Teacher Pathway Partnership
Student Spotlight-Spring 2018
Destiny and Scarlett
Destiny Ceballos
1. When did you decide you wanted to be a teacher?
I decided I wanted to become a teacher during my junior and senior year of high school, because I had an awesome child development teacher that made me enjoy it. Seeing her teach was very important to me because one day I want to make a change in the world just like her.

2. What is the best part of the program that you have experienced so far?
The best part of this program that I have experienced so far would have to be all the friends I have made. We all share one thing in common and that's becoming a teacher and working together to succeed.

3. In what way do you hope to make a difference in the field of education?
I will make a difference by ensuring each and every one of my student's feel good about what they are learning and they will know they are special and they can do anything.

4. How are the people and the programs helping you along the way?
The people and programs are guiding me along my way through this journey by helping me figure out what classes to take. Advising me and by providing experience for example being a STEAM leader.



Scarlett Ortiz
1. When did you decide you wanted to be a teacher?  
I had always known I wanted to be a teacher, but it wasn't until my senior year when I was a part of Best Buddies that I discovered I want to be a special education teacher.

2. What is the best part of the program that you have experienced so far? 
Honestly, meeting my friends was such a huge blessing. I was so nervous about coming to college and sitting alone. In the cohort I have met so many amazing people and have had so many opportunities open up to me which is beyond what I could have hoped for.

3. In what way do you hope to make a difference in the field of education?  
I would love to bring some new hands on ideas for kids who have disabilities and be able to incorporate more technology in my classroom. 

4. How are the people and the programs helping you along the way? 
The people and the program have been helping me along my entire college experience by advising me on what classes I need to take in order to accomplish my goal of graduating in 2 years. They have also hired me to be a STEAM leader as well which is an amazing opportunity.
Nicholas and Richman STEM components.
STEM Saturday is a program which offers Teacher Pathway students the opportunity to teach a STEM lesson plan to Nicholas Junior High students. Teacher Pathway students go to Nicholas Junior High School one Saturday of each month to teach students. This gives students the opportunity to practice what it takes to be a teacher. They develop and design lesson plans and receive classroom exposure with students. Teacher Pathway Program students gain professional development experience that will be beneficial to students when obtaining a job in the education profession. 
Fullerton College TPP students lead three, 45 minute STEAM rotations for five weeks as part of Richman Elementary integrated STEM program. If all goes well they may continue the program into the summer. This is great work-based learning experience.



The Core Courses
 
This week we will focus on some core classes that the Teacher Pathway Program (TPP) students are taking this semester. Most of the students who are transferring to CSUF (California State University, Fullerton) as a Child and Adolescent Development major with an option in Elementary Teaching are taking the following courses.  

CDES ( Child Development and Educational Studies)  120  Child Development:   This course will teach students the entire scope of developmental theories in a chronological sequence. Research, theory and practice are addressed from multiple viewpoints. 

CDES 201 Child in the Home and Community: In this course, students will explore the interaction and effects of family, school, and community on the child, emphasizing the diversity of families and validation and support of these families throughout society. This course fulfills the Multicultural Education Requirement for graduation. 

CDES 261   Introduction to Elementary Classroom Teaching - Observation: T his course provides observation experiences in the classroom for real-world learning in conjunction with the lab portion of CDES 261LF . 

However, there are four courses that students need to take to obtain a Child Development Permit: CDES 115, 120, 122, and 201. Two of these classes we have already mentioned CDES 120 and CDES 201 (see above). See below for information regarding CDES 115 and CDES 122.

CDES 115 Introduction to Early Childhood Education Curriculum:  T his course examines the teacher's role in supporting the essential role of play in meaningful learning, appropriate curriculum and environments for young children from birth to age six. This course will include an introduction to art, science, math, language literacy, creativity, social and emotional learning. 

CDES 122 Principle of Early Childhood Education: This course emphasizes the development of the teacher and the construction of quality programs including equitable and inclusive environments, professional ethics, observation and working with parents and colleagues. Senate Bill 792 requires proof of current immunizations for Measles, Pertussis, and Influenza (optional) as well as a negative TB test to participate in this course.  

ENGL 239  Children's Literature and MATH 203  Math for Elementary Teachers are also popular choices.
 

Students getting trained for the world of work with First Aid and CPR.
CodEd 
CodEd is an Education Center located in Fullerton, California. It was established to introduce computer programming to students in Southern California. H ere is a look at their website for more information and schedules:  coded.academy