September 1, 1999

Dear Teacher Education Candidate,

The Faculty at California Lutheran University extends its greetings to those new to our teacher education community. We are glad that you are joining us on your professional preparation journey. For more than a third of a century, California Lutheran University has prepared teachers to serve the needs of children in the diverse communities of California. Faculty members and staff, cooperating teachers, field supervisors, and many other members of the wider professional community are committed to helping you become an effective teacher. We are dedicated to assist you in understanding and attaining the highest standards for professional practice.

CLUES, California Lutheran University Education Student’s Program and Portfolio Guidebook is designed to assist your navigation through our individual candidate assessment process. It is our desire to assure you that each teacher candidate experiences the best possible professional training. In addition, it is critical that each candidate demonstrates the attainment of the highest standards of performance set by the professional community.

The CLUES Program Portfolio has two distinct purposes. The first purpose is to assure the coordination and delivery of a quality teacher preparation program. To that end, we have designed portfolio Benchmark assessments to give faculty and candidates feedback during key passages in the program. The second purpose is to empower your participation in an ongoing dialogue about your progress. Working together, we will assist, focus and support your growth as a teacher candidate to prepare the best possible teachers for California’s school children.

This is a guidebook to give you an overview of the benchmark assessment process. Your CLU faculty advisor will address specific questions and concerns as you move through the program. However, it is your responsibility to keep, organize and present the required portfolio documents for the CLUES Benchmarks according to the timeline for your program.

What is the process called portfolio assessment that is…CLUES?

Portfolio assessment is formative assessment. It is a continuous process of monitoring growth. Portfolios are formative assessment when they are used to plan, assess, and reflect upon experiences in learning. Also, portfolios gather information on the performance of a learner over time that is compared to criteria to determine if standards are met.

When components of the portfolio are tied to essential concepts presented in course work, it is expected you will have good evidence to indicate progress. Field logs, observations, and participation fieldnotes will have a cumulative effect, allowing you to demonstrate a record of success in your field placements.

CLUES is a "messy-in-progress" assessment portfolio meant to embrace the complexities of teaching and the complexities of learning to teach. It will provide a stimulus for reflective conversations; it will contain "benchmark" performances that address the California Standards For The Teaching Profession (CSTP), standards for good teaching and, in the end, it will show the different phases of your development.

California Lutheran University’s teacher preparation program is based on a developmental model of professional growth. We seek to promote your growth through four stages of teacher development as you move from a beginner, in the survival and skills stages of practice, to a more mature practitioner, who uses models of strategic teaching and synergistic approaches to professional practice. The California Standards for Teaching Profession are standards designed to challenge fully mature professionals. We have designed experiences that respect both the standards and your personal development toward meeting them.

With the assistance of your advisor, you will determine your readiness for benchmark events. Benchmarks are condensation and evaluation points. The primary purpose of Benchmarks is to predict success at the next phase of your professional development. They are designed to foster interactive discussion between participants and to use evidence to identify areas of strength and areas for growth. If you do not pass a Benchmark, your advisor will assist you in the development of goals for improvement.

As a teacher candidate, we hope that you will see the professional growth opportunities we provide as a bridge to teaching excellence. The CLUES Portfolio Benchmarks Assessment System allows you to develop a portrait of your emerging practice and links your desire for excellence with demonstrations of the skills and capacities necessary to achieve excellence.

Best wishes on this journey,

James Mahler, Ed.D.

Chair, Department of Teacher Education

CLU University Mission Statement

CLU Vision of Educator Preparation and Development

The CLU Model of Educator Preparation

California Standards for the Teaching Profession

Jean Treiman Editor, CLUES Project Developer

• Vision of Educator Preparation and Development

• The CLU Model

• From Survival to Synergy-A Four Stage Model of Development

• California Standards for the Teaching Profession

California Lutheran University is a diverse scholarly community dedicated to excellence in the liberal arts and professional studies. Rooted in the Lutheran tradition of Christian faith, the University encourages critical inquiry into matters of both faith and reason. The mission of the University is to educate leaders for a global society who are strong in character and judgment, confident in their identity and vocation and committed to service and justice.

The mission of California Lutheran University is to educate leaders for a global society who are strong in character and judgment, confident in their identity and vocation, and committed to service and justice.

In accordance with the mission of CLU, the School of Education seeks to develop reflective, principled educators who STRIVE to:

• Serve as mentors and models for moral and ethical leadership
• Think critically to connect theory with practice
• Respect all individuals
• Include and respond to the needs of all learners
• Value diversity
• Empower individuals to participate in educational growth and change

We believe that we have the moral responsibility to lead, guide, and educate the young. Teaching is an honorable vocation that demands a high level of committed service.

We strive to prepare reflective, principled educators who understand the moral purpose and dimension of the educational endeavor. These educators mentor, model, and educate with care, commitment, and purpose. They demonstrate knowledge, skills, character, and ethical perspectives needed for effective leadership and practice in a global society.

We believe that theory and practice are integrally related. Theory both informs and is informed by practice that is researched, examined, and tested in a critical, thoughtful manner.

We strive to prepare reflective, principled educators who clearly understand and articulate their roles and responsibilities as educators, but continue to examine and extend their own practice. They value theory and employ critical, reflective thinking for the purposes of solving problems, making decisions, facilitating change, and producing new knowledge and understandings about their work.

We believe that all individuals have worth and should be treated with dignity and respect.

We strive to prepare reflective, principled educators who care about their students and seek to understand and build on the strengths, understandings, abilities, perspectives, and styles of learning that each individual brings to the educational endeavor.

We believe that all individuals can learn. It is our responsibility to understand students and their needs and to organize meaningful learning opportunities in response to those needs.

We strive to prepare reflective, principled educators who commit to developing, using, and promoting positive growth and development for each individual while respecting and understanding differing contributions of all members of the learning community. These educators commit to service and justice for all.

We believe that diversity brings opportunities to the learning environment. Students bring a rich variety of family backgrounds, languages, cultures, religious beliefs, and learning styles to the classroom and the school community.

We strive to prepare reflective, principled educators who are secure in their own identities, who acknowledge their own predispositions, biases, and limitations, and are open to engage in dialogue and examine ideas that may be new or unfamiliar. They actively incorporate the student’s background and experience into learning opportunities and activities.

We believe in the need to create schools that are purposeful, moral, and successful learning communities.

We strive to prepare reflective, principled educators who enable and equip individuals and communities for renewal, growth, and positive change. They seek self-growth as they clarify their own knowledge, vision, and understanding. They work collectively and through others to transform their schools and their organizations.

We continually strive to put this vision into ACTION through engagement in:

• Active learning
• Collaboration and connections
• Technology supported learning
• Inquiry and critical examination
• Ongoing reflection and development
• Nexus of theory, research and practice

At CLU our primary goal is to assist beginning teachers to acquire the skills necessary to succeed in their first year of teaching and, concurrently, to foster attitudes toward professional growth that will sustain a lifetime of learning. For teacher candidates at California Lutheran University these skills and abilities are defined as the mastery of the Survival and Skills Stages of teacher development and the beginning use of the more holistic stages of teaching involving the use of advanced strategies and synergistic thinking about teaching and learning. *

The School of Education has conceptualized a theoretical framework of teacher development comprised of four sequential stages. This four-stage approach is utilized in course work leading to the basic and advanced credentials. It is the organizing feature to the growth of student teachers. A simplified description of the four stages as follows:

The development of instructional leadership earned by competence and acknowledged as such by the pupil. The development of management techniques by which the teacher handles smoothly the classroom organization for learning and the supportive, but necessary, routine functions for teaching the class as a whole.

Implementation of well written, effective plans. The development of facility with subject matter content and a competency in the use of whole group instruction methods which promote learning for all students.

The development of facility, by the teacher, in the use of many and varied methods which will enhance group and individual learning. These would include, but not be limited to whole group, cooperative learning and individualized instruction.

The development of a functioning, truly holistic learning environment; where in all previously developed competencies focus on the self-fulfillment of all pupils. The teacher becomes an empathic, caring mentor as well as superior instructor exemplifying a true caring for all human beings.

In considering the time necessary for a teacher to grow, develop and move through these states, the theory suggests that the typical student teacher would gain mastery of stages one and two during their practice teaching and begin to use stages three and four. Normally, these later stages require additional teaching experience and in-service development. A key difference distinguishing the first two stages from the last two stages is a shift in focus from self to others.

• Benchmark Reports

• Description of Benchmark Advancement

• Portfolio Contents, Activities, Scoring Criteria, and Rubric
• CLUES Benchmark/Portfolio Assessment System

This listing describes the assessment benchmarks used in the process of obtaining a CLAD/BCLAD teaching credential through the teacher preparation program at California Lutheran University. The sequence of benchmarks provides opportunities for reflective self-evaluation by candidates and careful assessment by the university of the candidate’s competence. With the assistance of the faculty, students are responsible for collecting evidence and demonstrating competence at each step in the program.

Notes:

• BCLAD candidates must pass the Spanish proficiency exam at level III for Benchmark B and level IV for Benchmark D.

• Materials for Benchmark A — Admission to Program are submitted to Graduate Enrollment Services as indicated in the admission packet. Submission of all required items, in a timely way, will facilitate an admission decision. The CLUES Portfolio and Program Guidebook is obtained at the Graduate Enrollment Service office at time of initial admission advisement.
• Benchmarks B through E are submitted to the Teacher Preparation Faculty. Candidates are required to prepare, or modify from their previous version, a portfolio that responds to the appropriate table of contents. Advisors may be consulted to clarify and review entries.

Prior to Program Admission Candidates must complete:

Prior to Advancement to Methods candidates must complete:

EDTP 500

Culture and Diversity in Education ____________

EDTP 502

Psychological Foundations of Education ____________

EDTP 503/EDTP 504

Child Growth and Development/Adolescent Growth

And Development ____________

EDCL 549

First and Second Language Acquisition and Development ____________

*Signed original report must be placed in Candidate’s file.

A condensed descriptive summary of your fieldwork including a clear understanding of what your did, inclusive of fieldwork dates and hours.

Criteria

• A coherent and accurate narrative
• Comprehensive description
• Well written summary

The purpose of assessing your teaching progress on a developmental continuum is to value your accomplishments and to identify needs and concerns. Assessment processes can distill ideas and suggest goals that will allow a focus for continued work. A statement of goals implies a course of action will be taken. It also allows you to share your aspirations with others. A quality assessment of growth and statement of goals includes:

• Assessment is based on multiple sources of evidence and includes supervisor and cooperating teacher’s assessments, final evaluations, as well as candidate’s self-assessment.
• Assessment compares evidence to the criteria on the professional standards continuum.
• Goals reflect assessment and are related to standards, important and realistic.
• Statement is well written

Benchmark presentations give you a chance to develop professional presentation skills. They allow you to synthesize your teaching experience and reflect with others in the educational community. Additionally, it allows you to receive feedback on progress toward program goals. Most importantly, the oral presentation allows your participation in a learning community where scholarship and teaching practice are valued.

• Appears prepared, adheres to time limit
• Voice is clear, modulated, and animated
• Demonstrates good techniques for oral presentation

• Relates ideas that are important, logical in flow
• Listeners are challenged to think about issues
• Conclusions follow from the presentation.

Leadership & Management _____________

EDTP 521/EDTP 531

Reading & Language Arts / Curriculum Design _____________

EDTP 522/EDTP 532

Math & Science / Reading in Content Areas _____________

EDTP 523 / EDTP 533

Introduction to Student Teaching _____________

Not met Partially Met Met Met with High Quality

Standard for Engaging & Supporting all Students in Learning

*Signed original report must be placed in Candidate’s file.

EDTP523 Introduction to Student Teaching- Elementary (3)

• A coherent and accurate narrative
• Comprehensive description that includes dates and times of assignments
• Well written summary

• Description gives outsiders insight into the classroom

• Description is objective, detailed, uses evidence and identifies key sources of information
• Conclusion/summary discusses variables that may influence teaching in this class

• Entry demonstrates growth toward standards that is focused on important concepts/or issue
• Uses evidence that is appropriate for that standard and sufficient to support conclusions
• Entries include plans, activities and reflection on teaching and learning
• Reflective writing is thoughtful, analyzes a problem using evidence and synthesizes
• Principles or statements for future practice are included

The purpose of assessing your teaching progress on a developmental continuum is to value your accomplishments and to identify needs and concerns. Assessment processes can distill ideas and suggest goals that will allow a focus for continued work. A statement of goals implies a course of action will be taken. It also allows you to share your aspirations with others. A quality assessment of growth and statement of goals includes:

• Assessment is based on multiple sources of evidence and includes supervisor and cooperating teacher’s assessments, final evaluations, as well as candidate’s self-assessment
• Assessment compares evidence to the criteria on the professional standards continuum
• Goals reflect assessment and are related to standards, important and realistic
• Statement is well written

This is an "open" entry. You may share any ideas and/or events that you feel are worthwhile learnings from your experiences in California classrooms.

• Appears prepared adheres to time limit
• Voice is clear, modulated, and animated
• Demonstrates good techniques for oral presentation

• Relates ideas that are important, logical in flow
• Listeners are challenged to think about issues
• Conclusions follow from the presentation

Not met Partially Met Met Met with High Quality

Standard for Engaging & Supporting all Students in Learning

*Signed original report must be placed in Candidate’s file.

EDTP 540 Student Teaching in the Elementary Classroom (1-9)

• A coherent and accurate narrative
• Comprehensive description that includes dates and times of assignments
• Well written summary

• Description gives outsiders insight into the classroom

• Description is objective, detailed, uses evidence and identifies key sources of information
• Conclusion/summary discusses variables that may influence teaching in this class

• Entry demonstrates growth toward standards that is focused on important concepts/or issue
• Uses evidence that is appropriate for that standard and sufficient to support conclusions
• Entries include plans, activities and reflection on teaching and learning
• Reflective writing is thoughtful, analyzes a problem using evidence and synthesizes
• Principles or statements for future practice are included

The purpose of assessing your teaching progress on a developmental continuum is to value your accomplishments and to identify needs and concerns. Assessment processes can distill ideas and suggest goals that will allow a focus for continued work. A statement of goals implies a course of action will be taken. It also allows you to share your aspirations with others. A quality assessment of growth and statement of goals includes:

• Assessment is based on multiple sources of evidence and includes supervisor and cooperating teacher’s assessments, final evaluations, as well as candidate’s self-assessment
• Assessment compares evidence to the criteria on the professional standards continuum
• Goals reflect assessment and are related to standards, important and realistic
• Statement is well written

• Appears prepared adheres to time limit
• Voice is clear, modulated, and animated
• Demonstrates good techniques for oral presentation

• Relates ideas that are important, logical in flow
• Listeners are challenged to think about issues
• Conclusions follow from the presentation

Candidate’s Name ______________________________________ Date ___________________

EDGN 510

Action Research Methods for Practitioners _______________

EDGN 554

Educational Measurement _______________

EDTP 599C

Classroom Based Inquiry Project _______________

Presented ________________________________________________________________

Date Audience

Student Signature Date

Approved for Master of Science in Education: _____________________________________________

Chair, Department of Education Date

*Signed original report must be placed in Candidate’s file.

*Thank you to all who participated in last years work and to those who shared critique. We are assured that our Teacher Preparation Program is more effective and meaningful as we chart this new course.

• State population, demographics
• Political environment/mood of the voters
• New laws that impact schools
• Key state reforms in education

• Social status
• Economic/types of businesses and professions
• Geographic
• Political description
• What is the relationship between the school and the community? (Uses local park etc.)
• Community resources available to schools (e.g. Museums, speakers, libraries)

• Number of students served in the district.
• Type of District: Unified, Elementary only, K-8
• Configuration of schools in the district: Types of schools and programs
• Brief history of the district
• Other information about the District.

• Number of students served, languages spoken, language instruction type
• Number of staff and types: Certificated, non-certificated, counselor’s etc.
• Type of school: Traditional, Magnet...etc.
• Configuration of classes: Multi graded, combination classes, departments, programs
• Mission statement and school wide regulations
• What are the Principal’s special goals and concerns for the school this year?
• Where do students come from that attend the school?
• Family participation in school activities
• Other interesting characteristics about this school

• Number of students
• Males___Females____Ethnicities____Languages spoken in home______
• Exceptional students________
• Grades or level/s taught

• Resources to assist teacher: Aides, room assistants, pull out programs
• Assessment of English language proficiency of various students
• Grouping strategies used: e.g. 3 reading groups based on reading level etc.,
• Teacher’s views and concerns about learners and instruction in this class
• Classroom rules, procedures, schedules, such as homework, etc.
• How do families participate in the classroom work and planning?
• Class pictures/diagrams of environment
• Resources available to assist the teacher and children with learning

NAME __________________________________________________DATE______________________

(Specific to this event is who, what, when, where, e.g., grade level, student grouping…)

(Personal log, observations/comments by peers, Master Teacher, Supervisor, students, others. Samples of student work, pictures, diagrams, lesson plans, worksheets, letters, etceteras.)