Developing Teacher Education Courses Andrea Zetlin Ed.D. California State University LA TEACH Los Angeles Regional Collaborative Convening May 18, 2018

BACKGROUND Severe teaching shortage in CA - particularly in special education and single subject math and science drop in # of teacher ed candidates and spec ed credentials awarded retirements and early leaving (salaries, working conditions) alternate education positions sought (administration, school counselor/school psychology) Responses by CA Commission on Teacher Credentialing Legislation to restore elementary subject matter waiver in lieu of CSET $10M funding for IHEs to develop BA programs in which students earn a teaching credential + include seamless transfers from CCs

BACKGROUND Federal Legislation: IDEA and ESSA - wants SWDs to be educated in general education with appropriate supports Response by CA Commission on Teacher Credentialing Adopt new Teaching Performance Expectations (TPEs) and Program Standards - require all teaching candidates to demonstrate skills in effectively instructing all students

CTC Program Standards for Teaching Credentials Credentials are revised every 10 yrs. The Educ Specialist credential is being revised right now so Program Standards and TPEs are also being revised. Source: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/prelimmsstandard-pdf.pdf?sfvrsn=a35b06c_2

Multiple Subjects Credential Standard 1: Program Design and Curriculum Standard 2: Preparing Candidates toward Mastery of the Teaching Performance Expectations (TPEs) Standard 3: Clinical Practice Experiences (600-750 hours) Standard 4: Monitoring, Supporting, and Assessing Candidate Progress towards Meeting Credential Requirements Standard 5: Implementation of a Teaching Performance Assessment Standard 6: Induction Individual Development Plan 6 Standards for Multiple Subject credential program Read 1 – 2 -3 Standard 1: the program’s design is grounded in a clearly articulated theory of teaching and learning that is research- and evidence-based… Standard 2: TPEs describe the set of professional knowledge, skills and abilities expected of a beginning level practitioner in order to effectively educate and support all students in meeting the state-adopted academic standards. Standard 3: Clinical practice experiences are designed to provide the candidate with a developmental and sequential set of activities that are integrated with the program’s coursework and extend the candidate’s learning through application of theory to practice with TK-12 students in California public school classroom 2 – Common core, Next generation science standards, etc. 6 – continued support for beginning teacher

Source: https://www. ctc. ca

Teaching Performance Expectations: At A Glance TPE 1: Engaging and Supporting All Students in Learning TPE 2: Creating and Maintaining Effective Environments for Student Learning TPE 3: Understanding and Organizing Subject Matter for Student Learning - Content Specific Pedagogy TPE 4: Planning Instruction and Designing Learning Experiences for All Students TPE 5: Assessing Student Learning TPE 6: Developing as a Professional Educator 6TPEs with 40+ elements forms the basis for all coursework and fieldwork

Teaching Performance Expectations “…Reference is made to ‘all students’ or ‘all TK–12 students’." “Students may exhibit a wide range of: learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin.” Students in California public schools include: students whose first language is English, English learners, and Standard English learners. This inclusive definition of "all students" applies whenever and wherever the phrase "all students" is used in the TPEs. In the introduction - major emphasis on ALL STUDENTS – these common TPEs prepare teachers to support all students.

QUESTIONS?????

Cal State LA Urban Learning Major – 4 Options Option 1 – BA + Multiple Subjects Credential Option 2 – BA + Education Specialist Credential Mild/Moderate Disabilities Credential Moderate/Severe Disabilities Credential – Intern eligible Visual Impairment– Intern eligible Physical and Health Impairment – Intern eligible Option 3 – BA + Accelerated Dual Credential Mild/Moderate Disabilities and Multiple Subjects Credentials Option 4 – BA only – Teaching and Learning coursework Cal State LA modified undergraduate teacher ed program to include ESM waiver courses in all options and added Option 3 – accelerated dual credential ALL teacher ed credential coursework reflects TPEs so candidates demonstrate skills for effective teaching all students (in addition to common TPEs – also TPEs for special education credential seekers Includes 600-750 hours of clinical fieldwork with mentor teachers who model effective practices

Program is grounded in theory of transformative teaching and learning and coursework and fieldwork are developmentally organized Incorporates all the TPEs in course assignments and fieldwork so candidate can demonstrate effective beginning teacher skills Includes 600-750 hours of clinical experience for candidate to apply skills in real world setting Includes system of assessment throughout program including culminating Teaching Performance Assessment (State assessment measure)

EDCI 4000 Transformative Teaching in Diverse Urban Classrooms (3) Course Content Teacher candidates will explore, discuss, analyze, and reflect on: Transformative educators Standards (TPEs, Common Core State Standards, California Content Frameworks, Next Generation Science Standards ) Learning Environments Engaging and effective learning environments for all learners; management/instruction from both teacher and student perspectives Laws related to the classroom, teacher, school, community, institutions, and policies Diversity in the classroom, its power and importance (all kinds of diversity) Supporting English language learners Current issues in education Suicide, Bullying, Healthy behaviors Educators as lifelong learners EDCI 4000 is taken at the beginning of a candidate program and is designed to provide the theoretical and practical foundation for the multiple subject teacher credential program.

EDCI 4000 Transformative Teaching in Diverse Urban Classrooms Student Learning Outcomes Upon completion of this course, students will be able to: Identify practices based on various salient taxonomies including current teaching and learning frameworks, the concept of those practices that promote a “success” or “failure” psychology, and common practices that have been found to be most common with schools of differing socio-economic classes. Identify quality practices within schools, and those practices that lead to higher or low levels of function and apply that knowledge within a case analysis of a school. Build a vision for himself/herself as a transformative educator that includes the application of skills, knowledge and dispositions. Describe urban students including basic developmental, learning and achievement psychology, and apply their perspective to their observational analysis and vision. Integrate an evolving understanding of systems and paradigms in field-work observations and class discussions. Examine and consider current trends and issues of youth suicide and bullying. Describe how to identify and protect suicidal and self-injurious youths, and how to work with school site crisis teams for suicide and bullying prevention. Create an online portfolio aligned with CCTC standards and TPE's. Verify completion of 20 hours of documented early field experiences to be completed during the course for a total of 45 hours by the end of the course. Discuss how the learning environment must be based on relevant state and national laws; propose an appropriate learning environment for learners with special needs. Demonstrate use of technology by using email, exploring websites to locate laws related to education, and applying established selection criteria to evaluate materials.

Current program based on program standards and special education TPEs

M/M Credential Program  Common Standards M/M Credential Program  General Education  Special Education Core  (EDSP)  M/S Specialization Courses (EDSP)  Fieldwork    Common Standard:  EDEL 415  EDEL 417  EDIT 510  300  400  408  409  412  413  452  481  557  558  407  407489  2  Prof., legal, & ethical practices  1  3  Educating diverse learners  2,3  4  Eff. communication & collaboration  5  Assessment of students  6  Using educational & assistive tech.  7  Transition & transition planning  8  Participating in IFSP/IEPs & post secondary transition planning  9  Preparation to teach rdg./lang. arts  10  Preparation to teach EL learners  11  Typical & atypical development   12  Behavioral, social & environmental support for learning  13  Curriculum & instruction of students with disabilities  14  Creating healthy learning environ.  15  Field experience in a broad range of service delivery options  16  Assessment of candidate performance  *Key: 1-Awareness; 2- Emergent; 3-Demonstrated   1 awareness 2 emergent 3 demonstrated

Upcoming Changes to Education Specialist Credentials Will include: new credential structure new program standards common TPEs and new Ed Specialist TPEs specific to each credential 5 new credentials Mild/Moderate Support Needs Significant Support Needs Early Childhood Special Education (birth – kindergarten) Visual Impairments Deaf and Hard of Hearing

EDSP 4000 Foundations in Special Education Course Content The knowledge base of the field of special education including a) key legislation and b) problems and issues relating to instruction in the urban special education classroom. Risk factors and causes of disabilities including a) effects of biological and environmental risk factors, such as poverty, substance abuse or inadequate nutrition – and the impact on health, student learning and behavior; and b) how to recognize and respond to health emergencies (e.g. seizures, asthma attacks, hypoglycemia, etc.). Families and early intervention services including a) importance of family in special education law and practice; the role of culture in family attitudes toward schools and disability and the importance of culturally reciprocal practices; b) the individualized family service plan (IFSP); and c) collaboration among professionals, and between professionals and family members. The Individualized Education Program (IEP) including a) responsibilities of the school system relating to the IEP process and b) least restrictive environment and continuum of placements for students with disabilities. Introduction to a framework of support for students with disabilities in the general education classroom, including a) individualized instruction and differentiated teaching and b) curricular adaptations/modifications. Supporting students with disabilities, including students with specific learning disabilities, mild to severe intellectual disabilities and developmental delay, autism, behavioral and emotional disorders, autism, communication disorders, hearing loss, blindness or low vision, physical disabilities and health impairments. Supporting Students who are gifted and talented including differentiated instructional approaches, including acceleration and enrichment approaches.  

Student Learning Outcomes Upon completion of this course, students will: SLO #1: Use appropriate terminology relating to special education. SLO #2: Identify the roles of general and special education and related service providers in the education of exceptional children and youth. SLO #3: Identify the provisions of IDEA and other related legislation and their impact on the teaching of children and youth with disabilities. SLO #4: Identify core components of the IEP and the key members of the IEP team. SLO #5: Recognize the legal responsibilities of the school system relating to the IEP process and parental rights relating to the IEP process. SLO #6: Distinguish the differences in the continuum of placements options for students with disabilities and the least restrictive environment. SLO #7: Discuss general issues in special education, including historical, current and future legal, programmatic, curricular, and social issues that impact the field. SLO #8: Identify and articulate problems related to instruction in the urban classroom. SLO #9: Identify causes of disabilities, and conditions that place a child at risk for developmental delay and disability. SLO #10: Identify factors that contribute to the development of giftedness. SLO #11: Recognize the legal rights of parents of exceptional children. SLO #12: Determine the benefits of early intervention. SLO #13: Recognize the importance of culturally reciprocal practices in special education. SLO #14: Distinguish between common curricular modifications and explore instructional strategies for effective service delivery for exceptional students. SLO #15: Identify classroom accommodations for students with disabilities. SLO #16: Relate various theories of learning and appropriate models of instruction to learning needs of students with various disabilities. SLO #17: Discuss the implications of cultural and linguistic diversity on the identification, assessment, and instruction of exceptional students. SLO #18: Discuss the need for collaboration among the general educator, special educator, family members and other service providers. SLO #19: Identify the role of technology in instruction and assistive technologies for instructional support for students with disabilities. SLO #20: Identify the characteristics of each exceptionality area and the eligibility requirements for classification of exceptional students. SLO #21: Make suggestions relating to the application of the framework of support for students in each exceptionality category. SLO #22: Identify symptoms of chronic and acute health conditions that affect student learning and indicate appropriate responses for medical emergencies associated with these conditions.

QUESTIONS????? List of Resources Multiple Subject Program Standards: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/prelimmsstandard-pdf.pdf?sfvrsn=a35b06c_2 California Teaching Performance Expectations: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0 Cal State LA Multiple Subject Course List: http://www.calstatela.edu/academic/ccoe/programs/ms/multiple-subject-teaching-credential-program-information-sheet Cal State LA Education Specialist-MM Disabilities Course List: http://www.calstatela.edu/academic/ccoe/programs/cred_mildmod/program-information-sheet

Cal State LA Charter College of Education Contact info Dean Cheryl Ney cney@calstatela.edu Prof. Andrea Zetlin azetlin@calstatela.edu Agustin Cervantes acerva47@calstatela.edu