Teacher Education Initiatives
California Alliance for Teacher Preparation Partnerships
CSU and Long Beach Unified School District are playing the lead roles for California and working with a range of partners in launching the California Alliance for Teacher Preparation Partnerships. The State Alliance emanated from the National Council for Accreditation of Teacher Education (NCATE) seminal report, Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers. Clinical preparation is best understood through a medical training analogy. It is undertaken by a university in collaboration with a school district and carried out at a specially designated “clinical” school site. Teacher candidates connect knowledge and skills they are learning with the challenges of using them, blending academic and practitioner knowledge as they learn by doing. The California Alliance for Teacher Preparation Partnerships is designed to bring about the scale and benefits of reform in teacher education that widespread adoption of the clinical approach affords. Read more.
Mathematics and Science Teacher Initiative
CSU is the largest producer of mathematics and science teachers in California, preparing nearly one-half of new teachers in these fields. To address the significant statewide need for additional math and science teachers, Chancellor Reed made a CSU systemwide commitment five years ago to double production of these teachers, increasing from a baseline of 750 to 1,500 annually. Through the Math and Science Teacher Initiative (MSTI), CSU achieved this goal in 2010 and, due to the continued demand for more teachers in these fields, continued to make it a priority. The CSU approach, which features seven comprehensive strategies, demonstrated success from its inception. The initiative recognizes that there are multiple obstacles to increasing recruitment and preparation of excellent math and science teachers, and that these must be addressed through a multi-faceted, sustained approach. Read more.
A growing body of research, including over a decade of rigorous studies, indicates that after-school programs can have a powerful influence on school success among P-12 students. Benefits include improved attitudes toward school, higher attendance, less discipline problems, increased academic performance as measured by grades and standardized test scores, and deeper engagement in learning. California has over 5,000 after-school programs, located in the highest need elementary and middle schools in the state. To address the needs of these programs for well-prepared staff and to advance the alignment between in school and after-school learning, CSU has undertaken a number of efforts. These include developing a pathway to a teaching credential for staff in these programs and preparing school site leaders to take advantage of the expanded learning opportunities the programs offer. Read more.