CTC Common Standard 1 Institutional Infrastructure

CSUB Mission, Vision and Core Values

College of Social Sciences and Education Mission and Goals

Educator Preparation Programs Mission and Vision

Mission
CSUB Educator Preparation Programs cultivate school, university, and community partnerships that prepare highly qualified education professionals, who work collaboratively to nurture an equitable and informed education community.

Vision
The CSUB Educator Preparation Programs will be the nexus of a network of ethical educational leaders who promote student growth and improve the quality of life in their communities.

Theme
“Expanding minds. Engaging hearts. Enhancing communities.”

California State University, Bakersfield (CSUB) is in the southern San Joaquin valley in the city of Bakersfield, California. CSUB is a publicly funded regional university and began offering educator credentials in 1971. Primarily a commuter school, CSUB draws many of our first-generation students from the Kern, Tulare, and Los Angeles County areas. University enrollment for undergraduate and graduate students is at 11,000 with educator candidates making up five percent of the student population. CSUB is a Designated Hispanic Serving Institution (HSI) and 50% of our educator candidates identify as Hispanic/Latinx. The Educator Preparation Programs (EPP) are housed in the College of Social Sciences and Education (SSE). Our geographic area and demographics provide a rich base from which to support the development of equity-minded educational leaders who are prepared to support the diverse population we serve in California.

The University and SSE provide the foundation for the EPP’s approach to developing equitable educational leaders. That foundation connects the diverse history of the University and School with the EPP’s philosophies, goals, and standards. In 2019, the EPP revised its mission, vision, and assessment system to strengthen the EPP alignment with the University and School missions. Building on the CSUB central tenets to develop ethical community leaders through a commitment to scholarship, ethical behavior, and diversity, the educator preparation programs work collaboratively to ensure all candidates are supported to develop assets-based, equity-driven, and inclusive practices for birth to age 22 (Banks, 2019; Moll et al., 1992). This is achieved by preparing candidates to manage and lead their school communities and learning environments and influence their policy contexts.

Woven into the EPP’s mission and vision is the expectation to develop in candidates the knowledge, skills, and abilities required to equitably educate all students (Banks, 2019; Darling-Hammond, 2010; Evans-Santiago, 2020). Ladson-Billings (2017) notes that “we teach what we value” (prologue). Faculty model and prepare candidates to use culturally sustaining practices (Paris & Alim, 2017) to develop competencies for working with the diverse student population in California. Cultivating supportive learning partnerships with partner schools to identify and address inequities of student achievement and well-being is central to ensuring state standards and frameworks are foci for candidate work. The programs engage with candidates and local partners to cultivate supportive learning partnerships to reduce disparities in educational outcomes and to diversify the educator workforce in California.

We are guided by the philosophy that all individuals in our society have the right to be educated in the least restrictive environment that fulfills their individual needs. We aim to help all children become productive and participating members of society by developing their optimal potential. The EPP seeks to prepare educator advocates who are leaders in their communities and invested in developing students as capable and compassionate change-agents. Within the programs and pathways, the EPPs “aim to get it right with all youth” (Muhammad, 2020) by implementing transformative practices that build upon the voices of marginalized people in order to connect with and learn about the students that the candidates will work with in educational settings. Through advocacy, we want to support all schools to have transformational educators who prepare and inspire students to create more just, inclusive, and informed communities (Shields & Hesbol, 2020). (Research Base References)

CSUB is a designated Hispanic Serving Institution. We are dedicated to recruiting and hiring faculty and staff who represent the students, candidates, and PK-12 students we serve. CSUB is committed to promoting diversity, inclusion, and excellence and therefore, seeks applicants who are dedicated to equity and serving the University’s growing diverse student population.

School Recruitment

2020 Dean, College of Social Sciences and Education Job Description

2021 Associate Dean, College of Social Sciences and Education Job Description

Advanced Education Recruitment

            Educational Administration

            Educational Counseling

            Special Education

            Part-Time Lecturer

Teacher Education Recruitment

            MS_SS Program Advisor

            Tenure Track Faculty

            Part-Time Lecturer

Educator Preparation Program Professional Development
In 2019, the EPP Equity and Social Justice Work Group was formed to support professional development for EPP faculty and staff.  This group operates based on a central question of: How can this group ensure all candidates in educator preparation programs at CSUB are prepared to collaboratively sustain immersive, authentic, equitable, and just educational experiences through a social justice lens? 

Core Premises: 

• Injustice exists in society and education,
• Educators are complicit in this injustice by their actions and inactions,
• Identifying and disrupting these injustices is part of the core work of this teaching,
• Disrupting injustice and advancing justice requires constant navigation with [stakeholders] to know how systems of power are expanding or limiting opportunities.

Using collaborative self-study, eight faculty engaged in critical self-reflection and informed their praxis to support the development of equity-minded educators. The work group is preparing for EPP wide professional development activities to start in Spring 2022.

University Diversity and Retention

University Employment and Recruitment

Employment at CSUB

CSUB Faculty and Staff Affinity Groups

Kegley Institute of Ethics

Division of Equity, Inclusion and Compliance

CSUB Commission on Diversity, Equity and Inclusion

CSUB: $25,000 Grant to advance faculty diversity and retention

Diversity, Equity and Inclusion Resources

University Day 2021

The evaluation and recommendation of all credential applications is completed by the College of Social Sciences and Education Credential Analyst. This position reports directly to the Dean of the College of Social Sciences and Education and is formally evaluated annually. Collaboration between the Associate Dean, Director of Education Assessment and Accreditation, and Credential Analyst allows for the CSUB credential recommendation process to be consistently monitored for accuracy. The Credential Analyst makes credentialing reports available to departments and programs through the Credential Office committee meetings.

During the final term of the credential program, candidates are notified via email by the admissions advisor of the credential recommendation process, informed of any missing CTC or program requirements, and given the link to CSUB’s in-house credential recommendation application. Each application packet contains a checklist of required documents necessary to be eligible to apply for their credential.

Upon receipt of the credential application, the Credential Analyst reviews and verifies that all program criteria are met, and only qualified candidates are recommended for the credential. The credential analyst evaluates the candidate’s application to validate eligibility and that all program and state requirements have been successfully completed prior to recommendation for the requested credential or authorization. This process is completed through a review of candidate data in the CSUB Credential database and digital document file. The database and digital document file house each candidate’s program documentation and verification of credential coursework completed through CSUB. The Credential Analyst verifies all credentialing requirements have been met and submits the recommendation using CTC’s online recommendation system for final review and issuance of the credential. Examination of the candidate database and digital files will be available during the site visit to accreditors.

With the passage of AB-130, CSUB has a new AB-130 Coordinator who monitors the verification process and works with the Credential Analyst to ensure verifications are completed according to legislative and commission requirements. ( Basic Skills Verification, Subject Matter Competency Verification, AB-130 Process)