Bilingual Education - 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 university-wide 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 School-wide 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 Bilingual Education Program (SABE)
Cal Poly’s Supplementary Authorization in Bilingual Education (SABE) program is offered as a one-year (three-course) sequence that can be added to any California teaching credential. Most candidates in the program are concurrently enrolled in Cal Poly’s Multiple Subject, Single Subject, or Special Education teacher preparation programs.  However, the SOE also offers its SABE sequence to credentialed teachers through Open University. As needed, Cal Poly works with local school districts to offer an on-site extended education cohort of its SABE sequence to in-service teachers.  

Our program graduates help to create inclusive learning environments for linguistically and culturally diverse students. The theoretical approach of the SABE program reflects the Cal Poly learn-by-doing philosophy, the university-wide commitment to diversity and inclusion, and the SOE Clinical Practice Rubric, based on the Danielson framework (more deeply explored in Section 6 and 6.1 materials related to Clinical Practice).

1.1.1 Table of Models and Pathways

Credential Program delivery model location

current enrollment

(Fall 2022)



Concurrent Supplementary Authorization - Bilingual Education Blended Main Campus/Online 21 23
Post-Credential Supplementary Authorization - Bilingual Education Blended Main Campus/Online n/a n/a

2. Organizational Structure

3. Faculty Qualifications

3.1 Distribution Table

Full-Time Instructional Faculty         3  
Part-Time Instructional Faculty         0
Adjunct/Clinical Practice Supervisors         0
Instructional vacancies/anticipated hiring         0
total         3

3.2 Annotated Faculty List with Links to Vitae & Syllabi

Ronan, Briana
Program Coordinator, Bilingual Education Assistant Professor (FT)

Bauer, Julee  
Literacy/Bilingual Education Lecturer (FT)

Brito, Efrain
Bilingual Education Assistant Professor (FT)

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 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 Training Materials

6.4 Documentation of Candidate Placements

6.5 Clinical Practice Handbook/Guidelines

6.6 Fieldwork/Clinical Practice Syllabi

EDUC 433 - Foundations of Bilingual Education

20 hours - Focus on Bilingual Instruction in Content Areas

  • Clinical rounds (classroom observations) of bilingual content lessons
  • Attendance at a local or district English Learner Advisory Council (ELAC) meeting
  • Multi-segment bilingual teaching experience in the content area
EDUC 423 - Bilingual Literacy

20 hours - Focus on Biliteracy Instruction

  • Classroom observation of a biliteracy lesson
  • Bilingual kid-watching project, including pre- and post-assessment activities and multi-segment lesson plans
  • Student and teacher interviews
  • Attendance at a family/community literacy event
EDUC 405 - Social, Historical, and Cultural Influences on Latino/a Students in Education 20 hours - Focus on Parent & Community Engagement
  • Planning and implementation of community funds of knowledge tour
  • Presentation at Latinx youth engagement conference
  • Interview with parents of emergent bilinguals

6.7 Clinical Practice Assessment Instruments 

7. Credential Recommendation and Evaluations

7.1 Description of process ensuring 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 Bilingual Education candidates begins during the initial admissions process (Admissions and Evaluations Flow Chart). Candidate qualifications are reviewed by the Program Advisor or delegate (SABE 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 SABE Credential Office Evaluation for all candidates, which includes formal checks for CSET, prerequisite credentials, etc. The Credential Office issues a final determination and admissions letter with information on outstanding requirements or conditions for admissions.

Upon successful completion of the program, candidates are eligible to apply for: (a) a recommendation for a preliminary credential with supplementary authorization (for concurrent candidates) or (b) a recommendation for supplementary authorization (for post-credential candidates). Once candidates apply for a recommendation, SOE Credential Analysts perform a final SABE Credential Office Evaluation, including:

  • Pre-requisite credential
  • CLAD or equivalent ELL authorization
  • CSET Language Competency

7.2 Candidate Progress Monitoring Documents 

8. Bilingual Authorization Transition Plan

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