Designated Subjects Career Technical Education - Program Review Launchpad

The College of Education at California State University, Long Beach (CSULB) is approved by the California Commission on Teacher Credentialing to recommend individuals for the CTE Designated Subjects Credential and to offer a program of instruction to meet state requirements.  Career Technical Education is defined as the practice of preparing individuals for employment in the fifteen industry sectors established by the CA State Board of Education (Agriculture and Natural Resources; Arts, Media, and Entertainment; Building Trades and Construction; Education, Child Development, and Family Services; Energy and Utilities; Engineering and Design; Fashion and Interior Design; Finance and Business; Health Science and Medical Technology; Hospitality, Tourism, and Recreation; Information Technology; Manufacturing and Product Development; Marketing, Sales, and Service; Public Service; and Transportation).  

Regarding leadership and communication, there is regular interface and collaboration between the faculty and the college Credentialing Center for advising, applications, enrollment, academic progress, and course scheduling in consultation with the Associate Dean of College of Education.  
 

CSULB’s pathway to obtaining the Preliminary CTE Credential is for teachers with prior industry experience, and who hold a Valid California Education Specialist, Multiple Subject or Single Subject Teaching Credential with an English Learner Authorization. The Preliminary CTE Teaching Credential integrates core academic knowledge with technical and occupation knowledge. This credential is valid for three years and authorizes the holder to teach in the subject, also known as industry sector, listed on the credential in grades twelve and below and in classes organized primarily for adults in career, technical, trade or vocational courses. CTE Credential holders have increased job opportunities, assist students by connecting college preparation with post-secondary career readiness, work with career pathways and connect schooling to the industry sectors.  

The Clear CTE Teaching Credential is valid for five years and authorizes the holder to teach in the subject, also known as industry sector, listed on the credential in grades twelve and below, and in classes organized primarily for adults, including services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE) in career, technical, trade or vocational courses.  

CSULB’s pathway to obtaining the Clear CTE Teaching Credential is for teachers that have successfully completed CTED 403A-Foundations of Career Technical Education and have one year of teaching experience within the subject area listed on their Preliminary CTE Teaching Credential. The Commission’s leaflet describing the program is found at: http://www.ctc.ca.gov/credentials/leaflets/cl888.pdf. The CTE Program at CSULB adheres to the CA CTE Framework Guiding Principles listed below and also outlined in the document found at: https://www.cde.ca.gov/Ci/ct/sf/documents/cteframework.pdf 

There are several assignments in which the coursework is linked to addressing critical areas and field work within the fifteen industry sectors of CTE. 

In the research paper assignment and research to practice presentation, students write a research paper on a topic involving an educational problem or teaching dilemma related to the concepts, principles and practice of CTE at their work site. Students are to locate six sources from the literature in the field that discuss the situation, and present their findings and possible solutions to the class.  

With the community organizations assignment, students create a working list of community organizations and agencies in their area which provide services that may benefit their instruction and help the students in their classes. Next, they choose one location to visit personally or virtually and report back on their visit, sharing the highlights including something they would like to add into their teaching practice, and next steps if any for future collaboration based on their visit.

In the Professional Responsibility Portfolio, the students compile information relating to their professional, legal, and ethical responsibilities as teachers. This includes information on child labor laws; guidelines for reporting suspected cases of child abuse, neglect, or sexual harassment; school district/ROCP policies; and violence prevention information. The objective of this assignment is to have an up-to-date comprehensive repository of information regarding your professional responsibilities to use for reference if issues or questions arise.

Finally, there are weekly discussion board questions which encompass the diversity of backgrounds, knowledge levels, and experiences of all of the students and sectors lending will richness to the learning environment.  All students contribute actively to their own learning by reading materials, participating in class discussions and activities, sharing examples, and learning through discovery.   

Program Modifications 

The CTED 403 course has had modifications over the recent two years in Academic Innovation Design Initiative (AIDI) updates, special needs statement updates, a new textbook upgraded to the 5th edition with changes to assignments, reading, and discussion board questions, and modifications with updated links to relevant research, CTE month awareness and activities, COVID adaptations, and mental health support as needed.  

Fieldwork 

Candidates admitted to the Designated Subjects Career and Technical Education Credential Program are current Multiple, Single, or Education Specialist teachers.  Candidates are working as CTE teachers in schools or planning to apply for a position that requires the CTE Credential. Candidates take the Foundations Course through our continuing education studies in the College of Professional and International Education (CPIE).  The Foundations course is designed to assist candidates to understand the foundations of the CTE field, while they are employed as a CTE teacher. There are no formally supervised field placements or observed field service evaluations conducted beyond a field service assignment in the class.  The instructor integrates a class fieldwork assignment that involves having candidates in the course observe in a community resource organization.  As a qualified CTE professor, the instructor supervises and evaluates this field assignment as part of the class.   

Assessment of Candidates 

Candidates are assessed for program competencies as part of the coursework. Through consultation with the instructor, candidates receive advice about how to improve their skills and knowledge and are informed of course assessment results. 

1.1.1 Table Depicting Location, Delivery Models, and Pathways