Stage III: Common Standard 5 – Program Impact

Common Standard X Elements	IIA Stage III Common Standards Submission Requirements	Artifacts to Submit
(5.1) 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	Briefly describe (not to exceed 200 words) and embed links to evidence for how the institution will ensure candidates are prepared to teach all students and to meet the Commission adopted competency requirements as specified in the program standards. Provide links to evidence showing how this information will be tracked and documented.	Candidates will engage in coursework and a minimum of 700 hours of clinical experiences that are explicitly aligned with the California Teaching Performance Expectations (TPEs), ensuring they develop the knowledge, skills, and dispositions necessary to support diverse learners. Preparation is tracked through performance assessments which evaluate candidates’ planning, instruction, and assessment practices and aligns to the edTPA process (Performance Assessment Instructions). First candidates reflect on their practice through structured assignments and video analysis and they complete a student work analysis for the lesson they recorded. Then supervisors provide feedback and establish goals for the candidate. Additionally, common assessments (those that cannot be altered by instructors) aligned to program learning outcomes and TPEs are embedded in courses to evaluate candidate proficiency in instructional design, differentiated instruction, and culturally responsive teaching. Assessment data is used to inform ongoing program improvement. MLFC will use data dashboards and evaluation tools to monitor candidate progress and ensure alignment with the TPEs. Here is an example of our current AZ program dashboard that allows us to monitor how students performed on the common assessment for each course. We create a dashboard like this for our CA programs aligned to the TPEs.
(5.2) The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.	Briefly describe (not to exceed 200 words) and embed links to evidence for how the unit and the proposed program(s) will evaluate and demonstrate that, once operational, the proposed program is having a positive impact on: • candidate learning and competence and • on teaching and learning in schools that serve California’s students.	The Mary Lou Fulton College (MLFC) will evaluate and demonstrate the program’s impact on candidate learning and competence through multiple, aligned measures. These include common assessments, teaching performance assessments during clinical experiences (Performance Assessment Instructions), and end-of-program surveys . These tools will be directly aligned with the California Teaching Performance Expectations (TPEs) and ensure candidates demonstrate authentic, standards-based teaching practices. Graduation rates and credential recommendation data will further validate candidate readiness and program effectiveness. To assess the program’s impact on teaching and learning in California schools, MLFC will collect feedback from employers, mentor teachers, and site administrators through structured surveys and interviews. Employment and retention data will be tracked to monitor graduates’ long-term contributions to the field. Additionally, reports from partner schools will document collaborative efforts to support teacher development and student achievement. For example, our quarterly AZ Superintendents Round Table fosters ongoing dialogue with district leaders to align preparation with school needs. These evaluation practices reflect national standards for educator preparation accountability (American Institutes for Research, 2012).

Common Standard X Elements

IIA Stage III Common Standards Submission Requirements

Artifacts to Submit

(5.1) 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

Briefly describe (not to exceed 200 words) and embed links to evidence for how the

institution will ensure candidates are prepared to teach all students and to meet the Commission adopted competency requirements as specified in the program standards.

Provide links to evidence showing how this information will be tracked and documented.

Candidates will engage in coursework and a minimum of 700 hours of clinical experiences that are explicitly aligned with the California Teaching Performance Expectations (TPEs), ensuring they develop the knowledge, skills, and dispositions necessary to support diverse learners. Preparation is tracked through performance assessments which evaluate candidates’ planning, instruction, and assessment practices and aligns to the edTPA process (Performance Assessment Instructions). First candidates reflect on their practice through structured assignments and video analysis and they complete a student work analysis for the lesson they recorded. Then supervisors provide feedback and establish goals for the candidate.

Additionally, common assessments (those that cannot be altered by instructors) aligned to program learning outcomes and TPEs are embedded in courses to evaluate candidate proficiency in instructional design, differentiated instruction, and culturally responsive teaching. Assessment data is used to inform ongoing program improvement.

MLFC will use data dashboards and evaluation tools to monitor candidate progress and ensure alignment with the TPEs. Here is an example of our current AZ program dashboard that allows us to monitor how students performed on the common assessment for each course. We create a dashboard like this for our CA programs aligned to the TPEs.

(5.2) The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.

Briefly describe (not to exceed 200 words) and embed links to evidence for how the unit and the proposed program(s) will evaluate and demonstrate that, once operational, the proposed program is having a positive impact on:

• candidate learning and competence and

• on teaching and learning in schools that serve California’s students.

The Mary Lou Fulton College (MLFC) will evaluate and demonstrate the program’s impact on candidate learning and competence through multiple, aligned measures. These include common assessments, teaching performance assessments during clinical experiences (Performance Assessment Instructions), and end-of-program surveys . These tools will be directly aligned with the California Teaching Performance Expectations (TPEs) and ensure candidates demonstrate authentic, standards-based teaching practices.

Graduation rates and credential recommendation data will further validate candidate readiness and program effectiveness.

To assess the program’s impact on teaching and learning in California schools, MLFC will collect feedback from employers, mentor teachers, and site administrators through structured surveys and interviews. Employment and retention data will be tracked to monitor graduates’ long-term contributions to the field. Additionally, reports from partner schools will document collaborative efforts to support teacher development and student achievement. For example, our quarterly AZ Superintendents Round Table fosters ongoing dialogue with district leaders to align preparation with school needs. These evaluation practices reflect national standards for educator preparation accountability (American Institutes for Research, 2012).