- Transform the one-year Post Baccalaureate Multiple Subject (elementary) Teacher Credential
Program (through two themed Global Competence cohorts; Dual Language Education and
Inquiry Base Learning)
- Increase teacher preparedness through a focus on clinical practice
- Strengthen partnerships with K-12 school districts (Principals, CTs, OSLs)
- Identify, address, and interrupt patterns of inequity within our own instructional
practices using Improvement Science methodology.
- Purposeful emphasis on clinical practice experiences for teacher candidates
- Integrate principles of diversity and inclusion within coursework, teaching, and clinical
experiences
- Develop and implement high-quality, innovative and practice-based curriculum and program
delivery.
- Balance credential program coursework with fieldwork application during a 16-week
(year-long model).
- Double the number of bilingual teachers, triple the number of graduating seniors with
a Seal of Biliteracy, quadruple the number of dual language programs (in our service
area)
- Develop global competence in teacher education through
- investigation of the world beyond their immediate environment
- the ability to recognize different perspectives,
- communication in multiple languages
- taking action to improve conditions
- Build professional capacity through continuous improvement (e.g., program design,
clinical practice, curriculum, pedagogy, and teacher educator professional development).
- Sustain a high-quality teacher educator program by
- Ongoing evaluation and internal review of the redesigned MS program to refine and
revise areas of needed improvement.
- Use existing tools and data sources (e.g. CSU Dashboard, EdQ), new surveys as well
as tools provided by US Prep coaching personnel.
- Collect data on teacher candidate impact, teacher graduate impact.
- Refine teacher candidate recruitment processes
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