Program Standard 18:  Pedagogical Assignments and Formative Assessments During the Program

As each candidate progresses through the program of sequenced coursework and supervised fieldwork, pedagogical assignments and tasks are increasingly complex and challenging.  During the program, the candidate’s pedagogical assignments (1) address the teaching performance expectations (TPEs) as they apply to the subjects to be authorized by the credential, and (2) closely resemble the pedagogical tasks that comprise the teaching performance assessment (TPA) in the program.  Pedagogical assignments and tasks are clearly defined; the candidate is appropriately coached and assisted in the satisfactory completion of pedagogical tasks and assignments.  Qualified supervisors formatively assess each candidate’s pedagogical performance in relation to the TPEs.  The candidate receives complete, accurate and timely performance feedback and suggestions for improved practice, as needed.

CSUF Multiple Subject candidates progress through a planned sequence of course and field experiences that build progressively and develop the full range of the TPEs.  They have opportunities to practice tasks similar to the TPA and are guided and assisted by trained supervisors and program faculty who provide accurate, timely feedback in relation to the TPEs.

Program Elements for Standard 18

18(a)     During the supervised fieldwork sequence, the assigned tasks of student teachers become more complex and address increasingly important aspects of a teacher’s work in delivering the curriculum to students of varying backgrounds and abilities.  Supervisors of intern teachers draw their attention to increasingly complex aspects of their teaching responsibilities and expect candidates to make adjustments and improvements in these aspects of teaching, as needed.

Course and field experiences in the CSUF Multiple Subject Credential Program introduce students to the complexities of teaching beginning with prerequisite courses and concluding with student teaching experiences. Prior to entering the Multiple Subject Credential Program, candidates complete EDEL 315 (Introduction to Elementary Classroom Teaching) and EDEL 325 (Cultural Pluralism in Elementary Schools).  These courses have attached field assignments that introduce candidates to limited aspects of the complex acts of teaching and learning.  Such field experiences help candidates observe basic instructional patterns and issues related to working with students of varying backgrounds.  For instance, candidates in these prerequisite experiences may tutor individual children or observe students for their responses to instruction.

Upon admission to the credential program, candidates are assigned to a block where their supervised fieldwork experiences are sequenced to support their growing competence in delivering curriculum to students of varying backgrounds and abilities.  In all configurations of the program, candidates have fieldwork coinciding with their coursework beginning during the first semester of the program.  During the fieldwork phase (EDEL 438), candidates assume responsibility for highly structured, routinized parts of the day, such as the read-aloud or opening exercises. Additionally, during fieldwork candidates are expected to demonstrate the dispositions necessary to successfully build on their abilities to teach in diverse elementary classrooms. In each block configuration, candidates who complete fieldwork successfully move on to formal student teaching (EDEL 439) and its increased responsibilities for classroom teaching.  In each configuration of the program, candidates engage in two student teaching experiences (one of which may be an internship) and gradually assume the full range of classroom teaching responsibilities, including instructional and non-instructional duties.  By the end of their student teaching, candidates are responsible, for example, for instruction and assessment in all subjects and for parent communication, paperwork management, and outside-of-school meetings. 

Course instructors and classroom teachers act as assigned supervisors during the field experiences in prerequisite courses (EDEL 315 and 325).  Course instructors discuss students' field experiences with them during class and help them focus on specific aspects of the teacher's work.  Once students are admitted to the program and engage in fieldwork (EDEL 438), university supervisors visit them regularly in their public school placements and support candidates' efforts to attend to increasingly complex aspects of the teaching act.  During student teaching (EDEL 439) candidates are observed by university supervisors weekly.  Observations are followed by conferences between the student teacher and university supervisor, and goals are set for making adjustments and improvements in specific aspects of the student teacher's performance.  In addition, the university supervisor consults with the master teacher regarding the student teacher's development.  The department’s Student Teaching Observation Form requires supervisors to list areas for improvement – targeted growth areas.  Supervisors of intern teachers are similarly required to hold post observation conferences with the interns and give them written feedback with suggested areas for growth.

18(b)    In the supervised fieldwork sequence, the pedagogical assignments and tasks of multiple subject teaching credential candidates address: (1) the full range of teaching performance expectations (TPEs) as they apply to and/or are used in the teaching of reading; (2) the major domains of the TPEs as they apply to and/or are used in the teaching of mathematics, science, history-social science, the arts, physical education and health, and (3) TPE 7: Teaching English Learners (see appendix) as it applies to and/or is used in the teaching of English language development.

The supervised fieldwork sequence includes assignments that address the full range of the TPEs across the elementary curriculum and, specifically, the needs of English learners.  In the supervised fieldwork experiences, candidates in the CSUF Multiple Subject Credential Program engage in the full range of TPEs as they apply to the teaching of reading.  All candidates in the program, including interns, observe and begin to teach reading during their supervised fieldwork (EDEL 438). During this time, they are assigned tasks that focus on several of the TPEs.  For example, all candidates are assigned to complete a case study during fieldwork. This case study involves the selection and observation of a struggling reader, assessment of the child's reading performance by interpreting previously-administered assessments and administering several assessment tools themselves, and the development of instructional materials and tasks to support the child's growth in reading.  This assignment focuses on TPEs 1A, 3, 4, 6, 8, 9, and 11. 

Subsequently, during the student teaching experiences, candidates gradually assume responsibility for all instructional duties related to the teaching of reading, in both a primary-grade and upper-grade classroom.  The program certifies that student teachers are placed in classrooms offering balanced literacy instruction, and also requires them to take full responsibility for the teaching of reading.  Hence, we ensure that by the conclusion of their student teaching or interning experiences candidates have addressed the full range of the TPEs in the context of teaching reading under the watchful eyes of the master teacher and university supervisor.  Our Reading/Language Arts Competency Form, utilized by all program faculty and supervisors, outlines the full range of experiences that student teachers and interns are expected to successfully complete by the end of their student teaching.  The university supervisor and master teacher (and site administrators for interns) systematically ensure that all TPEs are met as they apply to the teaching of reading and their signatures indicate student teachers' completion of the requirements. 

Similarly, candidates address the domains of the TPEs as they apply to the teaching of mathematics, science, history-social science, the arts, physical education and health.  For example, during their fieldwork experience (EDEL 438), candidates take a mathematics methods course that, among other things, requires them to examine mathematics computer software that can be used to differentiate instruction and meet the needs of learners while addressing the California content standards (TPE 9).  This fieldwork experience is followed by two student teaching experiences (EDEL 439), one in the primary grades and one in the upper grades, in which candidates gradually assume full instructional responsibility of mathematics instruction.  During the student teaching experiences, candidates assume responsibility for all other curriculum areas as well.  Thus, candidates address all domains of the TPEs as they plan and teach the curriculum.  University supervisors and master teachers certify that all domains of the TPEs and all major curricular areas have been addressed on the Student Teaching Evaluation Form. 

TPE 7: Teaching English Learners is introduced through coursework and limited field experiences in a prerequisite course, EDEL 325 (Cultural Pluralism in Elementary Schools).  This is followed by experiences in courses throughout the Multiple Subject Credential Program at CSUF, primarily EDEL 434 (Curriculum and Instruction for Diverse Populations) and EDEL 433 (Language Arts and Reading Instruction in the Public Schools), and systematically integrated in all other courses.  All candidates are placed in at least one student teaching experience with a significant number of English Learners and a CLAD certified (or equivalent) master teacher in order to apply the pedagogical theories, principles, and instructional practices for English Language Development they have learned in their coursework as well as the practices for development of academic language, comprehension, and knowledge in the subjects of the core curriculum.  University supervisors and master teachers are required to certify student teachers' successful application of TPE 7 elements. 

18(d)    By design, pedagogical tasks and assignments in the supervised fieldwork sequence provide opportunities for each candidate to practice performing in relation to the TPEs, and to have her/his performances assessed formatively by one or more supervisors who know and understand the California Standards for the Teaching Profession and are trained assessors of beginning teachers.  The formative assessment of each candidate addresses the TPEs as specified in program elements (b) and (c).

Tasks and assignments in the fieldwork and student teaching (or interning) portions of the program provide each candidate with numerous and increasingly comprehensive opportunities to practice teaching in relation to the TPEs.  The Student Teaching Evaluation Form and Reading/Language Arts Competency Form support the candidate, university supervisor, and master teacher in systematically providing opportunities for the candidate to develop in each TPE.   Performance is assessed by a trained university supervisor who visits the student teacher on a weekly basis during student teaching.  Interns are visited approximately every other week.  Observation forms assist the supervisor in targeting the TPE domains. The supervisor consults with the student teacher or intern after each visit.  Together, the student teacher and supervisor analyze the observation in relation to targeted TPEs and the California Standards for the Teaching Profession (CSTP).  For student teachers, goals are set in consultation with the master teacher.  Supervisors consult with site administrators for setting goals for interns.

18(e)    Each candidate’s supervisors guide and assist the candidate, as needed, in completing assigned tasks that resemble pedagogical assessment tasks in the TPA.  Each candidate clearly understands her/his assignments and tasks in the supervised fieldwork sequence.  Supervisors and advisors are available to clarify and review the program’s expectations for candidates’ responsibilities.  Each member of the program staff assists and supports candidates in learning a broad range of the TPEs.

The block configuration of CSUF’s Multiple Subject Credential program provides well for the systematic, careful guidance and assistance of candidates in completing tasks that resemble the pedagogical tasks of the Teacher Performance Assessment.  Candidates, including interns, are assigned to blocks, or teams, for the entire length of their program.  This team approach gives the small team of faculty (including supervisors) that work with candidates plentiful opportunities to communicate closely and regularly on behalf of the candidates.  Supervisors and faculty work closely in specifying and clarifying field assignments and in monitoring candidates’ progress.  Thus, several avenues of support are available if candidates need assistance in understanding and completing field tasks:  candidates establish long-term relationships with their block instructors who remain available to them for assistance, they are visited regularly by their supervisors who are knowledgeable in the CSTP and the TPEs, and they have continued access to their block leaders for assistance.  Further, signature assignments in EDEL 433 (Reading), 434 (Diverse Populations), 435 (Math), 436 (Science) and 437 (Social Studies) address pedagogical tasks related to the TPA and the instructor of these courses in each block works to guide candidates through the completion of those tasks.

We ensure that each member of the program assists candidates in learning a broad range of the TPEs through our program structure and design.  Each course in the credential program addresses specific TPEs, and all instructors are prepared to assist candidates in acquiring those competencies.  Field experiences, too, are tied to the TPEs and provide candidates with extended opportunities to enhance their knowledge and skill across the full range of teaching responsibilities.  Field supervisors ensure, via written expectations, documentation, and frequent conferencing, that candidates are learning the TPEs and preparing for the TPA through practice and reflection.

18(f)    In the supervised fieldwork sequence, candidates regularly receive performance feedback that addresses the TPEs as specified in elements (b) and (c); accurately portrays observed performance levels in relation to adopted scoring rubrics; and occurs soon after tasks and assignments have been completed.

Regular feedback on performance is a strength of the CSUF Multiple Subject Credential Program.  Supervisors visit approximately every other week during fieldwork (EDEL 438) and intern experiences and weekly during the student teaching experience (EDEL 439).  During most visits, supervisors make formal observations, provide written feedback, and discuss their findings during required post-observation conferences.  This feedback provides formative assessment information that helps student teachers with their supervisors to set new goals for their performance and adjust their practice in line with those goals.  Feedback is based on the TPEs and is structured by observation forms.  Post-observation conferences occur directly after lessons for student teachers and within 24 hours with intern teachers.

At three points during the candidate’s field experience formal formative assessment conferences take place.  The three points include the close of first-semester fieldwork, midway through the first student teaching experience (or the interning experience), and midway through the second student teaching experience.   In these assessment conferences, supervisors share rubric-based assessments driven by the TPEs, and they share evidence to support their ratings.  Evidence is drawn from classroom observations, the collected observation reports, reports of performance shared by the master teacher, and work sample evidence in the candidates’ field notebook or files.  Candidates are invited to share additional evidence that may affect their ratings. 

18(g)    Program sponsors and collaborating school administrators provide for frequent consultation among course instructors, program-based supervisors and school-based supervisors in planning candidates’ pedagogical assignments and tasks in required coursework and supervised fieldwork.

CSU Fullerton’s Multiple Subject Credential Program is enhanced by longstanding collaboration with local school personnel, including site administrators.  We regularly modify the program through the direction of our advisory boards, which consist of administrators, teachers, and teacher organization representatives.  We collect evaluation data regularly from site and district personnel who hire our candidates.  

Additionally, our block structure allows for us to develop and maintain long term relationships between program faculty and site personnel including administrators.  Each block is assigned a number of schools that it uses regularly for its field placements.  This allows for relationships of trust and shared goals to develop, and it provides for open communication between block faculty (notably the supervisor and the block leader) and the site administrator.  Supervisors converse regularly (i.e., weekly) with site administrators and seek their input into the selection and implementation of experiences to enhance candidates’ competence.  One example of communication includes fieldwork letters that master teachers receive from block faculty.  These letters remind master teachers of field-connected methods course assignments.  Examples of administrator input into course and field assignments include the Professional Development Schools’ administrator meetings where principals gather to discuss future directions of the PDS project, including modification of existing experiences. Additionally, many of our participating schools participate in service learning projects whereby our candidates work with students placed at risk by teaching them science and literacy after school hours.  Projects such as this have direct impact on the curriculum of the teacher education program. 

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 3:  Student teaching evaluations and observation form

Section 4:  Advisory Board documents

Section 12:  Reading/Language Arts Performance Objectives