Response to
The Teachers Who Teach Our Teachers

Teacher Preparation Programs at the California State University
Report of the Institute for Education Reform

AS-2324-96/TEKR - March 7-8, 1996

RESOLVED:That the Academic Senate of the California State University agree with the broad goals identified in The Teachers Who Teach Our Teachers Report, and we particularly support the following recommendations:

• That effective partnerships with K-12 schools be established, with systematic review and recognition;

• That links between Schools of Education and Liberal Studies majors should be strengthened;

• That the Chancellor, presidents and leadership on campuses publicly promote the active involvement of faculty in the improvement of K-12 schools;

• That the relevant academic evaluation committees should review criteria and procedures for retention, tenure and promotion so appropriate value is given to the active involvement of faculty in K-12 schools;

• That the Teacher Diversity Program be evaluated with the goal of making it more consistent in bringing more minority [sic] teachers into the teaching profession;

• That the Commission on Teacher Credentialing evaluate the application of current law and regulations to ensure the flexibility campuses need to provide early education-related experiences in the undergraduate program;

• That the Commission on Teacher Credentialing repeal add-on courses, such as technology, special education and health, as a condition for receiving a teaching credential in favor of broader outcome standards for teacher preparation;

• That the Commission on Teacher Credentialing should work toward reducing the use of emergency credentials, limiting their duration and requiring recipients to enroll immediately in a credential program; and be it further

RESOLVED:That the Academic Senate CSU oppose those recommendations in the Report that suggest that teacher education graduates be surveyed by a uniform instrument developed at the Chancellor’s Office. It is the responsibility of the faculty who develop each CTC-approved teacher education program to evaluate its effectiveness; and be it further

RESOLVED:That the Academic Senate CSU reaffirm its commitment to the principle that responsibility for teacher education should not be limited to faculty in Schools of Education and urge the Chancellor to ensure that partnerships with K-12 include faculty from all disciplines; and be it further

RESOLVED:That the Academic Senate CSU recognize the value of faculty work with K-12 schools and support the notion that it be considered in retention, tenure and promotion decisions. However, the development of standards and criteria for retention, tenure, and promotion are a faculty responsibility exercised through the campus Academic Senates and approved by the Presidents; and be it further

RESOLVED:That the Academic Senate CSU urge the Chancellor to include the Academic Senate CSU in any discussions of proposals to CTC pertaining to reintroduction of an undergraduate major in education or other proposals pertaining to teacher credential programs that emerge from the Institute for Education Reform.

RATIONALE: That the California State University has recognized the importance of the connection between itself and K-12 was evident in the establishment of the Institute for Education Reform. As its first effort, the Institute has reviewed teacher preparation programs in the CSU and issued the report, The Teachers Who Teach Our Teachers. One of the great values of the report is that it can be used to stimulate more discussion of the university-wide responsibility for the preparation of teachers, and promote faculty involvement with K-12.

APPROVED -- May 9-10, 1996



 
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