What is TEACh3? 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 TEACh3

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 to CSULB/ ITEPCourses That Currently Transfer To CSULB's Integrated Teacher Education

CSULB OCC GWC CCC COURSE TITLEEnglish 100 Engl 100 Engl 100 Engl 100 Freshman CompositionMTED 105 Math 103 Math 103 Math 103 Activity Based Probability & Statistics

for Elementary TeachersHistory 172 His 170/170H His 170 His 170 History of the US to 1876Music 180 Mus 115 Mus 115 Take class at

OCC or GWCFundamentals of Music

EDEL 100 Educ 102 Educ 102 Educ 104 Teaching & Learning in DiverseContemporary Classrooms

ETEC 110 CIS 112 Educ 103 Educ 103 Technology Proficiency for TeachersChem 105 Chem 105 Chemistry Explorations

Geol 102 or 104 Geol 106 Geol 106 Geol 100/141 Earth Science/ General Geology w/ labPOSC 100 Pol Sc 180 or

180HPol Sci 180 Pol Sc 100 Introduction to Government

Comm 130 Spch 110 Spch Com 110 Spch 110 Public Speaking Survey ofLiterature

Engl 150, 151,160, 161, 280,285

Engl 150, ,155160 , 165 ,290,295

Eng 140 Survey of Literature

Critical ThinkingChoose one:

Eng 102/102HPhil 150

Spch 130(*Eng 101/101H)

Eng 110/110HPhil 115

Spch Com 220(*Idst 105, *Phil

116)

Eng 102, 110Phil 115

Critical Thinking

EDP 180 HMDV 180 Educ 180 Edu 180 Family, School, CommunityPartnerships

MTED 110 Math 104 Math 104 Math 104 Math for Elementary Teachers 1Ethics andValuesChoose one:

Phil 110.110, 120,125,

*Rel St 110

Phil 101, 102,106, 120

Phil 100, 112,120, *Rel St 110

Philosophy, or Ethics or WorldReligion

Theater & DanceChoose one:

Thart 101, 105Danc 200

Thart 101, 105 Take class atOCC or GWC

Intro History/Literature of Theatre,Drama & Acting

EDEL 200 Educ 200 Educ 200 Educ 200 The Teaching ProfessionBiol 200 Biol 100 Biol 100 Bio 100+101 Principles of BiologyGeog 250 & H is250

Geog 100 & His102

Geog 100 & His190

Geog 100 and His160

World Regional Geography and WorldCivilizations to the 17th Century

EDP 301 *HMDV 180 *Psych 150 *Psych 115 Child DevelopmentMTED 111 Math 106 Math 106 Math 106 Math for Elementary Teachers 2Phsc 112 NS 112 Phy Sc 100 Take class at

OCC or GWCIntroductory Physical Science

His 473 *Hist 140 *Hist 140 *His 150 The California Experience

TEACh3/ITEP Grid

TEACh3/ITEP + AA

units course needed taken IP3 A1 Speech 110

3 A2 English 100

3 A3 Choose one: eng 102, eng 110, phil 115

4 B1 Geol 100/141

3 B2 Biol 100

1 B3 Biol 101 (lab)

3 B4 Math 103 activity based probability and statistics

6 C1 Music 115 at Orange Coast;THART 100

3

3

C2 Philosophy 100 (ok for globl, mc studies requirementV.) (without AA’s mc requirement phil 112 or 120 r/st or 110 are

ok) New Literature Requirement Eng 1403 D D5-Geog 100

3 D6-History 170

3 D8 Political Science 100

3 D9 Psychology 115

3 E Counseling 105 or Health Ed 100 (for AA )(not requiredfor ITEP)

1 Major Ed 104

2 requirements Ed 103 /

3 and/or EDU 180

3.5 electives EDEL 200

3 Hist 160

3 Physical Science 100 at Golden West

3 History 150

3 Math 104: math for elem. school teachers

3 Math 106, math for elementary school teachers II

1 Chem 105 Chemistry Explorations for Teachers

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L.S.O.L.LIBERAL STUDIESON-LINE/ CourseRequirements

Upper-Division CoursesOffered by Liberal Studiesonline

*Coastline Lower Division Courses

*if not available at Coastline, GWC or OCC alternatives are listed

Biology 1 Biology 100/101

Biology 2 BIOL 134

Speech Speech 110

English Composition 1 English 100

English Comp for Tchrs ENGL 110 (WP) No substitute allowed

Chemistry/Physics Chemistry (Chem. 105 is ok) and Physics plus lab

US History History 170 or 175

US Government Political Science 100

Math 1 Math 104 (for 50A)

Math 2 Math 106 (for Math 50B)

Math 3 Math 103 (GE)

Critical thinking Philosophy 115 or any A3

Cultural Diversity RS 158 or PSY 141 Education 180

Oral Interpretation (Theater class ok if it is performing)

Art or Music Art 120A + Art 120 B orArt 122A + 122B; or Music 51 or Music 120A

Literature ENGL 101 ONLINEENGL 140 or 177GWC Eng 150 or Eng 155, OCC Eng 150 or 151

Linguistics ENGL 121

Earth and Space Sci Take Geoscience 142 (or our Geology 100/141 or140/141/) and Astronomy 100

World History 1World History 2

History 160History 165

Humanities Humanities 110

World Geog GEOG 235 or SOSC 101 Geography 100

Calif Ethnic Hist SOSC 102

Cultural Anthropology ASST 100 or SOSC103 Anthropology 100

Environment 1 GEOS 130

Environment 2 PHIL 146

Environment 3 PSSC 100

Environment 4 RECR 251

Access/Equity in Educ EDUC 102

Health/elementaryTeaching

HCSV 260

Physical Education/Child PHED 102 ONLINE PPE 201 at GWC (not on-line) (for PHED 102)

2nd Language Acquisition ENGL 116A

Child/Adoles Dev PSY 202 Psy 115

Psych of Teaching PSY 214

elective Psy 100, Ed 103, Ed 104, Phil 100, Gov’t, Econ, anyother transferable class

elective

Education fieldExperience

Ed 200- tutoring will count towards credentialprogram field work requirement

 Please check with lso@csuchico.edu for the most current information and requirements/other Coastlineonline classes may be added during the year/ updated September 2, 2004

Liberal Studies On Line/50 units on-line either from CSU Chico or Sacramento/ 70 unitsfrom a community college

For advising information contactlso@csuchico.edu phone (530)898-5802

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

July 1 2001-June 30, 2002

Students in TEACh3 database at endof reporting period: 571

FTES via benchmark educationclasses: 6.634

Number of Students By Month WhoReceived TEACh3 Services atCoastline (e-advising/counseling,phone appointment, workshop, notincluding TEACh3 benchmarkclass)

July 27August 32September 28October 52November 43December 36January 77February 49March 22April 40May 45June 38

Total: 489

Total: 489 students

Unduplicated head count 373

students

Curriculum Highlights:4 new courses developed (math 104, 103,106, ed 200);

Number of Contacts By Month(contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)

July 43August 36September 38October 77November 56December 53January 116February 76March 27April 54May 51June 49Total 676

Workshop : 223 studen ts

Budg et Rea lities : TRDP g ran t2nd ye ar funding re ce ive dintac t/ 75% pos itioncoord inat or/counse lor 50% ,25% dis trict

Ed 104 and Ed 103 offeredfor the first time;

2001-2002

July 1, 2002-June 30-2003

Students in TEACh3 database atend of reporting period: 1036(81% increase from prior year)

FTES via benchmark educationclasses : 38.45 (479% increasefrom 01-02)

Number of Students By MonthWho Received TEACh3 Services atCoastline (e-advising/counseling,phone appointment, workshop, notincluding TEACh3 benchmarkclass)

July 68August 53September 50October 44November 40December 38January 51February 29March 14April 20May 17June 36

Total: 460Total: 460 students: 293 a t midyea r;167 sec ond se mester, coincidingwith midye ar budge t cu t to p rogr am:Undup licate d hea d coun t: 353s tuden ts

Curriculum High ligh ts :2 new cou rses dev elop ed: Chem105 and Ed 180:

Numb er o f Con tacts ByMonth (con tact de fined asap pointme nt, e- coun se ling /ad vis ing, tran sfer even t,ou treach , or wo rkshop )July 85

Augu st 68Sep tember 57October 54Nove mber 58

Dece mber 50Janua ry 81Feb ruar y 34Mar ch 20

April 26May 18June 40To tal 591To tal: 591 s tudents : 372 atmidyear ; 219 se condsem es ter , co inciding withmidyear bud get c ut toprogra m

Workshop: 176 students

Budg et Rea lities :TRDP g rand f und ing cut a tmidyearcounse lor/coord inator 50%

Educat ion 200 , Math 104,106 offere d for the firsttime;

2002-2003

July 1, 2003-June 30, 2004Students in TEACh3 database at endof reporting period 1502 (44%increase since previous year, 163%increase since June 2002)

FTES via benchmark educationclasses: 39.73 (3.3% increase sinceprevious year, 499% increase since2001-2)

July 52August 32September 34October 21November 20December 28January 21February 37March 30April 34May 31June 16

Total: 356239 unduplicated head count

Workshop: 127 students

Curriculum Highlights: education180 and chem. 105 offered for the firsttime;

Number of Contacts ByMonth (contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)July 74August 46September 48October 25November 29December 33January 30February 45March 42April 44May 35June 24 Total: 475

Budget Realities: TRDPbudget cut/ Fall 03:considerable/ Jan 04: cut tominimal hours/coordinator/counselor 9hours a week

Counseling/Advising offered byCounselor/Coordinator viaEducation 200, Spring 04

2003-2004

July 1, 2004-Fall 2004Students in TEACh3 database atend of reporting period 1733 (15%increase for half year)

FTES 20.43 (summer, fall)

July 19August 20

Number of Benchmark EducationClasses currently Available: 8(None were available prior toTEACh3)

2001: ITEP grid had 24 courses,Coastline had only 9 to offer_2004: ITEP grid has 25 courses,Coastline has 21 of them (missingonly Physical Science, TheatreArts, and Music.

Number of Contacts ByMonth ((contact defined asappointment, e-counseling/advising, transfer event,outreach, or workshop)

July 31August 27SeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneTotal

Budget Realities: Noexternal funding available;OCC and GWC haveinstitutionalized: 6 l.h.e. asemester for coordination,specialized counselingavailable not included in 6l.h.e., plus 12 hours clerical aweek; Coastline has notinstitutionalized and iscurrently ________

Counseling/Advising offeredby Counelor/Coordinator viaEducation 180 and Education200, Fall 04

July 2004-Fall 2004

Average # Students Receiving Services, # of Contacts Per Month

0

10

20

30

40

50

60

2001-2002

2002-2003

2003-2004

2004-2005

summer

Average Students/Contacts Per Month 2001-2004

Number of StudentsReceiving TEACh3Services/monthly average

Average Number ofContacts Per Month

# 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, 126.336 ftes

# 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)

322619

From the TEACh3 DatabaseNumbers:

Qualitative Elements:

Course Elements: 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

0

10

20

30

40

50

60

2001-2002 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

summer fall spring totals for year

0 10 20 30 40 50

EDU 103

EDU 104

EDU 200

EDU 180

MATH 103

MATH 104

MATH 106

CHEM 105

Mean Enrollment/ Census

# of Times Offered

Summary FTES

0

10

20

30

40

50

60

2001-2002 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

summer fall spring totals for year

Program as % of College

0 10 20 30 40 50

EDU 103

EDU 104

EDU 200

EDU 180

MATH 103

MATH 104

MATH 106

CHEM 105

Mean Enrollment/ Census

# of Times Offered

Mean Enrollment at Census / Benchmark Classes

Fall 01-Spring 05

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

0

2

4

6

8

10

12

14

16

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 multi-layered; 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: standards-based 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:

Ethnicity: White: 63%; Hispanic: 18%; Vietnamese and other Asian groups :11%

Primary Language: English: 90%; Spanish: 7.3%;

Age

14%

21%24%

20%18%

3%0%

0%

5%

10%

15%

20%

25%

Under 21 21-24 25-30 31-40 41-50 51-60 61-70

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 variety of contemporary educational issues.

• 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:schard-yaron@cccd.edu