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Multiple Subject Credential Program Orientation Spring 2011 California State University San Marcos - College of Education.

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Presentation on theme: "Multiple Subject Credential Program Orientation Spring 2011 California State University San Marcos - College of Education."— Presentation transcript:

1 Multiple Subject Credential Program Orientation Spring 2011 California State University San Marcos - College of Education

2 The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and on-going service. Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism and shared governance. (adopted by COE Governance Community, October 1997) College of Education Mission Statement

3 AGENDA 1:00 pm: Welcome - Dr. Patricia Prado-Olmos, Interim Dean, COE Dr. Patricia Stall, Interim Associate Dean, COE Dr. Patricia Stall, Interim Associate Dean, COE 1:10-1:20 pm: Program Overview – Dr. Ingrid Flores, MS Program Coordinator Full-time program structure Full-time program structure Part-time program structure Part-time program structure 1:20-1:30 pm: Lynn Dee Harris, Clinical Practice Coordinator Clinical Practice Placement Policy; CP Expectations Clinical Practice Placement Policy; CP Expectations 1:30-1:45 pm: Representative from Financial Aid Office 1:45-1:55 pm Teaching Performance Expectations (TPEs): Ingrid Flores Statements of Concern (Coursework and CP) Statements of Concern (Coursework and CP) 1:55-2:15 pm: Teaching Performance Assessment – Ginny Sharp 2:15-2:30 pm: Program Expectations – Ingrid Flores College and Program Dispositions College and Program Dispositions Leave of Absence and Readmission to the MS Program Leave of Absence and Readmission to the MS Program Release of Liability Form Release of Liability Form 2:30-2:40 pm: Student Services - Andi Shibata 2:40- 3:00 pm: Meet your cohort faculty: Dr. Toni Hood (EDMS 511) Dr. Toni Hood (EDMS 511) Drs. Rong-Ji Chen & Sharon Whitehurst Payne (EDMS 543) Drs. Rong-Ji Chen & Sharon Whitehurst Payne (EDMS 543) Ms. Sharon Scott-González (EDMS 555) Ms. Sharon Scott-González (EDMS 555) Dr. Nirmla Flores (EDMS 521) Dr. Nirmla Flores (EDMS 521)

4 First SemesterUnits  EDMS 5113 Elem. Teaching and Learning I Elem. Teaching and Learning I  EDMS 5213 Elem. Literacy I Elem. Literacy I  EDMS 5433 Elem. Mathematics Ed. Elem. Mathematics Ed.  EDMS Elem. Multilingual Education Elem. Multilingual Education  EDMS 5717 Clinical Practice in Elementary Schools I Sem. Total units19 Note: CP I may extend into June 2011 Second SemesterUnits  EDMS 5123 Elem. Teaching and Learning II  EDMS 5223 Elem. Literacy II Elem. Literacy II  EDMS 5443 Elem. Social Studies Education Elem. Social Studies Education  EDMS 5453 Elem. Science Education Elem. Science Education  EDMS 5727 Clinical Practice in Elementary Schools II Sem. Total units19 Program Total Units38 CourseworkClinical Practice I Jan March May CourseworkClinical PracticeII OctDecAug Full-Time MS Program Curriculum Structure: Two-Semester Program

5 Option 1:  4 semester program  Candidates take three classes in the fall, two in the spring semester and three in the next fall semester.  Classes meet Tuesday, Thursday evenings & some Fri/Sat weekends  Beginning Fall: EDMS 511, 543, & 544  Spring: EDMS 521, 555; TPA I & II  Fall: EDMS 512, 522, & 545  Spring: Clinical Practice I & II; TPA III & IV Part-Time Program

6 Off-campus cohorts: Math/Science/Technology: Alvin Dunn Elementary - San Marcos Bonsall Elementary School - Bonsall Valley Center Elementary School - Poway San Marcos Elementary Academy – San Marcos On Campus Cohorts: On-campus cohort: New Part Time Evening Cohort: Continuing MS Cohorts Description

7 Director of Clinical Practice: Lynn Dee Harris

8 Clinical Practice Placement Policy  CP I Placement Requirements  Registration in CP I course (EDMS 571)  CTC certificate of clearance.  Tuberculin Clearance.  Pass all first semester courses with a grade of C+ or better.  CP II Placement Requirements  Registration in CP II course (EDMS 572).  CTC certificate of clearance.  Pass all courses with a grade of C+ or better and a 3.0 GPA.  Pass ALL basic skills & subject matter competency tests.

9 Clinical Practice Week Activity Observe in your CP classroom once a week. - Begin to build a rapport w/student, parents, CT, & other school faculty - Begin to build a rapport w/student, parents, CT, & other school faculty - Familiarize yourself w/the grade level curriculum. - Familiarize yourself w/the grade level curriculum Work according to your Cooperating Teacher’s contract hours. - Work with your CT, attend faculty/staff meetings, in-services (as permitted), - Work with your CT, attend faculty/staff meetings, in-services (as permitted), and other appropriate professional activities. If you must be absent or leave and other appropriate professional activities. If you must be absent or leave early, inform your CT and supervisor in a timely manner. Days missed will be early, inform your CT and supervisor in a timely manner. Days missed will be made up. made up. - Prepare to take over Reading/Language Arts and Mathematics planning and - Prepare to take over Reading/Language Arts and Mathematics planning and teaching for a required minimum of two weeks of consecutive lessons. teaching for a required minimum of two weeks of consecutive lessons. Your university supervisor will conduct at least 4 formal observations in Your university supervisor will conduct at least 4 formal observations in Reading/Language Arts and Math. Additional observations may occur. Reading/Language Arts and Math. Additional observations may occur. - Gradually return teaching responsibilities to the CT. - Gradually return teaching responsibilities to the CT. - Your supervisor will arrange for a three-way exit interview at end of CP I. - Your supervisor will arrange for a three-way exit interview at end of CP I. - Retain a copy of Clinical Practice I TPE form to be given to your Clinical II - Retain a copy of Clinical Practice I TPE form to be given to your Clinical II supervisor. Retain a copy of summary statement document. supervisor. Retain a copy of summary statement document. - All signed documents will be returned to the university by the university - All signed documents will be returned to the university by the university supervisor to the Clinical Practice Director. supervisor to the Clinical Practice Director.

10 Financial Aid Office

11 Teaching Performance Expectations (TPEs) Standards developed by the California Commission on Teacher Credentialing: Set of knowledge, skills, abilities beginning teachers should have and be able to demonstrate. Describe teaching tasks that fall into 6 broad domains. COE coursework activities and assignments and Clinical Practice activities are designed to meet one or more of these ‘standards’. Candidates demonstrate their understanding of the TPEs through the Teaching Performance Assessment (TPA), Clinical Practice I & II, and course-related assignments NOTE! Access TPEs full text doc. on COE website: Clinical Practice Info.Clinical Practice Info

12  Performance issues on Teaching Performance Expectations (TPEs) are reported and addressed through a “Statement of Concern” document.  Performance issues in courses will be handled by the instructor of record for the course.  Performance issues in clinical practice will be handled by the University Supervisor, Clinical Practice Coordinator, and/or the Program Coordinator.  Be sure to Read the Statement of Concern Guidelines that are part of the Teacher Candidate handbook TPE Performance Issues and Statements of Concern

13 A collection of assignments, artifacts, reflections, and other documents that demonstrate the teacher candidate’s progress in the program toward competency on the required Teaching Performance Expectations. Collected over 2 semesters. A focus for understanding each TPE expectation and directly connecting TPEs to coursework & teaching assignments in CP I and II A focus for understanding each TPE expectation and directly connecting TPEs to coursework & teaching assignments in CP I and II TPE portfolio evidence dividers are located in the Information for Teacher Candidates document located on the COE website Information for Current Students link. Information for Current Students Information for Current Students NOTE!! Please download and print out the ITC document (aka Teacher Candidate Handbook including portfolio dividers. TPE PORTFOLIO

14 Teaching Performance Assessment: Ginny Sharp

15  The CalTPA is the professional assessment teacher candidates must pass as required by the CCTC.  Throughout your credential program you will receive coursework and mediasite support for successful completion of all 4 assessment tasks:  Task 1: Subject Specific Pedagogy Task  Task 2: Designing Instruction  Task 3: Assessing Learning  Task 4: Culminating Teaching Activity  Tasks 1 and 2 and parts of Task 3 are embedded in semester one coursework. Tasks 3 is completed in semester two coursework.  Task 4 is completed during Advanced Student Teaching.  Completing Tasks 1 and 2 in the 1st semester and Task 3 in the beginning of the 2nd semester allows time for coaching and remediation, when necessary, leading to resubmission of a TPA task. CA Teaching Performance Assessment

16  Professionalism  Communication  Verbal ---what you say with words  Non-verbal---how you act  Strong Work Ethic  Timeliness  Ability to meet Teaching Performance Expectations (TPEs) and Teaching Performance Assessment Tasks  Commitment to the Profession  Positive Disposition Credential Program Expectations

17 The California State University San Marcos College of Education fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities: The California State University San Marcos College of Education fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities: CSUSM COE TEACHER CANDIDATE DISPOSITIONS

18  Social Justice and Equity: Candidates appreciate the languages, communities, and experiences learners bring to the classroom. Candidates advocate for and support marginalized communities and individuals.  Collaboration: Candidates learn and practice the skills of collaboration in their coursework and use them in their professional interactions with students, colleagues, parents, caregivers and those in the wider community.  Critical Thinking: Candidates analyze various professional contexts, resulting in more informed decision making about professional practice.  Professional Ethics: Candidates learn to make and act on well-reasoned, principled judgments.  Reflective Teaching and Learning: Candidates critically review their professional practice and the impact it has on student success.  Life-Long Learning: Candidates are committed to actively seeking new knowledge, skills and experiences throughout their career. COE Dispositions

19  Candidates are required to complete their coursework and clinical practice within a 5-year time limit, from the beginning of coursework in the program.  If you have to take time off from the program, you must complete the Delay in Program Form located in the Forms and Policies link on the COE website. Delay in Program FormDelay in Program Form  It is your responsibility to notify the Student Services Center the semester prior to returning to the program. Leave of Absence and Readmission to the MS Credential Program

20  The CSU Executive Order 1051 requires that all students participating in Clinical Practice read and sign a “Release of Liability, Promise not to Sue…” form.  The first line asks for the activity, which is Clinical Practice.  The second line asks for Activity Dates and Times: From January 24, 2011 to June 30,  Also indicate on Activity Line: Coursework and on dates line: Jan 24, 2011-March 18, dates line: Jan 24, 2011-March 18,  Please read, complete, and sign the form, and return it Andi Shibata before you leave this orientation. Release of Liability Form

21 2:30 – 2:40 pm: Student Services: Andi Shibata, Credential Analyst Andi Shibata, Credential Analyst 2:40 - 3:00 pm: Meet your cohort faculty REMAINING AGENDA:

22  If you have questions about BCLAD, contact:  Dr. Rosario Diaz-Greenberg  CTEL Program

23  BCLAD/ CTEL information?  Dr. Rosario Diaz- Greenberg  Field Experience?  Lynn Dee Harris   CBEST, CSET, RICA  Dr. Quiocho  UH 327   Testing information, credential paperwork?  Andi Shibata/ Student Services   Registration/ Records or Financial Aid?  Registration/ Records or Financial Aid  Anything else… Dr. Ingrid Flores Who Should I Contact For:

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