Multiple Subjects- Program Review Launchpad

1. Program Description

1.1 Narrative Description

Overview of Cal Poly and the School of Education
Founded in 1901 as a state vocational high school, Cal Poly has evolved into a comprehensive polytechnic university with an emphasis on experiential learning. The School of Education (SOE) embodies Cal Poly’s "learn-by-doing" approach to instruction.

Housed within the College of Science and Mathematics (CSM), the SOE closely links education, math, and science faculty with school educators on curriculum, instruction, and supervision; applied scholarship; and service to teachers, schools, and the profession. In addition to housing the SOE, the CSM also houses the Center for Engineering, Science and Mathematics Education (CESaME) and the department of Liberal Studies, which provides subject matter preparation to undergraduates who aspire to teach in the elementary grades.

The SOE vision reflects a universitywide commitment to diversity and inclusivity. Our mission extends the University’s principles of inquiry, collaboration, equity, and pluralism into the expectations for practice and the preparation of education professionals. The SOE recently adopted new Schoolwide Learning Themes that provide a platform for continuous improvement and a common lens for anchoring dialogue, professional development, and inquiry and assessment projects across the SOE.

Overview of the Multiple Subject Program (MSTEP)
Cal Poly’s Multiple Subject Teacher Education Preparation (MSTEP) program is offered as a one-year (three-quarter) post-baccalaureate credential program through the School of Education. Candidates in MSTEP are frequently graduates of Cal Poly’s Bachelor of Science-Liberal Studies major. Although Liberal Studies provides many of our MSTEP students, we also frequently enroll students from a variety of academic backgrounds.

MSTEP candidates progress through the curriculum in a tight cohort model, with admission and enrollment offered year-round during fall, winter, and spring quarters.

In addition to being grounded in the Cal Poly learn-by-doing philosophy and commitment to diversity and inclusion, the theoretical approach of MSTEP is heavily anchored by our Clinical Practice Rubric, based on the Danielson framework (more deeply explored in Section 6 and 6.1 materials related to Clinical Practice).

Cal Poly’s Multiple Subject program provides California with dedicated teachers who are competent, caring, and creative. Graduates of the program are particularly well prepared to:

  • Create learning environments that are equitable, nurturing and joyful
  • Motivate a wide range of students to learn subject matter and become self-directed in their learning
  • Prepare students to take an active role in a pluralistic democracy
  • Model enthusiasm for lifelong learning
  • Create curricula that encourages students to take pride in their culture, heritage, and language(s)
  • Use technology to achieve educational goals for students

1.1.1 Table of Models and Pathways

Credential Program delivery model location

current enrollment

(Fall 2018)



MSTEP - Preliminary Multiple Subject Teaching Credential Traditional Main Campus 63 75

3. Faculty Qualifications

3.1 Distribution Table 2018-2019

Full-Time Instructional Faculty        4
Part-Time Instructional Faculty        10
Adjunct/Clinical Practice Supervisors         19
Instructional vacancies/anticipated hiring         1
total         34

3.2 Annotated Faculty List with Links to Vitae & Syllabi

Bauer, Julee
Program Coordinator, Literacy/Bilingual Education Lecturer (FT)

Delbridge, Annie
Elementary Education Lecturer (PT)

Flushman, Tanya
Elementary Literacy Education Assistant Professor (FT)

Jensen, Jessica
Elementary Math Education Assistant Professor (FT)

Kelly, Anna Sue
Elementary Education Lecturer (PT)

    Kelso, Cherice
    Elementary Education Lecturer (PT)

    Larson-McKay, Cary
    Elementary Education Lecturer (PT)

    Mattson, Renae
    Elementary Education Lecturer (PT)

      Mayer, Frances
      Elementary Education Lecturer (PT)

        Miller, Jessica
        Elementary Education Lecturer (PT)

          Olivarria, Juan
          Elementary Education Lecturer (PT)

            Ronan, Briana
            Bilingual Education Assistant Professor (FT)

              Shorba, Tristan
              Elementary Education Lecturer (PT)

                Tricamo, Brittany
                Elementary Education Lecturer (PT)

                  Wiedenkeller, Sidonie
                  Elementary Education Lecturer (PT)

                    Additional Adjunct/Clinical Practice Supervisors 
                    EDUC 428, 454, 456 - Clinical Practice I, II, and III

                    Adams, Susan
                    Bianchini-Harris, Judith
                    Bridgeford, Kristin
                    Collins, Kirt
                    Drabinski, Megan
                    Dyer, Patricia
                    Emrich, Anna-Louise
                    Fiore, Dana
                    Fowles, Max
                    Hajnik, Suzanne
                    King, Amanda
                    McCormick-Lilley, Susie
                    Reynolds, Suze
                    Shaw, Beverly
                    Sims, Donna
                    Venn, Ann
                    Wrenn, Rosemary
                    Wright, Donita

                    3.3 Published Experience & Qualification Requirements

                    3.4 Faculty Recruitment Documents

                    4. Course Sequence

                    4.1 Published Course Sequence from Catalog

                    5. Course Matrix & Syllabi

                    5.1 Course Matrix with I, P, A Indicated

                    • NOTE: In developing hyperlinks to direct evidence within the syllabi, we have observed that links only function properly when viewed in a Google Chrome browser. If using Safari or Firefox, the links will navigate to the first page of the syllabi rather than the targeted evidence. We have annotated all the targeted evidence with comments in order to ease your efforts to search and browse within the syllabi.
                    Quarter 1
                    Quarter 2
                    Quarter 3

                    6. Fieldwork and Clinical Practice Documents

                    6.1 Clinical Practice Narrative and Table 

                    Clinical Practice Narrative & Theoretical Approach
                    Clinical Practice experiences in the Cal Poly School of Education are deeply grounded in Learn by Doing; future educators work alongside experts in the field to hone their craft through a gradual release of responsibility. This Learn by Doing approach embeds Cal Poly’s innovative polytechnic approach to higher education with best practices and theories in education by building a Community of Practice that emphasizes continuous improvement and a culture of shared learning.

                    In order to build a successful Learn by Doing Clinical Practice program, great care and thought goes into articulating all facets of the clinical experience, including: roles, coaching, language, and the supports that are leveraged at each phase of field experience. By intentionally articulating shared principles and values throughout Clinical Practice, the SOE builds meaningful connections between the Cal Poly campus and the field.

                    In the SOE, Clinical Practice roles and responsibilities are expressed through The Triad, a designed collaboration between the Teacher Candidate, Cooperating Teacher, and Clinical Practice University Supervisor. Each member of the Triad participates in learning experiences that help to create a Community of Practice based on shared language, best practices, and theories. This ensures that the strategies, coaching, and evaluation that Teacher Candidates experience in the field are consistent with the theories and language promoted in SOE coursework.

                    The Cal Poly School of Education further advances a shared vision of effective teaching and learning through the SOE Observation Tool, which articulates 17 Prioritized Skills at the center of effective teaching practice. While future educators study the theories and best practices behind these Prioritized Skills in their coursework, the SOE offers workshops and professional development resources for Cooperating Teachers, school site administrators, and our surrounding community in order to norm our collective understanding of the SOE Observation tool, and to encourage common language. By developing shared expectations and norms grounded in the Observation Tool, we tighten the relationship between the School of Education and fieldwork sites, creating a more coherent experience for our Teacher Candidates. Fostering this shared vision of teaching and learning also serves to demystify effective teaching practice and reveals a transparent development path for Teacher Candidates as they uncover and honor their own craft as future master teachers.

                    The final linchpin in Cal Poly’s approach to Clinical Practice is building a community and experience that encourages continuous growth and improvement, along with the risk-taking that is inherent in that process. The Learn by Doing approach requires future educators, and the experts with whom they work alongside, to be open to new ideas, implement innovative strategies, assess, and reflect on resulting successes and inevitable failures. Developing these practices requires vulnerability, willingness to change, and the ability to own missteps. By encouraging these habits, however, the SOE ensures that future educators will be prepared for advanced studies in education, action research, and a commitment to continuous growth that will improve their practice and the outcomes of their students throughout their careers.

                    6.2 Signed MOU & Placement Profiles 

                    Robust evidence for the School of Education's Clinical Practice program is located with materials for Common Standard 3 - Clinical Practice, including:

                    6.3 Supervisor/Cooperating Teacher Expectations and Training Materials

                    Cooperating Teachers (or District Employed Supervisors) mentor candidates at school sites. Field Supervisors are unpaid and are not employees of Cal Poly. 

                    University Supervisors (or Program Supervisors) are employed Cal Poly part-time lecturers who observe, evaluate, and coach teacher candidates and facilitate the relationship between candidates and Field Supervisors. University Supervisors are systematically hired, retained and evaluated as part of Cal Poly personnel procedures.

                    6.4 Documentation of Candidate Placements 

                    6.5 Clinical Practice Handbook/Manual 

                    6.6 Fieldwork/Clinical Practice Syllabi

                    CP I

                    160 hours of Co-Teaching/Student Teaching
                    (8 hrs x 2 days x 10 wks)

                    CP II

                    240 hours of Co-Teaching/Student Teaching
                    (8 hrs x 3 days x 10 wks)

                    CP III 400 hours of Co-Teaching/Student Teaching
                    (8 hrs x 5 days x 10 wks)

                    6.7 Clinical Practice Assessment Instruments

                    Teacher Education Clinical Practice Links
                    Observation Protocol Download PDF File
                    Observation Rubric Download PDF File
                    Observation Evaluation Form Download PDF File Word File

                    Disposition Evaluation Form

                    Download PDF File Word File

                    Induction Transition Plan

                    Download PDF File Word File

                    7. Credential Recommendation and Evaluations

                    7.1 Description of process insuring appropriate recommendation

                    Evaluation of credential candidates and submission of credential recommendations are provided solely by Cal Poly SOE Credential Office, with final authority and oversight for recommendations entrusted to the Credential Analysts (under supervision of the SOE Director) who will always be current employees of the Cal Poly SOE.

                    Evaluation of Multiple Subjects candidates begins during the initial admissions process (Admissions and Evaluations Flow Chart). Candidate qualifications are reviewed by the Program Advisor or delegate (MSTEP Program Advisor Review). The Program Advisor makes a recommendation to the Credential Office whether a candidate should be admitted, conditionally admitted, or declined. The SOE Credential Office then conducts an initial MSTEP Credential Office Evaluation for all candidates, which includes formal checks for GPA, basic skills, subject matter, accredited degree, prerequisite credentials, etc. Candidates may submit required supplemental materials via a MSTEP I Application. The Credential Office issues a final determination and admissions letter with information on outstanding requirements or conditions for admissions.

                    For the MSTEP program, Credential Office Evaluations are entered and continuously monitored in the SID student management system. Credential Office Evaluations are thoroughly updated and re-checked prior to student teaching. Candidates may submit required supplemental materials via a MSTEP II Application, if needed.

                    Upon successful completion of the program, candidates are eligible to apply for a recommendation for a preliminary credential. Once candidates apply for a recommendation, SOE Credential Analysts perform a final MSTEP Credential Office Evaluation in the SID student management system, including:

                    • Basic skills
                    • Possession of a baccalaureate or higher degree from an accredited institution
                    • Subject matter requirement
                    • Early Field Experience and Completion of Required Clinical Practice Hours
                    • U.S. Constitution, speaking and writing English, RICA, etc., as required
                    • Certificate of Clearance
                    • Health clearance (TB/Rubella)
                    • Successful passage of the Teaching Performance Assessment (Subject Area Tasks and edTPA Teaching Event)
                    • Completion of program coursework with 3.0+ GPA
                    • Applicable Co-Requisites, as required (may include Health education, CPR training, etc.)

                    7.2 Candidate Progress Monitoring Documents 

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                    School of Education
                    California Polytechnic State University
                    San Luis Obispo, CA 93407