Addendum_MS & SS

I. Standard I: Program Design and Curriculum

Programs need a clearly articulated theory of teaching and learning that is research and evidence-based.

A. Provide a statement about scope and sequence of courses.

1- The scope and sequencing of the MATTC programs, focuses on the following: Foundations of Educational Practices, Curriculum Instruction and Assessment Methods, Languages & Literacies and Clinical Practicum Sequence. The scope of each practice is articulated, along with the sequencing of MATTC coursework, on the 1 and 2 year program documents attached below.

B. It appears that course sequence for MS is actually SS. Please provide an accurate course sequence.

1- Multiple and Single Subject, 1 & 2 year course sequence are available on the Course of Study on Program Review 2017 page, also attached below.

II. Standard 2: Preparing candidates toward mastery of the teaching performance expectations (TPEs)

A. Provide access to assignment descriptions, templates, and rubrics including SCU's lesson plan templates. Some necessary evidence mentioned in the syllabi were inaccessible due to posting in Camino. Be sure to add course titles to the course matrixes along with course numbers. Make sure the most relevant courses (such as EDUC 257/283 for TPE 1.6 and EDUC 263 for TPE 1.7) for elements are linked to the relevant TPEs.

1- Please see revised matrix attached below.

B. Make sure all course numbers are accurate and all links work. Within course syllabi, add links to the specific assignments that demonstrate the TPE in your assignment tables at the top of your syllabi.

1- Please see revised matrix attached below.

C. Provide evidence for the following:

1. TPE1.1: ongoing communication with students and families fo communicating achievement expectations and student progress.

a. EDUC 248B- Content and Assignment- Parent Outreach program.

b. EDUC 283- Assignment field trip.

c. EDUC 265- Content and Assignment Mock Parent Conference.

2. 1.6 EDUC 357/283 are not linked in matrix. Provide lesson plan description and template.

a. See lesson plan template attached below.

b. EDUC 253/278 UDL content

c. EDUC 221M UDL Assignment 4

d. EDUC 289 UDL content

c. EDUC 286B UDL content

3. 1.7: SS program- providing access to the curriculum by incorporating the visual and performing arts as appropriate. Maybe in the instructional unit plan and Universal Design of Learning (UDL) Lesson Plan Project but reviewers were not able to access.

Visual and Performing Arts has been incorporated into EDUC 249B Adolescent Literacy. Updated syllabus and reading are below.

4. 1.8: Provide a copy of your lesson plan template.

a. Please see Lesson Plan Template attached below.

5. 2.1: ability to use restorative justice, and conflict resolution practices.

a. Restorative Justice- EDUC 253/283 content and guest speaker. Updated syllabus provided below.

6. 2.3: It is unclear if the critical instance report addresses the following TPE element: recognize and appropriately address instances of intolerance and harassment among students.

a. TPE 2.3 is articulated and address in assignments within the following courses. Updated syllabi on department website:

Multiple subject courses: EDUC 221, EDUC 252, EDUC 253, EDUC 258, and EDUC 231B

Single subject courses: EDUC 221, EDUC 277, EDUC 278, EDUC 283, and EDUC 230D

7. 2.4: It is unclear if the file of resources assignment captures the following TPE element: Know how to access resources to support students who have experienced trauma, homelessness, foster care incarceration and/or are medically fragile.

a. This refers to an assignment in EDUC 231B

b. There is mention of trauma content taught in EDUC 253/278.

c. There is mention of medically fragile in EDUC 231B but no mention of "homelessness, foster care, incarceration".

EDUC 230B includes activities and content around identifying and describing strategies and resources that serve ELL, special needs students and students in underperforming groups, including students who have experienced trauma, homelessness, and foster care. Evidence provided below includes EDUC 230B syllabus and readings assigned. See file PS2_EDUC 230B.

8. 3.3: It is unclear how VAPA is implemented.

a. Visual and Performing Arts has been incorporated into EDUC 249B Adolescent Literacy. Updated syllabus and reading are below

9. 3.6: range of technology including assistive technology to facilitate students' equitable access to the curriculum.

a.Tech Evidence file below.

10. 3.7: It is unclear if candidates are learning about digital citizenship, fair use guidelines and the use of creative commons license and maintaining internet security.

a.Tech Evidence file below.

11. 4: Provide more specific descriptions of activities/assessments that describe how you practice/assess the specific language of the TPE elements, especially for 4.5 and 4.6: also do so for 4.2 for MS program.

a. Activities and assessments for TPE elements reflected in updated syllabi; EDUC 285A & A, EDUC 286A &B, EDUC 287A & B, EDUC 288 A&B, EDUC 289A & B. Available on our website https://www.scu.edu/ecp/programs/courseschedules/education-course-descriptions/

12. 5: Reviewers were unable to determine how the links for 5.1-6 address the language of the TPE elements. Provide more specific description of activities/assessments that describe how you practice/assess the specific language

a. EDUC 296 and 265 have a signature assignment that specifically address TPE 5. 1-6. Please refer to both EDUC 296 and 265 syllabi.

A. Provide evidence of the portable document provided to the candidate for transmission to the clear induction program.

1- Added assignment to all practicum courses that Winter 2019. Uniform document that is consistent across Multiple Subject and Single Subject.