Program Standard 10:  Preparation for Learning to Create a Supportive, Healthy Environment for Student Learning

In several courses throughout the Multiple Subject Credential Program (MSCP) and in two prerequisite courses, candidates have multiple opportunities to learn about and apply key concepts related to student success that are connected to family and community well-being, health, and laws that govern student health and safety.  Intern candidates enrolled in the MSCP take the same course of study as other candidates and are held to the same standards and expectations in course work and fieldwork.  Described below are specific courses in which candidates have the experiences described in this standard.

10(a)   Through planned prerequisite and/or professional preparation, each candidate studies, learns and begins to apply concepts and strategies that contribute to respectful and productive teacher relationships with families and local communities, with emphasis on:

(i) knowledge of major laws that and principles that address student rights and parent rights pertaining to student placements;

Candidates learn about key legislation and principles that address student placement throughout the MSCP. For example, in EDEL 315, a prerequisite to the MSCP, students learn about legislation governing the rights of students who are eligible for special education services (Armstrong, Henson & Savage, Chapter 5 and EDEL 315 syllabus). Students read about, watch videos, and discuss the educational effects of legislation for English learners and laws that govern parents' rights to select educational options for English Learners (Armstrong, Henson & Savage, Chapter 4 and EDEL 315 syllabus). In EDEL 430 candidates also read about and discuss legislation and student and parent rights regarding the education of students with special needs (see EDEL 430 syllabus).

Integrated throughout the MSCP courses, including EDEL 452, candidates read about and discuss laws including Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA), and 504, with a particular focus on student and parent rights.  Additionally, during fieldwork and/or student teaching, candidates participate in parent/teacher conferences and during EDEL 452 and 439 participate in either an Individual Education Plan (IEP) or Student Study Team (SST) meeting.

In EDEL 325, another prerequisite to the MSCP, students read and learn about tracking and the negative effects of this practice. They also discuss alternatives (including multiple approaches to grouping practices) that promote a positive learning environment and support equal access to learning (Bennett, 2007).

In EDEL 434 candidates read about and discuss legislation that specifically governs types of programs available to English Learners. They also learn about parents' rights and procedures to place their students in the program of their choice. 

 (ii) the effects of family involvement on teaching, learning and academic achievement, and

(iii) knowledge of and respect for diverse family structures, community cultures and child rearing practices;

In EDEL 325 and EDEL 430, candidates read about and discuss the role of the family and the potential it has to affect student achievement. This includes an examination of family beliefs, attitudes, values and diverse family structures that affect child rearing practices and a student's performance in school. For example, in EDEL 325, each candidate conducts an interview with an individual of a culture that is different from that of the candidate. The interview considers the effects of family involvement on educational processes.

In EDEL 325 candidates read about and discuss the academic benefits that accrue to students when positive school-family-community relationships are established. For example, they read about and discuss the academic benefits of culturally relevant teaching and community/cultural funds of knowledge as ways to connect with students' backgrounds that also enhance learning and school achievement. (Bennett, 2007).  In EDEL 430 when learning to plan lessons, candidates consider student background knowledge and/or experience.

(iv) effective communication with all families;

EDEL 325, EDEL 430, EDEL 439 and EDEL 451 include aspects of school-family communication.  In EDEL 325 candidates read about the ways in which distinct cultural groups interact and communicate with others (Bennett, 2007).  In EDEL 430, candidates complete a community walk in which they make note of community resources, demographics, housing, and other aspects that provide a context for broad understanding of the families who live in that community. In EDEL 439, candidates participate in parent conferences and/or after-school events that include parents or families. In EDEL 451 candidates learn about appropriate and effective elements to include in back-to-school night, open house, and parent conferences.

(v) the variety of support and resources that families may assume within and outside the school

 Throughout the MSCP, candidates learn about the many roles that families assume in promoting success, including academic and non-academic support. For example in EDEL 325, students discuss the various support roles in many cultures of the extended family and the broader religious community. In EDEL 434 candidates examine and respond to case studies of students that help them understand the role of economic, health, and social status in promoting or eroding student academic success. In 437 (Social Studies) candidates examine ways to involve families in support of student academic success.

10 (b)   Through planned prerequisite and/or professional preparation, each candidate studies, learns and begins to apply major concepts, principles, and values necessary to create and sustain a just, democratic society and applies them in school and classroom settings.

 A democratic classroom involves students actively engaged in shared decision making and in taking responsibility for helping to make the classroom a stimulating place to learn. Candidates participate in shared decision making during university course work and apply these concepts to elementary classroom teaching.

 In EDEL 325 candidates read about and discuss practices that promote and impede educational equity (Bennett, 2007). These include tracking, grouping practices and ways that promote learning for all students.

 In EDEL 430, candidates read about different conceptions of education, including democratic learning environments. (Guillaume, 2004, Chapter 2). Candidates examine and discuss strengths and weaknesses of various classroom management approaches, and apply these concepts by writing a personal philosophy of education. Based on their personal philosophy statements, candidates develop a classroom management plan that incorporates beliefs about a classroom community, democratic decision making, and personal responsibility.

 During fieldwork in EDEL 438, candidates observe and participate in local elementary school classrooms. They are required to maintain a journal in which they record their observations, feelings, and reactions during their experience. Sample journal topics include (a) The Classroom (How does the teacher establish a classroom community? What can you say about the roles and relationships, norms and expectations, rights and obligations of the members involved? What are their communication patterns? What seems to be important to the students in the class? (b) Classroom Management (How does the teacher establish and maintain a productive learning environment? How do students participate in classroom decision making? What classroom routines have you observed?)

10(c)    Through planned prerequisite and or professional preparation, each candidate studies and learns major laws, concepts, and principles related to student health and safety and begins to apply concepts and strategies that foster student health and contribute to a healthy environment for learning, with emphasis on: 

(i)  The health status of children and youth and its impact on students’ academic achievement and how common behaviors of children and adolescents can foster or compromise their health and safety;

(ii)  Common chronic and communicable diseases of children and adolescents and how to make referrals when these diseases are recognizable at school;

(iii)  Effective strategies for encouraging the healthy nutrition of children and youth; and

(iv)  Knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs, and tobacco; and ways to identify, refer, and support students and their families who may be at risk of physical, psychological, emotional or social health problems.

During EDEL 452 (P.E., Health & Mainstreaming), candidates complete online modules where they learn the major laws, concepts and principles and instructional strategies related to student health and nutrition. Through other modules, they learn about the effects of alcohol, narcotics, drugs, and tobacco and strategies for supporting students and families who may be at risk for these problems. During EDEL 452 (P.E., Health & Mainstreaming), candidates plan and implement lessons that help students understand how to foster good health and nutrition. Candidates also develop a comprehensive health education plan, including a list of health learning goals for a particular grade level. They learn from their master teachers the school procedures for referring students with communicable diseases.

10(d)    Through planned prerequisite and/or professional preparation, candidates begin to learn to anticipate, recognize and defuse situations that may lead to student conflict or violence. Candidates have opportunities to learn and practice effective strategies and techniques for crisis prevention and conflict management and resolution in ways that contribute to respectful, effective learning environments.

Mediation and conflict management provide ways to diffuse tension, disagreement and discord that can all lead to conflict and violence. In at least one course in the MSCP, candidates have opportunities to begin to learn to recognize and anticipate potentially divisive situations and ways to mediate these. For example, in EDEL 430, candidates examine the difference between discipline and mediation, and conflict and violence. They learn about ways to promote class harmony and discuss and resolve student differences through means such as weekly class meetings. Candidates have opportunities in the field during EDEL 438 and 439 to question and reflect on how they can implement these techniques with students.  

Additionally, during EDEL 430 candidates learn about and discuss classroom management and discipline techniques for all children, including situations that include student conflict or violence.  Candidates are provided specific strategies for working with challenging students.

10(e)    Through planned prerequisite and/or professional preparation, candidates learn about the range of social, health, educational and language-related service agencies and other resources that are available at school and off-campus, particularly ones that promote student health and school safety, and reduce school violence.

In EDEL 452 (P.E., Health and Mainstreaming), candidates learn about the relationship between healthy families and student academic success. They investigate resources and agencies that are available to the students at their student teaching school site.  Candidates read segments of The Annual Report on the Conditions of Children in Orange County, available at http://www.ochealthinfo.com/cscc/report/.   This annual report provides current information on data concerning children in our county and the local significance of this data. The report contains case studies of children and families that candidates read and discuss. The annual report also includes extensive information on agencies and their locations that serve children and families. 

Supporting Documentation (found in the Appendix)

Section 7:  EDEL Syllabi

Section 9:  Sample Texts (summary and/or table of contents) for:

EDEL 315; Teaching Today: An Introduction to Education (7^th ed.) by Armstrong, Henson and Savage

EDEL 325; Multicultural Education: Theory and Practice (6^th ed.) by Bennett.

EDEL 430; Classroom Teaching:  A Primer for New Professionals by Guillaume; Building Classroom Discipline by Charles