Institutional Infrastructure To Support Educator Preparation Common Standard 1
Institutional Infrastructure to Support Educator Preparation
1.1 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 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.
The Education Department's mission is derived from the mission of Westmont College, yet uniquely crafted to reflect the preparation of teacher candidates for California public schools and implementing research-based teaching practices aligned with California's standards and frameworks.
- Education Department Mission and Vision Statement
- Mission & Guiding Assumptions - TCP Handbook p.3
- Mission & Vision References
- Westmont College Mission Statement
1.2 The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.
The Education Department works closely with a network of faculty, personnel, and stakeholders that participate in the organization, coordination, and decision-making for the MS & SS Teaching Credential Program. While our annual Partnership List provides an overview of the wide variety of partners and their individual roles, the following table outlines the composition and roles of our primary stakeholder groups:
1.3 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.
The Education Department has developed strong relationships with our local school districts, other college units, and other educational community partners. These collaborations are evidenced in the following policy documents:
- Faculty Involvement in P-12 Settings:
- Faculty Participation with College & Broader Community:
1.4 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.
No additional information is required during the Common Standards submission. Information is available through the Program Review submission.
1.5 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.
No additional information is required during the Common Standards submission. Information is available through the Program Review submission.
1.6 Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.
Westmont College has a strong commitment to diversity. This commitment includes hiring and retention of faculty who represent and support diversity and excellence--a core component of the college’s strategic map and an aim of the Diversity Committee. Members of the college’s executive team and board of trustees report annually on actions taken to meet goals set in the strategic map, with a number of actions related to faculty recruitment and development outlined under Track 4 of the Fall 2023 report. Some highlights include: opening the Carol Houston Center for Biblical Justice and Reconciliation, hiring a Chief Diversity Officer, approval of a Justice, Reconciliation, and Justice (JRD) GE requirement, and providing professional development for faculty on a variety of diversity topics. In collaboration with the institution, the Education Department supports its faculty in engagement with a variety of professional development opportunities which build on their personal experiences and allow them to support diversity and excellence
- Strategic Map D: Become a More Just, Reconciling & Diverse Community
- Strategic Map - Updates from Fall 2023
- Faculty Handbook - Diversity Committee
- Opening of Diversity Center & Hiring of Chief Diversity Officer
- Justice, Reconciliation, and Diversity GE
- JRD Faculty Training 2023 & Sample Resources
- MOSAIX Diversity Training 2022
- Education Department Diversity Professional Development and Experience
During the faculty recruitment process, all applicants are required to submit a diversity statement and candidates on campus visits meet with our newly appointed Chief Diversity Officer. The faculty handbook notes under search procedures that the Provost “will expect departments to develop a pool of applications reflecting diversity of ethnicity and sex” and job descriptions include a statement encouraging applications of diverse faculty candidates. In 2023, department chairs also recently received training by California Lutheran University on attracting and retaining diverse faculty. The college also promotes retention of faculty through a variety of new faculty support systems. These recent efforts in recruitment and retention are reflected in slight increases in faculty diversity and maintain a priority, particularly as the college moves towards designation as a hispanic-serving institution.
- Faculty Handbook - Recruitment/Search Procedures
- Faculty Handbook - Retention and Tenure Policies
- Faculty Job Description
- Faculty Demographic Data
- Faculty of Color Retention Data
- Institutional Supports for New Faculty
- Department Chair Recruitment and Retention Training
1.7 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.
Westmont College and the Education Department maintain high expectations for their faculty. All full-time tenure track faculty are required to hold a doctoral degree, have at least 3 years of P-12 teaching experience, and be credentialed in their area(s) of content expertise. Part-time faculty are required to have at least a master’s degree, at least 3 years of P-12 teaching experience, and be credentialed in their area(s) of content expertise. All faculty must be active participants in P-12 school settings, including those with the diversity and research-based practices expected for our candidates. Faculty are assessed regularly on their alignment with these qualifications and evaluation data is used to make retention decisions.
- Education Faculty Job Description
- Education Supervisor Job Description
- Single Subject Coordinator Job Description
- Multiple Subject Coordinator Job Description
- Education Faculty Qualifications
- Instructor Evaluation Form
- College Supervisor Evaluation Form
- Field-Based Supervisor Evaluation Form
1.8 The education monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.
Due to the small size of our program, all full-time members of the Education Department (including the unit head) are actively involved in the credential recommendation process. More details are provided in the following documents: