Embedded Files
1. 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 program faculty is meeting regularly as part of the assessment and evaluation system. Course assignments and grading rubrics are discussed and improvements are made when problems surface. Candidate performance on the capstone assessment is recorded and candidate strengths and weaknesses are used to inform the program curriculum.
Further, the School of Education has put a plan in place to document the various program assessments across the School for credential programs. There are several parts in this plan and they are listed below:
- Each program is documenting relevant student assessment data in reports. This assessment includes the student capstone scores.
- Summary data from assessments will be organized and presented to the Dean of the School of Education in September of every year for the previous year’s graduates. The 2016-2017 data was collected and presented to the Dean. The purpose of this data gathering is for the Dean of the School of Education to have ready access to summary data on each program in preparation for the subsequent program revision work. The data is often presented as summary charts and includes measurements of student performance in each relevant standard or area. These charts should indicate the number of students achieving competency with regards to capstones assessment. Along with the assessment data, the program directors also provide a brief summary report identifying any area of weakness that needs the Dean's attention.
- Each fall, the faculty should use this summary data to assess their program and plan program revisions to address areas of weakness revealed in the data from the student assessments.
Early in the spring, each program head should meet with the Dean to discuss program strengths and weaknesses revealed in the data and review the program’s plan for implementing relevant changes. This meeting is a prerequisite for the development of new courses and program or staffing changes that the program revision plan entails. This meeting should take place before any relevant college deadlines.
2. The unit and its programs demonstrate that they are having a positive impact on teaching and learning in schools that serve California’s students.
In assessing our graduates’ impact on teaching and learning in schools, we seek evidence that program graduates:
- Seek and gain employment in the education system. We are beginning to keep employment data of students who graduated from our programs, starting with the 2017 graduating class.
- Exercise leadership functions and apply leadership practices that contribute to the development, improvement and transformation of their organizations. We have evidence from interviews with program alums that reflect the leadership capacities they developed in the program. All of the students interviewed by field supervisors described the following dispositional changes in support of their capacity to lead: 1) Capacity for critical thinking: openness to differences, receptivity to alternative viewpoints, looking at issues from a variety of perspectives, asking deeper questions, willingness to demand evidence and rationale for positions advance; 2) Commitment to continued learning: e.g. enthusiasm for reading professional literature, and planning and conducting action research and inquiry; 3) Reflectivity: one person described seeking meditative calm and opportunity to reflect on what’s going on before speaking or acting, and a majority described increased capacity for personal reflection.
- Form community partnership with the college through various opportunities.
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