Program ReviewDepartment of Education

May 17, 2010

Coastline’s Department of Education:

Includes three components: TEACh3, Expert Learner, DL Prep

Expert Learner and the DL Prep classes -- not currently being offered

TEACh3, --largest component, only active component at this time

Expert learning classes (Education 120 and 121) not offered since Spring 2009

Classes to prepare students for success in distance learning (Education 107 and 108) last scheduled in Fall 2008

What is TEACh3?

Coast Community College District transfer program for teacher education

Open to Coastline, Golden West, and Orange Coast students

Target Audience:

Teacher credential candidates / transfer pathway

ECE/ child development permit candidates

Tutors, home schooling parents

Parents, students thinking about teaching as a career; career changers

Paraprofessionals

Teachers seeking to add authorizations to an existing credential

Private school personnel seeking to fulfill specific licensing requirements

History

Began at Coastline in January 2001

Funded by TRDP until around 2004

Coastline the designated Distance Learning Provider for Education Courses

History

Direct response to frustrating state of affairs with teacher education in California:

Gaps in course /program availability

Scarcity of programs designed to accommodate needs of future teachers requiring non-traditional course scheduling

Constant changes in requirements with retroactive compliance regulations

Disarray due to ever changing requirements which lead to advising misinformation

Description of the Program

Goals of Coastline’s TEACh3 program have evolved to:

Encourage students to pursue a career in teaching

Develop and expand program partnerships with CSU and other four-year teacher education programs

Provide an organized framework for students following various pathways to teaching.

Ensure availability of state of the art online course offerings in teacher education with seamless articulation

Offer early fieldwork opportunities

Provide adequate support for coordination and development

The Lucky 7CCC, GWC, OCC

El Camino, Cerritos, Long Beach City, Cypress

Guaranteed Admissions Agreement/ MOU

With new impacted status at CSULB for liberal studies and enrollment management…..stay tuned!

CSULB Connection/ ITEP, Track I http://www.teach3.org

Certificate of AccomplishmentEducational Studies

Prize Along the Way

Certificate: Prize Along the Way

2005-06 2006-07 2007-08 2008-09 2009 (Fall)0

1

2

3

4

5

6

7

7

3

5

3 3

Certificates

CSULB, CSUFCCC Liberal Studies/

Teaching Specialization AA Degree

Chico/Sac State Liberal Studies Online

Paraprofessional/ Teacher Aides pay raise

Enrollment/ FTES Overview

FTES -- a barometer to estimate

Do not represent a complete picture

Many teacher prep students taking various GE and other courses required for their teacher preparation transfer pathway --not included and counted as benchmark education classes.

TEACh3 is a District program--many of our students take some classes with CCC, but their education classes face-to-face at GWC and/or OCC. Thus, the FTES generated by these students and the courses they take are not reflected in charts prepared for Program Review.

FTES

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

Summer

10.56 11.246

12.445

10.972

14.571

15.773

11.8

Fall

19.371

21.017

11.555

10.714

15.211

17.677

20.707

Spring

21.22 16.90 12.07 15.67 20.36 22.02 22.27

5

15

25

35

45

5551.15 49.17

36.0737.35

50.1555.47 54.78

TEACh3Including Education, Chem-

istry, and Math Teacher Prep Classes

FTES

✔FTES from Spring 2005 to Spring 2010 up 84.5%  

✔From Fall 2005-06 to Fall 2009, up 79.2%✔FTES increased 39.9 % from 2005-06, 53.78% from 2005 to 2008-09, and 51.87% to 2009-10 Decrease in FTES (total) in 2005-06 and 2006-07 coincided with Coastline budget uncertainties and administration changes at the very same time enrollment trends for teacher preparation programs throughout the state were in decline as well.

It Would Be Reasonable to Hypothesize :

Increase in FTES following the 2005-06 and 2006-07 school years can be attributed to :

1. New stability and consistency brought to TEACH3 with appointment of Vince Rodriguez as Dean in charge of TEACh3

2. Implementation of the recommendations from previous program review re coordination of the program

3. Factors related to new enrollment management policies at the CSUs and UCs (where students can no longer get their classes and thus are seeking out the community colleges) 

2005-2008: Eighteen students have transferred from Coastline to the Cal State Long Beach ITEP. That figure is in itself--misleading and under represents the extent of Coastline’s teacher education transfer numbers. An additional 31 students, who transferred from Golden West or Orange Coast, took one or more of their teacher preparation courses at Coastline.

Transfers Taking 1 or More Classes at CCC

Coastline Transfers

Golden West Transfers

Orange Coast Transfers

0 5 10 15 20 25 30 35 40 45 50

18

18

34

42

19 12

CSULB ITEP Transfers

CCCGWCOCC

Faculty Survey Results/SLO’s

Faculty survey results: 87% faculty members in the program have identified expected course-level student learning outcomes-

Their course outlines are up to date-

They use results from student learning outcomes assessment to modify their instruction-

Use a wide variety of assessment methods : most frequently used by faculty include objective tests, participation, skill demonstration, individual projects, and written assignments.

Course Level Outcomes: Instructors in six of the TEACh3 education classes that were offered in Fall 2009 reported student learning outcomes for that semester:

Chem 105

For the Teacher Prep chemistry course (Chemistry 105) the instructor reported :

100% of the students achieved the expected learning outcome at an acceptable level of proficiency.

Instructor noted : need for increased communication with students, though email and discussion boards

He also suggested that the program investigate the cost of lab materials and devise a way to reduce costs by allowing students to work in groups and/or to share lab materials.

Educ 103, 104, Math 103

In Education 103 and 104, 92% of the students achieved the expected outcome; instructor has identified the need for increased email communication with students to help keep them on target and focused on specific aspects of assignments.

Student learning outcomes were assessed and reported in one of the two teacher prep math courses (statistics) offered in Fall 2009.

Math 103-- the instructor found that 63% of the student successfully achieved the expected outcome,

25% partially achieved the outcome.

Instructor noted that to improve outcomes: additional time needs to be devoted to the area of probability, as this was the most problematic area for students.

Education 200, 180Education 180: 90% of

students achieved the first of three expected outcomes;

70% achieved the remaining two expected outcomes in full

20% partially achieved those two outcomes.

Education 200: --three expected course outcomes:

93% achieved the first two

79% fully satisfying the third outcome

14% partially satisfied 3rd outcome

Progress on Prior Goals

Program Review conducted in 2004-05 -divided recommendations and goals into two categories:

“non-TEACh3” education courses (the expert learner courses)

TEACh3

Self-Review Recommendations and Goals for TEACh3 from 2004-05

1. Decision regarding future operation and appropriate funding / coordination

✔ Continues to be “open” 12 months a year.; responsibility kept in DL/Instruction, some specialized program advisement/counseling hours from Student Services.

Self-Review Recommendations and Goals for TEACh3 from 2004-05

2. E-counseling/advising in TEACh3 should be reinstated / part of the job= e-advising/ counseling students from remote locations throughout the week …sounds like Dick Chaney…

✔ Specialized e-counseling/e-advising via TEACh3 Coordinator/Counselor reinstated

Due to limitation on hours, TEACh3 students see generalist counselors for written education plans, but work with the coordinator/counselor on course selection, credential program possibilities, changes in requirements

e-advising/counseling available to students year around, especially when need is greatest during semester break and summer months.

Self-Review Recommendations and Goals for TEACh3 from 2004-05

3. Continue TEACh3 District Partnership? College can examine a recommendation from OCC”S prior program review : a district position for coordination/teaching

Hours have been allotted for coordination and specialized TEACh3 counseling; included : curriculum development and alignment

“District” position does not seem feasible at this time; District partnership continues; designation as the District designated DL provider for education TEACh3 classes continues

Goals for TEACh3 from 2004-05

Assure stability in the day-to-day coordination of TEACh3 at CoastlineSince 2005-2006 regular funding according to the agreed

upon framework = stabilizing the program by providing continuity of program coordination from semester to semester, year to year.

Pursue support for specialized counseling to lessen the burden on generalist counselors and improve student serviceStudent Services has funded TEACh3 counseling hours

since 2005, ranging from 1 LHE to, most recently, 1.5 LHE each semester, including needed hours during the summer and semester break.

Goals for TEACh3 from 2004-05

Complete the matrix of student learning outcomes for courses and the programExpected student learning outcomes have been

documented in the program’s course outlines (approved by the Curriculum Committee in April, 2009)

Curriculum content -- updated regularly to ensure alignment with state and university standards.

The certificate program identifies expected student learning outcomes.

Goals for TEACh3 from 2004-05

Establish a tracking system in conjunction with an online applicationA work in progress With limited hours and an influx of students,

additional work on a tracking system and online application became a secondary priority.

Major goal for the next few years.

TRACKING

Steering Committee Recommendations 04-05: Re Coordination

To maximize time and resources we continue to utilize a (modified) one-stop coordinator/counselor/curriculum person

From an economic standpoint assures program stability and continuity by allowing an efficient use of resources

Maximizes amount of time that can be devoted to program coordination and development, curriculum alignment, meeting students' needs.

Steering Committee Recommendation: Awareness, Guaranteed admissions

www.teachcalifornia.org

The Lucky Seven

Partnerships http://www.nacctep.org

http://www.coastline.edu/departments/page.cfm?LinkID=64

http://www.coastline.edu/departments/page.cfm?LinkID=872

Outreach: ✔Play in the Snow at

Coastline College Fair

and Open House,

Dec. 12

New Five-Year Goals1. Establish a tracking

system in conjunction with an online application so that the program staff can more easily identify and follow up with applicants and continuing students.

The system needs to include a definitive method for determining who is considered a TEACh3 student:

Those who self-apply?

Those who take specific classes?

Those who contact the TEACh3 office and/or Counseling Office?

New Goals, continued

Identify and implement plan for assessing program-level learning outcomes for TEACh3, the Educational Studies Certificate, and Liberal Studies/teaching degree.

Increase faculty awareness of the availability of professional development funds and encourage TEACh3 faculty to attend teacher education conferences.

New Goals, continued

Ensure stability in the day-to-day coordination of TEACh3 at Coastline by continuing, at minimum, the support level currently in place. minimum required for sustainability.

Investigate opportunities to expand the Educational classes and certificates to address the need for college and high school teachers to be trained in effective teaching of distance learning classes.

The Most Valuable Resource:

The dedicated, qualified, and caring people who teach classes in the program : for the most part from the ranks of the dedicated “part-timers.”

(lost parity= pay cuts, plus no benefits, extra demands) but still exemplify:

Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students”.