A Collaboration to Prepare Students to Become Highly Qualified Teachers

Chris RenneDirector, Center for Careers in Teaching

California State University, Fullerton

Steve BautistaCounselor / Coordinator, Center for Teacher Education

Santa Ana College

Karen RoseDirector, Office of Special Programs

Fullerton College

OverviewContext and Background

California system of higher educationOrange County demographicsBecoming a teacher in California

MAP – Title V Grant“One-Stop” Teaching Centers – Santa Ana

CollegeCurriculum Development – Fullerton CollegeRegional Teacher Education Council (RTEC) –

California State University, Fullerton

On-Going Challenges

California’s Higher Education Pathways

High School

The Real “OC”

Becoming a Teacher in CaliforniaCurrently there are two routes to obtaining a California teaching credential: The traditional post-baccalaureate route The relatively new undergraduate route

Unlike most U.S. states, CA does not allow an undergraduate degree in education.

Elementary teachers – bachelor’s degree, state credential, and passage of subject matter exam.Middle and high school teachers – degree in subject they teach or have passed subject matter exam, state credential.

Community College Role in Teacher Preparation30-40% of CSUF students begin their college

careers at a CA Community College.Community college students can complete

almost all of their General Education (GE) requirements and introductory coursework for the major.

The selection of GE courses is crucial for proper subject matter preparation and can be part of a lower division transfer pattern (LDTP).

Therefore, the community college plays a vital role in the subject matter preparation for future teachers.

Establishing the Milestones Along the Path Collaborative: MAP

Approximately $3 million over 5 yearsHispanic Serving Institutions Collaborative Title V Grant Three purposes:

Establish community college teacher prep centers. Improve articulation, particularly for the

undergraduate credential route for elementary teachers.

Impact regional teacher prep activities.

One-Stop Teaching CentersServe as a ‘hub’ for undergraduate teacher

preparation advisement and support.Center for Careers in Teaching – CSUFCenter for Careers in Education – Fullerton CollegeCenter for Teacher Education – Santa Ana College

Key activities: OutreachOrientationCounseling / Advisement

Complicated Teacher Preparation Pathway(s)Lack of Undergraduate Education Major

makes it difficult to identify early-decidersStudent Demographics – Santa Ana College

85% LatinoFirst-Generation College StudentsHistorically Low Income FamiliesAB 540 - Immigration Status

Why “One-Stop” Centers?

Services OfferedIdentify and Support Future TeachersAcademic Counseling Information on Teacher Preparation ProgramsFinancial Aid and Scholarship InformationPaid and Non-Paid Fieldwork ExperienceAppointments with University Representatives

from Teacher Preparation Programs CBEST Preparation InformationCBEST ReimbursementBook Loan Program

*Registration with our program is required*

SAC Center for Teacher Education

Transfer Destinations of CFTE Students From Fall 2000 to Spring 2007

1. CSU Fullerton 433

2. CSU Long Beach 84

3. UC Irvine 33

4. Chapman University 33

5. National University 17

6. UCLA 12

Private/Out of State 45

Other CSU’s 24

Other UC’s 12

TOTAL 693

Curriculum DevelopmentKey Accomplishments

State approved AA Degree in Elementary Education & Early Childhood Education

The Para-Professional Certificate in EducationExtensive Curriculum Development including 9

new courses, enhanced General Education courses and STEP

Established Faculty Senate Educational Planning Advisory Committee (EPAC)

New Course Development Intro to Elementary Education CDES 261 Intro to Liberal Studies CDES 242Personal Proficiency in Ed Technology CDES 245 Intro to Language Structure and Use ENGL 210Math for Future Elementary Teachers MATH

203Physical Science for Teacher Preparation PHSC 103

Physics and ChemistryClassroom Practices for Diverse Learners CDES 211The Role of the Para-Professional Learner CDES 209

in Diverse Settings Intro to Secondary Teaching

CDES 248

Example - Course Information Course Prefix & Number: CDES 261AF Semester and Year Revised: Spring 2005 Semester and Year effective: Fall 2006 FULLERTON COLLEGE COURSE OUTLINE Division: Social Sciences Department/Subject Area: Child Development and Educational Studies CATALOG DESCRIPTIONThe purpose of this course is to provide students interested

in elementary teaching an introduction to teaching and learning; an overview of the scope and sequence of curriculum planning; understanding of content standards, California Standards of the Teaching profession; experience in the development, presentation, and evaluation of learning activities. Must be taken concurrently with CDES 261BF. (CSU) (Degree credit)

SCHEDULE DESCRIPTION (max 3 lines) The purpose of this course is to provide students interested

in elementary teaching an introduction to teaching and learning. Must be taken concurrently with CDES 261BF.

Apple SectionsEnhanced GE Courses for Teacher Preparation

CHEM 100 – Chemistry for Daily LifeDr. Sam Foster and students visit Raymond Elementary School

Students present lessons and experiments

Regional Teacher Education Council (RTEC)

RTEC representation grew from 6 community colleges in spring 2004 to 20 in 2007

CSU Fullerton sends representatives from its 3 teacher preparation departments Elementary Ed Secondary Ed Special Ed

In addition to RTEC meetings, workgroups in each of the above areas meet when needed.

RTEC Mission and GoalsMission The purpose of the Regional Teacher Education Council (RTEC) is to

oversee, coordinate and facilitate the advancement of the structural and policy initiatives related to undergraduate teacher preparation associated with the MAP Title V Project. RTEC works to ensure that institutions establish long-term collaboration and supports efforts that facilitate institutional changes related to the success of students in the teacher education pipeline.

Goals: Disseminate pertinent information related to teacher preparation Facilitate inter-institutional discussion centering on the success of

transfer students in the teacher education pipeline. As appropriate, advocate on behalf of transfer students in the

undergraduate teacher preparation pipeline. Establish a Dual Enrollment Agreement (reduce the number of units

students accumulate prior to graduation) Track student progress through the educational pathway. Tackle Tough Articulation Issues

RTEC OutcomesCommunication

Consistent, direct, regular There is opportunity for information exchange between

community colleges Increased faculty to faculty communication

Collaboration Road to Teaching Conference Course development in the areas of Secondary and Special

Education Integrated Multiple Subject Teacher Education Program

Efficient Transfer Pathways Streamlined Teacher Education Program (STEP) Academic Advisement is comprehensive; performed in the

context ofthe entire credentialing process

On-Going ChallengesResponding to Changes in State RequirementsData / Student Tracking Building Bridges in Places Where They’ve Never

ExistedOn-going fundingCommunicationData collection; tracking of students into the

credential programEducation courses with limited articulation

Keys to Excellent Partnership…

Equal partnersPlayers who are movers and shakersEqual commitmentAdministrative commitment/supportClear communicationTrustHistory of successful collaborative work

Thank You For Attending!

Please Visit the CSUF Center for Careers in Teaching

(CCT) Website for Additional Information

http://www.fullerton.edu/cct