Common Standards

Program Response to the Preliminary Administrative Services Credential Common Standards Submission Requirements Contra Costa County Office of Education
Common Standards Required Documentation Evidence
Standard 1 –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:
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. Provide Vision Statement, and a Brief description (not to exceed 500 words) of the research-base for vision and how it is consistent with preparing educators. Links to institution’s website, handbooks, or other supporting materials may also be included. Do not link to the actual research literature. PASC Program Vision and Mission
CCCOE TIP Vision Statement
CCCOE Vision and Mission
CCCOE PASC Handbook
19-
20 CCCOE TIP Handbook
Administrative Leadership Program Website
PASC Program Website

CCCOE TIP Website
CCCOE Website

Narrative description of research base for PASC vision and mission
D
escription of research-base for CCCOE TIP vision

The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs. Table denoting activities in which stakeholders are involved in organization, coordination and decision making and the stakeholders (name/role and affiliation) that are in regular attendance. CCCOE Ed Services Organizational Chart
CCCOE Organizational Chart
TIP Organizational Chart
PASC Staff and Faculty Chart
PASC Stakeholder Involvement, Program Plan,Timeline At A Glance
TIP Stakeholder Involvement Table

Roles and Responsibilities:

PASC Program Coordinator Roles and Responsibilities
Faculty Advisor Responsibilities
Site/District Fieldwork Supervisor
PASC Leadership Team
PASC Advisory Team
Partnership Responsibilities
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. Published policy documents ( for example faculty handbooks, retention and tenure policies, contracts, MOUs, agendas) ensuring 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. CCCOE Policy Documents:

CCCOE Personnel Policies
Additional Policy Documents
CCCOE PASC Handbook
19-20 CCCOE TIP Handbook
PASC Leadership Team
CCCOE Newsletter
PASC Stakeholder Involvement, Program Plan,Timeline At A Glance (which includes recruitment timeline)
PASC Partnership Responsibilities
Letter of Assurance - National University Partnership

Sample TIP MOU 19-20
TIP Leadership Team Responsibili
ties

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 Program Review submission. Information is available through Program Review submission.
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 Program Review submission. Information is available through Program Review submission.
Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence. Documentation (most recent 2 years) pertaining to recruitment and faculty development activities including strategies that assist faculty in supporting diversity. CCCOE Diversity and Non-Discrimination Personnel Policies
PASC Faculty Recruitment Statement
PASC Stakeholder Involvement, Program Plan,Timeline At A Glance (showing recruitment schedule)

Job Descriptions:


PASC Program Coordinator Roles and Responsibilities
Faculty Job Description
PASC Faculty Posting
Site/District Fieldwork Supervisor
Faculty Advisor Responsibilities

CCCOE Professional Development Opportunities:

CCCOE Communications with PD Information
19-20 TIP PD Opportunities
Mentor Diverse Learners PD
EPOCH Diversity and Equity Train
ings
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. Copy of instructor, professional development, and field-based supervisor blank evaluation forms.
Copy of job descriptions for faculty and other instructional personnel, which include qualifications that are required.
(Vitae are not required because already submitted in Program Review)
Faculty Job Description
PASC Faculty Posting

Role and Responsibilities:

PASC Program Coordinator Roles and Responsibilities
TIP Program Coordinator Responsibilities
Faculty Advisor Responsibilities
Site/District Fieldwork Supervisor
PASC Leadership Team
PASC Advisory Team
CCCOE PASC End of Program Survey Sample
CCCOE TIP Mentor Selection Criteria
19-20 TIP Interview Questions
17-19 TIP PT End of Year Survey Comparison Data


The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements. Brief description of monitoring practice (not to exceed 200 words) CCCOE PASC Description of Credential Monitoring Practice
CCCOE TIP Description of Monitoring Practice

Standard 2 – Candidate Recruitment and Support
Candidates are recruited and supported in all educator preparation programs to ensure their success.
The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications. Links to the admittance requirements for each program. CCCOE PASC Handbook
PASC Admissions Requirements
TIP Teacher Eligibility Criteria


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. Recruitment materials (including link to website).
Brief Description (not to exceed 500 words) and supporting evidence of candidate advisement and assistance.
List of personnel positions assigned to supporting, advising, and placing candidates.
CCCOE PASC Website
CCCOE TIP Website
PASC Stakeholder Involvement, Program Plan,Timeline At A Glance

Candidate Recruitment and Program Completion Monitoring

CCCOE TIP Description of Advisement and Assistance

CCCOE TIP Program Contact List Matrix

CCCOE TIP Instructional Personnel Tab
le




Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission
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. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission
Standard 3 – Course of Study, Fieldwork and Clinical Practice
The unit designs and implements a planned sequence of 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. 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.
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. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
Site-based supervisors must be certified and experienced in teaching the specified contentor performing the services authorized by the credential. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
The process and criteria result in the selectionof site-based supervisors who provide effective and knowledgeable support for candidates. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
All programs effectively implement and evaluate fieldwork and clinical practice. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
For each program the unit offers, candidates have significant experience in California public schools with diverse student populations and the opportunity to work with the range of students identified in the program standards. No additional information is required during the Common Standards submission.
Information is available through Program Review submission.
Information is available through Program Review submission.
Standard 4 – 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.
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. effectiveness and makes appropriate modifications based on findings. Graphic depiction of the unit assessment system including the roles of responsibilities of personnel in the unit and programs.
Annotated list of data sources included in the assessment cycle, including those submitted in annual data reporting and those that are not. Multi- year unit assessment cycle schedule specifying the unit assessment activities; when they occur, and who is responsible for collecting, analyzing, and determining modifications.
Annual data submission, analysis, and feedback (located in data warehouse, does not require resubmission) will be reviewed.
Survey Data including CTC sponsored surveys as well as local survey data and/or exit interview data as appropriate.
CCCOE PASC Annotated List of Data Sources
CCCOE PASC Graphic Depiction of Assessment Timeline
CCCOE TIP Graphic Depiction of Unit
CCCOE TIP Annotated List of Data Sources
TIP Timeline and Responsible Parties
CCCOE PASC Assessment Roles and Responsibilities
TIP Assessment Roles and Responsibilities
TIP Timeline and Responsible Parties
CCCOE PASC End of Program Survey Sample
18-19 CTC CCCOE TIP Completer Survey
17-19 TIP PT End of Year Survey Comparison
17-19 CCCOE Mentor End of Year Survey Comparison Data
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. CCCOE PASC Annotated List of Data Sources
CCCOE TIP Annotated List of Data Sources
CCCOE PASC Graphic Depiction of Assessment Timeline
CCCOE TIP Graphic Depiction of Assessment Timeline

CCCOE PASC End of Program Survey Sample
CCCOE TIP Multi-Year Unit Assessment Cycle
PASC Fieldwork Experience Log

Comparative TIP Survey Data:


16-19 PT Mid-Year Survey Data Comparison

16-19 Mentor Mid-Year Survey Data Comparison
17-19 CCCOE Mentor End of Year Survey Comparison Data
17-19 TIP PT End of Year Survey Comparison
18-19 CTC CCCOE TIP Completer Survey

Sample TIP Mentor Activity Log


Professional Learning Evaluation:


18-19 CCCOE TIP Sample Mentor Seminar Evaluations

19-20 CCCOE TIP Sample Leadership Team Feedback
18-19 CCCOE TIP Sample PD Evaluations
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. CCCOE PASC Graphic Depiction of Assessment Timeline
with Roles and Responsibilities

CCCOE TIP Graphic Depiction of Unit with Roles and Responsibilities
CCCOE PASC Assessment Roles and Responsibilities

TIP Stakeholder Assessment Involvement Table
CCCOE PASC Annotated List of Data Sources
TIP Timeline and Responsible Parties
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. CCCOE PASC Annotated List of Data Sources
CCCOE TIP Annotated List of Data Sources

Standard 5 – 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. Bullet 1: No additional information is required during the Common Standards submission. Information is available through Program Review submission. Information is available through Program Review submission.
The unit and its programs demonstrate that they are having a positive impact on teaching and learning in schools that serve California’s students. Bullet 2: Description of how the institution knows that its programs have a positive impact with link to evidence that corroborates its claim. CCCOE TIP Description and Evidence of Positive Impact

Evidence of Impact:

17-19 State Completer Survey Impact Data
17-19 CCCOE Mentor End of Year Survey Comparison Data
17-19 TIP PT End of Year Survey Comparison
18-19 Qualitative Data on Program Impact
Website by SchoolMessenger Presence. © 2022 Intrado Corporation. All rights reserved.