Sponsors of the professional teacher preparation program establish collaborative partnerships that contribute substantively to the quality and effectiveness of the design and implementation of candidate preparation. Partnerships address significant aspects of professional preparation, and include collaboration between (a) subject matter preparation providers and pedagogical preparation providers; and (b) at least one four-year institution of postsecondary education and at least one local education agency that recruits and hires beginning teachers. Participants cooperatively establish and review the terms and agreements of partnerships, including (a) partners’ well-defined roles, responsibilities and relationships; and (b) contributions of sufficient resources to support the costs of effective cooperation.

The Multiple Subject Credential Program has established numerous partnerships across a variety of categories within and outside of the College of Education and the University.

Collaborative efforts typically but not exclusively take the form of advisory boards that meet on a regularly occurring basis. Each partnership contributes to the Multiple Subject Credential Program in vital and meaningful ways, and they also provide opportunities for two-way communication. These partnerships and collaborations are discussed below in detail.

Program Elements for Standard 2

2(a) In each partnership, collaboration includes purposeful, substantive dialogue in which the partners contribute to the structured design of the professional preparation program and monitor its implementation on a continuing basis. Collaborative dialogue effectively assists in the identification and resolution of program issues and candidate needs.

Interaction with each group discussed below occurs via regularly scheduled board meetings.

The All University Responsibility for Teacher Education Committee (AURTEC) is comprised of representatives from the colleges on campus, the Offices of the Vice Presidents of Student Affairs and Academic Affairs, various committee chairs in the College of Education (COE), and the relevant department chairs. A list of the current membership of this committee is included at the end of this standard. The role of this committee is to:

Review and address accreditation matters;
Provide coordination and collaboration among units responsible for teacher preparation;
Foster campus-wide communication about teacher education programs;
Address CSU system-wide teacher education related matters;
Identify and address pipeline issues;
Identify and seek resolution of inter-school subject matter preparation issues.

This committee meets once a semester with additional meetings if needed. Minutes of the meetings are available in the Office of the Dean, COE. Committee members are listed in the Common Standards and in the supporting documentation for this standard.

The Elementary And Special Education Undergraduate Preparation (EASEUP) Committee monitors and addresses multiple subject and special education undergraduate pipeline issues, subject matter preparation issues, and is responsible for the design, development, and oversight of the Streamline Teacher Education Program (STEP) -- an integrated teacher education program that allows students to simultaneously earn a bachelor's degree and the preliminary teaching credential within 135 units (compared to the usual 120 units for a bachelor's degree plus 35 or more units for the preliminary teaching credential). The EASEUP committee works in partnership with feeder community colleges and coordinates with the Admission to the Multiple Subject Credential Program in establishing and/or modifying admission requirements. At least two faculty members from the Department of Elementary and Bilingual Education serve on this committee, as well as the Associate Dean for the College of Education, a representative from the Vice President of Academic Affairs, subject matter representatives, at least two faculty members from the Special Education Department, and other department representatives whose bachelor’s degrees are possible through STEP. The Director of the Center for Careers in Teaching chairs this committee. Meetings are monthly each semester, with additional meetings as needed. Committee members are listed in the supporting documentation for this standard. Minutes for these meetings are available in the Center for Careers in Teaching (H-113).

The Multiple Subject Credential Program (MSCP) Advisory Board is the general advisory board for the Multiple Subject Credential Program. Representatives of several school districts serve on the board in addition to business people, teacher union representatives, and parents from parent-teacher organizations. The MSCP Advisory Board members’ suggestions and feedback help faculty make decisions and adjustments to program procedures and courses as necessary.

During these meetings, all aspects of the program are discussed and recommendations are made to the Elementary and Bilingual Education faculty for implementation. District members have been instrumental in support of recruitment and training of master teachers and in providing ideas for program evaluation and improvement. They will review this proposal and continue to make suggestions as implementation proceeds. (Minutes of these meetings are available in the Department file.)

The Student Advisory Board is chaired by the Coordinator of the MSCP and comprised of a representative from each cohort of Multiple Subject Credential candidates. The student representatives gather data from their cohort members regarding things that are working well in the program and suggestions for improvement. . The Board meets once each semester at which time the representatives share their cohort’s comments and concerns and discuss possible solutions. At faculty meetings the results of the meetings are shared and serve as a means for faculty to address candidate concerns as appropriate.

2(b) Collaborative partners establish working relationships, coordinate joint efforts and rely on each other for contributions to program quality. In discussing program issues, partners value the multiple perspectives of the respective members, and they draw openly on members’ intellectual knowledge, professional expertise and practical skills.

Advisory board and other partnership meetings occur for the purposes of providing information for mutual benefit, discussing issues of mutual concern and for seeking guidance and direction to better the Multiple Subject Credential programs. Individuals are selected on the basis of ability to provide or disseminate information, professional expertise, and subject matter or other knowledge and skills. Several other collaborative partnerships are through the Center for Careers in Teaching (CCT). The Center is in the fourth of a five year Title V grant with Santa Ana College and Fullerton College to increase the number of students from underrepresented minorities who go into teaching. This partnership has resulted in highly collaborative efforts to increase program quality and the recruitment and retention of students. Additionally, RTEC (Regional Teacher Education Council), a partnership between CSUF and the surrounding community college counselors who work with potential teacher candidates, meets several times a year to provide opportunities to share information, develop guidelines, and work toward a seamless transition from the community colleges to CSUF, then into the credential programs. In some cases, this includes community college students becoming part of the STEP (Streamlined Teacher Education Program) cadre. Also, the Center hosts an annual conference, Teacher Educators: Partners and Collaborators (TEPAC), for the regional community colleges where up-to-date information is disseminated.

2(c) Partners collaborate in developing program policies and reviewing program practices pertaining to the recruitment, selection and advisement of candidates; development of curriculum; delivery of instruction; selection of field sites; design of field experiences; selection and preparation of cooperating teachers; and assessment and verification of teaching competence.

The advisory boards discussed in 2(a) and 2(d) provide direction and input concerning programmatic policies and practices in regards to curriculum development, field site selection, design of field experiences and selection and preparation of cooperating teachers.

Additionally, the Multiple Subject Community Advisory Board has offered perspectives and direction as regards assessment and verification of master teacher competencies. The Multiple Subject Community Advisory Board minutes are available in the Department File. A list of members is in the supporting documentation for this standard.

2(d) Through substantive dialogue with subject matter preparation providers, the sponsors of pedagogical preparation programs facilitate candidates’ transition into the professional education program by relating the teacher preparation curriculum to significant concepts, principles and values that are embedded in the subject matter preparation of candidates.

The Elementary And Special Education Undergraduate Preparation (EASEUP) Committee monitors and addresses multiple subject and special education undergraduate pipeline issues, subject matter preparation issues, and is responsible for the design, development, and oversight of the Streamline Teacher Education Program (STEP). The EASEUP committee works in partnership with feeder community colleges and coordinates with the Admission to the Multiple Subject Credential Program in establishing and/or modifying admission requirements. At least two faculty members from the Department of Elementary and Bilingual Education serve on this committee, as well as the Associate Dean for the College of Education, a representative from the Vice President of Academic Affairs, subject matter representatives, at least two faculty members from the Special Education Department, and other department representatives whose bachelor’s degrees are possible through STEP. The Director of the Center for Careers in Teaching chairs this committee. Meetings are held at least twice each semester, with additional meetings as needed.

2(e) The teacher preparation program sponsors establish one or more intensive partnerships with representatives of schools where candidates engage in program-based fieldwork. The program-based fieldwork component offers opportunities for purposeful involvement in collaborative partnership(s) for the design and delivery of programs by parent and community organizations, county offices of education, educational research centers, business representatives, and teachers’ bargaining agents. Dialogues pertaining to the overall availability and services of supervising teachers within the fieldwork component include bargaining units that represent teachers at the fieldwork sites. In internship programs, partnerships with bargaining agents address these program issues as well as those enumerated in Element (c) above.

Professional Development Schools are specific partnership sites where schools and districts assist with the instruction and initiation of credential candidates into the profession in several ways. These partnerships have existed for more than twelve years. Teachers in the Professional Development Schools help our students link theory with practice as they host application demonstration lessons in their classrooms. Teachers and administrators in these schools are intimately involved with the MSCP through contact with students, supervisors, and university instructors.

Other partnerships have resulted in the development of a Master Teacher Academy where master teachers and prospective master teachers receive training and contribute to the discussions regarding program design. Teachers identified at these Academies are asked to serve on advisory committees and to complete surveys regarding the quality of the Credential Program. Supervisors provide individual training for master teachers which results in collaboration with teachers in many districts.

Candidates become involved with parent organizations and other community activities during the 90- hour fieldwork component and during student teaching. Candidates also attend seminars at the Orange County Department of Education. These have included, for example, technology integration and classroom management and peer mediation preparation. Fullerton’s Student California Teacher’s Association group regularly sponsor events for candidates, as well.

2(f) The sponsors of the teacher preparation program establish a collaborative partnership with the sponsors of one or more professional induction programs for beginning teachers giving priority to those induction programs where program completers are likely to be hired. The purposes and effective accomplishments of such a partnership include (a) articulating the contents of the professional teacher preparation program and the professional teacher induction program, and (b) facilitating transitions for prospective and beginning teachers.

The Department is involved in induction programs throughout the region. First, the Department has been a sponsor for more than twelve years for North Orange County BTSA program, and will continue as such. Second, the Department has provided assistance with district induction programs. Two meetings have been held with Local Educational Agencies (LEAs), with a third planned to establish specifics of such a partnership in support of induction programs.

2(g) Collaborative partners recognize the critical importance of teacher preparation in K-12 schools and post-secondary education by substantively supporting the costs of cooperation through contributions of sufficient human and fiscal resources.

A great deal of support is given to teacher preparation activities with respect to human resources. Teachers from surrounding districts frequently make presentations in classes and seminars at the University and serve on Advisory Boards. Districts pay the costs of substitute teachers to allow staff members to participate in University activities. Grants from the CCTC support our intern program.

Supporting Documentation (found in the Appendix)

Section 4: Advisory Board documents

Section 6: Organization of Committees Concerned with Undergraduate Preparation for CSUF Credential Programs

· The Elementary And Special Education Undergraduate Preparation (EASEUP) Committee list of members

· The All University Responsibility for Teacher Education Committee (AURTEC) list of members

· The Regional Teacher Education Council (RTEC) list of members