CSU Goals and Objectives 040615mm1 - Glen Price Group

S. D. Bechtel, Jr. Foundation Preparing a New Generation of Educators for California Initiative – Goals and Objectives

of 9

S. D. Bechtel, Jr. Foundation New Generation of Educators for California Project Goals and Objectives The descriptions provided below are intended to provide brief summaries for each project participating in the New Generation of Educators for California Initiative. The narratives included below are excerpts taken directly from California Statue University (CSU) campus proposals and provide the goals and objectives of each funded project. Logic models for the eight proposals funded in Cycle I are also provided as references in the Appendices. Summaries from the five additional campuses that received awards in Cycle II are also included below, however there are not accompanying logic models for those projects. 1. Cycle I CSU Campus Goals and Objectives ............................................................................ 2

1.1. CSU Channel Islands ........................................................................................................ 2 1.2. CSU Fresno ....................................................................................................................... 2 1.3. CSU Fullerton ................................................................................................................... 2 1.4. CSU Long Beach .............................................................................................................. 3 1.5. CSU Northridge ................................................................................................................ 3 1.6. CSU San Luis Obispo ....................................................................................................... 4 1.7. CSU Stanislaus ................................................................................................................. 4 1.8. CalStateTEACH ................................................................................................................ 5

2. Cycle II CSU Campus Goals and Objectives .......................................................................... 7 2.1. CSU Bakersfield ............................................................................................................... 7 2.2. CSU Chico ........................................................................................................................ 7 2.3. CSU East Bay ................................................................................................................... 8 2.4. CSU Sacramento ............................................................................................................... 8 2.5. CSU San Jose .................................................................................................................... 9


of 9

1. Cycle I CSU Campus Goals and Objectives

1.1. CSU Channel Islands

We believe that our project will meet the challenges presented in addressing the Common Core Standards/Next Generation Science standards, Linked Learning and in STEM education by assisting in the following areas, as well as others. Goal 1: Learning the CCS/NGS standards and how to effectively integrate them into lesson design and curriculum (for our candidates, school district personnel and University faculty); Goal 2: Preparing students to know, use and fully understand CCSS/NGSS and their practicality; Goal 3: Building the capacity of the teacher work force (future and present); Goal 4: Integration of strong teaching content/pedagogy across curriculum standards; Goal 5: Recruiting and engaging students who typically have not considered STEM careers; Goal 6: Providing ongoing professional development around the new standards via Professional Learning Communities/Critical Friends Groups, Lesson Study, Linked Learning and other emerging mechanisms and good practices; Goal 7: Identifying needs and providing resources for instructional support and curriculum development across a spectrum of P-12, Community College and University partners; and Goal 8: Supporting current teacher practitioners to obtain National Board Certification. See Appendix 1 for the CSU Channel Islands Logic Model

1.2. CSU Fresno

The overall goal of the revised program is development of highly prepared Liberal Studies (LS) students who are ready to enter the credential program with deep knowledge of content and CCSS/NGSS/CELD that they can apply as teacher candidates. They will be able to use technology to enhance their own learning and as a pedagogical tool in field placements, and will exhibit a developed sense of cultural and civic competence. Within 18 months, over 50 percent of LS students will be impacted by the revised program. By the end of 18 months: Objective 1: LS content and concentration courses will be revised to include learning outcomes that reflect pedagogical content knowledge (PCK), technology, and CCSS/NGSS/CELD. Objective 2: University content area faculty and pedagogy specialists will have completed a cycle of collaboration through a structured Faculty Learning Community (FLC). Objective 3: Field experiences in a minimum of five courses, in diverse contexts, with content and pedagogy integrated. Objective 4: Ten K-6 educators will participate in the collaborative FLC. Objective 5: Proactive advising, California Subject Examination for Teachers (CSET) preparation, and PNGE Proposal – CSU, Fresno 5" student professional development will be systematically integrated into the LS program. See Appendix 2 for the CSU Fresno Logic Model

1.3. CSU Fullerton

Goal 1: To strengthen university and school district partnerships with high-need district partners to improve teacher preparation programs. Objective 1a: Develop a pipeline for hiring and advanced education for teachers (adding additional credentials/authorizations/master’s degrees). Objective 1b: Provide professional development experiences (mentoring STEAM/high impact


of 9

practices/CCSS) and leadership opportunities for Cooperating Teachers (CT) and principals. Objective 1c: Increase and foster collaboration between general and special education teachers in p-12 classrooms and teacher preparation programs. Goal 2: To develop and implement Titan PRIDE (Preparation through co-teaching in a Residency-based Integrated model at professional Development sites to provide exemplary clinical Experiences). Objective 2a: Review and strengthen existing courses, create new courses, develop course schedules that will align with the new residency-based model and ensure articulation and alignment of the undergraduate GE pathway with CCSS/NGSS. Objective 2b: Use the co-teaching model to facilitate innovative cross-department collaboration and with partner LEAs to strengthen connections between content and pedagogy, improve communication, and increase collaboration. Objective 2c: Redefine the role of the university supervisor to an on-site clinical coach; include job responsibilities such as instructional rounds, video capture, pre-conference/observation/post-conference (POP) learning cycle, and mentoring support for CTs. Objective 2d: Implement the clinical POP learning cycle to foster self-reflection, goal-setting, and ongoing professional growth. See Appendix 3 for CSU Fullerton Logic Model

1.4. CSU Long Beach

Goal 1: All initial credential program candidates will demonstrate deep content and pedagogical content knowledge and skill in implementing CCSS/NGSS/ELDS in urban sites. Objective 1a: Establish a faculty workgroup to redesign and implement curricula in four Liberal Studies (LS) capstone content courses and subject matter preparation courses in Single Subject (SS) to deepen understanding of the core disciplines (English, Math, Science, and Social Science). Objective 1b: Revise the SS literacy course to promote discipline-specific understanding and application. Goal 2: All credential candidates will receive structured and sequenced early field and student teaching experiences with teachers skilled in CCSS/NGSS. Objective 2a: Develop criteria in collaboration with district educators for the selection of highly successful and motivated master teachers. Objective 2b: Develop a clinical network of master teachers who receive training and support in mentoring and co-teaching, as well as in CCSS/NGSS implementation. Objective 2c: Establish two elementary and two secondary “anchor” clinical schools where clusters of our master teachers are located. Goal 3: Graduate high quality teachers who promote college/career readiness of K-12 students. Objective 3a: Develop a system of evidence-based metrics measuring candidate impact on K-12 student learning to be used for continuous program improvement. See Appendix 4 for CSU Long Beach Logic Model

1.5. CSU Northridge

Our project is divided into short-term, mid-term, and long-term goals that coincide with Phases I, II, and III of the project. Short-term Goals: Transform secondary math and science pre-service preparation through: (1) Professional development (PD) for CSUN Faculty on computer supported collaborative learning (CSCL), (2) Summer Teacher Institute to prepare expert leaders


of 9

in teacher education (ELITE) Mentor Teachers, and (3) Pre-service student teaching responsive teaching cycle (RTC) collaboration with ELITE mentors. Short-term Objectives: (1) Support all the secondary science and math faculty to use CSCL in their courses, (2) prepare 20 in-service teachers to be ELITE teacher mentors, (3) prepare all pre-service math and science teachers to use CSCL (N~40), and (4) place at least half of all pre-service teachers in RTC sites (N~20). Mid-term Goals: (1) Gradually scale up the use of CSCL into other subject areas (e.g. English, Social Studies), (2) apply the CSCL/RTC model into the single subject credential program and develop it during student teaching field placements. Long-term Goals: Scale up CSCL to elementary and special education by applying CSCL/RTC model including the teacher institute and student teaching field placements. See Appendix 5 for the CSU Northridge Logic Model

1.6. CSU San Luis Obispo

The transformative goal of this project is for Cal Poly to prepare teachers who can effectively implement CCSS and NGSS project based learning (PBL) to meet the needs of all learners across all abilities and grade bands. The primary goal of the first stage of this project is to give Cal Poly undergraduates, teacher candidates, faculty and K-12 teachers experience with PBL, experience developing projects collaboratively with a focus on inclusivity for all learners, and skills to evaluate the teaching, projects, and student learning in PBL settings. Objective 1: Deliver professional development in PBL to 25 Lucia Mar co-teaching pairs (cooperating teacher and teacher candidate) and 30 Cal Poly Faculty in Liberal Studies, Multiple Subject, Single Subject, Special Education and identified engineering faculty by the end of summer 2015; Objective 2: Develop a cross-disciplinary PBL undergraduate course that focuses on engineering (develop spring/summer 2015 and teach during the 2015-16 academic year); Objective 3: Develop 3-week Summer PBL Lab School within Lucia Mar for 6-8 grade, one project each grade level (pilot 6th, 7th, and 8th grade for 30 students each grade summer 2016); Objective 4: Collaboratively (New Tech teachers, cross-disciplinary Cal Poly faculty) develop engineering-infused projects: 2 for New Tech High’s physics course, 2 for Cal Poly PBL undergraduate course, 3 for Lucia Mar Summer PBL Lab School; and Objective 5: Develop framework for evaluating PBL teaching, PBL projects, and student learning in PBL environments, ideally adapting the Danielson Framework for Teaching. See Appendix 6 for the CSU San Luis Obispo Logic Model

1.7. CSU Stanislaus

Goal 1: Partnership: Increased university K-12 partnerships/ongoing collaboration on teacher preparation. Objective 1a: Development and implementation of a clear structure for collaboration and shared oversight between Teacher Education and K12 partners on teacher preparation. Goal 2: Recruitment: Increased matriculation of high quality, diverse teacher candidates, especially for high needs credentials and authorizations. Objective 2a: Development and implementation of strategies for early identification and recruitment of teacher candidates. Objective 2b: Development and implementation of new high school teacher academies and


of 9

other programs for recruiting high school and undergraduate students to teacher preparation programs. Objective 2c: Development and implementation of programs and activities for undergraduate students aligned with teacher education clinical experiences. Objective 2d: Improved advising models for all teaching pathways, including subject matter authorizations in math and sciences. Objective 2e: Improved marketing of MSTI program to STEM students. Goal 3: Teacher Education: Increased number of exceptionally well-prepared new teachers for students of all backgrounds and abilities. Objective 3a: Strong set of CCSS, NGSS, and ELD standards-aligned and culturally sensitive content courses for undergraduates in teaching preparation pathways. Objective 3b: Coherent sequence of pre-credential experiences aligned with teacher education coursework and clinical experiences. Objective 3c: Development and implementation of after-school and summer programs with K-12 partners and teacher education. Objective 3d: Development and implementation of aligned protocols for all subject matter preparation and teacher education courses. Objective 3e: Implementation of training for cooperating teachers and university supervisors to provide optimal skilled mentoring. Objective 3f: Teacher preparation coursework and clinical experiences emphasizing 21st Century Skills and aligned with CCSS, NGSS, ELD standards. Objective 3g: Development and implementation of residential programs and yearlong student teaching placements for all credentials. Objective 3h: Methods courses taught at a school site. Objective 3i: Increased coordination between K12, undergraduate, teacher education, and induction programs on curriculum and instruction. Goal 4: Professional Development: Instructors in teacher education and undergraduate subject matter preparation programs familiar with CCSS, NGSS, and ELD standards and effectively use technology in their instructional practices. Objective 4a: Development and implementation of training for university faculty to incorporate CCSS, NGSS, and technology into teacher education and undergraduate courses. Objective 4b: Development and implementation of mentor program for university faculty engaged in subject matter preparation and teacher education. See Appendix 7 for the CSU Stanislaus Logic Model

1.8. CalStateTEACH

Goal 1: Establish new and enrich current K-12 partnerships. Objective 1a: By August 2015, 7 lead mentors and 25 cadre mentors from K-8 partnership districts will be recruited, selected and oriented. Objective 2a: By June 2016, each partner will host a summer lab school project (elementary literacy, engineering, coding, boot camp) that would include candidates, site mentors, children, parents and community. At least 35 candidates will participate. At least 40% of participating K-8 students will demonstrate learning progress. Objective 3a: By July 2016, 90% of mentors will have participated in professional development. Objective 4a: By September 2016 a new cohort of 4 additional school partners will be added. Goal 2: Support faculty and mentor professional development. Tier One Objective 2a: By August 2015, 15 CalStateTEACH faculty and all 7 lead mentors will receive training to effectively implement the Common Core State Standards (CCSS) in Mathematics, Next Generation Science Standards (NGSS), Coding and Technology as evidenced by their participation in online professional trainings, regional workshops, and professional literature circles. Tier Two Objective 2b-1: By December 2015, online webinars in Mathematics, Next


of 9

Generation Science Standards, Coding, Technology and Engineering will be available for all faculty and mentors. Tier Two Objective 2b-2: By July 2016, 90% of CalStateTEACH faculty and mentors will receive training and preparation to develop cross-cutting elements of practice in the new Mathematics, Science and Engineering Standards including Design Thinking, 21st Century Learning and Life and Career Skills, and Habits of Mind. Tier Three Objective 2c (Not in funding cycle): By July 2017, a cohort of at least 15 CalStateTEACH alumni and mentors will conduct Teacher Action Research Projects with a System wide Results Symposium Goal 3: Transform STEM teaching and learning. Objective 3a: By September 2015, faculty, mentors and project management team will codify a revolutionary reconception of literacies and connectivity among disciplines, STREAM. Objective 3b: By December 2015, faculty and mentors will develop new clinical practice rubrics for STREAM instruction. Objective 3c: By July 2016, the Curriculum Committee will transform the curriculum to illustrate STREAM teaching and learning. Objective 3d: By July 2016, 90% of candidates will demonstrate competence in STREAM content and practices as measured through clinical observation. Goal 4: Create a customized Digital Support System for teachers, candidates, mentors, site administrators, parents and community. Objective 4a: By February 2015, the shell of the new project website will be completed and technology training materials will be uploaded. Objective 4b: By March 2015, the communication module and deliverables module will be completed and the professional literature circle portal will be open. Objective 4c: By April 2015, the mentor training modules will be uploaded. Objective 4d: From June 2015-July 2016 video teaching exemplars will be uploaded and catalogued in the repository. Objective 4e: By July 2016, a public portal will disseminate project results. See Appendix 8 for the CalStateTEACH Logic Model


of 9

2. Cycle II CSU Campus Goals and Objectives

2.1. CSU Bakersfield

The development of the STEM (FabLab) undergraduate course will support the integration of CCSS-Mathematics/NGSS focusing on skills and cross-curricular applications including the following: communicating effectively, thinking critically, and using diverse tools and resources. Objective: Teacher Education faculty and the Fab Lab Coordinator will develop a one-unit, ten week Mini-Fab Lab Academy course to be piloted in the first 18 months of the project and will serve 60 students from MSTI/NOYCE, Mini-Corp & the Teacher Quality Program (TQP). The Fab Lab will allow future teachers to gain experience in the engineering design process. The School of Natural Science, Mathematics, and Engineering recently received a Fab Lab, made possible by a grant from Chevron (the only lab in the entire CSU and UC system), offering hands-on, project-based learning opportunities with a particular emphasis on STEM education for students in grades K-12. CSUB will partner with three rural districts to revise and expand Camp BLAST!.BLAST! will serve as a hands-on STEM field experience for future teachers and expose students in grades 3-8 to the engineering design process and computing though project based lessons, exploring a variety of scientific topics. Objective: 60 undergraduate students and 60 pre-service teachers will be paired to co-teach in the STEM field experience Camp BLAST!. Pairs will have the opportunity to develop and co-teach over 50 hours of hands-on STEM lessons. Prior to Camp BLAST! all pairs will complete 40 hours of professional development. Camp BLAST! is a STEM based three-week summer program supported by an interdisciplinary group of faculty, which will serve 500-600 3rd-8th grade students from three rural districts. Funding from TQP will provide additional support for development of computing and engineering modules by TQP Residents and CSUB faculty. TQP residents will be paired with undergraduate students from the MSTI, Mini-Corps and NOYCE Scholars program. Another unique feature of this project will include access to the new Fab Lab on CSUB’s campus. Co-teaching pairs will be trained to create lessons that incorporate modeling, EDP, and digital fabrication. Students from Camp BLAST! will have an opportunity to visit CSUB’s campus to design and create a product in the FabLab.

2.2. CSU Chico

The Triad Project will focus upon the use of university and school district partnerships to simultaneously engage the professional development (PD) of science education professors, teacher candidates and cooperating teachers around NGSS. The Triad PD teams will consist of one university specialist, one teacher candidate, and one cooperating teacher. The Triad will work collaboratively over a semester to design, implement, reflect upon, revise and submit a field-tested integrated instructional NGSS unit. The units will be designed using a template created at CSU Chico. Each NGSS unit will include the following: 1) All three dimensions of one or more NGSS standard, 2) Connections to CCSS ELA/Literacy, CCSS Math, and/or ELD standards 3) An innovative overall approach appropriate for the chosen standard (e.g., model-based instruction,


of 9

argumentation, 5-E model, place-based education), 4) A variety of instructional strategies to meet the needs of all learners, including students with special needs and emergent bilinguals, and 5) Both formative and summative assessments as integral aspects of instruction. Summative assessments will be “blended” in order to assess student performance in all three dimensions of the NGSS.

2.3. CSU East Bay

Goal 1: Link the pedagogy and content of the courses across the pipeline. This will be evaluated by the Principal Investigators and Project Evaluator during the planning and implementation. Goal 2: Revise syllabi for four credential program methods courses and at least one undergraduate math course as well as one high school and one middle school math class. Consistency and adherence to CCSS Math standards will be evaluated by the Project Evaluator. Evaluation of the revised courses will also serve as evaluation for Goal 1. Goal 3: Co-teach four courses at both the university and high school levels. This will enrich the learning process for all students, model for them a variety of methods to master the varieties of expertise of the mathematical practice standards, and demonstrate to the credential candidates, undergraduates in the credential track, and math teachers in professional development a variety of pedagogical methods. The co-teachers will also embed within each of the courses the skills of Academic Discourse, and model through their co-teaching of these courses Academic Discourse, which is key to mastering Mathematical Practice Standard 3 of the CCSS. Goal 4: Create and deliver two professional development workshops for math educators in the Castro Valley Unified School District. The district has identified this program as an important component in their improvement of delivering high quality CCSS math education. One workshop will be delivered in the fall of 2015 and the second in spring 2016. The second workshop will include math credential candidates. Goal 5: Deliver a replicable template for co-teaching/use of Academic Discourse for use in other STEM fields. Identify faculty from appropriate departments who will participate in phase 2 of the project.

2.4. CSU Sacramento

This proposed project addresses a critical need: to accelerate curriculum alignment and content and pedagogical preparation for NGSS and the ELD standards, while also connecting to the CCSS. Goal 1: Align the target undergraduate courses to NGSS, CCSS and ELD standards. Goal 2: Create well-articulated and well-integrated learning experiences for our future teachers in science and science pedagogy. Goal 3: Produce exemplary, standards aligned K-8 curriculum for use as model lessons in the target courses. The faculty learning community (FLC), consisting of science and math methods education faculty and science faculty who teach undergraduate science courses to Liberal Studies majors, a Sacramento State engineering faculty consultant and K-8 teacher leader consultants, will engage in academic year meetings and a 2015 Summer Workshop to: 1) Align target courses (required Liberal Studies science courses) to NGSS, CCSS and ELD standards, thus ensuring that the lecture, discussion, activities, and (revised) lab sections are congruent with all the new K-8 standards; 2) Map science and science education learning outcomes from target courses through the completion of the multiple subject teacher preparation program to ensure a coherent vision


of 9

and implementation plan for preparation to teach K-8, standards-aligned science to diverse populations; 3) Develop exemplar NGSS- CCSS- and ELD-aligned K-8 lessons that will be field tested and then revised for inclusion as models in transformed target courses; and 4) Adopt and implement transformed courses, following campus course approval processes.

2.5. CSU San Jose

Goal 1 (Transform Elementary Teacher Preparation in Mathematics): Redesign SJSU CCTC-aligned Multiple Subject Teacher Credential Program (MSCP) to include and address HLPC; co-teaching; CCSS-M, and ELDS; & the needs of EL. Objective 1a: Develop HLPC/EL framework & teaching observation tool. Objective 1b: Redesign MSCP mathematics-related courses to integrate HLPC/EL framework & observation tool. Objective 1c: Develop Web based representations (incl. classroom video) of HLPC/EL-framework teaching of CCSS-M/ELDS in HLPCA co-teaching clinical settings for use in MSCP mathematics-related curriculum & HLPCA PD. Goal 2 (Establish the SJSU HLPCA for Clinical Preparation, Professional Development, Retention, & Sustainability): Provide a supportive, collaborative school-based professional learning community in clinical co-teaching contexts to develop mentor teachers (MT), teacher candidates (TC), & university supervisors who can skillfully implement & help sustain & institutionalize HLPCA teaching of CCSS-M/ELDS content for all students, especially EL. Objectives 2a: Institutionalize the HLPCA to support & sustain regular interactions & planning among stakeholders on matters pertaining to teaching the content & practice standards of the CCSS-M/ ELDS to all students, especially EL. Objective 2b: Increase all concerned stakeholders’ knowledge of effective HLPCA teaching in math & ways it can be skillfully implemented in a clinical co-teaching context by providing HLPCA PD to enhance teaching & mentoring skills in math.

S. D. Bechtel, Jr. Foundation

Preparing a New Generation of Educators for California Initiative – Logic Models

Appendices: Logic Models – Table of Contents

Appendix Page

1: CSU Channel Island Logic Model 1

2: CSU Fresno Logic Model 2

3: CSU Fullerton Logic Model 3

4: CSU Long Beach Logic Model 4

5: CSU Northridge Logic Model 5

6: CSU San Luis Obispo Logic Model 6

7: CSU Stanislaus Logic Model 7

8: CalStateTEACH Logic Model 8

Appendices - Page 1

aaron

Typewritten Text

aaron

Typewritten Text

Appendix 1: CSU Channel Island Logic Model

aaron

Typewritten Text

PNGE Proposal – CSU, Fresno Table 1 Logic Model "

Resources Need Activities Outputs Short Term Outcomes 18 months

Long Term Outcomes 5 years

Human: LS Faculty, Coordinator; Kremen Faculty Fieldwork: CA Mini-Corps, Teaching Fellows, Literacy Lab, S-L courses Strong District Partners Campus: Richter Center, TILT, CSALT, Tablet initiative, MSTI Advising Staff Outside Grants Diverse college freshmen and transfer students seeking education careers

Program Content and concentration courses need to include PCK, CCSS/NGSS/CELD

Revise content area course syllabi for content, pedagogy, tech., alignment with CCSS/ NGSS/CELD

Syllabi learning outcomes reflect PCK, tech., CCSS/NGSS/CELD

Min. one section of each STEM concentration course and 8 LS content courses revised

Min. 5 concentration course sequences and one section of all LS content courses revised

Faculty need to integrate PCK, tech., CCSS/NGSS/CELD

Create FLCs of LS content/concentration, Kremen, K-6 faculty

Faculty learning evidenced by revised syllabi, collaboration, course revisions

One FLC cycle complete, 2nd FLC cycle begun

Min. one faculty rep. from each LS content/ concentration course

Field experiences need to be early, often, integrated w/ content area knowledge, connected with content courses

Revise and increase frequency of field experiences in LS program, align w/ research-based pedagogical practices, CCSS/NGSS/CELD

LS program provides access to multiple field experiences for application of PCK, knowledge of CCSS/NGSS/CELD

Min. 5 field experiences revised to include current, research-based PCK, incorporation of CCSS/NGSS/CELD in varied contexts

Field experiences early, often, connected to coursework, PCK, CCSS/NGSS/CELD

Existing well-developed partnerships need to include undergrad LS program

In collab. w/ districts identify: knowledge, skills, dispositions; field sites; mentor teachers; LS students

K-6 teachers/admin. participate in FLC

LS integration w/ K-6 partners evidenced by participation in FLC, strengthened LS field experiences

Well-developed pipeline integrating K-12 w/ LS and Cred. program; highly-prepared new teachers

Student support needs to be systematically integrated into LS program

Train advisors for proactive advising; develop CSET prep.; provide student PD opportunities

Proactive advising, CSET prep., PD opportunities offered for first cohort

Proactive advising model, CSET prep., student PD completed for first cohort

Proactive advising fully integrated, multiple opportunities for CSET prep., & student PD

Students Students need field experiences early, often; deep content & PCK; cultural and civic competence; understanding of CCSS/ NGSS/CELD

Take revised content/ STEM concentration courses which include CCSS/NGSS/CELD, S-L, tech.; revised fieldwork experiences; PD, CSET prep.

Demonstrate depth of knowledge of content, PCK, tech.; fieldwork early and often

One LS cohort completes 18 mos. of revised LS program

Highly-prepared LS students entering cred. program w/ knowledge of content, PCK, CCSS/NGSS/CELD, tech., cultural/civic competence

Appendices - Page 2

aaron

Typewritten Text

Appendix 2: CSU Fresno Logic Model

University/COE

• Teacher Education Faculty

• Co-Teaching Coordinator

• University Supervisors

• NSM Faculty

• Training in and use of co-teaching model

Partner Districts

• Longstanding partnerships

• Cadre of Cooperating Teachers (CTs) trained in co-teaching

• Leadership support

Teacher Candidates

• Cohorts of Teacher Candidates (TCs) from EDEL, SPED, and EDSC

University/COE• Restructure mechanisms for monitoring TC progress • Use site based clinical coaches instead of university supervisors • Engage in cross department collaboration and co-teaching • Review and align methods and GE courses with new residency model • Implement instructional rounds for teaching candidates to provide structured observations• Develop a new Pre-Observation, Observation, and Post-Observation (POP) Learning Cycle for clinical coaches to use during formal observations.• Use video capture to foster self-reflectionPartner Districts• Establish district/campus advisory boards• Provide ongoing professional development for CTs after initial co-teaching training Teacher Candidates• Enroll cohort of strong TC in new program• Place candidates with strong CTs who are trained in co-teaching and prepared to mentor an adult learner• Cohort of candidates take new methods courses• Participate in structured observations and reflections

University/COE• Methods and content courses aligned with new residency model.• Clinical coaches who are highly qualified and better equipped to provide onsite mentoring and coaching for teacher candidates and cooperating teachers Partner Districts• Cadre of cooperating teachers who are trained to mentor teacher candidates • Strengthened partnerships with partner districts. • University-district hiring pipeline established Teacher Candidates• Three cohorts of highly skilled teachers graduate from newly designed program who are highly competent in subject matter and pedagogy and prepared to: 1) teach like it is their 2nd year; 2) collaborate; 3) engage in structured reflection; 4) Integrate technology to enhance instruction; 5) effectively implement the CCSS & NGSS; 6) meet the unique needs of all students

University/COE

• Improved curriculum and enhanced data to improve candidate training and progress-monitoring

• Increased collaboration between departments in the COE, as well as with faculty from the College of NSM

Partner Districts

• Pipeline of well-prepared new teachers for partner district

Teacher Candidates

• Highly skilled teachers with positions in partner district target schools

• New teachers using strong content knowledge and pedagogical skills and addressing new standards

University/COE• Well established residency program • Methods and content courses fully aligned with transformed program• Institutionalized monitoring system of all program components • Firmly institutionalized district/university partnership• Faculty who regularly collaborate and engage in co-teaching to improve instruction Partner Districts• Increased student achievement• Employer (district) and employee (teachers) job satisfaction• District partners will have stronger internal capacityTeacher Candidates• Expand program for more TCs • Multiple cohorts of beginning teachers demonstrating effective instructional practices across district partners

Resources Activities Outputs Short-Term Outcomes(18 months)

Long-Term Outcomes(2-5 years)

Appendices - Page 3

aaron

Typewritten Text

Appendix 3: CSU Fullerton Logic Model

aaron

Typewritten Text

aaron

Typewritten Text

aaron

Typewritten Text

Resources Activities Outputs Short-term Outcomes (18 months) CSULB: • CED Office for

Clinical Practice and Partnerships (OCPP)

• Faculty: teacher educators, content faculty (math, science, history, English), Univ. supervisors

• CED Leadership • CED Center for

Ed. Evaluation and Effectiveness (CEEE)

LBUSD: • District clinical

liaison • District

curriculum leaders

• Master teachers • Supporting

administrators

Stag

e 1:

Jan

uary

201

5 –

July

201

6

• Establish joint workgroup to redesign LST and SSCP curriculum aligned with CCSS, NGSS, and ELDS

• Jointly develop criteria for selection of network teachers

• Jointly develop PD modules for network teachers and University supervisors

• Implement PD for network teachers and University supervisors

• Create a database of PD modules • Place 60 credential candidates for early

and culminating experiences with the 30 master teachers in the clinical network

• Identify 4 anchor schools • Develop virtual teacher network for

ongoing PD • Develop evidence-based metrics to assess

candidate impact on K-12 learning.

• Revised standards-aligned curriculum developed

• Jointly developed clinical practice PD modules available in database

• Jointly developed criteria for selection of master teachers, sites

• 30 network teachers and 4 anchor schools identified

• 60 teacher candidates placed at these sites

• Metrics to evaluate student learning

• CCSS/NGSS/ELD -aligned, courses enhance student knowledge, skills, and dispositions

• OCPP supports enriched clinical placements of teacher candidates

• Faculty and master teachers skilled in standards integration in clinical practice

• Teachers collaborate and participate in PD via the teacher network

Activities Outputs Long-term impact (2-5 Years)

Stag

e 2:

Aug

ust 2

016

– D

ecem

ber

2019

• Design and implement PD that aligns pre-service coursework with clinical practice

• Expand clinical teacher network and provide ongoing PD

• All credential candidates placed with network teachers

• Examine the impact of clinical network on candidate and program outcomes

• Use system of innovative metrics to evaluate teacher effectiveness and impact on K-12 student outcomes

• PD modules developed and network teachers and University supervisors trained to enhance pedagogical content knowledge

• Clinical “anchor” school sites established with clusters of network teachers

• Evaluation system measuring impact of candidates on K-12 student outcomes

• Continual program improvement loop

• All initial credential program candidates demonstrate deep content and pedagogical content knowledge, and skill in implementing CCSS/NGSS/ELDS in urban sites.

• All credential candidates receive structured and sequenced early field experiences and student teaching with teachers skilled in CCSS/NGSS

• Well-established clinical “anchor” sites • Well-established clinical network of teachers. • System of evaluation that indicates impact of

candidates on K-12 student outcomes • Improved K-12 student outcomes who are

college and career ready

Appendices - Page 4

aaron

Typewritten Text

Appendix 4: CSU Long Beach Logic Model

Appendices - Page 5

aaron

Typewritten Text

Appendix 5: CSU Northridge Logic Model

aaron

Typewritten Text

aaron

Typewritten Text

Logic Model Resources Activities Outputs Short-term Outcomes Long-term Outcomes

Multi-disciplinary teamof Cal Poly faculty. Schoolof Education,Engineering, LiberalStudies, Architecture, andCollege of Science andMathematics

Lucia Mar UnifiedPersonnel. Teachers andadministration at NewTech High who are well-versed in PBL

Financial and otherresources from theCotchett Endowment andTeacher QualityPartnership Grant.

Lucia Mar spaces andinfrastructure. New TechHigh classroom and otherMaker classrooms forcurriculum and PDdelivery

Danielson Framework forTeaching

Teacher candidates K-12 Students

Develop engineeringfocused projects forNew Tech sciencecourses

PD in PBL Develop and teach

cross-disciplinaryPBL course forLiberal StudiesMajors

Develop and teach 3-week PBL SummerLab School

Develop Frameworkfor evaluating PBLprojects andteaching.

Mapping Danielsonframework to ProjectBased Learning

PBL engineeringProjects with UDLand inclusiveelements for K-12classrooms andsummer lab school

PBL Professionaldevelopmentdesign that can beused elsewhere

PBL Cross-disciplinary coursefor Cal Polystudents. Elementsusable in othersettings

Framework forPBL

Well-preparedteacher candidates

Students who haveexperiencedProject BasedLearning

Cal Poly and Lucia Marfaculty who haveexperience with design andimplementation of PBL

Changes in mindsetregarding PBL

Proof of concept teachingProject Based Learningwith rich CCSS and NGSSprojects

Increase in cooperatingteachers willing to co-teachone project per year.

New teachers willing toembrace PBL to addressCCSS, NGSS

Content learning that helpsstudents to meet CCSS andNGSS

In-service and pre-serviceteachers who caneffectively implementproject-based learning tomeet the needs of alllearners across all abilitiesand grade bands (UDL) andCCSS and NGSS in allsettings

Each cooperating teacherand teacher candidate co-teach using one PBL projectper year

SOE education coursesincorporate PBLinstruction to teach content

PBL Summer Lab Schoolthat serves as professionaldevelopment for districtteachers and early fieldexperiences for prospectiveteachers and candidates

PBL Summer Lab Schoolported to CSUMB and TQPpartner districts

Students better equippedto problem solve andcollaborate

Increased interest in STEMfields

Appendices - Page 6

aaron

Typewritten Text

Appendix 6: CSU San Luis Obispo Logic Model

aaron

Typewritten Text

aaron

Typewritten Text

aaron

Typewritten Text

aaron

Typewritten Text

STEP (STANISLAUS TEACHER EDUCATION PARTNERSHIP) - LOGIC MODEL

Programmatic Outcomes Short-Term (18mo.) Long-Term (2-5yr.)

Needs Resources Activities Outputs

Partnership: Align teacher preparation programs with K-12 needs through sustainable formal partnerships.

Recruitment: Increase number of people seeking a career in teaching through targeted recruitment of high quality candidates of diverse backgrounds, especially those interested in teaching math, science, and special education.

Teacher Preparation:

Develop transformative teacher preparation programs that provide coherent ongoing educational experiences that expand the current “one-year” model and effectively prepare new teachers to teach highly diverse student populations in the era of CCSS and NGSS.

Professional Development: Prepare and support teacher education and undergraduate university faculties in the alignment of instruction to CCSS, NGSS, and the use of technology in teaching and learning.

Recruitment: MSTI TRRP Math Grants Great Valley Writing Project

(GVWP) Migrant Education Program University Outreach Pool of highly diverse

undergraduate students HS Students in teacher

academies Dept. of Communication

Partnership: Partnership agreement between

TE and K-12 Advisory board for STEP

Partnership: Increased university K-12

partnership

Shared responsibility for STEP

Partnership: Clear structure for collaboration

between TE and K-12 on teacher preparation.

University K-12 shared oversight over STEP project

Partnership: Well established structure for

ongoing collaboration on all aspects of teacher preparation.

:

Teacher Preparation: Longstanding collaboration

with local school districts and community colleges.

Teacher Ed./Libs. Faculty Team of faculty across campus Established cadre of Coopr.

Teachers and Univ. supervisors

Existing partnerships w/under grad. progr. and schools

Professional Development: Resources from Christie Sue

Whalen-Saxton Fund for Excellence in Teacher Education and New Gen

90% of TE faculty trained in CCSS

TE/K-12 partnership on

CCSS/NGSS training

Recruitment: Materials and system for

targeted recruitment of HS and undergrad. stud.

Inf. about Found. Level Math or Gen. Level Science certs.

Scholarships - MSTI Connect with HS Teacher

Academies “Future Teachers” Stud. Org. Meaningful early teaching

experiences

Teacher Preparation: Strengthen STEM content,

cultural awareness, pedagogy, and early clinical experiences

Strengthen clinical components in TE and develop protocols

Protocol and training for Univ. Supervisor and Coopr. Teachers

Establish “Cluster Schools” and teach TE courses on K-12 sites

Summer/after school program leadership training and curriculum

Professional Development: CCSS, NGSS, and techn. prof.

dev. to TE and undergrad. faculty

Teacher Education – Coopr. Teacher lesson studies and classroom observations

Support structure for CCSS

and NGSS adaptation

Recruitment: Early identification and

recruitment of teacher cand. New programs for recruiting HS

and undergrad. students Teacher candidates add

Found. Level Math or Gen. Level Science certs.

STEM students connected with MSTI

Prospective teacher candidates connected with TE in HS and throughout undergrad. prep.

Prospective teacher candidates receive training aligned with TE and opportunities for guided clinical experiences

Teacher Preparation: Candidates with strong subject

matter (math and science) background and cultural awareness

New protocols for clinical coursework

Improved support for teacher candidates from Coopr. Teachers and University Supervisors

Resident TE communities Alignment betw. K-12 needs,

undergrad. and TE coursework Pre- and post-cert. training and

coursework aligned with TE

Professional Development: Univ. faculty incorporate CCSS,

NGSS, and technology into undergr. courses

TE fac. and Coopr. Teachers work together on instruction

Mentor system in place for univ. faculty

Recruitment: Improved pipelines for

recruiting candidates into teacher education with a focus on high needs areas

Foundation in place for early pedagogical and clinical experiences linked to TE for prospective candidates

Increased awareness of Found. Level Math or Gen. Level Science certs.

Increase number of minority students with STEM credential

Teacher Preparation: Increased coordination

between K-12, undergraduate, TE, and induction programs on curriculum and instruction.

All subject matter preparation

and TE courses use a similar

protocol

Coopr. Teachers and University supervisors better prepared to support student teachers

Methods courses taught at a school site – year long placement

Graduates ready effectively teach in an CCSS, NGSS, ELD environment

Leader training for summer/after school programs aligned with TE

TE linked to induction programs

Recruitment: Established recruitment of

outstanding high quality, diverse teacher candidates

Increased number of teacher academies in HS

High number of eligible candidates add Found. Level Math or Gen. Level Science certs.

Double number of candidates in high needs credentials

Teacher Preparation: Strong set of standards-aligned

content undergraduate courses Effective partnership between

TE and undergraduate educ. Coherent sequence of pre-

credential experiences aligned with TE

Teacher candidates prepared to teach 21st Century skills to students of all backgrounds and abilities

Coopr. Teachers and univ. supervisors who provide optimal skilled mentoring.

Residential programs established for all credentials

Induction programs linked to TE

Teacher candidates enter TE with substantial pedagogical knowledge and clinical experience.

Exceptionally well-prepared and committed to life-long learning

Professional Development: Univ. faculty trained in CCSS,

NGSS, and technology Structure developed for an

ongoing mentor system Ongoing meetings between TE

and Coopr. Teachers

Professional Development: Univ. faculty incorporate CCSS,

NGSS, and tech. into instruction Established structure for TE and

Coopr. Teacher collaboration

Partnership: Longstanding collaboration with

local school districts and community colleges.

Ceres Unified School District Modesto City Schools. Turlock Unified School District History of cross college

cooperation on campus

Appendices - Page 7

aaron

Typewritten Text

Appendix 7: CSU Stanislaus Logic Model

Partnerships, Support and Transformation Logic Model

Inputs -Leadership -Mobile Initiative -Partnerships -Advisory Board -Faculty, Apple Distinguished Educators -Master Teachers -Tech Coordinator -Coding and Animation Pilots -Summer Literacy Projects -Urban and Technology Boot Camps -Bechtel Grant

Activities -Deepen partnerships -Recruit lead and cadre mentors -Form management team -Provide professional development -Create Digital Support System -Implement Summer School Project -Remap curriculum -Redesign observation rubrics

Outputs -Partnership schools organized in a network -Management Team -Faculty &mentors prepared in STREAM -Digital Support System -7 Summer School Projects -STREAM Curriculum -New Observation Rubrics -Candidates participate in richer clinical experiences

Outcome -Faculty & Mentor knowledge and technical growth -Integration of STREAM instruction - Digital Support System to support good teaching -Increase of student participation in STREAM -First Year Teacher ready for classroom

Impact -More knowledgeable faculty and mentors -Improved clinical sites -Improved student and candidate learning -Coding and engineering new curricular offerings

Appendices - Page 8

aaron

Typewritten Text

Appendix 8: CalStateTEACH Logic Model

aaron

Typewritten Text

aaron

Typewritten Text

aaron

Typewritten Text

CSU Goals and Objectives 040615mm1 - Glen Price Group

Documents

Transcript of CSU Goals and Objectives 040615mm1 - Glen Price Group