SECTION A



BIENNIAL REPORT: SECTION A

SINGLE SUBJECT CREDENTIAL PROGRAM SPECIFIC INFORMATION

I. CONTEXTUAL INFORMATION

The Single Subject Program at California State University, Northridge offers Single Subject Credentials in the following subject areas: Art; Business; English Language Arts; Foreign (World) Languages, including American Sign Language; Health Science; Home Economics; Music; Physical Education; Mathematics/Foundational Mathematics; Physical Education; Science (General/Specialization in Biology, Chemistry, Physical Science, Geosciences/Foundational); Social Science. Five Single Subject Credential Program pathways - three post-baccalaureate pathways for all of the above subject areas and two blended undergraduate pathways in English and mathematics - are based on theoretical and scholarly understandings of teacher preparation and are aligned with the Unit’s Conceptual Framework [csun.edu/coe]. Each pathway is structured to meet the varying needs of our credential candidates. In addition, candidates in the Traditional and Intern pathways have the option of earning a BCLAD (Bilingual Cross-Cultural Language and Academic Development) Credential. The five pathways are briefly described below.

Single Subject Program Pathways

1. Traditional Single Subject Credential Program (36 semester units)

The Traditional Single Subject Credential Program is a post-baccalaureate program for full-time or part-time pre-service candidates. Qualified, full-time candidates may complete the program in two semesters, while many others will elect to complete the program in two or more years. Traditional BCLAD Candidates are fluent in Spanish, Armenian, or Korean, as well as the cultures associated with the language of emphasis.

2. Accelerated Collaborative Teacher (ACT) Preparation Program (36 semester units)

The ACT Program is a one-year field-based program for single subject, multiple subject, and education specialist credential candidates. This post-baccalaureate, fifth-year program is offered in collaboration with Local District 2 of the Los Angeles Unified School District. Single Subject ACT candidates enroll in the same SED Methods and field experience courses and some of the foundation classes as candidates in other pathways, but they are in “cored” Special Education and Equity/Diversity classes with multiple subject and special education ACT candidates.

3. Single Subject University Intern Program (36 semester units)

The Single Subject University Intern Program is a post-baccalaureate program for candidates hired and teaching full-time in public middle schools and high schools who have met subject competency and other requirements. Candidates in the two-year partially cohorted Intern Program have Intern Credentials and proceed through a structured program of courses. CSUN has Intern Programs in cooperation with Los Angeles Unified School District and numbers of other districts in the area. BCLAD Intern candidates are fluent in Spanish, Armenian, or Korean, as well as the cultures associated with the language of emphasis. In the past several years, numbers of Traditional candidates have transferred to the Intern Pathway after completing one or more semesters of coursework, sometimes including the initial field experience, SED 554.

4. Four-Year Integrated (FYI) Teacher Credential Program (124-125 semester units)

The Four-Year Integrated Teacher Credential Program in English and Mathematics (FYI-English/FYI-Mathematics) is an undergraduate program of teacher preparation designed for university freshmen who are prepared to enter college-level mathematics and writing classes. The program makes it possible for a student to earn a Bachelor of Arts Degree and a Preliminary Single Subject Credential in English or Mathematics in four years.

5. Junior-Year Entry Integrated (JYI) Teacher Credential Program (Mathematics - 69 semester units, English - 73 semester units following GE/lower division course completion)

The Junior-Year Entry Integrated Teacher Credential Program in English and Mathematics (JYI-English/JYI-Mathematics) is an integrated undergraduate program of teacher preparation designed for university juniors who are CSUN students or community college transfers. Entering students have completed all General Education requirements and the lower-division English or Mathematics courses that are part of the major. The program makes it possible for a student to earn a Bachelor of Arts Degree and a Preliminary Single Subject Credential in English or Mathematics in two to three years.

Enrollments

Table 1 below presents course enrollments for SED methods and SED field experience program classes in Fall 2009, Spring 2010, Fall 2010, and Spring 2011. While candidates enroll in foundations courses from other departments, the SED course information in the table is representative of program enrollments. The data indicate that most candidates begin the program in a fall semester and end in a spring semester; thus, enrollments in SED 511, SED 525s, and SED 554 and 593 are greater in the fall semesters and enrollments in SED 521 and the SED 555s are greater in the spring semesters. We can also learn from this table that enrollments in the “core” subject areas of English (146 total across the four semesters), mathematics (145 total), social sciences (94), and science (109) are healthy, as are enrollments in physical education and world languages.

On the other hand, enrollments three and four years ago were significantly larger. In the past, the enrollments for the Traditional and Intern Pathways were about equal, but the Intern enrollment is currently much smaller than in the past, given a decreased need for single subject teachers and the current funding challenges for schools. The ACT Pathway enrollment is holding steady, with approximately 25 in each cohort. Enrollment in the undergraduate blended programs FYI and JYI remains small, and not solely because these programs focus only on English and mathematics. We have learned that a limited number of entering freshmen have clear goals for the future, and many have not yet considered teaching. Additionally, at least 60% of incoming freshmen need developmental English and/or mathematics courses, and so there is a limited pool of qualified students for FYI. JYI began very recently, and candidates are only now beginning to complete their programs. We will continue to recruit for FYI and JYI, however, particularly in mathematics and science, shortage areas. The Math –Science Teacher Initiative (MSTI) is presently funding math and science teacher recruitment activities, including the development and offering of CSET preparation in foundational math and science.

Table 1: Fall 2009, Spring 2010, Fall 2010, and Spring 2011 Single Subject Methods and Field Experience Enrollments

|Methods |Course Title |Fall 2009 |Spring 2010 |Fall 2010 |SPRING 2011 |

|Course | | | | | |

|SED 511 |Fundamentals of Sec Education in Multiethnic Secondary Schools |188 |80 |149 |61 |

|SED 514/OL |Computers in the Instruction Program |116 |178 |124 |98 |

|SED 521 |Literacy, Language, and Learning in Multiethnic Secondary Schools |100 |152 |66 |112 |

|SED 525 |Methods of Teaching Single Subject |27 |33 |27 |33 |

|SED 525A |Methods of Teaching Art |15 |0 |15 |0 |

|SED 525EN |Methods of Teaching English |57 |28 |39 |22 |

|SED 525ESL |Methods of Teaching English as a 2nd Language |20 |17 |14 |15 |

|SED 525FL |Methods of Teaching World Languages |29 |0 |16 |25 |

|SED 525HE |Methods of Teaching Home Economics |38 |32 |36 |27 |

|SED 525MA/L |Methods of Teaching Mathematics/Lab |36 |31 |46 |32 |

|SED 525MU |Methods of Teaching Music |18 |0 |16 |0 |

|SED 525PE |Methods of Teaching Physical Education |18 |0 |23 |0 |

|SED 525 S/L |Methods of Teaching Science/Lab |32 |24 |31 |22 |

|SED 525SS |Methods of Teaching Social Sciences |35 |21 |22 |16 |

|Field Experiences |Course Title |Fall 20009 |Spring 2010 |Fall 2010 |SPRING 2011 |

|SED 554 |Advanced Field Experience and Seminar |135 |67 |104 |66 |

|SED 555 |Supervised Practicum and Seminar |43 |129 |58 |99 |

|SED 555BL |Supervised Practicum and Seminar - BCLAD |0 |1 |0 |1 |

|SED 593 |Intern Field Experience: Practica and Seminar |15 |5 |16 |9 |

|SED 594 |Intern Field Experience: Practica and Seminar |9 |12 |12 |15 |

|SED 555I |Intern Supervised Practicum and Seminar |11 |26 |9 |18 |

With many retirements expected in the next five years, we will continue to recruit in all subject areas. There is much competition in the greater Los Angeles area, and we are exploring how to more effectively use technology in the delivery of our pathways. Currently, there is one SED 514 online course, and three faculty in Secondary Education offer hybrid versions of three other credential classes, SED 521, SED 525ESL, and SED 529.

Program Changes Since 2009

Table 2 summarizes program changes since 2009, and these changes are discussed below.

Table 2: Significant Program Changes Since Commission Approval in 2009

|Date of Approval |Program/Course Modifications |

|By CSUN (2010) |Approved course modification for SED 521, Language, Literacy, and Learning in Multiethnic Secondary Schools, to change course|

| |title and description. |

|By CSUN (2010) |Approved the addition of SED 529, Methods of Teaching English Learners to the Single Subject Credential Program. |

|By CSUN (2010) |Approved the change of SED 555S, Practicum Seminar fro the Single Subject Credential, second semester field experience |

| |seminars to 1 unit to 2 units. |

|By CSUN (2010) |Approved Program Modification of the Single Subject Credential Program to increase total units from 32 to 36. |

There have been several key updates to the single subject credential programs since the last CCTC approval in 2008: the Secondary Education Department has approved the change in the number of units to complete the Single Subject Credential Program from 32 to 36 units. This changed was necessary because of the addition of the 3-unit course SED 529, Methods of Teaching English Learners, and by adding an additional unit to SED 555S, the second semester of student teaching. The addition of SED 529 was motivated by an analysis of the data from Follow Up Survey of Employers and First Year Teachers. The survey showed that students felt unprepared to teach English Learners. Additionally, single subject credential candidates at CSUN now complete the PACT (Performance Assessment for California Teachers) Teaching Event and the need to provide added support for this assessment lead to the increase in units for SED 555S.

Demographic Data

Table 3 below provides Single Subject Credential Program admissions information on gender, race/ethnicity, age, and grade-point-average. Candidates admitted to the CSUN Single Subject Credential Program are quite diverse. In terms of gender, the number of females admitted in the larger fall semesters is more than half but less than two-thirds but the males are in the majority in the smaller spring semesters. There are more males enrolled in the Single Subject program than in the Multiple Subject or Special Education Programs. In terms of ethnicity, whites comprise just over half of the admissions, with Hispanic admissions averaging approximately 30% over the four semesters. Admissions also averaged approximately 10% Asian-American and about 3% African-American candidates. We are committed to admitting candidates from traditionally under-represented groups and appreciate the diversity of our candidates’ cultural and language backgrounds, as expressed in the Conceptual Framework’s focus on communities of diverse learners.

The majority of candidates admitted are under age 30. Finally, an average of over 90% of the students admitted during these years have GPAs of 3.0 or higher.

Table 3: Demographic Admissions Data for Fall 2009 and Spring 2010

All Single Subject Credential Pathways

Candidate Demographics at Entry to Program

Single Subject Credential

Fall 2009 and Spring 2010

|Demographic |Fall 2009 |Spring 2010 |

| |(N=166) |(N=59) |

|GENDER | | |

|Female |63.3% |47.5% |

|Male |36.7% |52.5% |

|ETHNICITY | | |

|African American |2.2% |1.9% |

|Asian |14.8% |11.1% |

|Hispanic |16.3% |27.8% |

|White |66.7% |59.3% |

|Native American |0% |0% |

|AGE | | |

|Under 25 |34.1% |35.6% |

|26-29 |24.4% |22.0% |

|30-39 |21.3% |22.0% |

|40 and over |20.1% |20.3% |

|GPA | | |

|3.50 – 4.00 |84.6% |69.0% |

|3.00 – 3.49 |11.7% |20.7% |

|2.50 – 2.99 |3.1% |6.9% |

|2.00 – 2.49 |.6% |3.4% |

Table 4: Demographic Admissions Data for Fall 2010 and Spring 2011

All Single Subject Credential Pathways

Candidate Demographics at Entry to Program

Single Subject Credential

Fall 2010 and Spring 2011

|Demographic |Fall 2010 |Spring 2011 |

| |(N=125) |(N=51) |

|GENDER | | |

|Female |64.0% |47.1% |

|Male |36.0% |52.9% |

|ETHNICITY | | |

|African American |0% |2.2% |

|Asian |11.6% |6.7% |

|Hispanic |27.7% |35.6% |

|White |59.8% |53.3% |

|Native American |.9% |2.2% |

|AGE | | |

|Under 25 |50.4% |31.4% |

|26-29 |16.8% |25.5% |

|30-39 |18.4% |23.5% |

|40 and over |14.4% |19.6% |

|GPA | | |

|3.50 – 4.00 |87.8% |75.5% |

|3.00 – 3.49 |8.1% |18.4% |

|2.50 – 2.99 |4.1% |6.1% |

|2.00 – 2.49 |0% |0% |

Since the required GPA for admission is 2.67, we would expect to see some GPAs in the 2.50-2.99 range, and we do, though this category has one-fourth or fewer of those admitted. The small percentage of individuals admitted with GPAs between 2.0-2.49 has been given exceptional admission, generally a decision allowed with strong CBEST and/or CSET scores.

II. CANDIDATE ASSESSMENT/PERFORMANCE INFORMATION

In 2002, the Secondary Education Department developed for the Single Subject Program a matrix of four transition points with three NCATE areas: Knowledge, Skills, and Dispositions. We have since expanded to a grid of six transition points aligned with NCATE Standards1.a, 1.b, 1.c, 1.d, and 1.g. This expanded matrix has allowed us to more meaningfully collect and analyze program data, always with the aims of identifying areas for program improvement and monitoring program changes.

Transition Points and Key Assessments

We view the transition points as developmental in nature. For example, measures at Transition Point 1 provide baseline information regarding candidates’ knowledge about the content they will teach, as well as basic skills. Grade point averages and passage of state exams reflect candidates’ basic skills and subject matter knowledge. However, we would not expect for candidates to possess pedagogical content knowledge and skills or student learning at this point, since they have not yet been enrolled in credential courses. Instead, we would anticipate that their pedagogical content knowledge and skills, professional and pedagogical knowledge and skills, and student learning would significantly increase as they continue in the program, and the assessments at Transition Points 3 and 4 reflect their growing knowledge and application of that knowledge in field experiences. The Teaching Performance Assessment (Performance Assessment for California Teachers Teaching Event, PACT TE) is a culminating assessment as candidates complete their final student teaching or Intern teaching experience.

Please refer to Table 4 for the Transition Point Matrix. The key assessment measures included in Table 4 are summarized in Table 5 and then described. Next, assessment outcomes are presented and described for each NCATE Standard, organized by Transition Points. At the end of the sections for Transition Points 3, 4, 5, and 6, there is further analysis of the data and a discussion of previous course or assignment changes. An overall consideration of program strengths, areas for improvement, and an action plan serves as the conclusion to the report. Please note that no tests of statistically significant difference have been conducted.

Table 4: Transition Point Matrix for All Single Subject Credential Program Pathways (Initial)

Department of Secondary Education Fall 2009-Fall 2010

|[pic] |Transition Point 1 |Transition Point 2 |Transition Point 3 |Transition Point 4 |Transition Point 5 |

| |Entry to Program |Entry to Clinical |Exit from First |Exit from Clinical |Exit from Program |

| | |Practice |Clinical Experience |Practice | |

|Applicant Interview (TP1) |X | |X | |X |

|Grade Point Average (TP1,2,5) |X |X |X |X |X |

|Standardized Examinations (TP |X | |X | | |

|1,2) | | | | | |

|Teaching Performance Measures |X |X |X |X |X |

|(TP 3,4) |(TP 4 only) | | | | |

|Teaching Performance |X |X |X |X |X |

|Assessment -TPA | | | | | |

|(TP 4) | | | | | |

|CSU and/or Dispositions |X |X |X |X |X |

|Surveys (TP 1,5,6) | | | | |(TP 5,6 only) |

Applicant Interview

All single subject applicants participate in the Applicant Admission Interview conducted by a full-time or part-time faculty member. For the Traditional, FYI, and JYI Pathways, this is a small group interview with three to seven multiple and single subject program applicants responding to the interviewer and to one another. For the Single Subject ACT and Intern applicants, the program director conducts an individual interview and also provides beginning advisement. All interview sessions use the interview protocol and are scored with the interview rubric developed by the College of Education’s Student Teaching Coordinating and Curriculum Committee (STICC). The protocol is comprised of three general items for discussion by the applicants. Candidates’ responses are then rated on a three-point scale (1-3) for six items on the rubric. The majority of these items are dispositional, focusing on areas such as commitment to diversity, commitment to professional growth, and character and personality. Verbal Skills are also scored. All ratings are entered online for the Data Warehouse.

Grade Point Average

Grades provide an indicator of candidates’ knowledge, skills, and dispositions and are monitored at a number of Transition Points throughout the program. For admission (Transition Point 1), candidates are required to have an undergraduate GPA of 2.67 overall or 2.75 in their last 60 units, with the highest possible GPA a 4.0 = A. Subject matter competency may be established through completion of a CTC-approved single subject matter program, and a subject-specific GPA is required for those program courses. To be eligible for student teaching or Intern teaching, candidates must maintain a GPA in all credential courses of 3.0 or higher and have no grade lower than a “C” (Transition Point 2). Finally, they must earn an overall GPA of a 3.0 or above and no grade lower than a “C” to exit the program and obtain a credential (Transition Point 5). GPA data is stored and accessible in the Data Warehouse.

Standardized Examinations

Two standardized examinations are commonly used by candidates to demonstrate knowledge and skills. Candidates may demonstrate subject matter competency at admission (Transition Point 1) with passing scores on the California Subject Examination for Teachers (CSET) in the subject area. Also required for program entry (Transition Point 1) is an attempt to meet the Basic Skills Requirement (BSR). The majority of single subject candidates address the Basic Skills Requirement by attempting all sections of the California Basic Skills Test (CBEST). To enter the initial clinical experience (Transition Point 2), candidates must pass all sections of the CBEST or meet the BSR in another way. Many single subject candidates use a score of 41 or higher on the CBEST Writing Test to establish Writing Proficiency, another requirement at Transition Point 2.

Teaching Performance Measures

Student Teaching/Intern field-based assessments provide critical data in our assessment system at Transition Points 3 and 4.

Traditional, ACT, FYI, and JYI Single Subject Pathways. Candidates in these pathways complete two semesters of student teaching. In the first assignment, SED 554, they begin with structured observations and working with small groups of students, then assume responsibility for planning and teaching one class period daily at week 6 or 7 through the remainder of the school’s semester or track. (Some candidates have an equivalent experience on a block schedule.) The final assessment for SED 554 is the Student Teaching Progress Report, organized by the 13 Teaching Performance Expectations (TPEs) in six categories or domains, those of the California Standards for the Teaching Profession. The Progress Report is submitted by both the university supervisor and the master teacher (Transition Point 3).

In the final SED 555 or SED 555BL (BCLAD) field experience, candidates plan and teach three class periods daily (or the equivalent on a block schedule) and are on-site for an additional class period for the school’s entire semester or track. The final assessment for this experience is The Student Teaching Evaluation, and like the Progress Report it is organized by the 13 TPEs and their six domains. However, it is more comprehensive and includes more items than the Progress Report. The Student Teaching Evaluation is completed near the end of the assignment by the university supervisor and the master teacher (s) (Transition Point 4).

Single Subject University Intern Program. Intern candidates who are hired and teaching full-time at a public school complete two beginning field experiences with the support of a university coach (or supervisor) and a school-based support provider in SED 593 and SED 594. Support providers do not complete the Progress Report (unlike the master teachers in other pathways’ SED 554), and the beginning field experience performance assessment data for Interns includes only the SED 594 Intern Progress Report of the university supervisor (Transition Point 3). The final Intern field experience occurs in SED 555I or SED 555IB (BCLAD), and both a university supervisor and master teacher(s) complete the Intern Evaluation (Transition Point 4).

Teaching Performance Measures: Additional Information. The Student Teaching/Intern Progress Report for SED 554 and SED 594 is the identical evaluation. Similarly, the Student Teaching/Intern Evaluation for SED 555, 555BL, SED 555I, and SED 555IB is the same, allowing comparisons of performance across program pathways. Both the Progress Report and the Evaluation use a 5-point rubric, although with different category definitions. The Progress Report scores range from 1-2 (Initial Competency), to 3-4 (Intermediate Competency), to 5 (Advanced Competency), while the Student Teaching/Intern Evaluation scores are 1 (Unsatisfactory), 2 (Marginal), 3 (Satisfactory), 4 (Strong), and 5 (Outstanding). Required minimal scores for passing are established and clearly communicated to candidates, supervisors, and master teachers. Annual university supervisor workshops are held each January to address supervision issues and to promote fair, unbiased, and reliable administration of these performance assessments. Activities based on videotapes and case studies are among those that have been used in the past several years.

The completed teaching performance measures for candidates receiving Credit grades are submitted to the CSUN on-line Data Warehouse. The College’s Assessment Coordinator accesses the Data Warehouse to compile scores by program and credential pathway, and reports are developed by the Department Chair in consultation with the Secondary Education Credential Curriculum and Assessment Committee. Findings are shared and discussed with department and program faculty, the Dean’s Office, the Single Subject Community Advisory Board, and other appropriate committees and groups. Faculty meet in a one-day retreat each fall, and some years in a half-day spring retreat, to review data and discuss course and program modifications.

It is important to realize that data for individuals who are asked to leave student teaching assignments or who choose to leave student teaching assignments is not included in the Data Warehouse. These candidates receive a Withdrawal or No Credit, and evaluations are not submitted. In Fall 2009, there were 6 Withdrawal, 0 No Credit, and 172 Credit grades; in Spring 2010, there were 10 Withdrawal, 0 No Credit, and 186 Credit grades; and, in Fall 2010, there were 9 Withdrawal, 0 No Credit, and 153 Credit grades; and, Spring 2011, there were 10 Withdrawal, 0 No Credit, and 155 Credit grades.

Teaching Performance Assessment (TPA).

The Single Subject TPA, a key measure at Transition Point 4, is currently the Performance Assessment for California Teachers (PACT) Teaching Event. The Professional Teaching Portfolio calls for candidates to select two program artifacts for each Teaching Performance Expectation and to include a write-up for each, with a description, justification for selection, and reflection. Begun in 2002 with the implementation of the SB2042 Single Subject Standards, candidates develop some selections in coursework across the program, and then complete the PTP in the seminar with the final student teaching or intern field experience. The PTP scoring rubric uses a 5-point scale, ranging from 1= unsatisfactory to 5= outstanding; a score for each TPE is determined, and all TPEs must receive passing scores. Supervisors and faculty are trained and score the PTPs at the end of each semester, and scores are entered in the Data Warehouse.

With legislative changes, the single subject faculty began piloting the PACT Teaching Event in Fall 2007, and a majority of candidates now complete the PACT Teaching Event. PACT TE rubric scores range from 1 to 4; scores of 2, 3, and 4 are passing. Scorers are trained and calibrated according to PACT specifications, and responses for the PACT rubrics are entered in the Data Warehouse. Both PTP and PACT Teaching Event scores are shared with department and program faculty, the Dean’s Office, the Single Subject Community Advisory Board, and other appropriate committees and groups. Faculty meet in a one-day retreat each fall, and some years in a half-day spring retreat, to review data and discuss course and program changes.

Surveys

A Dispositions Survey based on the Unit’s Conceptual Framework and the Single Subject Credential Program Standards was developed and approved by the Department of Secondary Education faculty, and Single Subject candidates complete the survey in the first semester of enrollment (Transition Point 1) and near the end of their final field experience (Transition Point 4). The survey is composed of 17 items, with response selections ranging from 1 (Never) to 5 (Always). Items were developed to address four dispositional areas: 1) Ethical behavior toward others, 2) High expectations for all, 3) Collaboration with peers and other professionals, and 4) Professional behavior. Like the teacher performance measures, the Disposition Survey data is collected in the Data Warehouse, and the Assessment Coordinator provides organized data to the Department Chair for review and discussion with faculty and other stakeholders.

Two externally administered statewide measures assess candidates’ perceptions of their preparation program related to knowledge, skills and dispositions. The CSU Exit Survey is a system-wide survey developed by the Chancellor’s Office of the California State University (CSU) and completed online by credential candidates at the end of their program (Transition Point 5). The CSU Exit Survey asks questions regarding candidates’ perceptions of pre-service preparation and support, and the items clearly reflect CA credential program standards. Responses are submitted online, and scores for each item are reported as the percentages of respondents who felt Well Prepared, Adequately Prepared, Somewhat Prepared, or Not Prepared, with 80% Well or Adequately Prepared set as the CSUN benchmark. There is a high response rate, and reports of the responses are provided to Department Chairs to review and discuss with faculty and others.

The CSU Follow-Up Survey, is also administered system-wide by the CSU. The CSU Follow-Up Survey (Transition Point 6) is completed by both program completers/teachers one year after finishing the program and by their supervisors/employers, allowing a comparison. Scores are reported as percentages of those who felt or believed the teachers to be Well Prepared, Adequately Prepared, Somewhat Prepared, or Not Prepared, again with 80% Well or Adequately Prepared set as the CSUN benchmark. Items are similar to the CSU Exit Survey Items so that the Exit Survey and Follow-Up Survey responses from candidates can be compared. The response rate remains low, though it has increased in recent years to about 11%-12% of preliminary credential program completers.

Transition Point 1: Entry/Admission

Performance assessments for Transition Point 1, Program Entry/Admission, include the undergraduate grade-point average, subject matter competency either through passage of the subject area California Subject Examination for Teachers (CSET) or completion of a CTC-approved undergraduate subject matter program, and the Applicant Interview. Please see Table 6 below for an overview of Entry/Admission assessments and NCATE Standards. There is no data yet available for this Transition Point for NCATE Standard 1.b, Pedagogical Content Knowledge/Skills, or Standard 1.d, Student Learning, because candidates have not begun the program. The data for NCATE Standard 1.c, Professional and Pedagogical Knowledge and Skills, is limited to verbal skills measured as part of the Admissions Interview. The Basic Skills Requirement, typically met by single subject candidates with the California Basic Educational Skills Test (CBEST), must be attempted for admission, but passage is required only prior to the initial student or teaching assignment, although Interns have BSR at admission. As a result CBEST scores are discussed later at Transition Point 2.

Table 6: Transition Point 1 – Entry/Admission Assessments

|Transition |1.a |1.b |1.c |1.d |1.g |

|Point 1 |Content |Pedagogical |Professional & |Student |Dispositions |

| |Knowledge |Content |Pedagogical |Learning | |

| | |Knowledge & |Knowledge | | |

| | |Skills |& Skills | | |

|Entry- |(1) Undergrad GPA of 2.67 overall or | |(1) Basic Skills | |(1) Applicant Interview |

|Admission |2.75 in last 60 units | |(CBEST) Attempted | | |

| | | | | |(2) Dispositions |

| |(2) Subject matter | |(2) Applicant | |Self Survey ( Program |

| |competency (CSET exam or | |Interview: Verbal | |Beginning) |

| |Subject Matter Program) | |Skills Item | | |

| | | | | | |

| |(3) Exceptional Admissions | | | | |

| |data | | | | |

| | | | | | |

| |(4) Admissions | | | | |

| |Interview Verbal | | | | |

| |Skills Item | | | | |

1.a Content Knowledge

Grade Point Average at Admission. The GPA means in Table 7 and 8 below are all well above the GPA that is required for admission to single subject credential programs at CSUN, a GPA of 2.67. In fact, all program pathways have similar GPA means and all are above 3.0. The ACT Program mean GPA is slightly higher than for the other pathways, perhaps a reflection of the individual interviews conducted by the ACT Program Director who also advises applicants of the intensive nature of the ACT pathway.

Table 7: GPA at Admission

Single Subject Credential Pathways

Fall 2009 and Spring 2010

|Pathway |Fall 2009 |Spring 2010 |

| |Mean |N |Mean |N |

|Traditional |3.67 |101 |3.62 |66 |

|Intern |3.89 |8 |3.13 |1 |

|ACT |3.75 |10 |- |- |

Notes: Overall or Last 60 Units GPA

Table 8: GPA at Admission

Single Subject Credential Pathways

Fall 2010 and Spring 2011

|Pathway |Fall 2010 |Spring 2011 |

| |Mean |N |Mean |N |

|Traditional |3.79 |82 |3.62 |42 |

|Intern |3.38 |8 |3.22 |8 |

|ACT |3.76 |24 |- |- |

|FYI |3.40 |7 |- |- |

|JYI |3.33 |4 |- |- |

Notes: GPA at Entry to Clinical Practice

Subject Matter Competency. As presented in Table 9 below, the majority of applicants meet the subject matter competency requirement either through the CSET option or a CTC-approved undergraduate subject matter program; use of the Masters or previous credential avenues is rare for these years. There is a pattern of increasing numbers meeting subject matter competency through CSET, and of the smaller spring admissions having the highest percentages of admissions by CSET. Single Subject Credential Program faculty have noted a wider range of subject understanding in individuals who have met this requirement through CSET, and this is an issue of further interest. At the present time, we receive only a report of passing or not passing; we understand that institutions in some other states receive a specific score that indicates levels within the passing range, and we hope in the future to receive such information.

Also as presented in Table 8, a limited number of candidates are admitted most semesters through an exceptional admission process. The exceptions may include an undergraduate overall or subject matter grade point average (GPA) below the required GPA or the lack of full subject matter clearance. These exceptions are not allowed for ACT or Intern pathways where supervised field experiences begin in the first semester. Applicants who have not met the GPA or subject matter admissions requirement are set aside as they are received and evaluated, and the file of these applications is then reviewed by the Credential Office Director and the Secondary Education Department Chairperson. Candidates are considered for exceptional admission when there is other evidence of their ability to meet the requirements prior to student teaching. For example, an individual lacking one CSET subtest score, but with a major in the subject and passing CBEST and other CSET subtests would likely be selected for exceptional admission. Applicants in science and math, shortage areas, are also given close consideration. A total of 15% exceptional admissions is allowed by the CSU Chancellor’s Office, and most exceptional admissions are granted for the fall semester.

Table 9: Subject Matter Competency

Fall 2009, Spring 2010, and Fall 2010

This is old Data, could not find new

|Subject Matter Competency |Fall 2009 |Spring 2010 | |

| | | |Fall 2010 |

| Exam |73 |20 |106 |

| |39.0% |74.1% |52.5% |

|Program |83 |7 |75 |

| |44.4% |25.9% |37.1% |

|Exceptional Admit |29 |0 |19 |

| |15.5% |.0% |9.4% |

|Master’s Degree |0 |0 |1 |

| |.0% |.0% |.5% |

|Previous Credential |2 |0 |1 |

| |1.1% |.0% |.5% |

|Total |187 |27 |202 |

| | | | |

| |100.0% |100.0% |100.0% |

Verbal Skills. Verbal skills are reported as part of NCATE Standard 1.a, Content Knowledge, because single subject student teachers and teachers are responsible for teaching speaking and listening in their classrooms. Most items on the 3-point rubric for scoring these interviews focus on dispositions, but there is one item on verbal skills, and the scores for that item are presented below in Tables 9A and 9B. Candidate verbal skills means are all passing (score 2 or 3) with the traditional students generally lower.

Table 9A

Admissions Interview Verbal Skills Item Across Single Subject Pathways

Fall 2009 and Spring 2010

| |NCATE |Fall 2009 |Spring 2010 |

| |Standard | | |

| | |Traditional |ACT |

| | |Traditional |JYI |

| | |Traditional |ACT |

| | |Traditional |JYI |

| | |Mean |N |Mean |N |

|I treat students and others with respect for their diverse cultural and linguistic |1.g |4.84 |45 |4.90 |133 |

|backgrounds. | | | | | |

|I set an example of ethical behavior (honesty, fairness, integrity, caring). |1.g |4.76 |45 |4.89 |133 |

|I respond seriously to unethical behavior. |1.g |4.77 |44 |4.82 |130 |

|I understand that students from diverse backgrounds can learn and have success. |1.g |4.96 |45 |4.93 |133 |

|I believe I can influence the lives of students. |1.g |4.76 |45 |4.77 |132 |

|I communicate high academic expectations to all students. |1.g |4.71 |45 |4.80 |133 |

|I communicate high ethical expectations to all students. |1.g |4.76 |45 |4.85 |132 |

|I strive to help students develop academically and as ethical citizens. |1.g |4.80 |45 |4.88 |131 |

|I share ideas with peers and other education professionals. |1.g |4.53 |45 |4.66 |135 |

|I contribute to classes, seminars, professional development activities, and school events. |1.g |4.25 |44 |4.41 |135 |

|I welcome constructive feedback from peers and other education professionals. |1.g |4.96 |45 |4.83 |132 |

|I reflect critically on my own work performance/teaching performance. |1.g |4.71 |45 |4.79 |133 |

|I take responsibility for the outcomes of my teaching. |1.g |4.77 |44 |4.87 |134 |

|I seek continually to do my best and improve as a teacher. |1.g |4.91 |45 |4.95 |133 |

|I exhibit a high degree of enthusiasm for teaching. |1.g |4.82 |44 |4.77 |133 |

|I exhibit a high degree of enthusiasm for my subject matter area(s). |1.g |4.82 |45 |4.84 |133 |

|I meet professional and legal obligations. |1.g |4.89 |45 |4.95 |132 |

Notes: 1=Never, 2=Rarely, 3=Sometimes, 4=Usually, 5=Always

Table 11B

Dispositions Self Survey (Program Beginning): Single Subject Credential Program

Fall 2010and Spring 2011

|Disposition |NCATE Standard(s) |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|I treat students and others with respect for their diverse cultural and linguistic |1.g |4.89 |46 |4.80 |97 |

|backgrounds. | | | | | |

|I set an example of ethical behavior (honesty, fairness, integrity, caring). |1.g |4.85 |46 |4.88 |97 |

|I respond seriously to unethical behavior. |1.g |4.74 |46 |4.74 |97 |

|I understand that students from diverse backgrounds can learn and have success. |1.g |4.87 |46 |4.90 |97 |

|I believe I can influence the lives of students. |1.g |4.76 |46 |4.64 |97 |

|I communicate high academic expectations to all students. |1.g |4.61 |46 |4.65 |97 |

|I communicate high ethical expectations to all students. |1.g |4.76 |46 |4.76 |96 |

|I strive to help students develop academically and as ethical citizens. |1.g |4.80 |46 |4.78 |97 |

|I share ideas with peers and other education professionals. |1.g |4.54 |46 |4.50 |96 |

|I contribute to classes, seminars, professional development activities, and school events. |1.g |4.24 |45 |4.23 |95 |

|I welcome constructive feedback from peers and other education professionals. |1.g |4.76 |46 |4.77 |97 |

|I reflect critically on my own work performance/teaching performance. |1.g |4.78 |46 |4.66 |96 |

|I take responsibility for the outcomes of my teaching. |1.g |4.85 |46 |4.85 |97 |

|I seek continually to do my best and improve as a teacher. |1.g |4.96 |46 |4.90 |97 |

|I exhibit a high degree of enthusiasm for teaching. |1.g |4.74 |46 |4.79 |97 |

|I exhibit a high degree of enthusiasm for my subject matter area(s). |1.g |4.72 |46 |4.87 |97 |

|I meet professional and legal obligations. |1.g |4.85 |46 |4.92 |97 |

Notes: 1=Never, 2=Rarely, 3=Sometimes, 4=Usually, 5=Always

Transition Point 2: Entry to Clinical Practice

Table 12 provides an overview of assessments collected at Transition Point 2. A key measure for 1.a, 1.b, 1.c., and 1.d is the

credential coursework GPA, but that measure is available for and reported for only some candidates. Those in the Intern and ACT

Pathways, for example, are enrolled in the first intern or student teaching experience in their first semester of the program, a time when

no GPA for credential coursework yet exists. The same holds true for qualified Traditional Pathway candidates, though many do not student

teach in their first semester. California Credentialing Program standards require that a qualified candidate be able to complete a credential

program in a year. Earlier or later Transition Point measures ensure that there is ongoing assessment of candidates. Still, for many

Traditional, FYI, and JYI candidates, the GPA is a meaningful measure at Transition Point 2.

Table 12: Transition Point 2 - Entry to Clinical Practice Assessments

|Transition |1a. |1b. |1c. |1d. |1g. |

|Point 2 |Content |Pedagogical |Professional |Student |Dispositions |

| |Knowledge |Content |& Pedagogical |Learning | |

| | |Knowledge and Skills |Knowledge and | | |

| | | |Skills | | |

|Entry to |(1) GPA of 3.0 or higher in |(1) GPA of 3.0 or higher in |(1) GPA of 3.0 or higher in |(1) GPA of 3.0 or higher in | |

|Clinical |credential program courses, with|credential program courses, with|credential program courses, with|credential program courses, with| |

|Practice |no grade |no grade |no grade |no grade | |

| |below C |below C |below C |below C | |

| | | | | | |

| |(2) Writing Proficiency (41 or | |(2) Writing Proficiency | | |

| |higher on CBEST Writing, WPE 10 | |(UDWPE 10 or higher score, or | | |

| |or higher, C or higher in EN 305| |passing grade in EN 305 or 406 | | |

| |or 406 or COM 302) | |or COMS 302, or 41 or higher | | |

| | | |score on CBEST) | | |

| |(3) Meet Basic Skills | | | | |

| |(Passage of CBEST) | | | | |

1.a Content Knowledge

Both Credential Coursework GPA and Writing Proficiency have been identified as Content Knowledge (1.a) and as Pedagogical

and Professional Knowledge and Skills (1.c.). Credential methods courses regularly include curriculum and content knowledge for

specific subject areas important for teaching in single subject classrooms. Similarly, like verbal skills, writing ability is viewed as

content knowledge in literacy for the teaching of middle and high school students. Tables 13A and 13B below present performance

assessment data for the GPA and Writing Proficiency required for entry to the first Student Teaching or Intern Field Experience.

The GPA data indicate that candidates who complete credential courses prior to the first student teaching assignment maintain

strong grade point averages of A- or B+. Much learning, participating in class activities and discussions, and writing of lessons

and units contributes to these GPA results.

Writing Proficiency may be met in a variety of ways, but the most common is a score of 41 or higher on the CBEST. The mean

CBEST writing scores of above 48, 47, and 46 in Fall 2007, Spring 2008, and Fall 2008, respectively, are evidence that our candidates possess

satisfactory or better writing capabilities. A second way to meet Writing Proficiency is by completing English 305, English 406,

or Communication Studies (COMS) 302, with a grade of C or higher. All of these writing classes are offered by other departments at CSUN.

The writing course option is typically recommended to candidates who have had some difficulty passing the CBEST Writing test;

in this way such candidates have an opportunity to improve their writing. The GPA means above 3.0 in Tables 13A and 13B below show

the candidates’ demonstrated ability to write. The single subject teacher candidate population at CSUN clearly meets this

requirement for entry to student teaching.

Additionally, all candidates without exception must meet the Basic Skills Requirement; most do this by passing CBEST

(California Basic Educational Skills Test). No data are presented, since 100% of our single subject candidate completers met this

requirement.

Table 13A: GPA and Writing Proficiency of Single Subject Candidates

Fall 2009, Spring 2010, and Summer 2010

| |NCATE |Fall 2009 |Spring 2010 |Summer 2010 |

| |Standard | | | |

| | | | | |

| | |Mean |N |Mean |

| | |Mean |N | | |

|Exit From | |(1) Student |(1) Student |(1) Student |(1) Student |

|Initial Clinical | |Teaching/Intern |Teaching/Intern |Teaching/Intern |Teaching/Intern |

|Experience | |Progress Report |Progress Report |Progress Report |Progress Report |

Table 15: Student Teaching Progress Report

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Traditional

Fall 2009 and Spring 2010

|NCATE |Fall 2009 |Spring 2010 |

|Standard | | |

| |Mean |N |Mean |N |

|Pedagogical Content Knowledge and Skills for Teacher |3.82 |94 |3.81 |65 |

|Candidates (1.b) | | | | |

|Professional and Pedagogical Knowledge and Skills for|3.81 |94 |3.74 |65 |

|Teacher Candidates (1.c) | | | | |

|Student Learning for Teacher Candidates (1.d) |3.76 |94 |3.72 |65 |

|Professional Dispositions for All Candidates (1.g) |4.16 |94 |4.24 |65 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 15A: Student Teaching Progress Report

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Intern

Fall 2009 and Spring 2010

|NCATE |Fall 2009 |Spring 2010 |

|Standard | | |

| |Mean |N |Mean |N |

|Pedagogical Content Knowledge and Skills for Teacher |3.92 |5 |4.71 |8 |

|Candidates (1.b) | | | | |

|Professional and Pedagogical Knowledge and Skills for|3.84 |5 |4.45 |8 |

|Teacher Candidates (1.c) | | | | |

|Student Learning for Teacher Candidates (1.d) |4.13 |5 |4.50 |8 |

|Professional Dispositions for All Candidates (1.g) |4.00 |5 |5.00 |8 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 15B: Student Teaching Progress Report

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Traditional

Fall 2010 and Spring 2011

|NCATE |Fall 2010 |Spring 2011 |

|Standard | | |

| |Mean |N |Mean |N |

|Content Knowledge for Teacher Candidates (1.a) |4.04 |126 |3.94 |105 |

|Pedagogical Content Knowledge and Skills for Teacher |3.86 |126 |3.73 |105 |

|Candidates (1.b) | | | | |

|Professional and Pedagogical Knowledge and Skills for|3.80 |126 |3.64 |105 |

|Teacher Candidates (1.c) | | | | |

|Student Learning for Teacher Candidates (1.d) |3.79 |126 |3.62 |105 |

|Professional Dispositions for All Candidates (1.g) |4.16 |126 |4.03 |105 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 15C: Student Teaching Progress Report

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Intern

Fall 2010 and Spring 2011

|NCATE |Fall 2010 |Spring 2011 |

|Standard | | |

| |Mean |N |Mean |N |

|Content Knowledge for Teacher Candidates (1.a) |4.46 |12 |4.36 |14 |

|Pedagogical Content Knowledge and Skills for Teacher |4.24 |12 |4.31 |14 |

|Candidates (1.b) | | | | |

|Professional and Pedagogical Knowledge and Skills for|4.14 |12 |4.21 |14 |

|Teacher Candidates (1.c) | | | | |

|Student Learning for Teacher Candidates (1.d) |3.91 |12 |4.14 |14 |

|Professional Dispositions for All Candidates (1.g) |4.42 |11 |4.40 |14 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Generally speaking, candidates demonstrate satisfactory to strong beginning proficiency in Pedagogical Content Knowledge and Skills, Professional and Pedagogical Knowledge, Skills, Student Learning, and Dispositions, and the newly assessed Content Knowledge. Matter of fact, Cotent Knowledge tended to receive the highest marks. The Student Learning scores are slightly lower, and Disposition scores tend to be slightly higher. Candidates in each particular pathway score similarly across the NCATE standards. Again, generally speaking, Interns score higher than candidates in other pathways, as we might expect since they are more experienced in classrooms.

Tables 16, (A), 17, and 18 appear below as examples of data reports provided by the Assessment Coordinator. In Tables 16 and 17, means for each of the 13 TPE items on the Progress Report are given for both the Master Teacher and the University Supervisor.

Table 16: Student Teaching Progress Report

Single Subject Credential

Traditional

Fall 2009 and Spring 2010

TPE

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.04 |23 |3.89 |27 |

|TPE 2 Monitoring student learning during instruction |1.d |4.09 |23 |3.81 |27 |

|TPE 3 Interpretation and use of assessments |1.d |3.82 |22 |3.67 |27 |

|TPE 4 Making content accessible |1.b |4.04 |23 |4.04 |27 |

|TPE 5 Student engagement |1.b,1.c |4.00 |23 |3.89 |27 |

|TPE 6 Developmentally appropriate teaching practices |1.c |3.91 |23 |3.93 |27 |

|TPE 7 Teaching English learners |1.b |3.67 |18 |3.44 |16 |

|TPE 8 Learning about students |1.c, 1.d |4.00 |23 |3.92 |25 |

|TPE 9 Instructional planning |1.b |4.17 |23 |3.93 |27 |

|TPE 10 Instructional time |1.c |3.87 |23 |4.00 |27 |

|TPE 11 Social environment |1.c |3.43 |23 |3.67 |27 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.39 |23 |4.33 |27 |

|TPE 13 Professional growth |1.g |4.32 |22 |4.19 |27 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 17A: Student Teaching Progress Report

Single Subject Credential

ACT

Fall 2010

|Teaching Performance Expectation |NCATE Standard(s)|Fall 2010 |

| | |Supervising Teacher |University Supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |3.82 |21 |4.01 |20 |

|TPE 2 Monitoring student learning during instruction |1.d |3.55 |21 |3.65 |20 |

|TPE 3 Interpretation and use of assessments |1.d |3.55 |21 |3.70 |20 |

|TPE 4 Making content accessible |1.b |3.57 |21 |3.90 |20 |

|TPE 5 Student engagement |1.b,1.c |3.81 |21 |3.70 |20 |

|TPE 6 Developmentally appropriate teaching practices |1.c |3.57 |21 |3.85 |20 |

|TPE 7 Teaching English learners |1.b |3.35 |20 |3.29 |17 |

|TPE 8 Learning about students |1.c, 1.d |3.62 |21 |3.55 |20 |

|TPE 9 Instructional planning |1.b |3.52 |21 |3.70 |20 |

|TPE 10 Instructional time |1.c |3.24 |21 |3.75 |20 |

|TPE 11 Social environment |1.c |3.70 |21 |4.08 |20 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.03 |21 |4.30 |20 |

|TPE 13 Professional growth |1.g |3.71 |21 |4.15 |20 |

In Table 17 and 17A, the mean scores follow the similar trend of the Traditional candidates with Supervising Teacher scores slightly higher than the University Supervisors. This holds true for Fall 2009 but seems to be the opposite for the Fall 2010 group. In that semester the University Supervisors tended to score higher over all.

Table 18: Student Teaching Progress Report

Single Subject Credential

Intern

Fall 2009 and Spring 2010

|Teaching Performance Expectation |NCATE Standard(s)|Fall 2009 |Spring 2010 |

| | |University supervisor |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.50 |4 |4.80 |10 |

|TPE 2 Monitoring student learning during instruction |1.d |4.50 |4 |4.50 |10 |

|TPE 3 Interpretation and use of assessments |1.d |4.00 |4 |4.50 |10 |

|TPE 4 Making content accessible |1.b |4.75 |4 |4.50 |10 |

|TPE 5 Student engagement |1.b,1.c |4.00 |4 |4.60 |10 |

|TPE 6 Developmentally appropriate teaching practices |1.c |4.25 |4 |4.20 |10 |

|TPE 7 Teaching English learners |1.b |5.00 |2 |4.17 |6 |

|TPE 8 Learning about students |1.c, 1.d |4.75 |4 |4.30 |10 |

|TPE 9 Instructional planning |1.b |4.50 |4 |5.00 |10 |

|TPE 10 Instructional time |1.c |4.75 |4 |4.60 |10 |

|TPE 11 Social environment |1.c |4.50 |4 |4.30 |10 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.75 |4 |4.90 |10 |

|TPE 13 Professional growth |1.g |4.25 |4 |4.90 |10 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 18A: Student Teaching Progress Report

Single Subject Credential

Intern

Fall 2010 and Spring 2011

|Teaching Performance Expectation |NCATE Standard(s)|Fall 2010 |Spring 2011 |

| | |University supervisor |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.39 |12 |4.36 |14 |

|TPE 2 Monitoring student learning during instruction |1.d |4.08 |12 |4.25 |14 |

|TPE 3 Interpretation and use of assessments |1.d |3.92 |12 |4.07 |14 |

|TPE 4 Making content accessible |1.b |4.17 |12 |4.36 |14 |

|TPE 5 Student engagement |1.b,1.c |4.27 |11 |4.36 |14 |

|TPE 6 Developmentally appropriate teaching practices |1.c |4.00 |10 |4.14 |14 |

|TPE 7 Teaching English learners |1.b |3.50 |8 |4.45 |11 |

|TPE 8 Learning about students |1.c, 1.d |3.58 |12 |4.08 |13 |

|TPE 9 Instructional planning |1.b |4.35 |12 |4.29 |14 |

|TPE 10 Instructional time |1.c |4.45 |11 |4.31 |13 |

|TPE 11 Social environment |1.c |4.20 |11 |4.26 |13 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.42 |11 |4.37 |13 |

|TPE 13 Professional growth |1.g |4.64 |11 |4.46 |13 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

In Table 18 and 18A, the mean scores are somewhat higher and only the means of university supervisors are presented, because Interns are not evaluated by their support providers. Again, such findings are more fully considered below; in this case, Interns have been teaching full-time for a year by the time the Intern Progress Report results are submitted and we would expect such experience to generally result in higher means – compared to individuals in another pathway who have student taught in a single class for less than a full semester. Complete Progress Report data is in the Electronic Exhibit Room.

In the next pages, Progress Report means for TPEs for each NCATE Standard (1.a, 1.b, 1.c, 1.d, 1.g) are presented. The specific TPEs that align with each NCATE Standard will be listed. The tables detail the means for the Traditional, Intern, ACT, JYI, and FYI Programs and will be listed first and then discussed in each subsequent paragraph. It should be noted that because the JYI and FYI Programs have very small numbers (N), the significance of the data for those specific programs must be moderated. Though they are examined and there may be unique information to gather from their scores, the small N means influence the discussions that follow.

Table 19A: Student Teaching Progress Report

Single Subject Credential

Traditional

Fall 2009 and Spring 2010

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |University supervisor |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.50 |4 |4.80 |10 |

|TPE 2 Monitoring student learning during instruction |1.d |4.50 |4 |4.50 |10 |

|TPE 3 Interpretation and use of assessments |1.d |4.00 |4 |4.50 |10 |

|TPE 4 Making content accessible |1.b |4.75 |4 |4.50 |10 |

|TPE 5 Student engagement |1.b,1.c |4.00 |4 |4.60 |10 |

|TPE 6 Developmentally appropriate teaching practices |1.c |4.25 |4 |4.20 |10 |

|TPE 7 Teaching English learners |1.b |5.00 |2 |4.17 |6 |

|TPE 8 Learning about students |1.c, 1.d |4.75 |4 |4.30 |10 |

|TPE 9 Instructional planning |1.b |4.50 |4 |5.00 |10 |

|TPE 10 Instructional time |1.c |4.75 |4 |4.60 |10 |

|TPE 11 Social environment |1.c |4.50 |4 |4.30 |10 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.75 |4 |4.90 |10 |

|TPE 13 Professional growth |1.g |4.25 |4 |4.90 |10 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19C: Student Teaching Progress Report

Single Subject Credential

ACT

Fall 2009

|Teaching Performance Expectation |NCATE Standard(s)|Fall 2009 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.04 |23 |3.89 |27 |

|TPE 2 Monitoring student learning during instruction |1.d |4.09 |23 |3.81 |27 |

|TPE 3 Interpretation and use of assessments |1.d |3.82 |22 |3.67 |27 |

|TPE 4 Making content accessible |1.b |4.04 |23 |4.04 |27 |

|TPE 5 Student engagement |1.b,1.c |4.00 |23 |3.89 |27 |

|TPE 6 Developmentally appropriate teaching practices |1.c |3.91 |23 |3.93 |27 |

|TPE 7 Teaching English learners |1.b |3.67 |18 |3.44 |16 |

|TPE 8 Learning about students |1.c, 1.d |4.00 |23 |3.92 |25 |

|TPE 9 Instructional planning |1.b |4.17 |23 |3.93 |27 |

|TPE 10 Instructional time |1.c |3.87 |23 |4.00 |27 |

|TPE 11 Social environment |1.c |3.43 |23 |3.67 |27 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.39 |23 |4.33 |27 |

|TPE 13 Professional growth |1.g |4.32 |22 |4.19 |27 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19D: Student Teaching Progress Report

Single Subject Credential

FYI

Fall 2009

|Teaching Performance Expectation |NCATE Standard(s) |Fall 2009 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject |1.b |4.50 |6 |4.33 |6 |

|matter instruction | | | | | |

|TPE 2 Monitoring student learning during |1.d |4.67 |6 |4.33 |6 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |4.33 |6 |4.00 |6 |

|TPE 4 Making content accessible |1.b |4.50 |6 |4.67 |6 |

|TPE 5 Student engagement |1.b,1.c |5.00 |6 |4.50 |6 |

|TPE 6 Developmentally appropriate teaching |1.c |4.83 |6 |4.17 |6 |

|practices | | | | | |

|TPE 7 Teaching English learners |1.b |4.17 |6 |4.00 |3 |

|TPE 8 Learning about students |1.c, 1.d |4.67 |6 |4.20 |5 |

|TPE 9 Instructional planning |1.b |4.33 |6 |4.67 |6 |

|TPE 10 Instructional time |1.c |4.83 |6 |4.67 |6 |

|TPE 11 Social environment |1.c |4.67 |6 |4.67 |6 |

|TPE 12 Professional, legal, and ethical |1.g |5.00 |6 |4.67 |6 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.67 |6 |4.33 |6 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19E: Student Teaching Progress Report

Single Subject Credential

JYI

Fall 2009 and Spring 2010

|Teaching Performance Expectation |NCATE Standard(s) |Fall 2009 |Spring 2010 |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |

| | |University supervisor |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |4.39 |12 |4.36 |14 |

|TPE 2 Monitoring student learning during instruction |1.d |4.08 |12 |4.25 |14 |

|TPE 3 Interpretation and use of assessments |1.d |3.92 |12 |4.07 |14 |

|TPE 4 Making content accessible |1.b |4.17 |12 |4.36 |14 |

|TPE 5 Student engagement |1.b,1.c |4.27 |11 |4.36 |14 |

|TPE 6 Developmentally appropriate teaching practices |1.c |4.00 |10 |4.14 |14 |

|TPE 7 Teaching English learners |1.b |3.50 |8 |4.45 |11 |

|TPE 8 Learning about students |1.c, 1.d |3.58 |12 |4.08 |13 |

|TPE 9 Instructional planning |1.b |4.35 |12 |4.29 |14 |

|TPE 10 Instructional time |1.c |4.45 |11 |4.31 |13 |

|TPE 11 Social environment |1.c |4.20 |11 |4.26 |13 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.42 |11 |4.37 |13 |

|TPE 13 Professional growth |1.g |4.64 |11 |4.46 |13 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19H: Student Teaching Progress Report

Single Subject Credential

ACT

Fall 2010

TPE

|Teaching Performance Expectation |NCATE Standard(s)|Fall 2010 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject matter instruction |1.b |3.82 |21 |4.01 |20 |

|TPE 2 Monitoring student learning during instruction |1.d |3.55 |21 |3.65 |20 |

|TPE 3 Interpretation and use of assessments |1.d |3.55 |21 |3.70 |20 |

|TPE 4 Making content accessible |1.b |3.57 |21 |3.90 |20 |

|TPE 5 Student engagement |1.b,1.c |3.81 |21 |3.70 |20 |

|TPE 6 Developmentally appropriate teaching practices |1.c |3.57 |21 |3.85 |20 |

|TPE 7 Teaching English learners |1.b |3.35 |20 |3.29 |17 |

|TPE 8 Learning about students |1.c, 1.d |3.62 |21 |3.55 |20 |

|TPE 9 Instructional planning |1.b |3.52 |21 |3.70 |20 |

|TPE 10 Instructional time |1.c |3.24 |21 |3.75 |20 |

|TPE 11 Social environment |1.c |3.70 |21 |4.08 |20 |

|TPE 12 Professional, legal, and ethical obligations |1.g |4.03 |21 |4.30 |20 |

|TPE 13 Professional growth |1.g |3.71 |21 |4.15 |20 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19I: Student Teaching Progress Report

Single Subject Credential

FYI

Fall 2010

TPE

|Teaching Performance Expectation |NCATE Standard(s) |Fall 2010 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject |1.b |3.79 |6 |3.63 |6 |

|matter instruction | | | | | |

|TPE 2 Monitoring student learning during |1.d |3.75 |6 |3.33 |6 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |4.08 |6 |3.50 |6 |

|TPE 4 Making content accessible |1.b |3.67 |6 |3.50 |6 |

|TPE 5 Student engagement |1.b,1.c |4.17 |6 |3.50 |6 |

|TPE 6 Developmentally appropriate teaching |1.c |3.50 |6 |3.50 |6 |

|practices | | | | | |

|TPE 7 Teaching English learners |1.b |3.67 |6 |3.25 |4 |

|TPE 8 Learning about students |1.c, 1.d |3.67 |6 |3.40 |5 |

|TPE 9 Instructional planning |1.b |3.89 |6 |3.67 |6 |

|TPE 10 Instructional time |1.c |3.50 |6 |3.67 |6 |

|TPE 11 Social environment |1.c |4.06 |6 |3.83 |6 |

|TPE 12 Professional, legal, and ethical |1.g |4.06 |6 |4.17 |6 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.00 |5 |4.33 |6 |

Notes: 1=Initial Competence, 3=Intermediate Competence, 5=Advanced Competence

Table 19J: Student Teaching Progress Report

Single Subject Credential

JYI

Fall 2010 and Spring 2011

TPE

|Teaching Performance Expectation |NCATE Standard(s) |Fall 2010 |Spring 2011 |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|Exit From |(1) Student/Intern |(1) Student/Intern |(1) Student/Intern |(1) Student/Intern |(1) Student/Intern |

|Clinical |Teaching Evaluation |Teaching Evaluation |Teaching Evaluation |Teaching Evaluation |Teaching Evaluation |

|Practice | | | | | |

| |(2) Professional Teaching |(2) Professional Teaching |(2) Professional Teaching |(2) Professional Teaching | |

| |Portfolio |Portfolio |Portfolio |Portfolio | |

| |or |or |or |or | |

| |(3) PACT Teaching Event |3) PACT Teaching Event |3) PACT Teaching Event |3) PACT Teaching Event | |

Table 21A: Student Teaching Evaluation

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Intern

Fall 2009 and Spring 2010

|NCATE |Fall 2009 |Spring 2010 |

|Standard | | |

| |Mean |N |Mean |N |

|Content Knowledge for Teacher |4.59 |11 |4.63 |26 |

|Candidates (1.a) | | | | |

|Pedagogical Content Knowledge and |4.59 |11 |4.41 |26 |

|Skills for Teacher Candidates (1.b) | | | | |

|Professional and Pedagogical |4.63 |11 |4.37 |26 |

|Knowledge and Skills for Teacher | | | | |

|Candidates (1.c) | | | | |

|Student Learning for Teacher |4.55 |11 |4.25 |26 |

|Candidates (1.d) | | | | |

|Professional Dispositions for All |4.67 |11 |4.42 |26 |

|Candidates (1.g) | | | | |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

ACT, FYI, and JYI data is not collected for Fall semesters because candidates are not enrolled in SED 555 or SED 555BL

N=number of evaluations from master teachers and university supervisors

Table 20B: Student Teaching Evaluation

NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Intern

Fall 2010 and Spring 2011

|NCATE |Fall 2010 |Spring 2011 |

|Standard | | |

| |Mean |N |Mean |N |

|Content Knowledge for Teacher |4.75 |4 |4.65 |26 |

|Candidates (1.a) | | | | |

|Pedagogical Content Knowledge and |4.47 |4 |4.13 |26 |

|Skills for Teacher Candidates (1.b) | | | | |

|Professional and Pedagogical |4.50 |4 |4.10 |26 |

|Knowledge and Skills for Teacher | | | | |

|Candidates (1.c) | | | | |

|Student Learning for Teacher |4.43 |4 |4.01 |26 |

|Candidates (1.d) | | | | |

|Professional Dispositions for All |4.93 |4 |4.41 |26 |

|Candidates (1.g) | | | | |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

This summary data demonstrates that candidates’ ratings are solidly strong, with means typically above 4.0. The ratings are slightly higher for 1.a, Content Knowledge, and 1.g, Dispositions, and they are generally slightly lower for 1.d, Student Learning. Across pathways, all means are strong, and there are no significant differences by semester. The means for Intern candidates (full-time teachers of record at the end of at least two years of teaching) are slightly higher than those for candidates in the Traditional, ACT, or FYI Pathways.

1.a Content Knowledge

Table 21A and 21B below present the Content Knowledge means of Student/Intern Teaching Evaluations across pathways for three recent semesters on the single item, “Knows subject area.” While Content Knowledge information is not explicitly available in the earlier Progress Report (Transition Point 3), it is directly stated for Transition Point 4. Candidates received strong – approaching outstanding - ratings from their university supervisors and master teachers on this item, with Interns demonstrating slightly higher means, and FYI candidates (the undergraduates still enrolling in English courses) demonstrating a slightly lower mean of 4.0.

Table 21A: Student/Intern Teaching Evaluation Item Means Aligned with NCATE Standard 1.a by Pathways

Fall 2009 and Spring 2010

|NCATE Std 1.b |Fall 2009 |Spring 2010 |

| |Traditional |Intern |Traditional |Intern |ACT |FYI |

|Item |Mean N |Mean N |Mean N |Mean N |Mean N |Mean N |

|Knows Subject Matter |4.20 37 |4.59 11 |4.22 90 |4.63 26 |4.53 25 |4.42 6 |

Table 21B: Student/Intern Teaching Evaluation Item Means Aligned with NCATE Standard 1.a by Pathways

Fall 2010 and Spring 2011

|NCATE Std 1.b |Fall 2010 |Spring 2011 |

| |Traditional |Intern |Traditional |Intern |ACT |FYI |

|Item |Mean N |Mean N |Mean N |Mean N |Mean N |Mean N |

|Knows Subject Matter |4.50 70 |4.75 4 |4.35 151 |4.65 26 |4.45 33 |4.23 15 |

Notes: 1= Unsatisfactory, 2= Marginal, 3= Satisfactory, 4=Strong, 5=Outstanding

ACT, FYI, and JYI data is not collected for Fall semesters because candidates are not enrolled in SED 555 or SED 555BL

N=number of evaluations from master teachers and university supervisors

The first rubric for the PACT Teaching Event, ‘Establishing a balanced instructional focus,’ does include Content Knowledge, and that information is presented in Table 22A and 22B. These means are among the highest earned by candidates who completed the PACT Teaching Event. Note that the scale for PACT is 1-4.

Table 22A: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2009 and Spring 2010

|Rubric |NCATE Standard |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|Establishing a balanced instructional focus |1.a, 1.b |2.60 |60 |2.82 |166 |

Table 22B: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2010 and Spring 2011

|Rubric |NCATE Standard |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|Establishing a balanced instructional focus |1.a, 1.b |2.77 |77 |2.65 |133 |

Note: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

N=Number of evaluations

1.b Pedagogical Content Knowledge and Skills

In Table 23A-D, the Student/Intern Teaching Evaluation means for Teaching Performance Expectation (TPE) items aligned with NCATE Standard 1.b are presented for the 2009, 2010, 2011 years. The TPEs are more specific and an examination of their means provides valuable information for the single subject program. One critical aspect to note is the slightly lower means for TPE 7, Teaching English Learners, across all pathways. Additionally, TPE 1 (Subject Specific Pedagogy) and TPE 9 (Planning) means are slightly higher across pathways and are clearly candidate strengths. Please see the Electronic Exhibit Room for specific item results.

Table 23A: Student Teaching Evaluation

Single Subject Credential

Traditional

Fall 2009, Spring 2010, Fall 2010 and Spring 2011

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |

| | |Master teacher |University |

| | | |supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical |1.b |4.54 |27 |4.46 |24 |

|skills for subject matter | | | | | |

|instruction | | | | | |

|TPE 4 Making content |1.b |4.45 |27 |4.26 |24 |

|accessible | | | | | |

|TPE 5 Student engagement |1.b |4.33 |27 |4.19 |24 |

|TPE 7 Teaching English |1.b |4.26 |27 |3.89 |22 |

|learners | | | | | |

|TPE 9 Instructional planning |1.b |4.44 |27 |4.26 |24 |

|Teaching Performance Expectation |NCATE |Spring 2011 |

| |Standard(s) | |

| | |Supervising Teacher |University |

| | | |supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills|1.b |3.67 |17 |3.68 |16 |

|for subject matter instruction | | | | | |

|TPE 4 Making content accessible |1.b |4.04 |17 |4.06 |16 |

|TPE 5 Student engagement |1.b |3.90 |17 |3.75 |16 |

|TPE 7 Teaching English learners |1.b |3.53 |17 |3.69 |16 |

|TPE 9 Instructional planning |1.b |3.66 |17 |3.89 |16 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 23D: Student Teaching Evaluation

Single Subject Credential

FYI

Spring 2010 and Spring 2011

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2010 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject |1.b |4.25 |8 |4.61 |6 |

|matter instruction | | | | | |

|TPE 4 Making content accessible |1.b |4.25 |8 |4.36 |6 |

|TPE 5 Student engagement |1.b |4.31 |8 |4.17 |6 |

|TPE 7 Teaching English learners |1.b |4.06 |8 |4.08 |6 |

|TPE 9 Instructional planning |1.b |4.17 |8 |4.56 |6 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 1 Specific pedagogical skills for subject |1.b |3.33 |9 |3.50 |6 |

|matter instruction | | | | | |

|TPE 4 Making content accessible |1.b |3.89 |9 |3.72 |6 |

|TPE 5 Student engagement |1.b |3.89 |9 |3.96 |6 |

|TPE 7 Teaching English learners |1.b |3.78 |9 |4.08 |6 |

|TPE 9 Instructional planning |1.b |4.00 |9 |4.06 |6 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

As noted previously, the CSUN Single Subject Programs began a Teaching Performance Assessment transition from the Professional Teaching Portfolio (PTP) to the PACT Teaching Event (PACT TE) in Spring 2006. Recall that for the PACT TE, the scoring rubric is different: scores of 2, 3, and 4 are passing, and 4 is the highest rating possible. Still, it is clear from the scores and the changes in scores with each semester that our candidates and faculty continue to adjust to this new assessment. Candidates continue to be challenged by the TE’s greater attention to language demands and supporting academic language development, which tend to have the lowest scores, and faculty continue to address candidate learning needs for the PACT TE.

Table 24A: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2009 and Spring 2010

|Rubric |NCATE Standard |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|Establishing a balanced instructional focus |1.b |2.60 |60 |2.82 |166 |

|Making content accessible |1.b |2.68 |60 |2.72 |166 |

|Engaging students in learning |1.b |2.33 |60 |2.38 |165 |

|Monitoring student learning |1.b |2.27 |60 |2.28 |168 |

|Understanding Language Demands |1.b |2.11 |57 |2.16 |156 |

|Supporting academic language development |1.b |2.23 |57 |2.33 |156 |

Notes: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

Table 24B: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2010 and Spring 2011

|Rubric |NCATE Standard |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|Establishing a balanced instructional focus |1.b |2.77 |77 |2.65 |133 |

|Making content accessible |1.b |2.70 |77 |2.63 |133 |

|Engaging students in learning |1.b |2.44 |77 |2.26 |133 |

|Monitoring student learning |1.b |2.22 |77 |2.19 |133 |

|Understanding Language Demands |1.b |2.01 |77 |1.88 |133 |

|Supporting academic language development |1.b |1.96 |77 |1.95 |133 |

Notes: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

1.c Professional and Pedagogical Content Knowledge and Skills

Table 25A-D present the Student/Intern Teaching Evaluation means for TPEs 5, 6, 8, 10, and 11 for all programs. The means are typically close to or above 4.0, representing performance that is strong. Again, Intern and FYI candidates’ means are slightly higher, and again, the means are quite similar, although those for ‘Learning about students’ are slightly lower and those for ‘Social Environment’ tend to be slightly higher.

Only one rubric of the PACT Teaching Event aligns with NCATE Standard 1.c, ‘Engaging students in learning,’ as seen in Table 26. The rubric mean for the PACT TE ranged from 2.26 to 2.44 over the course of four semesters, which are consistent passing scores.

Table 25A: Student Teaching Evaluation

Single Subject Credential

Traditional

Fall 2009, Spring 2010, Fall 2010, and Spring 2011

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 5 Student engagement |1.c |4.33 |27 |4.19 |24 |

|TPE 6 Developmentally appropriate teaching |1.c |4.28 |27 |4.15 |24 |

|practices | | | | | |

|TPE 8 Learning about students |1.c |4.26 |27 |4.14 |22 |

|TPE 10 Instructional time |1.c |4.28 |27 |4.25 |24 |

|TPE 11 Social environment |1.c |4.56 |27 |4.52 |24 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 5 Student engagement |1.b,1.c |3.90 |17 |3.75 |16 |

|TPE 6 Developmentally appropriate teaching |1.c |4.09 |17 |4.13 |16 |

|practices | | | | | |

|TPE 8 Learning about students |1.c, 1.d |4.06 |17 |4.03 |16 |

|TPE 9 Instructional planning |1.b |3.66 |17 |3.89 |16 |

|TPE 10 Instructional time |1.c |4.04 |17 |4.17 |16 |

|TPE 11 Social environment |1.c |4.27 |17 |4.06 |16 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Tale 25D: Student Teaching Evaluation

Single Subject Credential

FYI

Spring 2010 and Spring 2011

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2010 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 5 Student engagement |1.c |4.31 |8 |4.17 |6 |

|TPE 6 Developmentally appropriate teaching |1.c |4.13 |8 |4.17 |6 |

|practices | | | | | |

|TPE 8 Learning about students |1.c, 1.d |4.25 |8 |4.20 |5 |

|TPE 10 Instructional time |1.c |4.15 |8 |4.47 |6 |

|TPE 11 Social environment |1.c |4.13 |8 |4.58 |6 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 5 Student engagement |1.c |3.89 |9 |3.96 |6 |

|TPE 6 Developmentally appropriate teaching |1.c |3.89 |9 |4.00 |6 |

|practices | | | | | |

|TPE 8 Learning about students |1.c |3.83 |9 |3.75 |6 |

|TPE 10 Instructional time |1.c |3.96 |9 |4.00 |6 |

|TPE 11 Social environment |1.c |4.37 |9 |4.33 |6 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 26: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2009, Spring 2010, Fall 2010 and Spring 2011

|Rubric |NCATE Standard |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|Engaging students in learning |1.c |2.33 |60 |2.38 |165 |

|Rubric |NCATE Standard |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|Engaging students in learning |1.c |2.44 |77 |2.26 |133 |

Notes: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

1.d Student Learning

The Student/Intern Teaching Evaluation means for Assessment/Student Learning TPEs are presented in Table 27. These means tend to cluster around and above 4.0, strong. Intern, ACT, and FYI means tend to be slightly higher overall. Candidates clearly demonstrate competence in their student or Intern teaching in their use of assessments and there is clear growth shown at this point of the program, particularly in relation to Transition Point 3 data.

In Table 38, the PACT Teaching Event outcomes show that candidates had higher means in ‘Designing assessments’ and lower means for ‘Using assessment to inform instructional decisions.’

Table 27A: Student Teaching Evaluation

Single Subject Credential

Traditional

Fall 2009, Spring 2010, Fall 2010 and Spring 2011

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 2 Monitoring student learning during |1.d |4.34 |27 |4.06 |24 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |4.31 |27 |4.02 |24 |

|TPE 8 Learning about students |1.d |4.26 |27 |4.14 |22 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 2 Monitoring student learning during |1.d |4.22 |17 |4.15 |16 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |3.96 |17 |3.91 |16 |

|TPE 8 Learning about students |1.d |4.06 |17 |4.03 |16 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 27D: Student Teaching Evaluation

Single Subject Credential

FYI

Spring 2010 and Spring 2011

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2010 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 2 Monitoring student learning during |1.d |4.25 |8 |4.44 |6 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |4.04 |8 |4.27 |5 |

|TPE 8 Learning about students |1.d |4.25 |8 |4.20 |5 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 2 Monitoring student learning during |1.d |4.07 |9 |3.83 |6 |

|instruction | | | | | |

|TPE 3 Interpretation and use of assessments |1.d |4.02 |9 |3.81 |6 |

|TPE 8 Learning about students |1.d |3.83 |9 |3.75 |6 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 28: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2009, Spring 2010, Fall 2010 and Spring 2011

|Rubric |NCATE Standard |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|Designing assessments |1.d |2.53 |60 |2.67 |167 |

|Monitoring student learning |1.d |2.27 |60 |2.28 |168 |

|Analyzing student work from an assessment |1.d |2.30 |61 |2.42 |168 |

|Using assessment to inform instructional decisions |1.d |2.08 |61 |2.23 |168 |

|Rubric |NCATE Standard |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|Designing assessments |1.d |2.60 |77 |2.45 |133 |

|Engaging students in learning |1.b, 1.c |2.44 |77 |2.26 |133 |

|Monitoring student learning |1.b, 1.d |2.22 |77 |2.19 |133 |

|Analyzing student work from an assessment |1.d |2.34 |77 |2.23 |133 |

|Using assessment to inform instructional decisions |1.d |2.22 |77 |2.18 |133 |

Notes: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

1.g Dispositions

Tables 29A-D and 30 present performance assessments for NCATE Standard 1.g, Dispositions. Means for TPE 12 and 13 are generally among the highest earned by the single subject candidates. The lower PACT TE means in Table 30 reflect the new format and responses called for in this assessment, as well as the different scale for scores: 2, 3, and 4 are all passing. The mean scores in the PACT TE are among the highest the students receive.

Table 29A:Student Teaching Evaluation

Single Subject Credential

Traditional

Fall 2009, Spring 2010, Fall 2010, and Spring 2011

|Teaching Performance Expectation |NCATE |Fall 2009 |Spring 2010 |

| |Standard(s) | | |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |N |

| | |Master teacher |University supervisor |Master teacher |University supervisor |

| | |Mean |N |

| | |Supervising Teacher |University supervisor |Supervising Teacher |University supervisor |

| | |Mean |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 12 Professional, legal, and ethical |1.g |4.59 |27 |4.60 |24 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.51 |27 |4.47 |24 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 12 Professional, legal, and ethical |1.g |4.10 |17 |4.17 |15 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.56 |17 |4.43 |15 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 29D: Student Teaching Evaluation

Single Subject Credential

FYI

Spring 2010 and Spring 2011

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2010 |

| | |Master teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 12 Professional, legal, and ethical |1.g |4.35 |8 |4.67 |6 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.38 |8 |4.58 |6 |

|Teaching Performance Expectation |NCATE Standard(s) |Spring 2011 |

| | |Supervising Teacher |University supervisor |

| | |Mean |N |Mean |N |

|TPE 12 Professional, legal, and ethical |1.g |4.44 |9 |3.88 |6 |

|obligations | | | | | |

|TPE 13 Professional growth |1.g |4.33 |9 |4.33 |6 |

Notes: 1=Unsatisfactory, 2=Marginal, 3=Satisfactory, 4=Strong, 5=Outstanding

Table 30: Performance Assessment for California Teachers (PACT) - Teaching Event

Single Subject Credential

Fall 2009 and Spring 2010

|Rubric |NCATE Standard |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|Monitoring student progress |1.g |2.30 |60 |2.42 |166 |

|Reflecting on learning using theoretical research |1.g |2.30 |60 |2.42 |167 |

|Rubric |NCATE Standard |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|Monitoring student progress |1.g |2.27 |77 |2.32 |133 |

|Reflecting on learning using theoretical research |1.g |2.40 |77 |2.38 |133 |

Notes: 1=Unsatisfactory, 2=Satisfactory, 3=Strong, 4=Exemplary

1.a Content Knowledge

One item on the CSU Exit Survey directly addresses Content Knowledge, and the outcomes appear below in Table 41.

Table 32: CSU Exit Survey Item by Pathways Aligned with NCATE Standard 1.a

Fall 2009-Spring 2010

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

| . . . to know and understand the subject(s) in which I earned my teaching credential. | | | | | | |

| |1.a |78 |82% |17% |1% |0% |

|Traditional | | | | | | |

| |1.a |59 |83% |17% |0% |0% |

|Intern | | | | | | |

| |1.a |23 |83% |17% |0% |0% |

|ACT | | | | | | |

| |1.a |4 |100% |0% |0% |0% |

|FYI | | | | | | |

Note: N=Number of surveys

All but 1% of the candidates across the Traditional, Intern, ACT, and FYI Pathways responded that they were well or adequately prepared to know and understand the subject(s) of the teaching credential. In California, knowledge of the content area is typically based on either a CSET passing score or completed undergraduate program, and not directly in the Credential Pathway. The small N (4) for the FYI Pathway indicates that additional data is required in future years.

1.b Pedagogical Content Knowledge

Tables 33A through 36B below presents selected items from the 2009-2010 and 2010-2011 CSU Exit Surveys that address Pedagogical Content Knowledge for Traditional, Intern, ACT, and FYI pathway candidates, as they appear in the report the university receives from the CSU. Additional items and years may be viewed in the Electronic Exhibit Room.

Overall, the percentages of exiting candidates who view themselves as well or adequately prepared on these items is high, particularly in lesson planning, teaching to State Academic Standards, contributing to reading skills including comprehension, promoting advanced problem-solving, and establishing challenging academic expectations. The 4-6 FYI candidates were clearly pleased with their subject-specific pedagogical preparation, though at such a small N, further data is needed. All candidates showed the lowest scores in the areas of “Instruction in the teaching of English Language Learners” and “Instruction for those with special needs.” Though we have responded to the area of English Language Learners by adding SED 529, Teaching English Learners in Multiethnic Schools, the instruction for special needs students needs additional attention.

Table 33A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |80 |74% |21% |3% |1% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |80 |55% |36% |6% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |80 |26% |51% |19% |1% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |80 |51% |39% |9% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |80 |36% |43% |19% |3% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |80 |49% |36% |11% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |80 |58% |29% |11% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |80 |63% |33% |4% |0% |

CSU Exit Survey – Teacher Preparation: Part II

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |79 |80% |18% |3% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |78 |55% |41% |4% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |78 |68% |28% |3% |1% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |79 |70% |29% |1% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |79 |70% |27% |4% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |78 |58% |38% |4% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |78 |68% |29% |1% |1% |

|...to help students realize the connections between my subject and life beyond school. |1.b |79 |68% |29% |3% |0% |

CSU Exit Survey – Instructional Preparation

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |79 |67% |23% |8% |1% |

|Instruction in the teaching of English language learners (ELL). |1.b |77 |44% |43% |10% |1% |

|Instruction in teaching students with special learning needs. |1.b |79 |46% |32% |19% |3% |

|Instruction in using computer technology for classroom instruction. |1.b |78 |50% |33% |13% |3% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |79 |10% |8% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |80 |9% |0% |3% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |79 |8% |4% |0% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |79 |9% |0% |1% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |80 |1% |1% |0% |1% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |80 |10% |0% |1% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |80 |4% |1% |0% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |80 |1% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |80 |1% |0% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |80 |1% |0% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |80 |0% |1% |0% |0% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |80 |10% |4% |3% |0% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |80 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |80 |0% |0% |0% |0% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |80 |1% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |80 |0% |0% |0% |0% |

Table 33B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |78 |72% |24% |4% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |78 |62% |37% |1% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |78 |36% |53% |12% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |78 |49% |45% |6% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |77 |35% |42% |22% |1% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |78 |55% |37% |6% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |78 |62% |29% |9% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |78 |51% |46% |3% |0% |

CSU Exit Survey – Teacher Preparation: Part II

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |77 |79% |21% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |76 |53% |42% |5% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |76 |70% |29% |1% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |78 |56% |42% |0% |1% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |78 |59% |38% |1% |1% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |78 |51% |41% |8% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |78 |63% |33% |4% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |78 |65% |29% |5% |0% |

CSU Exit Survey – Instructional Preparation

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |77 |62% |30% |6% |1% |

|Instruction in the teaching of English language learners (ELL). |1.b |76 |47% |38% |14% |0% |

|Instruction in teaching students with special learning needs. |1.b |77 |44% |40% |14% |1% |

|Instruction in using computer technology for classroom instruction. |1.b |77 |56% |32% |12% |0% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |78 |19% |4% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |77 |5% |3% |1% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |77 |9% |6% |0% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |78 |3% |0% |0% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |78 |4% |0% |0% |0% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |77 |5% |3% |1% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |78 |8% |1% |0% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |78 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |78 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |78 |1% |0% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |78 |0% |0% |0% |1% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |78 |12% |5% |1% |0% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |78 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |78 |0% |0% |0% |1% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |78 |1% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |78 |0% |0% |0% |0% |

Table 34A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |59 |68% |25% |5% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |59 |54% |39% |5% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |59 |39% |42% |14% |3% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |59 |49% |39% |8% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |58 |34% |40% |21% |5% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |59 |54% |32% |10% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |59 |58% |31% |10% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |59 |54% |37% |7% |0% |

CSU Exit Survey – Teacher Preparation: Part II

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |57 |77% |23% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |58 |50% |43% |7% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |58 |72% |28% |0% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |58 |64% |36% |0% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |58 |59% |40% |2% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |57 |51% |49% |0% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |58 |66% |31% |3% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |58 |62% |31% |7% |0% |

CSU Exit Survey – Instructional Preparation

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |56 |64% |25% |9% |2% |

|Instruction in the teaching of English language learners (ELL). |1.b |54 |50% |41% |9% |0% |

|Instruction in teaching students with special learning needs. |1.b |54 |44% |37% |19% |0% |

|Instruction in using computer technology for classroom instruction. |1.b |54 |61% |31% |4% |4% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |56 |9% |5% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |58 |2% |0% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |58 |21% |14% |2% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |59 |0% |0% |0% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |59 |0% |2% |0% |0% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |59 |17% |0% |0% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |59 |7% |0% |2% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |59 |2% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |59 |3% |2% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |59 |0% |2% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |59 |2% |2% |0% |0% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |59 |3% |2% |5% |2% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |59 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |59 |0% |0% |0% |0% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |59 |0% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |58 |0% |0% |0% |0% |

Table 34B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |17 |88% |6% |6% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |17 |88% |12% |0% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |17 |59% |29% |12% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |17 |76% |12% |12% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |17 |53% |29% |18% |0% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |17 |71% |29% |0% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |17 |82% |18% |0% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |17 |71% |29% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |17 |94% |6% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |17 |88% |12% |0% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |17 |94% |6% |0% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |17 |88% |12% |0% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |17 |82% |12% |6% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |17 |82% |12% |6% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |17 |82% |18% |0% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |17 |71% |29% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

Intern

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |17 |94% |6% |0% |0% |

|Instruction in the teaching of English language learners (ELL). |1.b |17 |65% |35% |0% |0% |

|Instruction in teaching students with special learning needs. |1.b |17 |59% |41% |0% |0% |

|Instruction in using computer technology for classroom instruction. |1.b |17 |94% |6% |0% |0% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |16 |25% |0% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |16 |6% |0% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |16 |6% |0% |0% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |17 |6% |12% |0% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |16 |6% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |16 |25% |0% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

Table 35A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |24 |67% |25% |4% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |24 |54% |33% |4% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |24 |29% |46% |21% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |23 |48% |43% |4% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |24 |17% |38% |42% |4% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |24 |50% |42% |4% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |24 |54% |38% |4% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |24 |63% |25% |8% |0% |

CSU Exit Survey – Teacher Preparation: Part II ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |23 |83% |17% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |23 |70% |26% |0% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |23 |70% |30% |0% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |22 |77% |18% |5% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |23 |74% |26% |0% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |23 |70% |30% |0% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |23 |70% |30% |0% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |23 |83% |17% |0% |0% |

CSU Exit Survey – Instructional Preparation Single Subject Credential ACT

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |24 |58% |29% |8% |4% |

|Instruction in the teaching of English language learners (ELL). |1.b |23 |39% |52% |4% |4% |

|Instruction in teaching students with special learning needs. |1.b |24 |29% |58% |8% |4% |

|Instruction in using computer technology for classroom instruction. |1.b |24 |63% |21% |13% |4% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |24 |21% |13% |0% |4% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |24 |4% |0% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |24 |13% |0% |0% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |24 |4% |0% |0% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |24 |4% |4% |0% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |24 |0% |4% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |24 |4% |4% |0% |0% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |24 |8% |0% |8% |0% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |24 |0% |0% |0% |0% |

Table 35B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |16 |69% |31% |0% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |16 |63% |38% |0% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |16 |38% |31% |31% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |16 |38% |50% |13% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |15 |20% |33% |40% |7% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |16 |50% |38% |6% |6% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |16 |50% |38% |6% |6% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |16 |50% |44% |6% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |16 |69% |31% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |16 |69% |19% |13% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |16 |44% |50% |6% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |16 |63% |31% |6% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |16 |63% |19% |19% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |16 |63% |19% |13% |6% |

|...to communicate my course goals and requirements to students and parents. |1.b |16 |56% |38% |6% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |16 |63% |19% |19% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

ACT

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in methods of classroom teaching and management. |1.b |16 |63% |25% |6% |6% |

|Instruction in the teaching of English language learners (ELL). |1.b |16 |44% |50% |6% |0% |

|Instruction in teaching students with special learning needs. |1.b |14 |50% |36% |7% |7% |

|Instruction in using computer technology for classroom instruction. |1.b |16 |63% |19% |19% |0% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |16 |19% |6% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |16 |0% |6% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |16 |19% |6% |0% |0% |

|Instruction in ways of teaching Music classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Art classes in grades 7-12. |1.b |16 |6% |6% |0% |0% |

|Instruction in ways of teaching Physical Education classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12. |1.b |16 |6% |13% |0% |0% |

|Instruction in ways of teaching Science (Physics) classes in grades 7-12. |1.b |16 |6% |0% |0% |0% |

|Instruction in ways of teaching Science (Chemistry) classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Science (Geosciences) classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Health Science classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Social Science classes in grades 7-12. |1.b |16 |0% |0% |0% |6% |

|Instruction in ways of teaching Agriculture classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Business classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Home Economics classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

|Instruction in ways of teaching Industrial and Technology classes in grades 7-12. |1.b |16 |0% |0% |0% |0% |

Table 36A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |4 |100% |0% |0% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |4 |75% |25% |0% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |4 |0% |75% |25% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |4 |75% |25% |0% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |4 |50% |25% |25% |0% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |4 |100% |0% |0% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b |4 |100% |0% |0% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |4 |25% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |4 |100% |0% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |4 |75% |25% |0% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |4 |75% |25% |0% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |4 |75% |25% |0% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |4 |75% |25% |0% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |4 |50% |50% |0% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |4 |75% |25% |0% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |4 |100% |0% |0% |0% |

CSU Exit Survey – Instructional Preparation

FYI

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|Instruction in methods of classroom teaching and management. |1.b |4 |50% |50% |0% |0% |

|Instruction in the teaching of English language learners (ELL). |1.b |4 |50% |25% |25% |0% |

|Instruction in cultural diversity and multicultural education. |1.c |4 |75% |25% |0% |0% |

|Instruction in teaching students with special learning needs. |1.b |4 |50% |25% |25% |0% |

|Instruction in using computer technology for classroom instruction. |1.b |4 |100% |0% |0% |0% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |4 |50% |25% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |4 |0% |0% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |4 |25% |0% |0% |0% |

Table 36B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to prepare lesson plans and make prior arrangements for students' class activities. |1.b |6 |83% |17% |0% |0% |

|...to use an effective mix of teaching strategies and instructional activities. |1.b |6 |67% |17% |17% |0% |

|...to meet the instructional needs of students who are English language learners. |1.b |6 |33% |67% |0% |0% |

|...to meet the instructional needs of students from diverse cultural backgrounds. |1.b |6 |17% |83% |0% |0% |

|...to meet the instructional needs of students with special learning needs. |1.b |6 |33% |50% |17% |0% |

|...to use computer-based technology to help students learn subjects of the curriculum. |1.b |6 |67% |33% |0% |0% |

|...to use computer-based technology for instruction, research, and record keeping.. |1.b, |6 |67% |33% |0% |0% |

|...to adjust my teaching strategies so all pupils have chances to understand and learn. |1.b |6 |50% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to teach my primary subject according to State Academic Standards in my grade(s) |1.b |6 |67% |33% |0% |0% |

|...to contribute to students' reading skills including comprehension in my subject area. |1.b |6 |83% |17% |0% |0% |

|...to use textbooks and other materials that are aligned with State Standards in my area. |1.b |6 |67% |33% |0% |0% |

|...to assist individual students in areas of their instructional needs in my subject area. |1.b |6 |100% |0% |0% |0% |

|...to establish academic expectations that are intellectually challenging for students. |1.b |6 |83% |17% |0% |0% |

|...to provide opportunities for students to develop advanced problem-solving skills. |1.b |6 |83% |17% |0% |0% |

|...to communicate my course goals and requirements to students and parents. |1.b |5 |80% |20% |0% |0% |

|...to help students realize the connections between my subject and life beyond school. |1.b |6 |83% |17% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

FYI

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|Instruction in methods of classroom teaching and management. |1.b |6 |83% |17% |0% |0% |

|Instruction in the teaching of English language learners (ELL). |1.b |6 |50% |33% |17% |0% |

|Instruction in teaching students with special learning needs. |1.b |6 |50% |33% |17% |0% |

|Instruction in using computer technology for classroom instruction. |1.b |6 |50% |50% |0% |0% |

|Instruction in ways of teaching English classes in grades 7-12. |1.b |6 |50% |17% |0% |0% |

|Instruction in ways of teaching Language Other than English classes in grades 7-12. |1.b |6 |0% |0% |0% |0% |

|Instruction in ways of teaching Mathematics classes in grades 7-12. |1.b |6 |0% |17% |0% |0% |

1.c Professional and Pedagogical Content Knowledge and Skills

The outcomes of the CSU Exit Survey addressing Standard 1.c appear below in Tables 34A-37B. The Tables contain data for each of the pathways that address 1.c. Again, the percentages of candidates who feel well or adequately prepared are high, and typically well above the benchmark. Two related items clearly stand out as having a low rating: ‘Preparation to know about resources in the school and community for at-risk students and families’ and ‘Preparation to anticipate and address possession of weapons and threats of violence at school.’ At risk students and violence seem to be two areas that need additional attention. Of the pathways presented, ACT students tend to have more difficulty in the areas mentioned above. That might be in part because they begin student teaching immediately upon admission into the credential program and thus are least prepared, curriculum wise, than the traditional students.

Table 34A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |80 |65% |30% |4% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |80 |44% |44% |10% |1% |

|...to understand how personal, family and community conditions often affect learning. |1.c |80 |65% |28% |6% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |80 |70% |25% |3% |1% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |80 |69% |25% |5% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |80 |71% |21% |3% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |80 |66% |28% |4% |1% |

|...to know about resources in the school & community for at-risk students and families. |1.c |80 |35% |46% |16% |1% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |80 |61% |30% |6% |1% |

CSU Exit Survey – Teacher Preparation: Part II

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |79 |73% |20% |4% |1% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |79 |47% |39% |10% |4% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |79 |34% |44% |15% |6% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |79 |32% |53% |11% |4% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |78 |63% |28% |6% |1% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |79 |66% |29% |4% |1% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |78 |69% |26% |4% |1% |

CSU Exit Survey – Instructional Preparation

Traditional

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |78 |53% |38% |6% |1% |

|Instruction in the implications of human learning and motivation. |1.c |78 |51% |40% |8% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |78 |38% |44% |10% |6% |

|Instruction in cultural diversity and multicultural education. |1.c |77 |57% |32% |9% |1% |

Table 34B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |78 |69% |28% |3% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |78 |54% |35% |9% |1% |

|...to understand how personal, family and community conditions often affect learning. |1.c |78 |50% |44% |6% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |77 |64% |32% |4% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |78 |58% |40% |3% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |78 |58% |42% |0% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |78 |65% |28% |5% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |78 |32% |46% |21% |1% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |78 |53% |46% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |78 |76% |23% |1% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |78 |50% |33% |15% |1% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |78 |40% |31% |23% |6% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |77 |48% |31% |17% |4% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |78 |67% |31% |1% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |78 |59% |37% |4% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |78 |64% |35% |1% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

Traditional

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |76 |55% |33% |7% |5% |

|Instruction in the implications of human learning and motivation. |1.c |76 |46% |41% |9% |4% |

|Instruction in school purposes, organization, issues and history. |1.c |72 |39% |38% |21% |3% |

|Instruction in cultural diversity and multicultural education. |1.c |76 |62% |30% |7% |1% |

Table 35A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |59 |61% |32% |5% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |59 |53% |34% |10% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |59 |59% |34% |2% |2% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |59 |63% |31% |5% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |59 |49% |41% |8% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |59 |64% |31% |2% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |59 |58% |31% |8% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |59 |42% |34% |20% |2% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |59 |61% |31% |5% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |58 |64% |33% |3% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |58 |53% |29% |14% |3% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |57 |44% |33% |21% |2% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |58 |38% |45% |17% |0% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |58 |52% |41% |5% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |58 |72% |24% |3% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |56 |68% |30% |2% |0% |

CSU Exit Survey – Instructional Preparation

Intern

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |55 |45% |44% |9% |2% |

|Instruction in the implications of human learning and motivation. |1.c |55 |53% |31% |16% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |54 |41% |39% |17% |4% |

|Instruction in cultural diversity and multicultural education. |1.c |54 |56% |30% |13% |2% |

Table 35B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |17 |82% |18% |0% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |17 |71% |24% |6% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |17 |59% |41% |0% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |17 |82% |12% |6% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |17 |71% |29% |0% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |17 |88% |6% |0% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |17 |94% |6% |0% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |17 |59% |29% |12% |0% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |17 |71% |24% |6% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |17 |82% |12% |6% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |17 |65% |24% |12% |0% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |17 |41% |29% |29% |0% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |17 |47% |29% |24% |0% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |17 |71% |29% |0% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |17 |76% |24% |0% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |17 |65% |35% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

Intern

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |17 |71% |24% |6% |0% |

|Instruction in the implications of human learning and motivation. |1.c |17 |71% |24% |6% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |17 |47% |47% |6% |0% |

|Instruction in cultural diversity and multicultural education. |1.c |17 |82% |18% |0% |0% |

Table 36A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |24 |63% |33% |0% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |24 |33% |50% |13% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |24 |50% |42% |4% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |24 |67% |25% |4% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |24 |63% |33% |0% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |24 |63% |33% |0% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |24 |63% |33% |0% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |24 |33% |42% |13% |8% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |24 |46% |42% |8% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |23 |74% |22% |0% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |23 |48% |39% |13% |0% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |23 |39% |35% |22% |4% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |23 |35% |48% |17% |0% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |23 |83% |17% |0% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |23 |74% |26% |0% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |22 |82% |18% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

ACT

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |24 |50% |33% |13% |4% |

|Instruction in the implications of human learning and motivation. |1.c |24 |63% |29% |4% |4% |

|Instruction in school purposes, organization, issues and history. |1.c |24 |42% |46% |8% |4% |

|Instruction in cultural diversity and multicultural education. |1.c |24 |67% |21% |4% |4% |

Table 36B: Single Subject Credential

ACT

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |16 |50% |44% |6% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |16 |19% |63% |19% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |16 |50% |50% |0% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |16 |63% |38% |0% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |16 |50% |50% |0% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |16 |50% |44% |6% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |16 |38% |50% |6% |6% |

|...to know about resources in the school & community for at-risk students and families. |1.c |16 |19% |31% |31% |13% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |16 |38% |50% |6% |6% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |16 |69% |25% |6% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |15 |20% |53% |13% |13% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |15 |7% |53% |13% |27% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |15 |13% |60% |20% |7% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |16 |50% |38% |6% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |16 |69% |25% |0% |6% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |16 |63% |31% |6% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

ACT

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |16 |56% |19% |25% |0% |

|Instruction in the implications of human learning and motivation. |1.c |16 |56% |31% |13% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |16 |50% |25% |25% |0% |

|Instruction in cultural diversity and multicultural education. |1.c |16 |50% |38% |13% |0% |

Table 37A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |4 |100% |0% |0% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |4 |50% |50% |0% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |4 |75% |25% |0% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |4 |100% |0% |0% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |4 |25% |75% |0% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |4 |100% |0% |0% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |4 |75% |25% |0% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |4 |75% |25% |0% |0% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |4 |50% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |4 |100% |0% |0% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |4 |75% |0% |25% |0% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |4 |75% |0% |25% |0% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |4 |75% |0% |25% |0% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |4 |50% |50% |0% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |4 |75% |25% |0% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |4 |50% |50% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

FYI

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |4 |75% |25% |0% |0% |

|Instruction in the implications of human learning and motivation. |1.c |4 |50% |50% |0% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |4 |50% |25% |25% |0% |

|Instruction in cultural diversity and multicultural education. |1.c |4 |75% |25% |0% |0% |

Table 37B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to organize and manage a class or a group of students for instructional activities |1.c |6 |83% |17% |0% |0% |

|...to organize and manage student behavior and discipline satisfactorily. |1.c |6 |67% |33% |0% |0% |

|...to understand how personal, family and community conditions often affect learning. |1.c |6 |33% |67% |0% |0% |

|...to learn about my students' interests and motivations, and how to teach accordingly. |1.c |6 |67% |33% |0% |0% |

|...to get students involved in engaging activities and to sustain on-task behavior. |1.c |6 |83% |17% |0% |0% |

|...to adhere to principles of educational equity in the teaching of all students. |1.c |6 |67% |33% |0% |0% |

|...to use class time efficiently by relying on daily routines and planned transitions. |1.c |6 |67% |33% |0% |0% |

|...to know about resources in the school & community for at-risk students and families. |1.c |6 |33% |67% |0% |0% |

|...to think about problems that occur in teaching and to try-out various solutions. |1.c |6 |67% |33% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to recognize adolescence as a period of intense pressure for students to be like peers |1.c |6 |83% |17% |0% |0% |

|...to anticipate and address issues of drug, alcohol and tobacco use by my students. |1.c |6 |67% |33% |0% |0% |

|...to anticipate and address possession of weapons and threats of violence at school. |1.c |6 |67% |17% |17% |0% |

|...to anticipate and address the needs of students who are at risk of dropping out. |1.c |6 |33% |50% |17% |0% |

|...to help students realize the impact of academic choices on life- and career-options. |1.c |6 |100% |0% |0% |0% |

|...to encourage/enable students to assume increasing responsibility for their learning. |1.c |6 |67% |33% |0% |0% |

|...to encourage/enable students to learn behaviors that contribute to future success. |1.c |6 |100% |0% |0% |0% |

CSU Exit Survey – Instructional Preparation

Single Subject Credential

FYI

|Instruction in your Teaching Credential Program |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|Instruction in how children and adolescents grow and develop. |1.c |5 |40% |60% |0% |0% |

|Instruction in the implications of human learning and motivation. |1.c |5 |60% |20% |20% |0% |

|Instruction in school purposes, organization, issues and history. |1.c |5 |40% |40% |20% |0% |

|Instruction in cultural diversity and multicultural education. |1.c |6 |50% |50% |0% |0% |

1.d Student Learning

Three items on the CSU Exit Survey address Student Learning, and the percentages of candidates completing the program who think of themselves as well or adequately prepared in 1.d are quite high. The “Well to Adequately Prepared” tends to be above 90% in each of the groups surveyed. It would be helpful to have more or more specific items so that additional information about candidates’ perceptions regarding pupil assessment and the value in the use of that assessment in making instructional decisions could be gathered. It will be important to compare these outcomes with PACT rubric data (Transition Point 4) and the CSU Follow-Up Survey data (Transition Point 6).

Table 38A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |80 |65% |28% |4% |1% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |80 |64% |26% |6% |1% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |78 |67% |29% |1% |3% |

Table40B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |77 |57% |40% |3% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |78 |59% |36% |5% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |78 |65% |31% |4% |0% |

Table 41A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |59 |58% |34% |5% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |59 |58% |37% |3% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |58 |60% |38% |2% |0% |

Table 41B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |17 |76% |18% |0% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |17 |76% |12% |12% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |17 |88% |12% |0% |0% |

Table 42A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |24 |67% |29% |0% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |24 |46% |46% |4% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |23 |74% |26% |0% |0% |

Table 42B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |16 |56% |44% |0% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |16 |50% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |16 |56% |38% |6% |0% |

Table 43A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |4 |50% |50% |0% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |4 |50% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |4 |75% |25% |0% |0% |

Table 43B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to monitor student progress by using formal and informal assessment methods. |1.d |6 |67% |33% |0% |0% |

|...to assess pupil progress by analyzing a variety of evidence including exam scores. |1.d |6 |50% |50% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to develop fair criteria for course grades and to explain these to students and parents. |1.d |6 |83% |17% |0% |0% |

1.g Dispositions

Results from two different surveys provide dispositional information on the CSUN Single Subject Credential candidates. The results to four items from the CSU Exit Survey may be viewed in Table 44A -47B. Parts of the first two items are dispositional (the use of computer-based technology for research and effective communication with parents), and the final two items are wholly dispositional. All pathways exceed the benchmark by a substantial amount, 90% or above in most areas, with the ACT program the lowest (especially in 2010-2011), which again may be because of the starting of student interaction without much exposure to preparation specific content. The lowest areas are consistently “...to communicate effectively with the parents or guardians of my students.”

The second survey is the Candidates’ Dispositions Self Survey from 2009-2010 and 2010-2011, the most recent data available. As at Transition Point 1, pathways results are not available. Overall results are consistently high, most above 4.5 on a 1-5 point scale, but do serve to remind candidates of the values placed on these attitudes and behaviors. The only one below 4.5 for both years was “I contribute to classes, seminars, professional development activities, and school events,” which came in at 4.25 in 2009-2010 and 4.24 in 2010-2011. Thought 4.25 and 4.24 are the lowest, they still are quality scores.

Table 44A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |80 |58% |29% |11% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |80 |49% |43% |6% |1% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |80 |55% |33% |9% |3% |

|...to understand my professional, legal, and ethical obligations. |1.g |80 |75% |20% |1% |1% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |80 |78% |20% |1% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. |1.g |78 |68% |29% |1% |1% |

Table 44B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Traditional

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |78 |62% |29% |9% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |78 |42% |42% |15% |0% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |78 |53% |38% |9% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |78 |63% |35% |1% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |78 |72% |27% |1% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Traditional

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. | 1.g |78 |63% |33% |4% |0% |

Table 45A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |59 |58% |31% |10% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |59 |51% |37% |8% |2% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |59 |61% |31% |5% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |59 |63% |27% |3% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |59 |75% |22% |2% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. |1.g |58 |66% |31% |3% |0% |

Table 45B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

Intern

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. | 1.g |17 |82% |18% |0% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |17 |65% |35% |0% |0% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |17 |94% |0% |6% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |17 |82% |18% |0% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |17 |94% |6% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

Intern

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. | 1.g |17 |82% |18% |0% |0% |

Table 46A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

ACT

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |24 |54% |38% |4% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |24 |38% |42% |17% |0% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |24 |42% |46% |8% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |24 |54% |38% |4% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |24 |63% |29% |4% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. |1.b, 1.g |23 |70% |30% |0% |0% |

Table 46B: Single Subject Credential

ACT

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |16 |50% |38% |6% |6% |

|...to communicate effectively with the parents or guardians of my students. |1.g |16 |25% |50% |19% |6% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |16 |38% |44% |13% |6% |

|...to understand my professional, legal, and ethical obligations. |1.g |16 |56% |19% |25% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |16 |50% |44% |6% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

ACT

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

| |1.g |16 |56% |38% |6% |0% |

|...to communicate my course goals and requirements to students and parents. | | | | | | |

Table 47A: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2009-2010 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |4 |100% |0% |0% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |4 |75% |25% |0% |0% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |4 |50% |50% |0% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |4 |100% |0% |0% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |4 |100% |0% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. |1.g |4 |75% |25% |0% |0% |

Table 47B: CSU Exit Survey – Teacher Preparation: Part I

Single Subject Credential

FYI

2010-2011 Completers

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat prepared|Not at all |

| | | | |prepared | |prepared |

|...to use computer-based technology for instruction, research, and record keeping.. |1.g |6 |67% |33% |0% |0% |

|...to communicate effectively with the parents or guardians of my students. |1.g |6 |50% |33% |17% |0% |

|...to work collaboratively on school issues with other teachers in our school. |1.g |6 |50% |17% |17% |0% |

|...to understand my professional, legal, and ethical obligations. |1.g |6 |83% |17% |0% |0% |

|...to evaluate and reflect and seek out assistance that leads to professional growth. |1.g |6 |83% |17% |0% |0% |

CSU Exit Survey – Teacher Preparation: Part II

Single Subject Credential

FYI

|As a new teacher, I am ... |NCATE Standard |N |Well prepared |Adequately |Somewhat |Not at all |

| | | | |prepared |prepared |prepared |

|...to communicate my course goals and requirements to students and parents. |1.g |5 |80% |20% |0% |0% |

Table 48A: Dispositions Self Survey (Conclusion)

Single Subject Credential

Fall 2009 and Spring 2010

|Disposition |NCATE Standard(s) |Fall 2009 |Spring 2010 |

| | |Mean |N |Mean |N |

|I treat students and others with respect for their diverse cultural and linguistic |1.g |4.84 |45 |4.90 |133 |

|backgrounds. | | | | | |

|I set an example of ethical behavior (honesty, fairness, integrity, caring). |1.g |4.76 |45 |4.89 |133 |

|I respond seriously to unethical behavior. |1.g |4.77 |44 |4.82 |130 |

|I understand that students from diverse backgrounds can learn and have success. |1.g |4.96 |45 |4.93 |133 |

|I believe I can influence the lives of students. |1.g |4.76 |45 |4.77 |132 |

|I communicate high academic expectations to all students. |1.g |4.71 |45 |4.80 |133 |

|I communicate high ethical expectations to all students. |1.g |4.76 |45 |4.85 |132 |

|I strive to help students develop academically and as ethical citizens. |1.g |4.80 |45 |4.88 |131 |

|I share ideas with peers and other education professionals. |1.g |4.53 |45 |4.66 |135 |

|I contribute to classes, seminars, professional development activities, and school events. |1.g |4.25 |44 |4.41 |135 |

|I welcome constructive feedback from peers and other education professionals. |1.g |4.96 |45 |4.83 |132 |

|I reflect critically on my own work performance/teaching performance. |1.g |4.71 |45 |4.79 |133 |

|I take responsibility for the outcomes of my teaching. |1.g |4.77 |44 |4.87 |134 |

|I seek continually to do my best and improve as a teacher. |1.g |4.91 |45 |4.95 |133 |

|I exhibit a high degree of enthusiasm for teaching. |1.g |4.82 |44 |4.77 |133 |

|I exhibit a high degree of enthusiasm for my subject matter area(s). |1.g |4.82 |45 |4.84 |133 |

|I meet professional and legal obligations. |1.g |4.89 |45 |4.95 |132 |

Notes: 1=Never, 2=Rarely, 3=Sometimes, 4=Usually, 5=Always

Table 48B: Dispositions Self Survey (Conclusion)

Single Subject Credential

Fall 2010 and Spring 2011

|Disposition |NCATE Standard(s) |Fall 2010 |Spring 2011 |

| | |Mean |N |Mean |N |

|I treat students and others with respect for their diverse cultural and linguistic |1.g |4.89 |46 |4.80 |97 |

|backgrounds. | | | | | |

|I set an example of ethical behavior (honesty, fairness, integrity, caring). |1.g |4.85 |46 |4.88 |97 |

|I respond seriously to unethical behavior. |1.g |4.74 |46 |4.74 |97 |

|I understand that students from diverse backgrounds can learn and have success. |1.g |4.87 |46 |4.90 |97 |

|I believe I can influence the lives of students. |1.g |4.76 |46 |4.64 |97 |

|I communicate high academic expectations to all students. |1.g |4.61 |46 |4.65 |97 |

|I communicate high ethical expectations to all students. |1.g |4.76 |46 |4.76 |96 |

|I strive to help students develop academically and as ethical citizens. |1.g |4.80 |46 |4.78 |97 |

|I share ideas with peers and other education professionals. |1.g |4.54 |46 |4.50 |96 |

|I contribute to classes, seminars, professional development activities, and school events. |1.g |4.24 |45 |4.23 |95 |

|I welcome constructive feedback from peers and other education professionals. |1.g |4.76 |46 |4.77 |97 |

|I reflect critically on my own work performance/teaching performance. |1.g |4.78 |46 |4.66 |96 |

|I take responsibility for the outcomes of my teaching. |1.g |4.85 |46 |4.85 |97 |

|I seek continually to do my best and improve as a teacher. |1.g |4.96 |46 |4.90 |97 |

|I exhibit a high degree of enthusiasm for teaching. |1.g |4.74 |46 |4.79 |97 |

|I exhibit a high degree of enthusiasm for my subject matter area(s). |1.g |4.72 |46 |4.87 |97 |

|I meet professional and legal obligations. |1.g |4.85 |46 |4.92 |97 |

Notes: 1=Never, 2=Rarely, 3=Sometimes, 4=Usually, 5=Always

Transition Point 5 Analysis and Course/Program Changes

Overall, the Transition Point 5 Data point to robust learning by our candidates, as revealed in positive candidate perceptions at the program’s exit that they are prepared for beginning teaching. It is important to recognize the strengths in planning, subject specific pedagogies, assessment, and numerous other areas.

However, several areas emerge in this data that call for additional consideration. The first is in teaching English language learners. The data consistently showed that a smaller percentage felt “well prepared” than for other topics. The analysis of this data lead to the Secondary Education Department to create a new course, SED 529, Teaching English Learners in Multiethnic Schools, to help enhance students preparation. Additionally, we have continued to provided workshops for university supervisors who work with student teachers on differentiating instruction for English Learners, and effective strategies for use with English Learners. A number of university supervisors have also been trained as PACT Teaching Event scorers, and we believe the TE emphasis on academic language development and analysis of student work is improving the quality of supervision, thus leading to higher Exit Survey responses to be received in the future.

A second area of consideration, but again an area of growth in the past few years, is meeting the instructional needs of students with special learning needs. Only with the SB 2042 Credential Program did Special Education become part of the preliminary credential. The current two-unit SPED course receives strong evaluations from our candidates, and we are observing that numbers of candidates are now placed in inclusive classrooms for student teaching experiences. University supervisors have received professional development on providing support for student teachers in inclusive classrooms. Yet the data indicates this area is not as strong as others. The Orfelea Project currently underway for faculty working with ACT courses and supervision focuses on neuro-developmental methodology, a research-based approach for enhancing pupil learning. Faculty will continue to integrate ND methodology – including pupil learning, curriculum, and task analyses – into ACT Pathway courses and fieldwork. Master or cooperating teachers, too, will continue to receive this professional development. We look forward to learning from the assessments for this project.

The third area for consideration at Transition Point 5 is preparation in resources in the school and community for at-risk students, and strategies for dropout prevention with at-risk students and reducing threats of school violence, topics addressed in

SED 511, EPC 420, AAS/CHS/ELPS/PAS 417, HSCI 496ADO, and the student/Intern teaching seminars.

Transition Point 6: Program Follow-Up

The assessment data available at Transition Point 6 includes the CSU Employer Survey, Table 50A-B, and the Beginning Teacher Follow-Up Survey, Table 51A-B. The Beginning Teacher results collected at the end of the first year of teaching after earning the Preliminary Credential. One item in the survey addresses NCATE Standard 1.a, Content Knowledge, and one item addresses NCATE Standard 1.g, Dispositions; Standards 1.b, 1.c, and 1.d are addressed by multiple items. Because data is necessarily available at a later date, two years of information, for 2007-2008 and 2008-2009 are presented below, but do not represent modifications in course assignment and activities of the past two years. Please note that responses are on a 0-3-point scale, with 3 = well prepared, 2= adequately prepared, 1= somewhat prepared, and 0 = not prepared. Finally, responses to the Follow-Up Survey are not currently available by Pathways, so are reported as a single rating for Traditional, Intern, ACT, and FYI program completers combined. The number of Employers responding was 36 for 2007-2008 and 24 for 2008-2009. The number of teachers who responded was 48 for 2007-2008 and 22 for 2008-2009.

Table 49: Transition Point 6 - Follow-Up to the Program

|Transition |1a. |1b. |1c. |1d. |1g. |

|Point 6 |Content |Pedagogical |Professional |Student |Dispositions |

| |Knowledge |Content |& |Learning | |

| | |Knowledge |Pedagogical | | |

| | | |Knowledge | | |

| | | |& Skills | | |

|Follow-Up |(1) CSU Follow-Up Survey |(1) CSU Follow-Up Survey |(1) CSU Follow-Up Survey |(1) CSU Follow-Up Survey |(1) CSU Follow-Up Survey |

|to the |Item (Candidates’ |(Candidates’ Perceptions)|(Candidates’ Perceptions)|(Candidates’ Perceptions)|Item (Candidates’ |

|Program |Perceptions) | | | |Perceptions) |

| | |(2) CSU Follow-Up Survey |(2) CSU Follow-Up Survey |(2) CSU Follow-Up Survey | |

| |(2) CSU Follow-Up Survey |(Employers’ Perceptions) |(Employers’ Perceptions) |(Employers’ Perceptions) |(2) CSU Follow-Up Survey |

| |Item (Employers’ | | | |Item (Employers’ |

| |Perceptions) | | | |Perceptions) |

1.a Content Knowledge

Responses to the item on the CSU Employer, Table 50A-B, and Beginning Teacher Follow-Up, Table 51A-B, Surveys addressing Content Knowledge are very strong, with 2007-2008 employers and beginning teachers with 1% of each other at 97% and 96% for being “well or adequately prepared,” respectively. For 2008-2009, the employers again rated the teachers high at 96% but the teachers only rated themselves as 86% “well or adequately prepared.” Apart from those in the FYI Pathway (the JYI Pathway was not yet offered when the data below was collected), candidates are admitted to the program with subject matter competency established either by CSET passing score or CTC-approved undergraduate subject program completion. We believe this is a significant reason for the high scores.

Table 50A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Know and understand the subjects of the curriculum at her/his grade level. |1.a |36 |97% |3% |2.67 |.53 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

Table 50B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Know and understand the subjects of the curriculum at her/his grade level. |1.a |48 |96% |4% |2.69 |.55 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

Table 51A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Know and understand the subjects of the curriculum at her/his grade level. |1.a |24 |96% |4% |2.67 |.56 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

Table 51B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Know and understand the subjects of the curriculum at her/his grade level. |1.a |22 |86% |14% |2.45 |.74 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

1.b Pedagogical Content Knowledge and Skills

One outcome is immediately apparent: Employers tend to rate the first year teachers’ preparation higher than the beginning teachers themselves. One explanation of the higher Employer scores is that the employers have a broader perspective on the teaching performance of beginning teachers. Also, at the end of the first year of teaching, typically a challenging year, beginning teachers have a strong sense of the ways they might improve their teaching. It should also be understood that this is a consistent pattern across the CSUs.

The item of nearest agreement for the Employer and Beginning Teacher responses in the 2007-2008 results are ‘Contribute to students’ reading skills including vocabulary and comprehension’ (88% to 85% well or adequately prepared). For 2008-2009, the most similar response for Employers and Beginning Teachers is ‘Meet the instructional needs of students from diverse cultural backgrounds’ (86% vs. 86% well or adequately prepared).

For 2007-2008, the item that varied the greatest was ‘Meet the instructional needs of students from diverse cultural backgrounds (89% to 72% well or adequately prepared). Interestingly enough, the item with the greatest discrepancy between Employer and Beginning Teacher ratings in 2008-2009 was ‘Contribute to students’ reading skills including vocabulary and comprehension’ (82% to 60% well or adequately prepared).

In the 2007-2008 results, eight of the ten items rated by Employers meet the 80% benchmark, while eight of the fifteen items rated by the Beginning Teachers do so. In the 2008-2009 results, all ten items rated by Employers meet the 80% benchmark. The results for Beginning Teachers were five out of the thirteen items meet the 80% benchmark. This was disappointing for the teachers but not surprising because of how difficult first year teaching is.

The items rated highest by Employers in 2007-2008 are ‘Teach her/his primary subject according to State Academic Content Standards’ and ‘Use an effective mix of teaching strategies and instructional activities,’ while the items they rated highest in 2008-2009 are ‘Use computer-based applications in class activities and to keep class records,’ ‘Assist individual students in areas of their instructional needs in reading/math,’ and ‘Use textbooks and other materials aligned with State Content Standards.’ One of the items rated highest by Beginning Teachers in 2007-2008 is the same as one identified in 2008-2009: ‘Teach the primary subject according to State Academic Content Standard.’ In 2007-2008 the other highly rated item was ‘Help students realize connections between your subject and life beyond school.’

The item rated lowest by Employers in 2007-2008 (69% well or adequately prepared) is ‘Meet the instructional needs of students with special learning needs’; one other item was below the 80% benchmark. In the 2008-2009 results, no Employer ratings are below the 80% benchmark. The lowest at 82% was ‘Contribute to students’ reading skills including vocabulary & comprehension.’ For Beginning Teachers in 2007-2008, the lowest ratings was for ‘Provide opportunities for students to develop advanced problem-solving skills’ (74% well or adequately prepared) and the next lowest is ‘Meet the instructional needs of students with special learning needs’ (76% well or adequately prepared). For 2008-2009, Beginning Teachers rated “Use textbooks and other materials aligned with State Content Standards’ lowest at 75%.

Because of the small number of respondents, it will be critical to increase response rates for the CSU Follow-Up Survey, assist candidates in understanding distinctions between expectations for beginning versus experienced teachers, and use focus group discussion information and data from other Transition Points to identify patterns for program improvement in the area of Pedagogical Content Knowledge and Skills.

Table 52A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use an effective mix of teaching strategies and instructional activities. |1.b |36 |94% |6% |2.42 |.60 |

|Meet the instructional needs of students who are English language learners. |1.b |35 |80% |20% |2.14 |.73 |

|Meet the instructional needs of students from diverse cultural backgrounds. |1.b |36 |72% |28% |2.14 |.83 |

|Meet the instructional needs of students with special learning needs. |1.b |36 |69% |31% |2.00 |.79 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based applications to help students learn curriculum subjects. |1.b |36 |92% |8% |2.44 |.65 |

|Use computer-based technology in class activities and to keep class records. |1.b, 1.g |35 |91% |9% |2.40 |.65 |

|Assist individual students in areas of their instructional needs in reading/math. |1.b |34 |82% |18% |2.38 |.78 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Teach her/his primary subject according to State Academic Content Standards. |1.b |35 |97% |3% |2.54 |.56 |

|Use textbooks and other materials aligned with State Content Standards. |1.b |34 |85% |15% |2.38 |.74 |

|Contribute to students’ reading skills including vocabulary & comprehension. |1.b |34 |88% |12% |2.35 |.69 |

Table 52B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use an effective mix of teaching strategies and instructional activities. |1.b |48 |88% |13% |2.31 |.69 |

|Meet the instructional needs of students who are English language learners. |1.b |47 |77% |23% |2.00 |.75 |

|Meet the instructional needs of students from diverse cultural backgrounds. |1.b |46 |89% |11% |2.37 |.68 |

|Meet the instructional needs of students with special learning needs. |1.b |45 |76% |24% |2.02 |.84 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based applications to help students learn curriculum subjects. |1.b |47 |77% |23% |2.19 |.90 |

|Use computer-based technology in class activities and to keep class records. |1.b |47 |81% |19% |2.30 |.83 |

|Monitor student progress by using formal and informal assessment methods. |1.d |47 |87% |13% |2.30 |.69 |

|Assist individual students in areas of their instructional needs in reading/math. |1.b |48 |85% |15% |2.17 |.72 |

|Adjust teaching strategies so all pupils have chances to understand and learn. |1.c |46 |78% |22% |2.20 |.78 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Teach your primary subject according to State Academic Content Standards. |1.b |48 |90% |10% |2.38 |.67 |

|Use textbooks and other materials aligned with State Content Standards. |1.b |45 |78% |22% |2.24 |.80 |

|Contribute to students’ reading skills including vocabulary and comprehension. |1.b |47 |85% |15% |2.09 |.69 |

|Provide opportunities for students to develop advanced problem-solving skills. |1.b |46 |74% |26% |2.09 |.78 |

|Help students realize connections between your subject and life beyond school. |1.b |47 |79% |21% |2.19 |.88 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

Value and Helpfulness of Credential Program

2007-2008 Completers

|Based on your observations rate how valuable or helpful your coursework and fieldwork was in your |NCATE |Fall 2009 |

|credential program: |Standard(s) | |

| | |N |Very or |A Little |Mean |SD |

| | | |Somewhat |or Not | | |

| | | |Valuable |Valuable | | |

|Instruction in ways to reflect on and improve my teaching practices. |1.b |47 |87% |13% |2.45 |.72 |

Table 53A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use an effective mix of teaching strategies and instructional activities. |1.b |24 |92% |8% |2.58 |.65 |

|Meet the instructional needs of students who are English language learners. |1.b |22 |86% |14% |2.23 |.69 |

|Meet the instructional needs of students from diverse cultural backgrounds. |1.b |22 |86% |14% |2.27 |.70 |

|Meet the instructional needs of students with special learning needs. |1.b |22 |86% |14% |2.27 |.70 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based applications to help students learn curriculum subjects. |1.b |24 |88% |13% |2.38 |.71 |

|Use computer-based technology in class activities and to keep class records. |1.b |23 |100% |0% |2.61 |.50 |

|Assist individual students in areas of their instructional needs in reading/math. |1.b |24 |92% |8% |2.42 |.65 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Teach her/his primary subject according to State Academic Content Standards. |1.b |24 |100% |0% |2.63 |.49 |

|Use textbooks and other materials aligned with State Content Standards. |1.b |22 |95% |5% |2.59 |.59 |

|Contribute to students’ reading skills including vocabulary & comprehension. |1.b |22 |82% |18% |2.32 |.78 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

Table 53B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use an effective mix of teaching strategies and instructional activities. |1.b |22 |86% |14% |2.23 |.69 |

|Meet the instructional needs of students who are English language learners. |1.b |22 |77% |23% |2.05 |.72 |

|Meet the instructional needs of students from diverse cultural backgrounds. |1.b |22 |86% |14% |2.41 |.73 |

|Meet the instructional needs of students with special learning needs. |1.b |22 |77% |23% |2.09 |.75 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based applications to help students learn curriculum subjects. |1.b |22 |77% |23% |2.14 |.77 |

|Use computer-based technology in class activities and to keep class records. |1.b |22 |82% |18% |2.23 |.75 |

|Assist individual students in areas of their instructional needs in reading/math. |1.b |22 |82% |18% |2.18 |.73 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Teach your primary subject according to State Academic Content Standards. |1.b |22 |91% |9% |2.50 |.67 |

|Use textbooks and other materials aligned with State Content Standards. |1.b |20 |75% |25% |1.95 |.69 |

|Contribute to students’ reading skills including vocabulary and comprehension. |1.b |20 |60% |40% |1.70 |.66 |

|Provide opportunities for students to develop advanced problem-solving skills. |1.b |22 |86% |14% |2.14 |.77 |

|Help students realize connections between your subject and life beyond school. |1.b |10 |100% |0% |2.60 |.52 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

Value and Helpfulness of Credential Program

2008-2009 Completers

|Based on your observations rate how valuable or helpful your coursework and fieldwork was in your |NCATE |Fall 2010 |

|credential program: |Standard(s) | |

| | |N |Very or |A Little |Mean |SD |

| | | |Somewhat |or Not | | |

| | | |Valuable |Valuable | | |

|Instruction in ways to reflect on and improve my teaching practices. |1.b |22 |86% |14% |2.23 |.81 |

Notes: 0=No Value, 1=Little Value, 2=Somewhat Valuable, 3=Very Valuable

1.c Professional and Pedagogical Content Knowledge and Skills

Results from the CSU Employer and Beginning Teacher Follow-Up Surveys in 2007-2008 and 2008-2009 appear in Tables

54A and 56B. These results again illustrate a pattern of higher ratings for Employers than Beginning Teachers. Two of 17 items in the 2007-2008 survey were rated by Employers below the 80% benchmark, although none of the 17 items in the next year’s survey were below the benchmark. As was true for NCATE Standard 1.b responses above, the ratings for 1.c items by Beginning Teachers were mixed, some improving and others decreasing. Eleven of 25 items in 2007-2008 survey were rated below the 80% benchmark by Beginning Teachers and only eight of 25 items in the 2008-2009 survey. This showed an improvement in both Employers and Beginning Teachers’ ratings from 2007-2008 to 2008-2009.

From the data, however, two items in Professional and Pedagogical Content Knowledge and Skills area clearly stand out as low ratings: ‘Know about resources in the school and community for at-risk students/families’ and ‘Anticipate and address the needs of students who are at-risk for dropping out.’ In both years of data for both Employers and Beginning Teachers, these areas rated the lowest with scores for Employers 72% and 75% for 2007-2008 and 83% for each in 2008-2009. For the Beginning Teachers it was 57% and 52% for 2007-2008 and 55% at 2008-2009. Work with at-risk pupils is an area identified by the Chancellor’s Office for improvement at all CSUs credential programs.

The two items rated highest (94%) by Employers in 2007-2008 are ‘Organize and manage a class or a group of pupils for instructional activities,’ ‘Prepare lessons plans and make prior arrangements for class activities’ and ‘Establish academic expectations that are intellectually challenging,’ Interesting enough, these two also rated highest for the Beginning Teachers at 90%. For 2008-2009, Employers had four areas rated at 100% and Beginning Teachers highest rating, at 95% was ‘Understand adolescent growth, human learning and the purposes of schools.’ Employers had that topic rated at 96%.

Table 54A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Organize and manage a class or a group of pupils for instructional activities. |1.c |35 |94% |6% |2.43 |.61 |

|Organize and manage student behavior and discipline satisfactorily. |1.c |36 |92% |8% |2.25 |.69 |

|Prepare lesson plans and make prior arrangements for class activities. |1.c |36 |94% |6% |2.50 |.61 |

|Maintain positive rapport and foster students' motivation and excitement. |1.c |36 |86% |14% |2.47 |.74 |

|Think about problems that occur in teaching and try out various solutions. |1.c |36 |86% |14% |2.31 |.71 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Understand adolescent growth, human learning and the purposes of schools. |1.c |36 |81% |19% |2.22 |.76 |

|Understand how personal, family & community conditions may affect learning. |1.c |36 |75% |25% |2.19 |.82 |

|Learn about students’ interests and motivations, and how to teach accordingly. |1.c |36 |89% |11% |2.42 |.69 |

|Get students involved in engaging activities and to sustain on-task behavior. |1.c |36 |92% |8% |2.47 |.65 |

|Adjust teaching strategies so all pupils have chances to understand and learn. |1.c |35 |83% |17% |2.31 |.76 |

|Adhere to principles of educational equity in the teaching of all students. |1.c |36 |94% |6% |2.44 |.61 |

|Use class time efficiently by relying on daily routines and planned transitions. |1.c |36 |89% |11% |2.39 |.69 |

|Know about resources in the school & community for at-risk students/families. |1.c |36 |72% |28% |1.97 |.81 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Recognize adolescence as a period of pressure for students to be like peers. |1.c |36 |89% |11% |2.36 |.68 |

|Anticipate and address the needs of students who are at-risk of dropping out. |1.c |35 |66% |34% |1.94 |.80 |

|Establish academic expectations that are intellectually challenging. |1.c |36 |92% |8% |2.42 |.65 |

|Communicate course goals and requirements to students and their parents. |1.c |36 |94% |6% |2.50 |.61 |

Table 54B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Organize and manage a class or a group of pupils for instructional activities. |1.c |48 |90% |10% |2.35 |.73 |

|Organize and manage student behavior and discipline satisfactorily. |1.c |47 |72% |28% |2.00 |.96 |

|Prepare lesson plans and make prior arrangements for class activities. |1.c |48 |83% |17% |2.40 |.76 |

|Maintain positive rapport and foster students' motivation and excitement. |1.c |48 |85% |15% |2.33 |.78 |

|Think about problems that occur in teaching and try out various solutions. |1.c |48 |79% |21% |2.15 |.80 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Understand adolescent growth, human learning and the purposes of schools. |1.c |48 |83% |17% |2.21 |.77 |

|Understand how personal, family & community conditions may affect learning. |1.c |48 |81% |19% |2.21 |.74 |

|Learn about students’ interests and motivations, and how to teach accordingly. |1.c |48 |83% |17% |2.10 |.72 |

|Get students involved in engaging activities and to sustain on-task behavior. |1.c |48 |79% |21% |2.15 |.85 |

|Adjust teaching strategies so all pupils have chances to understand and learn. |1.c |46 |78% |22% |2.20 |.78 |

|Adhere to principles of educational equity in the teaching of all students. |1.c |48 |85% |15% |2.35 |.73 |

|Use class time efficiently by relying on daily routines and planned transitions. |1.c |46 |87% |13% |2.28 |.69 |

|Know about resources in the school & community for at-risk students/families. |1.c |46 |57% |43% |1.67 |1.12 |

Notes: 0=Not prepared, 1=Somewhat prepared, 2=Adequately prepared, 3=Well prepared

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Recognize adolescence as a period of pressure for students to be like their peers. |1.c |48 |81% |19% |2.31 |.78 |

|Anticipate and address the needs of students who are at-risk of dropping out. |1.c |48 |52% |48% |1.60 |1.05 |

|Establish academic expectations that are intellectually challenging for students. |1.c |48 |90% |10% |2.33 |.66 |

|Communicate your course goals and requirements to students and their parents. |1.c |47 |85% |15% |2.36 |.74 |

|Encourage/enable pupils to assume increasing responsibility for their learning. |1.c |48 |77% |23% |2.08 |.85 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

Value and Helpfulness of Credential Program

2007-2008 Completers

|Based on your observations rate how valuable or helpful your coursework and fieldwork was in your |NCATE |Fall 2009 |

|credential program: |Standard(s) | |

| | |N |Very or |A Little |Mean |SD |

| | | |Somewhat |or Not | | |

| | | |Valuable |Valuable | | |

|Instruction in how children and adolescents grow and develop. |1.c |47 |83% |17% |2.17 |.76 |

|Instruction in the implications of human learning and motivation. |1.c |45 |73% |27% |2.11 |.86 |

|Instruction in school purposes, organization, issues and history. |1.c |45 |60% |40% |1.80 |.87 |

|Instruction in methods of classroom teaching and management. |1.c |47 |85% |15% |2.30 |.72 |

|Instruction in the teaching of English language learners (ELL). |1.c |47 |72% |28% |2.04 |.78 |

|Instruction in cultural diversity and multicultural education. |1.c |47 |81% |19% |2.28 |.83 |

|Instruction in teaching students with special learning needs. |1.c |47 |70% |30% |2.02 |.85 |

Table 56A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Organize and manage a class or a group of pupils for instructional activities. |1.c |24 |88% |13% |2.46 |.72 |

|Organize and manage student behavior and discipline satisfactorily. |1.c |24 |88% |13% |2.33 |.70 |

|Prepare lesson plans and make prior arrangements for class activities. |1.c |24 |96% |4% |2.63 |.58 |

|Maintain positive rapport and foster students' motivation and excitement. |1.c |24 |96% |4% |2.67 |.56 |

|Think about problems that occur in teaching and try out various solutions. |1.c |24 |96% |4% |2.46 |.59 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Understand adolescent growth, human learning and the purposes of schools. |1.c |24 |96% |4% |2.50 |.59 |

|Understand how personal, family & community conditions may affect learning. |1.c |22 |91% |9% |2.45 |.67 |

|Learn about students’ interests and motivations, and how to teach accordingly. |1.c |24 |88% |13% |2.50 |.72 |

|Get students involved in engaging activities and to sustain on-task behavior. |1.c |24 |88% |13% |2.46 |.72 |

|Adjust teaching strategies so all pupils have chances to understand and learn. |1.c |24 |92% |8% |2.46 |.66 |

|Adhere to principles of educational equity in the teaching of all students. |1.c |23 |100% |0% |2.65 |.49 |

|Use class time efficiently by relying on daily routines and planned transitions. |1.c |24 |88% |13% |2.33 |.82 |

|Know about resources in the school & community for at-risk students/families. |1.c |23 |83% |17% |2.26 |.75 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Recognize adolescence as a period of pressure for students to be like peers. |1.c |22 |100% |0% |2.64 |.49 |

|Anticipate and address the needs of students who are at-risk of dropping out. |1.c |23 |83% |17% |2.22 |.74 |

|Establish academic expectations that are intellectually challenging. |1.c |24 |100% |0% |2.50 |.51 |

|Communicate course goals and requirements to students and their parents. |1.c |24 |100% |0% |2.54 |.51 |

Table 56B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Organize and manage a class or a group of pupils for instructional activities. |1.c |22 |86% |14% |2.32 |.72 |

|Organize and manage student behavior and discipline satisfactorily. |1.c |22 |82% |18% |2.09 |.68 |

|Prepare lesson plans and make prior arrangements for class activities. |1.c |21 |86% |14% |2.29 |.72 |

|Maintain positive rapport and foster students' motivation and excitement. |1.c |22 |77% |23% |2.27 |.83 |

|Think about problems that occur in teaching and try out various solutions. |1.c |22 |86% |14% |2.27 |.70 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Understand adolescent growth, human learning and the purposes of schools. |1.c |22 |95% |5% |2.50 |.60 |

|Understand how personal, family & community conditions may affect learning. |1.c |22 |82% |18% |2.27 |.77 |

|Learn about students’ interests and motivations, and how to teach accordingly. |1.c |22 |91% |9% |2.23 |.61 |

|Get students involved in engaging activities and to sustain on-task behavior. |1.c |22 |73% |27% |2.09 |.81 |

|Adjust teaching strategies so all pupils have chances to understand and learn. |1.c |22 |82% |18% |2.18 |.85 |

|Adhere to principles of educational equity in the teaching of all students. |1.c |22 |86% |14% |2.36 |.73 |

|Use class time efficiently by relying on daily routines and planned transitions. |1.c |22 |91% |9% |2.45 |.80 |

|Know about resources in the school & community for at-risk students/families. |1.c |22 |73% |27% |1.91 |.68 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Recognize adolescence as a period of pressure for students to be like their peers. |1.c |22 |77% |23% |2.32 |.84 |

|Anticipate and address the needs of students who are at-risk of dropping out. |1.c |22 |55% |45% |1.64 |1.00 |

|Establish academic expectations that are intellectually challenging for students. |1.c |22 |91% |9% |2.32 |.65 |

|Communicate your course goals and requirements to students and their parents. |1.c |22 |91% |9% |2.36 |.66 |

|Encourage/enable pupils to assume increasing responsibility for their learning. |1.c |10 |90% |10% |2.50 |.71 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

Value and Helpfulness of Credential Program

2008-2009 Completers

|Based on your observations rate how valuable or helpful your coursework and fieldwork was in your |NCATE |Fall 2010 |

|credential program: |Standard(s) | |

| | |N |Very or |A Little |Mean |SD |

| | | |Somewhat |or Not | | |

| | | |Valuable |Valuable | | |

|Instruction in how children and adolescents grow and develop. |1.c |22 |77% |23% |2.18 |.91 |

|Instruction in the implications of human learning and motivation. |1.c |22 |86% |14% |2.27 |.83 |

|Instruction in school purposes, organization, issues and history. |1.c |21 |81% |19% |1.86 |.65 |

|Instruction in methods of classroom teaching and management. |1.c |22 |91% |9% |2.50 |.67 |

|Instruction in the teaching of English language learners (ELL). |1.c |22 |77% |23% |1.95 |.79 |

|Instruction in cultural diversity and multicultural education. |1.c |22 |82% |18% |2.23 |.87 |

|Instruction in teaching students with special learning needs. |1.c |22 |68% |32% |1.82 |.91 |

1d. Student Learning

In general, the ratings in the Student Learning category on the CSU Employer and Beginning Teacher Follow-Up Survey are stronger than for the ratings related to NCATE Standard 1.b and 1.c. There is growth from 2007-2008 by both Employers and Beginning Teachers on the items about Student Learning, and ratings meet the benchmark of 80% well or adequately prepared by Employers in both years. Employer ratings over 2007-2008 and 2008-2009 have a high of 100% and a low of 82%. Beginning Teachers’ ratings for ‘Assessing pupil progress by analyzing a variety of evidence,’ a key area of focus over the last two years remained constant at 77% while the Employers ratings showed an increase from 82% to 96% over the same time.

Table 57A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Monitor student progress by using formal and informal assessment methods. |1.d |36 |89% |11% |2.39 |.69 |

|Assess pupil progress by analyzing a variety of evidence including test scores. |1.d |34 |82% |18% |2.24 |.74 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Develop fair criteria for course grades and explain these to students/parents. |1.d |36 |97% |3% |2.47 |.56 |

Table 57B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Monitor student progress by using formal and informal assessment methods. |1.d |47 |87% |13% |2.30 |.69 |

|Assess pupil progress by analyzing a variety of evidence including test scores. |1.d |48 |77% |23% |2.15 |.87 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Develop fair criteria for course grades and explain these to students/parents. |1.d |47 |72% |28% |2.11 |.96 |

Table 58A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Monitor student progress by using formal and informal assessment methods. |1.d |24 |88% |13% |2.38 |.71 |

|Assess pupil progress by analyzing a variety of evidence including test scores. |1.d |24 |96% |4% |2.42 |.58 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Develop fair criteria for course grades and explain these to students/parents. |1.d |24 |100% |0% |2.46 |.51 |

Table 58B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Monitor student progress by using formal and informal assessment methods. |1.d |22 |82% |18% |2.18 |.85 |

|Assess pupil progress by analyzing a variety of evidence including test scores. |1.d |22 |77% |23% |2.14 |.77 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Develop fair criteria for course grades and explain these to students/parents. |1.d |22 |95% |5% |2.45 |.60 |

|Help students realize connections between your subject and life beyond school. |1.b |10 |100% |0% |2.60 |.52 |

1.g Dispositions

Tables 59A- 60B show Employer and Beginning Teacher ratings for a single dispositional item on the CSU Follow-Up Survey about the preparation of candidates to adhere to principles of educational equity in their teaching. In 2007-2008 and 2008-2009, both the Employer and Beginning Teacher ratings meet the 80% benchmark, with the exception that candidates do not feel as well prepared in communicating with parents. Employers rating stayed at 75% for both years while the Beginning Teachers actually improved from 63% to 77%. Perhaps this reflects the reality of communicating with parents/guardians with a multiplicity of home languages but it is pleasing to see the improvement in the teachers view.

Table 59A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate effectively with the parents or guardians of his/her students. |1.g |36 |75% |25% |2.17 |.81 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based technology in class activities and to keep class records. |1.g |35 |91% |9% |2.40 |.65 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate course goals and requirements to students and their parents. |1.g |36 |94% |6% |2.50 |.61 |

Table 59B:CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate effectively with the parents or guardians of his/her students. |1.g |48 |63% |38% |1.90 |.95 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based technology in class activities and to keep class records. |1.g |47 |81% |19% |2.30 |.83 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2007-2008 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2009 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate your course goals and requirements to students and their parents. |1.g |47 |85% |15% |2.36 |.74 |

Table 60A: CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate effectively with the parents or guardians of his/her students. |1.g |24 |75% |25% |2.17 |.92 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based technology in class activities and to keep class records. |1.b, 1.g |23 |100% |0% |2.61 |.50 |

CSU Employer Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well s/he was prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate course goals and requirements to students and their parents. |1.g |24 |100% |0% |2.54 |.51 |

Table 60B: CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part I

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate effectively with the parents or guardians of his/her students. |1.g |22 |77% |23% |2.00 |.69 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part II

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Use computer-based technology in class activities and to keep class records. |1.g |22 |82% |18% |2.23 |.75 |

CSU First-Year Teacher Follow-Up Survey

Single Subject Credential

General Concepts and Practices of Teaching: Part III

2008-2009 Completers

|Based on your observations rate how well you were prepared to: |NCATE |Fall 2010 |

| |Standard(s) | |

| | |N |Well or |Somewhat or|Mean |SD |

| | | |Adequately |Not | | |

| | | |Prepared |Prepared | | |

|Communicate your course goals and requirements to students and their parents. |1.g |22 |91% |9% |2.36 |.66 |

Transition Point 6 Analysis and Course/Program Changes

Results for Transition Point 6 are all based on the responses to the CSU Follow-Up Surveys completed by Employers and Beginning Teachers at the end of their first year of teaching after earning the Preliminary Credential. Return rates have not been high, although the number of surveys returned has improved in recent years. With our graduating hundreds of teachers over the two years of 2007-2008 and 2008-2009, we only had less than 50 for the first year and less than 30 for the second. What is clear is that Follow-Up Survey responses of well or adequately prepared from Beginning Teachers are lower than the Exit Survey responses to similar items, although the groups of students represented in Transition Points 5 and 6 are different sets of candidates.

Generally speaking, the perception of candidates well or adequately prepared increases across the two years, although the Employer increases are larger than those for Beginning Teachers. Content Knowledge is an area of particular strength, while average percentages within each survey year for 1.b, 1.c, 1.d, and 1.g are similar for both Employers and Beginning Teachers. Average percentages in both years for all standard areas by Employers all exceed the 80% benchmark; the only average percentage by Beginning Teachers that meets the 80% benchmark is for Content Knowledge. Having this information by pathway could lead to important insights.

In the concluding section of this report for Single Subject candidates that begins on the next page, candidate strengths, areas for program and candidate improvement, and an Action Plan are presented.

Conclusion: Candidate Strengths, Areas for Program/Candidate Improvement, and Action Plan

As is our tradition, the Secondary Education faculty meet for a full-day retreat each fall to analyze different types of program evidence, participate in professional development, and determine and plan for annual strategic goals. In January, faculty again meet in a half-day retreat to consider the most recently available assessment data – the data that has been provided in this report – and to examine samples of our candidates’ completed PACT Teaching Events. Faculty then identified program strengths and discussed potential modifications of courses and course/fieldwork activities to improve the performance of our candidates and to better support their preparation for the PACT TE. These are described below.

Candidate Strengths

1. Content Knowledge (NCATE Standard 1.a). Across all Transition Points, the data demonstrates candidates’ strong understanding of content, including their understanding of the single subject content area (Art, English Language Arts, Mathematics, etc.), as well as verbal language and knowledge of written language as they enter and begin the program. At Transition Point 4, ‘Knows subject matter’ is one of the higher means on the candidate Student/Intern Teaching Evaluation, and the content knowledge rubric means for the PACT Teaching Event are among the highest received by candidates. Similarly, at Transition Points 5 and 6, the CSU Exit Survey and CSU Follow-Up Survey responses of well or adequately prepared in content knowledge are the highest provided by candidates/Beginning Teachers, and the CSU Follow-Up Survey responses of well or adequately prepared are among the highest provided by Employers.

At the same time, Single Subject Program faculty are interested in knowing more about the content knowledge of candidates at Program Entry, and will seek ways to learn more specific information about CSET (California Subject Examination for Teachers) scores. Some faculty have also raised concerns about the quality of candidate writing knowledge, based on their reading and scoring the Professional Teaching Portfolio and the Preliminary and PACT Teaching Events. As a result, it is likely a writing sample will be incorporated into a revised Credential Applicant Interview. Finally, it is important that faculty have feedback on candidate knowledge of content on the Progress Report at Transition Point 3, which is presently lacking. Please see the Action Plan below.

2. Dispositions (NCATE Standard 1.g; TPEs 12,13). Again, across Transition Points where there is data concerning candidates’ Dispositions, a pattern of strength emerges. Apart from the strong ratings candidates give themselves at the beginning and the conclusion of the program, ratings on the Progress Report and Student/Intern Teaching Evaluations are high for TPEs 12 and 13: ‘Professional, legal, and ethical obligations’ and ‘Professional growth.’ Faculty work diligently to model, encourage, and expect strong dispositions, as reflected in the language of the Conceptual Framework.

3. Single Subject Pedagogical Knowledge and Skills: Lesson planning, use of effective activities for single subject learning, and teaching to State Academic Content Standards (NCATE Standard 1.b; TPEs 1, 4, 5, 9). Assessments across Transition Points indicate that candidates develop strong abilities to teach in the single subject area, a substantial part of NCATE Standard 1.b. GPAs at Transition Points 2 and 4, Progress Report outcomes at Transition Point 3, Student/Intern Teaching Evaluations and the Professional Teaching Portfolio/PACT Teaching Event scores at Transition Point 4, and the Exit and Follow-Up Survey results from candidates and Employers at Transition Points 5 and/or 6 reveal this area of strength. Areas with satisfactory though somewhat lower assessments in this area, ‘Teaching English language learners’ and ‘Teaching content literacy,’ are discussed below.

4. General Professional and Pedagogical Knowledge and Skills: Using instructional time, class management and routines, making connections to students’ interests, motivation, reflecting on teaching (NCATE Standard 1.c; TPEs 6, 8, 10, 11). Again, data from the Progress Reports at Transition Point 3, Student/Intern Teaching Evaluations and TPAs at Transition Point 4, CSU Exit Surveys at Transition Point 5, and CSU Follow-Up Surveys at Transition Point 6 indicate that candidates have strong performance in this area. Related items with somewhat lower assessments, ‘Know school/community resources for at-risk students’ and ‘Anticipate and address the needs of students at risk of dropping out;’ are addressed below.

5. Student Learning: Creating and using assessments to monitor student learning, analyzing student, and making instructional decisions based on assessment results (NCATE Standard 1.d; TPEs 2, 3). Candidates’ knowledge and skills in this aspect of teaching build over the course of the program. In the Progress Reports at Transition Point 3, candidates’ mean scores range on these items from about 3.5 to 3.8 (1 – initial competency through 5 –advanced competency) , although Intern candidates’ means are slightly higher. By Transition Point 4’s Student/Intern Teaching Evaluations, the means on the student learning items range from about 3.9 to 4.10 (1- unsatisfactory through 5 – outstanding). Again, Intern candidates’ means are slightly higher at around 4.10 – 4.40. Additionally, the last two semesters for which data is available on the PACT Teaching Event (Transition Point 4) indicate satisfactory to strong means, and the PTP means at Transition Point 4 are around 4.0, indicating strong outcomes. The CSU Exit Survey responses from candidates at Transition Point 5 are among the highest submitted, ranging from 87-100% well or adequately prepared across pathways, and while these decrease somewhat for the CSU Beginning Teacher responses at Transition Point 6, unlike many others, they are just below or meet the 80% benchmark in 2006-2007. Employers’ responses are higher, ranging from 88%-90% well or adequately prepared in 2006-2007. Methods coursework provides a foundation, and student/intern teaching experiences allow for application and extension in classrooms.

Also, faculty have already made a number of modifications to activities in SED 525xx, the single subject methods courses, as well as the SED 554S and SED 555S seminars, because the PACT TE calls for more sophisticated knowledge and skills in assessment than was previously required. Faculty are sharing information on assessment activities; for example, they participated in a presentation at a Secondary Education Department meeting focused on a strategy for analyzing assessments for a whole class in spring 2009. As is true for all the program strengths here, faculty will continue to strive for excellence in their own knowledge of research-based secondary instruction and assessment for use in their teaching.

Program Areas with Mixed Outcomes for Further Consideration

6. Literacy and Academic Language Instruction in Content Teaching. Another area that is not a clear-cut strength is literacy instruction. Candidates all enroll in SED 521 – Literacy, Language, and Learning in Multiethnic Secondary Schools – and SED 521 course grades that become part of the GPA are strong. At Transition Point 3 there is no specific data on this area: the Progress Report does not include an item that directly assesses candidates’ ability to integrate content literacy instruction in their teaching. Additionally, readers provide substantial feedback on the Preliminary Teaching Event in the SED 554S or SED 594S Seminar, but the Preliminary Teaching Event is not scored and no scores are recorded in the Data Warehouse. Faculty have given much attention to content literacy instruction in the past four or five years, and the CSU Employer Survey results have improved as a result of these efforts. Activities and assignments in SED 521 have been revised and faculty in science, mathematics, and world languages have participated in CSU-wide content-based literacy projects for infusing literacy in content methods courses. CSUN has provided successful RIAP (Reading Institute for Academic Preparation) professional development for area teachers and the director has provided professional development for SED faculty at Department meetings. University supervisors have received professional development in supporting field experience candidates in the integration of literacy instruction in subject classes, and area districts have provided substantial development in content area literacy to all teachers, including master teachers. Additionally, SED 521 instructors meet on at least an annual basis to share successful lessons, ask and address questions, and, recently, to help address the response to the revisions of Standard 7B on Content Literacy of the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs. We will continue these efforts and consider others so that literacy instruction support in the program and literacy instruction performance by candidates can continue to improve. Please see the Action Plan below.

Areas for Improvement

7. English Language Learners. As can be seen in at Transition Points 3-6 there has been improvement in candidates’ competencies in teaching English language learners, but this continues to be an area where further growth is desired. Means for TPE 7, ‘Teaching English learners,’ are among the lowest for the Progress Reports, and this outcome may be explained by the fact that numbers of candidates have not yet completed SED 521 – Literacy, Language, and Learning in Multiethnic Secondary Schools – at that point of the program. Our new course SED 529, Teaching English Learners in Multiethnic Schools was designed to address this area and its’ effective should be seen in the years ahead.

While there have been improvements in candidate competencies in teaching English learners in the past several years, and while Employers in the most recent data rated ‘Meet the instruction needs of students who are English language learners’ at a rate that meets the benchmark of 80%, the candidates responding to the Follow-Up Survey have much less confidence in their abilities and rate their preparation below benchmark consistently. The Program will address this area so that candidates can be better prepared to teach English learners, a significant population in the Los Angeles area. See the Action Plan below.

8. Teaching students with special needs. There is no data from either Transition Point 3 or 4 that specifically addresses ‘Teaching students with special needs,’ although the items below (Transition Point 4) could be considered related measures. Additionally, no items in the Professional Teaching Portfolio or PACT Teaching Event Assessments directly assess this program area.

However, in the CSU Exit Survey at Transition Point 5 and in the CSU Beginning Teacher/Employer Follow-Up Survey at Transition Point 6 there is direct evidence that this is an area of concern. In the CSU Exit Survey, candidates rate themselves 78% (Traditional), 85% (Intern), 50% (ACT), and 100% (FYI) well or adequately prepared to meet the instructional needs of students with special learning needs, among the lower ratings for this survey. The ratings by candidates who completed the CSU Beginning Teacher/Employer Follow-Up Survey drop to 68% and 65%. Further, Employers’ lowest ratings are reserved for this area, with 78% and 80% considered well/adequately prepared.

Prior to the implementation of the new Single Subject Credential Program in 2002, there was no preliminary credential program standard for teaching students with special needs; instead, clear credential candidates at CSUN learned about teaching students with special needs in a four-unit course, SPED 508. In the new program, preliminary credential candidates in the Traditional, Intern, FYI and JYI Pathways learn this information in a two-unit course, SPED 401C, with additional attention to students with special needs in a district-based BTSA or other clear credential program. ACT candidates enroll in the ACT ELPS/SPED core courses with elementary and special education candidates. SED faculty and university supervisors have indicated in retreats or workshops that they are less certain how to teach students with special needs, and faculty and supervisors would benefit from professional development in this area so that stronger understandings might be infused in methods courses, field experiences, and field experience seminars. Master teachers, on the other hand, have received professional development in this area and often teach in schools with inclusive settings. Please see the Action Plan below.

9. School and community resources for at-risk students and their families, and addressing the needs of students at risk of dropping out of school. Data from Transition Points 1-4 do not directly address this program area. However, in the CSU Exit survey at Transition Point 5 and in the CSU Beginning Teacher/Employer Survey at Transition Point 6, there is evidence that raises concern regarding the program’s preparation of candidates in ‘Know about resources in the school and community for at-risk students/families’ and ‘Anticipate and address the needs of students who are at-risk of dropping out.’

While candidates may not fully grasp what is meant by ‘resources’ for at-risk students or how they might help prevent a student from dropping out, explicit, direct explanations and experiences are clearly needed. These issues are introduced in

SED 511 (Fundamentals of Secondary Education in Multiethnic Secondary Schools) and addressed more fully in EPC 420 (Educational Psychology of Adolescence), HSCI 496ADO (Health Concerns of Adolescents), and AAS/CHS/ELPS/PAS 417 (Equity and Diversity in Schools). One change already in place is that ACT candidates now complete the EPC 420 class, a course not required for earlier cohorts. It is not clear why ACT Exit Survey ratings vary so greatly, particularly with that pathway’s emphasis on meeting the needs of students in urban schools. CSU Follow-Up Survey outcomes by pathway would be valuable so that specific comparisons could be made in future years. See the Action Plan below.

Action Plan

Given the above strengths and areas for program/candidate improvement, Secondary Education and other program faculty will

engage in the following activities.

1. Gain additional insight by meeting with focus groups of credential program completers and employers to learn more about new teachers’ challenges with teaching English language learners, teaching students with special needs, meeting the needs of students at-risk of failure or dropping out, teaching content literacy, and teaching content with technology. This information will be used to inform decisions about program modifications and faculty professional development.

2. Continue to review the course content of SPED 401C with colleagues from Special Education and consider a course modification that would add one unit of content, activities, and assignments to increase candidates’ knowledge of teaching students with special needs. Look to add professional development in this area for all SED faculty.

3. Since SED 555s has been increase from 1 to 2 units, review the course content and feedback from a focus group of seminar instructors to examine the effectiveness of this change. Seminar instructors noted that time has dwindled for addressing teaching and assessment issues being experienced by candidates in their fieldwork assignments as much more time is required for Preliminary and PACT Teaching Event preparation support. With the additional time, “advanced methods” could address, among other issues, teaching English learners in subject-specific areas, teaching students with special needs in subject-specific courses, teaching subject-specific content literacy, and meeting the needs of students at-risk.

4. Review the course content, activities, and assignments in SED 511, EPC 420, HSCI 496ADO, and AAS/CHS/ELPS/PAS 417 so that course faculty can consider assignment and activity modifications. Faculty will come to an agreement about how to provide specific and detailed information regarding the needs of students at-risk of failure/dropping out and distribute the information and activities in a systematic and recursive manner across these courses.

5. Participate in professional development (full- and part-time faculty and university supervisors) in three areas:

A. Teaching English language learners. Invite faculty, particularly SED 525xx and fieldwork seminar instructors, to share successful assignments and activities and to find ways to infuse new understandings in their teaching. As part of this professional development, include subject-specific academic language information and activities.

B. Meeting the needs of students at-risk of failure/dropping out.

6. Review the Progress Report and Student/Intern Teaching Evaluation forms, and modify to include or clarify items specifically addressing content knowledge, academic language, teaching English learners, teaching students with special needs, resources and strategies for meeting the needs of at-risk students, content literacy instruction, and assessment of student learning.

7. Continue to develop and hold workshops for master teachers to provide professional development on supporting field experience candidates in their teaching of English learners, teaching of students with special needs, meeting the needs of students at risk of failure/dropping out, teaching of subject-specific content literacy, and/or use of assessments. Provide engaging opportunities for teachers to share their understandings for use with CSUN faculty and supervisors.

8. Explore ways to increase the response rate so that faculty can have increased confidence in the outcomes.

9. Continue to teach to areas of identified strength, updating knowledge of research-based subject specific and general teaching and assessment.

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