ࡱ> RUCDEFGHIJKLMNOPQg ,bjbjVV Mr<r<)xxdPPPP.--jr-r-r-=/j/,/$ʢ|ՠd.@=/ddՠxxr-r-V666dxRr-r-6d66"r-:  The California State University Systemwide EXIT Evaluation of Professional Teacher Preparation An Initiative of the CSU Deans of Education Preliminary Work-Product of Item-Specific Findings for The Dean of Education California State University, Channel Islands 2008  Prepared by: Center for Teacher Quality Office of the Chancellor Directed by: Deans of Education Committee on Systemwide Evaluation The California State University The California State University Systemwide Exit Evaluation of Professional Teacher Preparation (2008) An Initiative of the CSU Deans of Education Preliminary Work-Product of Item-Specific Findings for The Dean of Education California State University, Channel Islands 2008  Systemwide Exit Evaluation of Professional Teacher Preparation (2007-08) CSU Deans Committee on Academic Evaluation Officers Systemwide Evaluation Office of the CSU Chancellor ___________________________________________________ _______________________________________________________ f& Dr. Bonnie Konopak, Committee Chair f& Dr. Gary Reichard College of Education Executive Vice-Chancellor California Polytechnic State University Office of the Chancellor, Academic Affairs San Luis Obispo The California State University System f& Dr. Paul Beare, Dean f& Dr. Keith Boyum Kremen School of Education & Human Dev. Associate Vice-Chancellor California State University Office of the Chancellor, Academic Affairs Fresno The California State University System f& Dr. Mary Gendernalik-Cooper, Dean f& Dr. Beverly Young School of Education Assistant Vice-Chancellor Sonoma State University Office of the Chancellor, Academic Affairs Sonoma The California State University System f& Dr. Joan Karp, Dean f& Dr. David Wright, Director School of Education CSU Center for Teacher Quality California State University The California State University System Channel Islands f& Dr. Nohoon Kwak, Statistician f& Dr. Steve Turley, Associate Dean CSU Center for Teacher Quality College of Education The California State University System California State University Long Beach f& Rachelle Smith, Evaluation Data Manager Wes Bonifay, Graduate Student Assistant Jennifer Anhar, Graduate Student Assistant CSU Center for Teacher Quality CSU Center for Teacher Quality The California State University 6000 J Street, Modoc Hall Sacramento, California The California State University Systemwide Exit Evaluation of Professional Teacher Preparation (2008) Preliminary Item-Specific Findings for the Dean of Education California State University, Channel Islands Overview of the Deans Preliminary Work-Product Part A About the CSU Systemwide Exit Evaluation of Teacher Preparation Page 1 % Background and Methodology of the CSU Systemwide Exit Evaluation: 2007-08 2 % Important Characteristics of Statistical Data in this Preliminary Work-Product 3 Part B Descriptive Information about the Evaluation Participants and Their Schools 4 Part C Evaluation of Teacher Education Program Effectiveness: General Teaching Practices 13 Part D Evaluation of Teacher Education Program Effectiveness: Specific Teaching Practices 25 Part E Evaluation of the Value and Helpfulness of Pedagogy, Subjects, Program Support, and Fieldwork Activities 35 Part F Evaluation of Teacher Education Program Quality: Qualities Sought in Professional Accreditation Standards 45 Part G Evaluation of Teacher Education Program Quality: Overall Assessment 51 Part A About the CSU Systemwide Evaluation of Teacher Preparation A-1 Background and Methodology of the CSU Systemwide Evaluation: 2007-08 Page 1 A-2 Important Characteristics of Statistical Data in This Preliminary Work-Product 3 Section A-1 Background and Methodology of the CSU Systemwide Exit Evaluation 2007-08 CSU Systemwide Exit Evaluation--Background In 2001 the CSU Deans of Education initiated the first Systemwide Evaluation of Teacher Education Programs in the Universitys history. The purpose of the evaluation has been to provide information that the Deans, other CSU leaders, and faculties could use in making improvements in teacher education programs. From 2002 through 2008 the Deans continued the study to see whether the programs grew more or less effective over time. Rather than viewing evaluation as a one-time activity, the Deans plan to compile and use new and updated evaluation data in the future. To date, participants in the evaluation have included large samples of individuals who graduated from CSU teacher education programs and who have been teaching for one year. In four evaluations, the Chancellors Office drew stratified random samples of these graduates and asked them to answer questions about the quality and effectiveness of their CSU preparation. Most recently, the participants included all teaching graduates whom the CO could locate. Each year the CSU also invited the school-site principals of these teachers to evaluate the teachers preparation. To date, the evaluation findings reflect the experiences of over 40,000 CSU graduates of teacher preparation programs since 1999-2000. Expansion of the Evaluation Currently, the CSU annually recommends more than 11,000 teaching graduates of its teacher education programs for state teaching credentials. Most campuses have conducted an exit evaluation of their programs, but because the evaluation instruments were developed independently at each campus, the content and form of the questions have varied from one instrument to another. This makes it difficult to interpret the experiences of new program graduates in a meaningful, systemwide context. In the winter of 2003, the Deans of Education requested implementation of a campus exit evaluation. The Deans agreed that the initial exit evaluation would be conducted in 2004 as a pilot, and that participation by individual CSU campuses for one year would be voluntary. The Deans agreed that all campuses would participate in the exit evaluation starting in the spring, 2005. Items included in the Exit Evaluation In the fall of 2003, requests were made for copies of exit evaluations used by each CSU campus. Eleven were received and then analyzed to determine the degree of consistency with each other and with the systemwide instrument that was being administered to recent program completers. While consistency was high, a small number of items appeared on campus instruments that did not appear in any form on the systemwide instrument. Some of these focused on detailed aspects of the teacher education program that one would not expect graduates one or more years later to recall vividly. Many of these items were included in the systemwide exit evaluation. Still other items were unique to a single campus. To accommodate these items, program officials from each campus were given the ability to add and maintain a separate set of campus items on a password protected website. After responding to the core set of items presented to all respondents, a separate set of questions appear (if any existed) based on a completers campus affiliation. A small number of items on the current systemwide evaluation focus on the experiences CSU graduates have had as beginning teachers. These, of course, are not included in the exit evaluation. Respondents to the exit evaluation are required to enter their names and social security numbers. This allows program officials at each campus to see, online, which students have completed the survey. Respondents are assured that their responses to the evaluation will be forwarded only to the CSU Chancellors Office and that their name and SSN are used only to verify completion of the evaluation to program officials on their campus. Benefits of an Exit Evaluation 1. Increased participation. The exit evaluation allows data collection from virtually all program completers. After program completers leave the CSU, it becomes increasingly difficult to locate them. 2. Longitudinal. The exit evaluation allows comparison of early perceptions with data collected one or more years after employment commences. 3. Comparability. A standardized instrument allows campus officials to compare evaluations of their program completers with those from the system as a whole. 4. Cost and time savings. The Chancellors Office and individual campuses receive aggregated data electronically preformatted with statistical computations complete. This will eliminate need for staff to collect, collate and transfer data from paper forms to computer. 5. Flexibility. The exit evaluation allows campus officials to include campus-specific items that do not appear in systemwide set. A-2: Important Characteristics of Statistical Data in the Preliminary Work-Product (1) Throughout this preliminary work-product, statistical data describe the professional preparation of the cohort of CSU teacher candidates who completed (or were about to complete) their credential preparation during the 2007-08 academic year. (2) The data in this years report includes responses obtained from September 26, 2007 to July 30, 2008. (3) Statistics in this work-product (including Part B) are unadjusted summaries of the actual responses of participating students. (4) In cases where there was little or no response to a participation question (i.e., when N < 10), statistical summaries, which are likely to be unreliable representations of larger student populations, are not provided in this work-product. (5) Systemwide statistics are included throughout this work-product to serve as benchmarks for interpreting campus-specific findings. (6) The great majority of the evaluation questions were common questions addressed to program completers of Multiple Subject Credential Programs, program completers of Single Subject Credential Programs, and program completers of Education Specialist Credential Programs. Part C of the work-product is a comprehensive summary of responses to these common questions. For each group of program completers, the evaluation also included a smaller number of credential-specific questions, which are summarized in Part D. Part B Descriptive Information About CSU Program Completers: Contents of Part B Table 1 Participation in CSU Teacher Education Exit Evaluation (2007-08) Page 5 Table 2 Race and Ethnicity of Participants in CSU Teacher Education Exit Evaluation 5 Table 3 Gender of Participants in CSU Teacher Education Exit Evaluation 6 Table 4 Age of Participants in CSU Teacher Education Exit Evaluation 6 Table 5 Time to Complete Program (in months) of Participants in CSU 6 Teacher Education Exit Evaluation (2007-08) Table 6 Type of Credential Earned of Participants in CSU Teacher Education 7 Exit Evaluation Table 7 How Subject Matter Requirement Was Met of Participants in CSU Teacher 7 Education Exit Evaluation Table 8 Salary Status During Credential Program of Participants in CSU Teacher 8 Education Exit Evaluation Table 9 When Salary First Earned of Participants in CSU Teacher 8 Education Exit Evaluation Table 10 Subject Matter Preparation Prior to Credential Program of Participants 9 in CSU Teacher Education Exit Evaluation Table 11 Employment Experience Prior to Credential Program of Participants 9 in CSU Teacher Education Exit Evaluation Table 12 Current Employment Status and Plans for Coming Year of Participants 10 in CSU Teacher Education Exit Evaluation Table 13 Types of Student Teaching Assignments of Participants 10 in CSU Teacher Education Exit Evaluation Table 14 Employment Preferences of Participants in CSU Teacher Education Exit Evaluation 11 Table 15 Percentage of K-12 Students who were English Learners during 12 Student Teaching of Participants in CSU Teacher Education Exit Evaluation Table 1 Participation in CSU Teacher Education Exit Evaluation Spring 2007-08 This CSU CampusThe CSU SystemNN Program Completers who participated in the exit evaluation in 2007-08.757667 Table 2 Race and Ethnicity of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%American Indian or Alaska Native11.5%1341.8%Chinese11.5%2503.4%Japanese0.0%981.3%Korean11.5%1291.7%Vietnamese0.0%1031.4%Asian Indian0.0%62.8%Laotian0.0%10.1%Cambodian0.0%30.4%Other Asian0.0%791.1%Hawaiian0.0%28.4%Guamanian0.0%9.1%Samoan0.0%6.1%Other Pacific Islander0.0%13.2%Filipino22.9%1832.5%Hispanic or Latino1927.9%187725.5%African American, not of Hispanic Origin0.0%2162.9%White, not of Hispanic Origin4972.1%462962.8%Special Note for Table 2 Participants were allowed to select multiple race/ethnicity options. Table 3 Gender of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Female6083.3%586177.8%Male1216.7%166822.2% Table 4 Age of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%< 2111.6%3555.2%22 - 242437.5%258437.6%25 - 302234.4%242935.3%31 - 401320.3%124218.1%41 - 50----2643.8%> 5046.3%3555.2% Table 5 Time to Complete Program (in months) Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%< 123041.7%318744.0%12 - 182636.1%227431.4%19 - 241216.7%126417.4%25 - 3645.6%5267.3%> 36---------- Table 6 Type of Credential Earned Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Multiple Subject5573.3%455759.8%Education Specialist22.7%79310.4%Single Subject1925.3%249132.7% Table 7 How Subject Matter Requirement was Met Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Exam (e.g., MSAT, CSET)4154.7%430556.1%Subject matter program at same CSU campus3040.0%280336.6%Subject matter program at different CSU11.3%2112.8%Subject matter program at a non-CSU campus11.3%1221.6%Credit for Coursework Completed Elsewhere11.3%1151.5% Table 8 Salary Status During Credential Program Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Earned Salary with Emergency Permit34.0%3464.5%Earned Salary through Internship912.0%165121.5%Did Not Earn a Salary (worked with coop. teacher)6282.7%556472.6% Table 9 When Salary First Earned Of Participants in CSU Teacher Education Exit Evaluation Who were Emergency Permit Holders 2007-08 This CSU CampusThe CSU SystemN%N%Before acceptance into CSU credential program----1441.9%After enrollment in ed. courses, but before student teaching11.3%1141.5%After starting, but before completing student teaching11.3%731.0% Table 10 Subject Matter Preparation Prior to Credential Program Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Most of first year courses at a two-year community college3020.7%211017.1%Most of second year courses at a two-year community college2215.2%186715.1%Attended more than one four-year institution for bachelor's degree96.2%7526.1%Attended more than one CSU campus for bachelor's degree64.1%3042.5%Earned bachelor's degree at same CSU campus as credential3322.8%411533.3%Earned bachelor's degree at different CSU campus from credential2920.0%191315.5%Earned bachelor's degree outside of CSU system1611.0%131410.6%Note: The percentages in Table 10 exceed 100% because respondents were allowed to select more than one option. Table 11 Employment Experience Prior to Credential Program Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Worked as classroom teacher in K-12 private school22.3%2843.2%Worked w/ emergency permit in K-12 public school33.4%3193.6%Worked as intern in K-12 public school0.0%1972.2%Worked as teacher-assistant or sub. in K-12 school1820.7%161918.4%Worked as fully certified teacher in K-12 public school0.0%981.1%Outside of education worked in professional position related to college education2528.7%195022.2%Outside of education worked in professional position not related to college education3439.1%311135.4%No employment experience55.7%120213.7% Table 12 Current Employment Status and Plans for Coming Year Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Currently employed at a school and expect to teach there.1114.7%202626.4%Currently employed at a school. Expect to teach elsewhere.45.3%5457.1%Currently employed at a school. Will not seek employment.----57.7%Not employed. Will seek employment.5877.3%474461.9%Not employed. Will not seek employment next year.----1662.2% Table 13 Types of Student Teaching Assignments Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%Self contained classroom. I taught one classroom of students. I taught all or most of their subjects.5465.1%438554.9%Core classroom teacher. I taught 2 or 3 classes of students. I teach 2 core subjects in each class.910.8%112914.1%Dept. based teacher. I taught 3 to 7 classes of students. I taught one subject in each class.1315.7%136217.1%Special Ed. teacher. The majority of my students are identified as Special Education students11.2%6097.6%Other teaching position67.2%4986.2% Table 14 Employment Preferences Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU Campus: All Programs CombinedCSU System: All Programs CombinedDoes Not ApplyNot at AllA LittleSomewhatVeryDoes Not ApplyNot at AllA LittleSomewhatVeryHow important are the following with respect to your employment preferences?N%N%N%N%N%N%N%N%N%N%A school that is close to my home.1317.8%0.0%1013.7%2331.5%2737.0%239031.5%1702.2%5747.6%225629.7%220529.0%A school in which I have previously taught1318.3%2738.0%1318.3%1216.9%68.5%239233.8%204228.8%110515.6%112415.9%4195.9%A school that is ethnically diverse1318.1%1013.9%912.5%2737.5%1318.1%239232.5%82511.2%93312.7%193226.3%127217.3%A school where most students are from high socio-economic families1318.3%4360.6%912.7%68.5%0.0%239233.8%297642.0%110415.6%5177.3%931.3%A school where most students are from low socio-economic families1318.3%2231.0%1419.7%1216.9%1014.1%239333.8%206229.2%127218.0%96213.6%3815.4%A school where many students are English Language learners1318.3%2129.6%1115.5%1622.5%1014.1%239333.6%178925.1%140219.7%109115.3%4546.4%A school where few students are English Language learners1318.6%3347.1%1724.3%45.7%34.3%239434.2%237834.0%133619.1%74810.7%1402.0%A low performing school1318.6%2231.4%1420.0%1115.7%1014.3%239334.1%179725.6%139719.9%107915.4%3615.1%A high performing school1319.1%2435.3%1725.0%710.3%710.3%239234.0%169824.1%134819.1%123817.6%3675.2%A public school1318.8%45.8%57.2%1420.3%3347.8%239032.8%5727.9%4245.8%138719.0%251334.5%A private school1319.1%2536.8%1927.9%710.3%45.9%239435.7%224133.4%112516.8%74411.1%2033.0%A district that offers an attractive salary and benefits package1318.3%11.4%811.3%2332.4%2636.6%238932.1%1642.2%5327.1%181824.4%254334.2% Table 15 Percentage of K-12 Students who were English Learners during Student Teaching Of Participants in CSU Teacher Education Exit Evaluation 2007-08 This CSU CampusThe CSU SystemN%N%None56.8%81810.9%1% - 20%2230.1%235631.3%21% - 40%1621.9%158021.0%41% - 60%1419.2%114515.2%61% - 80%912.3%81710.9%81% - 99%79.6%7009.3%100%----1021.4% Part C Evaluation Construct: Teacher Education Program Effectiveness Evaluation Sources: Program Completers Evaluation Focus: General Concepts and Practices of Teaching Teacher Education Program Effectiveness as an Evaluation Construct What does it mean to say the CSU Systemwide Evaluation of Teacher Preparation measures program effectiveness? What concept of "program effectiveness" underlies the evaluation questions and the respondents' answers to those questions? Program effectiveness is conceptualized in relation to the professional practices and understandings that are integral to a K-12 teacher's work. CSU assumes that all teaching positions and assignments include a core body of pedagogical practices and concepts. Another assumption is that the profession's core practices and principles are complex, subtle and challenging for first-year teachers to implement in their day-to-day work. When teachers confront these challenges during the initial years of certificated teaching, the effectiveness of their preparation is the extent to which their prior coursework and fieldwork enable them to incorporate the profession's core practices and concepts into their work at levels of proficiency and understanding that are appropriate and realistic for first-year certificated teachers. Parts C and D of this evaluation work-product focus on the extent to which the program completers of specific programs and particular universities are ready to assume the responsibilities of first-year certificated teachers at initial levels of understanding and skill. Based on this definition of program effectiveness, the evaluation asks how well each teaching graduate was prepared and ready to fulfill a teacher's core responsibilities at entry levels of proficiency. CSU does not assume that this concept of effectiveness is the only important outcome of teacher preparation programs. Among a program's important outcomes, however, this construct of effectiveness is considered to be significant and appropriate as one basis for assessing programs of professional preparation for teacher certification. Program Completers as Sources of Effectiveness Data The proficiencies of beginning teachers are affected by school conditions as well as their prior preparation. When novice teachers transition into the role of "instructor of record," many will find it difficult to translate their collegiate preparation into effective practice and professional understanding. Newly-certificated teachers need to confer and collaborate with supportive mentors who are carefully selected and well trained for the mentor's important role. CSU supported the inception and expansion of California's Beginning Teacher Support and Assessment (BTSA) Program as a thoroughly field-tested and evaluated induction program for first-year and second-year teachers who have earned initial credentials. California annually appropriates funds for all first- and second-year certificated teachers (K-12) to participate in BTSA, the great majority of whom do so. Consequently, there are no longer systemic, structural reasons to suppose that the effectiveness of teacher preparation cannot be assessed feasibly and validly by compiling evidence of the readiness and proficiencies of first-year teachers. In the design of the exit evaluation, CSU has taken steps to ensure that program completers judge the effectiveness of teacher preparation on the basis of expectations that are realistic and reasonable. Before CSU's teaching program completers answer any evaluation questions, they read the following statement by the CSU: Your CSU campus designed your initial teaching credential program to prepare you to start working as a new teacher in a school where your preparation would continue. In your credential program, the CSU wanted you to learn basic teaching skills and educational ideas at an initial level. Your campus expects that you will have a mentor in your school to assist you in learning how to use your teaching skills in your class with your students. CSU expected that you will also have chances to develop your teaching skills and ideas with a mentors help. Important aspects of a teachers job are listed below. At the CSU, how well prepared were you to begin each aspect of a teachers job while you extend your initial skills with a mentors help? Please finish each statement below by selecting an option that best represents the level of your preparation. (Select x on the right side of the page if you have not been responsible for a particular item since you finished your CSU preparation.) At some CSU campuses, large numbers of credential candidates hold emergency teaching permits or internship credentials. These individuals serve as full-time teachers concurrently with their enrollment in CSU credential programs. The evaluation does not assess the effectiveness of their preparation at the end of their first year of teaching because they have not completed CSU preparation at that time. The exit evaluation examines CSU's effectiveness at the completion of CSU credential programs. Regardless of which "route" teachers have pursued for state certification, the exit evaluation compiles data after (or just as) they finish CSU programs of professional teacher preparation. This evaluation design ensures that all programs are assessed at the same point in time following the completion of CSU preparation. In this preliminary work-product, the term "program completers" refers to those CSU students who respond to program effectiveness questions as they finish CSU credential programs. Preparation for General Concepts and Practices of Teaching: The Focus of Part C Each program completers responsibilities will include some duties that are unique to a school district, some that are unique to a school, and others that are unique to the teacher's specific class(es). Common responsibilities are widely associated with teaching positions regardless of the districts, schools and classrooms where teachers are employed. Some of these common responsibilities are associated with distinct types of teaching positions in elementary schools, secondary schools and special education programs, which are the subject of Part D beginning on page 25. In Part C, the focus is on the effectiveness of CSU preparation in relation to pedagogical concepts and skills that are generally applicable to all teaching positions. Questions about Program Effectiveness Addressed in Part C (1) How well were the program completers of this CSU campus prepared for 23 important responsibilities of teachers, according to the program completers own judgments after they completed the campus programs in 2007-08? How do their assessments of their own readiness compare with evaluations by program completers from all CSU campuses in 2006-2008? Within Part C, Tables 16-A and 16-B focus on these campus-wide questions. (2) After examining evaluations by all program completers from this campus, how similar or dissimilar are program completers assessments when we focus specifically on the effectiveness of Multiple Subject Credential Programs, of Single Subject Credential Programs and of Education Specialist Level I Credential Programs? Among these distinct credential programs, are the similarities and dissimilarities at this CSU campus also true for the CSU system overall? Contents of Part C Table 16-A General Concepts and Practices of Teaching: The Effectiveness of All Types of CSU Teaching Page 17 Credential Programs According to Program Completers (General Concepts and Practices 1-10) Table 16-B General Concepts and Practices of Teaching: The Effectiveness of All Types of CSU Teaching Page 18 Credential Programs According to Program Completers (General Concepts and Practices 11-23) Table 17-A General Concepts and Practices of Teaching: The Effectiveness of CSU Multiple Subject Teaching Page 19 Credential Programs According to Program Completers (General Concepts and Practices 1-10) Table 17-B General Concepts and Practices of Teaching: The Effectiveness of CSU Multiple Subject Teaching Page 20 Credential Programs According to Program Completers (General Concepts and Practices 11-23) Table 18-A General Concepts and Practices of Teaching: The Effectiveness of CSU Single Subject Teaching Page 21 Credential Programs According to Program Completers (General Concepts and Practices 1-10) Table 17-B General Concepts and Practices of Teaching: The Effectiveness of CSU Single Subject Teaching Page 22 Credential Programs According to Program Completers (General Concepts and Practices 11-23) Table 19-A General Concepts and Practices of Teaching: The Effectiveness of CSU Education Specialist Level I Page 23 Credential Programs According to Program Completers (General Concepts and Practices 1-10) Table 19-B General Concepts and Practices of Teaching: The Effectiveness of CSU Education Specialist Level I Page 24 Credential Programs According to Program Completers (General Concepts and Practices 11-23) Important Characteristics of Data in Part C Important characteristics of statistical data throughout this preliminary work-product are described on page 3. Additionally, the statistics in Part C have the following important properties. (1) For program completers, the response options for the questions in Part C (Tables 16-19) are shown below with the coded value of each response. Evaluation participants were encouraged to mark x (Dont Know) if they did not have a sufficient basis for selecting a response from zero to three. Response Options in Tables 16-19 Response Options in Tables 16-19 Well Prepared = 3 Somewhat Prepared = 1 Adequately Prepared = 2 Not At All Prepared = 0 I Dont Know = x (2) In each data table, Columns (2) and (7) show the percentages of respondents who gave either of the two favorable responses (3 or 2) to each evaluation question. Columns (3) and (8) show the percentages who gave either of the two unfavorable responses (1 or 0) to each question. Percentages are rounded to nearest integers so they may not add exactly to 100 percent. (3) Means and standard deviations in Columns (4), (5), (9) and (10) are based on the numeric scale shown above. Mean values range from a minimum of zero to a maximum of 3.00, and are substantially but not entirely correlated with percentage values in Columns (2), (3), (7) and (8). (4) Program completers who indicated they Dont Know about an aspect of their preparation (x) are not included in any column of statistical data because their responses did not describe the effectiveness of the program completers preparation. Table 16-A General Concepts and Practices of Teaching: The Effectiveness of All Types of CSU Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting All Credential Programs in the CSU This CSU Campus: All Credential ProgramsCSU System: All Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to prepare lesson plans and make prior arrangements for students' class activities.7294.4%5.6%1.94.231742596.8%3.2%1.97.1762...to organize and manage a class or a group of students for instructional activities.7293.1%6.9%1.93.256741295.5%4.5%1.95.2083...to organize and manage student behavior and discipline satisfactorily.7283.3%16.7%1.83.375740290.8%9.2%1.91.2894...to use an effective mix of teaching strategies and instructional activities.7191.5%8.5%1.92.280737994.8%5.2%1.95.2225...to meet the instructional needs of students who are English language learners.7084.3%15.7%1.84.367739586.5%13.5%1.86.3426...to meet the instructional needs of students from diverse cultural backgrounds.7284.7%15.3%1.85.362740191.0%9.0%1.91.2867...to meet the instructional needs of students with special learning needs.7272.2%27.8%1.72.451738977.7%22.3%1.78.4168...to understand how personal, family and community conditions often affect learning.7287.5%12.5%1.88.333737392.9%7.1%1.93.2569...to learn about my students' interests and motivations, and how to teach accordingly.7291.7%8.3%1.92.278738795.3%4.7%1.95.21110...to get students involved in engaging activities and to sustain on-task behavior.7293.1%6.9%1.93.256737594.0%6.0%1.94.238 Table 16-B General Concepts and Practices of Teaching: The Effectiveness of All Types of CSU Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting All Credential Programs in the CSU This CSU Campus: All Credential ProgramsCSU System: All Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to use computer-based technology to help students learn subjects of the curriculum.7167.6%32.4%1.68.471736882.9%17.1%1.83.37712...to use computer-based technology for instruction, research, and record keeping.6969.6%30.4%1.70.464735684.6%15.4%1.85.36113...to monitor student progress by using formal and informal assessment methods.7193.0%7.0%1.93.258737494.0%6.0%1.94.23714...to assess pupil progress by analyzing a variety of evidence including exam scores.7287.5%12.5%1.88.333737291.7%8.3%1.92.27615...to adjust my teaching strategies so all pupils have chances to understand and learn.7294.4%5.6%1.94.231738594.2%5.8%1.94.23416...to adhere to principles of educational equity in the teaching of all students.7091.4%8.6%1.91.282735995.5%4.5%1.96.20717...to use class time efficiently by relying on daily routines and planned transitions.7190.1%9.9%1.90.300737095.4%4.6%1.95.21018...to know about resources in the school & community for at-risk students and families.7173.2%26.8%1.73.446737681.3%18.7%1.81.39019...to communicate effectively with the parents or guardians of my students.7288.9%11.1%1.89.316738589.1%10.9%1.89.31120...to work collaboratively on school issues with other teachers in our school.7284.7%15.3%1.85.362738290.5%9.5%1.91.29321...to think about problems that occur in teaching and to try-out various solutions.7187.3%12.7%1.87.335736992.4%7.6%1.92.26422...to understand my professional, legal, and ethical obligations.7185.9%14.1%1.86.350739692.7%7.3%1.93.26123...to evaluate and reflect on my own teaching and to seek out assistance that leads to professional growth.7295.8%4.2%1.96.201739497.2%2.8%1.97.165 Table 17-A General Concepts and Practices of Teaching: The Effectiveness of CSU Multiple Subject Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject Credential ProgramsCSU System: Multiple Subject Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to prepare lesson plans and make prior arrangements for students' class activities.5396.2%3.8%1.96.192445297.7%2.3%1.98.1492...to organize and manage a class or a group of students for instructional activities.5396.2%3.8%1.96.192444796.9%3.1%1.97.1733...to organize and manage student behavior and discipline satisfactorily.5384.9%15.1%1.85.361444292.9%7.1%1.93.2574...to use an effective mix of teaching strategies and instructional activities.5294.2%5.8%1.94.235442396.4%3.6%1.96.1865...to meet the instructional needs of students who are English language learners.5286.5%13.5%1.87.345443589.3%10.7%1.89.3106...to meet the instructional needs of students from diverse cultural backgrounds.5386.8%13.2%1.87.342444092.2%7.8%1.92.2697...to meet the instructional needs of students with special learning needs.5371.7%28.3%1.72.455443476.8%23.2%1.77.4228...to understand how personal, family and community conditions often affect learning.5390.6%9.4%1.91.295442494.2%5.8%1.94.2349...to learn about my students' interests and motivations, and how to teach accordingly.5394.3%5.7%1.94.233443996.6%3.4%1.97.18010...to get students involved in engaging activities and to sustain on-task behavior.5396.2%3.8%1.96.192443096.0%4.0%1.96.196 Table 17-B General Concepts and Practices of Teaching: The Effectiveness of CSU Multiple Subject Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject Credential ProgramsCSU System: Multiple Subject Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to use computer-based technology to help students learn subjects of the curriculum.5267.3%32.7%1.67.474442583.8%16.2%1.84.36812...to use computer-based technology for instruction, research, and record keeping.5168.6%31.4%1.69.469441084.6%15.4%1.85.36113...to monitor student progress by using formal and informal assessment methods.5294.2%5.8%1.94.235442694.6%5.4%1.95.22614...to assess pupil progress by analyzing a variety of evidence including exam scores.5386.8%13.2%1.87.342442992.4%7.6%1.92.26515...to adjust my teaching strategies so all pupils have chances to understand and learn.5396.2%3.8%1.96.192442995.6%4.4%1.96.20416...to adhere to principles of educational equity in the teaching of all students.5394.3%5.7%1.94.233442296.7%3.3%1.97.17917...to use class time efficiently by relying on daily routines and planned transitions.5294.2%5.8%1.94.235442596.6%3.4%1.97.18018...to know about resources in the school & community for at-risk students and families.5271.2%28.8%1.71.457442283.3%16.7%1.83.37319...to communicate effectively with the parents or guardians of my students.5392.5%7.5%1.92.267443090.5%9.5%1.90.29420...to work collaboratively on school issues with other teachers in our school.5386.8%13.2%1.87.342443892.5%7.5%1.92.26321...to think about problems that occur in teaching and to try-out various solutions.5288.5%11.5%1.88.323442293.0%7.0%1.93.25622...to understand my professional, legal, and ethical obligations.5290.4%9.6%1.90.298443692.8%7.2%1.93.25923...to evaluate and reflect on my own teaching and to seek out assistance that leads to professional growth.5398.1%1.9%1.98.137443997.9%2.1%1.98.145 Table 18-A General Concepts and Practices of Teaching: The Effectiveness of CSU Single Subject Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject Credential ProgramsCSU System: Single Subject Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to prepare lesson plans and make prior arrangements for students' class activities.1894.4%5.6%1.94.236241995.4%4.6%1.95.2092...to organize and manage a class or a group of students for instructional activities.1888.9%11.1%1.89.323241193.0%7.0%1.93.2553...to organize and manage student behavior and discipline satisfactorily.1877.8%22.2%1.78.428240986.7%13.3%1.87.3404...to use an effective mix of teaching strategies and instructional activities.1888.9%11.1%1.89.323240591.8%8.2%1.92.2745...to meet the instructional needs of students who are English language learners.1782.4%17.6%1.82.393240781.3%18.7%1.81.3906...to meet the instructional needs of students from diverse cultural backgrounds.1883.3%16.7%1.83.383241088.3%11.7%1.88.3227...to meet the instructional needs of students with special learning needs.1877.8%22.2%1.78.428240474.5%25.5%1.74.4368...to understand how personal, family and community conditions often affect learning.1883.3%16.7%1.83.383240290.3%9.7%1.90.2979...to learn about my students' interests and motivations, and how to teach accordingly.1888.9%11.1%1.89.323239992.7%7.3%1.93.26110...to get students involved in engaging activities and to sustain on-task behavior.1888.9%11.1%1.89.323239690.6%9.4%1.91.292 Table 18-B General Concepts and Practices of Teaching: The Effectiveness of CSU Single Subject Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject Credential ProgramsCSU System: Single Subject Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to use computer-based technology to help students learn subjects of the curriculum.1872.2%27.8%1.72.461239781.7%18.3%1.82.38712...to use computer-based technology for instruction, research, and record keeping.1776.5%23.5%1.76.437239885.2%14.8%1.85.35513...to monitor student progress by using formal and informal assessment methods.1894.4%5.6%1.94.236239893.3%6.7%1.93.25014...to assess pupil progress by analyzing a variety of evidence including exam scores.1894.4%5.6%1.94.236239790.7%9.3%1.91.29115...to adjust my teaching strategies so all pupils have chances to understand and learn.1894.4%5.6%1.94.236240591.3%8.7%1.91.28216...to adhere to principles of educational equity in the teaching of all students.1687.5%12.5%1.88.342238893.3%6.7%1.93.25117...to use class time efficiently by relying on daily routines and planned transitions.1883.3%16.7%1.83.383239893.3%6.7%1.93.25018...to know about resources in the school & community for at-risk students and families.1883.3%16.7%1.83.383240577.2%22.8%1.77.42019...to communicate effectively with the parents or guardians of my students.1883.3%16.7%1.83.383240485.4%14.6%1.85.35320...to work collaboratively on school issues with other teachers in our school.1883.3%16.7%1.83.383239786.4%13.6%1.86.34221...to think about problems that occur in teaching and to try-out various solutions.1888.9%11.1%1.89.323239991.4%8.6%1.91.28022...to understand my professional, legal, and ethical obligations.1877.8%22.2%1.78.428240991.7%8.3%1.92.27623...to evaluate and reflect on my own teaching and to seek out assistance that leads to professional growth.1894.4%5.6%1.94.236240596.0%4.0%1.96.196 Table 19-A General Concepts and Practices of Teaching: The Effectiveness of CSU Education Specialist Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist Credential ProgramsCSU System: Education Specialist Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to prepare lesson plans and make prior arrangements for students' class activities.----------76495.8%4.2%1.96.2002...to organize and manage a class or a group of students for instructional activities.----------76394.5%5.5%1.94.2283...to organize and manage student behavior and discipline satisfactorily.----------76190.9%9.1%1.91.2874...to use an effective mix of teaching strategies and instructional activities.----------75894.1%5.9%1.94.2365...to meet the instructional needs of students who are English language learners.----------76285.4%14.6%1.85.3536...to meet the instructional needs of students from diverse cultural backgrounds.----------76193.0%7.0%1.93.2557...to meet the instructional needs of students with special learning needs.----------76096.2%3.8%1.96.1928...to understand how personal, family and community conditions often affect learning.----------75794.1%5.9%1.94.2379...to learn about my students' interests and motivations, and how to teach accordingly.----------75895.9%4.1%1.96.19810...to get students involved in engaging activities and to sustain on-task behavior.----------75892.3%7.7%1.92.266 Table 19-B General Concepts and Practices of Teaching: The Effectiveness of CSU Education Specialist Teaching Credential Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist Credential ProgramsCSU System: Education Specialist Credential ProgramsAs a new teacher, I am (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to use computer-based technology to help students learn subjects of the curriculum.----------75280.3%19.7%1.80.39812...to use computer-based technology for instruction, research, and record keeping.----------75681.0%19.0%1.81.39313...to monitor student progress by using formal and informal assessment methods.----------75792.5%7.5%1.92.26414...to assess pupil progress by analyzing a variety of evidence including exam scores.----------75590.1%9.9%1.90.29915...to adjust my teaching strategies so all pupils have chances to understand and learn.----------76194.1%5.9%1.94.23616...to adhere to principles of educational equity in the teaching of all students.----------75895.3%4.7%1.95.21317...to use class time efficiently by relying on daily routines and planned transitions.----------75494.2%5.8%1.94.23518...to know about resources in the school & community for at-risk students and families.----------75782.3%17.7%1.82.38219...to communicate effectively with the parents or guardians of my students.----------75991.8%8.2%1.92.27420...to work collaboratively on school issues with other teachers in our school.----------75690.7%9.3%1.91.29021...to think about problems that occur in teaching and to try-out various solutions.----------75791.8%8.2%1.92.27422...to understand my professional, legal, and ethical obligations.----------76094.3%5.7%1.94.23123...to evaluate and reflect on my own teaching and to seek out assistance that leads to professional growth.----------75996.8%3.2%1.97.175 Part D Evaluation Construct: Teacher Education Program Effectiveness Evaluation Sources: Program Completers Evaluation Focus: Assignment-Specific Teaching Practices Part D treats the same evaluation construct teacher education program effectiveness as Part C above. Like Part C, this section relies on CSU program completers as the sources of evaluation data. Part D differs by focusing on a different domain of the teacher preparation curriculum than Part C. Instead of reporting on general concepts and practices that are typically included in all teaching assignments, Part D addresses pedagogical concepts and practices that tend to be associated with three large groups of teaching assignments: multiple-subject assignments, single-subject assignments, and special education teaching assignments. Preparation for Assignment-Specific Concepts and Practices of Teaching: The Focus of Part D The design of the CSU Systemwide Exit Evaluation reflects the fact that teaching positions in elementary schools, secondary schools and special education programs have some distinctive pedagogical practices and concepts. The exit evaluation assesses the effectiveness of CSU campuses in preparing K-8 candidates for concepts and practices that are commonly associated with elementary schools (and not with secondary schools). The evaluation also examines CSU effectiveness in preparing other candidates to be proficient teachers in secondary schools, where teaching positions include duties and expectations that are unique to that level of schooling. In a third realm, the evaluation investigates the effectiveness of CSU campuses in preparing candidates for special education programs. In Part C above, the focus on common or core teaching concepts and practices meant that each pair of tables examined the same set of 23 evaluation questions. In Part D, each pair of data tables examine a distinctive set of teaching principles and skills. Questions about Program Effectiveness Addressed in Part D (1) When the evaluation focus shifts from preparation for general teaching issues to practices and concepts that are widely associated with multiple-subject teaching assignments, how well are the program completers of this CSU campus prepared for 22 ideas and practices, according to the campus Multiple Subject program completers? How do these assessments compare with assessments by their counterparts throughout California who completed MS Programs from all CSU campuses? (2) When we again shift the focus to preparation for pedagogical skills and ideas widely associated with single-subject teaching assignments, how well are the program completers of this CSU campus prepared for 18 level-specific skills, according to the campus participating Single Subject program completers? How do this campus assessments compare with evaluations by counterparts who completed SS Programs from all CSU campuses? (3) When the evaluation focuses on special-education teaching assignments, how well are the program completers of this CSU campus prepared for 33 assignment-specific concepts and practices, according to the campus Education Specialist Program completers (Level I)? How do these campus-specific evaluations compare with assessments throughout California who completed ES Programs from all CSU campuses? Contents of Part D Table 20-A Concepts and Practices for Multiple Subject Teaching (K-8): Effectiveness of CSU Multiple Subject Page 28 Programs as Evaluated by Program Completers in Relation to 22 Level-Specific Concepts and Practices Table 20-B Concepts and Practices for Multiple Subject Teaching (K-8): Effectiveness of CSU Multiple Subject Page 29 Programs as Evaluated by Program Completers in Relation to 22 Level-Specific Concepts and Practices Table 21-A Concepts and Practices for Single Subject Teaching (7-12): Effectiveness of CSU Single Subject Page 30 Programs as Evaluated by Program Completers in Relation to 18 Level-Specific Concepts and Practices Table 21-B Concepts and Practices for Single Subject Teaching (7-12): Effectiveness of CSU Single Subject Page 31 Programs as Evaluated by Program Completers in Relation to 18 Level-Specific Concepts and Practices Table 22-A Concepts and Practices for Special Education Teaching: Effectiveness of CSU Education Specialist Page 32 Programs as Evaluated by Program Completers in Relation to 33 Special Education Concepts and Practices Table 22-B Concepts and Practices for Special Education Teaching: Effectiveness of CSU Education Specialist Page 33 Programs as Evaluated by Program Completers in Relation to 33 Special Education Concepts and Practices Table 22-C Concepts and Practices for Special Education Teaching: Effectiveness of CSU Education Specialist Page 34 Programs as Evaluated by Program Completers in Relation to 33 Special Education Concepts and Practices Important Characteristics of Data in Part D Important characteristics of statistical data throughout this preliminary work-product are described on page 3. Additionally, the statistics in Part D have the following important properties. (1) For program completers, the response options for the questions in Part D (Tables 20-22) are shown below with the coded value of each response. Evaluation participants were encouraged to mark x (Dont Know) if they did not have a sufficient basis for selecting a response from zero to three. Response Options in Tables 20-22 Response Options in Tables 20-22 Well Prepared = 3 Somewhat Prepared = 1 Adequately Prepared = 2 Not At All Prepared = 0 I Dont Know = x (2) In each data table, Columns (2) and (7) show the percentages of respondents who gave either of the two favorable responses (3 or 2) to each evaluation question. Columns (3) and (8) show the percentages who gave either of the two unfavorable responses (1 or 0) to each question. Percentages are rounded to nearest integers so they may not add exactly to 100 percent. (3) Means and standard deviations in Columns (4), (5), (9) and (10) are based on the numeric scale shown above. Mean values range from a minimum of zero to a maximum of 3.00, and are substantially but not entirely correlated with percentage values in Columns (2), (3), (7) and (8). (4) Program completers who selected Dont Know about an aspect of their preparation (x) are not included in any column of statistical data because their responses did not describe the effectiveness of their preparation. (5) Campus leaders and faculties are urged to exercise caution in interpreting statistics based on small numbers of participants. All statistics resulting from the evaluation are estimates of actual program effectiveness. The extent to which a statistic is reliable depends in part on the numbers of participants whose judgments are included in the statistic. Statistics about Education Specialist and Single Subject Credential Programs are often based on small numbers of respondents because these programs have fewer program completers than Multiple Subject Programs. Charts A and B gain in importance whenever limited numbers of participants (N) answer evaluation questions. Table 20-A Concepts and Practices for Multiple Subject Teaching (K-8): The Effectiveness of CSU Multiple Subject Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs While They Taught in Grades K-8 Evaluation Questions Answered by Graduates Exiting MS Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: Multiple Subject ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to know and understand the subjects of the curriculum at my grade level(s).5294.2%5.8%1.94.235441495.6%4.4%1.96.2052...to teach reading-language arts according to California Content Standards in reading.5292.3%7.7%1.92.269441896.7%3.3%1.97.1783...to understand child development, human learning and the purposes of schools.5296.2%3.8%1.96.194441094.5%5.5%1.95.2274...to teach mathematics according to California Content Standards in math.5298.1%1.9%1.98.139440895.4%4.6%1.95.2095...to teach science according to California State Content Standards in science.5090.0%10.0%1.90.303439092.3%7.7%1.92.2666...to teach history and social studies according to California Content Standards.5192.2%7.8%1.92.272439893.3%6.7%1.93.2507...to teach visual and performing arts according to California Content Standards.5170.6%29.4%1.71.460438985.5%14.5%1.85.3528...to teach physical education according to the California P. E. Curriculum Framework.5186.3%13.7%1.86.348438583.9%16.1%1.84.3689...to teach health according to the California Health Curriculum Framework.5072.0%28.0%1.72.454437380.3%19.7%1.80.39810...to design hands-on classroom activities that suit the attention spans of my students.5196.1%3.9%1.96.196440396.1%3.9%1.96.193 Table 20-B Concepts and Practices for Multiple Subject Teaching (K-8): The Effectiveness of CSU Multiple Subject Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs While They Taught in Grades K-8 Evaluation Questions Answered by Graduates Exiting MS Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: Multiple Subject ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to enable my young students to interact with their peers in healthy, productive ways.5196.1%3.9%1.96.196440996.3%3.7%1.96.19012...to promote the academic skills of pupils at different levels of prior proficiency.5292.3%7.7%1.92.269440695.5%4.5%1.95.20813...to extend students' concrete thoughts by familiarizing them with more abstract ideas.5288.5%11.5%1.88.323440191.9%8.1%1.92.27214...to assist students in managing their time and in keeping track of school assignments.5288.5%11.5%1.88.323441393.7%6.3%1.94.24315...to build on peer friendships, develop group skills, and encourage leadership roles.5298.1%1.9%1.98.139439494.9%5.1%1.95.22016...to encourage students to take risks in discovery activities and divergent thinking.5192.2%7.8%1.92.272441394.3%5.7%1.94.23117...to assist students in making sound ethical judgments.5296.2%3.8%1.96.194440194.4%5.6%1.94.22918...to assist students in decision-making, problem-solving, and critical thinking.5296.2%3.8%1.96.194439795.7%4.3%1.96.20219...to create an environment that supports language use, analysis, practice and fun.5294.2%5.8%1.94.235439996.8%3.2%1.97.17720...to use language so pupils at different levels understand oral and written English.5194.1%5.9%1.94.238439895.3%4.7%1.95.21221...to teach the skills of English writing and to provide appropriate feedback to students.5294.2%5.8%1.94.235441194.7%5.3%1.95.22422...to assist individual students in areas of their instructional needs in reading and mathematics.5296.2%3.8%1.96.194442096.2%3.8%1.96.191 Table 21-A Concepts and Practices for Single Subject Teaching (7-12): The Effectiveness of CSU Single Subject Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting SS Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: Single Subject ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to know and understand the subject(s) in which I earned my teaching credential(s).1894.4%5.6%1.94.236240497.3%2.7%1.97.1632...to teach my primary subject according to State Academic Standards in my grade(s).1894.4%5.6%1.94.236239496.9%3.1%1.97.1743...to contribute to students' reading skills including comprehension in my subject area.1782.4%17.6%1.82.393238891.0%9.0%1.91.2874...to use textbooks and other materials that are aligned with State Standards in my area.1788.2%11.8%1.88.332237893.3%6.7%1.93.2505...to recognize adolescence as a period of intense pressure for students to be like peers.1883.3%16.7%1.83.383238994.6%5.4%1.95.2256...to anticipate and address issues of drug, alcohol and tobacco use by my students.1872.2%27.8%1.72.461239382.7%17.3%1.83.3787...to anticipate and address possession of weapons and threats of violence at school.1770.6%29.4%1.71.470238575.8%24.2%1.76.4298...to anticipate and address the needs of students who are at risk of dropping out.1872.2%27.8%1.72.461238877.3%22.7%1.77.4199...to understand adolescent development, human learning and the purposes of schools.1877.8%22.2%1.78.428238590.8%9.2%1.91.28910...to assist individual students in areas of their instructional needs in my subject area.1894.4%5.6%1.94.236238895.4%4.6%1.95.209 Table 21-B Concepts and Practices for Single Subject Teaching (7-12): The Effectiveness of CSU Single Subject Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting SS Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: Single Subject ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to establish academic expectations that are intellectually challenging for students.1888.9%11.1%1.89.323238594.9%5.1%1.95.21912...to provide opportunities for students to develop advanced problem-solving skills.1888.9%11.1%1.89.323238492.3%7.7%1.92.26613...to communicate my course goals and requirements to students and parents.1794.1%5.9%1.94.243238594.8%5.2%1.95.22114...to develop fair criteria for course grades and to explain these to students and parents.1888.9%11.1%1.89.323238294.2%5.8%1.94.23415...to help students realize the connections between my subject and life beyond school.1888.9%11.1%1.89.323238093.9%6.1%1.94.23916...to help students realize the impact of academic choices on life- and career-options.1883.3%16.7%1.83.383235892.9%7.1%1.93.25717...to encourage/enable students to assume increasing responsibility for their learning.1883.3%16.7%1.83.383239294.3%5.7%1.94.23218...to encourage/enable students to learn behaviors that contribute to future success.1782.4%17.6%1.82.393239594.4%5.6%1.94.230 Table 22-A Concepts and Practices for Education Specialist Teaching: The Effectiveness of CSU Education Specialist Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting ES Credential Programs in the CSU This CSU Campus: Education Specialist ProgramsCSU System: Education Specialist ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD1...to know and understand the subjects of the curriculum at my grade level(s).----------75391.4%8.6%1.91.2812...to teach reading-language arts according to California Content Standards in reading.----------73693.5%6.5%1.93.2473...to understand child development, human learning and the purposes of schools.----------75090.4%9.6%1.90.2954...to teach mathematics according to California Content Standards in math.----------72587.9%12.1%1.88.3275...to teach science according to California State Content Standards in science.----------70580.1%19.9%1.80.3996...to teach history and social studies according to California Content Standards.----------70782.5%17.5%1.82.3817...to teach visual and performing arts according to California Content Standards.----------68672.0%28.0%1.72.4498...to teach physical education according to the California P. E. Curriculum Framework.----------67969.1%30.9%1.69.4639...to teach health according to the California Health Curriculum Framework.----------68370.4%29.6%1.70.45710...to design hands-on classroom activities that suit the attention spans of my students.----------75092.8%7.2%1.93.259 Table 22-B Concepts and Practices for Education Specialist Teaching: The Effectiveness of CSU Education Specialist Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting ES Credential Programs in the CSU This CSU Campus: Education Specialist ProgramsCSU System: Education Specialist ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD11...to enable my young students to interact with their peers in healthy, productive ways.----------75094.3%5.7%1.94.23312...to promote the academic skills of pupils at different levels of prior proficiency.----------74594.8%5.2%1.95.22313...to extend students' concrete thoughts by familiarizing them with more abstract ideas.----------74789.0%11.0%1.89.31314...to assist students in managing their time and in keeping track of school assignments.----------74092.3%7.7%1.92.26715...to build on peer friendships, develop group skills, and encourage leadership roles.----------74793.0%7.0%1.93.25516...to encourage students to take risks in discovery activities and divergent thinking.----------74391.3%8.7%1.91.28317...to assist students in making sound ethical judgments.----------74091.9%8.1%1.92.27318...to assist students in decision-making, problem-solving, and critical thinking.----------74193.1%6.9%1.93.25319...to create an environment that supports language use, analysis, practice and fun.----------74195.8%4.2%1.96.20020...to use language so pupils at different levels understand oral and written English.----------74193.4%6.6%1.93.24921...to teach the skills of English writing and to provide appropriate feedback to students.----------73193.2%6.8%1.93.25322...to assist individual students in areas of their instructional needs in reading and mathematics.----------74393.8%6.2%1.94.241 Table 22-C Concepts and Practices for Education Specialist Teaching: The Effectiveness of CSU Education Specialist Programs During 2007-08, as Evaluated in 2007-08 by Graduates Exiting these Programs Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist Credential ProgramsCSU System: Education Specialist Credential ProgramsAt the CSU, how well prepared are you to begin(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NWell or Adequately PreparedSomewhat Or Not PreparedMeanSDNWell or Adequately PreparedSomewhat Or Not PreparedMeanSD23...to know and understand federal and state laws that govern special education.----------75292.3%7.7%1.92.26724...to develop and implement IEPs with parents, teachers and administrators.----------75392.3%7.7%1.92.26725...to plan instructional activities in integrated settings for pupils with disabilities.----------75394.3%5.7%1.94.23226...to develop student assessments that indicate progress toward IEP objectives.----------75092.5%7.5%1.93.26327...to collaborate with para-educators in meeting students' instructional needs.----------74992.7%7.3%1.93.26128...to consult with general-ed. teachers about teaching special education students.----------74490.5%9.5%1.90.29429...to conduct educational assessments as defined in students' assessment plans.----------75192.9%7.1%1.93.25630...to use disability-specific teaching strategies and activities, when appropriate.----------75190.9%9.1%1.91.28731...to teach disability-specific curriculum when applicable to my specialty area.----------74790.0%10.0%1.90.30132...to develop and implement transition plans for special education students.----------74283.3%16.7%1.83.373 Part E Evaluation Construct: Teacher Education Program Value and Helpfulness Evaluation Sources: Program Completers of MS, SS and ES Credential Programs Evaluation Focus: Pedagogical Subjects, Program Support, and Fieldwork Activities in Programs Program Value and Helpfulness as an Evaluation Construct In Parts C and D the focus was on program effectiveness as the evaluation construct. Part E turns to a second construct for evaluating teacher preparation: program value and helpfulness. Before turning to the statistics in the following tables, we need a clear understanding of what this second evaluation construct means. CSU conceptualizes program value and helpfulness in relation to common elements of teacher education programs. Specific focus is given to common subjects of pedagogical instruction, common activities in the fieldwork component of programs, and common elements of program information and support. Based on the CSU assumption that pedagogical responsibilities are challenging for beginning teachers, CSU wants to know how valuable or helpful are common pedagogical subjects of the preparation curriculum when program completers face the challenges of K-12 classrooms. Similarly, CSU wants to know how valuable or helpful are the most common fieldwork activities in professional credential programs. From a structural perspective, CSU also wants to know how valuable or helpful are various elements of information and support that enable students to participate successfully in a program. When teachers face the challenges of novice teaching, the value and helpfulness of their professional preparation is the extent to which the learned skills and understandings ease the novices' burdens and facilitate their success. Part E of this work-product examines this evaluation construct in place of the prior concept of program effectiveness in Parts C and D. Whether the value and helpfulness of professional preparation programs are distinct from their effectiveness is an empirical question to be examined in statistical relationships in the CSU evaluation data. Conceptually, however, the two constructs are potentially independent from each other. Program completers who are relatively well prepared to begin teaching may assess the value and/or helpfulness of their preparation programs positively, negatively or neutrally. Other program completers who are relatively poorly prepared could conceivably reach the same range of judgments about the value and/or helpfulness of their university coursework and fieldwork. Having examined the data pertaining to program effectiveness in Parts C-D, CSU campuses may learn additional important information in Part E pertaining to program value and usefulness. Program Completers of Teacher Education Programs as Sources of Value-and-Helpfulness Data CSU embraces the notion that universities may, in a variety of ways, provide instruction, fieldwork, and general program support that are valuable and helpful to new teachers. In the evaluation, value-and-helpfulness questions must not inadvertently favor particular ways of organizing and delivering preparation in programs. For example, instruction in a subject such as the psychology of pedagogy could be valuable and useful at one institution that focuses a specific course on educational psychology, but another university could achieve equal value and helpfulness by addressing topics of educational psychology in multiple courses. Value-and-helpfulness questions must focus squarely on the value and helpfulness of instruction in a pedagogical subject. Questions about the structure or organization of a program would also be legitimate, but should not be confused with the value-and-helpfulness construct. Contents of Part E Table 23 CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of All CSU Page 38 Credential Programs (Combined) as Reported in 2007-08 by the Cohort of 2007-08 Table 24-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Multiple Subject Page 39 Credential Programs as Reported in 2007-08 by the Cohort of 2007-08 Table 24-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Multiple Subject Page 40 Credential Programs as Reported in 2007-08 by the Cohort of 2007-08 Table 25-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Single Subject Page 41 Credential Programs as Reported in 2007-08 by the Cohort of 2007-08 Table 25-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Single Subject Page 42 Credential Programs as Reported in 2007-08 by the Cohort of 2007-08 Table 26-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Education Page 43 Specialist Credential (Level I) Programs as Reported in 2007-08 by the Cohort of 2007-08 Table 26-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Education Page 44 Specialist Credential (Level I) Programs as Reported in 2007-08 by the Cohort of 2007-08 Important Characteristics of Data in Part E Important characteristics of statistical data throughout this preliminary work-product are described on page 3. Additionally, the statistics in Part E have the following important properties: (1) For program completers, the response options for the questions in Part E are shown below with the coded value of each response. Evaluation participants were instructed to select Does Not Apply if their programs provided no instruction in a listed subject of pedagogical content. Response Options in Tables 23-26 Response Options in Tables 23-26 Very Valuable or Helpful = 3 A Little Valuable or Helpful = 1 Somewhat Valuable or Helpful = 2 Not At All Valuable or Helpful = 0 Does Not Apply = x (2) In each data table, Columns (2) and (7) show the percentages of respondents who gave either of the two favorable responses (3 or 2) to each evaluation question. Columns (3) and (8) show the percentages who gave either of the two unfavorable responses (1 or 0) to each question. Percentages are rounded to nearest integers so they may not add exactly to 100 percent. (3) Means and standard deviations in Columns (4), (5), (9) and (10) are based on the numeric scale shown above. Mean values range from a minimum of zero to a maximum of 3.00, and are substantially but not entirely correlated with percentage values in Columns (2), (3), (7) and (8). (4) Program completers who indicated that a question Does Not Apply are not included in any column of statistical data because their responses did not describe the value or usefulness of their preparation. (5) Statistics based on small numbers of participants should be interpreted cautiously. All statistics resulting from the evaluation are estimates of actual program outcomes. The reliability of a statistic depends in part on the numbers of participants whose judgments are included in the statistic. Statistics about Education Specialist and Single Subject Credential Programs are often based on small numbers of respondents. Table 23 CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of All CSU Credential Programs (combined) When the 2007-08 Graduates Exiting These Programs Served as Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting All Credential Programs in the CSU This CSU Campus: All ProgramsCSU System: All ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction and support in your Teaching Credential Program?NVery or SomewhatA Little Or Not At AllMeanSDNVery or SomewhatA Little Or Not At AllMeanSD(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)A. How Valuable or Helpful was CSU Instruction in General Pedagogy?1Instruction in how children and adolescents grow and develop.6173.8%26.2%1.74.444697985.0%15.0%1.85.3572Instruction in the implications of human learning and motivation.6479.7%20.3%1.80.406710888.5%11.5%1.88.3193Instruction in school purposes, organization, issues and history.6583.1%16.9%1.83.378703483.1%16.9%1.83.3754Instruction in methods of classroom teaching and management.7293.1%6.9%1.93.256730893.0%7.0%1.93.2555Instruction in the teaching of English language learners (ELL).7290.3%9.7%1.90.298731691.0%9.0%1.91.2866Instruction in cultural diversity and multicultural education.7288.9%11.1%1.89.316731591.3%8.7%1.91.2827Instruction in teaching students with special learning needs.7283.3%16.7%1.83.375726384.7%15.3%1.85.3608Instruction in using computer technology for classroom instruction.6465.6%34.4%1.66.479714280.7%19.3%1.81.395B. How Valuable or Helpful was CSU Program Information and Support?1Information and support provided in initial program orientation.7173.2%26.8%1.73.446720676.3%23.7%1.76.4252Information, support, and solutions provided by the credentials office.7180.3%19.7%1.80.401705175.5%24.5%1.76.4303Information, support and advice provided by faculty advisor(s).6883.8%16.2%1.84.371708483.7%16.3%1.84.3694Information provided in written materials (e.g., handbook, catalogues, website).6978.3%21.7%1.78.415717579.6%20.4%1.80.403 Table 24-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Multiple Subject Programs When the 2007-08 Graduates Exiting these Programs Served as K-12 Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: Multiple Subject ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction, support, and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or Some-whatA Little Or Not At AllMeanSDNVery or Some-whatA Little Or Not At AllMeanSDA. How Valuable or Helpful was CSU Instruction in General Pedagogy?1Instruction in how children and adolescents grow and develop.4477.3%22.7%1.77.424414885.8%14.2%1.86.3492Instruction in the implications of human learning and motivation.4580.0%20.0%1.80.405424289.7%10.3%1.90.3043Instruction in school purposes, organization, issues and history.4684.8%15.2%1.85.363419984.9%15.1%1.85.3594Instruction in methods of classroom teaching and management.5396.2%3.8%1.96.192438894.1%5.9%1.94.2375Instruction in the teaching of English language learners (ELL).5392.5%7.5%1.92.267440293.5%6.5%1.94.2476Instruction in cultural diversity and multicultural education.5390.6%9.4%1.91.295440493.1%6.9%1.93.2547Instruction in teaching students with special learning needs.5381.1%18.9%1.81.395434984.6%15.4%1.85.3618Instruction in using computer technology for classroom instruction.4566.7%33.3%1.67.477429681.7%18.3%1.82.387B. How Valuable or Helpful was CSU Program Information and Support?1Information and support provided in initial program orientation.5269.2%30.8%1.69.466433878.9%21.1%1.79.4082Information, support, and solutions provided by the credentials office5379.2%20.8%1.79.409421677.8%22.2%1.78.4153Information, support and advice provided by faculty advisor(s)5082.0%18.0%1.82.388423284.1%15.9%1.84.3664Information provided in written materials (e.g., handbook, catalogues, website)5276.9%23.1%1.77.425431481.5%18.5%1.82.388C. How Valuable or Helpful Were Fieldwork Assignments in CSU Programs?1My supervised teaching experiences in K-12 schools.5398.1%1.9%1.98.137437096.6%3.4%1.97.1812My field work (e.g., school visits, observations, school-based course assignments, etc.) and observations prior to supervised teaching.5396.2%3.8%1.96.192437193.2%6.8%1.93.2523Discussions sponsored by the university during student teaching.4770.2%29.8%1.70.462399584.4%15.6%1.84.3634Guidance and assistance from field supervisor(s) from the campus.5386.8%13.2%1.87.342434489.8%10.2%1.90.3025Guidance and assistance from supervising teacher(s) in K-12 schools.5396.2%3.8%1.96.192435095.2%4.8%1.95.214 Table 24-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Multiple Subject Programs When the 2007-08 Graduates Exiting these Programs Served as K-12 Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: Multiple Subject ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction, support, and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or Some-whatA Little Or Not At AllMeanSDNVery or Some-whatA Little Or Not At AllMeanSDD. How Valuable or Helpful Was CSU Instruction in K-8 Subject Pedagogy1Instruction in the teaching of reading-language arts in grades K-8.5396.2%3.8%1.96.192439297.0%3.0%1.97.1692Instruction in the teaching of mathematics in grades K-8.5398.1%1.9%1.98.137440794.0%6.0%1.94.2373Instruction in the teaching of science in grades K-8.5392.5%7.5%1.92.267437491.7%8.3%1.92.2764Instruction in the teaching of history-social studies in grades K-8.5294.2%5.8%1.94.235434991.5%8.5%1.91.2795Instruction in the teaching of K-8 art, music, drama and/or dance.4461.4%38.6%1.61.493412579.9%20.1%1.80.4016Instruction in the teaching of physical education in grades K-8.5379.2%20.8%1.79.409409080.0%20.0%1.80.4007Instruction in the teaching of health in grades K-8.4862.5%37.5%1.63.489403774.0%26.0%1.74.439 Table 25-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Single Subject Programs When the 2007-08 Graduates Exiting these Programs Served as 7-12 Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: Single Subject ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction, support, and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or Some-whatA Little Or Not At AllMeanSDNVery or Some-whatA Little Or Not At AllMeanSDA. How Valuable or Helpful was CSU Instruction in General Pedagogy?1Instruction in how children and adolescents grow and develop.1662.5%37.5%1.63.500233883.8%16.2%1.84.3692Instruction in the implications of human learning and motivation.1877.8%22.2%1.78.428235586.4%13.6%1.86.3433Instruction in school purposes, organization, issues and history.1877.8%22.2%1.78.428232780.0%20.0%1.80.4004Instruction in methods of classroom teaching and management.1888.9%11.1%1.89.323238690.6%9.4%1.91.2925Instruction in the teaching of English language learners (ELL).1888.9%11.1%1.89.323238086.5%13.5%1.86.3426Instruction in cultural diversity and multicultural education.1888.9%11.1%1.89.323238287.4%12.6%1.87.3317Instruction in teaching students with special learning needs.1888.9%11.1%1.89.323237981.4%18.6%1.81.3898Instruction in using computer technology for classroom instruction.1861.1%38.9%1.61.502234878.7%21.3%1.79.409B. How Valuable or Helpful was CSU Program Information and Support?1Information and support provided in initial program orientation.1883.3%16.7%1.83.383235271.6%28.4%1.72.4512Information, support, and solutions provided by the credentials office.1782.4%17.6%1.82.393232470.9%29.1%1.71.4543Information, support and advice provided by faculty advisor(s).1788.2%11.8%1.88.332232482.3%17.7%1.82.3824Information provided in written materials (e.g., handbook, catalogues, website).1681.3%18.8%1.81.403233975.0%25.0%1.75.433C. How Valuable or Helpful Were Fieldwork Assignments in CSU Programs?1My supervised teaching experiences in K-12 schools.1794.1%5.9%1.94.243232693.0%7.0%1.93.2552My field work (e.g., school visits, observations, school-based course assignments, etc.) and observations prior to supervised teaching.1794.1%5.9%1.94.243235387.0%13.0%1.87.3373Discussions sponsored by the university during student teaching.1586.7%13.3%1.87.352212880.2%19.8%1.80.3994Guidance and assistance from field supervisor(s) from the campus.1788.2%11.8%1.88.332236886.1%13.9%1.86.3465Guidance and assistance from supervising teacher(s) in K-12 schools.1788.2%11.8%1.88.332233491.6%8.4%1.92.277 Table 25-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Single Subject Programs When the 2007-08 Graduates Exiting these Programs Served as 7-12 Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: Single Subject ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction, support, and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or Some-whatA Little Or Not At AllMeanSDNVery or Some-whatA Little Or Not At AllMeanSDD. How Valuable or Helpful Was CSU Instruction in 7-12 Subject Pedagogy1Instruction in ways of teaching English classes in grades 7-12.785.7%14.3%1.86.37853589.3%10.7%1.89.3092Instruction in ways of teaching Language Other than English classes in grades 7-12.----------16789.2%10.8%1.89.3113Instruction in ways of teaching Mathematics classes in grades 7-12.8100.0%.0%2.00.00039292.9%7.1%1.93.2584Instruction in ways of teaching Music classes in grades 7-12.----------8986.5%13.5%1.87.3435Instruction in ways of teaching Art classes in grades 7-12.----------10990.8%9.2%1.91.2906Instruction in ways of teaching Physical Education classes in grades 7-12.----------19192.7%7.3%1.93.2617Instruction in ways of teaching Science (Biological Sciences) classes in grades 7-12.3100.0%.0%2.00.00017683.0%17.0%1.83.3778Instruction in ways of teaching Science (Physics) classes in grades 7-12.1100.0%.0%2.00--4070.0%30.0%1.70.4649Instruction in ways of teaching Science (Chemistry) classes in grades 7-12.1100.0%.0%2.00--5286.5%13.5%1.87.34510Instruction in ways of teaching Science (Geosciences) classes in grades 7-12.----------4575.6%24.4%1.76.43511Instruction in ways of teaching Health Science classes in grades 7-12.----------2979.3%20.7%1.79.41212Instruction in ways of teaching Social Science classes in grades 7-12.----------42790.4%9.6%1.90.29513Instruction in ways of teaching Agriculture classes in grades 7-12.----------4495.5%4.5%1.95.21114Instruction in ways of teaching Business classes in grades 7-12.----------1978.9%21.1%1.79.41915Instruction in ways of teaching Home Economics classes in grades 7-12.----------1275.0%25.0%1.75.45216Instruction in ways of teaching Industrial and Technology classes in grades 7-12.----------1090.0%10.0%1.90.316 Table 26-A CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Education Specialist Programs When the 2007-08 Graduates Exiting these Programs Served as Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist ProgramsCSU System: Education Specialist ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or SomewhatA Little Or Not At AllMeanSDNVery or SomewhatA Little Or Not At AllMeanSDA. How Valuable or Helpful was CSU Instruction in General Pedagogy?1Instruction in how children and adolescents grow and develop.----------68983.7%16.3%1.84.3692Instruction in the implications of human learning and motivation.----------71086.6%13.4%1.87.3413Instruction in school purposes, organization, issues and history.----------70782.2%17.8%1.82.3834Instruction in methods of classroom teaching and management.----------73894.2%5.8%1.94.2345Instruction in the teaching of English language learners (ELL).----------73890.7%9.3%1.91.2916Instruction in cultural diversity and multicultural education.----------73492.8%7.2%1.93.2597Instruction in teaching students with special learning needs.----------74297.7%2.3%1.98.1508Instruction in using computer technology for classroom instruction.----------70581.1%18.9%1.81.392B. How Valuable or Helpful was CSU Program Information and Support?1Information and support provided in initial program orientation.----------71575.1%24.9%1.75.4332Information, support, and solutions provided by the credentials office.----------70877.1%22.9%1.77.4203Information, support and advice provided by faculty advisor(s).----------72984.8%15.2%1.85.3604Information provided in written materials (e.g., handbook, catalogues, website).----------72282.0%18.0%1.82.384C. How Valuable or Helpful Were Fieldwork Assignments in CSU Programs?1My supervised teaching experiences in K-12 schools.----------71393.1%6.9%1.93.2532My field work (e.g., school visits, observations, school-based course assignments, etc.) and observations prior to supervised teaching.----------72992.0%8.0%1.92.2713Discussions sponsored by the university during student teaching.----------66584.8%15.2%1.85.3594Guidance and assistance from field supervisor(s) from the campus.----------72590.2%9.8%1.90.2975Guidance and assistance from supervising teacher(s) in K-12 schools.----------70792.4%7.6%1.92.266 Table 26-B CSU Coursework and Fieldwork in Learning to Teach: The Value and Helpfulness of Education Specialist Programs When the 2007-08 Graduates Exiting these Programs Served as Classroom Teachers During 2007-08 Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist ProgramsCSU System: Education Specialist ProgramsBased on your experience as a K-12 pre-service teacher, how valuable or helpful was instruction and fieldwork in your Teaching Credential Program? (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NVery or SomewhatA Little Or Not At AllMeanSDNVery or SomewhatA Little Or Not At AllMeanSDD. How Valuable or Helpful Was CSU Instruction in K-8 Subject Pedagogy1Instruction in the teaching of reading-language arts in grades K-8.----------70794.3%5.7%1.94.2312Instruction in the teaching of mathematics in grades K-8.----------68889.2%10.8%1.89.3103Instruction in the teaching of science in grades K-8.----------63777.1%22.9%1.77.4214Instruction in the teaching of history-social studies in grades K-8.----------62275.9%24.1%1.76.4285Instruction in the teaching of K-8 art, music, drama and/or dance.----------60368.5%31.5%1.68.4656Instruction in the teaching of physical education in grades K-8.----------58967.7%32.3%1.68.4687Instruction in the teaching of health in grades K-8.----------59267.7%32.3%1.68.468 Part F Evaluation Construct: Teacher Education Program Quality Evaluation Sources: Program Completers of MS, SS and ES Credential Programs Evaluation Focus: Program Qualities Sought in Professional Accreditation Standards Teacher Education Program Quality as an Evaluation Construct At the state and national levels, new accreditation standards recently established mandatory qualities of accredited preparation programs. In some cases, the new accreditation standards describe program qualities that are likely to be largely invisible to credential candidates while they enroll in credential preparation programs. Other accreditation standards describe program attributes that are likely to be readily apparent to many enrolled candidates, however. CSU campuses already have multiple sources of information about program features required by accreditation standards. The CSU Systemwide Evaluation could serve to supplement these existing sources of accreditation information. The evaluation asks program completers to answer program quality questions based on first-hand observations of their credential programs. These evaluation questions are closely aligned and congruent with the new state and national standards. Contents of Part F Table 27 The Quality of Pedagogical Preparation Programs in Relation to Professional Accreditation Standards: Page 47 Evaluations by Program Completers of All Credential Programs (Combined) Table 28 The Quality of Pedagogical Preparation Programs in Relation to Professional Accreditation Standards: Page 48 Evaluations by Program Completers of Multiple Subject Credential Programs Table 29 The Quality of Pedagogical Preparation Programs in Relation to Professional Accreditation Standards: Page 49 Evaluations by Program Completers of Single Subject Credential Programs Table 30 The Quality of Pedagogical Preparation Programs in Relation to Professional Accreditation Standards: Page 50 Evaluations by Program Completers of Education Specialist (Level I) Programs Important Characteristics of Data in Part F Statistics in Part E have the following properties. (1) In Tables 27-30, thirteen statements describe standards-based qualities of teacher preparation programs. The response options for these nine statements are shown below with the coded value of each response. Program completers were encouraged to mark x (Does Not Apply) if they did not have a sufficient basis for judging the accuracy of a statement. Response Options in Tables 27-30 Response Options in Tables 27-30 Statement Was True = 3 Statement Was Somewhat True = 1 Statement Was Mostly True = 2 Statement Was Not True = 0 Statement Does Not Apply = x (2) In each table, Columns (2) and (7) show the percentages of teaching program completers who gave favorable responses (3 or 2) to a statement. Columns (3) and (8) show the percentages giving unfavorable responses (1 or 0). Percentages are rounded to nearest integers (3) Means and standard deviations in Columns (4), (5), (9) and (10) are based on the numeric scale shown above. Mean values range from a minimum of zero to a maximum of 3.00, and are substantially but not entirely correlated with the percentages in Columns (2), (3), (7) and (8). (5) Program completers who indicated that a statement Does Not Apply (x) are not included in any column of data because their responses did not describe their preparation programs in terms of standards-based program qualities. Table 27 The Quality of Pedagogical Preparation Programs: Evaluations in 2007-08 by 2007-08 Exiting Graduates of All Programs (Combined) Evaluation Questions Answered by Graduates Exiting All Credential Programs in the CSU This CSU Campus: All ProgramsCSU System: All ProgramsWhile you were in the Teaching Credential Program, how true was each of the following statements?(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NTrue or Mostly TrueSomewhat True Or Not TrueMeanSDNTrue or Mostly TrueSomewhat True Or Not TrueMeanSD1The program had a sequence of courses and school experiences that addressed the complexities of teaching gradually over time.7176.1%23.9%1.76.430724580.1%19.9%1.80.3992The program provided an appropriate mixture of theoretical ideas and practical strategies, and I learned about links between them.7281.9%18.1%1.82.387725779.2%20.8%1.79.4063During the program, I saw evidence that university faculty and administrators worked closely with educators in K-12 schools.7074.3%25.7%1.74.440717269.6%30.4%1.70.4604At each stage of the teaching credential program, I felt ready to assume a little more responsibility for K-12 student instruction.7183.1%16.9%1.83.377722388.0%12.0%1.88.3255I taught in at least one school that was a good environment for practice teaching and for reflecting on how I was teaching pupils.7291.7%8.3%1.92.278721294.5%5.5%1.95.2286I felt welcomed by the staff in the school(s) in which I was placed.7087.1%12.9%1.87.337715690.9%9.1%1.91.2887My cooperating teacher(s) frequently observed my teaching, met with me and offered useful advice about my teaching.6785.1%14.9%1.85.359703688.1%11.9%1.88.3238My cooperating teacher(s) modeled the kind of teaching that was encouraged by my university teacher education instructors.6786.6%13.4%1.87.344698984.7%15.3%1.85.3609My university supervisor (s) regularly observed my teaching, met with me and offered constructive feedback about my teaching.7187.3%12.7%1.87.335722389.4%10.6%1.89.30810During supervised teaching, my university-based supervisor and cooperating teacher communicated effectively with each other.6783.6%16.4%1.84.373690283.0%17.0%1.83.37511Over time, the credential program and its curriculum met my needs as I prepared myself to become a good teacher.7287.5%12.5%1.88.333722785.5%14.5%1.86.35212During the teaching credential program I developed valuable relationships and felt a sense of community with my peers.7185.9%14.1%1.86.350723088.4%11.6%1.88.32013My peers in the teaching credential program were ethnically and racially diverse.7268.1%31.9%1.68.470715181.6%18.4%1.82.388 Table 28 The Quality of Pedagogical Preparation Programs: Evaluations in 2007-08 by 2007-08 Exiting Graduates of Multiple Subject Programs Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: Multiple Subject ProgramsWhile you were in the Teaching Credential Program, how true was each of the following statements?(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NTrue or Mostly TrueSomewhat True Or Not TrueMeanSDNTrue or Mostly TrueSomewhat True Or Not TrueMeanSD1The program had a sequence of courses and school experiences that addressed the complexities of teaching gradually over time.5275.0%25.0%1.75.437434783.1%16.9%1.83.3742The program provided an appropriate mixture of theoretical ideas and practical strategies, and I learned about links between them.5381.1%18.9%1.81.395435582.8%17.2%1.83.3783During the program, I saw evidence that university faculty and administrators worked closely with educators in K-12 schools.5271.2%28.8%1.71.457432472.4%27.6%1.72.4474At each stage of the teaching credential program, I felt ready to assume a little more responsibility for K-12 student instruction.5286.5%13.5%1.87.345434991.1%8.9%1.91.2855I taught in at least one school that was a good environment for practice teaching and for reflecting on how I was teaching pupils.5394.3%5.7%1.94.233435796.7%3.3%1.97.1796I felt welcomed by the staff in the school(s) in which I was placed.5386.8%13.2%1.87.342433591.6%8.4%1.92.2777My cooperating teacher(s) frequently observed my teaching, met with me and offered useful advice about my teaching.5386.8%13.2%1.87.342427590.4%9.6%1.90.2958My cooperating teacher(s) modeled the kind of teaching that was encouraged by my university teacher education instructors.5386.8%13.2%1.87.342426487.1%12.9%1.87.3359My university supervisor (s) regularly observed my teaching, met with me and offered constructive feedback about my teaching.5388.7%11.3%1.89.320434190.7%9.3%1.91.29110During supervised teaching, my university-based supervisor and cooperating teacher communicated effectively with each other.5282.7%17.3%1.83.382421584.9%15.1%1.85.35811Over time, the credential program and its curriculum met my needs as I prepared myself to become a good teacher.5388.7%11.3%1.89.320433688.9%11.1%1.89.31512During the teaching credential program I developed valuable relationships and felt a sense of community with my peers.5384.9%15.1%1.85.361434989.9%10.1%1.90.30213My peers in the teaching credential program were ethnically and racially diverse.5373.6%26.4%1.74.445429082.6%17.4%1.83.379 Table 29 The Quality of Pedagogical Preparation Programs: Evaluations in 2007-08 by 2007-08 Exiting Graduates of Single Subject Programs Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: Single Subject ProgramsWhile you were in the Teaching Credential Program, how true was each of the following statements?(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NTrue or Mostly TrueSomewhat True Or Not TrueMeanSDNTrue or Mostly TrueSomewhat True Or Not TrueMeanSD1The program had a sequence of courses and school experiences that addressed the complexities of teaching gradually over time.1877.8%22.2%1.78.428236674.8%25.2%1.75.4342The program provided an appropriate mixture of theoretical ideas and practical strategies, and I learned about links between them.1883.3%16.7%1.83.383237172.1%27.9%1.72.4483During the program, I saw evidence that university faculty and administrators worked closely with educators in K-12 schools.1782.4%17.6%1.82.393233763.4%36.6%1.63.4824At each stage of the teaching credential program, I felt ready to assume a little more responsibility for K-12 student instruction.1883.3%16.7%1.83.383235983.3%16.7%1.83.3735I taught in at least one school that was a good environment for practice teaching and for reflecting on how I was teaching pupils.1888.9%11.1%1.89.323234491.3%8.7%1.91.2836I felt welcomed by the staff in the school(s) in which I was placed.1788.2%11.8%1.88.332232789.6%10.4%1.90.3057My cooperating teacher(s) frequently observed my teaching, met with me and offered useful advice about my teaching.1392.3%7.7%1.92.277227784.7%15.3%1.85.3608My cooperating teacher(s) modeled the kind of teaching that was encouraged by my university teacher education instructors.1392.3%7.7%1.92.277225180.4%19.6%1.80.3979My university supervisor (s) regularly observed my teaching, met with me and offered constructive feedback about my teaching.1782.4%17.6%1.82.393236187.0%13.0%1.87.33610During supervised teaching, my university-based supervisor and cooperating teacher communicated effectively with each other.1492.9%7.1%1.93.267221879.7%20.3%1.80.40311Over time, the credential program and its curriculum met my needs as I prepared myself to become a good teacher.1888.9%11.1%1.89.323236479.9%20.1%1.80.40112During the teaching credential program I developed valuable relationships and felt a sense of community with my peers.1788.2%11.8%1.88.332235586.0%14.0%1.86.34713My peers in the teaching credential program were ethnically and racially diverse.1850.0%50.0%1.50.514233278.0%22.0%1.78.414 Table 30 The Quality of Pedagogical Preparation Programs: Evaluations in 2007-08 by 2007-08 Exiting Graduates of Education Specialist Programs Evaluation Questions Answered by Graduates Exiting Education Specialist Credential Programs in the CSU This CSU Campus: Education Specialist ProgramsCSU System: Education Specialist ProgramsWhile you were in the Teaching Credential Program, how true was each of the following statements?(1)(2)(3)(4)(5)(6)(7)(8)(9)(10)NTrue or Mostly TrueSomewhat True Or Not TrueMeanSDNTrue or Mostly TrueSomewhat True Or Not TrueMeanSD1The program had a sequence of courses and school experiences that addressed the complexities of teaching gradually over time.----------73279.0%21.0%1.79.4082The program provided an appropriate mixture of theoretical ideas and practical strategies, and I learned about links between them.----------73280.3%19.7%1.80.3983During the program, I saw evidence that university faculty and administrators worked closely with educators in K-12 schools.----------71171.6%28.4%1.72.4514At each stage of the teaching credential program, I felt ready to assume a little more responsibility for K-12 student instruction.----------71684.2%15.8%1.84.3655I taught in at least one school that was a good environment for practice teaching and for reflecting on how I was teaching pupils.----------70891.5%8.5%1.92.2796I felt welcomed by the staff in the school(s) in which I was placed.----------69790.0%10.0%1.90.3017My cooperating teacher(s) frequently observed my teaching, met with me and offered useful advice about my teaching.----------68486.5%13.5%1.87.3418My cooperating teacher(s) modeled the kind of teaching that was encouraged by my university teacher education instructors.----------66985.2%14.8%1.85.3559My university supervisor (s) regularly observed my teaching, met with me and offered constructive feedback about my teaching.----------72189.3%10.7%1.89.30910During supervised teaching, my university-based supervisor and cooperating teacher communicated effectively with each other.----------66781.7%18.3%1.82.38711Over time, the credential program and its curriculum met my needs as I prepared myself to become a good teacher.----------72883.9%16.1%1.84.36812During the teaching credential program I developed valuable relationships and felt a sense of community with my peers.----------72587.9%12.1%1.88.32713My peers in the teaching credential program were ethnically and racially diverse.----------72985.6%14.4%1.86.351 Part G Evaluation Construct: Teacher Education Program Quality Evaluation Sources: Program Completers of MS, SS and ES Credential Programs Evaluation Focus: Overall Program Assessment Teacher Education Program Quality as an Evaluation Construct The evaluation asks program completers to respond to a single question about their overall assessment of their teacher preparation. Contents of Part G Table 31 Evaluation of Teacher Education Program Quality: Page 53 Overall Assessment in 2007-08 by 2007-08 Program Completers of All Programs (Combined) Table 32 Evaluation of Teacher Education Program Quality: Page 53 Overall Assessment by Program Completers of Multiple Subject Credential Programs Table 33 Evaluation of Teacher Education Program Quality: Page 54 Overall Assessment by Program Completers of Single Subject Credential Programs Table 34 Evaluation of Teacher Education Program Quality: Page 54 Overall Assessment Program Completers of Education Specialist (Level I) Programs Important Characteristics of Data in Part G Statistics in Part G have the following properties. In Tables 31-34, program completers were asked to respond to one question about their overall assessment of their teacher preparation program: What is your overall evaluation of your Teaching Credential Program? Select the one statement that most closely matches your current overall perspective on your program. The four response options for this question are shown below with the coded value of each response. Response Options in Tables 31-34 (a) I learned a lot in my CSU credential program. The program contributed in important ways to my teaching this year. (b) I learned quite a bit that was important. The CSU program also included a lot of material that has not been helpful. (c) The CSU program included relatively little substance. Most of the material has been of little value in my teaching. (d) The CSU professional preparation program offered nothing of value. It was almost entirely a waste of my time. Table 31 Evaluation of Teacher Education Program Quality: Overall Assessment in 2007-08 by 2007-08 Exiting Graduates of All Programs (Combined) Evaluation Questions Answered by Graduates Exiting All Credential Programs in the CSU This CSU Campus: All ProgramsCSU System: All ProgramsWhat is your overall evaluation of your Teaching Credential Program? Select the one statement that most closely matches your current overall perspective on your program.N%N%I learned a lot in my CSU credential program.4361.4%457962.5%I learned quite a bit that was important.2434.3%226931.0%The CSU program included relatively little substance.34.3%3925.4%The CSU professional prep. program offered nothing of value.----811.1% Table 32 Evaluation of Teacher Education Program Quality: Overall Assessment in 2007-08 by 2007-08 Exiting Graduates of Multiple Subject Programs Evaluation Questions Answered by Graduates Exiting Multiple Subject Credential Programs in the CSU This CSU Campus: Multiple Subject ProgramsCSU System: All ProgramsWhat is your overall evaluation of your Teaching Credential Program? Select the one statement that most closely matches your current overall perspective on your program.N%N%I learned a lot in my CSU credential program.3261.5%301568.7%I learned quite a bit that was important.1732.7%119327.2%The CSU program included relatively little substance.35.8%1533.5%The CSU professional prep. program offered nothing of value.----29.7% Table 33 Evaluation of Teacher Education Program Quality: Overall Assessment in 2007-08 by 2007-08 Exiting Graduates of Single Subject Programs Evaluation Questions Answered by Graduates Exiting Single Subject Credential Programs in the CSU This CSU Campus: Single Subject ProgramsCSU System: All ProgramsWhat is your overall evaluation of your Teaching Credential Program? 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Select the one statement that most closely matches your current overall perspective on your program.N%N%I learned a lot in my CSU credential program.----50567.6%I learned quite a bit that was important.----19826.5%The CSU program included relatively little substance.----385.1%The CSU professional prep. program offered nothing of value.----6.8%      PAGE iv PAGE  Preliminary Work Product (2007-08) Page  PAGE 2 Dean of Education, CSU, Channel Islands Preliminary Work Product (2007-08) Page  PAGE 11 Dean of Education, CSU, Channel Islands Preliminary Work Product (2007-08) Page  PAGE 12 Dean of Education, CSU, Channel Islands Preliminary Work Product (2007-08) Page  PAGE 54 Dean of Education, CSU, Channel Islands Not a Public Document. Please See Release Schedule on the Next Page. Not an Official Report of the California State University. 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