Transcript Document

What is

3
TEACh ?
Teacher Education at Coast
Community Colleges/ Program
Objectives:
– Encourage students to pursue
a career in teaching,
– Develop/expand program
partnerships with CSUs and
other 4 year teacher prep
programs
– Expand course offerings/
streamline articulation/ ensure
a seamless transfer process
– Provide early fieldwork
opportunities for students
considering teaching as a
career
Need/ Part I
TEACh3 was designed to address a need on
the national, state, and local level
 State of teacher preparation a mess
 NCLB, constant change in requirements
requiring heroic efforts in terms of advising,
counseling, and curriculum; TEACH3 was
designed to proactively address this state
of affairs
 More specifics on need in the qualitative
section

History of
3
TEACh

TRDP (one of 33 grants to 53 colleges)
 District Grant/ each college niche:
– OCC-service learning
– GWC-reading specialist, tutoring
– CCC-distance provider

True partnership
– maximized District resources with a collaborative
approach to teacher education
– drew on shared expertise/ no need to reinvent
the wheel for each campus
Coastline’s Approach
To maximize time and resources: “One-Stop”
Single individual wearing many hats:
coordinator/counselor/curriculum
developer
One-Stop Approach
Under jurisdiction of both Student
Services and Office of Instruction
 Lots accomplished when
responsibilities did not have to go to
multiple adjuncts with fixed
schedules and limited hours per
week (no phone tag, waiting to meet)
 Flexibility, thinking outside the box

Example: Tutoring Training

With pending loss of funding last year -what
will happen with tutoring training?
 Other campuses: a year later- still may not be
resolved
 Coastline: problem solved quickly via add on
module to education 200, all deadlines met to
pass curriculum/new format instituted for fall
‘04
Grant Requirement: Blended
Program TEACh3
Benchmark Education Classes




EDU 103-Technology
Proficiencies for Teachers I
EDU 104-Intro
Teaching/Learning in Diverse
Contemporary Classrooms
EDU 180- Family, School,
Community Partnerships
EDU 200- The Teaching
Profession




Math 103- Probability &
Statistics for Elementary
School Teachers
Math 104- Math for
Elementary School Teachers
I
Math 106- Math for
Elementary School Teachers
II
Chem 105- Chemistry
Explorations for Teachers
TEACh3/ITEP Grid
TE AC h3 t o C S U LB / IT E P
C ou rses T h at C u rre nt ly T ra n s fer T o C S U LB 's Int e g rat ed T e ac h er E du c atio n
C S U LB
E ng lis h 1 00
MT E D 1 05
OC C
E ng l 100
M a th 103
GW C
E ng l 100
M a th 103
CCC
E ng l 100
M a th 103
H is tory 17 2
M u sic 180
H is 170 /170 H
M u s 1 15
H is 170
M u s 1 15
E D E L 100
E du c 1 02
E du c 1 02
H is 170
T a ke cla ss at
OC C or GW C
E du c 1 04
ET E C 1 10
C he m 1 05
C IS 1 12
E du c 1 03
E du c 1 03
C he m 1 05
Ge ol 10 6
P o l S c i 180
Ge ol 10 0/1 41
P o l Sc 1 00
Ge ol 10 2 o r 104
P OS C 100
C om m 130
Su rv ey of
L itera tu re
C ri tic a l T h in k ing
C hoos e o ne:
E D P 180
Ge ol 10 6
P o l Sc 1 80 or
18 0H
S pc h 1 10
E ng l 150 , 151 ,
16 0, 161 , 280 ,
28 5
E ng 102 /102 H
P h il 1 50
S pc h 1 30
(* E ng 10 1/1 01H )
H MD V 180
S pc h C o m 1 10
E ng l 150 , ,155
16 0 , 165 ,2 90,
29 5
S pc h 1 10
E ng 140
E ng 110 /110 H
P h il 1 15
S pc h C o m 2 20
(* Ids t 105 , * P h il
11 6)
E du c 1 80
E ng 102 , 110
P h il 1 15
E du 180
MT E D 1 10
E th ic s
an d
V a lue s
C hoos e o ne:
M a th 104
P h il 1 10. 110 , 1 20,
12 5,
*R el S t 11 0
M a th 104
P h il 1 01, 10 2,
10 6, 120
M a th 104
P h il 1 00, 11 2,
12 0, * R el S t 11 0
T he ate r & Dan ce
C hoos e o ne:
E D E L 200
Bi o l 2 00
T ha rt 10 1, 105
D anc 200
E du c 2 00
Bi o l 1 00
T ha rt 10 1, 105
E du c 2 00
Bi o l 1 00
T a ke cla ss at
OC C or GW C
E du c 2 00
Bi o 100+10 1
Ge og 250 & H is
25 0
E D P 301
Ge og 100 & H is
10 2
*H MD V 180
Ge og 100 & H is
19 0
*P s ych 15 0
Ge og 100 and H is
16 0
*P s ych 11 5
MT E D 1 11
P hs c 112
M a th 106
N S 112
M a th 106
P hy S c 100
M a th 106
T a ke cla ss at
OC C or GW C
H is 473
*H is t 14 0
*H is t 14 0
*H is 150
CO U R SE TITL E
F re sh m an C om pos iti on
A c tiv ity B ase d P ro bab ili ty & S ta tis tic s
for E le m ent ary T ea che rs
H is tory o f the U S to 1 876
F un da m en ta ls o f M u sic
T ea ch ing & L earn in g in D iv er se
C ont em pora ry C la ss roo m s
T e chno lo gy P rof ici en cy f or Te ac her s
C he mi s try E xp lo ra tions
E ar th S cien ce/ Gen era l Geo lo gy w / la b
Int rodu ctio n to Go vern m e nt
P ub lic S pea king
S ur vey o f Li te rat ure
C ri tic a l T h in k ing
F a mil y , Sc hoo l, C o mm un ity
P ar tne rsh ip s
M a th fo r El e m en tar y Te ac her s 1
P h ilos ophy , or E th ic s or Wo rl d
R elig ion
Int ro H is to ry /L itera ture o f Th ea tre ,
D ra m a & A c ting
T he T ea ch ing P ro fes sion
P rin cipl es o f Bi o log y
Wo rl d Reg io na l G eogr aphy an d W or ld
th
C ivil iza tion s to th e 1 7 Cen tu ry
C hild D eve lo p m en t
M a th fo r El e m en tar y Te ac her s 2
Int rodu ctory P hy sic al S c ien ce
T he C alifor ni a Ex per ie nce
3
TEACh /ITEP
+ AA
un its
3
A1
c our se
S pee ch 110
3
A2
E ng lis h 1 00
3
A3
C hoos e o ne: en g 102 , en g 110 , ph il 115
4
B1
Ge ol 10 0/1 41
3
B2
Bi o l 1 00
1
B3
Bi o l 1 01 (l ab)
3
B4
M a th 103 ac tiv ity ba sed pr obab ili ty and s ta tis tic s
6
C1
3
C2
3
3
D
M u sic 115 a t O range C oas t;
T H A R T 10 0
P h ilos ophy 10 0 (ok f or g lob l, m c s tud ie s requ irem ent
V .) ( w ith ou t AAÕs m c r e q ui re m e nt ph il 11 2 o r 1 20 r /s t o r 11 0 are
ok) N ew L itera tur e R equ irem ent
E ng 14 0
D 5-Geo g 1 00
3
D 6-H is tory 17 0
3
D 8 P o litic a l S ci enc e 1 00
3
D 9 P s yc ho log y 1 15
3
E
1
M a jor
C ouns el ing 105 o r H ea lth E d 100 (for A A )(no t requ ired
for IT E P )
E d 104
2
requ ire m e nts
E d 103 /
3
an d/o r
E DU 18 0
3 .5
e le ctiv es
E D E L 200
3
H is t 16 0
3
P hy si ca l S c ien ce 100 a t G ol den We st
3
H is tory 15 0
3
M a th 104 : m a th for el e m . s choo l t eac her s
3
M a th 106 , m a th for el e m en tar y sch oo l tea che rs I I
1
C he m 1 05 C he mi s try E xp lo ra tions fo r Te ach ers
ne eded
tak en
IP
L.S.O.L.
L IB E RAL ST U DI E S
O N -L IN E / C ours e
R e qu irem ents
U pp er-D iv ision C our ses
O ffered b y Li b era l S tud ies
o nlin e
Bi o lo gy 1
Bi o lo gy 2
B iolog y 1 00 /10 1
S pe ec h 1 1 0
E n gl is h Co m pos itio n 1
Qui ckTime™ and a
TIF F (Uncompressed) decompressor
are needed to see t his picture.
* if n o t a va ila bl e a t C o astline , G WC or O CC a lte rn at ives a re listed
B IO L 1 34
S pee c h
E n gl is h Co m p for T ch rs
* Co as tlin e L o we r D ivi sion C ours es
E ng lish 1 00
E N G L 1 10 ( WP )
N o subs titu te a llow ed
C h em istry /Ph ys ics
C h emis try (C h em. 1 0 5 is o k) a nd P h ysics plus la b
U S H ist ory
H ist ory 17 0 or 17 5
U S G ov ernm en t
P o litica l S cien ce 1 00
M a th 1
M a th 1 04 ( for 5 0A )
M a th 2
M a th 1 06 ( for M ath 50 B )
M a th 3
M a th 1 03 (G E )
C ri tic al th in kin g
C u ltura l D ivers ity
P h iloso ph y 1 15 o r an y A 3
R S 1 5 8 o r PS Y 1 41
E du ca tio n 18 0
Or al In terpr et a tion
(T h ea ter c lass o k if it is p erf orm ing )
A rt o r Mu si c
A rt 12 0A + A rt 12 0 B or
A rt 12 2A + 12 2B ; or M usi c 5 1 or M usi c 1 20 A
L iterature
EN GL 1 01 O NL IN E
L in gu istics
EN GL 1 21
E NG L 1 4 0 or 1 77
G WC E n g 15 0 or E ng 15 5, O CC E ng 1 50 or 15 1
E ar th an d S pa ce Sc i
T a ke G eos cie nc e 1 42 ( or our G eo log y 10 0/ 1 41 or
1 40 /14 1/) a nd A stro no my 10 0
W or ld H is tor y 1
W or ld H is tor y 2
H ist ory 16 0
H ist ory 16 5
H um an ities
Hum an ities 1 10
W or ld G e og
G EO G 2 35 or SO SC 10 1
C a lif E thn ic H is t
S O S C 1 02
C u ltura l A n thr op olog y
A S ST 1 00 or SO SC 10 3
E n vi ro nm en t 1
G EO S 1 30
E n vi ro nm en t 2
P H IL 1 46
E n vi ro nm en t 3
P S SC 10 0
E n vi ro nm en t 4
RECR 25 1
Acc ess /Eq u ity in E d uc
E D U C 10 2
H ea lth /elem en tary
T ea ch ing
H CS V 26 0
P h ysica l E d uc ation /C hild
P H ED 10 2 O N LI NE
2 n d La ng ua ge Acq u isitio n
EN GL 1 16 A
C h ild/Ad o les D ev
P S Y 20 2
P syc h o f T ea ch ing
P S Y 21 4
elect ive
G eo gr aph y 1 00
A nt hro po lo gy 10 0
Fo r a d v isi ng info rm ati on c on tact
ls o @cs u c hi c o. e du phon e (5 30)8 98-58 02
PPE 20 1 a t G W C (n ot on- line ) (f or P H E D 10 2)
P sy 1 15
P sy 10 0, E d 10 3, E d 10 4, P h il 1 00 , G ov ’t, Ec on , an y
o th er t rans fer ab le c lass
elect ive
E d uc a tion field
E d 2 00 - tu tor in g w ill c oun t tow ar ds cred e ntia l
Ex p erien ce
p ro gram f ield w ork r eq uir em en t
ÊPlea se ch e ck w ith lso@ csuc h ic o.e d u for t he m os t c urr en t inform ation a nd r eq uire me n ts/ othe r Co as tline
o nl ine class es m ay be ad de d d urin g th e ye ar / u pd ated Se ptem be r 2, 2 0 04
L ib e ra l S tu d ie s O n L in e/50 u ni ts o n -lin e e it he r fro m C SU C h ico o r Sa crame n to / 70 u n its
fro m a co m mun it y c ol leg e
History of Accomplishments:
refer to handout







January 2001-June 30, 2001
75 students in data base, 52 students were served via 90
counseling appointments with Coastline’s TEAChc3
coordinator/counselor
Two new courses were developed specifically identified as
teacher preparation and/or for blended/integrated teacher
preparation programs
Promotional and informational materials developed
Data base for tracking, planning, and evaluation was
developed and operational towards the end of the semester
Professional development: faculty participation in CSULB
training on standards based courses, concentration on
trainings/sessions related to e-counseling/ retention issues and
the online student, e counseling/ online ed plans
Faculty recruited from attendees at CSULB training to develop
standards based ITEP courses in math, science
Jul y 1 2001-J un e 30, 2002
3
20012002
S tu den ts in TEA Ch da taba se at en d
o f repo rtin g p eriod : 57 1
FTE S v ia be nch m a rk edu ca tion
c la s ses : 6 .634
N umb er o f S tud e n ts By Mon th Who
3
R ece iv ed T E A C h Se rv ic es a t
C oas tli ne (e -adv isi ng /co uns elin g,
ph one appo in tm en t, w or ksho p, no t
3
in cl uding TE A Ch b e n c hm ark
c lass )
J ul y
27
A ugu st
32
S ep te m ber
28
O cto ber
52
N ove m b er
43
D ece m b er
36
J anua ry
77
F eb ruar y
49
M ar ch
22
A pr il
40
M ay
45
J une
48 9
h ea d co unt
43
A ugu st
36
S ep te m ber 38
O cto ber
77
N ove m b er 56
D ece m b er 53
J anua ry
11 6
F eb ruar y
76
M ar ch
27
A pr il
54
M ay
51
J une
49
To ta l
67 6
B udg e t R ea lities : T R D P g ran t
nd
2 ye ar fun di ng re ce ive d
in tac t/ 75 % pos iti on
c oord in at or/ cou nse lo r 50% ,
25 % d is tric t
To tal : 489 stud en ts
Un dupli cat e d
J ul y
W o rk shop : 2 23 st uden ts
38
To ta l:
N um ber o f C on tac ts B y M on th
(co nt ac t d e fin e d as
a ppoin tm e n t, e -c oun se ling/
a d v is ing , tra ns fer eve nt ,
ou tre ac h , o r w o rks hop )
373
stud en ts
C u rr ic ulu m H igh ligh ts :
4 n ew c ou rs es dev el o ped (m a th 10 4, 1 03 ,
1 06 , e d 20 0);
E d 104 a nd E d 103 offere d
fo r th e f irst tim e;
J ul y 1 , 2002 - J u n e 30 -2003
3
20022003
S tu d en ts in TEA Ch da taba s e at
en d o f rep o r tin g p er iod : 10 3 6
( 8 1% in c rease fr om p ri o r year )
FTE S v ia be n ch m a rk edu c a tion
c la s s es : 38 .45 ( 4 79% in crea s e
fr om 0 1-0 2 )
N umb er o f S tud e n ts By Mon t h
3
Wh o R ec e iv ed TE A C h S er vi ce s a t
C o as tli ne (e -adv isi ng /co u ns e lin g,
ph o ne appo in tm en t, w or k sho p , no t
3
in cl uding TE A Ch b e n c hm ark
c lass )
N umb er o f C on ta c ts By
Mon t h ( c on ta c t de fi ned a s
ap p o int me nt , e- c oun s e ling /
ad vi s in g , t ran s fe r e ven t,
ou tr e ach , or wo rk s hop )
J ul y
85
A ugu s t
68
S ep te m ber
57
O c to b er
54
N o ve m b e r
58
D e ce m b e r
50
J a nua ry
81
F eb ruar y
34
M ar c h
20
J ul y
68
A pr il
26
A ugu s t
53
M ay
18
S ep te m ber
50
J u ne
40
O c to b er
44
N o ve m b e r
40
D e ce m b e r
38
J a nua ry
51
F eb ruar y
29
To ta l
59 1
To ta l: 59 1 s tud e n ts : 3 7 2 a t
mi dy e ar ; 2 19 se c ond
s em es ter , co in ci d ing w ith
mi dy e ar bud g et c u t to
p rogra m
M ar c h
14
A pr il
20
M ay
17
J u ne
36
To ta l:
46 0
T ot al : 4 6 0 s t u d e nts : 29 3 a t m id yea r;
16 7 s ec o nd se m e s te r , c o in c id in g
w it h m id ye a r b udge t cu t to p rogr a m :
U n dup lic a te d h ea d c oun t: 353
s tu den ts
W o rkshop: 176
stud e nts
B udg e t R ea litie s :
T R D P g rand f u nd ing c u t a t
mi dy e ar
c o un s e lor /c o ord in a to r 5 0%
C u rr ic ulu m H igh ligh ts :
2 n ew c ou rses d ev e lop e d: Ch em
10 5 a nd Ed 1 8 0:
Edu cat ion
2 00 , M a th
10 6
of fere d
fo r
th e
t im e ;
1 0 4,
f irst
J ul y 1, 20 03- Jun e 30 , 2 00 4
3
20032004
S tu den ts in TEA Ch da tab ase a t end
o f repo rtin g p eriod 15 02 (44%
in creas e s in ce p rev iou s year , 163 %
in creas e s in ce J un e 200 2)
FTE S v ia be nch m a rk edu ca tion
c la s ses : 39 .73 (3 .3 % in crea se sin ce
p rev iou s year , 499 % in cre ase si n c e
20 01-2 )
J ul y
52
A ugu st
32
S ep te m ber
34
O cto ber
21
N ove m b er
20
D ece m b er
28
J anua ry
21
F eb ruar y
37
M ar ch
30
A pr il
34
M ay
31
J une
16
T o ta l:
35 6
23 9 undupl ic ate d h ea d c oun t
N umb er o f C on ta cts By
Mon th (con ta ct de fi ned a s
ap po int me nt , e- coun se ling /
ad vi s in g, t ran sfe r even t,
ou treach , or wo rk shop )
J ul y
74
A ugu st
46
S ep te m ber
48
O cto ber
25
N ove m b er
29
D ece m b er
33
J anua ry
30
F eb ruar y
45
M ar ch
42
A pr il
44
M ay
35
J une
24
To ta l:
47 5
B udg e t R ea lities: T RD P
budg et c u t/ F al l 03:
c on s id era bl e / J an 0 4: c u t to
m ini ma l hou rs/
c oo rdin at o r/c oun se lo r 9
hou rs a week
Wor k sh o p: 127 stu de nts
C u rr ic ulu m H igh ligh ts : e duc ation
18 0 a nd che m. 105 of fe red fo r the firs t
time ;
C ouns el ing/ A d vi s ing o ff ered b y
C ouns el or /Co ord ina tor v ia
E du cat io n 2 00, S pr in g 0 4
J ul y 1, 20 04- F a ll 2 00 4
3
July 2004Fall 2004
S tu den ts in TEA Ch da tab ase a t
en d o f rep orting per iod 17 33 (15%
in creas e fo r h a lf yea r)
N umb er o f C on ta cts By
Mon th ((con ta ct de fi ned a s
ap po int me nt , e- coun se ling /
ad vi s in g, t ran sfe r even t,
ou treach , or wo rk shop )
FTE S 20 .43 (su mm er , fa ll)
J ul y
31
J ul y
19
A ugu st
27
A ugu st
20
S ep te m ber
O cto ber
N ove m b er
D ece m b er
J anua ry
F eb ruar y
M ar ch
A pr il
M ay
J une
To ta l
N um ber o f B en ch m ar k E du ca tion
C la ss es cu rre ntly A v aila b le: 8
(N one w ere av aila b le prior to
3
TE A C h )
20 01: IT E P g rid had 24 c our ses ,
C oas tli ne had on ly 9 to of fer _
20 04: IT E P g rid ha s 2 5 cour se s,
C oas tli ne ha s 2 1 o f th em ( mi s sing
on ly P h ys ic a l S c ie nce , T hea tre
A rts , and M us ic .
B udg e t R ea lities : N o
e xterna l fund ing a va ilab le ;
OC C and GW C h ave
in stitu tiona lize d: 6 l.h .e . a
s em es ter for co ord ina tion ,
s pec ia liz ed co uns elin g
a va ilab le no t in clude d in 6
l.h.e., p lus 12 hou rs c le ri ca l a
w eek ; Coa stlin e h as no t
in stitu tiona lize d a nd is
c urr ent ly _____ ___
C ouns el ing/ A d vi s ing o ff ered
b y C oune lo r/Coo rd ina tor v ia
E du cat io n 1 80 and E duca tion
20 0, F a ll 04
Average # Students Receiving
Services, # of Contacts Per
Month
Average Students/Contacts Per Month 2001-2004
60
50
40
Number of Students
Receiving TEACh3
Services/monthly average
30
20
Average Number of
Contacts Per Month
10
0
2001-
2002-
2003-
2002
2003
2004
20042005
summer
From the TEACh3 Database
Numbers:
# of students in CCC's TEACh3 data base 1/31/05
1738
# of students (unduplicated head count) registered for a benchmark ed
class
940
# of students (running total) registered for a benchmark ed class
1578,
# of students who attended a Pathways to Teaching workshop
376
# of students: benchmark ed class and workshop
116
# of students benchmark ed class + e-counseling
165
# of students benchmark ed class + at least 1 traditional counseling
appointment with TEACh3 coordinator/counselor
78
# of students used TEACh3 's e-counseling/advising service
376
# of students on site or telephone appointment with T3 counselor
# of students e-counseling or appointment (traditional or telephone)
322
619
126.336 ftes
60
CHEM 105
50
MATH 106
Qualitative Elements:
MATH 104
40
MATH 103
Mean Enrollment/ Census
EDU 180
# of Times Offered
EDU 104
Course Elements:
30
EDU 200
20
EDU 103
10
0
10
20
30
40
50
0
summer
fall
1.967
4.667
6.634
2002-2003
7.5
13.911
16.634
38.045
2003-2004
10.267
18.833
20.633
49.733
2004-2005
10.933
20.434
20
51.367
2001-2002
spring
totals for year

FTES generated by benchmark classes have grown from 1.97
in Fall 2001 to over 20 FTES, Fall semester 2004; Between Fall
2001-Fall 2004: benchmark classes generated 126.336 FTES

FTES for Fall 2004: up 11.5% in comparison to Fall 2003;
estimating that spring 2005 enrollments are about the same as
spring 04, enrollments for the past two years combined are
87% higher than for the first two years combined

FTES for the most recent two years(with spring ‘05
estimate included) are up 129% in comparison to the first
two years of the program
Summary FTES
60
50
40
30
20
10
0
summer
2001-2002
fall
spring
totals for year
1.967
4.667
6.634
2002-2003
7.5
13.911
16.634
38.045
2003-2004
10.267
18.833
20.633
49.733
2004-2005
10.933
20.434
20
51.367
Program as % of College
Program as % of College
1.20%
1.00%
0.80%
Program as %
0.60%
of College
0.40%
0.20%
0.00%
Fall 01
Fall 02
Fall 03
Fall 04
Mean Enrollment at Census / Benchmark Classes
Fall 01-Spring 05
CHEM 105
MATH 106
MATH 104
MATH 103
Mean Enrollment/ Census
EDU 180
# of Times Offered
EDU 200
EDU 104
EDU 103
0
10
20
30
40
50
Student Elements: student survey
data





Majority: taken 2 or more education classes
at Coastline
37% taking their first TEACh3 education class
44%: have taken one or more classes at
GWC and/or OCC
23% attended workshop
44% respondents work full-time, 14% 21-30
hours a week, 22% work less than 20 hours a
week; 17% do not work outside the home
Student Elements, cont.
37% of respondents already have an AA
 28% plan ITEP transfer
 7% already in ITEP
 13.58% Liberal Studies Online
 8% already enrolled in Liberal Studies
Online

Coast Community College
District ITEP Transfers 2004-5
16
14
12
10
8
6
4
2
0
Golden West
Orange Coast
Coastline
Coastline classes
Cost Elements






Originally: Coordinator/Counselor 75% FTE,
salary paid via TRDP grant through May 2004
As TRDP diminished, decreased load
June 2004-January 2005: 58 hours adjunct
Spring 2005- 64 hours + 1 l.h.e. coordination
Faculty: 5 adjuncts, 2 full-time (aprox 20%
FTE) each per semester
Between Fall 2001-Fall 2004, 126 FTES =
approx. $474000 in general fund revenues
Qualitative Questions:Need




Teacher shortage
Scarcity of programs to
accommodate needs of
future teachers who
require non-traditional
course scheduling
New requirements: No
Child Left Behind Act
California, CSU
interpretation of NCLB





Frustrating state of teacher
education in California
Constant change in
requirements, retroactive
compliance, difficult
bureaucratic maze
confusion in selecting the
right courses, e.g. math GE
Constant changes in
requirements and programs
(e.g. CSUF-4 grids, teaching
credential)
Elimination of waiver
programs
Constant Change

Unique challenges for counselors creating
educational plans
 No “catalog” rule/ retroactive changes are the
student’s problem
 Disclaimers on course grids take on new meanings
 Without a designated person assigned to teacher
education in terms of curriculum, advising,
coordinating, community college curriculum
committittess cannot keep up with the changes
required by the Commission on Teacher
credentialing; difficult for counselors as well
 Original program at Coastline was designed
specifically to address this state of affairs
Student Learning Outcomes

SLOs for courses have corresponding,
aligned assessment measures defined in
course outlines
– Portfolios, essay tests, case studies, individual
projects, group projects, pre-post test/ always
multiple measures

Program SLOs / time to document in matrix
 Some courses are more suitable “vehicles”
for certain TEACh3 program outcomes than
others
Retention/Attrition

For spring semesters retention improved,
while college retention rates declined.
 From fall ‘03 to fall ‘04 retention declined for
the program, but also declined for college as
a whole.
 Area needs to be reviewed
 Preferred frame of reference for comparison
purposes: other distance learning classes,
rather than all course comparison mean
Retention rate for all credit DL
classes for Fall ‘04 = 79.73% -Ranked from highest to lowest:








Math 106 85%
EDU 180 82%
EDU 103 82%
Math 104 71%
Chem 105 68%
EDU 200 66%
EDU 104 65%
Math 103 60%
Persistence

While attrition rate for four of the
benchmark classes falls somewhat below
the DL average, the persistence rates
documented in the TEACh3 data base
indicate that students subsequently enroll
in the same class previously dropped.
 A student dropping a class for whatever
reason seems to have little bearing on
whether or not a student enrolls in another
class.
Interviews with students
dropping classes indicate:
External factors (time constraints)
 Inability to perform 40 hours of tutoring
 This is supported by demographic data
indicating the number of students who
are also working full and part-time
 Retention/attrition numbers are affected
by inconsistent way students are
recorded as dropping

Grade Distribution

Grading philosophy for most classes:
criterion referenced
 Large percentage of students are receiving
grades of A or B, class grade can be used as
one of among a repertoire of indicators to
measure outcomes
 Odd distribution: failing grades may be due
to an inconsistent methodology used to
grade students who just stopped showing up
to an online class but who never officially
dropped the class.
Student Satisfaction

Majority of survey respondents indicate they
are very satisfied with the quality of
instruction, the overall quality of the program,
and their own success in the program.
 Encouraging responses re interaction, as we
like to think we are modeling good teaching,
and we think good teaching involves
interaction.
Student Comments on
Satisfaction

Want more ITEP classes online
 Dissatisfaction:
– Counseling/ pink checklist, erroneous information
– Complaints from time period when TEACh3 services to
students were unavailable or reduced, especially with
specialized counseling and workshops; this most likely
overextended the busy generalist counselors who are not
able to devote as much time to just one program, especially
the changes in requirements which occur, almost as one
partner at a recent CSULB/ITEP/ITEP meeting stated, daily.
– Too many changes, too much fieldwork (beyond Coastline's
control)
Student Suggestions/Comments


Closer relationship with students right before transfer
(this was part of the original plan via electronic and
other means of communication)
Student Comments: (see report)
– I really enjoyed the experience that I had and I thanked the teacher and the
principal for letting me come and observe and deliver a math lesson. …. I
think that I was pretty put together and the teacher said that I did a great job
and that I handled my lesson very well. I got a kick out of teaching and the
students loved me being there. They asked me if I would be back tomorrow,
and I answered unfortunately no. They asked if I would be back on Monday
and again I answered no. Both times they made sad puppy faces and
expressed verbal sadness for me leaving and not helping them again later
in the year. This experience has definitely shown me that teaching is my
passion, and I cannot wait until the day that I will have my own class and
make an impact on the students just as I did in the class that I visited”.
Student Comments, cont.
– Wow! Thanks for your response...and your encouragement, as well
as the additional information. I had no idea that waiver programs
are done, and that I’m going to have to do the CSET anyway. I
sincerely appreciate that you took the time to let me know. What
would we do without e-mail?
Thanks for everything......I need all
the help I can get! Getting a teaching credential is totally
complicated. I don’t know what I would have done if you hadn’t
been available to help me put this all together”.
– I am thankful for all of you help in my college career! It has been an
eternity, or it seems, trying to get all of these classes done with, and
I am frustrated with all the budget cuts and class cuts. I just got
your email right now and I am glad to see that there is a possibility
that I could appeal their decision. I am so overworked and I feel like
I am behind in everything... . Geez. I never knew how hard it was
to work and go to school! Thank you for the kind words, and all
your help with this school situation! I really appreciate everything
you have went out of your way to help me with! Thanks, with
deepest sincerity,
Student Comments, cont.
–
When the semester began, we were all, as you know very
much “gung ho” about this class. When the September 11
terrorist attacks took place, I began to question my ability to
be responsible for twenty or thirty five-year olds. As the
course continued, and the observations began, I knew
immediately that the classroom was where I was supposed
to be! I think the observations were extremely valuable for
me. I was able to work with the kids one on one and in
groups. Learning the standards as thoroughly as we did was
also very valuable. We now know exactly what is expected
of us. This knowledge has definitely increased my desire to
teach and I cannot wait to do it! What surprised me the most
was learning how much is involved in teaching. It is so multilayered; kids, parents, faculty, oh, and a personal life (if
there’s time). I have a new respect for teachers, that’s for
sure”!
Program Resources





Faculty: department chairs, doctorates, K-12 teaching
credentials, awards
Dedicated: developed classes, continued working when funding
for their efforts had stopped, have shown tenacity in not letting
the program fade away.
Will miss: Jim Baugh, Stacey Hunter-Schwartz
Refer to report for survey responses
Focus here on faculty comments:
– Variety of classes/ with caveat, that they will count towards
credential
– Strong expression of support for coordinator/counselor
model
Faculty less satisfied with college support for
program, adequacy of student recruitment and
counseling services, and adequacy of program
marketing--- sampling of comments:
 The Counselor/Coordinator “ does an excellent job of recurring
students, even with the limited hours she has to do so. Think
what the program would be if she were given more hours!!”

“ The TEACh3 program is only as successful as its support staff.
Without a knowledgeable “cheerleader” we won’t have adequate
enrollments. Teacher education is a complicated field. It is
difficult for us to advise our students. We need to be sure that
the Counselor/Coordinator
has adequate hours to conduct
workshops and counsel students. “

What it looks like is that TEACh3 needs a babysitter, or almost a
personal assistant, and without that, it’s going to be a mess.
The regular counseling program is not equipped, nor was it
designed to give the necessary time to just one program.
Faculty Comments, cont.

“The College should have done more to institutionalize the
program once grant funding was prematurely eliminated;
Counseling, marketing, recruitment for the first couple of years
was excellent as the “one stop approach to these services
(based on the complicated and ever-changing problematic state
of teacher preparation in California) was designed to meet the
needs of students and to facilitate meeting the goals of the
program.
Once outside funding was reduced and then
eliminated, without an organized and realistic plan
for institutionalization the program depended too
much on the good will of faculty and personnel to
keep the program going.
Partnerships

Refer to report for description of internal
partnerships with other Coastline programs,
and external partnerships
 Appendix: MOU’s
 Highlights: Coastline’s commitment to provide
specialized counseling and distance learning
courses of articulated courses on the TEACh3
grid
 CSULB’s commitment for preferred
admissions to a highly impacted program
Professional Development
When funding was available: standardsbased workshops, TechEd conference,
annual TRDP conference
 CTAP: certification
 Professional development through
regular disciplines
 Teaching by Choice/ AACC, NSF

Professional Development
/faculty comments:

“it would be great if coastline could find some
professional development and other funds so that
Coastline could be an official member of the National
Association of Community College Teacher
Education programs (NACCTE). The purpose of
NACCTE is to promote the community college role in
the recruitment, preparation, retention, and renewal
of diverse pre k-12 teachers and to advance quality
teacher education programs in the community
college. Coastline already contributed lots to this
field—especially in the area of distance
education, but we have no professional identity
as such, as there has been no funding to support
this”
Diversity (survey
respondents)



Gender: Female: 89%; Male: 10.98%
Age: 18-30: 50%; 31-45: 30%; 46-60: 20%
Database source:
Age
24%
25%
21%
20%
18%
20%
15%
14%
10%
3%
5%
0%
0%
Under 21


21-24
25-30
31-40
41-50
51-60
61-70
Ethnicity: White: 63%; Hispanic: 18%; Vietnamese
and other Asian groups :11%
Primary Language: English: 90%; Spanish: 7.3%;
Diversity key component of education classes and is
specifically addressed through expected student
outcomes in education 200, 180, 104
• Identify critical components essential for building meaningful and
sustaining, respectful partnerships with culturally and linguistically
diverse families and communities (California Commission on Teacher
Credentialing—CCTC--Standard 10a, 10b, 12f).
• Analyze the historical, legal, social, political, economic, and
multicultural perspectives on issues of educational equity and access
for underrepresented groups in U.S. public schools as they relate to
parent, school, and community partnerships (CCTC Standard 4b, 5,
10b, 11c, 12b, 12d, 13c, 14b).
• Describe the challenges facing families of diverse
backgrounds
including immigrant families and families of children with disabilities,
and identify methods to build on strengths (CCTC Standard 5a, 13h).
• Demonstrate an understanding of successful means for involving parents
from culturally diverse communities in the educative process (CSTP 1,3,6 )
• Express multiple perspectives and positions on a
educational issues.
variety of contemporary
• Demonstrate an introductory understanding of educational issues related to
teaching in diverse contemporary classrooms
• Suggest strategies and resources needed to effectively address the diversity
found in contemporary classrooms.
• Express a multicultural and global perspective when interacting with course
content.
• Identify qualities of an effective teacher in diverse contemporary classrooms
• Demonstrate an introductory understanding of educational issues related to
teaching in diverse contemporary classrooms.
• Compare and contrast strategies and resources needed to effectively
address the diversity found in contemporary classrooms.
Conclusions



TEACh3 at Coastline was designed to proactively
address the state of affairs as described under need
section of this review.
However, without someone to oversee teacher
education and to fulfill the multifaceted roles
required, the teacher education program at Coastline
will have less than an optimal chance for continued
success.
The regular counseling program is not equipped,
nor was it designed to give the necessary time to
just one program.

CCC is still a partner with OCC and GWC,
operating under the MOU’s that are in effect-(CCC has taken no formal action to terminate
them).
 Current year: OCC and GWC have both
institutionalized:
– OCC: 6 LHE release time per semester,
coordination, counselors assigned to program, 12
hours clerical (TEACh3 + service learning)
– GWC: similar arrangement: 2 counselors sharing
coordinating duties

Much of work connected to running TEACh3
is not dependent on the number of students:
partner meetings, articulation work, updating
course requirements etc. are not related to
the number of students in a particular school.
 Coastline has adjusted to budget cutting and
has shown remarkable flexibility in serving
students, even with fewer hours.
 This has been accomplished though group
counseling, e-counseling, electronic
communication, and regularly scheduled
workshops.

With the current school year TEACh3 has reached a turning
point, and some decisions need to be made.

The “multiple hat” one stop model has been an effective way to
maximize time and resources for coordinating and counseling.
However, due to the extreme budget cutting, it is feared that
TEACh3 at CCC will no longer be able to “think outside the
box.” much less survive.

In terms of assessing the amount of time required to fulfill the
combined duties of coordinating (which involves articulation
work, curriculum development and monitoring, partner meetings,
tracking numbers, etc.) and counseling, and considering the
constant change that characterizes teacher preparation
programs, a prominent conclusion of this review is that the
current allotted number of hours (1 l.h.e. coordination, 2
l.h.e. counseling) is inadequate and unrealistic.
Recommendations:



(1) Coastline College needs to make a decision
regarding the future operation and appropriate
funding for the TEACh3 program.
(2) E-counseling/advising in TEACh3 should be
reinstated, along with the development of a plan
to count as hours worked the time spent
counseling students electronically from onsite and
remote locations throughout the week.
(3) If the decision is made to continue the District
Partnership in TEACh3 the college should
consider options for program coordination.
Recommendations:
– OCC, in its Program Review, recommended that OCC
create and fill a new faculty position for the education
Program.
– Assignment would include teaching one or more
education courses and coordinating the program with
faculty, counselors, students, and transfer institutions.
– This may be something Coastline might consider either
by working with OCC and GWC in developing a District
position to be shared by the 3 campuses, or
– A Coastline position where the assignment would
combine both program advising and counseling,
teaching, curriculum development, and coordination.
– In the interim it is suggested that additional hours be
allocated for specialized TEACh3 counseling and
coordination and/or an Education Department Chair.
Goals: Suggested 5-Year Program Goals:
(1) Assure stability in the day-to-day
coordination of TEACh3 at Coastline.
(2) Pursue support for specialized counseling to
lessen the burden on generalist counselors
and to improve student service.
(3) Establish a tracking system in conjunction
with an online application so that the program
staff can more easily identify and follow up
with applicants and continuing students.
(4) Complete the matrix of student learning
outcomes for courses and the program.
Thanks!! Questions? E-mail:
[email protected]