S. D. Bechtel, Jr. Foundation New Generation of

S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
S. D. Bechtel, Jr. Foundation New Generation of Educators for California
Project Goals and Objectives
The descriptions provided below are intended to provide brief summaries for each project
participating in the New Generation of Educators for California Initiative. The narratives
included below are excerpts taken directly from California Statue University (CSU) campus
proposals and provide the goals and objectives of each funded project. Logic models for the eight
proposals funded in Cycle I are also provided as references in the Appendices. Summaries from
the five additional campuses that received awards in Cycle II are also included below, however
there are not accompanying logic models for those projects.
1. Cycle I CSU Campus Goals and Objectives ............................................................................ 2 1.1. CSU Channel Islands ........................................................................................................ 2 1.2. CSU Fresno ....................................................................................................................... 2 1.3. CSU Fullerton ................................................................................................................... 2 1.4. CSU Long Beach .............................................................................................................. 3 1.5. CSU Northridge ................................................................................................................ 3 1.6. CSU San Luis Obispo ....................................................................................................... 4 1.7. CSU Stanislaus ................................................................................................................. 4 1.8. CalStateTEACH................................................................................................................ 5 2. Cycle II CSU Campus Goals and Objectives .......................................................................... 7 2.1. CSU Bakersfield ............................................................................................................... 7 2.2. CSU Chico ........................................................................................................................ 7 2.3. CSU East Bay ................................................................................................................... 8 2.4. CSU Sacramento ............................................................................................................... 8 2.5. CSU San Jose .................................................................................................................... 9 Page 1 of 9
S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
Cycle I CSU Campus Goals and Objectives
1.1. CSU Channel Islands
We believe that our project will meet the challenges presented in addressing the Common Core
Standards/Next Generation Science standards, Linked Learning and in STEM education by
assisting in the following areas, as well as others. Goal 1: Learning the CCS/NGS standards and
how to effectively integrate them into lesson design and curriculum (for our candidates, school
district personnel and University faculty); Goal 2: Preparing students to know, use and fully
understand CCSS/NGSS and their practicality; Goal 3: Building the capacity of the teacher work
force (future and present); Goal 4: Integration of strong teaching content/pedagogy across
curriculum standards; Goal 5: Recruiting and engaging students who typically have not
considered STEM careers; Goal 6: Providing ongoing professional development around the new
standards via Professional Learning Communities/Critical Friends Groups, Lesson Study, Linked
Learning and other emerging mechanisms and good practices; Goal 7: Identifying needs and
providing resources for instructional support and curriculum development across a spectrum of
P-12, Community College and University partners; and Goal 8: Supporting current teacher
practitioners to obtain National Board Certification.
See Appendix 1 for the CSU Channel Islands Logic Model
1.2. CSU Fresno
The overall goal of the revised program is development of highly prepared Liberal Studies (LS)
students who are ready to enter the credential program with deep knowledge of content and
CCSS/NGSS/CELD that they can apply as teacher candidates. They will be able to use
technology to enhance their own learning and as a pedagogical tool in field placements, and will
exhibit a developed sense of cultural and civic competence. Within 18 months, over 50 percent
of LS students will be impacted by the revised program.
By the end of 18 months: Objective 1: LS content and concentration courses will be revised to
include learning outcomes that reflect pedagogical content knowledge (PCK), technology, and
CCSS/NGSS/CELD. Objective 2: University content area faculty and pedagogy specialists will
have completed a cycle of collaboration through a structured Faculty Learning Community
(FLC). Objective 3: Field experiences in a minimum of five courses, in diverse contexts, with
content and pedagogy integrated. Objective 4: Ten K-6 educators will participate in the
collaborative FLC. Objective 5: Proactive advising, California Subject Examination for
Teachers (CSET) preparation, and PNGE Proposal – CSU, Fresno 5" student professional
development will be systematically integrated into the LS program.
See Appendix 2 for the CSU Fresno Logic Model
1.3. CSU Fullerton
Goal 1: To strengthen university and school district partnerships with high-need district partners
to improve teacher preparation programs. Objective 1a: Develop a pipeline for hiring and
advanced education for teachers (adding additional credentials/authorizations/master’s degrees).
Objective 1b: Provide professional development experiences (mentoring STEAM/high impact
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
practices/CCSS) and leadership opportunities for Cooperating Teachers (CT) and principals.
Objective 1c: Increase and foster collaboration between general and special education teachers
in p-12 classrooms and teacher preparation programs.
Goal 2: To develop and implement Titan PRIDE (Preparation through co-teaching in a
Residency-based Integrated model at professional Development sites to provide exemplary
clinical Experiences). Objective 2a: Review and strengthen existing courses, create new
courses, develop course schedules that will align with the new residency-based model and ensure
articulation and alignment of the undergraduate GE pathway with CCSS/NGSS. Objective 2b:
Use the co-teaching model to facilitate innovative cross-department collaboration and with
partner LEAs to strengthen connections between content and pedagogy, improve
communication, and increase collaboration. Objective 2c: Redefine the role of the university
supervisor to an on-site clinical coach; include job responsibilities such as instructional rounds,
video capture, pre-conference/observation/post-conference (POP) learning cycle, and mentoring
support for CTs. Objective 2d: Implement the clinical POP learning cycle to foster selfreflection, goal-setting, and ongoing professional growth.
See Appendix 3 for CSU Fullerton Logic Model
1.4. CSU Long Beach
Goal 1: All initial credential program candidates will demonstrate deep content and pedagogical
content knowledge and skill in implementing CCSS/NGSS/ELDS in urban sites. Objective 1a:
Establish a faculty workgroup to redesign and implement curricula in four Liberal Studies (LS)
capstone content courses and subject matter preparation courses in Single Subject (SS) to deepen
understanding of the core disciplines (English, Math, Science, and Social Science). Objective
1b: Revise the SS literacy course to promote discipline-specific understanding and application.
Goal 2: All credential candidates will receive structured and sequenced early field and student
teaching experiences with teachers skilled in CCSS/NGSS. Objective 2a: Develop criteria in
collaboration with district educators for the selection of highly successful and motivated master
teachers. Objective 2b: Develop a clinical network of master teachers who receive training and
support in mentoring and co-teaching, as well as in CCSS/NGSS implementation. Objective 2c:
Establish two elementary and two secondary “anchor” clinical schools where clusters of our
master teachers are located.
Goal 3: Graduate high quality teachers who promote college/career readiness of K-12 students.
Objective 3a: Develop a system of evidence-based metrics measuring candidate impact on K-12
student learning to be used for continuous program improvement.
See Appendix 4 for CSU Long Beach Logic Model
1.5. CSU Northridge
Our project is divided into short-term, mid-term, and long-term goals that coincide with Phases I,
II, and III of the project. Short-term Goals: Transform secondary math and science pre-service
preparation through: (1) Professional development (PD) for CSUN Faculty on computer
supported collaborative learning (CSCL), (2) Summer Teacher Institute to prepare expert leaders
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
in teacher education (ELITE) Mentor Teachers, and (3) Pre-service student teaching responsive
teaching cycle (RTC) collaboration with ELITE mentors. Short-term Objectives: (1) Support
all the secondary science and math faculty to use CSCL in their courses, (2) prepare 20 inservice teachers to be ELITE teacher mentors, (3) prepare all pre-service math and science
teachers to use CSCL (N~40), and (4) place at least half of all pre-service teachers in RTC sites
(N~20). Mid-term Goals: (1) Gradually scale up the use of CSCL into other subject areas (e.g.
English, Social Studies), (2) apply the CSCL/RTC model into the single subject credential
program and develop it during student teaching field placements. Long-term Goals: Scale up
CSCL to elementary and special education by applying CSCL/RTC model including the teacher
institute and student teaching field placements.
See Appendix 5 for the CSU Northridge Logic Model
1.6. CSU San Luis Obispo
The transformative goal of this project is for Cal Poly to prepare teachers who can effectively
implement CCSS and NGSS project based learning (PBL) to meet the needs of all learners
across all abilities and grade bands. The primary goal of the first stage of this project is to give
Cal Poly undergraduates, teacher candidates, faculty and K-12 teachers experience with PBL,
experience developing projects collaboratively with a focus on inclusivity for all learners, and
skills to evaluate the teaching, projects, and student learning in PBL settings.
Objective 1: Deliver professional development in PBL to 25 Lucia Mar co-teaching pairs
(cooperating teacher and teacher candidate) and 30 Cal Poly Faculty in Liberal Studies, Multiple
Subject, Single Subject, Special Education and identified engineering faculty by the end of
summer 2015; Objective 2: Develop a cross-disciplinary PBL undergraduate course that focuses
on engineering (develop spring/summer 2015 and teach during the 2015-16 academic year);
Objective 3: Develop 3-week Summer PBL Lab School within Lucia Mar for 6-8 grade, one
project each grade level (pilot 6th, 7th, and 8th grade for 30 students each grade summer 2016);
Objective 4: Collaboratively (New Tech teachers, cross-disciplinary Cal Poly faculty) develop
engineering-infused projects: 2 for New Tech High’s physics course, 2 for Cal Poly PBL
undergraduate course, 3 for Lucia Mar Summer PBL Lab School; and Objective 5: Develop
framework for evaluating PBL teaching, PBL projects, and student learning in PBL
environments, ideally adapting the Danielson Framework for Teaching.
See Appendix 6 for the CSU San Luis Obispo Logic Model
1.7. CSU Stanislaus
Goal 1: Partnership: Increased university K-12 partnerships/ongoing collaboration on teacher
preparation. Objective 1a: Development and implementation of a clear structure for
collaboration and shared oversight between Teacher Education and K12 partners on teacher
Goal 2: Recruitment: Increased matriculation of high quality, diverse teacher candidates,
especially for high needs credentials and authorizations. Objective 2a: Development and
implementation of strategies for early identification and recruitment of teacher candidates.
Objective 2b: Development and implementation of new high school teacher academies and
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
other programs for recruiting high school and undergraduate students to teacher preparation
programs. Objective 2c: Development and implementation of programs and activities for
undergraduate students aligned with teacher education clinical experiences. Objective 2d:
Improved advising models for all teaching pathways, including subject matter authorizations in
math and sciences. Objective 2e: Improved marketing of MSTI program to STEM students.
Goal 3: Teacher Education: Increased number of exceptionally well-prepared new teachers for
students of all backgrounds and abilities. Objective 3a: Strong set of CCSS, NGSS, and ELD
standards-aligned and culturally sensitive content courses for undergraduates in teaching
preparation pathways. Objective 3b: Coherent sequence of pre-credential experiences aligned
with teacher education coursework and clinical experiences. Objective 3c: Development and
implementation of after-school and summer programs with K-12 partners and teacher education.
Objective 3d: Development and implementation of aligned protocols for all subject matter
preparation and teacher education courses. Objective 3e: Implementation of training for
cooperating teachers and university supervisors to provide optimal skilled mentoring. Objective
3f: Teacher preparation coursework and clinical experiences emphasizing 21st Century Skills and
aligned with CCSS, NGSS, ELD standards. Objective 3g: Development and implementation of
residential programs and yearlong student teaching placements for all credentials. Objective 3h:
Methods courses taught at a school site. Objective 3i: Increased coordination between K12,
undergraduate, teacher education, and induction programs on curriculum and instruction.
Goal 4: Professional Development: Instructors in teacher education and undergraduate subject
matter preparation programs familiar with CCSS, NGSS, and ELD standards and effectively use
technology in their instructional practices. Objective 4a: Development and implementation of
training for university faculty to incorporate CCSS, NGSS, and technology into teacher
education and undergraduate courses. Objective 4b: Development and implementation of
mentor program for university faculty engaged in subject matter preparation and teacher
See Appendix 7 for the CSU Stanislaus Logic Model
1.8. CalStateTEACH
Goal 1: Establish new and enrich current K-12 partnerships. Objective 1a: By August 2015, 7
lead mentors and 25 cadre mentors from K-8 partnership districts will be recruited, selected and
oriented. Objective 2a: By June 2016, each partner will host a summer lab school project
(elementary literacy, engineering, coding, boot camp) that would include candidates, site
mentors, children, parents and community. At least 35 candidates will participate. At least 40%
of participating K-8 students will demonstrate learning progress. Objective 3a: By July 2016,
90% of mentors will have participated in professional development. Objective 4a: By
September 2016 a new cohort of 4 additional school partners will be added.
Goal 2: Support faculty and mentor professional development. Tier One Objective 2a: By
August 2015, 15 CalStateTEACH faculty and all 7 lead mentors will receive training to
effectively implement the Common Core State Standards (CCSS) in Mathematics, Next
Generation Science Standards (NGSS), Coding and Technology as evidenced by their
participation in online professional trainings, regional workshops, and professional literature
circles. Tier Two Objective 2b-1: By December 2015, online webinars in Mathematics, Next
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
Generation Science Standards, Coding, Technology and Engineering will be available for all
faculty and mentors. Tier Two Objective 2b-2: By July 2016, 90% of CalStateTEACH faculty
and mentors will receive training and preparation to develop cross-cutting elements of practice in
the new Mathematics, Science and Engineering Standards including Design Thinking, 21st
Century Learning and Life and Career Skills, and Habits of Mind. Tier Three Objective 2c (Not
in funding cycle): By July 2017, a cohort of at least 15 CalStateTEACH alumni and mentors will
conduct Teacher Action Research Projects with a System wide Results Symposium
Goal 3: Transform STEM teaching and learning. Objective 3a: By September 2015, faculty,
mentors and project management team will codify a revolutionary reconception of literacies and
connectivity among disciplines, STREAM. Objective 3b: By December 2015, faculty and
mentors will develop new clinical practice rubrics for STREAM instruction. Objective 3c: By
July 2016, the Curriculum Committee will transform the curriculum to illustrate STREAM
teaching and learning. Objective 3d: By July 2016, 90% of candidates will demonstrate
competence in STREAM content and practices as measured through clinical observation.
Goal 4: Create a customized Digital Support System for teachers, candidates, mentors, site
administrators, parents and community. Objective 4a: By February 2015, the shell of the new
project website will be completed and technology training materials will be uploaded. Objective
4b: By March 2015, the communication module and deliverables module will be completed and
the professional literature circle portal will be open. Objective 4c: By April 2015, the mentor
training modules will be uploaded. Objective 4d: From June 2015-July 2016 video teaching
exemplars will be uploaded and catalogued in the repository. Objective 4e: By July 2016, a
public portal will disseminate project results.
See Appendix 8 for the CalStateTEACH Logic Model
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
Cycle II CSU Campus Goals and Objectives
2.1. CSU Bakersfield
The development of the STEM (FabLab) undergraduate course will support the integration of
CCSS-Mathematics/NGSS focusing on skills and cross-curricular applications including the
following: communicating effectively, thinking critically, and using diverse tools and resources.
Objective: Teacher Education faculty and the Fab Lab Coordinator will develop a one-unit, ten
week Mini-Fab Lab Academy course to be piloted in the first 18 months of the project and will
serve 60 students from MSTI/NOYCE, Mini-Corp & the Teacher Quality Program (TQP). The
Fab Lab will allow future teachers to gain experience in the engineering design process. The
School of Natural Science, Mathematics, and Engineering recently received a Fab Lab, made
possible by a grant from Chevron (the only lab in the entire CSU and UC system), offering
hands-on, project-based learning opportunities with a particular emphasis on STEM education
for students in grades K-12.
CSUB will partner with three rural districts to revise and expand Camp BLAST!.BLAST! will
serve as a hands-on STEM field experience for future teachers and expose students in grades 3-8
to the engineering design process and computing though project based lessons, exploring a
variety of scientific topics. Objective: 60 undergraduate students and 60 pre-service teachers
will be paired to co-teach in the STEM field experience Camp BLAST!. Pairs will have the
opportunity to develop and co-teach over 50 hours of hands-on STEM lessons. Prior to Camp
BLAST! all pairs will complete 40 hours of professional development. Camp BLAST! is a
STEM based three-week summer program supported by an interdisciplinary group of faculty,
which will serve 500-600 3rd-8th grade students from three rural districts. Funding from TQP will
provide additional support for development of computing and engineering modules by TQP
Residents and CSUB faculty. TQP residents will be paired with undergraduate students from the
MSTI, Mini-Corps and NOYCE Scholars program. Another unique feature of this project will
include access to the new Fab Lab on CSUB’s campus. Co-teaching pairs will be trained to
create lessons that incorporate modeling, EDP, and digital fabrication. Students from Camp
BLAST! will have an opportunity to visit CSUB’s campus to design and create a product in the
2.2. CSU Chico
The Triad Project will focus upon the use of university and school district partnerships to
simultaneously engage the professional development (PD) of science education professors,
teacher candidates and cooperating teachers around NGSS. The Triad PD teams will consist of
one university specialist, one teacher candidate, and one cooperating teacher. The Triad will
work collaboratively over a semester to design, implement, reflect upon, revise and submit a
field-tested integrated instructional NGSS unit. The units will be designed using a template
created at CSU Chico.
Each NGSS unit will include the following: 1) All three dimensions of one or more NGSS
standard, 2) Connections to CCSS ELA/Literacy, CCSS Math, and/or ELD standards 3) An
innovative overall approach appropriate for the chosen standard (e.g., model-based instruction,
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
argumentation, 5-E model, place-based education), 4) A variety of instructional strategies to
meet the needs of all learners, including students with special needs and emergent bilinguals, and
5) Both formative and summative assessments as integral aspects of instruction. Summative
assessments will be “blended” in order to assess student performance in all three dimensions of
the NGSS.
2.3. CSU East Bay
Goal 1: Link the pedagogy and content of the courses across the pipeline. This will be evaluated
by the Principal Investigators and Project Evaluator during the planning and implementation.
Goal 2: Revise syllabi for four credential program methods courses and at least one
undergraduate math course as well as one high school and one middle school math class.
Consistency and adherence to CCSS Math standards will be evaluated by the Project Evaluator.
Evaluation of the revised courses will also serve as evaluation for Goal 1. Goal 3: Co-teach four
courses at both the university and high school levels. This will enrich the learning process for all
students, model for them a variety of methods to master the varieties of expertise of the
mathematical practice standards, and demonstrate to the credential candidates, undergraduates in
the credential track, and math teachers in professional development a variety of pedagogical
methods. The co-teachers will also embed within each of the courses the skills of Academic
Discourse, and model through their co-teaching of these courses Academic Discourse, which is
key to mastering Mathematical Practice Standard 3 of the CCSS. Goal 4: Create and deliver two
professional development workshops for math educators in the Castro Valley Unified School
District. The district has identified this program as an important component in their improvement
of delivering high quality CCSS math education. One workshop will be delivered in the fall of
2015 and the second in spring 2016. The second workshop will include math credential
candidates. Goal 5: Deliver a replicable template for co-teaching/use of Academic Discourse for
use in other STEM fields. Identify faculty from appropriate departments who will participate in
phase 2 of the project.
2.4. CSU Sacramento
This proposed project addresses a critical need: to accelerate curriculum alignment and content
and pedagogical preparation for NGSS and the ELD standards, while also connecting to the
CCSS. Goal 1: Align the target undergraduate courses to NGSS, CCSS and ELD standards.
Goal 2: Create well-articulated and well-integrated learning experiences for our future teachers
in science and science pedagogy. Goal 3: Produce exemplary, standards aligned K-8 curriculum
for use as model lessons in the target courses.
The faculty learning community (FLC), consisting of science and math methods education
faculty and science faculty who teach undergraduate science courses to Liberal Studies majors, a
Sacramento State engineering faculty consultant and K-8 teacher leader consultants, will engage
in academic year meetings and a 2015 Summer Workshop to: 1) Align target courses (required
Liberal Studies science courses) to NGSS, CCSS and ELD standards, thus ensuring that the
lecture, discussion, activities, and (revised) lab sections are congruent with all the new K-8
standards; 2) Map science and science education learning outcomes from target courses through
the completion of the multiple subject teacher preparation program to ensure a coherent vision
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Goals and Objectives
and implementation plan for preparation to teach K-8, standards-aligned science to diverse
populations; 3) Develop exemplar NGSS- CCSS- and ELD-aligned K-8 lessons that will be field
tested and then revised for inclusion as models in transformed target courses; and 4) Adopt and
implement transformed courses, following campus course approval processes.
2.5. CSU San Jose
Goal 1 (Transform Elementary Teacher Preparation in Mathematics): Redesign SJSU CCTCaligned Multiple Subject Teacher Credential Program (MSCP) to include and address HLPC; coteaching; CCSS-M, and ELDS; & the needs of EL. Objective 1a: Develop HLPC/EL framework
& teaching observation tool. Objective 1b: Redesign MSCP mathematics-related courses to
integrate HLPC/EL framework & observation tool. Objective 1c: Develop Web based
representations (incl. classroom video) of HLPC/EL-framework teaching of CCSS-M/ELDS in
HLPCA co-teaching clinical settings for use in MSCP mathematics-related curriculum &
Goal 2 (Establish the SJSU HLPCA for Clinical Preparation, Professional Development,
Retention, & Sustainability): Provide a supportive, collaborative school-based professional
learning community in clinical co-teaching contexts to develop mentor teachers (MT), teacher
candidates (TC), & university supervisors who can skillfully implement & help sustain &
institutionalize HLPCA teaching of CCSS-M/ELDS content for all students, especially EL.
Objectives 2a: Institutionalize the HLPCA to support & sustain regular interactions & planning
among stakeholders on matters pertaining to teaching the content & practice standards of the
CCSS-M/ ELDS to all students, especially EL. Objective 2b: Increase all concerned
stakeholders’ knowledge of effective HLPCA teaching in math & ways it can be skillfully
implemented in a clinical co-teaching context by providing HLPCA PD to enhance teaching &
mentoring skills in math.
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S. D. Bechtel, Jr. Foundation
Preparing a New Generation of Educators for California Initiative – Logic Models
Appendices: Logic Models – Table of Contents
1: CSU Channel Island Logic Model
2: CSU Fresno Logic Model
3: CSU Fullerton Logic Model
4: CSU Long Beach Logic Model
5: CSU Northridge Logic Model
6: CSU San Luis Obispo Logic Model
7: CSU Stanislaus Logic Model
8: CalStateTEACH Logic Model
Appendix 1: CSU Channel Island Logic Model
Appendices - Page 1
PNGE Proposal – CSU, Fresno
Table 1
Logic Model
LS Faculty,
Kremen Faculty
CA MiniCorps,
Literacy Lab,
S-L courses
Strong District
Richter Center,
initiative, MSTI
Advising Staff
Outside Grants
Diverse college
freshmen and
Appendix 2: CSU Fresno Logic Model
Short Term Outcomes
18 months
Long Term Outcomes
5 years
Content and
concentration courses
need to include PCK,
Faculty need to
integrate PCK, tech.,
Revise content area course
syllabi for content,
pedagogy, tech., alignment
Create FLCs of LS
Kremen, K-6 faculty
Syllabi learning
outcomes reflect
PCK, tech.,
Faculty learning
evidenced by revised
collaboration, course
LS program provides
access to multiple
field experiences for
application of PCK,
knowledge of
K-6 teachers/admin.
participate in FLC
Min. one section of each
STEM concentration
course and 8 LS content
courses revised
One FLC cycle
complete, 2nd FLC cycle
Min. 5 concentration
course sequences and
one section of all LS
content courses revised
Min. one faculty rep.
from each LS content/
concentration course
Min. 5 field experiences
revised to include
current, research-based
PCK, incorporation of
varied contexts
LS integration w/ K-6
partners evidenced by
participation in FLC,
strengthened LS field
Proactive advising
model, CSET prep.,
student PD completed
for first cohort
Field experiences early,
often, connected to
coursework, PCK,
Field experiences
need to be early,
often, integrated w/
content area
knowledge, connected
with content courses
Existing welldeveloped
partnerships need to
include undergrad LS
Student support needs
to be systematically
integrated into LS
Students need field
experiences early,
often; deep content &
PCK; cultural and
civic competence;
understanding of
Revise and increase
frequency of field
experiences in LS program,
align w/ research-based
pedagogical practices,
In collab. w/ districts
identify: knowledge, skills,
dispositions; field sites;
mentor teachers; LS
Train advisors for proactive
advising; develop CSET
prep.; provide student PD
Take revised content/
STEM concentration
courses which include
tech.; revised fieldwork
experiences; PD, CSET
Proactive advising,
CSET prep., PD
opportunities offered
for first cohort
Demonstrate depth
of knowledge of
content, PCK, tech.;
fieldwork early and
One LS cohort
completes 18 mos. of
revised LS program
Well-developed pipeline
integrating K-12 w/ LS
and Cred. program;
highly-prepared new
Proactive advising fully
integrated, multiple
opportunities for CSET
prep., & student PD
Highly-prepared LS
students entering cred.
program w/ knowledge
of content, PCK,
tech., cultural/civic
Appendices - Page 2
Appendix 3: CSU Fullerton Logic Model
• Teacher Education
• Co-Teaching
• University
• NSM Faculty
• Training in and
use of co-teaching
Partner Districts
• Longstanding
• Cadre of
Teachers (CTs)
trained in
• Leadership
Teacher Candidates
• Cohorts of Teacher
Candidates (TCs)
from EDEL, SPED,
and EDSC
• Restructure mechanisms for
monitoring TC progress
• Use site based clinical coaches
instead of university supervisors
• Engage in cross department
collaboration and co-teaching
• Review and align methods and GE
courses with new residency model
• Implement instructional rounds
for teaching candidates to
provide structured observations
• Develop a new Pre-Observation,
Observation, and Post-Observation
(POP) Learning Cycle for clinical
coaches to use during formal
• Use video capture to foster
Partner Districts
• Establish district/campus advisory
• Provide ongoing professional
development for CTs after initial
co-teaching training
Teacher Candidates
• Enroll cohort of strong TC in new
• Place candidates with strong CTs
who are trained in co-teaching and
prepared to mentor an adult learner
• Cohort of candidates take new
methods courses
• Participate in structured
observations and reflections
• Methods and content courses
aligned with new residency
• Clinical coaches who are highly
qualified and better equipped
to provide onsite mentoring
and coaching for teacher
candidates and cooperating
Partner Districts
• Cadre of cooperating teachers
who are trained to mentor
teacher candidates
• Strengthened partnerships
with partner districts.
• University-district hiring
pipeline established
Teacher Candidates
• Three cohorts of highly skilled
teachers graduate from newly
designed program who are
highly competent in subject
matter and pedagogy and
prepared to: 1) teach like it is
their 2nd year; 2) collaborate;
3) engage in structured
reflection; 4) Integrate
technology to enhance
instruction; 5) effectively
implement the CCSS & NGSS;
6) meet the unique needs of
all students
Short-Term Outcomes
Long-Term Outcomes
• Well established
residency program
• Methods and content
courses fully aligned with
transformed program
• Institutionalized
monitoring system
of all program
• Firmly institutionalized
• Faculty who regularly
collaborate and
engage in co-teaching
to improve instruction
Partner Districts
• Increased student
• Employer (district)
and employee (teachers)
job satisfaction
• District partners
will have stronger
internal capacity
Teacher Candidates
• Expand program
for more TCs
• Multiple cohorts
of beginning teachers
effective instructional
practices across
district partners
(18 months)
• Improved curriculum
and enhanced data to
improve candidate
training and
• Increased collaboration
between departments
in the COE, as well as
with faculty from the
College of NSM
Partner Districts
• Pipeline of
new teachers for
partner district
Teacher Candidates
• Highly skilled teachers
with positions in
district target schools
• New teachers using
strong content
knowledge and
pedagogical skills and
addressing new
(2-5 years)
Appendices - Page 3
Appendix 4: CSU Long Beach Logic Model
• District clinical
• District
• Master teachers
• Supporting
Stage 2: August 2016 – December
• CED Office for
Clinical Practice
and Partnerships
• Faculty: teacher
content faculty
(math, science,
history, English),
• CED Leadership
• CED Center for
Ed. Evaluation
Stage 1: January 2015 – July 2016
Short-term Outcomes (18 months)
• Establish joint workgroup to redesign LST • Revised standards-aligned curriculum
• CCSS/NGSS/ELD -aligned,
and SSCP curriculum aligned with CCSS,
courses enhance student
knowledge, skills, and dispositions
• Jointly developed clinical practice PD
• Jointly develop criteria for selection of
modules available in database
• OCPP supports enriched clinical
network teachers
placements of teacher candidates
• Jointly developed criteria for selection
• Jointly develop PD modules for network
of master teachers, sites
• Faculty and master teachers skilled
teachers and University supervisors
in standards integration in clinical
• 30 network teachers and 4 anchor
schools identified
• Implement PD for network teachers and
• Teachers collaborate and
University supervisors
• 60 teacher candidates placed at these
participate in PD via the teacher
• Create a database of PD modules
• Metrics to evaluate student learning
• Place 60 credential candidates for early
and culminating experiences with the 30
master teachers in the clinical network
• Identify 4 anchor schools
• Develop virtual teacher network for
ongoing PD
• Develop evidence-based metrics to assess
candidate impact on K-12 learning.
Long-term impact (2-5 Years)
• Design and implement PD that
• PD modules developed and
• All initial credential program candidates
aligns pre-service coursework with
network teachers and
demonstrate deep content and pedagogical
clinical practice
University supervisors trained
content knowledge, and skill in implementing
to enhance pedagogical content
CCSS/NGSS/ELDS in urban sites.
• Expand clinical teacher network
and provide ongoing PD
• All credential candidates receive structured and
• Clinical “anchor” school sites
sequenced early field experiences and student
• All credential candidates placed
established with clusters of
teaching with teachers skilled in CCSS/NGSS
with network teachers
network teachers
• Well-established clinical “anchor” sites
• Examine the impact of clinical
network on candidate and program • Evaluation system measuring
• Well-established clinical network of teachers.
impact of candidates on K-12
• System of evaluation that indicates impact of
student outcomes
• Use system of innovative metrics
candidates on K-12 student outcomes
• Continual program
to evaluate teacher effectiveness
• Improved K-12 student outcomes who are
improvement loop
and impact on K-12 student
college and career ready
Appendices - Page 4
Appendix 5: CSU Northridge Logic Model
Appendices - Page 5
Appendix 6: CSU San Luis Obispo Logic Model
Logic Model
 Multi-disciplinary team
of Cal Poly faculty. School
of Education,
Engineering, Liberal
Studies, Architecture, and
College of Science and
 Lucia Mar Unified
Personnel. Teachers and
administration at New
Tech High who are wellversed in PBL
 Financial and other
resources from the
Cotchett Endowment and
Teacher Quality
Partnership Grant.
 Lucia Mar spaces and
infrastructure. New Tech
High classroom and other
Maker classrooms for
curriculum and PD
 Danielson Framework for
 Teacher candidates
 K-12 Students
Short-term Outcomes
Long-term Outcomes
 Develop engineering
focused projects for
New Tech science
 PD in PBL
 Develop and teach
PBL course for
Liberal Studies
 Develop and teach 3week PBL Summer
Lab School
 Develop Framework
for evaluating PBL
projects and
 Mapping Danielson
framework to Project
Based Learning
 PBL engineering
Projects with UDL
and inclusive
elements for K-12
classrooms and
summer lab school
 PBL Professional
design that can be
used elsewhere
 PBL Crossdisciplinary course
for Cal Poly
students. Elements
usable in other
 Framework for
 Well-prepared
teacher candidates
 Students who have
Project Based
 Cal Poly and Lucia Mar
faculty who have
experience with design and
implementation of PBL
 Changes in mindset
regarding PBL
 Proof of concept teaching
Project Based Learning
with rich CCSS and NGSS
 Increase in cooperating
teachers willing to co-teach
one project per year.
 New teachers willing to
embrace PBL to address
 Content learning that helps
students to meet CCSS and
 In-service and pre-service
teachers who can
effectively implement
project-based learning to
meet the needs of all
learners across all abilities
and grade bands (UDL) and
CCSS and NGSS in all
 Each cooperating teacher
and teacher candidate coteach using one PBL project
per year
 SOE education courses
incorporate PBL
instruction to teach content
 PBL Summer Lab School
that serves as professional
development for district
teachers and early field
experiences for prospective
teachers and candidates
 PBL Summer Lab School
ported to CSUMB and TQP
partner districts
 Students better equipped
to problem solve and
 Increased interest in STEM
Appendices - Page 6
Appendix 7: CSU Stanislaus Logic Model
Align teacher preparation
programs with K-12 needs
through sustainable formal
Increase number of people
seeking a career in teaching
through targeted recruitment of
high quality candidates of
diverse backgrounds, especially
those interested in teaching
math, science, and special
Teacher Preparation:
Develop transformative teacher
preparation programs that
provide coherent ongoing
educational experiences that
expand the current “one-year”
model and effectively prepare
new teachers to teach highly
diverse student populations in
the era of CCSS and NGSS.
Professional Development:
Prepare and support teacher
education and undergraduate
university faculties in the
alignment of instruction to CCSS,
NGSS, and the use of technology
in teaching and learning.
 Longstanding collaboration with
local school districts and
community colleges.
 Ceres Unified School District
 Modesto City Schools.
 Turlock Unified School District
 History of cross college
cooperation on campus
 Math Grants
 Great Valley Writing Project
 Migrant Education Program
 University Outreach
 Pool of highly diverse
undergraduate students
 HS Students in teacher
 Dept. of Communication
 Partnership agreement between
TE and K-12
 Advisory board for STEP
 Materials and system for
targeted recruitment of HS and
undergrad. stud.
 Inf. about Found. Level Math
or Gen. Level Science certs.
 Scholarships - MSTI
 Connect with HS Teacher
 “Future Teachers” Stud. Org.
 Meaningful early teaching
Teacher Preparation:
 Longstanding collaboration
with local school districts and
community colleges.
 Teacher Ed./Libs. Faculty
 Team of faculty across campus
 Established cadre of Coopr.
Teachers and Univ.
 Existing partnerships w/under
grad. progr. and schools
Teacher Preparation:
 Strengthen STEM content,
cultural awareness, pedagogy,
and early clinical experiences
 Strengthen clinical
components in TE and develop
 Protocol and training for Univ.
Supervisor and Coopr.
 Establish “Cluster Schools”
and teach TE courses on K-12
 Summer/after school program
leadership training and
Professional Development:
 Resources from Christie Sue
Whalen-Saxton Fund for
Excellence in Teacher
Education and New Gen
 90% of TE faculty trained in
 TE/K-12 partnership on
CCSS/NGSS training
Professional Development:
 CCSS, NGSS, and techn. prof.
dev. to TE and undergrad.
 Teacher Education – Coopr.
Teacher lesson studies and
classroom observations
 Support structure for CCSS
and NGSS adaptation
 Clear structure for collaboration
between TE and K-12 on teacher
 University K-12 shared oversight
over STEP project
 Early identification and
recruitment of teacher cand.
 New programs for recruiting HS
and undergrad. students
 Teacher candidates add
Found. Level Math or Gen.
Level Science certs.
 STEM students connected with
 Prospective teacher candidates
connected with TE in HS and
throughout undergrad. prep.
 Prospective teacher candidates
receive training aligned with TE
and opportunities for guided
clinical experiences
Teacher Preparation:
 Candidates with strong subject
matter (math and science)
background and cultural
 New protocols for clinical
 Improved support for teacher
candidates from Coopr.
Teachers and University
 Resident TE communities
 Alignment betw. K-12 needs,
undergrad. and TE coursework
 Pre- and post-cert. training and
coursework aligned with TE
Professional Development:
 Univ. faculty incorporate CCSS,
NGSS, and technology into
undergr. courses
 TE fac. and Coopr. Teachers
work together on instruction
 Mentor system in place for univ.
Programmatic Outcomes
Short-Term (18mo.)
Long-Term (2-5yr.)
 Increased university K-12
 Shared responsibility for STEP
 Improved pipelines for
recruiting candidates into
teacher education with a focus
on high needs areas
 Foundation in place for early
pedagogical and clinical
experiences linked to TE for
prospective candidates
 Increased awareness of Found.
Level Math or Gen. Level
Science certs.
 Increase number of minority
students with STEM credential
Teacher Preparation:
 Increased coordination
between K-12, undergraduate,
TE, and induction programs on
curriculum and instruction.
 All subject matter preparation
and TE courses use a similar
 Coopr. Teachers and University
supervisors better prepared to
support student teachers
 Methods courses taught at a
school site – year long
 Graduates ready effectively
teach in an CCSS, NGSS, ELD
 Leader training for
summer/after school programs
aligned with TE
 TE linked to induction programs
Professional Development:
 Univ. faculty trained in CCSS,
NGSS, and technology
 Structure developed for an
ongoing mentor system
 Ongoing meetings between TE
and Coopr. Teachers
 Well established structure for
ongoing collaboration on all
aspects of teacher preparation.
 Established recruitment of
outstanding high quality,
diverse teacher candidates
 Increased number of teacher
academies in HS
 High number of eligible
candidates add Found. Level
Math or Gen. Level Science
 Double number of candidates
in high needs credentials
Teacher Preparation:
 Strong set of standards-aligned
content undergraduate courses
 Effective partnership between
TE and undergraduate educ.
 Coherent sequence of precredential experiences aligned
with TE
 Teacher candidates prepared
to teach 21st Century skills to
students of all backgrounds
and abilities
 Coopr. Teachers and univ.
supervisors who provide
optimal skilled mentoring.
 Residential programs
established for all credentials
 Induction programs linked to
 Teacher candidates enter TE
with substantial pedagogical
knowledge and clinical
 Exceptionally well-prepared
and committed to life-long
Professional Development:
 Univ. faculty incorporate CCSS,
NGSS, and tech. into instruction
 Established structure for TE and
Coopr. Teacher collaboration
Appendices - Page 7
Appendix 8: CalStateTEACH Logic Model
Partnerships, Support and Transformation Logic Model
-Mobile Initiative
-Advisory Board
-Faculty, Apple Distinguished Educators
-Master Teachers
-Tech Coordinator
-Coding and Animation Pilots
-Summer Literacy Projects
-Urban and Technology Boot Camps
-Bechtel Grant
-Deepen partnerships
-Recruit lead and cadre mentors
-Form management team
-Provide professional development
-Create Digital Support System
-Implement Summer School Project
-Remap curriculum
-Redesign observation rubrics
-Partnership schools organized in a network
-Management Team
-Faculty &mentors prepared in STREAM
-Digital Support System
-7 Summer School Projects
-STREAM Curriculum
-New Observation Rubrics
-Candidates participate in richer clinical experiences
-Faculty & Mentor knowledge and technical growth
-Integration of STREAM instruction
- Digital Support System to support good teaching
-Increase of student participation in STREAM
-First Year Teacher ready for classroom
-More knowledgeable faculty and mentors
-Improved clinical sites
-Improved student and candidate learning
-Coding and engineering new curricular offerings
Appendices - Page 8