Program Summary
Program Review October 2022
Embedded Files
1. Program Summary
1. Program Summary
Two exhibits are required.This 1-2 page Program Summary provides the context for the Program Review team and will also be used by the site visit team. A template for completing the summary is available here. The Program Summary provides a brief overview of the structure, course of study, and assessment of candidates for the program. A clear description will also help the reviewer to understand the remaining evidence submitted during Program Review but is not repetitive for exhibits that can stand on their own. It might, however, be important to provide the reviewer with information as to whether activities occur as part of a cohort, can be done out of order, or other pertinent information that provides a clear picture of how the program is designed.
The guiding philosophies for the program or specific mission should be included to help reviewers better understand the program. The program summary should also include a table showing delivery models (online, in-person, hybrid) and other options/pathways (intern, traditional, etc.) available for each location (if more than one). A sample is provided below.
The guiding philosophies for the program or specific mission should be included to help reviewers better understand the program. The program summary should also include a table showing delivery models (online, in-person, hybrid) and other options/pathways (intern, traditional, etc.) available for each location (if more than one). A sample is provided below.
1.1.2 TPA Preparation and Support Samples
1.1.2 TPA Preparation and Support Samples
1.1.2.a CalTPA
1.1.2.b EdTPA Prep and Support
2. Organizational Structure
2. Organizational Structure
One exhibit is required.Provide an organizational chart or graphic to show how the program leadership and faculty/staff are organized within the program and how the program fits into the education unit, including faculty serving in non-teaching roles, including the roles and responsibilities of those involved in field placement aspects of the program. The graphic should depict the chain of authority and include individuals up to the dean or superintendent level.
EDU Org Chart 2022 - Google Slides.pdf3. Faculty Qualifications
3. Faculty Qualifications
Three exhibits are required. One exhibit is only required if there are vacancies.
1) Submit a table that provides an overview of faculty. The table should include numbers of full time, part time, and adjunct faculty. Vacancies should also be noted.
2) Programs must also submit a current annotated faculty list denoting which courses are taught by which faculty, including part time faculty members. It is not necessary to include intermittent adjunct faculty unless they are the only instructor for a particular course. The annotated list should include the faculty member’s name, degree, status (fulltime, part time, adjunct), and list of the courses he/she teaches. The faculty member’s name should link to his/her vita. The courses should link to his/her most recent syllabus for the courses noted.
See example that follows: - John Smith, Ph.D.- Fulltime Tenure Track- CURR131 Education Foundations- CURR140 Classroom Management
3) Provide links to published documentation (e.g. job descriptions, online advertisements, contract language) regarding the experience and qualifications used to select adjunct faculty.
1) Submit a table that provides an overview of faculty. The table should include numbers of full time, part time, and adjunct faculty. Vacancies should also be noted.
2) Programs must also submit a current annotated faculty list denoting which courses are taught by which faculty, including part time faculty members. It is not necessary to include intermittent adjunct faculty unless they are the only instructor for a particular course. The annotated list should include the faculty member’s name, degree, status (fulltime, part time, adjunct), and list of the courses he/she teaches. The faculty member’s name should link to his/her vita. The courses should link to his/her most recent syllabus for the courses noted.
See example that follows: - John Smith, Ph.D.- Fulltime Tenure Track- CURR131 Education Foundations- CURR140 Classroom Management
3) Provide links to published documentation (e.g. job descriptions, online advertisements, contract language) regarding the experience and qualifications used to select adjunct faculty.
3.3 Published Adjunct Experience and Qualifications Requirements
3.3 Published Adjunct Experience and Qualifications Requirements
3.4 Other Exhibits, if applicable:
3.4 Other Exhibits, if applicable:
4. Course Sequence
4. Course Sequence
Clear information about the sequence in which candidates take courses should be submitted. This should be a link to website, course catalog or other document that is readily available to candidates and prospective candidates. If the program is offered via more than one pathway or model, a link to course sequence should be provided for each pathway or model.
4.1 Published Course Sequence from Course Catalog
4.1 Published Course Sequence from Course Catalog
Preliminary Education Specialist Program: MMSN Multiple or Single Subject Credential Holders
Dual Preliminary Education Specialist Credential: MMSN Multiple or Single Subject Credential
(Click and open in new window to view)
5. Course Matrix
5. Course Matrix
Each program must provide a matrix denoting the candidates’ opportunity to learn and master the competencies for that credential. Required course matrix templates for each program can be found on the Commission’s Program Review webpage. These templates provide the candidate competencies for each program and must be used. The required courses for the program (course names not just course numbers) should go across the top of the matrix; the candidate competencies are listed in the first column. Programs may add additional competencies specific to the institution’s program if needed. For each competency it should be noted when the candidate is introduced (I), practices (P), and is assessed for (A) the competency. These notations may occur under more than one course heading. Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring. A partial sample follows.
5.1 Course matrix with links to specific activities within the syllabi that provide documentation of Introduction (I), Practice (P), and Assessment (A) of candidate competencies. Assessment (A) should link to the assessments used to determine competence.
5.1 Course matrix with links to specific activities within the syllabi that provide documentation of Introduction (I), Practice (P), and Assessment (A) of candidate competencies. Assessment (A) should link to the assessments used to determine competence.
6. Fieldwork and Clinical Practice
6. Fieldwork and Clinical Practice
Seven exhibits are required. Programs must provide specific evidence of meeting the requirements of clinical practice as described in the Commission standards for that program. The required documentation is:6.1 Table denoting number of hours of fieldwork, clinical practice6.2 Signed MOU or Agreement for each placement6.3 Veteran Practitioner Training Material6.4 Documentation of Candidate Placements6.5 Clinical Practice Handbook/Manual6.6 Fieldwork/Clinical Practice Syllabi6.6.1 Clinical Practice Assessment Instruments
6.1 Table denoting number of hours of fieldwork, clinical practice
6.1 Table denoting number of hours of fieldwork, clinical practice
A Table that denotes the number of hours that each candidate is required to participate in early fieldwork and supervised clinical practice and how those hours are broken out across fieldwork/clinical experiences. It is appropriate for programs to label fieldwork experiences using your institution’s nomenclature.
Table Overview: All Programs (Click and open in new window to view)
FP Hours overview grid (for program review).pdf6.2 Signed MOU or Agreement for each placement
6.2 Signed MOU or Agreement for each placement
Memorandum of Understanding (MOU), Partnership Agreement, or link to published supporting document that clearly delineates the requirements of each candidate placement in alignment with the requirements of the Commission program standards for that program; expectations and criteria for veteran practitioner selection, training and evaluation; and support and assessment roles and responsibilities for the program and the district.
District MOU's (Click and open in new window to view)
6.3 Veteran Practitioner Training Material
6.3 Veteran Practitioner Training Material
Training Materials used to train Veteran Practitioners (for example, master teachers) serving in support and/or supervisory roles.
6.4 Documentation of Candidate Placements
6.4 Documentation of Candidate Placements
Documentation such as a spreadsheet or table verifying appropriate placements for all candidates(first name, last initial is fine) that aligns with the particular program standards (refer to program standards for additional information). For example, in a Preliminary Multiple or Single Subject credential program the spreadsheet would verify that placements reflect socioeconomic and cultural diversity, support English learners, provide opportunities to work with students with disabilities, and have a fully qualified administrator (see MS/SS Program Standard 3 for additional criteria); whereas in a Preliminary Administrative Services credential program, the spreadsheet would verify that field experiences include a variety of diverse and realistic settings both in day to day functions… and in long-term policy design… (see ASC Program Standard 7 for additional criteria)
(Click and open in new window to view)
6.5) Clinical Practice Handbook/Manual
6.5) Clinical Practice Handbook/Manual
Published Manuals or Handbooks or Advising Materials (links) that provide information to the district and candidates about expectations within the clinical experience including appropriate placements, veteran practitioner support, and information about clinical practice assessment.
Clinical Practice Requirements:
6.6) Fieldwork/Clinical Practice Syllabi
6.6) Fieldwork/Clinical Practice Syllabi
Syllabi for supervised clinical experiences. The syllabi should include information regarding how the candidate is assessed during clinical practice. Copies of blank assessment instruments should be included.
Fieldwork Placement Overview (below):
Field Placement Overview.pdf6.6.1 Clinical Practice Assessment Instruments
6.6.1 Clinical Practice Assessment Instruments
Taskstream Assessment Materials:
7. Credential Recommendation
7. Credential Recommendation
Two exhibits are required. Provide a brief description (200 words or less) of the program’s process to ensure that only qualified candidates are recommended for the credential. The description should include a link to the program’s candidate progress monitoring document or other tracking tool used to verify that candidate has met all requirements for the program prior to recommendation.
7.1 Description of process ensuring appropriate recommendation
7.1 Description of process ensuring appropriate recommendation
When candidates are admitted to the teacher preparation program, they are given a checklist to monitor credential progress, an academic planner for course completion status, and a welcome letter indicating additional resources available on campus. The credential checklist is updated frequently by the Credential Analyst as students turn in confirmation of requirements met. Students can access their current Checklists on Taskstream at any time. The Credential Analyst ensures the following have been met by the candidate prior to recommendation:
Preliminary Credential Recommendation
After students have successfully completed all credential requirements including supervised teaching, subject matter competency, CalTPAs, Individual Development Plan (IDP), and coursework:
The Credential Analyst submits the preliminary credential recommendation submitted online.
The candidate receives an email with time-sensitive directions to the CTC’s website. The candidate must follow all the directions on the CTC website and submit a credit card payment for the fees within 90 days. If after 90 days no payment has been made, the recommendation is purged by the CTC.
Approximately ten business days after the CTC website information and the fee payment is complete, the credential will be available to employers through an online search.
7.1.1 Candidate Progress Monitoring Document
7.1.1 Candidate Progress Monitoring Document
All candidates receive a credential checklist to follow and all areas must be met prior to recommendation. Checklist is available on Taskstream to access anytime.
Taskstream Documents:
Candidate support, assessment and monitoring for student success:
Finalizing the Program Review
Finalizing the Program Review
Program Review should be organized in a clear and easily accessible manner. The most efficient is to label each exhibit by number and title (e.g. 6.2 Memorandum of Understanding) and the title should link to the evidence being provided for that exhibit. Some numbered exhibits may have more than one link—this is acceptable, especially when there is more than one pathway or delivery model for a program. Institutions are reminded not to submit narrative unless it is asked for -- reviewers will not be reading them. Keep in mind that you are “showing” (exhibits) rather than “telling (narrative).”
Prior to submitting the Program Review, the evidence provided should be reviewed against the program standards to ensure that what has been provided is sufficient aligned to the requirements of the standards. It is the institution’s responsibility to ensure that the exhibits provided demonstrate that the program is meeting the standards. Institutions should test all links to make sure they are working and do not require any additional permission to access. It is strongly suggested that the links be tested from outside your institution to ensure that they will work beyond your institution’s network. If the URL requires a password, the password should also be tested. It is not acceptable to require reviewers to create or use personal gmail accounts for google access. Reviewers should be able to access submission anonymously.
Submitting the Program Review
Program Review submissions are due October 15th in Year Five of the Accreditation cycle. For information regarding your institution’s accreditation schedule of accreditation, see Accreditation Activities webpage for your institution’s cohort map. Program Review submission must be posted to website and the URL submitted to ProgramReview@ctc.ca.gov. If the website is password protected, the password must also be submitted. Google docs, pdfs, and linked documents will not be accepted. When submitting the URL, please also include a contact person in the event that there are issues with access or broken links.
An individual Program Review must be submitted for each program offered by your institution. All Program Reviews should be posted to the same website and should all be available when the URL is submitted. It is not possible to accept partial submissions. Questions related to Program Review submission should be addressed to accreditation@ctc.ca.gov. Other questions should be directed to your cohort consultant.
Review of the Program Review Submission
Once submitted, Program Reviews are checked by staff for completeness and accessibility. Program Reviews with missing exhibits and/or issues with access will be returned to the institution and may be subject to Cost Recovery fees.
Pairs of reviewers with program expertise are convened for each program offered by your institution. These reviewers examine all exhibits presented by the program, looking first at the program holistically and then standard by standard. Reviewers will reach consensus as to whether a program standard is Preliminarily Aligned or Needs More Information and prepare the institution with the Preliminary Report of Findings. If a standard is deemed to Need More Information, reviewers will provide guidance as to what additional information is required. Commission staff will review the Preliminary Report of Findings and forward to the Unit Lead at the institution.
Institutions are expected to post an Addendum to the Program Review at least 60 days prior to the site visit. The addendum should address all areas where more information was needed and should consist mostly of links to supporting evidence, although brief narratives are acceptable within the Addendum. A separate Addendum should be posted for each program in which the Program Review that had standards with Needs More Information. Institutions should work with their site visit consultants if there are questions.
Implications for Common Standards Review and the Site Visit
For several elements of the Common Standards and all of Common Standard 3, the evidence provided during Program Review is used for the Common Standards submission. The Preliminary Report of Findings from the Program Review (along with Preconditions and other data) will be shared with Common Standards reviewers to provide information that will help them determine preliminary alignment for the Common Standards. The Program Reviews and Preliminary Report of Findings for each program, Addendums to Program Review, Common Standards and Common Standards Preliminary Report of Findings, Addendums to Common Standards Review, Preconditions, Survey Data and other relevant data should be posted on your institution’s accreditation website and available to the site visit team at least 60 days prior to the site visit. This along with interviews and additional documentation during the site visit will form the basis for determining if standards are met, not met, or met with concerns and will lead the site visit team to make an accreditation recommendation.
Page updated
Report abuse