ࡱ> '` ibjbjLULU r.?.?ra> > > > > > > $b >>>P>LF?|b P@PAfAfAfAEB eB qB P P P P P P P$RhU /P> yBABEByByB/P> > fAfADPGGGyB> fA> fA PGyB PGGrJT> > KfA@ @\0>OCEKLZP0PSK2&V=Dt&VK&V> KyByBGyByByByByB/P/PFRyByByBPyByByByBb b b 2<b b b <b b b > > > > > >  CCTC Program Standard 6: Opportunities to Learn, Practice and Reflect on Teaching in All Subject Areas The professional teacher preparation program provides multiple opportunities for each candidate to learn, practice and reflect on each Teaching Performance Expectation (TPE). Embedded in the planned curriculum of coursework and fieldwork are formative assessments of each candidates performance on pedagogical assignments and tasks, similar to those used in the institutions teaching performance assessment (TPA). Formative assessment activities are designed to contribute to the candidates overall demonstrations of competence and the capacity to pass the performance assessment embedded in the program. 6 (a) The program provides a systematic, comprehensive curriculum that offers each candidate multiple opportunities to learn, practice and reflect on each Teaching Performance Expectation (TPE) and to understand important connections and practical relationships among the elements of coherent professional practice. The following matrix demonstrates how the Teacher Education Program (STEP) curriculum provides multiple opportunities for each candidate to learn, practice, and reflect on the TPEs. Figure 6.1 Alignment Between STEP Curriculum and Teaching Performance Expectations CURRICULUM COMPONENTTEACHING PERFORMANCE EXPECTATIONS ADDRESSEDSTEP Secondary CoursesED166: The Centrality of Literacies in Teaching and LearningTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 12: Professional, Legal and Ethical Obligations ED240: Adolescent Development and Learning TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 8: Learning about Students TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations ED263A, B, and C: Curriculum and Instruction in Mathematics ED262 A, B, and C: Curriculum and Instruction in English ED264A, B, and C: Curriculum and Instruction in World Languages ED267 A, B, and C: Curriculum and Instruction in Science ED268 A, B, and C: Curriculum and Instruction in History-Social ScienceTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional Growth ED244: Classroom ManagementTPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional GrowthED284: Teaching and Learning in Heterogeneous ClassroomsTPE 4: Making Content Accessible TPE 5: Student Engagement TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 11: Social Environment TPE 12: Professional, Legal and Ethical ObligationsSTEP Elementary CoursesED228E, F, and G: Becoming Literate in School I, II, and III ED228H: Literacy, History, and Social Science ED263 E, F, and G: Quantitative Reasoning and Mathematics I, II, and III ED 267E: Development of Scientific Reasoning and KnowledgeTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional Growth ED244E and F: Elementary Classroom Culture and ManagementTPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional GrowthSTEP Elementary and STEP Secondary Shared CoursesED167: Educating for Equity and DemocracyTPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional GrowthED285X: Supporting Students with Special NeedsTPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 8: Learning about Students TPE 9: Instructional Planning TPE 11: Social Environment TPE 12: Professional, Legal and Ethical ObligationsED388A: Language Policies and PracticesTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 12: Professional, Legal and Ethical ObligationsCLINICAL WORKED246E, F, G, and H: Elementary Teaching Seminar ED246A, B, C, and D: Secondary Teaching Seminar Clinical Placement TPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: Social Environment TPE 12: Professional, Legal and Ethical Obligations TPE 13: Professional Growth PACT Teaching EventTask 1: Context for LearningTPE 7: Teaching English Learners TPE 8: Learning about Students Task 2: Planning Instruction and AssessmentTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning about Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 12: Professional, Legal and Ethical Obligations Task 3: Instructing Students and Supporting LearningTPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally-appropriate Teaching Practices TPE 7: Teaching English Learners TPE 10: Instructional Time TPE 11: Social Environment Task 4: Assessing Student LearningTPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 13: Professional GrowthTask 5: Reflecting on Teaching and LearningTPE 7: Teaching English Learners TPE 8: Learning about Students TPE 13: Professional Growth 6(b) During the programs coursework and fieldwork, each candidates assignments and tasks include well-designed formative assessments that resemble the pedagogical assessment tasks in the embedded teaching performance assessment (TPA). Each candidate is provided informative, helpful feedback regarding their progress toward meeting the TPEs, and this feedback contributes to each candidates preparation for the performance assessment. STEP uses a variety of formative, ongoing performance assessments, as well as a rigorous summative assessment, for graduation and recommendation to the CCTC for credentialing. In addition to satisfactory completion of coursework, the major summative assessment is the Performance Assessment for California Teachers (PACT) Teaching Event. (See Standards 19-21.) From the beginning of the STEP year, candidates participate in tasks and assignments designed to help them develop the knowledge and skills necessary for successful completion of the teaching performance assessment. In particular, in their year-round clinical placements, candidates have opportunities to engage in the teaching cycle (planning, instructing, assessing, reflecting) on which the TPA is based. Initially, candidates prepare and implement brief episodes of instruction, such as a read-aloud or a mini-lesson in a particular content area. Over the course of the year, instructional episodes increase in length, depth, and complexity. End-of-quarter assessments of candidates accomplishments in coursework and in clinical practice are routine and unambiguous transition points. Some transition points apply to the cohort as a whole (e.g., end-of quarter assessments), while others are dependent on candidates individual level of progress and readiness (e.g., advancement to independent student teaching). In addition, periodic reviews of candidates performance occur based on diagnosis of individual candidates needs. A university-wide record-keeping system enables the program directors and the STEP credentialing analyst to review individual candidates unofficial academic transcripts at any time during the academic year. Regular end-of-quarter inspections of candidates earned grades by program directors provide a good measure of their academic progress. Furthermore, STEP instructors routinely communicate with program directors about candidates progress in their courses. Final course grades reflect candidates work throughout the quarter. In most, if not all, STEP courses, there are multiple assessments of candidates mastery of the content of the course. Candidates keep logs about their readings and write journal entries that describe events in their clinical placements and how these events relate to the content of their courses. They prepare multiple drafts of their case studies and receive feedback from instructors and peers. In conferences with peers, they present their work-in-progress and benefit from their colleagues feedback. In addition, they provide collegial feedback to one another on their unit plans and conduct reciprocal observations during fall and spring quarters (see course syllabi and assignments). Satisfactory progress in clinical work is documented and reported by supervisors and by cooperating teachers based on classroom observations, regular meetings, and candidates written reflections. Supervisors conduct at least nine formal observations of each STEP candidate across three quarters using a standards-based rubric as a guide. Each quarter at least one of these observations is videotaped. These observations and ongoing classroom work inform three formal quarterly assessments that are completed by cooperating teachers and university supervisors. These quarterly assessments are based on the California Standards for the Teaching Profession, which parallel the Teaching Performance Expectations. Cooperating teachers and university supervisors use this assessment instrument to scaffold and evaluate candidate performance throughout a year-long placement in which student teachers move from observing classrooms and co-teaching to fully independent student teaching. In the quarterly assessments, cooperating teachers and university supervisors provide written comments and specific examples that explain their ratings. The candidates review the assessments with their cooperating teachers and university supervisors to enhance reflection and set goals for professional growth. Candidates also have frequent planning and debriefing meetings with their cooperating teachers. (For additional description and detail about the phases of clinical work, the observation cycles, and the assessment instrument, please see Program Standard 15.) At the end of each quarter, the STEP Secondary director and STEP Elementary director review all quarterly assessments from both cooperating teachers and university supervisors. By the end of the academic year, candidates are expected to meet each standard at a level designated as proficient on the rubric. The final set of quarterly assessments in the spring quarter includes a summary recommendation from the cooperating teacher and university supervisor that program directors take into account in the final decision about eligibility for credentialing by the CCTC. Candidates progress in their placements is also part of their final grades for ED246A, B, C, and D: Secondary Teaching Seminar and ED246E, F, G, and H: Elementary Teaching Seminar. The structure of the student teaching experience relies on the concept of graduated responsibility (see  HYPERLINK "SupportingDocuments/GraduatedResponsibility.doc" Graduated Responsibility document). The cooperating teacher, university supervisor, and candidate negotiate an integration plan (see  HYPERLINK "SupportingDocuments/IntegrationPlan_07-08.doc" Integration Plan) that outlines how the candidate will engage in co-planning and co-teaching from the very beginning of the school year. As their teaching responsibilities increase over time, candidates advance to independent student teaching (see HYPERLINK "SupportingDocuments/AdvancementToIndependentDailyStudentTeaching.doc"Advancement to Independent Daily Student Teaching form). For Single Subject candidates this period begins after agreement by the candidate, supervisor, and cooperating teacher. It lasts for a minimum of six to eight weeks (usually longer), during which the candidate takes full responsibility for the planning, instruction, and assessment in the primary placement class while continuing to co-teach in the second placement class. The period of independent student teaching for Multiple Subject candidates takes place at a designated point during the school year (usually towards the end of the school year) and lasts for two weeks, during which candidates have responsibility for full days of instruction. A candidate is advanced to independent student teaching based on his or her readiness as assessed by the cooperating teacher and the university supervisor. Members of the STEP staff ensure that candidates feel ready to assume greater responsibility in their placement and have the continued support and feedback of the cooperating teacher. Advancement to independent student teaching is also dependent on recommendations by the cooperating teacher and university supervisor. The director for clinical work and the STEP director finalize the process by reviewing candidates progress in the program overall. As mentioned above, candidates progress and records are discussed weekly in meetings of an advisement team that consists of program directors and clinical associates. In those rare cases where a candidates development falls short of the programs standards, special care is taken to ensure fair treatment of the candidate. To that end STEP has developed a formal process by which to address concerns that may arise about a candidates suitability for teaching (see  HYPERLINK "SupportingDocuments/GuidelinesForReviewingConcernsRegardingSuitabilityForThePracticeOfTeaching.doc" Guidelines for Reviewing Concerns Regarding Suitability for the Practice of Teaching). The steps of this process include personal communication with the candidate by one of the directors, an informal hearing, and a formal hearing. Every effort is made to resolve the issue without proceeding to a formal hearing. However, should a formal hearing be necessary, all involved parties have the opportunity to present relevant evidence. Should a candidate have concerns about the fairness or accuracy of any part of STEPs assessment system, he or she may employ the grievance procedures available to all graduate students ( HYPERLINK "http://www.stanford.edu/dept/DoR/GSH/Sec3h.html" http://www.stanford.edu/dept/DoR/GSH/Sec3h.html). Candidates reflections on supervisors feedback after an observation are an additional source of information about candidates performance in their placement. University supervisors read these reflections and bring potential problems to the attention of the directors, who also read many of the reflections. When a university supervisor is concerned about a candidates teaching performance, he or she will discuss the problem with the director for clinical work, who then brings the issue to the advisement team. Often the directors, and sometimes STEP instructors, visit the candidates classroom to provide additional information and advice. Such personalized and close advisement and monitoring of candidate progress throughout the program and over the course of the year is a hallmark of STEP. Frequent conversations among instructors, supervisors, and program staff, in addition to periodic reviews of records, ensure that the program meets candidates individual needs and addresses any difficulties in a timely fashion. Evidence of this process can be found in candidates files. The STEP Graduation Portfolio represents the culmination of the candidates work during the program. The PACT Teaching Event included in the portfolio is a major summative assessment in STEP. In addition to the Teaching Event, the portfolio includes key assignments from courses such as the child and adolescent cases, the classroom management plan, and the parent communication plan. A central piece of the portfolio is the PACT Teaching Event. Single Subject candidates present these portfolios to a jury that includes at least one member of the STEP faculty, the university supervisor, often the cooperating teacher, and one of their colleagues. The STEP Exhibition and Graduation Portfolio further support standards-based conversations about teaching practice and encourage candidates to develop as professional educators (see  HYPERLINK "SupportingDocuments/STEP_GraduationPortfolio_2008.doc" STEP Graduation Portfolio and  HYPERLINK "SupportingDocuments/STEP_Exhibition.doc" STEP Exhibition). Program completion is based on the submission of the Graduation Portfolio, satisfactory completion of all coursework, a passing score on PACT, and recommendations by the cooperating teacher and the university supervisor. 6(c) In the program, formative and summative assessment tasks that address the full range of pedagogical competencies that comprise the program are part of the fabric of ongoing coursework and field experiences. For evidence of this standard STEP, see Table 6.2 on the following page. This table provides an overview of the assessment system developed by STEP to document and monitor candidate performance. It also shows how individual data about candidates are aggregated to provide information for purposes of program evaluation and improvement. Table 6.2 STEPs Assessment System Transition Point in Program Individual Level AssessmentsProgram Level AssessmentsAnalysis of Assessment DataAction StepsAdmissionsAcademic preparation and promise Subject matter competence Experience with and dispositions toward children/adolescents and the teaching profession Yield from recruitment initiatives Data about applicant/admitted/ enrolled cohort Analysis of cohorts overall subject matter preparation Are high academic standards for cohort maintained? Is STEP attracting candidates committed to teaching? Is STEP attracting and enrolling candidates in high-demand subject areas? Is STEP attracting and admitting a diverse pool?Plan, execute, and extend recruitment efforts, especially for underrepresented groups and subject areas Update brochures and websites Publicize fellowships and loan forgiveness programsEntry to Clinical PracticeCertificate of completion (fingerprinting, background check, TB test) Examination of candidates profile to determine summer school placement Assessment of summer school performanceInventory of cohort progress toward certificates of completion Evaluation of summer school programsAre candidates submitting information for the certificate of clearance in a timely fashion? How successful are summer school experiences for P-12 students, cooperating teachers, and teacher candidates?Communicate requirements for certificate of clearance in acceptance packet Debrief summer school programs and identify improvements for next yearOngoing (Coursework and Clinical Practice)Progress on integration plan Feedback from cooperating teachers and university supervisors Formal observations (three per quarter) Quarterly assessments Informal and formal check-ins with STEP directors (November and February) Discussions among instructors, supervisors, program staff about individual progress Evaluation of quality and appropriateness of field placements Patterns identified in quarterly assessments Review of graduated responsibility and cohorts progress toward independent student teaching Review of course grades Feedback on cooperating teachers and supervisors Overall results of November and February check-insTo what extent are candidates demonstrating progress toward proficiency in the standards? What are the relationships between STEP and its placement schools? How well are placements meeting the needs of candidates and cooperating teachers?Assess support structures for all candidates Refer candidates to subject matter resources as needed Determine appropriate supports for candidates who are struggling Expand pool of cooperating teachers and supervisors; provide professional development for these groups Increase number of partner schools, especially for elementary program  Transition Point in Program Individual Level AssessmentsProgram Level AssessmentsAnalysis of Assessment DataAction StepsIndependent Student TeachingCompletion of subject matter requirements (CSET or approved subject matter program) Recommendations of cooperating teacher and supervisor Completion of first aid/CPR requirementsPass rates for CSET Data about candidate performance in clinical placement (see above)Is advising and support for subject matter preparation adequate? Do candidates need additional coursework? How do candidates perform when they take full responsibility in the placement?Intensify monitoring of candidates performance in clinical placements Devise interventions for candidates with inadequate progressExit from Clinical PracticeFinal quarterly assessment PACT portfolioAggregate PACT scores Review of final quarterly assessments and recommendations for credentialWhat candidate strengths and areas for growth do the PACT data reveal?Propose appropriate changes to STEP courses and/or curriculumProgram CompletionTeaching Event (portfolio and presentation) Graduation Portfolio Successful completion of courses Fulfillment of Masters degree requirements Recommendations for credential from cooperating teacher and supervisor U.S. Constitution requirement RICA (elementary) Spanish Language Proficiency exam (BCLAD candidates) Ethno-history exam (BCLAD candidates)Completion rates for cohort Rate of eligibility for credential Pass rates for RICA (elementary) and BCLAD exams STEPping Out exit survey What is the overall quality of the teaching event presentations and graduation portfolios? What does this suggest about the programs design and curriculum? What do candidates say about their experience in STEP? What do data about completion rates reveal?Propose appropriate changes to program, including STEP courses and/or curriculum Report data to administration and members of STEP communityPost-GraduationSurveys of graduates Induction support for graduates teaching in small charter schools (Teachers for a New Era)Surveys of graduates and employers Research on graduates practice and career paths What do survey data and research reveal about the strengths of the program? 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