Y3 Work Plan - draft 7 - csun.edu 3 work plan.pdf · competencies in subject matter areas in the Assess teacher candidate knowledge of subject matter frameworks Report of Findings

CSUN TNE Year Three Work Plan Page 1 of 26

Evidence Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.1A Design and implement a plan that will lead to a data base that will track the following: a) Teacher education students from point of entry into CSUN to completion of credential program. b) Data on TPAs & TPEs. c) CSUN educated teachers in the field for a minimum of two years from completion of the program including data on pupil learning. d) Data on teacher performance & pupil learning from pilot clinical sites and the Learning Assessment Center. e) Long range data on CSUN educated teachers in the field more than two years

A1: Meet with Education and Arts and Sciences faculty and staff to refine data needs identified in year 2. A2: Develop short and long-term implementation plans for database that includes: timeline for implementation and projected budget. A3: Pilot selected elements of database design and revise database and implementation plan as necessary. A4: Begin implementation of first phase of piloted database

Detailed list of data needs documented Plans submitted to TNE Steering Committee Pilot completed Revisions incorporated into short and long-term plans Implementation of phase one complete

September 2004 – December 2004 January 2005 March 2005 May 2005 September 2005

Fran Horvath


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.1B Implement pilot study

A1: Design quantitative study that identifies teacher preparation variables that may be associated with the reading and math achievement of pupils in grades K – 5. A2: Design qualitative study that relates the instructional practices of teachers prepared in 3 programs to pupil learning in literacy contexts.

Design study Submit human subjects forms to CSUN & LAUSD Collect teacher preparation data Collect K-5 pupil achievement data. Analyses & reports Design study Submit human subjects forms to CSUN & LAUSD Design data collection protocols. Train data collectors. Collect data. Analyses & reports.

July 2004 - February 2005 July 2004 - March 2005

Beverly Cabello


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.1C Design and implement pupil assessment approaches through the Learning Achievement Center.

A1 Investigate utility of qualitative, authentic measures of pupil performance currently employed by LAUSD (e.g., DataWorks) A2 Investigate scientifically-based assessment approaches, techniques, and measures of pupil performance via literature review and on-campus symposium A3 Investigate currently employed assessment approaches, techniques, and measures of pupil performance employed by Michel D. Eisner College of Education programs (including those used by Learning Achievement Center partners)

Meet with LAUSD representatives to investigate currently employed measures of pupil learning Report of findings Summary of literature review Symposium minutes Summary of symposium recommendations for additional measures of pupil learning Meet with MDECOE representatives (including LAC committee members) to gather information on current measures of pupil learning employed in existing courses and programs Report of findings

September--November 2004 December 2004 December 2004 February 2005 February 2005 October 2004--January 2005 February 2005

Michael Spagna


A3 Coordinate A1, A2, and A3 activities with findings obtained from pilot study

Meet with pilot study team to integrate findings from A1, A2, and A3 with pilot study findings Construct modified data measures matrix (pupil learning) to guide large-scale data collection efforts Present modified data measures matrix (pupil learning) to the Steering Committee for approval

November 2004—February 2005 March 2005 April 2005

Arts and Sciences

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.2A Integrate Year Two data into primary TNE Objective -- based on what we now know about how teacher education candidates are prepared for subject matter study in the disciplines of mathematics, social

A1 Investigate core subject matter frameworks teacher candidates possess as they enter credential program. A2 Investigate teacher education candidates' competencies in subject matter areas in the

Assess teacher candidate knowledge of subject matter frameworks Report of Findings Assess teacher candidate competencies in subject matter areas in the disciplines of mathematics,

December 2004 February 2005 December 2004

Matt Cahn


science, and science at the general education level; integrate TNE subject matter concerns into ongoing GE Revision.

disciplines of mathematics, social science, and science. A3 Integrate TNE concerns into GE Revision through participation in GE Revision Process. Provide data and consultation for GE Taskforce.

social science, and science. Report of Findings Attend GE Taskforce Meetings Meet with faculty from each College for consultation Meet with Department Chairs from each College for consultation Meet with Associate Deans from each College for consultation

February 2005 September 2004-June 2005 September 2004-June 2005 September 2004-June 2005 September 2004-June 2005

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.2B In the disciplines of math, social science, English, and science, reach consensus on

A1 CSUN faculty and P-14 partners in Science and English investigate the use of PCK in their disciplines.

Study Groups in Science and English examine literature on PCK.

September 2004-May 2005

Joel Zeitlin


desired subject matter expertise of teacher candidates including gateway and capstone experiences, use of PCK, development of technology skills, literacy and numeracy.

A2CSUN faculty and community college partners in Science and English investigate use of PCK, writing requirements, and use of technology in identified subject matter courses in English and science taken by teacher education candidates. A3 In Math and Social Sciences, create and pilot curriculum revision that includes PCK, technology, literacy, and numeracy while gathering evidence of student learning; identify effective gateway and capstone experiences for teacher ed candidates. A4 CSUN and community college faculty pilot curriculum revision of selected math strand courses for

Teacher Candidate Learning Committees in Science and English develop, administer and analyze student and faculty surveys about courses and “pathways”. Report detailing candidate “pathways” is created. Teacher Candidate Learning Committees in Math and Social Sciences create class activities that reflect use of PCK, technology, literacy, and numeracy for selected Multiple Subject and Single Subject courses. (Includes development of 1 unit History lab - field experience course) Math Community of Practice revises course activities in Multiple Subject credential math courses through discussion

September 2004-December 2004 May 2005 September 2004- May 2005 September 2004- May 2005

Hillary Herzog & Sandra DaLie Hillary Hertzog Sandra DaLie Thomas Andrews (S.S.) Flannery Burke (S.S.) Joel Zeitlin


K-12 teacher candidates to reflect increased use of PCK, technology, and writing. Assessment plans for student learning are developed. A5 CSUN faculty and P-14 partners extend knowledge base around PCK in math.

A6 CSUN faculty and P-14 partners extend knowledge base around PCK in the social sciences.

A7 CSUN faculty and P-14 partners engage in

of articles, videos, speakers, and examination of candidate learning. Math Weekend Workshop Committee plans and implements six workshops for P-14 and CSUN faculty that investigate and examine the use of PCK to improve learning. Social Science Weekend Workshop Committee plans and implements six workshops for P-14 and CSUN faculty that investigate and examine the use of PCK to improve learning. (incorporates Symposiums for Obj. 3L and developing Mentor Teacher Network for SS Field Experience course)) Social Science Brown Bag Community

September 2004- May 2005 September 2004- May 2005 September 2004- May 2005

Joel Zeitlin Hillary Hertzog Sandra DaLie Joel Zeitlin Hillary Hertzog Sandra DaLie Theresa Montano (S.S.) Phyllis Godosky (S.S.) Thomas Andrews (S.S.) Flannery Burke (S.S.) Joel Zeitlin Thomas Andrews (S.S.)


curriculum investigate selected social science perspectives as they relate to K-12 social science content and the scholarship of teaching and learning. A8 Provide permanent support for strengthening student skills in arithmetic and algebra in math courses for future elementary school teachers.

participates in discussion of articles, examination of discipline based perspectives. Institute permanent diagnosis and use for assessment based tutoring (ALEKS) in Math 210 & 310 for future elementary school teachers.

September 2004- May 2005

Flannery Burke (S.S.) Joel Zeitlin

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.2C Align lower division subject matter curriculum with community college partners for teacher education candidates including gateway experiences, use of PCK, and development of technology skills, literacy and numeracy.

A1 CSUN faculty and community college partners examine successful practices and develop coordination of courses in selected areas of Social Science, Math, English, and Science.

Teacher Candidate Learning Committees in Science and English develop, administer and analyze student and faculty surveys about courses and “pathways”. Report detailing candidate “pathways” is created. Teacher Candidate Learning Committees in

September 2004- May 2005 May 2005 September 2004- May 2005

Hillary Hertzog Sandra DaLie Hillary Hertzog Sandra DaLie


Math and Social Sciences create class activities that reflect use of PCK, technology, literacy, and numeracy for selected Multiple Subject and Single Subject courses. Reach agreement with In Math, work with Deborah Ball to pilot the use of instruments to assess knowledge needed for teaching. In Math, pilot assessment instruments for PCK currently under development at U. of Michigan. Math Weekend Workshop Committee plans and implements six workshops for P-14 and CSUN faculty that investigate and examine the use of PCK to improve learning.


Thomas Andrews (S.S.) Flannery Burke (S.S.) Joel Zeitlin Joel Zeitlin Hillary Hertzog Sandra DaLie Joel Zeitlin


Social Science Weekend Workshop Committee plans and implements six workshops for P-14 and CSUN faculty that investigate and examine the use of PCK to improve learning. (incorporates Symposiums for Obj. 3L) Social Science Brown Bag Community participates in discussion of articles, examination of discipline based perspectives Visitations to sites of successful programs.


Joel Zeitlin Hillary Hertzog Sandra DaLie Thomas Andrews (S.S.) Flannery Burke (S.S.) Hillary Hertzog Sandra DaLie Thomas Andrews (S.S.) Flannery Burke (S.S.)

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.2D Investigate application of pedagogical content knowledge in teacher education candidate curriculum in the arts and kinesiology.

A1 CSUN faculty examines literature on PCK in the Arts. A2 CSUN faculty examines literature on PCK in Kinesiology.

Arts Study Group examines literature on PCK in the Arts. Kinesiology Study Group examines literature on PCK in Kinesiology.

September 2004- May 2005 September 2004- May 2005

Joel Zeitlin


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.2E Launch Teachers on Faculty Appointment in the arts and sciences

A1 Meet with Deans to arrange hiring of teachers in residence

3 K-12 teachers are assigned to faculty appointments at CSUN in the arts and sciences

September 2004 – June 2005

Elizabeth Say

Clinical Practice Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3A Pilot clinical partnerships in LAUSD District 1 with 1 cluster of 3 school sites & New Valley High School #1 & CHIME.

A1 Facilitate regular meetings with site faculty and CSUN faculty to write partnership agreements that define the shared vision, governance, oversight policies, operating procedures, curriculum, and personnel roles. A2 Coordinate the launch of all aspects of the pilot, including regular meetings with clinical site teams and partnership faculty; implementation of CSUN onsite courses

Written partnership agreements are developed with 3 clinical sites. CSUN credential candidates are placed in the clinical sites for required fieldwork experiences. The pilot clinical partnerships are viable: site staff become valued members of the process of preparing educational professionals; CSUN candidates and faculty become part of the fabric

July-September 2004 August 2004 – June 2005 July 2004-June 2005

Nancy Prosenjak with members of the Schools as Clinics Advisory Board Nancy Prosenjak with members of the Schools as Clinics Advisory Board; Site Directors; department Fieldwork Coordinators and/or course instructors.


and student teaching seminars; site-based practicum experiences.

of the clinical site.

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3B Gather baseline data to establish a series of joint events to build a dynamic learning community with the capacity to work well with candidates.

A1 Gather base line data. A2 Based on baseline data gathered, design and offer professional development seminars on topics that enhance pedagogical content knowledge; provide knowledge of on-going programs; develop needed mentoring skills; and enhance the partnership work.

Seminars established and held.

July 2004 – May 2005 Nancy Prosenjak with members of the Schools as Clinics Advisory Board, CSUN faculty from a variety of departments, district providers including NBPTS teachers, other providers.

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3C Explore increasing the number of clinical sites

A1 Meet with District 2 administrators, site directors, and site teams.

District 2 initiates one clinical partnership cluster. District 1 adds additional elementary clinical sites to the pilot cluster.

January 2005 Nancy Prosenjak with Phil Rusche


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3D Evaluate the pilot clinical partnerships

A1 Define process for evaluating the partnership; create evaluation instruments; gather data for year 1 pilot; refine the process for year 2.

Process for evaluation agreed upon.

February – June 2005

Nancy Prosenjak with Carrie Rothstein-Fisch

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3E Propose a pilot Residency Program.

A1 Write curriculum proposal for Residency Certificate Program. A2 Develop Residency Seminar 3 and Residency Seminar 4 syllabi.

Residency Certificate Program proposal put through the curriculum cycle. Residency Seminars 3 and Residency Seminar 4 syllabi developed.

September – December 2004 February – May 2005

Arlinda Eaton

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3F Implement Year 1 of the pilot Residency Program (Fifth Year of Study).

A1 Establish Faculty Collaboration Committee. A2 Commence on-going Faculty Collaboration Committee meetings.

Faculty Collaboration Committee formed. Teaching of Residency Seminars discussed; Residency Seminar syllabi reviewed and refined.

September 2004 September 2004 – August 2005

Arlinda Eaton


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3G Evaluate program effectiveness.

A1 Develop an instrument to measure beginning teachers’ satisfaction with the Fifth Year of Study Program components. A2 Administer the Beginning Teachers’ Satisfaction Questionnaire. A3 Analyze the Beginning Teachers’ Questionnaire findings and write a Semester Program Evaluation Report. A4 Share, discuss, and decide how to make use of the Beginning Teachers’ Satisfaction Questionnaire findings to make changes in the program. A5 Develop an

Questionnaire to measure beginning teachers’ satisfaction with the Fifth Year of Study Program developed. Beginning Teachers’ Satisfaction Questionnaire administered to program participants at the end of each semester. Semester Program Evaluation Report written. Programmatic changes made, if appropriate. Questionnaire to measure

September – November 2004 December 2004 May 2005 January 2005 - July 2005 February 2005 - August 2005 September – November

Arlinda Eaton


instrument to measure Fifth Year of Study faculty perceptions about the program. A6 Administer the Faculty Perception Questionnaire. A7 Analyze the Faculty Perception Questionnaire findings and include them in the Semester Program Evaluation Report. A8 Share, discuss, and decide how to make use of the Faculty Perception Questionnaire findings to make changes in the program.

Fifth Year of Study faculty perceptions about the program developed. Faculty Perception Questionnaire administered to Fifth Year of Study Program faculty at the end of each semester. Semester Program Evaluation Report written. Programmatic changes made, if appropriate.

2004 December 2004 - May 2005 January 2005 - July 2005 February 2005 - August 2005


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3H Assess beginning teacher development.

A1 Document beginning teachers’ academic and professional development progress from point of entry to the Fifth Year of Study Program through the point of exit. A2 Analyze the beginning teachers’ academic and professional development progress and include it in the Semester Program Evaluation Report. A3 Share, discuss, and decide how to make use of the beginning teachers’ academic and professional development progress to make changes in the program. A4 Document the achievement of pupils

GPA and demographics collected upon admission to the Fifth Year of Study Program. Course grades and portfolio data collected at the end of each semester. Semester Program Evaluation Report written. Programmatic changes made, if appropriate. Standardized assessment data collected at the end of

August 2004 December 2004 - May 2005 January 2005 - July 2005 February 2005 - August 2005 June -July 2005

Arlinda Eaton


taught by beginning teachers in the Fifth Year of Study Program and the achievement of pupils taught by other beginning teachers. A5 Analyze the achievement data of pupils taught by beginning teachers in the Fifth Year of Study Program and compare them with achievement data of pupils taught by beginning teachers who did not participate in the Fifth Year of Study Program and include the analysis and comparison in the Second Semester Program Evaluation Report. A6 Decide how to make use of the achievement data of pupils taught by beginning teachers in the Fifth Year of Study Program to make changes in the program.

the first year of the Fifth Year of Study Program. Second Semester Program Evaluation Report written. Programmatic changes made, if appropriate.

June -July 2005 August 2005


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3I Develop valuable opportunities for the ongoing professional development of educators

A1 Consult with selected CSUN departments about ways to link induction work and National Board activities to current master’s degree programs as well as to newly developed blended (subject matter and pedagogy) residency/ master’s degree program options. A2 Write curriculum proposal(s) for blended residency/master’s degree program option(s).

Consultation with selected CSUN departments regarding blended residency/master’s degree program options completed. Blended residency/master’s degree program option proposal(s) put through the curriculum cycle.

September – December 2004 September 2004 – May 2005

Sandra Chong

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3J Launch Valley New High School

A1 In consultation with Evidence Committee, collect data/information related to VNHS1 Year One: 1. 9-10 curriculum implementation in a.

Plan devised and implemented. Data and information collected; where appropriate, data entered in database.

September 2004 – August 2005

Bonnie Ericson in consultation with Project Director, Provost, District Superintendent, and VNHS1 principals: Connie Semf, Karen


core content areas, b. the three career academies curriculum, and c. technology, literacy, and numeracy. 2. Student learning at VNHS1. 3. VNHS1 teacher/students interactions with CSUN faculty/students. A2 In consultation with the Clinical Site Committee, develop Professional Development Site plan, structure, and process for VNHS1 for implementation in 2005-2006. A3 Participate in selected professional development activities with VNHS1 faculty over the course of the academic year. A4 Plan initial curricula and pedagogy for 11th

Plan created. Documentation of CSUN-VNHS1 collaborations, e.g., Advisories, lesson study. Grade 11 Curriculum plan created for implementation

September 2004 - June 2005 September 2004-June 2005 February - May 2005

Matsui, and John Alexopoulos


grade in collaboration with high school administration and faculty. A5 Review and revise 9-10 curriculum, themes, and pedagogy, with VNHS1 teachers and staff based on data/evidence collected.

in 2005-2006. Revised Grade 9-10 curriculum planned for implementation in 2005-2006.

July 2005

Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3K Ensure on-going alignment of K-12 subject matter standards with teacher education curriculum at CSUN

A1 Revise Four-Year Integrated Teacher Credential /BA Degree Programs to meet TNE principles and new single subject standards in English and Mathematics. A2 Create Two-Year/Transfer /Junior Integrated Teacher Credential/BA Degree Programs in English and Mathematics.

Planning committee meets and drafts program modifications Approval of program modification by university. Planning committing meets and drafts program plan Approval of program by University Approval of program by Commission on Teacher Credentialing.

October 2004 – January 2005 February-May 2005 October 2004 - January 2005 February – May 2005 Summer 2005

Bonnie Ericson


Objective Activities Benchmarks/Deliverables Timeline Responsible Party O.3L K-12 faculty from the pilot clinical sites and CSUN faculty in the Social Sciences and Education will create a continual and reciprocal action research process for connecting higher education faculty (Arts & Sciences and Education) with K-12 teachers based on the inquiry model for teacher action research.

A1 Using inquiry as a model Document the process by which K-12 teachers develop an in-depth understanding of pedagogical content knowledge and CSUN faculty develop a repertoire of pedagogical skills that enhance their teaching skills

The Final work products will include: - A document outlining

how Arts and Science faculty infuse critical pedagogical practices into courses for prospective Social Studies teachers

- An action research project/ model for engaging K-12 teachers and CSUN faculty in the collaborative process of assessing student learning for English Language Learners in the Social Sciences.

- A inquiry based model for involving CSUN faculty in clinical practice through professional development, collaborative teacher action research, and the observation and supervision of student

October 2004-July 2005

Theresa Montaño, Phyllis Gudoski & OL3 Objective group


The inquiry group at Monroe will include beginning and experienced Social Studies teachers and CSUN faculty. This group will focus on the question of the effectively teaching of Social Studies to ELL students, who are beginning to intermediate ELD levels. The inquiry group at Sepulveda will focus on student teachers. This group will focus on tapping the funds of knowledge of students in culturally and linguistically diverse community and infusing this knowledge into teaching practices to enhance student learning.

A2 Select participating sites for first inquiry group.

teachers Monroe and Sepulveda are chosen for first inquiry group.

September 2004 5 September- October 2004-5

Theresa Montaño, Phyllis Gudoski & TNE leadership Theresa Montaño, Phyllis Gudoski, site coordinators & Joyce Burstein, process facilitator Theresa Montaño, Phyllis Gudoski & Bill De La Torre


CSUN faculty develop a repertoire of pedagogical skills that enhance their teaching skills, inquiry group participants participate in professional development on pedagogical content knowledge in the Social Sciences

A3 Using the working conceptualization of good social studies teaching from OD1 (2004) as the starting point, the faculty (CSUN and K-12) will participate in inquiry and teacher action research focused on teaching practices and student learning A6 Review literature about inquiry process. The coordinating group will discuss the nature, processes and purpose of teacher-faculty inquiry. A7 Develop the inquiry protocol for review by Objective OL3 group for first Inquiry groups. A8 Identify K12 teachers from Monroe,

Notes and revision of conceptualization Selected literature chosen to share with Objective teams and Inquiry group(s). Tentative model for involving selected CSUN and K12 faculty in the inquiry process.

October- November 2004 October-November 2004 November-May 2004-5 October, 2004

Theresa Montaño, Phyllis Gudoski & Joyce Burstein, process facilitator Theresa Montaño, Phyllis Gudoski & Joyce Burstein, process facilitator Theresa Montaño, Phyllis Gudoski & Joyce Burstein, process facilitator Theresa Montaño, Phyllis Gudoski, Joyce


student teachers at Sepulveda and CSUN faculty for participation in participation in inquiry. group. A9 A professional development session for inquiry group focused on facilitating the learning of academic language to ELLs. A10 A professional development at Sepulveda and Monroe on the inquiry process. A11 Begin the inquiry group at Monroe HS and Sepulveda A12 Monitor and document inquiry process, improvement of

The professional development session agenda, copies of materials used and evaluations. The professional development session agenda, copies of materials used and evaluations. Teams established, meeting times arranged, continual monitoring. Inquiry group members meet monthly. Number of meetings to be determined by group. Instructional question identified, inquiry group meets to dialogue and

October-June 2004-5 October-June 2004-5 October – June 2004-5 October-June 2004-5

Burstein, OL3 objective team and inquiry group participants. Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective team and inquiry group participants. Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective team and inquiry group participants Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective team, and inquiry group participants. Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective


teaching practices and student learning A13 Inquiry group member voluntary participation in Social Science Saturday workshops and Brown Bags A14 Principle team members will meet on a regular basis to monitor inquiry process and participation of CSUN faculty at clinical sites A15 Inquiry group will determine final work product. The product

provide evidence as they respond to the question Data to include - Classroom

observations - Inquiry notes - Video tapes and

analysis - Analysis of student

work - Faculty reflections - District evidence of

student learning Evaluations and discussion notes from Objective OL3 meetings Principle team reviews, evaluates and offers suggestions to Inquiry Group. Documents to Principle team notes and minutes Action Research Progress Report using data collected will report on preliminary

October-June 2004-5 October-June 2004-5 October-June 2004-5 April-May 2005

team, and inquiry group participants. Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective team, and inquiry group participants and (Hillary, Joel and Sandra’s team) Theresa Montaño, Phyllis Gudoski, Joyce Burstein, OL3 objective team, and inquiry group participants Principle team Theresa Montaño, Phyllis Gudoski, & Joyce Burstein


will evaluate the inquiry process. How the process improved the teaching practices and pedagogical content knowledge of the faculty involved (K-12 and CSUN), the impact student learning of Social Studies, academic language and on the preparation of future Social Studies teachers. A13 Finalize reports after input from Steering Committee

successes and remaining challenges. Final Action Research Report and artifacts will be developed. Final report(s) submitted and revised

May-July 2005 June-July 2005

Theresa Montaño, Phyllis Gudoski, & Joyce Burstein Theresa Montaño & Phyllis Gudoski