LOS ANGELES ORANGE COUNTY
REGIONAL CONSORTIUM
STRONG WORKFORCE PROGRAM
2018-2019
REPORTING TEMPLATE 2.0
Due Date: March 31, 2021 by 5:00pm
Table of Contents
Section I: Project Sub-Region ..................................................................................................................................... 2
Section II: Project Lead .............................................................................................................................................. 2
Section III: District and College Name ........................................................................................................................ 2
Section IV: Project Title .............................................................................................................................................. 2
Section V: Project Recruitment and Orientation Strategy ......................................................................................... 3
Section VI: Project Enrollment Strategy .................................................................................................................... 6
Section VII: Program TOP Code Completion Tracking Process .................................................................................. 9
Section VIII: Across All CTE Programs Completion Tracking Process ....................................................................... 11
Section IV: How Has Your Project Impacted Employment? ..................................................................................... 12
Section X: Student Success Task Force Recommendations ..................................................................................... 14
Section XI: Career Pathway Task Force Recommendations .................................................................................... 15
Section XII: Workforce Data & Outcomes Task Force Recommendations .............................................................. 17
Section XIII: Curriculum Task Force Recommendations .......................................................................................... 19
Section XIV: CTE Faculty Task Force Recommendations ......................................................................................... 23
Section XV: Regional Coordination Task Force Recommendations ......................................................................... 26
Section XVI: Funding Task Force Recommendations ............................................................................................... 29
Section XVII: Workplan Major Activities .................................................................................................................. 31
Section XVIII: Workplan Major Outcomes ............................................................................................................... 37
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Section I: Project Sub-Region
Place an “X” County
where applicable
X 1. Los Angeles
2. Orange
3. Both
Section II: Project Lead
1. First Name M. Lea
2. Last Name Martinez
Section III: District and College Name
1. District Name Rio Hondo Community College District
2. College Name Rio Hondo College
3. College Partners Cerritos, Citrus, Compton, East LA, El Camino, LA Mission, LA Pierce, Long Beach, Rio
Hondo, Santa Monica, West LA
Section IV: Project Title
1. List The Name of Your NOVA 2018-2019 Strong Workforce Program Regional Project Application Below.
Teacher Preparation/STEM-CTE Project
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Section V: Project Recruitment and Orientation Strategy
Question/Statement Answer (250 Words or Less for each answer)
1. How did you recruit students, engage faculty, and Teacher Preparation Program (TPP) colleges partner
secure commitments from partners? with local communities to develop relationships to
foster career pathways and career ladder experiences
for students. For example, the TEACH El Camino
Coordinator worked closely with their High School
Career Pathways Coordinator to increase the number
of high schools in their service area to offer teacher
education Career Pathways and Dual Enrollment
courses.
The Teach LA Collaborative, spearheaded by Rio
Hondo College, held a regional conference attended
by 300+ students, teachers, faculty, and other
stakeholders in September 2019. When the pandemic
hit, Teach LA conducted two virtual workshop series in
May 2020 and November 2020, which drew 1,000+
and 1,600+ attendees, respectively. Other
engagements and recruitment opportunities included
paid partnerships, on-campus workshops, and summer
camps like the CTE Summer Camp at Rio Hondo and
the STEM Summer Academy at Cerritos College.
Faculty/teachers and students were
recruited/engaged through mentoring programs. TPP
colleges also recruited students via classroom
presentations, information and orientation sessions,
social media, the program website and regional (Teach
LA) website, campus visits, career/transfer fairs,
faculty-conducted work-based learning workshops
with teachers, student clubs, professor word-of-
mouth/syllabus, campus resources pages, CTE/STEM
classroom visits, counselors, marketing, and
promotional tools, TPP communication via email and
phone calls, and drop in Zoom sessions once the
campus went virtual. Faculty and teachers were also
engaged in Teacher Kickoff events, the Los Angeles
Alignment Project (LEAP), Faculty Inquiry Groups, and
CSU collaborations. Marketing materials provided at
recruitment events. Partner commitments secured
internally, externally, via MOUs, and planning with
high school coordinators.
2. How did you make your relevant stakeholders Relevant stakeholders were made aware of the project
aware of the project expectations, project expectations, project outcomes, and project
outcomes, and project deliverables? deliverables through SWP-TPP quarterly regional
meetings. The TPP colleges utilized the Teach LA
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website and social media platforms to publish reports,
recordings, and resources pertinent to the project.
Colleges also had a variety of standing meetings that
assisted in engaging and updating stakeholders. For
example, Santa Monica College shared and discussed
updates at annual advisory meetings. Cerritos College
did so through their monthly leadership team
meetings and weekly meetings with counselors for
their Teacher TRAC program. Some schools utilized
funding to designate a lead staff responsible for
communicating their projects' deliverables through
the facilitation of ongoing meetings. Some examples
include El Camino College, Mission College, and Long
Beach assigning a TPP grant coordinator whose roles
revolved around proactive communication to
stakeholders. Responsibilities assigned to the
coordinators include but are not limited to informing
partners of project expectations, outcomes, and
deliverables through ongoing meetings and email
correspondence. During meetings, stakeholders were
informed of the upcoming activities to get more
involved with the programs and carry out parts of
their college's missions, such as participating as guest
speakers or open house career fair guests. ELAC
created an ECE Map and engaging presentations to
introduce and explain the project and expected
outcomes, i.e., skills certificates. Ongoing
communication via emails and meetings to discuss
project outcomes and deliverables was also constant.
Every school had a different way to make its
stakeholders aware of the project expectations and
outcomes based on their resources and needs.
However, most communication to stakeholders
revolved around participation in standing meetings,
regular email updates, the TEACH LA website,
educational conferences, board presentations, and
social media.
3. Please explain how you oriented your partners TPP colleges provided different forms of orientation
and/or participants. initiatives to each group of stakeholders depending on
their participation statuses. For student participants,
they are engaged through mandatory orientations
required for them to be part of the programs and
receive various resources and opportunities. Although
each college facilitates their student orientations
differently, they all have a similar base of providing
outlines for what the project entails and what is
expected of them once they begin participating.
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Schools then follow up with email correspondence
that outlines what their programs require and what
was covered in the orientations to serve as a future
reference for students. This system is repeated and
tailored for each of the various programs the colleges
offer, such as but not limited to dual enrollment,
summer camps, and mentoring programs. For
educational partners, the orientation methods are
more thorough and consistent based on their levels of
involvement. Most of the Teach Los Angeles Regional
Collaborative partners are other Teacher Preparation
Programs from local colleges and academic
community partners and grade-level schools that
funnel the programs' student pipelines. The TPP
partners primarily participated in quarterly meetings
that allowed each college to share information on
their existing projects, upcoming, and data results
from previous initiatives. The meetings also served as
a proactive way for colleges to exchange and gather
feedback regarding their projects. Lastly, colleges also
provided written quarterly reports with data on the
rendered results from their individual projects and key
performance indicators that were then consolidated
and presented to the participants.
4. Please list your top two or three key The TEACH LA Regional Collaborative colleges each
employer/industry partners who committed to your have an array of prominent partners that serve the
project. employer and industry roles that further promote
their programs' initiatives. Regionally all colleges
partner with their Pre-K12 districts and adjacent CSU
and 4-year universities, after-school programs,
community-based organizations, and field-related
industries. TPP colleges also party with several
Community of Practice (CoP) statewide. Below is a
consolidated list of the key partners each college
noted:
Cerritos College: ABC USD, Bellflower USD, Downey
USD, Norwalk La Mirada USD, Columbia Memorial
Space Center
Citrus College: CPP, Oak Crest Institute of Science,
University of LaVerne, Monrovia USD, LACOE, CTE
Teach, LAUSD, TEACH CA, CCCTPP, Woodcraft Rangers
ELAC: Montebello High School Day Care Center,
MUSD, CSULA, Para Los Niños, Think Together,
ARC, LACOE, CTE TEACH, LAUSD, TEACH CA, CCCTPP,
Afterschool programs: Woodcraft Rangers, Think
Together, Child Care Centers, A-List Montessori, Culver
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City Unified, Green Dot Public Schools, CCTE
El Camino: Inglewood Unified School District,
Woodcraft Rangers, Think Together, Child Care
Centers
Pierce College: LAUSD and LA County Office of
Education
Mission College: Teacher Mentors at Pacoima Charter
Elementary, Haddon STEAM Magnet Academy- LAUSD,
Calahan Elementary- LAUSD, and CSUN
LBCC: Long Beach Unified School District and Long
Beach Blast Mentoring Program
Rio Hondo: RHC Area School Districts (e.g. Whittier
Union HSD; El Rancho USD; El Monte USD, etc.), Cal-
State Los Angeles, Cal-Poly and other CSUs, Think
Together, CTE Teach, Center for Collaborative
Education, etc.
Santa Monica College: SMC STEM Counselors, Santa
Monica Unified School District, and UCLA West LA: A-
List Montessori, LACOE, Child Care Careers, Culver City
Unified, Teach California, Green Dot Public Schools,
CSU’s, LAUSD, CCCTPP
Section VI: Project Enrollment Strategy
Question/Statement Answer (250 Words or Less for each answer)
1. How did your project strategy have an impact on The colleges' common strategy revolved around
enrollment (FTES)? targeted recruitment efforts, dual-enrollment
initiatives, additional classes and certificates, and
offering student resources.
Most TPP colleges participated in Guided Pathways
planning (e.g. El Camino, Rio Hondo, Cerritos). As the
colleges aligned themselves to the framework, they
were able to reach and target students more efficiently.
Students participating in GP and its corresponding
meta-majors comprise almost half of the new college
students.
Colleges conducted recruitment activities in local high
schools that provided student pipelines into their
programs. By presenting the benefits of the dual-
enrollment programs, students were exposed to the
teaching career pathway early. Colleges were able to
recruit high school students into their colleges. As a
result, many colleges found an increase in the number
of offered classes, increasing enrollment. For example,
ELAC added a total of 15 additional classes to
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supplement the increase in student participation. Once
part of the college, students were provided with a
detailed teacher pathway that provided a clear career
path that resonated with the students and information
on what certificates they can earn as community
college students. The development of short-term
certificates also impacted enrollment and completion,
as students felt more inclined to enroll and complete
shorter and more manageable milestones in an
otherwise long pathway.
Lastly, colleges offered student resources to increase
the visibility of their programs. For example, Mission
College provided academic and professional
development activities and field trip opportunities.
Many of the other colleges offered textbook and laptop
lending opportunities to their students.
2. How did you measure increase in enrollment Each college uses a different method to measure the
(FTES) increase in enrollment, such as using data collected by
their institution's processes, maintaining and updating
their databases, monitoring and analyzing the
enrollment of program-specific courses, and through
the need of adding additional sections to education
courses. The main method used by colleges to measure
enrollment changes involves the usage of their
institutions' processes, such as inquiring research data
of enrollment information on the applicable courses
from their respective offices that measure institutional
effectiveness. Pierce College utilizes this method, and
according to their Office of Institutional Effectiveness,
2,296 students enrolled in Child Development program
for the fiscal year 2019. The students that enrolled in
their programs were all from the high schools they
actively recruited from. Other colleges carry out their
individual databases that regularly track the
participation of students in their programs. For
example, Cerritos College routinely monitors
enrollment in Teacher TRAC-specific courses in
elementary education ADT. It is impossible to measure
enrollment for single-subject students since the majors
are so diverse. By having students apply for their
program, they were able to measure demand. Lastly,
some colleges like LA Mission College and Long Beach
City College track the increase in enrollment by
comparing the number of students enrolled in their
foundational courses for their certificates and by the
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additional sections that open up in their program based
on high demand.
3. If relevant, how did you enroll participants into Most students enroll in the colleges' programs and
your project? activities through typical registration channels.
However, each college has innovative ways to reach its
target populations as well. Cerritos College's Teacher
TRAC program reaches out to students when new
sections are available or needed. ELAC uses Google
forms to keep track of their students and hosts
application workshops. Citrus students enroll through
the website and Smartsheet application. Students at El
Camino's TEACH Program and Rio Hondo's STEM-CTE
Teach program are enrolled via an online intake
form/application, targeted classes, an in-house tracking
database, and through student outreach (target
students who have not enrolled yet- targeted
approach). West LA promotes its courses through word
of mouth in relevant classrooms, by email, and through
advising sessions.
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Section VII: Program TOP Code Completion Tracking Process
(If not applicable to your regional project, please skip this question and go to the next section.)
Question/Statement Answer (250 Words or Less for each answer)
1. How did you track student progress, For most of the colleges, each department tasked with
certificates, degrees, and/or transfers? institutional research collects data on students'
progress, such as certificate and degree completion
rates and transfers frequencies. For example, Rio Hondo
requests a quarterly report from its Institutional
Research and Planning Department for the number of
certificate and degree completions. Transfers are
tracked through the completion of the Elementary
Teacher Education Transfer Degree. Similarly, the El
Camino Institutional Research and Planning Department
is responsible for tracking all relevant data on their
student population, including those on the teacher
education pathway. The certificates, degrees, and
transfer data can be accessed through the Degrees and
Certificates database on the schools' website. Some of
the examples of certificates and degrees El Camino
College awards include Early Childhood Education
Achievement Certificates; Early Childhood Education for
Transfer Degrees (AS-T); Childhood Education Degrees
(AA); Liberal Studies – Teacher Preparation Degrees
(AA); Elementary Teacher Education for Transfer
Degrees (AA-T); and Special Education Assistant
Achievement Certificates. For other schools, the
certificates about their program initiatives are tracked
by the department's chair. For example, at West LA, the
Child Development Dept’s skills certificates are kept
track by the Dept chair. Skill certificates are issued only
once a year, and it is during the end of the spring
semester. Their student services and Institutional
Effectiveness keep track of their degrees and transfers
as well.
TOP Code Program Name
Other Education/Education General
0801.00
AA-T Elementary Teacher Education
0802:00 Educational Aide
0809.00 Elementary Teacher Education ADT
2. Please list all application TOP Code and Elementary Teacher Education Certificate
Program names included in your project. 0899.00
of Achievement
1305.00 AA-T Early Childhood Education
AS Child Development
Child Development/Early Care and
Education
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Child Development Specialization:
Language & Literacy
Early Childhood Education Early
Intervention Assistant
1305.20 Children with Special Needs
1305.90 Infants and Toddlers
0802.00 Educational Aide I
Educational Aide II
Educ 20
Educ 10
Educ 130
Educ 40
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Section VIII: Across All CTE Programs Completion Tracking Process
(If not applicable to your regional project, please skip this question and go to the next section.)
Question/Statement Answer (250 Words or Less for each answer)
1. How are you tracking certificates, degrees, and For most colleges, their institutional research
transfers for your Across All CTE Programs? department collects data and tracks the certificates and
degrees collected and the frequencies of transfers. Some
also include using the database platform Tableau to
identify completions like Rio Hondo College, El Camino
College, and Long Beach City College do. Another
example is West LA who tracks their Child Development
Dept’s skills certificates through their Dept chair. Their
skill certificates are issued only once a year, and it is
during the end of the spring semester. Their student
services keep track of degrees and transfers.
2. Please describe how your SWP investments are Each college's SWP investments impact their CTE
impacting some CTE programs more than others. programs more than others in various ways, and there is
no universal narrative. For Cerritos College, their
faculty's investment in identifying future teachers is a
key to their impact. For example, their welding
department identifies far more students than any other
program. Thus those students have more opportunities
for internships. For West LA, they are using their
investment to address the shortage in STEM and CTE
areas by setting up pathways in those CTE areas. For
ELAC, their investments are impacting their teacher
preparation program and the community they serve.
They have been able to offer more dual enrollment
classes to their student pipeline high schools, and as a
result, their program continues to grow. For Rio Hondo,
targeting STEM and CTE students to participate in the
STEM-CTE Teach mentoring program increased
participation in these teacher shortage areas. For El
Camino College and Long Beach City College, their
investments impact their teacher preparation program
and their child development program in that they use a
guided pathway approach to sharing information;
advertising their program is inclusive of a variety of
entry points to the credentialed teaching
profession/education pathway. For Pierce College, their
funding has been used to support professional
development activities for faculty and staff, including
attendance at local, regional, and statewide
conferences. For Santa Monica College, their
investments have provided their Education / Early
Childhood majors with many opportunities to attend
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training workshops, which have proven to enhance their
skills as beginning teachers.
Section IV: How Has Your Project Impacted Employment?
Question/Statement Answer (250 Words or Less for each answer)
1. Are you collecting employment data? For employment like an educational aide, teacher
assistant, program assistant/coordinator in an
afterschool program, colleges usually use internal
tracking systems to track the students they recommend
or place into these various paid internships and
teaching-related jobs. For transfer students, many of the
colleges do not have a formal system in place to collect
data on employment measures due to the various
hurdles based on the nature of the programs. The main
hurdle is the time length in between when the student
transfers from a community college into a credentialing
program and then after successfully finding
employment. Many years pass in between each
milestone, and it is difficult to track students
throughout. However, colleges are aware of the main
hurdle and actively explore new mechanisms to collect
employment data more efficiently. Some colleges do
collect data in informal ways, such as the ongoing
conversations with stakeholders that share information
on which of their students are getting jobs. Other
colleges send ongoing surveys on a regular basis to
students who completed their programs to collect
employment data. Other examples are utilizing LinkedIn
and JobSpeaker.
2. If so, through what mechanism? Some colleges have ongoing communication with their
stakeholders, who informally share data on
student employment. Pierce College uses the support of
the Center of Excellence, CA Community College
Chancellor’s, and the Launchboard platform to collect
their data.
3. If applicable, how many students received The number of students that receive internships varies
internships? between colleges and semesters as well as by programs.
There is no universal framework for how internship
opportunities are offered to students, but most colleges
have their own systems fr internship opportunities set-
up on their sites. Cerritos College offers CTE internships
to welding and STEM students and provided 48
internships between 2019 and 2020. Citrus College
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provides work-based learning opportunities through
summer mathematics programs and places TPP
participants in their dual enrollment classes as
embedded tutors. El Camino College has Practicum
courses where students are placed at a job site, and
most students get hired at the site where they are
placed. Pierce College offers coursework that requires
students to participate in fieldwork, 108 hours one
semester. An average of 45 students per semester
participated in unpaid fieldwork in the community until
March 2020. Rio Hondo recruits approximately 15-20
students every semester to pair up with a
faculty/teacher mentor as part of the STEM-CTE Teach
mentoring program. Students are also hired to
participate and co-facilitate STEM-CTE modules during
Rio's annual CTE Career Exploration camp. Mission
College required all students that were enrolled in Educ
01, Educ 203, CD 22, and 23 to complete fieldwork
hours. Between 2015 and 2018, over 200 students
completed fieldwork hours for their teacher pathway.
4. If applicable, how many students were placed
in living wage jobs? There is no available data from any of the colleges for
the time being.
5. If applicable, were these jobs related to the Yes
students’ program of study?
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Section X: Student Success Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
1. Describe how the project has broadened and Each of the colleges offered various initiatives that
enhanced career exploration and planning, work- include but are not limited to internships, fieldwork,
based learning opportunities, and other supports conferences, workshops, work-based learning, job fairs,
for students? virtual opportunities, tutoring, and field trips. LA Mission
developed partnerships with credentialed teachers that
teach coding, engineering concepts, hands-on science,
and robotics to elementary students. Students were
exposed to elementary classrooms that use a
Makerspace layout and innovative inclusion of science
and sustainability. Moreover, the programs have
facilitated dual-enrollment students to participate in
field trips to neighboring colleges and engage in career
exploration workshops. ELAC transported high school
students to their campus and CSULA to increase
student's knowledge of the teacher preparation process.
Students placed into the field for early education work-
based experiences for Citrus and Long Beach students
allowed contextualized preparation to the education
field. Providing students with early on-the-field
experience further solidifies their interests in pursuing
teaching as a career. Other colleges have offered this
same opportunity as a paid internships, which tends to
increase the odds for student retention and completion
of the program. By providing mentoring, tutoring, and
internship opportunities, students at Rio Hondo, El
Camino, and Cerritos colleges are exposed to various
work-based learning, career exploration, and field
experiences. Participation in STEM and CTE summer
camps has exposed students from Rio Hondo and
Cerritos to classroom experiences and career
exploration. Other colleges offered workshops and info
sessions with CTE/STEM professionals where they
receive first-hand and candid experiences illustrating
what the career fields have to offer and make informed
career path decisions.
2. Describe how the project improved CTE Collectively, the Teacher Preparation Program project
student progress and outcomes? provided an array of opportunities to further improve
the progress and outcomes of CTE students. For
instance, the projects made available opportunities for
high school students to learn about the benefits of CTE
through info sessions that resulted in more students
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enrolling in the ECE pathway classes. The project also
provided mentoring opportunities for students to be
matched with faculty so that they can explore the fields
they have identifies as interests. For example, El Camino
provided paid internships that included assisting CTE
faculty with course planning and during classes. Mentors
met weekly with students to discuss teaching
techniques. Additionally, TEACH El Camino has a
dedicated counselor trained on the various pathways to
teaching careers, including completing a CTE credential,
earning a child development permit, elementary
credential, or single subject credential. The project
provided additional counseling time for TEACH El
Camino students interested in teaching. Most colleges
also offer lending services made possible by the funding
received that gives students with low resources the
opportunity to borrow textbooks and laptops to further
their studies. Many colleges saw student completion
rates of certificates and degrees for their teacher
education-related pathways and seeing transfer rates
increase. Lastly, students receive ongoing information
on opportunities for tangible job exploration events that
lead to employment. Students also receive updated
information on the labor market trends, growth, and
demands to prepare them better when they begin their
employment search.
Section XI: Career Pathway Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
3. Describe how the project developed and With the current teacher shortage in California,
broadly publicized industry-informed career especially in STEM, CTE, and special education, the
pathways that prepared students for jobs Teach LA Collaborative partnered with the Center of
needed within the regional labor market? Excellence in the LA region to produce a Teacher
Occupations Report for Los Angeles County. The report
includes regional labor market data, top education jobs,
and survey results on hiring challenges at the
community colleges. The collaborative publicized this
report widely, via regional and statewide conferences,
LAOCRC, and on the statewide CCC-TPP website
http://teacherprepprogram.org/) and the Teach LA
website (https://www.teachlarc.org/).
The project also funded many initiatives to promote
further industry-informed career pathways that allowed
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students to participate in various educational
conferences, workshop series and hear directly from
guest speakers who are leaders in their industries.
Additional support systems provided by the colleges
revolved around preparing students to embark on their
job searches. After being able to learn directly from
professionals in their fields of interest, students could
begin identifying potential stepping stones that could
lead to their desired careers. A good example is Santa
Monica's annual Career Panel event composed of local
educators in varying roles that share students' job
opportunities. Students learn about the high demand for
teachers in the specialized teaching areas and the CTE
and STEM fields.
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Section XII: Workforce Data & Outcomes Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
4. Describe how the project created common The project collaborated to develop a quarterly data
workforce metrics for all state-funded CTE report aligned with the Strong Workforce Program
programs and expanded the definition of metrics and data reporting for the CCCCO Education
student success to better reflect the wide array Futures grant. This report was submitted quarterly to
of CTE outcomes of community college Rio Hondo (LA SWP-TPP project lead), and Lea Martinez
students? then compiles the data and for use in reporting regional
program outcomes. For the SWP-TPP project, workforce
metrics of enrolled students and course completion
were documented, and student participation in activities
and services. Each quarter, student enrollment was
tracked, and course completion was accounted for. It
was also essential to document in-progress coursework
and later account for completion while not neglecting
ongoing student work-investment and success. Activities
and services available to students also became a part of
student success. The more the students were involved in
activities and services, the more prepared they were to
succeed inside the classroom setting. Activities and
services include but are not limited to: university
campus visits, workshops, field trips, conferences,
financial aid advising, and tutoring.
5. Describe how the project established a Students are flagged through the school's
student identifier for high school students Student Information System where their status is
and those enrolled in postsecondary captured in college reports for most colleges. Some
education and training programs to enable colleges have their own systems in place that work in
California to track workforce progress and different ways. For example, Cerritos College's Teacher
outcomes for students across institutions and TRAC collaborates with 5 HS Education Pathways. The
programs? pathways are articulated, and during the project, dual
enrollment was added. As a result, there is a clear
pathway leading from these HS programs to Cerritos
College. For ELAC, there is an in-house tracker that is
being used to follow students from high school to
college or career. El Camino College identifies students
in two ways: those that are in dual enrollment career
pathways in high schools (one of which is the education
sector) and through their South Bay Promise program.
This has not led to CA being able to track workforce
progress. Statewide, however, we are working to
determine how this data can be tracked and shared.
There is no universal way in which colleges are able to
identify the difference between high school and post-
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secondary students. However, each college does keep
track using its own methods.
6. Describe how the project improved the
quality, accessibility, and utility of student With the current teacher shortage in California,
outcome and labor market data to support especially in STEM, CTE, and special education, the
students, educators, colleges, regions, Teach LA Collaborative partnered with the Center of
employers, local workforce investment boards, Excellence in the LA region to produce a Teacher
and the state in CTE program development and Occupations Report for Los Angeles County. The report
improvement efforts? includes regional labor market data, top education jobs,
and survey results on hiring challenges at the
community colleges. The collaborative publicized this
report widely, via regional and statewide conferences,
LAOCRC, and on the statewide CCC-TPP website
http://teacherprepprogram.org/) and the Teach LA
website (https://www.teachlarc.org/). This project
improved programs across the region through
collaboration and the sharing and development of
model programs. The Teacher Preparation Program
partner colleges shared resources and collaborated on
regional opportunities for students, such as test
preparation and regional conferences. This network has
increased the external partnerships and access to
student resources to many of the TEACH programs
across each college. Furthermore, with the counseling
team's support, students were able to complete the
pathway without taking courses not required for the
certificate/degree.
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Section XIII: Curriculum Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
7. Describe how the project evaluated, Some schools collaborate directly with partner-CSU's.
strengthened, and revised the curriculum Cerritos College collaborated with CSULB in their
development process to ensure alignment curriculum update to ensure alignment with their
from education to employment? courses and the TPAs. TPAs are the CTCs alignment to
workforce expectations. Rio Hondo worked with Cal-
State LA to work on course articulation with their
transfer program. Additionally, some schools garnered
faculty support in the applicable areas where they
evaluated and revised curriculum through the annual
program review process. The project supported revisions
with additional supplies that enhanced instruction and
student learning.
The project also worked on alignment with the CSU
system. Led by Cerritos College, the TPP colleges have
been working with their regional CSU partners to ensure
that the curriculum aligns with industry expectations.
The curriculum development process has included
collaboration with future employment guidelines to
ensure students acquire the job skills needed to be
viable candidates. This process requires cross-system
collaboration with P-12, community college, and 4-
year/credentialing institutions.
Moreover, TPP colleges within the Los Angeles region
vary with their course, certificate, and degree options
within the field of Education. The Collaborative
embarked on an alignment project which brought
teacher preparation community colleges in the Los
Angeles region to align student opportunities in
Education programs, including STEM and CTE Teaching
pathways. The ongoing Los Angeles Education Alignment
(LEAP) project seeks to align teacher preparation
coursework so community college students can
seamlessly navigate courses within the Los Angeles
Community College district that support them on their
pathway to the teaching workforce.
8. Describe how the project evaluated, As a regional collaborative, the participating Teacher
revised and resourced the local, regional, and Preparation Program community college stakeholders
statewide CTE curriculum approval process to convened meetings to explore, discuss, evaluate, and
ensure timely, responsive, and streamlined begin to streamline the Education transfer degree
curriculum approval? options and certificates of Southern Californian
community colleges. This work, the explorations, and
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discussions are ongoing. Additionally, for some colleges,
the coursework approval follows local approval
processes at the college-level. This has been impacted
by the recent district program transfer.
9. Describe how the project improved program In partnership with educational institutions across
review, evaluation, and revision processes to systems, program review and implementation are
ensure program relevance to students, revised to better fit the student-to-employer pipeline
business, and industry as reflected in labor process. Knowledge attained through the program
market data? becomes more relevant to the skillset required to
succeed in the workforce. Also, the Center of Excellence
Teacher Occupations Report for Los Angeles County
includes regional labor market data, top education jobs,
and survey results on hiring challenges at the
community colleges. The data from the COE report is
being utilized for lobbying for additional funding for TPP
programs, improving the direction of goals and activities,
and used to continue to attract students into the
teaching pathway. Furthermore, the community
participation in advisory meetings targeted local High
schools and encouraged discussion with community
members, resulting in the communication of needs. This
allowed colleges like Pierce College to revise processes
and coursework to ensure skill sets' relevance, including
home visitation, mental health, and diversity issues.
Lastly, the activities, resources, and student mentor
opportunities directly impacted the Education Program
Review process at the department and college levels.
The Education faculty evaluated the needs for course
offerings based on the feedback provided by students
that attended workshops, field trips, and or information
sessions. The opportunities to develop
internship/fieldwork placements in schools where
workforce development partners were identified and
the challenges that arise with the logistics of identifying
placement sites and mentors were evaluated and used
for course scheduling.
10. Describe how the project facilitated curricular Students would benefit tremendously from a regional
portability across institutions? alignment project to help them understand their
completed coursework's portability. Our teacher
education curriculum course outlines of record have
been shared with partner colleges in the collaborative.
At the regional level, the project facilitated curricular
portability across institutions by developing a TPP Matrix
across colleges in the LA region. Moreover, the
Collaborative embarked on an alignment project which
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brought teacher preparation community colleges in the
Los Angeles region to align student opportunities in
Education programs, including STEM and CTE Teaching
pathways. The ongoing Los Angeles Education Alignment
(LEAP) project seeks to align teacher preparation
coursework so community college students can
seamlessly navigate courses within the Los Angeles
Community College district that support them on their
pathway to the teaching workforce. The TPP
collaborative colleges have also been working with
regional CSU partners to ensure that the curriculum is
aligned with their transfer requirements. Lastly, most
Early Childhood courses are CAP aligned and are the
required course for the ADT in Early Childhood. The 8
CAP classes help students who need to move to another
area. They can still complete the course requirements
without repeating a class they have already taken.
Ideally, the ADT’s should make it a smooth transition for
students to transfer to the 4-year CSU system.
11. Describe how the project developed, Teacher Preparation Program (TPP) colleges participated
identified and disseminated effective CTE in regional meetings and shared best practices that
practices? would ultimately promote opportunities for building up
resources opportunities to foster students' employability
better. The project also provided professional
development for staff and administrators. Each SWP-TPP
quarterly meeting involved partner colleges sharing
project developments and dissemination of effective CTE
practices. Meetings took place in-person and virtually
using Zoom. Along with the partner college members, a
community of practice (CoP) was established under the
Teach Los Angeles Regional Collaborative, which formed
the infrastructure by which all TPP college members
were able to meet regularly and develop, identify, share,
and disseminate effective practices on how to recruit
and promote careers in CTE, STEM and other shortage
areas in education. For example, one mentorship
program that matches students with instructional
faculty for a semester of shadowing has been adapted
and replicated by other Regional Collaborative colleges.
A notable mention includes Long Beach City College who
is piloting a program with Rio Hondo College's guidance.
Rio Hondo’s TeAM mentorship program offers an
opportunity for students to get real-life teaching
experiences and professional development for faculty.
Additionally, Pierce College faculty were able to lead
multiple workshops at the Teach for LA virtual workshop
whereby they shared information on CTE practices at
Pierce College and conducted a job fair at El Camino high
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school to promote the child development department
and careers with children.
Lastly, the project offered students hands-on learning
and exposure and exploration of the teacher pathways
and workforce. Students learned from, interacted
directly with industry experts, which were credentialed
teachers, counselors, and principals. Unified School
District representatives had regular contact with
students, which provided career planning and
networking in advance of transfer or degree completion.
This project provided funding for the promotion of a
multi-year sequence of coursework that leads to transfer
to a four-year university and credential programs.
12. Describe how the project clarified practices Ongoing reviews of the coursework helped differentiate
and addressed issues of course repetition for outcomes for each course and updated coursework
CTE courses when course content evolved to based on needs of the current workforce.
meet changes in skill requirements?
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Section XIV: CTE Faculty Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
13. Describe how the project increased the Exposed to CTE/STEM mentoring and internships, this
pool of qualified CTE instructors by project has seen students pursue a CTE career or STEM
addressing CTE faculty recruitment and teaching career, thus assisting in the increased CTE
hiring practices? faculty pool.
Rio Hondo College (RHC) has examples of success stories
in their STEM-CTE Teach mentoring program. Jose
Millan, a former Architecture/Design student at RHC was
exposed to the mentoring program. Undecided about his
career, he realized teaching was his calling after his
instructor mentored him. He went on to pursue his
teaching career and was hired at Baldwin Park High
School and eventually became a CTE teacher at RHC's
Architecture Design department. Aaron Le was another
student in the Automotive Department who became a
CTE teacher after participating in Rio Hondo's CTE
Summer camp as a student assistant. Aaron pursued his
Designated Subjects credential in CTE and became a CTE
teacher at an ROP, where he received an award for
Teacher of the Year.
Similarly, TEACH El Camino reports that undecided
students exposed to their mentoring program had
subsequently gone into teaching. One example is a
student in Child Development who, after being
encouraged by his mentor, enrolled in and graduated
from Fire Academy. He realized that he loved working
with students. He now works as a mentor to other
students and hopes to teach in his field at the
community college level one day. Additionally, one of
the El Camino TPP staff focuses on collaborating with
industry organizations and community partners to
recruit industry professionals in high-need CTE areas
into the teaching profession.
14. Describe how the project considered
options for meeting minimum qualifications At East LA College (ELAC), as the interest in Early
to better integrate industry professionals Childhood Education increased, the CFES departments
who possess significant experience into CTE began offering courses every semester following a
instructional programs? sequence to allow students to complete certificates. The
department chairs were actively looking for new adjunct
faculty – that would be a good fit for high school
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students – with CTE industry experience or CTE
education.
At Pierce College, the hiring committee was carefully
selected, and EEO (Equal Employment Opportunity) was
trained. Goals were established to ensure that
candidates met minimum qualifications and other
qualifications that would help them to meet the CTE
instructional program goals.
At El Camino College, the community workforce
members with minimum qualifications were identified
as mentors to fieldwork students, thus exposing them to
CTE instructional programs. El Camino also offered
workshops identifying CTE instructor qualifications and
pathways to achieve qualifications to community
members and students.
15. Describe how the project enhanced Faculty have had the opportunity to participate in
professional development opportunities for various professional development workshops offered by
CTE faculty to maintain industry and Teacher Preparation Programs from various colleges in
program relevance? the region. One such example is the regional conference
held at Rio Hondo College that served more than 300
attendees, including faculty from community colleges
and the P-12 system.
The Teach LA Collaborative offered two regional teacher
and future teachers conferences when the pandemic
started, on May 2020 and November 2020. Faculty,
teachers, prospective teachers, and stakeholders
attended both events, which offered professional
development workshops in CTE, STEM, ECE, Special
Education, and other teaching areas.
The Collaborative also met quarterly, and at each
meeting, a guest speaker was invited, or a college
campus presented a best practice. Additionally, each
college also provided workshops at their campuses,
specifically for CTE faculty. Lastly, colleges like LA
Mission and Santa Monica funded travel and
participation in professional development events,
conferences, and statewide events. Teacher preparation
program stakeholders presented and discussed best
practices for student success. Strategies on engagement,
distance learning, and classroom management, among
many others, were presented in these regional
convenings.
16. Describe how the project explored Early exposure to CTE teaching careers is an effective
solutions to attract industry professionals in way to attract industry professionals in high-salaried
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high-salaried occupations to become CTE occupations to become teachers. At Rio Hondo, CTE and
faculty in community colleges? STEM students are exposed to a teaching career through
mentorships. Many of these students either pursue a
teaching career or become teachers after working in
their fields. Students in Health Science, Automotive,
Engineering Design, Public Safety, and many other CTE
fields participate in this program. The love for teaching is
engraved in their hearts once they pursue their career of
choice, and many of them come back to teach. Though
quantitative data is not available, TPP colleges have
cited many examples of their programs' success stories.
El Camino College has a dedicated staff that focuses on
collaborating with industry organizations and
community partners to recruit industry professionals in
high-need CTE areas into the teaching profession. He
advises and assists these professionals with the steps
needed to complete the application to gain a Designated
Subject or CTE Certification.
At Pierce College, there is esteem that is placed on CTE
faculty and has become an aspirational goal in the field
of early childhood education. Mentors, directors, and
early childhood teachers are continually mentored by
Pierce Child Development faculty regarding becoming
CTE faculty. Most colleges also have Career Technical
Academic Senate committees where they have on-going
conversations about ways to attract industry
professionals.
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Section XV: Regional Coordination Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
17. Describe how the project strengthened The formation of the Teach Los Angeles Regional
communication, coordination, and decision- Collaborative (Teach LA) proved to be instrumental in
making between regional CTE efforts and the strengthening communication and cross-system support.
colleges to meet regional labor market The Collaborative created an organized hierarchy,
needs? streamlining communication and processes. Colleges and
regional efforts were communicated via the community
of practice meetings, email communication, and survey
and coordinated to meet the workforce needs. The TPP
colleges met quarterly, shared, and presented highlights
of funded activities and challenges, resulting in a
community of practice developing among community
colleges with teacher preparation programs. Challenges
and streamlining of program requirements have been
explored. Professional development for teacher pathway
stakeholders and student career exploration were
planned end executed. Certificate development has been
discussed among the TPP colleges. Challenges such as
fieldwork requirements, CID guidelines, student success
barriers, and equity have been discussed at these
regional meetings. The on-site collaboration helped
explore new ways of improving the program as a whole
and specific to each college. The TPP project recently
shared the COE Teacher Occupations Report for Los
Angeles County. We have met challenges within the
LA/OC Regional Collaborative, agreeing that teacher
education is CTE. We have presented at multiple
conferences, including CCCAOE and JSPAC, to make
progress in improving CTE deans' understanding that all
industry sectors and CTE areas rely on educators.
At each college like ELAC, having meetings yearly or every
semester between the high school partner and the
community college dean, faculty, and career pathways
specialist created a streamlined process and proved
beneficial.
18. Describe how the project clarified and The community of Practice meetings allowed for
modified, as appropriate, state regulations communication and networking between colleges and
to allow colleges to regionalize course districts, as well as 4-year institutions. State regulations
articulation along career pathways utilizing were communicated, interpreted, and discussed. Regions
regional or state curriculum models? were supported in identifying and addressing unique
characteristics while aligning to state regulations.
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19. Describe how the project developed This project made it possible for Education Program
regional leadership and operational faculty and stakeholders to create regional communities
partnerships among community college, of practices (CoPs) where challenges to successful
industry, labor, and other workforce and teacher pathways, best practices for supporting current
economic development entities to improve and prospective students, curriculum, and certificates
the delivery of all CTE efforts? were discussed and explored. The EDU community of
practice helped brainstorm curriculum modification for
required fieldwork hours when school closures occurred
due to the Covid-19 pandemic. Fieldwork Fridays are
virtual meetings where education stakeholders come
together to discuss and get informed on effective
strategies. For example, modifications to fieldwork and
coursework needed due to the pandemic and school
closures have been addressed at meetings to assist
students with transfer and completions during the
pandemic. Our community of practice has been
strengthened through collaboration, our website, and
multiple meetings/conferences funded through this
project.
Regional leadership communicated and allowed for
networking among all entities. Regional leadership also
communicated to college leadership, provided workshops
and opportunities to share best practices and delivery.
Lastly, we worked alongside the CSUs, our Prek-12 school
districts, the Association of California Community
Colleges Teacher Education Programs (ACCCTEP), the
statewide community of practice California Community
Colleges Teacher Preparation Programs (CCCTPP), Teach
California, among many others, to work on partnerships.
20. Describe how the project developed The project continued to strengthen our relationship with
robust connections between community our industry partners: K12 school districts, CSUs, and
colleges, business and industry other education organizations and stakeholders. For
representatives, labor and other regional example, Cerritos' Teacher TRAC program developed a
workforce development partners to align relationship with a new industry partner: The Columbia
college programs with regional and industry Memorial Space Center, which realizes that informal
needs and provide support for CTE science/CTE education is another way to provide WBL
programs? opportunities for students.
The Teacher Preparation Program (TPP) colleges also
work with PreK-12 school districts and 4-year universities
to align programs and teacher-related needs.
Furthermore, the project developed connections by
engaging faculty, high school partners, industry, and the
community with meetings that facilitated the discussion.
Community members and high school partners were
invited to CTE advisory meetings to understand what
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industry needs were and take that back to their school
and community.
The regional TPP organizational structure helped us
develop connections with high schools, community
colleges, and employers. These relationships allowed us
to better focus our resources and efforts on high schools
and community colleges. As a result, we provided
experiences and CTE education that enabled students to
be workforce-ready. Robust connections were also made
among the Teach Los Angeles Regional Collaborative
when participating community colleges planned face-to-
face and virtual/remote conference series for current
students, prospective students, faculty, staff, and
credentialed teacher partners. Presentations and
workshops on various topics related to exploring career
pathways, CTE, STEM, Special education, and more were
planned and presented by the TPP colleges and university
partners. Lastly, we focus on bolstering these efforts with
Advisory Committee Meetings, bridge programs with high
schools and transfer institutions, and career
fairs/outreach.
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Section XVI: Funding Task Force Recommendations
(If not applicable to your regional project, please skip this question and go to the next section. Please be sure, at
a minimum, to provide information for each recommendation listed in your NOVA application)
Question/Statement Answer (250 Words or Less for each answer)
21. Describe how the project created a The TEACH LA Regional Collaborative (Teacha LA), led by
sustained, public outreach campaign to Rio Hondo College, developed a webpage and a YouTube
industry, high school students, counselors, channel that helped create a sustained, public outreach
parents, faculty, staff, and the community campaign to our industry partners and other education
at large to promote career development stakeholders. Both platforms were used to house the
and attainment and the value of career announcements, registrations, and recordings of two
technical education? virtual regional conferences held by Teach LA that drove
tremendous traffic to the sites, even after the events
were over.
A presence in the form of presentations and information
sessions and email campaigns have proven to also be
successful in galvanizing CTE development and
attainment. Some examples come from El Camino College
and Mission College. The TEACH El Camino program
participates in in-person presentations at local high
schools' career and resource fairs. At Mission College, this
project funded promotion and outreach/in-reach of the
teacher pathways, certificates, and transfer degrees
offered at LAMC through informative visual and oral
presentations to LAUSD, LAUSD parents, charter school
counselors, and teachers, high school students, LAMC
counselors, and STEM faculty. At LA Pierce, the project
has collectively supported planning for job fairs at high
schools and colleges and disseminated early childhood
information to college and high school counselors. It has
also supported the department's internal campus and
external community communication and early childhood
fields of study. At Santa Monica, outreach efforts kept
dual enrollment classes at two high schools every
semester. Lastly, each college has communicated across
the region using email campaigns where each college
shares with its networks the different opportunities their
partners are offering.
22. Describe how the project established a N/A
sustained funding source to increase
community colleges’ capacity to create, adapt,
and maintain quality CTE courses and
programs that are responsive to regional
labor market needs?
23. Describe how the project created a Some of the Teacher Preparation Program partner
predictable, targeted, and sustained funding colleges successfully applied for other local and state
stream that leverages multiple local, state, funding to support local objectives and activities and
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and federal CTE and workforce funds to support regional collaboration. Cerritos College, West LA,
support an infrastructure for collaboration at Rio Hondo, El Camino, Long Beach, Citrus, Pierce, La
the state, regional and local levels; Mission, and other colleges received funding via the
established regional funding of program CCCCO Education Futures grant, which supported
start-up and innovation; and developed other regional communities of practice in the LA region and
coordination activities? statewide. Although this grant has also ended, these
colleges were able to leverage both SWP and Education
Futures funding to sustain TPP-related activities locally,
regionally, and at the statewide level. Another example
was the Leadership Seed grant also provided by the
CCCCO that allowed Cerritos, El Camino, and Rio Hondo
to mentor other TPP colleges in the region that we're
working on building their teacher preparation programs.
24. Describe how the project reviewed, N/A
analyzed, and modified, as needed, laws and
regulations related to student fees for
disposable and consumable materials and
CTE facilities?
25. Describe how the project created N/A
incentives and streamlined processes to
maximize public and private investment in
support of CTE programs?
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Section XVII: Workplan Major Activities
Question/Statement Answer (250 Words or Less for each answer)
1. Enter Major Activities 1 and describe As the project lead, Rio Hondo College facilitated and led
how it was completed for this project. the region-wide outreach and collaboration for the SWP-
Teacher Preparation STEM/CTE project in the Los Angeles
region. A community of practice (CoP) was established
under the Teach Los Angeles Regional Collaborative. The
Collaborative formed the infrastructure by which all TPP
colleges were able to regularly meet and share effective
practices and models and develop certificates and
degrees leading to education careers, particularly in
STEM, CTE, and other critical shortage areas.
Subcommittees were formed to work on targeted
activities such as Dual Enrollment Partnerships, 4-Year
transfer Partnerships, Professional Development,
Degrees/Certificates Development. Quarterly meetings
were held to follow up on colleges' progress; meetings
included sharing effective practices, resources, and
technical assistance; guest presenters were invited to the
meetings to discuss various topics related to education
careers and teacher preparation. Resources were
collected and shared via the regional website
(https://www.teachlarc.org/) and the statewide CCC-TPP
website (http://teacherprepprogram.org/)
2. Enter Major Activities 2 and describe how it The majority of the TPP colleges developed partnerships
was completed for this project. with their school districts to offer and expand dual
enrollment classes to high school students.
This project has allowed Cerritos to partner with three
schools. They have also created a model where students
can complete three Elementary Education AA-T classes
before the fall of their freshman year.
ELAC offered CTE dual enrollment classes to LAUSD and
MUSD. They created pathway roadmaps for the high
schools' various pathways so that students could easily
navigate the paths they have chosen to pursue. Student
cohorts allowed students to take a sequence of courses
together and earn skills certificates together.
El Camino worked with the college curriculum
committee, the Dual Enrollment department, on-campus
CTE programs, and the Child Development department to
identify sequential courses that lead to certificates and
degrees related to education careers and pathways.
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Along with Inglewood Unified School District, ECC
supported new incoming high school students to be part
of the Child Development TEACH El Camino career
pathway.
Pierce College established College and Career Access
Pathways (CCAP) with Granada Hills high school.
Rio Hondo worked with CSULA to develop a 12-unit
Elementary Teacher Education certificate. Three of the
certificate courses are offered as dual enrollment classes
and are part of the Elementary Education transfer
degree.
Santa Monica College offered three dual enrollment
courses at two high schools each semester.
West LA has dual enrollment in several local high schools.
The following are the numbers of CD courses offered in
affiliated high schools for the designated terms: Fall 2018:
2 CD courses; Spring 2019: 2 CD courses; Fall 2019: 6
courses; Spring 2020: 5 CD courses; Fall 2020: 3 courses.
3. Enter Major Activities 3 and describe how Our project exceeded grant expectations in this area. For
it was completed for this project. the 18-19 grant funding, we offered an in-person student
conference held at Rio Hondo College on September 27,
2019. More than 300 community college faculty, K-12
teachers, prospective teachers, 4-year universities, and
education stakeholders from around the Los Angeles
region and adjacent areas attended. The highly successful
“Innovation & Teaching in the 21st Century” regional
conference included topics related to innovative STEM
practices in the classroom, transitioning from industry
into the classroom, CTE Teach resources, technology in
the classroom, and many others.
Two regional virtual conferences were held in May 2020
and November 2020 to respond to virtual teaching and
learning. In the first event, 33 workshops were offered,
and over 1,000 attended. In the 2nd Teach for LA event,
attendance increased to 1,600+ participants, with 46
workshops. Colleges from the regional collaborative
worked together to provide a wide selection of
workshops taught by top professionals in their fields. The
workshops presented were geared towards current and
future educators who had a chance to ask questions
about the teaching paths. Both conferences received an
almost 100% satisfaction rate from participants.
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In addition to the regional conferences, guest presenters
were invited to the quarterly Teach LA meetings to
provide professional development and technical
assistance to faculty and all TPP college members. Local
campus workshops shared widely to increase
participation in the region were put together by each
college both in-person and virtually. ELAC was able to
offer Voc. Ed. non-credit courses to incoming 9th graders
to prepare them for future CTE college credit courses at
their high schools or ELAC. Pierce College Child
Development faculty conducted annual teacher
preparation pipeline events marketed to colleges within
the LA County region.
4. Enter Major Activities 4 and describe how TPP colleges are at different stages in terms of developing
it was completed for this project. certificates at their colleges.
Ongoing work in the region include:
Pierce College developed stackable certificates that
culminate into an AA degree. Their AA transfer degrees
are aligned for CSU matriculation.
LBCC started an alignment project to look into the design
of developing stackable certificates. Their shared
stackable certificates will go live in Fall 2021.
Rio Hondo developed four certificates in Elementary
Teacher Education, Special Education, Toddler/Infant
Specialization, and Language and Literacy Specialization.
All certificates have been approved at the CCCCO level
and are part of the college pathway offerings.
Cerritos College plans to add a certificate in their
offerings based on what they have learned from the
regional resources created.
West LA met with the Non-Credit Dean to review non-
credit classes. They will continue to meet on an ongoing
basis to collaborate and discuss additional non-credit
classes to offer.
5. Enter Major Activities 5 and describe how Spearheaded by Rio Hondo, the Collaborative did a great
it was completed for this project. job of getting everyone together and allowing us to share
best practices and pathway models.
One such example is the Cerritos High School model
pathway. The HS teacher is PT faculty and teaches
EDT110 (Intro to Educational Technology) and EDEL 100
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(Introduction to Teaching) during students’ senior year.
Students then take ESCI 110 (Intro to Earth Science) in the
summer before their freshman year. Students can
complete the rest of the Teacher TRAC curriculum in two
years, and a motivated student could complete in a year
and a half with summers.
Rio Hondo has developed a Teach Pathway model that
starts from the high school (thru dual enrollment) to the
community college and transfers to the four-year
university. As part of this model, the TPP coordinator
worked with their transfer partner university to develop a
certificate that jump-starts the teaching path early from
high school.
ELAC plans to develop its ECE pathway further. Staff
participates in CTE advisory meetings with K-12 School
Districts (Los Angeles Community College District,
Montebello Unified School District, and Alhambra Unified
School District). The advisories foster the College/District
relationship.
Regionally, many TPP colleges have mapped out
education pathways to clarify and streamline offerings.
This work is also ongoing with area CSUs to develop a
framework to define teaching pathways clearly.
6. Enter Major Activities 6 and describe During the term of the grant, a CCC-CSU Teacher
how it was completed for this project. Preparation Collaboration Framework was developed.
Education Futures dollars were leveraged with Strong
Workforce during this time. This framework was then
used at multiple conferences and was going to culminate
in an LA/OC Regional CSU/CCC Collaboration Event in
April 2020. This event was to be sponsored by Teach 4 LA
and had to be postponed during Covid. The Summer
STEM program is jointly funded by CSULB MSTI dollars
and Strong Workforce dollars.
In collaboration with the CFES Dean and Department
Chair, ELAC was able to assign a classroom space
designated as a Teacher Preparation Program Lab. This
space was open during the semester to assist and support
students as they navigated through the completion of
certificates. Students had access to materials, text books
and a faculty to assist and to tutor them. Lab Activities
included but not limited to Resume preparation, Job
interview skills, Industry speakers, and Transfer
assistance. Pierce College has established an streamlined
AS-T degree. Students who complete AS-T are
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automatically accepted into a California State University.
Pierce Child Development faculty conduct annual
meetings with transfer students to better prepare them
for their university experience. These students also meet
with peer advisors at CSUN and tour the CSUN Child and
Adolescence Department.Mission College was able to
plan fieldtrips to CSUN to meet with the Liberal Studies
Program and Credential Program representatives to learn
about the transfer requirements and traditional or
integrated teacher prep (blended BA and credential)
programs.
7. Enter Major Activities 7 and describe how it As the lead, Rio Hondo College spearheaded the
was completed for this project. development of the LA Teach regional website
(https://www.teachlarc.org/) and YouTube channel. The
website serves as a depository and dissemination hub for
resources, news and events, and other information
shared by TPP college members and partners. All TPP
colleges participated in submitting resources, examples,
and models accessible to everyone. Each college has the
ability to publish information about local TPP events,
services, and contact information through a designated
page for college members.
The Teach LA website was also used to house the regional
event announcements, registration, and session
recordings for two major virtual conferences held by the
Teach LA Collaborative. These events drove a tremendous
amount of traffic to the Teach LA website and its
YouTube channel. Both platforms have proven to be an
effective outreach and promotion tool for the
Collaborative.
Through leveraged work funded by another grant
through the CCCCO, Education Futures, El Camino College
staff led the work on developing a statewide California
Community College Teacher Preparation Programs
website: http://teacherprepprogram.org/. This site is
utilized to work in conjunction with the regional website;
to showcase and promote the LA Region’s TPP colleges
and their activities and the other TPP programs
throughout the state.
8. Enter Major Activities 8 and describe how N/A
it was completed for this project.
35 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
9. Enter Major Activities 9 and describe how N/A
it was completed for this project.
10. Enter Major Activities 10 and describe N/A
how it was completed for this project.
11. Enter Major Activities 11 and describe
how it was completed for this project.
12. Enter Major Activities 12 and describe
how it was completed for this project.
13. Enter Major Activities 13 and describe
how it was completed for this project.
14. Enter Major Activities 14 and describe
how it was completed for this project.
15. Enter Major Activities 15 and describe
how it was completed for this project.
36 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
Section XVIII: Workplan Major Outcomes
Question/Statement Answer (250 Words or Less for each answer)
1. Enter Major Outcomes 1 and describe Region-wide Outreach and Collaboration Outcomes:
how it was completed for this project. With the formation of the Teach Los Angeles Regional
Collaborative (Teach LA), we've made significant progress
in building, supporting, and providing technical assistance
to faculty and TPP coordinators to scale-up teacher
preparation in the LA region. We work on capacity and
the knowledge-building process by meeting regularly to
discuss the project's scope, deliverables, map network
resources, and share effective practices. Capacity building
resources include curriculum development, professional
development, regional pathway models, mentoring,
summer enrichment, and career exploration.
Teach LA identified, shared, and disseminated effective
practices and facilitated curricular portability across
institutions by developing a TPP matrix across colleges
and embarking on an alignment effort with TPP colleges
in the region.
This project has helped expand dual enrollment at TPP
colleges in the region, especially education career
pathways. The project developed teacher preparation
AA-T programs through the planning efforts of a
multidisciplinary team of faculty and staff and created
and implemented new courses and certificates under the
program.
The Collaborative developed the regional website
launched in March 2019. It serves as a regional hub for
resources shared by members of the Collaborative and
professional development workshop resources
conducted by guest presenters.
Teach LA conducted in-person and regional teacher
conferences serving almost 3,000 teachers/faculty,
students, and education stakeholders in the region and
beyond. Lastly, Teach LA worked with the LA/OC Center
of Excellence to gather data and publish a Teacher
Occupations Report, with a survey of HR Directors
regarding community colleges' hiring needs in the LA
region.
2. Enter Major Outcomes 2 and describe how The TPP partner colleges offered sequential dual
it was completed for this project. enrollment courses to high schools to increase teacher
recruitment and enrollment. These activities resulted in:
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Increased enrollment.
Completions of CD permits or short-term certificates.
Gainful entry-level employment through completion of
short-term certificates leading to teaching careers.
Partnerships developed with PreK-12 area schools.
Examples:
Cerritos College: The number of students served in
Teacher TRAC has grown from 318 students in Fall 2018
to 376 in Fall 2020. Transfer numbers are 54 (2018), 52
(2019), and 69 (2020). The number of students
completing dual enrollment also grew. Twenty-two
students completed articulation credit by exam, and
approximately 50 students completed dual enrollment
credit.
Citrus College: Strengthened partnerships related to TPP
with Monrovia USD and Azusa USD
El Camino: The number of CTE program participants has
remained steady, but there has been an increased
opportunity for paid internships. ECC also broadened its
CTE pathways to include a partnership with culinary arts.
LBCC: Two stackable certificates: Educational Aide I and II,
including two new courses: EDUC 130 Intro to Secondary
Classroom Teaching & EDUC 40 Introduction to
Educational Technology. Increased completion of AA-T
degrees and transfers to 4-year teacher preparation.
ELAC: Expanded dual-enrollment; an ECE Pathway map
was developed to ensure onboarding and class sequence.
Santa Monica: Explored the options for Bilingual add-on
to a Child
Development and Teaching Credentials. Developed a
STEM certificate, Nature-based Pedagogy Certificate
approved by local curriculum committee and offered in
Fall 2020.
Rio Hondo: Developed four certificates; increased
enrollment through dual enrollment
3. Enter Major Outcomes 3 and describe
how it was completed for this project. Technical assistance and professional development
opportunities were provided to all TPP Collaborative
members by inviting experts and speakers to the
quarterly meetings. College partner members were also
encouraged to share effective models and practices,
38 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
including templates and other resources that resulted
from local projects and activities. More than 300 future
teachers, community college faculty, P-12 teachers, 4-
year universities, teacher preparation advocates, and
stakeholders from all over the Los Angeles region and
adjacent areas attended the highly successful "Innovation
& Teaching in the 21st Century" regional teacher in-
person conference held at Rio Hondo College.
The Collaborative held two virtual conferences for
teachers and future educators in May 2020 and
November 2020, attended by over 1,000 and 1,600
participants, respectively. The purpose was to provide
resources and opportunities for professional
development (PD) to teachers and future educators in Los
Angeles County. As a collective, the three conferences
organized by the collaborative engaged over 3,000
participants. Ultimately, these PD events led to broader
community engagement, increased knowledge and
awareness of the TPP program, and workforce
opportunities.
Other examples PD opportunities offered by TPP colleges
include:
Citrus College: offers an annual series of PDs for faculty;
CBEST Prep workshops for students.
LA Mission: offered workshops attended by 200 students
(career paths for teaching, special education, Transitional
Kindergarten, early childhood education careers, science
in elementary, STEM in elementary, transfer
requirements for CSUN, teaching pathways panel
Pierce College: "I Can Teach" regional event
El Camino and Rio Hondo conducted CBEST Prep
workshops and other education-related events.
4. Enter Major Outcomes 4 and describe Rio Hondo College has spearheaded initiatives that have
how it was completed for this project. served as examples for other TPP colleges to follow when
it comes to the successful development of the
Elementary Teacher Education for transfer degree.
Partner colleges such as Long Beach City College have
also served as an example to follow for their
development of certificates that lead to education career
pathways. These certificates-initiatives have been shared
in the region to serve as examples for other TPP colleges.
A collective of partner colleges is working towards
39 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
developing a certificate that will align with a regional
pathway in education. El Camino is still completing work
on developing a secondary certificate option for students
to help better track those who want to teach at the
middle school and high school level and those who are
pursuing a single subject credential. This is a challenging
area for education programs because most students who
are working to be STEM or CTE teachers are majoring in a
wide variety of areas.
In the Childhood Development area, El Camino and West
LA tracks students who complete employment permits in
the following roles: Assistant, Associate Teacher, Teacher,
Master Teacher, Site Supervisor, and/or Program
Director. The ECC Childhood Development also offers
students the opportunity to earn certificates in Early
Childhood Education, Early Intervention Assistant, and
Special Education Assistant.
Pierce College established stackable certificates and
incentivized students to complete their AS-T degree,
which better prepared them for employment and
university transfer.
5. Enter Major Outcomes 5 and describe
how it was completed for this project. Regional "Careers for Education" STEM-CTE education
pathway(s) model developed.
TPP programs across the region have achieved growth
and program goals as a collective. Due to funding for
release time and special assignments, more faculty
participates in the TPP project across the LA region,
improving future teachers' opportunities. TPP programs
have a more robust outreach and have systematically
worked with local schools to recruit students into the
program. TPP communities of practice worked with the
CSUs to develop a framework to support and encourage
regional CoPs to expand and diversify the teaching
workforce.
This project reiterated the need for ongoing
conversations about STEM majors' need to enter the
education profession. A specific focus was also placed on
cultivating the relationship between our local feeder high
schools and our faculty. TPPs are committed to hosting
such advisories. Dedicated education counselors have
also been instrumental resources for our students,
contributing to an increase in degree and certificate
completions. Students get consistent and accurate
information on what courses to complete to earn their
40 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
academic goals. The counselors help students navigate
the transfer pipeline and make the students aware of
available financial assistance.
Some colleges have partnered with their Institutional
Research and Planning department to create semester
data reports to inform about students in the program and
reach out to potential majors. The reports include rates
on the completion of certificates and degrees; valuable
data as we move forward to develop education-specific
certifications. There are plans to explore a special ed
certificate, single subject, and work on an education class
that would meet the CSU ethnic studies requirement.
6. Enter Major Outcomes 6 and describe During the term of the grant, the TPP programs across
how it was completed for this project. the region strengthened and expanded their partnerships
with CSUs and other credentialing universities. At the
regional level, the TPP communities of practice worked
with the CSUs to develop a framework to support and
encourage regional CoPs to expand and diversify the
teaching workforce. Ultimately, this outcome's activities
clarified and streamlined education pathways, increased
students' transfer success across the region, decreased
their transfer anxiety, and connected students to mentor
networks within a state college system.
7. Enter Major Outcomes 7 and describe how A TEACH Los Angeles Regional website was developed
it was completed for this project. and linked to the Teacher Preparation Program's
statewide website. As the lead, Rio Hondo spearheaded
the development of the LA SWP-TPP regional website
(https://www.teachlarc.org/). The website was
developed to serve as a depository and dissemination
hub for resources, news and events, and other
information shared by TPP college members and
partners. All TPP colleges participated in submitting
resources, examples, and models accessible to everyone.
Each college was given the ability to publish information
about local TPP events, services, and contact information
through a designated page for college members. Each
college within the collaborative that helped organize the
three conferences put together through this project was
able to add an array of workshop recordings to the
website to serve as resources for students and educators.
The conferences all garnered an impressive list of
professionals in their fields who presented on their craft
that is now immortalized on the website for future
educators to come.
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Lastly, ongoing contributions and suggestions are also
made during quarterly regional meetings that have
further promoted the website's traction and visibility.
8. Enter Major Outcomes 8 and describe N/A
how it was completed for this project.
9. Enter Major Outcomes 9 and describe N/A
how it was completed for this project.
10. Enter Major Outcomes 10 and describe
how it was completed for this project.
11. Enter Major Outcomes 11 and describe
how it was completed for this project.
12. Enter Major Outcomes 12 and describe
how it was completed for this project.
13. Enter Major Outcomes 13 and describe
how it was completed for this project.
14. Enter Major Outcomes 14 and describe
how it was completed for this project.
15. Enter Major Outcomes 15 and describe
how it was completed for this project.
42 | L A O C R C S W P N a r r a t i v e R e p o r t i n g T e m p l a t e 2 . 0
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