Common Standards Document Addendum

Standard 1- Institutional Infrastructure to Support Educator Preparation

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs.

Element 1: The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California's adopted standards and curricular frameworks.

1. 1. School of Education Vision, Mission, and Core Values

   2. Counseling Department Mission Statement

   3. Description of the Research Base for Vision

   4. Sonoma State 2025 Strategic Plan

   5. School of Education Strategic Plan

Element 2: The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.

1. 1. Table 1.2.1: Stakeholders Involved in Organization, Coordination, and Decision Making

   2. Sonoma State School of Education and P-12 Colleague Collaboration

   3. Unit Assessment Report_2019-2020

   4. Unit Assessment Colloquium Summary Spring 2020

   5. Education Specialist Program Assessment Report_2019-2020

   6. Multiple Subject Program Assessment Report_2019-2020

   7. Single Subject Program Assessment Report_2019-2020

   8. Administrative Credential Program Assessment Report_2019-2020

   9. Sonoma State School of Education and P-12 Colleague Collaboration

Element 3: The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation. 

1. 1. Table 1.2.1: Stakeholders Involved in Organization, Coordination, and Decision Making

   2. List of Published Policy Documents Ensuring Collaboration between Instructional Personnel and P-12, University, and Educational Community Colleagues

   3. Table 1.2.3: Faculty Participation in Schools

   4. SoE Strategic Plan

   5. 1.3.5 Student Teaching MOU Template

   6. Recent Faculty and Supervisor Position Search Descriptions and Qualifications

   7. Sonoma State School of Education and P-12 Colleague Collaboration

   8. Sonoma State School of Education-School of Social Science Collaboration

Element 4: The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/ instruction, field based supervision and clinical experiences.

1. 1. Sonoma State Resource Allocation to Support Preparation Program

Element 5: The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

1. 1. Sonoma State School of Education-School of Social Science Collaboration

Element 6: Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.

1. 1. Dean, Faculty, and Supervisor Position Searches

   2. Tenure Track Guidelines

   3. Table 1-6.3: Faculty development activities in Supporting Diversity

Element 7: The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

1. 1. Sonoma State Student Evaluation of Teacher Effectiveness (SETE) Form

   2. Peer Observation of Course Instructor Forms

   3. Evaluation of University Supervisor Forms

   4. Sonoma State Evaluation Policy & Procedures for Temporary Faculty

   5. Recent Faculty and Supervisor Position Search Descriptions and Qualifications

Element 8: The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

1. 1. Description of Monitoring the Credential Recommendation Process

   2. Statutory requirements to credential report

 

Standard 2 - Candidate Recruitment and Support

Candidates are recruited and supported in all educator preparation programs to ensure their success.

Element 1: The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

1. 1. Table 2.1: Links to Credential Program Admission Requirements and Applicant Evaluation Forms

   2. F18-19 Admissions Report

Element 2: The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advise, and assistance to promote their successful entry and retention in the profession. 

1. 1. 2.2.1 List of Candidate Recruitment Materials

   2. 2.2.2 Credential Program Admission Advisement Sessions, Schedules, Agendas and Documents

   3. 2.2.3 List of Personnel Positions that Support, Advise and Place Candidates

   4. 2.2.4 SoE Strategic Plan

   5. Candidate supports (include TPA support and COVID-19 program modifications and supports)

   6. PUERTA 2020 Recruitment and Support Events

   7. PUERTA 2020 Fee Off set Funding 

   8. PUERTA Centro Deliverables

   9. STEM Teacher Education Pathways supports

Element 4: Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

1. 1. Candidate supports (include TPA support and COVID-19 program modifications and supports)

Standard 3 – Course of Study, fieldwork, and Clinical Practice

The unit designs and implements a planned sequence of clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

Element 3: The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

Element 4: Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

Element 5: All programs effectively implement and evaluate fieldwork and clinical practice.

For Elements 3.3 - 3.5  

1. 1. Table of program supervisor evaluation form and results

   2. Multiple Subject Core Meeting 2020

   3. Slides from Single Subject Mentor/candidate “kick off”

   4. Adjunct faculty 3-year cumulative evaluation

   5. Tenure Track RTP policies

   6. DES Online 10 hour training

   7. Draft Unit Assessment

For Elements 3.1-3.6 (Bilingual Authorization)

1. 1. The Bilingual Authorization handbook

   2. Updated BILA Program Summary

   3. Table of Clinical Practice Evaluations and Training

Standard 4 – Continuous Improvement

The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

Element 1: The education unit and its programs regularly assess their effectiveness in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates.

Element 2: Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services. 

1. 1. 4.1.1: Graphic Representation  of the Unit Assessment System

   2. 4.1.2 Annotated List of Unit and Program Data Sources

   3. 4.1.3 Multiyear Unit Assessment Cycle Schedule

   4. 4.1.4 Table of Unit and Program Assessment Data_Addendum

   5. School of Education Assessment Handbook

   6. Education Specialist Program Assessment Report_2019-2020

   7. Multiple Subject Program Assessment Report_2019-2020

   8. Single Subject Program Assessment Report_2019-2020

   9. Administrative Credential Program Assessment Report_2019-2020

   10. Unit Assessment Report_2019-2020

   11. Unit Assessment Colloquium Summary Spring 2020

   12. Multiple Subject CORE meeting

   13. Draft SSU Credential Program Assessment

   14. Counseling Evaluation Report 2019-2020

Standard 5 – Program Impact

Element 2:  The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.

1. 1. Unit Positive Program Impact Statement and Table of Evidence_Addendum

   2. Counseling Positive Program Impact Statement and Table of Evidence

   3. Unit Website on Accreditation