College of Education Academic Planning Tool

B-16 Education Settings - 3/15/2011 Notes

What changes could promote highest quality student performance at the worksite?

• Problem-based cases virtually – with spokes and learner at center – Case-Based – sent up a rich template to go deeply in subject area and broad enough to go into other areas – setting up so that faculty can go in to revise and delete – and different faculty from different departments work with each other –
• Case studies could be constructed, based on a real school context, or a mix of the two
• Capstone course
• Have students had all the kinds of experiences we want them to have at the end of the program
• Placing the field experience at the center of the program – it’s an authentic leadership task to improve achievement for a particular population – and have course build around that
• Consider alternate placement structures for field experiences - Place 2 STs together – playing around with the whole configuration – placing
• Consider alternate mentoring structures for field experiences – such as on-site mentors
• Site based mentors –
• Developing PDS Schools
• Development of a Clearinghouse that identifies high performing schools/educators by NCUST, CCAG and other ways – to gather and use High quality placements
• Develop a Central Field Placement Office to manage  -
• Formal and Informal Partnerships with Blocks across programs/departments
• Interdisciplinary placements and work -
• Like I mentioned to you last Friday, I think that there should be ways to incorporate techniques of how to deal with stress.  The student teachers seem overly stressed and with the physical, spiritual and moral demands of this career they need ways to cope with stress.  I think that the universities need to start a campaign to put pressure and responsibility in our local, state and federal government to have the moral and communal responsibility to improve the funding of education.  In order for our society to advance economically and socially we need to improve our public education.  The students need to be exposed to this reality and find ways for them to become active contributors and activists in this movement.
• Placements should be in schools that model the vision and values of the department.  Also, schools that are in transition of transforming education. Walkthroughs from faculty are essential to give students their perspectives of the schools they are teaching.  
• Continue and be resilient... great work is being done!
• The Community Based Model promises to create schools that involves the voices of parents, teachers and administrators is an importunity to create democratic schools that are guided by such values as inclusion, respect, cultural diversity, bilingualism, equality, and academic rigor. Ten years ago, some of our schools were rich in bilingual teachers, but federal, state and local practices have moved away in the support of bilingual student teachers in the most linguistically diverse part of our city and county!
• Development of Cross-disciplinary Problem-based Case Studies for instructional foci/learning experiences across the college. Developed by:
• Faculty across the college
• Stakeholders in the field
• Students
• Identify critical College-level priorities/strategies related to work sites
• Look for grants to support the work across programs. E.g., eSupervision
• Foundations Course Required by all B-16 students. Curriculum-
• Working w/ families
• Diversity in schools
• Data-based decision making
• Systems/schools as systems
• Understanding roles
• Create PBL Case Study site that would be relevant to all B-16 programs
• E.g.: A common case study
• E.g.: Create an interdisciplinary “School Improvement Term Team used across courses
• Identify core values that are the basis for high quality student performance
• Evaluate whether data collected is consistent w/ core values
• Consider alternate placement structures for Field Experience
• Consider requiring Gen Ed teaching credential for SPED teachers at the master’s level
• Quality student performance should be defined as the ability to teach any child
• COE Create Advisory Board
• 13-15 members
• District individuals community agencies business industry
• A working board defined as a body to give input and vet ideas and/or establish a core group of stakeholders that we survey w/ x number of questions
• Build on our strengths as teacher/scholars advancing theory and research in the field- moving toward innovation and quality
• Reclaim the vision institute commitment to City Heights collaborative and university/schools collaboration.
• Create strong collaborative system/team
• Innovation
• Settings and communities that are in sync with our programs
• Synergy- university- field settings
• Avoid disconnect theory and practice
• Identify existing innovation and excellence
• Limit involvement where there is a disconnect
• Build on SDSU faculty expertise- do what we do best
• Choose High Quality Students
• Academically ready
• Professionally ready
• Interpersonally ready
• Cross-culturally ready weighted equally and applied to all candidates
• Socio-political readiness
• We NEED Memorandum of Understanding w/SDUSD to better control placements of our students rather than letting SDUSD control placements in troubled schools
• Need to be very clear about whom we admit and what we teach and who we graduate that represent SDSU are ALL programs graduating the best of the best?
• Provide more ‘CORE’ opportunities for integrated learning ‘interdisciplinary’
• Changes provide wide variety of opportunities for students w/ schools of strength and schools with “issues”
• Be selective w/ students we bring into program
• Reciprocal accountability SDSU« Districts
• Short term
• Shared coursework in (TE930 length Sped/TE or PLC Lang Arts)
• Shared student teaching experiences
• Opportunities to collaborate across programs
• Long term
• Establish a clear/masters that aligns across many programs with options for students w/ different interests (perhaps takes the place of MAT & existing masters)
• Create school based centers to work together across programs
• Align size of departments by breaking up School of Teach Ed into smaller departments
• Hire faculty who:
• Challenge our status quo
• Raise new questions
• Think differently push us to new limits
• Make us think
• Instead of Leadership SPED or s/c classes, we think... which classes should “Educator” take?
• Develop core “Educator” courses- Non-negotiables if you have a credential from SDSU you are educated in THIS!
• Short term goal: Embrace teacher scholar model evenly across faculty (i.e., now some teacher and some do research)
• Cluster based Masters Program that is interdisciplinary
• Focus on district needs in 690, 795, A&B
• CHANGES
• Short term
• Improve emphasis in preparing students to work w/ students from diverse backgrounds including Eng learning and students w/ disabilities
• Short & long term
• Create graduates who are culturally competent beginning with the selection process