Framework for Integrated Teacher Preparation Programs Leading to a Recommendation for a Baccalaureate Degree & a Level 1 Multiple Subject Teaching Credential

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.

  1. 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.)


  2. 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.


  3. 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.


  4. 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:

    1. 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.
    2. 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.
    3. Encouraging such practices as cross enrollment, dual admission or offering upper-division courses on the community college campus.

  5. 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



 
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