Milestones Along the Path (MAP)

1. Milestones Along the Path (MAP) A Collaboration to Prepare Students to Become Highly Qualified Teachers Chris Renne Director, Center for Careers in Teaching California State University, Fullerton Steve Bautista Counselor / Coordinator, Center for Teacher Education Santa Ana College Karen Rose Director, Office of Special Programs Fullerton College

2. Overview • Context and Background • California system of higher education • Orange County demographics • Becoming a teacher in California • MAP – Title V Grant • “One-Stop” Teaching Centers – Santa Ana College • Curriculum Development – Fullerton College • Regional Teacher Education Council (RTEC) – California State University, Fullerton • On-Going Challenges

3. California’s Higher Education Pathways High School

4. The Real “OC”

5. Becoming a Teacher in California Currently there are two routes to obtaining a California teaching credential: • The traditional post-baccalaureate route • The relatively new undergraduate route • Unlike most U.S. states, CA does not allow an undergraduate degree in education. Elementary teachers – bachelor’s degree, state credential, and passage of subject matter exam. Middle and high school teachers – degree in subject they teach or have passed subject matter exam, state credential.

6. Community College Role in Teacher Preparation 30-40% of CSUF students begin their college careers at a CA Community College. Community college students can complete almost all of their General Education (GE) requirements and introductory coursework for the major. The selection of GE courses is crucialfor proper subject matter preparation and can be part of a lower division transfer pattern (LDTP). Therefore, the community college plays a vital role in the subject matter preparation for future teachers.

7. Establishing the Milestones Along the Path Collaborative: MAP • Approximately $3 million over 5 years • Hispanic Serving Institutions Collaborative Title V Grant • Three purposes: • Establish community college teacher prep centers. • Improve articulation, particularly for the undergraduate credential route for elementary teachers. • Impact regional teacher prep activities.

8. One-Stop Teaching Centers • Serve as a ‘hub’ for undergraduate teacher preparation advisement and support. • Center for Careers in Teaching – CSUF • Center for Careers in Education – Fullerton College • Center for Teacher Education – Santa Ana College • Key activities: • Outreach • Orientation • Counseling / Advisement

9. Why “One-Stop” Centers? • Complicated Teacher Preparation Pathway(s) • Lack of Undergraduate Education Major makes it difficult to identify early-deciders • Student Demographics – Santa Ana College • 85% Latino • First-Generation College Students • Historically Low Income Families • AB 540 - Immigration Status

10. SAC Center for Teacher Education • Services Offered • Identify and Support Future Teachers • Academic Counseling • Information on Teacher Preparation Programs • Financial Aid and Scholarship Information • Paid and Non-Paid Fieldwork Experience • Appointments with University Representatives from Teacher Preparation Programs • CBEST Preparation Information • CBEST Reimbursement • Book Loan Program *Registration with our program is required*

11. Transfer Destinations of CFTE Students From Fall 2000 to Spring 2007

12. Curriculum Development • Key Accomplishments • State approved AA Degree in Elementary Education & Early Childhood Education • The Para-Professional Certificate in Education • Extensive Curriculum Development including 9 new courses, enhanced General Education courses and STEP • Established Faculty Senate Educational Planning Advisory Committee (EPAC)

13. New Course Development Intro to Elementary Education CDES 261 Intro to Liberal Studies CDES 242 Personal Proficiency in Ed Technology CDES 245 Intro to Language Structure and Use ENGL 210 Math for Future Elementary Teachers MATH 203 Physical Science for Teacher Preparation PHSC 103 Physics and Chemistry Classroom Practices for Diverse Learners CDES 211 The Role of the Para-Professional Learner CDES 209 in Diverse Settings Intro to Secondary Teaching CDES 248

14. Example - Course Information • Course Prefix & Number: CDES 261AF • Semester and Year Revised: Spring 2005 • Semester and Year effective: Fall 2006 • FULLERTON COLLEGE • COURSE OUTLINE • Division: Social Sciences • Department/Subject Area: Child Development and Educational Studies • CATALOG DESCRIPTION • The purpose of this course is to provide students interested in elementary teaching an introduction to teaching and learning; an overview of the scope and sequence of curriculum planning; understanding of content standards, California Standards of the Teaching profession; experience in the development, presentation, and evaluation of learning activities. Must be taken concurrently with CDES 261BF. (CSU) (Degree credit) • SCHEDULE DESCRIPTION (max 3 lines) • The purpose of this course is to provide students interested in elementary teaching an introduction to teaching and learning. Must be taken concurrently with CDES 261BF.

15. Apple SectionsEnhanced GE Courses for Teacher Preparation CHEM 100 – Chemistry for Daily Life • Dr. Sam Foster and students visit Raymond Elementary School • Students present lessons and experiments

16. Regional Teacher Education Council (RTEC) • RTEC representation grew from 6 community colleges in spring 2004 to 20 in 2007 • CSU Fullerton sends representatives from its 3 teacher preparation departments • Elementary Ed • Secondary Ed • Special Ed • In addition to RTEC meetings, workgroups in each of the above areas meet when needed.

17. RTEC Mission and Goals Mission • The purpose of the Regional Teacher Education Council (RTEC) is to oversee, coordinate and facilitate the advancement of the structural and policy initiatives related to undergraduate teacher preparation associated with the MAP Title V Project. RTEC works to ensure that institutions establish long-term collaboration and supports efforts that facilitate institutional changes related to the success of students in the teacher education pipeline. Goals: • Disseminate pertinent information related to teacher preparation • Facilitate inter-institutional discussion centering on the success of transfer students in the teacher education pipeline. • As appropriate, advocate on behalf of transfer students in the undergraduate teacher preparation pipeline. • Establish a Dual Enrollment Agreement (reduce the number of units students accumulate prior to graduation) • Track student progress through the educational pathway. • Tackle Tough Articulation Issues

18. RTEC Outcomes Communication • Consistent, direct, regular • There is opportunity for information exchange between community colleges • Increased faculty to faculty communication Collaboration • Road to Teaching Conference • Course development in the areas of Secondary and Special Education • Integrated Multiple Subject Teacher Education Program Efficient Transfer Pathways • Streamlined Teacher Education Program (STEP) • Academic Advisement is comprehensive; performed in the context of the entire credentialing process

19. On-Going Challenges • Responding to Changes in State Requirements • Data / Student Tracking • Building Bridges in Places Where They’ve Never Existed • On-going funding • Communication • Data collection; tracking of students into the credential program • Education courses with limited articulation

20. Keys to Excellent Partnership… • Equal partners • Players who are movers and shakers • Equal commitment • Administrative commitment/support • Clear communication • Trust • History of successful collaborative work

21. Thank You For Attending! Please Visit the CSUF Center for Careers in Teaching (CCT) Website for Additional Information http://www.fullerton.edu/cct