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CALIFORNIA STATE UNIVERSITY, SACRAMENTO

CAMPUS OVERVIEW

Founded in 1947, California State University, Sacramento (Sacramento State) is the sixth

largest of 23 campuses in the California State University (CSU) System. It is a

comprehensive regional university uniquely located in the state capital. Over 1,480 full

time equivalent faculty and staff support teaching activities. The diversity of the State of

California is represented in the University’s faculty and staff, with more than 30 percent

from the Latino, Black, Native American, and Asian populations.

Sacramento State University’s enrollment or reported Full-time Equivalent Students

(FTES) target for the past years have been slightly higher than target; except in year five

where there was a slight dip in the total number of students admitted into the University

(Table 1). Sacramento State’s current target is 21,335 FTES; 90% are at the

undergraduate level and 10% are at the graduate level, 3% of whom are seeking a

professional credential in education or pupil personnel services (PPS). Eighty percent of

undergraduate enrollment is upper division. Seventy-one percent of undergraduate

students transfer to Sacramento State from other institutions, primarily community

colleges.

Table 0-1: FTEs Targeted and FTEs Reported

2005/

2006*

2006/

2007*

2007/

2008*

2008/

2009*

2009/

2010*

FTES

Targeted

22,617 22,936 22,970 22,970 22,970

FTES

Reported

22,803 22,803 22,852 23,154 22,938

*Resident Paying Fees

Source: CSU College Year Targets and Reported Full-Time Equivalent Students (FTES),

Table 22; CSU Budget Memorandum, B08-03, Attachment D (Annual Report, Budget,

Expenditures and Financials, June, 2011)

Sacramento State offers one of the most comprehensive professional education programs

in the state. These include 18 approved credential programs and 60 undergraduate degree

programs, 40 graduate degree programs and two doctoral degree programs.

The majority of the credential programs are housed in the Colleges of Education and

Health and Human Services. The College of Education offers 14 approved credential and

two certificate programs and the College of Health Human Services offers four approved

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credential and two certificate programs. The accreditation process is managed through

the College of Education in collaboration with the College of Health and Human Services.

While the primary mission of Sacramento State, like its sister campuses in the CSU

system, is teaching, with the passage of SB 724, our campus now jointly offers a

Doctorate in Educational Leadership through the Colleges of Education and Social

Sciences and Interdisciplinary Studies. This program is housed in the College of

Education. While teaching remains a primary aim of the university, faculty are also

actively engaged in scholarship, research and service at the local, state and national

levels. With the addition of the doctoral degree, the campus also encourages and

supports a strong doctoral and research culture.

Sacramento State is a “Metropolitan University”

The new “metropolitan university” movement in this country defines the missions of

regional, comprehensive universities such as Sacramento State. Metropolitan universities

are committed to the discovery, transmittal, and application of knowledge that energizes

universities of the land-grant or liberal arts traditions, and accept an added obligation to

serve the surrounding region. This obligation shapes our curriculum, our scholarship, and

our service. Our curriculum increasingly relates theory and practice; our faculty relates

scholarship to applications, and our public service draws on the learning and teaching of

our academic programs.

Consistent with the metropolitan university model, our students, faculty, and staff provide

leadership to help address regional needs, working with the public schools,

municipalities, business and industry, and the many other organizations concerned with

the well-being of the region. Since our region encompasses the state capital community,

we pay particular attention to establishing effective partnerships there. This aspect of our

mission involves both serving and challenging society at one and the same time. This

regional commitment enriches, rather than replaces, our liberal arts tradition. The

University is dedicated to excellence in teaching, research, creative and scholarly activity,

and in public service that addresses universal as well as regional issues.

Vision for the Preparation of Professional Educators

Teacher education is a major focus of the California State University, which prepares a

majority of the teachers in California. The CSU Board of Trustees and the Chancellor

have made a major commitment to teacher education (see Board statement). Teacher

education is a priority at California State University as exemplified in the CSU

Cornerstone document:

The CSU role has multiple dimensions, however, and Cornerstones seeks to

affirm more than passive "availability" of a place for those eligible applicants

who reach our campuses. First, Cornerstones proposes strong outreach programs

and retention efforts. Second, Cornerstones proposes a continuation of the

current Trustee policy in support of K-12 efforts to better prepare more K-12

students for college, and reaffirms CSU efforts to reach currently underserved

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communities. Third, Cornerstones seeks to strengthen the CSU relationship with

the California Community Colleges, which provide the majority of our students

through transfer programs.

During his annual address to Department Chairs and Faculty Senate, Provost Sheley

identified four academic priorities. A commitment to “teacher credential production,” is

listed second, only to a strong commitment to “access to undergraduate degree via

appropriate quality curriculum and instruction.”

All credential programs offered at Sacramento State have been approved by the

California Commission on Accreditation (COA) under the current standards of the

Commission. The credential programs have undergone two biennial reviews by CCTC

program, and the last site visit occurred in 1999 and was approved at that time by the

Commission.

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COMMON STANDARD 1

EDUCATIONAL LEADERSHIP

The institution and education unit create and articulate a research-based vision for

educator preparation that is responsive to California’s adopted standards and

curriculum frameworks and provides direction for programs, courses, teaching,

candidate performance and experiences, scholarship, service and unit accountability. All

professional preparation programs are organized, governed, and coordinated with the

active involvement of program faculty and relevant stakeholders. Unit leadership, with

institutional support, creates effective strategies to achieve the needs of all programs and

represents the interests of each program within the institution or program sponsor. The

education unit implements and monitors a credential recommendation process that

ensures that candidates recommended for a credential have met all requirements.

Internship Programs: The leadership and governance are shared responsibilities, thus

each participating school district works with the institution to give appropriate

attention to the effective operation of the program. Because interns function as

employees of the school district, it is important that the school district ensure that the

program is operating in a manner to further the educational goals of the district. The

employing school district supports the goals and purposes of the program and assures

the college or university that the appropriate support for the intern is available in the

district.

Effective Leadership

The President of California State University, Sacramento is Dr. Alexander Gonzalez. The

university operates in a hierarchical structure with the president having final authority

and responsibility for all matters within the institution in consultation with the Provost,

Vice Presidents, Faculty Senate, and appointed standing administrative and faculty

committees (Figure 1: California State University, Sacramento Reporting Relationship to

the President). The campus is divided into several divisions and managed by Vice

Presidents (Figure 2). Reporting to the President are seven vice-presidents, including:

Provost/Vice President for Academic Affairs, Vice President for Student Affairs, Vice

President for Administration, Vice President for Human Resources, Vice President/Chief

Information Officer Information Resources and Technology and Vice President for

University Advancement, Executive Director University Enterprise, Incorporation.

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Figure 1-1: Organizational Chart, Reporting Relationship to the President

Academic Affairs is the responsibility of the Provost and Vice President for Academic

Affairs Joseph Sheley and he is responsible for all academic units within the campus.

These units are divided into seven colleges and a host of service or program units (see

Figure 2: Academic Affairs Organizational Chart).

Reporting to him are:

Associate Vice President Student Retention and Educational Equity Programs

Interim Assistant Vice President, Academic Programs and Global Engagement

Interim Assistant Vice President, Vice President, Academic Enrollment and

Resource Planning

Assistant Vice Presidents for Academic Affairs, Technology Initiatives

Assistant Vice Presidents Research Administration and Contract Administration

Associate Dean of Undergraduate Studies

Dean of Graduate Studies

Dean of the College of Continuing Education

Academic Deans of the seven colleges, and the University Library

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Director of Institutional Research

The Provost and Vice President is also responsible for other units which support

academic affairs throughout the campus.

Figure 1-2: Organizational Chart, Academic Affairs

The Academic Deans, along with the Deans of Graduate Studies and University Library

meet regularly with the Provost as the Council of Deans. The Provost meets also with

persons reporting to him through the Provost’s Cabinet.

All credential programs are housed within the Academic Affairs unit under the leadership

of the Academic Provost /Vice President, Joseph Sheley in Academic Affairs. Regional,

national and statewide accreditation efforts are assigned to the Interim Assistant Vice

President for Academic Programs and Global Engagement. The University is accredited

by the Western Association for Schools and Colleges (WASC) (WASC Letter, June 24,

2009). Specific discipline or unit accreditation responsibilities reside within the colleges

and all accreditation activities related specifically to those units are managed by the

Provost and/or Dean’s designee.

The deans of each of the seven colleges at Sacramento State are responsible for fiscal,

personnel, curricular, and operational functions of the programs and departments in their

respective colleges. The Dean of the College of Education has additional responsibility

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for coordinating and reviewing all CCTC-approved credential programs offered at

Sacramento State and for recommending credential candidates who complete these

approved programs.

The university relies upon the faculty governance process to ensure that all curriculum

developed is reviewed and assessed by faculty members from the respective units. The

Faculty Senate is the representative body of the university-wide academic governance

structure. It is composed of faculty members representing every academic unit, academic

administrators, and student representatives. The Faculty Senate “is the recognized voice

of the faculty and is charged with proposing and overseeing policy pertaining to the

academic well-being of the institution. A faculty senator, or the designated alternate, duly

elected by his/her department/unit is expected to discharge the duties and responsibilities

attendant on that office and exercise its powers and prerogatives in person only” (Faculty

Senate bylaws).

These policies are set forth in the University Manual and maintained by the Faculty

Senate. The Faculty Senate has the following standing committees: Academic Policies

Committee, the Curriculum Policies Committee, the Faculty Policies Committee, the

General Education Policies/Graduation Requirements Policies Committee and the

Graduate Studies Policies Committee.

The Council on Preparation of School Personnel (CPSP) is a university-wide sub-

committee critical to the function of credentialing programs. This committee is a

permanent subcommittee of the Curriculum Policies Subcommittee of the Faculty Senate.

The charge of CPSP is to:

A. Review all Subject Matter Programs and Professional Preparation Programs

for compliance with the University's academic policies and regulations and for

compliance with the CCTC guidelines, the National Council for Accreditation of

Teacher Education (NCATE) and other accrediting bodies for submission through

appropriate review procedures of the University and for submission to the CCTC

for approval by that agency.

B. Review policies and programs pertaining to the Professional Education

Programs.

C. Recommend, as appropriate, revisions of course work or programs in the

Subject Matter and/or Professional Preparation Programs.

CPSP membership includes the Vice President for Academic Affairs and Global

Relations, the seven members from the College of Education, including one designee

from each department (usually the department chair), a representative from the office of

Teacher Preparation and Credential Office (TPAC), two members from each of the other

colleges offering teaching credentials or subject matter programs, including the Colleges

of Health and Human Services, Natural Science and Mathematics, Arts and Letters, and

Social Science and Interdisciplinary Studies. Furthermore, the committee membership is

to include a representative from the College of Continuing Education, two student

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representatives, and a non-voting member as a liaison with the Curriculum Policies

Committee. Don Taylor, the current Assistant Interim Vice President for Academic

Affairs and Global Relations is responsible for ensuring that processes and procedures are

upheld. The Associate Dean of the College of Education has been designated with

responsibilities for managing and coordinating all credential and accreditation related

activities for the University, and is a member of this CPSP. As such, she provides routine

updates on policy and programmatic changes proposed by the state legislature,

CCTC/COA, and the CSU Chancellor’s office.

Governance of the Educational Unit

The Deans of the Colleges of Education and Health and Human Services are responsible

for ensuring that all CCTC/COA accreditation standards are adhered to within their

respective units. Along with the Dean of Graduate Studies, they collaborate to ensure that

admissions and enrollment procedures are followed, as well as all policies that govern

student life as they pertain to students seeking credentials within the university. In

addition to this, they work collaboratively with all other Deans to ensure that students are

able to successfully pursue their credentials in a timely manner.

Dean Vanessa Sheared is responsible for the credential and educational unit and is

responsible for all academic and administrative operations of the College of Education.

Dean Fred Baldini is responsible for credential programming offered within the College

of Health and Human Services. While Dean Sheared is the primary liaison for credential

and educational affairs within the university, among the colleges, and within the College

of Education, she and Dean Baldini share similar responsibilities for the management of

their curriculum and programming, personnel and budgeting matters within their

respective colleges. (See Figure 3: College of Education and Figure 4: College of Health

and Human Services Organizational Charts)

Their respective responsibilities and functions include the following:

Allocation and management of resources

Personnel recruitment and professional development

Administration of the faculty evaluation, tenure and promotion process

Approval of college and department policies and procedures

Academic and resource planning

Enrollment management

Program development and evaluation

Grants and contracts

Technology development

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Facilities management

Student recruitment, retention, scholarships and awards

Alumni affairs and external outreach

External support development

Collaboration with K-12 schools, community colleges, and other institutions

of higher education

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Figure 1-3: College of Education Organizational Chart

It is important to note that the College of Education is currently undergoing dramatic re-

organization, from 6 departments to 3 major “branches” or divisions, including

Undergraduate, Credential, and Graduate and Advanced credential. Therefore, this

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organizational chart will be markedly different in the coming months.

Figure 1-4: College of Health and Human Services Organizational Chart

Because the CCTC/COA accreditation programs are offered between two colleges, the

Provost has given primary responsibility to the Dean of the College of Education, as the

unit manager for all CCTC/COA accreditation related activities. The Associate Dean of

the College of Education has been designated to manage all CCTC/COA assessment and

accreditation activities for the campus.

The Deans work with their respective department chairs and or program coordinators to

develop and deliver curriculum leading to the credential within their respective

disciplines or areas. In addition to developing appropriate curriculum, these departments

or units are responsible for developing admissions and advising guidelines, procedures,

monitoring student progress, establishing and implementation appropriate assessment

processes; and evaluating and assessing program development and growth.

Associate Dean of the College of Education, Karen Davis O’Hara is responsible for the

Teacher Preparation and Advising Center (TPAC), housed within the College of

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Education, and which includes both the Credential Programs Admissions Office, and the

Credential Processing Office. The primary function of this Center is to assist programs

with the admissions and credentialing process for candidates seeking licensure. TPAC

office staff report directly to the Associate Dean of the College of Education. This office

is responsible for admitting Multiple and Single Subject, and Special Education

preliminary credentials, and reviewing and submitting applications for all approved

credential programs within the University.

The Associate Dean of the College of Education is also responsible for monitoring

curricular changes to degree, credential and certificate programs, assisting faculty in

developing new programs, coordinating program reviews and accreditation site visits,

developing collaborative partnerships with K-12 schools, reviewing student petitions, and

processing staff personnel paperwork.

Specific highlights within each college are identified below.

COLLEGE OF EDUCATION

The responsibility and authority for the educational unit and all credential programs at

California State University, Sacramento is the Dean of the College of Education, Vanessa

Sheared. During her tenure, Dean Sheared has been instrumental in focusing attention on

the needs of diverse student populations in urban schools, increasing the diversity of the

faculty, and developing alternative teacher preparation programs. She has supported and

encouraged faculty to develop innovative programs and partnerships with K-12

colleagues.

Although the materials that follow address the current state of the College of Education,

under Dr. Sheared’s leadership in consultation with faculty and staff the College is

undertaking a complete review of its curriculum and programmatic structure. The

implementation of this plan includes a review of all current credential, graduate and

undergraduate programs. The faculty and staff are actively revising all curriculums and

will be submitting new program documentation for CCTC/COA review as may be needed

during the 2011-2012 academic year. Full implementation of new curriculum, programs,

and services will occur during the 2012-2013 academic year.

The Dean and Associate Dean of the College of Education work with a council of chairs,

an advisory council (faculty, chairs and staff), and several committees who make

recommendations on curricula and programmatic, personnel and budgetary matters

within the college. The following are a few examples of some of the ways in which

decisions are reviewed and made within the college:

The College of Education administrative team provides management and oversight

for personnel, resources and curricular needs. It is composed of the dean and

associate dean, budget analyst, and the dean’s and associate dean’s administrative

assistant. It meets weekly with the dean to consider both problem solving on short-

term issues of management and to do annual and long-term planning.

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The Dean’s Advisory Council includes representatives from each of the six

departments in the college, committee chairs, staff representative, budget analyst and

associate dean’s administrative assistant. Council members discuss program

curriculum, teacher preparation, diversity, recruitment strategies, future direction of

the education profession as a whole and in the local school community, innovative

credential programs for teachers, new teacher trainer models, and integrated

curriculum models, as well as issues impacting the quality of faculty life in the

college. The Dean’s Advisory Council meets once a month.

The Department Chairs Council includes the six department chairs, the doctoral

program director, budget analyst, and dean’s administrative assistant. The Chairs

Council advises the dean on operational matters, including enrollment management,

scheduling, and resource planning. They meet bi-monthly to discuss resource,

curricular and administrative needs.

Department Leadership

An elected department chair serves each of the six departments in the College of

Education and the Doctoral Program. Chairs are elected every three years from the

faculty, and assume overall responsibility for administering programs offered within

the department. Chairs work on behalf of department programs with the Dean, other

chairs, the faculty and staff in the College of Education, as well as with Sacramento

State standing committees and the community at large. In the departments of

Educational Leadership and Policy Studies, Bilingual/Multicultural Education,

Counselor Education, Child Development, Teacher Education, and Special Education,

Vocational Rehabilitation, School Psychology and Deaf Studies (aka Special

Education or EDS), chairs are assigned release time to administer programs within

their respective departments.

In administering programs within their departments, chairs work closely with faculty,

particularly the area and program coordinators, who facilitate meetings and other

curriculum related activities for faculty area groups and programs, and fieldwork and

clinical coordinators. Working with faculty, chairs ensure that university, college, and

department policies and procedures are followed with regard to admissions, student

advisement, on-going assessment of candidates, and program evaluation. The chair,

along with the coordinators and faculty, also responds to field requests for assistance

and ensures an organized system for the placement of student teachers and interns.

The chair also interacts regularly with field professionals to discuss the training and

professional development needs within the school districts served by the College of

Education and the University.

The responsibilities of the department chairs include providing leadership and

coordination of academic programs; managing department resources; facilitating

development and approval of department policies, procedures, and curriculum;

organizing and assigning faculty workloads; managing operations and selection of

committees; coordinating selection and evaluation of faculty; establishing schedules

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of instruction and advisement; and facilitating communication among students and

faculty.

Credential and degree programs have faculty program coordinators who work with

program faculty to initiate program changes, consider student issues or problems, and

coordinate matters related to instruction and evaluation of programs. The program

coordinators report to the chair of the department in which the programs are offered.

Every CCTC-approved subject matter program on campus also has an advisor who is

responsible for verifying to the TPAC Offices in the College of Education the status

of credential candidates’ completion of all subject matter requirements. Faculty

members in subject-matter programs are responsible for ensuring that the subject

matter programs meet CCTC standards. These faculty members prepare revised

program documents when CCTC standards are changed or revised.

College of Education Vision and Conceptual Framework

The College of Education faculty, staff and administrators continuously work to develop

and maintain rigorous professional preparation in the pedagogical and clinical skills

required of graduates to provide effective services to individuals and families, especially

for those residing in ethnically, linguistically, and racially diverse communities. All

programs are based on data driven decision- making and a commitment to excellence in

teaching and clinical services, research and scholarship, focusing on the integration of

services to schools and community agencies.

Much of the challenge of our work as educators of educational professionals stems from

our understanding of the insufficiency of former and some current school practices in

which the focus appears to be on the creation of a factory model. Children come in, are

tracked into particular pathways, and moved forward on a schedule that fails to address

their social, economic and educational needs, ultimately failing them and causing them to

drop out or stop out. Because we expect our graduates to do more than manage large

numbers of people in groups as they engage in low-level activities, our standards require

our graduates to “engage, motivate, and inspire the people with whom they work” and to

“understand the relationship among public and political power, social stratification, and

assessment practices.” We believe that schools and school personnel should foster the

growth and development of thoughtful, self-sufficient citizens of a democracy and who

are critically self and socially reflective members of our communities.

In order to instill in our candidates both the intellectual wherewithal and the moral

stamina to sustain practice in a manner consistent with the principles that we aspire to, we

have developed our programs to reflect a social-constructivist theoretical model of

learning (Perkins, 1993; Sfard, 1998) that posits a strong link between the kind of social

activity in which learners engage and the quality and depth of their learning. From the

perspective of a social-constructivist, children who spend their days in schools where

activity is factory-like in quality do not have opportunities to develop the higher-order

thinking skills, problem-solving capacities, and depth and breadth of knowledge needed

to participate successfully in increasingly more complex learning communities and in our

economy.

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Lave and Wenger (1991) argued that access to legitimate participation in activities central

to performance within a particular community of practice is prerequisite to learning to

perform as an expert within that community. For example, teaching a child or young

adult to perform as an expert member of a learning community of historians means that

the individual needs access to the kinds of legitimate activity in which expert historians

engage, activity that does not usually include copying definitions from a glossary hour

after hour, filling in blanks with low-level ‘facts,’ and the like.

Moreover, a number of theorists have discussed the nature and importance of scaffolding

as a critical feature of authentic participation in learning communities (Vygotsky, 1934;

Wood & Bruner, 1975), a metaphor suggesting that optimal learning takes place when

learners do for themselves what they can effectively do and then find material support

from more expert others in the social surround. The notion of scaffolding is at odds with

the factory model wherein individuals perform repetitive, low-level tasks autonomously

with no intention of their moving into increasingly more complex intellectual, emotional,

physical, and cultural activity.

We are committed to ensuring that our graduates understand the need to be highly

sensitive to the moral and ethical dimensions of their students and communities’

situations - a sensitivity that entails an awareness of potential drawbacks and benefits of

particular learning activities for all children, families and communities. Candidates or

graduates from our programs should have accurate and current knowledge of professional

standards in relationship to the scope of their practice - not knowledge that proscribes

dull and monotonous activities in the name of management and coverage of content.

In spite of the increasing fiscal challenges facing our region, state and nation, we are

committed to preparing critically reflective practitioners, teachers and administrators who

have dispositions and abilities to address the educational, psychological, emotional,

economic and social/personal needs. For instance, before 1998, California’s schools were

free to pursue the goals of bilingual education with the aim of deepening learners’

competencies in both a primary and a second language, but in1998 California voters

enacted Proposition 227, a political move that resulted in the following words being

inscribed in the Education Code: “Bilingual instruction is authorized to the extent that it

does not interfere with the systematic, sequential, and regular instruction of all pupils in

the English language” (California Education Code, Section 30).

The overall goals of the College are to: 1) prepare individuals to recognize and critically

reflect upon the issues and concerns of 21st century schools, communities, and

government or corporate/business settings; 2) understand the impact of the socio-cultural,

political, economic, psychological and historical factors upon teaching and learning; and,

3) recognize the role of individual educators in creating opportunities for those they teach,

counsel, and manage to change, grow, develop and become engaged and productive

citizens in our local and global communities.

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Conceptual Framework – Teaching for Change

As we move forward in the 21st century, increasing emphasis is placed on globalization

and the global economy, green environment and ecology, technology and the information

systems, transformation and transformative learning models and perspectives. The

College of Education must provide space and create opportunities for individuals to

engage in critical and reflective dialogue and activities that will change and shape our

institutions and communities to address these multiple and intersecting realities. As a

college of committed scholars, practitioners, and professionals, we began an assessment

of our curriculum, programs, and services two years ago. We are still engaged in this

process, as we are committed to making decisions based on data. We believe that change

is initiated based on our understanding of what we need to change, as well as what we

need to maintain. Therefore, TEACHing for Change reflects the goal of the CoE, and

intersects with the mission and intent of the Sacramento State vision that “Leadership

begins here.” Given that leadership begins here, the College of Education prepares

educators, counselors, administrators and other school personnel to become active change

agents – candidates that recognize, understand and create responsive programs and

activities to transform and reform curriculum and programs within our P/K – 12 schools,

communities and other agencies. Table 2 reflects the College of Educations mission to

prepare educators, counselors, administrators and social change agents who work and live

in the Sacramento region.

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Table 1-1: TEACHing for Change Model

Transformative

Teaching,

Learning and

Leadership

Roles

Teachers, Administrators, Counselors and Leaders who are actively

engaged in the development of critically reflective spaces, focus on

innovative directions within P-K through 12 Public and Private

Schools, agencies, community based organizations and programs;

Equity and

Social Justice

Recognition and creation of spaces, programs, and learning

communities that ensure that all participants have a voice in what

happens in their schools, communities, government and other

institutions impacting their lives;

Active Civic

Engagement

Understanding that as agents of change we are responsible for

developing opportunities and possibilities for those that may appear to

be disadvantages or marginalized (and understanding that none of us

can do this alone);

Collaboration

and

Communication

Recognition and understanding of the various philosophical,

theoretical, ideological positions that impact how we live, operate and

speak with one another;

Human Capitol Ethnic, racial, language, specialized needs (i.e. physical, cognitive,

social/personal), deaf and hard of hearing, sexual orientation, regional

and geographical differences are viewed as our strength and are

necessary to ensuring and creating social, political and economic

opportunities for those within our P/K-12 schools, communities and

within our region.

The members of the College of Education community have a genuine commitment to

developing scholars and practitioners who recognize that we live and work in diverse

linguistic, racial, gender, economic, and religious institutions and communities, and who

also understand the need to TEACH for Change.

TEACHing for Change

Teaching for Change promotes the belief that the goal of the College is to prepare future

teachers, counselors, administrators and other school personnel who: 1) recognize and

understand that while we live locally, we must act globally; 2) have knowledge skills and

dispositions that are grounded in sound practical, philosophical, theoretical, and

pedagogical methods of transformative learning and leadership; 3) recognize, understand

and apply values, principles of equity and social justice in public and private contexts; 4)

appreciate and value language, socio-economic, race, gender, specialized needs (i.e.

physical, cognitive, social/personal), deaf and hard of hearing, sexual orientation,

religious beliefs and differences and other factors influencing our lives: 5) recognize how

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these factors might impact the way we teach, administer programs, counsel students

within our schools, communities and agencies; and 6) empower and provide

opportunities for individuals, children, and families to engage and become responsible

citizens locally and globally. The College of Education has a commitment to:

1. Develop curriculum and programs that address the academic/educational,

socio-cultural, economic and political realities of schools and

communities;

2. Establish a Center for Equity and Social Justice to provide opportunities

for active engagement and discussions about change, teaching and

learning in all disciplines and subject areas;

3. Provide professional development activities to assist in the development of

models and curriculum frameworks to enhance teaching and learning

opportunities;

4. Incorporate models and activities that promote greater dialogue,

community, and engagement concerning issues impacting teaching and

learning;

5. Promote interdisciplinary dialogue and engagement within and outside of

the College of Education about best practices for teaching and learning;

6. Devise and establish collaborations with K-12 superintendents and

partners, community agencies and other institutions of higher education

throughout the Sacramento region to assist us in meeting the

aforementioned objectives.

While the College of Education faculty, staff and administration recognize that this

review process is assessing what we have done, the self evaluation process that began

two years ago promises to provide a more student centered, curriculum design and

services. Moreover, the new design recognizes the changing demographics and

budgetary realities that we believe lie ahead for all credential preparation programs

within the state of California.

COLLEGE OF HEALTH AND HUMAN SERVICES

The Dean of the College of Health and Human Services, Fred Baldini is responsible for

the administration and leadership of all CCTC/COA accredited programs offered within

his college. He collaborates with the Dean of the College of Education to ensure that

materials and adequate resources are provided for all CCTC/COA programs housed

within the College. The Associate Dean, Robin Carter assists the Dean in coordinating

these efforts and works in collaboration with the Associate Dean of the College of

Education to ensure that programs adhere to the standards and procedures outlined within

their respective credential programs.

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The CCTC/COA accredited programs housed within the College of Health and Human

Services include Pupil Personnel Services (PPS) Credentials in School Social Work,

Education Specialist Services Credentials in Adapted PE (currently on hiatus), School

Nursing, and Audiology/Speech Pathology. Furthermore, the Department of Kinesiology

houses a Single-subjects’ program in Physical Education, jointly administered with the

College of Education, Department of Teacher Education.

These programs operate within the formal structure of the university with the same

delegated responsibilities to manage the curriculum and operations of their departments.

Each of these credential programs has a Department Chair or coordinator with similar

responsibilities for the development, revision, administration, and evaluation of the

programs in consultation with the College of Education.

Mission and Conceptual Framework

The Mission of the College of Health & Human Services is to provide high quality

education and well-prepared graduates who demonstrate proficiency, critical thought,

leadership ability, creativity, and commitment, in current and future professional practice.

Located in the Capital Region, the College prepares students for roles in society as

productive citizens, fully committed to enriching the lives of others, promoting mutual

respect for diverse populations, and lifelong learning.

Part of the mission in HHS is to provide opportunities for students interested in becoming

teachers and clinicians. Programs in Physical Education, School Nursing, Speech

Pathology and Audiology, and Social Work are designed to prepare future teachers in

these areas. The College is committed to serving the region by providing teachers and

clinicians to meet the needs of our communities.

In the College of Health and Human Services, faculty members are also actively involved

in governance through the various college standing and ad hoc committees. Some

examples of standing include the HHS Administrative Council, Academic Council,

Faculty Professional Development Committee, and the Educational Equity Committee.

In addition, there are ad hoc committees formed to address specific issues. For instance

the Associate Dean in HHS is currently chairing an ad hoc committee for the college on

our response to the current CCTC accreditation. Another example is our Injury Illness

and Injury Prevention Committee.

Service to Community

Faculty in both Colleges have developed professional relationships with school districts,

hospitals, mental health and non-profit agencies in the Sacramento region through the

establishment of directed teaching and clinical field training sites, meetings of program

advisory boards, collaboration on grants, and representation or membership on many

school community committees and projects. The campus' commitment to and advocacy

for the educational and professional positions is evidenced through its direct initiation

and involvement with school districts to develop and implement model teaching

programs.

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Foster Cohesiveness in Unit Management

Within the comprehensive structure of university and college governance described

above, College Deans play a pivotal role in representing the broad interests of

professional educator preparation for urban schools, credential and advanced degree

programs, hospitals, and other agencies. While both Deans are responsible for fostering

cohesiveness in unit management on campus through the Deans Council, the Dean of

Education is given primary responsibility for working with CCTC/COA on all credential

related activities. For instance, Dean Sheared addresses these key university personnel

on critical issues related to legislative or CCTC changes that may affect credential

programs on campus and curriculum in the subject matter areas.

Interim Associate Dean, Karen Davis O’Hara is the university contact for the

development and approval of all credential curriculum proposals. She works directly

with the College of Education department chairs, program coordinators, and faculty as

well as deans, associate deans, and department chairs of the other colleges to review and

advise before curriculum proposals are submitted to the Academic Affairs and CPSP or

CCTC. She represents the College at the university level and sits on the University

Graduate Council. She is also the university contact for student issues regarding

credential requirements and verifications, and communication of information about

credentials.

College Collaboration in the Resolution of Credential Program Needs

The organization of university governance provide for a systematic means of addressing

administrative needs in credential and degree programs for resources; recruitment,

selection, advancement, and tenure of faculty; and student needs, including grievances.

Administrative needs in scheduling, needs for new positions or part-time faculty, needs

for additional resources or for serving student interests in programs or field experiences

are identified by program faculty and coordinators and addressed through department

meetings. Department chairs represent these needs to the appropriate College Dean, who

then exercises his/her leadership in meeting those needs. Deans draw on resources

designated by the Provost, as well as fiscal management of allocations of the college

budget, coordination of the recruitment, tenure, and promotion process and the Colleges’

planning processes, memberships on key college and university committees, and direct

fund raising efforts through grants and contracts.

Student grievances proceed through formal college and university processes defined and

published for students in the University Catalog and/ or the CoE or HHS program student

handbooks. The process begins at the department level with a written petition of

complaint and proceeds through department and college faculty committees. If not

resolved, the final level of grievance is the Provost/Vice President of Academic Affairs or

his designee.

Faculty Governance in the Institution

Faculty members are afforded full opportunity for consultation on all academic matters of

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the university. Faculty from each College are elected or appointed as representatives to

standing committees and subcommittees of the Faculty Senate and to university-wide

committees. In addition, the university curriculum approval process requires consultation

on curriculum proposals and course proposals with all colleges in the university and, as

appropriate, the Graduate Studies Policy Committee, Council for the Preparation of

School Personnel (CPSP), and the University Curriculum Subcommittee. Faculty then

advise Deans through the recommendations of a number of standing College and

department committees. Faculty and administrators in the Colleges of Education and

Health and Human Services serve on numerous university committees, as documented in

their faculty vitae.

Faculty and administrators in the Colleges of Education and Health and Human Services

have the same privileges of representation on university and college committees. Their

participation and membership are documented in faculty vitae and program files. Faculty

and staff consult with administrators regarding all credential issues. Program

coordinators cooperate with the Colleges in addressing program requirements and issues.

Faculty also participate fully in the administration of academic programs through

department meetings, addressing curriculum changes within the programs offered in the

departments and on department level committees that oversee such functions as Hiring,

Retention, Tenure and Promotion, area group curriculum review committees, and

department policies and procedures.

Additionally, departments and programs at Sacramento State have a history of joint or

dual credential offerings with other departments and with faculty from other departments

teaching in those programs. There has been a need to develop mechanisms for bringing

together faculty across department lines to discuss issues related to basic credential

programs. The Center Coordinators meet regularly to discuss various problems and issues

and to update faculty on newly enacted program processes and procedures. Meetings are

scheduled well in advance and are open to coordinators of all centers preparing

candidates for basic teaching credentials. These meetings afford opportunities to share

problems and solutions, to discuss and recommend policy changes to the appropriate

department/ area groups as it relates to basic credential programs, and to encourage

consistency across the many credential program centers. The education faculty

coordinating all multiple and single subject credential programs are included in these

meetings.

Faculty governance in the Colleges

In the College of Education faculty are actively involved in governance through the

Dean’s Advisory Council and the Faculty and Staff Affairs Committees, Assessment and

Accreditation Committees. The College’s Academic Affairs Committee (AAC) reviews

programmatic concerns and issues and reviews all new course/program changes. The

College of Education’s Faculty and Staff Affairs Committee (FSAC) reviews all issues

related to working conditions, including workload and course/instructor evaluation

procedures. College of Education’s Professional Development and Community/Student

Affairs Committee (PDCSA) reviews issues related to professional development

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programs and activities for faculty, issues related to working with the K–12 community,

student governance and scholarships, and student grade appeal and grievance processes

and procedures. The Technology Advisory Committee (TAC) reviews and advises the

Dean about technological and computer hardware and software needs, as well as matters

related to distance learning and other faculty, student and staff technological needs.

The members of these committees are drawn from the faculty and staff in the six

academic departments in the College: Bilingual/Multicultural Education, Child

Development, Counselor Education, Educational Administration and Policy Studies,

Special Education, Vocational Rehabilitation and School Psychology and Deaf Studies,

and Teacher Education; and the Doctoral Program in Educational Leadership. The

recommendations of AAC, FSAC and PDCSA are reported to the Dean’s Advisory

Council, which meets monthly; after deliberation of committee recommendations, the

Advisory Council makes final recommendations to the Dean.

In addition, there are ad hoc committees formed to address specific issues. For instance

over the course of the past two years, faculty and staff have been actively engaged in

reviewing curriculum and program services in the college as well as how and under what

structural framework curriculum and services will be delivered to students. Examples

include the Future Directions Committee and the New Directions Steering Committees.

These committees have taken leadership for coordinating activities related to redesigning

the College of Education, and re-conceptualizing how we operate and deliver services

and curriculum within the college. These committees formed to redesign the curriculum

and services, conduct follow-up surveys of current candidates, graduates, faculty, staff,

and district partners to aid the college in its overall efforts to transform how we operate

and manage programs at the undergraduate, credential and graduate levels.

The College of Health and Human Services provides similar opportunities for faculty

involvement in academic matters. There are three college-wide committees which are

run by the faculty: Academic Council, which functions as the college curriculum

committee; Educational Equity –which oversees the college’s recruitment, graduation and

retention programs for underrepresented students; and, Faculty Professional Development

which is responsible for the ongoing professional development of faculty in the college.

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Program and Fieldwork Coordination

Each credential program offered in the Colleges of Education and Health and Human

Services has a faculty coordinator. The program coordinator provides leadership with

regard to on-going curriculum development, community outreach, student recruitment

and retention, and faculty support in delivering program content and implementing

program policies. Coordinators receive workload credit (assigned time) to support their

efforts.

Representation of the Unit Interests in the Education Profession

Faculty members represent unit interests through many grants, projects, memberships in

educational associations and on school and agency boards, serving as editors of journals

and reviewers of articles, and through other professional interests. These activities are

fully documented in the Faculty Vitae. The faculty and administrators of the academic

units are highly visible within the education profession locally, regionally, nationally, and

internationally.

Faculty at Sacramento State have developed professional relationships with school

districts, hospitals, mental agencies and other community based organizations in the

Sacramento Region through the establishment of directed teaching and clinical field

training sites, meetings of program advisory boards, collaboration on grants, and

representation or membership on many school community committees and projects. The

Campus commitment and advocacy for the educational and professional programs is

evidenced through its direct initiation and involvement with school districts and other

agencies to develop and implement model teaching and clinical programs.

For example:

In Physical Education, faculty members are directly involved with various school

sites in coordinating school placements for student teachers and on various special

projects. Some examples include serving as a site for the California Subject

Matter Project for Physical Education and Health, one of three sites

statewide. Faculty members serve as consultants to school and school districts on

curriculum, assessment, program review, assessment for students with disabilities,

etc. In the past faculty have been involved with afterschool activities, and with

the development of PACT for PE content standards.

Faculty from PE are serve as officers on state, regional and national professional

associations (e.g., CAHPERD, AAHPERD), host workshops like the CAHPERD

PE and Dance Workshop for Public School Teachers, and serve as facilitators for

Level 1 Standards Workshops for Public School Teachers.

As the site for the Maryjane Rees Language, Speech and Hearing Center, the

Speech Pathology and Audiology program serves the greater Sacramento

community. Faculty in this department work in local schools and hospitals

providing services, and serve on various professional boards.

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The Department of Physical Therapy maintains contracts with more than 500

clinical sites including hospitals, private practice clinics, California Children’s

Services Medical Treatment Units at school sites, skilled nursing facilities, and

rehabilitation units. In addition, faculty serve as members on Community

Advisory Committees for Sacramento City College Physical Therapy Assistant

program, the Northern California Consortium of Clinical Educators, the national

Physical Therapy Academic Council, the California Physical Therapy Association,

and the American Physical Therapy Association. In addition, the physical therapy

faculty serves as consultants to the Physical Therapy Board of California and

multiple health care providers, and has grants and contracts for research with

multiple hospital and clinic sites.

Nursing faculty provide school health services such as school nurse leadership

meetings and the California School Nurses Organization, and the National

Pediatric Nurse Association and Practitioners.

The Division of Social Work has internship agreements with twelve school

districts in the Northern California area. Field instructors from some of the school

settings serve on the field advisory board as well as the PPSC advisory board for

the division. Faculty in the division serve as consultants to school districts on

symptoms of Child Abuse and Neglect, recognizing Childhood Disorders and

School Based intervention strategies.

Multiple Pathways Project - The Department of Teacher Education in partnership

with San Diego State University's School of Teacher Education received funding

from the James Irvine Foundation to prepare prospective secondary teachers to

work in Linked Learning pathways. Professor Stephanie Biagetti is coordinating

the $90,000 grant with additional participation from professors/instructors

Margarita Berta-Avila, Chia-Jung Chung, Janet Hecsh, Jennifer Porter, and

Deidre Sessoms. Linked Learning is an innovation approach to secondary

schooling in which students are simultaneously prepared for college and career

within theme-based curricular programs based on California's 15 major industries.

The project infuses Linked Learning concepts and themes into core courses for

one cohort within the Department's single subject teacher preparation

program. The coursework is coupled with strategic placement of the student

teachers in Linked Learning pathways in the Sacramento City Unified School

District so that the candidates can implement their classroom knowledge into their

teaching.

Project Uplifted - The US Department of Education, Office of Special Education

Programs, awarded Special Education, Rehabilitation, School Psychology and

Deaf Studies Professors Kathy Gee and Jean Gonsier-Gerdin funds to provide

scholarships to support students who are preparing to be special education

teachers. These scholars are specifically working toward their California

Specialist Credential in Moderate/Severe Disabilities which prepares teachers to

work with children and youth (Kindergarten through age 21) with the most

significant cognitive, sensory, and multiple disabilities, including children with

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autism, deaf-blindness, and severe cognitive and behavioral disabilities. Project

Uplifted is currently in its third year and to date, 39 scholars have received

funding.

Science, Math, Assessment and Learner Development - With funding from the

California Postsecondary Education Commission, Professor of Bilingual and

Multicultural Education Pia Wong and colleagues Judi Kusnick, Professor of

Geology, and Deb Stetson, Project Director of the Sacramento State Math Project,

are working in partnership with teachers and administrators at Sacramento area

middle schools. They are working to improve teacher content knowledge and

pedagogical practices with emphasis on inquiry-based learning and the strategic

use of assessment in improving instruction, to increase student learning in

mathematics and science, and to establish Professional Learning Communities to

improve collaboration at each school site. Participating teachers come from the

departments of math, science and special education at each school.

The College of Education and Department of Computer Science, at Sacramento

State, in partnership with Mathematics Engineering Science Achievement

(MESA) and local K-12 schools, received funding from the National Science

Foundation to develop and test an innovative computer science curriculum.

Professors Scott Gordon, Kimberly Gordon-Biddle, and MESA Center Director

Jean Crowder are collaborating on the $740,489 grant involving educational

computer game development by two separate cohorts of local underrepresented

high school students, with mentoring by Sac State students. The project uses

existing MESA alignments of elementary, middle and high schools for developing

and testing the delivery of the curriculum, with the goal of improving motivation

and academic preparedness at multiple levels of the STEM pipeline.

Simulation Lab for Nursing Students - Sacramento State’s efforts to help meet

California’s urgent need for highly skilled registered nurses got a boost from a

$500,000 grant from the Frank M. and Gertrude R. Doyle Foundation, Inc. The

funds, along with a match from the University Foundation at Sacramento State,

were used to equip and furnish clinical simulation labs with state-of-the-art

human patient simulators in the School of Nursing’s new facilities in Folsom Hall.

The simulators are powerful learning tools that give students experience working

with patients in a range of critical conditions. For more, visit

www.csus.edu/HHS/NRS/.

A study undertaken by professor Michelle Dang in Nursing to examine social ties

between natural mentors and homeless and runaway youth to determine if

relationships with nonparental adults influence health practices and risky sexual

behaviors of a marginalized, adolescent and young adult population.

Dean Sheared has taken active role in the community, serving on the Board of

Directors for the Greater Sacramento Urban League and the United Way, Capitol

Region and as Co-chair of the Capitol Regional Collaborative, and a member of

the Mayor’s Third Grade Reading Initiative Stakeholders. She has authored

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chapters and co-edited books on race, gender, class and its impact in educational

settings.

Advisory Councils

In an effort to improve upon its curricula, programs, and services, the campus, colleges

and departments have established advisory boards. Local and regional alumni,

entrepreneurs, school district, hospital, government and other agency personnel provide

input about programmatic and curriculum matters, as well as other matters that might

impact the delivery of services to students and families within the Sacramento region.

For instance, the College of Education’s Education Resource Board (ERB) meets

quarterly with its advisory Board members to discuss and obtain input on issues related to

recruitment and retention, development and advancement related activities, scholarships

and other matters related to the preparation of teachers, administrators and counselors

within the Sacramento region. This board consists of former superintendents, principals,

teachers, alumni, faculty, staff, corporate, business, and banking institutions.

Additionally, the Associate Dean, staff in the Teacher Preparation and Credentials office

(TPAC), and the Chairs of Bilingual/Multicultural Education, Teacher Education, and

Special Education, Vocational Rehabilitation, and School Psychology, and Deaf Studies

along with multiple subject and single subject faculty coordinators and faculty hold

ongoing meetings with district administrators to discuss the status of current credential

and internship programs and the need for changes to teaching or services credentials,

and/or internship programs. In addition to these meetings, center and internship

coordinators meet regularly with district personnel to assess ongoing regular credential

and internship programs. Coordinators, faculty, chairs, and the Associate Dean, along

with district personnel, are involved in the screening, interviewing, and selection of

interns. Most programs hold bi-annual or annual meetings with advisory groups who

provide specific curriculum and programmatic feedback. In addition to this, data are

gathered annually through surveys conducted by the university, colleges, departments and

units.

Internships

Currently, Sacramento State runs active internship programs in the Mild/Moderate,

Moderate/Severe, and Early Childhood Specialist Programs, as well as in School

Psychology, housed in the Department of Special Education, Vocational Rehabilitation,

School Psychology and Deaf Studies within the College of Education; Administrative

Credential programs, housed in the Department of Educational Leadership and Policy

Studies; and School Counseling, housed in the Department of Counselor Education.

The faculty recognizes the importance of a collaborative relationship between the

university and participating school districts. Before candidates are placed in an internship

setting, the fieldwork coordinator has been in contact with the district and provided the

district with documents that clearly outline our expectations for candidates during their

internship setting. Participating districts must sign the Internship Agreement and Intern

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Letter of Support before an intern is allowed to take employment in a district. The

manuals provided to districts also delineate expectations for the district and university. In

addition, participating districts are required to appoint a member to the Internship

Advisory Council and are strongly encouraged to attend a spring meeting regarding

internships for the following school year.

The appropriateness of a particular placement is considered within program parameters

and the needs of particular students. By agreeing to employ an intern, districts take on the

responsibility of furthering that candidate’s professional preparation. Likewise, the

candidate takes on the responsibility of providing useful services to the district.

Communication between university and field supervisors assures that the goals of all

parties are being addressed. The conceptual design of the jointly offered program binds

two major educational institutions in mutually supportive roles, utilizing their

considerable resources in the endeavor of educating and preparing student interns who

wished to become credentialed teachers.

For internship programs, the leadership and governance are shared responsibilities, thus

each participating school district works with the institution to give appropriate attention

to the effective operation of the program. Because interns function as employees of the

school district, it is important that the school district ensures that the program is operating

in a manner to further the educational goals of the district. The employing school district

supports the goals and purposes of the program and assures the college or university that

the appropriate support for the intern is available in the district

The program is led by faculty in university programs and the collaborating school district.

Additionally, faculty provide coordination and supervision for all interns. The district

coordinators function as internal support persons, providing program and counseling

assistance to the student interns when needed. School district teachers serve as teacher-

coaches, and university faculty observe, guide, and supervise the student interns in their

field classroom placements.

Similarly, the College of Health and Human Services practicum are closely monitored

and assessed. Social Work, Speech Pathology and Nursing all require internships during

the course of the degree program. Each program has a Memorandum of Understanding

(MOU) in place for each of the school districts or alternate intern sites in which students

are placed. These MOU’s spell out the mutual responsibilities of Sacramento State and

the school district and cover issue such as student liability, supervision, screening of

students and expected activities.

An Agreement/contract is entered into by Sacramento State and the respective agency or

school district. This agreement identifies the specific educational and legal

responsibilities of each entity, as well as those areas where both units have joint

responsibilities, and are signed by either the Dean of the College of Education or the

Dean of Health and Human Services and the University Procurement Officer.

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Additional Documentation for Common Standard 1

College of Education Committees, agendas and minutes

Dean’s Advisory ERB Agendas and meetings

SACRAMENTO STATE Faculty Manual

Retention, Tenure and Promotion Guidelines and Procedures

Partnership Programs

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COMMON STANDARD 2

UNIT AND PROGRAM ASSESSMENT AND EVALUATION

The education unit implements an assessment and evaluation system for ongoing

program and unit evaluation and improvement. The system collects, analyzes, and

utilizes data on candidate and program completer performance and unit operations.

Assessment in all programs includes ongoing and comprehensive data collection related

to candidate qualifications, proficiencies, and competence, as well as program

effectiveness. Data are analyzed to identify patterns and trends that serve as the basis for

programmatic and unit decision-making.

An array of widely varying credential preparation and certificate programs comprise our

unit, with each program responding to a distinct set of program and program completer

standards and performance expectations. As a result, our unit assessment system is fairly

decentralized, with a few key elements that are common across programs. Assessment

responsibilities and tasks are managed by the Associate Dean for the College of

Education, with support coming at all levels of the unit (and beyond), from university-

level entities to the College Assessment/Accreditation Committee which includes

representatives from all credential programs in the College of Education, Health and

Human Services and Natural Science and Mathematics, that also host credential programs

to program coordinators. The framework for roles and responsibilities in our assessment

system is displayed in Table 3 below.

Table 2-1: Assessment roles and responsibilities in Sacramento State,

College of Education

Entity Major roles and responsibilities

Associate Dean Expert on CTC policies, processes, and requirements

Responds to CSU system assessment mandates and initiatives

Provides direction to CoE Assessment/Accreditation

Committee and monitors assessment work in departments and

programs

Provides direction to department chairs and seeks input

regarding program and unit assessment items

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Entity Major roles and responsibilities

Oversees data collection, data analysis and report

development completed by Teacher Preparation and

Credentials Office

Collaborates with the Office of Graduate Studies and the

Office of Institutional Research around collecting and

analyzing institutional data

Works with Office of Information Resources and Technology

on issues related to data management and data systems

Department Chairs Oversee implementation of program assessment components

Assist with report preparation for CTC and WASC

Provide guidance to faculty deliberations about program data

and program improvements

Program

Coordinators Provide input into the content of program assessment

components

Initiate implementation of program assessment components

(as appropriate)

Monitor collection of program assessment data

Facilitate faculty deliberation about program assessment data

and program improvements

Teacher Preparation

and Credentials

Office

Collects candidate data, from admissions to program exit

Maintains individual candidate records

Prepares reports for various audiences, including program

faculty

Provides input on data management and data systems issues

CoE Assessment and

Accreditation

Committee

Has representation from all credential programs on campus

Establishes general program and unit assessment guidelines

Develops unit-wide assessment tools

Supports preparation of accreditation reports

Provides general support to programs for development of

assessment tools and implementation of assessment plans

Office of Institutional

Research Collects survey data from program completers periodically

Publishes annual department-level profile data

Prepares special reports upon request

Currently, each program implements its own assessment processes, adhering to these

basic principles for the unit assessment system presented below. These principles were

established at the unit level to maintain consistency across programs while

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simultaneously allowing for responsiveness to the diverse needs and requirements of each

program:

Collection of individual candidate assessments at key transition points from

admissions to post-program completion

Use of indirect assessments (e.g., surveys) and direct assessments, including

performance assessments

Collection of assessments from multiple sources to allow for triangulation of

findings

Standardization of data analysis through the use of rubrics, evaluator calibration,

etc.

Implementation of a data analysis process that is systematic, includes appropriate

faculty, occurs at regular intervals, and leads to program improvements

While our programs collect a robust array of assessment data that program faculty use

carefully to make important decisions about and to guide changes to their program

operations, we recognize that we still have steps to take in order to have a highly

functioning data collection system. In Section B of our 2010 Biennial Report, several key

areas for improvement were identified: (a) creating a common data management system

used by all programs; (b) strengthening support to assessors so that key assessment tools

are used in a calibrated manner; and (c) implementing a common tool to collect regular

feedback from our partners. The College of Education Assessment and Accreditation

Committee has been charged with, and has begun working on developing this system,

and for developing a position description for a data management and assessment

specialist.

Data collection: Key transition points

Entrance to programs

Admissions data is initially collected and analyzed by the Office of Graduate Studies to

determine whether applicants have met basic university admissions requirements. For all

credential programs, except the basic teaching credential programs (multiple subject,

single subject, preliminary education specialist credentials), there is next a review of

admissions information at the department and program level where additional assessment

tasks are performed including a review of application essays, an interview, etc. These

same program/department level reviews are also conducted for the basic teaching

credential programs, but after an intermediary assessment is performed by the Teacher

Preparation and Credentials Office (TPAC) which verifies that candidates have met basic

admissions requirements per CTC and CSU Chancellor’s Office guidelines. These

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admissions data are stored in the campus CMS data system, though TPAC does maintain

its own databases for teaching-credential specific information (e.g., Certificates of

Clearance, CBEST exam results, CSET exam results, etc.). The flow of admissions data

is described in Figure 4 below.

Figure 2-1: Flow of Admission Data

Key Transition Points

Once candidates are admitted into a program, each program performs its own series of

candidate assessments to ensure that there is careful tracking of how the candidate

progresses towards program learning outcomes and performance standards. The

assessment system integrates traditional measures of candidate performance (e.g., grades,

standardized exam scores) and authentic measures of candidate learning (e.g.,

performance assessments and key assessments). In fact, a good deal of effort has been

expended to develop high quality performance assessment tools that allow faculty to

monitor candidates’ progress towards their respective professional competencies. Thus,

many of our field experience evaluation tools reflect what research has identified as best

practices (e.g., the Structured Instructional Observation Protocol-SIOP, the Basic Skills

Counseling Scale, etc.). And, key signature assignments, often integrated into specific

courses and strategically sequenced within the curriculum, also contain a performance

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aspect that allows candidates to demonstrate their emerging ability to integrate theoretical

knowledge into practical applications (e.g., the PACT Content Assessment Tasks, case

studies required in EDS and SSW, etc.). Key assessment data are evident in the biennial

reports.

Exiting the program

The TPAC Office is critical in performing the summary assessment of candidate

preparedness by reviewing each candidate’s record to determine eligibility for a

recommendation for the appropriate credential. The Credential Analysts in the TPAC

Office performs this assessment for all candidates seeking a credential at our institution.

Their process includes a careful articulation with each program to maintain currency on

its key assessments and cross-check them with CTC and other agency requirements for

that same credential. This establishes the profile of completer requirements for each

credential; as applications are submitted, the Credential Analysts verify that each

requirement has been met prior to submitting the final credential recommendation.

Additional exit assessments are performed for our candidates. For the basic teaching

credentials, all candidates complete the CSU Exit Survey. The PPS-School Nursing and

PPS- School Social Work programs also administer an exit survey and candidates in the

APE program participate in an exit interview.

Post Completion

Our basic teaching credential programs benefit from data generated by the CSU system-

wide survey for program completers and their supervisors after one year in a teaching

assignment. All of our programs also review data collected periodically by the California

State University Sacramento’s Office of Institutional Research, which regularly conducts

a graduate alumni survey. Some of our programs, including the PPS-School Counseling,

PPS-School Psychology, PPS-School Social Work, and PPS-School Nurse, have

developed their own program completer and employer surveys which are administered

periodically and provide additional program effectiveness data that are reviewed by the

faculty.

In the table below, we provide an overview of the key points in our data collection

system. Links to supporting evidence are identified.

Table 2-2: Assessment Data Collected at Key Transition Points

Assessment Item Evidence

Program Entry: prior

GPA, passage of

required exams,

demonstration of

prior experience,

interview, evaluation

of application essay,

Initial admissions data are collected on CSU Mentor by the

Office of Graduate Studies.

Additional admissions data are collected by each program, as

indicated in their application materials.

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Assessment Item Evidence

completion of

required pre-

requisites

Data Collected at Key

Program Transition

Points - Coursework:

performance in

coursework and

maintenance of

minimum GPA

Each program meets or exceeds the basic university

requirements for Grade Point Average and performance in

coursework. Program requirements to maintain good

standing as a candidate are detailed in program-specific

documents and program handbooks.

Data Collected at Key

Program Transition

Points – Field

Experiences:

evaluation tools for

candidate

performance during

the field

experience(s)

Each program has developed evaluation tools to capture

candidate development of key professional competencies.

These tools are used by field supervisors, at a minimum; in

most cases, they are also completed by mentors in the field

and often by the candidates themselves, as a means of self-

reflection.

Data Collected at Key

Program Transition

Points – Other

Assessments

The 2010 Biennial Report for each program provides an

overview of all of the key assessments utilized by the

program, including performance assessments and

conventional assessments used at specific transition

points in the program.

The Program Assessment Documents include appendices

that present the key assessments referenced in the

Biennial Reports and used by the program to track

candidate progress towards program competencies.

Exit Data All programs: links to PDFs of sample forms used by

TPAC to recommend candidates for specific credentials

For EDBM, EDTE and EDS: link to CSU teacher

candidate exit survey and results for Sac State

Exit surveys administered by Nursing Program and

School Counseling (online evaluations for School

Counseling).

Standardized assessments including:

o EDTE, EDBM and EDS (dual credential): PACT

Teaching Event

o Speech/Pathology & School Psychology:

PRAXIS

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Assessment Item Evidence

o School Counselor: Counselor Preparation

Comprehensive Exam (CPCE)

Data Collected after

Program Completion EDBM, EDTE and EDS: link to CSU system-wide

teacher candidate completer survey

School Counseling: Link to employer survey and alumni

survey on department’s evaluation webpage

School Psychology: Employer and Alumni surveys

School Social Work: Alumni survey

School Nursing: Alumni survey

Candidate Performance

As evidenced by the program Biennial Reports, faculty in each program engage in regular

analysis of program completer data presented in Table 4. In most cases, our programs

involve a consistent group of faculty (including tenured, tenure track and part-time

faculty). As a result, our programs have well-established patterns of reviewing candidate

progress through monthly program faculty meetings, end-of-semester meetings or retreats,

and/or general department meetings. During these opportunities for program faculty

dialogue, faculty review formal data about candidate performance (e.g., data tables with

candidate scores on specific assessments) and informal data (e.g., anecdotal accounts,

specific information about one or two candidates, progress reports on candidates who

may be making inadequate progress towards competencies, etc.) Regular advising by

faculty coordinators and fieldwork supervisors also helps to identify candidates at risk of

non-completion through monitoring of progress on benchmarks in the programs.

Because of the internal alignment of our programs’ assessment tools, course content,

course assignments, and field work tasks to CTC-defined candidate outcomes and

outcomes from other accrediting bodies and/or established by the program faculty in

response to other inputs (e.g., relevant research), the analysis of formal assessment data

provides faculty with an opportunity to systematically and with some degree of precision

isolate program components that are effective and those that need improvement. Through

regular review of formal program assessment data, our program faculty have

implemented specific program improvements and use the Biennial Reports and other

reporting requirements as a means of tracking how well these efforts result in improved

candidate outcomes. A few examples, taken from our Biennial Reports, include:

The major assessment tools used by the EDBM MS program faculty continue to

identify assessment of pupil learning and full integration of academic language

development strategies as areas for continued improvement. At the year-end faculty

retreat, the program faculty conducted a careful analysis of each course and identified

ways in which we could strengthen and tighten our focus on these two components.

These discussions, which were informed by the quantitative and qualitative data

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mentioned above, led to course and program modifications that include a more

deliberate sequencing of these two important components such that the faculty is

more clear about how and when key concepts are introduced to students, the kinds of

readings, assignments and activities that will be used to deepen their understanding of

these components, and when and how we should be expecting to see candidates

demonstrating appropriate levels of knowledge about these components in

assignments and in student teaching. This discussion resulted in an updated master

calendar of assignments and activities that faculty will adhere to as they plan their

courses for the 2010-2011 year.

While the data suggests are candidates are doing very well in the 5 key assessment

areas our faculty know we can do a better job in their preparation. As a result of this

report we realize that our program must do a better job of connecting with our local

teachers. While conversations during student teaching observations seem to offer very

positive feedback, this report has helped our program identify a need to

systematically collect and analyze cooperating teacher feedback about our teacher

candidates and our Single Subject PE Credential program. Conversations with various

faculty members in our program and other credential programs have helped to

identify strategies and technologies that will assist our program in reaching out to our

cooperating teachers. Our program realizes that we need to do a better job of

understanding the needs of our cooperating teachers. By identifying and addressing

their concerns within our program we can continue to improve the teacher candidate

they will host in their classrooms. The first step will be to explore the development of

a survey that will be administered to our cooperating teachers. Ideally this survey will

be electronically disseminated and easily completed. Questions will address a variety

of areas and most importantly address what types of skills, knowledge and

dispositions our cooperating teachers would like to be developed articulated within

our teacher candidates.

The Mild/Moderate student teaching evaluation tool will be revised based on input

from faculty and supervisors. The Competency Evaluation tool will be revised to

more clearly articulate and operationally define each of the mild/moderate

competencies. Each competency will identify the Performance Criteria based on 3

numerical values; Level 3: “Above Entry Level,” Level 2 “ At “Entry Level”, and

Level 1 “Below Entry.” This will allow for faculty to convert the performance

criteria score to a numerical value in order to identify the mean-median score across

candidates. A written description of the process to be used will be added and better

information and training for actual grading will be implemented.

Qualitative feedback from the School Specialization revealed a strong need and desire

for these students to have proficiency in psychopathology, psychopharmacology,

substance abuse, and crisis and trauma counseling. Therefore, the Curriculum Review

Committee incorporated these results into the proposed program changes, which have

been approved by the university for implementation in the Spring 2011 semester.

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Assessment for use in program improvement

Program outcomes, as measured by candidate performance, reflect directly on the overall

quality of unit operations. At the heart of unit operations is faculty competence and

performance, which for tenured/tenure track faculty are evaluated in four categories:

teaching effectiveness (accounting for between 51 and 55% of faculty evaluation),

scholarly and creative activity, contributions to the institution, and contributions to the

community. The criteria for faculty evaluation is defined in the MOU as well as at the

campus level in its Appointment, Retention, Tenure and Promotion (ARTP) policies, and

at the College level in the College of Education Policy Handbook.

Periodic review of each faculty member is conducted annually, at the department, college

and university level for tenure track (assistant and associate level) faculty members (per

the MOU) and at the department level for temporary faculty members. A range of factors

is considered with the course evaluation being a central assessment tool. Each

program/department has its own framework for how often and at what level course

evaluations are required, meeting or exceeding guidelines in the MOU. Similarly, each

program/department uses its own distinct course evaluation tool, though there are several

elements in common across all departments. Information about the course evaluation

process is defined in the MOU as well as at the campus level and in our College of

Education Handbook. Department chairs along with department mentors typically follow

up to support any faculty members with less than satisfactory performance reviews.

In addition to the quality of faculty and their performance in the program, the quality of

field placements and field supervision is integral to candidate performance and

acquisition of key professional competencies. Each program has established minimum

standards for mentors and field placements and these are carefully followed when field

placements are identified. Site administrators (e.g., principals, program coordinators,

district administrators, etc.) provide important support to program coordinators as they

identify appropriate mentors in the field for their various programs. Moreover, our

programs also assess the quality of field placements and field supervision. Each program

uses a different tool that meets its own distinct needs. Program coordinators regularly

review these formal evaluations in order to make adjustments as needed. Anecdotal

information, shared through regular meetings of supervisors and informal feedback from

candidates, also complements this formal data.

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Documents/appendices

MOU (see articles 11, 12, 13, 14, and 15). NOTE: this MOU expired on June 30,

2010. A new contract is currently being negotiated.

California State University Sacramento RTP document (see 5.00 – 5.08, all of

7.00, 8.00 and 9.00).

College of Education Handbook (see section 2.10) and the Faculty RTP

Handbook.

College of Health and Human Services RTP document.

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COMMON STANDARD 3

RESOURCES

The institution or program sponsor provides the unit with the necessary budget,

personnel, facilities and other resources to prepare candidates effectively to meet the

state- adopted standards for educator preparation. Sufficient resources are consistently

allocated for effective operation of each credential or certificate program for

coordination, admission, advisement, curriculum development, instruction, field and

clinical supervision, and assessment management. Library and digital media reosurces,

information and communication technology resources, and suppoert personnel are

sufficient to meet program and candidate needs. A process that is inclusive of all

programs is in place to determine resource needs.

Allocation of Resources

As one of the twenty-three CSU campuses, Sacramento State is under the governance

structure of the CSU Chancellor’s office. The CSU is financed primarily through funding

provided by the citizens of the state of California. Funding is allocated by the California

State Legislature to the CSU Board of Trustees, who allocates support to each CSU

campus through the fiduciary supervision of the CSU Chancellor. There are two sources

of funding: State General Funds (marginal costs) received from legislature; and student

fees, which is an additional fee paid by students to each campus. The State Budget

Request for the CSU is made one year in advance and includes the Sustaining Budget for

mandatory costs and pay-offs on revised budget and salary increases; the aggregate CSU

Enrollment Adjustments, the Special Initiatives Budget; and the Capitol Budget requests

for major renovations and new construction.

The credential and degree programs at California State University, Sacramento are

funded through allocations from the State General Funds to the university and to the

colleges of the university where the degree and credential programs are offered.

Additional student fees make up the total campus/university budget.

Funding to each campus is based on a formula driven by state allocations (marginal

costs). Each campus is assigned an overall student target. The target is determined by

the number of full time equivalent students (FTES) attending a university.

Each CSU campus determines how funds will be allocated to colleges and other program

areas. General State Funds are used for faculty and staff salaries, benefits, operational

expenditures, curricula and programmatic needs.

Funding per student is based on FTES. On average a student who takes 15 units (5

courses x 3 units per course) equals one FTES at the undergraduate and credential levels;

and a student who takes 12 units (4 courses x 3 units per course) equals one FTES at the

graduate level. Funding per college is based on the average number of FTES generated.

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Each College is given an annualized FTES target and funding is allocated based on

number of FTES obtained over the course of two academic semesters.

Campuses operating on a semester system assign a total of 30 weighted teaching units

(WTU) or 15 WTU’s per semester to each full time tenured/tenure track faculty (FTEF).

A course is assigned WTU’s based upon the contents, and amount of work required by

students. Generally faculty members teach a total of 12 WTU’s and receive 3 WTU’s for

advisement, scholarship and community service for a total of 15 WTU’s per semester.

The portion of the Sacramento State General Fund budget for academic programs is

administered by the Provost/Vice President for Academic Affairs. The Provost

distributes the funds to each college dean based upon the previous year’s percentages.

The University Strategic Plan allows for specific allocations that relate to the university

mission and university priorities. Augmentations to the budget are negotiated mid-year

with the college deans.

The college deans have discretion in the use of funds within their colleges and in the

allocation of monies for faculty positions and operating expenses. They are also assigned

college target enrollments (FTES), which must be met in order to retain the allocation

distributed. Approximately 67% of the general fund budget dollars are used for faculty,

staff, and administrative positions (see 2011 budget report).

Overall faculty salaries account for 37.8% ($72,539,568), management salaries account

for 7.2% ($13,894,932), and staff salaries are 21% ($40,138,079) of the annual budget

(2009-2010, data includes benefits, pp. 115-116). During the past two academic years,

2009-2011, funding for all programs have been significantly reduced by approximately

15%. Moreover, during 2009-2010, the campus like many other state supported entities

underwent furloughs that resulted in a 10% reduction in salaries for all university

employees.

The total Full-time equivalent Faculty (FTEF) within the CoE is 169.75 and within HHS

it is 204.26. Faculty are hired within departments in both colleges based on their

discipline and level of expertise. There are a total of 138.78 FTEF faculty lines in the

COE and a total of 171.3 FTEF faculty lines in CHHS. There are 30.97 FTEF staff lines

and 30.96 FTEF staff lines within the CoE and HHS respectively.

Funds obtained through California Lottery Funds, while helpful, are designated for

specific services and activities at the College and University wide levels. For instance,

funding for the recruitment of Math Science Teacher Initiatives (MSTI), Faculty Student

Mentor Program (FSMP), or Graduate Student Initiatives are funded wholly or in part by

these lottery funds.

The total University wide budget (student fees and general funds) in AY 2009-2010 was

$234,578,817 and in AY 2010-2011 the total was $253,088,026. The base funding

allocation to the College of Education for AY 2009-10 was $10,746,244 and for

operating expenses was $300,425. The budget for AY 2010-2011

was $10,095,305. Augmentations for TPA – Performance Assessment for California

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Teachers (PACT) ($50,000) and for Accreditation and Assessment Activities ($104,887)

which are shared between HHS and CoE increased the total CoE Budget for AY 2010-

2011 to $10,250,192 The target enrollment in 2010-2011 assigned to the college was

2080 and it is 2020 for the AY 2011-2012 year. College of Health and Human Services

had a baseline funding allocation for AY 2009-10 for $13,396,292 and for operating

expenses of $206,266 and for 2011-2012 the budget has been reduced to $12,538,684,

with operating expenses of $254,688. The target enrollment assigned to HHS during AY

2010-2011 was 3140, and for 2011-2012 is 3225.

As a result of these reductions, the Colleges of Education and Health and Human

Services have made significant changes in how they fund programs. The budget

reductions overall required that all colleges in the University reassess costs and other

matters, the campus has not undergone an official layoff of all personnel. There was a

staff reduction that resulted in how services and programs are delivered campus wide.

Moreover, the reduction in funds resulted in a reduction of part-time faculty who provide

support to deliver curriculum, supervise student in internships or student teaching or

clinical activities. Colleges and units have had to re-conceptualize how they offer

courses and provide services to students.

While most units do not employ FTES to FTEF formulas, after much debate and reaction

to the significant budgetary reductions over the last five years and the significantly higher

student: faculty ratios for Post-baccalaureates and Undergraduates, the College of

Education began employing a formula to determine the department and college wide

student target. The formula used across the college is based upon the number of students

in class per faculty (FTES:FTEF). This formula is used to help assist faculty in

determining appropriate class size based on the type of program or course offered. For

faculty teaching at the Credential level and Undergraduate levels, the College uses a ratio

of 15:1 FTES:FTEF and for Graduate programs, the ratio is 12:1 FTES:FTEF. For every

FTEF an average FTES is assigned. At the credential and undergraduate levels the

FTES:FTEF ratio is 15:1; and at the graduate level the ratio is 16.3:1. These ratios are

used to assign enrollment targets relative to faculty, as well as other funding for

departments and programmatic needs.

Allocation of college budgets

The deans meet regularly with Associate Deans and department chairs to discuss

recommendations for budget allocations. The Deans meet also with the faculty in

department meetings or college wide meetings to explain the budget and the method of

allocating funds. Each department annually makes requests directly to the deans for

positions and funds, which then become part of the colleges’ planning process and the

basis for the deans’ requests to the Provost. The Deans also assign target enrollments to

each department based upon enrollment trends and recruitment priorities. To secure

needed positions or funds, departments must demonstrate the ability to meet targets

through their own planning of faculty workloads, assignments, and class scheduling.

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Department Comparisons in Allocations

Credential programs are housed within departments that also offer degree and certificate

programs. Sufficient support to the Colleges for effective coordination, admission,

advising, curriculum, instruction, and field experiences in the credential programs may be

determined from five-year trend data for department Full-Time Enrollment Faculty

(FTEF), Full-Time Enrollment Students (FTES), and Full-Time Faculty Equivalent FTES

or Student Faculty Ratio (SFR). These data provide evidence of adequate support for

efficient operation of these programs. Some programs are now more impacted than

others with additional enrollments, and additional funding for positions or support is

already in the planning process or part of future acquisitions to be requested in the

university planning process.

Instructional Equipment Needs

Table 1 shows the Operating Expenses Computer related equipment, hardware and

software for the departments for AY 2008-2009 through 2009-2010. These allocations

are based on the department enrollment targets. Equipment allocations are partially

funded through the base allocation. Provost Sheley allocated a total of $200,000 to

refresh Desktop Computers in 2008-09 and $193,221 in 2009-10. The College of

Education received $58,865 and College of Health and Human Services received $42,123

to upgrade faculty computers.

Table 3-1: COE and HHS receipt of University funding for computer refresh

2008/09

$200,000 Total Sac State Desktop Refresh

COE portion - $26,675

HHS portion - $31,393

2009/10

$193,221 Total Sac State Desktop Refresh

COE portion - $32,190

HHS portion - $10,730

All tenured and tenure track faculty who required new computer stations (laptops or

desktops) received a new computer station and all newly hired faculty received a

computer station. Year-end funds are also used to fulfill equipment needs and supplies.

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The support for credential program functions within the Colleges of Education and

Health and Human Services are embedded within department budgets that support other

degree programs. Evidence provided in the program documents and files verify equitable

resource support for effective operation of the credential programs in these colleges.

Personnel (Administrative, Clerical, and Technical Staff)

Organizational charts identify chairs and number of faculty, administrative, clerical and

technical staff support provided to each department in the CoE and HHS. The colleges

have two management positions which are assigned to the dean and associate dean. Two

technical support staff members are assigned to meet the needs for computer and

technical support in the HHS while these duties have been assiged centrally to

Instructional Resources for CoE. Each department has a department chair assigned

administrative time to carry out the administrative functions of the department.

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Faculty Workload

Each full-time faculty member is assigned a full-time workload of 15 units, 12 units for

instruction and/or field supervision as approved by the department chair and the dean,

and 3 units for advisement, committee work, and other assignments related to the

workload related to Scholarship, Institutional Service, and Community activities. Field

supervision is assigned on a ratio of one unit per every one or three credential or graduate

students supervised or 3 undergraduate students.

Release time for credential program coordination is provided dependent upon funding,

ability to generate FTES, the size of the program and the workload for the coordinator.

Curriculum development and instruction are considered to be part of the faculty workload

of 12 assigned teaching units.

The Faculty Contract (Memorandum of Understanding) allows faculty latitude in

negotiating workload assignments within their departments as long as the college’s

targets are met. Faculty can secure release time for research, scholarship, program

development, and grant-related activities. Faculty in both the Colleges of Education and

Health and Human Services have been particularly successful in obtaining external

funding for developing innovative programs, and in finding creative workload

arrangements with unique curricular design.

Participation in regional, national and international conferences help to ensure that

faculty remain current in their areas of expertise, which has a direct effect on curriculum

development and enhancement, and as such is supported through faculty travel

allocations. The Colleges have worked to ensure that funds are available to support

faculty travel to area, national, and international conferences.

Library and Media Resources

The California State University, Sacramento Library (Sac State University Library)

serves students and faculty with a substantial collection of over 1.419 million volume

print books, and periodicals, access to more than 38,100 periodical titles, over 200 library

desktop computers (including PCs and Macs) throughout the Library for students to

access variety of information resources through Internet, and general purpose software

packages, e.g., Microsoft Office suite and other tools. There are three computer

classrooms managed by the Library, one of which is equipped with all laptops (30), and

the other two with desktops. The Library Collaborative (Colab) is equipped with PCs,

macs, scanner for student to work on their project through collaboration. Some of the

group study rooms are also equipped with HD TV displays, and students can plug-in their

laptops for group presentations. Using Library’s circulation module, 200 laptops can be

checked out to students in the Library and other two locations on campus.

The Library subscribes to more than 150 article databases and other online resources that

students, faculty and staff can access. These resources can be accessed from the Library

Homepage and campus portal. These resources can also be accessed from off-campus

locations via the Library’s proxy server, using campus ID.

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The Library has developed various digital collections and they can be accessed through

its websites. Sac State’s theses and dissertations are accessible via ScholarWorks, a CSU-

wide tool that provides access to theses and other student and faculty publications. The

University Library has recently acquired a Library discovery system. It is still in its early

implementation phrase. Once it goes live, it will provide the campus community a single

user-friendly interface to all Library resources.

Like other units in the University, Library funding has decreased substantially in the past

two years. While there has been a significant decrease in funding available the Library

continuously seeks ways to rebuild collections and improve access to computer data

bases and on-line services. From 2009/10 to 2010/11, the expenditures for library

collections decreased from $2,158,163 to $2,099,251. These figures include funds from

the CSUS general fund as well as Endowment and grant funds.

Library expenditures for materials supporting the College of Education increased from

$87,408 in FY2009/2010 to $116,310 in FY2010/11. Library expenditures for materials

supporting the College of Health & Human Services increased from $64,005 in

FY2009/10 to $98,170 in FY2010/11. These figures are mainly for book purchasing and

do not include the cost of periodical or database subscriptions purchased by the Library;

these subscriptions are not separated/counted by subject areas.

As of 2011/12 academic year, One full time and one half time professional librarians are

assigned to the CoE, and One librarian to HHS to assist faculty teaching and research,

and managing the book and periodical collections and the on-line resources. The report of

library expenditures for 2009/10-2010/11 is provided at the end in Excel spreadsheet. In

FY2010/11, approximately 51% of library materials expenditures were for electronic

resources.

The Library Media Center provides access to the University’s collection of non-print

materials including DVDs, streaming video clips, videotapes, video disks, software,

spoken and musical audio tapes, compact disks, films, and pictures. Audio-visual

equipment is available for accessing course-related non-print materials and for the

production of mediated class projects. Microcomputers and mainframe terminals are

available for access to course-related software. The Center also provides access to

remedial course materials offered by academic departments on campus.

Sac State University Library is one of 23 Learning Resource Display Centers (LRDCs) in

California. As such, the Library receives and displays K-8 textbooks and supplementary

instructional materials that have been adopted by the California State Board of Education.

Each year, newly adopted materials for a different subject area are received from

publishers after the State Board adoption decision.

The Government Publications unit is within the Reference Department. It is a selective

government depository housing local, state, federal and international government

publications. Sacramento State University Library is a partial depository library for U.S.

Federal, California State, local government, and Canadian documents. Collections with

recent materials and microforms located on Floor 2 North contain monographs, serials,

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maps, and pamphlets on a wide variety of topics in the humanities, social sciences, and

the sciences that support the curriculum and are also of an interest to the public of our

congressional district. Material comes in various formats: paper, microform, and

electronic (diskette, CD/DVD, and the Internet). Most publications circulate and the

Library provides two government document computer workstations for using most

documents on CD/DVD. The Library also purchases the United Nations microfiche

collection to support the curriculum, particularly the Government Department.

Other services of the Sacramento State University Library include self service copying,

scanning, and interlibrary loan for materials not owned by Sacramento State University

Library.

The library offers many education programs. Self-guided audio and booklet orientation

tours of the library, online Research Guides, and subject bibliographies are available.

General and subject-embedded library instruction covering Information Competency

skills are offered regularly and by requests from teaching faculty. Information

Competence was made a graduation requirement by a vote of the Faculty Senate in

December of 2004 and each academic department is required to demonstrate how these

skills are acquired by students in their major and how they are assessed.

Librarians and staff at the Reference Service desks provide advice on library research and

assistance in using library materials, preparing research strategies, and evaluating and

organizing research results. Consultations are available by appointment with subject

specialist for research assistance with term papers, theses and dissertations, and in-depth

research projects.

Upon presentation of a current Sacramento State identification card, faculty, lecturers,

staff, and students may borrow books directly from any of the California State University

libraries. However, the individual must register with the library to obtain a special

borrower'’ card. Library privileges are also extended to nearby colleges and universities.

The Library has an active Friends organization. The Friends of the CSUS Library is a

volunteer support group. Its members recognize that the Library is the heart of the

University and essential to its educational mission and to the community at large. The

Friends raise money for materials, equipment and services for the Library through

membership dues, book sales, fund-raising events and encouragement of gifts of all kinds

to the Library. The Friends sponsor activities and events to promote awareness of the

Library’s collections, resources and services to the Community and to the

University. The Friends’ membership is open to Sacramento State students, faculty, staff,

and community adults.

The Library Media Center (LMC) is the campus source for instructional media and

related services. For all aspects of instructional media, the Center serves as a source for

information, demonstration, assistance, production, and experimentation. Faculty can

request films, tapes, or other video/audio materials and the LMC purchases them on a

priority basis. The media collection includes over 7,061 videotapes, 1,637 DVDs, 7,416

CDs, thousands of slides, computer files, 16 mm films and models for classes. Various

rev. 2011/10/29 kdo 47

audio/visual and microformat equipment, multimedia conference rooms and different size

viewing rooms are available in the LMC. Faculty can schedule conference rooms on-line.

The Library is currently teaching a short course on Endnote—a reference software. The

campus IT service offers numerous short courses and workshops every semester to teach

faculty, lecturers, staff, and students how to use campus computing systems, utilities, and

applications software. The campus IT Security Guide covers policies, procedures, and

proper uses of library computer usage.

The Sacramento State University Library has an open computer laboratory with 100

computers, scanners, b/w and color printer, and it is open 95 hours a week. This lab

offers both PC and MAC platforms, provides student access to e-mail accounts, the

Internet, and provides multiple software packages for student use. The Lab is managed

and staffed by campus IT.

Computer Facilities and Resources

California State University, Sacramento has a comprehensive and technologically

advanced central computer and Information Technology system. Computing resources,

including laptop checkouts to students, open computer labs with scanning and printing

capabilities, technological training and support have a central hub in the new state-of-the-

art Academic Information Resource Center (AIRC). Furthermore, MySacState,

engineered by PeopleSoft, is integrated within the Common Management System (CMS),

to integrate communication (e.g., email, SacSend messaging), advising, and coursework

(i.e., schedule, registration, etc.) (Computing and Technology).

Each College has identified resources and procedures for adminstering computer and

technolgy resources within their respective departments and programs. Although

resources have been decreased state and system wide, the campus has made a concerted

effort to provide faculty and student with computing services and resources. Students

who do not own a computer can reserve a computer from the Academic Computing

Services Division on campus. Faculty can obtain support centrally within their

classrooms after normal business hours and from within their respective colleges or

divisions during nomal business hours (8 am to 5 pm) .

Each college has identified specific computing labs which are used initially by faculty

within their respective colleges for course offerings and activities and are also available

for other university usage on a first-come, first-served basis. Currently the College of

HHS has identified instructional compting staff personnel to assist its faculty and staff

assess and trouble shoot needs within the college programs and curriclum. The

technology resources in the College of Education are extensive and represent a large

development effort to place the college on the cutting edge in computer technology and

applications in education. In addition to funding provided by the president for faculty to

upgrade their computers, funds have been allocated over the past five years to update and

acquire state-of-the-art computer facilities within Colleges.

rev. 2011/10/29 kdo 48

For example, the College of Education has established a Faculty Staff Computing and

Technology Center to assist faculty, along with a Resource Center that has been under

development and will go fully on-line for use by faculty and students after the CCTC site

visit in October 2011. Specific educational materials and computer work stations, will be

available for faculty to aid with curriculum development and delivery. A variety of

curricular texts and references, and a variety of assessment tests will also be available.

The majority of CoE and HHS classrooms are equipped with a mounted monitor

connected to the cable system from the Audio-Visual Center on campus. Additional AV

equipment for teaching is available through IT services available within the respective

colleges or through Computing Services. Additional, AV provides multimedia carts that

support the use of multimedia in the classrooms. These carts include high-powered

computers of either platform (i.e., MAC or PC), laser disks, projection equipment, and

required software and allow instructors to use Internet and/or World Wide Web resources

during their teaching and to display multimedia packages.

Teleconferencing and video conferencing facilities are also available to support

instruction. For example, students have participated in satellite delivery of national

broadcasts.

Beginning in 2009, IT began supporting CoE general office and curricular computing and

technology needs and resources. This includes trouble shooting installing and upgrading

hardware and software on faculty and staff computers. CoE has also has a number of

computing labs used for teaching and student support. IT supplies support for all

computing labs housed in Eureka Hall.

Physical Facilities

The College of Education is located in Eureka Hall, and Health Human Services is

located in Solano Hall. Most of the instruction takes place in the classrooms and

laboratories in Eureka, Mariposa, Solano and Folsom Hall, as well as throughout the

campus. Classroom space is based and location is based on the size of class and type of

class required for a given program or discipline or course.

The Teacher Preparation and Credentialing Center (TPAC) is housed in Eureka Hall and

provides “admissions and credentialing information resources” for students interested in a

career in teaching. The staff in this office, under the direction of the Associate Dean of

the College of Education, manages the advising and application process for students in

preliminary teaching credentials, including holding orientation sessions, CSET and

CBEST exam preparation, and organizing the interview process for the credentialing

programs. These advisors work collaboratively with the credential analysts to manage

student records and to ensure compliance with all regulations prior to candidates being

recommended for the teaching credential. All programs in the university utilize the

services of TPAC credential analysts for the submission of credential recommendations

to CTC.

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As we continue our self assessment of our program and services within the College of

Education, this office will become a true “one stop shop” for all credential programs in

the College, as well as for others seeking application for credentials from our partnering

colleges. Additionally this office will become part of a network of student services to

provide admissions recruitment, advisement and services for all CoE graduate,

undergraduate and credential program offerings.

The Equity and Social Justice Resource Center is being established in the College of

Education to assist faculty and students develop curriculum to address the needs of a

linguistically, ethnically and economically diverse student and service population. Books,

journals, curriculum and assessment tools will be available for check out; and assistance

will be made available for students seeking assistance outside of the classroom. The

Center will also serve as a connection to the local community of educators and families

seeking information on current research in education and human development, linking

services and inquiries with the expertise of the faculty in the Colleges of Education and

Health and Human Services. This Center also houses all accreditation related materials

and resources for CoE and HHS.

The College of Health and Human Services has access to 23 instructional laboratories in

Mariposa, Solano and Folsom Halls, many which are dedicated solely for the use of the

specific program. The laboratories are for the purpose of focused study and range from a

computer lab and an interviewing room for Social Work in Mariposa hall, to state of the

art simulation labs and computer labs in Folsom Hall for nursing. For Physical Education,

in addition to indoor sport facilities such as the handball court and the gym, we have

extensive outdoor sport facilities such as the soccer field, baseball diamond, tennis courts,

and the new Wellness Center. Full-time faculty members are assigned permanent office

space. With the continuous changes in faculty and staff needs, shifts are made as needed

within Eureka and Solano Hall and other space that has been designated for usage by

faculty within the respective colleges. Every faculty member has a telephone with

voicemail, a computer linked to the campus server with access to e-mail, the internet, and

many on-line databases and library services. Part-time faculty members share office

space. They are provided with telephones and voicemail. Every effort is made to

provide part-time faculty with computer access.

Support Personnel

Administrative Office Support (classfied as either ASC II and or and ASCI) staff every

department office. Other support staff include the assistants to the Dean and Associate

Dean, Teacher Preparation Advising Center (Support Service and Credential Staff) , the

Credential Programs Admission Office, the Counseling and Diagnostic Center, Graphics

Staff, Information Technology Staff and Development Staff and Budget Analyst.

Grants and External Support

Faculty in CoE and HHS have applied for and been awarded numerous grants throughout

the last 11 years. The number and dollar amount of grants and contracts awarded to CoE

and HHS faculty provides evidence of the extensive augmentation of resources that is

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obtained through external support. This support has funded projects and programs that

enhance both credential and degree programs in the COE and HHS and provide faculty

release time to develop innovative new programs or to modify existing programs.

The CSU and the university provide support for sabbaticals, scholarly activities, research,

and professional development through various campus funds. The Office of Research and

Sponsored Programs and the University Advancement Office provides support and

resources for faculty interested in pursuing external funding to support program

development and innovation.

Internship Program information

All internship programs are funded based on workload distribution as identified above. If

additional support is needed due to increased student load, department chairs identify that

need and make request for additional funds. In addition to funding through the general

funds, the college has also received additional support to add supervision units, travel

reimbursements from faculty as may be determined based on district and or program

needs. In these instances a MOU and Contract are created with the respective district and

or program to assist in the delivery of additional services and support.

Additional Documentation for Common Standard 3

University Catalog

Resources and Budget Documents

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COMMON STANDARD 4

FACULTY

Qualified persons are hired and assigned to teach and supervise all courses and field

experiences in each credential and certificate program. Faculty are knowledgeable in

the content they teach, understand the context of public schooling, and model best

professional practices in shcolarship, service, teaching and learning. They are reflective

of the diverse society and knowlegeable about cultrual, ethnic and gender diversity. They

have a thorough grasp of the academic standards, frameworks, and accountability

systems that drive the curriculum of public schools. Faculty collaborate regurlarly and

systematically with colleagues in P-12 settings, faculty in other college or university

units, and members of the broader professional community to improve teaching,

candidate learning, and educator preparation. The institution or program sponsor

provides support for faculty development and recognizes and rewards outstanding

teaching, reglarlarly evaluates the performance of course instructors and field

supervisors, and retains only those who are consistently effective.

Qualifications of Faculty Members

The full-time and part-time faculty at Sacramento State who prepare students for careers

in educational and clinical settings fully meet the qualifications for the positions for

which they are hired and the coursework they are assigned to teach. Full-time faculty in

the Colleges of Education and Health and Human Services hold either a Ph.D., an Ed.D.

or other doctoral degree appropriate to their field of expertise and the area in which they

teach. Faculty members can be hired who have not completed their dissertations. In

these cases, the department chair and the dean support them through release time to

complete the dissertation within a specified time.

Faculty members also have experience in their fields through past employment in public

schools, previous assignments in institutions of higher education, on-going research,

publications and other activities. They maintain advanced knowledge of their field

through consultation and participation in public schools, involvement in innovative

projects in collaboration with the schools, research on theory development and practical

application, and attendance at professional conferences. Faculty vitae indicate most

faculty members are actively engaged in research and publication. Many are regional and

state leaders in their fields and several have national and international leadership

positions.

The qualifications for faculty members are presumed by the mission statement of the

Sacramento State and specifically defined in all position announcements, consistent with

university and college policy. The process of hiring faculty members ensures that they

are qualified for the positions to be filled, and are clearly delineated in the College Policy

Manual, as well as individual department RTP policies.

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The process begins when the demands of student enrollment and program needs become

evident. The personnel composition and future needs of the departments are then

reviewed in consultation with department chairs, and consideration is given to the overall

direction for future growth of the departments and programs, with attention to

considerations of gender and ethnicity, and the background and experience within the

current faculty. Position requests are made from department faculty, through the

department chair, to the dean.

The dean reviews position requests, discusses requests with the department chairs, and

then forwards approved requests to the Provost/Vice President for Academic Affairs.

Once a position search is approved through the offices of the President, Vice President,

and Dean, a faculty search committee is established to develop the criteria for hiring, and

to compose and post the description position. The criteria for each professional position

is given in the announcements for faculty recruitment which describe the professional

background, experience, knowledge, and skills needed to teach in a diverse setting.

The recruitment process requires letters of recommendation, records of experience, and

interviews with applicants to determine their qualifications for the position they are

seeking. Selection of new faculty is based on criteria and procedures specified in the

University ARTP Policy document, as well as specific requirements in the College Policy

Manual and the specific department RTP policies. The educational and experiential

background of each faculty member and the qualifications each has to contribute to the

areas of teaching and supervision, research and creative activities, and university and

community service are listed in the faculty vitae.

All full-time faculty are responsible for a teaching load of 12 weighted teaching units

(WTUs) per semester, or 24 WTU for the academic year. For example, teaching a three

(3) unit course is equal to three (3) WTUs; supervising two (2) student teachers is equal

to one (1) WTU. In addition to the teaching load, faculty are expected to carry advising,

committee work, research and scholarly activities, collaboration with education

colleagues, etc. equal to an additional three units. A workload of 15 WTUs is a CSU

requirement.

Temporary lecturers, or “adjunct faculty” at Sacramento State have at least a Master’s

Degree (and on some occasions may have a Bachelor’s degree with requisite experience

and graduate coursework) appropriate to the area in which they teach and have extensive

successful experience in their field. Adjunct faculty (lecturers) hired as university field

or clinical supervisors must have the same qualifications as all other temporary faculty.

The Faculty Contract (Memorandum of Understanding) requires that temporary faculty

who have taught continuously in a department for five or more years be eligible for a

three-year contract.

Qualified lecturers are selected by department chairs to teach in COE and HHS from the

pool of applicants. This lecturer pool is formed from:

Personnel from local schools who express interest in teaching at the university

and are recommended by faculty members;

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Professionals who send inquiries and vitas to the various programs inquiring

about university teaching positions and whose applications show them to be

appropriately qualified;

Qualified former Sacramento State graduates who express interest in teaching

at the university and are recommended by faculty members.

The University’s reputation for excellence in credential and clinical education in the

community provides us with a strong pool of interested applicants for temporary teaching

assignments. Because of the rich intellectual resources of the Sacramento region we are

able to draw on the recent graduates of advanced programs at the University of California,

Davis, our Doctoral Program in Educational Leadership, as well as a host of other local

and statewide institutions of higher education. All faculty members, tenured/tenure-track

and temporary, should have had prior direct experience in schools, classrooms and/or

clinical settings. Additionally, all recent hires have had experience in multicultural

settings.

Full and part time faculty members receive student evaluations in each class. Prior to AY

2009-11, each department had its own evaluation forms. In Spring 2011, the Faculty

Senate ratified a plan for faculty who desired an opportunity to utilize the on-line

evaluation system. Departments and programs are in the midst of revising their

Department and College wide retention and Promotion documents (ARTP). Furthermore,

in the context of the overall restructuring of the college from six departments into three

“branches,” RTP documents at both the unit (department, nee “branch”) and the college

levels are currently undergoing a dramatic re-conceptualization. However, the core values

stated above, and remaining consistently more stringent than that required by the

university will be upheld.

Tenured/tenure-track faculty members are evaluated more extensively each year, as

prescribed by university policy. The department Retention, Tenure and Promotion (RTP)

committees evaluate faculty in the areas of teaching effectiveness, scholarly and creative

activities, and university and community service to ensure that they continue to meet the

criteria for their position and deliver quality instruction in their courses. Once tenured,

faculty are evaluated every five years as part of the post-tenure review procedures

specified in the University RTP policy.

Faculty in the Communicative Disorders Program must be fully accredited, including

holding an American Speech Language Hearing Association Certificate of Clinical

Competence and a State of California Department of Consumer Affairs license in the

appropriate area of Speech-Language Pathology and/or Audiology, be selected by the

program coordinator, and have successful experience in the field.

Reflection and Knowledge of Diverse Cultures

The criteria for hiring new faculty members in the University has, for the past decade,

included the need for knowledge and skill in teaching culturally and linguistically diverse

learners. The information regarding recruitment for new faculty is widely disseminated in

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writing and with individual efforts from the dean, department chairs, and recruitment

committees to include institutions and agencies most likely to serve diverse populations.

With the support and guidance of Human Resources Employment Equity and the

University’s Committee on Diversity and Equity (CODE), this recruitment and hiring

practice has resulted in a culturally diverse faculty that reflects the student body and the

surrounding community who are among the most culturally diverse in the country. Tables

4-1 and 4-2 illustrate the percentage of each ethnic group and gender for faculty in all

credentialing programs in both the Colleges of Education and Health and Human

Services in Fall 2010.

Table 4-1: Faculty in College of Education and CSUS by ethnicity

BMED EDTE EDC EDLP EDS COE CSUS

African American 3 1 4 2 1 11 172

American Indian 0 1 0 0 0 1 13

Asian/Pacific Islander 4 5 1 2 1 13 341

Latino 9 3 2 3 3 20 285

White/Caucasian 3 41 20 3 26 93 1648

Multiracial 0 0 0 0 0 0 69

Other/Unreported 1 0 0 0 4 5 51

Total 20 51 27 10 35 143 2579

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Table 4-2: Faculty in College of Health and Human Services and CSUS by ethnicity

SLP SSW KINS HHS CSUS

African American 0 5 0 5 172

American Indian 0 0 1 1 13

Asian/Pacific Islander 1 5 2 8 341

Latino 1 5 3 9 285

White/Caucasian 24 17 25 66 1648

Multiracial 0 0 1 1 69

Other/Unreported 0 1 3 4 51

Total 26 33 35 94 2579

Table 4-3: Percentage of faculty in Colleges of Education and HHS,

and CSUS by ethnicity

COE % HHS% CSUS%

African American 7.69% 5.32% 6.67%

American Indian 0.70% 1.06% 0.50%

Asian/Pacific Islander 9.09% 8.51% 13.22%

Latino 13.99% 9.57% 11.05%

White/Caucasian 65.03% 70.21% 63.90%

Multiracial 0.00% 1.06% 2.68%

Other/Unreported 3.50% 4.26% 1.98%

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Table 4-4: Faculty in College of Education and CSUS by Gender

BMED EDTE EDC EDLP EDS COE CSUS

Female 12 37 19 5 25 119 632

Male 8 14 8 5 10 48 663

Total 20 51 27 10 35 167 1295

Table 4-5: Faculty in College of Health and Human Services and CSUS by Gender

SLP SSW KINS HHS CSUS

Female 20 18 16 129 632

Male 6 15 19 85 663

26 33 35 214 1295

Table 4-6: Percentage of faculty in Colleges of Education and HHS,

and CSUS by Gender

COE % HHS% CSUS%

Female 71.26% 60.28% 48.80%

Male 28.74% 39.72% 51.20%

The faculty reflect important knowledge of the influences of cultural diversity (including

ethnic and gender diversity) upon learning in urban and inner-city schools. The focus on

diversity also ensures that all faculty members in the unit provide effective instruction to

prepare their students for teaching in an increasingly diverse, urban community. In an

environment that values such diversity, the faculty in the unit use a variety of teaching

strategies and materials, including technology and on-site demonstration and participation,

to ensure optimal learning among all professional preparation candidates who will

practice in diverse settings.

To ensure all faculty members and field supervisors have current knowledge of schools

and classrooms that reflect the cultural diversity of society, department and college

meetings include time to discuss diversity issues; current articles related to issues of

increased diversity in schools are distributed, and there is support for faculty travel to

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regional, state, and national conferences addressing diversity issues. Although faculty in

the Bilingual Multicultural Education Department have taken a lead on developing

programs offering BCLAD Certification (now Bilingual Authorization), all programs

have identified and developed curriclum to address the needs of our diverse linguistic,

ethnic, and economic student populations and community within the Sacramento region

(see sequence of courses in approved programs).

Opportunities for Professional Growth System-Wide

Continuous professional growth of the faculty is valued at Sacramento State and

extensive resources have been provided for faculty as part of this commitment.

The California State University state-wide system, through campus Research and

Creative Activities subcommittee of the Faculty Senate, traditionally has provided grants

to faculty for research, creative, and scholarly activity in the form of grants for summer

stipends equivalent to 1 to 2 months salary, workload release, or monetary funding of

clerical or techinical support or supplies. Furthermore, faculty have entitlements for

sabbatical leaves for research, scholarship, and creative activity at full pay for one

semester of differences-in-pay for more than one semester. Some other examples of

faculty sources of support for professional growth include:

Fulbright Exchange Program Scholarships;

Fee waiver programs for full-time faculty and staff to enroll in university courses;

Fees and expenses for yearly summer institutes, The Summer Scholars’ Program,

focused on instructional strategies, provide CSU professors a forum to share effective

teaching practices;

Opportunities for Professional Growth Provided by Sacramento State

The Center for the Teaching and Learning (CTL) was re-structured in 1998-1999 to

promote and support teaching excellence in an atmosphere of collegiality. CTL

organizes workshops and other activities to promote: (a) scholarly teaching strategies;

(b) multicultural perspectives in instruction; (c) universal design of teaching materials for

all learners, including those with disabilities, (d) instructional uses of technologies,

including electronic communication, multimedia, presentation graphics, and discipline-

specific software; (e) classroom assessment techniques; and (f) strategies for advancing

research and scholarly activities. The Center offers support to faculty and opportunities

for professional growth through the following:

the New Faculty Orientation program;

a week-long summer institute designed to assist 40-60 faculty in re-designing

components or entire courses, often integrating new innovations in technology;

faculty mentoring, including facilitation of learning communities of faculty, and

confidential one-on-one mentoring of faculty members to help improve

instruction.

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Over the past five years, out of 198 total faculty participating in the summer institute, 32

were from the College of Education. Many faculty in the college also serve as mentors,

and have participated in sponsoring teaching “brown bags.”

Academic Technology and Creative Services (ATCS) offers faculty development in

specific areas where technology promotes educational access and effective teaching

practices. Courses and workshops are offered on uses of our learning management

system (WebCT moving to Blackboard Learn), on using virtual classroom software

(Elluminate) to deliver content and advising at a distance, on word processing, use of

spread sheets and data bases, and electronic mail and other networking skills, sometimes

in conjunction with CTL. After the campus adopted a new eLearning policy in 2010,

support from Academic Affairs led to the offering of a yearly eAcademy that, over the

course of 13 Friday mornings, discusses a wide array of curriculum designs, teaching

practices, and technology tools in order to help faculty convert traditional face-to-face

courses to hybrid format. The first eAcademy served six cohorts of 22 faculty, including

Child Development from the College of Education.

The Office of Research Administration and Contract Administration

The Research and Contract Administration supports the advancement of faculty scholarly

and research agendas by providing assistance in the development of grant and contract

proposals as well as other forms of research support. We work with the faculty to identify

potential resources that align with their research, work with K-12, state and federal

elected officials on advocacy and outreach efforts in support of faculty and educators, and

interact with state and federal agencies on a range of strategic and collaborative levels to

advance faculty efforts.

Research officers worked with faculty on the framing, composition, editing and

submission of proposals and, once awards are received, coordinate with the account

administration staff to ensure complete faculty support. In addition, our office manages

the full range of compliance areas such as the IRB and IACUC as well as intellectual

property matters.

The Office of Research Administration, our pre-award unit, provides a range of seminars,

workshops and individual consultations on every aspect of the grant lifecycle from

budget development, grant writing, project administration, and compliance matters to

technology licensing and commercialization. We also work closely with other campus

units in the aggregation and distribution of internal resources to support faculty research

and student research initiatives.

Listed below are grants and contracts received by faculty in their respective colleges. As

you will note, the CoE and HHS total contracts and grants awarded totaled: $4,308,419.

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Table 4-7: Funds Awarded by College/Unit

2010-11

Academic Affairs and Library* $2,857,015

Arts & Letters 151,766

Business Administration 186,178

Continuing Education --

Education 1,292,549

Engineering & Computer Science 5,673,908

Health & Human Services 3,015,870

Natural Sciences & Mathematics 1,253,217

Social Sciences & Interdisciplinary Studies 5,084,436

Other 4,729,934

Total $24,244,873

Opportunities for Professional Growth Provided by the CoE and HHS

The success of all faculty are extremely important to the campus. College Deans either

provide funding to assist with the mentoring of new faculty members as well as those

who are struggling as they pursue their teaching, scholarship/research and community

engagement activities. The following are a list of potential ways faculty are provided

with college or university wide mentoring experiences.

Each new faculty member is assigned a senior faculty member to serve as their

mentor. It is the responsibility of the tenured faculty member to provide the new

faculty member with information about procedures, provide peer coaching when

needed, answer questions, and generally provide support for the new colleague.

Travel funds made available by departments for presentations at state and national

professional conferences;

Recognition and Rewards for Outstanding Teaching

Excellence in teaching is seen as the most important function of a Sacramento State

faculty member and is required to obtain promotion, retention, and/or tenure.

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Instructional performance is the first area of evaluation in the personnel process. The

unit ensures that members of the faculty are encouraged to use effective teaching

strategies and techniques by reviewing student evaluations and peer observations of

faculty instruction in class. New tenure-track and temporary faculty are given examples

of materials and course syllabi to aid in their planning of quality learning experiences.

Field supervisors meet with faculty coordinators and are provided with handbooks to

guide their work with students in the field.

The philosophy of the University is to acknowledge excellence in teaching for all faculty,

not just a select few. Therefore, the university does not have "teacher of the year" type of

awards because of the belief that all Sacramento State instructors must first be excellent

in their teaching. This emphasis on collective skills in teaching serves to recognize a

wide range of individuals involved in teaching and their development of teaching skills

and expertise, rather than highlighting the success of just one. However, each year,

faculty may nominate fellow faculty members for an outstanding teaching award for each

college. This annual awards process is managed by the Associate Deans’ office and

college committees in both CoE and HHS. Selected College nominees are recognized and

honored during a formal ceremony hosted by the Academic Provost and Vice President

along with Faculty Senate.

Excellence in teaching is recognized in informal ways within the CoE and HHS. This is

done through reports of student comments made to other faculty members about an

instructor's skill as a teacher, and through peer observations of teaching. These activities

support the creation of a climate of professional development and support in the

enhancement of teaching skills.

Evaluation and Retention of Faculty and Field Supervisors

The procedures and criteria for retention, tenure, and promotion are outlined in the

University RTP policy, the College policy, and the Department RTP policies. This

thorough and year-long process determines whether or not a faculty member will be

retained, promoted, tenured, or dismissed. Tenure-track faculty are evaluated each year

by their department RTP committees addressing areas of teaching, scholarship and

creative activities, and university and community service. These evaluations ensure that

faculty who are retained continue to meet the criteria for their position and deliver quality

instruction in their courses.

The faculty member develops a file with supporting documentation that is then reviewed

by the RTP committee. Their formal evaluation is forwarded with a recommendation to

the College Secondary RTP committee, comprised of faculty representing all departments

in the college. This evaluation is put forth as a recommendations to the dean of the

college, who then performs an independent review. In probationary years 4 and 6, the

dean’s recommendation is then forwarded to the Provost/Vice President of Academic

Affairs for a final evaluation and recommendation of retention or tenure/promotion. In

order to be recommended for promotion, faculty must receive an “outstanding” or

“highly effective” score in Teaching, as well as two other areas by the review

committees, and the Dean.

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Supporting documentation in the four areas include:

Effectiveness in Teaching:

Student evaluations obtained each semester using the College-wide teaching and

supervision evaluation instruments;

Collaboration with professors and other colleagues to improve courses;

Peer observations;

Improvement and/or development of courses and programs;

Innovation in content, structure, and methods of courses;

Unsolicited letters from students and evidence of other related instructional

performance;

Evidence of currency in the field;

Student advisement;

Preparation of accreditation and/or program approval documents

Creative and scholarly activities:

Publications in referred journals, chapters in edited books, and books;

Presentations to scholarly and professional audiences;

Grants;

Review panels and editorial boards;

Participation in school and community-based site projects;

Honors, special awards, scholarships, fellowships;

Professional organizations: offices held, committees, meetings, conferences organized

University and Community Service:

Faculty governance, such as university, college and department committees;

Administrative responsibilities;

Representing the university on professional committees and commissions;

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Community Service through participation in collaborative projects or other

community outreach

Tenured faculty, as well as tenure-track faculty, are encouraged to work to improve their

instructional performance. Their teaching performance is reviewed as part of the

consideration for promotion and post-tenure review. A post-tenure review is required of

tenured faculty members every five years (dependent upon past practices), following the

same procedure as described above. A Post-Tenure Review Committee composed of full

professors in the department examines the evidence and makes recommendations to the

Department Primary RTP Committee, College Secondary Evaluation Committee, Dean,

and Provost. The recommendations of the committees are then forwarded to the dean. It

is the department chair’s responsibility to discuss with the faculty member the strengths

and weaknesses found and to work with them on a plan for improvement, if needed at all

stages of development within the tenure and review process (Sacramento State UARTP

and College of Education Policy document and HHS RTP policy.

Temporary faculty are evaluated each semester by the students in their classes. The

ratings of students provide the major evidence regarding teaching success. Department

chairs review the evaluations and meet with faculty members whose ratings show need

for improvement and help the faculty member develop a plan. The plan could include

meeting with senior faculty members as mentors, visiting classes and consulting with

their colleagues on ways to improve their quality of instruction. Any faculty member can

request classroom observations at any time from other faculty members and/or the CTL.

Temporary faculty are retained so long as they maintain satisfactory performance.

Candidates completing practicum and student teaching experience are informally

contacted by program faculty and program coordinators to ensure that their experience is

a positive one and that they feel adequately supported by their supervisor. Many of these

documents/evaluations are evidenced in the fieldwork documents on our website. If there

are any issues, the program faculty member and/or the Department Chair meet with the

supervisor to discuss the concern. Information gathered is filed and reviewed by the

Department Chair as to further hiring of the individual for supervision responsibilities.

District field supervisors (e.g., Cooperating teachers) are evaluated on an informal basis

by both the students and the university field supervisor. University field supervisors will

observe the district supervisor at work in the classroom and document any concerns.

Additionally, the university supervisor will discuss with the candidate their experience in

working with the district supervisor. The university supervisor will also talk with the

district supervisor about their role as supervisor to address any concerns they may have or

to clarify any misunderstandings that have occurred. Therefore, the university supervisor

is responsible for assessing the skill of the district supervisor to provide a challenging,

rich, and supportive learning experience for program candidates.

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COMMON STANDARD 5

ADMISSION

In each professional preparation program, applicants are admitted on the basis of well-

defined admission criteria and procedures, including all Commission-adopted

requirements. Multiple measures are used in an admission process that encourages and

supports applicants from diverse populations. The unit determines that admitted

candidates have appropriate pre-professional experiences and personal characteristics,

including sensitivity to California's diverse population, effective communication skills,

basic academic skills, and prior experiences that suggest a strong potential for

professional effectiveness.

Admission processing for Sacramento State’s preliminary teaching credential programs

(Multiple Subject, Single Subject and Education Specialist) occurs in the Teacher

Preparation and Credentials (TPAC) office which is described in Common Standard 1

(credential recommendation process) and Common Standard 6 (TPAC organizational

chart). Therefore, the criteria, processing and evidence for Standard 5 for preliminary

teaching credential programs follows below separately from a description of how all

other programs at Sacramento State meet Common Standard 5 admissions criteria and

processing.

Application and Admissions: Preliminary Teaching Credentials

All post-baccalaureate applicants must submit two applications that are evaluated

separately: 1) an application to the Office of Graduate Studies (OGS) at Sacramento

State through CSU Mentor (www.csumentor.org) and 2) an application to the Teacher

Preparation Program of their choice through TPAC. The preliminary teaching credential

program application packet can be found as Fall 2011 Application.

The Dean of Graduate Studies officially recommends admission to qualified applicants

based on the following requirements, as reviewed by OGS staff using the CSU mentor

online application and accompanying verification (transcripts):

Grade point average

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o Applicants with the required 2.67 or above are admitted to the university

and final credential program admission is recommended by faculty

through the TPAC office

o Applications from applicants with between a 2.50 and 2.67 are referred to

TPAC for faculty recommendation as Conditional Admits

o Applicants with less than 2.50 are denied admission

Awarding of the Bachelor’s Degree

o Post-baccalaureate applicants must be from other regionally accredited

institutions and must have the Bachelor’s degree posted on their official

transcript prior to admission

The following flow-chart describes the application/admissions process for all preliminary

teaching credential programs:

Table 5-1: TPAC and OGS Application Processes

TPAC APPLICATION PROCESS OGS APPLICATION

PROCESS

Applicant submits appropriate credential program

application and all supporting documents to TPAC

Applicant submits

graduate application and

transcripts to Office of

Graduate Studies

Department/program faculty review each applicant file

using File Reading Rubric.

Graduate Dean

recommends acceptance

OR

Application referred to

TPAC for additional

recommendation OR

Graduate Dean

recommends denial

Department/program faculty conduct interviews;

Evaluated using Interview Rubrics

TPAC Notified

TPAC staff verify meeting objective criteria; create

admissions spreadsheet listing all criteria, including

rubric scores that align with required criteria

Admissions decision

emailed to applicants

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Department Chairs and Program Coordinators provide

input to COE Associate Dean and Final Admissions

Decisions made

Admissions decision emailed to applicants WITH

Admissions Information Packet (if admitted);

attachments below

The Admissions Information Instructions packet described above is specific for various

Centers and Clusters within programs. Each instruction packet is attached to provide

evidence of meeting this standard, as described in the table above.

EDTE Multiple Subject 2 semester Admissions Instructions

EDTE Multiple Subject 3 semester Admissions Instructions

EDTE Single Subject 2 semester Admissions Instructions

EDTE Single Subject 3 semester Admissions Instructions

EDBM Multiple Subject Admissions Instructions

EDBM Single Subject Admissions Instructions

EDS ECSE Admissions Instructions

EDS Mild/Moderate Admissions Instructions

EDS Moderate/Severe Admissions Instructions

Some preliminary teaching credential programs have additional admissions processes.

These include Sacramento State’s Blended Programs, Intern Programs and the BCLAD

Emphasis (Bilingual Authorization). The additional admissions processes are described

below with information about additional admissions criteria that also apply to these

programs.

ADMISSIONS CRITERIA

As a campus in the CSU system, in addition to admissions criteria and requirements

adopted by CTC, our programs must also meet CSU-specific requirements as outlined in

Chancellor’s Office Executive Order 1032, which establishes standards for entrance to

and continuation in teacher education basic credential programs, listed below:

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Table 5-2: Basic Credential Programs

EDTE EDBM EDS Math & PE

Multiple Subject X X

MS BCLAD X

Single Subject X X

SS BCLAD X

SS Intern X

SS Blended X X

ES mild/moderate X

ES mild/moderate

Intern

X

ES mild/moderate

plus multiple subject

X

ES moderate/severe X

ES moderate/severe

Intern

X

ES moderate/severe

plus multiple subject

X

Early Childhood SE X

Early Childhood SE

Intern

X

Early Childhood SE

Certificate

X

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EDTE: Teacher Education Department

EDBM: Bilingual/Multicultural Education Department

EDS: Special Education, Rehabilitation, School Psychology and Deaf Studies Dept.

The admissions criteria and requirements are described in detail in the Admissions Guide

for students. Criteria are also listed in the Admissions Criteria Teaching Credentials.

These handouts provide evidence that Admissions Criteria are well-defined and include

all CTC admissions requirements.

An applicant may be admitted to a basic teaching credential program (including an

integrated program) as an exception when the candidate has not met one or more of the

requirements but the candidate possesses compensating strengths in other required areas.

(Exceptions to the requirement for taking a basic skills test approved by CTC are not

allowed by EO 1032). Decisions regarding exceptions are described in the section below

on Admissions Processing.

Additional Criteria for Single Subject Integrated (Blended) Program Applicants

Sacramento State currently has two active approved integrated programs that are

designed to lead simultaneously to a Bachelor’s degree and a Single Subject credential:

PE blended and mathematics blended. Both programs are “blended” with a CTC

approved subject matter program. Slightly different admissions criteria and processes are

in place for these programs (only differences are outlined below; otherwise all criteria

listed above apply):

1. Junior status by the time of entry to the program

2. Cumulative baccalaureate grade point average of 2.67 or above (very few

exceptions allowed)

3. Interview with a panel of EDTE and subject matter faculty (either mathematics or

physical education, as appropriate)

4. Completed required lower division pre-requisite courses, making adequate

progress toward completing the subject matter program requirements for the

blended program in question

Additional Admissions Processing for Blended Program Applicants

Students applying to either the PE or mathematics blended/integrated program go through

an initial application and admissions process as juniors, and an additional process as they

complete their Bachelor’s degree and apply for final student teaching. The initial process

is coordinated in the subject matter departments by the Blended Program Coordinator; the

secondary process at student teaching is coordinated in TPAC. All initial applicants for

either program complete an application form (PE Blended Application; Mathematics

Blended Application). Each applicant is also interviewed by a panel with at least one

subject matter faculty (mathematics department or PE/Health Science department) and at

least one teacher education faculty (PE Blended Interview Questions; Mathematics

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Blended Interview Questions; PE Blended Interview Rubric, Math Blended Interview

Rubric).

Additional Criteria for Admission as an Intern

Sacramento State has approval from CTC for Interns all three Education Specialist

programs (Early Childhood, Mild/Moderate, Moderate/Severe). Different admissions

criteria and processes are in place for these options (only differences are outlined below;

otherwise all criteria listed above apply).

1. Candidate shall have accepted employment as an intern teacher from a

collaborating district

2. Bachelor’s Degree from regionally accredited college or university

3. Candidate shall have met subject matter requirement for the credential being

sought

4. Candidate shall have met Basic Skills Requirement in any of the approved ways

5. Candidate shall have active Certificate of Clearance

6. US Constitution requirement as outlined above met

7. Candidate shall have completed required Preservice Requirements, listed below:

a. A minimum of 120 hours of pre-service instruction prior to

recommendation for an intern credential, in the following areas:

b. Classroom management and planning

c. Developmentally appropriate teaching practices

d. Pedagogy: General (multiple subject), Subject (single subject), or

Specialty Specific (special education)

e. Teaching English learners

f. Communications skills including reading

g. Sacramento State’s submissions to CTC regarding this requirement

includes the Intern Program Pre-service report.

MULTIPLE MEASURES USED FOR ADMISSIONS DECISIONS

Faculty and administrators utilize multiple measures for making admissions decisions to

all programs. Admissions criteria for preliminary teaching credential programs (all

Multiple Subject, Single Subject and Education Specialist) include grade point average,

test scores, interviews, recommendations, level of prior experiences working with

children/youth (particularly experiences with diverse youth and English Learners),

writing skills, and quality of the professional goal essay (writing skills and skills

identifying and addressing appropriate educational issues). The referenced spreadsheets

provide evidence of multiple measures being utilized in the admissions process.

RECRUITMENT AND SUPPORT OF DIVERSE APPLICANTS

Sacramento State’s faculty, staff and administrators are committed to recruiting and

supporting students from diverse backgrounds. The use of multiple measures in making

admissions decisions allows for more opportunities to assess the overall strengths of

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candidates who might have different profiles of strengths and weaknesses from the

majority of the applicants. Each program’s admissions process contains questions that

allow the uniqueness of a candidate’s background and experiences to be highlighted.

Data on candidate population are regularly collected and reviewed to determine if

successful outcome has been achieved in relation to the institution’s commitment to

balanced representation.

The full time College of Education Equity Coordinator, Adriana Echandia, is tasked with

organizing advising and support for diverse applicants and students in all College of

Education programs. The Equity Coordinator website has more information about

services offered to students, in particular those from diverse backgrounds. One service

coordinated out of the Equity Coordinator office that has been of special importance to

diverse applicants has been free workshops to assist applicants and credential students in

passing CBEST and CSET (for more information, visit the Equity Coordinator CSET

Support webpage.) The Equity Coordinator and Peer Mentors (peer mentor website)

provide individualized and group advising and support in navigating the University

application process; financial aid issues; advising for Liberal Studies majors and other

pre-teaching majors; assistance in finding early field experiences and meeting other

admissions requirements; and coaching faculty on how to more effectively support

diverse applicants and students. A robust scholarships program also supports applicants;

last year we provided over $84,000 in financial support through privately funded

scholarships to College of Education students (scholarships website). In addition, two

grants provided almost $160,000 in scholarships in 2010-11 to future math or science

teachers at Sacramento State.

APPROPRIATE PRE-PROFESSIONAL EXPERIENCES AND PERSONAL

CHARACTERISTICS

All of Sacramento State’s programs have incorporated in the screening procedure an

assessment of applicants’ appropriate pre-professional experiences and personal

characteristics.

For evidence relevant to all preliminary teaching credential programs, please see the File

Reading Rubric, Interview Questions and the Interview Rubric. As part of the required

application, candidates must list all experiences with children/youth, and the responses

are evaluated based on recency, appropriateness of the setting and whether the experience

was supervised. All applicants are required to submit two recommendation forms in

which recommenders rate the applicants’ experiences and personal characteristics (e.g.

whether and to what degree the applicant works effectively with learners; is dependable,

conscientious and respectful of and open to the ideas/perspectives of others.

In the admissions process, particular attention is paid to an applicant’s experiences with,

and sensitivity to socio-culturally, ethnically and linguistically diverse children, youth

and families. The interview for preliminary teaching credential admissions includes

questions that provide further information on the candidate’s sensitivity to a diverse

population, and the interview rubric specifically addresses the applicant’s dispositions

with respect to diverse children, youth and families. For example, most programs ask

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applicants “What do you understand or believe about urban schools that serve students

from diverse cultural, linguistic and low socioeconomic backgrounds?” and “Tell us

about a time when your values and/or beliefs about diversity were challenged. How did

you handle the situation? What lessons did you learn from this experience?”

EFFECTIVE COMMUNICATION SKILLS

For preliminary teaching credential program applicants, one required admissions criterion

is that all applicants demonstrate proficiency in written and spoken English (through

passing CBEST and a writing skills requirement). In addition, the interview rubric asks

faculty interviewers to rate applicants on various components of effective communication

skills. For example, faculty members assess whether the applicant conveys ideas clearly,

precisely and logically; whether the applicant demonstrates voice and speech qualities

that would enhance teaching effectiveness. Faculty are also asked to note whether an

applicant has any speech issue (e.g. a very strong accent) that might interfere with

communication with children/youth in a school setting. Any applicant who is noted as

having such a possible issue is advised on methods to address the issue (e.g. accent

reduction course offered at Sacramento State). Recommendation forms ask the

recommender to rate applicant’s verbal communication skills and writing skills. Lastly,

faculty take into account writing skills when evaluating the professional goal essay.

BASIC ACADEMIC SKILLS

Basic academic skills are verified prior to admission to a preliminary teaching credential

program in a number of different ways. Admission requires a grade point average that is

higher than that required to graduate with a Bachelor’s degree (2.67 cumulative or 2.75 in

last 60 semester units). Applicants must take all three sections of the California Basic

Educational Skills Test CBEST) or another CTC approved basic skills test prior to

admission to the teacher credential programs. Passing the CBEST weighs favorably in

the admission screening process, since passing is an approved method of satisfying the

fundamental skills requirement in reading, writing and mathematics. Any accepted

candidate who has not passed CBEST is advised to contact the Equity Coordinator for

individual advising on strategies for improving basic skills, or referred to the CSUS

Learning Skills Center, and is encouraged to continue retaking CBEST until passage (full

passage is required prior to the last semester of student teaching). Applicants also must

meet a writing proficiency requirement before acceptance into a teacher preparation

program at Sacramento State.

PRIOR EXPERIENCES THAT SUGGEST STRONG POTENTIAL FOR

EFFECTIVENESS

All programs include in the admissions process an assessment of applicants’ prior

experiences to determine whether they suggest strong potential for effectiveness. For

applicants to a preliminary teaching credential program, it is required to submit a list of

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all pertinent experiences and faculty assess these experiences to determine the potential

for effectiveness. More recent experiences with the target population in public schools

earns a higher rubric score than less recent experiences, outside public schools, with less

diverse children/youth (see rubric for detailed explanation).

APPLICATION AND ADMISSIONS PROCESSES FOR Other Credential

Programs

The following information pertains to how Standard 5 is met in all programs other than

preliminary teaching credential programs, specifically: The Pupil Personnel Services

Certificate in the School of Social Work, Speech Pathology and Audiology, School

Psychology, the Reading/Language Arts Credential Specialist, the School Nurse

Credential Program, the leadership credential in the Educational Leadership and

Policy Studies program, and the Adapted Physical Education Specialist Credential

program. While three of these programs are housed in the College of Education, four of

them are housed in different colleges and departments.

Pupil Personnel Services Certificate (PPSC) in School Social Work (SSW) Program

The PPSC in School Social Work Program is located in the Division of Social Work in

the College of Health and Human Services at CSUS. Currently, the PPSC is offered

through a collaboration with the College of Continuing Education (CCE). Candidates can

apply to this program while completing their MSW at CSUS, or as a post-masters

candidate in a program for working professionals. Qualified candidates accepted into the

program must have met the criteria for admission to the MSW Program or already hold

an MSW degree from a CSWE accredited social work program. Applicants interested in

completing the credential program must provide the following items for acceptance into

the program:

A completed PPSC in SSW program application

A personal statement of interest

Two letters of reference

Official transcripts of all colleges and universities attended, other than

Sacramento State

$50 non-refundable application-processing fee (check or money order payable to

CSUS).

The university is highly regarded for its culturally, ethnically, and demographically

diverse community of learners. Strategies to ensure various diversities range from active

recruitment, strong academic advisement, a variety of programs for academic and

personal support once students are admitted, financial aid, and alumni association. The

combined informational resources of the Division of Social Work and CCE are employed

to disseminate to the broadest, most diverse, and wide ranging pool of potential

applicants. Admitted candidates will have demonstrated successful completion of course

work in diverse populations. The MSW curriculum has an emphasis which infuses

service to diverse populations as one of its learning objectives.

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Admitted candidates must have completed an undergraduate degree which means having

successfully fulfilled communication and basic academic skills requirements. Candidates

also demonstrate completion of successful field instruction in a school-based placement.

Speech Pathology and Audiology: Clinical Rehabilitative Services Credential

(Language, Speech and Hearing) with Special Class Authorization

The Graduate Program in Speech Pathology and Audiology at Sacramento State qualifies

candidates for the Clinical Rehabilitative Services Credential in Language, Speech and

Hearing with Special Class Authorization. The Division of Speech Pathology and

Audiology is in the College of Health and Human Services on the CSUS campus.

Admission to classified graduate status is on a competitive basis. The minimum

requirements for admission are as follows:

an undergraduate major in speech pathology and audiology (communicative

disorders)

GPA of no less than 2.75 overall and 3.00 in the major (SPHP prefix) and test

scores. (See #2 below)

Admission for students with degrees in other fields is a two-step process. First,

the student should apply for admission to Sacramento State as a conditional

graduate student in speech pathology and audiology. Students will be admitted

per the University admission allowance as conditional graduate students and

complete the equivalent of an undergraduate major, requiring approximately two

years. As completion of this work nears, the student must apply to the department

to compete for admission to the Master's program as a classified graduate student.

The Department’s Graduate Record Examination (GRE) requirement may be

fulfilled by achieving: a minimum total score of 900 on the verbal and

quantitative portions of the test; or a minimum total of score 1350 on the verbal,

quantitative, and analytic portions of the test; or a minimum score of 4.5 on the

analytical writing (AW) portion of the test.

Note: If the applicant has a GPA of 3.50 or higher in the major, the GRE

requirement will be waived. Students will get additional points toward graduate

admission if they receive scores 50 or more points (or .5 for AW) above the

minimum requirements on the GRE.

Successful completion of a minimum of 25 clock hours of supervised

observations is required. These observations are arranged and coordinated

through SPHP 145 if the student has not already completed them.

Students seeking admission to the graduate program apply to the University through

CSUmentor as well as directly to the Speech Pathology and Audiology Department,

which requires three recommendations using the Departmental forms. Applicants send

unofficial transcripts to the Department and need to submit official transcripts to the

University.

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In addition, applicants are asked to write a personal statement describing relevant work or

volunteer experience they have had, such as teaching, tutoring, health care work,

experience with children, etc. Applicants also describe any relevant multicultural

experience, multilingual abilities, experience with ethnic groups, sign language, and any

awards they may have received. All of the materials for the Department application are

sent together in one package to the Department Graduate Coordinator.

All application materials are reviewed by faculty committee and evaluated for

appropriate pre-professional experiences and personal characteristics, including

sensitivity to California's diverse population, effective communication skills, basic

academic skills, and prior experiences. The department recently increased the weight

given to students with multicultural backgrounds in the admission ranking criteria.

Adapted Physical Education Credential Program

The Adapted Physical Education Credential Program (APE) (currently on hiatus) is an

“add-on” credential in the state of California. The APE program at Sacramento State is

housed in the department of kinesiology in the College of Health and Human Services.

Applicants must either be admitted to the blended single subject PE credential program or

already have a single subject credential. Admission to the APE program requires:

25 hours of field experience with children/youth with disabilities;

and, one of the following criteria:

admission to the Single Subject Teacher Credential Program on the CSUS

campus; or,

Currently hold a valid Credential for the Single Subject Teaching Credential in

Physical Education; or,

Currently hold a valid Credential for the Single Subject Teaching Credential in

another field and are seeking a supplementary authorization in Physical

Education.

Multiple measures are used to determine admission to the APE program including:

GPA

Letters of recommendation

Experiences with children with disabilities

Experiences within the program classes

Basic clearance for teacher preparation programs

In conjunction with the Single Subject PE credential, applicants are also required

to have the blended program application and interview, a student teaching

interview, and input from all faculty.

School Nurse Credential Program

The School Nurse Credential Program is in the Division of Nursing, in the College of

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Health and Human Services. The School Nurse Credential program (SNC) is offered as a

collaboration with the College of Continuing Education. To be considered for admission

to the SNC program, applicants must:

1. Hold a bachelor’s degree in nursing or a related field from an accredited institution

2. Possess a current registered nursing (RN) license in California

3. Have an overall GPA of 3.0 for the bachelor’s degree (strongly recommended)

Applying to the SNC program entails a two-part process:

1. Application to the College of Continuing Education (CCE) by filing the following

materials as a complete admission packet: CCE application, statement of purpose

that outlines the applicant’s goals and objectives for the pursuit of the credential,

official transcripts of all colleges and universities attended, other than Sacramento

State, Proof of RN licensure, and a $50 non-refundable application-processing fee.

2. Application to Sacramento State: Complete online CSU application through

www.csumentor.org; submit official transcripts of all colleges and universities

attended, other than Sacramento State; submit a $55 non-refundable application-

processing fee.

Applicants are screened by the Office of Graduate Studies (OGS) to determine minimum

University eligibility criteria. Applicants are admitted on the basis of academic

preparation, academic performance, commission criteria, work experience, and personal

qualities. Applicants are screened by stakeholder faculty to ensure they meet criteria and

standards set forth by the Commission and the Division of Nursing.

Applicants are screened with multiple measures including an application, transcripts of

all college coursework, two letters of recommendation, and a personal statement.

Candidates are chosen based on academic preparation, academic performance, work

experience, and personal experience as expressed in their personal statement. All

candidates have current registered nurse experience and meet requirements for

preliminary school nurse credential.

Registered nurses are grounded in cultural sensitivity as part of their nurse preparation

and prepared to work with a variety of diverse, socio-cultural communities.

Pupil Personnel Services Credential: School Psychology

The School Psychology program is located in the Department of Special Education,

School Psychology, Vocational Rehabilitation, and Deaf Studies, in the College of

Education at Sacramento State, and is accredited by the California Commission on

Teacher Credentialing (CCTC). Sacramento State is accredited by the CCTC to award

this credential to students meeting program requirements. The PPS: School Psychology

is required in order to practice as a school psychologist in the state of California.

Possession of the MA in Education (School Psychology) and the PPS: School Psychology

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Endorsement also prepares an individual to meet the academicrequirements for the

Licensed Educational Psychologist license administered by the Board of Behavioral

Science Examiners, Department of Consumer Affairs.

Admission as a classified graduate student in the Master of Arts in Education, School

Psychology option, requires the following:

a baccalaureate degree

a minimum 3.0 grade point average (if GPA is below 3.0, student may be

accepted conditionally);

successfully meeting the University English Writing Proficiency requirements;

evidence of registration for or CBEST passing score;

and, the following courses:

Table 5-3: Course List

Units Course Title

(3) A course in Introductory Statistics

(3) EDC 170 Introduction to Counseling

(4) EDC 171 Power, Privilege & Self Identity in Counseling

(3) EDS 100A/

EDS 100B Exceptional Children and Youth; Lab

(2) EDTE 103A Tutoring Children in Reading AND

(1) EDTE 103B

Tutoring Children in Reading Practicum OR

One year of experience as a teacher or two years of experience as

a teacher's aide.

(3) PSYC 117 Drugs and Behavior

(3) PSYC 168 Abnormal Psychology

Applicants who have deficiencies in admission requirements that can be removed by

specified additional preparation may be admitted with conditionally classified graduate

status. Any deficiencies will be noted on a written response to the student's admission

application.

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All applicants wishing to pursue graduate study in School Psychology must first contact

an advisor in this program. School Psychology applicants must submit a completed

application (see below) by March 1st for admission to the program. All students are

screened during the spring semester for fall admission only. All students must file the

following to the Sacramento State Office of Graduate Studies:

an online application for admission;

and one set of official transcripts from all colleges and universities attended, other

than Sacramento State.

At the same time, each applicant must forward the following to the Department of

Special Education, Rehabilitation, School Psychology, and Deaf Studies:

the program's application;

three letters of reference;

one set of transcripts;

evidence of experience in public schools;

and evidence of strong communication skills.

The steps in the application process are as follows. First, the department reviews all

applications for completion of undergraduate preparation, GPA, and applicable test

scores. Complete files are then submitted to the school psychology faculty panel for

initial screening. From this pool, promising applicants are selected for an interview. The

interview is conducted by a faculty- student panel. At the completion of the interview

process applicants will be advised, in writing, as to whether or not they are admitted to

the program. This process is usually completed within 8 weeks following the closing date

for applications.

Candidates are required to take significant pre-requisite coursework that addresses

diversity of all kinds (see list above). In addition interview questions address diversity

and the faculty-student panel is comprised of a diverse group of interviewers. Interview

questions assess oral communication skills, and writing samples and pre-requisite

coursework assess written communication skills. Academic skills and experience are

assessed by transcript review, CBEST, and letters of recommendation.

Reading/Language Arts Credential Specialist Program and the Reading Certificate

Program

There are two reading/language arts specialist programs in the Department of Teacher

Education, in the College of Education at CSUS. Both programs require the candidate to

already possess a base California Teaching Credential.

The Reading Certificate Program is a two-semester, twelve-unit level of specialization

that prepares teachers to assess and assist students with reading difficulties. Areas of

study include decoding and fluency, comprehension and study skills, and the psychology

and sociology of literacy. This certificate authorizes the holder to assess student reading

and provide reading instruction in response to those assessments. Reading Certificate

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holders are also authorized to develop, implement, and adapt the reading content

curriculum and assist classroom teachers in these areas. Holders of the Reading

Certificate may perform the above services at one or more school sites at the grade levels

authorized by their prerequisite teaching credential.

The Reading/Language Arts Specialist Credential is a four semester, 24-unit program

that includes all of the courses in the Reading Certificate and adds twelve more units in

areas such as reading disability, juvenile literature, literacy development in linguistically

and culturally diverse populations, and program evaluation. This credential prepares

teachers for literacy-related teaching positions Pre-K through 12, as well as for leadership

roles at school and district levels.

Admissions requirements for both the Reading Certificate Program and the

Reading/Language Arts Credential Specialist Program are consistent with the

University’s Graduate requirements (see table above). The program uses multiple

measures, including GPA, statement of purpose, and possession of a Multiple or Single

Subject Credential or other base specialist credential. Candidates are interviewed and

assessed for their background in teaching diverse learners as well as their previous

teaching experiences in diverse settings.

Administrative Services Credentials

The Educational Leadership and Policy Studies (EDLP) department in the College of

Education at Sacramento State offers three different credentials which are approved by

CCTC: the Preliminary Administrative Services Credential, the California Internship

Administrative Services Credential, and, the California Administrative Services

Credential. Prospective students for these programs must file an application with the

Office of Graduate Studies through CSU Mentor, and an online application fee ($55).

Candidates proceed to CSU Mentor and create an account to start the application process,

and include one set of official transcripts from all colleges and universities attended,

other than Sacramento State.

At the same time, each applicant must forward the following to the EDLP Department

Office in the College of Education:

The EDLP supplemental application, including Supervisor's Rating forms;

Two-page statement of purpose;

Résumé detailing education and professional experience; Must include 2+ years

of teaching experience if applying for the Preliminary Administrative Services

Credential.

Provide evidence for possession of a CA Teaching Credential (K-12), CA

Multiple Subjects Credential, CA Pupil Personnel Credential, CA Librarianship

Credential, CA School Nurse Credential or a CA Clinical/Rehabilitative Services

Credential. Only required if applying for the Preliminary Administrative

Credential.

Provide evidence of registration for or completion of the California Basic

Educational Skills Test (CBEST). Only required if applying for the Preliminary

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Administrative Services Credential.

One set of unofficial transcripts, including any from Sacramento State.

Candidates for the Preliminary Administrative Services Credential must also possess a

valid California teaching credential (K-12) requiring a baccalaureate degree and a

program of professional preparation including student teaching; or a valid California

Designated Subjects Teaching Credential provided the applicant also possesses a

baccalaureate degree; or a California Pupil Personnel Services Credential requiring a

baccalaureate degree program of professional preparation including field practice with

school-aged students; or a Librarianship credential; or a Health Services School Nurse

Credential; or a Clinical or Rehabilitative Services credential.

Lastly, Professional ratings scales completed by both the candidate and immediate school

supervisors are required with the application, and candidate interviews by two or more

core program faculty members utilizing a common set of questions agreed upon by all

department faculty.

The department actively recruits from diverse communities, both rural and urban areas.

Many of our candidates are also referred to our department by former students who

themselves are representative of California’s diversity. Given the diversity reflected in

our department faculty, we feel strongly that our admission process is equitable and fair.

Students may also be referred to our credential analyst or directly to CTC prior to

consideration for formal admission should questions arise regarding their credential status

or prior work experience.

Pupil Personnel Services Credential, School Counseling (PPS-SC)

California schools, kindergarten through high school, require their school counselors to

have the PPS-School Counseling. The program at Sacramento State is offered through the

Department of Counselor Education. Students in the PPS: School Counseling Credential

follow the same course requirements as students with the 60-unit Master’s in Counseling

Degree objective who are specializing in school counseling, with the exception of a 3-

unit Culminating Requirement. The 60-unit master’s degree is not required, although

most students elect to complete the degree. In addition to the PPS-SC course

requirements, individuals who obtain the credential must pass the California Basic

Educational Skills Test (CBEST), required for all K-12 credentials in California.

The Pupil Personnel Services Credential-School Counseling Intern (PPS-SCI) enables

school districts and other educational agencies to place candidates in school counseling

positions prior to the completion of credential requirements, provided that the CBEST

has been passed. Requests must originate in writing from the district superintendent or

other appropriate officers.

Two applications are required. One application is for the department of graduate studies

the second application is for the department of counselor education. The applications for

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graduate studies can be found on their website (described above) and must be submitted

online and a $55 dollar application fee is required. The application for the department of

counselor education can be found on the website. No fee is required for the application

(we do not accept e-mailed or faxed applications). The minimum GPA that is required for

the university is 2.5; however the counselor education department has a strong preference

for a GPA of 3.0 and above.

There are three required pre-requisite courses candidates must take; however, they do not

have to be taken before candidates apply. If candidates are applying for conditional status,

and they are admitted they will have the first semester of acceptance to enroll and finish

these pre-requisites. The abnormal psychology course can be taken at any accredited

university or junior college. The acceptable names are abnormal psychology, abnormal

behavior and deviant behavior.

Applicants applying to the SCHOOL specialization are required to take Child & Family

Psychopathology (EDC 172). This class must be taken at Sac State through the counselor

education departments and must be completed in the first semester of acceptance into the

program. The other two pre-requisites are EDC 170 (Introduction to Counseling), and

EDC 171 (Power, Privilege and Self-identity). These two classes must be taken at

Sacramento State through the Counselor Education department, and no substitutions or

waivers are accepted for these two courses.

The only exam that is required is the CBEST for those who wish to apply to the PPS

credential program. The WPE (Writing Proficiency Exam) is also required for all

applicants.

Applicants are evaluated on their GPA, personal statement, responses to two essay

questions, letters of recommendation, and relevant volunteer and paid experience.

Applicants are evaluated on their relevant volunteer and paid experience and

understanding of the counseling profession. Applicants are evaluated on their relevant

volunteer and paid experience and understanding of the counseling profession.

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COMMON STANDARD 6

ADVICE AND ASSISTANCE

Qualified members of the unit are assigned and available to advise applicants and

candidates about their academic, professional and personal development, and to assist

each candidate’s professional placement. Appropriate information is accessible to guide

each candidate's attainment of all program requirements. The institution and/or unit

provide support and assistance to candidates and only retains candidates who are suited

for entry or advancement in the education profession. Evidence regarding candidate

progress and performance is consistently utilized to guide advisement and assistance

efforts.

Advising and Advisors – application through credential

Advising for applicants and candidates in the Sacramento State credential programs is

comprehensive, engaging entities at the University, College and program levels.

The University Catalog offers information to prospective applicants on admission and

program requirements, and a directory of how to locate and identify program specific

information and assistance. Information about program admission, requirements and

other appropriate information for the completion of programs are available through

several College and Department sources such as online guides and downloadable Student

Advisement Handbooks and other program information publications:

Teacher Education

Counselor Education Documents

Physical Education Single Subject Course Requirements

School Psychology

Special Education

Department of Educational Leadership and Policy Studies FAQ’s

School Social Work

Speech Pathology and Audiology

School Nursing

Student Registration and Advising Guide

At large, the University offers counseling services, career advising, and health services

staffed by qualified professionals in the respective service areas who are available to

address student personal needs when necessary, and to provide guidance and professional

placement services during and at the completion of professional preparation. (TPAC,

Career Center)

The College of Education employs an Equity Coordinator who is available regularly for

academic and personal advising for both applicants and candidates. This office provides

assistance at the undergraduate level on preparation for admission, such as maintaining

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GPA, preparatory course selection, study and test-taking skills, and support with planning

and preparation for examinations such as the CBEST and CSET. Specifically, this office

organizes student study sessions, workshops, and one-on-one advising. Furthermore, the

Equity Coordinator works closely with the credentialing departments and Teacher

Preparation office to provide information and assistance with the credential application

process, and financial aid and scholarship information.

The College of Education also employs two CCTC-certified credential analysts who are

available for candidate advisement upon the successful completion of their program

studies. These analysts work with candidates to process all CCTC-required paperwork

per credential attainment. In the Division of Social Work, the Director of Field

Instruction and Graduate Field Placement Coordinator develops and maintains school-

based placements for eligible candidates.

All programs assign qualified faculty members to provide academic and professional

advising to program applicants and candidates. In most programs, the Program

Coordinator, Cohort Coordinator, or other core faculty of the program becomes a

candidate’s primary advisor for both program progress and professional guidance. These

advisors all hold doctoral degrees in the relevant credential areas, and are generally the

persons with the most frequent contact with candidates outside of their coursework.

Therefore, they are the most suitable in referring a candidate for the necessary personal or

professional assistance to the services that are available on campus. Should students

express concerns or dissatisfaction with their advisor, a referral is made to the

Department Chair of the program for resolution or reassignment to another advisor.

During field experiences, teacher preparation candidates also have access to mentor

teachers at their site, as well as university provided supervisors.

Each candidate’s transcripts are reviewed by the official advisor and a course of study is

determined, if a candidate had demonstrated sufficient coursework in a specific domain, a

course equivalency may be granted. Again, each candidate works with their faculty

advisor in the field/ clinical course to design a unique set of learning goals based on the

candidate’s individual experience, background, and K-12 experience.

Faculty members are required to be consistently available for no less than three hours per

week of consultation at a time that is accessible to students. Faculty members in a

particular program area are the most knowledgeable about the employment opportunities

and realities in a specific field. Within each program, faculty share information about

employment and disseminate such information to the candidates either through individual

advising or in-group meetings with candidates. Additionally, mandatory

advising/orientation sessions are held to inform students of policies and procedures and to

respond to questions.

Accessibility of information: Guiding candidates toward completion

As indicated above, all programs assign qualified faculty members to provide academic

and professional advising to applicants and candidates in the program. Programs vary in

the structural mechanisms they employ to advise students from application through

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coursework. For most programs, students utilize their program’s Student Handbooks,

which clearly describe the course and fieldwork requirements in coordination with

regular advising from their faculty advisors. Furthermore, Sacramento State has a

comprehensive web-based data base that integrates candidate data and makes it available

for advisor, candidate, other faculty, and departmental staff to access (CMS and My

SacState). This provides all concerned with easy access to candidate information,

including program progress, making the advisement process current, accurate, and

efficient.

Other programs utilize more structured approaches. For example, Single and Multiple

Subject credential programs follow a “cohort” model, wherein all students take

coursework together and classes follow a proscribed order. Advising for these programs

becomes critical only when a student must deviate from the cohort-selected courses.

Advising regarding admissions, cohort selection, and attainment of credential

requirements are primarily done both by the faculty advisor and professional credential

advisors housed within the Teacher Preparation and Credentials office in the College of

Education.

In the Special Education (ECSE, M/M, and M/S) credential programs, a Program

Advisement Form is developed with each candidate during the first semester of

acceptance and is consistently updated with the assigned advisor. Disenrollment from

programs may occur if a candidate does not access this required advisement opportunity.

Sample forms are available upon request.

Programs in the Division of Social Work (School Social Work) and School of Nursing

(School Nurse), both administered through the College of Continuing Education, provide

essential information to all candidates relative to program requirements. As above,

various media (i.e., printed materials, website, informational meetings, etc.) are used to

guide potential and current candidates through the program.

Advising in cases of remediation

All programs have developed ways to monitor the progress of candidates and to review

both the academic progress and other aspect of the candidates’ personal characteristics

and performance that are relevant to the suitability of an individual to advance toward

credential completion. Check points for formative/summative evaluations are built into

programs at regular basis prior to early fieldwork, prior to internship (as appropriate), and

prior to completion.

Some programs use specially designed progress files that include checklists, transcripts,

and field work assessments that are reviewed at different points of the program by an

advisor, the program coordinator, the field work coordinator, or a team of program

faculty, including field supervisors. Others use a combination of information files and

program faculty review meetings at different points of the program to determine if a

candidate should be retained, provided assistance and opportunity to improve, or advised

out of the program.

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If at any time during a teacher preparation credential program there is an indication that a

candidate needs academic or professional intervention, TPAC contacts the candidates.

These interventions can be caused by a myriad of candidate difficulties including low

GPA, field experience concerns, and professional disposition challenges. In most cases

within the College of Education, course instructors, faculty coordinators and/or field-

supervisors instigate a Statement of Concern, which is designed to clearly identify issues

that may prevent a Candidate from successfully completing a credential program. This

statement is accompanied by a Performance Contract that provides guidelines for the

Candidate to address the identified issue(s). This Performance Contract is then signed by

the student, faculty and site-supervisors, the department chair and the Associate Dean,

and followed up in the subsequent semester. In the College of HHS, each program unit

has an internal system of alerting students of potential issues that put the student at risk of

not successfully completing the credential.

In the event that a student is dismissed from a credential program, or is not recommended

for a credential, a Credential Appeals Committee, made up of varied program advisors

and staff, is held to review student documentation, faculty and/or departmental concerns,

and allow the student to present their evidence. The results of said meeting can either be

dismissal from the program and campus or the identification of specific goals and the

steps that must be undertaken by the student remain in the program.

In addition to these above assistance and retention resources, other campus services are

available to candidates who need academic, professional, or personal assistance. These

services include Student Counseling and Psychological Services, Office of Services to

Students with Disabilities, and Student Resources.

Hence, all programs practice ongoing monitoring of candidates and faculty/advisors are

ready to meet with candidates should circumstances warrant. Referrals are made to

Department Chair should academic and/or conduct difficulties arise. The Chair works in

collaboration with the Office of the Deans and the University Student Conduct Officer as

appropriate.

Candidate performance to guide advisement

College of Education teaching credential programs utilize TaskStream, Performance

Assessment for California Teachers (PACT) and/or Portfolios as the basis for on-going

evaluation and advisement of teacher preparation candidates. Seminars and online

support mechanisms exist to support candidates as they move through their respective

programs.

TaskStream is an online system used to evaluate Embedded Signature Assignments

(ESAs), Content Area Tasks (CATs), the PACT Teaching Event, and Student Teaching

per Multiple and Single Subject candidates. Each candidate develops an ePortfolio

through Taskstream that is consistently referred to in courses, field experiences, and

through advisement to chart progress (see below).

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A variety of other features are also accessed on TaskStream, including online discussions,

email, lesson and unit planning templates, a rubric builder, content standards tool, and

web page builder.

PACT is a consortium of teacher preparation programs that have joined together to

develop a teacher performance assessment which consists of the Teaching Event and

Embedded Signature Assessments (ESAs). Multiple Subject (elementary) candidates

complete three additional Teaching Event tasks so that they are assessed in each of the

core content areas (literacy, mathematics, history-social science, and science) taught in

elementary schools. The Teaching Event measures the Teaching Performance

Expectations (TPEs), which are teaching standards for California student teachers in

Multiple and Single Subject. Each program develops the customized ESAs, which

measure selected Teaching Performance Expectations. As indicated previously, detailed

information about PACT, Taskstream, and/or Portfolios are provided to candidates

throughout their programs in both coursework and student teaching and are a basis for

on-going advisement. Faculty frequently refers to these candidate tools in their capacity

as advisors.

Successful completion of a teaching performance assessment is required to earn a

California Preliminary Multiple Subject or Single Subject Teaching Credential through

Sacramento State University.

Candidates in the Educational Specialist - Special Education credential programs (Early

Childhood Special Education, Mild/Moderate, and Moderate/Severe) use a Portfolio

format that is introduced in first semester seminars and are the basis for signature

assignments throughout the entire program per coursework and field experiences. As with

PACT, portfolio ‘benchmarks’ are used for on-going advisement and assistance per

candidate progress and retention considerations.

In addition to those mentioned above, candidates in Sacramento State credential

programs complete summative assessments via ePortfolios, exit interviews, and/or

portfolios.

A full description of the various credential programs, including courses and field

requirements, the requirements and process of admission and program course sequence

can be found in the University Catalog. Brochures containing this information are also

available to interested applicants. Program handbooks that describe the programs in detail

and provide information on course sequence and program requirements are available as

online resources (see above). Candidates also have access to course syllabi, practicum,

fieldwork, and internship handbooks at appropriate points throughout their course of

study.

Upon admission to any Sacramento State credential program, candidates are assigned an

advisor or a center/cohort coordinator who is a member of the faculty. Candidates are

required to meet at least once a semester with the advisor to obtain advice on course

selection and to assess the candidate’s academic progress and the maintenance of a 3.0

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G.P.A. Systematic review of all students occurs at least once per semester by the advisor

and/or TPAC.

Similarly, the Division of Social Work requires successful completion of course and field

requirements including: a GPA of 3.0 or better; and positive evaluation(s) from field

instructors and faculty field liaisons. If a student is experiencing difficulty in a program a

faculty member or advisor will bring this to the attention of the respective program

faculty in order to determine how assistance may be provided. In such cases, a program

of remediation is developed in concert with the student, program coordinator, and advisor.

Student progress toward meeting deficiencies is then monitored. In rare situations, given

the stringent standards for the selection of candidates who are likely to succeed, program

faculty will determine if a candidate should be discontinued from the program.

Candidates are informed of the right and the process for an appeal if adverse action is

taken on their status in the program (see above Credential Appeals Committee).

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COMMON STANDARD 7

FIELD EXPERIENCE AND CLINICAL PRACTICE

The unit and its partners design, implement, and regularly evaluate a planned sequence

of field-based and clinical experiences in order for candidates to develop and

demonstrate the knowledge and skills necessary to educate and support all students

effectively so that P-12 students meet state-adopted academic standards. For each

credential and certificate program, the unit collaborates with its partners regarding the

criteria for selection of school sites, effective clinical personnel, and site-based

supervising personnel. Field-based work and/or clinical experiences provide candidates

opportunities to understand and address issues of diversity that affect school climate,

teaching, and learning, and to help candidates develop research-based strategies for

improving student learning.

Developmental Scaffolding of Training

Sacramento State Credential Programs value curriculum that encourages the real-life

application of theory and reflective practice, that partner with qualified and professional

practitioners in contexts that reflect the diversity of the students in our region. Credential

programs structure curriculum to ensure that students follow a sequence of courses that

builds upon theoretical knowledge as provided in their core classes before or while

engaging with the populations they are expected to serve.

Classroom-based fieldwork

In the first semester, candidates in Preliminary Multiple and Single-Subject Credential

programs experience instruction and field experiences that introduce them to the history

of public schooling, the competing political and philosophical forces shaping our school

system, and current demographic trends impacting daily classroom realities (see course

sequencing). As the context for public schooling is introduced, candidates learn the basics

of lesson design and curriculum design, within the overarching framework presented by

the California K-12 Content Standards. They are also introduced, in theory and in

practice, to principles of student motivation and engagement, classroom organization, and

parent/teacher/school relations. They also learn about the cycle of teaching (Planning,

Instruction, Assessment, Reflection – PIAR), a model that will inform much of their work

throughout the program.

Introductions to these elements, through coursework and field experiences, are then

deepened in subsequent semesters as the demands for candidate performance in

coursework and field experiences increase and intensify. For example, first semester

assignments may focus on the modification of a cooperating teacher’s lesson or the

design of an original, standards-based lesson for a small group of pupils, supported by

peer coaching as well as mentoring from cooperating teachers and instructors.

Subsequent semesters will require candidates independently to develop lesson sequences

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and units that address state content standards, incorporate appropriate instructional

strategies, and use a range of curriculum resources.

Similarly, candidate responsibilities at their school sites increase over time, from 10-12

hours per week in the initial semester, with few entirely independent classroom

responsibilities or extra-curricular activities, to full time student teaching in the final

semester, with expectations for substantial independent classroom responsibilities and

fulfillment of such other duties as parent-teacher conferences, evening events, and other

activities (see Student Teaching Handbook).

Further, all of preliminary credential candidates participate in our program as part of a

cohort. Belonging to a cohort that proceeds through the professional preparation

curriculum as a group provides crucial peer support and feedback opportunities for both

short and long term collaboration in learning, studying, creating, and assessing enormous

amounts of new information and skills in the short time that candidates are with us and

while they are in the field as interns or student teachers. Collaboration and small group

learning among professionals in preparation decrease student competitiveness, improve

attitudes toward learning, and better prepare candidates for real-world application of their

learning. Recognizing that teaching is a collaborative activity, Sacramento State MS and

SS credential program designs are, thus, highly developmental and collaborative in nature.

All Educational Specialist – Special Education unit (ECSE, Mod/S, and M/M) programs

have a distinct and separate field –based component that is separated from traditional

lecture coursework. A faculty-selected fieldwork coordinator for each program has the

responsibility to evaluate, negotiate and secure appropriate field placement in conjunction

with county district/agency partners. In general, each special education unit maintains

two separate field experiences; the initial experience is approximately 150-hours and the

final requiring 300-hours. Student Teaching Handbooks contain the specifications and

evaluations of these field-experiences.

Candidates in the Educational Leadership credential program structure fieldwork within a

framework that is provided through sequenced courses which allow for first hand field-

based observations, immediate feedback, and experiential learning experiences. Prior to

enrolling in the fieldwork course, candidates must develop field projects in prerequisite

coursework under the guidance of a core faculty member. In addition, students are able

to develop close networks with site principals and supervisors in these prerequisite

courses. Emphasis is placed on developing and practicing the knowledge and skills

necessary in becoming an effective educational leader.

Clinically-based fieldwork

Clinically-based programs, such as School Counseling, School Psychology, School

Social Work, Speech Pathology, and School Nursing adopt the general framework that is

consistent with best practices in skill development training includes foundational training

where students are provided coursework that addresses knowledge base and skills

required before having any contact with a client or P-12 student.

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For example, in EDC 216, Counseling Theory, counselor education students learn eight

theoretical models and then apply these models in a concurrent course entitled EDC 280,

practicum, where students apply the counseling skills learned in 216 while in triads that

consist solely of other students in the program. Similarly, Speech Pathology and

Audiology requires that students complete all coursework in the treatment focus before

having any direct contact with clients. In School Social Work, field education courses

must be taken concurrently with social work practice courses (SWRK 204A-D.) All

students, including part-time students, are required to take their social work practice

course while they are in field placement.

The sequence of courses ensures that close supervision is provided during the

developmental training of our students. Initial contact with clients consists of closely

supervised practicum courses in which students are either in direct observation out in the

field and/or participating in a controlled client contact practicum that provides close

supervision during this level of training. The practicum level of development ranges from

100 hours (Counselor Education) to 150 hours (Special Education, Early Childhood

Special Education, Moderate/Severe, Mild/Moderate RSP) and 500 hours of combined

fieldwork and practica (School Psychology).

The knowledge and skills that students are expected to demonstrate are finally observed

in Field Study which serves as the culmination of theory to practice. Field study

placements range in hours of service which range from 300 hours (Education Specialist)

to 600 hours (School Counseling) to 1200 hours (School Psychology). Students in field

study receive not only on-site supervision from a practitioner who is available for

consultation and who provides weekly supervision meetings, but also participate in a

concurrent seminar course taught by a University instructor. This triangulation of

supervision promotes a strong safety net of support for the student who is now in regular

and ongoing contact with clients and students in the field.

Program and agency partnerships

Preparation of students does not end when they leave the classroom. Faculty

systematically expand the walls of the classroom to include the practicum and field study

sites. This means standards as delineated by our accreditation bodies must be

communicated to our partners so that our collaborative efforts result in the most optimal

training experience for our students. Example of such competences can be found in the

online Student Teaching Handbooks.

First of all, there are quantitative minimal standards set forth so that the most qualified

site supervisors are provided for our students. While qualifications, in and of themselves,

set a minimum standard of quantitative measurement that speaks to a level of established

criteria, there are also qualitative methods utilized so that our students receive a quality

experience at their respective field study sites. This means that in addition to meeting

academic qualifications and preparation to supervise, that site supervisors must also

indicate an interest in supervising, pass the supervision evaluation conducted by site

principals, university faculty, and students as well as attend mandated meetings with

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University faculty to ensure that site supervisors are not only aware of learning

expectations but that

The College of Education facilitates placement of student teachers and interns in school

settings by utilizing a network of local school districts with which the University has

long-established relationships. University and district-level agreements are instigated by

the program coordinators and department chairs through mutual agreement with

cooperating partners in the agencies. These agreements are then vetted and established by

the University-level procurement office.

The most prominent types of fieldwork occur in the programs for Preliminary Multiple-

Subjects and Single-Subjects Credentials. In these cases, district administrators meet with

program and center coordinators to discuss criteria for selecting school sites. Continued

communication between program administrators and faculty with their school partners

ensures an ongoing cycle of design input, reflection, and evaluation of implementation.

Program evaluation tools are used to guide all levels of collaboration so that they are

aligned with P-12 academic standards.

Unit faculty meet with school principals and lead teachers to discuss plans for incoming

student teachers, including strategies for selecting on-site cooperating/ master teachers.

This includes the administrator’s assessment of the master teacher’s ability to meet state

standards, evidence of on-going professional development, and effectiveness at

collaborating with and mentoring other teachers.

All Educational Specialist (ECSE, Mod/S, and M/M) programs have criteria and a

process for selection and evaluation of the field experience site and site-based field

supervisor. Sacramento State Special Education unit fieldwork coordinators collaborate

with district administrators in this selection process.

The special education units delineate fieldwork experiences and competencies to be

attained by the candidates that informs the selection of sites and field supervisors (see

downloadable Student Teaching Handbooks containing these competencies. Site

supervisors agree to adhere to these handbook policies, which were written to align with

CCTC standards.

In addition, criteria for selection also include appropriate certification as well as

experience as a practitioner. Regular collaborative evaluation of the fieldwork experience

by the candidate and the assessment of the experience of the University supervisor are

used to determine future selection of field supervisors.

In Administrative credential programs, where preparations for fieldwork occur in

prerequisite coursework, recommendations for field placement and school based site-

based supervisor are submitted to EDLP 255 faculty by students who forward them to the

Department Chair for final consideration. University instructors are assigned as field

supervisors for each candidate as unit workload permits. School based site-supervisors

(principals, vice-principals, etc.) are invited to an initial convocation/luncheon prior to

student placement where program requirements, expectations, and forms are discussed.

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Ongoing communication is maintained between student, field supervisor, and site

supervisor and a written formative and summative evaluation process is utilized.

In many programs, formative assessments embedded within the sequence of prerequisite

coursework is established to guide the placement of students into fieldwork. For example,

in School Counseling, students evaluated in EDC 280 (Practicum) who do not

demonstrate mastery of foundational counseling skills are not allowed to proceed to the

next level of training, EDC 475 (Practicum) where the counselor in training is assigned

two students to work with for the duration of the semester. Similarly, a counselor in

training who does not demonstrate capacity to counselor at the Practicum level with live

clients is not allowed to proceed to EDC 480 which is the Field Study experience. In this

particular program, students are evaluated mid-semester and end of semester to determine

their mastery of skills. Program evaluation is ongoing and occurs between university

faculty and site personnel who are providing the direct supervision of our students.

This ongoing collaboration between the University and the Field and Practicum sites in

which site principals, teachers, counselors, etc… engage in an ongoing exchange of

feedback and consultation with University faculty promotes student capacity to meet

state-adopted academic standards.

Issues of diversity that affect school climate, teaching, and learning

Sacramento State is fortunate to be situated in one of the most diverse cities in the United

States. Given the vast wealth of diversity in our surrounding communities, there is even

more critical for our students to be exceptionally prepared to serve diverse school

populations. Educating students on the respect for diversity, and its importance to one’s

connection in the community is central to the University’s mission.

Reflecting the metropolitan character of the area, California State University,

Sacramento is a richly diverse community. As such, the University is committed to

fostering in all its members a sense of inclusiveness, respect for human

differences, and concern for others. In doing so, we strive to create a pluralistic

community in which members participate collaboratively in all aspects of

university life.

In all programs, both research and practice are emphasized and valued in the candidates’

field-based experience. A critical consideration in the eventual placement of a candidate

involves the opportunity to provide for the candidate a challenging learning experience

that reflects our state’s diverse educational context as it pertains to academic achievement,

school climate, effective teaching, and staffing. With the support, guidance, and

mentoring of the assigned faculty supervisor, the candidate is able to successfully

navigate and effectively address these challenges.

To ensure that all the developmental training and preparation to serve a diverse

population is applied, many programs have stipulations on the placement of students so

that students are required to, as a significant portion of their field study placement, serve

in a Title I school and/or where a minimum of 50% of the student population are children

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of color. In Bilingual-Multicultural Education credential programs, student teachers are

placed at school sites that are Title 1, and culturally, racially, and linguistically diverse.

Students complete a community study and classroom portrait that focuses on the diversity

and funds of knowledge, in and outside of the school site setting. In the Bilingual-

Multicultural Education credential programs, student teachers are also required to

conduct service to the school, based on the needs of the students (e/g., tutoring of English

learners, Family Math and Science Nights.)

Core classes that provide training and preparation to serve diverse populations are taken

early in credential programs (see course sequences). Additionally, multiculturalism is

infused throughout the curriculum and as critical components of training. For example, in

Speech Pathology, the curriculum addresses this directly in the course SPHP 143:

Communication Disorders in Multicultural Populations, as well as in methods clinic

SPHP 228a, where accent modification is a primary clinical focus. These issues of

diversity are further extensively discussed in the Internship Methods course as students

experience the wide range of diversity in the community at large. This curriculum does

not end in the classroom, as clinicians in on- and off-campus internships provide

assessment and intervention for children and adults from dozens of culturally and

linguistically diverse backgrounds. In SPHP 219, time is devoted to a discussion of

cultural issues in counseling persons with communication disorders and their families.

The focus of school personnel training is to not only expand awareness of diversity but to

become engaged researchers who view the populations they serve from an orientation

which fosters a view in which “diversity” not perceived as a deficit, but rather as an

opportunity to immerse oneself in the worldview of another community. This concept of

diversity informs our approach to best practices in teaching and learning. As such,

theoretical and research-based study in the classroom of best practices become integrated

into key assessments, as well as in field-work assessments. For example, in most

programs, emphasis is placed on strength based learning in which students complete

community studies, classroom portraits, determine funds of knowledge, conduct service

to the school or even conduct an individual ethnographic interview with an immigrant to

the United States to help them better understand other cultures’ views.

Triangulation among the research-based theory, field-work application, and reflection

and support from on- and off-campus supervisors allows students not only exposure to

individuals from diverse cultural and linguistic backgrounds, but the knowledge and

dispositions to structure learning environments to promote learning for all students.

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COMMON STANDARD 8

DISTRICT EMPLOYED SUPERVISORS

District-employed supervisors are certified and experienced in either teaching the

specified content or performing the services authorized by the credential. A process for

selecting supervisors who are knowledgeable and supportive of the academic content

standards for students is based on identified criteria. Supervisors are trained in

supervision, oriented to the supervisory role, evaluated and recognized in a systematic

manner.

Sacramento State has developed strong collaborative relationships with the P-12 school

districts in the region. All cooperating teachers (classroom teachers) and professional

personnel (e.g., nurses, social workers, school administrators) have credentials and

references which document appropriate skills, and each holds an appropriate California

teaching, administrative, or professional credential. District-employed classroom teachers

are also deemed highly qualified under No Child Left Behind (NCLB), and all

requirements for fieldwork supervision are compliant with CTC standards.

Supervisors in clinically-based credential programs must often meet additional criteria.

For example, School Psychology requires that supervisors have 2 years working in

schools prior to supervising and that they be employed by the participating school district,

and School Counseling requires that all field supervisors also hold Master’s degrees. For

school nursing, preceptors are all credentialed, experienced school nurse who work

closely with the unit faculty. In Social Work, all field instructors must have earned their

MSW, have a minimum of two (2) years post-MSW experience, and hold the PPSC in

SSW credential themselves. Finally, in Speech Pathology, all site supervisors certified in

accordance with the Council on Academic Accreditation of the American Speech-

Language-Hearing Association (ASHA) and have their Commission on Teaching

Credentialing Speech Language Pathologist (SLP) credentials.

District and University partnerships – selection of fieldwork supervisors

An MOU (Memorandum of Understanding) or other legally binding agreement exists for

districts where Sacramento State students are placed for their professionally supervised

fieldwork experience. These agreements are instigated by the University entities (i.e.

Procurement) and are maintained both with central campus Procurement, and in the

College of Education Dean’s office, or in the case of programs housed in College of

Health and Human Services, copies of the agreements are maintained in the appropriate

department office.

Many credential programs at Sacramento State utilize district employees as

“collaborating teachers,” “master teachers,” “field liaisons,” “fieldwork supervisors,” or

“preceptors.” In some instances these district-based supervisors are identified by the unit

faculty and cohort/center faculty coordinator. For example, in SS and MS programs in

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EDTE, collaborating teachers are designated by school administrators as highly

competent in educational strategies. Following this, the unit faculty, site administrators

and potential collaborating teachers instigate a series of conversations to discuss

expectations and needs of student teachers, attempting to make a “best fit” choice for

each student teacher. A similar process is undertaken in Education Specialist, and School

Psychology programs. In School Nursing, preceptors’ resumes and certifications are

verified. There are over 1000 preceptors so different preceptors are used each semester.

The manager of each agency in coordination with the Nursing Education at the agency

finalizes the preceptor selection. Finally, in the Single Subject, Math Blended program,

supervisors are participants or leaders in the CSU Sacramento Mathematics Project,

which provides area teachers with opportunities to improve the quality of teaching and

learning in their math classrooms.

In other instances, students are responsible for identifying fieldwork supervisors. In

Administration credential programs, this identification and burgeoning relationship

occurs in the context of the pre-requisite coursework. In both Social Work and School

Counseling, students identify potential fieldwork supervisors, who are then vetted for

credentials and qualifications by unit coordinators and faculty members.

The Bilingual/Multicultural Education Department (BMED), Teacher Education’s

Reading Certificate/Specialist Program (EDTE/RCSP) do not utilize district-employed

supervisors. Instead, tenure track and/or part-time university based supervisors provide

this service on school-sites. Faculty from both departments hold post-graduate degrees.

BMED part-time supervisors have teaching experience and hold a Masters degree in

education.

Orientation and training of supervisors

Successful fieldwork experience relies on preparation and commitment on the part of the

candidate, but also relies upon the supervisor’s clear guidelines about expectations, as

well as their commitment to the program. Internship and student teaching placements are

only made if the district has made a commitment to the support of the intern that is jointly

arrived at with a credential program. For example, in Teacher Education, both midterm

and final evaluation of the fieldwork experience by the candidate and the assessment of

the experience of the University supervisor are used to guide future selection of field

supervisors. Similarly, in School Nursing students evaluate preceptor on a wide range of

qualities and experiences at both midterm and final evaluations.

Most units provide supervision training and a handbook that delineates the role and

expectations of the site supervisor. In many instances, both the fieldwork supervisor and

the intern/candidate complete contracts that delineate the roles and expectations of both

parties. For example, in Bilingual/Multicultural Education (BMED), supervisors receive a

copy of the Student Teaching Handbook, which delineates the role and expectations of

site supervisors. Supervisors receive monthly training through Center meetings and

biannual retreats. Supervisors are evaluated annually through student evaluations. The

program level (Primary) Retention, Tenure, and Promotion committee reviews the

evaluations. Therefore, supervisors receive a letter acknowledging their scores and

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recognizing their strengths, in addition to identifying areas for improvement. Similar

procedures and materials are utilized in Education Specialist programs, Speech Pathology,

and School Counseling.

In Teacher Education, unit faculty (referred to as center coordinators and school site

liaisons) directs the training of all supervising collaborative teachers. This is on-going

training and not simply for new supervisors. The training instructs the supervising

teachers in the CTC and Sacramento State requirements and standards for pre-service

teachers. Both coordinator and liaison routinely visit the school sites observing both

supervising teachers, student teachers, and providing assistance and guidance as needed.

The school site administrators as well as ‘lead teachers’ also support the supervising

teachers. At the end of the semester, all parties meet to reflect on the process and provide

feedback on what works and didn’t work. Likewise, the unit faculty, school site

administrators meet to discuss issues involving supervising teachers. School site

administrators routinely visit these classrooms to ensure that all aspects of this learning

experience not only assists in the growth of student teachers, but also the children’s

learning is progressing. The collaborating teachers also receive a stipend for their work

with student teachers as well as attending trainings, professional development activities

and debriefings.

Nursing students meet with a faculty member and a preceptor prior to the start of the

semester to jointly review objectives and complete the necessary paperwork for their field

experience. Each preceptor meets with faculty for orientation and training on an

individual basis, and each preceptor receives a clinical manual. Candidates and faculty

evaluate preceptors each semester, the results of which are shared with the Nursing unit

and the local agency. Furthermore, during the semester, there are at least two additional

communications in which all three (faculty member, students and preceptor) consult with

one another. These techniques also help to ensure that nursing students in jeopardy of

failing the program are adequately supported by the faculty member and preceptor alike.

The supporting documentation for these experiences are located in the fieldwork

documentation. their scores and recognizing their

Fieldwork supervisors for the administrative credentials, once identified, are invited to a

convocation/seminar held at the university prior to actual student placement. They are

provided with a comprehensive orientation regarding candidate and supervisor roles/

expectations and the candidate evaluation process.

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COMMON STANDARD 9

ASSESSMENT OF CANDIDATE COMPETENCE

Candidates preparing to serve as professional school personnel know and demonstrate

the professional knowledge and skills necessary to educate and support effectively all

students in meeting the state-adopted academic standards. Assessments indicate that

candidates meet the Commission-adopted competency requirements, as specified in the

program standards.

Sacramento State program offerings prepare candidates for professional careers in a wide

range of positions within schools and school districts. These range from K-12 classroom

teaching and administration, K-12 and Early Childhood Special Educators, School

psychologists, counselors and social workers, to School nurses and Speech and Language

Specialists. As such, the assessment of a candidate’s preparedness to effectively educate

and support the students in their professional settings encompasses a wide array of

assessment contexts, tools, and strategies. These assessments are in alignment with the

common standards, as well as program standards specific to each credential. Therefore,

we provide an overview of the many assessment strategies and tools utilized by the

different credential programs.

Coursework

All programs require specific coursework within a comprehensive curricular framework.

Courses have been designed to meet specific CTC standards. Sequencing of courses

ensures requisite knowledge and experiences prior to engaging in subsequent coursework

or field experiences/internships. All students in credential programs at Sacramento State

are required to maintain a minimum 3.0 grade-point-average in order to be recommended

for a credential. In addition, some programs such as School Counseling require a

minimum grade of B in every course. All programs require a grade of C or better in every

course that is aligned with the CTC standards.

Key Assessments

Each credential program has identified key assessments in their programs. For most,

these assessments serve as “benchmarks” of successful development of skills and

dispositions to move toward successful completion of the summative assessments, such

as the PACT teaching event, and ultimately toward becoming a successful practitioner. In

other cases, the key assessments serve primarily as final summative assessments, such as

in Reading Certificate/credential programs and in Administrative Credential programs.

Faculty in credential programs collaborate to design the assessment prompts and

guidelines, as well as in the development of a common rubric to promote reliability and

consistency. In most programs, key assessments are embedded within the curricular

framework, and are tied to particular coursework. In this way, they allow for assessment

rev. 2011/10/29 kdo 96

of student performance to be systematically and consistently evaluated, and to scaffold

the development of skills (see Table 9.1 for more details).

Examinations

For preliminary Multiple-Subjects credentials, standardized tests are utilized during the

admissions process to ensure adequate subject-matter (CSET) and basic-skills (CBEST)

preparation. These requirements are upheld for all preliminary Multiple subjects teaching

credentials; therefore, students in these programs have already demonstrated said

competencies.

Candidates pursuing a Multiple-Subjects credential (with or without Education Specialist

designation) must also pass the Reading Instruction Competency Assessment (RICA).

Candidates pursuing the Bilingual Authorization (formerly BCLAD) in either Single or

Multiple Subjects must pass the CSET LOTE (Languages Other than English)

examination before the end of their program. Course curriculum specifically helps them

to develop competencies required for this exam (for Hmong and Spanish).

Credential programs in School Counseling and School Psychology require examinations

as well. For the culminating experience, School Counseling requires that students pass

the Counselor Preparation Comprehensive Examination; School Psychology candidates

are required to earn a passing score on the Praxis II: National School Psychology

Examination to advance to their internship. Because this test is administered before the

completion of the candidate’s training (during the 4th

semester and before the internship)

a score of 150 has been selected as the passing score and is required to advance to the

internship. Students who obtain a score below the NCSP level of 166 are encouraged to

retake the PRAXIS at the end of their internship.

TPA (Teacher Performance Assessment)

Sacramento State credential programs have elected to use PACT (Performance

Assessment for California Teachers) as the Teacher Performance Assessment required for

all Preliminary Multiple-Subject or Single-Subject programs. It is utilized by all

programs offering this credential, including Mild/Moderate Education Specialists.

PACT includes Embedded Signature Assessments (ESAs) that lead up to a final

assessment in the context of a Teaching Event. Multiple Subject candidates complete

three additional teaching event tasks, called Content Area Tasks (CATs) that assess

competency in each of the core content areas (literacy, mathematics, history-social

science, and science) taught in elementary schools. The Teaching Event measures the

Teaching Performance Expectations (TPEs), which are teaching standards for California

student teachers. The ESAs, which measure selected Teaching Performance Expectations,

and their grading rubrics, are developed by each program.

The PACT is used as a summative assessment of teacher competence, and is part of a

comprehensive formative and summative assessment system administered by the

program. (See Figure XX). Programs often include the ESAs in coursework designed to

prepare the candidate for successful performance on all Teaching Performance

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Expectations (TPEs) including the CATs and the PACT. The PACT assessment requires

demonstration of competence in accommodating the academic language that K-12 need

to be successful learners.

Figure 9-1: Teacher Performance Assessment System

Candidate performance evaluated in a systematic manner by trained and calibrated

assessors, who include both program faculty, faculty from other programs using PACT,

and outside scorers who are renumerated for their time. At Sacramento State, because so

many programs implement these assessment activities, a group of leaders are assigned

course credit to coordinate the PACT Assessment system on our campus. These

coordinators include Associate Dean Karen Davis O’Hara, Professor Pia Wong, and

Professor David Jelinek. All scorers must go through calibration training, where they are

required to score a pre-evaluated teaching event.

Programs implementing PACT utilize Task Stream, a web-based program for

management of candidate TPAs, and other key assessments, including PACT teaching

events. The utilization of a common system for uploading the assessments provides the

infrastructure to both candidates and students on the expectations and contents of the

final assessment, as well as a systematic tool and set of rubrics for evaluators.

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Figure 9-2: Overview of Formative and Summative Assessments in Preliminary

Teaching Credentialling

Practicum/Fieldwork

Common to all credential programs is the successful completion of required fieldwork,

practicum, or internship. Building upon theoretical knowledge and skill development in

preparatory coursework, candidates engage in multiple semesters of supervised fieldwork.

Therefore, the fieldwork supervisors, in coordination with the faculty supervisors, are

able to assess the competence of the candidate in the appropriate context, over an

extended period of time. They are best able to assess qualities of professionalism,

attention to diverse groups of students, classroom management, and clinical competency.

Furthermore, student reflections on teaching performance and development are also

important formative assessments used to guide candidate skill development, and instill

the value of reflective practice.

Preliminary Multiple and Single-subjects teaching credentials, as well as Education

Specialist credentials engage at least two phases of student teaching. Each phase lasts one

semester, and includes both a midterm (formative assessment) and final (summative

assessment) evaluation by the fieldwork supervisor. Both evaluations utilize a

standardized instrument, the SB2042 Student Teaching Evaluation form.

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In School Counseling, fieldwork supervisors use a program-standard “Basic Counseling

Skills Evaluation” rubric that all candidates must pass to be recommended for the

credential. In School Psychology, the School Psychology Training Program Fieldwork

Evaluation Form is completed by fieldwork supervisors at the end of each semester in the

student’s practicum or internship. These checklists ensure that the student clearly

demonstrates competencies in numerous contexts that are aligned with accreditation (i.e.

CCTC, NASP) standards. School Social Work utilizes an evaluation instrument designed

by the faculty, and is aligned with certification and licensing requirements. The

expectations to be evaluated in this instrument are methodically communicated through a

planning tool that is completed collaboratively between the student and the field study

instructor. This Learning Agreement (LA) is designed to be completed during the first

month of the field placement.

School Nursing and Speech Pathology utilize program standard competencies/checklists

in the fieldwork and clinical practicum. Speech Pathology has developed a set of tools

that allow for iterative feedback of formative and summative assessments of student

clinical competencies. For school-based Speech Pathology, these clinical competencies

must occur in a school-based setting. Prior to recommendation for the Health Services:

School Nurse Credential each candidate must complete the evaluation of practicum

(field) performance (N293D), which includes input from the assigned faculty, school

nurse preceptor (i.e. institutional supervisor), and school nurse coordinator.

Table XX below provides a snapshot overview with links to the supporting documents.

As you can see, all programs have well-designed protocols in place for continued

formative and summative assessment of candidate competence.

Table 9-1: Overview of Credential Program Assessment

Coursewo

rk

Key

Assessmen

ts

Examinati

ons

Fieldwork

/

practicum

TPEs Other

Multiple

Subjects

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

ePortfolio

with:

Commu

nity

Study

(EDTE

117)

Math

Mini-

RICA Student

Teaching

Evaluation

Forms--

Utilized

twice

(midterm

and final)

during

both Phase

I and

PACT

Teaching

Event in

Math +

CATS:

Planning

Task for

Science

(EDTE

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PACT

(EDTE

314)

Phase II.

Observati

onal

checklists

(formative

assessmen

t)

316)

Planning

Task for

Social

Studies

(EDTE

315)

Assessm

ent Task

for

Languag

e &

Literacy

(EDTE

319)

Single

Subjects

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

ePortfolio

with:

Classroo

m

Environ-

ment

(EDTE

371)

Ethnogr

aphic

report

(EDTE

372)

Unit

Design

(EDTE

116)

Literacy

Plan

(EDTE

384)

Student

Teaching

Evaluation

Forms--

Utilized

twice

(midterm

and final)

during

both Phase

I and

Phase II.

Observati

onal

checklists

(formative

assessmen

t)

PACT

Teaching

Event

Multiple

Subjects –

Req. 3.0

GPA Commu

nity

Study

RICA Student

Teaching

Evaluation

PACT

Teaching

Event in

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Bilingual/

Multicultu

ral

Grade of

C in all

Standards-

based

coursewor

k

(EDBM

117)

Context

for

Learning

Comme

ntary

(EDBM

118)

Forms--

Utilized

twice

(midterm

and final)

during

both Phase

I and

Phase II.

Literacy +

CATS:

Planning

Task for

Science

(EDBM

336)

Planning

Task for

Social

Studies

(EDBM

335)

Assessm

ent Task

for Math

(EDBM

334)

Single

Subjects

Bilingual/

Multicultu

ral

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Cl

assroom

portrait

Co

mmunity

Study

• I Search

paper

• Context

for

Learning

for

PACT

Task 1

form and

commen

tary

• Lesson

sequenc

e of 3-5

lessons

Student

Teaching

Evaluation

Forms--

Utilized

twice

(midterm

and final)

during

both Phase

I and

Phase II.

PACT

Teaching

Event

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reflectin

g the

authenti

c needs

of their

learner

Education

Specialist

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Different

depending

on the

specific

program

RICA (if

pursing

Multiple

Subjects

credential)

Student

Teaching

Evaluation

Forms--

Utilized

twice

(midterm

and final)

during

both Phase

I and

Phase II.

PACT

Teaching

Event in

(if pursing

Multiple

Subjects

credential)

Administr

a-tive

credential

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Candidate

Profession

al

Performan

ce

Portfolio

Recomme

nd-ation

of

fieldwork

supervisor

Reading

Certificate

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Ca

se Study:

Fluency

(EDTE

200)

Ca

se Study:

Compreh

ension

(EDTE

201)

Ca

se Study:

Self as a

Teacher

of

Writing

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and

Authentic

Writing

Assessme

nt (EDTE

203)

Ca

se Study:

Applying

Research

to a

Reading

Curriculu

m(EDTE

205)

Culminati

ng

Portfolio

Reading/

Language

Arts

credential

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Ca

se Study:

Fluency

(EDTE

200)

Ca

se Study:

Compreh

ension

(EDTE

201)

Ca

se Study:

Self as a

Teacher

of

Writing

and

Authentic

Writing

Assessme

nt (EDTE

203)

Ca

se Study:

Applying

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Research

to a

Reading

Curriculu

m (EDTE

205)

Ca

se Study:

Examinin

g a

Whole

School

(EDTE

206)

Ca

se Study:

A

Seriously

Disabled

Reader

(EDTE

207)

Po

sition

Paper: A

Professio

nal

Perspecti

ve on an

Issue

Related

to

Juvenile

Lit

erature

(EDTE

209 )

Cu

lminating

Portfolio

P.E.

Blended.

Req. 3.0

GPA

Grade of

C in all

Ca

pstone

video

assignme

Student

Teaching

Evaluation

s

PACT

teaching

event

(Physical

Education

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Standards-

based

coursewor

k

nt Student

Teacher

competenc

ies

evaluation

)

School

Counselin

g

Req. 3.0

GPA

Grade of

B in all

course-

work

Counselor

Preparatio

n

Comprehe

nsive

Examinati

on

(CPCE)

Basic

Counselin

g Skills

Scale

600 hours

field

study/inter

nship

written

case

study

oral

defense

School

Psycholog

y

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

PRAXIS

II–score

of 150 or

higher to

enter

internshi

p, and

passage

to

complete

Early

Fieldwor

k

Evaluati

on

Practicu

m

evaluatio

n

Internshi

p

evaluatio

n

Written

case study

exam.

School

Social

Work

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Policy

change

proposal

(SWRK

238A)

Researc

h on a)

psycho-

educatio

nal or b)

anti-

bullying

curriculu

ms

(SWRK

Student

field

evaluation

s

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238B)

Speech

Pathology

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Assessme

nt

Comprehe

nsive

Exam

PRAXIS

(with

score of

600 or

higher)

School

Nursing

Req. 3.0

GPA

Grade of

C in all

Standards-

based

coursewor

k

Compreh

ensive

health

assessme

nt

(N232A)

Signature

assignme

nt role

developm

ent (N213

C&D)

Public

policy

presentati

on for a

school

board

meeting

(N213D)

Midterm

and Final

evaluation

s (45

items)

2

Additional

checklists

for STAH

Exit

Survey