Credential Single Subject

Effective

The School of Education demonstrates its effectiveness semester after semester by providing a well-qualified teacher and administrator work force for the North State and beyond, as evidenced by the number of teacher hires, size of administrator cohorts, success of program finishers, and amount of external grant dollars secured.

Preliminary Administrative Services Credential

The first cohort has completed the newly revised Preliminary Administrative Services Credential Program and a new cohort has started in fall 2017. This program provides the foundations of educational leadership necessary to qualify for a Clear California Administrative Services Credential granted through the California Commission on Teacher Credentialing (CTC).

With the preliminary administrative credential completers can serve as an assistant superintendent, principal, assistant principal, supervisor, coordinator, or other equivalent level administrator in California public schools.

2016 Cohort (Complete)

2017 Cohort (Enrolled)

Finishers

In fall 2016-Spring 2017, there were 219 initial credential program completers. 99% of initial credential program candidates successfully passed the summative assessment for their program pathway (PACT, edTPA, or CalTPA). Additionally, there were 36 Masters in Education program completers.

Grants

School of Education grants support students, programs, and school partners. Grants serve to pay students stipends, fund innovative program development and opportunities, and provide professional development for credential candidates, faculty, university supervisors, and teachers throughout the north state.

The School of Education is the recipient of active grants with a total award amount of $12,966,680.00. In 2016-2017 the total fiscal year award amount was $3,239.134.00 with an additional $437,251.00 pending.

Reflective Articles

Dr. Ann Schulte has recently submitted for review two articles on reflective practice. The Links for each are below:

• One Teaching Residency Program Examines Features that Promote "Going Rural" (PDF)
• The Impacts of Preservice Action Research in a Rural Teaching Residency (PDF)

Conceptual Framework

In spring 2017, the School of Education approved a revised conceptual framework (PDF), focused on the core values of Inclusivity, Democracy, Sustainability, Service, and Inquiry.

Better Together

CSU, Chico is one of three Northern California campuses to co-host the conference, in addition to Humboldt State and Simpson University in Redding. Overall, 35 campuses across the state helped host the Summit (including 20 CSU campuses), which is open to all California PreK-12 teachers, teacher candidates, school administrators, and other educators.

Engaged Completers from the RTR and RiSE Programs

• Christa Georgeson (RiSE) and Sharon Huggins (RTR) presented at a Rural Schools Collaborative Summit last summer. Summary of the 2016 Engaged Teacher Corps Conference (PDF)
• Adam Lane (RTR) was voted teacher of the year at his Ukiah middle school in his third year of teaching.
• Sharon Huggins (RTR) was honored at the high school awards assembly with a speech about her significant contributions to the district and to the community in my very first year of teaching. Sharon is on the LCAP committee, the math curriculum adoption committee, ELAC and DELAC, the SBAC and is the tech coordinator for the school. Sharon facilitates the bilingual Adult Ed program for the school, mentored senior projects, interviewed scholarship applicants, presented awards at the high school, and been given a great deal of sincere positive feedback.S he attributes much of her success to the serendipitous choice of enrolling in the RTR program and to the influence of her instructors in that program.

NNER

The School of Education at Chico State is the only California member of the National Network for Educational Renewal (NNER). The organization seeks to "foster school and university partnerships engaged in the simultaneous renewal of schools and the education of those who work in them." Nationwide, the NNER's members include 24 partnership settings, with 44 institutions of higher education and approximately 150 school districts and 700 partner schools.

Student Engagement through Classroom Service

• Through our early service learning courses, 233 students in the Spring 2016 semester completed 10,485 hours of classroom service.
• With the national value of volunteer time set at $23.56, these volunteer hours amount to $247,026.
• Combined for the 2015-16 year, 522 students provided nearly 24,000 service hours at a value of $553,424.