Common Standard 1

Research-Based Vision 

Research shows that educator qualifications and experience matter for the opportunities students have to learn, their well-being, and their academic outcomes (Darling-Hammond, 2019). Towards this goal, we have worked diligently to further articulate the reserach based vision for our work at the RCOE School of Education. This research-based vision includes: adult-based learning theory, Technology Pedagogical Content Knowledge Framework (TPACK), reflective coaching, equity in action, and continuous improvement.

The SOE has developed a multi-year plan to engage faculty, staff, and the broader community (such as our Education Partners) in deep exploration of each of the bodies of research as listed above.  In the first year of the plan, the SOE and Educational Partners have focused on TPACK, including an exploration of the International Society Technology Educators (ISTE) Standards for Educators and Leaders.  In the fall of 2024 the SOE's investigation of best practices relating to adult learning theory will begin. Followed by an exploration of reflective coaching in the spring of 2025. 

When the RCOE School of Education was newly formed in the summer of 2019, unit members began to explore not only their responsibilities, but also the opportunities to address equitable learning. Through ongoing training, collaborative processes and deepening understanding, unit members and advisory groups drew upon works and research by The National Equity Project, Deep Equity (GH Equity Institute), Southern Poverty Law Center, Hattie (2015) and Smith et. al (2017). From this research we solidified and affirmed  our collective desire to ensure that our work includes interrupting inequitable practices, examining biases, and creating inclusive multicultural school environments for adults and children.  As we have moved on in our development as a School of Education, we have created aAs we continue in our learning journey as a unit, our Mission and Vision provide the following:

Vision of Equity

RCOE’s School of Education aspires to strategically recruit and retain a workforce that represents the school community they serve, ensuring quality educators that impact policies and practices to prepare all learners for college and/or career and life. 

Based on our vision of equity, our Mission statement reads:

The SOE provides comprehensive educational development for educational professionals through access to data-driven flexible preparation pathways. We provide these services in order to promote educator competency in  providing equitable student learning,  student well being, and success in college, workforce, and career.

The Mission and Vision are consistent with preparing educators in that decades of research show that access to fully certified and experienced teachers matters for student outcomes and achievement. This is especially concerning since achievement gaps between students of color and white students are substantially explained by inequitable access to qualified teachers. (LPI, 2020)

Recent LPI policy recommendations for closing gaps in student access to certified and experienced teachers  include:

• Strengthening educator pipelines...  that can recruit, prepare, and retain high-quality teachers in the academic fields and in the schools in which they are most needed.

• Providing novice teachers with mentoring, support, and other professional learning opportunities.

• Supporting principal training at the state and local levels, since principals have a strong influence on teacher retention. 

2023 and Beyond

Much has happened in the world and education since the RCOE SOE was formed in 2019. Through the COVID Pandemic, the SOE completed a successful Accreditation Site Visit and has expanded to include a Designated Subject Career Technical Education (DS CTE) Credential. In the Spring of 2023 the newest program proposal is moving forward; the Multiple Subjects Teaching Credential Program (intern) has been submitted for IPR as of Monday, March 6th, 2023. 

As is appropriate for continuous improvement, and required by Accreditation Standards, the SOE and the Centers and Program therein, continue to examine the data collection and analysis processes across the School of Education. This examination will continue to include not only analysis of data and decision making structures, but will also include the evaluation of internal processes.  Beginning with this Commons Standard 1 page, we have endeavored to present how we work together to bring forth the Mission and Vision of the School of Education, while concurrently embracing continuous improvement with a keen focus on the importance of removing roadblocks to education for teachers and student alike. 

The are two ways in which RCOE SOE ensure that 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. The first method to ensure regular and systematic collaboration are the RCOE SOE Education Partner meetings, which have been structured to provide two interactive components. These meetings are held no less than three times per year. The first half of each meeting, all SOE programs and partners  convene.  These sessions include Unit-level data conversations and input from districts, colleges, and the broader educational community. Members include representatives of California Association of Professors of Educational Administration (CAPEA), Association of California School Administrators (ACSA), California Association of Latino Superintendents and Administrators (CALSA), California Council Teacher Educators (CCTE), and Human Resource leaders. During the second portion of these Education Partner meetings, members adjourn from the whole group to then meet in program and center-specific meetings. This is where Program Advisory groups engage is program-specific data analysis and decision making.  In addition to creating this collaborative space, the Unit expects faculty to engage in collaboration with community.   This required job component is identified as part of the Management Evaluation form. Further evidence of collaboration is depicted in the Contributions to the Field table below.

The RCOE School of Education (education unit) monitors a credential recommendation process that includes the processes, documentation, and monitoring across all programs in the SOE. Each credential team member (Administrator, Coordinator, Program Specialist, and Project Manager) is an employee of the organization. The team members  utilize checklists, transmittal documents, portfolio checklists, and learning management data to confirm completion requirements for each candidate prior to submitting a recommendation to the Commission. These authorized submitters for the credential programs are supervised by the Authorized Designee, the SOE Credential Administrator. The credential  team meets weekly and members participate in program leadership and Educational Partner meetings. 

The RCOE SOE Credential Recommendation Monitoring Process states:

The credential administrator monitors the credential recommendation process to ensure that candidates requesting a recommendation for a credential have met all requirements by a random sampling of not less than 10% of candidate completers per program per year. 

Credential Recommendation Authorized Submitters