Transcript Multiple Subject Program Orientation

Multiple Subject Credential
Program Orientation
Spring 2011
California State University San Marcos - College of Education
College of Education Mission Statement
The mission of the College of Education Community
is to collaboratively transform public education by
preparing thoughtful educators and advancing
professional practices. We are committed to
diversity, educational equity, and social justice,
exemplified through reflective teaching, life-long
learning, innovative research, and on-going service.
Our practices demonstrate a commitment to
student-centered education, diversity, collaboration,
professionalism and shared governance.
(adopted by COE Governance Community, October 1997)
AGENDA
1:00 pm: Welcome - Dr. Patricia Prado-Olmos, Interim Dean, COE
Dr. Patricia Stall, Interim Associate Dean, COE
1:10-1:20 pm: Program Overview – Dr. Ingrid Flores, MS Program Coordinator
Full-time program structure
Part-time program structure
1:20-1:30 pm: Lynn Dee Harris, Clinical Practice Coordinator
Clinical Practice Placement Policy; CP Expectations
1:30-1:45 pm: Representative from Financial Aid Office
1:45-1:55 pm Teaching Performance Expectations (TPEs): Ingrid Flores
Statements of Concern (Coursework and CP)
1:55-2:15 pm: Teaching Performance Assessment – Ginny Sharp
2:15-2:30 pm: Program Expectations – Ingrid Flores
College and Program Dispositions
Leave of Absence and Readmission to the MS Program
Release of Liability Form
2:30-2:40 pm: Student Services - Andi Shibata
2:40- 3:00 pm: Meet your cohort faculty:
Dr. Toni Hood (EDMS 511)
Drs. Rong-Ji Chen & Sharon Whitehurst Payne (EDMS 543)
Ms. Sharon Scott-González (EDMS 555)
Dr. Nirmla Flores (EDMS 521)
Full-Time MS Program Curriculum Structure:
Two-Semester Program
March
Jan
Coursework
May
Clinical Practice I
Aug
Oct
Coursework
Dec
Clinical PracticeII
First Semester Units
 EDMS 511 3
Elem. Teaching and Learning I
 EDMS 521 3
Elem. Literacy I
 EDMS 543 3
Elem. Mathematics Ed.
 EDMS 555 3
Elem. Multilingual Education
 EDMS 571 7
Clinical Practice in Elementary
Schools I
Sem. Total units
19
Second Semester
Units
 EDMS 512 3
Elem. Teaching and Learning II
 EDMS 522 3
Elem. Literacy II
 EDMS 544 3
Elem. Social Studies Education
 EDMS 545 3
Elem. Science Education
 EDMS 572 7
Clinical Practice in Elementary
Schools II
Sem. Total units
19
Note: CP I may extend into June 2011
Program Total Units
38
MS Cohorts Description
Off-campus cohorts:
• Math/Science/Technology: Alvin Dunn Elementary - San Marcos
• Bonsall Elementary School - Bonsall
• Valley Center Elementary School - Poway
• San Marcos Elementary Academy – San Marcos
On Campus Cohorts:
• On-campus cohort: New
• Part Time Evening Cohort: Continuing
Director of Clinical Practice:
Lynn Dee Harris
Clinical Practice Placement Policy
 CP I Placement Requirements
 Registration in CP I course (EDMS 571)
 CTC certificate of clearance.
 Tuberculin Clearance.
 Pass all first semester courses with a grade of C+
or better.
 CP II Placement Requirements
 Registration in CP II course (EDMS 572).
 CTC certificate of clearance.
 Pass all courses with a grade of C+ or better and
a 3.0 GPA.
 Pass ALL basic skills & subject matter
competency tests.
Clinical Practice
Week
Activity
1 -8
- Observe in your CP classroom once a week.
- Begin to build a rapport w/student, parents, CT, & other school faculty
- Familiarize yourself w/the grade level curriculum.
- Work according to your Cooperating Teacher’s contract hours.
- Work with your CT, attend faculty/staff meetings, in-services (as permitted),
and other appropriate professional activities. If you must be absent or leave
early, inform your CT and supervisor in a timely manner. Days missed will be
made up.
- Prepare to take over Reading/Language Arts and Mathematics planning and
teaching for a required minimum of two weeks of consecutive lessons.
Your university supervisor will conduct at least 4 formal observations in
Reading/Language Arts and Math. Additional observations may occur.
9-16
- Gradually return teaching responsibilities to the CT.
- Your supervisor will arrange for a three-way exit interview at end of CP I.
- Retain a copy of Clinical Practice I TPE form to be given to your Clinical II
supervisor. Retain a copy of summary statement document.
- All signed documents will be returned to the university by the university
supervisor to the Clinical Practice Director.
Financial Aid Office
Teaching Performance
Expectations (TPEs)
•
Standards developed by the California Commission on
Teacher Credentialing: Set of knowledge, skills, abilities
beginning teachers should have and be able to demonstrate.
•
Describe teaching tasks that fall into 6 broad domains.
•
COE coursework activities and assignments and Clinical
Practice activities are designed to meet one or more of these
‘standards’.
•
Candidates demonstrate their understanding of the TPEs
through the Teaching Performance Assessment (TPA),
Clinical Practice I & II, and course-related assignments
NOTE! Access TPEs full text doc. on COE website: Clinical Practice Info.
TPE Performance Issues and
Statements of Concern
 Performance issues on Teaching Performance
Expectations (TPEs) are reported and addressed
through a “Statement of Concern” document.
 Performance issues in courses will be handled by the
instructor of record for the course.
 Performance issues in clinical practice will be handled by
the University Supervisor, Clinical Practice Coordinator,
and/or the Program Coordinator.
 Be sure to Read the Statement of Concern Guidelines
that are part of the Teacher Candidate handbook
TPE PORTFOLIO
A collection of assignments, artifacts, reflections, and other
documents that demonstrate the teacher candidate’s
progress in the program toward competency on the
required Teaching Performance Expectations. Collected
over 2 semesters.
• A focus for understanding each TPE expectation and
directly connecting TPEs to coursework & teaching
assignments in CP I and II
TPE portfolio evidence dividers are located in the Information
for Teacher Candidates document located on the COE
website Information for Current Students link.
NOTE!! Please download and print out the ITC document (aka Teacher Candidate
Handbook including portfolio dividers.
Teaching Performance Assessment:
Ginny Sharp
CA Teaching Performance Assessment
 The CalTPA is the professional assessment teacher
candidates must pass as required by the CCTC.
 Throughout your credential program you will receive
coursework and mediasite support for successful
completion of all 4 assessment tasks:
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

Task 1: Subject Specific Pedagogy Task
Task 2: Designing Instruction
Task 3: Assessing Learning
Task 4: Culminating Teaching Activity
 Tasks 1 and 2 and parts of Task 3 are embedded in semester one
coursework. Tasks 3 is completed in semester two coursework.
 Task 4 is completed during Advanced Student Teaching.
 Completing Tasks 1 and 2 in the 1st semester and Task 3 in the
beginning of the 2nd semester allows time for coaching and
remediation, when necessary, leading to resubmission of a TPA
task.
Credential Program Expectations
 Professionalism
 Communication
 Verbal ---what you say with words
 Non-verbal---how you act
 Strong Work Ethic
 Timeliness
 Ability to meet Teaching Performance Expectations
(TPEs) and Teaching Performance Assessment
Tasks
 Commitment to the Profession
 Positive Disposition
CSUSM COE
TEACHER CANDIDATE DISPOSITIONS
The California State University San Marcos
College of Education fosters the development of
the following professional dispositions among
our candidates. Candidates increasingly reflect
these dispositions in their work with students,
families, and communities:
COE Dispositions
 Social Justice and Equity: Candidates appreciate the languages,
communities, and experiences learners bring to the classroom. Candidates
advocate for and support marginalized communities and individuals.
 Collaboration: Candidates learn and practice the skills of collaboration in their
coursework and use them in their professional interactions with students,
colleagues, parents, caregivers and those in the wider community.
 Critical Thinking: Candidates analyze various professional contexts, resulting
in more informed decision making about professional practice.
 Professional Ethics: Candidates learn to make and act on well-reasoned,
principled judgments.
 Reflective Teaching and Learning: Candidates critically review their
professional practice and the impact it has on student success.
 Life-Long Learning: Candidates are committed to actively seeking new
knowledge, skills and experiences throughout their career.
Leave of Absence and Readmission to the
MS Credential Program
 Candidates are required to complete their coursework
and clinical practice within a 5-year time limit, from the
beginning of coursework in the program.
 If you have to take time off from the program, you must
complete the Delay in Program Form located in the
Forms and Policies link on the COE website.
 It is your responsibility to notify the Student Services
Center the semester prior to returning to the program.
Release of Liability Form
 The CSU Executive Order 1051 requires that all students
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
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
participating in Clinical Practice read and sign a
“Release of Liability, Promise not to Sue…” form.
The first line asks for the activity, which is Clinical
Practice.
The second line asks for Activity Dates and Times:
From January 24, 2011 to June 30, 2011.
Also indicate on Activity Line: Coursework and on
dates line: Jan 24, 2011-March 18, 2011.
Please read, complete, and sign the form, and return
it Andi Shibata before you leave this orientation.
REMAINING AGENDA:
2:30 – 2:40 pm: Student Services:
Andi Shibata, Credential Analyst
2:40 - 3:00 pm: Meet your cohort faculty
CTEL Program
 If you have questions about BCLAD,
contact:
 Dr. Rosario Diaz-Greenberg
 Email: [email protected]
Who Should I Contact For:
 BCLAD/ CTEL
information?
 Dr. Rosario DiazGreenberg
[email protected]
 Field Experience?
 Lynn Dee Harris
 [email protected]
 CBEST, CSET, RICA
 Dr. Quiocho
([email protected])
 UH 327
 760-750-4035
 Testing information,
credential paperwork?
 Andi Shibata/ Student
Services
 [email protected]
 Registration/ Records or
Financial Aid?
 Registration/ Records or
Financial Aid
 Anything else…
Dr. Ingrid Flores
[email protected]