Embedded Files
Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:
a) 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.
Provide Vision Statement, and a Brief description (not to exceed 500 words) of the research-base for vision and how it is consistent with preparing educators. Links to institution’s website, handbooks, or other supporting materials may also be included. Do not link to the actual research literature.
b) The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.
Stakeholder Involvement Table.pdfc) 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.
Published policy documents ( for example faculty handbooks, retention and tenure policies, contracts, MOUs, agendas) ensuring 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.
d) 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.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
e) 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.
No additional information is required during the Common Standards submission.
Information is available through Program Review submission
f) Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity.
Documentation (most recent 2 years) pertaining to recruitment and faculty development activities including strategies that assist faculty in supporting diversity.
g) 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.
Copy of instructor, professional development, and field-based supervisor blank evaluation forms.
Taskstream evaluation forms
Copy of job descriptions for faculty and other instructional personnel, which include qualifications that are required.
(Vitae are not required because already submitted in Program Review)
h) The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.
Brief description of monitoring practice (not to exceed 200 words) :
The Department of Education at Dominican University tracks the progress of Education Studies students and Teacher Preparation Program students with a checklist report created with tracked system data that outlines all of the non-coursework requirements for Credential Candidates as they move through the program. The records that are assessed and entered into our system include Admissions files, Transcripts, COC's, CPR Certification, and BSR and SMC exams or evaluations of Coursework (including BSR Form 41s) and SMC Evaluation Forms (as pertinent). Other files, such as Academic Planners, Field Placement Information, Internship records, and advising session notes are confidentially retained by the department.
Each semester, the Credential Analyst attends Student Teaching Seminar courses and reviews outstanding and met requirements for the students in the course. Throughout the program, faculty will refer students to the Credential Analyst with questions regarding their requirements.
The Credential Analyst audits student Checklists regularly and corresponds with students by email regarding their expected exam dates, coursework completion, the multiple ways of meeting the requirements, and any new CTC regulations that impact them. Students can access their updated Credential Checklists at any time on Taskstream or by requesting a current report from the Credential Analyst.
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