BMATTC Common Stand.

Santa Clara University

School of Education and Counseling Psychology Common Standards Submission Requirements

Bilingual Authorization-- Spanish

Standard 1 – Institutional Infrastructure to Support Educator Preparation

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:

· The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

o Santa Clara University’s Department of Education is strongly rooted in the growing body of research literature that identifies teachers as the most important factor in student learning outcomes (Copple & Bredekamp, 2009; Goldhaber, 2002; Marzano, 2000; Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997). This empirical acknowledgement of the impact of teacher quality and effectiveness on student success compels credential program providers to ensure their completers have mastered the knowledge, skills, and dispositions most likely to improve student outcomes. At SCU, we strive to graduate practitioners from our teaching and educational administration credential programs who are aware of the critical role they play in their students’ academic success and who are ready to leverage their professional knowledge and skills to maximize learning for every student every day. Emphasizing the knowledge, skills, and professional practices presented in the California Teaching Performance Expectations (TPEs) for candidates in the teaching credential program, the California Administrative Performance Expectations (CAPE) and California Administrative Content Expectations for candidates in the preliminary administrative services credential program, and the California Professional Standards for Educational Leaders (CPSEL) for candidates in the Clear Administrative Services Credential program in university-based course work; creating opportunities for credential candidates to enact and engage with those expectations and standards in their classrooms/schools; and facilitating candidates’ productive reflection on the impact of their expectations- and standards- based practices on student learning are hallmarks of our preliminary and clear teaching and administrative credential programs. We enact our unit’s shared vision as a commitment—in every credential program—to the development of education professionals whose unwavering goal is to maximize learning for every student. We strive to realize this vision by using California’s professional expectations and standards as our course objectives, the course content and assignments and the teaching practices modeled by our instructors, and the formative and summative assessments keyed to mastery of the professional expectations. Further, candidate performance—both in university coursework and in site-based field experiences—is assessed in relation to the professional expectations or standards. These standards-based assessments are a central feature of our unit- wide accountability system.

● The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.

ACTIVITIES STAKEHOLDERS

● The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

o Published policy documents outlining service and collaboration can be found on the Office of the Provost website outlining Evaluation and Promotion, the School of Education & Counseling Psychology Protocols, Policies, and Procedures (Appendix A), and Faculty Activity Reports (Appendix B).

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● The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/ instruction, field based supervision and clinical experiences.

● The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

● Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity.

o The Office for Diversity and Inclusion (ODI) fosters Santa Clara University's commitment to the education of the whole person in the Jesuit tradition through support for the recruitment, retention, and success of a diverse community of faculty, staff and students, and through collaborations with other offices to promote academic excellence through a diverse and inclusive campus climate. The Department of Education abides by the Inclusive Hiring and Recruitment practices outlined by ODI

o The Office of the Provost’s Faculty Development Program further supports all faculty through a variety of opportunities and resources.

● The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

o Santa Clara University uses a standardized Survey for Student Evaluation of Teaching (SET). (Appendix C)

o Department Evaluation Forms (Appendix D)

o Job Descriptions for EDUC faculty and staff positions (Appendix E)

● The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

o The Office of Student Services and Assessment is responsible for program degree audits, including credential requirement completion. A credential / degree audit includes review of the following: transcript with all grades posted, program plan, submission of all requisite credentials exams, verification of experience (Administrative Services credentials), and confirmation of passage of TPA 1-4 for Multiple and Single Subject candidates. Confirmation of TPA passage is provided by the Director of Assessment in Spring quarter after the 4^th TPA scores are verified. The petition for credential recommendation must be submitted by each candidate, along with all supporting documentation to the CTC Manager (aka Credential Analyst).

Standard 2 – Candidate Recruitment and Support

Candidates are recruited and supported in all educator preparation programs to ensure their success.

● The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

o Admissions requirements are outlined under general Admissions Requirements and the more specific Masters in Teaching + Teaching Credential (MATTC) admissions page. The Bilingual Authorization is located on the same page.

● The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

o Recruitment materials for the Bilingual Authorization and B-MATTC programs are located in Appendix F. Interested candidates can begin with the Admissions page, which provides an introduction and overview to the School of ECP, and then delve further into the general and specific Bilingual / B-MATTC requirements. Information sessions are held onsite in Guadalupe Hall, off site at schools & in district offices, and online. The University event calendar is continuously updating events (sample found in Appendix G).

o Brief description: Candidate advisement and assistance can begin as soon as candidates begin to review the MATTC website. Information on the programs, course descriptions and 1 and 2 year plans are located on that page. Specific academic advisement and assistance is available from faculty academic advisors, which are assigned to admitted students by the 2^nd week of each academic quarter. The Credential Analyst and Assistant Dean of Student Services and Assessment, through the Office of Student Services and Assessment, provide further assistance to candidates on a variety of academic and enrollment issues. Program Plan documents are required of all MATTC candidates (Appendix H).

● Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

● Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

Standard 3 – Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

● Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research- based strategies for improving teaching and student learning.

● Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.

● The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

● Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

● All programs effectively implement and evaluate fieldwork and clinical practice.

● For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards.

Standard 4 – Continuous Improvement

The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

● Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services.

School personnel Responsibilities

Department of Education Faculty Use data to reflect on program effectiveness and

support program improvements

Department of Education Staff Support Education Faculty as requested

Director of Assessment Provides survey material, data gathering and

data analysis

CTC Manager Provides support as required

Assistant Dean of Student Services & Assessment Provides data and resources

Associate Dean Works with faculty

Dean Overall responsibility for the School of

Education & Counseling Psychology

The Unit and Programs are actively completing the first year of University Program Review

As part of the yellow cohort, the Unit and Program also follows the Commission on Teacher Credentialing Assessment cycle, outlined below:

Annual Assessment Report

● The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; 2) the quality of the educational services provided to students during supervised practice; and 3) feedback from key stakeholders such as employers and community partners about the quality of the preparation.

Assessment Activity Responsible for Collecting Date Collected Analyzing &

Modifying

(Surveys located in Appendix I)

Standard 5 – Program Impact

● The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards.

● The unit and its programs demonstrate that they are having a positive impact on teaching and learning in schools that serve California’s students.

o The School of Education and Counseling Psychology will be conducting and extensive survey of current students and alumni in Spring 2018. The Department of Education will be asking questions and seeking data which ensures that the unit and program are having a positive impact on teaching and learning in our schools.