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Systemwide Evaluation of First Year Teacher Preparation in the California State University. A Comprehensive Look at the Outcomes of Teacher Preparation. 1. Purposes of the Systemwide Evaluation.

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Systemwide evaluation of first year teacher preparation in the california state university l.jpg

Systemwide Evaluation of First Year Teacher Preparation in the California State University

A Comprehensive Look at the Outcomes of Teacher Preparation

1


Purposes of the systemwide evaluation l.jpg
Purposes of the Systemwide Evaluation

  • To see how well recent CSU reforms in teacher preparation are working in practice.

  • To provide information so campuses can strengthen programs for teachers.

  • To compile data that address popular misconceptions about teacher preparation.

2


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Questions Addressed in the Evaluation

  • How many CSU graduates become teachers?

  • Are CSU graduates well-prepared to teach a standards-based curriculum?

  • Are CSU graduates well-prepared to teach all of California’s K-12 students?

  • How does the preparation of CSU graduates compare with the preparation of first-year teachers nationwide?

  • Are California’s alternate routes into teaching equally effective in preparing first-year teachers?

3


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Sources of Evidence in the CSU Evaluation

  • In four years, more than 5,300 school principals provided evidence, for a 50% response rate. Each one assessed the preparation of a CSU teacher.

  • Principals had supervised CSU teachers all year, observed them during instruction, and discussed teaching practices with them several times.

  • The principals had supervised many first-year teachers during their administrative careers.

4


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97 Percent of CSU Credential Graduates Become Teachers

In Four Years, CSU Located

42,106 Graduates of CSU Teacher Education

Full-Time Teachers for

At Least One Year

93%

4%

3%

Part-Time Teachers for

at Least One Year

Not Teachers in the First Year

After CSU Graduation

5


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CSU Effectiveness In Reading-Language Arts

School Principals Reported These CSU First-Year Teachers to be Well-Prepared or

Adequately-Prepared to Teach California's Reading Standards (K-8)

-

100%

83%

83%

83%

80%

81%

60%

40%

20%

0%

CSU

Cohort D

Graduated

in 2002-03

CSU

Cohort A

Graduated

in 1999-00

CSU

CohortB

Graduated

in 2000-01

CSU

Cohort C

Graduated

in 2001-02

6


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CSU Effectiveness in K-8 Mathematics

School Principals Reported These CSU First-Year Teachers to be Well-Prepared or

Adequately-Prepared to Teach California Mathematics Standards (K-8)

100%

84%

83%

83%

80%

78%

60%

40%

20%

0%

CSU

Cohort A

1999-00

CSU

Cohort C

2001-02

CSU

Cohort B

2000-01

CSU

Cohort D

2002-03

7


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CSU Effectiveness in Preparing High School Teachers

CSU Teachers Who Were Well-Prepared or Adequately-Prepared to Teach

California's High School Curriculum Standards in Their Major Subjects (7-12)

100%

90%

90%

90%

86%

80%

60%

40%

20%

0%

CSU

CSU

CSU

CSU

Cohort A

1999-00

Cohort B

2000-01

Cohort C

2001-02

Cohort D

2002-03

8


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Preparing High School Teachers to Develop Reading Skills in Content Classes

CSU First-Year Teachers Who Were Well-Prepared or Adequately-Prepared to

Develop Students' Reading Skills in Their Content Classes (Grades 7-12)

100%

80%

76%

74%

74%

70%

60%

40%

20%

0%

CSU

Cohort A

1999-00

CSU

Cohort C

2001-02

CSU

Cohort B

2000-01

CSU

Cohort D

2002-03

9


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Preparing K-12 Teachers to Know and Understand the Curriculum Subjects

CSU First-Year Teachers Who Were Well-Prepared or Adequately-Prepared to

Know and Understand the Subjects of California's Standards-Based Curriculum

100%

89%

89%

89%

87%

80%

60%

40%

20%

0%

CSU

CSU

CSU

CSU

Cohort A

Cohort B

Cohort C

Cohort D

1999-00

2000-01

2001-02

2002-03

10


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Preparing CSU Teachers to Teach to Student Diversity in K-12 Curriculum Subjects

CSU First-Year Teachers Who Were Well-Prepared or Adequately-Prepared to

Teach Three Significant Student Populations in California's K-12 Schools

English Learners

Culturally Diverse

Students

Special Learners

100%

80%

82%

81%

80%

76%

75%

72%

72%

72%

70%

60%

40%

Cohorts

Cohorts

Cohorts

20%

B

B

B

C

D

C

D

C

D

0%

11


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Graduates of Curriculum Subjects

Institutions

Throughout

the U.S.

CSU-National Comparison:

Preparing Teachers for Core Curriculum Subjects

CSU Graduates

Percentages of First-Year Teachers

Who Reported They Were

Well- or Adequately-

Prepared to Teach Core Curriculum Subjects

90%

83%

80%

77%

75%

70%

66%

60%

K-8

K-8

7-12

General

Reading

Math

Major

50%

Subjects

Subject

40%

12


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CSU-National Comparison: Curriculum Subjects

Preparing Teachers for Diverse Students

Graduates of The California State University

Graduates of Institutions Throughout the U.S.

90%

80%

80%

72%

70%

70%

67%

64%

60%

50%

49%

40%

English Language

Special Needs

Culturally Diverse

Learners

Students

Students

13


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The Usefulness of CSU Preparation in Methods of Teaching Curriculum Subjects

Percentages of K-8 Teachers Who Said CSU Preparation Was Very Useful or Somewhat Useful in Their Teaching

CSU Cohort B

CSU Cohort C

CSU Cohort D

100%

91%

90%

89%

86%

86%

80%

83%

83%

80%

79%

77%

73%

72%

60%

40%

20%

0%

Reading K-8

Math K-8

Science K-8

History K-8

14


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Alternative Pathways for Obtaining a Credential Curriculum Subjects

Pathway with Student Teaching and Daily On-Site Support

Pathway with Intern Teaching and Less On-Site Support

Pathway with Emergency Teaching and Little On-Site Support

90%

88%

85%

85%

84%

84%

83%

82%

82%

82%

82%

80%

78%

75%

75%

75%

74%

73%

71%

70%

65%

60%

Becoming High

Subject-Matter

Teach Diverse

Teach K-8

Teach K-8

School Teachers

Knowledge

Students

Reading

Mathematics

15


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Prepared By Curriculum Subjects

Teacher Education, Evaluation and Assurance

Office of the Chancellor

March 2005

16


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