ed spec vol i - csuchico.edu · csu, chico submits its proposal for both the level i preliminary...

California State University, Chico

VOLUME I

Table of Contents

Letter explaining transition for current CSU, Chico Students................................................... i

General Preconditions............................................................................................................. 2

Specific Preconditions for Specialist Credentials

Preconditions for Internship Programs........................................................................... 9 Preconditions: Preliminary Level I Education Specialist.............................................. 13 Preconditions: Professional Level II Education Specialist........................................... 14

Common Standards

Common Standard 1 .................................................................................................... 19 Common Standard 2 .................................................................................................... 30 Common Standard 3 .................................................................................................... 35 Common Standard 4 .................................................................................................... 42 Common Standard 5 .................................................................................................... 45 Common Standard 6 .................................................................................................... 51 Common Standard 7 .................................................................................................... 60 Common Standard 8 .................................................................................................... 63

Appendices

Appendix A: Accreditation Letter from WASC Appendix B: Commitment to Cooperate from Dean King Appendix C: Subject Matter Competence documentation Appendix D: Faculty Participation in Public School documentation Appendix E: Certificate of Clearance Affidavit form Appendix F: Internship Participation documentation Appendix G: LEA Support Letters (samples) Appendix H: Level II Professional Credential Individualized Induction Plan Form Appendix I: Administrator’s Sign-Off Form to Verify Competence and

Experience Appendix J: Support Provider Information Form Appendix K: Intern Eligibility Contract Form Appendix L: Faculty Vitae Appendix M: Center of Excellence Report Appendix N: School of Education Grievance Process Appendix O: Affirmative Action Guidelines Appendix P: Recruitment Process documentation; sample Position

Announcement Appendix Q: Forgivable Loan Program Letter and Department’s Utilization Report Appendix R: CSU, Chico and PSED Personnel Policy documentation Appendix S: Faculty Recognition documentation Appendix T: Faculty Personnel Policies and Procedures documentation

VOLUME I - Preconditions and Common Standards 2 CSU, Chico Special Education Program

Appendix U: Evaluation Instruments Appendix V: Advisory Board Membership and Data Appendix W: Instruments for Program Evaluation Appendix X: Candidate Interview Assessment Instruments Appendix Y: Student Retention and Progress Tracking documentation Appendix Z: Samples: Candidate Advisement and Program Information


PRECONDITIONS THAT APPLY TO ALL PROFESSIONAL CREDENTIALS IN CALIFORNIA

GENERAL PRECONDITIONS ESTABLISHED BY THE COMMISSION

Pursuant to Education Code Section 44227(a), each program of professional preparation shall adhere to

the following requirements of the Commission.

(1) Accreditation and Academic Credit. To be granted initial accreditation or continuing

accreditation by the Committee on Accreditation as a program of professional preparation, the

program must be proposed and operated by an institution that (a) is fully accredited by the

Western Association of Schools and Colleges, and (b) grants baccalaureate academic credit or

post-baccalaureate academic credit, or both.

CSU, Chico is fully accredited by the Western Association of Schools and Colleges. The

university grants baccalaureate academic credit and post-baccalaureate credit. Accreditation

documents are kept on file in the Office of the Provost. (See Appendix A)

(2) Personnel Decisions. To be granted initial accreditation or continuing accreditation by the

Committee on Accreditation, a program of professional preparation must be proposed and

operated by an institution that makes all personnel decisions without considering constitutionally

or legally prohibited factors. These decisions include decisions regarding the admission,

retention or graduation of students, and decisions regarding the employment, retention or

promotion of employees.

CSU, Chico makes all personnel decisions in accord with constitutionally guaranteed legal

regulations and policies. Policies and procedures are extended to the admission, retention, and

graduation of students. Specific information can be found in The University Catalog and in the

Faculty Personnel Policies and Procedure Manual.

(3) Practitioner’s Participation in Program Design. To be granted initial accreditation by the

Committee on Accreditation as a program of professional preparation, the program proposal must

include verification that practitioners in the credential category have participated actively in the

design and development of the program’s philosophical orientation, educational goals, and

content emphases.


Special Education practitioners holding special education (Learning Handicapped and Severely

Handicapped credentials) participated in the design and development of the programs described

in this document. The CSU, Chico Special Education Advisory Board and Intern Council, a

heterogeneous group, the majority of whom are practitioners, meet at least twice annually to

discuss and determine program philosophy and its application, program goals and content,

candidate evaluation processes, and changing needs of the region. The Advisory Board annually

reviews program evaluation data, including employment and retention rates, plus graduate and

employer survey results. Outstanding practitioners are commonly employed as co-teachers of

university courses, as field-based supervisors, as university supervisors, and as guest speakers

or panelists in this program’s instructional segments. Graduates are surveyed annually to gather

data on strengths and needs in the CSU, Chico Special Education Programs. In a continuous

improvement process, the program is constantly updated to respond to rapidly changing state

and regional needs.

(4) Commission Assurances. To be granted initial accreditation by the Committee on Accreditation

as a program of professional preparation, the program proposal must (a) demonstrate that the

program will fulfill all of the applicable standards of program quality and effectiveness that have

been adopted by the commission, and (b) include assurances that (b1) the institution will

cooperate in an evaluation of the program by an external team or a monitoring of the program by

a Commission staff member within four years of the initial enrollment of candidates in the

program, and (b2) that the institution will respond to all requests of the Commission for data

regarding program enrollments and completions within the time limits specified by the

Commission.

A letter from Stephen W. King, Dean of the College of Communication and Education provides

assurance that CSU, Chico professional preparation programs will meet all applicable standards

of program quality and effectiveness, and comply with all requests of the Commission for all

programs leading to credentials. (See Appendix B)

(5 ) Requests for Data. To be granted continuing accreditation by the Committee on Accreditation

as a program of professional preparation, the institution must respond to all requests of the

Commission for data regarding program enrollments and completions within the time limits

specified by the Commission.

CSU, Chico, through the School of Education and the All University Responsibility for Teacher

Education Committee (AURTEC), will continue to respond to all requests of the California

Commission for Teacher Credentialing for data regarding program enrollments and completions

within the time limits specified by the Commission. A letter of assurance from Stephen W. King,


Dean of the College of Communication and Education, reaffirms the institution's commitment to

cooperate in a timely manner with Commission requests. (See Appendix B)

(6) Levels I and II: To be granted initial accreditation by the Committee on Accreditation as a

program of professional preparation, each institution must offer both the Level I Preliminary

Specialist and Level II Professional Specialist Credential, or offer the Level I Preliminary

Specialist and submit a letter of commitment with the Level I document to secure accreditation for

a Level II program within two years of Level I program accreditation.

CSU, Chico submits its proposal for both the Level I Preliminary Education Specialist and Level II

Professional Education Specialist Credential programs at this time.

PRECONDITIONS ESTABLISHED BY STATE LAW

(7) Baccalaureate Degrees. A college or university that operates a program of professional

preparation leading to the Education Specialist Credential shall recommend only candidates who

have earned baccalaureate degrees from accredited institutions and completed an accredited

program of professional preparation. Statutory basis: Education Code Section 44265.

All candidates recommended by CSU, Chico for the Educational Specialist Credential must

possess a baccalaureate degree from an accredited institution and must complete all

requirements for the accredited program of professional preparation

(8) Undergraduate Student Enrollment. No campus of the California State University or University

of California shall deny an application for admission to a program of professional preparation

solely because an applicant does not possess a baccalaureate degree. This prohibition does not

mean that a public institution must make it possible for a candidate to complete all requirements

for a baccalaureate degree and a preliminary credential in four years of full time study of the

equivalent. Statutory basis: Education Code Section 44320(a).

Professional education programs leading to basic teaching credentials follow admissions

procedures described in The 1997-99 University Catalog which states that: “While program

applicants need not hold a baccalaureate degree at the time they enter a professional education

program, the bachelor’s degree is required to apply for a California Intern, Preliminary, or

Professional Clear credential.” Candidates may apply for admission to the Preliminary Level I

Education Specialist program as undergraduates or post-baccalaureate students.


(9) Subject Matter Competence. Prior to assuming full time student teaching responsibilities, a

college or university that operates a program of professional preparation for specialist teaching

credentials shall require each candidate to verify subject matter competence in one of the

following ways: (1) attain the Commission’s standard for advancement on the relevant subject

matter examination approved by the Commission or (2) complete at least four-fifths of a program

of subject matter preparation that has been approved by the Commission. The institution shall

verify that each candidate has met this requirement prior to advancement to full-time daily

teaching responsibilities. Statutory basis: Education Code Section 44280 and 44310. Prior to full-time student teaching, each candidate must verify subject matter competence by

either (1) passing the relevant subject matter exam approved by the Commission and at the

standard for advancement set by the Commission or (2) completing at least four-fifths of a

program of subject matter preparation approved by the Commission. Education Specialist

Credential candidates may satisfy this requirement in the subject of greatest interest to them

(Standards, p.23). Each applicant file contains full documentation of the subject area and means

used by the candidate in fulfilling this requirement. Proof of subject matter competence is

assured and recorded in the individual applicant’s file by the Department secretary and reviewed

by the specific program coordinator (Education Specialist Internship coordinator or non-internship

Level I coordinator). See Appendix C for detailed information regarding this process, including:

1. Focus on Teaching, (the current School of Education application manual) page 9, item on

application form;

2. Excerpts from School of Education Procedures and Policy manual (page 3);

3. Form verifying individual applicant’s subject matter competence completed by subject

matter preparation program advisor and retained in program applicant’s file;

4. Newly published CSU, Chico Special Education Bulletin describing changes in subject

matter competence requirements and process for the new Education Specialist

credentials (item 4).

(10) Faculty Participation. Each faculty member who regularly teaches one or more courses relating

to instructional methods in a program of professional preparation for teaching credentials,

including Specialist Credentials, or one or more courses in an Administrative Services Credential

Program, shall actively participate in public elementary or secondary schools and classrooms at

least once every three academic years. Statutory basis: Education Code Section 44227.5(a) and

(b)

Faculty teaching instructional methods courses in a CSU, Chico professional education program

for teaching credentials, including the Education Specialist Credentials, complete participation in


classrooms at least in three-year cycles, as required by SB 813. Each faculty participation plan is

approved by the department chair and site administrator. This plan and its commensurate report

are filed in the faculty member’s department office. The structure of CSU, Chico Education

Specialist Professional Education Programs allows and encourages faculty to "live within the

public schools" on a day-to-day basis: credential candidates are, from their first contact with the

programs, immersed in public school sites. Faculty supervision of field placements is extensive

and continuous throughout the program and involves interaction with practitioners on an ongoing,

collegial basis.

The School of Education has a schedule for this required participation by faculty. Each

department chair (in the case of special education faculty, the Chair of the Department of

Professional Studies in Education, Dr. Jim Richmond) administers the schedule, monitors faculty

participation, signs off on the report of participation, and maintains record of this process. Dr.

Richmond provided the most recent verification of PSED faculty participation in April, 1997 during

our CTC site visitation.

See Appendix D for the Chair’s memo explaining the regulations and documenting the PSED

process for ensuring Precondition 10 is met. (11) California Basic Educational Skills Test. A college or university that operates a program of

professional preparation for teaching or services credentials shall require each California resident

who applies for program admission to take the California Basic Educational Skills Test. The

institution shall require each out-of-state applicant to take this test no later than the second

available administration date following the applicant’s enrollment in the program. The institution

shall use the test results to ensure that, upon admission, each candidate receives appropriate

academic assistance necessary to pass the examination. Reference: Education Code Sections

44252(f).

For Internship Programs: A college or university that operates a program of professional preparation for Teaching or Services Credentials with an Internship shall require each California resident who applies for program admission to pass the California Basic Educational Skills Test prior to assuming intern teaching or services responsibilities. Statutory basis: Education Code Section 44252 (b).

CSU, Chico Professional Education Programs require all applicants to pass the California Basic

Educational Skills Test (CBEST) prior to admission to a program leading to a basic, services or

specialist credential. Applicants, including those who inquire from out-of-state, are apprised of


the CBEST passage prerequisite. The 1997-1999 University Catalog carries this information (p.

296). The CBEST passage requirement is included in advising and application materials.

Applicants to all Professional Education programs verify passage by submitting an official CBEST

card and transcript. Students who have difficulty with one or more components of the CBEST are

advised to take workshop courses offered through the university's Continuing Education Program

and designed to prepare them for the CBEST. Students are also referred to the Teacher

Recruitment Center which offers CBEST workshops, to the Mathematics Tutorial Lab for

assistance with math, the Writing Center for assistance with written communication, to the

Student Learning Center, or (where applicable) Disabled Student Services, for test-taking help.

The applicant’s successful passing of CBEST is verified and recorded by the Department

Secretary. This verification is reviewed by both the specific program coordinator (i.e. Education

Specialist Internship Coordinator or non-internship Level I coordinator) and the Credentials

Analyst, Felicia Contreras. Information regarding workshops offering assistance in passing

CBEST is distributed in the university catalog, in program materials and also in the following

ways:

1. Each campus building which houses teacher education prerequisite courses and/or

School of Education department and administrative offices have large, permanent bulletin boards

displaying current information about teacher education procedures, including methods of CBEST

preparation;

2. Campus “feeder” programs as Upward Bound and Teacher Recruitment Program offer

CBEST preparation workshops and consistently advertise that availability in prerequisite courses,

on bulletin boards, and on student e-mail.

3. Each special education program coordinator and advisor has CBEST workshop

announcements available and also distributes a list of recommended preparation materials;

Barron’s CBEST Test Preparation Guide is available in the CSU, Chico bookstore.

4. Two-three times each semester the Director of the Campus Educational Services Office

(Dr. Katy Anderson) organizes a well-advertised information and advisement meeting for

applicants to all teacher education programs. Each special education program coordinator

attends and, following a general information session that includes full CBEST and other critical

information, conducts a small group question and answer session with students particularly

interested in the special program.

5. See Appendix C for a sample current Special Education Bulletin that includes information

about CBEST requirements and where to call regarding assistance opportunities.

6. The university catalog, in its description of Student Retention and Assistance Services,

lists phone contact numbers for campus CBEST preparation workshops.


(12) Certificate of Clearance. A college or university that operates a program of professional

preparation shall not allow a candidate to assume field experience responsibilities until the

candidate obtains a Certificate of Clearance from the Commission that verifies the candidate's

personal identification. Statutory basis: Education Code Section 44320(d).

Prior to assuming field experience responsibilities, each credential candidate at CSU, Chico will

obtain a Certificate of Clearance from the Commission that verifies the candidate’s personal

identification. Appendix E is a copy of the form used to verify application for the Certificate. The

forms are maintained in the office of the Credentials Analyst.

(13) English Language Skills. A college or university that operates a program of professional

preparation shall require each candidate to demonstrate knowledge of alternative methods of

developing English language skills, including reading, among all pupils, including those for whom

English is a second language. Statutory basis: Education Code Section 44259.

Candidates demonstrate their knowledge of effective alternative methods of developing English

language skills in reading courses, field experience, and student teaching. Candidates in the

Education Specialist programs study English language development and literacy instruction in

EDTE 201 (Issues in Literacy & Multicultural Education) or its equivalent.

Additional instruction is provided in EDTE 229C Reading/Language Arts in the Multilingual

Setting: CLAD/BCLAD Emphases, and candidate learning is expanded in EDTE 229B

Curriculum and Instruction: CLAD/BCLAD Emphasis for Inclusive Settings. Candidates

demonstrate their knowledge and skill in field experience and student teaching. This skill

acquisition is verified by their assigned university and field-based supervisors. One or more

classroom placements is made in a designated CLAD or BCLAD classroom in which candidates

have opportunities to provide instruction to students whose second language is English.

Candidates for the Concurrent Education Specialist/Multiple Subject/CLAD or BCLAD Emphases

credentials are also required to take ENGL 121, Principles of Language, and ENGL 232, Theory

and Practice of Second Language Instruction.


PRECONDITIONS FOR INTERNSHIP PROGRAMS: Education Specialist Mild/Moderate; Moderate/Severe

For initial and continued accreditation of an internship program by the Commission on Accreditation,

participating districts and universities must adhere to the following requirements of state law.

(14) Bachelor’s Degree Requirement. Candidates admitted to internship programs must hold

baccalaureate degrees or higher degrees from regionally accredited institutions of higher

education (Education Code Section 44453).

At CSU, Chico, all candidates for teaching Internship Programs are required to apply for

admission to the University through the Graduate School. The Graduate School, in processing

applications, verifies from official transcripts, that the candidate holds a baccalaureate or higher

degree from a regionally accredited institution of higher education. Prior to processing the

candidate’s application for the Intern Credential, the CSU, Chico Credential Analyst makes a

further examination for the qualifying degree.

Program information materials, available to potential employees and candidates, indicate

qualifications for admission to the Internship Programs, including this degree requirement.

(15) Supervision of Interns. In an internship program, the participating institutions shall provide for

the supervision of all interns. Institutions will describe the procedures used in assigning

supervisors and, where applicable, the system used to pay for supervision. No intern's salary

may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern

shall not be less than the minimum base salary paid to a regularly certificated teacher (Education

Code Section 44462). If the intern salary is reduced, no more than eight interns may be advised

by one district support person.

In this Education Specialist Professional Education internship program, the participating

institutions provide for the supervision of all interns. As a partnership program, supervision is

provided by both the employing local school district and the postsecondary institution, throughout

the two year on-the-job training period. The assignment of a district supervisor is in accordance

with the organizational structure of the employing school district or county office.

Additionally, the university facilitates a support network around each intern by formally matching

the intern with a district support person as well as a university supervisor. Selection of the


support person is determined by the needs of the interns themselves. Geographic proximity,

similarity of assignment, personalities, culturally diverse representation, and the support

provider's education and experience are factors that are weighed when matching each intern to a

support provider.

Presently, the funds used to pay for supervision at the university level includes students'

university fees and external funding furnished by state and national personnel training grants.

External funding provides a $250 stipend per semester for the assigned local support provider

who is matched to an intern. Since the average length of support is for one academic year or two

semesters, a $500 annual stipend is typically given the local support provider for each intern

supported.

University supervision and supervisory travel costs in the vast 33,000 square mile service region

are a major programmatic expense. As of this writing, all special education interns are required

to hold a basic California credential. This means that these interns are regularly certificated

teachers seeking additional certification and professional development. In this case, the

university program has strongly supported the employing school district's willingness to hire the

special education intern at a full salary. With the changing standards, and the need for a basic

credential removed, it will be necessary to augment institutional supervisory funds if sufficient

external funding is not provided. In the case of non-basic credential holders, there is a

predictable need for more intense field support and supervision than offered in the current

system. Therefore, for these candidates and for others needing intense field support, if external

funds are insufficient, the 1/8 salary usage guideline will apply. If necessary, then, the intern's

salary shall be reduced by no more than 1/8 of its total to pay for supervisory and support costs.

The salary of the intern shall not be less than the minimum base salary paid to a regularly

certificated teacher (Ed. Code Sec. 44462).

External funding which currently supplements university and LEA institutional funds in the

Moderate/Severe and Early Childhood Special Education program offerings is expected to end

July 1, 1999. A formal plan of institutionalization of these programs has been in place since July,

1996. That plan has proceeded on schedule and to date the costs of all required courses and the

required supervision for competency assessment are fully institutionalized with university/state

funds. Since 1996 the special education Advisory Board has studied the added supervision,

support, and instructional features that are possible through external funds and planned to

compensate as much as possible for their predicted loss. A 1/8 salary reduction for those

needing more support and supervision has been approved by the Advisory Board but any

implementation of the approved reduction will not be made until after the 98-99 AY. The program

wishes to pursue additional funding sources for intern support and to allow a full year of study


(98-99). Information materials will include the reminder that the reduction may be made. After

the 1998-99 AY, the Advisory Board will again consider the advisability of any salary reduction.

(16) Assignment and Authorization. In an internship program, the participating institutions shall

assign candidates to assume the functions that are authorized by the teaching or services

credential (Education Code Section 44454). The institution shall stipulate that the interns'

services meet the instructional or service needs of the participating district(s) (Education Code

Section 44458). Participating districts are public school districts or county offices (Education

Code Section 44321 and 44452).

Education Specialist Internship brochures, the Intern Eligibility Contract (signed by the

administrative representative of the participating district, university program coordinator, and the

intern), letters of intent to participate in the partnerships, and the Letter of Intent to Hire issued by

the school district all indicate that public school districts and county offices of education

participate with CSU, Chico in the regional Internship Program under specific guidelines. In

1997-98, 42 participating school districts or counties participate. The Intern Eligibility Contract,

the list of 42 LEAs, and a copy of the newly revised intent-to-participate letter format sent to the

LEAs are found in Appendix F.

In this Education Specialist internship program, letters of intent to participate verify that the

participating institutions have agreed to assign candidates to assume the functions that are

authorized by the Education Specialist credentials (Ed. Code Sec. 44454); that the interns'

services meet the instructional or service needs of the participating district(s) (Ed. Code Sec.

44458) and that participating districts are public school districts or county offices (Ed. Code Sec.

44321 and 44452).

(17) Specific Districts. A proposal for initial accreditation for an internship program must identify the

specific districts involved and the specific credential involved.

Please see Appendix F for identification of the 42 public school districts and county offices

involved. The specific credentials involved in this application are:

• Preliminary Level I Education Specialist Credential: Mild/Moderate

• Preliminary Level I Education Specialist Credential: Moderate/Severe

• Professional Level II Education Specialist Credential: Mild/Moderate

• Professional Level II Education Specialist Credential: Moderate/Severe

The internship program integrates Levels I and II in a comprehensive, on-the-job training and

support structure.


(18) No Displacement. The institution and participating districts must certify that interns do not

displace certificated employees in participating school districts.

The participating districts and county offices, and California State University, Chico certify that

interns do not displace certificated employees in the participating school districts. For evidence

of adherence to this requirement established by the Commission, see Appendix F for a copy of

the district/university intent letter and agreements, plus a copy of the letter of support each local

teachers’ bargaining unit submits regarding participation of its LEA in this internship program.

(19) Personnel Shortages. When an institution submits a program for initial or ongoing accreditation,

it must explain why the internship is being implemented. Programs that are developed to meet

employment shortages must include a statement from the participating district(s) about the

availability of qualified certificated persons holding the credential. The exclusive representative

of certificated employees in the credential area is encouraged to submit a written statement to the

Committee on Accreditation agreeing or disagreeing with the justification that is submitted.

The CSU, Chico Internship Programs are designed to meet the genuine needs of school districts

in northeastern California to attract and retain qualified individuals in teaching positions. Since

1989, the Special Education Internship Program has provided an alternative pathway to a

California Special Education Specialist Credential by linking a professional education program

with employment as a beginning specialist teacher.

An explanation of the need for the implementation of the internship was submitted in detail with

the initial accreditation application. This program was developed to meet severe regional

employment shortages as well as to address issues of quality regarding special education

services in a vast, rural, remote geographical area. Copies of sample LEA program support

letters which were submitted with a recent state internship grant proposal are included in

Appendix G as evidence of the lack of availability in the region of qualified certificated special

education personnel. Furthermore, each participating school district's exclusive representative of

certificated employees provides a written statement of approval for district participation and

justification of the special education internship program (See Appendix F).


PRECONDITIONS: PRELIMINARY LEVEL I

EDUCATION SPECIALIST CREDENTIAL PROGRAMS Mild/Moderate; Moderate/Severe

Established by the Commission pursuant to Education Code Sections 44227(a) and 44265, each

program of professional preparation for a Preliminary Level I Education Specialist Credential shall adhere

to the following requirements of the Commission.

(1) MINIMUM STUDY. To be granted initial accreditation or continuing accreditation, programs of

study for the Preliminary Education Specialist Credential shall be a minimum of one academic

year of full time study or the equivalent.

The program of study for each CSU, Chico Preliminary Education Specialist Credential is a

minimum of one academic year of full-time study or, particularly for students who have begun

their studies elsewhere, the equivalent.

(2) APPROPRIATE CREDIT. A college or university that operates a program of professional

preparation for the Preliminary Level I Education Specialist Credential shall ensure that each

candidate who wishes to earn the Multiple or Single Subject Teaching Credential receives

appropriate academic credit for general education coursework and fieldwork that are completed

as part of the specialist credential program.

A foundation of general education curriculum and instruction and fieldwork is embedded in each

CSU, Chico Preliminary Level I Education Specialist Professional Preparation Program. This

university verifies that each candidate who wishes to earn the Multiple or Single Subject

credential receives appropriate academic credit for this general education coursework and

fieldwork completed as part of the specialist professional preparation program. A letter from the

Department Chairperson will clarify this issue so that candidates’ efficient movement between

universities may be facilitated.


PRECONDITIONS: PROFESSIONAL LEVEL II

EDUCATION SPECIALIST CREDENTIAL PROGRAMS Mild/Moderate; Moderate/Severe

Established by the Commission pursuant to Education Code Sections 44227(a) and 44265, each

program of Level II Credential preparation shall adhere to the following requirements of the Commission.

(1) DURATION OF JOB. A college or university that operates a program for the Professional Level

II Education Specialist Credential shall determine, prior to admission to the credential program,

that each candidate is employed in a special education position that is likely to have sufficient

duration for the Level II induction plan to be completed. Day-to-day substitute positions do not

satisfy this precondition.

In accord with this standard and with Title 5, 80048.3 section (a)(8), CSU, Chico will determine

prior to admission to the Professional Level II Education Specialist Credential program, that each

candidate is employed in a special education position that is likely to have sufficient duration for

the Level II induction plan to be completed. Day-to-day substitute positions will not satisfy this

precondition. Job duration for candidates who are not on two-year internship credentials will be verified by the

Level II candidate's employer. A place for the employer to provide this written verification of the

job duration prior to admission is included on the CSU, Chico Level II Program Application for

candidates who are not on two-year internship credentials and submission of a copy of the CCTC

Verification of Employment as An Education Specialist form (CL777.1 9/97) is also required. (2) ELIGIBILITY. A college or university that operates a program for the Professional Level II

Education Specialist Credential shall determine, prior to admission to the credential program, that

each candidate possesses a valid Preliminary Level I Education Specialist Credential, or a

Certificate of Eligibility for the credential.

CSU, Chico shall determine prior to admission to the Professional Level II Education Specialist

Credential program, that each candidate possesses a valid Preliminary Level I Education

Specialist Credential, or a Certificate of Eligibility for the credential.

(3) INDUCTION PLAN. A college or university that operates a program for the Professional Level II

Education Specialist Credential shall provide for the development of a written individualized


program of coursework and professional development activities, referred to as a professional

credential induction plan, developed in consultations among the candidate, employer, and

institution. The professional credential induction plan shall identify and address individual

candidate needs, college or university program requirements, consultations and other activities

with an assigned support provider, and assessment of the plan’s completion. A college or

university that operates a program for the Professional Education Specialist Credential shall

consider the development of the professional credential induction plan and assessment of the

completion of the professional credential induction plan to be part of the total units required for

the Level II professional credential program.

CSU, Chico will provide for the development of a written individualized program of coursework

and professional development activities, referred to as a professional credential induction plan,

developed in consultations among the candidate, employer, and institution. The professional

credential induction plan shall identify and address individual candidate needs, college or

university program requirements, consultations and other activities with an assigned support

provider, and assessment of the plan's completion. The development and assessment of the

plan is part of the total units required for the proposed CSU, Chico Level II professional credential

program. This precondition shall be met when Level II candidates enroll in SPED 289I- Mentored

Induction Support and Professional Assessment for 3 units. During the induction process, the

candidate's transcript will indicate "in progress" for this course, and upon successful completion

of the Professional Individualized Induction Plan and documentation of 2 years of successful

work experience, the candidate will earn the credits on his/her transcript. Volume II, Level I, of

this proposal includes full description and sample forms used in this process.

For Internship candidates, the proposed program is an integrated Level I and Level II program

and will result in a Level II credential after successful completion of the program. In accordance

with Option Two on page 20 of the Standards Handbook, an induction plan (IIP) is developed for

each intern during the first semester of the program within the SPED 289I course structure. The

IIP is found in Volume III, page 8. This IIP is reviewed each semester between the Level II

Advisor and the Intern Course Instructors and Supervisors. (see Appendix H, Level II

Professional Credential Individualized Induction Plan (IIP). (4) NON-UNIVERSITY ACTIVITIES. A college or university that operates a program for the

Professional Level II Education Specialist Credential shall allow approved non-university activities

to be included in the Level II professional credential induction plan for up to 25 percent or one

quarter of the total program, in consultation with the candidate and the employer’s representative.


CSU, Chico will welcome approved non-university activities to be included in the Level II

Individualized Induction Plan (IIP) for up to 25 per cent or one quarter of the total program, in

consultation with the candidate and the employer's representative. Further details are provided

under Standard 11 -- Nature and Inclusion of Non-University Activities. The university recognizes

experiences such as the California Education Innovative Institutes (CEII) and/or CALSTAT

offered in the summer and ACSA's Special Education Academy as examples for this type of

advanced level training. In accordance with Level II, Precondition #4, up to 25% of total program includes approved non-

university coursework. Approved non-university coursework may be substituted for 3 units in the

program. A combination of university course work and non-university activities equivalent to 3

units or 45 hours is also acceptable for Level II candidates. For example, a candidate may elect

to enroll in a 1 unit university course module and 30 hours of non-university activities to meet this

program requirement. The 3 unit equivalent towards Development of Specific Emphasis is

individually selected by the Level II candidate and approved by the Level II Advisor and the

Candidate's LEA representative or employer/ administrator. Our Level II response section

explains CSU, Chico Special Education Advisory Board approval process of non-university

activities. Evidence for this process is documented on the Level II candidate's Induction Plan

(IIP).

(5) TWO YEARS EXPERIENCE. A college or university that operates a program for the

Professional Level II Education Specialist Credential shall determine, prior to recommending a

candidate for the credential, that the candidate has verified successful completion of a minimum

of two years of teaching experience in a full-time special education position or the equivalent, in

a public school or private school of equivalent status. The experience must be completed while

holding the Preliminary Level I Education Specialist Credential or while holding a valid out-of-

state credential in a special education category comparable to a Commission-approved

Preliminary Level I program authorizing special education service.

CSU, Chico shall determine, prior to recommending a candidate for the Professional Level II

Education Specialist credential, that the candidate has verified successful completion of a

minimum of two years of teaching experience in a full-time, special education position or the

equivalent, in a public school or private school of equivalent status, while holding the Preliminary

Level I Education Specialist Credential or while holding a valid out-of-state credential in a special

education category comparable to a Commission-approved Preliminary I program authorizing

special education service. The process for this professional assessment and documentation of 2

years successful work experience will be facilitated by the university in collaboration with the

candidate's school district.


This verification of successful completion of a minimum of two years of teaching experience in a

full-time special education position or the equivalent, in a public school or private school of

equivalent status while holding the Preliminary Level I Education Specialist Credential or while

holding a valid out-of-state credential, will be done in a manner similar to the verification of

successful teaching experience for the present Resource Specialist certificate. The employer will

be required to submit a letter verifying the two years of successful teaching experience.

Additionally, the employer will be required to verify this on the Level II Candidate Standard

Competency/Verification form (see Appendix I Level II Standard/Competency Verification form).

This form will be completed for each CSU, Chico Education Specialist Intern completing the

integrated program as well.

(6) SUPPORT PROVIDER. A college or university that operates a program for the Professional

Level II Education Specialist Credential shall ensure that each Level II teacher’s support provider

is a credentialed staff member. The individual assigned as a support provider must be someone

other than the teacher’s supervisor or principal.

CSU, Chico shall ensure that each Level II teacher's support provider is a credentialed staff

member and someone other than the teacher's supervisor or principal. Specific details regarding

support provider qualifications are outlined under Standard 10: Support Activities and Support

Provider Qualifications. A sample of the Support Provider Information Sheet is included in

Appendix J ; this form shows data to be collected on each Support Provider in order to ensure the

best possible "match" between candidate and support provider. This additional data permits

matches on other variables, such as job setting, grade levels, content areas, as well as specific

disability categories served. The Verification of Employment form sent in Coded

Correspondence with Title 5 regulations will also be used to verify compliance with this

precondition. (7) TIMELY ASSISTANCE. A college or university that operates a program for the Professional

Level II Education Specialist Credential shall ensure that the assignment of a support provider for

each beginning teacher occurs within the first 120 days of employment so the candidate,

institutional advisor and employer’s representative(s) can begin to develop a Level II professional

induction plan for the support and development of each beginning teacher.

CSU, Chico shall ensure that the assignment of a support provider for each beginning teacher

occurs within the first 120 days of employment so that the candidate, institutional advisor and

employer's representative(s) can begin to develop a Level II professional individual induction plan


(IIP) for the support and development of each beginning teacher. In the proposed CSU, Chico

Professional Level II professional education program, the support provider will be assigned and

the date documented on the candidate's IIP form. (See Volume III, Level II of this proposal for

the sample CSU, Chico IIP form).

This process is done for interns within the first 120 days of employment by having the support

provider assigned to the intern on the Intern Eligibility Contract form (see Appendix K) signed by

the intern, the employer's representative, and the university advisor. Additionally, a 3-person

and/or 4-person meeting facilitated by the university advisor occurs within the first 120 days for

the development of the Intern's IIP which will set the direction for completion of the 2 year

integrated Levels I and II Education Specialist Internship Program. Appendix H includes the

format of the planning session.


COMMON STANDARD 1

Education Leadership. The education unit has effective leadership that articulates a vision for the

preparation of professional educators; fosters cohesiveness in unit management; delegates responsibility

and authority appropriately; resolves each credential program’s administrative needs as promptly as

feasible; and represents their interests in the institution, the education profession, and the school

community.

EFFECTIVE LEADERSHIP

California State University, Chico has a tradition of preparing professional educators that dates back to its

founding in 1887 as the second California State Normal School. Today, teacher education and the

education of other school professionals is regarded as an all-university responsibility, inviting and

requiring the participation of faculty from across the University. Cross-university collaboration is joined by

strong links between the university and schools and communities throughout northern California.

University faculty and students are engaged in partnerships with area schools that range from providing

volunteer classroom aides, to helping middle school students understand business and economics with

hands-on projects, to the Adopt-a-Scientist Program that connects science professors with K-12 teachers

and students, to designing an integrated, interdisciplinary Liberal Studies/Multiple Subject program, to

student teaching placements in approximately 100 school districts that annually partner with the

University to provide this critical component of teacher preparation. As the only state-assisted institution

of higher education in northeastern California, CSU, Chico collaborates with school districts throughout its

33,000 square mile service region to prepare new teachers and provide professional development for

many other educators. An estimated 10,000 CSU, Chico Professional Preparation Program alumni

continue to be actively engaged in education.

The preparation of educators is integral to California State University, Chico, providing the educational

and public services needed throughout northeastern California. The Mission of the University states that:

Our first priority is the education of our students by creating and maintaining selected

quality undergraduate and graduate programs.1 We will be known by the purposeful

integration of liberal and applied learning that provides our students with the knowledge,

skills, and moral and intellectual virtues that form the basis for life-long learning and

contribution. We affirm the importance of scholarship and public service. We support the

exploration of the frontiers of knowledge, the integration of ideas, the connection of

thought to action, and the inspiration of students. We make the results of these


academic efforts available for public scrutiny by all our constituents. We maintain

extensive continuing education and public service programs that serve the needs of our

varied constituencies.

Priorities for implementing the mission were established in the University’s Strategic Plan for the Future.

Priority number four, “To reaffirm the role of CSU, Chico as the anchor institution of the region and

develop positive links to our community and region,” connects the mission to the University’s services to

schools and to professional preparation of educators. Under the leadership of Stephen W. King, Dean of

the College of Communication and Education, the University mission was extended through formulation

of a vision statement for the preparation of educators.

Educator Preparation at California State University, Chico The Vision

California State University, Chico faculty and staff are dedicated to the professional

preparation of educators committed to the improvement of society. As a result of our

programs, educators develop the knowledge, skills, and confidence to assume

educational and community leadership roles. As educators we examine teaching and

learning so we will meet the academic, social, cultural and developmental needs of all

students in our dynamic, diverse and democratic society. At CSU, Chico educators learn

to make the informed and ethical decisions necessary for providing the compassionate

support, individual guidance, and purposeful direction our citizens need and deserve to

lead productive and healthy lives.

Dean Stephen W. King

Fall, 1995

Faculty of the School of Education and those working in educator preparation programs across the

University view the mission, priorities, and vision statements as living documents. These statements call

us to continually review and respond to the specific conditions and needs of the educational community in

our region and to engage in partnerships with all educators to improve the quality of life through

education.

The University serves an extensive region that includes the twelve northeastern counties of California

and, for the Education Specialist program in Moderate/Severe disabilities, the two northwestern coastal

counties. This region covers about 21% of California’s land area, stretching from Marysville/Yuba City

north to the Oregon border; from the coastal mountain range east to the Nevada Border. With the use of

1 About 10% of the University’s undergraduate students are enrolled in subject matter preparation programs. Fifty percent of the MA students at CSU, Chico are enrolled in MA in Education programs.


CSUSAT CHICO, the California State University satellite broadcasting system used to provide live and

interactive distance education, the School of Education reaches beyond its normal geographic

boundaries with specialized courses.

As a result of renewal and reform in public schools and teacher education, collaboration among university

and public school faculty has increased. At CSU, Chico the needs of future teachers, specialists,

counselors, and administrators are better served through partnerships that improve field experiences and

student teaching, connect school, community college and university faculty in California Subject Matter

Projects, and keep educator preparation programs up-to-date.

Since 1993, Multiple and Single Subject Programs have added the Crosscultural, Language and

Academic Development Emphasis (CLAD); CTC has approved an experimental program that leads to

Multiple and Single Subject credentials with CLAD or Bilingual Emphasis (BCLAD) that can be

concurrently earned with a Special Education credential. Internship programs are also available through

the experimental program. The MA in Education program has been strengthened with formally approved

options and advising patterns in Curriculum and Instruction, Educational Administration, Linguistically and

Culturally Diverse Learners, Reading and Language Arts Education, and Special Education.

COHESIVENESS IN UNIT MANAGEMENT

In an effort to more effectively serve clients and operate more economically, the College of Education

merged with the College of Communication in 1992. The new College of Communication and Education

is led by Dean Stephen W. King. Shortly after the merger, Dr. King, then a member of the Chico Unified

School District Board of Education, recommended further reorganization that included formation of a

School of Education with two departments and moving the Speech Pathology and Audiology Program,

with its Clinical Rehabilitative Services Credential Program, to the Department of Communication Arts

and Sciences. Reorganization became effective July 1, 1993. The School of Education now houses two

departments: the Department of Education and the Department of Professional Studies in Education.

The administration of California State University, Chico supports the professional preparation of

educators. The strong support of President Manuel Estéban and Provost Scott McNall is evidenced

through the CSU, Chico Strategic Plan for the Future, their recommendation of goals for the College of

Communication and Education, as well as consistent encouragement of innovation, collaboration, and

service to K-12 schools by University faculty and staff. Dean of the College of Communication and

Education, Dr. Stephen W. King, reports to the Vice President for Academic Affairs, Dr. Scott McNall, and

is responsible for the administration of a large teacher education program as well as a substantial

graduate program in Education. The dean is responsible for five Master's Degree programs, four

programs leading to Basic Credentials, and seven programs leading to Specialist and Services credential


programs. In addition, the dean is responsible for bachelor’s and master’s degree programs in the

School of Communication and the Departments of Physical Education, and Recreation and Parks

Management. The dean provides academic leadership, encourages and evaluates faculty professional

development, establishes and maintains contacts with K-12 school districts, and promotes grant activities.

The dean is charged with providing administrative leadership by fostering trust, confidence, and respect

in the College; maintaining fiscal affairs in an appropriate manner; maintaining curriculum standards in

the College; maintaining professional relationships with instructional faculty, students, and non-academic

staff; and developing alumni and community support. Dean King was a member of the state-wide SB

1422 Panel recommending improvements in credentialing policies in California. He has been a leader in

northern California in promoting University/K-12 connections and served for a time as president of the

Chico Unified School Board. Dean King is currently Chair of the CSU Task Force on Market Share and

has made proposals that would improve service of the CSU in meeting the needs of educators.

The Associate Dean, Dr. Carolynn Reynolds, assists the dean in day-to-day college operation, with

professional projects and CSU activities, serves as a member of the Dean's Advisory Council, and

attends School of Education Executive Committee meetings. Dr. Kathryn Anderson, director of

Professional Education Programs and the Education Services Center, serves as CSU, Chico liaison to

the Commission on Teacher Credentialing, attends Dean's Advisory Council meetings, serves on the

School of Education Executive Committee and chairs the Credential Programs Committee. The director

also attends meetings of the Northeastern Regional Curriculum Committee to maintain School of

Education connections with regional county offices of education.

The department chairs are critically important leaders in the School of Education and have an impact on

quality of programs and effectiveness of operation. They are selected through a prescribed process that

includes election by faculty and staff, and recommendation to the dean and Provost. Department chairs

are appointed to three year terms and serve at the pleasure of the Provost. They are responsible for the

day-to-day operations of departments, including department budgeting, scheduling, and faculty and staff

assignments. Department chairs participate in faculty retention, tenure, and promotion processes and in

faculty and staff hiring. The chairs work directly with program coordinators in determining program class

schedules and the use of part-time faculty. Department chairs assist the dean in annually reviewing

department and college progress in meeting the University Strategic Plan for the Future and reporting to

the provost. Department chairs serve on the Dean’s Advisory Council, the School of Education Executive

Committee, and the Credential Programs Committee.

The School of Education Executive Committee makes recommendations to the dean on important policy

issues affecting the School of Education. Members of the Executive Committee include the dean,

department chairs, the director of the Education Services Center and Professional Education Programs,

and one faculty member elected from each department.


The Credential Programs Committee assists the director of Professional Education Programs in

recommending to the departments and School of Education Executive Committee policy and procedures

for the operation of all programs leading to credentials. This committee serves as one level of review for

student appeals and grievances. Membership on this committee includes the director, each coordinator

for basic and advanced credential programs, the chairs of the departments of Education and Professional

Studies in Education, and the Credential Analyst.

DELEGATION OF RESPONSIBILITY AND AUTHORITY

The School of Education is organized into two departments: the Department of Education and the

Department of Professional Studies in Education. Each department has a part-time, 12-month chair and

clerical support staff. Credential programs are led by appointed coordinators who are recommended by

the chair and approved by the dean. Remuneration for most coordinators comes in the form of assigned

weighted teaching units, related to program enrollment, to fulfill responsibilities of advising students,

convening program faculty meetings, recommending adjunct faculty, suggesting curricular improvements,

recommending class schedules and faculty assignments, and other significant duties determined by the

department chair. Program coordinators serve on the Credential Programs Committee.

Proposals for changing program curriculum follow a review and approval process from department

through college level to Vice Provost for Academic Affairs, and, for major changes or new programs,

through the Academic Senate. Department curriculum committees represent faculty in reviewing and

making recommendations regarding proposals. Committees may reject a proposal, ask for modifications,

or approve proposals. Department chairs review proposals recommended by department committees,

and deans or their designee review proposals recommended by college curriculum committees. Each

department in a college is represented by a faculty member elected to the college curriculum committees.

Policies and procedures are detailed in department curriculum policy documents and the University

department manual.

Personnel recommendations related to appointing new faculty and reviewing continuing faculty for

retention, tenure, and promotion, as well as reviewing temporary faculty, are made by department

personnel committees. College personnel committees make specified periodic evaluations and review

and make recommendations concerning retention, tenure and promotion. Members of the department

personnel committee and a department representative to the college personnel committee are elected by

faculty in a department. Department chairs and college deans also review and make recommendations.

Deans forward recommendations to the Provost and Vice President for Academic Affairs. All decisions

are made based upon the University Equal Employment Opportunity Affirmative Action Policy which

applies to all levels of employment and to all personnel practices.


Part-time or adjunct faculty are hired as needed based on course offerings and enrollment predictions.

Applications to department part-time pools are received throughout the year and placed on file. Persons

in pools are reviewed annually by department personnel committees. The pool is available to program

coordinators when need for adjunct faculty occurs. After the Chair and program coordinators consult, the

chair makes recommendations to the dean regarding employment of part-time faculty.

RESOLUTION OF ADMINISTRATIVE NEEDS

Each department has a part-time chair who conducts day-to-day management of department budget,

faculty and staff assignments, schedule and curriculum, and services to students and other clients.

Department chairs work directly with faculty to address program needs and issues. Department meetings

are used to communicate about department operations and to discuss future operations. Faculty also

discuss and make recommendations regarding department operations through department standing

committees and through ad hoc task groups. The department provides support to programs by funding

program or strand coordinators who are provided with assigned weighted teaching units each academic

year to address program specific needs such as recommending schedules, suggesting part-time faculty,

conducting advisory meetings, participating in planning, requesting resources, and representing other

program specific issues in the department. This allocation of resources to administrative functions and

consultation enables programs to address most concerns.

The University provides specific procedures for addressing faculty, staff and student grievances. The

faculty grievance procedure is Article 10 of the Agreement Between the Board of Trustees of the

California State University and the California Faculty Association. Staff grievance procedures are

detailed in the Agreement between the California State University and the California State Employees

Association. Information on procedures for student appeals and grievances is provided in The University

Catalog. While attempts are made to resolve complaints informally by speaking with faculty or a

department chair, a student may invoke formal grievance proceedings through the Office of Student

Judicial Affairs, as described in Executive Memorandum 94-22. In an effort to provide an avenue within

the education unit for resolving complaints, the Credential Programs Committee developed grievance

procedures that can be invoked prior to University grievance procedures. This process involves review

by teacher educators and educational practitioners.

Departments hold primary responsibility for recommending to college and University administration

faculty needs, hiring, program development and change, curriculum development, and policies for

admission and graduation, in accordance with college and University policies and procedures. Many of

these decisions require review at several different levels in the University where changes are carefully

evaluated.


One recently identified need in the School of Education was for a simplified, more informative application

process for programs leading to all basic credentials. Chairs, program coordinators, and the dean

reviewed the data requirements and, working with Admissions and Records staff and the Graduate

School, designed a streamlined process with better candidate tracking that utilizes the campus

computerized Student Information System (SIS+).

COMMUNICATION AND COLLABORATION

In order to foster communication and collaboration between departments in the School of Education, the

School of Education Executive Committee was established in 1993. The Executive Committee

addresses issues that affect programs, policies and procedures shared by departments of the school and

makes policy recommendations to the dean on issues affecting the school. Communication regarding

programs is facilitated by meetings of program faculty and department faculty. Communication with other

academic departments within the College of Communication and Education is facilitated by twice monthly

meetings of the Dean’s Advisory Council.

INTEREST IN THE INSTITUTION, EDUCATION PROFESSION, AND THE SCHOOL COMMUNITY

The All University Responsibility for Teacher Education Committee (AURTEC) is the official university

body charged with reviewing developments in subject matter preparation and professional education

programs. AURTEC promotes cross-campus collaboration and communication regarding educator

preparation programs through broad campus representation. It reports to the President and Provost.

Membership includes the Vice-Provost for Academic Affairs (committee chair); college deans of

Behavioral and Social Sciences, Communication and Education, Humanities and Fine Arts, and Natural

Sciences; the chairs of Education and Professional Studies in Education; and one faculty member from

each of the three arts and sciences colleges. One of these college members is designated by the chair of

the Academic Senate to represent the Senate.

Faculty of the College of Communication and Education represent programs of the college through

service on the Academic Senate. Currently, five faculty of the college have been elected as members of

the Senate. The Academic Senate serves an important role in University governance by formulating,

adopting, reviewing and revising recommendations relating to the policies and operations of the

University. The Academic Senate considers “matters of curriculum, personnel policy and procedures, and

educationally-related student services.” The Senate acts in an advisory capacity to the President.

Faculty also take active roles in service at the local, county, state, and national levels. Their participation

is reflected in their vita (see Appendix L) and includes serving on agency and executive boards of many

state and national projects and organizations. Communication is also maintained with the local school

districts through service on school, district, county and regional committees, field experience and student


teacher supervision in the schools, participation in professional conferences and workshops, meetings

with advisory boards, and other professional activities. The Director of Professional Education Programs

regularly attends meetings of the Regional Curriculum Committee whose members are the county

Associate Superintendents of Education. The dean and department chairs also served as members of

the SB 1422 Regional Network Steering Committee for which the director of Professional Education

Programs serves as the regional contact person.

Another vital role of faculty is participation in the committee structure of the department, college, and

University. They are elected, appointed to, and volunteer for committees at each level. Faculty service

on committees improves communication and involves faculty in important contributions to the University.

Specific procedures are in place which delineate election procedures, length of terms, and

responsibilities. The committee structure is complemented by the work of faculty as they participate

through the departments in developing and revising missions, goals and strategic plans.

The College of Communication and Education has been a pacesetter among the University's colleges

with regard to developing relationships with schools and agencies in the region. The College annually

brings in a large portion of the University's grants and contracts. Many projects are in partnership with

colleagues across campus, from public schools, and from governmental agencies. As an example of the

intense university-public school collaboration promoted in the college, special education internship

programs have virtually eliminated Special Education emergency credentials in Northeastern California.

The special education program leads the School of Education in grant and contract acquisition, providing

scholarship assistance to approximately 75 students annually, and particularly encouraging individuals

from underrepresented groups to pursue specialist credentials.

The School of Education is also influencing overall educational practices in public schools through its

Education for the Future and Education First projects. These projects, which affect the way schools do

business and utilize technology, are having a substantial impact on public education throughout

California, the nation and internationally. The School of Education’s association with WestEd’s

Comprehensive Center efforts are bringing new and innovative ideas to public education throughout the

University’s service region and beyond. Other examples of university-wide collaboration include

University and School of Education involvement with public school and community college faculty in nine

California subject matter projects including the Northeast California Arts Project, the Northern California

Foreign Language Project, the Northstate Region History-Social Science Project, the California Literature

Project, the CSU, Chico Mathematics Project, the Inland Northern California Science Project, the Reading

and Language Arts Project, Project RISE: Resources in International Studies Education, the Northern

California Writing Project, and a Service Learning Alliance with the Dye Creek Reserve. These projects

bring University and public school groups together to improve K-12 and University curricula.


THE SPECIAL EDUCATION PROGRAM

The special education program is housed within the Department of Professional Studies in Education

(PSED), a department comprised of faculty from special education, reading specialization,

bilingual/multicultural education, and general education, as well as feeder programs including Upward

Bound, Teacher Recruitment, and Mini-Corps. The Department’s mission is to foster continuous learning

communities dedicated to excellence and equity in education. This department enacts its mission

through scholarship and research to develop and deliver exemplary, comprehensive programs that

recruit, prepare, and sustain educators skilled in addressing the needs of a diverse set of learners. It

meets twice monthly to review its progress, plan for ongoing change, and share resources and

information across disciplines. PSED reading and bilingual/multicultural faculty teach within the

Education Specialist Program.

Appendix M is a sample Center of Excellence report submitted by the Special Education program to the

University President, Office of the Provost and our College administration. It describes the vast rural

region of schools the special education program serves through creative scheduling and distance

education, the relationships the program maintains within and beyond the university, and our progress

within the special education program towards university goals of student assessment, diversity, and

public school partnerships. As one of fewer than ten programs from throughout the university recognized

as a Center for Excellence, the Special Education program and faculty contribute significantly to the

governance and leadership of the College and the University as a whole, through program presentations

in the university's faculty development and information programs and through very active faculty

involvement on key department, college and university-wide committees. Although a small faculty,

special education faculty hold positions on every committee within our department, on all personnel and

curriculum committees in the college, and on the university's Assessment, Research, Human Subjects,

Interdisciplinary Studies, and Student-Centered Learning task forces and committees.

The special education programs have been directed by Dr. Mary C. Jensen for nine years. Dr. Jensen

has overall responsibility for the coherence and quality of the programs and for their relationship to

Department, College and University administration as well as to the California Commission on Teacher

Credentialing and the regional special education administrators' association. Among her specific

responsibilities are: office management; recommendation, preparation and coordination of faculty and

staff; coordination of the Advisory Board; evaluation of courses, supervision and advisement services.

Individual strands have the following coordinators who coordinate for their strands the student

admissions, retention and certification processes and who act as lead teachers within each of their faculty

instructional teams. Regional Internship and Level II: Dr. Lisa R. Churchill; Level I and Concurrent


Special Education/Multiple Subject design: Dr. Teresa Davis. Faculty efforts are well supported by two

full-time assistants, one staffing the Regional Internship and Level II strands, one staffing Level I and

undergraduate access programs.

The special education program and its department maintain strong links to other academic departments

on campus, participating in the All University Responsibility for Teacher Education Committee (AURTEC),

in the School of Education Credentials Coordinators monthly meetings, and in the School of Education

Executive Committee Sessions. Special Education faculty and staff also view themselves as active

partners with the region’s schools, on a day-to-day basis. The Special Education Advisory Board is an

active board of university, public school, agency, and community members who provide direct input and

feedback regarding all aspects of the Special Education Programs at CSU, Chico.

Each participating school district works with the institution to give appropriate attention to the effective operation of the internship program. Each school district ensures the program is operating in a manner to further the educational goals of the district. Participating school districts work in a regional alliance in partnership with the university.

Representatives attend Advisory Board/Intern Council sessions at least twice monthly. District and site

administrators participate in 4-way conferences with each individual intern, linking the intern with support

provider and university supervisor. Personnel logs maintained by each support provider each semester

document the extent of support being offered the intern.

GRIEVANCE PROCEDURES Student grievances are handled at two levels, the informal and formal levels. Most grievances, those

associated with an assignment, a grade, a placement, or personal conflict, are managed at the informal

level. The student is asked to first contact the instructor and see if the matter can be resolved. If there is

no resolution, the student is to contact the department chair in an attempt to resolve the student’s

concern. Specific program coordinators are involved as needed. If a satisfactory solution is not reached,

the student then contacts the dean of the college for potential resolution and can request a hearing by the

Credentials Programs Committee. Those steps are considered “informal” and can usually be

accomplished within a week’s time. Most concerns expressed by students are, in fact, resolved at the

informal level and do not require implementing the University formal student grievance process. If,

however, a satisfactory solution is not reached through the informal process, the student contacts the

University student grievance officer (coordinator of Student Judiciary Affairs) and proceeds with the

University process described in the University catalog and contained on the University web page. That

formal process is much more complex and, depending on how far into the process the student must


proceed in bringing about resolution, this process can take anywhere from two weeks to six months if a

formal panel must be constituted and a formal hearing conducted. In the experience of the School of

Education, there have been very few cases for which a formal hearing was required (maybe less than two

cases in twenty years). Therefore, most formal grievances are solved in less than one month’s time.

Faculty grievances are also dealt with at the two levels. Again, almost all faculty concerns are solved at

the informal level. In fact, if department management is effective there are few if any concerns (such as

assignment or load) that ever become issues. If assignment matters become a concern, they are usually

dealt with at the informal level. Formal grievances do occur, but usually in relation to personnel matters

such as the granting of promotion or tenure. There is a very formal set of processes involved in such

formal grievances that often involve the faculty union. That type of grievance is dealt with by the Human

Resources office and proceeds along a time line required by labor relations laws and policies. Since no

action on the part of the University can result in a default favoring the individual grieving, these actions

are always responded to in a prompt fashion.

See Appendix N. This is an excerpt from the School of Education Professional Programs: Procedures

and Policies for Teacher Preparation Programs manual, pp. 12-14, that provides further details regarding

the grievance or concerns procedures for students and faculty.


COMMON STANDARD 2

Resources. Sufficient resources are consistently allocated for the effective operation of each credential

preparation program, to enable it to be effective in coordination, admission, advising, curriculum,

instruction, and field experiences. Library and media resources, computer facilities, and support

personnel, among others are adequate.

CSU, Chico faced the same difficult budget situation experienced by all of California higher education in

the early 1990’s. In recent years, continuing declines in the University’s overall enrollment have resulted

in additional reductions in state support for the University. Throughout this period of reductions, faculty

have worked together, with fewer and fewer resources, to continue to implement high quality professional

education programs, meet the needs of candidates, and provide education related services throughout

the region. Currently, overall university enrollment has increased, resulting in an increase in resources

for teacher education. The campus has developed strategic priorities to guide future operations,

including the directing of resources. Among these priorities CSU, Chico will “reaffirm [its] role . . . as the

anchor institution of the region and develop positive links to the community and region. The CSU, Chico

Strategic Plan for the Future indicates that links between the University and k-14 schools are important to

achieving this priority. The special education program maintains connections with schools at Preschool-

12 levels, including adults.

Personnel

Effective operation of professional education programs leading to credentials requires that sufficient

numbers of well qualified faculty be assigned to advise, instruct, and supervise candidates. Faculty are

assigned to instructional programs according to system-wide workload expectations. The normal

teaching/supervision load of full-time faculty is 12 units; part-time faculty are employed on a 15 unit

workload base. Tenured and tenure track faculty, part-time temporary faculty, and occasionally, qualified

district-based personnel are assigned as university supervisors of credential candidates. Supervision

assignments are based on formulas that range from two to four candidates per workload unit. Program

coordination is generally provided through assigned weighted teaching units (AWTUs) included in the

workload of program coordinators. In the special education program, the concurrent and internship

structures receive coordinator assistance through funds provided by federal grants. Funds also allow the

employment of consultants (usually guest speakers for courses) and the addition of supervisor time and

travel beyond the traditional CSU formula for services.

All courses, including those related to field experience, are staffed on a CSU-system formula basis. The

particular formula used is determined by the specific type supervision required. In cases where the

University faculty has supervision responsibility for competency assessment, the ratio is 2:1. In this case


the faculty member is provided 1/2 unit of workload credit (out of a normal workload of 12 units) for each

student s/he is expected to supervise. The expectation of the University is that a formal visit is made to

the student being supervised at least 10 times during the semester. In the case where there is shared

supervision or the placement is such that the student is “upgrading” from one specialization to another,

the supervision is 3:1. The department chair is responsible for first-level monitoring of the application of

staffing ratios, but reports are also monitored by the University on workload reports.

Table 1

AWTUs Assigned to Program Coordination Per Semester

Program

Units Faculty Positions

Utilized Multiple Subject & Multiple Subject with CLAD 6.0 0.50 Single Subject and Single Subject with CLAD 6.0 0.50 Administrative Services 3.0 0.25 Pupil Personnel Services 3.0 0.25 Agriculture Specialist 0.0 0.00 Clinical Rehabilitation 3.0 0.25 Reading/Language Arts 2.0 0.17 Adapted Physical Education 0.0 0.00 Special Education (total shared among strand coordinators) 4.0-6.0 0.34-0.50 The Special Education program utilizes six full-time tenured or tenure-track positions and employs an

additional two full-time adjunct faculty and ten part-time faculty.

LIBRARY AND MEDIA RESOURCES, COMPUTER FACILITIES, AND SUPPORT PERSONNEL

Candidates and faculty have access to the University’s Information Resources, an integration of library,

computing, communications, graphic arts, television, and research services. One of the principal units of

Information Resources is the Meriam Library which features an open stack collection of more than

700,000 books and bound periodicals. The library subscribes to more than 4000 periodicals and houses

an extensive microfilm collection including the complete set of ERIC abstracts and articles. The Meriam

Library is a Federal Repository Library and maintains a collection of government documents. The

curriculum department contains a representative collection of juvenile books and print and non-print

materials that support teacher education. The reference department provides information and assistance

in using the collections. Library materials are easy to find using the sophisticated computerized catalog

system available in the library and through CSU, Chico network access and the World Wide Web. Other

services include a reserve reading room, a recreational reading collection, a microcomputer laboratory

with a broad selection of software, photo copying equipment, and listening and viewing facilities.

Interlibrary loan and electronic access programs such as Lexis/Nexus and CARL Uncover make it

possible to access resources not available locally. Study areas throughout the library and in the nearby

student union provide convenient places for candidates to study and collaborate with one another. An


additional source of instructional materials is available to credential candidates through the Butte County

Instructional Materials Center maintained by the Butte County Office of Education in Oroville.

The Instructional Media Center (IMC) provides graphic arts, audio and video materials and equipment. A

collection of more than 4000 films and videotapes are available for classroom use. A consultant staff

provides assistance to faculty in the production, selection, and use of media materials. A production area

is available for faculty and students to use. The IMC also operates microwave and satellite

telecommunications systems that allow live and interactive distance education to be provided at more

than 40 remote locations. Broadcast via satellite, CSUSAT CHICO has been utilized for selected

courses in programs leading to special education and other credentials. Students in CSUSAT CHICO

courses are provided access to library, instructional media and computing services.

The Technology and Learning Program (TLP) was developed in 1995 to empower faculty in incorporating

technology into course design and delivery. Facilities, consultant assistance and technology training are

made available to faculty and staff through the TLP. The benefit of increased collaboration among

university faculty is being realized with the development of the TLP. Classrooms utilized by teacher

preparation programs are mediated -- overhead projectors, chalkboards or dry erase marker boards,

VCR and monitor, and film and slide projectors are among the typical equipment in classrooms. Audio

tape players and other equipment are available for loan from the IMC. Departments have also

contributed to the instructional equipment available by acquiring camcorders, mobile computer carts,

laserdisk and CD-ROM players, and LCD projection devices.

Greater access to technologically enhanced classrooms becomes available annually as the campus

constructs more facilities like the Teacher Education Classroom of the 21st Century (TEC-21) in Modoc

Hall. TEC-21 features mobile networked computers, and media presentation and production equipment.

This classroom supports a variety of instructional strategies aimed at integration of computer and

multimedia technology into teaching. The University also continues to add “master classrooms” that

provide large screen presentation capabilities. In master classrooms, instructors can display computer or

video output to large groups from ceiling mounted video/data projectors. Input can be from a VHS player,

laser disk player, camera, visual presenter, or other video display device. Sound output is handled by a

stereo audio system installed in these classrooms. The University also continues to add more computer

facilities like the College of Communication and Education computer lab that aids in the technological

development of faculty and students as they use hardware and software related to learning and

instruction.

All full-time faculty and some part-time faculty have been provided with offices generally located so as to

facilitate faculty collaboration within programs. Almost every faculty member has been provided with a

networked computer. In Target 2000, Building the Electronic Learning Community CSU, Chico has


indicated its commitment to expand the use of technology for instruction and learning by faculty and

students, and update technology on a regular schedule.

Clerical Support

Clerical and other support personnel are available to support programs leading to credentials. The

special education program has two program assistants, supported by external funds, whose services

include assistance in production of instructional materials; providing program and University information

to faculty and students; processing program applications; maintaining candidate files; and assisting with

the professional growth, organizational and outreach efforts of the program. Support personnel have

expertise in the use of up-to-date computer workstations and software. Office equipment including

copiers and fax machines are available to faculty and staff in the program office. The campus print shop

is utilized for duplication of instructional materials.

OTHER SUPPORT SERVICES Candidates can avail themselves of full Career Planning and Placement services at that campus office.

The Credential Services Office (Credential Analyst), located in the Office of Admissions and Records, is

available to assist candidates in applying for credentials and Certificates of Clearance, and provide

credential information and advice to candidates. The newly developed Education Service Center (EDSC)

is a one-stop information center designed to facilitate direct linkages for students, University and regional

educators. The center connects university and regional institutions, agencies, and organizations affiliated

with the development and support of excellence in teaching. The EDSC provides an avenue for

information, extension, facilitation, and dissemination among and between projects and programs

dedicated to creative change in public school education. The EDSC is committed to the successful

collaboration of University, regional, and community efforts designed to enhance the quality of teacher

development.

Each participating school district works with the institution to provide sufficient resources, in addition to intern salaries, to fulfill the needs of the internship program and to ensure its success. The individual program plan and 4-way meeting format directly require district administration

representatives to specify the material and personnel resources available to each intern. Resource

allocation issues are discussed at both CSU, Chico Special Education Advisory Board/Intern Council

meetings and at the regional SEACO/SELPA sessions at which special education coordinators routinely

participate. The exceptionally high retention rate of intern graduates in their first districts of employment

testifies to the priority participating LEAs have given their support.


COMMON STANDARD 3

Faculty. Qualified persons are hired and assigned to teach all courses and supervise all field

experiences in each credential preparation program. Faculty reflect and are knowledgeable about

cultural, ethnic, and gender diversity. The institution provides support for faculty development, and

recognizes and rewards outstanding teaching. The institution regularly evaluates the performance of

course instructors and field supervisors, and retains in credential programs only those individuals who are

consistently effective.

QUALIFICATIONS

Faculty members are highly qualified to perform their duties as defined by the vision statement, Educator

Preparation at CSU, Chico, the University Mission statement, their individual department mission

statements, and by contract. Faculty members possess the educational and experiential backgrounds

necessary to contribute in the areas of teaching, professional growth, and service. Of those faculty

members in the College of Communication and Education who teach in programs leading to credentials,

55 of the 82 hold doctoral degrees. Of those faculty housed in other colleges and teaching in programs

leading to credentials, 13 of the 15 hold doctoral degrees. In the special education faculty, 5 of 6 tenured

or tenure-track faculty hold doctoral degrees; one is A.B.D.

Every faculty member who teaches courses or supervises student teaching or field experiences has an

appropriate background of advanced study and professional experience directly related to the

assignment in the program in which they are teaching. Faculty have extensive records of work

experience in the field for which they are educating practitioners, as well as advanced education. They

maintain current knowledge in the field through research and teaching activities, consulting in schools,

and attending conferences. Special education faculty vitae are found in Appendix L.

Selection of faculty is based on criteria and procedures specified in the Collective Bargaining Agreement

and in accordance with written campus policies in the Faculty Personnel Policies and Procedures (FPPP)

document and individual department personnel documents. To ensure that faculty selection directly

relates to program and institutional needs, authorization for recruiting full-time faculty is approved only

after a review of strengths and weaknesses of the faculty in the discipline, the nature of the curriculum,

the direction of planned growth, the demands of student enrollments, and affirmative action

considerations in terms of gender and ethnicity. To initiate a request to recruit a full-time faculty member,

the department personnel and hiring committee, in consultation with the department chair, prepares a

rationale for the position and drafts a specific job description. The dean carries the request to the Provost

and Vice President for Academic Affairs for authorization to recruit. Once authorization has been

granted, national advertising, thorough searches and interviews are conducted by personnel and hiring


committees to identify exceptional candidates. As a result of these processes, the most exceptional

candidates are offered positions. These exceptional candidates rarely fail to meet the criteria for

retention, promotion, and tenure.

The University and departments solicit applications for part-time pools. Part-time faculty are hired as

needed based on course offerings and enrollment predictions. The pool is available to program

coordinators when need for adjunct faculty occurs. After chair and program coordinators consult, the

chair makes recommendations to the dean regarding employment of part-time faculty. Part-time faculty

members are highly qualified for their assignments in terms of education and experience. Part-time

faculty are currently or recently employed in the field for which they are educating practitioners and have

advanced educational experiences, as well. Adjunct special education faculty members are highly

respected practitioners and educators in northern California who bring valuable experience and insight to

their roles as co-teachers, section instructors, or supervisors.

CULTURAL, ETHNIC, AND GENDER DIVERSITY

The gender make-up of the faculty in programs leading to credentials is 61 percent female and 39

percent male. The ethnicity is 1.4 percent African American, 9.5 percent Hispanic, 1.4 percent Asian, 1.4

percent Native American, and 86.3 percent Caucasian. Two special education faculty members are

themselves individuals with disabilities. Knowledge of and experience with cultural diversity is enhanced

by the fact that many faculty have cross-cultural experience in a variety of educational and work settings.

Recruitment of faculty from diverse ethnic backgrounds is an integral part of the general recruitment

process. Faculty recruitment procedures are defined in the University’s Affirmative Action Plan and are

widely disseminated in all colleges and departments. The guidelines for full-time academic and

academically related hiring were developed by the Director of Affirmative Action and the Chair of the

University Affirmative Action Committee. (See Guidelines, Pages 1-10, Appendix O). Departments

prepare a recruitment plan which must include anticipated efforts to broaden the search in order to attract

and include ethnic minorities into applicant pools. Faculty play a determining role in realizing the

University’s affirmative action goals. Their recruitment plans must include a utilization report which states

a goal for females and/or ethnic minorities based on the availability of these groups in the national labor

market. Where goals are indicated, departments are expected to pursue planned aggressive efforts to

attract individuals within the goal group(s). The request to recruit must be approved by the Dean, the

Director of Employment Practices and Affirmative Action and the Provost.

The Director of Employment Practices and Affirmative Action (EPAA) assists search committees with

additional resources for identifying and attracting ethnic minorities (see attached letters, and a sample

page of a list each college received each year to help locate diverse faculty applicants, Appendix P).


Representation of ethnic minorities in each stage of the selection process is monitored by the Director of

EPAA along with reasons for disqualification.

Faculty reflect the diversity of the surrounding areas and areas served by the institution. Throughout the

recruitment and selection process, the University is responsive to the desired ethnic diversity of the

student body and of the population of the State of California. Although national labor market statistics are

the basis for determining availability for the affirmative action plan, faculty are also well aware of the

diversity of teachers and pupils throughout the state, in the areas served by the institution and in the

surrounding areas. Additionally, students at CSU, Chico are recruited from throughout the State and are

increasingly more diverse. The University seeks to hire faculty who have an understanding of

multicultural education but also those who can serve as role models for our diverse student body. (See a

most recent sample vacancy announcement, Appendix P).

The CSU, Chico Education Specialist program serves 14 northeastern/north coastal counties of

California. The region as a whole is predominantly Caucasian, but the four counties nearest the campus

have increasingly significant Latino (often migrant), American Indian, and Hmong populations. This

allows the teacher preparation programs ample diverse school sites for the preparation of candidates,

including BCLAD candidates in Spanish and Hmong. The region is also characterized by problems

common to the nation’s rural areas: poverty, drug and alcohol abuse. For example, among the counties

we serve:

• 5 are among the 10 poorest in the state (out of 58 total)

• an average 20% of children are eligible for public assistance

• 4 rank in the lowest quartile (of 58 counties) in reading achievement, 3 in high school dropouts.

• 3 are state centers of foster placements and rank at the top placement rate statewide

• 1 ranks worst in the state for “extremely poor children”.

• 1 county has the 27th largest child population among the 58 counties: 24% of all residents

are under age 18.

• Unemployment rate for the 2 poorest counties now stands at nearly twice that of the state rate.

A major impetus to increasing the diversification of faculty has been the CSU System Forgivable Loan

program for doctoral preparation costs incurred by qualified ethnic minorities and disabled individuals.

The special education program coordinator acts as faculty sponsor for three CSU fellowship awardees

and is mentoring these individuals through doctoral training and positions as beginning CSU, Chico

faculty members. They include one Asian American, one American Indian woman and one individual with

disabilities. Appendix Q is evidence of this CSU program’s relationship to our program. As a result of

these efforts, our Department of Professional Studies in Education has a 69% utilization factor for

females among faculty and a 77% utilization factor for minorities. See 1997-98 report (Appendix Q).

Faculty teaching in the CSU, Chico Education Specialist program include: two individuals with


disabilities, one American Indian woman, three Latino/Hispanic. Four faculty teaching in our program are

themselves second language learners and bring the richness of their bilingual backgrounds to their

instruction.

When the School of Education implemented programs leading to CLAD Emphasis credentials, the

College of Communication and Education sponsored faculty participation in Year One of Project

Challenge. The Project Challenge series included workshops by leaders in multicultural and linguistic

education such as Jo Gusman, Phillip Gonzales, Hilda Hernandez, Matthew Reich, Evris Tsakarides,

Marcia Brechtel, Deborah Burgess, Stephen Krashen, Carlos Cortes, Jesus Cortez, and Mary Ellen De

Santos. Faculty who attended Project Challenge workshops had opportunities to exchange professional

expertise, adapt course materials, and learn along with public school teachers who teach second

language learners. In addition, special education faculty members and local support providers,

participated in MULTISYSTEM Training developed at Teachers College, Columbia University to address

needs of culturally and linguistically diverse exceptional children.

PROFESSIONAL DEVELOPMENT AND RECOGNITION

A variety of policies and resources support faculty professional development. Faculty maintain

professional currency through constant participation in public schools, professional development

workshops, as consultants in public school staff development programs, attendance at conferences,

extensive reading, as well as other formal and informal interactions with schools. Faculty vitae (see

Appendix F) document professional development accomplishments.

Funding sources for professional development have included: the Foundation Incentive Program, that

generates funds from indirect costs associated with grant funded projects, the Summer Scholars

Program, the CSU Research Program, the Affirmative Action Program, and the Auxiliary Revenue

Distribution Funds that provide avenues for faculty to propose and be funded to conduct various

categories of professional development and research. For example, School of Education faculty have

been funded to conduct research, pursue additional education, engage in professional travel and

education, and acquire and learn how to use new instructional materials. The TEC-21 classroom in the

Department of Education was partially funded from theses sources.

Faculty are encouraged to pursue external funding to support research, curriculum and program

development, and community service activities consistent with the mission of the University. The Office

of Sponsored Projects supports faculty by acquiring and disseminating information on grant and contract

opportunities. Sponsored Projects also provides assistance in program planning, proposal development,

and budgeting.


Individual academic units (colleges and departments) also provide funds to support faculty professional

development. In the special education program, external funds supplement the limited university funds

that have been available through department fiscal committees for travel to conferences, seminars,

professional meetings.

Priorities 2 and 3 of the CSU, Chico Strategic Plan for the Future indicate new directions for professional

development. Priority 2 reads, “To invest in faculty and staff development and renewal,” and Priority 3

indicates that CSU, Chico desires, “To enhance academic programs by building a state-of-the-art

technological learning environment.” In order to accomplish these priorities, the University has

established the Center for Excellence in Learning and Teaching (CELT), which is “committed to

rewarding and promoting the ability of our faculty to teach well, to finding ways to improve the learning

process, and to providing support, training, and mentoring. CELT has acted on its commitment by

sponsoring the University Master Teacher Program, the Literacy and Learning Program, and the

Technology and Learning Program (TLP), as well as the CELT Awards Program for Faculty Development

that provides financial support for curriculum development, instructional materials, and intra-university

visiting professorships. Special education program faculty regularly present at the annual CELT

conference on new and emerging teaching methodology for higher education.

RECOGNITION OF OUTSTANDING TEACHING

Excellence in teaching is the first and primary criteria for faculty retention, tenure and promotion

decisions. Appendix R includes an excerpt from the CSU, Chico University Personnel Policy plus a copy

of our own department’s retention, tenure, and promotion criteria. This department criteria is approved by

both College and Institutional administrators.

The CSU, Chico Strategic Plan for the Future indicates directions for professional development. Priority 2

reads, “To invest in faculty and staff development and renewal,” and Priority 3 indicates that CSU, Chico

desires, “To enhance academic programs by building a state-of-the-art technological learning

environment.” In order to accomplish these priorities, the University has established the Center for

Excellence in Learning and Teaching (CELT), which is “committed to rewarding and promoting the ability

of our faculty to teach well, to finding ways to improve the learning process, and to providing support,

training, and mentoring.” CELT has acted on its commitment by sponsoring the following programs in

which special education faculty participate: University Master Teacher Program, the Literacy and

Learning Program, and the Technology and Learning Program (TLP), as well as the CELT Awards

Program for Faculty Development. The awards program provides financial support for curriculum

development, instructional materials, and intra-university visiting professorships. Special education

program faculty regularly present at the annual CELT conference on new and emerging teaching


methodology for higher education. Appendix S includes evidence from CELT materials of this strong and

viable system of recognition and rewards for outstanding teaching.

In addition, a Faculty Recognition and Support Committee was adopted by the Academic Senate in order

to honor and support the faculty for their excellence and achievements in teaching, research and service

activities. Outstanding teaching is recognized by CSU, Chico through the Outstanding Teacher Award

and the Outstanding Professor Awards programs. The FRAS committee also establishes evaluation

criteria and procedures to nominate recipients of grants for Studies in Teaching and Learning (STL). The

STL Program supports the study of teaching and learning and the advancements of the instructional

mission of the University. (See EM 95/06 and FPPP section 18.2, Appendix S).

The University further recognizes and rewards outstanding teaching through merit bonus, Performance

Salary Step Increases (PSSI’s). See FPPP, 36.0, Appendix T. The process implements provisions in

accordance with Article 31 of the CSU-system Collective Bargaining Agreement. (See pages 82-85,

Appendix T).

Literacy and Learning Program

In recognition of the role that writing plays in helping students become more effective learners, the

Literacy and Learning Program offers faculty the opportunity to learn how to use writing effectively in their

courses. Workshops, individual consultations, and a reference service are used to assist faculty to study

the nature of teaching and learning, and to develop good working relationships with faculty across the

campus.

The Technology and Learning Program

CELT recognizes the need to empower faculty in their use of technology for learning and teaching. The

TLP provides a facility and assistance to faculty for incorporating technology into course design and

delivery. Assistance is available individually as well as through training classes offered without cost to

faculty and staff.

Faculty have also taken advantage of the learning opportunities offered by local conferences such as the

annual Multicultural Conference for Student Teachers, the Diversity Conference co-sponsored yearly by

CSU, Chico and Butte Community College, the Excellence in Learning and Teaching Conference each

fall, and numerous other university events that celebrate cultural diversity. Full-time faculty and staff can

also enroll in University courses through the fee waiver program as part of job-related enhancement or

career development.


Under the current Collective Bargaining Agreement, faculty can be nominated or apply for Performance

Salary Step Increases (PSSI). The goal of the PSSI program is to reward outstanding faculty with

permanent increases to their pay base. PSSIs recognize outstanding performance in teaching, as well as

other professional accomplishments and service to the University and community.

EVALUATION

The University regularly evaluates the performance of instructors and supervisors. Procedures for

evaluating full and part-time faculty members and criteria for retention, tenure and promotion are explicitly

stated in the Collective Bargaining Agreement, the Faculty Personnel Policies and Procedures, and

individual department personnel policy documents. All faculty annually produce a Personal Data Sheet

(PDS) and submit a resume that provides descriptions of activities in the areas of instruction, professional

growth and achievement, and other contributions to the University. The PDS Annual Update allows for

the faculty member’s dean to comment on activities reported for the past year and to make suggestions

for improvement. Additionally, Performance Reviews or Periodic Evaluations are conducted of each

faculty member. Performance Reviews contain both developmental and judgmental components and

apply to probationary tenure-track faculty as well as tenured faculty seeking promotion. Periodic

Evaluation is primarily developmental in nature and is applied to all faculty on cycles based upon the

status of their appointment. For example, tenured faculty are evaluated every five years; part-time faculty

are evaluated annually or biennially.

Information for Periodic Evaluations usually includes the faculty member’s Personnel Action File

(maintained in the college office), a dossier of evidentiary materials submitted by the faculty member, the

current PDS, and the results of Student Evaluation of Faculty. Faculty assigned to supervision are

evaluated by student teachers and cooperating teachers. A copy of these forms are found in Appendix U.

Personnel committees, department chairs and deans participate in Performance Reviews and Periodic

Evaluation.

The University requires that all full and part-time faculty be evaluated by students using Student

Evaluation of Faculty (SEF) forms. A copy of this form is found in Appendix U. These are administered in

the spring semester and are analyzed by the campus Testing Office. Fall and summer SEFs can be

conducted through special arrangements with the Testing Office. The data are reported to faculty,

department chairs and college deans following the issuing of grades for the semester. Signed written

comments are placed in the faculty member’s Personnel Action File. Faculty members can access their

files. Unsigned written comments are returned to the faculty member in sealed envelopes.

In addition to the above faculty evaluation forms, the special education program each semester conducts

a course effectiveness rating on each education specialist course. That form is also found in Appendix U.


COMMON STANDARD 4

Evaluation. The institution regularly involves program participants, graduates and local practitioners in a

comprehensive evaluation of the quality of courses and field experiences, which leads to substantive

improvements in each credential preparation program, as needed. Meaningful opportunities are provided

for professional practitioners and diverse community members to become involved in program design,

development, and evaluation activities.

PROGRAM EVALUATION

Each Professional Education Program at CSU, Chico engages in evaluation activities that lead to

substantive improvements. The quality of courses and field experiences is assessed by collecting data

from candidates, Birth -12 school personnel, and program faculty. Each professional preparation

program involves program participants, graduates, and practitioners in ongoing program evaluation and

redesign. Additionally, the special education program has implemented other methods to collect

evaluative data and include these data in making program improvements.

CSU, Chico Special Education Advisory Board For nearly 20 years, the university’s special education program has recognized the need for a

collaborative network to design programs and serve credential candidates, Birth -12 students, including

adults, and the educational community. The Special Education Advisory Board/Intern Council is a

heterogeneous group of K-12 general and special education teachers, administrators, agency personnel,

students, parents, and university faculty that meets to discuss issues of importance to special education

in northern California. The Advisory Board develops stronger connections between the community and

the department, and pools resources to benefit Birth -12 education, including adults. (See Appendix V for

list of current members)

The Advisory Board meets at least two times per year, drawing attendees from great distances. At each

meeting members review the program mission, goals, scope, and content. The Board is an active,

decision-making body whose input is valued and honored at each stage of program design and redesign.

See Appendix V for further information on Advisory Board members. Board representatives include

representatives of each candidate cohort, field supervisors, the Northern California Regional Center,

ARC, parents, non-public schools, SED treatment centers, and Headstart, as well as two representatives

appointed within each LEA that participates in the internship program. Each LEA has the right to name to

the Board an LEA administrator as well as a representative of the appropriate certificated employee

association.


SPECIAL EDUCATION PROGRAM EVALUATION

Simultaneous to formal reviews conducted by the Advisory Board, the special education program

also gathers information from meetings with cooperating teachers, students, area school administrators,

department advisory board members, and university supervisors in order to maintain a standard of high

quality and overall effectiveness. In a continuous improvement model, the Program uses the following

comprehensive evaluation instruments:

• Background (or Entry) Questionnaires: administered prior to program entry to clarify prior

experience and student characteristics.

• Student Needs Analyses for Instructor’s Guidance: given at beginning of specific courses so that

content can be adjusted to individual student needs and job settings.

• Course Effectiveness Ratings: for feedback to every instructor and program administrator at end of

every semester. Student feedback focuses upon content, self-rating of proficiency, and other

suggestions.

• Supervisors’ Effectiveness Forms: ratings by University supervisors of students completing field

experience.

• Student Dossier: a cumulative portfolio evaluation of student products and understandings,

completed prior to graduation and specific to each credential area specialty.

• Exit/Final Program Evaluation Surveys: ratings by students as they complete special education

teacher preparation. Used by faculty in continuous analysis/curriculum modification process.

• Graduate Follow-Up Survey: sent one year after program completion. Separate analysis done of

concurrent program and intern program results allows both program-specific and comparative

evaluations.

• Graduate Ratings by School Administrators/Supervisors: sent to employers of all graduates at

least one year after completion of program.

• Advisory Board and School Administrators’ Evaluations: regional public school administrators and

their representatives rate elements of internship program for their effectiveness.

• External Evaluator’s Report: in funded projects, evaluators review programmatic data.

Instruments used in direct program evaluation are found in Appendix W. See Volumes II and III for

candidate assessment instruments, the use of which also contributes program evaluation data. Data are

analyzed by program coordinators and faculty, and these results are used along with other student

outcome data and relevant special education and teacher education research, to guide program changes.


The following diagram depicts how evaluation data guides review of specialist preparation curricula:

CSU, Chico Special Education

Outcomes Evaluation and Curriculum Development: A Continuous Improvement Cycle

Entry Surveys Assessing prior Immediate Needs Analyses knowledge & course adaptations In-course Feedback experience to current learner needs Course Effectiveness Ratings revision of course for (Administered in every subsequent term course) data accumulated for annual analysis of program curriculum Exit Survey of all graduates Graduates’ dossier/portfolio Advisory Board Annual Survey Annual revision of curriculum and instruction, Graduate Follow-up Survey emphases, program services (1-3 years after completion) Employer Follow-up Survey (Rates graduate on-the-job)

For an internship program, the system of program evaluation and development includes representatives of the participating district(s), and representatives of persons who hold the affected credential from the participating district(s). The internship program evaluation and development is guided by the regional Intern Council which

includes representatives of each participating district and of persons who hold the affected credential

from the participating district. Their names and institutions are found in Appendix F.


COMMON STANDARD 5

Admissions. In each credential preparation program qualified candidates are admitted on the basis of

well defined admission criteria and procedures that utilize multiple measures and encourage the

admission of students from under represented groups through alternative criteria and procedures. The

institution determines that each admitted candidate has appropriate personal characteristics, including

sensitivity to California's diverse population, effective communication skills and other basic skills, and

prior experiences that suggest a strong potential for professional effectiveness. Each candidate admitted

to a basic teaching credential program (including emphasis credentials) has attained an undergraduate

grade point average (GPA) that is above the median GPA for a comparable population of students at the

institution. Each candidate admitted to advanced credential programs meets institutional standards for

graduate study.

ADMISSION CRITERIA AND PROCEDURES

Admission to Professional Education Programs is available to candidates who have appropriate personal

characteristics, effective communication and other basic skills, prior experiences that suggest a strong

potential for professional effectiveness, and a significant level of successful academic achievement.

California State University, Chico does not discriminate against any candidate on the basis of sex, race,

age, language, religion, ethnicity, or handicapping condition. The University, in fact, encourages students

from underrepresented populations to enter. Requirements for admission to credential programs are

explained in the University Catalog and in “FOCUS,” an application booklet produced by the School of

Education. Potential applicants are also asked to contact the department housing the program for the

most up-to-date information about admission to a program.

Qualified candidates for Education Specialist Programs meet entrance standards in areas of scholarship,

fundamental skills, professional aptitude, field experience, personality and character, and fitness.

Candidates for CLAD Emphasis credentials have had appropriate language learning experiences and

completed additional specific prerequisites for the program. Complete information on applying to enter a

full-time program is contained in Focus on Teaching Application for Professional Education Programs

(Appendix C).

Scholarship: For admission, candidates must be in the upper one-half (determined by GPA) of

undergraduate students in the candidate’s subject matter preparation program within a discipline or major

at CSU, Chico. The upper one-half of undergraduate students is determined by the cumulative median

grade point average classified by discipline. The CSU Chancellor's Executive Order 547 requires that

"the median grade point by discipline division for each campus and for the California State University

system shall be established for three-year cycles by the Chancellor's Office based on data provided by


the campuses.” Candidates not from the California State University system must meet the system-wide

median grade point average of the discipline division for the California State University. Additionally,

each candidate’s subject matter competence is verified by their subject matter preparation program.

Applicants whose GPA is lower than the required minimum may appeal to and be recommended for

admission by their Subject Matter Adviser. These recommendations are reviewed by the program faculty

team. The total number of exceptional admissions is not to exceed 15 percent of credential program

candidates. Decisions to grant exceptional admission are communicated to the Credential Programs

Committee. Other requirements include:

Fundamental Skills. Candidates must pass all portions (Reading, Writing and Mathematics) of the

California Basic Education Skills Test (CBEST) prior to entering a regular full-time professional education

program. In addition, applicants to the Education Specialist programs complete a spontaneous writing

sample which is holistically scored by faculty. Rubric is found in Appendix X.

Professional Aptitude. Candidates submit three letters of recommendation as part of the application

process. At least one letter must be written by a credentialed teacher or principal who addresses the

candidate's potential as a teacher. For Concurrent CLAD candidates, letters must comment on the

candidate’s experience in culturally and linguistically diverse classroom settings. Recommendations may

be written by university faculty, teachers, or employers who have seen the candidate working with or

teaching children and young people. Candidates must also write a professional goals statement, an

autobiography and provide a resume with their application.

Field Experience. The Education Specialist program values early experience. Therefore, candidates

must have completed at least 50 hours of field experience with pupils in a public school, e.g., experience

as substitute teachers, classroom aides, and volunteers. For CLAD Emphasis candidates, 15 hours of

the 50 hour field experience must be in a diverse classroom setting, with linguistically and culturally

diverse students and 30 hours must be in a special education classroom. This requirement is directed

through the prerequisite course, SPED 289C Field Experience in Education of Exceptional Students.

Personality and Character. Candidates must have personality and character traits that are indicative of

their fitness for the teaching profession. Candidates are required to apply for a Certificate of Character

Clearance or submit a copy of a California basic Teaching credential.

All candidates for Education Specialist programs are interviewed by a team comprised of program faculty

and at least one public school practitioner. Interviewers assess indicators of oral fluency, organization of

thought, listening skills, social conscience and sensitivity, use of language, and clarity as well as apparent

signs of flexibility, enthusiasm, confidence, and poise needed for the teaching profession. A standardized


protocol and rating form is used for this interview. Applicants failing an initial interview are reviewed by a

second team. Interview format is found in Appendix X.

Physical Fitness. Candidates must be free of tuberculosis and Rubella. These are verified by

submission of a TB/MMR clearance form prior to entering a program. Care is taken to respect the rights

of physically disabled persons.

Candidate Selection Procedures

All teacher preparation candidates submit an application that indicates the program they wish to enter

and their credential objective. The application consists of the Graduate Application for

Admission/Readmission to the University (unless entering pre-B.A.), a resume, a professional goals and

autobiographical statement, three letters of recommendation, college/university transcripts, and a

Certification of Prerequisites Form.

Program faculty review each application for signs of the applicant’s communication ability, strength of

recommendations, and professional aptitude as expressed in his/her statement of educational

philosophy. Rating forms and reviews are done by more than one faculty member to achieve reliability in

evaluating applications. These factors are considered in order to rank order candidates applying for

admission. Candidates are granted conditional admission to the program in order of their rank until the

number of candidates permitted by resources available, or other limiting factors is reached. Concurrent

BCLAD candidates are screened by joint faculty selection committees made up of both bilingual and

special education faculty.

Candidates must maintain a cumulative GPA in program courses of at least 3.0. Grades for each course

must be C or better; field experience and student teaching must be successfully completed.

Recruitment of Under-represented Groups The University as a whole, and our Department as its special mission, are dedicated to recruiting

applicants from traditionally under-represented groups. In Spring 1993, the Special Education Program

united with other training programs addressing the needs of the changing California population to create

a new Department of Professional Studies in Education. These include bilingual-multicultural education,

Upward Bound, Mini-Corps, and Teacher Recruitment Programs. The mission of the new department is

to recruit, prepare, and sustain educators skilled in working with diverse learners. The following “feeder”

programs within our department provide an infrastructure to recruit and assist/retain underrepresented

and other disadvantaged persons in attaining a CSU, Chico Education Specialist credential:


Teacher Recruitment Program (TRP) at CSU, Chico is an academic support program designed to

address the changing ethnic make-up of California and our ongoing concern about the small proportion of

underrepresented students pursuing teaching credentials. TRP improves the recruitment and retention of

underrepresented students in teaching careers. Services currently are extended to 125 students.

The Mini-Corps Program is patterned after the Peace Corps program. A corps of University students

with rural-migrant backgrounds are recruited annually to work as teacher assistants and role models for

young migrant students. These Mini-Corps college students are then recruited for careers as California’s

future bilingual and special education teachers, specialists in language minority issues. Four hundred

students participate in this county annually.

The Upward Bound Project is a year-round program designed to prepare and to motivate disadvantaged

high school students for success in education beyond high school. In the past 9 years 156 Upward

Bounders have enrolled in postsecondary institutions: 106 have been from traditionally underrepresented

ethnic groups. CSU, Chico Upward Bound is designated a National Demonstration Model by the U.S.

Department of Education and the National Council of Educational Opportunity Association. Of the 254

students accepted by our Upward Bound since 1985, 32% were Hispanic, 12% were African American,

11% were Asian, 5% Native American, and 3% East Indian.

The Center for Bilingual and Multicultural Studies, another component of the new Department, is

home to the Bilingual Teacher Training Program and a Bilingual Paraprofessional Training Program. The

Center is the only state university program north of Sacramento training teachers for

Bilingual/Multicultural classrooms. The Center worked with the Special Education program in developing

training for bilingual special education teachers.

Other campus resources we use to help our program assist, encourage, and retain our students from

underrepresented groups are:

Disabled Student Services (DSS) The goal of DSS is to promote access to campus programs and

facilities for students with verified temporary or permanent disabilities. Staff specialists meet with

students individually to plan appropriate services. The staff also work with the campus community to

eliminate physical and attitudinal barriers. DSS currently has more than one hundred students in the

program. Support services available to disabled students are determined on an individual basis and

could include: disability management counseling, note takers, faculty liaison, computer access and

training, workshops and tutoring, priority registration, taped texts/readers, test adaptations, and student

support groups.

Retention Services administers three university programs: Disabled Student Services, Educational

Opportunity Program, and the Student Learning Center. The main goal is to assist in the retention of all

undergraduate students, with a special emphasis on providing support for students from non-traditional

populations. Retention Services Advisors also serve as staff advisors to numerous student organizations

such as American Indian Club (AIC), Movimiento Estudiantil Chicano de Aztlan (MEChA) and Pan African

Union (PAU).


Educational Opportunity Program (EOP) The Retention Services Office functions as the home base

for all Educational Opportunity Program (EOP) and Student Affirmative Action (SAA) students once they

have been admitted to the University. All EOP/SAA students are offered support services designed to

assist them in overcoming the many obstacles that a new educational and social environment may

present.

Student Learning Center (SLC) The Student Learning Center’s goal is to help students become

independent and effective learners so that they may be better prepared to meet the academic standards

of the University and their own educational goals.

Within the Education Specialist program, a major focus has been on recruitment and retaining individuals

from traditionally underrepresented groups. Student assistance, drawn from a federal grant secured by special education faculty, has in the last 3 years fully funded the tuition, books, and fees of 26 students from the following groups as they pursued special education credentials: Latino, Asian-American, Native American Indian, East Indian, and disabled. The recruitment of these scholarship

recipients was a major focus of faculty and staff efforts over the past 3 years. Multiple presentations,

brochures, bulletin boards, posters and paraprofessional contacts were used to achieve this goal.

In order to assess the sensitivity of applicants to diversity, faculty use multiple indicators. Faculty in the

Education Specialist Program have personal contact at multiple times with university students who aspire

to enter our program. Faculty teach “feeder” undergraduate courses including modules on multicultural

sensitivity; they supervise applicants in extensive early field experience with diverse classrooms and

populations and they conduct personal interviews with each applicant in order to assess the sensitivity of

candidates to California’s diverse population. Thus, each applicant is viewed in a variety of settings and

faculty are able to observe behaviors that indicate levels of sensitivity.

In the selection process, interview teams include local practitioners and our department colleagues from

the Bilingual and Multicultural Center who are especially skilled in discerning sensitivity of candidates.

Appendix X contains a copy of questions asked at interviews.

Each individual admitted to an internship program has had sufficient prior experience and personal qualifications to foster performance at the level of responsibility required of an intern. Interns have had prior experiences that adequately prepare them for the actual responsibilities of the position. The Special Education Advisory Board/Intern Council has discussed and refined requirements of prior

experience and personal qualifications needed for intern applicants. In general, employers agree to seek

local individuals with considerable classroom experience, especially paraprofessionals or parent

volunteers. In addition, the university’s preservice component for interns will ensure adequate entry skills


in classroom management and instructional delivery. Decisions for intern program admission will be

made based on an analysis of the employers’ verification of experience, academic and job histories,

CBEST, and successful completion of the required preservice.


COMMON STANDARD 6

Advice and Assistance. Qualified members of the institution's staff are assigned and available to advise

candidates about their academic, professional, and personal development, as need arises, and to assist

in their professional placement. Adequate information is available to guide each candidate’s attainment

of all program and credential requirements. The institution assists candidates who need special

assistance, and retains in each program only those candidates who are suited for entry or advancement

in the education profession.

ADVISING AND ASSISTING

Faculty and staff in many departments and offices of the University are available to assist candidates

through undergraduate subject matter preparation programs, professional education programs leading to

credentials, and into job placement following completion of a program. They keep abreast of program

information at department meetings, meetings for advisers, and program meetings where advising and

placement issues are discussed. All program faculty and staff participate in program review and

evaluation processes and are therefore informed and knowledgeable about their program. Candidate

counseling, advising, assessment, and career planning and placement services are provided equitably to

all candidates by their advisers, the Education Services Center, and the Career Planning and Placement

Office.

Deans of Undergraduate and Graduate Studies

The Deans of Undergraduate and Graduate Studies coordinate advising, assist in orientation and

retention activities, and serve as sources of information on academic regulations and policies for

undergraduates and graduates working on professional education programs. Candidates are

encouraged to seek additional advising from any program faculty member including instructors of classes

in which they are enrolled. All professional education program faculty are expected to be knowledgeable

of University and program requirements, procedures, and practices.

Department Credential Advisers

Department credential advisers for each subject matter preparation program, including the Liberal Studies

Program, provide academic advice, professional assessment, personal counseling, and information to

potential candidates related to subject matter programs and bachelor’s degrees. They verify subject

matter competence for all applicants seeking to qualify for admission to a professional education program

leading to a credential. Subject matter advisors serve CSU, Chico students as well as candidates

seeking program entrance through assessment, or those from another college or university.


Department Office Administration and Staff

Department chairs and staff of departments offering programs leading to credentials provide printed and

verbal information to applicants regarding the application process for professional education programs

and answer questions about programs. Staff members participate in making presentations about the

application process for professional education programs.

Program Coordinators and Program Staff

Professional education program coordinators and staff provide academic advice, personal counseling,

and information to candidates and potential candidates related to their professional education programs.

In addition to providing group advisement and information sessions, program coordinators see

candidates at scheduled appointment times for those requesting individualized advising.

Faculty

Each full-time instructional faculty member of the University is required to schedule five office hours per

week. Office hours are posted outside each office as well as in department offices. Faculty have up-to-

date copies of program information and faculty discuss program operations at program meetings. Faculty

members participate in making presentations about programs and the application process for

professional education programs.

Education Services Center Director

The director of the Educational Services Center oversees all credential programs. The director also

serves as university liaison with the California Commission on Teacher Credentialing; college liaison with

the Northeastern Regional Curriculum Committee; facilitates communication among department offices

and credential programs. The director chairs the Credential Programs Committee and reviews and

recommends policy for credential programs.

Credential Analyst

The Credential Analyst assists candidates in preparing and filing applications for California Teaching

Credentials and provides information and advice about credentials and the credential application process.

The Credential Analyst also makes presentations to candidates. The Credential Analyst is located in the

Office of Admissions and Records.


Additional Support Services

The University offers a full range of support services staffed with fully qualified individuals who are readily

available to candidates including:

• Campus Wellness Center - offers self-development programs designed to maximize

individual choice and provide students the opportunity to establish lifestyle patterns that

promote life-time well being.

• The Career Planning and Placement Office - assists candidates in finding a teaching position.

Services include career planning and employment counseling, maintenance of a candidate’s

job placement files, notification of job openings, on-campus recruiting, and seminars on

effective resumé writing, interviewing techniques, and organizing the placement file. Career

Placement has maintained a productive relationship with school district hiring officials for

many years. The Career Planning and Placement Office is open throughout the year during

University business hours and on Saturdays during the spring job interview period.

• College of Regional and Continuing Education - CBEST and MSAT preparation is offered by

various individual consultants in the University's service area. Information about these

offerings is available in the Continuing Education Schedule and posted on bulletin boards

around campus.

• Disabled Student Services - provides specialized assistance and resources for students with

temporary or permanent physical impairments and learning disabilities so that students with

disabilities have the opportunity to participate fully in the life of the University. These services

include reading, interpreting, typing, test accommodations, supplemental tutoring, counseling,

and mobility assistance.

• Educational Equity Programs - offers a variety of programs and support services to assist

students from non-traditional populations in increasing their access to CSU, Chico and

support their academic success and retention while they are here. Programs include the

Educational Opportunity Program, the Student Affirmative Action Program, the Teacher

Diversity Program (which also offers preparation workshops for the CBEST) and others.

• Financial Aid Office - administers a variety of programs to assist students in meeting college

costs. Sources of aid include federal, state, and privately sponsored programs including

scholarships, grants, and loans.


• The Office of Testing and Research - coordinates and administers a wide range of tests

including those related to professional education, the Praxis Series, and the CBEST.

• Psychological Counseling Center - exists to help students make the most of their education

through psychological skill development and personal growth. Services include individual

personal counseling in a variety of areas. The Center also offers counseling groups and

workshops each semester, along with referrals to other campus and community services.

• Student Health Center - an out-patient clinic which provides medical care to students enrolled

at the University according to policies set by the Board of Trustees of the California State

University.

• Student Learning Center - provides tutoring that helps students improve learning skills

including reading, examination taking, concentration, etc. The SLC also offers a series of

Study Skills Workshops each semester.

• University Outreach Programs - is the primary office at CSU, Chico responsible for

disseminating information concerning admission, curriculum, and educational policies and

procedures to prospective students and the public.

• Women’s Center - offers information and support groups for women at CSU, Chico and in the

community.

• Writing Center - offers individual tutoring including specialized tutoring for ESL writers. The

Center assists students in producing any kind of writing, including preparing for the California

Basic Educational Skills Test (CBEST).

AVAILABILITY OF INFORMATION

The University and Professional Education Programs ensure that candidates have access to the

information and assistance they need in a number of ways. Written information about programs leading

to credentials is available through the following:

The University Catalog as the official document of the University provides descriptions of

professional education programs, lists of admission requirements and program prerequisites,

descriptions of courses, and information about student services. The catalog also lists locations

and phone numbers of pertinent campus offices.


The Class Schedule provides information regarding course offerings and schedules, names of

persons to contact for coordination/advising, University fees, financial aid and other information.

Individual Program Brochures provide up-to-date information about the programs including the

CLAD/BCLAD Emphasis strand and FLEX Plan, program descriptions, prerequisites, and names

and phone numbers of program coordinators.

The Focus On Teaching Application for Professional Education Programs provides

comprehensive information about professional education programs at CSU, Chico leading to first

credentials. It details program prerequisites and procedures for application, a checklist of all

application requirements and materials, forms for filing an application, and dates by which the

application must be filed. Application booklets are distributed by the Department of Education,

the Department of Professional Studies in Education, the Graduate School and the Education

Services Center.

The University’s Worldwide Web pages also provide University and program information.

Multiple Subject, Single Subject, and Education Specialist Credentials

Credential Information Forums are held each semester as another way for potential candidates to

access information about professional education programs and the application process. Program

coordinators and faculty present program information and answer individual questions. Faculty and staff

also attend University summer orientation sessions for new students and their parents to provide

information and answer questions about professional education programs. Information is also made

available in prerequisite courses.

Pre-Orientation and Orientation Sessions are provided once candidates are admitted to a Professional

Education Program. In-depth program information and opportunities for candidates to have questions

answered and concerns addressed are part of orientation sessions. Information about applying for a

California Teaching Credential and University job placement services are given.

Program Handbooks inform each candidate about goals, requirements and responsibilities, standards,

advising services, assessment criteria, and candidate appeal procedures. Handbooks also indicate the

roles and responsibilities of coordinators, faculty, and cooperating teachers in delivering the program.

Upon admission to a program, written notification of admission is provided and candidates are assigned

to a center for field experience and student teaching. Coordinators, responsible for assigning candidates

to classroom placements, cooperating teachers and University supervisors provide each candidate with


professional assessment, academic advisement, and personal counseling, as needed. As candidates

begin program courses, they receive syllabi that describe the specific requirements of each course.

SPECIAL ASSISTANCE AND RETENTION

Professional Education Programs at CSU, Chico are committed to retaining highly qualified candidates in

programs leading to credentials. Faculty are encouraged to provide counseling for candidates regarding

needs for personal, academic, or professional assistance.

Multiple Subject, Single Subject, and Education Specialist Credentials Programs

Multiple and Single Subject and Education Specialist Programs have several designated checkpoints to

determine candidate suitability to enter the profession and to review performance and progress. These

include: admission to the first semester of a program, faculty evaluation in program courses, review

during the first phase of field experience, and review throughout subsequent phases of student teaching.

Candidates maintain a portfolio to provide ongoing evidence of performance and progress through the

program. Close working relationships among faculty and candidates facilitate continuous informal review

of each candidate throughout a program. This informal, ongoing review process has been able to better

ensure success for candidates by identifying potential problems early and addressing them while they are

small so that changes and improvements are easier to make.

Candidates must maintain a cumulative program GPA of at least 3.00 throughout a program. Candidates

whose progress is less than satisfactory are notified in writing of inadequate progress and required to

confer with the program coordinator and/or other faculty.

Language and Culture

Through courses candidates have numerous opportunities to demonstrate their written and verbal

language proficiency. Candidates in need of additional support are guided to appropriate services and/or

additional courses. CLAD/BCLAD Emphasis candidates acquire and/or enhance their experience with

language acquisition and cultural understanding through a combination of the prerequisite courses and

related field experiences which reflect a strong infusion of language and cultural knowledge. Once in a

program all candidates complete courses designed specifically for the CLAD/BCLAD Emphasis

credential. CLAD/BCLAD Emphasis candidates complete field experience or student teaching in school

district designated CLAD/BCLAD classrooms.


Student Teaching Checkpoints

Candidates are provided with daily feedback from cooperating teachers and written feedback from

supervisors following each lesson that is observed. Supervisors confer reflectively with candidates during

post-observation conferences. In addition, candidates, cooperating teachers and university supervisors

meet for periodic evaluation conferences. At the end of the assignment, the cooperating teacher and

supervisor complete a formal evaluation that is reviewed by program coordinators. Candidates include

these evaluations with other placement materials at the Career Planning and Placement Center.

Program Dismissal

Continued unsatisfactory performance in professional education courses, field experience, or student

teaching can lead to dismissal from the programs. When necessary, the University has the responsibility

to remove a candidate from a classroom immediately. Unsatisfactory performance is determined by

faculty and/or field experience personnel. If dismissal from the program appears imminent, candidates

are notified in writing and advised of appeal and grievance procedures.

Because the program places candidates in public and private school settings and requires the

involvement of school staff members as well as the candidate and University faculty, the Professional

Education Programs have developed the following procedures for initial processing of grievances:

1. Candidates having a potential grievance inform their University supervisor and center leader of

the situation requiring resolution. This process can also be initiated by University faculty or

cooperating teachers.

2. If the problem is not resolved at step 1, the program coordinator and the director of Professional

Education Programs must be informed. The program coordinator and the director meet with the

candidate in person.

3. If resolution is not found in the previous steps, the candidate is given an opportunity to be heard

by the Credential Programs Committee. The committee is augmented by cooperating teachers and

an administrator not familiar with the parties in the case. When convened by the director of

Professional Education Programs, the committee reviews the case, takes oral testimony, and makes

a recommendation to the director for resolution of the problem.

4. If the previous steps do not resolve the problem, candidates have access to the same appeal and

grievance processes available to all students at CSU, Chico. For information refer to the University

Catalog or the Student Grievance Policy .


Structured Retention Program

Although special education is a small program (average cohort size=17), we have a very structured

retention program. The advisement provided by the faculty members is individual and meaningful

because faculty advise the student based on the student’s unique needs and goals. Each candidate is

assigned an advisor immediately upon acceptance to the program. Faculty members in the teacher

education and feeder programs consider advisement of students of highest importance and post a

scheduled 5 office hours a week for that purpose, in addition to specifically scheduled appointments and

team-candidate meetings which review each candidate’s progress. The faculty teaching team for each

Level I cohort meets at minimum 4 times each year in individual retention sessions with each candidate.

Despite the fact that we are a small program with close personal relations between our faculty and

students, we maintain careful records of our retention process. Appendix Y provides samples of the

documentation we use:

1. Memo regarding each semester’s formal student retention and competence assessment,

2. Sample Progress Tracking Sheet

3. Sample Conference Forms for site placements.

Please refer to our response in Common Standard 5 for campus and department resources advisors use

to assist students. In addition, we use the following specialized campus services in our retention

program:

The University Center for Career Planning and Placement provides individual and group sessions to

assist students in choosing an academic major and a future career. The center is an entry point for

students at the university as they make decisions regarding their plan for study and may be the first

encounter with the idea of education as a career path.

The University Center for Student Financial Aid assists students in finding the resources to finance

their education. The center administers a variety of scholarships, grants, work, and loan programs to

help students meet their financial needs.

The Testing Center provides students with tools to assess their talents, abilities, and skills which can

give them necessary information on which to make decisions regarding their academic and career goals.

The University Writing Center provides individual and group tutoring, writing workshops, and other

services to meet the writing needs of undergraduate and graduate students. Computers and computer

workshops are available to students who use the services of the Writing Center.

The Personal Counseling Center offers assistance to students in developing their psychological skills

and personal growth. The services of the center include individual short-term counseling for concerns

such as personal adjustment and improving relationships. The center also provides opportunities for

group counseling and personal skill development workshops.


Other services that are available include: the Student Health Center, the International Student Services, and the Women’s Resource Center. Each potential applicant to the teacher education program at this university receives a copy of the

information handbook, Focus on Teaching, (Appendix C). See Appendix Z for information provided to

each Education Specialist Candidate at entry to the program. Appendix Z contains the following

information additional to that found in Focus on Teaching (Appendix C). This information is included in

the advisement handbook:

• Telephone numbers and information regarding Education Specialist faculty and

administration, and important campus references;

• Information sheets defining new California credential terminology and the leveled programs;

• Guidelines and responsibilities for field placements;

• Information to assist candidates in using university resources for advisement and retention,

including Retention Services, Computer resources, tutoring assistance, placement office,

counseling and wellness center, health services, computerized registration and transcript

service; and

• Ethical Standards for students.

In consultation with each intern and a representative of the intern’s employer, faculty from the institution develop an individual plan for the mentoring support and professional development of each intern while in the program. Interns have support in the performance of their tasks and the planning of their professional development, including an individual plan for professional development and the support of one or more mentor teachers. In structured sessions at school sites, each intern, his/her university supervisor, local support provider

and representative of the intern’s employer meet to complete the Individualized Professional Induction

Plan (IIP). This form documents the individualized plan for mentoring support and professional

development offered within the internship structure. A copy of this form and format is found in Volume III

of this submission, Level II document.


COMMON STANDARD 7

School Collaboration. For each credential preparation program, the institution collaborates with local

school personnel in selecting suitable school sites and effective clinical personnel for guiding candidates

through a sequence of fieldwork/clinical experience that is based on a well developed rationale.

The University has established numerous partnerships with area Birth -12 schools, districts and county

offices of education. CSU, Chico educator preparation programs are engaged in a variety of Preschool-

12 partnerships for field experience and student teaching placement, field observation, and conducting

research, development and service projects. Individual strand and program coordinators, department

chairs, and project staff are responsible for coordinating partnerships and school placements.

In the Education Specialist and Concurrent Programs, potential sites or classrooms for student placement

are identified by program coordinators and supervisory faculty through contacts with district

administrators and teachers. Candidates also provide informal feedback on their experiences at the

sites, which helps with future selection processes. Each school and special education setting employed

in the Education Specialist and Concurrent Programs must be approved by both school district and site

level leadership personnel. Each setting must meet the following qualifications:

1. Be organized as a school-based coordinated program that works to build team partnerships

within the school and among school, families, and community;

2. Provide general education and special education settings/classrooms which are exemplary in

collaboratively serving linguistically and culturally diverse children with disabilities, particularly in

their proven ability to provide early intervention services, to integrate disabled and nondisabled

student populations through use of classwide assistance, cooperative learning, co-teaching and

other indirect service models;

3. Reflect knowledge, and appropriate competencies to meet needs of children with limited English

proficiency (L.E.P.);

4. Model assessment strategies, technology, curriculum and instruction methods which are state-of-

the-art, consistent with and reinforcing of methodology and procedures taught in program

seminars;

5. Commit to training programs for all cooperating teachers and mentor teachers and ensure

adequate release time for thorough supervision of trainees;

6. Be in compliance with accreditation and personnel requirements of the state of California

including the successful enactment of affirmative action hiring policies and equity of access to

education opportunities.


Using these criteria, schools within a 45-minute commute time of campus are selected as training sites.

This relative proximity ensures adequate access to supervision and university and public school

collaboration. After trainees complete initial training experiences, they may transfer to the regional

internship program if they are hired in any of the 14 counties served by the CSU, Chico Special Education

Program.

The collaborative relationships among school administrators, cooperating teachers/field supervisors and

the University are maintained through the University supervisor and strand leader. Administrators,

teachers, and supervisors discuss program procedures and expectations, listen to concerns and ideas,

and develop strategies for improvement. Collaboration and communication is enhanced through

meetings in which cooperating teachers and program faculty discuss program design, procedures,

expectations and improvements, and through the provision of program information to cooperating

teachers and administrators. Student teaching handbooks are provided to program participants. The

most recent training sessions for cooperating teachers have focused upon observation and supervisory

techniques, using the new format adapted from BTSA and PATHWISE publications.

Placement sites and cooperating teachers are reviewed regularly for appropriateness and effectiveness

by center leaders, program coordinators and school administrators. This review process results in

deletions of sites and/or individual teachers found to be less than exemplary models.

In each internship program, the institution and the participating school district(s) and practitioner representatives collaborate effectively in the selection, orientation and evaluation of interns and of mentors to guide, assist and support each intern at her/his school site throughout the duration of the internship.

In the Education Specialist internship program, the employing school district and university jointly

participate at every stage of the intern’s employment and development. Interns must be accepted by

both the university program and the LEA, oriented, supervised, and supported by both agencies. Text

and documents provided in Volumes 2 and 3 of this proposal detail the extensive support and evaluation

network surrounding each intern. Mentor selection criteria are also found in that segment. Annual

evaluation monitors this process.

The Level I Program fieldwork sequence for non-intern candidates is:

(1) SPED 289C Field Experience in General and Special Education (3 units)

and

(2) SPED 285E Practicum - Special Education (3)

(3) SPED 285T Fieldwork - General Education (3)


or

(4) EDTE 285F Student Teaching - Multiple Subject/CLAD (8) * (for those seeking concurrently a

general education credential)

and

(5) SPED 285L Student Teaching - Mild/Moderate Disabilities (5-8)*

or

(6) SPED 285S Student Teaching - Moderate/Severe Disabilities (5-8)*

(*Extended Field Experience including solo teaching)

In the integrated Level I - Level II internship program, candidates are in continuously supported and

monitored field experiences. For interns, the initial university support and supervision is provided through

SPED 289I. The final supervisory evaluation for competence occurs in SPED 285L (Mold/Moderate) or

SPED 285S (Moderate/Severe) student teaching.


COMMON STANDARD 8

Field Supervisors. Each field experience supervisor is carefully selected, trained in supervision,

oriented to the supervisory role and certified and experienced in either teaching the subject(s) of the class

or performing the services authorized by the credential. Supervisors and supervisory activities are

appropriately evaluated, recognized, and rewarded by the institution.

Selection of cooperating teachers/field supervisors is a collaborative enterprise between the public

schools and the University. In the Education Specialist and Concurrent Programs, cooperating

teachers/field supervisors must exhibit the following characteristics before assuming the additional

responsibility of guiding a credential candidate:

a. Have at least three years of successful full-time teaching experience or the

equivalent in the area authorized by their credential,

b. Hold a valid California teaching credential that authorizes them for the subject and

services they are providing and for the subject and service areas in which their

student teacher seeks certification,

c. Are nominated as exemplary teachers by administrators, local school agencies,

parent groups and organizations, and are approved by the University, school district

special education leadership personnel and the building principal prior to selection

and final approval by the Advisory Board.

d. Are members of a collaborative teaching team that includes exemplary general and

special education teachers,

e. Demonstrate effective interpersonal communication skills and commitment to support

new teachers,

f. Demonstrate state-of-the-art instructional, technological and management skills,

including attainment of CLAD (Crosscultural, Language and Academic Development)

competencies,

g. Demonstrate willingness to work with the professional education program faculty via

orientation sessions, three way conferences, and ongoing communication as

needed, and

h. Ability to provide professional role modeling; for example, by being able to orient the

candidate to professional organizations, journals, conferences and trainings, current

instructional materials, and strategies.

Volunteers and recommendations for cooperating teacher/field supervisor pools are sought annually from

school administrators, university faculty, and teachers themselves. Cooperating teachers/field

supervisors are oriented to their role through:


a. frequent conferences between the university supervisor, cooperating teacher/field supervisor,

and student teacher which include introduction to the field experience and student teaching

sections of the program handbook and discussion of the responsibilities of the student

teacher, cooperating teacher, and university supervisor;

b. orientation meetings to familiarize cooperating teachers/field supervisors with supervisory

practices and procedures, provide tips for effective guidance of student teachers, and share

up-to-date program information.

c. an information packet, which provides program information, describes the roles and

responsibilities of the field and university supervisors, and offers suggestions for meeting

responsibilities of cooperating teachers; and

d. formal training offered by the special education program in cognitive coaching, the

PATHWISE based observational and clinical supervisory skills.

Cooperating teachers/field supervisors and their student teachers are honored by the University at semi-

annual recognition ceremonies. These recognition ceremonies and receptions formally acknowledge the

collaborative efforts of our school partners in the professional education of credential candidates and

feature the presentation of a certificate of appreciation to each cooperating teacher/field supervisor.

Additionally, a twenty-five dollar per unit honorarium is paid to cooperating teachers/field supervisors for

their work with student teachers. Payments are transmitted to school district offices for distribution to

individual teachers.

Internship field supervisors provide a significant source of professional training for credential candidates, and are well qualified, oriented, trained and recognized.

All candidates in the Education Specialist Internship Program are assigned a mentor/local support

provider who guides and assists them. Mentors/support providers are appropriately credentialed

teachers selected by appropriate administrators in the employing LEA and approved by the Internship

Program Coordinator. Mentors/local support providers meet the same basic qualifications as cooperating

teachers (indicated above). The Support Teacher’s Handbook for Special Education provides specific

program information, a description of responsibilities of the intern, mentor/support providers, and

university supervisors. The teaching performance of interns is also guided and assessed by the site

administrator, who is responsible for evaluating each intern teacher’s effectiveness frequently throughout

the two year period. The decision to certify an intern at the conclusion of the Internship Preparation

Program is made mutually by the LEA administrator and the University faculty.

ed spec vol i - csuchico.edu · csu, chico submits its proposal for both the level i preliminary...

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