California State University, Fullerton...where learning is preeminent

California State University Fullerton’s teacher education programs are guided by the University’s mission statement, the College of Education’s conceptual framework and the Department theme; these are stated below.  Our Multiple Subject Credential Program provides a purposeful, developmental sequence of coursework and field experiences; designed to provide our candidates extensive opportunities to demonstrate teaching abilities using the state-adopted content standards. Through these opportunities our candidates develop techniques for assessment of student progress, knowledge and understanding of the basic foundations of education, pedagogical competency as defined by the Teaching Performance Expectations and -documented by passage of the California Teaching Performance Assessment. Our candidates exit the program with the knowledge, skills and dispositions that reflect their ability to meet the program outcomes and move into the field of teaching as knowledgeable and competent specialists, reflective and responsive practitioners, and committed and caring professionals.

  Program Standard 1:   Program Design

The professional teacher preparation and its prerequisites include a purposeful, developmentally designed sequence of coursework and field experiences that effectively prepare candidates to teach all K-12 students and understand the contemporary conditions of schooling.  The sequenced design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of teacher education.  By design, the program provides extensive opportunities for candidates to (a) learn to teach the content of the state adopted K-12 academic content standards to all students; to use state-adopted instructional materials; and to assess student progress and to apply these understandings in teaching K-12 students; (b) know and understand the foundations of education and the functions of schools in society; and (c) develop pedagogical competence as defined by the Teaching Performance Expectations (TPEs) provided in the Appendix.  A Teaching performance assessment that fairly, validly and reliably assesses the TPEs is embedded by design in the program.

Program Elements for Standard 1

1 (a)     The design of the program and the selection of prerequisites are clearly grounded in a well-reasoned rationale, which draws on sound scholarship and theory anchored to the knowledge base of teacher education, are articulated clearly, and are evident in the delivery of the program’s coursework and fieldwork.

At California State University, Fullerton, candidates for the Multiple Subject Credential Program (MSCP) complete an undergraduate bachelor’s degree program with a major other than education and a two- or three-semester field-based credential program. Most students enter post-baccalaureate, with the exception of candidates in the Streamlined Teacher Education Program (STEP). These students enter having completed coursework for their major, but receive their degree upon successful completion of the credential program. The MSCP provides both campus coursework and public school classroom experiences that are carefully monitored for maximum coordination and are undergirded by a clear philosophy.  Each candidate is evaluated regularly on both competency and performance by campus instructors, university supervisors, and master teachers.

Overview

At the most general level, California State University Fullerton’s teacher education programs are guided by the University’s mission statement, which states:

The University

Learning is preeminent at California State University, Fullerton (CSUF).  We aspire to combine the best qualities of teaching and research universities where actively engaged students, faculty and staff work in close collaboration to expand knowledge.  The inherent purpose of the University is to extend refine, and diffuse knowledge.

The Students

The quality of the educator is the most critical variable in education.  It is our central premise that educators possess a wide constellation of knowledge and skills.  These include knowledge of the subject taught, understanding of development and learning, pedagogical skills in communicating knowledge, and awareness of the social and political contexts of schools.  Educators must also possess a commitment to lifelong learning, respect for all individuals enriched by an understanding of culture and diversity, and a professional commitment to working collaboratively with other professionals to provide the highest quality education to a diverse multicultural population.

The Faculty

The faculty at CSUF is committed to excellence in teaching and demonstrates the highest standards of ethical practice.  Our faculty model interactive, dynamic teaching and inquiry that promote reflective practice based on sound research coupled with a knowledge of real world problems.  At CSUF, learning expands beyond the classroom to include partnerships within the community.

Key themes from this statement are echoed more specifically in the conceptual framework of the College of Education. The core values that ground this framework are reflected in the mission statement of the College:

Our mission is to teach, to serve, and to engage in scholarship. We teach our students to be critical thinkers and lifelong learners. We prepare professionals who improve student learning, promote diversity, make informed decisions, engage in collaborative endeavors, maintain professional and ethical standards, and become change agents in their workplaces. We engage in scholarly work that informs the profession and serve the educational community by providing applied scholarship.

At the most specific level, the Multiple Subject Credential Program (MSCP) is designed around the theme of the Department of Elementary and Bilingual Education.  This theme provides a sound theoretical and scholarly rationale for the credential program.  The Department of Elementary and Bilingual Education’s theme is based upon three strands:  Equity and Excellence, Community and Social Change, and Knowledge and Wisdom.

Equity and Excellence – We are committed to uphold the ideals of respect for the dignity and inherent worthiness of each person.  We value all aspects of human development and emphasize the diverse gifts, needs, and interests of each learner. We embrace and are committed to the inclusion of multiple perspectives, voices, cultures, languages, values and knowledge.  We develop and model varied learning and teaching methodologies in our classes.  

Community and Social Change – We are committed to developing reflective and ethical leaders with a global perspective.  Through reflective practices and a focus on lifelong learning, we prepare students to act as change agents as they influence decision making in schools and communities.

Knowledge and Wisdom –We are committed to a philosophy of preparing educational leaders through a course of study that bases practice upon knowledge of current research in curriculum and instruction.  We further embrace the notion of knowledge being acquired through a variety of past and current experiences, methods and processes such as curiosity, critical thinking, and self-reflection.

The Department theme, the College of Education conceptual framework, and the mission of the University emphasize the active and personal nature of learning and the importance of learning and acting within a social context.  Indeed, California State University Fullerton’s Multiple Subject Credential Program emphasizes collaborative learning, reflecting upon one’s actions, and empowering learners to reach their full potential.  We encourage candidates to be active in the profession of education long before they are credentialed, and we expect them to make positive differences in the settings where they complete fieldwork, student teaching, and where they are hired.  Faculty members model the kinds of attitudes, behaviors, and commitments we hope to see in our candidates, and one of the strongest points of the program is that every Multiple Subject candidate (including interns, BCLAD, and STEP candidates) is educated in a cohort of about 30 where they work closely with a small, stable faculty team.  This structure allows the Department to convey its commitment to the appropriate preparation of every candidate.

Both the Department theme and the College philosophy emphasize preparation of candidates for diverse environments. The Multiple Subject Credential Program encourages candidates to develop the knowledge, skills and dispositions to reflect upon their practice and to improve educational experiences for all students with appropriate accommodations for their gender, socioeconomic, linguistic, cultural backgrounds, disability or physical conditions.  In order to meet the specific needs of diverse children, the Multiple Subject Credential Program draws from the works of James Cummins, Stephen Krashen, Merrill Swain, Christine Bennett, Sonia Nieto, James Crawford, Christian Faltis, and James Banks in ways consistent with this theme.

As regards preparation to teach English learners, we believe that learners should fully develop cognitive and academic abilities in their native language whenever possible, while simultaneously developing English language abilities that are appropriate to age and stage of development.  Once a sufficient level of cognitive development has occurred in the native language, transfer to the second language can take place.  In addition to native language instruction, learners should be provided with English Language Development instruction and specially designed content area instruction that provides comprehensible input for English learners. Preparation to teach English learners occurs throughout the Multiple Subject Credential Program (MSCP) via focused instruction for English learner needs, as well as in one course (EDEL 434) specifically devoted to this area of teacher preparation. In addition, the MSCP offers candidates credential preparation for either a Spanish BCLAD or Asian BCLAD Emphasis.

We believe that all English learners, whether or not they have the benefit of native language instruction, should be provided with a meaningful and rich English language environment that provides comprehensible language input, fosters high student motivation and engagement, promotes high self esteem and low anxiety, and provides multiple opportunities to engage in meaningful linguistic output.  Developing community and family involvement are also critical.

We believe that many parallels exist between first and second language development; for example, language learning occurs in stages and language emerges naturally on its own given a supportive environment. 

We also believe that teachers need to have knowledge and skills to provide input that allows for the scaffolding of language development both for English speakers and English learners.  Teachers can provide a rich learning environment by displaying dispositions and engaging in practices that provide a culturally sensitive learning environment, that promote dignity and respect for all learners, and that provide ample opportunities for all students to fully develop their learning potential.

Design of the Program

Based upon the College’s conceptual framework and Department’s theme, the program stresses a logical sequence among the critical components of teacher education, such as subject matter preparation, pedagogical instruction, fieldwork observation and participation, and student teaching.  It is responsive to contemporary educational concerns, and it provides for strict coordination of the varied administrative components including admission, candidate assessment, and program evaluation.

Before seeking admission to the Multiple Subject program, candidates prepare in the subject matter by:

·        Completing general education requirements, including the cultural diversity requirement (EDEL 325) and introduction to teaching requirement (EDEL 315) of 3 units each

·        Majoring in a subject other than professional education

·        Having no more than 6 units remaining in the undergraduate major

·        Having a GPA of at least 2.75 (last 60 units)

Subject matter competence is verified by a passing score on the California Subject Examinations for Teachers (CSET). Additional admission requirements apply; these were presented in the Common Standards for our Programs and previously approved by the CCTC.

Candidates who wish to seek admission to the Multiple Subject Credential Program (MSCP) must take the following prerequisite courses, as described in the general catalog:

·        EDEL 315  Introduction to Elementary Classroom Teaching:  Lecture (3 units) *Previously EDEL 315 A and B*

An exploratory course with field assignments for students considering career in elementary school teaching.  Includes on campus seminars and overview of admission requirements for the Multiple Subject Credential Program.  Students taking this course to meet the prerequisite for either the Multiple Subject or the Special Education Credential Program must earn a grade of “B” (3.0) or better.  Fieldwork required.

·        EDEL 325 Cultural Pluralism in Elementary Schools (3 units) *Previously EDEL 425 *

      Topics covered in this course include:  Examination of one’s own beliefs and values, history/traditions of cultural groups, classroom practices and materials that promote equity, strategies for learning about students, and assessment of multicultural education programs.  Fieldwork required.

·        One of the following in human development:

1.      CAS 101  Introduction to Child and Adolescent Development  (3 units)  Overview of major concepts and related professional opportunities. Practical applications will be considered within different biological, familial, social, and cultural contexts to facilitate understanding of influences on developmental outcomes.

2.   CAS 312  Human Growth and Development  (3 units) Prerequisite: Psychology 101 or consent of instructor. Biological/ physical, socio-emotional, cognitive development across the lifespan.

3.   CAS 315  Child Development (3 units)  Prerequisite: Completion of the General Education Category III.C.1. Examines major concepts, principles, theories, and research related to cognitive, linguistic, social, emotional, and physical development from birth through adolescence; emphasizes developmentally appropriate practices.

4.   CAS 325A  Conception through Age 8  (3 units) Prerequisites: Child/Adolescent Studies 101, 300, 301. Research, theories and their application to biological/physical, socio-emotional, and cognitive development from conception through age 8.

                                                      AND

      CAS 325B Age 9 through Adolescence  (3 units) Prerequisites: Child/Adolescent Studies 101, 300, 301, 325A. Research, theories and their application to biological/physical, socio-emotional, and cognitive development from age 9 through adolescence.

5.   PSYCH 361 Developmental Psychology  (3 units) 

Prerequisite:  Psychology 101.  Psychological and physical development.  theories, methods and research findings regarding the development of perception, cognition, learning, personality and social behavior.

Then, upon admission to the Multiple Subject Credential Program, candidates are assigned to an instructional cohort, called a “block.”  Although the same philosophy and requirements apply to all blocks, instructional blocks vary in format. The differences among these blocks are described below, but their commonalities are many.  Each block contains approximately 30 candidates and a team of approximately three to four method course instructors and several part-time field supervisors.  Everyone in the block remains together for the full length of the program, unless special circumstances necessitate a change.  The coursework of the professional preparation program is integrated with work in the field throughout the entire length of the program, beginning in most cases in the first weeks of instruction.

In each semester of their program, candidates engage either in fieldwork, student teaching, or a combination of the two.  During the field experiences, candidates develop pedagogical competence as defined by the Teaching Performance Expectations and demonstrate an ability to use state-adopted instructional materials.  All field experiences are coordinated within the block, with instructors dividing up the teaching and supervision responsibilities.  The faculty team places candidates at schools assigned to the block.  Generally speaking, the block leaders and/or supervisors help to screen the master teachers at these schools and conduct a master teacher training session. 

Description of Blocks

Two-semester blocks.  Some blocks prepare candidates for the Multiple Subject Credential in two semesters.  In these blocks, 18 units of coursework are required in the first semester. They are distributed so that candidates spend approximately ten weeks studying learning theory, foundations, methods of instruction, assessment, and state-adopted content standards while simultaneously engaging in fieldwork. Five weeks of the first semester are spent in student teaching on a full-time basis.  During the second semester, candidates complete 19 units, spending the seven weeks exploring additional theory, methods, and content standards, and eight weeks in fulltime student teaching.  Two-semester Multiple Subject blocks may begin in either the fall or the spring.

Three-semester blocks.  The three-semester program allows candidates to continue their employment or other responsibilities during the first of three semesters and most of the second semester.  Over the course of three semesters, candidates complete a combination of 21 units of coursework and 16 units of fieldwork/student teaching. Three-semester blocks begin either in the fall or the spring.

The Multiple Subject Credential Program (MSCP) has an approved Intern Program. It follows the three-semester program in one of two possible configurations:

Traditional Configuration.  After completing coursework and one student teaching assignment in the first semester, candidates may apply for internships and, given they meet the requirements and gain a teaching position, enter an internship block beginning in their second semester.  The intern credential block allows candidates to complete the program in two additional semesters while teaching full-time and earning full teacher salary and benefits. 

Alternate Configuration.  Some candidates who are enrolled in the three-semester program may be hired for an intern teaching position. That is, they become interns during either the first, second, or third semester of the program.    They remain with their three-semester cohort while teaching on an internship credential.  These candidates must complete a five-week student teaching assignment prior to recommendation for the professional credential.

Spanish BCLAD Emphasis

The Spanish BCLAD Emphasis option also follows a three-semester configuration.  Candidates must pass a Spanish oral language and literacy test upon entry to the Spanish BCLAD Emphasis Program and take EDEL 446: Inquiry and Methods for BCLAD Candidates during their program. The Foundations in Elementary Education course (EDEL 430) as well as the Reading and Language Arts methods courses (EDEL 433 and EDEL 429) for the BCLAD block address issues of methodology for primary language instruction, English literacy development for Spanish dominant speakers and pedagogical practices that build on the learners’ home culture. EDEL 446 Methods and Inquiry is a two-part course, one part focuses on the teaching of Spanish language arts; a second part examines the historical, cultural, political, and economic influences on the Spanish-speaking community. In many of their courses BCLAD candidates are required to design and present lessons in Spanish. 

BCLAD candidates must also have the experience of student teaching in a bilingual instructional setting. Our first priority always is to assign BCLAD candidates to one student teaching assignment in a high quality bilingual program with a BCLAD certified master teacher who can serve as a model teacher of language minority children. However, since the passage of Proposition 227 and the subsequent dismantling of many bilingual instructional programs in the neighboring school districts it has become increasingly difficult to locate appropriate bilingual instructional settings for BCLAD student teaching assignments. Therefore, when the number of BCLAD student teachers exceeds the number of bilingual assignments available, BCLAD candidates may need to share student teaching responsibilities within one bilingual classroom. Such assignments will be arranged so that no more than two student teachers are assigned to the same classroom at the same time and the overlap time will not exceed two weeks. BCLAD student teachers are evaluated on their performance by university supervisors who are bilingual and knowledgeable of bilingual methodology.

The Asian BCLAD Emphasis

CSUF is a member of the Asian BCLAD Consortium, a collaborative effort among six CSU campuses that offers candidates an opportunity to obtain bilingual certification in Korean, Mandarin, Cantonese, Vietnamese or Khmer. This emphasis requires that students complete the Multiple Subject program, take one additional methods course, and pass the BCLAD state test on the language of emphasis. Candidates must also take a course on the culture of emphasis or pass the BCLAD state exam on the culture of emphasis. The Vietnamese methods course (EDEL 448) is offered at CSUF. The other methods and culture courses are offered at other CSU institutions (including CSU Long Beach, Cal Poly Pomona and CSU Dominguez Hills). Students needing to enroll in one of these other courses are granted a CSU "passport" so that they may take the additional course at the institution where it is offered. Additionally, Asian BCLAD candidates must conduct 45 hours of fieldwork in an instructional setting in which the language of emphasis is used for instruction and demonstrate their ability to teach in the language of emphasis. 

Candidates in the Streamlined Teacher Education Program (STEP) are assigned to two-semester blocks as they meet the requirements for entry into the credential portion of their program.  At the students’ request, they also have the option of being placed in three-semester blocks, including BCLAD.

The specific courses required for each Multiple Subject candidate are the same and are described here as listed in the general catalog.  In two-semester blocks, these courses are arranged so that the first semester begins with an emphasis on coursework and fieldwork and then culminates in full-time student teaching. Coursework encompasses an emphasis in educational foundations, reading/language arts and subject specific methods.  In the three-semester blocks, the coursework is coordinated with fieldwork in all semesters; during the second and third semester candidates also engage in two student teaching assignments.  In the narrative for element 1(c) is a chart that shows the arrangement of these courses within the scheduling sequence of each type of block. 

• EDEL 429 Integrated Curriculum and Instruction in the Elementary School (3 units)

Additional study of elementary curriculum with emphasis on language arts, integrated instruction across the curriculum, and assessment of learning outcomes.  Includes substantial attention to the instruction of English learners.

• EDEL 430 Foundations in Elementary School Teaching (3 units) *Previously EDEL 430A*

A focus on the curriculum of the elementary school, instructional planning, principles of effective teaching, generic instructional strategies, classroom management, and legal issues in education. 

• EDEL 433 Language Arts and Reading Instruction in the Public Schools (3 units)

An overview of principles of reading instruction, elements of the language arts program including literature-based reading, content area reading, the role of phonics, emergent literacy, and diagnosis of reading problems.

• EDEL 434 Methods and Inquiry for Teaching English Learners (2 units)

Theoretical foundations, legal issues and school programs for the education of English learners.  Assessment, materials, and strategies for English language development and learning across the curriculum for elementary school English learners. 

• EDEL 435 Mathematics Curriculum and Instruction in Elementary School Teaching (2 units) *Previously part of EDEL 430B*

An emphasis on instructional materials, learning styles, inquiry, concept learning, problem solving, various instructional strategies applied to the teaching of mathematics.

• EDEL 436 Science Curriculum and Instruction in Elementary School Teaching (2 units) *Previously part of EDEL 430B*

An emphasis on instructional materials, learning styles, inquiry, concept learning, problem solving, various instructional strategies applied to the teaching of science.

• EDEL 437 Social Studies Curriculum and Instruction in Elementary School Teaching (2 units) *Previously part of EDEL 430B*

An emphasis on instructional materials, learning styles, inquiry, concept learning, problem solving, various instructional strategies applied to the teaching of social studies.

• EDEL 438 Supervised Fieldwork in Elementary Teacher Education (2 units) *Previously EDEL 430C*

Students will serve as teacher participants in an assigned elementary school classroom.

• EDEL 439 Student Teaching in the Elementary School (5-14 units) *Previously EDEL 439A*

Participation in a regular elementary school teaching program for the full school day.

·        EDEL 446 Methods and Inquiry for BCLAD Candidates (3 units)

An emphasis on reading instruction methods, materials and assessment, equity issues, and elements and considerations of culture that promote effective instruction for Spanish-speaking elementary students. (Spanish BCLAD Blocks) 

·        EDEL 448 Methods and Inquiry for Vietnamese BCLAD Candidates (3 units)

Course focuses on equity issues, curriculum and instruction for Vietnamese speaking elementary students.

• EDEL 450 Visual and Performing Arts Methods: Art, Dance, Drama and Music (1 unit) *Previously part of EDEL 439B*

Seminar emphasizing instructional materials, learning styles, integration, and strategies as they apply to the teaching of the arts in elementary education.

• EDEL 451 Community, School and Classroom Issues (1 unit) *Previously part of EDEL 439B*

Seminar in current issues of elementary school teaching, including classroom management, parent-teacher communication, school law, and child abuse reporting.

• EDEL 452 P.E., Health and Mainstreaming Education (1 unit) *Previously part of EDEL 439B*

Seminar addressing mainstreaming students with special needs, health education, and physical education in elementary school settings.

• EDEL 453 Portfolio Development and Assessment (1 unit) *Previously part of EDEL 439B*

Seminar focusing on the culminating assessment via a portfolio for the Multiple Subject Credential program. (NOTE:  Implementation of the California Teaching Performance Assessment will replace the portfolio with TPA work.)

Because each block has a stable instructional team, this plan of coursework provides both the structure and the flexibility to allow the program to address such contemporary concerns as learner diversity in terms of gender, culture, language, disability, and learning preferences; alternative assessment; and educational reform in ways that are responsive to the experiences and context of each block. Responses to subsequent standards provide details on how this is accomplished.

The program is frequently assessed through graduate, employer, and community and student advisory board input (see documentation following this standard for assessment surveys).  Assessment results are used to determine if the program is indeed meeting contemporary and statewide conditions and needs in elementary education.  The design of the program is responsive to the results of these varied assessments.

1(b)      In the program and its prerequisites, coursework and fieldwork are designed and sequenced to reflect principles of teacher development, and to address the emerging, developing needs of prospective classroom teachers enrolled in the program.  The program design is informed by adult learning theory and research.

Based upon adult learning theory research, particularly as it relates to the adult’s need to develop knowledge and skills that lead to a sense of competence, the coursework, as outlined in 1(a) above is carefully designed and sequenced to provide candidates with the greatest opportunity to develop the knowledge, skills, and dispositions required of teachers.  Candidates begin acquiring the content and pedagogical knowledge of teaching in prerequisite courses and they have multiple opportunities to apply their knowledge with children.  Once candidates are enrolled in the two- or three-semester program, they gain greater knowledge of the academic content standards, teaching methods for each of the content areas, classroom discipline and management strategies, state-adopted materials, and both formal and informal assessment techniques.  They also learn about community issues and their role in supporting learners with special needs.  Candidates take on an increasingly large role in field classrooms under the support and guidance of university supervisors and master teachers. 

In keeping with adult learning theory, candidates are understood to bring a wealth of life experience and to benefit from opportunities to anchor new learning in concrete contexts that are familiar to them, as each constructs his or her professional knowledge base.  The program builds many of the candidates’ experiences around problem solving cases, providing optimum complexity and novelty while providing a degree of control.  Professional reflection is a cornerstone of the coursework.  The program fosters teaching efficacy by providing a series of challenges for the candidates that lead to a series of successes. 

In keeping with research and theory on teacher development, the program assists candidates to understand the nature of differences between novice and expert teachers (stages of concern; deep versus superficial structure in their professional knowledge schemas; movement toward greater complexity, adaptability, and organization of their knowledge and skills).  Candidates set short term and long-term goals for professional development, informed by a careful self-assessment, clear vision, and awareness of available resources and appropriate strategies.

1(c)      Throughout the program, coursework and field experiences are interrelated to form a cohesive set of learning experiences for each teacher candidate.  Each candidate gains a clear understanding of the realities of California public education.

Throughout the program, coursework and field experiences co-occur.  In the two-semester blocks, candidates engage in 11 units of coursework for ten weeks of the semester while at the same time engaging in two units of fieldwork that consists of nine hours in the field per week.  During this field time, candidates observe and practice what they are learning in their coursework in public school classrooms.  They demonstrate their ability to write lesson plans and implement them, they conduct a case study on the reading performance of a public school student while they learn about reading instruction both in the field and at the university, and they observe and begin to participate in teaching all areas of the curriculum.  During five weeks of the first semester, candidates engage in five units of student teaching (five days per week for five weeks) under the guidance of a master teacher and university supervisor.

During the second semester of the two semester blocks, candidates enroll in 10 units of coursework for seven weeks of the semester, and nine units of student teaching for eight weeks.  Drawing upon their first semester coursework and field experiences, candidates expand their knowledge of curriculum and pedagogy and spend extended time practicing their learning under the guidance of a master teacher and university supervisor.

Three semester blocks also are configured such that candidates engage in field experiences and coursework each semester—the 21 units of coursework and 16 units of fieldwork are spread across three semesters. For an overview of course and fieldwork configurations for each of the two- and three-semester options, see Table 1 below. 

All credential candidates have at least two field experiences.  Two-semester credential candidates have one in the first semester (or two, if the fieldwork placement is different from the student teaching placement) and one in the second semester.  Three-semester candidates typically have three—one each semester.  Individuals who are interns have experience in their own classrooms, under the guidance of a university supervisor and school site administrator, and one in a different classroom under the guidance of a selected master teacher.  Thus, all candidates have two to three intensive experiences in public schools in which to practice their learning and to gain an understanding of the realities of public school teaching.

Table 1.  Course configurations for two-semester and three-semester blocks

* There are four course modifications for STEP students:

1. EDEL 439 (Student Teaching, Semester 1) is four units instead of five units.
2. EDEL 439 (Student Teaching, Semester 2) is eight units instead of nine units.
3. EDEL 450 (Semester 1) is omitted.
4. EDEL 452 (Semester 2) is omitted.

The rationale for modifications for STEP candidates is as follows:

·        EDEL 439 (Student Teaching in the Elementary School):  Candidates in STEP must fulfill field experience requirements in elementary classrooms throughout their undergraduate program that far exceed the minimum requirements for students entering the post-baccalaureate program. In contrast, candidates entering the post-baccalaureate credential program may not have had extensive field experience. Furthermore, candidates in STEP experience a progression of gradually increased classroom responsibilities throughout their program per CCTC standards.  The progression starts with simple observations and moves on to structured then guided observations, and culminates in student teaching.

·        EDEL 450 (Visual and Performing Arts Methods): In the post-baccalaureate program, a seminar addresses visual and performing arts in addition to matters of classroom environment. Candidates entering the post-baccalaureate program may not have previous coursework in the arts. In contrast, all STEP students will have taken two art education courses (from music, art, dance or theater) prior to entering the credential program phase. For this reason we have omitted EDEL 450. 

·        EDEL 452 (P.E., Health, and Mainstreaming Education):  In the post-baccalaureate program a seminar addresses physical education, health, and mainstreaming Candidates entering the post-baccalaureate program may not have had previous coursework in physical education and health. In contrast, all STEP students will have taken a course offered by the Kinesiology Department titled, Movement and the Child that includes physical education and health. For this reason we have omitted EDEL 452 but still require students to complete the mainstreaming module.

1(d)      In conjunction with the subject matter requirement for the teaching credential, each candidate in the program understands the state-adopted academic content standards for students.  The candidate learns how to teach the content of the standards to all students, use state-adopted instructional materials, assess student progress in relation to scope and sequence of the standards and apply these understandings in teaching K-12 students.

All candidates participate in university classroom and field experiences that build their understanding of state-adopted academic content standards in all areas of the curriculum.  Each methods instructor includes course discussions or assignments that familiarize students with the state standards of the relevant content area(s).  For instance, reading methods instructors ensure that candidates become familiar with the English-Language Arts content standards; mathematics methods instructors ensure that candidates become acquainted with the Mathematics content standards, and so on.  Furthermore, candidates are placed in field settings in which the standards are taught.  Candidates are required to identify and address the standards being taught in the field and are expected to develop and teach lessons that address the standards.  Further, candidates participate in assessment of student progress toward the standards and in modifying the curriculum to ensure that all students are meeting the standards.

Candidates also become familiar with state-adopted materials in the content areas.  Primary emphasis on state-adopted materials occurs in the field settings as candidates must demonstrate proficiency in using these materials with children.

1(e)      Coursework and field experiences utilize a variety of strategies for professional instruction and provide multiple opportunities for candidates to learn and practice the Teaching Performance Expectations in Appendix A.

Coursework and field experiences utilize a variety of strategies for professional instruction.  Candidates are taught through a variety of media including the use of technology, and they observe and engage in demonstration of a variety of teaching strategies both in university coursework and in the field, including many that access and build background knowledge, engage all students in active participation in the learning experience, and extend language facility.  Candidates are given multiple opportunities to attain the Teaching Performance Expectations both in university courses and in the field.  For instance, all candidates must complete a case study of a student’s performance in reading and a case study of a student’s performance in math.  Candidates engage in the assessment and then make recommendations for addressing needs and furthering the students’ competence (TPE 3).  Candidates are evaluated in university course demonstrations and in field experiences in part on their ability to engage students in their learning (TPE 5), using such criteria as:  What active learning strategies were used?  Were students active participants in the lessons?  Candidates learn about and must demonstrate proficiency in making content accessible to all students (TPE 4), including demonstrating a variety of ways to present and reinforce content such as through use of written and oral presentation, manipulatives and physical models, visual and performing arts technology, and nonverbal communication such as diagrams.  University supervisors observe candidates make use of a variety of such strategies in the field and evaluate them on their ability to do so.  Candidates must include in all written lesson plans their plan for addressing the needs of those students who are English learners (TPE 7).  In sum, candidates are given multiple opportunities, both in university coursework and in the field, to attain the Teacher Performance Expectations.  The faculty at CSUF have ensured that all TPEs are addressed in the program by identifying the particular courses that address and reinforce specific TPEs.  This plan is presented in Table 2 below.

Table 2

Distribution of Teaching Performance Expectations