Program Review Bilingual Added Authorization

California State University, Bakersfield
Bilingual Authorization (Spanish) Program Summary

The CSUB Bilingual Authorization (BILA) is a three course 9-unit added authorization which provides a purposeful developmental sequence of coursework and field experience that prepares credentialed teachers and specialist to serve dual immersion classroom and other bilingual education settings utilizing Spanish and English. Our program has been designed and is taught by expert bilingual practitioners with a deep-seated understanding of the southern San Joaquin and Antelope Valley sociocultural contexts.

Program Design

Leadership within the credential program

The CSU Bakersfield Bilingual Authorization Program is housed within the Department of Teacher Education of the School of Social Sciences and administered in partnership with the Office of Extended Education and Global Outreach. BILA Program responsibilities break down as follows:

  • Dr. Bre Evans-Santiago, Assistant Professor and Chair, Department of Teacher Education, oversees all department programs including the Bilingual Authorization Program.
  • Ms. Rhonda Dawson, Director of Extended Education, oversees all aspects of program operation for the Office of Extended Education and Global Outreach
  • Dr. Adam Sawyer, Assistant Professor, Department of Teacher Education, serves as BILA Academic Coordinator.
  • Ms. Raushel Salyards serves as BILA Academic Advisor.

For Organizational Chart please see Exhibit 2.1

Communication within the program and with the institution
BILA Academic Coordinator Sawyer and Teacher Education Department Chair Evans-Santiago include the program as an agenda item in monthly face to face/Zoom meetings and also correspond via email about the program on an ongoing basis and as needed. Department Chair Evans-Santiago and BILA Academic Coordinator also meet once each semester with Schools of Social Sciences and Education Dean Rodríguez to discuss BILA.

Academic Coordinator Sawyer regularly communicates with BILA faculty, Director of Extended Education Dawson, and Academic Advisor Salyards via email typically meeting with the former once a semester and the latter twice a semester and as needed. BILA Academic Advisor Salyards also regularly communicates with BILA faculty (see Exhibits 3.1 and 3.2) and students via email and meets with the latter (alongside Academic Coordinator Sawyer and Director of Extended Education Dawson) in an orientation held before each cohort’s first term in the program.

Structure of coursework and field experiences
BILA candidates enroll each year as site-specific cohorts and take the three BILA courses (3 units apiece) sequentially. Courses are designed for a hybrid delivery model[1] and are taught bilingually in Spanish and English. Field experiences, which include opportunities to plan, observe, and teach/co-teach are embedded within the third course (EDBI 6300: Fieldwork in the Bilingual Classroom). This course is taught at each site by the Principal of an established and successful dual immersion school which also host field placements for all candidates aside from those already serving as a Teacher of Record in a dual immersion classroom.  

Program modifications over the recent two years
The COVID-19 Pandemic struck during our second year of operation. Thus, in March, 2020 we converted the delivery model from a hybrid modality to a “virtual hybrid” model by which one-half of course content is delivered in a synchronous fashion via Zoom and the other one-half asynchronously via Canvas or Google Classroom. Field experiences have also been adapted to virtual classroom instruction by which observation, planning, teaching/co-teaching occur via Zoom, Google Classroom and other platforms utilized by the field placement site.

Means for stakeholder input
Bilingual Authorization updates are provided to University, school district, and community stakeholders for input through CSUB’s Teacher Education Advisory Council (TEAC), a body consisting of CSUB administrators and faculty, representatives from county offices and local school districts, and community members. SSE Dean Rodríguez, Department Chair Evans-Santiago, and Academic Coordinator Sawyer also convenes an annual gathering of program alumni, partner districts, and community members to provide program updates and receive stakeholder feedback. 

Course of Study (Curriculum and Field Experience)

Description of the sequence of coursework
BILA candidates are introduced to, practice, and are assessed for BILA Program Standard competencies by way of a three BILA courses (3 units apiece) sequence that covers foundations (EDBI 6100: Foundations of Bilingual Education), methods (EDBI 6200: Bilingual Teaching Methods Across the Content Areas), and clinical practice (EDBI 6300: Fieldwork in the Bilingual Classroom) (see Exhibits 4.1 and 5.1). Candidates are grouped in cohorts and must take courses sequentially.  Courses are designed for a hybrid delivery model[2] and are taught bilingually in Spanish and English.

Coordination of coursework with field work
Field work is embedded within the third course (EDBI 6300: Fieldwork in the Bilingual Classroom) by which candidates—as part of a 20 hour minimum requirement—are given opportunities to plan, observe, and teach/co-teach within a dual language classroom (See Exhibits 6.1 and 6.4). This course is taught at each site by the Principal of an established and successful dual immersion school which also host field placements for all candidates aside from those already serving as a Teacher of Record in a dual immersion classroom (See Exhibit 6.4). 

Types of coursework in critical areas
Per definition, each of our three courses touches in great depth upon matters of sociocultural, linguistic, and pedagogic import towards equitable schooling opportunities for English Learners (see Exhibits 4.1 and 5.1). Alas, as English Learners have intersecting identities, our courses also touch upon such matters as racial and gender equity as well as the schooling of special populations (SPED, Gifted etc.).

Number and type of field placements
BILA candidates typically receive a single field placement which occurs while enrolled in EDBI 6300: Field Work in the Bilingual Classroom. The placement is arranged by the EDBI 6300 course instructor at the dual immersion school for which they serve as principal. Those already serving as the Teacher of Record in a dual language classroom may opt to do their field placement within their own classroom.  The field placement consists of a 20-hour minimum experience divided between planning, observing, and teaching/co-teaching within a dual language classroom (See Exhibits 6.1 and 6.4).

Connection of field experience with coursework
As the field experience occurs during the third and final BILA course it represents a summative capstone by which competencies introduced in earlier courses are practiced and assessed. These activities culminate in the formal observations conducted by the EDBI 6300 by which the candidate is assessed using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1)

Field supervision, advisement, evaluation: frequency, type
Advisement and evaluation of the field experience is undertaken by the EDBI 6300 instructor who oversees all aspects of field work. This role includes feedback on instructional planning and at least two formal observations using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1). Candidates also co-plan and conduct mutual observations with their fellow candidates. In some cases, informal relationships form with the Teachers of Record within field work classrooms by which co-planning, observations, and co-teaching occur.    

Assessment of Candidates
Program competencies are assessed throughout each of the three courses through a combination of Signature and other course assignments and evaluations (see Exhibit 4.1). Candidates are informed of these assessments and the feedback loop at the program orientation and at the outset of each course. Over the progression of the courses, candidates receive timely, substantive, and rubric-based feedback from faculty to guide their progress as they work towards proficiency across the Bilingual Authorization Program Standards.  

Exhibit 1.1.1. Program Locations, Delivery Models, and Pathways

Location

Delivery Model

Pathway

Main Campus

Hybrid*

Post-Credential (Added Authorization)

Location 2: Porterville, CA

Hybrid*

  Post-Credential (Added   

  Authorization)

  *During the COVID-19 Pandemic delivery models were shifted to a “Virtual Hybrid” modality   

    combining synchronous and asynchronous online instruction.

[1] This delivery model was converted to a virtual hybrid (1/2 synchronous, 1/2 asynchronous) during the COVID-19 Pandemic.

[2] This delivery model was converted to a virtual hybrid (1/2 synchronous, 1/2 asynchronous) during the COVID-19 Pandemic.

CSUB BILA Fieldwork Breakdown in Required Hours

6.1 Structure of Field Experiences
Field work is embedded within the third course (EDBI 6300: Fieldwork in the Bilingual Classroom) by which candidates—as part of a 20 hour minimum requirement—are given opportunities to plan, observe, and teach/co-teach within a dual language classroom (See Exhibits 6.1 and 6.4) This course is taught at each site by the Principal of an established and successful dual immersion school which also host field placements for all candidates aside from those already serving as a Teacher of Record in a dual immersion classroom (See Exhibit 6.4). 

Number and type of field placements
BILA candidates typically receive a single field placement which occurs while enrolled in EDBI 6300: Field Work in the Bilingual Classroom. The placement is arranged by the EDBI 6300 course instructor at the dual immersion school for which they serve as principal. Those already serving as the Teacher of Record in a dual language classroom may opt to do their field placement within their own classroom.  The field placement consists of a 20-hour minimum experience divided between planning, observing, and teaching/co-teaching within a dual language classroom (See Exhibits 6.1 and 6.4).

Connection of field experience with coursework
As the field experience occurs during the third and final BILA course it represents a summative capstone by which competencies introduced in earlier courses are practiced and assessed. These activities culminate in the formal observations conducted by the EDBI 6300 by which the candidate is assessed using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1)

Field supervision, advisement, evaluation: frequency, type,
Advisement and evaluation of the field experience is undertaken by the EDBI 6300 instructor who oversees all aspects of field work. This role includes feedback on instructional planning and at least two formal observations using the Evaluation of Field Competency for Bilingual Authorization (see Exhibit 6.6.1). Candidates also co-plan and conduct mutual observations with their fellow candidates. In some cases, informal relationships form with the Teachers of Record within field work classrooms by which co-planning, observations, and co-teaching occur.   

6.2 Memorandums of Understanding
CSUB Educator Preparation Programs are committed to ensuring our candidates have school placements that are responsive to inclusion, diversity, and equity to ensure we are engaging with our partners to reflect our local context. In order to meet the California Commission on Teacher Credentialing standards and the Association for Advancing Quality in Educator Preparation standards, we partner with our clinical practice providers to ensure candidates have placements that are reflective of California public schools and promote culturally responsive practice. Our partner District MOUs are alphabetized in the 3 sections below. The district or school name link will provide the district demographics sheet outlining the race and ethnic, language, and socio-economic diversity of the district. Below each site name is a copy of each MOU we hold with the district or school.
Site Placements: Process, Diversity, and MOUs

6.3 Appropriate Placement Documentation 
Site-based supervisors (cooperating teachers and mentors) are co-selected by the university and district. Each program determines eligibility for site-supervisor selection based on program standards and program needs (Common Standard 3).

6.4 Field Experience Syllabi

Credential Application Process & Timeline

7.1
Upon completion of the BILA program, the candidate completes an application that was designed by the CSUB Credentials Office (Credential Application). The completed application is submitted to the Credential Analyst. Receipt of this application initiates an evaluation of the candidate’s file for completion of the BILA program. The analyst uses an “in-house” recommendation form (Credential Recommendation Form) as a checklist to ensure all requirements have been satisfactorily met before submitting the BILA recommendation to CTC via the online recommendation system.

7.1.1
Link to Bilingual Added Authorization Program Plan.