Standards of Quality and Effectiveness For

SB 2042 Teacher Preparation Program

Standards of Quality and Effectiveness for

Teacher Preparation Programs

for Preliminary Multiple and Single Subject Teaching CredentialsProgram Assessment Document

Standards 1-18

Submitted to

State of California

California Commission on Teacher Credentialing

September, 2001

(Revised March, 20087)

Biola University, 032008Revision 4Page 1 of 64177Mar 13 am

Standards of Quality and Effectiveness

for Teacher Preparation Programs

for Preliminary Multiple and Single Subject Teaching Credentials

Adopted, 2001

Revised November, 2003

Category A: Program Design, Governance, and Qualities

PROGRAM STANDARD 1

Program Design

The professional teacher preparation program and its prerequisites include a purposeful, developmentally designed sequence of coursework and field experiences that effectively prepare candidates to teach all K-12 students and understand the contemporary conditions of schooling. The sequenced design of the program is based on a clearly stated rationale that has a sound theoretical and scholarly foundation anchored to the knowledge base of teacher education. By design, the program provides extensive opportunities for candidates to (a) learn to teach the content of the state adopted K-12 academic content standards to all students; to use state-adopted instructional materials; and to assess student progress and to apply these understandings in teaching K-12 students; (b) know and understand the foundations of education and the functions of schools in society; and (c) develop pedagogical competence as defined by the Teaching Performance Expectations (TPEs) provided in the Appendix. A Teaching performance assessment that fairly, validly and reliably assesses the TPEs is embedded by design in the program.

Program Elements for Standard 1: Program Design

An accreditation team determines whether the preliminary teacher preparation program meets this standard based on evidence provided by the program sponsor. The team must determine that the quality of the program has been clearly and effectively substantiated in relation to each of the following elements:

1(a)The design of the program and the selection of prerequisites are clearly grounded in a well-reasoned rationale, which draws on sound scholarship and theory anchored to the knowledge base of teacher education, are articulated clearly, and are evident in the delivery of the program’s coursework and fieldwork.

Biola University is a postsecondary Christian institution with approximately 6,000 students in La Mirada and at various satellite locations. In 2007, the Department of Education was granted school status, thus becoming the seventh school at the university. The mission of the School of Education is “to equip Christian teachers and administrators to impact public, private, mission, and home schools through biblically centered education, scholarship, and service.” The vision of the School of Education is “to equip a generation of influential educators focused on God’s calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God.”

The School of Education offers a variety of undergraduate and graduate programs leading to a California preliminary credential. The SB 2042 requirement that programs of education transition to an outcome-based philosophy has been adopted and implemented by the Biola University School of Education. Under Biola’s SB 2042 submission, the School of Education obtained approval to offer programs that could result in a multi-subject, single-subject, or internship credential. Though each of the credential programs is distinct, all candidates move sequentially through the following courses at the undergraduate or graduate level:

1.LEDU 301 Introduction to Teaching and SEED 519 Foundations of Education (These courses are the prerequisite to full admission into the teacher education program and are not cross-listed. LEDU is the prefix for undergraduate students while SEED is the prefix for graduate students.)

2.LEDU 330 /SEED 526 Psychological Foundations of Education

3.LEDU 420 /SEED 520 Elementary Reading Language Arts (multiple subject) or LEDU 425/SEED 525 Secondary Content Area Reading (single subject)

4.LEDU 341 /SEED 541 Methods of Teaching Linguistically Diverse Students

5.LEDU 430/SEED 505 Elementary Curriculum (multiple subject) or LEDU 435 /SEED 506 Secondary Curriculum (single subject)

6.LEDU 440-442 /SEED 512-513 Elementary Student Teaching I-II (multiple subject); LEDU 450-452/SEED 514-515 Secondary Student Teaching I & II (single subject), or SEED 581A-D, Intern Fieldwork I-IV (multiple or single subject)

Standards of Quality and Effectiveness

for Teacher Preparation Programs

for Preliminary Multiple and Single Subject Teaching Credentials

Adopted, 2001

Revised November, 2003

Category A: Program Design, Governance, and Qualities

PROGRAM STANDARD 1

Program Design

Program Elements for Standard 1: Program Design

Biola University is a postsecondary Christian institution in La Mirada, California with approximately 6,000 students. In 2007, the Department of Education was granted school status, thus becoming the seventh school at the university. The mission of the School of Education is “to equip Christian teachers and administrators to impact public, private, missions, and home schools through biblically centered education, scholarship, and service.” The vision of the School of Education is “to equip a generation of influential educators focused on God’s calling, devoting their strengths, gifts, and scholarship, to meet the needs of diverse students and to advance the Kingdom of God.”

The School of Education offers a variety of undergraduate and graduate programs leading to a California preliminary credential. The SB 2042 requirement that programs of education transition to an outcome-based philosophy has been adopted and implemented by the Biola University School of Education. Under Biola’s SB 2042 submission, the School of Education obtained approval to offer programs that could result in a multi-subject, single-subject, or internship credential. Though each of the credential programs is distinct, all candidates move sequentially through the following courses: at the undergraduate or graduate level:

1.LEDU 301 Introduction to Teaching and SEED 519 Foundations of Education (These courses are the prerequisite to full admission into the teacher education program and are not cross-listed. LEDU is for undergraduate students while SEED 519 is for graduate students.)

2.LEDU 330 /SEED 526 Psychological Foundations of Education

3.LEDU 420 /SEED 520 Elementary Reading Language Arts (multiple subject) or LEDU 425/SEED 525 Secondary Content Area Reading (single subject)

4.LEDU 341 /SEED 541 Methods of Teaching Linguistically Diverse Students

5.LEDU 430/SEED 505 Elementary Curriculum (multiple subject) or LEDU 435 /SEED 506 Secondary Curriculum (single subject)

Course / Content / Pedagogy / Assessment
LEDU 330 Psychological Foundations of Education / Views of learning, c
Cognitive development, b
Brain function,
Piaget,
Vygotsky,
Bruner / Lecture: Session 6
DVD- on the functioning of various parts of the brain: Session 5
Comparison of Piaget and Vygotsky (grid) Session 6 / Test #1
Chapter study guides
SEED 526 Psychological Foundations of Education / During meetings 8 and 9, candidates examine twelve views of learning in four categories (behavioral, cognitive, complex cognitive, and social cognitive and constructivist) comparing and contrasting how students are guided to desire to learn; how they assimilate/construct information, skills and concepts expeditiously; how students apply information, skills and concepts learned flexibly to solve new problems; and how students retain information, skills and concepts for lengthy periods of time according to each theory. / Candidates read text and interact with text and other candidates on Blackboard regarding psychologies.
Lecture and small group discussion enhance candidates understanding of learning.
Candidates evaluate theories from a biblical perspective in small groups using Blackboard discussion groups.
Candidates prepare a chart answering questions regarding theories requiring comparison of theories.
Candidates write a case study applying knowledge of theories of their choice to solve a discipline problem in a classroom.
Candidates prepare a graphic organizer for their final depicting their understanding of the field of educational psychology. / Formative assessment occurs to evaluate student understanding of theories through Blackboard responses and discussion groups.
Formative and summative assessment occurs during evaluation of chart and case studies.
Summative evaluation occurs during final requirement to invent and draw a graphic organizer of the field of Educational Psychology.
LEDU 435/SEED 506 Secondary Curriculum / During meeting 1 candidates are lead through a series of instructional activities to assist in the differentiation between a novice teacher and an expert teacher. The goal is for candidates to arrive at an awareness that expert teachers are committed to 1) the need for continual personal learning, 2) a desire to reach beyond acceptable, 3) an awareness that success rests on right choices and not simply a good strategy, and 4) that success in one area does not necessarily transfer to success in another area (Rose, 2006). / Candidates are first asked to pair share a list of characteristics of an expert and novice teacher.
A lecture then presents some of the work done in the area of brain research.
Candidates then solidify understanding through the creation of defining a metaphoric picture. / Summative assessment occurs in the Interview Portfolio. In this assignment candidates are asked to identify their personal teaching strengths as well as apply their current understanding of teaching theory as they respond to a series of prompts related to Biola University Teacher Preparation Program’s Outcomes.

1(b)In the program and its prerequisites, coursework and fieldwork are designed and sequenced to reflect principles of teacher development, and to address the emerging, developing needs of prospective classroom teachers enrolled in the program. The program design is informed by adult learning theory and research.

1(b)

Teacher Preparation Course (see syllabi for additional information) / Principles of Teacher Development based on Fuller & Brown (1975) / Developmental Needs of Prospective Teachers based on Bloom’s Taxonomy / Adult Learning Theory based on Malcolm Knowles (1970)
* Required Methodology Courses
LEDU 301 Intro to Teaching
SEED 519 Foundations of Education / The Intro course seeks to validate candidates’ experience as a student while simultaneously providing opportunities to begin viewing the classroom through the lens of a teacher, teacher aide, parent, and special needs learner. This is partially verified through the Observation Matrix, Teacher Interview, and Special Needs Review assignments. / The majority of content in this course is aimed at the Comprehension Level by acquainting candidates with educational vocabulary, legal issues, and basic lesson planning. The fieldwork component allows candidates to observe the connection between this knowledge and the classroom context. / This course is designed to help each candidate to solidify their personal goal of becoming a teacher and provide practical experiences that will assist them in understanding the range of responsibilities associated with becoming a teacher.
330/526 Psych Foundations / The educational psychology course builds upon the candidates’ growing awareness that the lens of a teacher is different than the lens of a student. This is partially verified through the completion of a case study paper and the development of a classroom management plan. / The majority of content in this course is aimed at the Comprehension Level by acquainting candidates with relevant human development and learning theories. Through the case study paper and classroom management plan, candidates are progressing toward applying theory to classroom settings. / This course is designed to help each candidate understand their individual responsibility and set personal goals in order to apply theory to their instructional choices. The case study allows them to make practical applications of these theories to relevant classroom situations.
420/520 Elementary Reading
425/525 Secondary Reading / The reading courses offer candidates their first exposure to assuming some responsibility for student learning in a classroom. By the end of this course, a candidate should have a clear cognitive understanding regarding the distinction between being a pupil and being a teacher and an emerging understanding of the practical skills they will need to survive on a daily basis. This is partially verified through Designing and Teaching a Reading Lesson and completing a Student Profile during their fieldwork placement. / The content in this course are aimed at the Comprehension and Application levels. Candidates are exposed to literacy models and the relationships between language development, reading, and writing. As the course progresses, candidates’ learning also encompasses the Analysis level as they evaluate the relationship between theory and practice. / The fieldwork component of these courses are designed to give candidates a life experience that they will be able to relate to content presented in this course and subsequent teacher education courses. The fieldwork also assists candidates in recognizing the relevance and practical applications of reading theories and strategies.
341/541 Methods of LDS / This course assists the candidate in advancing from a general awareness of student differences to a deeper understanding of the impact of students’ cultures and language backgrounds on the learning process. This is partially verified through the completion of the Student Shadowing assignment. / The content in this course is aimed at the Analysis level. Candidates are required to use their foundational knowledge established in their three prior courses to understand the unique realities of a culturally and linguistically diverse learner. Subsequently, candidates must apply this understanding to California’s diverse classroom populations. / This course integrates the candidates’ life experiences with the experience of an English learner. Candidates encounter the relevance and practicality of effective EL methodology and develop the capacity to respect the learner’s needs during instruction.
430/505 Elementary Curriculum
435/506 Secondary Curriculum / This course provides candidate an increased understanding of the practical skills and tools they will need to survive on a daily basis and begins to assist the candidates in understanding the role of assessment in verifying student learning. This is partially verified through the completion of a progress-monitoring lesson plan and the completion of a thematic unit plan. / The content of this course is used to support a deepening ability to apply analytical processes in the planning and implementation of instruction. Throughout the fieldwork candidates are required to provide rationales for instructional decisions and concrete evidence of the impact their decisions had on student behavior. / This course, along with the required 60-hour fieldwork component is designed to give candidates a life experience that is relevant and practical to a typical California classroom so that they are prepared for the semester-long student teaching internship.
512/513 Elem. Student Teaching Seminar
514/515 Sec. Student Teaching Seminar / This semester-long internship is designed to support candidates as they gain confidence in their ability to survive in a classroom context and transitions them into a cognitive and experiential awareness of the importance of making adaptations to ensure that individual students can learn. This is verified through CATPA: Assessing Student Learning, CATPA: Culminating Event, and the final evaluations of master teachers and a university supervisor. / During this semester-long internship, candidates must utilize their analytic reflection skills throughout the instructional planning process. As they work to coordinate the unique class-room dynamics with their prior learning and experiences, candidates begin to synthesize educational theories with their current classroom challenges to develop a mature under-standing of how a class milieu impacts teaching and learning. / Because of the foundation that has been laid in the previous teacher preparation courses, candidates are now prepared to engage in an autonomous, self-directed internship. Support is provided by master teachers, university supervisors and the directors of teacher education.
** Required Enhancement Courses for Multiple Subject Credential
Art Workshop (ARTS 306, SEED 507) / These content-specific methodology courses were designed to give them a toolbox of ideas and strategies that will support them as they create interesting and engaging lessons. This is verified by requiring the candidate to earn a grade of C or better in these courses. / The content in these courses is aimed at the Comprehension and Application levels. / These courses are designed to help each candidate make practical applications of instructional strategies to specific content areas and to gain confidence in their ability to teach these content areas.
Music Workshop (MUSC 310, SEED 508)
P.E. Workshop (PEED 201, SEED 516)
Math/Science Workshop (MATH 117, 118, PHSC 100-01, SEED 509)

* The teacher preparation methodology courses must be taken in the sequence outlined above. Based on candidate need, the following concurrent enrollment scenarios are permitted:

- Intro, Psych, and Reading,

- Reading and Methods,

- Methods and Curriculum