Preliminary Multiple Subject/Single Subject (Intern) Program Standards

General Education Multiple Subject/Single Subject (GE Intern) Program Standard 4: Monitoring, Supporting, and Assessing Candidate Progress towards Meeting Credential Requirements

GE (Intern) Program Standard 4 is met as follows:

The design, guidelines, norms, and procedures that characterize the ELJJ program emphasize the importance of effective monitoring and support for candidates, evidence-based advising and assistance, retaining suitable candidates, and providing accessible information to guide candidates' progress towards meeting credential requirements. For this we will rely on an internal database system that documents teacher candidate’s development, from the moment they apply for admission to the program, through the clinical experiences and coursework, induction period, and as alumni. College administrators, faculty, supervisors, Credential Analyst, and students have appropriate levels of access to the database. The database will allow us to assess candidates’ development as beginning teachers both in aggregate, by program, and individually, when necessary. Conversely, candidates will be able to access information about their respective development and progress through the program as they meet all preliminary credential requirements. 

ELJJ faculty, program supervisors, and district-employed supervisors are actively involved in monitoring and supporting candidates as they progress towards mastering the TPEs. This involves regular check-ins, feedback, and guidance to help candidates stay on track and make progress towards their goals (See Triad meetings Draft Agenda and Multiple and Single Subject Supervisory Meetings Draft Agenda). Regular check-ins take place in person, when Program Supervisors participate in the Pedagogical Content Knowledge Lab (EDUT 6124, 6125, 6126, 6127, 6128), meeting with their respective candidates. Program Supervisors also rely on weekly professional reflections to assess their development. Yet another source of assessment data are observations of teaching practice, six per semester, that Program Supervisors complete. Scores from an ELJJ Field Experience Assessment Form are recorded on a central database system. ELJJ Program Directors and the Credential Analyst rely on the combined assessment data as evidence of candidates’ progress and performance to guide advising and assistance efforts, ensuring that candidates receive the support they need to succeed.

Another important aspect of meeting this standard is retaining suitable candidates. ELJJ leaders, faculty, and staff provide support and assistance to candidates who demonstrate development toward the skills, knowledge, and dispositions beginning teachers need to teach successfully in diverse classrooms that typify California schools. Candidates who fail to demonstrate necessary growth as beginning teachers are provided regular feedback about program expectations and development milestones by Program Supervisors or faculty, or both. When multiple such concerns produce no improvement on the part of the candidate in question, a meeting is convened involving the candidate, Program Supervisor or instructor, and the Program Chair. During the meeting, the candidate is told about the nature of the concern as well as evidence leading up to the meeting. After hearing everyone’s perspective, including the candidate’s, goals and expectations for growth are defined as well as a timeline and indicators. These are recorded in a memorandum following the meeting. When the agreed-upon goals and expectations are not met, Program Chairs meet with the candidate. Candidates may be counseled out of the credential program at this point. This helps to ensure that the program produces high-quality teachers who are prepared to succeed in the classroom. Candidates will be provided with options to optimize academic work and credits completed thus far.

Finally, ELJJ provides accessible information to guide candidates' satisfaction of all program requirements. This includes clear guidelines and instructions on how to meet credential requirements, as well as timely and relevant information on program updates, changes, and opportunities. Candidates initially receive this information shortly after being admitted into ELJJ and, subsequently, at key points along the program. Furthermore, candidates have access to their own development and documentation associated with meeting all credential and program requirements. Finally, candidates will receive communication in the form of emails from Program Chairs, the Credential Analyst, faculty and instructors, Program Supervisors, and appropriate staff regarding specific concerns, deadlines, or requirements for their respective credentials. By providing candidates with the information they need to succeed, ELJJ can help ensure that they are well-prepared to meet the demands of the teaching profession.

Continue to Program Standard 5: Implementation of a Teaching Performance Assessment

Return to the GE (Intern) Program Standards Navigation Page Here