CENTER FOR BILINGUAL/MULTICULTURAL STUDIES

BILINGUAL/CROSSCULTURAL PROFESSIONAL PREPARATION PROGRAM

HANDBOOK OF

INFORMATION AND GUIDELINES

FACULTY

Esther L. Larocco, Ph.D., Multiple Subject Co-Coordinator Maria Sudduth, Multiple Subject Co-Coordinator/Instructor/Supervisor

Charles G. Zartman, Jr., Ph.D., Single Subject Coordinator/ Instructor/Supervisor Mary Soto, Ed.D., Instructor/Supervisor Elizabeth Stevens, Instructor/Supervisor

School of Education

California State University, Chico

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Table of Contents

I. School of Education Conceptual Framework

School of Education Mission Conceptual Bases Dispositions of Educators

II. Bilingual/Crosscultural Professional Preparation Program

Program Overview, Rationale and Goals Program Description Organizing Constructs Program Structure Simultaneous M.A. in Education Option Classroom Placements

III. Classroom Placements

Policies and Procedures Regarding Classroom Experience Policy and Professional Conduct The Cooperating Teacher Reassigning Policy

IV. Program Expectations and Procedures

Attendance Technology Change of Name Substitute Teaching Worker’s Compensation

V. Assessment

Formative Assessments Summative Assessments Grading scale Candidate Responsibility Forms Letters of Recommendation Phase I and II Exit Meetings Performance Assessment for California Teachers (PACT)

VI. CCTC Testing Requirements

Spanish Language Exam California Basic Educational Skills Test (CBEST) California Subject Examinations for Teachers (CSET) Reading Instruction Competence Assessment (RICA)

VII. Credential Application

Applying for Your Credential Adding a Second Credential

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VIII. Dismissal Policy and Procedures

Appeal and Grievance Procedures Violation of Criminal Law by a Teacher Education Candidate School of Education Candidate Dismissal Policy

IX. Teacher Performance Expectations (TPEs)

X. Teacher Performance Expectations (TPEs) Rubric

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The Bilingual/Crosscultural Professional Preparation Program (B/CPPP) is housed in the School of Education (SOE). The B/CPPP is aligned to the School’s Conceptual Framework and mission and is guided by the School’s Conceptual Bases and Dispositions.

I. SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK

The motto of California State University, Chico, “Today Decides Tomorrow,” reminds us that actions we take today lead to the possibilities and parameters that define our future. Our attention to learning in its many forms in the present can create an open, expansive and inclusive future for us and for those we serve. The three simple words of our university motto, engraved in the lintel above the main door of Kendall Hall, our administration building, speak to the essential goal and purpose of all of education – to teach and to learn in a manner that focuses on creating a better future for all students, their families, and their communities.

We believe that in order to create a better future, educators must be passionate about the teaching and learning process, appreciate and value human diversity, and create equitable access to learning opportunities for all students through the utilization of a broad range of pedagogical methods and resources. They must be thoroughly knowledgeable about their disciplines and committed to continuous self-directed learning, critical thinking and reflection in order to refine instructional practice. We view these beliefs as our conceptual bases that provide the context for assessing teacher education standards.

Our mission and purposes are guided by the state and national standards specific to our programs and grounded in the professional literature on the preparation of teachers and other school personnel. The School of Education has formally endorsed a commitment to the following seven conceptual bases and five dispositions or personal characteristics that are foundational to the unit’s Conceptual Framework and serve as goals for all programs.

School of Education Mission

Professional educators who complete their professional preparation through the CSU, Chico School of Education are called to imaginative citizenship and effective service to all students, their families and communities to improve the quality of life through education. These educators are informed decision-makers who can work collaboratively to apply the best research-based practices in their fields to enhance and support the learning, growth and welfare of their students. Our graduates are prepared to demonstrate a high level of competence consistent with the state and national standards that govern their professional programs. The professional education programs at CSU, Chico inspire their candidates to accept the challenges to remain reflective practitioners, serve as agents of change, exercise responsible leadership, model lifelong learning, and contribute to our democratic society.

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Conceptual Bases

Effective Practice

Subject Matter Knowledge: Candidates demonstrate solid knowledge of and currency in their subject matter/academic discipline and a commitment to continue to expand their depth and range of understandings.

Pedagogical/Professional Practice: Candidates demonstrate a sizeable repertoire of pedagogical/professional practice and select strategies, techniques and technological resources appropriately in relation to the learners. Diversity: Candidates are knowledgeable about and responsive to the needs of all learners, including linguistically and culturally diverse learners and special populations. Assessment: Candidates have expertise in the assessment and evaluation of pupil needs and achievements and use data in decision-making.

Reflective Practice

Reflection: Candidates have learned to reflect appropriately on their professional practice and exhibit evidence of having established a habit of self-examination that results in continual improvement of that practice.

Engaged Practice

Collaboration: Candidates actively engage in collaborative partnerships with colleagues, parents, community agencies and professional organizations.

Civic Engagement: Candidates promote civic engagement and community partnerships and take an active leadership role in advocating for all learners.

Dispositions of Educators

In addition to credentialing standards, we also assess our candidates on personal characteristics or

dispositions that the CSU, Chico School of Education has identified as critical to effective educators. We encourage our candidates to:

1. Appreciate and value human diversity, recognize community and cultural norms, show respect for students’ varied talents and perspectives, seek to foster culturally-appropriate communications and demonstrate best practices in his or her field. 2. Believe that all children can learn, appreciate their varying abilities, and persist in helping all children achieve success. 3. Commit to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines. 4. Demonstrate pride in the education profession and participate in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies. 5. Commit to the expression and use of democratic values and to create a learning environment that

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fosters active engagement in learning and encourage positive social interaction.

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II. BILINGUAL/CROSSCULTURAL PROFESSIONAL PREPARATION PROGRAM

Overview The School of Education, through the Center for Bilingual/Multicultural Studies, offers Multiple and

Single Subject Bilingual Professional Preparation Programs (B/CPPP). B/CPPP prepares Multiple Subject (grades K-6) and Single Subject (grades 7-12) candidates to teach in bilingual/crosscultural classrooms in a variety of educational settings that provide primary language instruction, English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) for linguistically diverse students. The program promotes strategies to foster language development, enhance crosscultural understanding, and address the academic needs of English Learners (ELs).

Rationale The number of English Learners (ELs) has increased dramatically during the past five years. These

students comprise 24 percent of the nearly 6 million students enrolled in public schools and number. This segment of the student population is increasing at five times the rate of the total school population. The supply of qualified bilingual and English language development teachers has not grown a sufficient amount to meet the significant educational demands.

Goals Given current demographics in California and the commitment to ensure educational equity for all

students, it is crucial to rethink and redesign teacher education. Addressing the need to teach ELs is important to all prospective teachers. CSU, Chico's Bilingual/Crosscultural Professional Preparation Program is committed to preparing prospective teachers who will be more effective teachers for all of California's students. The Bilingual/Crosscultural Professional Preparation Program prepares candidates to view linguistic and cultural diversity as a societal enrichment that, ultimately, benefits the total human experience (Banks, 2002).

The Bilingual/Crosscultural Professional Preparation Program (B/CPPP) is dedicated to excellence in education. In harmony with the School of Education Conceptual Framework and ongoing reflection and research of best practices, the B/CPPP is committed to providing a student-centered program, through integration of content across courses and fieldwork, ensuring that our candidates are prepared to:

∗ work with students from a variety of cultural, socioeconomic, and linguistic

backgrounds and educational needs; ∗ become knowledgeable about all areas of the curriculum, to ensure all students

have access to core content; ∗ reflect on their own practice and make informed decisions which provide

direction for student learning within environments that are accepting, supporting and encouraging; and

∗ make the connection between theory and practice, through at least one substantive bilingual field experience, providing opportunities for candidates to meet California Commission on Teacher Credentialing (CCTC) Teacher Performance Expectations over time.

Bilingual Program Faculty strive to prepare professionals who will be ready to serve the diverse

population of learners in California. Our philosophy is based upon a global perspective that celebrates human diversity. These beliefs enable candidates to become teachers who are knowledgeable, reflective, and skillful, who value lifelong learning, and who will be agents of change to ensure that schools are places where California's future is shaped. The multidimensional connection between theory and practice is maintained by engaging candidates in coursework that is consistently related to the classroom setting, and by placing candidates in guided field experiences that exemplify sound theoretical foundations related

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to educational excellence.

Program Description

The Bilingual/Crosscultural Professional Preparation Program (B/CPPP) is organized into a two-semester plan consisting of professional education courses along with field experiences in the classroom. The Program vision, however, encompasses a unifying thread between the bilingual prerequisites and the professional education coursework. The sequential and inter-related nature of the coursework facilitates synthesis of organizing constructs and offers opportunities to link theory and practice.

At the core of the B/CPPP is the development of a knowledge base on issues related to language acquisition and development, and multicultural education. This core prepares you to teach students in bilingual/crosscultural, multilingual, or monolingual classroom settings.

Tables 1 and 2 list the professional program coursework divided by multiple and single subject program options and by semesters. Course descriptions are available online at (http://www.csuchico.edu/soe/credential/multi-sub/bilingual/index.shtml). Below Tables 1 and 2 are flow charts demonstrating the sequential, inter-related nature of the program. Table 1: Bilingual/Crosscultural Multiple Subject Program Option Phase I Courses Units EDTE 523A Curriculum, Theory and Practice: Mathematics 3 EDTE 523B Curriculum, Theory and Practice: Science 2 EDTE 672 Teaching Reading in Bilingual and/or General Education Classrooms 4 EDTE 673 Teaching English Learners: Literacy and Academic Access 3 EDTE 575 Field Experience in Bilingual and/or General Education

Classrooms 6

Phase II Courses Units EDTE 524B Curriculum, Theory and Practice: Arts 2 EDTE 527 Teaching Special Populations 2 EDTE 676A Interdisciplinary Instruction and Assessment in Bilingual and/or

General Education Classrooms 2

EDTE 676B 2 EDTE 577 Student Teaching in Bilingual and/or General Education

Classrooms 9

Table 2: Bilingual/Crosscultural Single Subject Program Option Phase I Courses Units EDTE 532 Literacy Development 3 EDTE 536 Subject Area Pedagogy II 3 EDTE 580 Educational Psychology 3 EDTE 673 Teaching English Learners: Literacy and Academic Access 3 EDTE 585 Field Experience in Bilingual and/or General Education Classrooms 6 Phase II Courses Units EDTE 534 Teaching Special Populations 2 EDTE 676A Interdisciplinary Instruction and Assessment in Bilingual and/or

General Education Classrooms 2

EDTE 676B 2 EDTE 587 Student Teaching in Bilingual and/or General Education Classrooms 9

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In addition to the university seminars, you have two field experience courses, EDTE 575 and EDTE 577 for multiple subject candidates or EDTE 585 and EDTE 587 for single subject candidates. A university supervisor and a classroom teacher will monitor your progress throughout the year. Your classroom performance will be evaluated using the SB2042 Teacher Performance Expectations (TPEs) [Appendix I].

Organizing Constructs

The organizing principles for the B/CPPP coursework are: language, culture, curriculum development and pedagogy. The constructs build on each other and are interwoven throughout the coursework and fieldwork. You will be asked to make connections between course content and fieldwork, as well as to reflect on your practice.

Language/Pedagogy The language construct starts with issues of first and second language acquisition, and continues

through the development of the four language processes: listening, speaking, reading, and writing. The prerequisite courses are more theoretical in nature and the professional preparation courses integrate theory, pedagogy, and practice. PREREQUISITES PROFESSIONAL PREPARATION L1 & L2 Acquisition L2 Development and Academic Access

Theory

ENGL 471

EDTE 673

FIELDWORK

EDTE 575 EDTE 585 EDTE 577 EDTE 587

EDTE 672 EDTE 532

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Culture

The culture construct consists of five courses. The first three courses provide you with general Latino cultural information, as well as insight into sociocultural issues between the mainstream society and the Latino community. EDTE 302 frames the experiences of linguistic and cultural minorities in the context of education and policy. Finally, you are provided with a framework to infuse multicultural education in the curriculum, develop instructional units, and implement effective strategies that enable language minority students to access academic content and promote language development.

PREREQUISITES PROFESSIONAL PREPARATION

Cultural Cultural Understanding Multicultural Education, Information and Issues in Education Curriculum Development & Policy and Pedagogy

Curriculum Development/Pedagogy

The curriculum development construct starts with two undergraduate courses, EDTE 570 and BLMC 319. The first presents an overview of the various issues addressed throughout the program (i.e., educational philosophy, lesson planning, curriculum frameworks and content area standards, classroom management . . .). The second engages you in Spanish vocabulary development, so you can facilitate student access to curriculum in the primary language. During the professional preparation year, a three-course sequence expands on this foundation by addressing areas such as effective practices, curriculum development, classroom management and organization, access to core curriculum and assessment procedures for Bilingual and multilingual classroom settings. The two courses addressing the needs of special needs population further enhance the foci of the three curriculum and instruction courses in the Bilingual/Crosscultural Professional Preparation Program.

LAST 110 or SPAN 332

HIST 135 or

CHST 358

EDTE 302

EDTE 676A EDTE 676B

FIELDWORK

EDTE 575 EDTE 585 EDTE 577 EDTE 587

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PREREQUISITES PROFESSIONAL PREPARATION Clearly articulated goals and constant communication about course content and assignments will enable you to make linkages across coursework and field experiences.

Program Structure

The Bilingual/Crosscultural Professional Preparation Program (B/CPPP) is a two-semester program, starting in the fall semester and ending in the spring semester. At the beginning of each semester, an Orientation Meeting and introductory coursework enables you to focus on your semester’s goals. During the first semester or Phase I, the emphasis is on building your knowledge base as you gradually increase your responsibilities in the public school classroom.

You spend at least the first day of the public school academic year in your classroom observing how your Cooperating Teacher begins the year and establishes classroom rules and routines. During the rest of the semester, you will be in university coursework two days a week and three days in your assigned classroom.

In the second semester, Phase II, the emphasis is on fieldwork. After an initial two days of seminars, you will attend one full day of seminars per week for eight weeks and a late afternoon seminar for five weeks. During the latter part of the semester, you will meet for seminars every other week for three hours in the late afternoon.

Simultaneous M.A. in Education Option Bilingual candidates have the option of simultaneously participating in the BPPP and have 9-10 units

of credential coursework applied towards a M.A. in Education. B/CPPP faculty will invite selected candidates to consider the option. No M.A. coursework is taken during the credential year. Candidates may complete the M.A. program during the following academic year or may spread the coursework out within a five year period.

EDTE 570

BLMC 319

EDTE 673

EDTE 676A EDTE 523A EDTE 523B EDTE 524A EDTE 527 EDTE 534 EDTE 536

FIELDWORK EDTE 575 EDTE 585

EDTE 577 EDTE 587

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III. Classroom Placements Multiple and single subject bilingual candidates are placed both semesters in classrooms that have a

significant number of ELs. You work both semesters with teachers who have either a California Professional Clear Credential with CLAD or Bilingual emphasis or a SB 2042 credential. You have ample opportunities to work with students at varied CELDT levels and to learn:

the philosophy, design, goals and characteristics of schools designed to meet the needs of ELs; about ELs linguistic development; how first language (L1) literacy connects to second language (L2) literacy; how to manage L1 and L2 instruction; how to work with specialists and paraprofessionals; to effectively use systematic, instructional strategies and materials designed to make grade-

appropriate or advanced curriculum comprehensible to ELs; about content area and ELD standards; how to interpret assessments of ELs; to asses ELs language development and content knowledge in core curriculum; and understand the importance of students’ family backgrounds and experiences.

Multiple Subject Candidates Multiple subject candidates are placed in two different classrooms each semester. You are placed in a

primary classroom (K-3) one semester and in an intermediate grade classroom (4-6) the other. You are in a bilingual classroom* for at least one semester. Most candidates have both placements in bilingual classrooms. Many of the classrooms are two-way immersion classroom settings. All of the multiple subject classrooms have a structured English language development program, where you have the opportunity to work with ELs at different levels of language proficiency. (See Appendix G for Cooperating Teacher selection procedures and their responsibilities)

* at this time the only bilingual models in our service area is one Two-Way Immersion (TWI) school. To be placed in a TWI classroom, you must have near native-like Spanish language proficiency.

Single Subject Candidates Single subject candidates are placed at the same school site for both semesters. You are assigned to

three periods: one period in your major subject area (e.g., Spanish, Science, Mathematics …), a second period in an English Language Development class, and the third period can be shared responsibility in either subject area or shared responsibility for a school club or other extra curricular activity. During the second semester of student teaching, you have complete responsibility for all aspects of instruction in the subject matter class and in the ELD class. The third period responsibilities continue to be shared with your cooperating teacher(s). (See Appendix G for Cooperating Teacher selection procedures and their responsibilities)

* Bilingual classroom is defined as a class that is taught by a certified BCLAD or equivalent teacher, where Spanish may be used as the medium of instruction for at least clarification of content.

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Policies and Procedures Regarding Classroom Experience

1. All candidates entering Phase I are required to have verification of Certificate of Clearance. 2. All candidates entering Phase I are required to have subject matter competency (passage of

CSET) in combination with passage of CBEST or the writing subtest of the CSET. 3. Dress appropriately. Most school districts have expectations that teachers dress professionally.

You will be expected to adhere to the dress policy at your assigned school. Clothing should be clean and be neither provocative nor revealing. (See Policy on Professional Conduct for Teacher Candidates at the end of this section.)

4. Many people are sensitive to fragrances (perfume, cologne, after-shave, scented creams and deodorant). Therefore, it is expected that you will not wear scented toiletries in the school setting.

5. Punctuality is a vital and necessary characteristic for all professionals. If you must be late or absent, it is your responsibility to promptly notify the school office, Cooperating Teacher, and University Supervisor. If you are expected to carry out a specific responsibility in a class, you must also be sure that your Cooperating Teacher has your lesson plans. Excessive late arrivals or absences can result in a determination of unsatisfactory performance and unprofessional conduct.

6. Do not discuss confidential information in non-professional settings. 7. Contact parents and confer with them only with the full knowledge and agreement of your

Cooperating Teacher. 8. Accept criticism as it is given with the expectation that performance may be improved through

efforts to meet the criticism. 9. Remain in the school each day as long as necessary to fulfill professional responsibilities. 10. If you borrow any material from your placement school, be certain to return it as soon as possible. 11. Plan all lessons on paper in advance and make them available to your Cooperating Teacher and

University Supervisor. Lesson plans should be carefully designed so that any professional can clearly understand your intentions. When appropriate, you may use and expand on the lessons in teachers’ manuals.

12. Be sure to retain supporting documentation of Teaching Practicum I and Teaching Practicum II activities for required reflections and assessments.

13. StudytheK-12academiccontentstandardsandcurriculumframeworksinyoursubjectareas. Peruse California State, county, and school district documents, teachers’ manuals, publisher curriculum guides, and other relevant documents.

14. Show initiative. Volunteer to plan and teach lessons. 15. Assist in extracurricular activities when time and opportunities allow.

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California State University, Chico School of Education

Policy on Professional Conduct for Teacher Candidates

As candidates in teacher preparation programs, CSU, Chico teacher candidates must demonstrate not only their teaching competency but also their fitness for the profession of teaching. Candidates have an impact on their school communities through their teaching and professional conduct. Each candidate should be aware of how his or her professional conduct and appearance may influence children, young adults, and other professionals in a school community.

To aid each candidate in experiencing a successful placement and gaining employment after student teaching, the School of Education has developed this policy on professional conduct for teacher candidates. Noncompliance with these standards may affect a teacher candidate’s evaluations, recommendations, and/or status in a student teaching placement.

The School of Education Policy on Professional Conduct is based upon the California Commission on Teacher Credentialing, Teaching Performance Expectations (TPEs). TPE 12, Professional, Legal and Ethical Obligations states that:

Candidates for a Teaching Credential take responsibility for student academic learning outcomes. They are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students. They resist racism and acts of intolerance. Candidates appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met!. They maintain a non-hostile classroom environment. ![They] understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness.

The following section of the Policy on Professional Conduct provides more specificity regarding the elements of professional dress and appearance. It is a requirement that candidates dress appropriately for the public school environment. The following list was compiled with the goal of helping teacher candidates move from the role of student to professional teacher.

Inappropriate clothing, appearance and behavior includes, but not limited to:

∗ Exposed midriffs, exposed bra straps, low cut tops, extremely tight clothing, spaghetti straps and backless dresses or tops, mini-skirts, and mini-skorts. (Shorts should be walking-style and a modest length.) Tops should not expose the hip or waist area during typical school activities likewriting on the board or leading P.E.

∗ Bare feet or sandals that do not comply with each school’s sandal policy. For example, some schools require that all sandals be securely strapped to the foot and do not allow “flip flops” or other loose footwear.

∗ Clothing and/or tattoos that advertises or promotes the use of alcohol, tobacco or behaviors not appropriate for a school setting, including anything that is sexually suggestive, explicit or derogatory or advocates violence and/or has racial comments.

∗ Oversized tank tops, frayed, tattered or torn clothing, “sagged” pants or hip hugger pants that expose underclothing or body parts.

∗ Visible body piercing that constitutes a safety hazard or distraction during teaching. ∗ Lack of appropriate hygiene ∗ Offensive language

Each site may have a student dress code, and there is typically an unspoken dress code for adults. Just as we use informal English and more formal English without being told to “code switch,” for different settings, understanding and adhering to the unspoken dress code can affect each candidate’s success in a student teaching placement and success in gaining employment later. It can be helpful to remember that first impressions often make lasting impressions, and candidates can chose the impression they make

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through their appearance. If candidates are uncertain about what clothing or appearance is appropriate, they are encouraged to discuss the matter with their supervisor or Cooperating Teacher. In all cases, candidates shall comply with California State University, Chico School of Education Policy on Professional Conduct for Teacher Candidates.

The Cooperating Teacher Cooperating Teachers are dedicated professionals who work closely with University Supervisors to help candidates become successful teachers. They provide supervision, guidance, instruction, and coaching for candidates, and they regard the program as a gradual introduction to teaching for the candidate. Your Cooperating Teacher will:

1. Demonstrate effectiveness as a classroom teacher. 2. Assist you in orientation to the school, curriculum, instructional materials, building, staff, 3. school policies, room policies, students’ age level characteristics, and special problems of individual

students, including mainstreamed students, English learners, and students with various cultural backgrounds.

4. Inform you about the type of assistance expected in sharing responsibilities and provide you with a work space.

5. Aid you in developing rapport with students. 6. Direct you to resources useful in teaching. 7. Assist you in initial planning, and confer with you regularly throughout Teaching Practicum I or

Teaching Practicum II concerning diagnosis, planning, selecting instructional strategies, student assessment, grading, and other classroom and instructionally related matters.

8. Provide consistent, constructive critiques of your performance. 9. Encourage you to show initiative and creativity in trying innovative approaches to instruction. 10. Join your University Supervisor in making suggestions for your improvement throughout the

classroom experience. 11. Observe and evaluate your presentations and provide ongoing oral and written feedback, guidance,

and coaching. 12. Meet with you and your University Supervisor for scheduled three-way conferences. 13. Complete two PAFs per semester 14. Assist the program by evaluating the University Supervisor. 15. Prepare a letter of recommendation at successful completion of Teaching Practicum II (if requested).

Reassignment Policy in Phase I or Phase II

Regular communication with your Cooperating Teacher and University Supervisor is essential. If you have concerns or problems regarding your classroom placement, you should first discuss them with your Cooperating Teacher. If this does not lead to a solution, contact your University Supervisor, placement coordinator, program coordinator, or the School of Education Director, in that order. Although rare, if reassignment seems advisable, the University Supervisor will report this to the placement director who will make the reassignment in consultation with your University Supervisor, program coordinator, school administrators, and Cooperating Teachers. A reassignment is reported to the program coordinator, and the School of Education Office. The newly assigned Cooperating Teacher will be informed of the circumstances of the proposed transfer prior to accepting a reassigned student teacher.

IV. PROGRAM EXPECTATIONS AND PROCEDURES

Attendance Punctuality and consistent attendance are required for successful program completion. It is your

responsibility to make the necessary arrangements to insure that you will be ready to learn at the starting time of each seminar. Medical or other personal and university business appointments must be made

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around seminar and public school class schedules. You are expected to be aware of the instructor's attendance policy as noted in the course syllabus.

If you must be absent from a class session, please inform the instructor ahead of time, but do not ask

for permission to be absent. Instructors or Program Coordinators will not give permission for any student to be absent. In the event of an absence, you are responsible for the course content and assignments covered. You must make arrangements with another student to have copies of notes and any pertinent handouts distributed. Assignments due on the day of your absence are to be turned in ahead of time or given to another student to turn it in on the due date. Instructors will reduce your final grade for the course due to absences and/or tardiness.

When your illness, illness of a family member, or an emergency requires you to be absent from your

classroom placement, you must notify the school site at the beginning of the school day and ask that the cooperating teacher be informed at once. If you are expected to carry out a specific responsibility in a class, you must also communicate those plans to your cooperating teacher, seminar instructor, and/or group members. After contacting the school site, please notify your university supervisor and the Center for Bilingual/Multicultural Studies (CBMS) Office (530.898-4026).

Attendance to professional development activities (i.e., conferences, workshops, etc.) requires prior

approval from both, your cooperating teacher and your university supervisor. Additional professional development activities may be added to meet programmatic needs; attendance to these special sessions is mandatory.

If you are absent from one third or more class sessions in any one course or in excess of 10 days,

from your field experience, you are subject to dismissal from the Program. This includes absences related to illness and/or personal emergencies as well as unexcused absences.

Technology The California Commission for Teacher Credentialing requires all candidates to demonstrate ability

to use and integrate technology in your assigned classroom. To accomplish this goal several seminars assignments require the use of various applications. You are responsible to learn how to: (a) use applications such as email, word processing, Power Point, spreadsheets, and data bases; (b) use the web for research; and (c) develop a web page. You can access Student Computing Services and the Meriam Library Reference Staff to assist you in getting the help needed to learn the various programs. In the program, classroom implementation of technology will be modeled, appropriate website for classroom use identified and when accessible, you will be required to use technology for instruction in your classroom placement.

Change of Name, Address, or Telephone Number Notify the CBMS Office, the School of Education Office, the Records Office, the Graduate School Office, your supervisor, and cooperating teacher immediately if your address, telephone number, or name changes (email address changes only need to be reported to the CBMS Office, your seminar instructors, and your supervisor). It is important to report these changes promptly to assure that you will receive all information without delay.

Substitute Teaching To substitute for your cooperating teacher(s) (and only for your cooperating teacher) you must have,

in advance, the permission of your supervisor. In order to substitute, you must hold a California Emergency Permit. You will need to contact the school district and/or the county office to apply for the

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required Emergency Permit. Each county requires you to have a permit on file with them before you are able to substitute in a school district.

Worker’s Compensation All student teachers are covered by Worker’s Compensation. If you are injured, you must complete

the “Employee’s Claim for Worker’s Compensation Benefits” within one working day of the injury. You may obtain the form from the Education Services Center (HOLT 101). To make a claim, this form must be returned to Education Services Center. If you are unable to complete the form because of a very serious injury, your nearest relative or dependent can complete the claim form within the same time frame. In the event of death, the claim form can be given to a relative for filing.

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V. ASSESSMENT

Formative Assessment Seminar instructors will provide written feedback on your assignments throughout the course of both

semesters. To provide feedback in a timely manner, it is imperative that you complete and submit assignments on or before the date they are due. Full credit may not be given to late assignments. If you are asked to resubmit an assignment, the maximum grade you can receive for the resubmission is a grade of “B.” If you have questions about an assignment, it is your responsibility to discuss it in advance and only with the instructor of the course. In the event that university seminar performance is unsatisfactory, the instructor will notify you and the appropriate Program Coordinator. If needed, the Coordinator will assist the instructor in reviewing all available options. The course instructor will delineate an Action Plan Contract and the time line within which the work must be submitted.

Your University Supervisor (USpv) and Cooperating Teacher(s) (CTs) will observe and evaluate your

classroom work both formally and informally throughout each semester (See Appendix F and G for USpv and CT responsibilities). The USpv will visit each candidate six times during each semester. In addition, to on-going oral feedback, your Cooperating Teacher(s) will complete and discuss with you two PAFs. The PAF ranks your performance in each of the six Teacher Performance Expectation (TPEs) Domains and the School of Education’s professional dispositions on a four-point scale. You will submit signed copy of the CT PAFs to the university supervisor.

After each formal observation, your Supervisor will schedule a Post-Observation Conference with

you, where oral feedback will be provided. A PAF will be completed by your supervisor and given to you two weeks after you submit your Lesson Self-Reflection Form. The supervisor will also keep a copy of the PAFs in your Bilingual Center permanent file. You are responsible for:

• completing a Lesson Self-Reflection Form after each formal observation within two days after the observation;

• submitting the form to your University Supervisor; • signing and dating the PAF at the time you receive it;

Summative Assessment

Phase I: To be recommended for advancement to Phase II of B/CPPP the following requirements must be met:

• Cumulative GPA of 3.0 • Completion of each course with a grade of C or above • Passing score (Level 2 or higher) in Content Area Tasks (CATs) • Level 2 or higher on the field based Program Assessment Form (PAF) completed by

University Supervisor and Cooperating Teacher • Recommendation from your university supervisor and cooperating teacher • Passing score on CBEST or CSET Writing (for multiple subject candidates) • Passing score on all CSET: Multiple Subject subtest or Subject Matter Competency for

Single subject candidates • Entry level score on the Spanish Language Examination

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Phase II: To be recommended for an AB 2042 credential with the Bilingual Authorization, the following

requirements must be met: • Cumulative GPA of 3.0 (including Professional Prerequisites – BLMC 319, EDTE 255,

EDTE 302, EDTE 570, ENGL 471, HCSV 450/451, PSYC 355, PSYC 414) • Completion of each course with a grade of C or above • Level 3 or higher on the field based Program Assessment Form (PAF) completed by

University Supervisor and Cooperating Teacher • Recommendation from your university supervisor and cooperating teacher • Passing score on the Performance Assessment for California Teachers (PACT) Teaching

Event • Passing score on CBEST or CSET Writing (for multiple subject candidates) • Passing score on all CSET: Multiple Subject subtest or Subject Matter Competency for

Single subject candidates • Passing score on the Spanish Language Examination • Passing score on the Reading Instruction Competence Assessment (RICA) (for Multiple

Subject candidates only) If throughout the course of the year you have an issue relative to your field placement assignment,

you need to first address it with the individual directly. After you have tried to resolve the issue personally and still have not been able to find a solution, then contact your university supervisor or the appropriate program coordinator.

When reassignment seems advisable to assure your success, the Multiple or Single Subject Coordinator will make the reassignment in cooperation with your University Supervisor, school administrator, and Cooperating Teacher(s). In case of a reassignment, the newly assigned school and Cooperating Teacher will be fully informed of the circumstances of the proposed transfer prior to acceptance of the reassigned candidate.

Grading Scale

A 94 - 100% B+ 87 - 89% C+ 77 - 79% D+ 67 - 69% F 0 - 59% A- 90 - 93% B 84 - 86% C 74 - 76% D 64 - 66%

B- 80 - 83% C- 70 - 73% D- 60 - 64% NOTE: Passing grade for an individual class is a “C-” Overall GPA must be a “B.”

Candidate Responsibility Forms

Each semester you will receive a Responsibility Form for Phase I or Phase II. The forms summarize all the tasks that you must complete in a satisfactory manner to meet or exceed the SB 2042 Standards for the Teaching Profession and the Teacher Performance Expectations (TPEs). As you complete each task, either your Cooperating Teacher or University Supervisor must sign and date the Responsibility Form to verify that you have met or exceeded the expectations for the corresponding standard(s) and/or TPE(s). All Phase I tasks must be verified before you are advanced to Phase II. The Phase II Responsibility Form must have all tasks verified before you are recommended for a professional clear credential. The Responsibility Form is submitted at the semester’s Exit Meeting.

Performance Assessment for California Teachers (PACT) The teaching performance assessments consist of the Content Area Tasks (CATs) (Multi[ple

Subject only) and the Teaching Event. Together, CATs and the Teaching Event measure all thirteen Teacher Performance Expectations (TPEs). During Phase I, Multiple Subject candidates will complete the CATs in Mathematics, Science and Social Science. At this time there are no CATs required for single

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subject candidates. During Phase II, you will complete the Bilingual Literacy Teaching Event (MS) or the discipline

specific Teaching Event (SS). This Event is a more comprehensive task where in addition to developing an instruction and assessment plan, you will videotape a lesson and reflect on your performance and students’ outcomes. Throughout the event, particular attention to students with diverse cultural, language and socio-economic backgrounds and learning needs is expected. You will also provide suggestions for next steps and include a rationale for your decisions.

You may access the Teaching Event Candidate Handbook for both multiple and single subject candidates at www.pact.org .

Letters of Recommendation

Your Cooperating Teacher(s) writes a letter of recommendation at the end of each student teaching phase. The university supervisor recommendation letter is submitted at the end of Phase II. It is your responsibility to make sure that the Cooperating Teacher letter is available for your Supervisor at the final Three-Way Conference or at the Exit Level Meeting. The letters are shared at each semester's Exit Level Meeting. You must sign each letter and indicate if you are in agreement with its content or not. The University Supervisor and the Cooperating Teacher will provide you with a copy of their respective letter and a copy is kept in your CBMS File.

Phase I & II Exit Meetings

At the end of each semester, program faculty will meet with each student teacher. The purpose of the Phase I Exit Meeting is to provide feedback regarding your seminar and field experience performance. At the meeting, letters of recommendation from the cooperating teacher(s) and university supervisor will be shared, as well as the Progress Assessment Form (PAF) and your completed Self-Reflection PAF. A minimum score of 2 is required on the TPE-based Phase I PAF. Multiple Subject candidates must also have passing scores on the CATs. Upon successful completion of Phase I requirements, the faculty recommends advancement to Phase II of the program. If your progress is less than satisfactory, appropriate action will be discussed at the interview. You will also receive written notification regarding the action to be taken following the meeting.

Similarly, the Exit Level Meeting conducted at the end of Phase II provides you and the faculty with an opportunity to provide feedback regarding your seminar work and student teaching performance. At the meeting, letters of recommendation from the cooperating teacher(s) and university supervisor will be shared, as well as your Self-Reflection PAF and the supervisor’s PAF. A minimum score of 3 is required on the TPE-based Phase II PAF. Successful completion of Phase II requirements based on CCTC Standards, TPEs and PACT, are necessary in order to be recommended for a credential by CSU, Chico. During these meetings you will have the opportunity to provide feedback to the faculty regarding your experiences in the program. You will be required to complete a program evaluation survey on the date of your Phase II Exit Level Meeting.

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VI. TESTING REQUIREMENTS

Prior to program entry you must take at least once the Spanish Language Exam and passed the California Basic Educational Skills Test (CBEST). Multiple Subject candidates must pass the California Subject Examinations for Teachers: Multiple Subject (CSET: MS) prior to program admission. All candidates must pass CBEST and CSET (Multiple Subject candidates) to advance to Phase II of the B/CPPP. MS candidates must also pass the Reading Instruction Competence Assessment (RICA) to be recommended for a multiple subject teaching credential. The RICA is to be taken after completing the reading/language arts methods course (EDTE 672).

Spanish Language Exam The Spanish Language is administered once every semester on a Saturday. To be placed in a bilingual

classroom, you must have entry-level requirement on the exam. CCTC requires only one semester placement in a bilingual classroom to qualify for the Bilingual Authorization, therefore, you must reach the entry level by the end of Phase I of your student teaching year. To be recommended for the Bilingual Authorization you must meet the Exit level criteria.

It is suggested that you take the Spanish Language Exam after completing SPAN 301 and during the

semester you are enrolled in BLMC 319. You will receive specific information on the exam along with a letter confirming the date and location approximately three weeks before the administration date. You must sign-up for BLMC 399 to take the exam and attend the preparation workshops.

Speakers of languages other than Spanish, may participate in the Bilingual/Crosscultural Professional Preparation Program (B/CPPP). To be recommended for bilingual certification, candidates must pass the CSET: LOTE state test. Test sections 4 (primary language methodology), 5 (culture) and 6 (language) of the state BCLAD test may be taken at any time prior to program completion. It is recommended that section 4 (primary language methodology) be taken during Phase II. If you are literate in Hmong or Punjabi and English and are participating in the CSU, Chico B/CPPP, you will be recommended for a preliminary SB 2042 credential upon satisfactory completion of the program. To add the Bilingual emphasis to your credential, you would take Test 4 of the state test and the Hmong or Punjabi culture and language test sections (Tests 4, 5 & 6).

California Basic Educational Skills Test (CBEST) CBEST measures basic skills in three areas: reading, writing, and mathematics. While most students

take all three sections at the same time, you may consider taking them one at a time. All sections of the CBEST must be taken prior to program entry and all three sections passed to be advanced to Phase II candidacy.

Information booklets with registration forms are available at the Testing Office (MLIB 143) or at the

CBMS Office (THMA 208). The test is administered twice each semester and also during the summer. The deadlines for registration and administration dates are included in the test booklet. There are various guides and sample test books that are helpful in preparing for the CBEST. These are available at Meriam Library, at the AS Bookstore, and the Center for Bilingual/Multicultural Studies (THMA 208). The Teacher Recruitment Program also offers CBEST Preparation Workshops during the academic year. Workshop dates are posted at the CBMS Office (THMA 208), Liberal Studies Program Office (THMA 211), single subject advisers' offices, and on various bulletin boards throughout campus. More information about the CBEST is available at www.cbest.nesinc.com.

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California Subject Examinations for Teachers (CSET) CSET: Multiple Subject (CSET: MS)

CSET:MS examinations consist of three separate subtests, each composed of both multiple-choice and constructed-response questions. Each subtest is separately scored. The three subtests are:

I. Reading, Language and Literacy, History and Social Science II. Science and Mathematics III. Physical Education, Human Development and Visual and Performing Arts

All three subtests are designed to be completed in a five-hour session. Subtests are not individually timed. You may take each subtest separately or all three subtests simultaneously. Once you pass a subtest, you do not have to take that subtest again as long as you use the score toward certification within five years of the test date. Subtests may be retaken as many times as necessary.

CSET: MS confirms subject matter competency for MS candidates regardless of major. Multiple Subject candidates must pass the CSET: MS in order to apply for a professional preparation program. More information about the CSET: MS as well as test guides are available only in electronic format via the CSET/SSAT Web site – www.cset.nesinc.ca .

CSET: Writing Skills

The new CSET: Writing Skills test is part of a new option for credential candidates to meet the state basic skills requirement. It was developed in response to California law SB1209 (Chapter 517, Statutes of 2006) that broadens the options for meeting teacher certification requirements. This option is available only to candidates who are planning to earn a Multiple Subjects credential. Candidates who have already passed the California Basic Educational Skills Test™ (CBEST®) DO NOT need to take CSET: Writing Skills. For more information, please see www.cset.nesinc.com/CS12_whatsnew.asp"What's New in 2006–2007?” and/or visit the CCTC Web site at www.ctc.ca.gov .

CSET: Single Subject (CSET: SS)

The examination in each single subject discipline consists of three or four separate subtests. Each subtest is separately scored. To pass the examination in your subject area, you must earn a passing score on all subtests. Most subtests contain both multiple-choice and constructed-response questions. More information about the CSET: SS, as well as test guides are available only in electronic format via the CSET/SSAT Web site – www.cset.nesinc.ca -.

Reading Instruction Competence Assessment (RICA) The RICA is required for candidates seeking a multiple subject credential. It is not taken until you

have completed EDTE 672: Teaching Reading in Bilingual and/or General Education Classrooms. Most students take the test in February. There are sample tests on the web and various preparation books.. Although various prerequisite and required courses for B/CPPP contain the content tested in RICA, no single course in the program is structured exclusively as a RICA preparation course.

There are RICA preparation workshops throughout Phase I for all B/CPPP candidates. The workshop

addresses specific RICA terminology, reviews test instruments, and offers opportunities for students to take and reflect on sample questions and develop test-taking strategies. However, it does not guarantee a passing score on the RICA. MS candidates must pass RICA to be recommended for a teaching credential. You will still need to do additional preparation on your own to be completely prepared to achieve a passing score. More information about the RICA is available at www.rica.nesinc.com

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VII. Credential Appllication

Applying For Your Credential Credential Services is the liaison between candidates and the California Commission on Teacher

Credentialing (CCTC), the official state entity that issues California teaching credentials. Candidates will be asked to complete a Recommendation Information sheet to begin the process. Forms may be picked up from the Credential Services office located in Tehama 213 or Tehama 209 or they may be downloaded: http://www.csuchico.edu/cme/credential/

The form and fee must be submitted to the Credential Services office by the third Friday of February (for spring semester or summer finishers) or the third Friday of September (for fall semester finishers). A $10 late fee will be charged after that date.

When the form and fee have been received and all requirements are met, the Credential Analyst will send an electronic recommendation to the CCTC. The candidate will then be notified via email to complete the CCTC on-line application and pay the credential fee. Additional fees may be charged if the candidate does not respond in a timely manner. After the payment is received and the credential has been issued, the candidate will receive instructions on how to print the credential from CCCT. The credential will not be mailed to the candidate from the CCTC. The issuance date is normally the last day of the semester.

Adding a Second Credential

After completion of the credential program, candidates who wish to add a second credential must complete EDTE 650 (6 units), offered each summer, as well as satisfy the specific subject matter competency requirements (appropriate CSET) to be recommended.

NOTE: Failure to submit the appropriate application and fees in a timely manner will result in a $10.00 late charge and delay in processing your credential application

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VIII. Dismissal Policy and Procedures

Dismissal from a credential program is a serious matter that will occur when there is evidence of unsatisfactory performance or unprofessional conduct. Unsatisfactory performance can be based on inability to meet Teaching Performance Expectations or lack of academic performance. Unprofessional conduct is the inability to act in accordance with ethical considerations and demonstrate the professional dispositions of an educator. (For additional information, see the section on Teaching Performance Expectations and Dispositions.) The department follows a specific sequence of steps that includes a candidate remediation plan and may lead to dismissal. (See Candidate Dismissal Policy at the end of this section.)

Because programs place candidates in K-12 schools and require the participation of K-12 school personnel, the university has a responsibility to remove a candidate from a classroom immediately, when necessary.

Appeal and Grievance Procedures

The School of Education is committed to attempting to resolve problems. The initial process should begin within the School of Education with faculty, program coordinator or director (see Candidate Dismissal Policy). If these procedures do not resolve a problem, candidates in Multiple and Single Subject Programs have access to the same appeal and grievance procedures that are available to all students of CSU, Chico. Details can be found in the University Catalog or the Student Judicial Affairs Office, Kendall 110, or by phone at 898-6897.

Violations of Criminal Law by Teacher Education Candidates

Candidates charged with violations of criminal law must report such charges immediately to the department chair, or to the program coordinator. Such candidates will be immediately suspended from participation in field placement experiences and/or suspended from the teacher education program until an evaluation and determination has been made concerning the seriousness of the offence or offences charged and the bearing, if any, that the criminal charges will have on the candidate’s fitness or ability to perform the duties and responsibilities of the field placement or until the charges have been dismissed.

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Candidate Dismissal Policy School of Education

California State University, Chico Dismissal from a professional education program is a serious action. All coordinators, supervisors,

and faculty, must be mindful that precise, careful, written documentation of all behaviors, which precipitated the dismissal recommendation, is essential. Copies of all written communications and notifications throughout the process are also necessary documentation; this includes e--mails and notes of phone conversations.

In order for the University to recommend a candidate for a teaching credential, the candidate must demonstrate that he or she has developed necessary competence as defined by the standards of the California Commission on

Teacher Credentialing for preparing candidates in the specific areas of the credential. It is the institution's responsibility to assure that all candidates it recommends for credentials meet the standards of candidate competence (competence includes knowledge, skill and dispositions associated with teaching effectiveness) and character appropriate to the public trust of education.

A professional education program provides opportunities for a candidate to learn the theoretical understandings and develop appropriate teaching practice to demonstrate the competencies required to be recommended for a credential. The university instructor(s), supervisor and Cooperating Teacher will make every reasonable attempt to help the candidate develop these teaching competencies. Should it be determined, however, that candidate competence has not developed and is not likely to develop in a sufficient manner to warrant a recommendation for a credential, it may be necessary to take corrective steps. If the corrective steps still do not lead to the necessary competence, then it may be necessary to dismiss the candidate from the professional education program.

The following process will be implemented to correct any serious lack of teaching competence and/or to dismiss from a program should correction be unsuccessful:

Process Notes Step 1 - Improvement Plan If the candidate is not developing necessary competence, the University Supervisor or university faculty member notifies the program coordinator(s), Cooperating Teacher, support provider, site administrator and candidate in writing of this finding. An improvement plan/contract is developed by the course instructor and/or University Supervisor in consultation with the Cooperating Teacher and approved by the program coordinator and director (and other involved parties as appropriate) and presented to the candidate in writing.

Notes of meeting(s) and recommended action(s) are given to the candidate in writing at a meeting attended by, but not limited to, the University Supervisor, Cooperating Teacher and the candidate. The notes and recommended action(s) are signed by the candidate and program coordinator and are placed in the candidate file. Copies of all written communication, including electronic mail notification, throughout the process are placed in the candidate file.

If the candidate continues to demonstrate ineffective teaching behaviors, skills, and/or competence, the site administrator (if applicable) is notified of candidate difficulties and potential actions; and the program coordinator, University Supervisor, Cooperating Teacher/local support provider, and department chair discuss concerns for additional insight and/or second opinion. If new insight about the candidate’s performance or a second opinion provides additional suggestions, those suggestions are presented to the candidate in writing, an agreement is signed by the program coordinator and candidate, and the suggestions are implemented. If no additional insight is gained, Step 2 is initiated.

If major improvement is needed, an improvement plan/contract that includes timeline and expectations is presented to the candidate in writing. The improvement plan/contract must be signed by the candidate and the program coordinator and placed in the candidate’s file. If the candidate declines to sign

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the corrective plan, Step 2 is initiated. The corrective plan/contract is communicated to the University Supervisor, Cooperating Teacher/support provider/course instructor, and administrator(s).

If a candidate is dismissed from a field placement for the first time, he or she must sign an improvement plan/contract before being assigned a new placement. Dismissal from a second placement will mean dismissal from the program.

Candidates who violate EM 96-38, the Code of Student Rights and Responsibilities, may also be referred to Student Judicial Affairs

Step 2 - Decision to Dismiss If the improvement plan does not result in the candidate developing the necessary competence by the date designated in the plan, and continuation in the program is not recommended, a decision to dismiss the candidate from the program may be made by the program coordinator and department chair, in consultation with the supervisor, Cooperating Teacher, and program faculty.

The candidate is notified of dismissal from the program verbally (in person if possible) and by letter, signed by the program coordinator and director, through certified, receipt requested, mail. The dismissal letter contains appeal procedures for the candidate and a copy of the Notice of Inquiry3 that must be returned to the department in order to initiate any appeal. A copy of the dismissal letter from the department chair is sent to the Dean of the College of Communication and Education, the site administrator, the Cooperating Teacher, the Director of Student Judicial Affairs, the Credentials Analyst, and placed in the candidate's file.

Step 3 - Informal Grievance Process Should the candidate (now grievant) elect to appeal (the first step in University grievance procedure), he/she will submit a Notice of Inquiry to the department chair and meet with the program coordinator, and department chair. The Director of Student Judicial Affairs or designee attends the meeting as advisor to the process.2

This meeting is designed to gather any additional information and to review the dismissal decision. A decision on the grievant’s request will be made and communicated by the department chair to the grievant by letter, through certified, receipt requested, mail. That letter, a written summary of the meeting, and the Notice of Inquiry will be placed in the grievant’s file. Copies will be forwarded to the CME dean and the Director of Student Judicial Affairs. The grievant will be referred to the CME dean’s office if he/she wishes to pursue a further appeal.

Step 4 - Appeal to the Office of the Dean Should the grievant elect to pursue a further appeal, he/she will be referred to the CME Office of the Dean to request a meeting with the Dean or his or her designee.

The meeting with the Dean, or his or her designee, must precede any further action.

Step 5 – Formal Grievance Should resolution not be reached upon consultation with the CME Dean or his or her designee, the grievant will be referred to the Student Judicial Affairs Office.

University approved formal grievance processes will be followed. Refer to EM 94-22, the Student Grievance Procedures.

1 Skills, behaviors and competencies are defined in the CCTC Standards of Program Quality and Effectiveness for Multiple and Single Subject Programs and the Teaching Performance Expectations. 2 These steps have been created in reference to EM 94-22, Revision to Student Grievance Procedure, April 27, 1994. They are a modification, which preserves the effect of the Informal Grievance Procedures. A grievant who has not found resolution after Step 3 may continue the Informal Grievance Procedure by meeting with the Dean of the College of Communication and Education, or his/her designee. 3 The Notice of Inquiry is a document that allows a grievant to provide information contesting their dismissal and request a specific remedy. It is included in EM 94-22.

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The letter of Dismissal to the candidate will clearly and unequivocally state that:

You have been dismissed from the (name of teacher preparation) program for the reasons previously discussed and documented. You are not eligible to enroll or participate in any California State University, Chico course(s) leading to a recommendation for a credential while an appeal is in process.

School of Education policy requires that you be notified of appeal procedures regarding this dismissal. Initial processing of appeals is conducted through the School of Education. Should you wish to appeal this decision, you must call the School of Education office to arrange a meeting at which information about your appeal will be gathered. You, the Program Coordinator, the School of Education Director, and the Director of Student Judicial Affairs will attend that meeting. Please return the Notice of Inquiry to the School of Education Director prior to your scheduled meeting time. This Notice of Inquiry must be received before any further action can be taken.

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The California Teaching Performance Expectations Revisions Adopted, March 2013

A. Making Subject Matter Comprehensible to Students TPE 1: Specific Pedagogical skills for Subject Matter Instruction

TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments. Teaching English-Language Arts in a Multiple Subject Assignment Teaching Mathematics in a Multiple Subject Assignment Teaching Science in a Multiple Subject Assignment

Teaching History-Social Science in a Multiple Subject Assignment

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Note: TPE1B addresses each of the thirteen statutory single subject content areas

B. Assessing Student Learning TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and use of Assessments

C. Engaging and Supporting Students in Learning TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices

TPE 6A: Developmentally Appropriate Practices in Grades K-3 TPE 6B: Developmentally Appropriate Practices in Grades 4 – 8 TPE 6C: Developmentally Appropriate Practices in Grades 9 – 12

TPE 7: Teaching English Learners

D. Planning instruction and Designing Learning Experiences for Students TPE 8: Learning About Students TPE 9: Instructional Planning

E. Creating and Maintaining Effective Environments for Student Learning TPE 10: Instructional Time TPE 11: Social Environment

F. Developing as a Professional Educator TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth NOTE: Detailed description of the TPEs is available on the California Commission on Teacher Credentialing (www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2013).