1. Cal Poly, San Luis Obispo CalStateTEACH Transforming Teacher Preparation Through Technology Dr. Robert Cichowski Director, Center for Excellence in Science and Math Education Cal Poly, San Luis Obispo Dr. Helene T. Mandell Systemwide Director, CalStateTEACH

2. Objectives of the Program

3. Forming a Unique Partnership Cal Poly—Center for Excellence in Science & Math Education (CESaME)  Statewide mission  Content experts in Mathematics and Sciences CalStateTEACH:  Statewide administrative infrastructure  Delivery system allowing for access

4. CESaME  CESaME was established in 2004 as a response to the statewide need for science and math educators in California. t,,, and  It is a university-wide endeavor involving the Colleges of Science and Math, Education, Engineering, Liberal Arts, and Agriculture

5. CESaME Goals  To recruit and prepare more well qualified K-12 teachers in science and mathematics.  To provide professional development for K-12 science and math teachers.  To promote careers in science, technology, engineering and mathematics (STEM).  To study and serve as a repository / disseminator of best practices in K-16 science and mathematics

6. CalStateTEACH  California State University's innovative teacher preparation program  Fall 2005 began its 7th year  Developed in 1998 in response to a shortage of elementary school teachers  Proven to be a viable alternative route to teacher certification

7.  Alternative delivery system  Access to instruction through print, video and audio materials, and the Internet  Not course-based  Spiraled, integrated curriculum  Use of teacher productivity tools through TaskStream Innovative Features

8. Central Components of the Program

9. Creating New Pathways  Undergraduate Degree Early deciders  Combination CST model for student teaching away from campus (“Visitor Program”)  Post Baccalaureate CalStateTEACH program modified for single subject interns and/or student teachers  Second Credential Methods course and CSET prep

10. Experience Teaching with Technology  Course management system  Paperless environment “real-time”  Online lesson/unit planning tools  ePortfolio  Synchronous and asynchronous discussion

11. Recommendations for Others Considering Implementation

12. Challenges in Distance Education  Develop sense of community  Teacher candidates only meet “formally” face-to-face with cohort group 5-6 times per program  Can feel isolated from other program participants  Need “connections”

13. Face-to-Face  Acknowledge the value of a “hybrid model:” blend of face-to-face and online  Begin with mandatory face-to-face program orientation  Create opportunities to meet informally  Saturday seminars

14. Virtual Discussions  Classroom discussion considered an important part of student learning  Need online communication that simulates the creation of a classroom community

15. Suggested Pacing Guides  Not all teacher candidates are on the same assignments, so discussion is not relevant or accessible to all  Solution: posted a “suggested” pacing schedule to help interns pace themselves

16. External Challenges  Change perception of “boutique” nature of program  Communicate “alternative certification” NOT competition for campus-based programs  Delineate audience that fits this model

17. Internal Challenges  How to determine program “fit” for prospective candidates and faculty  Retain integrated nature of curriculum in face of increasing state credentialing requirements  Establishing meaningful faculty governance in a virtual community