DOCUMENT 2 - Biola Universitymedia1.biola.edu/education/downloads/ctc/docs/3... · Web...

SB 2042 Teacher Preparation Program

Program Assessment DocumentStandards 1-18

Submitted toState of California

California Commission on Teacher Credentialing

March, 2008

Biola University, 032008 Page 1 of 246

Standards of Quality and Effectiveness for Teacher Preparation Programs

for Preliminary Multiple and Single Subject Teaching CredentialsAdopted, 2001

Revised November, 2003

Category A: Program Design, Governance, and Qualities

PROGRAM STANDARD 1

Program Design

The professional teacher preparation program and its prerequisites include a purposeful, developmentally designed sequence of coursework and field experiences that effectively prepare candidates to teach all K-12 students and understand the contemporary conditions of schooling. The sequenced design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of teacher education. By design, the program provides extensive opportunities for candidates to (a) learn to teach the content of the state adopted K-12 academic content standards to all students; to use state-adopted instructional materials; and to assess student progress and to apply these understandings in teaching K-12 students; (b) know and understand the foundations of education and the functions of schools in society; and (c) develop pedagogical competence as defined by the Teaching Performance Expectations (TPEs) provided in the Appendix. A Teaching performance assessment that fairly, validly and reliably assesses the TPEs is embedded by design in the program.

Program Elements for Standard 1: Program DesignAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements:

1(a) The design of the program and the selection of prerequisites are clearly grounded in a well-reasoned rationale, which draws on sound scholarship and theory anchored to the knowledge base of teacher education, are articulated clearly, and are evident in the delivery of the program’s coursework and fieldwork.

Biola University is a postsecondary Christian institution with approximately 6,000 students in La Mirada and at various satellite locations. In 2007, the Department of Education was granted school status, thus becoming the seventh school at the university. The mission of the School of Education is “to equip Christian teachers and administrators to impact public, private, mission, and home schools through biblically centered education, scholarship, and service.” The vision of the School of Education is “to equip a generation of influential educators focused on God’s calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God.”

Biola University, 032008Revision 4 Page 2 of 246Mar 13 am

The School of Education offers a variety of undergraduate and graduate programs leading to a California preliminary credential. The SB 2042 requirement that programs of education transition to an outcome-based philosophy has been adopted and implemented by the Biola University School of Education. Under Biola’s SB 2042 submission, the School of Education obtained approval to offer programs that could result in a multi-subject, single-subject, or internship credential. Though each of the credential programs is distinct, all candidates move sequentially through the following courses at the undergraduate or graduate level:

1. LEDU 301 Introduction to Teaching and SEED 519 Foundations of Education (These courses are the prerequisite to full admission into the teacher education program and are not cross-listed. LEDU is the prefix for undergraduate students while SEED is the prefix for graduate students.)

2. LEDU 330 /SEED 526 Psychological Foundations of Education3. LEDU 420 /SEED 520 Elementary Reading Language Arts (multiple

subject) or LEDU 425/SEED 525 Secondary Content Area Reading (single subject)

4. LEDU 341 /SEED 541 Methods of Teaching Linguistically Diverse Students

5. LEDU 430/SEED 505 Elementary Curriculum (multiple subject) or LEDU 435 /SEED 506 Secondary Curriculum (single subject)

6. LEDU 440-442 /SEED 512-513 Elementary Student Teaching I-II (multiple subject); LEDU 450-452/SEED 514-515 Secondary Student Teaching I & II (single subject), or SEED 581A-D, Intern Fieldwork I-IV (multiple or single subject)

1(b) In the program and its prerequisites, coursework and fieldwork are designed and sequenced to reflect principles of teacher development, and to address the emerging, developing needs of prospective classroom teachers enrolled in the program. The program design is informed by adult learning theory and research.

Teacher Preparation Course

(see syllabi for additional

information)

Principles of Teacher Development based on Fuller & Brown (1975)

Developmental Needs of Prospective

Teachers based on Bloom’s Taxonomy

Adult Learning Theory based on Malcolm Knowles

(1970)

* Required Methodology CoursesLEDU 301 Intro to TeachingSEED 519 Foundations of Education

The Intro course seeks to validate candidates’ experience as a student while simultaneously providing opportunities to begin viewing the

The majority of content in this course is aimed at the Comprehension Level by acquainting candidates with educational vocabulary,

This course is designed to help each candidate to solidify their personal goal of becoming a teacher and provide practical


classroom through the lens of a teacher, teacher aide, parent, and special needs learner. This is partially verified through the Observation Matrix, Teacher Interview, and Special Needs Review assignments.

legal issues, and basic lesson planning. The fieldwork component allows candidates to observe the connection between this knowledge and the classroom context.

experiences that will assist them in understanding the range of responsibilities associated with becoming a teacher.

330/526 Psych Foundations

The educational psychology course builds upon the candidates’ growing awareness that the lens of a teacher is different than the lens of a student. This is partially verified through the completion of a case study paper and the development of a classroom management plan.

The majority of content in this course is aimed at the Comprehension Level by acquainting candidates with relevant human development and learning theories. Through the case study paper and classroom management plan, candidates are progressing toward applying theory to classroom settings.

This course is designed to help each candidate understand their individual responsibility and set personal goals in order to apply theory to their instructional choices. The case study allows them to make practical applications of these theories to relevant classroom situations.

420/520 Elementary Reading425/525 Secondary Reading

The reading courses offer candidates their first exposure to assuming some responsibility for student learning in a classroom. By the end of this course, a candidate should have a clear cognitive understanding regarding the distinction between being a pupil and being a teacher and an emerging understanding of the practical skills they will need to survive on a daily basis. This is partially verified through Designing and Teaching a Reading Lesson and completing a Student Profile during their fieldwork placement.

The content in this course are aimed at the Comprehension and Application levels. Candidates are exposed to literacy models and the relationships between language development, reading, and writing. As the course progresses, candidates’ learning also encompasses the Analysis level as they evaluate the relationship between theory and practice.

The fieldwork component of these courses are designed to give candidates a life experience that they will be able to relate to content presented in this course and subsequent teacher education courses. The fieldwork also assists candidates in recognizing the relevance and practical applications of reading theories and strategies.

341/541 Methods of LDS

This course assists the candidate in advancing from a general awareness of student differences to a deeper understanding of the impact of students’ cultures and language backgrounds on the learning process. This is partially verified through the completion of the Student Shadowing assignment.

The content in this course is aimed at the Analysis level. Candidates are required to use their foundational knowledge established in their three prior courses to understand the unique realities of a culturally and linguistically diverse learner. Subsequently, candidates must apply this understanding to California’s diverse classroom populations.

This course integrates the candidates’ life experiences with the experience of an English learner. Candidates encounter the relevance and practicality of effective EL methodology and develop the capacity to respect the learner’s needs during instruction.


430/505 Elementary Curriculum435/506 Secondary Curriculum

This course provides candidate an increased understanding of the practical skills and tools they will need to survive on a daily basis and begins to assist the candidates in understanding the role of assessment in verifying student learning. This is partially verified through the completion of a progress-monitoring lesson plan and the completion of a thematic unit plan.

The content of this course is used to support a deepening ability to apply analytical processes in the planning and implementation of instruction. Throughout the fieldwork candidates are required to provide rationales for instructional decisions and concrete evidence of the impact their decisions had on student behavior.

This course, along with the required 60-hour fieldwork component is designed to give candidates a life experience that is relevant and practical to a typical California classroom so that they are prepared for the semester-long student teaching internship.

512/513 Elem. Student Teaching Seminar514/515 Sec. Student Teaching Seminar

This semester-long internship is designed to support candidates as they gain confidence in their ability to survive in a classroom context and transitions them into a cognitive and experiential awareness of the importance of making adaptations to ensure that individual students can learn. This is verified through CATPA: Assessing Student Learning, CATPA: Culminating Event, and the final evaluations of master teachers and a university supervisor.

During this semester-long internship, candidates must utilize their analytic reflection skills throughout the instructional planning process. As they work to coordinate the unique class-room dynamics with their prior learning and experiences, candidates begin to synthesize educational theories with their current classroom challenges to develop a mature under-standing of how a class milieu impacts teaching and learning.

Because of the foundation that has been laid in the previous teacher preparation courses, candidates are now prepared to engage in an autonomous, self-directed internship. Support is provided by master teachers, university supervisors and the directors of teacher education.

** Required Enhancement Courses for Multiple Subject CredentialArt Workshop (ARTS 306, SEED 507)

These content-specific methodology courses were designed to give them a toolbox of ideas and strategies that will support them as they create interesting and engaging lessons. This is verified by requiring the candidate to earn a grade of C or better in these courses.

The content in these courses is aimed at the Comprehension and Application levels.

These courses are designed to help each candidate make practical applications of instructional strategies to specific content areas and to gain confidence in their ability to teach these content areas.

Music Workshop (MUSC 310, SEED 508)P.E. Workshop (PEED 201, SEED 516)Math/Science Workshop (MATH 117, 118, PHSC 100-01, SEED 509)

* The teacher preparation methodology courses must be taken in the sequence outlined above. Based on candidate need, the following concurrent enrollment scenarios are permitted: - Intro, Psych, and Reading,

OR - Reading and Methods,

OR - Methods and Curriculum


** Undergraduate candidates earning a Liberal Studies degree take equivalency courses as part of their major (ARTS 306, MUSC 310, MATH 117-118, PEED 201, PHSC 100-01). Candidates who have not earned a Liberal Studies degree must take the following pedagogy modules: SEED 507, SEED 508, SEED 509, and SEED 518). These courses are taken after the candidate has completed the Intro and Psych courses, and prior to Student Teaching.


1(c) Throughout the program, coursework and field experiences are interrelated to form a cohesive set of learning experiences for each teacher candidate. Each candidate gains a clear understanding of the realities of California public education.

Please refer to the chart below for the response to this standard.

Esta

blis

h un

ique

ness

of

the

prof

essi

on

Introduction to Teaching (LEDU 301)Foundations of Education (SEED 519)

Candidates are introduced to the various aspects of the teaching profession through relevant discussion of educational theory and current issues in education. Candidates observe and gain a practical awareness of the teaching profession through a 25-hour fieldwork practicum in a California public school.

Cou

rses

Des

igne

d to

Inte

grat

e Su

bjec

t Mat

ter

for

Mul

tiple

Sub

ject

Can

dida

tes

Art W

orks

hop

(AR

TS 3

06, S

EED

507

, Mus

ic

Wor

ksho

p (M

USC

310

, SE

ED

508

, P.E

. Wor

ksho

p (P

EE

D 2

01, S

EED

516

, Mat

h/Sc

ienc

e W

orks

hop

(MAT

H 1

17, 1

18, P

HSC

100

-01,

SEE

D 5

09)

With an awareness of the distinctives of the teaching profession, candidates now move to the next step in our program.

Esta

blis

h a

theo

retic

al

foun

datio

n

Psych Foundations (LEDU 330 / SEED 526)

Application of psychological principles to the educative process, role of the teacher and learner, human growth and development, learning styles, motivation, memory, transfer of learning, measurement and evaluation, research and experimentation in learning theory

With a theoretical understanding of human development and pedagogy, candidates now move to the next step in our program.


A st

udy

of th

e kn

owle

dge,

ski

lls, a

nd c

ompe

tenc

ies

requ

ired

for

cont

ent-

spec

ific

teac

hing

str

ateg

ies.

The

se c

ours

es a

re

requ

ired

for

mul

tiple

sub

ject

can

dida

tes

only

.

Appl

y th

eori

es in

fiel

dwor

kElementary Reading (LEDU 420/ SEED 520)Secondary Reading (LEDU 425 / SEED 525)

Designed to provide a substantive, research-based instructional program that effectively prepares candidates to implement a balanced, comprehensive program of reading and writing. Candidates apply reading strategies during a 35-hour fieldwork practicum in a California public school.

Methods of Teaching Linguistically Diverse Students (LEDU 341/ SEED 541)

Assessment, theory and instructional methodology for assisting English learners. In-depth analysis of state mandates to ensure appropriate English development for reading, writing, and content areas. Candidates gain insight through shadowing a EL student.

Elementary Curriculum (LEDU 430/ SEED 505)Secondary Curriculum (LEDU 435/ SEED 506)

Examination of theories related to the California K-12 content standards, classroom management, use of media, and teaching methodology. Candidates apply theories during a 60-hour fieldwork practicum in a California public school

With the completion of coursework, candidates are ready to move into the last phase of our program.

Impl

emen

tatio

n by

ca

ndid

ates

in a

cl

assr

oom

set

ting

Elementary Student Teaching (LEDU 440/442, SEED 512/13)Secondary Student Teaching (LEDU 450/452, SEED 514/15)

Personal implementation of teaching and learning theories through a carefully selected placement in a California public school classroom under the mentorship of a qualified master teacher and university supervisor.

Upon successful completion of all of the above, candidates may apply for a preliminary credential.


1(c) In conjunction with the subject matter requirement for the teaching credential, each candidate in the program understands the state-adopted academic content standards for students. The candidate learns how to teach the content of the standards to all students, use state-adopted instructional materials, assess student progress in relation to scope and sequence of the standards and apply these understandings in teaching K-12 students.

Course Content Pedagogy Assessment

LEDU 301/SEED 519 Introduction to Teaching/ Foundations of Education

During sessions 5-11 candidates evaluate, discuss and produce all areas of the lesson plan

Lecture

Peer editing

Evaluating samples

Lesson plans

Assessment samples

LEDU 330 Psychological Foundations of Education

Examining of connection between lesson objectives and academic content standards

Connection of lesson objectives and assessment

Rewrite academic standards in terms of lesson objectives

Lesson planning to address standards

Discussion of how assessment informs instruction

Lesson plans

Thematic/Integrative units

Assessment activity (Session 43)

SEED 526 Psychological After reading chapter/cluster 6-9, Candidates read chapter/cluster


Foundations of Education candidates listen to four PowerPoint presentation describing lesson plan formats (Direct Instruction, Advanced Organizer, Cooperative Learning, and Facilitation) and instruction regarding writing, learning objectives aligned with state standards.

6-9 and prepare a chart comparing learning theories.

Candidates listen to PowerPoint augmented lecture regarding writing lesson objectives aligned with state standards, then work in groups to identify four parts of six objectives

In groups candidates write objectives as a group that are aligned with state standards.

Candidates write four objectives on their own and receive feedback from the professor.

Candidates listen to PowerPoint augmented lecture regarding four types of lesson planning.

Candidates write objectives aligned with state standards for each of the lesson plans.


LEDU 420/ SEED 520 Elementary/Secondary Reading

Students will learn how teach and assess students’ progress in specific reading content standards

---------------LEDU 420/ SEED 520 – Meetings 4-6 LEDU 425/ SEED 525 – Meeting 3

LectureGroup activity

LEDU 420/ SEED 520 – Formative - Field Activity #2 – Beginning-During-After (B-D-A) Lesson with Children’s Literature ---------------LEDU 425/ SEED 425 – Summative - Field Activity #4 – Teaching a Reading/ Language Arts Lesson

SEED 541/LEDU 341 Methods for Teaching Linguistically Diverse Students

Candidates examine, teach, and assess academic content standards.

Material is reinforced through overview of TPA Task #1, Scenarios 1, 2, 3, and 4

Pair-share

Model Specially Designated Academic Instruction in English (SDAIE) lesson

Summative assessment occurs during SDAIE lesson planning, and TPA Task #1

LEDU 430/SEED 505 Elementary Curriculum

In meeting 4 candidates are presented with designing objectives and lessons based on content standards. Groups construct a number of objectives that cover a variety of Bloom’s Taxonomy levels/verbs in their complexity and difficulty, and then they share their objectives with another group. Next, candidates are given numerous samples of standards and objectives, and are asked later to distinguish which sample objectives align with the standards. For the standards and objectives that are not in alignment, candidates will then re-construct objectives to align with standards and determine how they would determine whether students met the objectives.

Small group discussion and sharing of reflections about standards and objectives

Lecture

Groups construct objectives using a variety of Bloom’s Taxonomy levels

Groups evaluate given standards and objectives. They distinguish between the objectives that align with standards and those that do not. Candidates reconstruct objectives to be in alignment with standards

Groups then share their rewritten objectives with another group for comparison.

TPA: Planning instruction section

Fieldwork: Plan and teach four lessons

Lesson reflections

Teacher Talk: Small group discussions of text and lectures.

Unit plan

LEDU 435/SEED 506 Secondary Curriculum

During meeting 2 candidates are exposed to the historical development of California’s academic content standards. With a foundation set, candidates are presented with content-specific frameworks and standards and are assisted in gaining a deep level of awareness regarding the role of skills, concepts, and knowledge. Finally candidates are shown the relationship between content standards and Bloom’s taxonomy as a way of gaining an understanding related to implementing content standards effectively into their lesson planning activities.

During meeting 6 candidates are assisted in coordinating state academic content standards with the skills involved in writing lesson objectives.

Meeting 2. Lesson begins with pair share as a means of verifying students awareness of influences on curriculum planning choices. Negative perspectives are encouraged so that they can be addressed. Lecture is used to provide foundational knowledge. Lesson concludes with demonstration which is used to assist the candidates in moving from a cognitive awareness to application ability.

Meeting 6. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability.

Meeting 9. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability.Meeting 12. Demonstration is used to assist the candidates in moving from a cognitive

Formative assessment is provided in the third teacher talk assignment.

Formative assessment is provided during the Lesson Reflection Coordinated Instruction and Lesson Reflection Engagement assignments where candidates construct standards-based lesson plans and provide rationales that illustrate their understanding of the scaffold instruction concept.

Summative assessment occurs in the Lesson Reflection Progress Monitoring assignment where candidates are provided with their last opportunity to demonstrate understanding of standards-based lesson planning and providing rationales that illustrate an understanding of the scaffold instruction concept.Summative assessment occurs in the CA TPA Designing


In meeting 9 candidates are assisted in understanding the process that is involved in scaffolding student learning so that the skills, concepts, and knowledge articulated in the state academic content standards are achieved.In meeting 12 candidates are provided information regarding the need of using multiple measures during the assessment cycle as a means of fully verifying student learning.

awareness to application ability. Instruction tasks when candidates are asked to provide rationales for their lesson planning decisions.


1 (e) Coursework and field experiences utilize a variety of strategies for professional instruction and provide multiple opportunities for candidates to learn and practice the Teaching Performance Expectations in Appendix A.

The responses to subsequent required elements will clearly demonstrate the pedagogy utilized in each of the teacher preparation courses at Biola University. Biola’s School of Education has implemented a policy that prevents one professor from teaching more than two different courses in the teacher preparation sequence. As a result of this policy, our candidates are exposed to a variety of pedagogical strategies and assignments. The following chart will coordinate course objectives with each of the TPEs in order to demonstrate that candidates have multiple opportunities to learn and practice the TPEs before they enter Student Teaching, where candidates are expected to implement all 13 teaching performance expectations on a daily basis.

TPE 1: Subject Matter301 Intro/ 519

Foundations of EducationLEDU 330/

ASED 502 Advanced Ed. Psych.LEDU 420/425ASED 520/525

Reading Course

LEDU 341/ASED 541 Teaching

Linguistically Diverse Students

LEDU430/435ASED 505/506

CurriculumWithin their fieldwork experience, candidates will observe and report the relationship between state academic content standards and instruction.

Candidates will prepare a lesson requiring them to apply knowledge of their subject and computer technology to present their research to others.

Candidates demonstrate mastery of intensive instruction in reading and language methods that isgrounded in research, including explicit and meaningfully applied instruction and strategies for English language learners and speakers of English, including a rationale for phonics instruction, elements of phonics, sight words, morphemic analysis, and vocabulary development, major decoding strategies for developing reading fluency, and systematic spelling instruction.

Demonstrate their technological skills, preview educational software and participate in the use of software in the classroom and/or at County Office, and incorporate technology into reading lessons software programs, and access readings using web-sites.

Candidates will demonstrate an understanding of their content area by coordinating lesson and unit decisions with State content standards


TPE 2: Monitoring During InstructionCandidates will assess children's phonemic awareness and develop children’s phonemic awareness through games, rhymes, segmenting words, interacting with print, and by implementing reinforcement activities as part of instruction

Candidates will interpret instructional effectiveness by implementing specific progress monitoring strategies within personally designed lesson plans.

TPE 3: Interpretation and Use of AssessmentsWithin their fieldwork experience, candidates will observe and report on the relationship between student learning, engagement, and assessment.

Candidates will understand and appropriately utilize standardized testing.

Candidates will differentiate and aptly use teacher-generated assessment for entry level, progress-monitoring and summative evaluation of student learning.

Candidates will assess and interpret two students’ reading, writing, and attitudes/interests; write a profile of each student, identifying his/her strengths and needs and then make recommendations for instruction which include specific strategies and activities.

Candidates will compare and contrast different assessment instruments.

Candidates will adapt a traditional assessment and design a practical alternative assessment.

Candidates will explore and experience using different types of assessment materials, such as

norm-referenced, criterion referenced, curriculum-based, and

performance based measures

Candidates will interpret instructional effectiveness by implementing specific progress monitoring strategies within personally designed lesson plans.

Candidates will formulate an assessment program that includes entry-level, progress-monitoring, and summative assessment by completing an assignment chart for their unit plan.


301 Intro/ 519 LEDU 330/ LEDU 420/425 LEDU 341/ LEDU430/435

TPE 4: Making Content AccessibleCandidates will formulate a special needs review based on the specific needs of a particular students.

Candidates will help students develop independent reading through print access, D.E.A.R. time, shared readings, and readers' theater) at-home reading, e.g., use of language, responding to teaching styles, teacher-student interactions, classroom organizations, and an understanding of the changing demographics in California.

Candidates will develop an understanding of the writing process through cooperative learning and collaborative activities, forms of writing, assessing students’ writing and spelling, and select or develop activities for appropriate pre-writing and writing activities, and how to evaluate students writing.

Candidates will utilize professional resources and internet resources for English language learning needs and bilingual education topics

Candidates will set goals, plan, and adapt instructional approaches and resources that are especially designed academic instruction delivered in English (comprehensible input, clarification checks, question strategies, treatment of errors and grammar, creating a positive environment.

Candidates will demonstrate awareness of different models of teaching by designing lessons that appropriately coordinate State Content Standards with lesson objectives, instructional procedures and student developmental needs.

Candidates will utilize a variety of activity modes within each lesson by completing each step in the selected lesson planning template.

Candidates will utilize a variety of activity modes within each lesson by completing each step in the selected lesson planning template

TPE 5: Student EngagementCandidates will apply psychological principles within actual or simulated educational contexts

Candidates will justify the selection and use of different instructional models by providing rationales that coordinates their Christian faith with their lesson planning decisions

TPE 6: Developmentally Appropriate PracticeCandidates will develop a Current Events lesson plan connected to the state academic content standards while addressing the developmental needs of their students.

Candidates will evaluate and apply relevant theories to the cognitive, social, emotional, and moral development of the learner.

Candidates will evaluate and apply relevant theories to the cognitive, social, emotional, and moral development of the learner.

Candidates will demonstrate an understanding of the historical and current theories and instructional models of language structure and use; as well as, the psychological, socio-cultural, and political factors of first and second language development

Candidates will predict the impact of lesson planning decisions on student motivation by providing a rationale for each lesson planning decision.



TPE 7: Teaching English Language LearnersCandidates will identify characteristics of children with learning and cultural differences and examined factors that affect their achievement.

Candidates will assess children’s phonemic awareness and develop children’s phonemic awareness through games, rhymes, segmenting words, interacting with print, and by implementing reinforcement activities as part of instruction.

Candidates will determine the factors that contribute to primary and secondary language acquisition (including theories and factors of 1st and 2nd language development, language structure, the stages of literacy development in reading and writing, and how to assess concepts about print and letter recognition) and plan instruction according to student needs.

Candidates will discuss content-area literacy, exploring different types of texts and purposes for reading, strategies to enhance understanding of expository materials, study skills, and how to incorporate this information into the elementary classroom; examine language and content area instruction, e.g., L1 and L2, grouping for special purposes, constant area assessment – purpose, methods, mandates, and limitations of assessment.

Candidates will understand different models for educating language minority children, such as SDAIE or sheltered English instruction, pull-out ELL, and ELD

Candidates will demonstrate techniques for helping English language learners, including speaking, listening, reading, treatment of grammar, and writing, e.g., discourse strategies, comprehension strategies, speech patterns, etc.

Candidates will formulate adaptations for English Learners and Special Need students by evaluating the content and language abilities of each student in their field placement classroom.



TPE 8: Learning About StudentsCandidates will describe and demonstrate methods for grouping and individualizing instruction, and working with students of diverse backgrounds and ability levels, e.g., instructional delivery, comprehensive input, and CALLA strategies.

Candidates will identify issues related to cultural, social, and

linguistic diversity and the impact they have on the assessing,

teaching, and learning acquisition of multicultural students and the

transfer of L1 and L2 literacy

Candidates will use the truth that students are created in the Image of God to develop rationales for lesson and unit pedagogical decisions

TPE 9: Instructional PlanningCandidates will develop a lesson plan based on the state academic content standards for the grade level they plan to teach.Within their fieldwork experience, candidates will observe and report effective technology use in a classroom setting.

Candidates will compare, contrast, evaluate and adopt useful aspects of applied behavior analysis, cognitive, social cognitive, social constructivist and personal constructivist theories of learning and motivation.

Candidates will plan developmentally appropriate lessons for direct instruction, promoting cooperative learning, established advance organizing, facilitating discovery, and preparing a thematic unit.

Candidates will use knowledge of learning theory practices to construct a content standards-based unit that meets the needs of all the students in their field placement classroom

TPE 10: Instructional TimeWithin their fieldwork, candidates will develop and teach reading/ language arts lessons; plan reading instruction, set goals, choose materials, select techniques and strategies based upon knowledge of the students, use of instructional time effectively, and monitoring students’ progress

Within their fieldwork, candidates will develop and teach lessons based on the California content standards; set goals, choose materials, select techniques and strategies based upon knowledge of the students, use instructional time effectively, and monitor students’ progress



11: Social EnvironmentWithin their fieldwork experience, candidates will observe and report on classroom management strategies.

Candidates will generate a developmentally appropriate plan for managing a classroom that nurtures students’ interests and abilities and promotes student commitment to life-long learning.

Candidates will explain the relationship between content, conduct and covenant policies and procedures by describing and evaluating the discipline and management techniques used in their field placement.

12: Professional, Legal, and Ethical ObligationsCandidates will summarize an interview with a teacher on classroom leadership issues.Within their fieldwork experience, candidates will observe and report on the teacher’s legal obligations.Candidates will compose a paper which identifies their reasons and motives for considering the teaching profession.

Candidates will establish a Christian foundation for psychological understanding of students, teaching and learning.Integrated biblical principles regarding teaching with the discipline of educational psychology.

Candidates will integrate prayer and a Christian perspective into

the course as an model for integrating faith and learning for

Biola credential candidates

Candidates will examine the timeline of ELL and bilingual education (identification, assessments and instruction), legislation and how the laws impact the responsibilities of both teacher and school district. Conversely, how the legislation has changed in respect to the rights of parents.

Candidates will integrate faith and learning in a natural, meaningful way and relate content, teaching, and behaviors to Christian principles and Scripture.

13: Professional GrowthWithin their fieldwork experience, candidates will observe and report on the relationship between self-reflection and instructional adjustments.Candidates will produce an electronic portfolio that organizes specific examples of effective teaching and review a copy of the California TPEs.

Candidates will justify their pedagogical preferences by orally defending a personally constructed interview portfolio



1(f) By design, coursework and fieldwork comprehensively assist candidates in preparing for an embedded teaching performance assessment (TPA). Candidates are provided opportunities to practice tasks similar to those found in the teaching performance assessment.

Biola Teacher Candidates are made aware of the California Teaching Performance Assessment (CA TPA) during the Introduction to Teaching /Foundation of Education Courses. Within these courses, professors lead candidates in an examination of the Teaching Performance Expectation (TPE) standards. Once the candidates are familiar with the expectations, the professors assist the candidates in developing an electronic portfolio database that will house all key assignments. A critical component professors embed within their clarification presentations is a review of the manner in which the CA TPA contributes to Biola’s School of Education assessment program. Finally, the professors of the Introduction to Teaching course provide candidates with a copy and an overview of the Teaching Performance Assessment Candidate Handbook.

Biola’s first administration of the TPA tasks occurred in the fall of 2004. As data from the CA TPA tasks has been evaluated, Biola University faculty realized a need to design additional assignments that will prepare the candidates to fully develop the TPE skills embedded within the four CA TPA tasks. After attempting several different minor instructional adjustments, Biola University faculty realized in the spring of 2007 that our teacher preparation program’s scope and sequence had to be reviewed and modified. During our initial conversations, it quickly became apparent that developing program outcomes with key assignments would provide the organizational structure that would afford our candidates the practice necessary to master the skills identified within the TPE standards. As the process unfolded, Biola University School of Education faculty focused on integrating the aspect of TPE twelve which requires candidates to understand the manner in which their biases positively and negatively impact students. Biola University School of Education’s program outcomes were adopted in the spring of 2007. The initial key assignments were identified and developed during the fall 2007 semester. Current plans focus on field testing the key assignments in the spring of 2008 with full implementation occurring during the fall of 2008.


Biola UniversityTeacher Preparation Student Learning Outcomes

1. Committed to Living Out God’s Calling as a Christian Educator

Candidates embrace a lifestyle focused on biblical principles and continued reconciliation with God. Based on peace with God, candidates receive and reflect God’s love, appreciate God’s provisions, promote shalom with and among others, and protect stakeholders’ rights. Achievement of this outcome will be revealed through a series of “Called to Teach” papers. The first paper will be administered in Intro to Teaching (LEDU 301/SEED 519), the second submission will be part of the student teaching application (occurring in LEDU 430/SEED 505 and LEDU 435/SEED 506) and the final candidate product will be produced during the student teaching seminar (LEDU 440-442/SEED 512-513 and LEDU 450-452/SEED 514-515).

(Related to TPE #12, 13 and used to provide practice in writing reflections)

2. Dedicated to Students’ Optimum Development for God’s Ultimate Glory

Candidates discover and celebrate each student’s strengths, assisting them to realize their distinct purposes. Accepting that students are created in the Image of God; candidates facilitate growth in mind and spirit, character, social skills, emotional maturity, and physical health preparing their students for growing independence in learning. Achievement of this outcome will be revealed through two assignments administered in the Reading course (LEDU420/SEED 520 and LEDU 425/SEED 525). The first assignment is entitled Student Profile which requires candidates to gather data on a focus student’s reading abilities. The second assignment is entitled Designing and Teaching a Reading Lesson which requires candidates to utilize the data gathered during the first assignment to plan and deliver a reading comprehension lesson.

(Related to TPE 6, 8 and used to provide practice in gathering relevant data on focus students that can be utilized to design lessons that meet student needs)

3. Engage in Experiences with Cross-Cultural and Special Population to Appreciate Diversity

Candidates appreciate and value diversity through engagement in cross-cultural and special population educational settings that differs from their prior experiences in order to become advocates for equity and justice. The key assignment for this outcome will be embedded within the Methods of


Teaching Linguistically Diverse Students course (LEDU 341/SEED 541). This assignment requires the teacher candidate to identify an English Learner student within their fieldwork placement. Once identified, the candidate gathers background information to be used as foundational for better understanding the emotional and academic impact a classroom environment has on the student’s educational experience. Once the data is gathered, the candidate develops an adaptation plan to assist the identified student development.

(Related to TPE 7, 8 and used to provide practice in making adaptations where teacher assume responsibility for building instruction off from student strengths)

4. Capable of Applying Developmental and Learning Theories to Solve Educational Challenges

Candidates nurture an attitude of discernment toward developmental and learning theories as a foundation for professional decision-making and reflection. Based on their theoretical contemplation, candidates will engage in making intentional classroom decisions. Achievement of this outcome will be revealed through the writing competency paper in Psychological Foundations (LEDU 330/SEED 526). Within this assignment candidates evaluate a classroom scenario through the use of development and learning theories.

(Related to TPE 13 and used to provide practice in writing analytical reflections)

5. Implement Content Standards Instruction Effectively

Candidates design and implement developmentally appropriate lessons, using the California state adopted academic content standards as a foundation. Each lesson will appropriately integrate aspects of God’s natural revelation through the utilization of the contextual setting/assessment/instruction cycle. Achievement of this outcome will be revealed through the progress monitoring lesson reflection assignment embedded within the Curriculum course (LEDU 430/SEED 505 and LEDU 435/SEED 506). Completing this assignment requires the candidate to teach a lesson and produce a written reflection that synthesizes the candidate’s dialog with their master teacher as well as the theories and strategies presented in the Curriculum course.

(Related to TPE 1, 2, 3, 4, 6, 7, 8, 9 and used to provide practice in coordinating learning goals instructional design, and assessment to state academic content standards)

6. Skilled at Designing and Implementing Appropriate and Effective Learning Strategies


Candidates assume appropriate responsibility for student learning through the intentional diagnosis of individual characteristics and classroom dynamics. Based on focused evaluation and reflection, candidates will design and implement suitable adaptations to ensure the attainment of a productive learning environment for each student enrolled in the candidate’s class. Achievement of this outcome will be revealed through the unit plan assignment embedded within the Curriculum course (LEDU 430/SEED 505 and LEDU 435/SEED 506). This assignment requires the candidates to develop a thematic unit that uses the State academic content standards as well as State releases test items as a foundation. A completed unit plan will include instructional resources, a summary of lessons, as well as a detailed assessment plan.

(Related to TPE 2, 3, 4, 5, 6, 7, 8, 9, 10 and used to provide practice in coordinating the lessons into an effective scope and sequence)

7. Devoted to creating a positive learning environment

Candidates maximize student learning by establishing clear and consistent policies and procedures, encouraging students to take intellectual risks, providing equal opportunity to learn, preventing racism and intolerance, and implementing classroom expectations to create freedom within boundaries protecting the rights of all in the community of learners. For students who have difficulty following classroom policy and procedures, candidates provide natural consequences that lead the distressed student back into the classroom community. Achievement of this outcome will be revealed through the classroom management plan which is assigned in the Psychological Foundations course (LEDU 330/SEED 526). This assignment provides an opportunity for students to use learning theories as a foundation for establishing routines that can be implemented to create a positive and safe environment for learning.

(Related to TPE 5, 7, 8, 10, 11 and used to provide practice in coordinating learning theory with the development of classroom policies and procedures)

1(g) The program design includes planned processes for the comprehensive assessment of individual candidates on all competencies addressed in the program. Criteria are established for individual candidate competency, and a clear definition of satisfactory completion of the professional teacher preparation program is established and utilized to make individual recommendations for the preliminary teaching credential.


The Candidate Proficiency Assessments described below were developed to match Biola’s program outcomes, to coordinate with the TPEs, to ensure candidates have successful CA TPA experiences. In addition, these assessments will provide the foundation for Biola University’s biennial report.

Descriptions of key assignments and rubrics are found in the course syllabi identified by course number after each statement below. Procedures connected to TPA are found in standards 19-21 which was approved in January 2008. Each candidate must successfully complete all of the criteria outlined below in order to be recommended by Biola University for the preliminary teaching credential.

Candidate Proficiency Assessments

1 Program Entry Requirementsa Proof that CBEST has been attempted and/or passedb Current cumulative GPA of 2.75 or betterc Application

i Call to Teach Essay – verify writing ability and substantiate current motivation for pursuing credentialii Reasons for Entry Profession Survey - demonstrate personal importance for different aspects that typically

personify a teaching candidateiii Recommendations – confirm personal characteristics

2 Assessment of Critical Coursework Competencies (Completion is a Prerequisite for Student Teaching)a Key Assignments

i Student Profile - gather data on a focus student’s reading abilities (LEDU 420/425, SEED 520/525). ii Designing and Teaching a Reading Lesson - utilize the data gather during the Student Profile to plan and deliver a

reading comprehension lesson (LEDU 420/425, SEED 520/525). iii Shadowing Assignment - identifies an English Learning student, gather background information, and develop an

adaptation plan to assist the identified student’s development (LEDU 341/SEED 541). iv Writing Competency - evaluate a classroom scenario through the use of development and learning theories (LEDU

330/SEED 526). v Progress Monitoring Reflection - teach a lesson and produce a written reflection that synthesizes the candidate’s

dialog with their master teacher, development theories and pedagogical strategies (LEDU 430/435, SEED 505/506).vi Thematic Unit - use State academic content standards and State releases test items to design a unit plan that

includes instructional resources, a summary of lessons, and a detailed assessment plan (LEDU 430/435, SEED 505/506).

vii Classroom Management Plan - use learning theories to develop routines that can be implemented to create a positive and safe environment for learning (LEDU 330/SEED 526)..


b CA TPAi Subject-Specific Pedagogy –pass with a score of 3 or higher (LEDU 341/SEED 541). ii Designing Instruction – attempt and/or pass with a score of 3 or higher (LEDU 430/435, SEED 505/506).

c Acceptable scores on fieldwork evaluation forms i LEDU 420/SEED 520 Elementary Reading OR LEDU 425/SEED 525 Secondary Readingii LEDU 430/SEED 505 Elementary Curriculum OR LED 435/SEED 506 Secondary Curriculum

d Protocol Evaluations – professors’ assessments of candidate dispositions and behaviors as demonstrated during each Teacher Preparation Course class

e CBEST, CSET and RICA – pass appropriate exams and provide official score sheetsi Interview AND Portfolio – self-evaluation of learning during program emphasis is placed on the relationship

between a candidate’s belief regarding their call to be a teacher, their understanding of education theory, and their current ability to transfer knowledge into action (LEDU 430/435, SEED 505/506).

3 Final Assessment of Program Competenciesa CA TPA

i Designing Instruction –pass with a score of 3 or higher (LEDU 430/435, SEED 505/506).ii Assessing Learning –pass with a score of 3 or higher (LEDU 440/442, SEED 512/513, LEDU 450/452, SEED 514/15)iii Culminating Teaching Experience –pass with a score of 3 or higher (LEDU 440/442, SEED 512/513, LEDU 450/452,

SEED 514/15)b Mid-term Evaluations – Master teachers and University supervisors collaborate to determine level of achievement that

needs to me met in order to successfully complete Student Teaching (LEDU 440/442, SEED 512/513, LEDU 450/452, SEED 514/15)

c Final Evaluations – Master teachers and University supervisors measuring candidate ability based on Biola University Program Outcomes and CA TPE standards (LEDU 440/442, SEED 512/513, LEDU 450/452, SEED 514/15).

d Self-Report – Candidate complete a proficiency survey summarizing skill-level beliefs (LEDU 440/442, SEED 512/513, LEDU 450/452, SEED 514/15).



PROGRAM STANDARD 2

Collaboration in Governing the Program

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.

Program Elements for Standard 2: Collaboration in Governing the ProgramAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

Biola University is continuing to develop collaborative partnerships that contribute substantively to the quality and effectiveness of the design of implementation of the candidate preparation. These relationships are illustrated on the following chart, and will be referred to throughout the responses to Standard 2 by group numbers.

Subject Matter Preparation

PedagogicalPreparation

Local Education Agency

Higher Education

Institutions

Because subject matter

Group #2 – Student Teaching supervisors meet 3 times per semester with Director of Teacher Education

Require both Master Teacher and University Supervisor signatures on Student Teaching mid-evaluation form to

Group #1 – BTSA-Induction Partnerships (local and regional)Credential Analyst will keep meeting agendas, handouts, attendance records, and notes

Group # 6 – Formal and informal Christian IHE Collaborative. June 8, 2009 – we will maintain our ICCUCET membership and attend fall and spring meetings at the CCTE conference. The Dean of Biola attends AICCU meetings and


competency is provided through passing scores on the appropriate CSET subtests, we do not currently collaborate withsubject matter preparation providers.

However, in order to maintain relationships and generate some dialogue with professors of subject matter content, we have appointed a Single Subject Coordinator and a Liberal Studies Coordinator in the School of Education.

demonstrate collaboration. Student Teaching Placement Coordinator will keep mid-evaluation in binder along with meeting notes from supervisor meetings.

participates in informal IHE collaboration conversation.

Group #3 – Master teachers and cooperating teachers from fieldwork settings

Group #4 – Student Teaching and Field Placement Coordinator meets with school principals and brings issues, concerns, and feedback to Director of Teacher Preparation.Student Teaching Placement Coordinator will keep field visitation binders.

Group #8 – California Council of Teacher Educators (CCTE) – Dean, Director(s) of Teacher Education, and/or Teacher Preparation faculty attend biannual meetings and participate in meetings and collaborative discussions with private IHEs.

Group # 7 – Teacher Preparation Committee (comprised of Directors of Teacher Education and faculty of teacher preparation courses).

Group #10 – Directors of Teacher Education meet with collaborative Induction partners at campus sites to review issues related to Biola University’s teacher preparation program.Currently this entails informal conversations.

Group #9 – TPA Networking Consortium. Director of Teacher Education and/or TPA Coordinator attends minimum of one biannual meeting per year.TPA Coordinator maintains binder/files of meeting notes.

Group #11 – Community Advisory Network is comprised of principals, master teachers, student teaching faculty, student teaching supervisors, Student Teaching and Field Placement Coordinator, Directors of Teacher

Group #5 –Formal Informal network of Credential Analysts. The Manager of Advising and Certification networks with other credential analysts at an annual conference and through periodic phone and email contact.


Education, and Dean. Meets once per semester to gather verbal and written feedback on program effectiveness based on current candidate performance. Student Teaching Placement Coordinator keeps a binder of all notes, comments, and analyzes survey results.


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.

Program Structure Design

Monitor Implementation

Identify and resolve program issues


Because subject matter competency is provided through passing scores on the appropriate CSET subtests, we do not currently collaborate with subject matter preparation providers.

Pedagogical Preparation

Through formal evaluation of student teaching candidates, Group 2 provides the program with information related to candidate proficiency as pertains to Biola University’s program outcomes and the CAL TPEs. The program uses this data to ensure that the structure of the program is developmentally appropriate for our teacher candidates.

Based on the data gathered from Groups 2 & 3, summary

Through formal evaluation of student teaching candidates, Group 2 & 3 provides the program with information related to candidates’ pedagogical skills. Each semester, Group 2 gathers data on a specific area of pedagogical preparation.

This data is presented to Group 7 for an annual analysis of our candidates’ pedagogical preparation. Based on this review, changes to the program are

In order to demonstrate an openness to feedback from our partners, email and phone communication is established in each fieldwork setting between Biola professors and staff with Group 2 & 3 members. Based on any concerns or suggestions that emerge within this communication loop, issues are identified and presented to Group 7 at monthly meetings. Based on these discussions, issues are resolved as


reports are prepared and presented to Group 7 for an annual analysis of the program’s effectiveness. Based on this review, structural changes are discussed, which will lead to appropriate implementation decisions

discussed, and implemented when appropriate.

appropriate.


Based on data gathered from Groups 2 & 3, CA TPA results, and Program Outcome Assessments, the Directors of Teacher Education will meet with Group 10 to elicit input regarding current district Induction practices. Results of these conversations will be summarized and form the basis for Group 7 dialogues.

Based on data gathered by Group 4, general information regarding candidates’ effectiveness in actual classroom settings is brought to Group 7. In addition, district protocols related to all fieldwork and TPA issues is solicited and reviewed.

The focus of the dialogue between Biola and Group 10 is to present current issues of concern based on the data we have gathered on our candidates. The goal of these discussions is to solicit feedback that will result in program improvement.

Institutions of Higher Education

Based on dialogues with Group 6, Biola University will continue to seek input on the unique challenges of small private IHEs. In addition, these dialogues will center around appropriate and effective integration strategies within a Christian teacher preparation program.

Currently, this group is not being used to collaboratively monitor the implementation of our program.

Based on dialogues with Group 6, Biola University will continue to seek input on the unique challenges of small private IHEs. In addition, these dialogues will center around appropriate and effective integration strategies within a Christian teacher preparation program.

Based on information


gathered from Group 5, the Manager of Advising and Credentialing meets weekly with the Directors of Teacher Education to discuss unique issues faced by some of our candidates and the perspective gained from the ways in which other IHEs have addressed these issues.

2(a) 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.

Program Quality Multiple PerspectivesSubject Matter Preparation



Groups 2 & 3 submit a final evaluation of each candidate that is coordinated with the Program Outcomes and the CA TPEs. The information gathered from these forms is used by Group 7 to evaluate the degree to which the foundational cognitive knowledge presented in the teacher preparation program is being effectively implemented on a daily basis.

Because of the diversity of gender, ethnicity, age, and experience, Group 2 brings a wide range of perspectives, backgrounds, and expertise as they evaluate and report on the effectiveness of our program.


Dialogues between Group 10 and the Directors of Teacher Education have the distinct purpose of gathering feedback about program quality to ensure that our program

Through the intentional coordination with three different districts, multiple perspectives are gained.

Institutions of Conference participation, biannual meetings, and ongoing

Dialogue with Groups 8 & 9 provide information regarding the


Higher Education

conversations with Groups 6, 8 & 9 provide us with models of program excellence that can be compared with our existing program. In addition, areas of identified program gaps often become focal points of dialogue to provide suggestions to help strengthen our program.

challenges associated with being a teacher preparation program in the State of California. The breadth of variety in institutional participants results in multiple perspectives and alternative ideas.

2(b) 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.

Program Policies Program ProceduresSubject Matter Preparation

Because subject matter competency is provided through passing scores on the appropriate CSET subtests, we do not currently collaborate with subject matter preparation providers with the exception of the Biola Conservatory of Music, who maintains a commitment to offering a state-approved subject matter waiver program.


Group 2 provides data from fieldwork sites to the Directors of Teacher Education to inform the program regarding pedagogical skill development of the candidates during coursework. This data leads to re-examination of program curriculum, delivery of program instruction, and design of field experiences.

At monthly meetings, Group 7 discusses relevant data and recommends course adjustments to the professor of record so that delivery of instruction is appropriate for developing teachers.

Each member of Group 2 completes School Profile forms each semester regarding each school site where they have supervised our candidates so that the Student Teaching/Field Placement Coordinator has current and relevant information about school site characteristics. This allows us to verify that the criteria we have established in our program policies concerning selection of excellent field sites for our candidates are being met.

Based on input gathered from Groups 2, 3, and 5, Group 7 regularly evaluates ALL program practices and procedures and makes modifications when appropriate.



As a result of regular site visits to field settings and meetings with principals at these sites, Group 4 presents summary data to Group 7. As a result of these discussions, ongoing improvements are made to the A Guide to Mentoring Biola Teacher Candidates (handbook for Cooperating/Supervising Teachers).

Through bi-annual conversations with Groups 1 & 10, information is sought regarding Induction Program expectations for newly credentialed teacher candidates. Group 7 uses this information to provide relevant contextual updates to professors of teacher education courses. These updates inform scope and sequence decisions, alignment of fieldwork experiences, and assessments which are used to verify candidate teaching competence.

In order to ensure that our procedure for selecting field sites and cooperating teachers assists us in meeting program requirements, Group 4 conducts surveys and compiles resulting data.


Based on collaboration with Group 5, the Manager of Advising and Certification informs Group 7 about program policies at IHEs in our region regarding the recruitment, selection, and advisement of teacher candidates.

Currently, this group is not being used to collaboratively monitor our program procedures.

2(c) 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.


Because the CSET is now required for all multiple subject candidates and all single subject candidates who are not enrolled in a state-approved subject matter program, our collaboration with subject matter providers has become less substantial. However, conversations have continued in a manner illustrated in the chart below.

Transition to Teacher Preparation Program

Coordination with subject matter preparation


The Manager of Advising and Certification meets annually with university department chairs in majors that include subject matter content to teacher candidates. These meetings include: advising information to help facilitate candidates’ transition to the teacher preparation program, updates on state credentialing requirements, and listening to their concerns and suggestions for strengthening the relationship between subject matter preparation and teacher preparation.

Undergraduate Chair/Manager of Advising and Certification will keep a subject matter meeting binder with dates, agenda, minutes, and handouts.

The Undergraduate Chair/Liberal Studies Coordinator meets with the chairs of the various departments that teach our MS candidates and reviews the content standards. The Liberal Studies Coordinator works with the chairs to coordinate the curriculum content in the course standards, to align the curriculum and course syllabi, and leads discussions regarding subject specific pedagogy.

Undergraduate Chair/Liberal Studies Coordinator will organize meeting notes, email correspondence, and other historical records of these meetings and discussions.

The Dean, Director of Teacher Preparation and Subject Matter Chairs communicate regarding subject-specific pedagogy courses to ensure that appropriate faculty are teaching are teaching these courses and that candidates’ pedagogical practices build upon the concepts and principles of the specific subject matter content.

Meetings with Music Education Coordinator for ongoing dialogue regarding Single Subject Music Waiver Program. Informal meetings


and conversations each semester with other Single chairs.


2(d) 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.

Availability of supervising teachers

Services expected from supervising teachers

Protecting the rights of supervising teachers




Group 3 often contacts Group 4 to volunteer their availability to supervise a Biola University teacher candidate. Surveys from Group 3 also include suggestions of qualified supervising teachers at their school site.

Group 2 reports to the Directors of Teacher Education each semester regarding the feasibility and practicality of current program expectations from supervising teachers.

Group 3 is surveyed twice during the semester to gather feedback regarding their experience with Biola University. Data is monitored by the Directors of Teacher Education to ensure that we are protecting the rights of our supervising teachers.


We have engaged in discussions with Groups 1 & 10 regarding the challenges of securing quality supervising teachers for our candidates throughout the program sequence.

Group 4 contacts district officials in

Through informal conversations and formal visits with Group 10, the Directors of Teacher Education receive feedback and gather data on reasonable expectations for mentor teachers. This information will help the Directors of

Group 4 will not only coordinate with school principals, but will attempt to have annual meetings with available district union representatives to be sure that we remain sensitive to the rights, needs, and concerns of supervising teachers.


multiple districts to keep a current record of supervising teachers who meet the criteria established for Biola’s fieldwork sequence and solicits feedback from each candidate at the end of the semester to compile a database of qualified supervising teachers who have been rated as excellent. This procedure is followed to secure all fieldwork placement within the program.

Teacher Education design appropriate questions and protocols for Group 4 to implement during the process of selecting supervising teachers.

Student Teaching Agreements are sent to each district for renewal every 2 years. At this time, the respective School Board and Union representatives review the document to make sure that we remain sensitive to the rights, needs and concerns of supervising teachers.


Currently, we do not see an appropriate way for this group to help with the availability of supervising teachers.

Groups 6, 8 & 9 provide the Directors of Teacher Education with ongoing information about expectations that other institutions have for their supervising teachers. This data is compared against current practices and when appropriate, used as the basis for program review.

Group 6 will be used to help the participating IHEs keep up-to-date with legal issues, current concerns of bargaining units as well as parent and community organizations.

2(e) 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.


Articulation of program content

Facilitation of candidate transition to Induction


In meetings with Group 1, Biola University enters into the dialogue with local induction agencies in order to become familiar and provide input into the design and implementation of local induction programs. Conversely, in meeting with Group 10, local induction agencies provide input to Biola University about the design and implementation of our teacher preparation program.

Evidence: BTSA Induction Collaborative Binders, meeting notes

Group 10 is periodically scheduled to come to SEED 512/13, 514/15 to discuss the transition from teacher preparation to induction for our candidates. Additionally, through dialogue with Croup 10 members, the Directors are consistently gathering information that will allow our program to assist our preliminary credential candidates in making a seamless transition from teacher preparation to induction.

Evidence: SEED 512/13/14/15 course syllabi regarding Post-Student Teaching concerns such as Induction, graduate education, etc.

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.

Biola University, recognizing the critical importance of teacher preparation in K-12 schools and post-secondary education, substantively supports the cost of cooperation through contributions of human and fiscal resources.

K-12/IHE CONFERENCESEvent Description Annual Budget

AICCU Biola University supports the Dean of Education’s travel to all AICCU events throughout the year. At these events the Dean of Education connects with other Deans of Education and Directors of

$750


Teacher Education, stays abreast of legislative proposals and current legislation, and discusses IHE programs and IHE/K-12 partnership events happening throughout California.

CCTC Membership

Biola University supports the cost of membership in the California Council for Teacher Education for the Dean of Education, the Directors of Elementary and Secondary Education, and the Graduate Education/Satellite Director.

$400

CCTC Conferences

Biola University supports the participation of at least two administrators, directors, and/or faculty members’ attendance at CCTC conferences each year, including conference costs, lodging, and transportation. Faculty are encouraged to present papers at these events.

Costs vary depending on

location.

Approximate Annual Cost:

$2,500Intersegmental Reading Forum

Biola University supports as needed the cost of at least one member of its School of Education attending the Intersegmental Reading Forum each year in order to stay updated on literacy requirements for our linguistically diverse K-12 population.

$220

CRA, CABE Biola University supports as needed the cost of at least one member of its School of Education attending and participating in the California Reading Association and the California Association of Bilingual Educators to support literacy for California’s teachers. Attendees are expected to participate in providing workshops for public K-12 educators.

Costs depend on location.

Approximate annual cost:

$800


HUMAN RESOURCESPersonnel Description Annual BudgetDirector of Elementary Education

The Director of Elementary Education is expected to teach six hours per week. The rest of her time is to be spent on administrative duties related to elementary teacher preparation and the Undergraduate Chair work. These teacher preparation duties include:-school visitations-observation and training of student teachers-meetings with K-12 teachers and administrations-partnerships in K-12/IHE collaborative-data collection and analysis for progress monitoring of student improvement

Additionally, she is also provided a tenth month salary.

Full-time Assistant

Professor Salary (less 6 hours teaching per

week), plus 10th

month

Director of Secondary Education

The Director of Secondary Education is expected to teach six hours per week. The rest of his time is to be spent on administrative duties related to secondary teacher preparation and the Teacher Performance Assessment. These teacher preparation duties include:-school visitations-observation and training of student teachers-meetings with K-12 teachers and

Full-time Associate Professor salary (less 6 hours teaching per week), plus 10th month


administrations-partnerships in K-12/IHE collaborative-data collection and analysis for progress monitoring of student improvement

Additionally, he is also provided a tenth month salary.

Director of Graduate and

Satellite Education Programs

The Director of Graduate and Satellite Education Programs is expected to teach six hours per week. The rest of his time is to be spent on administrative duties related to overseeing the Graduate Education Program, including credential classes at the graduate level on satellite campuses. These teacher preparation duties include:-school visitations-observation and training of student teachers-meetings with K-12 teachers and administrations-partnerships in K-12/IHE collaborative-data collection and analysis for progress monitoring of student improvement

Additionally, he is also provided a tenth month salary.

Full-time Associate Professor salary (less 6 hours teaching per week), plus 10th month

Student Teaching/Field Placements Coordinator

We support a full-time Student Teaching/Field Placement Coordinator whose responsibility is dedicated to thoughtful placement of approximately 400 students in public schools each semester. Additionally, part of her job

Full-time staff salary


description includes three hours of public school visitations each week to help ensure a smooth partnership in field placement.

PARTNERSHIP & SERVICE EVENTS

Partnership and Service Events

Description Annual Budget

Master Teacher/Student

Teacher Reception

Each semester Biola University’s School of Education hosts a Master Teacher/Student Teacher Reception to help facilitate communication between the K-12 teachers and administrators and the IHE Administration and Faculty. Biola provides food and music for the mingling hour and then provides a program that facilitates discussion on teacher training needs. K-12 master teachers and school administrators are given opportunity to provide oral and written input into the IHE teacher training program. Surveys are kept and summarized to provide input for program improvement.

$2,000

Cluster Four BTSA-IHE Collaborative

Biola University supports the Directors of Elementary and Secondary Education, the Director of Graduate Education, and the Manager of Advising and Credentialing participating in the Cluster Four BTSA-IHE Collaborative

Mileage varies($ .505 per mile)

Hosting Collaborative

Biola University plans to host at least one annual collaborative event, including

$500


Events such possibilities as the IHE Collaborative Focus Group, Cluster Four BTSA-IHE, TPA Networking Consortium, or AICCU.

La Mirada High School Literacy Partnership

Biola University’s School of Education supports a Literacy Partnership with La Mirada High School by facilitating and providing tutors for at-risk students. Currently, the School of Education provides 59 hours of free volunteer tutoring each week for at-risk students, utilizing education and non-education majors. Additionally, for students who cannot afford the fingerprinting fee, faculty have donated the cost of the fingerprinting fee to help encourage them in their volunteer service at La Mirada High School.

Volunteer of human and fiscal resources.


PROGRAM STANDARD 3

Relationships Between Theory and Practice

By design, the professional teacher preparation program provides extensive opportunities for candidates to analyze, implement and reflect on the relationships between theory and practice related to teaching and learning. In coursework, classroom observations and supervised fieldwork, candidates examine educational theories and research and their relationships to (a) pedagogical strategies and options, and (b) student accomplishments, attitudes and conduct. Working collaboratively, course instructors and field supervisors encourage and enable candidates to use and reflect on their understanding of relevant theory and research in making instructional decisions and improving pedagogical practices.

Program Elements for Standard 3: Relationships Between Theory and PracticeAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.


3(a) In the program, the structured design of coursework and fieldwork includes coherent recurring examination of a broad range of foundational issues and theories and of their relationships to professional practices in schools and classrooms.



Integration of concepts taught throughout semester

Individual application of concepts to situations in the schools is encouraged and discussed

Text

Threaded throughout course

Lesson plans

Case study activity

Classroom management plan

SEED 526 Psychological Foundations of Education

Candidates use information taught throughout the semester regarding learning theory, developmental theory, language acquisition theory, human diversity theory, motivation theory and positive psychology to inform decisions regarding lesson planning, assessment, and classroom management designed to engage students in learning state content standards and other learning outcomes not confined by state standards.

Candidates learn theory by reading their text, AV augmented lectures, and BlackBoard group discussions.

Candidates apply knowledge of theory to plan four lessons and provide rationales for choices related to meeting the needs of ELL, gifted, and special needs students and for choices of the type of lesson designed related to the content and taxonomy required by the State Content Standards.

Candidates apply knowledge of theory to solve a case study related to a classroom discipline scenario.

Candidates apply knowledge of theory to prepare a classroom management plan.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for accommodations made for ELL, gifted and other special needs students.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for accommodations made for ELL, gifted and other special needs students.

Candidates prepare a formal paper using psychology theory to resolve a discipline scenario.

Candidates prepare a classroom management plan using psychological theory.


Teacher Talk: Discussion groups

Portfolio essays


Each lesson within this course is designed to pull up the candidate’s background knowledge that has been developed during their years of being a student as well as prior fieldwork experiences.

Each lesson is coordinates with a power point presentation. The power point presentations start with a graphic organizer of the course’s organization. The presentation is then dived around a series of focus questions.

The first series of assignments where candidates engage in coordinating theory with experiences is the Teacher Talk discussions. This assignment occurs on a Blackboard discussion board and requires


With background knowledge summarized, the lessons progress with the examination of pertinent theories of best practice.The lessons conclude with questions that propel the candidates to think about potential areas of application.

Embedded within the various focus questions, are pair-share activities. The presentation concludes with a Reference section that allows the candidates to engage in reading for enrichment.

candidates to share experiences as a basis for evaluating their course readings. Each of the four Lesson Reflection assignments requires the candidate to evaluate a lesson planned and delivered during their fieldwork experience against the theories presented during the course lessons.

3(b) Each candidate becomes acquainted with research-based theories and principles of human learning and development. Each candidate reflects on how these theories and practices inform school policies and practices, and affect student conduct, attitudes and achievements.



Psychosocial developmentIdentity, self concept, eEmotional competence, mMral development.Responsibility of teacher in situations of suspected abuse

Impact of divorce on children’s behavior, achievement

Lectures: Sessions 8 and 9

Group Discussions: Assisting development of high self esteem; recognition of abuse and appropriate response; assisting children of divorce

Test 1

Chapter study guides

Presentations of groups on topics relating to human development theory


During lessons 4 and 8 candidates read chapter/cluster 2 and 3 to understand the human development theories of Piaget, Vygotsky, Erikson, Kohlberg, and Bronfenbrenner, and apply their understanding of children and youth to classroom management and lesson planning.

Candidates read text, answer discussion questions on blackboard and evaluate theories from a biblical perspective in online small group discussions.

Candidates evaluate their personal development and identify three areas where they need to grow to become more effective teachers.

Candidates consider how to apply understanding of human development to classroom management, lesson selection, lesson planning and their contribution to the learning community at their school.

Candidates prepare four lessons that demonstrate their understanding of human development.

Candidates write a case study paper using human development theory and other theories to support their strategy to appropriately solve a classroom discipline situation.

Candidates invent a graphic organizer that serves as a model to picture a broad spectrum of theories from the field of educational psychology.

LEDU 430/SEED 505 In meeting 16 candidates engage in discussions about managing a

Small collaborative groups discuss their reactions to the

Teacher Talk: Small group discussions of text, lectures, and


Elementary Curriculum diverse classroom, to orchestrate student activities and behavior. Candidates are presented with several theories of classroom management and the advantages and disadvantages of each, and evaluate strategies for creating a positive, productive learning environment. The class concludes with a class discussion based on candidates’ presentations.

textbook reading about classroom management theories, and they relate various scenarios they have seen and experienced.

Lecture

Candidates individually evaluate various case studies to aid their understanding and implementation of effective management of student behavior and classroom activities.

Candidates analyze the difficulties faced by the teacher in the study and develop a practical plan to be implemented.

Candidates will present their results to the class in an informal discussion.

experiences


During meeting 2 candidates are exposed to the developmental nature of the California academic content standards. Through a review of Bloom’s taxonomy, candidates explore the manner in which new learning builds upon old understandings.During meeting 13 the topic of human development and school policies surfaces again when candidates are asked to examine the relationship between student social-emotional needs and school-classroom discipline policies.

Meeting 2. Candidates are lead through a series of demonstrations where a concept is presented and is then followed by a group activity.Meeting 13. Using the Bible as a foundation for proper inter-personal relationships, candidates are asked to evaluate the appropriateness of the school-discipline policies found in their fieldwork placement.

Formative assessment occurs during the tenth teacher talk assignment.

3(c) Coursework and fieldwork that address curriculum, instruction and assessment explicitly articulate and consistently draw on basic educational principles that underlie effective professional practice.


LEDU 301/SEED 519 Introduction to Teaching/

During weeks 11, 12, and 14 candidates discuss and identify effective classroom management

Lecture

Class discussion

Lesson plans


Foundations of Education strategies, benefits of self-reflection, overall effective lesson plan structure, and professional expectations

Peer group discussion by grade level and content area

Discuss TPEs


Educational research provides data that informs the educational practices

Thematic/integrative units

Classroom management

Lecture: Sessions 5-9, 16, 17, 21-23, 25-27, 30, 31, 34- 37

Harry Wong video

Direct instruction is modeled by professor, usually followed with small group discussions

Cooperative learning is modeled by using it frequently to enhance learning from lectures

Discovery learning and inquiry teaching strategies are discussed

Advanced organizer is demonstrated at the beginning of each chapter

Classroom management plan

The use of five different strategies are demonstrated within the context of the units


Candidates study effective educational practices as defined by behaviorists, cognitive psychologists, social cognitive psychologists and constructivist and connect theories from these perspectives with the practices of lesson planning and implementation, student assessment, and classroom management.

Candidates read Cluster/chapters 13 and 6-9.

Candidates hear AV augmented lectures regarding theories of learning.

Candidates participate in discussions regarding the theories of learning on line and in small groups in class.

Candidates prepare a chart of learning theories comparing critical aspects of the theories.

Candidates prepare four lesson plans that apply theoretical principles related to assessment and learning.

Candidates prepare a classroom management plan applying theories of human behavior, cognition, and relationships.

Formative AssessmentCandidates prepare four lesson plans demonstrating application of psychological theory to assessment and learning theory.

Summative AssessmentCandidates prepare a management plan demonstrating application of psychological theory to creating a safe and nurturing learning environment.



Interwoven throughout the course


Interwoven throughout the course, candidates are exposed to effective instructional practices, have an opportunity to observe and practice them in their fieldwork, and have an opportunity to present mini-lessons in class to their peers as they apply those practices.

Group discussion of text and sharing of experiences

Lectures

Demonstrations

Peer teaching

Fieldwork: observation; teaching four lessons, reflecting on those lessons.

Teacher Talk: Discussions of text, lecture, experiences

Unit plan


The foundation of the entire course is based on cognitive learning theory. Commencing in meeting 2 candidates are presented with the power of appropriately organizing instruction around concepts. In meeting 3 candidates are presented with the fundamentals involved in integrating study skills into daily lesson plans. In meetings 4 and 5 the candidates are presented with Sousa’s information processing model, which synthesizes current brain research with the different types of memory. In meetings 6 - 10 lesson planning instruction focuses on the utilization of Ausbel and Bruener’s models of instruction. In meeting 11 thematic teaching is presented as a means of connecting new information to student interests. In meeting 7 criterion-referenced grading policies are explored. Finally, in meeting 13 candidates are presented with the power of classroom management policies and procedures that assist students in controlling personal behavior through cognitive

A variety of instructional strategies are used throughout the course.

Common practices include:

Graphic organizers that assist candidates in understanding the big-picture.

Intentional use of color in power point presentations to assist candidates in seeing connections between major concepts.

The use of clip art and photos in the power point presentations as a means of providing candidates with metaphorical images.

Pair-share activities where candidates synthesize background knowledge with new material.Case studies to assist candidates in making practical connections with the educational theories presented.

All teacher talk assignments are used to assist the candidates in understanding the different ways that educational theory is applied in classroom settings.

The lesson reflection assignments tend be formative in nature because of the sequence in which the assignments are completed. Each reflection assignment is more difficult based on increased expectations for theoretical connections. By providing input on the assignments, candidates are able to make adjustments between submissions.The CaTPA and unit plan assignments are the main summative assignments, as each requires candidates to use theories presented during multiple meetings to successfully complete the required expectations.


reminders.

3(d) Throughout the program, each candidate learns to make and reflect on instructional decisions that represent informed applications of relevant educational theories and research.



Examination of grade retention research studiesDecision-making in lesson planning

Group discussions of how research informs instruction and decisions regarding grade retention

Formative assessment based on contributions and presentations of candidates


During lessons 4 and 8, candidates read chapter/cluster 2 and 3 to understand the human development theories of Piaget, Vygotsky, Erikson, Kohlberg, and Bronfenbrenner, and apply their understanding of children and youth to classroom management and lesson planning.

Candidates read text, answer discussion questions on blackboard and evaluate theories from a biblical perspective in online small group discussions.



Using formative assessment, candidates prepare four lessons that demonstrate their understanding of human development.

Using summative assessment, candidates write a case study paper using human development theory and other theories to support their strategy to appropriately solve a classroom discipline situation.

Using summative assessment, candidates invent a graphic organizer that serves as a model to picture a broad spectrum of theories from the field of educational psychology.


In meeting 4 candidates will be presented with the process of writing lesson objectives and thoughtfully reflecting during the planning process. Candidates will then work with curriculum guides to design effective objectives and reflect on the intended outcome. Candidates will present their groups’ objectives and reflection to the class informally.

Lecture

Library visit to curriculum lab

Candidates in pairs work to design objectives for a mini-unit of several lessons

Candidates return to class and share their objectives (mini-unit) and rationales to the class

Lesson Reflection: Designing effective instruction

Portfolio essays


During meeting 7 candidates explore Joyce, Weil, and Calhoun’s Models of Teaching. The models are organized by learning theories. Emphasis is

Using a pair share activity, candidates are asked to recall characteristics of behavioral, cognitive, and social cognitive

Formative assessment occurs during the fourth and fifth teacher talk assignments.Summative assessment occurs in


placed on evaluating the ability of a particular model in assisting students in achieving a California content standard.

learning theories.

Lecture is used to assist candidates in gaining a basic understanding of a Model of Teaching.Candidate groups are asked to demonstrate understanding by dissecting a different model and making a class presentation that shares their discoveries with their classmates.

the Lesson Reflection Coordinated Instruction assignment when candidates are asked to evaluate a lesson taught during their fieldwork placement against the principles discussed during the Models lesson.

3(e) Program faculty and field supervisors explain and illustrate a variety of models of teaching. They guide and coach candidates to select and apply these models contextually (i.e., in pedagogical circumstances in which the models are most effective).



Modeling and identifying in class by instructor


Direct instructionCooperative learningAdvanced organizer Concept mapsObservational learningConcept attainment

Lecture sessions 21, 22, 23, 37

Teaching strategies modeled by professor: advanced organizer, direct instruction, cooperative learning, concept maps, observational learning

Concept attainment video

Lesson plans


In lessons 7 and 9 and supplemented with the reading of cluster/chapters 13 and 6-9, the teacher will model for candidates five lesson plan formats: Direct Instruction, Cooperative Learning, Advanced Organizer, Facilitation, and Thematic Unit.

Direct instruction will be modeled multiple times with AV augmented lectures.

Cooperative learning instruction will be modeled encouraging active listening while teaching the cooperative learning lesson plan.

Advanced organizer instruction will be modeled using several graphic organizers for learning psychology and introducing information processing.

Candidates write three lessons and a rationale for their choice of the lessons.

Candidates prepare a thematic unit that includes the other four types of lessons and demonstrates understanding of how to prepare the lessons and when to use them for optimum learning.


Facilitation (discovery) learning will be modeled when using the Socratic method regarding a perspectivist approach to truth relating it to valuing a multi-cultural classroom.

The thematic unit plan will be modeled when teaching how to use the thematic unit plan, embedding teaching regarding curriculum framing questions, using technology in the classroom, writing objectives aligned with state standards, finding resources to support a thematic unit, aligning teaching with state standards and course objectives, using appropriate lesson formats to teach various types of content standards and course objectives, aligning assessment with Content Standards, course objectives and lessons, and using reflection to evaluate student needs, adjustments to present teaching and adjustments to future teaching of the lesson just taught.


The professor models various teaching strategies throughout the semester, e.g., word web, semantic feature analysis, brainstorming, KWL, QARs, and others.

LEDU 420/ SEED 520 - Candidates read sections on teaching strategies for most of the chapters in the Blair text.Meetings: 9, 17, 18, 19----------------LEDU 425/ SEED 525 –Candidates read sections on teaching strategies for most of the chapters in the Vacca & Vacca text. Meetings: 3, 5, 6

Modeling strategies LEDU 420/ SEED 520 – Summative - Field Activity #4 – Teaching a LessonSummative – Exam #2Formative – Mock RICA

----------------LEDU 425/ SEED 525 – Summative – Field Activity #3 – Teaching a LessonSummative – Exam #2



Candidates examine a variety of teaching strategies

Model Cloze activity

Model use of graphic organizers

Model SDAIE lesson

Affective activity model presentation

Overview of TPA Task #1, Scenarios 1, 2, 3 and 4

Model productive group work structures such as Socratic seminar and literature circles

Summative assessment occurs during SDAIE lesson planning and presentation, affective domain activity presentation, and TPA


In every class meeting candidates observe and often participate in a variety of teaching strategies, reflecting on their application of those strategies. The professor provides feedback to candidates on each peer-teaching lesson, and they also receive an evaluation in their fieldwork by the cooperating teacher about their teaching strategies.

Lecture/demonstration

Class reflection and discussion of fieldwork experiences and observations

Two candidates per class session peer teach a pre-selected article

Unit plan

Peer teaching of selected articles


In meeting 7 candidates are presented with different Models of Teaching. During this lesson, the professor uses course lessons as the first example of the different strategies of various teaching strategies. Through the sharing of different sample lessons from the professor’s eighth grade teaching experience, candidates gain a deeper insight in the manner in which lesson plans can vary. Finally, asking candidates to share stories from their fieldwork placement solidifies the full potential of options available during instructional planning.

The lesson begins with the candidates summarizing their background knowledge by explaining the components of a generic lesson plan template.

Through a lecture, the candidates are presented with steps needed to transpose a Model of Instruction into the template.

Small groups are then asked to complete the transposing process with a second model. Groups make presentations to the class and receive professor feedback.The candidates’ skills are further developed through a brief quiz where the candidates match different lesson objectives with the appropriate model.

Formative assessment occurs during the fourth and fifth teacher talk assignments.

Formative assessment occurs during the Lesson Reflection: Coordinated Instruction assignment when candidates are asked to evaluate a lesson presented during their fieldwork placement against the Models of Teaching theory.Summative assessment occurs in the unit plan when candidates are asked to complete a unit plan that utilizes at least three different models of instruction in a manner that demonstrates awareness of each chosen model’s strength in assisting student learning.


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.

Program Elements for Standard 4: Pedagogical Thought and Reflective PracticeAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

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 thoughtfully assessing student needs, defining important instructional goals, considering alternative strategies, and reflecting on prior decisions and their effects.



Students will create two student profiles in order to gather information about each student and how to assess their knowledge properly. Students will also create and teach an appropriate reading/language arts lesson for their observation classroom.----------------LEDU420/SEED 520-Meeting 6LEDU425/SEED 525-Meeting 2

Discussion with master teacherPaired discussion

LEDU 420/ SEED 520 – Summative - Field Activity #3 – Student ProfileSummative – Basal Lesson Plan

----------------LEDU 425/ SEED 525 - Summative - FA #2 –Student Profile and Whole Class Assessment

SEED 541/LEDU 341 Methods for Teaching

Candidates investigate, select, and implement instructional strategies.

Lecture

Pair-share

Summative assessment occurs during SDAIE lesson planning, TPA Task #1, and analysis section of the ELL shadowing



Material is reinforced through overview of TPA Task #1, Scenarios 1, 2, 3 and 4

Model SDAIE lesson and completion of ELL Student Shadow Study Observation form

project


Extending on the material presented in meeting 4, in meeting 8 candidates are presented with issues of progress monitoring from existing research and from our textbook. The discussion focuses on intentional progress monitoring as a reflection about candidates’ instructional decisions and identifying how well students are meeting the objective during the lesson. Through this, candidates can better determine when adjustments in instruction might be necessary during a planned lesson. Candidates will teach a lesson in their fieldwork and evaluate their effectiveness in progress monitoring and complete a reflection assignment. Students read “Using Progress Monitoring Data to Improve Instructional Decision Making” (Stecker, Lembke, Foegen, 2008) in a cooperative learning jigsaw format.

Lecture

Candidates read the progress monitoring article in jigsaw fashion,and present their information to another group.

TPA


Lesson reflectionsPortfolio essays


In meeting 1 candidates are presented a framework for reflective thinking that is based on the following steps 1) identifying the issue, 2) reviewing applicable educational theories, 3) gathering detailed and possibly measurable data, and 4) evaluating your findings to determine which choice is most appropriate given their Christian values and the context of the particular setting.

A lecture is used to introduce the aspects of the preferred decision-making process. Candidates then are asked to utilize the skill in groups as they evaluate prior candidate reflection samples.

Formative assessment occurs in all the teacher talk assignments.

Formative assessment occurs during the Lesson Reflection Coordinated Instruction and Lesson Reflection Engagement assignments where candidates provide for each decision they made during their preparation for teaching a lesson in their field placement setting.

Summative assessment occurs in the Lesson Reflection Progress Monitoring assignment where candidates provide for each


decision they made during their preparation for teaching a lesson in their field placement setting.Summative assessment occurs in the CA TPA Designing Instruction tasks when candidates are asked to provide rationales for their lesson planning decisions.

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.



Standardized tests’ constraints and bias

Complications in understanding research

Retention

Social promotion

Session 4: Research article grid

Candidates critically scrutinize several research reports regarding grade retention, examining research design issues, researcher, funding of study, number in study, alternative explanations, possible researcher bias, and conclusions

Group reports of findings

Group presentations

Examination of completed grids


Candidates research professional literature regarding psychological theories and classroom management for a formal paper written in APA format that requires resolution of a discipline situation outlined in a scenario.

Candidates learn requirements for writing a formal paper through lecture and written guides.

Candidates work in groups in the classroom to practice addressing discipline situations using psychological principles.

Candidates review prior formal papers written by previous candidates about prior discipline scenarios.

Candidates write a paper using at least 10 peer-reviewed journals, 80% of which must have been written within the last 10 years, which requires their evaluation of the psychological principles and the application of the principles to a discipline scenario.


LEDU 425/ SEED 525 –Summative – Brochure or Research Paper

LEDU 430/SEED 505 In meetings 4, 6, 8, 10, 13, 14 and 16, candidates engage in

Small group discussions Teacher Talk: Discussion groups


Elementary Curriculum small group discussions about the textbook readings and about additional articles distributed in class. In meetings 6, 7, 8, 10 and 14, pairs of candidates present an article reflecting current research in educational practices. Such articles include issues of cooperative learning, teaching ELL students, assessment and scaffolding, interventions for students with special needs, and student motivation.

Peer teaching Peer teaching


Each of the major lessons of this course is built on various articles that have been read by the professor. The main points of many of the articles are often summarized on a power point slide and used as a discussion prompt. Bibliographies for the lessons are included as the last slide of the power point presentation which is made available to the candidates on the Blackboard site.

The Teacher Talk assignments are designed for students to analyze, discuss, apply and evaluate professional educational literature in small groups on a Blackboard discussion site. Each assignment requires candidates to summarize the main points of a reading and connect the content to fieldwork observations.A very specific illustration of integrating professional literature into instruction occurs during meeting #3, candidates are given an article that discusses establishing a responsive environment. Candidates read the article and dissect its main points during a process that teaches different note-taking strategies.

Throughout Course

Typical lesson use of professional literature involves the pair-share lesson activity.

Teacher Talk

In the Course Overview presentation, the professor presents the Teacher Talk rubric and uses an illustration that requires candidate groups to identify the reasons why a sample assignment received a rubric score of 7.

Meeting #3

The basic note taking method is presented in a lecture.

Candidates are assigned to individual read and outline the article.

Candidates are now assigned to small groups to convert the traditional notes into a chart note format and then a web format. Completion of this task requires a detail reviewed of the article.

Formative assessment occurs during each of the ten different Teacher Talk assignments.Summative assessment occurs during the four Lesson Reflection assignments when candidates are asked to include into their evaluation paragraphs a summary of the theories presented during class lectures. Each main point sited requires the candidates to identify the name of the researcher sited by the professor or used the official educational terminology.,


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.



How reflection impacts teaching practice

Lectures: 30, 31 and 34At the end of each lesson, candidates reflect on: difficulty level of content presented, selection of strategy, implementation of strategy, what can done to improve effectiveness

Design lesson plans and how to assess outcome of lesson

Thematic, integrative units


During sessions 7 and 9 candidates read Cluster/chapters 13 and 6-9 and learn four ways to plan lessons. Each lesson includes a period of reflection at the end of the plan.

Candidates learn from the text, PowerPoints, and sample lessons that reflection on the lesson is a part of the teaching-learning cycle.

Candidates prepare lessons and include opportunity for reflection after the lesson is taught.

As part of the thematic unit, candidates need to include how they will use their assessments of students. For optimum credit they must include in this section that they will use their assessment of students to evaluate the effectiveness of their teaching.


Students will analyze and reflect on their student profiles, assessments, and lessons in order to make choices for instruction.----------------LEDU420/SEED 520-Meeting 6LEDU425/SEED 525-Meeting 2

Brief lecture LEDU 420/ SEED 520 – Summative Field Activity #3 – Student ProfileFormative – Basal Lesson Plan----------------LEDU 425/ SEED 425 – Summative Field Activity #2 – Student Profile and Whole Class Assessment


Candidates identify an English learner student within their fieldwork placement. Once identified, the candidate gathers background information to be used as foundational for better understanding the emotional and academic impact a classroom environment has on the student’s educational experience. Once the data is gathered, the candidate develops an adaptation plan to assist the identified student development based on an analysis with connections to Gibbons (2002).


Pair-share

Material is reinforced when candidates plan SDAIE lesson, and complete the shadowing project

SDAIE lesson planning, TPA Task #1, and analysis section of the ELL shadowing project



In meeting 3 candidates discuss the importance of writing rationales that reflect instructional choices made based on information about students. Candidates first think about the most effective teacher they have had, and what qualities make him/her most effective, then move to reflect how teachers can make instructional choices that help meet the needs of students they know and care about. Candidates are shown several examples of average rationales, and examples of strengthened rationales that incorporate their knowledge of students. Students compare TPA benchmark 3 and 4 to identify components of a high-level rationale. In small groups, candidates evaluate a case study of “Judy and the Terrible TPA” and help “Judy” write an improved rationale. Groups present their rationales to the class for evaluation of important key words/phrases.

Class discussion about effective teachers

Lecture

Class compares TPA benchmark 3 and 4 instructional choices and rationales, identifies key words and phrases that distinguish the two.

Small groups evaluate case study and write improved rationales for the teacher in the case.

Groups present their revised rationales to the class and lead a discussion about key words/phrases related to information about students.

TPA


Lesson reflections

Portfolio essays


In meeting 7 candidates learn to synthesize their knowledge regarding human development, learning theory, and content standards with the choice of a specific Model of Instruction. Realizing that different types of knowledge requires different lesson structures is the first step in providing candidates the tools necessary to make pedagogical choices realistic.In meeting 8candidates learn to synthesize their knowledge regarding human development, learning theory, and content standards with the choice of lesson activities. Additional time is devoted to understanding the strengths and weaknesses different activities have when combined with specific models of

Meeting 7. Using a pair share activity, candidates are asked to recall characteristics of behavioral, cognitive, and social cognitive learning theories. Lecture is used to assist candidates in gaining a basic understanding of a Model of Teaching. Candidate groups are asked to demonstrate understanding by dissecting a different model and making a class presentation that shares their discoveries with their classmates.Meeting 8. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability.

Formative assessment occurs during the fourth, fifth, and sixth teacher talk assignments.

Formative assessment occurs during the Lesson Reflection Coordinated Instruction and Lesson Reflection Engagement assignments where candidates provide for each decision they made during their preparation for teaching a lesson in their field placement setting.

Summative assessment occurs in the Lesson Reflection Progress Monitoring assignment where candidates provide for each decision they made during their preparation for teaching a lesson in their field placement setting.Summative assessment occurs in


teaching. the CA TPA Designing Instruction tasks when candidates are asked to provide rationales for their lesson planning decisions.

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.



Instruction on creating a B-D-A lesson including grade level content and appropriate context of the demographics in the classroom.----------------LEDU420/SEED 520-Meeting 6LEDU425/SEED 525-Meeting 3

Lecture

Discussion with master teacher

LEDU 420/ SEED 520 – Formative- Field Activity #1 – B-D-A Lesson with Children’s LiteratureSummative - FA #4 – Teaching a Reading/ Language Arts Lesson

----------------LEDU 425/ SEED 525 –Summative – FA #__??- Teaching a Lesson


Candidates reflect on developmentally appropriate and culturally relevant practices that are aligned to content standards.


Pair-share

Summative assessment occurs during SDAIE lesson planning and TPA Task #1


In meeting 10 candidates are presented with information about student diversity, differentiated instruction, adaptations for students with learning difficulties, and multiple intelligences. After a multiple intelligences discussion, candidates then develop a list of activities that address each of the intelligences. The professor presents another lecture outlining strategies to work with students of various developmental levels and learning challenges. Candidates compare TPA benchmark samples to address differentiated instruction and

Small group discussions of the textbook and experiences

Lecture

Candidates develop list of activities to address multiple intelligences

Lecture

Compare TPA benchmarks

Identify possible instructional improvements for a sample and share with the class

TPA


Lesson reflections


identify instructional improvements.


In meeting 2 candidates are presented with the historical context of California’s academic content standards. Emphasis is placed on coordinating the content standards with human development theory as well as assisting the candidates in understanding the relationship between the standards and the released STAR test items. Through the deliberate coordination with Bloom’s taxonomy, candidates obtain a deep understanding of the role of an academic content standard in the design and implementation of lessons and assessments.

Pair share is used to pull out current candidate understandings and biases.

A small group activity is used to examine the framework as a means of understanding California’s unique perspective.

Lecture is used to present new content.A small group activity is used to coordinate a content standard with the different levels of Bloom’s taxonomy.

Formative assessment occurs during the second and third teacher talk assignments.

Formative assessment occurs in the lesson reflection assignments when candidates are asked to coordinate a California content standard with a lesson’s objective. Additionally, the rationale for the lesson demonstrates an awareness of scaffolding learning to achieve the stated standard.

Summative assessment occurs within the unit plan where the candidates need to develop a series of lessons around the California content standards.Summative assessment occurs in the CaTPA where candidates need to design a lesson based on the California content standards.

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.




Online resourcesCopyright guidelines

Research online for lesson plans and other assistance Ongoing as applies












Lecture on lesson planning and how to make instructional decisions. Students use the internet to locate additional information on the topic of their lesson or related information; in addition they locate additional resources that might be used in the classroom and how to differentiate instruction.----------------LEDU420/SEED 520-Meeting 8 LEDU425/SEED 525-Meeting 2

Lecture plus demonstrationPaired activityField experience

LEDU 420/ SEED 520 – Summative - Field Activity #3 – Teaching a Lesson


Candidates investigate multiple sources of information in order to select and teach an activity to build English language development. Candidates reflect on the effectiveness of the

Lecture

Overview of TPA Task #1, Scenario 1, 2, 3 and 4

Peer-share

Summative assessment occurs during SDAIE lesson planning and presentation, affective domain activity, TPA Task #1, and the analysis section of the ELL shadowing project


activity to enhance self-esteem, motivation, and learning. Application of affective activity

model through a small-group activity presented to the class

Material is reinforced during SDAIE lesson planning and presentation, affective domain planning and presentation, and data collection during ELL shadowing project



Throughout the course, candidates are presented with strategies for learning about students and making instructional decisions based on the information gathered.

For example, in meetings 1, 2, and 3 candidates discuss understanding their students and techniques for designing instruction based on student developmental level. Candidates are presented with student- centered models of instruction in meeting 6, ELL student differences in meeting 7, and students with learning challenges in meeting 10. Candidates examine strategies for assessment and progress monitoring in meeting #8, as well as how to make instructional decisions based on the data gathered and how to reflect on the effectiveness of those decisions.

Lecture

Demonstration lessons

Fieldwork: Teaching four lessons and reflecting

Lesson reflection assignments

Unit plan

Lesson Reflection: Designing effective instruction; progress monitoring


In meeting 2 candidates are presented with the categories textbooks, workbooks, internet, media, and realia as potential sources for gathering information to plan a unit of instruction. Based on the conceptual process to lesson planning, candidates are shown how to integrate sources from these categories to enrich their lesson.

This material is shown on a power point slide and explained as part of a lecture.

Summative assessment occurs during the unit plan when candidates are asked to develop an annotated bibliography.


PROGRAM STANDARD 5

Equity, Diversity and Access to the Core Curriculum for All Children

In the professional teacher preparation program, each candidate examines principles of educational equity and diversity and their implementation in curriculum content and school practices for all students. The program prepares each candidate to provide all students equitable access the core curriculum. Through coursework and fieldwork candidates learn about the ways in which their teaching practices and student learning, are shaped, informed and impacted by diversity in California society, including differences in socioeconomic status. Candidates know the protections afforded by Assembly Bill 537, Chapter 587, Statutes of 1991 and learn how to work to ensure educational equity for all children. The program includes a series of planned experiences in which candidates learn to identify, analyze and minimize personal and institutional bias.

Program Elements for Standard 5: Equity, Diversity and Access to the Core CurriculumAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

5(a) The program prepares candidates to effectively teach diverse students by increasing their knowledge and understanding of the background experiences, languages, skills and abilities of student populations; and by teaching them to apply appropriate pedagogical practices that provide access to the core curriculum and lead to high achievement for all students.



Multiple intelligences

Standardized tests

Learning styles, preferences

Lecture: sessions 13 and 14

Hemispheric dominance test

Learning style inventory

Chapter quizzes

Test 2


Using human diversity theory, positive psychology, constructivist psychology, and concepts from Mel Levine and neurodevelopmental theory, candidates apply knowledge to lesson planning.

Candidates apply knowledge of theory to plan four lessons and provide rationales for choices related to students’ backgrounds, prior knowledge, strengths and interests.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for choices related to students’ backgrounds, prior knowledge, strengths and interests.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for choices related to students’


backgrounds, prior knowledge, strengths and interests.


Examine students’ background, language, and abilities, providing examples before students implement their field activities ----------------LEDU 420/ SEED 520 FA #3; Meeting 6LEDU 425/ SEED 525FA #2; Meeting 2

Brief lectureCase studies

LEDU 420/ SEED 520 – Summative – Field Activity #3 – Student Profiles

----------------LEDU 425/ SEED 525 –Summative – Field Activity #2 - Assessments


Candidates are introduced to Delgado-Gaitans’ (2004) research regarding home and school practices that raise English learners

Lecture includes eliciting prior knowledge and making connections (text to self, text to text, text to world) to new concepts; building background knowledge

Pair-share

Model SDAIE lesson


Summative assessment occurs during SDAIE lesson planning, TPA Task #1, and the analysis section of the ELL shadowing project


Imbedded in the entire course candidates are presented with strategies for learning about students’ background, language, abilities and designing instruction to facilitate academic achievement. Candidates frequently engage in evaluating and discussing TPA benchmarks sections related to a particular strategy.

Small group discussions

Lectures

Demonstrations of strategies

Special Needs Shadowing Project experience

Unit plan

TPA

Lesson reflections

Special Needs Shadowing Project Reflection


Candidates review the different aspects that affect the learning ability of their students.

Emphasis is then placed on different ways to gather information to verify student ability.Examination of different learning modalities and a presentation on the theory of differentiated instruction.

Case studies are used to assist students in making instructional decisions based on unique development characteristics

Lecture on the basic principles of differentiated instruction.

Demonstration requiring the candidates to explore the impact of hemisphere and gender preferences.Demonstration to assist candidates in moving from a

Formative assessment occurs during all four Lesson Reflection assignments when candidates are asked to justify their activity choices based on the data gathered on the students in their fieldwork placement

Formative assessment occurs during the Lesson Reflection Engagement assignment


cognitive understanding of applying the theory to practical; lesson planning applications.

5(b) The program design includes study and discussion of the historical and cultural traditions of the major cultural and ethnic groups in California society, and examination of effective ways to include cultural traditions and community values and resources in the instructional program of a classroom.


LEDU 341/541 Methods for Teaching Linguistically Diverse Students

Cultural values and traditions in California communities

Lecture & DemonstrationsReadings

SDAIE lesson that incorporates cultural components

LEDU 341/541 Methods for Teaching Linguistically Diverse Students

Community values and resources (funds of knowledge, home visits)

LecturesReadings

In Key Assignment Shadowing Project candidates identify funds of knowledge from student background in their reflection paper.

LEDU380/SEED550

Studies in Children’s Literature

Multicultural Children’s Literature

Cultural values and traditions in California communities

Presentations

Picture Books and Novels from Latino, African American, Asian, Native American, and European American Literature

Multicultural Book Lesson: Candidates develop one multicultural children’s book lesson that connects cultural content to literacy, building upon students’ background knowledge and experience

Novel Response: Candidates give specific examples of cultural connections that could be made in a school classroom to deepen students’ understanding of students’ own cultures as well as others


Annotated bibliography: Candidates must review 10 books, 3 of which must represent a specific cultural group from California.

Case Study: Candidates examine non-mainstream student’s case study and make recommendations of literature selections, response activities, parent communication, and goals for future growth that incorporate the student’s strengths, cultural background, learning preferences, interests, family, and community.

LEDU 430/435, Elementary Curriculum

SEED 505/506

Secondary Curriculum

Differentiation for cultural uniqueness and background knowledge

Lecture & DemonstrationsReadings

Unit PlanTPA 3

5(c) The program develops each candidate's ability to recognize and minimize bias in the classroom, and to create an equitable classroom community that contributes to the physical, social, emotional and intellectual safety of all students.


LEDU 301/SEED 519 Candidates attend Racial Reconciliation

Modeling of cross-cultural communication strategies

Candidates write summary paper regarding their new under-


Introduction to Teaching/ Foundations of Education

Conferences and/or Racial Reconciliation Chapels

standings about minimizing bias and creating an equitable classroom community after attending the conference. Questions posed in the professional teacher interview


Culturally relevant pedagogy and curriculum

Lecture: Session 15 Chapter quiz


Candidates are introduced to Banks’ (2004) culturally responsive teaching and Derman-Sparks’ (1993) Anti-Bias Curriculum in order to research ways in which a teacher can identify and reduce bias.

Lecture

Whole-group discussion

Small-group activity

ELL Shadowing Project Reflection


In meeting 1 the candidates are presented with the characteristics of an expert teacher. Emphasis is placed on understanding the role worldview has in directing the professional growth agenda of a person.

In meetings 4 and 5 the impact of worldview is once again revisited. Candidates are presented with time to process the impact different worldviews have on the manner in which a teacher views and treats students.

In meeting 12 candidates are asked to evaluate their worldview and justify its impact on the manner in which they assess and report student learning achievement.

In meeting 13 candidates conclude the course with activities that require them to design a management plan that will assist in the achievement of their worldview goals. Within this lesson, candidates must articulate the manner in which their policies and procedures ensure equity and justice.

Meeting 1. Lecture is used to present the basic premises.

Pair-share is used as a means of allowing candidates to develop personal implications that may surface during their fieldwork placement.

Meetings 4 and 5. A case study is used to assist students in making instructional decisions based on unique development characteristics

Meeting 12. Pair-share is used to assist candidates in evaluating the different assessment strategies and articulate the manner in which their worldview and personal background influences their assessment theory preferences.

Meeting 13. Pair-Share is used to assist candidates in evaluating the different assessment strategies and articulate the manner in which their worldview and personal background influences their classroom management theory

Formative assessment occurs during the second, ninth, and tenth Teacher Talk assignments.

Summative assessment occurs during the Interview Portfolio assignment when candidates are asked to clearly articulate their beliefs and to coordinate these beliefs with classroom implementation goals.


preferences.

5(d) The program provides ongoing opportunities for each candidate to systematically examine his/her stated and implied beliefs, attitudes and expectations related to gender, and to apply pedagogical practices that create gender-fair learning environments.



Gender differences

Gender bias in classroom

Lecture: Session 15 Chapter quiz

Test 2


Candidates are presented with different self-assessment charts from Sousa’s work. These charts lead to conclusions that support typical gender biases. Furthermore, these charts demonstrate that within the bias there is variation so that by the end of the presentation a clear picture of gender/individual characteristics is established.

Candidate complete a self-assessment survey.

Professor leads the candidates through an assessment based on Sousa’s work.

This portion of the lesson is concluded with small groups discussing potential application for classroom instruction.

Formative assessment occurs during Teacher Talk assignments.

5(e) The program provides ongoing opportunities for each candidate to systematically examine his/her stated and implied beliefs, attitudes and expectations about diverse students, families, schools and communities, and to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts.



Motivation theorySociocultural influences Bilingual approachesImpact of socioeconomic status on student achievement

Lecture: Session 26Candidates engage content and brainstorm the effectiveness of practices they have observed and studied

Chapter quizzesTest #3


During week 12 candidates read chapter/cluster 10 focusing on cognitive, social cognitive and expectancy value motivation theories relating these concepts to children of color, gender and children with disabilities.

Candidates read text and discuss using Blackboard.

Candidates listen to lecture, then discuss how motivation factors influence students’ success.

Using Summative Assessment candidates apply motivation theory by inclusion in lesson preparation rationale—describing why they chose certain content or methods to focus students on learning.

SEED 541/LEDU 341 Methods for Teaching Linguistically Diverse

Candidates are introduced to beliefs, attitudes, and expectations about diverse students, families, and

Lecture includes curriculum adaptations for ELLs

Pair-share

Summative assessment occurs during SDAIE lesson planning, TPA, and during the data collection section of the ELL


Students communities as a foundation for designing and implementing pedagogy that fosters high academic achievement. Content from Delgado-Gaitan (2004) and McCaleb (1994) are presented and reviewed.

Material is reinforced through overview of TPA Task #1, Scenario 3

shadowing project


In meeting 10 candidates are presented with strategies designed to accommodate diverse students in the inclusive classroom. The lecture focuses on curricular adaptations for diverse students and on the use of multiple intelligences to promote student learning. Given a sample benchmark TPA section involving adaptations for a student with instructional challenges, candidates will evaluate the adaptations and rationale, and will then, in groups, write adaptations and rationales of their own, based on a case study written by the professor.

Small-group discussions of the textbook and experiences related to differentiating instruction

Lecture

Candidates evaluate sample TPA sections on making adaptations for students with learning challenges.

Groups evaluate a case study and design adaptations for the particular case, as well as write appropriate rationales for their instructional decisions.

Lesson Reflections: Designing effective instruction and making adaptations for ELL and special needs students.

TPA: Adaptations section and rationales

Teacher Talk: Discussion questions assignment

Unit plan

Portfolio essays


During the lesson on the image of God, meetings 4 and 5, we examine the impact of culture on shaping a student’s learning preferences. The purpose of this lesson is primarily to lay a foundation so that it is clear that lesson planning can not be done outside of the student’s context.During meeting , candidates are pushed to examine their biases regarding a teachers responsibility to ensure student learning. Building from Sternberg theory of Successful Intelligence, candidates are challenged to focus only on factors that will improve a student’s probability of achieving high academic achievement.

Meetings 4 and 5. Using student volunteers, the teacher demonstrates how information moves from the environment through the different memory stages. The process is reinforced through a diagram presented via PowerPoint.Meeting 3. The main premises of the theory are presented through a lecture. Application is achieved when candidates are lead through a series of study skill strategy demonstrations.

Formative assessment occurs during the second, sixth, seventh, and eighth Teacher Talk assignments.

Summative assessment occurs during the Lesson Reflection Engagement assignment. In this assignment, candidates reflect on a lesson taught during their fieldwork placement. Emphasis is placed on candidates identifying the impact their instructional activities connected with their students’ academic needs.Summative assessment occurs during the completion of CATPA Designing Instruction when candidates are asked to gather information on a Special Need student and use this information to plan appropriate lesson adaptations.


5(f) The program provides each candidate with the capacity to recognize students' specific learning needs, place students in appropriate contexts for learning, assist students to have access to needed resources for learning, and, where appropriate, provide students with opportunities to engage in extracurricular activities.



During week 6 candidates discuss the benefit in understanding the community they may teach in

Lecture/discuss in small groups the impact of community/ environment on student needs

Report back as a whole class

School profile


Howard Gardner’s multiple intelligencesAbility groupingTeacher observationsLearning stylesLearning preferences

Lecture: Session 13 and 14Hemispheric dominance exercise: candidates determine their personal dominant hemisphere, and extend that knowledge to its implications for teaching

Chapter study guidesTest 2


After listening to DVDs from Mel Levine during meeting 3 candidates learn eight neuro-developmental functions and how their growth influences academic success

Groups of candidates listen to DVDs by Mel Levine, then prepare mock IEPs requiring analysis of case study student profiles and development of appropriate treatments of students.

Candidates share their group’s case study student needs and suggested treatment with other candidates in the class, then receive informal evaluation by other candidates of their work guided by the professor.


Through lecture and examining case studies, students learn how to identify students’ needs and design appropriate experiences. This is also connected to field assignments.

---------------LEDU420/SEED 520-Meeting 6 LEDU425/SEED 525-Meeting 2

LEDU 420/ SEED 520 Lecture

Group Activity: Examine case studies

Individual task---------------LEDU 425/ SEED 525Discussion of Vacca & Vacca text, Chapter 3: Struggling Readers and Writers

LEDU 420/ SEED 520 – Summative - Field Activity #3 – Student profile

---------------LEDU 425/ SEED 525 – Summative - Field Activity #2 – Student profile and whole class assessment

SEED 541/LEDU 341 Methods for Teaching

Candidates examine content standards as well as age and developmentally appropriate

Lecture

Material is reinforced through

Summative assessment occurs during SDAIE lesson planning and presentation, TPA Task #1,



practices. overview of TPA, Task #1, Scenarios 3 and 4

Think-pair-share

SDAIE model lesson

Model completion of ELL Student Shadow Study Observation form

Material is reinforced by having the candidates collect relevant and detailed information about students during SDAIE lesson planning, TPA, and shadowing project

and data collection section of the ELL shadowing project


In meeting 3 candidates further examine student needs and designing effective instruction to meet those needs. Candidates first discuss qualities of an effective teacher and move more specifically to a discussion of connecting instructional planning to student characteristics. Candidates are also trained in how to write appropriate rationales for their instructional choices that reflect student characteristics. Students work in groups of 2-3 to write an improved rationale using a case study and discuss their rationale with the class to point out key words/phrases.

Lecture

Candidates are given several examples of instructional decisions and rationales, taken from benchmark TPAs, levels 2 and 4, and another sample written by the professor.

Groups of candidates collaboratively write an improved rationale that incorporates student characteristics.

Later, candidates complete a lesson reflection indicating their understanding of student needs and designing effective instruction.

Lesson Plan: Rationale section

TPA: Rationale sections

Lesson Reflection: AdaptationsPortfolio Essay: Discovering students’ strengths


During meeting 4 and 5 candidates examine the Information Processing Model presented in David Sousa’s 2006 book How the Brain Learns as a means of reviewing all the different factors that influence a child’s ability to learn. Emphasis is placed on carefully reviewing the impact Immediate Memory has on gradually shaping the structure of an individual long-term storage composite through

Using student volunteers, the teacher demonstrates how information moves from the environment through the different memory stages. The process is reinforced through a diagram presented via PowerPoint.Groups are given a benchmark score level 3 Designing Instruction TPA and asked to strengthen the developmental appropriateness rationales.

Formative assessment occurs within the lesson plan template rationale section of the each lesson reflection assignments.

Summative assessment occurs during the rationale sections of the Designing Instruction TPA


its ability to selectively process environmental factors.


Category B: Preparation to Teach Curriculum To All Students in California Schools

PROGRAM STANDARD 6

Opportunities to Learn, Practice and Reflect on Teaching in All Subject Areas

The professional teacher preparation program provides multiple opportunities for each candidate to learn, practice and reflect on each Teaching Performance Expectation (TPE). Embedded in the planned curriculum of coursework and fieldwork are formative assessments of each candidate’s performance on pedagogical assignments and tasks, similar to those used in the institution’s teaching performance assessment (TPA). Formative assessment activities are designed to contribute to the candidate’s overall demonstrations of competence and the capacity to pass the performance assessment embedded in the program.

Program Elements for Standard 6: Opportunities to Learn, Practice and Reflect on TeachingAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

6 (a) The program provides a systematic, comprehensive curriculum that offers each candidate multiple opportunities to learn, practice and reflect on each Teaching Performance Expectation (TPE) and to understand important connections and practical relationships among the elements of coherent professional practice.

Refer to (1e) on pages 9-15.

6(b) During the program’s coursework and fieldwork, each candidate’s assignments and tasks include well-designed formative assessments that resemble the pedagogical assessment tasks in the embedded teaching performance assessment (TPA). Each candidate is provided informative, helpful feedback regarding their progress toward meeting the TPEs, and this feedback contributes to each candidate’s preparation for the performance assessment.




Course objectives include outcomes that are occasionally revisited by candidates to see their progress

Some concepts form the foundation, others build on them, leading to mastery of TPE requirements

Text

Group discussions throughout

Personal assessments on original lessons to address individual issues

Formative, summative

Observation, interviews












Cooperating teachers observe and evaluate candidates teach.

Cooperating teacher’s evaluations (forms)

Cooperating teacher’s feedback on lessons taught


Throughout the course candidates are instructed in strategies for completing their TPA. This is accomplished by candidates evaluating sample benchmark TPAs, constructing sample sections in class for practice, and presenting their groups’ ideas to the class and for whole-class discussion and evaluation.

Lecture

Evaluate TPA benchmarks and construct sample practice sections

Evaluate and discuss groups’ products, with professor feedback on progress

Fieldwork: Plan and teach lessons

Lesson reflections

LEDU 435/SEED 506 Each lesson within this course is coordinated with a specific TPE.



6(c) In the program, formative and summative assessment tasks that address the full range of pedagogical competencies that comprise the program are part of the fabric of ongoing coursework and field experiences.



Field activities connect theory to practice

Lectures and in-class activities prepare students to connect theory to practice

LEDU 420/ SEED 520 –Summative – Field Activities 2, 3, 4---------------LEDU 425/ SEED 525 – Summative - Field Activities 2 and 3


PROGRAM STANDARD 7

Preparation to Teach Reading-Language Arts

PROGRAM STANDARD 7-A: Multiple Subject Reading, Writing, and Related Language Instruction in English

The professional preparation program provides substantive, research-based instruction that effectively prepares each candidate for a Multiple Subject (MS) Teaching Credential to deliver a comprehensive program of systematic instruction in reading, writing and related language arts aligned with the state adopted English Language Arts Academic Content Standards for Students and the Reading/Language Arts Framework. The program provides candidates with systematic and explicit instruction in teaching basic reading skills, including comprehension strategies, for all students, including students with varied reading levels and language backgrounds. The Multiple Subject preparation program includes a significant practical experience component in reading, writing, and language arts that is connected to the content of coursework and that takes place throughout the program during each candidate's field experience(s), internship(s), and/or student teaching assignment(s). The preparation program provides each candidate for a Multiple Subject Teaching Credential with experience in a classroom where beginning reading is taught. The program places all candidates in field experience sites and student teaching assignments with teachers whose instructional approaches and methods in reading are consistent with a comprehensive, systematic program, and who collaborate with institutional supervisors and instructors.

Program Elements for Standard 7-A: Multiple Subject Reading, Writing, and Related Language Instruction in EnglishAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

7A(a) Each candidate participates in intensive instruction in reading and language arts methods that is grounded in methodologically sound research and includes exposure to instructional programs adopted by the State Board of Education for use in California public schools. This instruction enables her/him to provide a comprehensive, systematic program of instruction to students. The reading and language arts instruction for students includes systematic, explicit and meaningfully-applied instruction in reading, writing, and related language skills, as well as strategies for English language learners and speakers of English, all of which is aligned with the state-adopted academic content standards for students in English Language Arts and the Reading/Language Arts Framework.



LEDU 420/SEED 520

Elementary Reading

Creating profiles for each student assessed allows students to analyze data to make necessary suggestions for improving reading instruction and development. Examine content frameworks. Teach students how to interpret standards.

Meeting 17, 4/1 (T/TH Section), Meeting 6, 3/6 (TH Section)

Lecture Group task

Summative Field Activity #3 – Student Profile

Summative Field Activity #4 – Teaching a Reading Lesson

LEDU 341/ SEED 541 Methods for Teaching Linguistically Diverse Students

Candidates examine literacy development approaches such as Language Experience Approach (LEA), literature-based curriculum, and reading/writing connections from Gibbons (2002) and Herrell & Jordan (2008). On the basis of this introduction, this content continues to be interwoven throughout the course.

Lesson

Pair-share

Model read aloud and shared reading

Socratic seminar

Literature circles

7A(b) For each candidate, the study of reading and language arts methods includes strong preparation for teaching comprehension skills; a strong literature component; strategies that promote and guide pupil independent reading; and instructional approaches that incorporate listening, speaking, reading and writing for speakers of English and English learners.


LEDU 420/ SEED 520 Elementary Reading

Through lecture and group activities, students will be prepared to teach comprehension strategies in language arts.

Meeting 10. Discussion on Blair, Chapters 12 & 13 on Fostering Comprehension & Critical Thinking

Lecture

Group activities

DiscussionCooperative learning activity on the writing process

Exam 2

LEDU 341/SEED 541 Methods for Teaching Linguistically Diverse

Candidates are introduced to Gibbons’ (2002) Domains of speaking, listening, reading, and

Lecture

Small group discussion

Summative assessment occurs during SDAIE lesson planning and TPA Task #1


Students writing. In writer’s workshop, candidates explore independent, guided, and partner writing techniques.

Socratic seminar

Literature circles

Model SDAIE lesson


Choral reading activity

Herrell & Jordan (2008) DVD: Interactive Writing

Herrell & Jordan (2008) DVD: Writer’s Workshop




Modeling of these strategies is interwoven throughout the course. Candidates examine and practice comprehension through reading, writing, speaking, and listening during many lesson experiences, and are coached in how to break down tasks into smaller chunks (such as the TPA assignment). Each class period involves examining some section of the TPA; for example, in meeting 4 candidates learn about making instructional decisions and writing rationale. In meeting 13 candidates receive instruction in the importance of teaching their students study skills, such as how to take notes, break larger tasks into manageable portions, and pace their work accordingly. Candidates see how to visually organize reading and lecture material into graphic organizers throughout the course as well, to aid in studying and reviewing for a test. After the professor demonstrates several study strategies, collaborative groups design a study strategy to an article read in class. The professor shares another study strategy, creating an ABC book, and then candidates design their own ABC book for a content area of their choice. Candidates conclude by presenting their ABC study guide to the class.

Lecture.

Demonstration about using concept maps, outlines, other graphic organizers, creating study guides, etc to increase comprehension of lectures and reading material. Candidates see examples of graphic organizers the professor created for prior lectures. Candidates define and review the many strategies to study for a test.

In groups candidates apply their choice of one of the study strategies to an article read in class to practice study skills and learn ways to teach their students the same skills.

Individually candidates create an ABC book based on a content of their choice as a study strategy.

Candidates briefly present/explain their ABC book to the class.

Unit Plan: Study Skills section

Portfolio essays

7A(c) Each candidate's instruction and field experience include (but are not limited to) the following components:(i) Instruction and experience with a range of textual, functional and recreational instructional materials, as well as a

variety of literary and expository texts, including materials that reflect cultural diversity, in teacher-supported and in independent reading contexts.


(ii) Instruction and experience in developing student background knowledge and vocabulary, and in the use of reading comprehension strategies such as analysis of text structure, summarizing, questioning, and making inferences.

(iii) Instruction and experience in promoting the use of oral language in a variety of formal and informal settings.(iv) Instruction and experience in writing instruction, including writing strategies, writing applications, and written and oral

English language conventions.




Candidates will learn how to successfully incorporate literature into reading programs to improve vocabulary. (i), (ii), (iii)

The professor models different strategies to illustrate how to meet the needs of a wide-range of students. (iv)

Meeting #26 – 5/1 (T/TH Section), Meeting #12 – 4/24 (TH Section)

Lecture (i), (ii), (iv)

Group activities

Exploration of literature appropriate for diverse background

Summative - Field Activity #2 –B-D-A Lesson

LEDU 341/SEED 541 Methods for Teaching Linguistically Diverse Students

Candidates observe a modeled SDAIE lesson that integrates diverse literature to develop student background and vocabulary for oral language development and writing. (ii), (iii)

Lecture

Pair-share

Small group activity

Read aloud

Model SDAIE lesson

Summative assessment occurs during SDAIE lesson planning and presentation as well as TPA Task #1


Candidates spend 60 hours in a classroom, where they will design and teach four lessons (2 language arts and 2 math). Candidates reflect on their experiences and share with one another in small-group discussions. Candidates also design a multi-disciplinary unit plan based on a novel appropriate for their assigned fieldwork grade level.

Fieldwork teaching

Reflecting on lessons taught

Class discussions of fieldwork experiences.

Unit plan

Lesson Reflection: Designing effective instruction.Teacher Talk: Small group discussion of text, lectures, and experiences.

7A(d) For each candidate, the study of reading and language arts methods includes instruction and experience in teaching organized, systematic, explicit skills that promote fluent reading and writing, including phonemic awareness; direct,


systematic, explicit phonics; and decoding skills, including spelling patterns, sound/symbol codes (orthography), and extensive practice in reading and writing.



Meetings 4-6. Teaching specific phonemic awareness and phonics based concepts.Students read Heilman’s book entitled Phonics in Proper Perspective and Blair, Chapter 8: Teaching Phonemic Awareness and Chapter 10: Teaching Phonics and Word Recognition

Group activities for phonemic awarenessLecture on phonemic awareness

Pretest: Word Recognition Skills

Basal Lesson PlanExam 1

7A(e) For each candidate, the study of reading and language arts includes knowledge of the roles of home and community literacy practices, instructional uses of ongoing diagnostic strategies that guide teaching and assessment, early intervention techniques in a classroom setting, and guided practice of these techniques.



Meeting 19, 4/8 (T/TH Section) and meeting 9, 4/3 (TH Section). Vocabulary development and strategies

Students read Blair, Chapter 9: Teaching Vocabulary

Lecture + Activities in-classIntegrating diagnostic strategies in their field placements

Field Activity #3 – Student Profile

7A(f) For each candidate, the study of reading and language arts includes the phonological/morphological structure of the English language, and methodologically sound research on how children learn to read, including English language learners, students with reading difficulties, and students who are proficient readers.


LEDU 341/SEED 541 Overview of phonemic awareness, phonics (phoneme-grapheme relationship), fluency,

Lectures (ELD, SDAIE, Sheltered English, CALLA strategies for reading acquisition and ELL

SDAIE lessons incorporating decoding strategies as well as comprehension strategies


vocabulary development, reading comprehension strategies, with particular emphasis on English Language learners and their academic language development

differentiation)Evidence: course syllabus

Use of the California Reading Framework (Shefelbine model)

with scaffolding for ELLs.

Evidence: 341/541 syllabus, course assignment, Lesson Plan presentation


Lecture and discussion over 2-3 week period of time; teach, practice, and testing over information; also, candidates read Hielman’s text, Phonics in Proper Perspective and also develop lesson components from the basal reader related to phonics and morphology for their lessons

Lecture

Phonics activities and games

Tutoring 1:1

Evidence: course syllabus

Formative – Pre-test on Word Recognition

Summative – Exam #1 – Mastery of Word Recognition

Summative – Basal Reading Lesson

Summative – Field Activity #4 – Teaching a Reading Lesson

Formative - Mock RICA

Evidence: course syllabus

7A(g) As a specific application of Common Standard 2, the institution provides adequate resources to staff reading and language arts courses, including sufficient numbers of positions for instructional faculty and field supervisors. In order to deliver appropriate instruction and support to candidates, the program provides sufficient resources to build communication and cooperation among faculty members, school district personnel and classroom teachers that reinforce connections between coursework and field experiences pertaining to reading and language arts instruction.

The procedure for securing quality field placements for Biola teacher candidates is as follows:

The field placement coordinator makes initial contact with the principal or school representative, explaining Biola's expectations for the candidates in this particular placement. Throughout the semester the field placement coordinator visits various field placement sites to answer questions and facilitate ongoing communication between the school and the university.

During the initial meeting between the cooperating teacher and the candidate the field packet is reviewed so that expectations are clearly understood by both parties.


Throughout the entire field experience, the cooperating teachers use formative assessment to evaluate the candidate's progress. For example, cooperating teachers observe and provide written and oral feedback to the candidate on the lessons they teach in the classroom.

If any issues or concerns arise, the cooperating teacher contacts the reading professor. The professor communicates with the candidate and the field placement coordinator to resolve the concerns or if need be secure a different placement.

Cooperating teachers provide a final evaluation of the candidate's performance at the end of the semester and rank the student in terms of their progress and potential as a successful teacher.

If the cooperating teacher has any concern about the candidate, she or he often writes comments on the evaluation or contacts the professor of record so that Biola University can follow-up on these concerns.

The reading professor observes candidates in the field and meets with cooperating teachers, specifically to target areas where we can improve our instructional program. The current reading professor received a course release grant from Biola University to strengthen relationships with our fieldwork site schools in order to identify excellent cooperating teachers. In addition, she interviews cooperating teachers to hear their perspective on what is effective in our program, as well as any gaps they may identify in our program.

Throughout the semester candidates bring examples from the field into the university class setting in order to make ongoing connections between theory and practice.



Meeting 5 Field Activity #1 – Special Education and Other Programs (Observing and Interviewing about Programs)

7A(h) As a specific application of Common Standard 7, field experiences, student teaching assignments, and internships are designed to establish cohesive connections among the Reading Instruction Competence Assessment (RICA) content specifications, reading methods coursework, and the practical experience components of the program, and include ongoing opportunities to participate in effective reading instruction that complies with current provisions of the California Education Code.




Domain 1: Planning

Domain 2: Developing Phonological and Other Linguistic Processes Related to Reading

Domain 3: Developing

Lecture

Activities

Domain 1:

FA #2: B-D-A Lesson

FA #4: Teaching a

Reading Lesson

Domain 2:

FA #2 – B-D-A Lesson


Reading ComprehensionDomain 4: Supporting Reading through Oral and Written Language Development

FA #4 – Teaching a Reading Lesson

Domain 3:

FA #2: B-D-A Lesson

FA #4: Teaching a Reading LessonDomain 4: FA #3 – Student Profiles

The professor has selectively chosen school sites and cooperating teachers who exemplify outstanding practices in literacy education and are using state adopted curriculum (Houghton Mifflin and/or Open Court, core literature, etc.). In addition, candidates evaluate the effectiveness of the cooperating teacher and curriculum at the end of the semester. In the event that an evaluation indicates that a cooperating teacher is not implementing effective reading instruction that complies with current provisions of the California Education Code, the field placement coordinator makes a note of this in the database and this teacher is not used as a cooperating teacher for future field placements.

7A(i) The field experience site placement(s) and/or supervised teaching assignment(s) of each candidate include(s) extended experience in a linguistically and/or culturally diverse classroom where beginning reading is taught.

The literacy professor compiled a list of the schools we are currently using for fieldwork to examine the diversity of each school, including the breakdown of the languages spoken and the ethnic populations. The field placement coordinator secures field placements in the schools identified by the professor, ensuring that every candidate has an extended experience with linguistically and culturally diverse primary classrooms where beginning reading is taught. Every multiple subject candidate has this primacy literacy field placement with linguistically diverse students for a 35-hour field assignment.

In addition to the above 35 hours, candidates spend 60 hours in a linguistically diverse classroom the semester prior to student teaching. Student teaching requires each multiple subject candidate to spend 8 weeks in a culturally and linguistically diverse primary classroom where beginning reading is taught. Additionally candidates spend 8 weeks in a diverse upper grades classroom where they focus on remediation of struggling readers, vocabulary development, differentiation of instruction, and the application of the research-based reading strategies modeled by professors and experienced in their earlier fieldwork placements.



Candidates read Blair Chapter 1 and discuss the changing demographic population, as well as the need to adapt instruction for students

Candidates examine samples of children's writing and note the stage of spelling development. In their lesson plans adapt instruction and assignments to meet the

Lesson plans are evaluated for the inclusion of adaptations and the quality of same.

See course syllabus.


and diagnose specific needs.

Professor provides an overview of levels of English language development and CELDT.

needs of students.

Discuss intentional planning for vocabulary development specifically academic language.


LEDU341/SEED541

Methods for Teaching Linguistically Diverse Students

Introduce listening as connected to reading processes. They are both about comprehension.

Both listening and speaking academic language opportunities need to be planned for in lesson design in order for it to actually happen in the classroom.

ELL shadowing assignment requires candidates to monitor levels of speaking and active listening in the classroom setting at five-minute intervals over a two-hour period of time.

7A(j) As a specific application of Common Standard 8, the institution collaborates with district personnel in establishing criteria for the selection of classroom teachers to supervise candidates. The program provides for careful and thorough communication and collaboration among field site supervisors, student teaching supervisors, and reading methods course instructors to assure modeling of effective practice, monitoring of candidate progress, and the assessment of candidate attainment of performance standards in reading, writing and related language instruction.

In cooperation with district personnel, the field placement coordinator phones schools being considered for field placement and student teaching to confirm that they are currently using state-adopted curriculum, that all supervising teachers are CLAD certified, and that they have a minimum of three years experience teaching at their current grade level. Any proposed placement that does not meet these standards is eliminated as a possibility for placement of Biola candidates. In addition, field placement coordinator requests that placement includes an EL student and a special needs student in order that our candidates learn to adapt their instructional content for these populations. In order to ensure that candidates have the opportunity to observe all levels of the reading instruction continuum, the field placement coordinator tracks each grade level placement in the candidate’s file and makes every attempt to secure a variety of placement of grade levels throughout their teacher education program. Field placement coordinator has identified particular school sites as the most appropriate introductory placements, mid-program placements, reading placements, and student teaching placements. Because of this practice school personnel have become more adept at meeting the needs of the candidates at each particular stage of their professional development.


At the conclusion of the placement, candidates evaluate the effectiveness of the cooperating teacher and curriculum. In addition to the candidate evaluations, the reading professor has firsthand knowledge of the quality of pedagogical practices due to school and class visitations and interviews with cooperating teachers. In the event that an evaluation indicates that a cooperating teacher is not implementing effective reading instruction that complies with current provisions of the California Education Code, the field placement coordinator discusses this issue with the reading professor. A decision is reached whether or not this teacher should be used for future field placements



The reading professor explains the field evaluation packet to candidates during the first or second session of class. This packet includes a form that will evaluate the candidate’s proficiency in administering a variety of literacy assessments, such as, attitude/interest surveys, Fry’s instant work list, San Diego Quick inventory, running records, and L2 Language Development Assessment.

The cooperating teacher provides formative assessment with respect to lesson plans the candidate teaches in the placement. The cooperating teacher also provides both written and oral feedback to the candidate after each lesson. The reading professor reviews these evaluations and provides additional feedback to the candidate’s outlining their strengths and areas where improvement might be needed.

.

PROGRAM STANDARD 7-B: Single Subject Reading, Writing and Related Language Instruction in English

The professional teacher preparation program provides substantive, research-based instruction that effectively prepares each candidate for any Single Subject Teaching Credential to provide instruction in content-based reading and writing skills for all students, including students with varied reading levels and language backgrounds. The program places each candidate for a Single Subject Credential in a field experience site and a student teaching assignment with teachers whose instructional approaches and methods in reading are consistent with a comprehensive, systematic program, and are aligned with the state-adopted academic content standards for students in English Language Arts and the Reading/Language Arts Framework, and who cooperate with institutional supervisors and instructors. The Single Subject Credential Program includes a significant practical experience component in reading that is connected


to the content of coursework and that takes place during each candidate's field experience(s), internship(s), or student teaching assignment(s).

Program Elements for Standard 7-B: Single-Subject Reading, Writing and Related Language Instruction in EnglishAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

7B(a) Each candidate participates in intensive instruction in reading and language arts methods that is grounded in methodologically sound research and includes exposure to well-designed instructional programs, which enables candidates to provide a comprehensive, systematic program of instruction that is aligned with the state-adopted academic content standards for students in English Language Arts and the Reading/Language Arts Framework and that includes explicit and meaningfully-applied instruction in reading, writing and related language skills and strategies for English language learners and speakers of English.


LEDU 425/ SEED 525 Secondary Reading

Based on the National Reading Panel Research and Chall's stages of reading development, the professor outlines the stages of literacy development showing candidates how to identify gaps that may exist in their secondary students’ literacy skills.

Additionally, content area literacy strategies are addressed for all content areas present in the course, as well as meta-comprehension strategies that apply across the

Lecture

Reciprocal teaching

Literature circles

Socratic seminars

Debates

Talking to the text

Think aloud

Evidence: See course outline and syllabus. Description of the following assessments to initially identify the students’ literacy gaps: Cloze Procedure, Attitude/Interest Inventories, IRI, San Diego Quick

Content area literacy strategies that bridge literacy gaps and strengthen students’ literacy development are


content areas.

The National Literacy Panel is introduced in order to identify the distinctions in reading development for English learners.

applied and evaluated by the professor and cooperating teacher as candidates teach their mini-lesson and full lesson in their field placement.


LEDU341/SEED541 Methods for Teaching Linguistically Diverse Students

To address the best practices for English learners, the National Literacy Panel is introduced to identify the differences between literacy and language acquisition, as well as the benefits of bilingual education and primary language instruction.

Lecture

Literature circles

Socratic seminars

Think aloud

Candidates present a SDAIE lesson demonstrating their understanding and application of best practices for English learners within their content area.

7B(b) For each candidate, the study of reading and language arts methods includes a rich array of effective strategies and methods for guiding and developing the content-based reading and writing abilities of all students, including students with varied reading levels and language backgrounds.



Candidates are introduced to Gibbons’ (2002) Domains of speaking, listening, reading, and writing. Speaking and writing are two domains that are linked in support of language acquisition for ELLs, Similarly, reading and listening are taught as concurrent processes.

Lecture

Small group discussion

Socratic seminar

Literature circles

Model SDAIE lesson

Choral reading activity

Assessment occurs during SDAIE lesson planning and presentation.


Writing is addressed in the secondary classroom according to content, text types and genre.


Through lecture and group activities, candidates will be prepared to teach comprehension strategies across the content areas.Discussions on Mosaic of Thought by Keene & Zimmerman unpack meta-comprehension strategies across the content area.

Lecture

Group activities

DiscussionCooperative literacy

Socratic seminar discussions help professor evaluate candidate comprehension of the text and strategies.


In meeting 3 candidates are presented with Sternberg’s theory of successful intelligence as a foundation for integrating study skill strategies into their daily lesson plans. Study skill strategies reviewed include story maps, cause and effect charts, and note taking.

Sternberg’s theory is presented through a lecture.

The study skill strategies are demonstrated.The note taking strategies are presented through a model-independent practice sequence.

Formative assessment occurs during the first teacher talk assignment.Summative assessment occurs in the unit plan when candidates are asked to develop and explain a study skill that will assist their students in learning the state adopted academic content standards.

7B(c) Each candidate's instruction and field experience include (but are not limited to) the following components:(i) Instruction and field experience for teaching comprehension skills, including strategies for developing student

background knowledge and vocabulary, and explicit instruction in reading comprehension strategies such as analysis of text structure, summarizing, questioning, and making inferences.

(ii) Instruction and experience in teaching organized, systematic, explicit skills that promote fluent reading, including decoding skills and spelling patterns.

(iii) Instruction and experience in using diagnostic assessment strategies for individualized content-based reading instruction, and strategies for promoting the transfer of primary language reading skills into English language reading skills.

(iv) Instruction and experience in promoting the use of oral and written language in a variety of formal and informal settings including teaching writing strategies for increasing content knowledge.




Candidates observe a modeled SDAIE lesson that integrates diverse literature to develop student background and vocabulary for oral language development and writing. (i), (iv)

Lecture

Pair-share

Small group activity

Model SDAIE lesson

Choral reading

Dictogloss

Summative assessment occurs during SDAIE lesson planning and presentation


Text types and genres by content area are addressed in lecture and class discussion. (i), (iv)

Professors model use of the San Diego Quick Inventory in assessing vocabulary development. (ii), (iii)

Professor models the use of an individual reading inventory and using data results to inform instruction. (iii)

Professor exposes the candidates to a variety of whole class reading interest surveys in order to determine appropriate classroom text selections and to increase student motivation to read. (iii)

Lecture

Group activities

Observation the classroom

Students design a writing lesson by text type/genre according to content area. Students are given the option of presenting the lesson in their placement if it fits the cooperating teacher's unit.

Candidates perform the San Diego Quick Inventory in a one-on-one setting in their field placement. (ii), (iii)

Candidates perform an individual reading inventory in a one-on-one setting in their field placement. (iii)

Candidates perform a reading interest survey to the students in their field placement. (iii)



In meeting 2 candidates are instructed about the importance of matching a lesson’s vocabulary words with the key concepts identified within the content standards.

In meetings 4 and 5 candidates are reminded of the importance in utilizing a student’s background knowledge. Emphasis is placed on the role long-term storage has in influencing the fashion a student will engage with new learning. Sousa’s information processing model serves as the foundation for this lesson.

Meeting 2. Since this is a minor point in the lesson, it is simply presented through a lecture.


Understanding the role of background information is formatively assessed during the four lesson reflection assignments when candidates are asked to summarize their students’ background knowledge and then to use that information to justify lesson planning decisions.Summative assessment occurs in the rationale sections of the CalTPA Designing Instruction task.

7B(d) For each candidate, the study of reading and language arts includes the phonological/morphological structure of the English language, and methodologically sound research on how students learn to read, including English language learners, students with reading difficulties, and students who are proficient readers.



Introduction of the National Reading Panel, which addresses best practices in explicit phonological/ morphological structure of English. Vocabulary development is addressed through a morphological lens in terms of prefixes, suffixes, and root words across the content areas.

Word study approaches

Lecture

Word building

Selecting and prioritizing words to teach.

How to assess word knowledge

Candidates implement a mini-lesson with a vocabulary development focus in their field placement.

LEDU341/SEED541 Based on research by the Lecture Candidates implement


National Literacy Panel, contrastive analysis, a linguistic tool to address phonological/morphological errors is introduced, as well as taking into account the affective domain during instruction.

Modeling

Lesson design

an affective domain lesson in their placement, taking into account the phonological/ morphological structure of English.

7B(e) As a specific application of Common Standard 2, the institution provides adequate resources to staff content-based reading methods courses, including sufficient numbers of positions (including permanent positions) for instructional faculty and field supervisors, and provides sufficient resources to build communication and cooperation among faculty members, school district personnel and classroom teachers that reinforce connections between coursework and field experiences pertaining to content-based reading instruction.



Professor provides all cooperating teachers with a clear list of expectations and requirements for the course, as well as an evaluation form whereby they can give feedback on student performance and progress.

Professor reviews and models each strategy that candidates are expected to perform in their fieldwork placement during class sessions.

Students create a portfolio that includes how they have met the expectations and requirements of the course in their fieldwork setting.

Biola University employs a full-time literacy specialist at the rank of full professor to oversee the literacy courses as well as a full-time English Learner Specialist to teach the English Learner methods and strategies as well as to provide ongoing resources (e.g., strategies, contact information, in-servicing, articles, etc.) to faculty and supervisors and to ensure that English Learner content is embedded throughout the teacher preparation course sequence.

Biola University has funded a full-time field placement and student teaching coordinator in order to ensure ongoing communication and cooperation among faculty, field supervisors, classroom teachers, and school district personnel. The field placement coordinator maintains detailed records of communication with school site personnel, as well as candidates’ evaluation of the effectiveness of the school sites in contributing to their deepening understanding of content-based reading instruction. Throughout the semester the field placement coordinator visits school sites that are currently being used for placements in order to strengthen relationships and enhance communication. A record of these visits is documented each semester by the field placement coordinator and kept on file


for future reference in selecting the sites where best practices are in place. In addition, Biola University sponsors a master teacher reception every semester to thank participating master teachers and to invite their feedback on program strengths and weaknesses.

7B(f) As a specific application of Common Standard 7, field experiences, student teaching assignments and internships are designed to establish cohesive connections among reading methods coursework, other related coursework and the practical experience components of the program, and include ongoing opportunities to participate in effective reading instruction that complies with current provisions of the California Education Code.


LEDU 341/SEED 541 Connections are made among the reading, listening, speaking, and writing domains as it applies across the content areas and within literacy development. Focus on equitable access to the provisions of the California Education Code, particularly as it applies to the needs of ELs and special needs students.

Demonstrations

Lessons

Lecture

Readings

Shadowing Experience

SDAIE lesson

Shadowing project

TPA 1


The reading professor explains the field evaluation packet to candidates during the first or second session of class. This packet includes a form that will evaluate the candidate’s proficiency in teaching a SDAIE lesson and applying literacy strategies across the content area.

The cooperating teacher provides formative assessment with respect to lesson plans the candidate teaches in the placement. The cooperating teacher also provides both written and oral feedback to the candidate after each lesson. The reading professor reviews these evaluations and provides additional feedback to


the candidate’s outlining their strengths and areas where improvement might be needed.

LEDU 433/SEED 533

Single Subject Pedagogy

Technical vocabulary and comprehension strategies for specific content areas are reinforced (e.g., math vocabulary, science vocabulary) as described in the California Academic Content Standards.

Modeling

Teaching Demonstrations

Lesson Planning

Lessons taught during co-requisite fieldwork placement

SEED 514/515

Student Teaching

Daily lesson planning and implementation of lessons during student teaching placement

ModelingMaster Teacher Demonstrations & CoachingSupervisor Coaching

Lesson Plan BinderFinal Evaluation of Student TeachingTPA 4: Culminating Experience

The field placement coordinator phones schools being considered for field placement and student teaching to confirm that they are currently using state-adopted curriculum, that all supervising teachers are CLAD certified, and that they have a minimum of three years experience teaching at their current content area and grade level. Any proposed placement that does not meet these standards is eliminated as a possibility for placement of Biola candidates. In addition, field placement coordinator requests that placement includes an EL student and a special needs student in order that our candidates learn to adapt their instructional content for these populations.

In order to ensure that candidates have the opportunity to observe all levels of the reading instruction continuum, the field placement coordinator tracks each grade level placement in the candidate’s file and makes every attempt to secure a variety of placement of grade levels throughout their teacher education program. Field placement coordinator has identified particular school sites as the most appropriate introductory placements, mid-program placements, reading placements, and student teaching placements. Because of this practice school personnel have become more adept at meeting the needs of the candidates at each particular stage of their professional development.

7B(g) As a specific application of Common Standard 8, the institution collaborates with district personnel in establishing criteria for the selection of classroom teachers to supervise candidates, and provides for careful and thorough communication and collaboration among field site supervisors, student teaching supervisors and reading methods course instructors to assure modeling of effective practice, monitoring of candidate progress, and the assessment of candidate attainment of performance standards in reading, writing and related language instruction.






Letter and evaluation form provide clear explanation of strategies that must be modeled by cooperating teacher and the candidate.

Student evaluation of cooperating teacher

Availability of professor to troubleshoot problems with students during class, by phone, and email.

In cases where standards are not being met, a new placement is secured for the candidate.

Feedback by cooperating teacher in all classes candidates teach in their fieldwork.

Additional feedback by the professor after reviewing cooperating evaluation

LEDU 435/SEED 506


Letter and evaluation form provide clear explanation of strategies that must be modeled by cooperating teacher and the candidate.

Student evaluation of cooperating teacher

Availability of professor to troubleshoot problems with students during class, by phone, and email.

In cases where standards are not being met, a new placement is secured for the candidate.

Feedback by cooperating teacher in all classes candidates teach in their fieldwork.

Additional feedback by the professor after reviewing cooperating evaluation

SEED 514/515

Student Teaching

Availability of Student Teaching Professor to troubleshoot problems with students during class, by phone, and email.

Availability of Student Teaching Professor to troubleshoot problems with Master Teachers in in-person meetings, over the phone, and/or by email.

.

Conferencing, dialogue, coaching, and inservicing among University Student Teacher Supervisors and University professors (e.g., Student Teaching Seminar Professors, Literacy Professors, and ELL Specialist Professor) to ensure that content area literacy strategies are appropriately utilized by candidates.

Student evaluation of master teacher reviewed, analyzed, and inputted into data based by Field Placement Coordinator.

Evaluation forms, lesson plan templates, and personal meetings between the master teacher and University Supervisor provide clear explanation of teaching strategies that must be implemented by the candidate.

The professor has selectively chosen school sites and cooperating teachers who exemplify outstanding practices in literacy education and are using state adopted curriculum. In addition, candidates evaluate the effectiveness of the cooperating teacher and curriculum at the end of the semester. In the event that an evaluation indicates that a cooperating teacher is not implementing effective reading instruction that complies with current provisions of the California Education Code, the field placement coordinator makes a note of this in the database and this teacher is not used as a cooperating teacher for future field placements.

The procedure for securing quality field placements for Biola teacher candidates is as follows:

Initial contact is made by the field placement coordinator to the principal or school representative, explaining Biola's expectations for the candidates in this particular placement. Throughout the semester the field placement coordinator visits various field placement sites to answer questions and facilitate ongoing communication between the school and the university.

During the initial meeting between the cooperating teacher and the candidate the field packet is reviewed so that expectations are clearly understood by both parties.

Throughout the entire field experience, the cooperating teachers use formative assessment to evaluate the candidate's progress. For example, cooperating teachers observe and provide written and oral feedback to the candidate on the lessons they teach in the classroom.

If any issues or concerns arise, the cooperating teacher contacts the reading professor. The professor communicates with the candidate and the field placement coordinator to resolve the concerns or if need be secure a different placement.

Cooperating teachers provide a final evaluation of the candidate's performance at the end of the semester and rank the student in terms of their progress and potential as a successful teacher.

If the cooperating teacher has any concern about the candidate, she or he often writes comments on the evaluation or contacts the professor of record so that Biola University can follow-up on these concerns.

Throughout the semester candidates bring examples from the field into the university class setting in order to make ongoing connections between theory and practice.


7A(a) Each candidate participates in intensive instruction in reading and language arts methods that is grounded in methodologically sound research and includes exposure to instructional programs adopted by the State Board of Education for use in California public schools. This instruction enables her/him to provide a comprehensive, systematic program of instruction to students. The reading and language arts instruction for students includes systematic, explicit and meaningfully-applied instruction in reading, writing, and related language skills, as well as strategies for English language learners and speakers of English, all of which is aligned with the state-adopted academic content standards for students in English Language Arts and the Reading/Language Arts Framework.

7A(b) For each candidate, the study of reading and language arts methods includes strong preparation for teaching comprehension skills; a strong literature component; strategies that promote and guide pupil independent reading; and instructional approaches that incorporate listening, speaking, reading and writing for speakers of English and English learners.

writing applications, and written and oral English language conventions.

7A(d) For each candidate, the study of reading and language arts methods includes instruction and experience in teaching organized, systematic, explicit skills that promote fluent reading and writing, including phonemic awareness; direct, systematic, explicit phonics; and decoding skills,


including spelling patterns, sound/symbol codes (orthography), and extensive practice in reading and writing.

7A(e) For each candidate, the study of reading and language arts includes knowledge of the roles of home and community literacy practices, instructional uses of ongoing diagnostic strategies that guide teaching and assessment, early intervention techniques in a classroom setting, and guided practice of these techniques.

pertaining to reading and language arts instruction.

7A(h) As a specific application of Common Standard 7, field experiences, student teaching assignments, and internships are designed to establish cohesive connections among the Reading Instruction Competence Assessment (RICA) content specifications, reading methods coursework, and the practical experience components of the program, and include ongoing opportunities to participate in effective reading instruction that complies with current provisions of the California Education Code.

(v) Instruction and experience in promoting the use of oral and written language in a variety of formal and informal settings including teaching writing strategies for increasing content knowledge.


PROGRAM STANDARD 8

Pedagogical Preparation for Subject-Specific Content Instruction

PROGRAM STANDARD 8-A: Pedagogical Preparation for Subject-Specific Content Instruction by Multiple Subject (MS) Candidates

In subjects other than Reading-Language Arts, the professional teacher preparation program provides introductory coursework and supervised practice that begin to prepare each candidate for a Multiple Subject (MS) Teaching Credential to plan and deliver content-specific instruction consistent with state-adopted academic content standards for students and curriculum frameworks in the following major subject areas: mathematics, science, history-social science, the visual and performing arts, physical education, and health. In the program, MS candidates apply Teaching Performance Expectations (TPEs) to the teaching of each major subject area, and they learn and use specific pedagogical knowledge and skills that comprise the subject-specific TPEs for Multiple Subject Candidates. In each major subject area, MS candidates demonstrate basic ability to plan and implement instruction that fosters student achievement of state-adopted academic content standards for students, using appropriate instructional strategies and materials. In the program, candidates begin to interrelate ideas and information within and across the major subject areas.

Program Elements for Standard 8-A: Pedagogical Preparation for Subject-Specific Content Instruction by Multiple-Subject (MS) CandidatesAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

8A(a) Mathematics. During interrelated activities in program coursework and fieldwork, MS candidates learn about the interrelated components of a balanced program of mathematics instruction: computational and procedural skills; conceptual understanding of the logic and structure of mathematics; and problem-solving skills in mathematics. They learn to (1) recognize and teach logical connections across major concepts and principles of the state-adopted academic content standards for students in mathematics (K – 8), (2) enable K – 8 students to apply learned skills to novel and increasingly complex problems; (3) model and teach students to solve problems using multiple strategies; (4) anticipate, recognize and


clarify mathematical misunderstandings that are common among K – 8 students; (5) design appropriate assignments to develop student understanding, including appropriate problems and practice; and (6) interrelate ideas and information within and across mathematics and other subject areas.Course Content Pedagogy Assessment

LEDU 309/SEED 509 Elementary Mathematics and Science Workshop

Learn about the interrelated components of a balanced program of mathematics instruction

Model Lesson Demonstrations by Professor

Lectures

Readings

In-class Model Lesson Analysis

Scope and Sequence Exercise


recognize and teach computational and procedural skills


Lectures

Readings

Sequence of Five Lesson Plans

Lesson Plan Implementation

In-Class Error Pattern Analysis


recognize and teach conceptual understanding of the logic and structure of mathematics and problem-solving skills in mathematics


Lectures

Readings


In-Class Error Pattern Analysis


Implementation of Field Lesson Plan


recognize and teach logical connections across major concepts and principles of the state-adopted academic content standards for students in mathematics (K – 8)


Lectures

Readings





enable K – 8 students to apply learned skills to novel and increasingly complex problems

Fieldwork experience Implementation of Field Lesson Plan

Feedback from professor and cooperating teacher


model and teach students to solve problems using multiple strategies


Fieldwork experience


Feedback from professor and cooperating teacher

LEDU 309/SEED 509 Elementary Mathematics

anticipate, recognize and clarify mathematical

Error analysis

Textbook analysis

Error Pattern Analysis exercise

Textbook Analysis exercise


and Science Workshop misunderstandings that are common among K – 8 students


design appropriate assignments to develop student understanding, including appropriate problems and practice


Lectures

Readings





interrelate ideas and information within and across mathematics and other subject areas.


Lectures



8A(b) Science. During interrelated activities in program coursework and fieldwork, MS candidates learn to (1) relate the state-adopted academic content standards for students in Science (K -8) to major concepts, principles and investigations in the science disciplines; (2) plan and implement instruction in which physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (K-8); (3) plan and organize effective laboratory and field activities in which K-8 students learn to ask important questions and acquire increasingly complex investigation skills; and (4) to interrelate ideas and information within and across science and other subject areas.


LEDU 309 /SEED 509

relate the state-adopted academic content standards for students in Science (K -8) to major concepts, principles and investigations in the science disciplines


Lectures

Readings

Lesson Plans


LEDU 309 /SEED 509 plan and implement instruction in which

Model Lesson Demonstrations by

Candidates plan three science lessons (earth, life,


physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (K-8)

Professor (earth, life, physical)

Lectures

Readings

Scope and sequence exercise

physical)

Implement science lesson in fieldwork

LEDU 309 /SEED 509 plan and organize effective laboratory and field activities in which K-8 students learn to ask important questions and acquire increasingly complex investigation skills


Lectures

Readings

Candidates plan three hands-on science lessons (earth, life, physical)

Implement science lesson in fieldwork

LEDU 309 /SEED 509 Interrelate ideas and information within and across science and other subject areas


Lectures

Readings

Candidates plan three hands-on science lessons (earth, life, physical) with cross-curricular connections


Candidates plan and present a SDAIE lesson that integrates content and English language development using state adopted content standards and frameworks.

Lecture

Pair-share

Model SDAIE lesson



8A(c) History-Social Science. During interrelated activities in program coursework and fieldwork, MS candidates learn to (1) teach state-adopted academic content standards for students in history while helping students to learn and use basic analysis skills in history and social science; (2) enrich the study of history by drawing on social science concepts, case studies and cross-cultural activities; (3) incorporate basic critical thinking skills and study skills into content-based instruction; and (4) utilize active forms of social studies learning, including simulations, debates, research activities and cooperative projects. MS candidates begin to interrelate ideas and information within and across history/social science and other subject areas.


LEDU 337/SEED 537 Learn to teach state-adopted academic content standards for students in history while helping students to learn and use basic analysis skills in history and social science

Modeling and demonstrations

Course readings

Oral History information

“Exploring the Social Science Framework” reflection paperLesson Plan format includes Blooms taxonomy levels of questioning

Oral History Project requires students to use analysis skills

LEDU 337/SEED 537 Learn to enrich the study of history by drawing on social science concepts, case studies and cross-cultural activities

Course readings

Session #4 – Case StudiesOral History Project uses case studies to work with historical data

Cultural connections made through children’s literature activity in Exploring the Social Science Framework

LEDU 337/SEED 537 Learn to incorporate basic critical thinking skills and study skills into content-based instruction

Utilization of Blooms Taxonomy within social studies lesson plans

Oral History project utilizes critical thinking skills and study skills

LEDU 337/SEED 537 Learn to utilize active forms of social studies learning, including simulations, debates, research activities and cooperative projects

Session #4 – Simulations and Field Trips Oral History Project

Field Trip Activity/Project

LEDU 337/SEED 537 Learn to begin to interrelate ideas and information within and across history/social science and other subject areas

Session #3 – developing reading, writing and technology connections

Exploring the Social Science Framework - children’s literature activityOral History project


8A(d) Visual and Performing Arts. During interrelated activities in program coursework and fieldwork, MS candidates learn specific teaching strategies that are effective in achieving the goals of artistic perception; creative expression; understanding the cultural and historical origins of the arts; pursing meaning in the arts; and making informed judgments about the arts. In the program, candidates learn to teach how various art forms relate to each other, other subject areas, and to careers.


MUSC 310/SEED 508

ARTS 309/SEED 507

Candidates learn specific teaching strategies that are effective in achieving the goals of artistic perception and creative expression

MUSC 310/SEED 508 The professor models music lessons for elementary age students and requires the students to plan and implement a music lesson as well. Each lesson is videotaped, self-assessed, critiqued by peers, and critiqued by the professor in a one-to-one private conference.

ARTS 309/SEED 507 In visual arts, the professor models hands-on art lessons to prepare students to develop their visual arts lesson plans.

MUSC 310/SEED 508 Presentation and critique of music lesson which incorporates music and movement.

ARTS 309/SEED 507 Visual Arts Lesson Plan

MUSC 310/SEED 508

ARTS 309/SEED 507

Candidates help students learn to understand the cultural and historical origins of the arts

Readings (e.g., The World of Music. Chapter 4 covers “Classical Western Music” and “Multicultural Music”).

Lectures and demonstrations

Evaluation of works of art based upon historical and cultural information

MUSC 310/SEED 508 Students share and experience multicultural songs during class sessions, including music and rhythmic activities (motion, instruments) as appropriate.

MUSC 310 Exam

ARTS 309/SEED 507 Art work analysis paper.

MUSC 310/SEED 508 pursuing meaning in the arts Readings


ARTS 309/SEED 507

Lectures

Acquire skill in playing recorder

ARTS 309/SEED 507 Interpretation of Fine Arts (e.g., evaluation of works of art based upon historical and cultural information)

MUSC 310 Student performance of recorder


MUSC 310/SEED 508

ARTS 309/SEED 507

making informed judgments about the arts



MUSC 310/SEED 508

ARTS 309/SEED 507

candidates learn to teach how various art forms relate to each other, other subject areas, and to careers




8A(e) Physical Education. During interrelated activities in program coursework and fieldwork, MS candidates learn content-specific teaching strategies that are effective in achieving the goals of the development of a variety of motor skills and abilities in students; student recognition of the importance of a healthy lifestyle; student knowledge of human movement; student knowledge of the rules and strategies of games and sports; and student self-confidence and self-worth in relation to physical education and recreation.


PEED 201/SEED 516 candidates learn content-specific teaching strategies that are effective in achieving the goals of the development of a variety of motor skills and abilities in students

Readings

Videos

Lectures

Demonstrations

Practice lessons with K-6 students

Implementation of P.E. Lessons with elementary children

Exam on NASPE Standards (9 standards for National Association for Sports and Physical Education)

PEED 201/SEED 516

LEDU 336/SEED 536

Candidates learn how to support student recognition of the importance of a healthy lifestyle

PEED 201/SEED 516

Fitness Video

Discussion

LEDU 337/SEED 537

California Health Framework

Lectures, Readings

Exams

Create personal wellness chart

Health bulletin board, incorporating students and their families

PEED 201/SEED 516 Candidates learn how to support student knowledge of human movement

Readings

Video

Lectures

Demonstrations

Practice lessons with K-6 students

Implementation of P.E. Lessons with elementary children

Exams

PEED 201/SEED 516 Candidates learn how to Videos Game Files


support student knowledge of the rules and strategies of games and sports

Demonstrations

Game ParticipationYearlong PE Plan

Micro-teaching

PEED 201/SEED 516 Candidates learn how to support student self-confidence and self-worth in relation to physical education and recreation

Video

Content Standards

Content Standards Exam

Micro-Teaching Evaluation

8A(f) Health. During interrelated activities in program coursework and fieldwork, MS candidates learn content-specific teaching strategies that are effective in achieving the goals of the acceptance of personal responsibility for lifelong health; respect for and promotion of the health of others; understanding of the process of growth and development; and informed use of health-related information, products, and services.


LEDU 336/SEED 536 learn content-specific teaching strategies that are effective in achieving the goals of the acceptance of personal responsibility for lifelong health

Lectures

Readings


Candidates create a “Health Information Resource Packet”

Exam on 9 major content areas of health education

LEDU 336/SEED 536 Candidates learn effective teaching strategies for respect for and promotion of the health of others

Lectures

Readings



“Health Information Bulletin Board”

LEDU 336/SEED 536 Candidates learn effective teaching strategies for understanding of the process of growth and development

Lectures

Readings

Demonstration Lessons

Lesson Plan Presentation

Candidates create age-appropriate Health Curriculum Chart

LEDU 336/SEED 536 Candidates learn effective teaching strategies for informed use of health-related information, products, and services

Lectures

Readings

Discussions


Health Curriculum Chart




PROGRAM STANDARD 8-B: Pedagogical Preparation for Subject-Specific Content Instruction by Single Subject (SS) Candidates

In the subject to be authorized by the Single Subject Teaching Credential, the professional teacher preparation program provides substantive instruction and supervised practice that effectively prepare each candidate for an SS Credential to plan and deliver content-specific instruction that is consistent with (1) the state-adopted academic content standards for students and/or curriculum framework in the content area, and (2) the basic principles and primary values of the underlying discipline. The program provides multiple opportunities for each SS candidate (1) to apply the Teaching Performance Expectations (TPEs) in The Appendix to instruction in the subject to be authorized by the credential, and (2) to learn, practice and reflect on the specific pedagogical knowledge and skills that comprise the Commission adopted subject-specific TPEs. In the program, each SS candidate demonstrates basic ability to: plan and organize instruction to foster student achievement of state-adopted K-12 academic content standards for students in the subject area; use instructional strategies, materials, technologies and other resources to make content accessible to students; and interrelate ideas and information within and across major subdivisions of the subject.

Program Elements for Standard 8-B: Pedagogical Preparation for Subject-Specific Content Instruction by Single-Subject (SS) CandidatesAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

8B(a) Mathematics. During interrelated activities in program coursework and fieldwork, SS mathematics candidates acquire a deep understanding of the interrelated components of a balanced program of mathematics instruction: computational and procedural skills; conceptual understanding of mathematics; and problem solving skills in mathematics. They learn to (1) recognize and teach logical connections across major concepts and principles of the state-adopted K-12 academic content standards for students in Mathematics (Grades 7-12); (2) enable students in Grades 7-12 to apply learned skills to increasingly novel and complex problems; (3) demonstrate and teach multiple solution strategies for broad categories of problems; (4) anticipate, recognize and clarify mathematical misunderstandings that are common among students in Grades 7-12; and (5) design exercises for practicing mathematics skills, including the selection of appropriate problems for practice.



LEDU 433/SEED 533 Single Subject Pedagogy – Math (C/L with Math 370)

enable students in Grades 7-12 to apply learned skills to increasingly novel and complex problems

Model Lessons by University Instructor and Cooperating Teacher

Design set of five mathematics lessons in sequence


demonstrate and teach multiple solution strategies for broad categories of problems

Model Lessons by Instructor and Cooperating Teacher

Readings

Lectures

Multiple Models Assignment

Error Pattern Analyses and Follow-Up Planning

Technology Resources: Website Review

Fieldwork Evaluation


anticipate, recognize and clarify mathematical misunderstandings that are common among students in Grades 7-12

Sets of papers from students representing various error patterns

Readings

Lectures


Error Pattern Analyses


design exercises for practicing mathematics skills, including the selection of appropriate problems for practice

Model Lessons

Lectures

Readings

Lesson Plans

Error Pattern Analysis and Follow-Up Lesson Planning



Standards relating to lesson objectives

Subject specific pedagogy

Lecture: Session 34Group discussions comparing/ contrasting subject specific pedagogy Whole-class discussion of these differences

Thematic unit

SEED 526 Psychological Standards relating to lesson Using PowerPoints and lesson samples, candidates prepare

Candidates prepare three lesson plans using three different


Foundations of Education objectives

Subject specific pedagogy

different lesson plans based on behavioral, cognitive, social cognitive and constructivist theories.

Candidates learn the four parts of behavioral objectives and relate them to the content and taxonomy required in state content standards.

Candidates are grouped by the subject they want to teach and prepare as a group a lesson for their chosen subject (math).

Candidates prepare three sample lessons in the same subject for the same grade level using three different lesson plan formats and write a two-page rationale for why each lesson was best taught by the plan they chose.

formats from four formats they learned to use and describe why the format they used was most appropriate for the content and taxonomy they desired their students to achieve.


recognize and teach logical connections across major concepts and principles of the state-adopted K-12 academic content standards for students in Mathematics (Grades 7-12)

Interwoven through the course, candidates examine designing a variety of instructional plans. Candidates plan, implement, and reflect on four lessons in their fieldwork. Candidates also develop a multidisciplinary unit plan for their assigned grade level, designing lessons to address content standards. Lecture/demonstration in class.In fieldwork, plan and implement four lessons.Unit plan assignment.


Fieldwork: Plan and teach four lessons.

Unit plan

8B(b) Science. During interrelated activities in program coursework and fieldwork, SS science candidates learn to (1) relate the state-adopted K-12 academic content standards for students in Science (Grades 7-12) to major concepts, principles and investigations in the science disciplines; (2) plan and implement instruction in which physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (Grades 7-12); and (3) plan and organize effective laboratory and/or field activities in which students in Grades 7-12 learn to ask important questions and conduct careful investigations.



LEDU 433/SEED 533 Single Subject Pedagogy – Science

relate the state-adopted K-12 academic content standards for students in Science (Grades 7-12) to major concepts, principles and investigations in the science disciplines

Lecture

Readings

Hands-On Science Lesson Demonstrations

Hands-on Science Lesson Demonstration on State Content Standard


plan and implement instruction in which physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (Grades 7-12)

Lecture

Readings


Laboratory Field Activity Planning


Laboratory Field Activity Implementation



Lectures

Group & dyad discussions comparing/contrasting pedagogy

Contribution to group presentations

Integrative unit: Science candidates design an integrated unit with five connected science lessons



Thematic Unit Thematic Unit with a minimum of 9 science lessons





Science candidates are grouped together and prepare a science lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative learning) are presented, and then single subject candidates prepare 3 science lessons in groups and are encouraged to plan lessons for different taxonomical objectives within their subject.

Candidates prepare three lesson plans using three different formats and describe why the format they used was most appropriate for the content and taxonomy they desired their students to achieve.



LecturePaired activity

LEDU 425/ SEED 525 –

Summative - Field Activity #3 – Teaching a Lesson


Candidates plan and present a SDAIE lesson that integrates content and English language development using state

Lecture

Pair-share

Model SDAIE lesson



adopted content standards and frameworks.

LEDU 435/SEED 506 Secondary Curriculum Coordination of academic

content standards with personal lesson objectives.

Emphasis is placed on utilizing Bloom’s taxonomy.Progress monitoring throughout the lesson so that the stated objective is achieved.

Scaffolding for differentiated needs.

Lectures

Professor Demonstrations

Candidates are placed in content-specific small groups. The lesson then moves through a demonstrate sequence which starts with the professor providing instruction, the groups applying the skill, the groups making class presentations, and the professor ending with clarifying comments.

Group Presentations of Lessons

Fieldwork Lessons Implementations

Formative Assessments by Professor and Cooperating Teacher

Candidate lesson reflections.


plan and organize effective laboratory and/or field activities in which students in Grades 7-12 learn to ask important questions and conduct careful investigations.

Lecture

Readings


Laboratory Field Activity Planning


Laboratory Field Activity Implementation

8B(c) History-Social Science. During interrelated activities in program coursework and fieldwork, SS history/social science candidates learn and practice ways to (1) state-adopted K-12 academic content standards for students in history while helping students to use history-social science analysis skills at intermediate and advanced levels; (2) apply social science concepts to historical issues and enrich the study of history through in-depth case studies, historical literature, and cross-cultural activities; (3) encourage civic participation through studies of democratic civic values and constitutional principles; (4) deal honestly and accurately with controversial issues in historical or contemporary contexts; (5) discuss important roles of religion in world and United States history without bias; (6) incorporate a range of critical thinking skills and academic study skills into social studies instruction; and (7) utilize active forms of social science learning with all students, including simulations, debates, research studies and cooperative projects.



LEDU 433/SEED 533 HISTORY/SOCIAL SCIENCE Single Subject Pedagogy

candidates learn and practice ways to teach state-adopted K-12 academic content standards for students in history while helping students to use history-social science analysis skills at intermediate and advanced levels

Lesson Demonstrations

Lectures

Readings

Group Presentation

Lessons

Unit Plan


candidates learn and practice ways to apply social science concepts to historical issues and enrich the study of history through in-depth case studies, historical literature, and cross-cultural activities


Lectures

Readings

Group Presentation

Lessons

Unit Plan


candidates learn and practice ways to encourage civic participation through studies of democratic civic values and constitutional principles


Lectures

Readings

Skit Presentation

Field Experience


candidates learn and practice ways to deal honestly and accurately with controversial issues in historical or contemporary contexts


Lectures

Readings

Group Presentation

Lessons

Unit Plan


candidates learn and practice ways to discuss important roles of religion in world and United States history without bias


Lectures

Readings

Skit Presentation

Lessons

Unit Plan


candidates learn and practice ways to incorporate a range of critical thinking skills and academic study skills into social studies instruction


Lectures

Readings

Unit Plan

LEDU 433/SEED 533 HISTORY/SOCIAL

candidates learn and practice ways to utilize

Lesson Demonstrations Group Presentation


SCIENCE Single Subject Pedagogy

active forms of social science learning with all students, including simulations, debates, research studies and cooperative projects

Readings Unit Plan


learn and practice ways to teach advanced skills and understandings of the state-adopted academic content standards for students in History/Social Science

Lectures

comparing/contrasting pedagogy

Presentation

Integrative unit: History/Social Science candidates design an integrated unit with five connected lessons



Thematic Unit Thematic Unit with a minimum of 9 History/Social Science lessons




Spanish candidates are grouped together and prepare a History/Social Science lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative



learning) are presented, and then single subject candidates prepare 3 History/Social Science lessons in groups and are encouraged to plan lessons for different taxonomical objectives within their subject.



Lecture

Paired activity




Coordination of academic content standards with personal lesson objectives.

Emphasis is placed on utilizing Bloom’s taxonomy.

Progress monitoring throughout the lesson so that the stated objective is achieved.


Lectures







8B(d) English. During interrelated activities in program coursework and fieldwork, SS English candidates learn and practice ways to: (1) teach advanced skills and understandings in the use of oral and written language as described in the state-adopted


academic content standards for students in English Language Arts using specific methods such systematic comprehension support, analysis of informational and literary texts, use of technology for research support and editing, and direct instruction of various writing applications, strategies, and written and oral conventions; (2) understand how to teach the purposes and characteristics of the major genres of literature; (3) teach a strong literature, language, and comprehension program that includes oral and written language; and (4) increase their knowledge and skills of content based reading and writing methods, building on a foundation of linguistics that includes the phonological/ morphological structure of the English language.



learn and practice ways to teach advanced skills and understandings in the use of oral and written language as described in the state-adopted academic content standards for students in English Language Arts

Lectures


Contribution to group presentations

Integrative unit: English candidates design an integrated unit with five connected lessons



Thematic Unit Thematic Unit with a minimum of 9 English lessons


learn and practice ways to teach advanced skills and understandings in the use of oral and written language as described in the state-adopted academic content standards for students in English


Candidates prepare three lesson plans using three different formats and describe why the format they used was most appropriate for the content and taxonomy they desired


Language Arts English candidates are grouped together and prepare a Language Arts lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative learning) are presented, and then single subject candidates prepare 3 Language Arts lessons in groups and are encouraged to plan lessons for different taxonomical objectives within their subject.

their students to achieve.







Candidates plan and present a SDAIE lesson that integrates content and English language development using state adopted content standards and frameworks, and scaffolds learning for ELLs

Lecture

Pair-share

Model SDAIE lesson


LEDU 435/SEED 506 Secondary Curriculum Coordination of academic

content standards with personal lesson objectives.

Lectures


Candidates are placed in




Emphasis is placed on utilizing Bloom’s taxonomy.Progress monitoring throughout the lesson so that the stated objective is achieved.


content-specific small groups. The lesson then moves through a demonstrate sequence which starts with the professor providing instruction, the groups applying the skill, the groups making class presentations, and the professor ending with clarifying comments.



LEDU 433/SEED 533 Single Subject Pedagogy – English

LEDU 425/SEED 525 Secondary Content Area Reading

using specific methods such systematic comprehension support, analysis of informational and literary texts, use of technology for research support and editing, and direct instruction of various writing applications, strategies, and written and oral conventions

Lectures/Demonstration Lessons

Cooperative Group Learning

Developing comprehensive Language Arts Lessons that incorporate reading and writing processes (all stages of writing)

LEDU 425/SEED 525 Content Area Inventory Administration

LEDU 425/SEED 525 Story Map

LEDU 425/SEED 525 Research Paper or Brochure to Promote Literacy (includes technology)

LEDU 433/SEED 533 Learning Logs

LEDU 433/SEED 533 Lesson Plans, In-Class and Fieldwork Presentations



understand how to teach the purposes and characteristics of the major genres of literature



LEDU 425/SEED 525 Research Paper or Brochure to Promote Literacy (includes technology)


LEDU 433/SEED 533 Writing Portfolio




teach a strong literature, language, and comprehension program that includes oral and written language



LEDU 425/SEED 525Story Retelling


LEDU 433/SEED 533 Book Clubs (Similar to Literature Circles)

LEDU 433/SEED 533 Writing Portfolio



increase their knowledge and skills of content based reading and writing methods, building on a foundation of linguistics that includes the phonological/ morphological structure of the English language

Definition of Content Area Reading and Writing

Vocabulary Strategies (phonological and morphological structure)

Lesson to support comprehension

LEDU 425/SEED 525 Lesson to Support Comprehension

LEDU 425/SEED 525Exam

LEDU 425/SEED 525 Portfolio


8B(e) Art, Music, Theatre, and Dance. During interrelated activities in program coursework and fieldwork, SS art, music, theatre, and dance candidates learn, understand, and use specific teaching strategies and activities for achieving the fundamental goals of the Visual and Performing Arts Framework and Student Academic Content Standards, including (1) processing sensory information through elements unique to art, music, theatre, or dance (artistic perception); (2) producing works in art, music, theatre, or dance (creative expression); (3) understanding the historical and cultural origins of art, music, theatre, or dance (historical and cultural context); (4) pursuing meaning in art, music, theatre, or dance (aesthetic valuing); and (5) relating what is learned in art, music, theatre, or dance to other subject areas and to careers (connections, relationships, applications). In the program, candidates for SS Credentials are prepared to guide students in Grades 7-12 during the production of expressive works and in discussions that focus on analysis and interpretation of their own work and the work of others.

We do not currently have a Single Subject Credential Candidates in Art, Theatre, or Dance. We have an approved Music Subject Matter Program. Please see Music document.


8B(f) Physical Education. During interrelated activities in program coursework and fieldwork, SS physical education candidates learn, understand and use content-specific teaching strategies for achieving the fundamental goals of the Physical Education Framework including (1) developing motor skills and abilities through varied activities, (2) developing health-enhancing levels of physical fitness, (3) knowing and understanding principles of human movement, and (4) practicing social skill development and fair play in games and sports.


LEDU 433/SEED 533

Single Subject Pedagogy - PE

developing motor skills and abilities through varied activities

Lectures

Demonstrations

Field Activities

Two Midterm AssessmentQuizzesFinal Assessment

Written Reflections on Fieldwork Experiences

Unit Plan

Yearly Plan Construction

LEDU 433/SEED 533


developing health-enhancing levels of physical fitness

Lectures

Demonstrations

Field Activities



Unit Plan

Yearly Plan Construction

LEDU 433/SEED 533


knowing and understanding principles of human movement

Lectures

Demonstrations

Field Activities


Written Reflections on


Fieldwork Experiences

Unit Plan

Yearly Plan ConstructionLEDU 433/SEED 533


practicing social skill development and fair play in games and sports

Lectures

Demonstrations

Field Activities


Unit Plan

Philosophy Paper


learn and practice ways to teach advanced skills and understandings of the state-adopted academic content standards for students in physical education

Lectures


Contribution to group presentationsIntegrative unit: physical education candidates design an integrated unit with five connected lessons



Thematic Unit Thematic Unit with a minimum of 9 physical education lessons




Physical education candidates are grouped together and prepare a



physical education lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative learning) are presented, and then single subject candidates prepare 3 physical education lessons in groups and are encouraged to plan lessons for different taxonomical objectives within their subject.



Lecture

Paired activity



Candidates plan and present a SDAIE lesson that integrates content and physical education development using state adopted content standards and frameworks, and scaffolds learning for ELLs

Lecture

Pair-share

Model SDAIE lesson




Emphasis is placed on utilizing Bloom’s

Lectures


Candidates are placed in content-specific small

Group Presentations of LessonsFieldwork Lessons ImplementationsFormative Assessments by Professor and Cooperating


taxonomy.



groups. The lesson then moves through a demonstrate sequence which starts with the professor providing instruction, the groups applying the skill, the groups making class presentations, and the professor ending with clarifying comments.

TeacherCandidate lesson reflections.

8B(g) Languages Other than English. During interrelated activities in program coursework and fieldwork, SS languages candidates learn to teach the fundamental goals of the Foreign Language Framework and to (1) teach in a proficiency-oriented program of foreign language instruction that facilitates substantive communication orally and in writing, (2) demonstrate a high level of proficiency in the language that allows them to conduct their classes with ease and confidence with varied instructional levels, (3) use appropriate and varied language with accuracy and fluency, (4) know structural rules and practical use of the target language and validate the variation and usage of the home languages of their students. Each candidate is prepared to teach students to use the language of study to exchange information in a variety of contexts; assist students to develop proficiency in hearing, speaking, reading and writing the target language; enable students to understand cultures and societies in which the language is spoken; and develop students’ insights into the nature of language.


Biola Program Requirements

teach in a proficiency-oriented program of foreign language instruction that facilitates substantive communication orally and in writing,

Review and utilize criterion-reference Spanish textbooks in local schools during fieldwork

Fieldwork assignments:

120 hours pre-service fieldwork in Spanish

One semester, 4 periods per day, full-time student teaching

Fieldwork Evaluations from all cooperating teachers (120 hours)

Student Teaching Final Evaluation by University Supervisor and Two Master Teachers

Biola Program demonstrate a high level of Language proficiency CSET exam – program


Requirements proficiency in the language that allows them to conduct their classes with ease and confidence with varied instructional levels

practice in university classroom and field setting

summative assessment for language proficiency

LEDU 433/SEED 533

Single Subject Pedagogy – Spanish

use appropriate and varied language with accuracy and fluency

Classroom Conversation in Spanish

Development of Parent Newsletter in Spanish

Parent Newsletter presented in Spanish

Micro-teaching

Presentation of the Affective Language Domain Activity

LEDU 433/SEED 533

Single Subject Pedagogy – Spanish

know structural rules and practical use of the target language

Classroom Conversation in Spanish

Development of Parent Newsletter in Spanish

Parent Newsletter presented in Spanish

Micro-teaching

Presentation of the Affective Language Domain Activity

LEDU 341/SEED 541 validate the variation and usage of the home languages of their students

Utilize contrastive analysis to show differences and similarities of home language(s) and mainstream language(s) (Gibbons text)

SDAIE Lessons (candidates utilize understanding of home language for “next steps” of learning the target language)

LEDU 433/SEED 533

Single Subject Pedagogy - Spanish

prepared to teach students to use the language of study to exchange information in a variety of contexts

Model Spanish conversations

Formal vs. informal (e.g., Usted, tu)

Registers

Professor observation – formative feedback

LEDU 433/SEED 533


assist students to develop proficiency in hearing, speaking, reading and writing the target language

Identify rhymes, songs, and games that can be adapted to build Spanish fluency.

Micro-teaching assignment in Spanish

LEDU 433/SEED 533


develop students’ insights into the nature of language

Attend cultural event

Immerse self in cultural language interactions

Conduct two interviews

The Target Culture Event Paper


learn and practice ways to teach advanced skills and

Lectures

comparing/contrasting

Presentation

Integrative unit: Spanish


understandings of the state-adopted academic content standards for students in Spanish

pedagogy candidates design an integrated unit with five connected lessons


learn and practice ways to teach advanced skills and understandings of the state-adopted academic content standards for students in Spanish

Thematic Unit Thematic Unit with a minimum of 9 Spanish lessons




Spanish candidates are grouped together and prepare a Spanish lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative learning) are presented, and then single subject candidates prepare 3 physical education lessons in groups and are encouraged to plan lessons for different taxonomical objectives within their subject.




Lecture

Paired activity




Emphasis is placed on

Lectures


Candidates are placed in content-specific small groups.

Group Presentations of LessonsFieldwork Lessons ImplementationsFormative Assessments by


utilizing Bloom’s taxonomy.



The lesson then moves through a demonstrate sequence which starts with the professor providing instruction, the groups applying the skill, the groups making class presentations, and the professor ending with clarifying comments.

Professor and Cooperating TeacherCandidate lesson reflections.

8B(h) Health Science. During interrelated activities in program coursework and fieldwork, SS health science candidates learn to (1) plan and implement instruction based on the Health Framework for California Public Schools, (2) create a learning climate sensitive to the health-related needs of all students, (3) implement instructional strategies which result in students’ understanding of scientifically based principles of health promotion and disease prevention, incorporating that knowledge into personal health-related attitudes and behaviors, and making good health a personal priority, (4) link instruction to the health of students’ family, school and community, and (5) initiate instruction which enhances students’ resiliency and supports their development of positive assets.


LEDU 333/SEED 533 HEALTH Single Subject Pedagogy

plan and implement instruction based on the Health Framework for California Public Schools

Lectures

Readings


Exam


create a learning climate sensitive to the health-related needs of all students

Lectures

Readings

Resource Development

Health Education Resource Packet

7-12 Age Appropriate Health Curriculum Chart


implement instructional strategies which result in students’ understanding of scientifically based principles of health promotion and disease prevention, incorporating that knowledge into personal health-related attitudes and behaviors, and

Lectures

Readings


Personal Wellness Plan


Exam


making good health a personal priority


link instruction to the health of students’ family, school and community,

Lectures

Readings


Health Education Resource Packet – family and community connections, website resources, etc.


initiate instruction which enhances students’ resiliency and supports their development of positive assets

Lectures

Readings





learn and practice ways to teach advanced skills and understandings of the state-adopted academic content standards for students in Health

Lectures

comparing/contrasting pedagogy

Presentation

Integrative unit: Health candidates design an integrated unit with five connected lessons



Thematic Unit Thematic Unit with a minimum of 9 Health lessons




Health candidates are grouped together and prepare a physical education lesson. Four lesson plan styles are presented (direct instruction, discovery learning, advanced organizer, cooperative learning) are presented, and then single subject candidates prepare 3 health lessons in groups and are encouraged to plan lessons for different taxonomical objectives



within their subject.



Lecture

Paired activity




Emphasis is placed on utilizing Bloom’s taxonomy.



Lectures



Group Presentations of LessonsFieldwork Lessons ImplementationsFormative Assessments by Professor and Cooperating TeacherCandidate lesson reflections.

8B(i) Agriculture. During interrelated activities in program coursework and fieldwork, SS agriculture candidates learn, understand and use content-specific teaching strategies and instructional planning approaches appropriate to the subject area. In authorizations of Single Subject Teaching Credentials for agriculture, candidates for SS Credentials learn and practice important Teaching Performance Expectations during the teaching of the intended subject as envisioned in state and national policy frameworks.

Does not apply.

8B(j) Business Education. During interrelated activities in program coursework and fieldwork, SS business candidates learn, understand and use content-specific teaching strategies and instructional planning approaches appropriate to the subject area. In authorizations of Single Subject Teaching Credentials for business education, candidates for SS Credentials learn and practice important Teaching Performance Expectations during the teaching of the intended subject as envisioned in state and national policy frameworks. Does not apply.

8B(k) Home Economics. During interrelated activities in program coursework and fieldwork, SS home economics candidates learn, understand and use content-specific teaching strategies and instructional planning approaches appropriate to the


subject area. In authorizations of Single Subject Teaching Credentials for home economics, candidates for SS Credentials learn and practice important Teaching Performance Expectations during the teaching of the intended subject as envisioned in state and national policy frameworks. Does not apply.

8B(l) Industrial Technology. During interrelated activities in program coursework and fieldwork, SS industrial technology candidates learn, understand and use content-specific teaching strategies and instructional planning approaches appropriate to the subject area. In authorizations of Single Subject Teaching Credentials for industrial technology, candidates for SS Credentials learn and practice important Teaching Performance Expectations during the teaching of the intended subject as envisioned in state and national policy frameworks.

Does not apply.


8B(e) (2) plan and implement instruction in which physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (Grades 7-12); and (3) plan and organize effective laboratory and/or field activities in which students in Grades 7-12 learn to ask important questions and conduct careful investigations.

PROGRAM STANDARD 9

Using Technology in the Classroom

Through planned prerequisite and/or professional preparation, each candidate learns and begins to use appropriately computer-based technology to facilitate the teaching and learning process. Each candidate demonstrates knowledge of current basic computer hardware and software terminology and demonstrates competency in the operation and care of computer related hardware. Each candidate demonstrates knowledge and understanding of the legal and ethical issues concerned with the use of technology. Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. Each candidate is able to select and evaluate wide array of technologies for effective use in relation to the state-adopted academic curriculum.

Program Elements for Standard 9: Using Computer-Based Technology in the Classroom


An accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

9(a) Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.



PowerPoint component to units Unit includes materials and resources used for the lessons


In session 2 candidates receive Intel Teach to the Future (TTF) materials using technology to prepare a thematic unit which connects behavioral, cognitive, social cognitive and constructivist theories to a series of lesson plans embedded in the thematic unit. The thematic unit is submitted during the 13th lesson with many allusions to the components discussed throughout the class.

Candidates learn the format for the thematic unit through an AV augmented lecture.

Candidates submit their curriculum framing questions, content standards and objectives and list of resources they will include in their thematic unit.

Through a hands-on demonstration, candidates learn to prepare a PowerPoint appropriate for their students to do to use as a sample for their students to emulate.

Through a hands-on demonstration, candidates learn how to access pictures, music, and video/DVD materials using the Internet to include in their PowerPoint.

Through lecture candidates learn to use the Internet for research and learn the limits of research on the internet.

Through presentation in a lecture and the support of a DVD provided by Intel, candidates prepare a lesson the includes an invented PowerPoint appropriate

Candidates prepare a Thematic Unit that demonstrates their use of the Internet for research, their ability to prepare a PowerPoint, and their knowledge of desktop publishing and web hosting sufficient to include them in their lesson plan.


to the grade level of students they intend to teach and show how they would use desktop publishing and web hosting in their unit plan—usually they are major assessments in the unit plan.




In an online assignment during meeting 15, candidates are directed to several websites related to using technology in the classroom. Candidates explore the many approaches to using technology in the classroom and write several paragraphs describing the “tools” they find and how they could use them in specific lesson plans. Candidates conclude by posting their paragraphs on a discussion board, read and respond/discuss other candidates’ contributions.

Candidates explore technology websites on their own and design lessons to use those resources.

Candidates post their responses on an online discussion board, and respond to another candidates’ contributions.

Online technology assignment


Unit Plan: Technology/media resources


In meeting 2 candidates are presented with a description regarding the relationship between the academic content standards and the developmental needs of students. With a cognitive understanding established, a review of the various sources teachers can use to assist student learning occurs. Focus is placed on internet and media. In meeting 11 the grade book requirement for the unit plan is briefly discussed.

Meeting 2. Content is presented through lecture with a power point presentation providing illustrations.Meeting 11. A brief lecture is used.

Summative assessment occurs in the unit plan assignment when candidates are asked to develop an annotated bibliography for their unit plan and an electronic grade book top track student progress.

9(b) Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.




During weeks 6-7 candidates will identify best practice strategies for use of technology in lesson plans

Discussion

Group discovery according to grade level and content areas

E- portfolio

Observation matrix #14

Professional interview

Lesson plans


During meeting 11 candidates are reminded of the role technology can play in designing a unit that connects to student interested.

This material is reviewed during a short lecture.

9(c) Each candidate is familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.



Appropriate use of technology

Basic skills of technology

Presentation by IT

9(d) Each candidate uses computer applications to manage records and to communicate through printed media.



Candidates utilize prior knowledge of the use technology, with individual assistance by professor as needed

Candidates use email to communicate with professor and each other

Professor sends study guides and other assignments as necessary


Candidates are taught to use email and Blackboard to communicate.

Candidates use email and Blackboard to turn in assignments, participate in online discussion, access PowerPoints shown in class and discover their grades. By using this as a candidate, they develop a sense of what they can do for their students when they are teaching.



During meeting 11 the professor briefly reviews strategies a teacher can employ that will assist in the development of a computer-based record keeping system.

This material is presented through a brief lecture.

Summative assessment occurs in the Unit Plan assignment when candidates are asked to construct an electronic grade book for all the formal assignments embedded within their constructed unit.

9(e) Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative.



Throughout the course candidates participate in ongoing online collaboration and clarification

Online lecture Assignments are emailed to professor


Student transmissions of chapter study guides

Professor communication


Candidates use BlackBoard groups for discussing readings online, to submit some assignments, and e-mail each other.

Candidates discuss the text weekly with two or three other candidates, use Blackboard to submit assignments, and e-mail the professor and each other

Candidates discuss the text weekly and interact with each other in Blackboard discussion groups. Students are graded for their individual responses, for all the group members submitting posts on time, and for interacting with each other about their posts.


Throughout the semester, candidates will use e-mail, the professor’s website, and consult websites to find information related to what they are teaching.

Provide examples LEDU 420/ SEED 520Summative – FA# 4- Teaching a Reading Lesson----------------LEDU 425/ SEED 525 – Summative - FA# 4- Teaching a Lesson (in their content area)


Throughout the course, candidates check Blackboard for course documents, rubrics, assignment details, and correspondence. The professor regularly communicates to candidates via email to check Blackboard. Candidates also complete a technology assignment where they evaluate two websites with multiple links and post their reflections in a

Technology assignment


Blackboard discussion site. They also respond to another students’ posted reflections to engage in ongoing discussion.

9(f) Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations.)



Throughout course candidates develop and create CD of all compiled works

Class discussion E-portfolio


Explores and examines internet resources for paper and lesson plans

PowerPoint presentation


Using materials supplied by Intel TTF, candidates learn to prepare PowerPoint presentations and how to use desktop publishing and web hosting to augment their teaching of content.

Candidates read chapter/cluster 13 of the text, review a DVD supplied by Intel TTF and discuss online and in class how to choose materials to assist in making accommodations for special needs students.

Candidates apply information learned by including appropriate accommodations in four lesson plans they submit.

Candidates apply information learned through AV augmented lecture and DVD supplied by Intel to prepare a PowerPoint as a sample for students to emulate as a part of a thematic unit plan.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for choices related to teaching strategies and accommodations they have prepared to meet the needs of special needs students.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for choices related to teaching strategies and accommodations they have prepared to meet the needs of special needs students and must include three technology assignments in their plan: a PowerPoint presentation, desktop publishing and web hosting.


Technology assignment


9(g) Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.



In preparation for their thematic unit, candidates research what software and websites will support their teaching of their thematic unit. Materials used reflect the theoretical perspectives of behaviorists, cognitive psychologists, social cognitive psychologists and constructivist.

Candidates learn the format for the thematic unit through an AV augmented lecture.

Candidates learn through an Intel DVD what websites and software are available to support the teaching of their thematic unit plan

Candidates submit their thematic unit

Candidates prepare a thematic unit that includes their list of resources needed to teach. One of the required resources is a list of software and internet sites that they will make available to students to learn the content of their unit while reaching the taxonomical goals described in the content standards and lesson objectives.


In meeting 15 candidates are given an assignment to visit www.google.com/educators and specifically examine tools such as Google Page Creater to create functional web pages and Picassa to help students create and share class pictures and elementary-level computer science activities. Candidates create lessons using the software resources and exchange ideas on an online discussion board.


Online technology assignment.


In meeting 2 candidates are presented with a description regarding the relationship between the academic content standards and the developmental needs of students. With a cognitive understanding established, a review of the various sources teachers can use to assist student learning occurs. Focus is placed on internet and media. In meeting 11 the grade book requirement for the unit plan is briefly discussed.

Meeting 2. Content is presented through lecture with a power point presentation providing illustrations.Meeting 11. A brief lecture is used.

Summative assessment occurs in the unit plan assignment when candidates are asked to develop an annotated bibliography for their unit plan and an electronic grade book top track student progress.


http://www.google.com/educators

9(h) Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.



During week 5 candidates collaborate and discuss state standards according to their grade level and curricular emphasis

Class discussion

Group feedback according to grade level and curricular emphasis

Access state standards through state website


Appropriate sources for paper

Scholarly journals

Use of internet sources

Discussion of paper requirements and guidelines

9(i) Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.



During week 1 candidates are informed of appropriate access and usage of content throughout the course

Privacy policy in coursepack


Copyright concerns discussed previously

Writing competency paper


Candidates research professional literature regarding psychological theories and classroom management for a formal paper written in APA format that requires resolution of a discipline situation outlined in a scenario.






Category C: Preparation to Teach All Students in California Schools

PROGRAM STANDARD 10

Preparation for Learning to Create a Supportive, Healthy Environment for Student Learning

The professional teacher preparation program provides multiple opportunities for candidates to learn how personal, family, school, community and environmental factors are related to students’ academic, physical, emotional and social well-being. Candidates learn about the effects of student health and safety on learning; and they study the legal responsibilities of teachers related to student health and safety. They learn and apply skills for communicating and working constructively with students, their families and community members. They understand when and how to access site-based and community resources and agencies, including social, health, educational and language services, in order to provide integrated support to meet the individual needs of each student.

Program Elements for Standard 10: Preparation for Learning to Create a Supportive, Healthy Environment for Student LearningAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

10(a) Through planned prerequisite and/or professional preparation, each candidate studies, learns and begins to apply concepts and strategies that contribute to respectful and productive teacher relationships with families and local communities, with emphasis on:(i) knowledge of major laws and principles that address student rights and parent rights pertaining to student placements;(ii) the effects of family involvement on teaching, learning and academic achievement;(iii) knowledge of and respect for diverse family structures, community cultures and child rearing practices;(iv) effective communication with all families; and(v) the variety of support and resource roles that families may assume within and outside the school.


LEDU 301/SEED 519 Introduction to Teaching/

During week 14 candidates identify activities and strategies for involvement with families and the community

Lecture and brainstorming session on impact on students, society, community, etc.


Foundations of Education Letter to parents completed in class


Candidates examine strategies to promote positive home-school and community relationships that impact family involvement and academic achievement for English learner students. Concepts and principles from Delgado-Gaitan (2004), Fernandez & Hayes (2005), Harvard Family Research Project (2000), McCaleb (1994), Powell (1998), Snow, Burns, & Griffin (1998), U.S. Department of Education (2004) are presented and reviewed.

Lecture includes parent focus group responses, factors that cultivate a positive relationship with parents, research on family’s influence on academic achievement, home-school partnership, and community involvement

Model letter to parents

Small-group activity that implements model letter format

Role play parent-teacher conference on diverse issues

Handout: Helping parents support learning at home

Written reflection on attending a ethnically and/or linguistically diverse church service, social or community event

LEDU341/SEED541 general education teacher’s role and responsibilities in the Individual Education Program (IEP) process, including: identification; referral; assessment; IEP planning and meeting; implementation; and evaluation

Lecture

Readings

Blind review of cases (IEPs, 504s)

Mock IEP Meetings

Evaluation of case studies and identification of “next steps” in the process to ensure state and federal laws are being adhered to as students identify special language needs, including GATE.

Participation in Mock IEPs, including a parent representative as well as professionals and specialists.

Student Teaching

SEED 512/513

SEED 514/515

Teacher-family communication strategies for creating positive relationships between parents/guardians and teachers

Powerpoint Presentation, “Teacher-Family Communication: Best Strategies and Practices”

After interactive lecture and pair/shares, candidates write a reflection identifying the strategies that they currently are observing in their student teaching placement as compared to “best practices”.


Candidates examine the legal mandates for the education of special needs students (PL-101-

“How would you address..?” group discussion and presentation addressing special needs children

Chapter quizzes require candidates to differentiate special needs categories


476, Individuals with Disabilities Act), including placement evaluations and IEPs.

Candidates discuss both sides of the implications of and implementation of Least Restrictive Environment placements, including parent and student rights.

Candidates compare/contrast mainstreaming and full inclusion.

by category, including parent and student rights.

Lectures

Readings

Discussions

Chapter Quizzes

LEDU 330 Psychological Foundations

Candidates read and discuss the characteristics and needs of Gifted and Talented students as well as how to provide curricular challenges to facilitate continued learning for GATE, including respecting the rights of students and parents.

Lectures

Readings

Discussions

Chapter Quizzes


Candidates read chapter/cluster 14 before the 4th classroom meeting to become acquainted with children with thirteen types of disabilities served under the IDEA act.

Candidates discuss using Blackboard discussion how students with disabilities are best served in inclusive classrooms by using a combination of direct instruction, cooperative learning and accommodations.

Through formative assessment in five lesson plans, candidates demonstrate application of principles learned to meet whole-class needs while attending to the special needs of students with disabilities.

Learning Disabilities, Autism, ADHD: prevalence, definitions, characteristics, classroom activities. Discussion includes parent and student rights in special needs placement.

Lecture

Exploration activities

Investigative Reports: Candidates work in cooperative groups to investigate a disability and prepare a newspaper article covering the material and to make an informal class presentation

10(b) Through planned prerequisite and/or professional preparation, each candidate studies, learns and begins to apply major concepts, principles, and values necessary to create and sustain a just, democratic society and applies them in school and classroom settings.



Safe learning environment, tolerance, cooperation,

Lectures: sessions 30, 31, 34, 35 Chapter quiz

Test #4 (final exam)


community of learners Classroom management plan


Candidates read cluster/chapters 10 and 11 in weeks 12 and 13 to learn motivation theory and theories related to enhancing cooperation and collaboration in the classroom.

Candidates read text and discuss online principles related to motivation and cooperative learning.

Candidates learn how to use cooperative learning lesson planning through AV augmented lecture, sample lessons, and groups preparing a sample lesson.

Candidates prepare their own cooperative learning lesson.

Candidates prepare a management plan that includes student participation in making/ suggesting the expectations and consequences for the classroom

Candidates prepare a cooperative learning lesson that allows participation of all students and motivates students to be engaged in lessons because they recognize that the class is being run for their best interests.

Candidates prepare a classroom management plan that invites student participation in developing the expectations and consequences for a positive learning environment.


In meeting 13 candidates are presented with the various factors that contribute to the establishment of a positive classroom environment. Emphasis in this lesson is on the role of appropriate teacher-student relationships and the need for the establishment of policy and procedures that are consistently implemented. This information is presented within the context of spheres of responsibility so that the candidate understands appropriateness in assigning areas for democratic participation.

An anticipatory set starts the lesson during which time the candidates express their beliefs regarding the characteristics of an effective classroom environment.

A lecture is presented where characteristics of effective covenant and conduct policies and procedures are presented.The lesson concludes with small groups creating management plans.

Formative assessment occurs during the tenth Teacher Talk assignment.

10(c) Through planned prerequisite and/or professional preparation, each candidate studies and learns major laws, concepts and principles related to student health and safety and begins to apply concepts and strategies that foster student health and contribute to a healthy environment for learning, with emphasis on:(i) the health status of children and youth, its impact on students’ academic achievement and how common behaviors of

children and adolescents can foster or compromise their health and safety;(ii) common chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases

are recognizable at school;


(iii) effective strategies for encouraging the healthy nutrition of children and youth; and (iv) knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco; and

ways to identify, refer, and support students and their families who may be at risk of physical, psychological, emotional or social health problems.

(v)Course Content Pedagogy Assessment


MS & SS: Establishing healthy lifestyle: physical, psychological, social, emotional, and spiritual factors that impact student learning

Lectures

Group discussions

Exams


MS & SS: Establishing healthy lifestyle: physical, psychological, social, emotional, and spiritual factors that impact student learning

Lectures

Group discussions

Reflection paper

Student Teaching

SEED 512/513/514/515

MS & SS: Problem Solving Session related to health issues:

1) drug and narcotics

2) chronic and communicable diseases

3) nutrition

4) safety

Interactive lecture and group problem solving

Students submit an emotional, physical, social, or psychological health-related concern that has arisen during their student teaching placement. Student grouping by grade level or content areas to brainstorm solutions and resources.

Professors infuse scenarios related to drug and narcotics; chronic and communicable diseases; nutrition; and safety. Professors reinforce appropriate problem-solving strategies and approaches.

Presentation: Students provide a group presentation on the health-related problem they addressed and possible solutions to the problem.

LEDU 336/SEED 536 Elementary Health and Curriculum Methods

Study 9 major content areas of health education

Lectures

Readings



learn content-specific teaching strategies that are effective in achieving the goals of the acceptance of personal responsibility for lifelong health

California Health FrameworkExam on 9 major content areas of health education

LEDU 336/SEED 536

Elementary Health and Curriculum Methods

Candidates learn effective teaching strategies for respect for and promotion of the health of others

Lectures

Readings



“Health Information Bulletin Board”

LEDU 336/SEED 536


Candidates learn effective teaching strategies for understanding of the process of growth and development

Lectures

Readings

Demonstration Lessons


Candidates create age-appropriate Health Curriculum Chart

LEDU 336/SEED 536


Candidates learn effective teaching strategies for informed use of health-related information, products, and services

Lectures

Readings

Discussions



Health Curriculum Chart


plan and implement instruction based on the Health Framework for California Public Schools

Lectures

Readings


Exam


create a learning climate sensitive to the health-related needs of all students

Lectures

Readings



7-12 Age Appropriate Health Curriculum Chart


implement instructional strategies which result in students’ understanding of scientifically based principles of health promotion and disease prevention, incorporating that

Lectures

Readings




Exam


knowledge into personal health-related attitudes and behaviors, and making good health a personal priority


link instruction to the health of students’ family, school and community,

Lectures

Readings


Health Education Resource Packet – family and community connections, website resources, etc.


initiate instruction which enhances students’ resiliency and supports their development of positive assets

Lectures

Readings




10(d)Through planned prerequisite and/or professional preparation, candidates begin to learn to anticipate, recognize and defuse

situations that may lead to student conflict or violence. Candidates have opportunities to learn and practice effective strategies and techniques for crisis prevention and conflict management and resolution in ways that contribute to respectful, effective learning environments.



Conflict management

Violence

Self-regulation

Lectures: session 15 Chapter quiz

Test #2


Candidates learn about a discipline scenario outlined in a prompt from a formal writing paper that forces them to read literature about conflict situations and how to defuse and/or prevent them.







In meeting 13 candidates explore appropriate teacher-student relationships. During this presentation, candidates examine the teacher’s responsibility to proactively respond to situations so that a safe environment is maintained.

During the lecture, a pair-share activity is used to engage candidates in responding to various scenarios.

Formative assessment occurs during the tenth Teacher Talk assignment.

10(e) Through planned prerequisite and/or professional preparation, candidates learn about the range of social, health, educational and language-related service agencies and other resources that are available at school and off-campus, particularly ones that promote student health and school safety, and reduce school violence.



During week 6 candidates discuss the benefit in understanding the community they may teach in

Lecture/discuss in small groups the impact of community/ environment on student needs

Report back as a whole class

School profile


PROGRAM STANDARD 11

Preparation to Use Educational Ideas and Research

Through planned prerequisite and/or professional preparation, candidates learn major concepts, principles, theories and research related to child and adolescent development; human learning; and the social, cultural and historical foundations of education . Each candidate examines how selected concepts and principles are represented in contemporary educational policies and practices in California schools. Candidates define and develop their professional practice by drawing on their understanding of educational foundations and their contemporary applications.

Program Elements for Standard 11: Preparation to Use Educational Ideas and ResearchAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

11(a) Child and Adolescent Development. Through planned prerequisite and/or professional preparation, each candidate learns major concepts, principles, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. In the program, each candidate begins to use this knowledge to create learning opportunities that support student development, motivation and learning. The program provides opportunities for candidates to learn and apply developmentally appropriate teaching strategies during the supervised fieldwork sequence.



Cognitive developmentPsychosocial developmentCognitive learningInformation processingStructure of memoryMemory strategiesKinds of knowledgeSubject-specific pedagogyTeaching for transferObservational learning

Lectures: Sessions 6 and 7

Professor models each of four lesson plan formats:(advanced organizer, direct instruction, cooperative learning, and concept attainment

Video of professor teaching concept attainment to first grade class

Writing lesson plans with partner

Presentation of joint lesson plan

Evaluative discussion of lesson

Dissection of video


Test #1

Formative assessment as lesson plan format examples are submitted

Individual instruction and feedback from professor before continuing with other lesson plan formats


plan

“Teaching to the stages” activity


During lessons 4 and 8, candidates read chapter/cluster 2 and 3 to understand the human development theories of Piaget, Vygotsky, Erikson, Kohlberg, and Bronfenbrenner, and apply their understanding of children and youth to classroom management and lesson planning.

Candidates read text, answer discussion questions on Blackboard and evaluate theories from a biblical perspective in online small group discussions.



Candidates prepare four lessons that demonstrate their understanding of human development.

Candidates write a case study paper using human development theory and other theories to support their strategy to appropriately solve a classroom discipline situation.

Candidates invent a graphic organizer that serves as a model to picture a broad spectrum of theories from the field of educational psychology.


We will review lesson planning; students will prepare to develop lesson plans in their fieldwork.----------------LEDU 420/ SEED 520 – Meeting 10 – B-D- A format; Meeting 13 – Directed Lesson Plan used for developing the Basal Lesson and FA# 4: Teaching Reading/ Language Arts Lesson

LEDU425/SEED525-Meeting 2


LEDU 420/SEED 520 –Summative - Field Activity #4 – Teaching Reading/ Language Arts Lesson

----------------LEDU 425/ SEED 525 –Summative – Field Activity # 3 – Teaching a Lesson


Candidates demonstrate an understanding of the historical and current theories and instructional model of language structure and use; as well as the psychological, sociocultural, and political factors of first and second language development.

Lecture

Material is reinforced through overview of TPA Task #1, Scenario 1.

Summative assessment occurs during TPA Task #1


Specifically in meetings 4 and 6, candidates are presented with several models of lesson planning, and educational theory is woven throughout the course. Meetings 4 and 6 involve candidate groups using teacher curriculum to design one teacher-

Small group discussion of text and experiences related to teacher-centered and student-centered models of instruction.

Lecture

Groups use curriculum resources

Fieldwork: Plan and teach four lessons and reflect

Lesson Reflections: Your Students’ Needs; Designing Effective Instruction

Perform and reflect on five


centered and one student-centered lesson using the same content. (Groups are formed based on their fieldwork grade placement, and candidates design a lesson for that grade.)

Candidates apply the principles by planning and teaching four lessons in their fieldwork. Later, candidates complete a reflection assignment about the four lessons they taught in the fieldwork.

In their fieldwork, candidates are also expected to perform five activities for the teacher, such as work with a small group of students, read aloud to the class, create an interactive bulletin board, or review for a test. Candidates then write a one-page reflection describing the activity and address several aspects of what they learned in performing the activity (how they addressed different learner needs, how they utilized questioning strategies, how and why they designed the activity, etc).

in the lab to design one teacher-centered and one student-centered lesson based on the same content.

fieldwork activities


TPA

LEDU 435/SEED 506


In meeting 2 candidates are taught the developmental nature of the California Content Standards.

In meetings 4 and 5 candidates review the basic human development characteristics of a secondary student. Emphasis is placed on understanding a teacher’s role in assisting frontal lobe development.

In meeting 8 candidates explore the strengths and weakness the various learning theories have in




Formative assessment occurs during the second, fourth, and fifth teacher talk assignments.

Formative assessment occurs during the Lesson Reflection Coordinated Instruction and Lesson Reflection Engagement assignments when candidates are asked to justify each instructional choice based on the developmental needs of the students in their fieldwork placement.

Summative assessment occurs in the Lesson


meeting the developmental needs of a secondary student.

In meeting 9 candidates are presented with the skills needed to ensure that concepts are presented to students in a logical sequence.In meeting 11 candidates are finally presented with a template that allows the full coordination of developmental teaching through the exploration of thematic unit planning.

Meeting 9. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability.Meeting 11. An illustration lecture is used to assist the candidates in synthesizing the various different concepts.

Reflection Progress Monitoring assignment when candidates need to justify and evaluate the impact their instructional decisions had on the students in their fieldwork placement.Summative assessment occurs in their unit plan assignment when candidates are asked to plan a theoretically coordinated unit of instruction.

11(b) Theories of Learning. Through planned prerequisite and/or professional preparation, each candidate learns major concepts, principles and research associated with theories of human learning and achievement. In the program, candidates begin to rely on knowledge of human learning in designing, planning and delivering instruction.



Locus of causality, goal orientation

Behavioral, cognitive, humanist, sociocultural views of motivation and limitations of each

Attribution theory

Group discussion “What can you do to motivate special needs students?”

Candidates provide ideas (based on text, lecture and experience that can be used in the classroom to connect theory and practice.

Candidates present summary of group discussions

Mel Levine’s “Developing Minds” DVD series (section on attention)

Chapter quizzesTest 3


After reading chapter/cluster 6-10 during weeks 9-12, candidates understand twelve learning theories and four motivation theories for application to classroom management, lesson planning, and assessment.

Candidates read chapter/cluster 6-9 in text and prepare a chart comparing learning theories.

Candidates read chapter/cluster 10 in text and evaluate motivation theories in whole-class and online discussion groups.

Candidates prepare four lessons demonstrating understanding of learning theory and motivation theory including a 1-2 page paper explaining why they chose each lesson plan format.

Candidates prepare a classroom management plan demonstrating


Candidates apply learning and motivation theory to four lesson plans using differing formats for differing purposes.

Candidates apply learning and motivation theory to preparation of a classroom management plan.

their understanding of learning theory and motivation theory.


Acquisition- theories, background, language structures, models of reading, development.---------------LEDU420/SEED 520-Meeting 1 LEDU425/SEED 525-Meeting 6 – Motivating secondary students

Brief lecturePaired activity

---------------LEDU 425/ SEED 525 – Summative - Field Activity #4 – Teaching Reading/ Language Arts Lesson


Candidates understand different models for educating language minority children, such as SDAIE or sheltered English instruction, pull-out ELL, and ELD.

Candidates investigate multiple sources of information in order to select and teach an activity to build English language development. Candidates reflect on the effectiveness of the activity to enhance self-esteem, motivation, and learning.

Mini-lecture based on Krashen’s “Theoretical Framework (Five Interrelated Hypotheses) for Second Language Acquisition”


Application of affective activity model through a small-group activity presented to the class

Candidates individually plan and present affective domain activity


In meeting 14 candidates are presented with research on achievement motivation and self-efficacy. Candidates complete an individual activity to evaluate themselves and reflect on practices that support or undermine student motivation.

Small group discussion of text and experiences about learning and motivation

Lecture

Individual evaluation and reflection activity about practices that support or undermine student motivation.


Lesson reflections



In meeting 3 candidates are presented with Sternberg’s theory of successful intelligence. Through an examination of the impact success has on motivation, candidates are asked to explore different ways to assist students in learning.

Meeting 3. Candidates are asked to reflect on a personal experience where they successfully overcame a difficult learning environment. After a lecture on Sternberg, candidates are asked to coordinate the theory with their personal experience.

Formative assessment occurs during the first and ninth teacher talk assignment.

Summative assessment occurs during the Lesson Reflection Engagement assignment when candidates are asked to evaluate the impact their instruction


In lesson 6 candidates are presented with the concept of using an anticipatory set to create a motivating learning environment.

In meeting 8 the concept of student success is once again reviewed. During this lesson, candidates are presented with the work of Gardner and Levine and pushed to understand the impact presenting content in a manner that matches a students learning preferences has on motivation.In meeting 12 candidates explore the impact different grading philosophies have on a student’s self-efficacy and motivation. Emphasis is placed on the importance of using grading primarily as a means to determine teaching effectiveness based on student academic achievement.


Meeting 8 . Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability.Meeting 12. Candidates are asked to reflect on their personal views regarding the role of grades. Once identified, candidates are asked to reflect on the impact grading has had on their intrinsic desire to learn. Lecture is then used to present different grading approaches.

decisions had on student engagement and motivation during a lesson taught in their fieldwork placement.Summative assessment occurs in the unit plan when candidates are asked to justify their unit theme based on its ability to connect to the reality of the students in their fieldwork placement.

11(c) Social, Cultural and Historical Foundations. Through planned prerequisite and/or professional preparation, each candidate learns major concepts and principles regarding the historical and contemporary purposes, roles and functions of education in American society. Candidates examine research regarding the social and cultural conditions of K-12 schools. In the program, candidates begin to draw on these foundations as they (1) analyze teaching/learning contexts; (2) evaluate instructional materials; (3) select appropriate teaching strategies to ensure maximum learning for all students; and (4) reflect on pedagogical practices in relation to the purposes, functions and inequalities of schools.



During week 3 candidates engage in extensive discussion regarding cultural diversity and the effects in the classroom

SCORR Conference

ACSI Conference

SCORR Conference reflection paper

Observation matrix, Q 7 and 8

ACSI Conference reflection paper

SEED 541/LEDU 341 Methods for Teaching Linguistically Diverse

Candidates are presented with current statistics regarding student background characteristics (2000, Educational Data; 1998, U.S. Census Bureau)

Lecture

Pair-share

Overview of TPA Task #1,

Summative assessment occurs during SDAIE lesson planning, TPA, data collection and analysis sections of ELL shadowing project


Students and identification of risk factors (1998, Eric Digest). Candidates are introduced to inequities in US schooling environments through the work of Kozol (1992) and Banks (2004) and teacher expectations by reviewing (2001, ASCD Educational Leadership).

Scenario 3

Material is reinforced data collection and analysis sections of ELL shadowing project


PROGRAM STANDARD 12

Professional Perspectives Toward Student Learning and The Teaching Profession

In the teacher preparation program, each candidate begins to develop a professional perspective on teaching that includes an ethical commitment to teach every student effectively and to develop as a professional educator. During interrelated coursework and fieldwork, candidates learn how social, emotional, cognitive and pedagogical factors impact student learning outcomes, and how a teacher’s beliefs, expectations and behaviors strongly affect learning on the part of student groups and individuals. Each candidate accepts the responsibility of a teacher to provide equitable access for all students to core academic content, to promote student academic progress equitably and conscientiously, and to foster the intellectual, social and personal development of children and adolescents. Individually and collaboratively with colleagues, candidates examine and reflect on their teaching practices and professional behaviors in relation to principles of classroom equity and the professional responsibilities of teachers.

Program Elements for Standard 12: Professional Perspectives Toward Student Learning and The Teaching ProfessionAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

12(a) Through planned prerequisite and/or professional preparation, candidates study different perspectives on teaching and learning, explore alternative conceptions of education, and develop professional perspectives that recognize the ethical and professional responsibilities of teachers toward the work of teaching and toward students.



During week 1 or 2 candidates examine the characteristics of an effective teacher

During session 3 candidates explore alternative perspectives in urban public schools

Lecture what makes an effective teacher

Students work in groups to identify visual characteristics that symbolize effective teacher behaviors

Video: Teach

“Called to Teach “ paper


Examine components of teaching perspectives to determine which are consistent with and which are incompatible with Christian worldview and how they can be aligned to our beliefs.

Lecture, group, and dyads comparison of views of learning

Group discussion of worldview issues weighed against teaching perspectives

Observation of group discussions and presentations


Tests


Behavioral, humanist, social cognitive, information processing, constructivist (psychological, first wave, second wave) and cognitive

Objectivism contrasted to constructivism as they relate to Christian worldview

Ethical issues ‘teaching to the test’

Ongoing comparison of teaching perspectives

Candidates internalize information through reflective thought

Mel Levine’s “Developing Minds” DVD (memory section)

Personal reflective journal


During meetings 8 and 9 candidates examine 12 views of learning in four categories (behavioral, cognitive, complex cognitive, and social cognitive and constructivist) comparing and contrasting how students are guided to desire to learn; how they assimilate/construct information, skills and concepts expeditiously; how students apply information, skills and concepts learned flexibly to solve new problems; and how students retain information, skills and concepts for lengthy periods of time according to each theory.

Candidates read text and interact with text and other candidates on Blackboard regarding psychologies.

Lecture and small group discussion enhance candidates understanding of learning.

Candidates evaluate theories from a biblical perspective in small groups using Blackboard discussion groups.

Candidates prepare a chart answering questions regarding theories requiring comparison of theories.

Candidates write a case study applying knowledge of theories of their choice to solve a discipline problem in a classroom.

Candidates prepare a graphic organizer for their final depicting their understanding of the field of educational psychology.

Formative assessment occurs to evaluate student understanding of theories through Blackboard responses and discussion groups.

Formative and summative assessment occurs during evaluation of chart and case studies.

Summative evaluation occurs during final requirement to invent and draw a graphic organizer of the field of educational psychology.


In meetings 1, 2, and 3, candidates examine the information processing model, memory, retention, and learning theories. The lecture focuses on

Lecture of the theories

Candidates discuss the importance of understanding their students’ development and brain function as they are created

Each (4) lesson reflection assignment

Unit plan


how God designed and created students’ brain and how, as Christian educators they are to respond to their students’ uniqueness through instructional decisions. Candidates reflect on God’s design and the relevance to their own practice. Candidates also read a case study and make recommendations regarding the student in the case. To culminate the three days’ lessons, candidates participate in a game to review answers to specified questions.

in the image of God.

Candidates read a case study involving a students’ self-concept and how it affects his learning, and the case study teacher’s ineffective practice regarding the student.

Candidates make recommendations about how to improve practice to reflect the student’s development.

Candidates write a reflective piece to indicate their thoughts about the day’s lecture and activities.

Candidates participate in a Bingo game to find answers from their classmates in response to specific questions on the Bingo card.


During meeting 7 candidates examine the characteristics of the behavioral, information processing, and social cognitive learning theories. Instruction begins by examining the unique characteristics of each learning theory by reviewing Joyce, Weil, and Calhoun’s (2004) models of teaching. With the foundation in place, candidates examine how each theory focuses on a different definition of learning which results in distinct student outcomes. The night concludes with candidates writing learning goals for each of the different theories.

Groups coordinate Elliot textbook readings with the basic instructional template

Lecture of the different models

Groups complete worksheet where learning theories are matched with learning goalsGroups write appropriate learning goal for a content standard

Formative assessment occurs during the fourth and fifth teacher talk assignments.

Formative assessment occurs during each lesson reflection assignment

Summative assessment occurs during the completion of the unit plan.


12(b) Through planned prerequisite and/or professional preparation, candidates learn about research on relationships between (1) the background characteristics of students and inequities in academic outcomes of schooling in the United States, and (2) teacher expectations and student achievement.



Expectation theoryMulticultural educationImpact of SES on learningCulturally relevant teachingCulturally inclusive classroomsCulturally relevant pedagogySpecial needs studentsMaintaining attention

Lecture sessions 4, 5 and 34

Mel Levine’s “Developing Minds” DVD series (section on attention)

Chapter study guidesTest 2


After reading chapter/cluster 5, candidates discuss on Blackboard and in class session #6 how differences in students’ backgrounds lead to inequalities in U.S. schools through parent expectations, quality of teachers, and teacher expectations of students.

Candidates read text and engage in interactive lecture/class discussion.


Through examining specific students in their observation classrooms, students learn how to identify students’ needs and design appropriate experiences through creating student profiles.

---------------LEDU420/SEED 520-Meeting 6 LEDU425/SEED 525-Meeting 2

LectureExamining sample student profiles and discussion

LEDU 420/ SEED 520 – Summative - Field Activity #3 – Student Profile

---------------LEDU 425/ SEED 525 – Summative - Field Activity #2 – Student Profile and Whole Class Assessment


Candidates are presented with current statistics regarding student background characteristics (2000, Educational Data; 1998, U.S. Census Bureau) and identification of risk factors (1998, Eric Digest).

Candidates are introduced to Inequities in US schooling environments through the works of Kozol (1992) and Banks (2004) and teacher expectations by reviewing (2001, ASCD

Lecture with PowerPoint presentation

Think-pair-share



Educational Leadership).


Lesson plan rationales.

Unit Plan: Candidates are asked to develop a study skill strategy that will be used to assist each student in reaching their full academic potential.


During meetings 4 and 5 candidates are presented with the basic principles of Sternberg’s (1999, 2006) theory of successful intelligence as a foundation for enhancing a perspective of viewing students as individuals who have strengths that are a composite of nature and nurture characteristics.

During meeting 9 candidates are presented Caine and Caine’s (2000) work so that a solid foundation of neuron growth is established.During meeting 11 candidates are presented with current statistics regarding the composite of student and teacher characteristics in high and low performing schools. Based on the statistics, candidates are asked to develop a personal perspective to addressing current inequalities.

Meetings 4 and 5. Lecture

Meeting 9. Theory is presented during a lecture. A case study is used to assist candidates in moving the theory into practical applicationMeeting 11. Statistics are presented during a lecture. Pair-share is used to assist the candidates in evaluating the extent to which they have identified the statistics influencing practices within their fieldwork placements.

Formative assessment occurs within the lesson plan template rationale section of each lesson reflection assignment. Summative assessment occurs in the unit plan when candidates are asked to develop a study skill strategy that will be used to assist each student in reaching their full academic potential.

12(c) Through planned prerequisite and/or professional preparation, candidates learn the importance of challenging students to set and meet high academic expectations for themselves. Candidates learn how to use multiple sources of information, including qualitative and quantitative data, to assess students’ existing knowledge and abilities, and to establish ambitious learning goals for students.



Why Plan?

Elements in an effective lesson plan

Lecture Session 13:

Professor models planning lessons, including assessing prior

Lesson plan assignment

Thematic unit


Constructing lesson plans for any type of lesson: advanced organizer, cognitive, direct instruction

Lesson planning

knowledge


After reading chapter/cluster 14, candidates discuss what information they can derive from norm and criterion standardized tests and how to augment standardized test results with classroom-based assessments including tests and quizzes and more authentic assessments for tailoring instruction to student interests and needs.

Candidates read text and engage in online discussion using Blackboard.

Lecture used to spark discussion of how assessment is used and should be used to benefit students.


Candidates will assess students’ knowledge through various types of assessment strategies (CRI, Story Maps, Cloze, etc) to make recommendations and guide students’ learning. They will read assessments in Marriotti and Homan’s text, Linking Reading Assessment to Instruction.

---------------LEDU 420/ SEED 520 – Meetings 6 and 7 LEDU425/SEED 525-Meeting 2

Lecture and group activity on different assessments


-

--------------LEDU 425/ SEED 525 – Summative - Field Activity #2 – Student Profile and Whole Class Assessment


Candidates explore and experience using different types of assessment materials, such as norm-referenced, criterion referenced, curriculum-based, and performance based measures.

Candidates describe the process of identification and the assessment measures taken to determine the language learning level of an ELL.

Assessment samples are presented during a lecture

Overview of TPA Task #1, Scenario 2

Material is reinforced by having the candidates compare and contrast different types of assessments

Material is additionally reinforced by allowing candidates to examine and score portions of the CELDT

Summative assessment occurs during SDAIE lesson planning, TPA Task #1, and data collection section of the ELL shadowing project

LEDU 430/SEED 505 In meeting 8 candidates examine various ways to gather student

Candidates participate in small-group discussions based on the

TPA: Learning about students


Elementary Curriculum information, formally and informally through assessments and progress monitoring. After the lecture candidates examine sample benchmark TPA sections related to learning about students and how to use that information to make instructional decisions that promote learning.

textbook reading about assessment and evaluation.

Lecture

Candidates evaluate sample benchmark TPA sections, specifically learning about students and making instructional decisions based on that data.

Later, candidates complete a lesson reflection assignment regarding their effectiveness in progress monitoring.

Lesson Reflection: Progress monitoring

Unit Plan: Progress monitoring, assessments

Teacher Talk: Discussion question assignment


During meeting 9 candidates are presented with the role of progress monitoring in the teach to learn cycle. Instruction begins by examining informal assessment techniques that measure student engagement and concludes with a focus on sequencing progress monitoring tools so that within the lesson plan content knowledge is properly scaffold.In meeting 12 the topic of assessment is once again covered. During this class session, candidates compare progress monitoring with summative practices. The goal is to provide each candidate with an operational understanding of the role assessment plays in verifying the depth of student learning. By the end of the meeting, candidates have been presented with the basic characteristics of a good assessment system that is standards-based, multi-faceted in construction, and differentiated to ensure accuracy of data.

Meeting 9. Theory is presented through a lecture. The concept is illustrated within a lesson example. Candidates are put in content-specific small groups where the skill is practiced.Meeting 12. Theory is presented through a lecture. The concept is illustrated within a unit plan example. Candidates are put in content-specific small groups where the skill is practiced.

Summative assessment occurs in the completion of the Lesson Reflection Progress Monitoring key assignment.

Summative assessment occurs in the CATPA Designing Instruction task when candidates are asked to identify various areas where information can be gathered on students and then prompted to connect the information with instructional decisions.Summative assessment occurs in the unit plan when candidates are asked to develop an assessment plan for their unit, choose one assignment from within the plan and create a differentiation plan for an EL and Special Needs learner.

12(d) Through planned prerequisite and/or professional preparation, candidates learn why and how to consider students’ prior knowledge, experiences, abilities and interests as they plan academic instruction. Through instruction and coaching,


candidates assume the responsibility to maximize each learner’s achievements by building on students’ prior instruction and experience.



During weeks 6-7 candidates participate in identifying effective sets for diverse learners and creating samples

Discussion of anticipatory sets in planning

Discussion of diverse learning and student experiences/interests

Peer editing

Special needs review

Anticipatory set samples


Significance of teacher’s knowledge of prior knowledge of students

Necessary student ability to maintain prior content while considering new information

Motivation that includes student interests as a means for increasing participation in learning

Mel Levine’s “Developing Minds” DVD series (Thinking with Numbers session)

Whole-class discussion of DVD

Lesson plan includes statement of assumed prior knowledge

Lecture: Session 26

Chapter quizzesTest 3


Using human diversity theory, positive psychology, constructivist psychology, and concepts from Mel Levine and neurodevelopmental theory, candidates apply knowledge to lesson planning

Candidates apply knowledge of theory to plan four lessons and provide rationales for choices related to students’ backgrounds, prior knowledge, strengths and interests.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for choices related to students’ backgrounds, prior knowledge, strengths and interests.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for choices related to students’ backgrounds, prior knowledge, strengths and interests.


Examine the importance of prior knowledge, experiences, abilities, and interests. Determine ways to maximize learner’s achievement.

---------------LEDU420/SEED 520-Meeting 6

Lecture

Paired activity

Field experiences

LEDU 420/ SEED 520 –Summative - Field Activity #3 – Teaching a LessonSummative - Basal Lesson Plan


LEDU425/SEED 525-Meeting 2. Also, discuss Vacca & Vacca, Chapter 9: Activating Prior Knowledge and Interest

---------------LEDU 425/ SEED 525 –Summative - Field Activity #3 – Teaching a Lesson (in content area)


Candidates explore ways to tap into student’s prior knowledge, experiences, and interests, as well as to build background knowledge when necessary. Concepts and strategies from Gibbons (2002).

Lecture

Model use of KWL chart

Pair-share

Model SDAIE lesson




In meeting 4 candidates discuss teacher-centered models of instruction, and in meeting 6 they discuss student-centered models. With all strategies presented throughout the course, candidates are instructed to write meaningful anticipatory sets that draw upon students’ prior knowledge, and to design instruction based on the abilities and interest of their students. After several presentations of how to learn about students’ knowledge, abilities, and interests, candidates use that knowledge to develop appropriate instructional plans in many instances through the course. Candidates also teach four lessons in their fieldwork, and reflect on their own ability to design effective instruction, monitor progress, and conduct assessments.

Lectures

DemonstrationsCandidates practice the strategy by planning and reflecting on lessons.

TPA

Unit plan

Lesson Reflection: Progress monitoringPortfolio: Discovering and applying student strengths


In meeting 6 candidates review the key aspects of a good learning goal. Emphasis is placed on developing a “given” phrase that articulates the manner in which the lesson will connect to the students’ prior knowledge, experiences, and interests. To complete this phrase, the candidates need to coordinate with the background information

Meeting 6. Since the class includes candidates from several different content areas, candidates are placed in content-specific small groups. The lesson then moves through a demonstrate sequence which starts with the professor providing instruction, the groups applying the skill, the groups making class presentations, and

Formative assessment is achieved during the third and sixth Teacher Talk assignments.

Formative assessment occurs during the completion of the Lesson Reflection: Coordinated Instruction and Lesson Reflection: Engagement assignments when candidates provide data on their


that was gathered and recorded on the top of their lesson plan template.

In meeting 8 candidates are presented with the basic premises of differentiated instruction. The focus of the lesson is to explore the impact of prior knowledge, hemispheric preferences, and gender abilities on learning. Through awareness of difference, candidates examine lesson activities that emphasize different learning modalities. By the end of the lesson candidates are provided the skills to clearly justify instructional choices based on their students prior knowledge, experiences, abilities, and interests.

the professor ending with clarifying comments.

Meeting 8. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability

understanding of designing lessons to engage the unique students in their fieldwork placement sites.

Summative assessment occurs in the CaTPA Designing Instruction task when candidates are asked to justify lesson planning decisions based on the unique characteristics of a class of students.

Summative assessment occurs during the Unit Plan assignment when candidates design a series of lessons that could be used to assist the students in their fieldwork placement learn state academic content material.

12(e) Through planned prerequisite and/or professional preparation, candidates learn about the professional responsibilities of teachers related to the personal, social and emotional development of children and youth, while emphasizing the teacher’s unique role in advancing each student’s academic achievements.



During week 3 candidates watch “Teach” video

During weeks 2-6 candidates read and respond to text readings as well as discuss readings in class

Class discussion

Video: Teach

Journal articles, text readings


Called to Teach

Observation matrix


Identity developmentPsychosocial developmentSelf-concept/esteem/efficacyEmotional competenceMoral developmentRecognizing child abuse

Lecture: Sessions 8 and 9

Case studies activity (Session 39)Chapter quizzesTest #3


Candidates read Tripp’s Instruments in the Redeemer’s Hands by lesson #6 to discuss basic principles of lay-counseling. Candidates read chapter/cluster 3 of text focusing on psychosocial development

Candidates review and discuss in class the need to attend to the personal, social, and emotional growth of students.

Candidates listen to AV-supported lecture regarding social

Case study paper focuses candidates in a summative assessment to apply knowledge of student cognitive, social, and emotional development to assist in resolving a discipline problem.


(Erikson); bioecological development (Bronfenbrenner); parenting styles (Baumrind); and moral development (Kohlberg ; Gilligan) by lesson 8.

and moral development and evaluate the implications for lesson planning and classroom management

Candidates review the principles outlined in Tripp’s book to inform their private mentoring of children with special needs that they outline as part of their classroom management plan.


In meeting 6 candidates are exposed to student-centered models of instruction that aid in the promotion of students’ cognitive and social growth. The lecture focuses on using cooperative learning to capitalize on diversity and to promote student growth and how social interaction promotes learning. Candidates participate in a cooperative learning activity by producing a news show and will then share what they learned about cooperative learning with the larger class. Students perform the roles of news writer, graphic designer, and anchor in the newscast. The evening concludes with an informal oral quiz based on the day’s learning.

Small-group discussions about the textbook chapters related to student-centered instructional models, such as cooperative learning.

Lecture

Groups of candidates use a cooperative learning strategy to research and present to the class about another coop. learning strategy. Candidates then produce a news show, LNN (LaBarbera News Network) to report on their learning.

Lesson Reflection: Designing effective instruction

Portfolio: Essay on “Discovering students’ strengths, facilitating their holistic growth, and preparing them to be independent learners.”



This concept is first introduced during meeting 1 when we talk about expert and novice teachers. The major point emphasized is that expert teachers have a deeper awareness of the unique characteristics of each student assigned to their classroom.

The point in which the class where this concept is solidified is during meetings#4 and 5. During this class session, candidates examine Sousa’s (2006) cognitive processing model. Significant time is spent examining the degree to which the child’s personal, social, and emotional ability influences their ability to learn. Through this presentation, candidates are called to be more intentional in considering and managing all

Meeting 1. Concept is introduced during a small group activity where candidates articulate their prior knowledge about expert teachers. Theory is presented through a lecture. Concept is reinforced by asking candidates to revisit initial thoughts and to write a brief reflection regarding changes in perspective

Meetings 4 and 5. A case study is used to verify candidates’ current understanding. Theory is presented through an interactive-lecture that requires volunteers to role-play information moving through the different parts of the brain. Concept is solidified by asking groups to revisit the case study and make appropriate adjustments to initial assessments.

Formative assessment occurs during the second and tenth teacher talk assignment

Formative assessment occurs within the lesson plan template rationale section of each lesson reflection assignment. Summative assessment occurs during the lesson reflection student engagement assignment when candidates explicitly reflect on the impact their lesson had on the students in their fieldwork placement.


aspects of their classroom environment\Connection to classroom instruction is completed during meeting 8 when candidates are presented with different lesson activities and are directed to provide rationales for their instructional decisions based in part on the needs of their students.

Meeting 8. Theory is presented through a lecture. The concept is illustrated within a lesson plan example. Candidates are put in content-specific small groups where the skill is practiced.

12(f) Through planned prerequisite and/or professional preparation, candidates learn the benefits for students of collaborative, collegial planning by teachers and other adults in K-12 schools. On multiple occasions, each candidate works closely with one or more colleagues to design and deliver effective, coordinated instruction.



Through constructing a Basal lesson plan in groups of two, candidates will learn the benefits of planning lessons with colleagues to coordinate instruction

---------------LEDU420/SEED 520-Meeting 8LEDU425/SEED 525-Meeting 2

LEDU 420/ SEED 520 Brief lectureIn-class activity

---------------

LEDU 425/ SEED 525 In-class activity and activity

LEDU 420/ SEED 520 – Formative - Basal Lesson Plan

---------------

LEDU 425/ SEED 525 Summative – Field Activity #3 – Teaching Lessons


In meeting 2 candidates are introduced to expectations related to their fieldwork placement, and the value of collaborating with their cooperating teacher to design and plan instructional materials to meet the particular needs of their students and to improve teaching practice.

Lecture Fieldwork evaluation from cooperating teacher


During meeting 1 candidates are introduced to Mann’s (1999, ASCD Educational Update) different models of collaboration as a foundation for understanding fieldwork expectations related to planning instructional activities for students.

Lecture Summative assessment occurs during the master teacher’s evaluation of the candidate’s work during the fieldwork placement



PROGRAM STANDARD 13

Preparation to Teach English Learners

Preface: This standard functions in conjunction with Standards 7A and 7B on Reading. The competencies articulated in this standard are specific applications of Standard 7A, Elements (b) (f) and (i), and Standard 7B, Elements (a) (b) (c) and (d).

In the professional teacher preparation program all candidates have multiple systematic opportunities to acquire the knowledge, skills and abilities to deliver comprehensive instruction to English learners. Candidates learn about state and federal legal requirements for the placement and instruction of English learners. Candidates demonstrate knowledge and application of pedagogical theories, principles and practices for English Language Development leading to comprehensive literacy in English, and for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. Candidates learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Candidates acquire and demonstrate the ability to utilize assessment information to diagnose students’ language abilities, and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards. Candidates learn how cognitive, pedagogical and individual factors affect student’s language acquisition.

Program Elements for Standard 13: Preparation to Teach English LearnersAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

13(a) The program provides opportunities for candidates to understand the philosophy, design, goals and characteristics of school-based organizational structures designed to meet the needs of English learners, including programs for English language development and their relationship to the state-adopted reading/language arts student content standards and framework.



Candidates investigate multiple sources of information in order to select and teach an activity to build English language development. Candidates reflect on the effectiveness of the

Lecture

Pair-share

Model SDAIE lesson

Summative assessment occurs during SDAIE lesson planning and presentation, affective domain activity, and TPA Task #1


activity to enhance self-esteem, motivation, and learning.




During meeting 10 candidates are presented with a SDAIE instructional rubric to use as a tool for evaluating lessons planned and delivered during their fieldwork placement. The first row of the rubric asks the candidates to evaluate their lesson both against the EL standards and the content standards. This leads to a discussion focused on the difference between SDAIE strategies and individual-specific adaptations.

An anticipatory set asks students to interact with current high school graduation statistics. Through this discussion, candidates’ biases about current EL programs are uncovered.A demonstration follows where candidates are asked to evaluate a lesson through the lens of a non-English speaking student.

Formative assessment occurs during the seventh and eighth teacher talk assignments.

Summative assessment occurs during the Lesson Reflection: SDAIE evaluation assignment when candidates are asked to evaluate the impact their fieldwork lessons had on an EL student in their class.Summative assessment occurs during the CaTPA Designing Instruction task when candidates are asked to make and justify an EL adaptation.

13(b) The program’s coursework and field experiences include multiple systematic opportunities for candidates to learn, understand and effectively use materials, methods and strategies for English language development that are responsive to students’ assessed levels of English proficiency, and that lead to the rapid acquisition of listening, speaking, reading and writing skills in English comparable to those of their grade level peers.



Candidates investigate multiple sources of information in order to select and teach an activity to build English language development. Candidates reflect on the effectiveness of the activity to enhance self-esteem, motivation, and learning.Candidates understand and utilize techniques for helping ELLs, including speaking, listening, reading, treatment of grammar, and writing, e.g., discourse strategies, comprehension strategies, and speech patterns as advocated by Gibbons ((2002) and Herrell & Jordan (2008).

Lecture includes use of graphic organizers, realia, TPR, SDAIE, collaborative stories; think aloud, Cloze technique, productive group work, pair work, learning centers, and hands-on activities.

Herrell & Jordan (2008) DVD: Realia Strategies

Pair-share

Model SDAIE lesson

Overview of TPA Task #1, Scenario 3

Summative assessment occurs during SDAIE lesson planning, TPA Task #1, affective domain activity, and the analysis section of the ELL shadowing project



In their TPA candidates are asked to learn about their students’ English proficiency and design effective instruction to develop their language. Specifically in meeting 7 candidates spend the evening observing strategies presented by the professor and designing similar strategies in their own lessons, which are then shared with other candidates. In class, candidates also compare TPA benchmark cases (adaptations for an ELL student).

Small group discussions of textbook strategies, and about their experiences and observations of the strategies


Compare TPA benchmark cases

Write adaptations for ELL students that use the methods and materials discussed

TPA

Unit plan


Lesson reflections

Portfolio: Designing and implementing adaptations


In session 10 the professor briefly reviews the material covered during the Methods of Linguistic Diversity class and uses that as a foundation to examine low, medium, and high impact lesson activity strategies. This information is then used as a tool to evaluate a non-SDAIE lesson so that points of difficulty can be clearly identified and addressed.

A lecture is used to review charts in a power point presentation that lay out different strategies that are effective for assisting the learning of EL students.

Formative assessment occurs during the seventh Teacher Talk assignment.

Summative assessment occurred during the Lesson Reflection SDAIE assignment when candidates need to evaluate a lesson taught in their fieldwork placement based on the successes and struggles of the EL students in their assignment classroom.Summative assessment occurs in the CaTPA Designing Instruction task when candidates are asked to make adaptations for an EL focus student.

13(c) Through planned prerequisite and/or professional preparation, candidates learn relevant state and federal laws pertaining to the education of English learners, and how they impact student placements and instructional programs.



Introduction to CELDT, according to Federal, State, and District requirements, such as No Child Left Behind.

Lecture and responding to student questions.


Candidates will learn about federal and state laws, California statistics, and making instruction comprehensible

LEDU 420/ SEED 520 Lecture + Discussion of Blair text, Chapter 1: Teaching Children to Read in Diverse

LEDU 420/ SEED 520 – Formative – Mock RICA


----------------LEDU 420/ SEED 520 – Meeting 15 Working with ELL students in the classroomLEDU425/SEED 525-Meeting 3 Diversity in the Secondary Classroom

Federal and State Laws and Panel Findings:

No Child Left BehindNational Literacy PanelNational Reading PanelCalifornia ELD StandardsCalifornia ELA Standards

Communities

----------------

LEDU 425/ SEED 425Lecture + Discussion of Vacca & Vacca text, Chapter 4: Culturally and Linguistically Diverse Learners

----------------

LEDU 425/ SEED 425 –Summative – Final exam

Student Profile Assignment (Key Assignment)Fieldwork assignment. Candidates apply what they have learned about ELLs in their fieldwork. Candidates interview their teachers about district, state, and federal requirements and complete a detailed profile of the child’s language and CELDT level. Candidates make recommendations for the “next steps” for the best instruction for this student, based upon what they have learned about the child and the federal, state, and district requirements.


Candidates examine legislation and how the laws impact the responsibilities of both teacher and school district.

Conversely, how the legislation has changed in respect to the rights of parents as stated in the

Legislation presented during a lecture and readings

Small-group discussion

Whole-group discussion for clarifications

Key Assignment:

Shadowing English Learner at school sites to ensure appropriate access and application of the law. Student do three-page report that summarizes the student’s ELD level, typical grades, CST, and


No Child Left Behind Initiative (2003, U.S. Department of Education). Candidates also study: theNational Literacy Panel findings, the National Reading Panel findings,California ELD Standards, California ELA Standards, Goldenberg Research (2008), and Larsen Research (2007).

CELDT results and make connections to course content requirements in their analysis.

13(d) The program design provides each candidate opportunities to acquire knowledge of linguistic development, first and second language acquisition and how first language literacy connects to second language development.



Overview of linguistic development, L1 and L2 acquisition; L1 from birth to age 6 and the beginning of formal reading instruction; L2 – levels of language proficiency and the connection between L1 literacy and L2 development

Lecture LEDU 420/ SEED 520 – Formative - Mock RICA Exam


Candidates examine the timeline of ELL/bilingual education (identification, assessments, and instruction). Additionally, candidates are introduced to second language acquisition and the transfer of L1 and L2 literacy. Concepts and principles from Cummins (1980, 1984), Krashen (1999, 2001), Weaver & Marquez (University of Houston-Clear Lake) are presented and reviewed.

Lecture with PowerPoint includes transferable/nontransferable literacy skills and an overview on language proficiency

Herrell & Jordan (2008) DVD: Language Focus Lesson

Video: Teacher Demonstration of Oral Language Scaffolding

Material is reinforced through personal reflections during SDAIE presentations

Pair-share

Small-group discussion

13(e) The program’s coursework and field experiences include multiple systematic opportunities for candidates to understand and use instructional practices that promote English language development, including management of first- and second-languages, classroom organization, and participation by specialists and paraprofessionals.




Cooperative Learning including: reciprocal questioning, collaboration

Lecture: Sessions 36, 37Small groups discuss under what circumstances is it helpful to use cooperative group teaching

Lesson plans


Candidates read cluster/chapter 5 in week 6 to understand when bilingual, sheltered, and emersion strategies should be used to promote optimum learning of content and English language acquisition.

Candidates read cluster/chapter 6 of text and discuss appropriate ELL strategies using BlackBoard.

Candidates learn from an AV augmented lecture about English language development levels and appropriate strategies to use for each.

Candidates demonstrate understanding of appropriate strategies to promote English language development by planning appropriate lessons and making appropriate accommodations providing rationales indicating that they intentionally chose the methods to address the students’ backgrounds and ELD levels.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for choices related to students’ backgrounds and ELD levels.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for choices related to students’ backgrounds and ELD levels.


Candidates are introduced to Cummins’ Model of Language Proficiency. Krashen’s Grammatical and Communicative approaches to L2 acquisition are also investigated.

Candidates investigate, select and implement strategies to build English language development. Content, concepts, and strategies from Gibbons ((2002) and Herrell & Jordan (2008).

LecturePair-shareModel SDAIE lessonModel classroom management strategies such as predictable routines and signals to reduce anxiety (Herrell & Jordan, 2008, pp.16-18)

Herrell & Jordan, (2008) DVD: Predictable Routines and Signals

Overview of TPA Task #1, Scenario 1 and 3



In their fieldwork candidates gather information for their TPA about designing instruction for ELL students, and observe a master teacher utilizing effective strategies. In their fieldwork candidates design and teach four

Small group discussions

Lecture and demonstrations

Designing lessons in fieldwork

Lesson reflection assignments

Unit plan

TPA



lessons, and reflect on their effectiveness in reaching ELL students and meeting their particular needs. In their TPA candidates design the instruction and make adaptations for ELL students. Throughout the course candidates receive instruction on how to implement such practices, especially in meeting 7 where ELL strategies are discussed. Once discussed in meeting 7, students are expected to continue using the strategies in subsequent meetings and in many assignments (Unit Plan, TPA, Fieldwork, Portfolio).

Portfolio: Designing and implementing adaptations


In meetings 4 and 5, the candidates review the different aspects that affect the learning ability of their students. As part of this review, an examination of the distinction between conversational, academic, and content/knowledge language are examined. Emphasis is placed on discussing the impact of L1 and L2 in each of the language areas.In meeting 10, candidates review the distinction between SDAIE strategies and lesson adaptation decisions. Focus is placed on determining areas where EL students might struggle, the impact the EL student has on the learning environment and the teacher’s responsibility for ensuring that each student has an opportunity to learn. Based on the lesson, candidates are provided with the skills needed to effectively plan lessons that promote an integrated approach to promote English Language development.


A CaTPA Designing Instruction benchmark score level three task is used to assist candidates in understanding the tools and methods needed to transfer student data gathering skills into classroom practice.

Summative assessment occurs during the CaTPA Designing Instruction task when candidates are asked to gather information on an EL focus student.Formative assessment occurs during the Unit Plan assignment when candidates are asked to make adaptations to a student assignment as a means of determining the full extent of an EL student’s learning.


13(f) The program’s coursework and field experiences include multiple systematic opportunities for candidates to acquire, understand and effectively use systematic instructional strategies designed to make grade-appropriate or advanced curriculum content comprehensible to English learners.



LEDU420/SEED 520-Meeting 15, working with ELL students in the classroom

LectureActivity: Differentiated Instruction – 3 Tiers

LEDU 420/ SEED 520 Summative - Field Activity #4 – Teaching a Reading Lesson---------------LEDU 425/ SEED 525 – Summative - Field Activity #3 – Teaching a Lesson (in their content area)


Candidates investigate multiple sources of information in order to select and teach an activity to build English language development. Candidates reflect on the effectiveness of the activity to enhance self-esteem, motivation, and learning. Candidates set goals, plan, and adapt instructional approaches and resources that are specially designed academic instruction delivered in English (comprehensible input, clarification checks, question strategies, treatment of errors and grammar, creating a positive environment, and utilizing CALLA strategies during field experiences. Concepts and strategies from Gibbons (2002) and Herrell & Jordan (2008) are presented and reviewed.

LecturePair-shareSmall-group discussionModel SDAIE lesson


Model completion of ELL

Student Shadow Study

Observation form

Summative assessment occurs during SDAIE lesson planning and presentation, affective domain activity, TPA Task #1, and the analysis section of the ELL shadowing project


Meeting 7 is devoted exclusively to the discussion of making content comprehensible to ELLs. Candidates review teaching strategies in a reading assignment and engage in small group discussions about the content. The professor demonstrates several strategies in elementary-

Small group discussions of reading and experiences


Evaluate and compare benchmark TPA samples

Candidates design adaptations for

Lesson Reflection: Adaptations

Unit plan

TPA: Adaptations, rationales

Portfolio essays


level mini-lessons. Candidates evaluate and compare TPA benchmark sample scores 2, 3, and 4 for ELL adaptations. Candidates work individually to design ELL curricular adaptations for a sample lesson plan. The evening concludes with candidates’ sharing their work with another student.

ELL students and pair-share their work with another student.


During meeting 8 candidates are presented with a summary of the impact learning modalities have on student learning. Through this presentation, candidates’ awareness of the role of nurture and nature has on brain growth and development. The focus is to move candidates to an appreciation of individuality.During meeting 10 candidates are presented with the need to verify the difference between L1 and L2 ability so that appropriate complexity and difficulty lesson planning decisions can be made. Conversations then move into an evaluation of low, medium, and high impact adaptation strategies. Each category is evaluated based on its effectiveness in supporting an EL student’s learning.

Meeting 8. Demonstration is used to assist the candidates in moving from a cognitive awareness to application ability

Meeting 10. Jigsaw is used to assist candidates in understanding the various elements in the SDAIE rubric. This is serves to be the foundational piece for the lessonWith the various lesson plan weaknesses identified, candidates are asked to use the adaptation charts to make an adaptation for a sample EL student. Presentations allow the professor to provide additional instructional support.

Formative assessment occurs during the seventh and eight teacher talk assignments.

Summative assessment occurs during the Lesson Reflection: SDAIE evaluation assignment when candidates are asked to evaluate the impact one of their fieldwork lessons had on an EL student in their class.Summative assessment occurs during the CaTPA Designing Instruction task when candidates are asked to make and justify an EL adaptation.

13(g) Through coursework and field experiences candidates learn and understand how to interpret assessments of English learners. Candidates understand the purposes, content and uses of California’s English Language Development Standards, and English Language Development Test. They learn how to effectively use appropriate measures for initial, progress monitoring, and summative assessment of English learners for language development and for content knowledge in the core curriculum.



Lecture: Session 15 Chapter quizzesTest 2


During session 6 candidates read cluster/chapter 5 learning about annual CELDT testing, when

Candidates read cluster/Chapter 5 regarding language differences in the classroom and learn from AV

Students prepare four lesson plans and must show methods to teach a set of ELL students


bilingual education is allowed, when sheltered classes are used, and how to prepare for ELL students in their classroom. Methods appropriate to five ELD levels are presented.

augmented lecture about ELD levels identified by annual CELDT testing of ELL students. They also review a chart of ELD levels and appropriate teaching methods for the various levels.

In small groups candidates practice applying the language acquisition techniques to assist ELL students to learn the content of the course being taught and the academic English that supports the content.3. Individually, candidates apply strategies appropriate to teaching ELL students by including in four lesson plans methods used and accommodations made to assist ELL students’ learning.

prescribed by the professor. They must also write a rationale for their choice of methods to teach the students.


Candidates are presented with ELD standards and CELDT data for the purpose of interpretation and application. More specifically, how the ELD standards connect to ELA and grade-level standards.

Lecture

Pair-share

Overview of CELDT

Material is reinforced by having candidates score story retelling and writing section of CELDT


In meetings 1, 2, and 3,candidates are presented with methods for learning about students, interpreting the information, and making instructional decisions based on that information. In meeting 8 candidates examine strategies and issues related to assessment and progress monitoring. Students first read the textbook and previously assigned articles about assessments, and then in class they engage in small group discussions to share their reflections and ideas. The professor then presents additional issues about assessments, followed by a pair of students peer-teaching an article about assessments of ELLs.

Small groups discuss the reading and their experiences and observations related to assessments and progress monitoring

Lecture

Peer teaching

Unit plan

Lesson Reflection: Adaptations, rationales

Teacher Talk: Small group discussion of text, lectures, and experiences



During meetings 4 and 5 a review of the impact conversational, academic, and content specific language is completed. The goal is to assist candidates in understanding that awareness of a student’s ability needs to go beyond a simple hallway conversation.

A case study is used to assist students in making instructional decisions based on unique development characteristics

Summative assessment occurs during the Ca TPA where candidates are asked to gather specific ability information on an EL focus student and use it to make adaptation decisions.

13(h) The program is designed to provide opportunities for candidates to learn and understand the importance of students’ family and cultural backgrounds and experiences.



During week 3 candidates engage in extensive discussion regarding cultural diversity and the effects in the classroom

Class discussion Observation matrix, Q 7 and 8




Bilingual education Mel Levine’s “Developing Minds” DVD (section on language)


During lesson 6 and after reading chapter/cluster 5, students discover the value of multi-ethnic classrooms and the importance of valuing each child’s distinct background and experience for that child’s optimum development and the growth of community among the students.

Candidates read text and answer questions using Blackboard.

Using a Socratic method, the professor asks candidates to draw their perception of multiple objects stacked in the middle of the room. Then one set of students from around the room collaborates to make a unified picture and another set of two students from opposite sides of the room collaborate to do the same. When students compare their individual drawings with their collaborative efforts, the object lesson acts as a metaphor for diverse child backgrounds and perspectives that argues for valuing what each child brings to the classroom. One perspective is a somewhat accurate view from that perspective but does not provide the breadth and detail that collaborative efforts provide.

Through formative assessment candidates apply diversity concepts learned by writing four lesson plans that demonstrate their value of including children from multiple backgrounds and allowing children to contribute to classroom learning what they bring from their heritage. When candidates provide rationales from their lesson components, they would include reasons for valuing diversity.



We examine the ways to find out about students’ family and cultural backgrounds and experiences and why it is important for teachers to know their students.

--------------LEDU420/SEED 520-Meeting 1 LEDU425/SEED 525-Meeting 3

LEDU 420/SEED 520 - Discussion of Blair, Chapter 1: Teaching Children to Read in Diverse Communities

--------------LEDU 425/ SEED 525 Discussion of Vacca & Vacca text, Chapter 4: Culturally and Linguistically Diverse Learners


--------------LEDU 425/ SEED 525 – Summative - Field Activity #2 – Student Profile and Whole Class Assessment


Candidates are presented Delgado-Gatian’s (2004) work so that a solid foundation of the importance of ELL students’ family and cultural background and experiences is established.

Lecture

Small group activity where candidates reflect on how knowledge about their ELL students’ family and cultural backgrounds and experience can impact lesson planning and delivery

Material is reinforced during the analysis section of ELL shadowing project

Summative assessment occurs during data collection and analysis of ELL shadowing project


In meeting 7 candidates examine aspects of students’ cultural diversity and discuss ways that teachers can adapt their instruction to best meet the needs of culturally diverse students. They specifically examine how culture can influence learning. Candidates are presented with instructional strategies shown to be effective with ELLs. Candidates read Echevarria and Graves’ (2003) Sheltered Content Instruction prior to attending class. The professor models strategies for teaching ELL students. Candidates then evaluate sample benchmark TPA sections related to adaptations for an EL learner. Groups then suggest adaptations based on a particular case study.

Lecture

Candidates evaluate sample TPA benchmarks related to curricular adaptation for ELL students.

Groups evaluate a case study and offer suggestions and rationale for curricular adaptations designed for an ELL.

TPA: Adaptations and Rationales for ELL students

Lesson Reflection: Adaptations for ELL students

Fieldwork teaching lessons


During the lesson on the image of God, meetings 4 and 5, we examine the

Meetings 4 and 5. Using student volunteers, the teacher demonstrates how

Formative assessment occurs during the second, sixth, seventh, and eighth


impact of culture on shaping a student’s learning preferences. The purpose of this lesson is primarily to lay a foundation so that it is clear that lesson planning can not be done outside of the student’s context.During meeting #10 we start our conversation regarding SDAIE instruction by examining the current statistics regarding minority student success. By referring back to the Image of God discussions, the lesson moves into an examination of steps teachers should take to ensure high academic achievement.

information moves from the environment through the different memory stages. The process is reinforced through a diagram presented via PowerPoint.Meeting 10. Statistics from the LA Times are presented. Candidates complete a pair-share so that current biases are expressed. A lecture is given where the impact of culture and learning is reviewed. The lesson is completed by leading candidates through a review of a lesson plan with the distinct purpose of identifying and resolving areas within the plan that would be difficult for a non-typical student.

Teacher Talk assignments.

Summative assessment occurs during the Lesson Reflection SDAIE Evaluation assignment where candidates are asked to evaluate a lesson they taught during their fieldwork through the lens of a struggling student.Summative assessment occurs during the completion of CATPA Designing Instruction when candidates are asked to gather information on an EL Focus student and use this information to plan appropriate lesson adaptations.


PROGRAM STANDARD 14

Preparation to Teach Special Populations in the General Education Classroom

In the professional teacher preparation program, each candidate develops the basic knowledge, skills and strategies for teaching special populations including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. Each candidate learns about the role of the general education teacher in the special education process. Each candidate demonstrates basic skill in the use of differentiated instructional strategies that, to the degree possible, ensure that all students have access to the core curriculum. Each candidate demonstrates the ability to create a positive, inclusive climate of instruction for all special populations in the general classroom.

Program Elements for Standard 14: Preparation to Teach Special Populations in the General Education ClassroomAn accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements.

14(a) Through planned prerequisite and/or professional preparation, each candidate learns about major categories of disabilities.



Candidates learn about major categories of disabilities

Lecture

Video: “Fat City” – video explores teacher simulations where teachers experience what it is like to have a disability. The video demonstrates the typical challenges of disabled individuals (e.g., emotional, physical) and common mistakes that teachers make.

Starting Spring 2009:

Online Assignment: Candidates sign up in pairs to research one category of disability (e.g., autism, hearing impaired, speech impaired, physical disabilities,


E-Portfolio Blackboard Assignment:

Online posting of findings. Candidates create a compilation of all their classmates’ findings and post in their e-porfolio.


processing disorders, etc.) and post website resources, community resources, the major characteristics of each disability, recent research of affective practices.


Categories of disability

Candidates examine the legal mandates for the education of special needs students (PL-101-476, Individuals with Disabilities Act), including placement evaluations and IEPs.

Candidates discuss both sides of the implications of and implementation of Least Restrictive Environment placements.

Candidates compare/contrast mainstreaming and full inclusion.

Lecture: Session 14“How would you address..?” group discussion and presentation addressing special needs children by category

Lectures

Readings

Discussions

Chapter quizzes require candidates to differentiate special needs categories

Chapter Quizzes

LEDU 330 Psychological Foundations

Candidates read and discuss the characteristics and needs of Gifted and Talented students as well as how to provide curricular challenges to facilitate continued learning for GATE.

Lectures

Readings

Discussions

Chapter Quizzes


Candidates read chapter/cluster 14 before the 4th classroom meeting to become acquainted with children with thirteen types of disabilities served under the IDEA act.

Candidates discuss using Blackboard discussion how students with disabilities are best served in inclusive classrooms by using a combination of direct instruction, cooperative learning and accommodations.

Through formative assessment in five lesson plans, candidates demonstrate application of principles learned to meet whole-class needs while attending to the special needs of students with disabilities.

Learning Disabilities, Autism, ADHD: prevalence, definitions, characteristics, classroom activities

Lecture

Exploration activities

Investigative Reports: Candidates work in cooperative groups to investigate a disability and prepare a newspaper article covering the material and to


make an informal class presentation

14(b) Through planned prerequisite and/or professional preparation, each candidate learns relevant state and federal laws pertaining to the education of exceptional populations, as well as the general education teacher’s role and responsibilities in the Individual Education Program (IEP) process, including: identification; referral; assessment; IEP planning and meeting; implementation; and evaluation.



Introduction to state and federal laws pertaining to special needs learners

Lecture

Discussion

Web Research

Special needs review assignment

Professional Interview with field placement teacher regarding special needs learners

E-portfolio – additional of special needs


Individuals with Disabilities Act

Least restrictive environment

Categories of disabilities

Lectures

Readings

Test #2



Before and during meetings 3 and 4, candidates read chapter/cluster 4 of Woolfolk text becoming aware of the IDEA, the IDEIA, and ADA requirements.

Candidates read text to answer questions in Blackboard discussion groups.

Formative assessment occurs when evaluating knowledge of laws governing special needs students when students write lesson plans that include accommodations for special need students.


Lecture

Readings


Mock IEP meetings

Evaluation of case studies and identification of “next steps” in the process to ensure state and federal laws are being adhered to.


LEDU 420/ SEED 520 – Meeting 11 Candidates will observe in a special needs classroom and interview specialists on process of meeting the needs of special education students.LEDU425/SEED 525-Meeting 3 –Diversity in the classroom

Brief lecture with handout Student Profile Data from Fieldwork Activity (Key Assignment)



In meeting 10 candidates review Robert Slavin’s (2006) chapter about Learners With Exceptionalities. They are exposed to the nature of learners with exceptional needs, laws pertaining to those students, research on inclusions, and how to make adaptations for students with special needs.

Lecture

Candidates participate in cooperative learning activity to discuss strategies teachers might use if a student has a learning disability

Candidates evaluate the case study of a second grade teacher and a student with special needs, and then make recommendations for referral

TPA: Adaptations.Lesson Reflection: Adaptations.Unit Plan – Adaptations


During meeting 11 candidates review Anita Woolfolk’s (2004) steps for making a special needs referral. Key to Woolfolk’s strategy is the responsibility of a teacher implementing multiple adaptations as a process of clearly identifying a student’s strengths and struggles. To assist candidates in learning about adaptation strategies, Dolgins, J., Myers, M., Flynn, P.A., & Moore, J (1984, Instructor) work is examined.

Material is presented during a lectureMaterial is reinforced by having the candidates examine a Designing Instruction TPA benchmark case and identifying strengths and weaknesses found within the response

Summative assessment occurs during the adaptation section of the Designing Instruction TPA Summative assessment occurs during the assessment adaptation section of the Unit Plan

14(c) Through planned prerequisite and/or professional preparation, each candidate is provided with a basic level of knowledge and skills in assessing the learning and language abilities of special population students in order to identify students for referral to special education programs and gifted and talented education programs.



IEP Lecture Chapter quizzes and test


Using concepts from Mel Levine, candidates learn to look for discrepancies and recurring themes across eight neuro-developmental functions to assist in identifying students with special needs. Using concepts from chapter/cluster 5 and online information from the CDE website, candidates learn to use classroom observation and

Candidates read chapter/cluster 5 and discuss ELL and special needs students’ academic challenges, how to use varied assignments to assess students’ growth in neurodevelopmental functions, and how to look for discrepancies and recurring themes to identify these students and how to gather data to make a referral to a SST, or for an IEP.


CELTD results to identify students with language difficulties, recommend them for testing, and design lesson plans to accommodate ELL students.

Candidates learn to research student CELDT results before school begins.


Lecture

Readings


Mock IEP Meetings

Evaluation of case studies and identification of “next steps” in the process to ensure state and federal laws are being adhered to as students identify special language needs, including GATE.

Participation in Mock IEPs

LEDU420/SEED 520, Elementary Reading

LEDU425/SEED525, Secondary Reading

Process and skills to assess referring special needs students

Lectures

Readings

Interviews

Assessment Tools

Key Assignment: Student Profile Data

Candidates complete a write-up and reflection on administration of reading assessment tools in fieldwork tools to learn how to identify non-proficient or exceptional students who may be in need of special services.



Candidates review the different aspects that affect the learning ability of their students. As part of this review, an examination of the distinction between conversational, academic, and content/knowledge language are examined. Emphasis is placed on different ways to gather information to verify student ability.

Candidates briefly review the steps involved in moving from concern about a student’s academic performance to making a recommendation for testing. One key aspect of the process is assuming responsibility for using multiple adaptations as a means to verify that the struggles are more involved that a distinct

A case study is used to assist candidates in making instructional decisions based on unique development characteristics

A CalTPA Designing Instruction benchmark score level three task is used to assist candidates in understanding the tools and methods needed to transfer student data gathering skills into classroom practice.

A lecture is used to review charts in a power point presentation that lay out different strategies that are effective for assisting the learning of special students

Formative assessment occurs during Teacher Talk Assignment.

Summative assessment occurs during the CaTPA Designing Instruction task when candidates are asked to gather information on a Special Needs focus student.

Formative assessment occurs during the Unit Plan assignment when candidates are asked to make adaptations to a student assignment as a means of determining the full extent of a Special Needs student’s learning.


learning style preference.

14(d) Through planned prerequisite and/or professional preparation, each candidate learns to select and use appropriate instructional materials and technologies, including assistive technologies, and differentiated teaching strategies to meet the needs of special populations in the general education classroom.



Using materials supplied by Intel TTF, Chapter/cluster 5 of the text and concepts from Winebrenner, candidates learn how to select materials and methods to differentiate instruction, at times using assistive technologies, to address the academic challenges of special needs students.

Candidates read chapter/cluster 5 of the text, review a DVD supplied by Intel TTF and Winebrenner and discuss online and in class how to choose materials to assist in making accommodations for special needs students.

Candidates apply information learned by including appropriate accommodations in four lesson plans they submit.

Candidates prepare three lessons and provide their rationale for the use of each and their rationales for choices related to teaching strategies and accommodations they have prepared to meet the needs of special needs students.

Candidates prepare a thematic unit plan that includes lesson plans for individual days and provide their rationale for the use of each and their rationales for choices related to teaching strategies and accommodations they have prepared to meet the needs of special needs students.


Candidates research and utilize internet resources for English language learning needs as well as special learning needs.

Lecture includes nine accommodations for special needs students

Material is reinforced by a teacher-guided activity on differentiating curriculum for ELLs and special needs students as well as review and planning for TPA Task #1, scenarios 3 and 4

Think-pair-share




Making accommodations for students with special needs

Class activity:Candidates determine ways to accommodate individual differences in planning and teaching lessons (scaffolding,

Field Activity: Candidates plan and teach a lesson utilizing a specific strategy to differentiate for an English learner AND a student with


assignment modifications) to meet needs of students at risk, ELLs, and students with special needs.

special needs.

LEDU 430/SEED 505

Elementary Curriculum

LEDU 435/SEED 506


Assistive Technology Devices

Presentation: Samples of various assistive technologies (from simple to complex, e.g. pencil grips, Braille, sound amplification tools, etc. ) are arranged in the classroom. Candidates circulate around the room and try to identify which assistive technology would be appropriate for categories of disabilities.

Candidates complete a chart which includes the assistive technology they have assigned to each disability category. Subsequent demonstrations by guest presenter are recorded by candidates in the appropriate column. (Begins Fall 2009)

LEDU 435/SEED 506


Differentiation Strategies for students with learning disabilities

Given each category of learning deficit, candidates practice designing strategies for student success in their specific content area.

Case Studies:Candidates write a reflective summary about how they would solve the student’s learning challenges given a learning deficit scenario.

LEDU 435/SEED 506

Secondary CurriculumDifferentiating instruction for special needs students

As a class and in small groups according to grade level/content interest students discuss characteristics of various special needs students

Candidates select a special need from the following list:ADD/ADHD, Autistic, Developmentally Delayed, Speech Impediments, Hearing Impairments/ Deaf,Visual Impairments/ Blind, Rhett Syndrome,Asperger’s Syndrome, Down Syndrome, Dual Sensory Impairments,Auditory Processing,Health Impairments,Emotional Disturbance,Learning Disabilities

Candidates partner with a classmate in the same grade level or content area field placement and write a lesson plan that differentiates for the special need student they selected.


14(e) Through planned prerequisite and/or professional preparation, each candidate learns the skills to plan and deliver instruction to those identified as students with special needs and/or those who are gifted and talented that will provide these students access to the core curriculum.



Making accommodations for exceptional students

Lecture

Group discussion and reports: how to address logistical, instructional, and managerial challenges of children with socio-emotional issues, cognitive issues, and physical issues in the general education classroom as well as how to challenge gifted and talented students

Chapter quizzes and test


Candidates read Cluster/chapter 4, listen to an AV augmented lecture and DVDs from Mel Levine to discover 13 possible types of disabilities that students may face. Candidates learn about Student Study Teams (SSTs) 504 plans and Individual Education Plans (IEPs) and how to negotiate with other stakeholders (resource teachers, parents, psychologists, parents and others) to outline what types of accommodations a student will require and what goals/ standards must be met. This may involve setting goals or standards below grade level that have not yet been met and/or determining what grade-level standards can be met and are appropriately set for the students. It may, for gifted students, involve what content standards to expand and what above-grade-level standards to achieve.

Candidates read cluster/chapter 4 regarding learning differences in the classroom and learn from AV augmented lecture about SSTs, 504 plans and IEPs.

Candidates learn strategies to assess students’ strengths and weaknesses in the classroom by listening to an AV augmented lecture and listening to Mel Levine DVDs and reading excerpts from Mel Levine and Chris Pohlman.

Candidates learn a few strategies to help students with learning differences through AV augmented lecture.

In small groups candidates practice applying the accommodations to assist students with special needs to learn the content appropriate to their needs as defined by a SST,

Candidates prepare four lesson plans and demonstrate the methods they would select to teach a set of special needs students (e.g. learning disability, physical disability, GATE) prescribed by the professor. As part of this assignment, candidates must also write a rationale for their choice of differentiation strategies to teach the prescribed students.


504 plan or IEP.

Individually, candidates apply strategies appropriate to teaching special need students by including in four lesson plans methods used and accommodations made to assist special needs students.


Candidates review the directed lesson and key components of teaching reading and language arts, including effective strategies for accommodating special needs learners, including GATE students.

Pre-testLectureIn class activities

Field Activity – Teaching a Lesson: Candidates teach a lesson in their field placement that demonstrates their ability to plan and implement strategies to address the needs of the special needs learners, including GATE students, in their field placement classroom.


Lecture includes curriculum adaptations for special needs students

Overview of TPA Task #1, Scenarios 3 and 4



Candidates are exposed to strategies to meet the needs of students who struggle with learning challenges. After a lecture candidates then evaluate and compare benchmark TPA sections that address adaptations for special needs students. Candidates write their own adaptations for a student in a case study and share their ideas for connecting student needs with instructional plans with another candidate.

Lecture

TPA evaluation

Candidates write adaptations for a special needs student case study.

Candidates pair-share their ideas with another candidate.

Lesson Reflection: Adaptations, rationales.

TPA: Adaptations

Unit plan

Portfolio essays.


Providing students with special needs with access to the Core Curriculum

Lecture

Class Discussion

Readings

Special Needs Student Shadowing Assignment: Candidates observe a diagnosed special needs student for at least 3 hours, analyze, and reflect on the student’s opportunities to actively engage in classroom literacy practices.



Candidates review of the impact conversational, academic, and content specific language is completed. The goal is to assist candidates in understanding that awareness of a student’s ability needs to go beyond a simple hallway conversation.

A case study is used to assist students in making instructional decisions based on unique development characteristics

Summative assessment occurs during the Cal TPA where candidates are asked to gather specific ability information on a special needs focus student and use it to make adaptation decisions.

LEDU 435/SEED 506

Secondary CurriculumDifferentiating instruction for special needs students

As a class and in small groups according to grade level/content interest students discuss characteristics of various special needs students

Candidates select a special need from the following list:ADD/ADHD, Autistic, Developmentally Delayed, Speech Impediments, Hearing Impairments/ Deaf,Visual Impairments/ Blind, Rhett Syndrome,Asperger’s Syndrome, Down Syndrome, Dual Sensory Impairments,Auditory Processing,Health Impairments,Emotional Disturbance,Learning Disabilities

Candidates partner with a classmate in the same grade level or content area field placement and write a lesson plan that differentiates for the special need student they selected.

14(f) Through planned prerequisite and/or professional preparation, each candidate learns skills to know when and how to address the issues of social integration for students with special needs who are included in the general education classroom.



Candidates identify integration strategies and effective teaching techniques for special needs

Introductory lecture Teacher interview




In meeting 10, candidates are presented with the current context of mainstreaming. A brief conversation of teacher responsibility toward students occurs which pushes the candidates to defining their personal perspective.

A lecture followed by pair share is used as a means of assisting candidates in defining their personal perspective.

Formative assessment occurs during the sixth Teacher Talk assignment.


Social integration within the general education classroom for students with special needs

Lecture

PowerPoint presentation on inclusion strategies

Special Needs Student Shadowing Assignment: Candidates observe a diagnosed special needs student for at least 3 hours, analyze, and reflect on the student’s opportunities to actively engage in classroom literacy practices.


Category D: Supervised Fieldwork in the Program


PROGRAM STANDARD 15

Learning to Teach Through Supervised Fieldwork

The professional teacher preparation program includes a developmental sequence of carefully-planned, substantive, supervised field experiences in public schools selected by the program sponsor. By design, this supervised fieldwork sequence (1) extends candidates’ understanding of major ideas and emphases developed in program and/or prerequisite coursework, (2) contributes to candidates’ meeting the Teaching Performance Expectations, and (3) contributes to candidates’ preparation for the Teaching performance assessment (TPA) in the program. To qualify for a Preliminary Level I Teaching Credential, each candidate satisfactorily completes a planned sequence of supervised school-based experiences that contribute to her/his preparation to serve as a competent beginning teacher in an induction program.

Program Elements for Standard 15: Learning to Teach Through Supervised FieldworkAn accreditation team determines whether the preliminary teacher education program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

Elements Applicable to All Programs of Professional Teacher Preparation

15(a) During the supervised fieldwork sequence, all candidates plan and practice multiple strategies for managing and delivering instruction that were introduced and examined in program and/or prerequisite coursework. As part of the sequence, all candidates complete individual assignments and group discussions in which coursework-based strategies are used and reviewed in relation to (1) state-adopted student academic content standards and curriculum frameworks; (2) students’ needs, interests and accomplishments; and (3) the observed results of the strategies.

Group discussions and individual assignments throughout the program introduce the students to the state-adopted academic content standards and curriculum frameworks. Assignments require students to design sample lessons based on academic content standards at particular grade levels. The importance of focusing on students’ needs, interests, and accomplishments is a continual focus throughout the program and is reinforced through their fieldwork placements and interviews with practicing teachers. In the course of the fieldwork experiences, the students frequently reflect on students’ needs and interests and how to structure their teaching in a way that addresses these needs and celebrates their accomplishments. After delivering a lesson, students are usually


required to complete a self-reflective activity that requires them to analyze the results of their instructional strategies and decide how they would improve the lesson in future delivery to better engage and motivate students.

As reflected in the chart below, the use of multiple and varied strategies have been supported through prior coursework through lecture, discussions, activities, and text readings. Assignments require them to synthesize the information they have learned about academic content standards, students’ needs and interests, and to evaluate the strategies they have employed.

Fieldwork assignments that involve any lesson observation and planning are always connected to the state academic content standards. Candidates are required to address the standards throughout their experiences in the field and to identify the appropriate standards in their entire range of lesson planning experiences (as indicated on the Biola University Lesson Plan Format).

The following chart outlines each of the fieldwork assignments and how coursework based strategies relate to state academic content standards, students needs and interests, and the observed results of the strategies.

Course Assignment Connection to coursework301/519

Field Journal: Complete a field journal which records occurrences, impressions, thoughts, and observations from each visit to their assigned placement. Students are also encouraged to collect examples of class handouts, teaching tips, cooperating teacher’s comments and suggestions, notes from students, new ideas, bulletin board possibilities, and lesson ideas.

This is an introductory course, the first in the teacher preparation sequence, and the goal is to give the student an overview of the teaching profession and general exposure to a classroom environment. This is discussed in class on weeks 1, 2, 4, 5, 7, 9 and corresponds to assigned readings in the textbook.

The Graduate course, ASED 519, requires a much more extensive fieldwork journal which addresses a wide variety of important issues for new teachers to consider.

301 Classroom Routine Checklist: Students are provided with a list of classroom routines that

Since this is the first classroom field experience for many candidates, it is important for them to become familiar


facilitate classroom management. They are instructed to select five of the duties and gain experience fulfilling these duties in their assigned classroom. Tasks include: taking attendance, creating a seating chart, passing out materials, arranging a bulletin board, make a transparency, organize a field trip, etc. Following completion of the task, students must write a brief summary about the task they chose and have the supervising teacher initial their completion of the task.

with the various classroom routines and to learn that these tasks must be performed simultaneously with teaching. This assignment corresponds with TPEs 1, 2, 3, 4, 5, 6, and 10. Students in the undergraduate courses have not yet taught in a classroom, this assignment is seen as a way of introducing them to the classroom.

Graduate students, who often come to the program with some prior teaching experience, are not required to do the same assignment.

301/ 519

Structured Observation of a Lesson: Student is instructed to observe a lesson and recognize these specific elements on a chart: Anticipatory Set, Clear Objective tied to State Academic Content Standard, Teacher Input, Checking for Understanding, Guided Practice, Independent Practice, Differentiated Learning for Special Needs (ELL, RSP, GATE) and Closure.

Lesson Planning is introduced and examined during the weeks 6 through 9 of the semester through lecture, discussion, and textbook readings. Students must prepare a complete lesson plan and subsequently present to the class. Students are clearly instructed that all lesson objectives must be connected to state academic content standards and framework for the appropriate grade level.

301/519

After School Activity: Candidates must participate in one of the following after school activities: Open House, Back to School Night, sports event, school production, PTA meeting, school board meeting, or teachers in-service. Following the activity, candidates must respond to questions wherein

The instructor introduces the importance of teacher participation outside of the classroom in several lectures and through assigned class readings in the text. This assignment is intended to reinforce the importance of understanding and acknowledging students’ needs, interests, and accomplishments through the candidate’s personal observation and


they describe the activity, what they learned from it, and why participation would be helpful to teachers.

experience.

301/519

School Overview and Setting: Students complete a survey about the important features of the school they have observed during their first field placement, including attaining maps and other campus documents. Survey questions deal with school policies, administration, student population, and campus.

Since LEDU 301 is an introductory course intended to give candidates an overview of the profession of teaching, the goal of this assignment is to develop students’ observation skills and familiarize them with the school setting and environment.

In ASED 519, candidates complete the Community School Profile.

301/519

Classroom Overview and Setting: Students complete a survey about the important features of the classroom they have observed during their first field placement. Questions deal with advantages and strengths of this particular classroom, limitations and drawbacks, effect of setting on student attitudes, and their personal recommendations for change. Students are instructed to look for evidence that state standards are being addressed.

In preparing credential candidates to be good managers of their environment, this assignment forces them to take the concepts and readings from the course and analyze a specific classroom setting. It is connected to previous readings in the textbook, as well as class discussions.

420/520

Read aloud utilizing class model lesson plan: Students must choose a multicultural book appropriate to read in their field placement. They must develop a lesson around the book (or a chapter in the book) and implement the lesson in the classroom. A copy of the lesson

Early in the course, the instructor models a particular lesson plan for a reading lesson. This assignment provides students with a hands-on experience developing and implementing this particular lesson plan. They gain valuable experience through accessing the appropriate state academic content standard from the state website and


is to be provided to each student in the course. The lesson must be tied to the appropriate state academic content standard.

sharing their lesson with their peers and in an actual classroom setting. Readings in the text strengthen the connection with the course.

420/520

Assessment: Complete three reading assessments. All students must complete the CRI and two other assessments from a reading inventory list discussed in class.

Instructor teaches candidates about informal reading assessments during week 6 and 7 of the course. This follow-up field assignment provides students with an opportunity to conduct the inventories on students in their field placement classroom.

420/520

Developing and Conducting a Reading Lesson with use of Internet Resources: In cooperation with their supervising teacher, students develop a reading lesson with the Biola lesson plan format, utilizing research about the author, setting, and lesson plan ideas that they obtained from the Internet. Students write a one-page reflection paper after delivering the lesson and request written feedback from the teacher.

Instructor stresses the importance of implementing current technology resources in the classroom throughout the course. This assignment is intended to extend their experience in this area and also to provide a thorough review of the Biola lesson plan. Students are also reminded of the website location of state academic content standards and framework to reference in each lesson. To reinforce the concept of self-reflective practitioner, the follow up writing assignment allows them to project areas of strength as well as identify personal challenges.

420/520

Software in the Reading Curriculum: Students choose a reading software program from a list provided by the instructor. They must describe the program, the grade level for which it is appropriate, how the program is used in the classroom, explain a specific assignment, and include a student sample if possible.

This assignment is intended to reinforce the course objective of strengthening students’ technological skills and increase their familiarity with educational software. At various points in the course, the instructor emphasizes the need for teachers to have current knowledge of technology and reading curriculum.

420/520

Student Choice: As a culminating fieldwork

In order to reinforce some of the topics that were discussed in class, this


assignments, students may choose from a variety of topics that have been previously covered in class. Some possibilities include: reinforcing phonemic awareness, interviewing a reading specialist, vocabulary mini-lesson, and attending a reading conference.

assignment allows candidates to select an area of personal interest and extend their knowledge and experience in this particular arena.

425/525

Administering Individual Assessments: Assess two individual students literacy needs using two different assessments. Write a one-page reflection paper addressing what was learned from students’ assessments (academically, personally, ability level, etc.). Make recommendations for future instruction.

Class lecture and discussions introduce the various reading assessments and give students a chance to practice them with support from the instructor. This provides students with an important way to further address children’s needs and accomplishments.Readings in the textbook further reinforce the use and interpretation of reading inventories and assessment tools.

425/525

Administering Class Assessments: Assess an entire class using a different assessment as used in the previous assignment on individual students and develop a rubric to evaluate the results. Write a one-page reflection addressing what was learned about the class and recommendations for future instruction with types of assistance provided for students with particular needs.

Class lecture and discussions introduce the various reading assessments and give students a chance to practice them with support from the instructor. During class, the Professor reinforces the importance of assessing students in order to compare their achievement level with the state academic content standards.Readings in the textbook further reinforce the use and interpretation of reading inventories and assessment tools.

425/525

Instructional Planning: Plan and teach a lesson for a complete class period and receive written

Since the goal of this course is to prepare candidates to design and implement lessons which address specific reading


and oral feedback from the cooperating teacher. Assignment must incorporate internet/website research related to the content area and connect the lesson content with grade level state academic content standards. Reflect on the experience and write a one-page self-evaluation.

strategies, methods and techniques in the student’s subject area to strengthen reading comprehension, this assignment synthesizes many elements of previous classroom discussions, lectures, and readings.

425/525

Plan and teach a vocabulary or skill lesson following the Biola lesson plan format (which requires an accompanying state academic standard). Write a summary of your experience teaching the lesson including what went well and what you would do differently next time.

Vocabulary development as a primary means to facilitate text comprehension is introduced through class lecture and reinforced through class activities and textbook readings. This assignment allows the candidate to present a lesson and self-reflect on the experience.

430/505

Design and teach four different lesson plans in your fieldwork placement. Include the component parts of a direct instruction lesson as set forth on one of the models presented in class (Biola, Hunter, or Johnson). Each model requires students to identify the appropriate state academic content standard.

As the final course in the fieldwork sequence prior to student teaching, this assignment is intended to give the candidate an opportunity to demonstrate comprehensive understanding of all the important elements involved in teaching a successful lesson. Microteaching experiences in class prepares them for this process, and provides them with both instructor and peer feedback.

435/506

Evaluate three students (one each--high, middle, and low achiever) of different ethnicities, genders, and SES status. Address their cultural characteristics, language, psycho-social development, and cognitive development. After the evaluation, submit a lesson

This course is designed to prepare single subject credential candidates for their student teaching experience. This assignment is intended to give them an opportunity to demonstrate complete integration of all the elements involved in teaching a successful lesson as well as their awareness of diversity in a secondary setting. Class lecture and


plan identifying the variations to accommodate the unique characteristics of the identified students and how they responded to the variations implemented.

activities, as well as textbook readings have provided the candidate with in-depth instruction and background information necessary for the successful completion of this activity.

435/506

SDAIE Evaluation: Plan and teach a lesson that clearly identifies contingency plans to assist English Language learners, including overheads and worksheets. After teaching, complete a written reflection on your strengths and weaknesses teaching ELL and the specific strategies you will incorporate to improve in your areas of weakness. Coordinate each of the above with the SDAIE Self-Assessment Survey.

The needs of English Language learners have already been addressed through lecture, discussions, and multiple reading assignments. This practical assignment will allow students a first hand experience with the challenges of developing and implementing strategies to assist EL students as well as an opportunity to critically self-reflect and self-assess.

435/506

Reflection on lesson planning: Based on four chosen lessons that you constructed and taught at your field placement, highlight your struggles and growth to implement your personal vision, to accurately implement models of instruction, reach diverse students, reach English Language Learners, monitor students and use summative assessment. Summarize the reflection by identifying your lesson planning goals for student teaching.

Given that candidates’ confidence is enhanced through realizing specific areas of growth and improvement, this assignment provides students with the opportunity to self-assess their progress. Throughout the course, candidates have received professor, supervising teacher, and peer feedback and are now ready to demonstrate their growth in self-reflective practices. Text readings have supplemented classroom lectures in this area, emphasizing TPE 13 and the value of professional growth through personal evaluation.

440/442512/51

Professional Journal: Students are required to keep a journal summarizing their activities and

Since educators must reflect and analyze what the effects of their behavior on their instructional practices and student


3 experiences as well as what value this experience had on their professional growth.

learning, this assignment provides the student teacher the opportunity to analyze events and practices during their full time experience in the field. They are also encouraged to suggest positive changes they would implement in the future, and questions for further inquiry.

450/452514/515

Reflective Journal: Submit 10 journal entries over the course of the semester based on a range of personal experiences such as classroom management, lesson plans, interacting with parents, extracurricular activities, field trip planning, professional convention, etc.

Since educators must reflect and analyze what the effects of their behavior on their instructional practices and student learning, this assignment provides the student teacher the opportunity to analyze events and practices during their full time experience in the field. They are also encouraged to suggest positive changes they would implement in the future, and questions for further inquiry.

As a result of the above sequence of fieldwork assignments, candidates complete their teacher preparation coursework with experience in planning and practicing a wide variety of strategies for instruction previously examined in their courses. A constant theme throughout the sequence is the importance of connecting their instructional strategies to state academic content standards and to demonstrate sensitivity to students’ interests and needs. Self-reflective activities enable the candidates to consider the results they observed in terms of student performance.

15(b) During the supervised fieldwork sequence, program sponsors ensure that candidates have extensive opportunities to observe, acquire and utilize important pedagogical knowledge, skills and abilities, including those defined in the Teaching Performance Expectations in The Appendix.

The entire sequence of fieldwork is designed to give candidates extensive opportunities to observe exemplary teachers, acquire pedagogical knowledge, and refine their pedagogical skills and abilities. Each course syllabus ties the course objectives to specific TPEs in order that the coursework, discussions, and assignments reinforce the TPEs and provide specific opportunities to further develop these performance expectations. The professors of courses with fieldwork have structured the fieldwork assignments to correspond with the TPEs. Cooperating and supervising teachers evaluate candidates in regard to their growth in the TPEs.


15(c) During the supervised student teaching or internship, each candidate is supervised in daily teaching for a minimum of one K-12 grading period, including in a full-day teaching assignment of at least two weeks, commensurate with the authorization of the recommended credential. As part of this experience, or in a different setting if necessary, each candidate teaches in public schools, experiences all phases of a school year on-site and has significant experiences teaching English learners.

Biola University requires each teaching credential candidate to serve a full semester in a full-day classroom setting. By the fifth or sixth week of the placement (depending on the grade level, number of subjects, and candidate’s readiness), the multiple subject candidate has assumed full responsibility for classroom instruction, under the observation and guidance of the master teacher. The majority of these placements are in public school settings. When the candidate requests a WASC-accredited private school placement, the Student Teaching/Field Placement coordinator schedules their second placement in a public school setting so that at least fifty percent of the student teaching experience is served in a public school. The community schools that are utilized by Biola University are comprised of a high percentage of English language learners, thus providing our students with significant experience teaching English learners. Primary assignments are in the following school districts, which according to the Comparative Guide to American Elementary and Secondary Schools have the following percentage of Limited-English Proficient students: South Whittier (30.3%), East Whittier (21.2%), Fullerton (25.6%), Norwalk/La Mirada (20.9%), ABC (22.4%), and Hacienda-La Puente (24.2%).

While the first two weeks of the assignment involve familiarization with the classroom and school environment and observation of the master teacher’s classroom procedures, by week three, at least, the student teacher is assuming increasing responsibility for classroom instruction and management.

The program varies slightly in regard to multiple subject and single subject teaching credential candidates as described below.

For the Multiple subject teaching credential:Candidates spend Phase 1 (eight weeks) of their student teaching semester in a K-2, 3-5, or 6-8 grade span classroom. By the week 4 or 5 of the placement, the candidate has assumed full responsibility for classroom instruction, under the observation and guidance of the master teacher. The second eight-week placement (Phase 2) of the student teaching semester is spent in a different district and different grade span than the phase 1 placement. Thus, if the first eight weeks were spent in a third grade classroom, the second placement would be scheduled in a K-1 or 6-8 grade span, ensuring that there are at least two grade levels of difference between the two placements. The intention is to provide the candidate with as broad a classroom


experience as possible. Candidates are most often in K-2 or 3-5 grade classrooms, but occasionally a district provides a grade 6 assignment.

For the Single subject teaching credential:Candidates spend the full semester in a secondary school, with at least two master teachers and two different subject area preps. For example, an English credential candidate will be placed in a high school where they might assume responsibility for teaching two periods of 9th grade English, and two periods of 11th grade English. The intention is to give the candidate as broad an experience in their content area as is possible. By the second or third week of the semester, the student teacher assumes full responsibilities for classroom instruction and management and continues under the observation and mentoring of the master teacher for the remainder of the semester, providing them with at least twelve weeks of full-time instructional experience.

Elements Applicable to a Program with Supervised Student Teaching

15(d) The structured sequence of supervised fieldwork includes a formal process for determining the readiness of each student teacher for advancement to daily responsibility for whole-class instruction in the program. Prior to or during the program, each candidate observes, discusses, reflects on and participates in important aspects of teaching, and teaches individual students and groups of students before being given daily responsibility for whole-class instruction. Prior to or during the program each candidate observes and participates in two or more K-12 classrooms, including classrooms in hard-to-staff and/or under-performing schools.

Prior to being placed in a classroom for daily responsibility for whole class instruction, the candidate has participated in a series of supervised fieldwork experiences which have been developed and structured to provide them with increasing experience in classroom settings. (See response to Standard 15-a). By the time they apply for student teaching, they have had multiple fieldwork experiences teaching individual students and groups of students, and have participated in at least four K-12 classrooms, including hard-to-staff and/or underperforming schools. The student’s file, which is maintained in the Department of Education, contains written evaluations from each of these fieldwork placements. These evaluations are examined, along with their application for student teaching, by a faculty panel that determines whether they have acquired the necessary skills and experiences to prepare them for full-time whole class instruction. The candidate must schedule a formal interview with the faculty panel where their portfolio, application, and previous fieldwork evaluations are reviewed.


The panel has a list of questions that the candidate must respond to, and this entire body of evidence is carefully scrutinized in making the decision to approve the candidate for student teaching.

15(e) Prior to or during the program each Multiple Subject Teaching Credential candidate observes and participates at two or more of the following grade spans: K-2, 3-5, and 6-9.

The fieldwork placements in LEDU 301/SEED 519, LEDU 420/ASED 520, LEDU 430/SEED 505, and LEDU 435/SEED 506 give each multiple subject credential candidate classroom assignments in several different grade spans in order to provide them with a broad and varied experience prior to student teaching.

Biola University requires all multiple subject teaching credential candidates to participate in two different grade spans during their student teaching semester. If their first eight-week placement (Phase 1) is served in a K-2 setting, then their second placement (Phase 2) will be in either a 3-5 or a 6-9 setting. The Student Teaching Placement Coordinator gives careful attention to each placement selection to ensure that the multiple subject credential candidate has as broad an experience as possible during their semester of student teaching.

15(f) Prior to or during the program each Single Subject Teaching Credential candidate observes and/or participates in two or more subject-specific teaching assignments that differ in content and/or level of advancement.

Biola University requires all single subject teaching credential candidates to participate in at least two different subject-specific teaching assignments during their student teaching placement. For example, if the candidate is seeking a single subject credential in Social Science, we would seek a secondary placement that allowed them to teach a 9 th geography course and an 11th grade U.S. History course or a placement that required them to teach a 10 th grade world history course and a 12th grade U.S. Government course. For a mathematics credential candidate, we would seek a placement that allowed them to teach a 9 th

grade Algebra course, and an 11th grade Pre-Calculus course. The Student Teaching Placement Coordinator gives careful attention to selection of placements sites in order to assure that the candidate has as broad an experience as possible in their content area.

Elements Applicable to Intern Programs15(g) The sponsor of a program with supervised internship teaching collaborates with the cooperating local education agency(ies)

in designing (1) site-based supervision of instruction during each intern’s period of daily teaching responsibility and (2) a


structured sequence of supervised fieldwork that includes planned observations, consultations, reflections and individual and small-group teaching opportunities, as needed, prior to or concurrent with the intern’s advancement to daily responsibility for whole-class instruction in the program. In addition, when an intern is the teacher of record, each intern observes and/or participates in the instruction of students in settings and grade levels different than the regular assignment.

Within the following courses, Biola Internship Candidates will be required to complete field observations. Observation expectations are developed in consultation with the cooperating teacher and will include time for watching, tutoring, small group instruction, and full class teaching. In addition, the following courses will require that the Internship Students complete the assignments described on the chart below:


Cours

eAssignment Plan

ObserveConsult Reflect Tutor Small

Group Instruct

Different than

regular assignme

nt518

MS &SS

Spend five hours in your central office. Obtain a copy of the district standards for your grade level or content area, and determine the various resources available for district employees.

YES

518

MS &SS

Students enrolled in the Intern program are required to complete a fieldwork component of 10 hours in a public school classroom that includes: maintaining a reflective journal, planning and presenting one lesson, and obtaining a supervisory teacher evaluation on their participation.

YES YES YES YES YES YES

519

MS &SS

Field Journal: Complete a field journal which records occurrences, impressions, thoughts, and observations from each visit to their assigned placement. Students are also encouraged to collect

YES YES YES


examples of class handouts, teaching tips, cooperating teacher’s comments and suggestions, notes from students, new ideas, bulletin board possibilities, and lesson ideas.

519

MS &SS

Structured Observation of a Lesson: Student is instructed to observe a lesson and recognize these specific elements on a chart: Anticipatory Set, Objective, Teacher Input, Checking for Understanding, Guided Practice, Independent Practice, Differentiated Learning for Special Needs (ELL, RSP, GATE) and Closure.

YES YES YES

519

MS &SS

After School Activity: Candidates must participate in one of the following after school activities: Open House, Back to School Night, sports event, school production, PTA meeting, school board meeting, or teachers in-service. Following the activity, candidates must respond to

YES


questions wherein they describe the activity, what they learned from it, and why participation would be helpful to teachers.

519 School Overview and Setting: Students complete a survey about the important features of the school they have observed during their first field placement, including attaining maps and other campus documents. Survey questions deal with school policies, administration, student population, and campus.

YES

519

MS &SS

Classroom Overview and Setting: Students complete a survey about the important features of the classroom they have observed during their first field placement. Questions deal with advantages and strengths of this particular classroom, limitations and drawbacks, effect of setting on student attitudes, and their personal

YES YES YES


recommendations for change.

520

MS

Read aloud utilizing class model lesson plan: Students must choose a multicultural book appropriate to read in their field placement. They must develop a lesson around the book (or a chapter in the book) and implement the lesson in the classroom. A copy of the lesson is to be provided to each student in the course.

YES YES YES YES

520

MS

Assessment: Complete three reading assessments. All students must complete the CRI and two other assessments from a reading inventory list discussed in class.

YES YES YES YES

520

MS

Developing and Conducting a Reading Lesson with use of Internet Resources: In cooperation with their supervising teacher, students develop a reading lesson with the Biola lesson plan format, utilizing research about the author, setting, and

YES YES YES YES


lesson plan ideas that they obtained from the Internet. Students write a one-page reflection paper after delivering the lesson and request written feedback from the teacher.

520

MS

Software in the Reading Curriculum: Students choose a reading software program from a list provided by the instructor. They must describe the program, the grade level for which it is appropriate, how the program is used in the classroom, explain a specific assignment, and include a student sample if possible.

YES

520 Student Choice: As a culminating fieldwork assignments, students may choose from a variety of topics that have been previously covered in class. Some possibilities include: reinforcing phonemic awareness, interviewing a reading specialist, vocabulary mini-lesson, and attending a reading

YES YES YES YES


conference. 525

SS

Administering Individual Assessments: Assess two individual students literacy needs using two different assessments. Write a one-page reflection paper addressing what was learned from students’ assessments (academically, personally, ability level, etc.). Make recommenda-tions for future instruction

YES YES YES YES

525

SS

Administering Class Assessments: Assess an entire class using a different assessment as used in the previous assignment on individual students and develop a rubric to evaluate the results. Write a one-page reflection addressing what was learned about the class and recommendations for future instruction with types of assistance provided for students with particular needs.

YES YES YES YES YES


525

SS

Instructional Planning: Plan and teach a lesson for a complete class period and receive written and oral feedback from the cooperating teacher. Assignment must incorporate internet/website research related to the content area. Reflect on the experience and write a one-page self-evaluation.

YES YES YES YES

525

SS

Plan and teach a vocabulary or skill lesson following the Biola lesson plan format. Write a summary of your experience teaching the lesson including what went well and what you would do differently next time.

YES YES YES YES

505

MS

Design and teach four different lesson plans in your fieldwork placement. Include the component parts of a direct instruction lesson as set forth on one of the models presented in class.

YES YES YES YES YES


506

SS

Evaluate three students (one each--high, middle, and low achiever) of different ethnicities, genders, and SES status. Address their cultural characteristics, language, psycho-social development, and cognitive development. After the evaluation, submit a lesson plan identifying the variations to accommodate the unique characteristics of the identified students and how they responded to the variations implemented.

YES YES YES YES

506

SS

SDAIE Evaluation: Plan and teach a lesson that clearly identifies contingency plans to assist English Language learners, including overheads and worksheets. After teaching, complete a written reflection on your strengths and weaknesses teaching ELL and the specific strategies you will incorporate to improve in your areas of

YES YES YES


weakness. Coordinate each of the above with the SDAIE Self-Assessment Survey.

506

SS

Reflection on lesson planning: Based on four chosen lessons that you constructed and taught at your field placement, highlight your struggles and growth to implement your personal vision, to accurately implement models of instruction, reach diverse students, reach English Language Learners, monitor students and use summative assessment. Summarize the reflection by identifying your lesson planning goals for student teaching.

YES YES YES

580

MS &SS

Reflective Journal: Journal entries over the course of the semester based on a range of personal experiences such as classroom management, lesson plans, interacting with parents, extracurricular activities, field trip planning, professional

YES YES YES YES YES


convention, etc.


PROGRAM STANDARD 16

Selection of Fieldwork Sites and Qualifications of Field Supervisors

In addition to the provisions of Common Standard 7, sponsors of the professional teacher preparation program select each school site for candidate field experiences based on a sound rationale related to the professional preparation of candidates. In addition to the provisions of Common Standard 8, sponsors of the program effectively appraise the qualifications of school-based supervisors; provide for their role-specific orientation and preparation; and communicate with them about responsibilities, rights, and expectations pertaining to candidates and supervisors.

Program Elements for Standard 16: Selection of Fieldwork Sites and Qualifications of Field Supervisors (Applicable to All Programs)

An accreditation team determines whether the preliminary teacher education program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

The teacher preparation program in the School of Education at Biola University recognizes the importance that fieldwork plays in moving candidates from a cognitive understanding of teaching/learning theory and classroom implementation. This foundational principle has motivated the program to require a significant number of field hours. However, if candidates simply observe from the back of a classroom, the full benefit of fieldwork hours will not be obtained. Subsequently, the program has committed to securing a full-time staff member who monitors the effectiveness of our fieldwork program.

Even with the services of a full time Student Teaching/Field Placement Coordinator, there are several challenges that we have had to overcome. Foremost is the fact that we are a small university situated within close proximity of several major universities. As result, the competition for quality placements has led to difficulties in our attempts to use the same group of cooperating and master teachers each semester. In addition, our participating districts have commitments to a number of these universities which makes it difficult, if not impossible, to establish exclusive partnerships. As a result, our partnering districts are reluctant to allow a particular university to provide individualized formal training to cooperating and/or master teachers.

Fortunately, Biola University has established a strong reputation due to the quality of our candidates and the personal relationships developed over the years by professors, staff, and university supervisors with local master teachers and principals. This allows us continued access to quality master teachers in several of our surrounding districts. We believe that maintaining the positive


relationships that we have established depend on frequent and pro-active communication. Consequently, the training and mentoring of our university supervisors is of the utmost importance because of the amount of time they must spend representing Biola in the field. Through this ongoing communication and feedback loop, we are able to ensure that the responsibilities, rights, and expectations of our candidates are protected and honored.

16(a) For all candidates, program sponsors and cooperating school administrators select fieldwork sites and classrooms based on the effectiveness of observed teaching and learning. Except in unusual, unanticipated circumstances, fieldwork assignments occur at pre-selected sites where the state-adopted academic core curriculum is effectively implemented.

Biola University professors whose courses require fieldwork assignments have developed relationships with particular schools and districts that implement the state-adopted academic core curriculum. Additionally, through on-site observation visits and discussions with the principals, certain teachers have been identified as being particularly effective in their instructional practices and in working with pre-service teachers. Ongoing evaluation processes are in place including evaluation of each supervising and master teacher by each teacher candidate and evaluation of each teacher candidate by the supervising teacher. The professors, Directors of Teacher Education, and Student Teaching/Field Placement Coordinator read these evaluations, record the ratings in our database, and use the ratings and comments as the basis for future field placements. The Student Teaching/Field Placement Coordinator purposefully places credential candidates in student teaching placements where teachers have been observed and evaluated as demonstrating exemplary teaching practices.

Based on many years of interaction and collaboration, certain school sites have been identified as consistently demonstrating exemplary teaching practices. The Student Teaching/Field Placement Coordinator contacts the school principal at one of these sites and requests specific teachers to supervise teacher candidates in the upcoming semester. Once she has received the principal’s signature and approval for these teachers, she matches each of the candidates with a teacher, taking into consideration the candidates’ preferred subject (secondary candidates) and previous grade level experience in prior fieldwork. Each semester, every candidate is required to complete an evaluation on the supervising teacher in whose classroom they served their field hours. This enables the Student Teaching/Field Placement Coordinator to keep accurate, up-to-date information on every teacher’s effectiveness as a supervising teacher. The selection of supervising teachers is based on feedback from these evaluations.

At the end of their semester of student teaching, the credential candidates complete an evaluation of their master teacher which is forwarded to the Seminar Professor and Student Teaching/Field Placement Coordinator. These evaluations are carefully scrutinized and used as a basis for future placements. A survey is also distributed at the Student Teacher/Master Teacher reception whereby current master teachers and principals recommend exemplary teachers to serve as master teachers. In both


written and oral communication, Biola University requests that supervising and master teachers are implementing state-adopted academic core curriculum.

For the purpose of clarification, Biola University uses different terminology to designate the supervising teachers during student teaching and the supervising teachers during the other fieldwork placements. For the courses that require fieldwork during the Teacher Preparation course sequence, the teachers who supervise credential candidates are known as “supervising” or “cooperating” teachers. However, during the full semester of daily responsibility for classroom instruction (student teaching), the credential candidate’s supervising teacher is known as their “master teacher.”

16(b) Program sponsors and cooperating administrators provide opportunities for each candidate to work with exemplary certificated teachers in fieldwork assignments, including assignments in low-performing and/or hard-to-staff schools and/or assignments with English learners.

The Student Teaching/Field Placement Coordinator places each candidate in a variety of school settings during the course of their supervised fieldwork. Biola University requires all supervising teachers to have valid California teaching credentials. Most of the schools in the community surrounding Biola University are either low-performing or hard-to-staff and most of our candidates’ fieldwork placements will be in schools with a significant percentage of English learners. Candidates’ complete evaluations of their supervising teachers, which are reviewed by department personnel, and future placements with any particular teacher is based on the strength of their previous student evaluations. The Student Teaching/Field Placement Coordinator has created a notebook and spreadsheet that is updated each semester with the current student evaluations. Each teacher is tracked according to a likert scale in order that their strengths and weaknesses can be identified for future placements. The Student Teaching/Field Placement Coordinator also encourages students to contact her directly if they observe any behavior by the supervising teacher that is not exemplary.

The community schools utilized by Biola University for fieldwork assignments are comprised of a high percentage of English language learners, thus providing our students with significant experience teaching English learners. Credential candidates are carefully placed in pre-selected sites where certificated teachers have been observed and evaluated to demonstrate exemplary teaching practices. Primary assignments are in the school districts indicated on the chart below, which according to the Comparative Guide to American Elementary and Secondary Schools have the following percentage of students who are Limited-English Proficient students and Eligible for Reduced or Free Lunch.

District Limited EnglishProficient

Eligible for Free Lunch

Eligible for Reduced


Students Program LunchSouth Whittier ESD 30.3% 75.5% 20.1%East Whittier City ESD 21.2$ 28.2% 7.6%Whittier City ESD 30.8% 49.8% 16.4%Fullerton ESD 27.1% 31.2% 9.2%Little Lake City ESD 28.6 % 28.6% 45.5%Norwalk/La Mirada USD

20.9% 38.5% 6.7%

Hacienda La Puente USD

24.2% 39.8% 11.4%

ABC USD 22.4% 28.3% 5.2%Downey USD 26.4% 35.0% 13.7%Orange USD 23.4% 27.6% 5.9%Santa Ana USD 67.4% 62.0% 12.5%

16(c) Program sponsors and school-site representatives clearly outline and consistently follow criteria and procedures for selecting teachers to supervise field experiences in the program. Selection criteria are consistent with the supervising teacher’s specified roles and responsibilities, and include knowledge of state-adopted content standards for students and effectiveness in collaborating and communicating with other professional teachers.

The Student Teaching/Field Placement Coordinator sends each school site administrator a request for supervising teacher letter from Biola University that outlines the specific criteria that must be used in selecting supervising teachers from their site to supervise credential candidates during their supervised field experience. Each course in the supervised fieldwork sequence has specific requirements that are outlined in the letter and thus, a unique letter is generated for each course and sent to the administrator based on the required fieldwork assignments and status of the candidate in the program. All letters specify that the supervising teachers must have effective communication skills, valid teaching credentials, and are actively implementing the state-adopted academic core curriculum. The criteria for selection of supervising teachers become increasingly specific as the candidates progress through the program and as coursework assignments become more demanding.

In addition to the administrative request forms and evaluation forms used for selecting cooperating teachers during the fieldwork component, Biola University sponsors a receptions each semester for our master teachers and other representatives


from the school districts in our surrounding community. Attendees are primarily from the districts used for fieldwork placements and provides us with the opportunity to further reinforce the criteria for selection of fieldwork sites and supervising teachers.

Supervising teachers during student teaching (referred to by Biola University as “master teachers”), the fieldwork assignment of greatest duration, are carefully monitored by Biola University. University supervisors meet individually with each master teacher during the first week of the placement. During this meeting, the supervisor provides the master teacher with a detailed folder outlining their responsibilities and the necessary evaluation forms. Each of these responsibilities and evaluation forms are explained in detail.

Through both written and oral communication, selection of a master teacher is based upon each teacher’s effectiveness in both communication with other professionals and their knowledge and implementation of state academic content standards. Ongoing evaluation of each master teacher occurs by the university supervisor, Student Teaching/Field Placement Coordinator, and the candidate who was placed in the classroom. This culminates in a final evaluation that is evaluated by the Student Teaching/Field Placement Coordinator and the Directors of Teacher Education.

16(d) In the program, each teacher who supervises a candidate during a period of daily responsibility for whole-class instruction holds a valid credential that authorizes the teaching assignment. Each candidate’s teaching of English learners (EL) is supervised by a teacher who holds a valid EL teaching authorization.

The Student Teaching Agreement between Biola University and the local school districts contracts each individual district on an annual basis for placement of student teachers in their schools. The contract states that classroom teaching must occur under the direct supervision and instruction of district employees who hold valid teaching credentials issued by the California Commission on Teacher Credentialing. The Student Teaching/Field Placement Coordinator must verify that this requirement is met when making the final placement arrangements. In most cases, the candidate is placed in a classroom with English learners and the contract states that the supervising teaching must hold valid EL credentials.

Biola University requires all teachers who supervise a candidate during student teaching (when they assume daily responsibility for whole-class instruction) to hold a valid EL credential. This requirement is delineated on the signed contract between Biola University and the district. In the extremely rare event that an EL credentialed teacher is not available, previous experience teaching English learners is used as criteria for selection.


16(e) Program sponsors and cooperating school administrators enable supervising teachers to complete, as needed, planned professional training to develop their understanding of the developmental progression of beginning teachers; the Teaching Performance Expectations for Preliminary Teaching Credentials; state-adopted academic content standards for students; theory-practice relationships in the program’s curriculum; and effective professional communication with student teachers and intern teachers.

Based on information gathered from prior master teachers, school principals, BTSA-Induction program directors, and Biola teacher candidates, the Directors of Teacher Education remain connected to relevant issues pertaining to the developmental progression of beginning teachers. This information is dissected each semester to identify trends and potential program weaknesses. As soon as themes emerge from this data, the Directors attempt to connect the theme with the Teaching Performance Expectations.

These TPE-related themes form the basis for ongoing professional development of the university supervisors at three mandatory semester meetings. The meetings are structured to include the following:

Time for the Directors to provide a summary of TPE-related themes that have emerged during the previous and/or current semester

Time for the Supervisors to share additional insights based on their field observations and experiences Time to dialogue and brainstorm ways that our program can more effectively address these TPE-related themes Time to identify next steps for the program and accountability measuresThe degree of professional dialogue that occurs within these supervisor meetings demands a high level of

professionalism and motivation to continually improve supervisory expertise. Developing a highly qualified team of supervisors begins with the required initial training, which includes the following:

Understanding the expectations and needs of a teacher candidate Understanding the expectations and needs of a master teacher Understanding the role and responsibility of the seminar professor Understanding the role of the supervisor in building a bridge between the university, teacher candidate, and relevant site

level personnel (principal, master teacher, etc.) Understanding the candidates’ current proficiency as related to the Teaching Performance Expectations and the program

expectations for continued progress Understanding the role of the CA TPA and the program expectations for the supervisor’s continued support of the

candidate through this assessment process Understanding the unique way that each of the program’s individual forms and communication requirements helps ensure

accurate documentation of candidate progress


In the event that a university supervisor encounters a problem in effectively communicating with a candidate or master teacher, the Directors schedule individual mentoring sessions to support the supervisor and help him or her grow in the professional skills that the program requires.

Response For Our Internship Program: The Biola Internship Program was designed to work closely with schools where intern teachers from Biola University are employed. Since the time this program was approved, there has been a sharp decline in the number of positions available in local districts. Over the past four years, we have had approximately 10 intern credential candidates, most of whom had completed their teacher preparation coursework and were utilizing the intern credential as a means of having employment during student teaching. For this reason, an experienced university supervisor was selected to provide mentoring to the candidate and to facilitate communication with the site level mentor teacher. The university supervisors who have worked with intern candidates have been advised that additional effort might be needed to provide the candidate with the additional support required in the absence of a traditional master teacher. In these cases, the university supervisor often needed to coordinate additional meetings with the school principal and serve as an advocate for the intern candidate to receive the appropriate on-site mentoring.

16(f) Individuals selected to provide professional development to supervising teachers (1) are experienced and effective in supervising credential candidates; (2) know and understand current educational theory and practice, the sponsors’ expectations for supervising teachers, state-adopted academic content standards and frameworks, and the developmental stages of learning-to-teach; (3) model collegial supervisory practices that foster success among credential candidates; and (4) promote reflective practice.

Because the teacher preparation program at Biola University is a relatively small program, the positions of Director of Elementary Education and Director of Secondary Education have been assigned to faculty members. As with all faculty in the School of Education, successful experience in a K-12 environment, an earned doctorate in an education-related field, and successful university teaching experience are required. As such, experience supervising student teaching, understanding the state-adopted academic content standards and frameworks, the developmental stages of learning-to-teach, collegial supervisory practices and reflective practice are understood and modeled.

16(g) In consultation with cooperating school and district administrators, program sponsors communicate to all fieldwork participants, orally and in writing, the clearly-defined roles and responsibilities of candidates, institutional supervisors, and supervising teachers in the supervised fieldwork sequence. Each teacher who supervises a candidate during a period of daily


whole-class instruction is well-informed about (1) performance expectations for the candidate’s teaching and pertaining to his/her supervision of the candidate, and (2) procedures to follow when the candidate encounters problems in teaching.

The Student Teaching/Field Placement Coordinator is responsible for communicating with district and site level administrators to develop memorandums of understanding about the roles that each partner will assume during fieldwork. Written contracts aremaintained on file for each district where are our candidates are placed and thesecontracts are renegotiated a minimum of once every two years. To ensure that Biola University upholds all aspects assigned to us within the written contract, the following procedures have been established.

Several levels of communication occur to ensure that each participant in the fieldwork sequence clearly understands their role and responsibilities. Candidates receive oral instruction from their professor outlining their duties in the classroom, professional dress and behavior, and required activities in each field placement. Each course syllabus has written information about the candidate’s role in their assigned classroom, as well as a copy of the evaluation forms that will be completed by their supervising teacher. The evaluation forms have been coordinated with our program outcomes and the TPEs.

Biola University supervisors meet individually with each teacher who supervises credential candidates during their daily whole-class instruction, also known as “master teachers.” During this meeting, the master teacher is given a folder with all the forms they will need during the semester. The Biola supervisor also answers any questions they might have and informs them of the appropriate procedures to follow if any problems occur during the candidate’s tenure in their classroom. The Biola supervisor emails the master teacher biweekly with an updated schedule of the times he or she will be coming to the classroom to observe the student teacher, as well as the particular areas for future growth that the supervisor has discussed with the student teacher (such as lesson planning, classroom management, progress monitoring, etc.). The supervisor invites the master teacher to participate in any post-conferencing that takes place after observing a lesson and collaboratively works with the master teacher in completing the student teachers’ mid-evaluation of student teaching.


PROGRAM STANDARD 17

Candidate Qualifications for Teaching Responsibilities in the Fieldwork Sequence

Qualified members of the professional teacher preparation program determine and document the satisfactory qualifications and developmental readiness of each candidate prior to (1) being given instructional responsibilities with K-12 students and (2) being given daily whole-class instructional responsibilities in a K-12 school.

Program Elements for Standard 17: Candidate Qualifications for Teaching Responsibilities in the Fieldwork Sequence

An accreditation team determines whether the preliminary teacher education program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

There are three classifications of assessment that are used to determine and document that a candidate has satisfactorily met the program requirements and demonstrated developmental readiness to assume instructional responsibilities in a K-12 classroom. The first level of assessment fulfills the state requirements for basic skills and subject matter competence. The second level involves completion of coursework with a 2.75 minimum GPA, completion of key assignments, and satisfactory evaluations on the Professional Protocol assessment tools. The third level encompasses all fieldwork evaluations by cooperating teachers in a variety of K-12 settings. In order to be considered for student teaching, the candidate must submit verification that all of the above requirements have been met. This paperwork is reviewed by the Student Teaching/Field Placement Coordinator before a student teaching interview can be scheduled.

Upon verification that all of these requirements have been met, the candidate meets with one of the Directors of Teacher Education and another faculty member for an individual interview. During this interview, the candidate summarizes their current philosophy of education and its relationship to anticipated classroom instructional choices. The candidate is asked to respond to three potential classroom scenarios and defend the reasons for the behavioral choices he or she would make if faced with a similar situation. The interview is scored against a rubric and reaching a minimum score results in an acceptance letter to enter student teaching.

17(a) Prior to student teaching, or for intern candidates, prior to being given daily responsibility for whole class instruction in a K-12 school or becoming a teacher of record in a K-12 school, each candidate fulfills the state basic skills requirement, and also verifies completion of subject matter competence.


• Multiple Subject candidates (traditional, internship, and/or blended/integrated), must provide evidence of having passed the appropriate subject matter examination(s).

• Single Subject candidates in traditional and/or internship programs must provide evidence of having passed the appropriate subject matter examination(s) or having completed the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor.

Prior to their student teaching placement, candidates must complete an application for student teaching that requires verification of passing CBEST scores. In addition, the application requires proof of subject matter competency, either by passing the appropriate CSET examinations or by verifying completion of an approved subject matter program. The Student Teaching Placement Coordinator processes the applications and any candidates who have not met these requirements is not approved for student teaching.

17(b) Prior to assuming daily responsibility for whole class instruction in a K-12 school, each candidate must demonstrate a fundamental ability to teach in the major domains of the Teaching Performance Expectations.

The Teaching Performance Expectations are reflected in each course syllabi, withthe professor indicating which TPEs will be specifically addressed in the course. Each course has assignments and activities designed to evaluate the candidate’s ability to teach in the major domains of the TPE. The TPA is embedded in the teacher preparation coursework, as outlined in Standards 19-21, which passed in February 2008.

The Teaching Performance Expectations will be addressed in every course in the Teacher Preparation course sequence (as demonstrated in the chart following Standard 1-e). Course assignments provide the candidate with opportunities to practice the skills articulated in the TPEs. The holistic nature of teaching makes it difficult to coordinate a specific TPE to a specific assignment. However, the assignments are clearly coordinated with course objectives that are based on the Teaching Performance Expectations. As a result, any specific assignment will be measuring multiple TPE standards. To verify that a minimum level of competency has been achieved prior to student teaching, Biola University has implemented key assignments that serve as summative measures of candidate performance within TPE domains (see program outcomes listed in 1(e). Additionally, candidate abilities in TPEs 1,3,4,6,7,8,9, and 13 are verified through the completion of CA TPA Subject Specific Pedagogy and Designing Instruction Tasks.



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.

Program Elements for Standard 18: Pedagogical Assignments and Formative Assessments During the Program An accreditation team determines whether the preliminary teacher education program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to the following elements.

Our fieldwork sequence involves the following progression: Introduction to Teaching/Foundations of Education (LEDU 301/SEED 519) requires 25 hours of fieldwork where

the candidates focus first on understanding schools as dynamic organizational cultures. Once this understanding has emerged, the candidates’ focus shifts to the role of the teaching in planning and delivering instruction. The cooperating teacher is the sole provider of written feedback to the candidate on a program evaluation tool that is submitted to the course professor and maintained in the candidate’s program file.

Elementary/Secondary Reading (LEDU 420/425, SEED 520/525) requires 35 hours of fieldwork where the candidates begin to make the transition from being an observer to being a participant in the classroom. This occurs through intentionally designed experiences where the candidate is required to utilize theories presented in the course such as:

conduct a series of reading assessments with individual students provide support and tutoring to small groups of students plan and deliver at least one lesson to the entire class

The cooperating teacher is the sole provider of written feedback to the candidate on a program evaluation tool that is submitted to the course professor and maintained in the candidate’s program file.


Elementary/Secondary Curriculum (LEDU 430/435, SEED 505/506) requires 60 hours of fieldwork which is intended to complete the preparation necessary for candidates to assume full responsibility for an entire classroom during student teaching. Expectations include:

Provide instructional support to individual students Identify two focus students and gather detailed data on their academic performance, language ability,

family background and interests Plan and deliver at least four lessons to the entire class Design a unit of instruction for future implementation

The cooperating teacher is the sole provider of written feedback to the candidate on a program evaluation tool which is submitted to the course professor and maintained in the candidate’s program file.

Student Teaching (LEDU 440/442, 450/452; SEED 512/513, 514/515) provides candidates with their capstone fieldwork experience. During this semester-long placement, candidates work under the mentorship of a master teacher and university supervisor while they assume full responsibility for the leadership of a classroom. The candidate receives written feedback on multiple occasions from both the master teacher and the university supervisor. The final evaluation of student teaching is a program evaluation tool required in order for Biola to recommend the candidate for a preliminary credential and must be completed by all master teachers and university supervisors who worked with the candidate during the semester.

Based on the developmental nature of our program’s fieldwork design, communication with cooperating teachers must reflect the increasing responsibilities of the candidate. As a result, cooperating teachers during early fieldwork assignments receive written communication from the course professor that outlines the program’s goals for the fieldwork experience. However, by the time the candidate enters student teaching, written and verbal communication occurs biweekly, if not more often.

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.

Biola University requires student teachers to serve at least one of their student teaching placements in a culturally diverse setting with a qualified teacher with appropriate certification and experience with English language learners. The supervised fieldwork during student teaching requires increasingly complex assignments as outlined in the Guide to Mentoring Biola


Teacher Candidates. As the responsibilities of student teachers become more complex, there is also an increasing demand upon them in terms of the level of planning required. As student teachers assume increasing responsibility for additional content areas, they are simultaneously assuming even greater responsibility for classroom management, including student discipline until they take on full responsibility of teaching with all its complexities. Throughout this process, the supervising teachers and university supervisors coach them in making specific modifications, adjustments, and improvements to their pedagogical strategies, especially in addressing the needs of diverse learners, and implementing SDAIE strategies.

In written communication, Biola University instructs the master teacher to give the student teacher increasing weekly responsibility for classroom instruction and management as indicated below.

For Multiple Subject Candidates, the following schedule is recommended for the Student Teacher:Week 1: Observe classroom routines and instructional timesWeek 2: Gradually phasing into classroom routines: take attendance, help grade and record papers, lead two Language Arts activities, assist individual studentsWeek 3: Teach Language Arts lessons, lead literature discussion, teach one Math lesson, help with presentation in scienceWeek 4: Teach Language Arts lesson—reading, writing, spelling, help with Social Studies lesson, Math lessons Week 5: Teach Language Arts (all reading, writing, spelling, handwriting), teach Social Studies, Math, Science (in some school settings this will include all instructional content)Week 6 & 7: Teach Literature, Social Studies, Art, P.E. Science, Math. ALL routines and classroom managementWeek 8: Continue teaching most subjects, but begin phasing out by the end of the week.This sequence is repeated in the second student teaching placement assignment (Phase 2).

For Single Subject Candidates, the following schedule is recommended for the Student Teacher:Week 1: Become familiar with school and community, master teacher and staff.Observe Master teacher, learning classroom procedures and classroom management. Begin working with Master teacher on long-term curriculum plans.Week 2: Gradually assume responsibility for classroom procedures and smallgroup activities. Begin selected instructional tasks, ideally in a team-teaching format with the master teacher.Week 3: Collaborative teaching with the master teacher is strongly recommended to facilitate the transition into full-time teaching responsibilities. However, in many secondary placements, the student teacher assumes primary responsibility during week 3.Week 4-15: Student teacher assumes primary responsibility for classroom


instruction and management under the continued observation and mentoring of the master teacher. This extends to all aspects of instruction, classroom management, assessment, parent contact, school and staff activities throughout the remainder of the assignment.

While the above schedule is the preferred format of the student teaching program, master teachers who feel that a candidate has demonstrated exemplary instructional and management skills may choose to accelerate the process of assuming full responsibility in their classroom. In these cases, the university supervisor works closely with the master teacher and candidate and informs the Directors of Teacher Education.

Supervision requirements for multiple subject credential candidates:Biola University student teacher supervisors are required to visit and observe student teachers 8-12 times during each of their full semester of student teaching, based on the candidate’s progress. After each visit, the supervisor meets with the candidate to guide them in self-reflection about their lesson presentation and developing skills. The evaluation forms indicate increasing expertise in methodology application to the classroom setting. The student teacher is expected to demonstrate improvement in their teaching skills over the course of the student teaching assignment.

Supervision requirements for single subject credential candidates:Biola University student teacher supervisors are required to visit and observe student teachers 8-12 times during their full semester of student teaching, based on the candidate’s progress. After each visit, the supervisor meets with the candidate to guide them in self-reflection about their lesson presentation and developing skills. The evaluation forms indicate increasing expertise in methodology application to the classroom setting. The student teacher is expected to demonstrate improvement in their teaching skills over the course of the student teaching assignment.

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.

During early fieldwork experiences in the program, the K-6 classroom environment provides our candidates with opportunities to see experienced teachers implementing the best practice theories presented during their coursework. Since each course is coordinated with the TPEs, this ensures that the candidate is exposed to the full range of Teaching Performance Expectations.


Fieldwork assignments during the Reading course expose candidates to the methodology of teaching reading and how to integrate the English learner standards into content instruction.

The supervised fieldwork experience provides candidates with daily exposure to pedagogical modeling as they take increased responsibility for instructional planning and delivery. Multiple subject candidates engage in teaching reading, mathematics, science, social science, the arts, physical education and health as appropriate to the grade level policies and curriculum at their site. University supervisors observe candidates teach a different content area during each formal observation. Based on the evidence that is gathered, the university supervisor and master teacher provide the candidate with written feedback regarding their skill level across the full range of TPEs including reading and teaching English language development as indicated on the on the Final Evaluation of teacher candidate competence tool below.


Final Evaluation of Teacher CandidateBiola University

Name________________________________________ Dates: From ______________ to ______________ (Last) (First) (Middle) (mo) (yr) (mo) (yr)

Subject/Grade _______________ School_____________________________ District_____________________

Purpose: This report will be used along with other information to: 1) award a grade for a Biola course, 2) decide whether to recommend the teacher candidate for a credential, and 3) used by the teacher candidate as a formal job recommendation

Guidelines: Please use the following scale to assess the level of performance reached by the teacher candidate by the end of the placement. In rating each skill, please evaluate this person based on their ability to assume the responsibilities of a novice, first-year teacher.

Score Level 1: Skill is used inappropriately or inaccurately. Candidate appears UNPREPARED to assume responsibility in this level.

Score Level 2: Skill is minimally developed. Candidate is capable of working in this area only if SIGNIFICANT MENTORING is provided.

Score Level 3: Skill is adequately developed. Candidate is capable of working in this area with MODERATE MENTORING.Score Level 4: Skill is consistent with the expectations of a beginning first-year teacher. Only MINIMAL MENTORING will be

needed.

Developing as a Professional Educator1. is able to make appropriate adjustments to improve instruction and behavior

through self-reflection and dialogue with master teacher and university supervisor (TPE 13)

1 2 3 4

2. articulates with appropriate volume, expression, and word choice 1 2 3 43. establishes positive work relationships with parents, demonstrated by clear

communication and conferencing skills (TPE 12)1 2 3 4

4. demonstrates sensitivity, warmth, caring, and respect in interpersonal relationships (TPE 11)

1 2 3 4

5. exhibits the characteristics of a positive role model through attitude as well as explicit and implicit behaviors (TPE 12)

1 2 3 4

Explanatory Comments or Additional Concerns:

Dedicated to Students’ Optimal Development1. demonstrates an ability to integrate relevant information about individual

students as well as the entire class within instructional planning (TPE 4)1 2 3 4


2. employs appropriate learning strategies to meet the unique developmental needs of the class (e.g. grouping strategies, instructional materials, etc.) (TPE 6)

1 2 3 4

3. ensures the active participation and engagement of all students (TPE 5) 1 2 3 44. embraces a strengths-based approach to student learning, recognizing individual

differences and learning preferences (TPE 8)1 2 3 4


Skilled at Engaging Students from Culturally Diverse and Special Populations1. draws upon detailed and relevant information about students’ background (TPE

5)1 2 3 4

2. designs relevant and appropriate plans for students who have special needs or abilities (7)

1 2 3 4

3. applies relevant instructional practices for English language development (7) 1 2 3 44. displays a spirit of advocacy on behalf of marginalized students (7) 1 2 3 4


Implements Content Instruction Effectively1. establishes clear and appropriate goals for student learning based on state

academic content standards (TPE 1)1 2 3 4

2. plans and delivers relevant and appropriate instruction in relation to the content standards (TPE 9)

1 2 3 4

3. implements a variety of questioning strategies in accordance with Bloom’s Taxonomy, using appropriate wait time to increase student engagement (TPE 5)

1 2 3 4

4. embeds literacy strategies across the curriculum (TPE 4) 1 2 3 45. demonstrates strong knowledge of subject matter content (TPE 1) 1 2 3 46. sustains students’ interest and attention with appropriate pacing (TPE 2) 1 2 3 4


Utilizes Assessment Data to Make Instructional Decisions1. draws upon prior content knowledge as a means of scaffolding new learning

(TPE 9)1 2 3 4

2. assesses the levels of literacy in English and the students’ first language (TPE 3) 1 2 3 43. modifies instructional plan throughout instruction with emerging evidence to

ensure that students are progressing (TPE 2)1 2 3 4


4. uses a variety of classroom assessments to accurately analyze student work, maintaining timely and accurate records which can be shared with appropriate parties (TPE 3)

1 2 3 4


Devoted to Creating A Positive Learning Environment1. establishes and communicates clear and appropriate procedures for routine

tasks. (TPE 11)1 2 3 4

2. manages transitions to maximize instructional time (TPE 10) 1 2 3 43. develops and maintains clear and appropriate expectations for ACADEMIC

behavior and provides students with detailed feedback to encourage growth (TPE 11)

1 2 3 4

4. develops and maintains clear and appropriate expectations for SOCIAL behavior and provides students with detailed feedback to encourage growth (TPE 11)

1 2 3 4


Summary EvaluationPlease comment on the candidate’s two greatest strengths:1.

2.

Please comment on one area where the candidate will need additional mentoring:

Signature___________________________________________ Position_________________________________ Date____________________


18(c) In the supervised fieldwork sequence, the pedagogical assignments and tasks of Single Subject Teaching Credential candidates address: (1) the full range of TPEs as they apply to and/or are used in the teaching of major subdivisions of the subject to be authorized by the credential, and (2) the major domains of the TPEs as they apply to and/or are used in the teaching of reading, and (3) TPE 7 as it applies to specially-designed academic instruction delivered in English.

During early fieldwork experiences in the program, the secondary classroom environment provides our candidates with opportunities to see experienced teachers implementing the best practice theories presented during their coursework. Since each course is coordinated with the TPEs, this ensures that the candidate is exposed to the full range of Teaching Performance Expectations. Fieldwork assignments during the Reading course expose candidates to the methodology of teaching reading and how to integrate the English learner standards into content instruction.

The supervised fieldwork sequence of the Single Subject credential program mirrors that of the multiple subject program, other than the fact that all of the candidate’s instructional responsibilities fall within two specific content areas within their academic discipline.The supervised fieldwork experience provides candidates with daily exposure to pedagogical modeling as they take increased responsibility for instructional planning and delivery. University supervisors rotate their formal observations of the candidates between the two assigned content areas. Based on the evidence that is gathered, the university supervisor and master teacher provide the candidate with written feedback regarding their skill level across the full range of TPEs including Reading and specially-designed academic instruction delivered in English as indicated on the on the Final Evaluation of teacher candidate competence tool above.

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).

Candidates are provided with daily opportunities to practice performing the TPEs during the supervised fieldwork sequence. Intentionality in coordinating classroom events with the TPEs is achieved through the completion of a fieldwork notebook. This notebook contains the following:

Schedules (TPE 9, 10)o Day: typical


o Week: typicalo Month: with events listedo Transition schedule to assume instructional responsibility

Long Range Planning (TPE 10)o Long term - sequenceo Weekly

Daily Planning (TPE 1, 2, 3, 4, 5, 6, 7, 11)o Daily Lesson Plans for all areas of teaching responsibility

Resource Profiles (TPE 7, 8, 11)o Seating charto Classroom demographicso School/Community Profileo Other

Observation notes (TPE 13)o Supervisor sign-in sheeto Observation summaries from university supervisoro Evaluations (master teacher and supervisor)

Reflection notes (all TPEs)o Class or site reflections, questions, concerns, or ideas

The criteria for becoming a Biola University supervisor includes: A minimum of five years of successful teaching in K-12 classrooms An earned B.A. and M.A. in an educational field A current California credential or equivalent Evidence of ongoing professional development Understanding of state academic content standards A commitment to assisting English learners and special needs students in reaching the state academic content

standards through the appropriate planning and implementation of differentiated instruction Understanding of the California Standards for the Teaching Profession Ability to collaborate with master teachers and site administrators in verbal, written, and email communication Commitment to attending 3 supervisory training sessions per semester (see description of Group #3 in introductory

statement to standard 2)


Experience in differentiating instruction to meet the needs of English learners and special needs students Understanding of the developmental nature of the CA TPEs and the role of the CA TPA in measuring candidate

proficiency

Once hired, the University Supervisor is carefully matched with one or more teacher candidates, based on experience, personality, and expertise. Once assigned, the University Supervisor is expected to complete the following formative assessment tasks for each assigned candidate:

Communicate with master teacher during week 1 of placement regarding the formative assessment process and familiarize them with all Biola program forms and evaluation tools

Visit the candidate at least once every other week to formally observe a lesson; record anecdotal notes of the lesson and any pertinent classroom behaviors; coordinate a post-conference with candidate immediately following lesson or within no more than 24 hours

Focus post-observation conference discussion around: (1) strengths of the lesson, (2) suggestions for further growth, and (3) focus for next visit (supervisor clearly identifies an area where the candidate needs additional growth based on the final evaluation tool – see 18(a) for copy of the tool).

Verify future appointments and specific areas for candidate growth to master teacher and seminar professor by email.

Collaborate with master teacher to complete a mid-evaluation of candidate competence to ensure that appropriate progress is being made in achieving the level of proficiency as stated in the CA TPEs.

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 in The Appendix.

Each supervisor clarifies expectations and guides and assists the candidate in completing assigned tasks that resemble pedagogical assessment tasks in the TPA. Supervisors have been furnished with copies of all TPA tasks and a timeline of where these tasks will take place in the teacher preparation sequence.

Three of the class sessions during the Student Teaching Seminar course are focused on assisting the candidate in understanding how the pedagogical tasks they have been completing throughout their field placements correspond with the pedagogical assessment tasks in the TPA. PowerPoint presentations which provide support for each of the TPA tasks completed during


student teaching are posted on the Blackboard website for candidates to access and download at their convenience. Three voluntary TPA assistance sessions are scheduled each semester so that candidates can meet with the Seminar Professors and ask questions about program expectations and TPA assessment tasks.

At quarterly meetings, Biola University supervisors receive ongoing instruction about the TPA and many of them have been trained as TPA assessors. This has helped them to clearly communicate these TPA expectations to the candidates and evaluate their progress in the TPEs. University supervisors also complete a mid-evaluation of student teaching and final evaluation of student teaching to give the candidates feedback on their TPE progress.

As a final step to ensure that one candidate does not have an unfair advantage due to the expertise that their supervisor may have in the CA TPA, Biola University has developed a Code of Honor that states acceptable and unacceptable practices of collaboration on the CA TPA. At least once per quarter, Biola’s TPA Coordinator is invited to meet with the supervisors to review proper protocol for supporting candidates during the CA TPA process. For more detailed information, please refer to Standards 19-21.

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.

The small size of our program and process we have established for fieldwork placements have made it very difficult to provide university supervision during the entire fieldwork sequence. We realize the importance of providing candidates with support and performance feedback on their fieldwork tasks and assignments throughout the fieldwork sequence. As a result of these factors, we have addressed this challenge in the following ways: Biola University’s teacher preparation program has budgeted a full-time staff position for a Student Teaching/Field

Placement Coordinator whose primary responsibilities include building relationships with local district personnel; communicating fieldwork expectations both verbally and in writing; visiting school sites to verify that fieldwork requirements are realistic within the context of each school site; reviewing candidate evaluations of cooperating teachers each semester; maintaining records of the most effective teachers and/or sites. After this data has been gathered, a summary is presented to the Directors of Teacher Education which is used to make decisions about future placement of our candidates.


The first fieldwork experience in our sequence occurs in the Introduction to Teaching course (LEDU 301/ASED 519). This experience is primarily designed to orient the candidates to the perspective of school through the lens of a teacher. As such, feedback regarding the candidate’s proficiency in the TPEs is premature.

The second fieldwork experience in our sequence occurs in the Reading course (LEDU 420/425; SEED 520/525). Because the candidate coordinates their required 35 field hours with the assigned cooperating teacher, it is nearly impossible to assign a university supervisor to each candidate. Our commitment to providing the candidate with support and performance feedback on their fieldwork tasks and assignments has resulted in a two-pronged approach. First, the cooperating teacher provides the candidate with narrative feedback within specific focus tasks that articulate the candidate’s strengths and areas for continued growth. Second, at the conclusion of the placement, the cooperating teacher provides the candidate a completed rubric that measures the candidate’s abilities against the pertinent developmental stage identified in the TPEs. At the end of this placement, Biola University expects the candidate to be proficient in working with small groups of students.

The third fieldwork experience in our sequence occurs in the Curriculum course (LEDU 430/435; SEED 505/506). Because the candidate coordinates their required 60 field hours with the assigned cooperating teacher, it remains extremely difficult to provide university supervision for each candidate. Once again, our commitment to providing the candidate with support and performance feedback on their fieldwork tasks and assignments has resulted in the following steps. First, the cooperating teacher provides the candidate with an opportunity to plan and deliver a minimum of 4 lessons. The cooperating teacher is also required to observe the candidate teach these lessons and provide narrative feedback on a form provided by Biola University. This feedback articulates the candidate’s strengths and areas for continued growth in various TPE-related domains. Second, at the conclusion of the placement, the cooperating teacher provides the candidate with a completed rubric that measures the candidate’s abilities against the pertinent developmental stage identified in the TPEs. At the end of this placement, Biola University expects the candidate to be proficient in effectively plan a lesson and deliver full class instruction.

During student teaching, university supervisors and master teachers are required to provide feedback to the student teacher within 24 hours of any lesson observations. In most cases, feedback is given immediately following the lesson during a post-conference between the teacher candidate and the university supervisor. Written feedback is provided on the Biola University Lesson Observation Form, which identifies the candidate’s strengths and suggestions for continued growth. In light of the TPE expectations, the candidate is given specific areas of observed strength, specific areas where growth is needed, and the focus of the next observation visit. The teacher candidate is also given a written mid-evaluation which the university supervisor and master teacher collaboratively write, and a final-evaluation by both their university supervisor and master teacher. Throughout this formative feedback loop, the university supervisors maintain a focus on the expectations articulated in the Final Evaluation of Teacher Candidate Competence (see a copy of this form under Standard 18-b).


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.

Induction administrators – find out expectations of new teachers, suggestions for how to better prepare our candidates. Directors visit site principals, gather feedback, present to teacher prep committee. When appropriate, invite them to come and present to supervisors & teacher prep committee.

Biola University provides several opportunities for collaboration during the course of each semester. University supervisors meet at the beginning of each semester with the Directors of Teacher Education to update them on any new legislation or procedures related to student teaching. This meeting also serves as a time to have a brief in-service on a topic related to supervision of student teaching candidates. During the meetings, we discuss the pedagogical tasks that candidates are engaged in as well as the coursework required in the student teaching seminar. An additional meeting is scheduled each semester to train recently hired supervisors.

Biola University also sponsors a Master Teacher Reception at the mid-point of each semester to honor the cooperating teachers who have served as master teachers during the semester. At the end of the reception, we collect quantitative and quantitative data from community master teachers and administrators for the purpose of gleaning feedback for program improvement. After the program and refreshments, a meeting time is scheduled with the university supervisors to address any questions or issues that may have arisen during the first half of the semester. The Directors of Teacher Education also use this meeting as a time to bring updates on any issues that would help the supervisors better support the teacher candidates.


SB 2042 Teacher Preparation Program Standards 1-18Program Sponsor Transmittal Cover Sheet

Program Sponsor: Biola University, School of Education____Address: 13800 Biola Ave., La Mirada, CA 90639__________________Name of Program (if applicable): Multiple Subject Credential, Single Subject Credential, and Internship Credential____________________________________________________________________________________________________________Contact Person: June Hetzel, Ph.D.________________________________Title: Interim Dean________________________________________________Phone 562-903-6000, ext 5674____________Fax 562-904-4563______E-mail: [email protected] ____________________________________

cc: Keith Walters, Ed.D., Director of Secondary Education/TPA Coordinator, 562-903-6000, ext. 3002, [email protected] Deborah Taylor, Ph.D., Chair of Undergraduate Education/Director of Elementary Education, 562-903-6000, ext. 5653, [email protected]

Chief Executive Officer (President or Provost; Superintendent):Name Gary Miller, PhD. Provost___________________________________Address 13800 Biola Ave. La Mirada, CA 90639_____________Phone 562-903-4703_________________________Fax 562-903-4761___


mailto:[email protected]

mailto:[email protected]

E-mail [email protected]______________________________________

I Hereby Signify My Approval to Transmit This Response to Standards 1-18 Program Assessment Document to the California Commission on Teacher Credentialing:CEO Signature __________________________________________________Title _____________________________________________________________Date _____________________________________


Date post:	31-Aug-2018
Category:	Documents
Upload:	dangdien
View:	214 times
Download:	0 times

DOCUMENT 2 - Biola Universitymedia1.biola.edu/education/downloads/ctc/docs/3... · Web...

Documents