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What is TEACh3? Teacher Education at Coast
Community Colleges/ Program Objectives: – Encourage students to pursue
a career in teaching,
– Develop/expand program partnerships with CSUs and other 4 year teacher prep programs
– Expand course offerings/ streamline articulation/ ensure a seamless transfer process
– Provide early fieldwork opportunities for students considering teaching as a career
Need/ Part I TEACh3 was designed to address a need on
the national, state, and local level State of teacher preparation a mess NCLB, constant change in requirements
requiring heroic efforts in terms of advising, counseling, and curriculum; TEACH3 was designed to proactively address this state of affairs
More specifics on need in the qualitative section
History of TEACh3
TRDP (one of 33 grants to 53 colleges) District Grant/ each college niche:
– OCC-service learning– GWC-reading specialist, tutoring– CCC-distance provider
True partnership – maximized District resources with a collaborative
approach to teacher education– drew on shared expertise/ no need to reinvent
the wheel for each campus
Coastline’s Approach
To maximize time and resources: “One-Stop”
Single individual wearing many hats: coordinator/counselor/curriculum developer
One-Stop Approach
Under jurisdiction of both Student Services and Office of Instruction
Lots accomplished when responsibilities did not have to go to multiple adjuncts with fixed schedules and limited hours per week (no phone tag, waiting to meet)
Flexibility, thinking outside the box
Example: Tutoring Training
With pending loss of funding last year -what will happen with tutoring training?
Other campuses: a year later- still may not be resolved
Coastline: problem solved quickly via add on module to education 200, all deadlines met to pass curriculum/new format instituted for fall ‘04
Grant Requirement: Blended Program TEACh3 Benchmark Education Classes EDU 103-Technology
Proficiencies for Teachers I EDU 104-Intro
Teaching/Learning in Diverse Contemporary Classrooms
EDU 180- Family, School, Community Partnerships
EDU 200- The Teaching Profession
Math 103- Probability & Statistics for Elementary School Teachers
Math 104- Math for Elementary School Teachers I
Math 106- Math for Elementary School Teachers II
Chem 105- Chemistry Explorations for Teachers
TEACh3 to CSULB/ ITEPCourses That Currently Transfer To CSULB's Integrated Teacher Education
CSULB OCC GWC CCC COURSE TITLEEnglish 100 Engl 100 Engl 100 Engl 100 Freshman CompositionMTED 105 Math 103 Math 103 Math 103 Activity Based Probability & Statistics
for Elementary TeachersHistory 172 His 170/170H His 170 His 170 History of the US to 1876Music 180 Mus 115 Mus 115 Take class at
OCC or GWCFundamentals of Music
EDEL 100 Educ 102 Educ 102 Educ 104 Teaching & Learning in DiverseContemporary Classrooms
ETEC 110 CIS 112 Educ 103 Educ 103 Technology Proficiency for TeachersChem 105 Chem 105 Chemistry Explorations
Geol 102 or 104 Geol 106 Geol 106 Geol 100/141 Earth Science/ General Geology w/ labPOSC 100 Pol Sc 180 or
180HPol Sci 180 Pol Sc 100 Introduction to Government
Comm 130 Spch 110 Spch Com 110 Spch 110 Public Speaking Survey ofLiterature
Engl 150, 151,160, 161, 280,285
Engl 150, ,155160 , 165 ,290,295
Eng 140 Survey of Literature
Critical ThinkingChoose one:
Eng 102/102HPhil 150
Spch 130(*Eng 101/101H)
Eng 110/110HPhil 115
Spch Com 220(*Idst 105, *Phil
116)
Eng 102, 110Phil 115
Critical Thinking
EDP 180 HMDV 180 Educ 180 Edu 180 Family, School, CommunityPartnerships
MTED 110 Math 104 Math 104 Math 104 Math for Elementary Teachers 1Ethics andValuesChoose one:
Phil 110.110, 120,125,
*Rel St 110
Phil 101, 102,106, 120
Phil 100, 112,120, *Rel St 110
Philosophy, or Ethics or WorldReligion
Theater & DanceChoose one:
Thart 101, 105Danc 200
Thart 101, 105 Take class atOCC or GWC
Intro History/Literature of Theatre,Drama & Acting
EDEL 200 Educ 200 Educ 200 Educ 200 The Teaching ProfessionBiol 200 Biol 100 Biol 100 Bio 100+101 Principles of BiologyGeog 250 & H is250
Geog 100 & His102
Geog 100 & His190
Geog 100 and His160
World Regional Geography and WorldCivilizations to the 17th Century
EDP 301 *HMDV 180 *Psych 150 *Psych 115 Child DevelopmentMTED 111 Math 106 Math 106 Math 106 Math for Elementary Teachers 2Phsc 112 NS 112 Phy Sc 100 Take class at
OCC or GWCIntroductory Physical Science
His 473 *Hist 140 *Hist 140 *His 150 The California Experience
TEACh3/ITEP Grid
TEACh3/ITEP + AA
units course needed taken IP3 A1 Speech 110
3 A2 English 100
3 A3 Choose one: eng 102, eng 110, phil 115
4 B1 Geol 100/141
3 B2 Biol 100
1 B3 Biol 101 (lab)
3 B4 Math 103 activity based probability and statistics
6 C1 Music 115 at Orange Coast;THART 100
3
3
C2 Philosophy 100 (ok for globl, mc studies requirementV.) (without AA’s mc requirement phil 112 or 120 r/st or 110 are
ok) New Literature Requirement Eng 1403 D D5-Geog 100
3 D6-History 170
3 D8 Political Science 100
3 D9 Psychology 115
3 E Counseling 105 or Health Ed 100 (for AA )(not requiredfor ITEP)
1 Major Ed 104
2 requirements Ed 103 /
3 and/or EDU 180
3.5 electives EDEL 200
3 Hist 160
3 Physical Science 100 at Golden West
3 History 150
3 Math 104: math for elem. school teachers
3 Math 106, math for elementary school teachers II
1 Chem 105 Chemistry Explorations for Teachers
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
L.S.O.L.LIBERAL STUDIESON-LINE/ CourseRequirements
Upper-Division CoursesOffered by Liberal Studiesonline
*Coastline Lower Division Courses
*if not available at Coastline, GWC or OCC alternatives are listed
Biology 1 Biology 100/101
Biology 2 BIOL 134
Speech Speech 110
English Composition 1 English 100
English Comp for Tchrs ENGL 110 (WP) No substitute allowed
Chemistry/Physics Chemistry (Chem. 105 is ok) and Physics plus lab
US History History 170 or 175
US Government Political Science 100
Math 1 Math 104 (for 50A)
Math 2 Math 106 (for Math 50B)
Math 3 Math 103 (GE)
Critical thinking Philosophy 115 or any A3
Cultural Diversity RS 158 or PSY 141 Education 180
Oral Interpretation (Theater class ok if it is performing)
Art or Music Art 120A + Art 120 B orArt 122A + 122B; or Music 51 or Music 120A
Literature ENGL 101 ONLINEENGL 140 or 177GWC Eng 150 or Eng 155, OCC Eng 150 or 151
Linguistics ENGL 121
Earth and Space Sci Take Geoscience 142 (or our Geology 100/141 or140/141/) and Astronomy 100
World History 1World History 2
History 160History 165
Humanities Humanities 110
World Geog GEOG 235 or SOSC 101 Geography 100
Calif Ethnic Hist SOSC 102
Cultural Anthropology ASST 100 or SOSC103 Anthropology 100
Environment 1 GEOS 130
Environment 2 PHIL 146
Environment 3 PSSC 100
Environment 4 RECR 251
Access/Equity in Educ EDUC 102
Health/elementaryTeaching
HCSV 260
Physical Education/Child PHED 102 ONLINE PPE 201 at GWC (not on-line) (for PHED 102)
2nd Language Acquisition ENGL 116A
Child/Adoles Dev PSY 202 Psy 115
Psych of Teaching PSY 214
elective Psy 100, Ed 103, Ed 104, Phil 100, Gov’t, Econ, anyother transferable class
elective
Education fieldExperience
Ed 200- tutoring will count towards credentialprogram field work requirement
Please check with [email protected] for the most current information and requirements/other Coastlineonline classes may be added during the year/ updated September 2, 2004
Liberal Studies On Line/50 units on-line either from CSU Chico or Sacramento/ 70 unitsfrom a community college
For advising information [email protected] phone (530)898-5802
History of Accomplishments: refer to handout January 2001-June 30, 2001 75 students in data base, 52 students were served via 90
counseling appointments with Coastline’s TEAChc3 coordinator/counselor
Two new courses were developed specifically identified as teacher preparation and/or for blended/integrated teacher preparation programs
Promotional and informational materials developed Data base for tracking, planning, and evaluation was
developed and operational towards the end of the semester Professional development: faculty participation in CSULB
training on standards based courses, concentration on trainings/sessions related to e-counseling/ retention issues and the online student, e counseling/ online ed plans
Faculty recruited from attendees at CSULB training to develop standards based ITEP courses in math, science
July 1 2001-June 30, 2002
Students in TEACh3 database at endof reporting period: 571
FTES via benchmark educationclasses: 6.634
Number of Students By Month WhoReceived TEACh3 Services atCoastline (e-advising/counseling,phone appointment, workshop, notincluding TEACh3 benchmarkclass)
July 27August 32September 28October 52November 43December 36January 77February 49March 22April 40May 45June 38
Total: 489
Total: 489 students
Unduplicated head count 373
students
Curriculum Highlights:4 new courses developed (math 104, 103,106, ed 200);
Number of Contacts By Month(contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)
July 43August 36September 38October 77November 56December 53January 116February 76March 27April 54May 51June 49Total 676
Workshop : 223 studen ts
Budg et Rea lities : TRDP g ran t2nd ye ar funding re ce ive dintac t/ 75% pos itioncoord inat or/counse lor 50% ,25% dis trict
Ed 104 and Ed 103 offeredfor the first time;
2001-2002
July 1, 2002-June 30-2003
Students in TEACh3 database atend of reporting period: 1036(81% increase from prior year)
FTES via benchmark educationclasses : 38.45 (479% increasefrom 01-02)
Number of Students By MonthWho Received TEACh3 Services atCoastline (e-advising/counseling,phone appointment, workshop, notincluding TEACh3 benchmarkclass)
July 68August 53September 50October 44November 40December 38January 51February 29March 14April 20May 17June 36
Total: 460Total: 460 students: 293 a t midyea r;167 sec ond se mester, coincidingwith midye ar budge t cu t to p rogr am:Undup licate d hea d coun t: 353s tuden ts
Curriculum High ligh ts :2 new cou rses dev elop ed: Chem105 and Ed 180:
Numb er o f Con tacts ByMonth (con tact de fined asap pointme nt, e- coun se ling /ad vis ing, tran sfer even t,ou treach , or wo rkshop )July 85
Augu st 68Sep tember 57October 54Nove mber 58
Dece mber 50Janua ry 81Feb ruar y 34Mar ch 20
April 26May 18June 40To tal 591To tal: 591 s tudents : 372 atmidyear ; 219 se condsem es ter , co inciding withmidyear bud get c ut toprogra m
Workshop: 176 students
Budg et Rea lities :TRDP g rand f und ing cut a tmidyearcounse lor/coord inator 50%
Educat ion 200 , Math 104,106 offere d for the firsttime;
2002-2003
July 1, 2003-June 30, 2004Students in TEACh3 database at endof reporting period 1502 (44%increase since previous year, 163%increase since June 2002)
FTES via benchmark educationclasses: 39.73 (3.3% increase sinceprevious year, 499% increase since2001-2)
July 52August 32September 34October 21November 20December 28January 21February 37March 30April 34May 31June 16
Total: 356239 unduplicated head count
Workshop: 127 students
Curriculum Highlights: education180 and chem. 105 offered for the firsttime;
Number of Contacts ByMonth (contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)July 74August 46September 48October 25November 29December 33January 30February 45March 42April 44May 35June 24 Total: 475
Budget Realities: TRDPbudget cut/ Fall 03:considerable/ Jan 04: cut tominimal hours/coordinator/counselor 9hours a week
Counseling/Advising offered byCounselor/Coordinator viaEducation 200, Spring 04
2003-2004
July 1, 2004-Fall 2004Students in TEACh3 database atend of reporting period 1733 (15%increase for half year)
FTES 20.43 (summer, fall)
July 19August 20
Number of Benchmark EducationClasses currently Available: 8(None were available prior toTEACh3)
2001: ITEP grid had 24 courses,Coastline had only 9 to offer_2004: ITEP grid has 25 courses,Coastline has 21 of them (missingonly Physical Science, TheatreArts, and Music.
Number of Contacts ByMonth ((contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)
July 31August 27SeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneTotal
Budget Realities: Noexternal funding available;OCC and GWC haveinstitutionalized: 6 l.h.e. asemester for coordination,specialized counselingavailable not included in 6l.h.e., plus 12 hours clerical aweek; Coastline has notinstitutionalized and iscurrently ________
Counseling/Advising offeredby Counelor/Coordinator viaEducation 180 and Education200, Fall 04
July 2004-Fall 2004
Average # Students Receiving Services, # of Contacts Per Month
0
10
20
30
40
50
60
2001-2002
2002-2003
2003-2004
2004-2005
summer
Average Students/Contacts Per Month 2001-2004
Number of StudentsReceiving TEACh3Services/monthly average
Average Number ofContacts Per Month
# of students in CCC's TEACh3 data base 1/31/05 1738
# of students (unduplicated head count) registered for a benchmark ed class
940
# of students (running total) registered for a benchmark ed class 1578, 126.336 ftes
# of students who attended a Pathways to Teaching workshop 376
# of students: benchmark ed class and workshop 116
# of students benchmark ed class + e-counseling 165
# of students benchmark ed class + at least 1 traditional counseling appointment with TEACh3 coordinator/counselor
78
# of students used TEACh3 's e-counseling/advising service 376
# of students on site or telephone appointment with T3 counselor# of students e-counseling or appointment (traditional or telephone)
322619
From the TEACh3 DatabaseNumbers:
Qualitative Elements:
Course Elements: FTES generated by benchmark classes have grown from
1.97 in Fall 2001 to over 20 FTES, Fall semester 2004; Between Fall 2001-Fall 2004: benchmark classes generated 126.336 FTES
FTES for Fall 2004: up 11.5% in comparison to Fall 2003; estimating that spring 2005 enrollments are about the same as spring 04, enrollments for the past two years combined are 87% higher than for the first two years combined
FTES for the most recent two years(with spring ‘05 estimate included) are up 129% in comparison to the first two years of the program
0
10
20
30
40
50
60
2001-2002 1.967 4.667 6.634
2002-2003 7.5 13.911 16.634 38.045
2003-2004 10.267 18.833 20.633 49.733
2004-2005 10.933 20.434 20 51.367
summer fall spring totals for year
0 10 20 30 40 50
EDU 103
EDU 104
EDU 200
EDU 180
MATH 103
MATH 104
MATH 106
CHEM 105
Mean Enrollment/ Census
# of Times Offered
Summary FTES
0
10
20
30
40
50
60
2001-2002 1.967 4.667 6.634
2002-2003 7.5 13.911 16.634 38.045
2003-2004 10.267 18.833 20.633 49.733
2004-2005 10.933 20.434 20 51.367
summer fall spring totals for year
Program as % of College
0 10 20 30 40 50
EDU 103
EDU 104
EDU 200
EDU 180
MATH 103
MATH 104
MATH 106
CHEM 105
Mean Enrollment/ Census
# of Times Offered
Mean Enrollment at Census / Benchmark Classes
Fall 01-Spring 05
Student Elements: student survey data Majority: taken 2 or more education classes
at Coastline 37% taking their first TEACh3 education class 44%: have taken one or more classes at
GWC and/or OCC 23% attended workshop 44% respondents work full-time, 14% 21-30
hours a week, 22% work less than 20 hours a week; 17% do not work outside the home
Student Elements, cont. 37% of respondents already have an
AA 28% plan ITEP transfer 7% already in ITEP 13.58% Liberal Studies Online 8% already enrolled in Liberal Studies
Online
Coast Community College District ITEP Transfers 2004-5
0
2
4
6
8
10
12
14
16
Golden West Orange Coast Coastline Coastline classes
Cost Elements
Originally: Coordinator/Counselor 75% FTE, salary paid via TRDP grant through May 2004
As TRDP diminished, decreased load June 2004-January 2005: 58 hours adjunct Spring 2005- 64 hours + 1 l.h.e. coordination Faculty: 5 adjuncts, 2 full-time (aprox 20%
FTE) each per semester Between Fall 2001-Fall 2004, 126 FTES =
approx. $474000 in general fund revenues
Qualitative Questions:Need
Teacher shortage Scarcity of programs to
accommodate needs of future teachers who require non-traditional course scheduling
New requirements: No Child Left Behind Act
California, CSU interpretation of NCLB
Frustrating state of teacher education in California
Constant change in requirements, retroactive compliance, difficult bureaucratic maze
confusion in selecting the right courses, e.g. math GE
Constant changes in requirements and programs (e.g. CSUF-4 grids, teaching credential)
Elimination of waiver programs
Constant Change Unique challenges for counselors creating
educational plans No “catalog” rule/ retroactive changes are the
student’s problem Disclaimers on course grids take on new meanings Without a designated person assigned to teacher
education in terms of curriculum, advising, coordinating, community college curriculum committittess cannot keep up with the changes required by the Commission on Teacher credentialing; difficult for counselors as well
Original program at Coastline was designed specifically to address this state of affairs
Student Learning Outcomes SLOs for courses have corresponding,
aligned assessment measures defined in course outlines – Portfolios, essay tests, case studies, individual
projects, group projects, pre-post test/ always multiple measures
Program SLOs / time to document in matrix Some courses are more suitable “vehicles”
for certain TEACh3 program outcomes than others
Retention/Attrition
For spring semesters retention improved, while college retention rates declined.
From fall ‘03 to fall ‘04 retention declined for the program, but also declined for college as a whole.
Area needs to be reviewed Preferred frame of reference for comparison
purposes: other distance learning classes, rather than all course comparison mean
Retention rate for all credit DL classes for Fall ‘04 = 79.73% --Ranked from highest to lowest:
Math 106 85% EDU 180 82% EDU 103 82% Math 104 71% Chem 105 68% EDU 200 66% EDU 104 65% Math 103 60%
Persistence
While attrition rate for four of the benchmark classes falls somewhat below the DL average, the persistence rates documented in the TEACh3 data base indicate that students subsequently enroll in the same class previously dropped.
A student dropping a class for whatever reason seems to have little bearing on whether or not a student enrolls in another class.
Interviews with students dropping classes indicate:
External factors (time constraints) Inability to perform 40 hours of tutoring This is supported by demographic data
indicating the number of students who are also working full and part-time
Retention/attrition numbers are affected by inconsistent way students are recorded as dropping
Grade Distribution
Grading philosophy for most classes: criterion referenced
Large percentage of students are receiving grades of A or B, class grade can be used as one of among a repertoire of indicators to measure outcomes
Odd distribution: failing grades may be due to an inconsistent methodology used to grade students who just stopped showing up to an online class but who never officially dropped the class.
Student Satisfaction
Majority of survey respondents indicate they are very satisfied with the quality of instruction, the overall quality of the program, and their own success in the program.
Encouraging responses re interaction, as we like to think we are modeling good teaching, and we think good teaching involves interaction.
Student Comments on Satisfaction Want more ITEP classes online Dissatisfaction:
– Counseling/ pink checklist, erroneous information– Complaints from time period when TEACh3 services to
students were unavailable or reduced, especially with specialized counseling and workshops; this most likely overextended the busy generalist counselors who are not able to devote as much time to just one program, especially the changes in requirements which occur, almost as one partner at a recent CSULB/ITEP/ITEP meeting stated, daily.
– Too many changes, too much fieldwork (beyond Coastline's control)
Student Suggestions/Comments
Closer relationship with students right before transfer (this was part of the original plan via electronic and other means of communication)
Student Comments: (see report)– I really enjoyed the experience that I had and I thanked the teacher and the
principal for letting me come and observe and deliver a math lesson. …. I think that I was pretty put together and the teacher said that I did a great job and that I handled my lesson very well. I got a kick out of teaching and the students loved me being there. They asked me if I would be back tomorrow, and I answered unfortunately no. They asked if I would be back on Monday and again I answered no. Both times they made sad puppy faces and expressed verbal sadness for me leaving and not helping them again later in the year. This experience has definitely shown me that teaching is my passion, and I cannot wait until the day that I will have my own class and make an impact on the students just as I did in the class that I visited”.
Student Comments, cont. – Wow! Thanks for your response...and your encouragement, as well
as the additional information. I had no idea that waiver programs are done, and that I’m going to have to do the CSET anyway. I sincerely appreciate that you took the time to let me know. What would we do without e-mail? Thanks for everything......I need all the help I can get! Getting a teaching credential is totally complicated. I don’t know what I would have done if you hadn’t been available to help me put this all together”.
– I am thankful for all of you help in my college career! It has been an eternity, or it seems, trying to get all of these classes done with, and I am frustrated with all the budget cuts and class cuts. I just got your email right now and I am glad to see that there is a possibility that I could appeal their decision. I am so overworked and I feel like I am behind in everything... . Geez. I never knew how hard it was to work and go to school! Thank you for the kind words, and all your help with this school situation! I really appreciate everything you have went out of your way to help me with! Thanks, with deepest sincerity,
Student Comments, cont.
– When the semester began, we were all, as you know very much “gung ho” about this class. When the September 11 terrorist attacks took place, I began to question my ability to be responsible for twenty or thirty five-year olds. As the course continued, and the observations began, I knew immediately that the classroom was where I was supposed to be! I think the observations were extremely valuable for me. I was able to work with the kids one on one and in groups. Learning the standards as thoroughly as we did was also very valuable. We now know exactly what is expected of us. This knowledge has definitely increased my desire to teach and I cannot wait to do it! What surprised me the most was learning how much is involved in teaching. It is so multi-layered; kids, parents, faculty, oh, and a personal life (if there’s time). I have a new respect for teachers, that’s for sure”!
Program Resources
Faculty: department chairs, doctorates, K-12 teaching credentials, awards
Dedicated: developed classes, continued working when funding for their efforts had stopped, have shown tenacity in not letting the program fade away.
Will miss: Jim Baugh, Stacey Hunter-Schwartz Refer to report for survey responses Focus here on faculty comments:
– Variety of classes/ with caveat, that they will count towards credential
– Strong expression of support for coordinator/counselor model
Faculty less satisfied with college support for program, adequacy of student recruitment and counseling services, and adequacy of program marketing--- sampling of comments: The Counselor/Coordinator “ does an excellent job of recurring
students, even with the limited hours she has to do so. Think what the program would be if she were given more hours!!”
“ The TEACh3 program is only as successful as its support staff. Without a knowledgeable “cheerleader” we won’t have adequate enrollments. Teacher education is a complicated field. It is difficult for us to advise our students. We need to be sure that the Counselor/Coordinator has adequate hours to conduct workshops and counsel students. “
What it looks like is that TEACh3 needs a babysitter, or almost a personal assistant, and without that, it’s going to be a mess. The regular counseling program is not equipped, nor was it designed to give the necessary time to just one program.
Faculty Comments, cont.
“The College should have done more to institutionalize the program once grant funding was prematurely eliminated; Counseling, marketing, recruitment for the first couple of years was excellent as the “one stop approach to these services (based on the complicated and ever-changing problematic state of teacher preparation in California) was designed to meet the needs of students and to facilitate meeting the goals of the program. Once outside funding was reduced and then
eliminated, without an organized and realistic plan for institutionalization the program depended too much on the good will of faculty and personnel to keep the program going.
Partnerships
Refer to report for description of internal partnerships with other Coastline programs, and external partnerships
Appendix: MOU’s Highlights: Coastline’s commitment to provide
specialized counseling and distance learning courses of articulated courses on the TEACh3 grid
CSULB’s commitment for preferred admissions to a highly impacted program
Professional Development
When funding was available: standards-based workshops, TechEd conference, annual TRDP conference
CTAP: certification Professional development through
regular disciplines Teaching by Choice/ AACC, NSF
Professional Development/faculty comments:
“it would be great if coastline could find some professional development and other funds so that Coastline could be an official member of the National Association of Community College Teacher Education programs (NACCTE). The purpose of NACCTE is to promote the community college role in the recruitment, preparation, retention, and renewal of diverse pre k-12 teachers and to advance quality teacher education programs in the community college. Coastline already contributed lots to this field—especially in the area of distance education, but we have no professional identity as such, as there has been no funding to support this”
Diversity (survey respondents)
Gender: Female: 89%; Male: 10.98% Age: 18-30: 50%; 31-45: 30%; 46-60: 20% Database source:
Ethnicity: White: 63%; Hispanic: 18%; Vietnamese and other Asian groups :11%
Primary Language: English: 90%; Spanish: 7.3%;
Age
14%
21%24%
20%18%
3%0%
0%
5%
10%
15%
20%
25%
Under 21 21-24 25-30 31-40 41-50 51-60 61-70
Diversity key component of education classes and is specifically addressed through expected student outcomes in education 200, 180, 104
• Identify critical components essential for building meaningful and sustaining, respectful partnerships with culturally and linguistically diverse families and communities (California Commission on Teacher Credentialing—CCTC--Standard 10a, 10b, 12f).
• Analyze the historical, legal, social, political, economic, and multicultural perspectives on issues of educational equity and access for underrepresented groups in U.S. public schools as they relate to parent, school, and community partnerships (CCTC Standard 4b, 5, 10b, 11c, 12b, 12d, 13c, 14b).
• Describe the challenges facing families of diverse backgrounds including immigrant families and families of children with disabilities, and identify methods to build on strengths (CCTC Standard 5a, 13h).
• Demonstrate an understanding of successful means for involving parents from culturally diverse communities in the educative process (CSTP 1,3,6 )
• Express multiple perspectives and positions on a variety of contemporary educational issues.
• Demonstrate an introductory understanding of educational issues related to teaching in diverse contemporary classrooms
• Suggest strategies and resources needed to effectively address the diversity found in contemporary classrooms.
• Express a multicultural and global perspective when interacting with course content.
• Identify qualities of an effective teacher in diverse contemporary classrooms
• Demonstrate an introductory understanding of educational issues related to teaching in diverse contemporary classrooms.
• Compare and contrast strategies and resources needed to effectively address the diversity found in contemporary classrooms.
Conclusions
TEACh3 at Coastline was designed to proactively address the state of affairs as described under need section of this review.
However, without someone to oversee teacher education and to fulfill the multifaceted roles required, the teacher education program at Coastline will have less than an optimal chance for continued success.
The regular counseling program is not equipped, nor was it designed to give the necessary time to just one program.
CCC is still a partner with OCC and GWC, operating under the MOU’s that are in effect-- (CCC has taken no formal action to terminate them).
Current year: OCC and GWC have both institutionalized: – OCC: 6 LHE release time per semester,
coordination, counselors assigned to program, 12 hours clerical (TEACh3 + service learning)
– GWC: similar arrangement: 2 counselors sharing coordinating duties
Much of work connected to running TEACh3 is not dependent on the number of students: partner meetings, articulation work, updating course requirements etc. are not related to the number of students in a particular school.
Coastline has adjusted to budget cutting and has shown remarkable flexibility in serving students, even with fewer hours.
This has been accomplished though group counseling, e-counseling, electronic communication, and regularly scheduled workshops.
With the current school year TEACh3 has reached a turning point, and some decisions need to be made.
The “multiple hat” one stop model has been an effective way to maximize time and resources for coordinating and counseling. However, due to the extreme budget cutting, it is feared that TEACh3 at CCC will no longer be able to “think outside the box.” much less survive.
In terms of assessing the amount of time required to fulfill the combined duties of coordinating (which involves articulation work, curriculum development and monitoring, partner meetings, tracking numbers, etc.) and counseling, and considering the constant change that characterizes teacher preparation programs, a prominent conclusion of this review is that the current allotted number of hours (1 l.h.e. coordination, 2 l.h.e. counseling) is inadequate and unrealistic.
Recommendations: (1) Coastline College needs to make a decision
regarding the future operation and appropriate funding for the TEACh3 program.
(2) E-counseling/advising in TEACh3 should be reinstated, along with the development of a plan to count as hours worked the time spent counseling students electronically from onsite and remote locations throughout the week.
(3) If the decision is made to continue the District Partnership in TEACh3 the college should consider options for program coordination.
Recommendations:– OCC, in its Program Review, recommended that OCC create
and fill a new faculty position for the education Program.– Assignment would include teaching one or more education
courses and coordinating the program with faculty, counselors, students, and transfer institutions.
– This may be something Coastline might consider either by working with OCC and GWC in developing a District position to be shared by the 3 campuses, or
– A Coastline position where the assignment would combine both program advising and counseling, teaching, curriculum development, and coordination.
– In the interim it is suggested that additional hours be allocated for specialized TEACh3 counseling and coordination and/or an Education Department Chair.
Goals: Suggested 5-Year Program
Goals: (1) Assure stability in the day-to-day
coordination of TEACh3 at Coastline. (2) Pursue support for specialized counseling to
lessen the burden on generalist counselors and to improve student service.
(3) Establish a tracking system in conjunction with an online application so that the program staff can more easily identify and follow up with applicants and continuing students.
(4) Complete the matrix of student learning outcomes for courses and the program.
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