Proposition: 10-19/20

Title: Bilingual Education Graduate Certificate

Date Submitted: March 17, 2020

Sponsor(s): Henrietta Pichon (CoE), David Rutledge (TPAL), Magdalena Pando

(TPAL), Rick Marlatt (TPAL), , Julia Parra (EDUC)

Proposed Committee: Scholastic Affairs

Assigned Committee:

Prior Approvals:

Submitter: Bilingual-TESOL Program Coordinator, Magdalena Pando, 03/05/2020 Department Head: TPAL Division Leader, David Rutledge, 03/05/2020 College Curriculum Committee: Chair, Rick Marlatt, 03/12/2020 Academic Dean: Henrietta Williams Pichon, 03/13/2020

Proposal Type (please check one):

☐Memorial☐Proposition to change policy (please include ARP/RPM reference(s) fromhttps://arp.nmsu.edu/)☒Proposition for curriculum addition/change (please include all curriculum changeforms and signature pages as outlined here: https://provost.nmsu.edu/forms/)☐Other (please describe below)

Proposal: The Bilingual and Teaching English to Speakers of Other Languages (TESOL) program at the College of Education School of Teacher Preparation, Administration and Leadership (TPAL) proposes a graduate certificate in Bilingual Education.

Rationale: The Bilingual Education graduate certificate is designed for improved tracking of Master’s program degree “non-completers” who are enrolling in coursework for Bilingual Teaching Endorsement purposes. Graduate students are enrolling in the Bilingual Education program of study at the Masters level and are not completing their program. This is due to students enrolling in bilingual education graduate coursework for teaching endorsement purposes in the state of New Mexico. Since this endorsement seeking student only requires 12 credit hours to meet the State of New Mexico requirement, many of our graduate students in Masters programs in Bilingual Education are not completing their program of study. The graduate certificate would help reclassify “non-completer Masters students” in Bilingual Education to “bilingual graduate certificate completers”.

New Mexico State University

Certificate - Graduate

New Curriculum Form

Bilingual Education Graduate Certificate New Curriculum Name: _______________________________ _

Cert1f,c�te Title:

New Curriculum Name (no abbreviations for titles and separate the degree and major title with a dash):

Bilingual Education Graduate Certificate

College/Department Information:

College: Education

Department: School of Teacher Preparation, Administration, and Leadership (TPAL)

Name: Magdalena Pando Title: Assistant Professor, Bilingual-TESOL Education Program CoordinatorPhone:

575-646-1665

Email: mpando@nmsu.edu

Section 1: HED Required Questions {CANNOT BE HAND-WRITTEN)

General Information about the program·

Estimated time to complete proposed curriculum: 1 year

All Program Fonnat(s):

Standard (Face-to-Face) ✓ Distance Education (online) (Notify NMSU-0}

Evening Weekend

Other (please specify):

Proposed Effective Term: Official Effective Term (Administrative Processing Only):

Fall 2021

Proposed CIP Code: Official Effective Term (Administrative Processing Only):

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13.0201

I

Please select the following boxes to Indicate that the Catalog Descrlptfon/Currlculum and Degree Plan/Roadmap Is attached at the end of this form (detailed Information about the attachment formats In Section 4 of this form):

✓ Catalog Descrlptron/Curriculum for the Program:

✓ Degree Plan/Roadmap

✓ Letters of Support

Total Number of Credits required for the program: 12

Program Learning Outcomes:

he NMSU Bilingual Education Graduate Certificate (Appendix A) is designed to prepare educators nd researchers in the U.S./Mexico borderlands region, national, and international professional

earning community that is responsive to the culturally and linguistically diverse needs in Early hildhood Education, K-12 Education, Post-Secondary Education, and Teacher Education. Due to th igh need for Bilingual Education teachers in the State of New Mexico, the Bilingual ducation Graduate Certificate learning outcomes will meet the New Mexico Public Education epartment's State mandated teacher competencies in:

1) Language other than English;) Culture;) English. Language Development;) Instructional Methodology;) Community/Family Involvement;) Assessment; and) Professional Leadership.Is this certificate embedded In a degree program(s):

If yes, list the degree(s):

asters of Arts in Education (Concentration in Bilingual Education)

No

Assessme11t/Need/Duplic;1tion lnforni,ltion:

Describe your Institution's plan for periodic evaluation of program effectiveness, Include criteria that will be used to determine effectiveness Max 500 words :

erformance data will be collected and evaluated for Bilingual Education Graduate Certificate tudents in each of the existing required graduate courses through analysis of key assessments and inal grades. Due to many students enrolling in this graduate certificate program for Bilingual Education purposes, students will be required to successfully complete the State required exam to demonstrate proficiency in a language other than English. Thus, state required examination data will !so be used to evaluate the program's effectiveness. Graduation rates and the percentage oftudents who complete our programs are measured each year, which will include compiling andnalyzing data on how many students complete the Bilingual Education Graduate Certificate programt the end of the program, students will be asked to complete an exit survey with reflective feedbackbout their experience, which will then be examined to identify effective program components and

arget areas for improvement.

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The proposed curriculum must meet one or more specified needs within the state or region. Clear and convincing evidence

must be provided af the reality and extent of such need (Ma1t 500 words):

Evidence of need might Include results of employer surveys, current labor market analyses and projections, or long-term need

projections prepared by a relevant professional organization. Although academic and research Interests of institutional faculty

may be met through Implementation of the proposed curriculum, such interests by themselves are unlikely to persuade the

NMHED and/or state Board of Finance of need for the program,

lrhe Bilingual-TESOL Education Program at NMSU has offered coursework for pre-service and n-service teachers in PreK-12 education seeking to be bilingual teachers. The state of New Mexico isexperiencing a critical shortage of teachers in pre-K-12 Education. This shortage of teachers has been:focumented by the Southwest Outreach Academic Research Teacher Vacancy report released in 2019. Theargest number of vacancies (173) were in the elementary school domain (NMSU, SOAR, 2019). Thei,acancies have affected all five regions in the state, and preliminary data indicate an estimated 644 totaleacher vacancies at census time for 2019 of which only 10% have the word "BIiinguai" in their title. While thebilingual education coursework is currently part of the existing teacher education program at NMSU, the:Jpportunlty for In-service teachers to return to the university setting for solely 12 credit hours Is limited as theyare not always in pursuit of a full Masters Degree. The Bilingual Education Graduate Certificate would providestudents with the required coursework criteria specified by the New Mexico Public Education Department. fheBilingual Program Coordinator is currently working with surrounding school districts such as Las Cruces PublicSchools, Gadsden ISO, Deming Public Schools, Alamogordo and Hatch Valley on finding ways to iupportin-service teachers to complete lhe Bilingual Coursework requirement without having to apply to the ullMasters of Arts program. The certificate program will: 1) provide NMSU with the ability to respond to localjistrict input and needs to improve communication and capacity for partnership growth; 2) increase ability torack progress In terms of Bilingual education teachers; 3) increase attractiveness and tr1arketabllity due to theone-year timeline completion and cost; 4) directly address the programs & services equlred by Englishlanguage learners as a result of the Yazzie/Martinez v. State of New Mexico case; and 5) fhe certificatecoursework will transfer (100%) into a Masters of Arts in Education (Bilingual Education) orogram of study,should students decide to continue with their graduate studies.

r

If th• program fills a regional wa rkforce need, describe collaboration between your Institution and regional employers In

program development (Malt 500 words):

The program will help fill the void in the workforce that is needed to provide highly qualified bilingual Education school teachers who will, in two languages, educate the children and work with families in Southern New Mexico and across the state. The courses will be offered on-line with faculty instructor led curriculum that covers the New Mexico Public Education Departments Core Licensure Requirements (New Mexico Administrative Code 6.64.10.8) for Bilingual Education. The Program Coordinator of Bilingual Education at NMSU 1s School of Teacher Preparation, Administration and Leadership (TPAL) has fostered relationships with the school d istricts in the region and has met with the Human Resources �apartment at Las Cruces Public Schools and is pending a scheduled meeting with the Gadsden Independent School District. The program coordinator works with school districts to notify them of the �oursework requirements to obtain a bilingual credentials via several pathways as specified by the New Mexico Public Education Department.

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Identify where slmllar desree prosrams are offered by other public higher education Institutions In New Mexico (Max 500 words):

There are similar degree programs offered at the following higher education institutions: University of New Mexico Eastern New Mexico University Western New Mexico University New Mexico Highlands University

If similar programs are offered at other public higher education Institutions In New Mexico, provide a rationale for offering an additional program (Max soo words):

The graduate certificate to be offered at NMSU will be part of an on-line program that will meet the needs of the communities in the region while maintaining the integrity of the program through student o instructor interaction. In addition, the partnerships that have been fostered between the Bilingual

Education Program and the PreK-12 public school districts surrounding the university is vitallyimportant to the recruitment and retention of potential candidates who will be hired to teach in thecommunities within the region. Also, NMSU's Bilingual Education Program Coordinator and program a faculty will oversee student recruitment, retention and progress throughout the program. The Program Coordinator will monitor student course and state required testing completion, schedule requiredcoursework in collaboration with other program faculty for students to enroll int offer advising tograduate students in the program, gather student and course evaluation data, and work with regional !School districts to ensure students meet the State requirements regarding coursework criteria inbilingual education as well passing state required assessments.

Ust any nearby non-New Mexico Institutions of higher learnln1 where the program Is being planned or offered, particularly WICHE member Institutions (Max S00 words):

This Bilingual Education Graduate Certificate program is designed to meet the needs of the State of New Mexico and will enable completers to complete Bilingual Education Course Requirements as per the State of New Mexico. There is no plan to offer the program at non-New Mexico institutions of higher learning nor does it duplicate institutional offerings outside the State including the WICHE member institutions.

Enrollment and Graduate Projections:

Establish realistic enrollment, retention, and 1raduatlon tar1ets for this pro1ram.

Year l Year2 Year3 Year4 Years

New Students 10 10 10 10 10 Continuing

0 0 0 0 0 Students

Graduates :J 9 9 9 9

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. .

Rate Targets:

Annual Retention Rote Torgtt " Target 10096 Graduation Rate 96 Target Job Placement Rate '6

Describe the f;iculty resources that are needed to Initiate the program. WIii any addltlonal faculty be needed? (Max S00 words):

Existing faculty resources available along with the Bilingual Education Program Coordinator will ·nitiate the program. There are no additional faculty resources required.

Describe the library and other academic support resources that are needed to Initiate the prograrn. What, If any, additional resources wlll be needed? Max 500 words):

here are currently no additional library or other academic support resources needed to initiate the rogram. The library's full report Is appended (Appendix D).

Describe the physical facllltles of the Institution that will be used for the first five years of the program. WIii additional space or modifications of existing s ace be re ulred within the first five years of rogram operatlon?

_,_M_a_x_S_OD_w_o_r_d

_,s)_: ------1

he courses offered for this program are part of the traditional Masters of Arts in Education program.

owever, the Bilingual Education Graduate Certificate courses will be delivered 100% on-line. On- ine Classroom Facilities and current education faculty accommodations are assigned.

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Briefly describe the planning process for the proposed program, Including the role of faculty In the planning and approval

process:

Since Yazzie/Martinez v. State of New Mexico, there has been a higher demand tor classroom teacher preparation to teach in Bilingual/Multicultural contexts in order to provide adequate and equitable access to New Mexico students (specifically English language learners). Thus, a Bilingual Education Graduate Certificate as part of an existing Masters of Arts in Education program will help to formalize a process for surrounding school districts to refer in-service teachers seeking to complete Bilingual Education coursework without having to complete a full Masters program of study. In addition, the Bilingual Education Graduate Certificate program will ensure a full 100% course credit transfer into a New Mexico Masters of Arts in Education (Bilingual Education) program of study for those seeking to continue with their graduate studies. The Bilingual Education Program Coordinator has been working to formalize the process by: 1) Reviewing and revising the eligibility and the formal program application process; 2). Working with school district human resource departments to ensure compliance with state requirements; 3)Working with New Mexico Public Education Department to ensure compliance of the BilingualEducation course requirements; 6)Working with Bilingual/TESOL & Language, Literacy, & Culture faculty to offer the coursework for the Bilingual Education Graduate Certificate program.

Describe the process for assessing and Improving student learning In the proposed program:

Throughout NMSU School of Teacher Preparation, Administration & Leadership's existing graduate programs of study (from admission to completion), growth and progress in Bilingual Education programs are monitored through systematic and ongoing performance assessment processes that Include, but are not limited to: successful completion of all graduate coursework with a B (3.0) or better, proficiency in two languages one of them being English and other being Spanish or Native American, or a another language other than English, key assessments, and state required assessments (where applicable). Note: Courses in our Bilingual Education Graduate Certificate program are aligned to the Bilingual Education New Mexico Administrative Code Competencies (NMAC, 6.64.10.9, 2000).

Describe the process for assessing and Improving student persistence and completion In the proposed program:

The Bilingual Education Graduate Certificate program will make every attempt to work with surrounding school districts to ensure graduate students meet the coursework criteria in bilingual education to teach in Bilingual/Multicultural educational contexts. As such the program coordinator and bilingual faculty will monitor and assess growth and development from start to finish to encourage and motivate program completion. Students enrolled in coursework for bilingual education purposes in New Mexico are required to take and pass the state approved

designated Language Proficiency Exam (for Spanish the exam is PRUEBA). A Spanish Immersion summer institute course is specifically designed to assist graduate students in the Bilingual Education Graduate Certificate Program to demonstrate proficiency and to monitor persistence In preparation for passing the New Mexico Public Education Department state approved language assessment. The Bilingual Education Program Coordinator has also been working to develop and establish an effective tracking system for Administrative Leadership to know when students begin the program, their performance on key assessments, and when they are expected to complete the program. The coordinator also identifies struggling students early to assist them with improving their persistence in the program so they will be able to complete the requirements to become bilingual educators in the State of New Mexico.

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Section 3: System Requirement (CANNOT BE HAND-WRITTEN)

List of academic departments/units and or Institutions Involved In the delivery of courses

Since the courses are part of the existing Masters of Arts in Education program, the School of Teacher Preparation, Administration and Leadership In the College of Education will be the unit involved in the delivery of courses. No institution outside of NMSU will be involved in the delivery of courses.

Is this program going to Impact other program(s) and/or course{s) across the system? (yes/no)

If yes, was the department/college/campuses notified? Please Include the name/title and date of the lndlv/dual(s) contacted.

Name or Contact/Title/Date contacted: Rick Marlatt, Language, Literacy, & Culture Assistant Professor, 2/10/2020

Name or Contact/Title/Oate contacted: Mary Fahrenbruck, Language, Literacy, & Culture Associate Professor, 2/10/2020

Name of Contact/Title/Date contacted: David Rutledge, Teacher. PraparaUon, AdminfslraUon & Leadership Division Leader, 2/10/2020

Name of Contact/Title/Date contacted:

Name of Contact/Title/Date contacted:

Name of Contact/Title/Date contacted:

Describe any concerns other campuses/departments had with this change and the resolution of those concerns. Please

Include the name and date of the lndivldual(s) contacted.

The graduate certificate is specific to main campus because it is part of an existing graduate level program offered on campus and through the regularly scheduled course offering as part of the current traditional.program. The program coordinator has worked alongside Bilingual-TESOL and Language, Literacy and Culture faculty in selecting the coursework for these certificates during monthly program meetings during Fall 2019. No concerns expressed as the program committee developed the Bilingual Education Graduate Certificate in consensus.

Describe the primary target audience for the program (e.g., full-time, part-time, traditional college age, working adults, transfer students, military personnel, or particular ethnic group)

The target audience for the Bilingual Education Graduate Certificate Program is the full-time in­service preK-j2 Teacher who seeks to teach in bilingual/multicultural educational contexts and/or become scholars in preK-12 Bilingual Education Research.

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Appendix A

Bilingual Education Graduate Certificate

The Bilingual Education Graduate Certificate program prepares scholars, practitioners, and leaders in understanding multi/bilingualism in the context of schools, families, communities and

society. The Southwest borderlands situate participants in a unique position in which to critically examine issues confronting Spanish speaking and heritage language populations. A key dimension of the program includes the advancement of issues related to equity and social justice by encouraging participants to serve as advocates for bilingual children, their families

and communities. The Bilingual Graduate Certificate program offers graduate students with education designed to prepare in-service teachers to work with Culturally and Linguistically

Diverse {CLO) students in the context of PreK-12 classrooms, schools and community.

In order to qualify to enter the Bilingual Education Graduate Certificate Program, applicants

must meet the following minimum requirements and submit the required documentation for consideration:

• Meet minimum initial teaching licensure in any of the levels in PreK-12 U.S. Education.

• For New Mexico Licensed teachers in PreK-12 Education, applicants must meet

minimum state requirements as per rule NMAC 6.64.10.8.B

• Admission to the School of Teacher Preparation, Administration, and Leadership in the

College of Education

• Admission to the NMSU Graduate School: (http://gradadmissions.nmsu.edu)

• Satisfy a Language Proficiency pre-requisite in a language other than English:

o 6 Credit Hours in a Language other than English OR

o demonstrate proficiency in a language other than English by providing evidenceof passing Language Proficiency Examination Scores in a Language other thanEnglish

4

Second Language Acquisition 3 Credit Hours

Pedagogy of TESOL 3 Credit Hours

Literacy-Language Acquisition 3 Credit Hours

Required Courses

BLED 583

BLED 587

BLED 522-RDG 522

BLED 585/RDG 530 Sociolinguistics in Education 3 Credit Hours

Total Credits 12

All courses in the graduate certificate program are eligible for transfer into a regular School of Teacher Preparation, Administration & Leadership (TPAL) Master's program in Bilingual

Education.

• Other Program Requirements

o A 3.0 minimum GPA in all courses throughout the program

Appendix B

Catalog Descriptions

The coursework, which is currently approved to be taught at New Mexico State University's

School of Teacher Preparation, Administration, and Leadership in the Bilingual Education

Master's Program that would be part of the Bilingual Education Graduate Certificate Program

are the following:

The courses consist of 4 (3 credit hour) courses:

BLED 583 Second Language Acquisition (Fall)

3 Credits

Exploring affective, cultural, linguistic, cognitive factors that influence the second-language­

acquisition process with application to classroom practice.

BLED 587 Pedagogy of TESOL (Fall)

3 Credits (3) Overview of approaches that provide for interactive, culturally responsive pedagogy for students acquiring English. Emphasis on content and language integration through sheltered instruction. May be repeated up to 3 credits.

BLED 522 (Cross-Usted w/ RDG 522) Literacy-Language Instruction for Bilingual Students (Spring)

3 Credits Framework and strategies for developing the written language abilities of bilingual learners, with attention to the interrelationships among reading, writing, and oral language.

BLED 585 (Cross-Listed w/RDG 530) Sociolinguistics In Education (Spring)

3 Credits

Course provides an overview of sociolinguistics, with emphasis on the study of the relationship

between language and society. Explores both foundational and current issues as they relate to

educational practice.

AppendixC

Institutional Readiness:

Faculty Member Courses to be Full-time or Highest Earned Degree, Name, Title, and taught Part-time; if Dlsclpllne, Higher Education Rank Full-time Institution

identify % of

time to the

program

New Hire Susana Ph.D. in Literacy1 language & Johnson Ibarra, Sociocultural Studies, University of Bilingual/TESOL

BLED 583 Second Full-time;

100% language

Acquisition New Mexico Faculty, Assistant Professor

Magdalena Pando, Full-time; 100% Ph.D. in Curriculum & Instruction Bilingual/TESOL (Bilingual Education), Texas Tech Program . University Coordinator,

Assistant Professor

Violet E. Full-time; 100% Ph.D. in Language, Literacy & Henderson, Culture, New Mexico State Bilingual/TESOL University Post -Doctoral Scholar

Rick Marlatt, Full-time; 25% Ph.D. in Language, Literacy &

Language, literacy, Culture, New Mexico State & Culture Faculty University

Mary Fahrenbruck, Full-time; 25% Ph.D. in Language, Reading and Language, Literacy, Culture, University of Arizona & Culture Program Coordinator,

BLED587

Pedagogy of

TESOL

BLEDS22/RDG

522 Literacy-

language

Acquisition

BLED

585/RDG 530

Sociolinguistics

in Education

May teach

either of the

ROG courses

cross-listed Associate Professor with BLED