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DRAFT California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey Complete Open-‐ended Responses What do you hope to get out of this meeting to be more successful in your project’s efforts to prepare a new generation of educators? 2 Project Strengths 4 Project Challenges 12 What supports/resources/tools would allow your project to be more successful in addressing any of the required elements? 17 What are the most important aspects or activities that should be included in this Learning Community in order to support your project? 19 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT What you hope to get out of this meeting to be more successful in your project’s efforts to prepare a new generation of educators? • • • • • • • • • • • • • • I hope to gain a better understanding of how the other campuses are working to meet the goals of their projects and how we can use the network of campuses to support our work [Bakersfield] How our individual project fits into the larger vision What metrics will we be asked to meet as part of the larger initiative as well as the specific goal of our program specific initiative [CalStateTEACH] I hope to better wrap my head around the PST grant in order to continue sharing with my connected site I also wish to network with other partners in hopes to develop relationships that allow us all to bring students into the 21st century [CalStateTEACH] I would hope that we will formalize our shared missions that we all have for this grant project and receive clear and specific guidelines on how to meet both the expectations of our external evaluators as well as those of our programs and funders [CalStateTEACH] Additional information regarding the grant management, CSU/Bechtel expectations and the external evaluation components We also hope to gain ideas or suggestions from others who have similar project components [Channel Islands] I look forward to hearing the project goals from the other universities and how we might learn some strategies/ideas to improve our plan Other CSUs, that have been around longer, may have some successful strategies they have used with partner agencies [Channel Islands] I would like to know about reporting, including format, expectations, and due dates [Channel Islands] See what other teams are doing [Chico] I hope to get a better understanding of how the project works, and how I can support my student teacher through the process [Chico] A full overview of the grant involvement, information regarding support in the process, and potential collaboration [East Bay] Improved pipeline into teaching Additionally, we are always looking for ideas to improve our credential programs and partnerships [Fresno] I hope to have work time to evaluate our progress on implementation and plan for our summer academy I look forward to collaborating with other campuses to find commonalities and potential support networks [Fresno] I hope to walk away with an organized approach to collaborate and effectively prepare incoming liberal arts students for their career in the transforming educational system of Common Core and deepening strategies for teaching [Fresno] I hope the conference helps to re-‐conceptualize the process of teacher preparation and professional development [Fresno] Page 2 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • • • • • Understanding of the expectations of the CO for our project Ideas for continued funding to achieve our long term goals [Fresno] Clear communication and clarity for the project I also believe that working closely with partner will help us to prepare the type of teacher we need to support student learning in our community It is an advantage to have teachers who already understand and believe in the philosophies [Fullerton] I hope that we can help to create a joint vision across campuses; network with other projects and find ways to collaborate; and move forward with out own project [Fullerton] Collaborative partners (new), clarity on timelines beyond 18 months and time with district partners, understanding of other CSU partner projects [Fullerton] To share ideas, learn about what is happening at other campuses, build a learning community with colleagues [Fullerton] Meet other grantees; talk about creation/revision and use of metrics; talk about curricular revisions with faculty; talk more with CO and Bechtel folks about their expectations [Long Beach] Time to work with our campus team and to learn what the other campuses are doing [Long Beach] We want to learn about other schools best practices especially about how they organize student teaching [Northridge] We hope to interact with other CSU project personnel working to prepare a new generation of educators in order to better understand how our efforts here at CSUN fit within the larger scope of projects across other CSU campuses [Northridge] Learn about effective implementation (or planning) of collaboration between school districts and teacher education programs Sharing of best practices at school K-‐12 school districts in supporting new teachers [Northridge] An opportunity to engage with colleagues in an effort to forge better understandings of the overall scope of the work and possible opportunities to work across the CSU system [Northridge] I hope the gain an understanding of how to best partner around this funding [Sacramento] I am interested in learning about what other projects are doing in terms of PD for university faculty and K-‐12 teachers related to enhanced clinical experiences/supervision, new CCSS and NGSS aligned university curricula (subject matter and teacher preparation), and increased GenEd/SpEd integration [Sacramento] Our program needs a high-‐response-‐rate source of data on our graduates I imagine that other campuses face this challenge While it might be unrealistic to expect to leave this meeting with a sustainable plan to collect those data, that would be a nice shared goal for this New Gen initiative [San Jose] I would like to get a better sense of how to collect data that tells us if our teachers are prepared to teach NGSS and Common Core [San Luis Obispo] Page 3 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • Connecting with other teams who are investigating or implementing some of the same elements of our project For instance, the major components of our project are project based learning, inclusive practices / universal design for learning, and co-‐teaching and collaboration [San Luis Obispo] I'm most interested in knowing what the other campuses are having difficulty with I'm concerned that with the granting agency personnel presence having a damping effect on people being able to candidly able to share their challenges [San Luis Obispo] I would like to get a general idea of the expectations from the grant as to what I am suppose to do as a K-‐12 partner I would also like to get ideas from other K-‐12 partners as to what they are doing [San Luis Obispo] Networking [Stanislaus] Sharing of ideas across sites Time for our team (or like teams) to do some planning Clarify any logistics problems Clarify relationship between evaluation team and project [Stanislaus] Deeper insight into the nature of the work being undertaken by the CSU system to improve their work in teacher preparation [Other] Project Strengths 2.1 Strengths: Maintaining and deepening partnerships with the K-12 districts who hire the teachers trained by your funded pathway(s), using data about their student populations, instructional practices, and hiring projections to align your programming as much as possible to their needs • • • • • We have deep and long standing partnerships with 5 of our 7 project partners [CalStateTEACH] Building collaborative relationships with partnering school districts requires identifying mutually beneficial goals and supporting the needs of both organizations Our project addresses the symbiotic relationships between the school district and university partner, sharing resources and support professional development of mentors and faculty [CalStateTEACH] We already have a great track record in doing this, and the grant allows us to expand and take it to a new level with our PDS partners [Channel Islands] The Triad project's non-‐hierarchical structure will allow for improved communication between science educators and science teachers [Chico] We have extremely deep partnerships with districts, on going pipeline projects, and requests for more partnerships than we have candidates to staff them We plan curriculum in a district specific format Our two residencies have been funded through the district, not through the university This is what we do, what this statement says We need to get more folks in the pipeline with deep, content based pedagogy and knowledge [Fresno] Page 4 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • • We are tapping into our partner districts to identify and recruit teacher leaders for our summer academy We are already aligning our programming with their needs and our project works as an outgrowth of that well developed partnership [Fresno] Currently we have established strong partnerships with local districts We have enthusiastic commitments from Partner district teachers for participation in our project [Fresno] There is already an established relationship between our District and CSUF The project will continue to support this area [Fullerton] Our deep partnerships with the k-‐12 districts are among our greatest assets We feel that these are reciprocal relationships in which we learn from each other and work together to prepare teachers who meet district needs [Fullerton] K-‐12 district partners are engaged in the program transformation and committed to help us develop a hiring pipeline [Fullerton] All three departments have selected partner districts with a long history of strong partnerships The partnerships with these districts has evolved over the last 3 years as we implemented the new co-‐teaching model for student teaching across our programs These expanded partnerships have provided a clear pathway to align our programming with their needs and vice versa [Fullerton] We're working well on the partnership piece (already have a good partnership, making it better!) [Long Beach] CSUS is a vital partner with SCUSD and, via the Sacramento Pathways to Success, and is very engaged in the instructional practices and programs offered in the school district [Sacramento] My apologies, but our strengths are also our areas of challenge We have made good progress in sustaining dialogue with our partners about key new teacher knowledge sets, skills and dispositions We have a well-‐articulated vision that represents all partners' contributions [Sacramento] The ultimate goal of our project is to develop teachers who can use project-‐based learning (PBL) to address NGSS and common core standards Our largest partner in our project is New Tech High School, which is a PBL school By preparing teachers in PBL, we are specifically meeting their needs; however, in addition, the entire district would like to see more PBL in traditional classrooms, so we are addressing the districts long-‐term goals as well [San Luis Obispo] We have a developed a survey to assess the perceptions and experiences from a variety of stakeholders, including K-‐12 partners, related to PBL, UDL, CCSS/NGSS, co-‐teaching, and collaborative practices These data will drive our PD development, course development, and summer lab school development [San Luis Obispo] This is central to our project We bring together school personnel as team members with School of Education and other university faculty Our hope is that the process of developing this project will lead to a stream of information from our K-‐12 partners to our faculty, allowing us to adjust instructional practices and Page 5 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • programs to better meet the needs of K-‐12 Similarly, we expect this project to be an opportunity to demonstrate our value to our K-‐12 partners [San Luis Obispo] We are a project based learning school that is part of a national network of schools Unfortunately, we are an isolate that our nearest partner schools are 3-‐4 hours north or south of us With this in mind, it is important to have a good connection and training ground with our local university and credentialing program to train new teachers in the practices of project based learning so we can possibly recruit them later [San Luis Obispo] Our program involves administrators from our partnership schools at the entry point for candidates via the program interviews Single Subject Credential Program (SSCP) candidates participate in exit interviews from the program by the same administrators and also HR personnel [Stanislaus] Already have partnerships that we can build on We communicate frequently with K-‐12 and participate in regional and district meetings [Stanislaus] 2.2 Strengths: Identifying, in partnership with K-12 districts who hire teachers trained by your funded pathway(s), the key skills, knowledge, and beliefs of a well prepared new teacher Ensure that this set of knowledge and practices is aligned to the requirements of the Common Core and Next Generation Science Standards, with a focus on cross-cutting elements of new standards, including academic discourse and a focus on 21st century skills • Our project identifies new instructional methodologies that support deeper learning experiences for faculty and candidates (teachers) We explore design thinking as a process for engaging deeply in engineering and NGSS science practices, critical thinking, problem solving, and exploration (creativity) [CalStateTEACH] This is something that will be accomplished with our new PDS sites, as we increase our collaboration with them due to the grant [Channel Islands] The advisory council meets several times a year and at these meetings these types of goals are discussed [Channel Islands] The number of participants at the university level will ensure solid focus on Common Core standards and skills being developed in the teacher candidates [East Bay] During our summer academy K-‐12 teacher leaders, liberal studies faculty, and education faculty will work together to identify key skills, knowledge and, dispositions and ensure alignment with both the standards and high stakes assessments [Fresno] By engaging candidates and mentors in design thinking to create real life project based teaching experiences, collaborating with underserved rural and urban school partners to provide training for current teachers working with pre-‐service teachers, and working with school partners to improve K-‐8 student learning through customized summer lab school projects [Fresno] • • • • • Page 6 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • • This is a key focus of our project Partner teachers and Liberal Studies faculty at Fresno State will collaborate in identifying how best to organize curriculum and design pedagogy to meet the needs of future elementary teachers, particularly with respect to CCSS and NGSS [Fresno] Again, this is something that is already in place Our District currently aligns with Common Core, NGSS, and 21st Century Skills We look forward to what works best for our District [Fullerton] Again, our partnerships are a great asset in assuring that our teacher candidates learn knowledge and practices that are aligned to the requirements of CCSS and NGSS as being implemented in our partner schools 21st century skills are a particular focus and strength for both CSUF and our partners; this includes technology integration and arts integration (which brings a focus on creativity, critical thinking and collaboration) [Fullerton] We are working on curricular revisions here and are in conversations with district partners too [Long Beach] We have a strong and sustained partnership upon which to build the current work [Long Beach] We have identified key skills that the New Generation of Educators needs to master Specifically we see skills with using technology in the classroom effectively and collaborating with other teachers are central to the new instruction [Northridge] We have identified key technology skills and practices that well prepared new teachers should acquire during their credentialing experiences that are aligned with the Common Core and Next Generation Science Standards [Northridge ] CSUS is a vital partner with SCUSD and, via the Sacramento Pathways to Success, and is very engaged in the instructional practices and programs offered in the school district [Sacramento] We meet with our partners to assess needs and engage in ongoing professional development – for cooperating/mentor teachers and university supervisors and faculty – related to the CCSS, NGSS, and ELD Standards [San Jose] The ultimate goal of our project is to develop teachers who can use project-‐based learning (PBL) PBL is intrinsically geared to meet NGSS and common core, so if we can prepare our candidates to effectively implement PBL, they will address many of the standards, including academic discourse and 21st century skills [San Luis Obispo] Using data from our survey and information we glean from our PBL coursework and summer lab schools, we will develop and refine a framework for teaching that incorporates PBL, UDL (inclusive practices), co-‐teaching/collaboration, and high quality standards-‐based instruction [San Luis Obispo] Project Based Learning incorporates Common Core Standards especially in integrated projects with other subjects Next Generation Standards actually make teaching with the PBL model easier as PBL is formed around a driving question Page 7 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • 2.3 • • • • • • • • • • and very inquiry based The Performance Expectations of NGSS allow a facilitator to incorporate both of these PBL components [San Luis Obispo] SSCP faculty and candidates participate in district walk-‐throughs that evaluate how well veteran teachers are aligning their lessons with a district's instructional norms [Stanislaus] We are working with K-‐12 on CC and NGSS training and preparation Already modifying subject matter preparation and Liberal Studies programs to better align with teacher education [Stanislaus] Strengths: Building and refining opportunities for candidates to gain fluency with identified key knowledge and practices during their clinical preparation We are creating a new course in partnership with the campus FabLab to allow our pre-‐service teachers have dedicated time to explore how they can best teach students math/science topics through the use of the engineering design process and available technology [Bakersfield] We use video capture, annotated video and synchronous supervision techniques to deepen the reflection process [CalStateTEACH] There are a variety of faculty from which to draw knowledge, expertise, and experiences This diversity of abilities allows for better collaboration, with enriching experiences being the resultant for all [CalStateTEACH] Our clinical experience curriculum is linked to new pedagogical and theoretical practices, building foundational knowledge and the application of learning to practice Our candidates spend more than the required number of hours in classrooms each semester and deepen their practice through observation and structured learning activities that are part of the clinical experience [CalStateTEACH] Co-‐teaching expansion, especially at our new PDS sites allow for this to occur to a greater degree Our candidates are in their placements for an entire year which lends well to accomplishing this [Channel Islands] Student teachers are well supported in their student teaching placements We tie in-‐class learning to applied teaching experiences [Channel Islands] The focus of the Triad project is this, in a nutshell [Chico] Involvement in district classrooms will provide numerous opportunities to gain knowledge and practice [East Bay] By adding field experiences to the undergraduate experience for future teachers we ensure that candidates develop understanding of how content is merged with pedagogy [Fresno] I am not entirely sure about the details of my project in this area up until now, but I have heard by colleagues that have been within the program that they feel prepared in the knowledge content and field participation through their credential program [Fresno] Page 8 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • 2.4 • This is done in part by including Teacher Candidates in District professional development and staff meetings We also work with CSUF to provide training by our own in-‐house experts in identified areas [Fullerton] Our project involves changing our clinical experiences to a residency model This will mean more time in the field, university course work taught on site, instructional rounds as a regular part of the clinical experience, and high impact experiences for our candidates to gain fluency with identified key knowledge [Fullerton] We have a strong and sustained partnership upon which to build the current work [Long Beach] We are identifying expert teachers who can best mentor candidates in the skills described above Placing students with these mentors will help them gain fluency [Northridge ] We are currently exploring the use of video data analysis as a tool for mediating student teachers' acquisition of key knowledge and practices during their clinical preparation [Northridge ] Summer Institute will provide training for the mentor teachers and in-‐service teachers with pedagogy for new generation and collaborative mentoring [Northridge] Candidates will have multiple opportunities during this first phase, through PD opportunities with their mentor teachers, PBL coursework, and participation in a summer lab school [San Luis Obispo] Our summer program in 2016 will involve teacher candidates in delivering project based instruction that incorporates engineering topics in settings that strengthen Common Core, Next Generation Science Standards, and English Language Development standards We see Cal Poly as uniquely situated to bring a strong engineering focus to the table [San Luis Obispo] With Cal Poly co-‐teaching model, our school works directly with candidate teachers on co-‐planning, c0-‐facilitating, and coaching This helps to have the candidate teacher to be reflective in their craft, observe their cooperating teacher, and both have deeper learning type discussions on how to improve practice [San Luis Obispo] Methods courses held at K-‐12 sites (work with K-‐12 students then course work) Year-‐long placement for SSCP students Some courses co-‐taught with K-‐12 faculty [Stanislaus] Strengths: Identifying and continuing to strengthen opportunities for candidates to receive feedback on their mastery of specific knowledge and practices during clinical preparation from faculty as well as from strategically selected, well-supported mentor or master teachers We will have opportunities within the course and during our summer CampBlast experience to work with these teachers in a supported environment and develop their skills and give feedback [Bakersfield] Page 9 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • Our candidates work with mentor teacher and faculty advisors receiving continuous feedback in many forms We are also excited to be using video with annotation which is embedded into the clinical experience to provide opportunities for reflection This deepens the level of feedback and helps the candidates to develop self knowledge about their teaching [CalStateTEACH] Co-‐teaching expansion, especially at our new PDS sites allow for this to occur to a greater degree Our candidates are in their placements for an entire year which lends well to accomplishing this [Channel Islands] Supervisors work with teacher candidates through regular informal and formal observations which include a debriefing session that provides feedback Most student teachers are placed in schools where either formal or informal relationships exist and the mentor teachers are trained in how to provide constructive feedback on a regular basis [Channel Islands] Our program is highly reflective We support student learning in their field placements, in the classroom, and in their seminar experiences Students receive feedback using multiple modalities and from multiple reporters University supervisors and coordinating teachers give on-‐site feedback Seminar instructors observe videos of student teaching, and give direct and constructive feedback In addition, we use peer to peer feedback of student videos [Channel Islands] Feedback will be ongoing throughout the planning, implementation, and reflection stages of unit design, but will be done dialogically [Chico] By including field experiences in undergraduate preparation, content area faculty can ensure that content is accurate Those faculty will be partnered with K-‐6 teachers who can give feedback on pedagogy [Fresno] Again, I am not entirely sure of the projects specifics up until this point, but have been told through colleagues that the feedback they have received through their BA studies and credentialing of their growth, mastery, etc has been great Many of them fondly speak of their master teachers and how they took that into the classroom [Fresno] This area has been strengthened to a great extent through implementation of the co-‐teaching model over the past 3-‐4 years [Fullerton] Transformative change in selection, training and support, new series of observation protocols and systematic processes for engagement of all partners in the clinical experience [Fullerton] Our project is changing the role of the university supervisor to a clinical coach Clinical coaches will be responsible for facilitating instructional rounds on site, providing informal coaching clinics in the classroom setting, and using a new observation cycle to provide in depth feedback to candidates on their mastery of specific knowledge and practices during clinical preparation Classroom teachers will also receive ongoing professional development and support in mentoring strategies [Fullerton] We are going to prepare our mentor teachers to do co-‐planning with the candidates This will help the candidates learn about the planning process and get Page 10 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • 2.5 • • • • • • feedback on their idea We are also working on using video as a reflection tool for candidates [Northridge] We are developing a model for preparing in-‐service mentor teachers who will work directly with pre-‐service student teachers during their clinical preparation in order to provide teacher candidates important feedback and support [Northridge] With Cal Poly co-‐teaching model, our school works directly with candidate teachers on co-‐planning, c0-‐facilitating, and coaching This helps to have the candidate teacher to be reflective in their craft, observe their cooperating teacher, and both have deeper learning type discussions on how to improve practice [San Luis Obispo] Our SSCP candidates participate in a yearlong field practicum and receive ample feedback from their cooperating teachers, school site administration, SSCP faculty, and university supervisors on the candidates' ability to attain the TPEs [Stanislaus] Strengths: Collecting data on candidate progress toward mastery of your identified knowledge and practices during their training and after their graduation, building data-sharing partnerships where necessary to ensure access to information Using this data to effect changes at the college, department, pathway, course, and coaching relationship levels Continuing to use data to refine your definition of the key knowledge and practices new teachers must master We have a robust data warehouse that collects candidates' performance data during all phases of the program [CalStateTEACH] There are many types of formative and summative methods in place to collect data about candidate progress Data collection and application continues to be an ongoing area of study New data collection procedures are being applied to clinical experiences, and the measurement of TPE benchmarks Candidates continue to learn about how data is collected in many forms and applied to their teaching and understanding of student learning [CalStateTEACH] We have a plan in place for collecting multiple forms of data on all participants This will enable us to learn which practices are working and which need adjustment [Fresno] We are requiring all candidates to use technology as part of their teaching The advantage of that is it creates a record of instruction that will allow us to see if they are using effective pedagogy in their instruction [Northridge] Using program and CSU exit surveys, SSCP makes appropriate changes to meet the needs of our candidates [Stanislaus] Ongoing data collection in place A wide variety of data sources Programs analyze and review data after each semester [Stanislaus] Page 11 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT Project Challenges 3.1 Challenges: Maintaining and deepening partnerships with the K-12 districts who hire the teachers trained by your funded pathway(s), using data about their student populations, instructional practices, and hiring projections to align your programming as much as possible to their needs • • • • • • • The university does a nice job of reaching out to schools and maintaining partnerships, but we lack mechanisms to effectively track student populations, and employment following graduation [Channel Islands] While our district hires many teacher candidates from the university, we have not had partnership with the masters teachers to the extent we could [East Bay] I believe this is a common challenge among many universities and their neighboring districts Every district has a variety of different practices they focus on, the way they do intervention, the strategies they use for EL learners, etc The challenges may be to have a clear understanding of the above information as they differ from district to district and school to school However, there are strategies and ways to train teachers that will give them a foundation to be flexible [Fresno] The challenges are identified above; we need systems to do so [Long Beach ] In my opinion, one of the main challenges in this regard has to do with how to help teachers use data about their rapidly changing student populations that can positively inform their instructional practices In other words, how can we help new teachers better understand and align their teaching practices with the cultural knowledge and skills that many their student populations may already posses? [Northridge] District is in transition to reconfigure Very difficult to receive data such as hiring projections [Northridge] While this area is also a strength, it poses specific challenges We have articulated a vision for new teachers but we now need to work on the other parts of this component -‐ collaboration around data that measures the ways in which our vision is being put into practice This is a more complex task and will require more resources than current funding provides to achieve, though we will certainly start making small steps now [Sacramento] 3.2 Challenges: Identifying, in partnership with K-12 districts who hire teachers trained by your funded pathway(s), the key skills, knowledge, and beliefs of a well prepared new teacher Ensure that this set of knowledge and practices is aligned to the requirements of the Common Core and Next Generation Science Standards, with a focus on cross-cutting elements of new standards, including academic discourse and a focus on 21st century skills • We struggle to ensure that we are not only demonstrating high quality lessons using the engineering design process but that they are well aligned with Common Core/Next Generation Science Standards We are also working to still ensure that Page 12 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • 3.3 • • • • these are in sync with what the local districts are interpreting for how to best design lessons in their schools [Bakersfield] Both our faculty and our partner faculty need to deepen our knowledge and skills related to NGSS [CalStateTEACH] Science is a weakness, for teachers and schools, across the board Having partners prepared to assist us in providing our candidates with a more fruitful experience by having them think about science as it is connected with all other content areas is a challenge area Different sites are in different places but, overall, they (we) all need more work [CalStateTEACH] We are putting considerable effort into developing programs to help teachers implement CC and NGSS standards [Channel Islands] I believe that this is an area of challenge since I have been one of the K-‐12 district teachers approached to help in this area Also, many administrators and educators are unaware of how to explain the Common Core practices, and even more so how it looks in the classroom Many districts are not sure themselves I am eager to show video, examples and have new teachers come to watch the integration of subjects in a lesson, the use of technology by students and strengthening students speaking [Fresno] Finding time for deep collaboration across organizations Most of the work will have to take place during summer due to a difficult substitute situation in our area [Stanislaus] Challenges: Building and refining opportunities for candidates to gain fluency with identified key knowledge and practices during their clinical preparation While our plan is in place, we know it will be a challenge for some faculty to shift mindset and accept the importance of fieldwork in their classes [Fresno] The content of our preparation program is significant, and finding room to incorporate new ideas and strategies will be challenging In a perfect world, an induction component would build on the Preliminary Credential foundation and extend the skill set and design thinking contained in our project [Fresno] These opportunities have not traditionally been present in undergraduate content courses Often these courses serve the general education population at Fresno state Making fundamental changes of this sort and organizing course availability for future elementary teachers will take careful coordination [Fresno] Our challenge is around their student teaching experience in the school district Depending on their respective cooperating teachers and sites, their experiences can be quite different [Sacramento] Page 13 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT 3.4 • • • • • • • • • • Challenges: Identifying and continuing to strengthen opportunities for candidates to receive feedback on their mastery of specific knowledge and practices during clinical preparation from faculty as well as from strategically selected, well-supported mentor or master teachers We need to better prepare our mentors and master teachers to be reflective partners [CalStateTEACH] Candidates need timely formative feedback Feedback systems must support teacher growth and development Mentor teachers need training in how to deliver feedback and how to encourage reflection and metacognitive practices Clinical practice also requires the candidate to be reflecting on their practices [CalStateTEACH] This challenge is paired with the challenge of shifting some courses to include fieldwork Those faculty will have to adapt in order to see the value and importance of moving beyond transmitting content in isolation [Fresno] It is not necessarily that this is not done but more that I am not familiar with this part of the process [Fullerton] We're working on examining how we give feedback etc [Long Beach] Our challenge is around their student teaching experience in the school district Depending on their respective cooperating teachers and sites, their experiences can be quite different [Sacramento] The focus of the first stage of our project is to expose as many constituents as possible to project-‐based learning and to develop structures to evaluate projects and their implementation We are going to give cooperating teachers and teacher candidates exposure to Project Based Learning, but because all parties are learning about PBL for the first time, there may not be as many opportunities to receive feedback on their implementation of PBL Once more teachers have experience with PBL, we should be fine [San Luis Obispo] We intend to provide feedback during clinical preparation, but we have not yet developed the tool we will use (the framework for teachers) Development of this tool will be iterative, and it will be challenging, as we are hoping that it will have the potential to be adopted by our K-‐12 partners and multiple programs in the School of Education (SPED and general education) at Cal Poly [San Luis Obispo] Candidates are placed at school sites by administrators who are well versed in our partnership endeavors and therefore seek experienced teachers to serve as cooperating teachers [Stanislaus] Relying on face to face meetings Difficulties finding strong master teachers for all students [Stanislaus] Page 14 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT 3.5 • • • • • • • • • • Challenges: Collecting data on candidate progress toward mastery of your identified knowledge and practices during their training and after their graduation, building data-sharing partnerships where necessary to ensure access to information Using this data to effect changes at the college, department, pathway, course, and coaching relationship levels Continuing to use data to refine your definition of the key knowledge and practices new teachers must master Data collection practices should be iterative and generative of theory which then can inform practice (i.e grounded theory) This is especially needed in clinical experience areas How can we help candidates use data to inform their practice? [CalStateTEACH] Internally we do a great deal of data-‐sharing to refine our practices, but we have not done this with external partners to a large degree (other than collecting their input and other feedback data) In terms of data flowing back and forth with external partners, we will be needing to develop the mechanisms to expand this, especially with our partners [Channel Islands] The collection of out year data has been a challenge Very few administrators take the time to complete the survey and it provides very little usable data to provoke or influence change [Channel Islands] We are just developing systems to collect data and use the data to improve teacher development [Channel Islands] This is an ongoing challenge in teacher education As with this grant, and like most grants, all the money goes to program implementation Very rarely are there lines in a budget for research, so data collection, analysis, interpretation become backgrounded due to time constraints To overcome this challenge, funding agencies need to put a research line into all of their grants This is especially important in a CSU, in which professors are teaching 4x4 schedules [Chico] This is the challenge We do not control the Liberal Studies major in that we do not hire any of the instructors or control their fidelity to the syllabi We want to shape the instructors practice and shape the content that is covered We want to include more field experiences and content specific pedagogy [Fresno] This data will involve more than simple enrollment and grade data We will need to make careful observations of pedagogy implemented in courses as well as constructing rich narratives of faculty thinking [Fresno] We lack a comprehensive dash board that would facilitate use of data on candidate progress In addition, tracking graduates and collecting data on their performance continues to be challenging [Fullerton] As candidates do not "graduate" needs exist for the collection of data POST training The project would be strengthened by a data dashboard system that would allow for program/college tracking from admission into early career [Fullerton] We do not currently have a data system in place that allows us to easily share and use data in meaningful ways We are hoping to develop a dashboard system that Page 15 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • would allow us to use the data to effect change at the college, department, pathway, course, and coaching levels [Fullerton] We need to think through how to better use existing data, perhaps revising one or two observation forms, etc.-‐-‐looking forward to conversations at the meeting [Long Beach] The challenges are identified above; we need systems to do so [Long Beach] Getting data on the classroom is always difficult We are interested in learning what other groups are doing to expedite this [Northridge] Our challenge is around their student teaching experience in the school district Depending on their respective cooperating teachers and sites, their experiences can be quite different Based on what little training cooperating teachers receive-‐-‐ this has been a struggle and students teachers are not visited as often as CSUS would like to ensure that student teachers make the necessary progress mastery [Sacramento] Like all other CSU campuses, we receive data from the Chancellor's Office survey; however, its low response rate is problematic We currently do not have any other data source related to our graduates experiences/performance as teachers [San Jose] At this point we are trying to get experience with PBL and understand what data we need to collect so that we can improve If, in the first 18 months, we can identify the key data that we need to collect to helps improve, I think we will have been successful I'm not sure we have the time to develop and gather enough data [San Luis Obispo] This piece will be challenging because affecting change IS challenging We will have to navigate the challenge of how to use the data we obtain the most effectively While I do not perceive this is a weakness, I do anticipate it will be challenging [San Luis Obispo] It's clear that accountability in educator preparation is going to involve much more follow-‐up data regarding our candidates It's also clear that the primary responsibility for collecting, aggregating, analyzing, reporting, and making decisions based on this data will be ours This will involve a much more work-‐ intensive and distributed effort than we have previously enacted [San Luis Obispo] We have the periodic TPE evaluations, but it would be good to have a weekly or daily rubric to use as a reflection of the practices of management, pedagogy, and PBL [San Luis Obispo] SSCP uses observations forms, midterm evaluations, and final evaluations to assess a candidate's progress towards attaining the TPEs [Stanislaus] We do not have a very good way to measure impact post graduation beyond the CSU system wide surveys We have limited capacity for data collections and analysis Some of the data we use might not be as reliable and valid as we would like [Stanislaus] Page 16 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT What supports/resources/tools would allow your project to be more successful in addressing any of the required elements? • • • • • • • • • • • • • Dedicated time to discuss with other campus faculty how they are seeing the alignment of these projects with Common Core/Next Generation Science Standards and what they have done to accomplish this [Bakersfield] Critical friends, successful, low cost models [CalStateTEACH] Lesson Plans * Websites/Online resources * Materials (for students and teachers to experiment with) * Coaching [CalStateTEACH] We are excited to be part of this project As we examine our own practices, we would benefit from support with measuring teacher performance through formative and summative practices With an emphasis on field and clinical experience, we hope to receive support with creating and developing model mentoring programs and practices [CalStateTEACH] Ideas or suggestions about how others are managing similar grant components or related matters [Channel Islands] Better systems of data collection and recording [Channel Islands] Designate someone that PIs can consult with regularly in order to help overcome challenges and address questions [Chico] We need the political will and savvy to get control of the courses spread across the University [Fresno] As much information as possible as to how each neighboring district is addressing Common Core practices in their district 2 Each districts' technology resources available 3 The neighboring district's assessments used as benchmarks and within in the classroom 4 The districts' writing program used This information is important to know to begin, so any resources and tools in these areas would be useful to start [Fresno] Access to data on pre-‐service teacher CSET scores Expertise to work with advising staff for effective proactive advising Strong commitments from Liberal Studies colleges and departments to staffing of LS courses [Fresno] We need to maintain open and clear lines of communication We need to be available to leap over the hurdles in our path We need to establish regular and expected avenues of communication [Fullerton] A comprehensive dashboard that would integrate data would be helpful [Fullerton] All aspects of the project would be strengthened by the creation of a detailed data dashboard that (with proper FERPA controls) could be accessed by program, department, college, district partners, teacher candidates and cooperating teachers where data for student, program, project, project or program assessment, ongoing program improvement that candidates could be allowed access following program completion [Fullerton] Page 17 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • • • • • • • • Funding and resources to develop a data dashboard system Funding to support a college appointed faculty member from SPED who would be on special assignment to float across departments and co-‐teach with faculty in EDEL, and EDSC to build capacity in the area of special education [Fullerton] Not sure yet Appreciate the support of the WestEd folks for dealing with large sets of data [Long Beach] Unclear at this time; models would be useful [Long Beach] We are looking for instruments to help assess how our candidates are doing as well and best practices for supporting the mentoring of candidates [Northridge] The addition of new technology tools, time, and continued training in ways to utilize technology to improve the delivery of necessary content knowledge [Northridge] Central district in addition to the local district support would be needed to collect data [Northridge] Learning from other projects will be helpful High quality PD (over time, no "drive by's") for our faculty (which will likely require tools and resources) will ensure project success College and campus leadership can also help to set the stage with our partners so that their CEOs are aware of these elements [Sacramento] As mentioned elsewhere, we need a high-‐response-‐rate data source on our graduates, i.e., on their experiences and performance as teachers and their reflections on the strengths of our program and its areas for improvement [San Jose] Tools that define the effective practices for meeting NGSS and common core that are independent of a particular methods and could be used across the different projects would be useful The more specific the descriptions the better We need to be able to define what it is we are really looking for in concrete terms [San Luis Obispo] Connecting with others to share ideas about specific aspects of our project (e.g., promoting inclusivity, data collection, building a framework) Our greatest challenge will be taking what we learn from this 18 month phase and disseminating the outcomes in a way that encourage others to join and promote, eventually, large-‐scale change We feel we have this potential, but it will take careful planning and incentives for our colleagues in the SOE [San Luis Obispo] We look forward to communications with other funded campuses A key support is convenings like this one [San Luis Obispo] It would be great to observe other school credential programs and how they collect data on their candidate teachers during their practicum [San Luis Obispo] Having more funding for a teacher in residence from one of our partnership schools [Stanislaus] It would be helpful if we could leverage technology to link us to students in the various clinical settings Improved assessment resources [Stanislaus] Page 18 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT What are the most important aspects or activities that should be included in this Learning Community in order to support your project? • • • • • • • • • • • • • • • • • • Collaborative sharing of ideas and open dialogue about what struggles are identified and how different campuses are solving these issues [Bakersfield ] Mentoring and NGSS [CalStateTEACH] Simply put -‐ a great deal of conversation about what folks are thinking about when it comes to program design [CalStateTEACH] In the area of professional development, what are the key practices (supported by research) that will have the most benefit to helping candidates develop 21st century teaching practices? What are the most effective methods of training mentor teachers and/or developing mentoring relationships with candidates How will new models of instruction be supported at the district level with partnering school districts? [CalStateTEACH] Opportunities to share about the work and items learned from the undertaking Ways to potentially replicate the successes in our own efforts [Channel Islands] Consideration of time Adding more to our already overwhelmed schedules will not help Anything has to be has to be local and focused on the needs and challenges that arise organically during implementation [Chico] Ways to measure our effectiveness and the progress toward our goals [East Bay] Help teams find partners with similar goals so collaborating feels aligned and not forced [Fresno] Explicit attention to community building in online communities Clear information on how continuing support for achievement of long term goals can be gained Identification of both the unique and common aspects of different projects [Fresno] Collaborative workshops/trainings and site visits [Fullerton] Opportunities to learn more about other projects and ways that we might collaborate to achieve common goals [Fullerton] Time for projects with similar aspects to talk Conversations about timelines for the future, post 18 months [Fullerton] Providing the time and financial support for everyone to meet and collaborate/reflect [Fullerton] Metrics discussions; time to review other campuses' major goals, logic models, talk one-‐on-‐one or in small groups [Long Beach] Resource exchange is more valuable [Northridge] Since we are not yet strongly familiar with some of the other new generation campus initiatives, I believe that it will be extremely useful engage in activities to facilitate our own cross-‐campus collaboration and sharing of resources This will help us better understand aspects of other CSU campus efforts that may be in-‐line with our own project plans [Northridge] Job-‐alike discussions I would love to meet other K-‐12 District representatives [Northridge] Opportunities to share, timely follow up after the meeting [Sacramento] Page 19 of 20 California State University’s New Generation of Educators Initiative April 21-‐22 Pre-‐convening Survey – Complete Open-‐ended Responses -‐ DRAFT • • • • • • • Opportunities to (a) share our goals and challenges, (b) form affinity groups based on common interests/needs, and (c) continue to share with and support each other as we progress [San Jose] I think identifying best practices of teachers that meet NGSS and common core and developing tools to measure those practices would be beneficial [San Luis Obispo] Plenty of unstructured time for us to talk, brainstorm, share ideas, and compare notes I think we will discover shared interests and ways to support each other if we have time to unearth these things in natural conversation [San Luis Obispo] Opportunities to publicly share information and interests, followed by informal networking opportunities, will be key [San Luis Obispo] Collaboration with other campuses and districts -‐ Ideas for implementation -‐ Inquire as to other K-‐12 partners have put on enrichment summer schools and how they worked their logistics [San Luis Obispo] Establishing an online resource to share information electronically [Stanislaus] Sharing of ideas and challenges Collaborate on research on the project [Stanislaus] Page 20 of 20 ... science as it is connected with ? ?all other content areas is a challenge area Different sites are in different places but, overall, they (we) ? ?all need more work [CalStateTEACH]... Educators Initiative April 21-‐22 Pre-‐convening ? ?Survey – Complete Open-‐ended Responses -‐ DRAFT Project Challenges 3.1 Challenges: Maintaining and deepening partnerships with... relationships that allow us ? ?all to bring students into the 21st century [CalStateTEACH] I would hope that we will formalize our shared missions that we ? ?all have for this
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