BLENDED PROGRAM BACHELOR'S DEGREE AND

MULTIPLE SUBJECT / CLAD CREDENTIAL

 

ASSESSMENT PLAN

 

Candidate Admissions Assessments

 

Knowledge and Skills:

 

• Requirements for "Provisional Admission" into Junior Year include the following:

 

•    Lower Division General Education and Area courses

 

•     California Code (U.S. History/Constitution) History I 10 1 or equivalent

 

• Verification of Early Field Experience: TED 1500 or equivalent course, or documented minimum 40 hours in K‑8 classroom

 

•    Minimum GPA of 2.9 in college coursework

 

•    Two letters of recommendation from professors and/or school professionals

 

• Submission of Candidate's essay on reasons for wanting to enter the Blended Program

 

•      Transcripts of all college work

 

•       Evaluation of candidate's appropriateness for the Blended Program including: Recent Math courses Accustomed to taking full‑time load of college courses (4+ courses per quarter/semester) Satisfied foreign language requirement for CLAD


 

Dispositions:

 

 

Preliminary evaluation of candidate's appropriateness for the Blended Program, including recent Math course and ability to handle a full academic load Assess, through formal interview with Liberal Studies Director, potential for desire to continue learning. Learning and application of concepts of diversity and technology Ability to develop learning community (with other members of cohort)

 

Candidate Mid‑Point Assessments (prior to "Final

Admission” in Senior Year

 

Knowledge and Skills:

 

•    Maintain minimum GPA of 3.0 in all TED courses, 2.9 in all other courses

 

•    Pass CBEST Exam

 

•    Interview with Teacher Education Team Leader and

      BCLAD Team Leader (where appropriate)

      Completion of 80% of the Liberal Studies Credential

      Track Major including Math 4021

      Pass WST (Writing Skills Test or coursework)

 

Dispositions:

 

Interview with Multiple Subject Team Leader ‑ appropriateness for continued learning and application of knowledge skills and concepts to student teaching in classrooms

 

Candidate Exit Assessments

 

Knowledge and Skills:

 

•    Pass RICA examination

 

• Completion of all requirements for Liberal Studies Credential Track Major (with minimum GPA)

 

• Completion of all requirements for Preliminary Multiple Subject/CLAD Teaching Credential

 

•     Minimum GPA of 3.0 in all Teacher Credential courses Successful completion of Field Experience (Student Teaching) with satisfactory evaluations

 

Multiple Subject Summative Assessment Portfolios

 

•      Credential Portfolio

 

•    Exit Survey, Liberal Studies

 

Dispositions:

 

• Summative Assessment for MSAT, which includes comprehensive Portfolio

 

•     Teacher Education Portfolio evaluation (on‑line)

 

Candidate Follow‑up Assessments

 

Ongoing contact with graduates in the field

Periodic surveys of graduates and employers

Graduates to be included on Blended Program Advisory

Council


 

 

PROGRAM ASSESSMENT

 

Assessment Issues and Outcome Criteria:

 

1. Students' rate of progress toward completion of the program and credential requirements

 

 

 

*Students in the Blended Program will graduate with a BA and Preliminary Multiple Subject/CLAD Credential in a shorter period of time than the overall average time to graduation in "traditional" programs.

 

2. The rate of student retention in the program.

 

*Retention rates of students in the Blended Program will surpass the overall retention rates in "traditional" programs.

 

3. The relative level of student knowledge of both subject matter and pedagogical skills.

 

*Students in the Blended Program will perform at least as well as students in "traditional" programs as measured by GPA and by faculty assessment of student knowledge, and by Master/Mentor teacher assessment of students' knowledge as demonstrated in the process of teaching.

 

4. The students' performance in the field.

 

*Students will achieve higher ratings by field supervisors and Master Teachers in preparation and readiness for teaching as compared to "traditional" teacher preparation programs.

 

1 5. The students' success in securing full time positions.

 

*Students will demonstrate a level at least equal to that of "traditional" students in securing full time positions.

 

6. Faculty satisfaction with students' academic and professional skills performance.

 

*Assessment of faculty satisfaction with the quality of preparation and with their teaching experiences will be positive and demonstrate faculty perception that the Blended Program has benefits over "traditional" programs.

 

7. The extent to which the faculty draw intellectual connections between subject matter and related ideas about knowing, teaching and learning.

 

*Review of the curriculum and instructional activities of the courses in the Blended Program will reveal a substantial focus on the development of connections between subject matter and related ideas about knowing, teaching and learning.

 

8. The extent to which students meet the California Standards for the Teaching Profession.


 

 

*Students in the Blended Program will surpass students in "traditional" programs against the California Standards for the Teaching Profession.

 

9. The extent to which the Program is found acceptable by the Committee on Accreditation and approved by the CCTC.

 

*The Blended Program at CSUH received "accelerated approval" by CCTC January 25, 2000 and initial accreditation June 29, 2001 per the "Interim Standards for Blended Programs".

 

9. The extent to which campuses engage faculty from education and arts, letters and sciences equitably in program development, assessment and management.

 

*CSUH will demonstrate continuous and meaningful involvement of faculty from the disciplines included in the program as demonstrated by program records of participation, interviews with faculty, assessment of course content, and student feedback.

 

10. The extent to which the students perform successfully on the Reading Instruction Competency Assessment.

 

*Students in the Blended Program will surpass students in "traditional" programs in their performance on the RICA.

 

11. The extent to which CSUH involves their K‑ 12 and community college partners in meaningful and substantive engagement in program development and assessment, and in the recruitment and placement of candidates.

 

*CSUH will demonstrate continuous and meaningful involvement of K‑12 and community college representatives included in the program, including participation in the Blended Program Advisory Council.

 

12. Program Mid‑point Assessment by students. Since the program is new, cohorts have the opportunity to assess the program and suggest modifications.

 

Program Assessment ‑ External Factors

 

Best Practices and Research

 

Multiple Subject Credential Program Handbook

 

Professional Standards

 

California Commission on Teacher Credentialing

 

California Standards for the Teaching Profession

 

Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education ‑ NCATE (National Council for Accreditation of Teacher Education)


 

 

Professional Organizations

 

Council on Teacher Education

 

AERA

 

ATE