Redesigning a Secondary Teacher

Preparation
Program for a Changing World
California State University San Marcos
Pat Stall pstall@csusm.edu
Anne Ren Elsbree aelsbree@csusm.edu
Annette Daoud adaoud@csusm.edu

Social Justice and Equity: Collaboratively

transforming public education

Coursewor
k

Community
Collaborati
on

Clinical
Practice

Social
Justice
and
Equity

Disposition
s and TPEs

Faculty
Collaborati
on

Theoretical Perspectives
(NCATE) 2010 report, Transforming Teacher
Education Through Clinical Practice: A National
Strategy to Prepare Effective Teachers, calls for
turning teacher preparation upside down.
NCATE and the American Association of Colleges
for Teacher Education (AACTE) among others
(Bransford, et. al, 2005; Levine, 2010) refer to
examples from the medical profession for
clinically focused preparation.

Theoretical Perspectives for

Clinical Practice
Lee Shulmans Table of Learning (2003)
Engagement and Motivation
Knowledge and Understanding
Performance and Action
Reflection and Critique
Judgment and Design
Commitment and Identity

Theoretical Perspectives on
Digital Age Teachers and Learners

- Motivation by autonomy, mastery, and purpose

(Pink, 2011)
- Net Generation values of freedom, collaboration
and innovation (Tapscott, 2009)

Theoretical Perspectives on
Social Justice
Academic and social performance of all students is
enhanced when culturally relevant pedagogy is
based on academic achievement, cultural
competence, and sociopolitical consciousness
(Ladson-Billings, 2001 & 1994).
Teacher educators take must take responsibility to
extend candidates awareness of the aspects of
decision making and professional judgment and
actions through the practice of self assessment and
reflection Diez, 2007, p. 391-392)

Clinical Practice
Placements at school sites with diverse
student populations
Focus on clinical practice course
assignments / activities to support
candidates teaching
Co-teaching candidate placements
Coursework

Community
Collaborati
on

Clinical
Practice

Social
Justice
and
Equity

Disposition
s and TPEs

Faculty
Collaboraiti
on

Community Collaboration

Guest Speakers: Graduates of Program,

Former Gang Members, Homeless Youth,
Foster Care Students, Gay Straight Alliance,
Mini Corp Students, Career Center, Education
Technology Leader, Principal Panel
Partnership districts
collaborative efforts funded by grants
Social
(federal, Distinguished
Justice
and
Teacher in Residence)
Equity
Coursewor
k

Community
Collaboration

Clinical
Practice

Dispositio
ns and
TPEs

Faculty
Collaborati
on

Coursework
Strategies to get to know students (Name Stories,
Interest Maps, Student Surveys and Case Study)
Simulations (Joseph the Invisible Student, Parent
Teacher Conferences, SST & IEP Meetings)
Lessons and unit designed with differentiation for 5
different students based on the students profile/case
study including English learners and students with
special needs
Identifying and creating a social justice action plan to
address an identified injustice
Integrated Thematic Units including social justice
action plans, service learning and social media

Dispositions and Teaching Performance

Expectations (TPEs)

Professional Disposition on Social Justice

appreciate differences & advocate for
marginalized students
Teacher Performance Expectations (TPEs)
focused on English learners, students
with special needs and
Social
Justice
addressing issues of social
and
Equity
justice and equity

Coursewor
k

Community
Collaboratio
n

Clinical
Practice

Dispositio
ns and
TPEs

Faculty
Collaborati
on

Faculty Collaboration

Professional Learning Community (PLC) with

local high school district focused on English
learners
Weekly faculty collaborative planning of core
courses in the program
Faculty modeling co-teaching
Coursework

Community
Collaboratio
n

Clinical
Practice

Social
Justice
and
Equity

Disposition
s and TPEs

Faculty
Collaboratio
n

Overview of the Study

This study highlights an action research study that

describes how a secondary teacher education
program changed to more effectively connects
practice and research with a specific focus clinical
practice and teaching digital age learners. In the
redesigned program, we place social justice and
equity at the center of our work which is
evidenced in activities and assignments in all
courses offered in the program.
Previous model 8 weeks of coursework (3 days a
week) followed by 8 weeks in clinical practice
Current model 16 weeks in coursework (1 day a
week) concurrent with 16 weeks of concurrent

Social Justice and Equity Action Plans

Candidates identify an issue, reflect upon the

problem and create an action plan to address it
(Wink, 2011). At the end of the fall 2012
semester, candidates created action plans
focused on the following issues:
28% providing students with tutoring (after
school / lunch)
26% - culturally and socially relevant curriculum
development
9% - created or provided electronic resources for
students

Coursework Supporting Clinical Practice

On a survey administered at the end of the fall

2012 semester (Semester 1 of the redesign),
candidates were asked to indicate which elements
of their coursework supported their experiences in
clinical practice.
83% - lesson planning
85% - differentiating instruction for English
learners
68% - differentiating instruction for students with
special needs
77% - address issues of social justice and
educational equity

Digital Age Learners

On the survey administered at the end of the fall

2012 semester, candidates were also asked about
their use of technology as part of their instruction
(clinical practice placements). It should be noted that
candidates may be limited in the technology they use
due to varied access and availability of technology at
their school sites.
77% - PowerPoint
57% - document cameras
43% - class website
32% - iPads
25% - smart phones

Technology Infusion: Project

Speak Up Survey
In your teaching methods courses, which
technology tools or techniques are you learning to
use? (check all that apply)
Tool

CSUSM

Nation
al

Creating a website to manage my classroom

62%

44%

Creating blogs or wikis

69

41

Integrating students mobile devices into

instruction

51

19

Managing a class using a learning management

system

31

14

Using social media to facilitate collaboration

between st.

44

25

Technology used to prepare for

teaching
In the past year, which of these things have you
done on your own (not professor directed, not
homework) to help you prepare to teach? (check all
that apply)
Tool

CSUS
M

Nation
al

Found experts online who could answer my

questions

45%

20%

Posted to a blog or wiki

37

21

Provided online support to my peers

39

29

Started a wiki or blog to share my ideas and

connect with others

26

10

Tutored other students who needed help

34

24

Used a mobile application to help me with my selforganization

32

22

Conclusions/Implications
The redesign of the program with a focus on
social justice, clinical practice and teaching
digital age learners allows the teacher
candidates to constantly act upon their learning
(Shulman, 2003).
In the redesigned program, candidates
are able to engage more
productively in recursive practice
Social
Justice
which involves a cycle of planning,
and
Equity
teaching and reflection.
Coursework

Community
Collaboratio
n

Clinical
Practice

Disposition
s and TPEs

Faculty
Collaboratio
n