, candidates develop a repertoire of ways to assess student learning and provide feedback related to particular subject matter. The lesson plans and instructional sequences that candidates design in these methods courses provide evidence of how they understand student learning and how they might assess that learning in a variety of ways within that content area. In addition, other assignments for these courses often ask candidates to analyze the work of individual students. In the unit plan Single Subject candidates design an assessment plan for the unit, which includes a culminating assessment and the articulation of the criteria used to evaluate it. Candidates address more general topics about assessment during the winter quarter of ED246C and G: Secondary Teaching Seminar and Elementary Teaching Seminar. They learn about formative and summative assessments, standardized tests, performance assessments, rubrics, and the various definitions of authentic assessments. They analyze, critique, and design assessment tools that serve to diagnose students prior knowledge, to check for understanding, and to tap into students habits of mind. The culminating assignment for Single Subject candidates is the creation of an assessment plan and rationale for use during the candidates first year of teaching (see  HYPERLINK "SupportingDocuments/AssessmentAndGradingPolicyAssignment_ED246C.doc" Assessment and Grading Policy assignment). Multiple Subject candidates analyze the assessment practices of their field placements and design a rubric that can be implemented in the field (see  HYPERLINK "SupportingDocuments/WinterPracticumFinalProject_ED246G_elem_win08.doc" Winter Practicum Final Project). Throughout all STEP courses candidates have opportunities to grapple with issues of assessment, such as grading and its relationship to student motivation, or the tension between individual accountability and the evaluation of group products during group work (see, for example,  HYPERLINK "SupportingDocuments/ED284_Heterogeneous_sec_win08.doc" syllabus for ED284: Teaching and Learning in Heterogeneous Classrooms). The practical aspects of how candidates provide ongoing, sound feedback to students, how candidates help students self-assess using criteria and standards, and how candidates plan assessments at key junctures of their courses are perennial topics in class discussions, in the small supervisory groups led by the university supervisors, and in conversations with the cooperating teachers. Candidates learn how to make curricular and instructional choices based on what they discover about their students learning. The quarterly assessments collect evidence of assessment practices in the field placement under CSTP Standard 5 (Assessing Student Learning). One component of PACT is the Student Learning Commentary. Candidates present a whole-class analysis of student performance on an assessment for their instructional sequence. They also draw on evidence from the work samples of 2-3 diverse learners, including one English language learner. The candidates then analyze the learning with regard to student strengths and needs, as well as from the perspective of student progress in relation to the instruction (see PACT Student Learning Commentaries in Graduation Portfolios). The Student Learning Commentary provides evidence of each candidates ability to assess and analyze student learning at the end of the STEP year. Through planned prerequisite and/or professional preparation, candidates learn why and how to consider students prior knowledge, experiences, abilities and interests as they plan academic instruction. Through instruction and coaching, candidates assume the responsibility to maximize each learners achievements by building on students prior instruction and experience. As described above, this standard is addressed in ED246A-H: Secondary Teaching Seminar and Elementary Teaching Seminar. Furthermore, candidates consider why and how to take into account their students prior knowledge, experiences, abilities and interests as they develop plans for increasingly longer and complex learning segments, carry out those plans, and reflect upon the outcomes. Candidates are supported in this work by their instructors for the subject-specific curriculum and instruction courses and by their cooperating teachers and university supervisors in the field placements. Through planned prerequisite and/or professional preparation, candidates learn about the professional responsibilities of teachers related to the personal, social and emotional development of children and youth, while emphasizing the teachers unique role in advancing each students academic achievements. As described in 12(a) above, throughout the STEP year candidates have numerous opportunities to learn about and to demonstrate their understanding of the professional responsibilities of the teacher to support the personal, social, and emotional growth of their students. The conditions for students personal, social and emotional growth are considered in courses where candidates write case studies of children or adolescents (e.g., ED240: Adolescent Development and Learning, ED144X: Child Development and Schooling, ED228E: Becoming Literate in School I, ED263E: Quantitative Reasoning and Mathematics I, ED388A: Language Policies and Practices, ED285X: Supporting Students with Special Needs). Candidates develop an understanding of the unique role of the teacher in advancing each students academic achievements. Over the course of the STEP year, they develop a strong sense of efficacy regarding their contributions to the learning of their students that they carry with them into their first years of teaching. Alumni survey data show that 91% of survey respondents, all of whom graduated between 2003 and 2007, continue to teach, and 84% teach in public schools (including public charter schools). Many survey respondents (60%) teach in schools where students of color comprise the majority of the student population, and an additional 24% teach in schools where the proportion of students of color ranges from 26-50%. Of the respondents, 55% teach in schools with significant proportions of English language learners, and 68% teach in schools with significant proportions of low-income students. Survey respondents report feeling efficacious in working with students from diverse backgrounds, and they accept responsibility for meeting the learning needs of all students. For example, 79% agree or strongly agree with the statement If I try hard, I can get through to almost all my students, and 72% agree or strongly agree with the statement, I am confident of my ability to teach all students at high levels. The majority of respondents (83%) agree or strongly agree with the statement, I am confident I am making a difference in the lives of my students. Respondents also feel adequately prepared, well prepared, or very well prepared to evaluate the effects of their actions and modify plans accordingly (98%). Employer survey data suggest that graduates are prepared to support student learning, reflect on practice, and assume leadership roles in the schools. They rate graduates as adequately prepared, well prepared, or very well prepared to work with parents and families to support student learning (97%), conduct inquiry or research to inform teaching decisions (100%), and to evaluate the effects of their actions and modify plans accordingly (97%). Through planned prerequisite and/or professional preparation, candidates learn the benefits for students of collaborative, collegial planning by teachers and other adults in K-12 schools. On multiple occasions, each candidate works closely with one or more colleagues to design and deliver effective, coordinated instruction. An ethos of collegiality and mutual interdependence permeates the STEP cohort. One of the mottos of STEP is We are our own best resources. Candidates are urged to work together on assignments, and courses use multiple variations of discussion and activity groups. Supervisory groups are specifically designed as a way to learn how to engage in collegial work. The development of strong collegial relationships with cooperating teachers and supervisors is an essential component of STEP. Many STEP courses require candidates to work in groups on core assignments. For example, in ED284: Teaching and Learning in Heterogeneous Classrooms candidates create an assignment to be taught to the class with a STEP colleague (see  HYPERLINK "SupportingDocuments/FinalProject_ED284_HetClssrms_win08.doc" Final Project). In 246B and F: Secondary Teaching Seminar and Elementary Teaching Seminar candidates work together in small groups to prepare materials to share with colleagues in the STEP Youth Resources Fair. In ED246B and F: Secondary Teaching Seminar and Elementary Teaching Seminar, candidates conduct reciprocal observations with classmates in which they observe, discuss, and reflect upon each other's classroom instruction. Multiple Subject candidates work in groups as they design instructional sequences for course assignments such as ED263: Quantitative Reasoning and Mathematics. ED166: The Centrality of Literacies in Teaching and Learning, taught in conjunction with the summer school teaching experience, asks candidates to plan, teach and debrief literacy strategies with their colleagues. Finally, the quarterly assessments address Standard 6 of the California Standards for the Teaching Profession, which focuses on the development of professional educators. For the summer clinical placement, candidates are placed at the Santa Clara/ STEP Summer School in cooperating teachers classrooms in pairs and groups of three to begin the clinical teaching experience as collaboratorsobserving, planning, teaching, and assessing student work together. In addition, the vast majority of the cooperating teachers working in STEP see themselves as part of a collaborative team by grade span, department, or other areas of professional affiliation. Candidates are encouraged to participate in and learn from these professional communities. Results of graduate surveys provide additional evidence of STEPs commitment to community and collegiality. Graduates frequently report keeping in touch with fellow graduates and with program faculty and staff after graduation (see  HYPERLINK "SupportingDocuments/STEP_AlumniSurvey2008.htm" Alumni survey).      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_Hlt194885757 _Hlt194885758 _Hlt194885786 _Hlt194885787 _Hlt194885898 _Hlt194885899''^@@@@@@''^ , - | } ?Ei p x'y'E:F:];^;<<VV.X5X6X?X@XKXYY\\]]]]]]]]]]]]]]]^^, - | } x'y'E1O1E:F:];^;<<KKCOfOVVpWMX]]]]]]]]]]]]]]]^^333, - | } x'y'E:F:];^;<<VVpWLX]]]]]]]]]]]]]]^^, - | } x'y'E:F:];^;<<VV.X5X]]^thh^h`()h^h`56CJOJQJo(12() |iz#+17>}7LeFHY3|x0b8H#c'urezr.X^Uc@x/S ^@UnknownGz Times New Roman5Symbol3& z Arial3z TimesS PalatinoBook AntiquaY New YorkTimes New Roman"1hfffO/O/!4d]]s2qHP ?v 2dProgram Standard 12: Professional Perspectives Toward Student Learning and The Teaching ProfessionElizabeth Cheslerbleslie  Oh+'08DPd t    hProgram Standard 12: Professional Perspectives Toward Student Learning and The Teaching ProfessionElizabeth Chesler Normal.dotbleslie2Microsoft Office Word@@Vgٔ@:y+@:y+O՜.+,D՜.+,d hp  EDell Computer Corporation/]' eProgram Standard 12: Professional Perspectives Toward Student Learning and The Teaching Profession Title,  8@ _PID_HLINKSA<%K../../../Local Settings/Temp/SupportingDocuments/STEP_AlumniSurvey2008.htm +AY../../../Local Settings/Temp/SupportingDocuments/FinalProject_ED284_HetClssrms_win08.doc ~S../../../Local Settings/Temp/SupportingDocuments/ED284_Heterogeneous_sec_win08.doc 5Xc../../../Local Settings/Temp/SupportingDocuments/WinterPracticumFinalProject_ED246G_elem_win08.doc O-a../../../Local Settings/Temp/SupportingDocuments/AssessmentAndGradingPolicyAssignment_ED246C.doc R }../../../Local Settings/Temp/SupportingDocuments/InvestigationOfResouresAndServicesForYouth_ED246F_Practicum_elem_fall07.doc B& D../../../Local Settings/Temp/SupportingDocuments/NCATE_Table1.5.doc TbH../../../Local Settings/Temp/SupportingDocuments/Cuban_HowCanIFixIt.pdf /WU../../../Local Settings/Temp/SupportingDocuments/Darling-Hammond_TheRightToLearn.pdf 8 K../../../Local Settings/Temp/SupportingDocuments/STEP_MissionStatement.doc   !"#$%&'()*+,-./0123456789:;<=>?@ABCEFGHIJKMNOPQRSTUVWXYZ[\]^`abcdefhijklmnqRoot Entry F-,sData D1TableL%WordDocument;SummaryInformation(_DocumentSummaryInformation8gCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q