Education Accreditation 2018 Common Standards

Institutional Infrastructure to Support Educator Preparation

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs.  Within this overall infrastructure:

About Westmont College

Institutional Learning Outcomes

Westmont College Catalog:  Education Program

Westmont College Catalog:  Liberal Studies Program

Westmont WASC Self-Study 2015-16

WASC Letter of Accreditation following Site Visit (2016)

Basic statistics about the size and constituency of the Westmont MS and SS Credential Programs (by percentage)

Basic statistics about the size and constituency of the Westmont MS and SS Credential Programs (by raw numbers)

 

The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks. 

Mission and Vision Statement (500-word statement)

Mission and Guiding Assumptions of the Department of Education (Statement from Teacher Credential Handbook on which the much shorter Vision Statement, above, is based)

Research Base underlying the Five-Hundred Word Vision Statement

 

The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.

How Stakeholders are Involved in Westmont College’s Education Program

Teacher/Principal Advisory Board Membership Roster

Teacher/Principal Advisory Board Agendas (Fall 2017, 2016, 2015, 2014)

 

Teacher/Principal Advisory Board Minutes (Fall 2017, 2016, 2015, 2014)

 

The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

Memos of Understanding with Local School Districts: Carpinteria, Goleta, Hope, Santa Barbara

Expectations for Faculty Activity in schools

Examples of Faculty Involvement

Evidence of how Department of Education works with Other Westmont Academic Departments

Course Evaluation of Faculty by Students: Generic form for entire college

 

The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/instruction, field based supervision and clinical experiences. 

Annual Budget: Department of Education

Evidence of Library Resources and Collaboration with Librarians (Extract from Department of Education Six-Year Report to the WC Program Review Committee)

 

The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

Westmont College Organizational Chart

Job Description:  Westmont College Chairs in general

Job Description: Westmont College Education Department Chair

Annual Calendar: Westmont College Chairs

Job Description: Single Subject Program Coordinator

Job Description: Multiple Program Coordinator

 

Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.

Faculty Background in Diversity

Diverse Role Models

Annual Diversity Report from Department to WC Administration, 2014-15

Annual Diversity Report from Department to WC Administration, 2015-16

Institutional Efforts to Diversify the Faculty and Campus

Experience of Diversity at Westmont, Including Faculty of Color

Evidence of Whole-Campus Efforts toward Diversity: Alumni & Parent Relations Offfice Letter

Evidence of Whole-Campus Efforts toward Diversity: Campus Focus 2016-17

Faculty Handbook: Retention and Tenure

Efforts to Support New Faculty

Recruiting Ad for Full-time Faculty

Sample of More Recent Ad for Westmont Faculty Outside the Department of Education-2015

Efforts to hire part-time faculty of color: Fall 2016

 

The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences.  Qualifications of faculty and other instructional personnel must include, but are not limited to:  a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

Full-time Faculty:

Part-time faculty:

Faculty Background in Diversity

Candidates' Exposure to GLBT Issues

The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

Description of Credential Monitoring Process

Pre-Recommendation Checklist

Candidate Recruitment and Support

Candidates are recruited and supported in all educator preparation programs to ensure their success.

Recruitment Narrative

Support for Candidates

Recruiting Flyer for on-campus purposes

Recruiting email for Westmont Faculty

 

The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

Westmont College Catalog:  Education Program

Form Soliciting Information from Faculty

Application Form: MS & SS Credential Program

Chart with aggregate data used in admission process

 

The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

Westmont Intercultural Program & Organizations

Recruitment and support of diverse candidates

Basic statistics about the size and constituency of the Westmont MS and SS Credential Programs (by percentage)

Basic statistics about the size and constituency of the Westmont MS and SS Credential Programs (by raw numbers)

Diverse Role Models

Promotional Material that highlights alumni of color

Demographic data for Westmont students as a whole

Graduation rates by ethnicity: Westmont as a whole (Much additional data on student body available by request, or through this Westmont College webpage.)

 

Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

Appropriate information and available personnel

Education Program Assistant Job Description

Teacher Credential Program Handbook

Advising Sheet: Liberal Studies

Milestones for Liberal Studies Majors

Sample Plan: Liberal Studies

Sample Single Subject Plan: English (Sample Plans in other areas available on site or upon request)

Stepping Stones toward a credential

Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

Support for Candidates

Course of Study, Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of coursework and clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards. 

Planned Sequence of Coursework and Clinical Experience

Planned Sequence of Clinical Experience

Draft - Clinical Experience Hours (To be implemented in revised form, 2017-18)

 

The unit and its programs offer a high-quality course of study focused on the knowledge and skills expected of beginning educators and grounded in current research on effective practice.  Coursework is integrated closely with field experiences to provide candidates with a cohesive and comprehensive program that allows candidates to learn, practice, and demonstrate competencies required of the credential they seek. 

A high-quality course of study...

 

The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

Memos of Understanding with Local School Districts: Carpinteria, Goleta, Hope, Santa Barbara

Criteria for Cooperating Teacher

Process for Selecting Cooperating Teacher

 

Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

Sites used for fieldwork : Demographic Data (scroll to end)

 

Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential. 

Sample Form : Criteria for Cooperating Teacher

Process for Selecting Cooperating Teacher

Site-based supervisors (A brief clarification on criteria for Cooperating Teachers for SS Program)

 

The process and criteria result in the selection of site-based supervisors who   provide effective and knowledgeable support for candidates.

Student Teacher Evaluations of Cooperating Teacher--Multiple Subject: 2016-2014

Student Teacher Evaluations of Cooperating Teacher--Single Subject: 2016-2014

 

Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

Draft - 10 Hours of Cooperating Teacher Training (To be implemented in revised form, 2017-18)

Orientation of Cooperating Teachers : Sample Fall 2016: Multiple Subject

Orientation of Cooperating Teachers : Sample Fall 2016: Single Subject

Student Teacher Evaluations of Cooperating Teacher--Multiple Subject: 2016-2014

Student Teacher Evaluations of Cooperating Teacher--Single Subject: 2016-2014

 

All programs effectively implement and evaluate fieldwork and clinical practice.

Evaluation of Fieldwork

Form used for evaluating pre-professional (ED 100/101) and Early Field Experience

Form used for evaluating full-time student teaching (ED 190/191)

Multiple Subject Student Teaching Observation Log Spring 2016

Single Subject Student Teaching Observation Log Spring 2014

 

For each program the unit offers, candidates have significant experience in school settings where the curriculum aligns with California’s adopted content standards and frameworks, and the school reflects the diversity of California’s student and the opportunity to work with the range of students identified in the program standards.

Sites used for fieldwork : Demographic Data (scroll to end)

Continuous Improvement

The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

Assessment Data Flow Chart - Part I

Assessment Data Flow Chart - Part II

Department of Education Six Year Report to the Program Review Committee (2015)

Recent examples of using assessment data in the interest of program improvement

 

The education unit and its programs regularly assess their effectiveness in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates.

 

[See below, under "The continuous improvement process..]

 

Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services.

 

[See below, under "The continuous improvement process...]

 

The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; and 2) feedback from key stakeholders such as employers and community partners about the quality of the preparation.

 

In almost every case below, there is more data available than what is posted. in the Technical Assistance meetings, and in discussion with CTC Consultants, however, it has been emphasized that it is the past two-to-three years of data that is chiefly of interest to reviewers at this time. Much more data available upon request, or at the time of the Site Visit.

 

Data related to full-time (Spring Semester) student teaching:

Data related to Examinations and Formal Mandated Assessments:

Data related to Surveys and Interviews:

Data related to Field Experience prior to Full-time Student Teaching:

Biennial Reports:

 

Program Impact

The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessments indicate that candidates meet the Commission adopted competency requirements as specified in the program standards. 

The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.

 

Sample Letters Testifying to Impact of Westmont Credential Program

Solicited responses from Credent Program Alumni

Selected Awards

Miscellaneous evidence of Program Impact: