Program Standard 4:  Pedagogical Thought and Reflective Practice

By design, the professional teacher preparation program fosters the ability of candidates to evaluate instructional alternatives, articulate the pedagogical reasons for instructional decisions, and reflect on their teaching practices. The program includes literature-based analyses and critical discussions of educational and instructional issues that teachers and students face in California schools. Candidates try out alternative approaches to planning, managing and delivering instruction. They learn to assess instructional practices in relation to  (a) state adopted academic content standards for students and curriculum frameworks; (b) principles of human development and learning; and (c) the observed effects of different practices.

The credential program and the prerequisites for admission to the program require candidates to examine their practices and to evaluate the reasons for decisions that concern the instructional issues they will encounter in the profession.  Intern candidates enrolled in the Multiple Subject Credential Program (MSCP) take the same course of study as other candidates and are held to the same standards and expectations in course work and fieldwork.

Program Elements for Standard 4:

4(a)      The program consistently articulates and models the importance of reflecting on practice and assessing alternative courses of action in teaching. Candidates learn to select and use materials, plan presentations, design activities and monitor student learning by thoughtful assessing student needs, defining important instructional goals, considering alternative strategies, and reflecting on prior decisions and their effects.

Throughout the credential program, candidates consistently reflect on practices ranging from reflective conferences with their master teachers and university supervisors to the reflections of their own teaching in their lesson plans, portfolios, and  through the Teaching Performance Assessment (upon implementation).  Candidates complete case studies in EDEL 433 and EDEL 435 to assess student needs and interests, define learning goals, then design activities and instructional strategies. 

All candidates design lesson plans in their content area courses and present an integrated unit as part of the program requirements. The integrated unit is the signature assignment for EDEL 437 (Social Studies Curriculum and Instruction.).  These units are based on the appropriateness (age and ability) for the students and on the state content standards, multiple instructional strategies, and multiple assessment strategies. Candidates reflect on both the units they present to the block and the units presented by their peers to seek ways to enhance and improve the lessons and activities in the units.  As candidates create their units, they learn to select and use materials, plan presentations, design activities and monitor student learning by thoughtfully assessing all student needs and designing curriculum, including instructional goals and alternative or adaptive strategies, that will reflect on prior decisions and their effects. The Department’s required lesson plan requires reflection on student learning and instructional choices.  A PowerPoint presentation used in EDEL 430 to help candidates learn to plan lessons using the CSUF Lesson Plan Format helps candidates base instructional decisions on assessed student needs and to reflect on their teaching using student learning as an important criterion.

The following Table lists the course number and sample activities where this element is addressed.

4 (b)     In the program, each candidate reads, begins to analyze, discusses and evaluates professional literature pertaining to important contemporary issues in California schools and classrooms.  Each becomes acquainted with and begins to use sources of professional information in making decisions about teaching and learning.

Beginning with EDEL 315, candidates access, read, and analyze critical contemporary issues in California schools and classrooms.  For example, candidates examine textbook and professional journal readings and discuss the teaching profession in today’s context; challenges of school reform; the influence of curriculum; school funding, staffing and organization; and legal issues affecting teachers. 

As part of the various content area courses (EDEL 435, EDEL 436, and EDEL 437) candidates are exposed to specific professional journals (e.g. Teaching Children Mathematics, Social Educator, Science & Children, etc.) as resources for assignments and teaching.   Websites of professional organizations and supporting documentation are accessed and integrated into the candidates’ knowledge base.  Most instructors use Blackboard (an online interactive communication program that allows multiple individuals to access and exchange information) to provide resources for their students.  Additionally as part of the competencies, candidates are encouraged to attend professional conferences in different disciplines and are required to attend a professional reading conference as part of EDEL 433 and to reflect on the learning from the conference.

The following Table indicates where this element is addressed.

4 (c)     As candidates begin to develop professionally, the program encourages them to examine their own pedagogical practices.  Through reflection, analysis, and discussion of these practices, each candidate learns to make informed decisions about teaching and learning.

Journals or reflective writings are required as part of EDEL 315. During fieldwork (EDEL 438) and student teaching (EDEL 439), candidates reflect upon, ask questions about, and discuss their observations and teaching practices with their university supervisor in fieldwork (EDEL 438) and in student teaching (EDEL 439). Additionally, some blocks require candidates to keep reflective journals, or use email or discussion boards to discuss their practices with other candidates, instructors, supervisors, and the block leader to examine and modify their practice.

The following Table indicates where this element is addressed.

4 (d)     In the program, each candidate learns to teach and reflect on curriculum-based subject matter content in relation to (1) pedagogical perspectives embedded in state-adopted academic content standards, curriculum frameworks and instructional materials; (2) the intellectual, ethical, social, personal and physical development of students; (3) significant developments in the disciplines of knowledge; and (4) the context of California’s economy and culture.

Knowledge of the intellectual, ethical, social, personal, and physical development of students is gained during the Child Development prerequisite coursework (CAS 101, CAS 312, CAS 315, 325A/B, or Psych 361) and is built upon in EDEL 430.  Students study the work of various developmental psychologists including Piaget and Vygotsky. Student teachers study the California curriculum frameworks and standards in each curriculum course (EDEL 429, 433,  435, 436, and 437) and use this knowledge to develop and teach instructional materials, based on the intellectual, ethical, social, personal, and physical development of their students.  New developments in the disciplines are examined in light of the curriculum standards, and in EDEL 437, are also the basis for examining California’s economy and culture. Student teachers learn to use content standards to plan so that those standards are embedded in lessons, discussions, and units.

4 (e)     The program fosters each candidate’s realization that the analysis and assessment of alternative practices promote a teacher’s professional growth.  Each candidate learns to make pedagogical decisions based on multiple sources of information, including state-adopted instructional materials and curriculum frameworks, other professional literature, consultations with colleagues, and reflections on actual and potential practices.

Candidates study and analyze a wide variety of alternative practices such as teacher observations, running records, and curriculum based assessments in all of their methods courses (EDEL 429, 433, 434, 435, 436, and 437). Decisions regarding the merit of the strategies are made using the content standards and discussions with peers, master teachers, and faculty.  Candidates observe and analyze classroom strategies for their effectiveness with students in fieldwork and student teaching (EDEL 438 and EDEL 439) and with peers during in class activities such as lessons delivered to peers in EDEL 434 and EDEL 435.

The following Table indicates where this element is addressed.

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 3:  Student teaching evaluations and observation form

Section 7:  EDEL Syllabi

Section 10:  Lesson Plan Format

Section 11:  PowerPoint presentation on lesson planning (EDEL 430)