Framework for Integrated Teacher Preparation Programs Leading
to a Recommendation for a Baccalaureate Degree & a Level 1 Multiple Subject
AS-2622-03/AA/TEKR - September 4-5, 2003
ATTACHMENT TO AS-2622-03/TEKR
RESOLVED: That the Academic Senate of the California State University
(CSU) endorse the framework for multiple-subject integrated teacher preparation
programs described on pages eight and nine of the Interim Report of the Task Force
on Integrated Teacher Preparation Programs: A Joint Task Force of the CSU Chancellor
and the CSU Academic Senate.
- The CSU, in collaboration with the California Community Colleges (CCC),
shall identify a common core of 30 lower-division semester units that all CSU
integrated multiple subject programs will accept as a transfer pattern. Upon
successful completion of the common core, a student transferring into a CSU
integrated multiple subject program will require no more than 105 additional
semester units to complete the program. (The overall program unit limits for
quarter campuses are 180-203.)
- On a regional basis, a CSU campus or campuses, in collaboration with the
community colleges that transfer significant numbers of students to their teacher
preparation programs, shall identify beyond this common core between 15 and 30
additional lower-division semester units common to all integrated multiple
subject teacher preparation programs in that region. Upon successful completion
of these units, a student transferring into a CSU integrated multiple subject
program will require no more than 75 to 90 additional semester units, for a
maximum of 135 semester units, to complete the program.
- In cases where the statewide and regional agreements constitute fewer than 60
lower-division semester units but more than 45, individual campuses, in consultation
with the community colleges that transfer significant numbers of students to their
teacher preparation programs, should identify all additional lower-division semester
units that can transfer into its integrated multiple subject programs. Upon
completion of these 60 lower-division semester units, a student transferring
into the CSU integrated multiple subject program will require no more than 75
additional units to complete the program.
- In cases where an individual CSU campus cannot identify 60 lower-division
semester units in its integrated multiple subject teacher preparation program
or a CCC cannot offer the courses in that program, the campus must identify ways
to allow students to make progress in the integrated multiple subject program
through such options as:
- Working with community colleges to identify and develop courses at the
lower-division level that satisfy the content standards of courses required
in the program at the upper-division level.
- Allowing early transfer of students as upper-division transfer into
the CSU integrated multiple subject program according to the provisions
of section 40805 of Title 5.
- Encouraging such practices as cross enrollment, dual admission or
offering upper-division courses on the community college campus.
- Thirty lower-division semester units form the common core of the integrated
multiple subject teacher preparation programs systemwide. For units beyond those,
students must commit first to a region and then a specific campus to guarantee
that the units are fully transferable to the requirements of a specific integrated
multiple subject teacher preparation programs.
RATIONALE: The Academic Senate CSU supports and has provided leadership
in efforts to facilitate the timely preparation of qualified teachers. The Academic
Senate CSU has passed multiple resolutions; sponsored system initiatives to encourage
collaboration among arts, sciences, and education faculty in meeting SB 2042; and
co-sponsored statewide conferences to promote collaboration with community colleges
in recruiting and preparing highly qualified teachers. The proposed framework for
integrated multiple subject teacher preparation programs responds to legislative
concerns, provides an expedited path to teaching for students who commit early to a
program, and preserves a reasonable degree of campus determination in program design.
Background: An Integrated multiple subject preparation program: a curriculum (a) that
incorporates general education, a major, subject matter preparation for teaching in
schools, professional preparation for teaching in schools, and any other graduation
requirements, and (b) in which students make progress concurrently toward a baccalaureate
degree and a recommendation for a preliminary basic teaching credential, given
satisfactory completion of the requirements for each. The components of an integrated
teacher preparation program (i.e., general education, a major, subject matter
preparation for teaching in schools, professional preparation for teaching in schools,
and any other graduation requirements) need not be mutually exclusive. An individual
course within an integrated teacher preparation program may contribute to completion
of more than one of these components.
In March 2003 the Academic Senate CSU Task Force on Teacher Preparation at the
Undergraduate Level examined the need for and value of teacher preparation at the
undergraduate level, examined legislative proposals regarding undergraduate teacher
preparation, recommended legislative positions for the Academic Senate CSU, and
recommended policies and strategies to encourage campuses to design and implement
effective and collaborative programs for teacher preparation. In reviewing the
current designs for undergraduate preparation of teachers in the CSU, the group
considered the range of programs and unit requirements on the CSU campuses, national
data on undergraduate program requirements in other states, and the intent of SB 81.
SB 81, Teacher Training: Integrated Programs, calls for collaboration among the
CSU campuses and CCC to develop programs that allow students to have concurrent
progress on the requirements for a baccalaureate and a Level 1 teaching credential
(this applies to multiple subject and single subject programs). In response to the
intent of SB 81 and the report of the Academic Senate CSU Task Force on Teacher
Preparation at the Undergraduate Level, the Academic Affairs and the Teacher Education
& K-12 Relations committees of the Academic Senate CSU developed AS-2611-03/AA/TEKR,
which called for, among other things, changes to Title 5, the formation of a joint
task force representing the Chancellor's Office and the Academic Senate CSU, and
collaborative articulation work by CSU campuses with the CCC's campuses that provide
significant numbers of students. The changes to Title 5 will require the implementation
of integrated teacher preparation programs with limits of 120 to 135 semester units
or 180 to 203 quarter units unless exceptions are justified.
The task force, created in response to AS-2611-03, has included representation
from the Chancellor's Office, CSU deans, Elementary Subject Matter Program
directors, CSU faculty, the Academic Senate CSU, and the CCC. Members of the
task force also attended the most recent CCC curriculum chairs meeting.
APPROVED - September 4-5, 2003