News and Events
College of Education's Teacher Pathway Program Receives Generous Donation at 6th Annual Mariachi Festival
SEASIDE, Calif., September 11, 2017 – California State University Monterey Bay’s (CSUMB) College of Education received a generous donation at the Sixth Annual Mariachi & Tequila Festival on September 9, 2017 that will help ensure the joint Teacher Pathway Program with Hartnell College continues well into the future.
Madisen Pacioni graduated from CSU Monterey Bay in 2016 with a bachelor's degree in human communications with an emphasis in English subject matter. She then enrolled in the university's College of Education's first cohort of its Master of Arts + Credential Program which allows students to simultaneously earn their master's degree and teaching credential. Shortly after getting her credential in May 2017, Pacioni landed a job at Seaside High School, where she'll start teaching in August. She expects to graduate with her master's degree in 2018. Check out her story featured on the CSU's website homepage!
Past News and Events
The Teacher Pathway program, graciously funded by the Claire Giannini Fund, will prepare students to make a significant and lasting impact on the quality of education that is afforded to youth in South Monterey County. Hartnell College and College of Education, CSUMB have built this plan with an eye towards sustainability; ensuring this project continues to prepare fully qualified elementary and special education teachers well into the future.Read the full article
On May 16, Cal State Monterey Bay celebrated the successes of more than 1,500 graduates at our 19th annual commencement ceremony. This is the largest of any graduation to date! The College of Education celebrated their first graduating class and look forward to continued growth and many more success in the future.
CSUMB College of Education Dean, Jose Luis Alvarado, is pleased to announce a new partnership with Dr. Bettye Saxon of AT&T.
The partnership between CSUMB College of Education and Dr. Bettye Saxon of AT&T is to create the HURDLE EXAM STUDENT SUPPORT FUND.The gift of $5,250 will support students from underrepresented backgrounds and/or those who are committed to working with students from underrepresented backgrounds in enrolling in a 100-percent online CSET preparation support course. This online course is self-paced, is closely aligned with the CSET content, and participants achieve a high rate of success in passing this hurdle exam. Additionally, this fund will cover the expense of taking this high stakes exam. The College of Education will provide more information to all eligible students within the next few days.
Dean Alvarado led an all day workshop titled, "Culturally Responsive Teaching: What Does It Look Like?" during the CEC 2015 Convention. The workshop modeled culturally responsive teaching practices in the P-12 classroom. Specific attention was given to culturally responsive instruction, using parents to inform instruction and respectful disciplinary practices. Contextual factors such as teacher beliefs, implicit bias, and stereotype threat was also explored.
The Dean also gave a presentation titled, "Practices That Close the Achievement Gap for CLD Students With Disabilities: Survey of Effective Teachers." This presentation focused on how diverse students with disabilities have historically under-performed academically when compared to mainstream students. It discussed how research underscores the importance of systemic change implementation in schools. He shared survey results from teachers who have closed the achievement gap for diverse students with disabilities.
from the Monterey Herald 2/12/2015
SEASIDE >> Monterey County has the fifth largest teacher shortage in California, according to a study by a CSU Monterey Bay professor.
The analysis done by Mark O’Shea, coordinator for the credentialing program at CSUMB, revealed that Monterey County has the fourth highest demand for teachers in the state when adjusted for the size of the population.
“I looked at the number of posted positions and compared countywide population in November,” O’Shea said. “The other three counties are extremely rural counties and very far from large municipal areas. But our shortage in the area is substantially greater than in Los Angeles, Orange County or the (San Francisco) Bay Area.”
There were 267 job openings in Monterey County, when divided by the county population of 428,000 gave it a denominator that placed it high on the list, behind Lake, Yolo, Colusa and Amador counties.
The demand for teachers spiked in the 2014-15 school year, after California changed the method used to fund schools and gave new money to schools that serve large amounts of English learners and low-income children. Those new funds allowed for the hiring of more teachers.
In response to the shortage, school districts are getting more aggressive in their recruiting tactics and more job fairs are being planned than in the past. The Monterey Peninsula Unified School District will host one later this month, and the Monterey County Office of Education will have a spring career fair for the first time. CSUMB will also have a special section for education at its bi-annual career fair, which usually attracts at least a dozen potential employers.
“What we’re really doing now at MCOE is recruitment year-round,” said Rosa Coronado, assistant superintendent of human resources. “I’ve seen the report that Dr. O’Shea put together and it’s pretty severe. This year we decided to improve our services and it will be the first spring recruitment fair of MCOE.”
In addition to recruiting for teachers, MCOE will also present a workshop called “So, you want to be a teacher?” for people thinking about entering the profession.
Part of the problem is a precipitous decline in the number of people entering the teaching preparation programs, which dropped from more than 44,000 in 2008 to 26,000 in 2012, according to a report by the Commission on Teacher Credentialing.
“What we’re seeing is not enough people going into teaching preparation programs,” Coronado said.
At the Monterey Peninsula Unified School District, which will host its third annual job recruitment fair on Feb. 28, the need for teachers has expanded from the traditional math and special education to English and multiple subjects.
“We’ll be going to CSUMB and multiple fairs throughout the state of California and even out of state,” said Judy Durand, executive director for human resources at MPUSD. “Last year we hired close to 100 new teachers, and I don’t have a reason to believe it won’t be similar to that through all the subject areas. We have over 20 schools so five new hires for school on average is not unreasonable for a district our size.”
At CSUMB, the bi-annual job fair began including a special section for education recruiting three years ago, said career adviser Thomas Rogers. Last year, 100 potential employers attended, and 20 of those were educational institutions.
“As far as the school districts are concerned, this event is a teacher’s fair. That’s how they market it,” Rogers said.
This year, Rogers expect to have around 12 to 15 school districts recruiting at the job fair. He has noticed candidates walking out of the fair with a job offer, a sign of the high demand for teachers.
“It’s interesting to watch that happen,” he said. “We notice these recruiters hungry for folks who are ready to teach; they’re doing these events trying to get as many people as they can.”
from the Monterey Herald 9/16/2014
SALINAS >> There's an opening for a music teacher in Greenfield Union with a signing bonus of up to $5,000. There's another opening for a child development teacher at Carmel Unified. And yet another for an English teacher at Colton Middle School in Monterey that barely opened up last week.
There are still so many openings for teachers at Monterey County schools that administrators with the Monterey County Office of Education decided another recruitment fair was in order to help districts close the gap.
"As late as last month, Greenfield still had 17 openings," said Rosa Coronado, assistant superintendent of human resources with MCOE. "We continue to have positions that are going unfilled."
Monterey County schools list 449 job openings in a popular job database that ranges from janitors to director of maintenance, with the largest need in the always sought-after special education arena.
School experts have long predicted California will eventually suffer from a teacher shortage. In 2013, Douglas E. Mitchell, a professor at the graduate school of education at UC Riverside, wrote that the wave of retirements and job eliminations that took place during the recession made the upcoming teacher shortage bigger than ever.
But of all the studies that predict teacher shortages, the one that CSUMB education professor Mark O'Shea has found most convincing was one that linked demand for teachers with changes in policies for class sizes.
"Often what we hear is retirement or some other factor having to do with demographic data," O'Shea said. "The real studies place substantial merit of supply and demand in reduction of class size in many districts. Will this persist into future years? I'd say it's likely to last a bit longer if it indeed is purely related" to changes in funding.
After years of trimming budgets, the new model to give districts money, the so-called Local Control Funding Formula, is bringing added revenues to schools that educate low-income students and English learners. The increased monies are being used in some districts to reduce class sizes.
At Monterey Peninsula Unified School District, the new teachers' contract reduces class sizes.
"That's necessitated us to open up a few more classes in elementary school, and you don't know what number that's going to be until (all the students) show up at the beginning of the school year," said Judy Durand, executive director of human resources with MPUSD.
Yes, there are still a few job openings at MPUSD, but that's a normal occurrence this time of the year, Durand said.
For Coronado and O'Shea, there's no question there's a teacher's shortage. O'Shea has received many calls asking him to place CSU Monterey Bay interns in their schools.
"There's some vacancies in areas we have not seen before, like social studies, outside of the traditional shortage areas of special education, math and science."
from the Monterey Herald 09/04/2014
SEASIDE >> Here's what a monolingual Mexican child who comes to the United States at age 10 can become: dean at a major university.
And maybe more.
Jose Luis Alvarado, the Inaugural Dean of the College of Education at CSU Monterey Bay, is convinced that one of the best practices schools should have in place to close the achievement gap is the belief that all children can succeed in school, despite personal circumstances, parental education, or physical impediments. And if anybody needs proof, they just have to look at Alvarado's own life.
Born in Mexicali, Mexico, Alvarado arrived in Brawley when he was 10, where his father worked as a field laborer. Children in school would tease him for not knowing English, so he became determined to learn the language. But the talents he had acquired in school in Mexico — he was good in math — were not recognized in the United States. By the time he got to high school, he was trapped in remedial classes.
Having observed the type of jobs and the lifestyle some Latino youth became trapped in, he became determined to go to college — even without the help of his high school counselor.
"I went to my high school counselor and I told her, 'I want to go to college,' and she looked at me, she just said 'You're not college material,' " Alvarado remembers. "She said that to all my friends. . . . I'm a really stubborn person, I wasn't going to let somebody tell me what I could and couldn't do."
In the ensuing decades, not only has Alvarado amassed an impressive amount of college degrees — including a doctorate in special education from the University of Virginia — but he also led a number of research projects about teaching for bilingual children and children with special needs.
Before arriving in Seaside, Alvarado, 49, was associate dean for the College of Education at San Diego State University – a college that has seven departments.
That's not what he'd like to see at CSUMB, he said.
"One of the issues that is very critical in higher education is for folks to get out of their silos. The more departments you have, the more silos you have. The more silos, the more fragmented the services become," he said. "If we truly care about serving students, it's not about how many departments you have, it's about how do we structure ourselves so we can support the needs of the students and the needs of the community. . . . I envision having a collaborative, cross disciplinary department where faculty can teach across programs, support one another and support learning that happens in the classroom."
Although he has a vision for what the department will become, Alvarado said he would like stakeholders from different sectors to come together to share their ideas. He's now putting together an advisory board to contribute in shaping the department.
Still, he has his ideas.
"My general vision is that the college of education will become the go-to place for teacher preparation in the tri-county area," he said, referring to Monterey, San Benito and Santa Cruz counties. "We'll prepare teachers who are supremely qualified to deliver instruction in the 21st century — implemented in evidence-based practices, practices firmly grounded in research, and teachers who are responsive to the diverse communities they're going to be teaching in."
There are three elements Alvarado believes schools and institutions need to have in order to close the achievement gap: everyone needs to be committed to the idea that all children can learn. Education needs to be data-driven; that is, student performance needs to be constantly monitored and adjusted to fit their needs.
"Not philosophy, not theories, but as (teachers) proceed in implementing practices, they closely, frequently evaluate student performance, and student performances guide their practices," he said.
But schools must also have professional learning communities, where teachers can come together, learn from each other and truly support one another, he said.
A learning community "is a safe environment, no one is judging anyone else. It's fully cooperative, there's joint planning, joint development of curriculum," Alvarado said.
CSUMB used to have a program to train bilingual teachers, something that no longer exists but that Alvarado wants to revive.
"It's important that we have teachers fully prepared to meet students needs," he said, referring to the thousands of students in the area who are English learners. "The whole concept of bi-literacy is that you are not replacing one (language) with the other. Rather, you can support both. Full literacy in the primary language will support literacy in the secondary language. Eventually (we'll have) a bilingual program for training teachers to be full-fledged bilingual teachers."