University of San Francisco
Founded by the Jesuits in 1855, the University of San Francisco is the
city by the bays oldest university. USFs credential programs
collaborate with some of Californias most diverse and culturally
rich K-12 school districts. Our five campuses and two regional programs
allow the teacher education department to reach across the state and into
Xiamen,China, Budapest, Hungary and Tijuana, Mexico.
The teacher preparation programs at USF are distinctive for their appeal
to individuals who are committed to serving the needs of children and
adolescents while dedicating themselves to contributing to a better society.
It is our mission to prepare graduates of our programs to become intellectual,
social and moral leaders in the educational community. USF teacher education
programs in elementary, secondary and special education include strands
of preparation focused upon:
U.S. Department of Education 2002 Grantees
University of San Francisco was accepted as an early adopter of the states new credentialing standards created by Senate Bill twenty-forty-two and were required to complete a self-study and assessment of our programs for compliance with the new standards. At the same time, USF received a one-year StarTEC PT3 grant award from the California Commission on Teacher Credentialing.
USF has embraced the states new teacher performance expectations and assessments. We have developed a three-tier program for our students that incrementally supports students to create their electronic portfolio. It begins with a boot-camp prior to the beginning of the first semester to ensure that every candidate has prerequisite skills to ensure his or her success in the portfolio process including off-campus access to computers and the Internet. A two-unit course, Teaching, Learning and Technology, was designed to support students in the first semester to use the TaskStream website to begin adding to their working portfolio creating lesson plans connected to teaching and subject matter content standards and reflecting upon their practice.
In a single year, the StarTEC grant program has supported 18 professors
to obtain preliminary level technology skills and 5 faculty to reach the
professional level. The effect of mastering these skills is filtering
by word of mouth to other programs in the School of Education and we are
beginning to realize a culture change across many programs outside of
teacher education. (*Insert interviews here with the lead question How
has StarTECs training and the electronic portfolio process affected
your professional practice? and/or How has your school changed
as a result of increased access to technology equipment and skills from