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Teacher Education Division Handbook

Preliminary Credential

Induction MA in Education

Student Teaching Option:

Multiple/Single Subject Programs Multiple/Single Subject and MA in Education

University Intern Option:

Multiple/Single Subject Programs Multiple/Single Subject and MA in Education

Induction Program

MA in Education – Three Options:

Curriculum and Instruction Dual Language Learning

Transitional Kindergarten

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Table of Contents

I. INTRODUCTION 4 A. Handbook Overview 5

B. Conceptual Framework

C. Teacher Education Division Knowledge Base

D. Preliminary Credential Program Design 6

E. MA Program Design 7

F. Candidate Responsibilities

G. Campus Resources 8

H. Application Requirements and Process 9

I. Advising Resources 10

II. PROGRAM REQUIREMENTS 11 A. Phase Requirements for Preliminary Credentials

B. Student Teaching Options 13

C. Intern Option

D. Non-public School Option 14

E. Adding a Credential

F. Supplemental Authorization

G. Early Completion Waiver

H. Credential with Master of Arts in Education: 15

Options: Curriculum and Instruction, Dual Language Learning,

Transitional Kindergarten

I. Bilingual Authorization

J. English Language Authorization (ELA) 16

K. Induction Program

L. MA in Education Program Options 17

M. Certificate Programs 19

N. Adding a Teaching or Content Area to a Credentials 20

O. Frequently Asked Questions 21

P. Program Plans (see Appendix) 22

III. TEACHER PERFORMANCE ASSESSMENT SYSTEM 23

IV. SUPERVISED FIELD EXPERIENCE 23 A. Overview of Procedures and Sequence

B. University Interns

C. Student Teachers

D. Non-Public School Candidates

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E. Bilingual Authorization Emphasis 24

F. Global Student Teaching

G. Unsatisfactory Field Experience

H. Work Stoppage 25

V. PRELIMINARY CREDENTIAL REQUIREMENTS 25

VI. PROFESSIONAL CLEAR CREDENTIAL 26

VII. APPEALS AND PETITIONS 28 A. Grade Appeals

B. Student Academic Petitions and Appeals Committee (SAPAC) Petitions

C. TED Petitions for Exceptions

VIII. Appendix 29

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I. INTRODUCTION

Welcome to the Teacher Education Division (TED) in the College of Education (COE) at

California State University, Dominguez Hills (CSUDH). The faculty congratulates you on

your decision to pursue a teaching credential, master’s degree, or certificate in a quality

program that will prepare you to meet the needs of your future students who deserve

intelligent, enthusiastic, and dedicated professionals. The faculty will support you in

this effort and look forward to the opportunity of helping you reach your goal of

becoming a credentialed teacher, or to assume advanced roles in the field of education

TED consists of four main programs, Multiple Subject, Single Subject, Special Education

(SPE), and the MA in Education. This TED handbook is designated for the Multiple and

Single Subject programs. Students who are interested in the SPE program may obtain

information online at https://www.csudh.edu/coe/programs/special-education/ .

The CSUDH TED credential program is based on the guidelines set forth by the

California Commission on Teacher Credentialing, including the California Teaching

Performance Expectations (TPEs). The full set of TPEs is included in the Preliminary

Multiple and Single Subject Credential Program Standards document on the

Commission’s website at: http://www.ctc.ca.gov/educator-

prep/standards/PrelimMSstandard.pdf

This document includes Teaching Performance Expectations (TPEs) within the six

California Standards for the Teaching Profession (CSTP). Each TPE includes a

narrative that provides the context and intent of the TPE and a set of elements that

identify key aspects of teaching performance, along with a narrative providing

context for subject-specific pedagogy. The TPEs comprise the body of knowledge,

skills, and abilities that beginning general education teachers have the opportunity

to learn in approved teacher preparation programs in California. Beginning

teachers demonstrate their knowledge of the TPEs by successfully completing

course work, engaging in clinical practice, and passing a Teaching Performance

Assessment (TPA) based on the TPEs.

Throughout this set of TPEs, reference is made to “all students” or “all TK-12

students.” This phrase is intended as a widely inclusive term that references all

students attending public schools.

The TPEs are organized by the six California Standards for the Teaching Profession

(CSTP) domains. Details about expectations for beginning teacher knowledge and

performance is provided through TPE elements and narratives within each of the six

CSTP Domains:

Engaging and Supporting All Students in Learning

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Creating and Maintaining Effective Environments for Student Learning

Understanding and Organizing Subject Matter for Student Learning

Planning Instruction and Designing Learning Experiences for All Students

Assessing Student Learning

Developing as a Professional Educator (excerpted from CCTC documents 2015)

The Teacher Performance Expectations (TPEs) embedded in the six domains listed

above form the basis for course content and assessment of candidate performance

A. Handbook Overview The purpose of this handbook is to provide candidates with necessary information

to complete the program. Candidates are expected to read the handbook prior to

beginning the program. In order to successfully complete the program, candidates

must meet all requirements and follow all procedures that are described in this

handbook and the graduate handbook.

B. Conceptual Framework The CSUDH College of Education’s Conceptual Framework provides the basis for the

design of the TED program. The Framework contains the following COE elements:

Our Mission, Our Vision and COE Beliefs and Commitments.

https://www.csudh.edu/coe

C. Teacher Education Division Knowledge Base The knowledge base emphasizes the work and scholarship of educational

philosophers, researchers, and practitioners embedded in our coursework.

Knowledge Base Category Theorists, Researchers, and Practitioners

Democratic society John Dewey, Linda Darling-Hammond, Paolo Freire, Antonia Darder

Diversity issues James Banks, Cherry McGee, Sonia Nieto, Christine Sleeter, Wayne Au, Geneva Gay, Marilyn

Cochran-Smith

Constructivist approaches Jean Piaget, Lev Vygotsky, John Dewey, Margaret Wang, Maynard Reynolds, Lilian Katz, Sylvia

Chard

Cognitive approaches

Jean Piaget, Lev Vygotsky, John Dewey, Abraham Maslow, Benjamin Bloom, Alfred Adler,

Howard Gardner, David Ausubel, Robert Slavin, Margaret Wang, Maynard Reynolds John

Hattie

Language/Reading development

Noam Chomsky, James Cummins, Stephen Krashen, David Pearson, Patricia Cunningham,

Marie Clay, Brian Cambourne, Donald Holdaway, Roach Van Allen, Donald Bear, Shane

Templeton, Isabel Beck, Frank Smith, Annemarie Palinscar, Harvey Daniels, Louise Rosenblatt

and Lucy Calkins, Doug Fisher Ophelia Garcia, Ernest Morrell, Kris Gutierrez

Curriculum design John Dewey, Jerome Bruner, Elliot Eisner, Grant Wiggins, Roland Coloma, Patricia Halagao,

Wayne Au

Multiple assessment methods Alfred Binet, Howard Gardner, Benjamin Bloom, Grant Wiggins, Patricia Carini

Reflective practitioners Linda Darling-Hammond, Jeff Duncan-Andrade Donald Schon,

Technology Seymour Papert, Doug Kellner, Jeff Share

Justice and Equity Daniel Solórzano, Gloria Ladson-Billings, Tyrone Howard, Bree Picower, Allyson Tintiangco-

Cubales, Patrick Camangian, Alan Luke

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goals and is co

Programs within TED are designed to further the mission and goals in several

critical ways. Because most graduates work within the greater Los Angeles basin,

one of the most diverse areas in the country, all programs are dedicated to

preparing students to work in urban settings with culturally and linguistically

diverse learners. An additional aspect of TED programs is the blending of theory

and practice. Course assignments and projects are connected to field experiences.

Additionally, through field experiences in schools, all TED candidates are provided

with opportunities to apply theoretical principles within challenging settings. TED

programs also are based on teaching performance standards established by the

California Commission on Teacher Credentialing (CCTC).

D. Preliminary Credential Program Design The program offers a developmental coursework and field sequence that effectively

prepares candidates to teach all K-12 students and to understand the contemporary

conditions of schools. Within the Multiple Subject (MS) and the Single Subject (SS)

programs for Student Teachers and University Interns, TED offers a variety of

options that lead to the preliminary credential: University Campus Cohorts, Satellite

Cohorts at district sites, Professional Development Schools (accelerated programs)

at district centers, and the Integrated Option program on the university campus for

undergraduate Liberal Studies majors (specific information for each program is

available at the Student Services Center, College of Education, Small College Building

14, Room 1401). Although the time span and schedule of courses vary with each of

these programs, the following elements are common to all programs:

1. Candidates have opportunities to understand the historical, philosophical, social,

political, and legal foundations of education and the functions of schools in

society in the foundation and capstone courses.

2. Because the majority of teacher candidates are (or will be) teaching in urban

schools with multicultural and multilingual students, the program’s coursework

and field experiences are designed to prepare candidates to effectively meet the

needs of those students.

3. Methods courses are designed to address issues of second language learners and

diverse styles of learning. This preliminary credential provides each candidate

with an English Language Authorization (ELA) that enables candidates to teach

students whose primary language is not English. In order to earn the specialized

Bilingual Authorization in Spanish/Asian Languages, candidates need to follow

procedures described in section II of this handbook.

4. Specific strategies for differentiating instruction are infused throughout the

courses to address issues of inclusion and diversity. Candidates learn to pre-

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assess students and modify content, process, and products to meet the diverse

learning needs of children.

5. Candidates are expected to learn and use technology applications within the

methods courses, including: computer applications to manage records (e.g.,

grade books, spreadsheets, databases); communications through print media

(word processing, newsletter, graphics) and e-mail/threaded discussion.

Candidates examine a variety of educational digital media (Internet resources,

CAI, and presentation tools) and use established selection criteria to evaluate

materials.

6. The program provides extensive opportunities for candidates to learn to teach

the state adopted K-12 academic content standards to all students in their

methods courses.

7. Candidates receive guidance and coaching during the field experience courses

from university supervisors and site-based master teachers and coaches.

8. A carefully developed system of formative and summative assessment is

embedded throughout the program to provide candidates with timely, accurate,

and complete feedback regarding the progress of their performance.

Supervisors conduct observations and conferences that focus on each TPE and

offer specific suggestions for improved practice.

9. The formative, self, and summative assessment system has multiple benchmark

criteria at intervals and is designed to assess candidates TPE performance

developmentally throughout the program. In order to successfully advance to

each program phase and to be recommended for a credential, candidates must

meet specific standards at each benchmark.

E. MA in Education Program Design The MA in Education program prepares candidates to assume advanced roles in the

field of education. The coursework provides a broad conception of curriculum

design, development, and instruction supported with evidence-based best practices.

develop and engage in real-time intervention studies to demonstrate critical

thinking and research writing skills. The program consists of a core of advanced

coursework, electives, and a culminating experience (thesis, project or

comprehensive exam) that supports advanced study in the field of education. There

are 31 units of course work with a minimum of 21 semester units completed in

residence. Candidates may apply to both the Master of Arts in Education Degree and

Multiple Subject or Single Subject Credential at the same time.

F. Candidate Responsibilities The TED credential program is a collaborative effort among the university, school

districts, and the credential candidate. The candidate must:

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Download https://www.csudh.edu/coe/programs/teacher-education/ and

read the most current TED Program Handbook.

Purchase TaskStream at https://www1.taskstream.com/ to submit

coursework and participate in student teaching or fieldwork, and maintain

an active account.

Follow all requirements for admission/registration prior to each program

phase

Check CSUDH e-mail account weekly for messages from advisor, assessor,

instructor, or TED division.

Make appointment with an advisor prior to course registration in all phases.

Follow required sequence for all courses throughout program.

Complete and submit all course assignments and program documents at the

required time.

Maintain a “B” average with no grade lower and “C” in TED courses.

Courses may be repeated only once (see CSUDH University Catalog).

Program information, application forms, and the contents of this handbook

are available on the COE website:

https://www.csudh.edu/coe/programs/teacher-education/ Candidates are

responsible for all program information and therefore should frequently

access this link for announcements.

Candidates must complete all the requirements for the credential within five

years. This time limit commences with the semester of the earliest course

used on the candidates credential program of study.

Obtain current assessment requirements and procedures from program

handbook.

Maintain personal copies of all documents including forms provided by

supervisor, master teacher, and assessor.

Candidates are expected to follow CSUDH student rights and responsibilities:

https://www.csudh.edu/student-rights/

Candidates are expected to demonstrate commitment, responsibility, and

professional ethics.

Candidates in field experience are expected to follow district and school rules

and procedures (appropriate comportment, attendance/punctuality, proper

attire, etc.) Note: Candidates may be dismissed for failure to: meet

university/school district requirements, maintain required GPA, or honor

Professional Conduct rules (see Section VIII E for additional procedures)

G. Campus Resources University and program information can be accessed from the following websites.

Additional information is available at the Student Services Center.

CSUDH Website https://www.csudh.edu/

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CSUDH Website Index http://www.csudh.edu/index.shtml

College of Education Website https://www.csudh.edu/coe/

Teacher Education Programs and Degrees Website:

https://www.csudh.edu/coe/programs/teacher-education/

College of Education Application: https://csudh-coe.fluidreview.com/

Financial Aid Office Website: http://www.csudh.edu/financial-aid/

Scholarships https://www.csudh.edu/coe/resources-links/financial/Campus

Map: https://www.csudh.edu/campus-map-directions/campus-map/

US Constitution: http://www.usconstitutionexam.com/

Live Scan processing: http://www.csudhfoundation.com/services/live-scan/

Testing Center: https://www.csudh.edu/testing-center/

International Office: https://www.csudh.edu/ceie-intl/about/

Fees https://www.csudh.edu/financial-aid/cost/

Dual Language Program website: https//lsarmiento3.wixsite.com/csudhdual

H. Application Requirements / Process Copies available in the TED office – COE 1401

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I. Advising Resources

Advisor

The advisor is a member of the faculty and is responsible for providing support

and monitoring candidates’ progress. Candidates are expected to make an

appointment to see an advisor at the beginning of each semester. Advisors are

assigned by the TED office. A list of advisors and hours are posted on the TED

information announcement board outside COE 1401 and available in the TED

office. Please contact your advisor by email or phone to schedule an

appointment.

Student Services Center

The Student Services Center offers a variety of services and information. Hours of

operations are Monday through Friday 8:00am – 5:00pm COE 1401. Student

Services Center personnel may be reached at (310) 243-3525. The Student

Services Center is available to assist candidates with the following:

o Admission and registration deadlines

o Information session dates

o Orientation schedule

o Processing forms: applications, course substitutions

o Advisement procedures (pre-admissions advisement)

o Petitions: Exception, Change of Objective, and Course Substitution

o Testing information: CBEST, PRAXIS/SSAT, CSET, BCLAD (Oral, Written, &

Culture exams), and U.S. Constitution Exam

o Documents in candidate’s TED database: Entrance application, Phase II

application, Phase III application, University Intern application, Credential

Requests, Course substitutions, Advising Interview Program Plans, Change of

Objectives, and any other document submitted to the Student Services Center

or uploaded to FluidReview.

Note: All documents are available on your FluidReview account for

downloading. We suggest that you download your documents once you

complete your application for your records.

o Phase III Student Teaching and Fieldwork completed documents (documents

not available through the Students Services Center can be inquired in the TED

office, Clinical Coordinators, COE 1401 – (310) 243-2531)

o Copies of documents

o Change of address, name, and program forms

o Foreign transcript analysis procedures

o Campus services/directory

o Referral to Graduate Education Division and Liberal Studies program

o Financial aid support letter

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o Credential analyst and Program Admission appointments

Credential Information

Credential analysts are available by appointment and may be reached at (310)

243-3353 Monday - Friday 8am - 5pm. Credential analysts assist with the

following:

o Provide advisement on licensing information to out of state/country trained

individuals

o Credential request status

o Information on approved Subject Matter equivalency programs and

examinations

o Added Authorizations

o Credential renewal requirements

o U.S. Constitution course equivalencies and/or exams

o Course substitution policies and procedures

o Certificate of Clearance and Livescan process

II. PROGRAM REQUIREMENTS TED offers two credential programs: Multiple Subject Program and Single Subject

Program. Each program contains the Student Teaching Option, University Intern

Option, and the combined credential and MA in Education: Options in Curriculum and

Instruction, Dual Language Learning, or Transitional Kindergarten.

*The Integrated Teacher Education Program (ITEP) is an undergraduate pathway

within the Multiple Subject Student Teaching Option wherein students can earn a

Preliminary Credential while also completing a BA in Liberal Studies. For information

about program requirements and coursework for ITEP, please contact the Liberal

Studies Department.

A. Phase Requirements for Preliminary Credentials The credential program is divided into phases (semesters). Credential candidates

are admitted to Phase I upon acceptance to the program.

1. Phase 1:

During Phase I all candidates must complete subject matter competency and

meet with an advisor in preparation for the Phase II application.

Candidates can meet subject matter competencies by completing the CSET or

by completing a CCTC-approved Subject Matter Preparation Program. Please

contact the university that granted your undergraduate degree to determine

if you completed an approved Subject Matter Preparation Program.

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Program Plan Interview forms are available through your advisor or in the

TED office COE 1401.

Contact your advisor to schedule your Interview appointment. The list of

advisors is available on the TED announcement board outside COE 1401 or in

the TED office.

At the conclusion of the interview, the candidate and faculty advisor will sign

and date the form. The original form is to be kept by the candidate. Faculty

advisors may keep a copy for their records.

2. Phase II:

All candidates must apply to Phase II.

Upload the signed Program Plan Interview form completed in Phase I (see

above) into FluidReview as verification of the faculty advisor interview.

Upload a CPR card (infant, child, and adult) valid for at least two more

semesters.

Subject Matter Competency must be completed before advancement to Phase

2. For candidates meeting this requirement through CSET, scores must be

received by December 15th for entrance to Phase II in the spring semester

and by July 15th for entrance to Phase II in the Fall Semester.

o Candidates who do not meet this requirement should see an

advisor for program advising.

Candidates are expected to take all Phase II classes in the same semester,

since the field classes provide a setting for meeting requirements of the

methods classes.

Two letters of recommendation are required for the Phase II application

(emails are to be provided on application) on FluidReview. (Interns require

only one letter from their principal.)

Candidates may not take Phase II classes until they have applied, uploaded

Subject Matter Competency verification, uploaded the Program Plan

Verification form signed by an advisor, and been formally admitted.

Candidates must apply for the semester they plan to attend. If you apply and

do not attend, you will need to reapply.

Applying for Phase II for:

Deadline for Application:

Deadline for subject Verification:

Spring November 1 December 15 Fall April 1 July 15

3. Phase III

Candidates need to apply to Phase III.

If you do not continue into Phase III after completing Phase II courses, you

will need to submit a Phase III application by the following deadlines:

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Once candidates have successfully completed Phase III and passed the Teaching

Performance Assessment-CalTPA (and Multiple Subject candidates have passed

the RICA exam), they are eligible to apply for the Preliminary Credential. A

credential request application must be completed to file your Preliminary

Credential. The Credential Analysts determine that the candidate meets all legal

requirements for the credential, before recommending the candidate for the

credential.

B. Student Teaching Option All candidates will initially be admitted into the student teaching option. After the

completion of TED 400, TED 414, and TED 507, if a candidate accepts a full time

teaching position, they may be eligible for transition to the Intern Option. (TED staff

and faculty do not locate intern positions for candidates.)

C. Intern Option

Candidates will be “intern eligible” after the posting of grades with a B average,

and no grade lower than a C, for the following Phase I classes: TED 400, TED 414,

and TED 507, and after completing subject matter competency. Candidates may

be accepted into the University Intern Option once they are intern eligible, and

have been offered a contract as a public school teacher (without a preliminary

credential) in a school district within the COE service area. Interns teachTK-12

students in their own classroom, rather than in a classroom with a master

teacher. If you would like to switch to the Intern Program, you will need to apply

for your intern credential on FluidReview at https://csudh-coe-cred-

recom.fluidreview.com/. Please submit a copy of your current employment

contract. Please allow 1-2 weeks for processing

If you need a status letter, you may submit a request at the COE Student Services

Center. Processing time is about 5-7 working days and there is a $50.00

processing fee (subject to change). For questions regarding a status letter,

please contact the Credential Analyst at (310) 243-3353.

Be sure to apply to Phase II. If you have already applied to Phase II and need to

change from student teaching option to intern option, please contact the

applications unit at (310) 243-3530.

See TED Advising Program Plan to ensure you are taking the correct field-based

courses for the Intern Program during Phase II and III.

Submit verification of the Language Proficiency competency (Bilingual

Authorization candidates only)

Applying for Phase III for: Deadline for Phase III Application: Spring November 1 Fall April 1

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The Intern Credential is valid for two years. s (See

https://www.ctc.ca.gov/docs/default-source/leaflets/cl402a.pdf?sfvrsn=0)

D. Non-public School Option All non-public school candidates must complete the Advising Form for Non-Public

Schools Option. Please make an appointment with the Clinical Coordinator located

in the TED Office (COE 1401) or (310) 243-2531 to complete this form during Phase

I. All non-public school candidates will complete Fieldwork I during Phase III and

Student Teaching during the summer.

E. Adding a Credential Candidates holding a Multiple or Single Subject Credential who wish to add a

credential should refer to: http://www.ctc.ca.gov/help/AA/second-to-elem.html

F. Supplementary Authorizations Candidates holding a Multiple or Single Subject Credential who wish to have one or

more subject authorizations added to their credential should refer to the

Supplementary Authorization Guideline Handbook:

http://www.ctc.ca.gov/credentials/manuals-handbooks/Supplement-Auth.pdf

G. Early Completion Intern Option (ECO) is intended to provide individuals who have requisite skills and knowledge an

opportunity to challenge the course work portion of a Multiple or Single Subject

Intern Program and demonstrate pedagogical skills through a performance

assessment while in a Commission-Approved intern program. All Commission

Approved intern programs (both university and district) must offer early

completion options to qualified candidates.

http://www.ctc.ca.gov/credentials/leaflets/cl840.pdf

Interns who meet the following requirements can complete their internship early:

a) Pass a written assessment adopted by the commission that assesses

knowledge of teaching foundations as well as all of the following:

Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students

Techniques to address learning differences, including working with students with special needs

Techniques to address working with English learners to provide access to the curriculum

Reading instruction in accordance with state standards

Assessment of student progress based on the state content and performance standards

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Classroom management techniques

Methods of teaching the subject fields

b) Pass the teaching performance assessment. This assessment may be taken only

one time by an intern participating in the early completion option.

c) Pass the Reading Instruction Competence Assessment (RICA) (Multiple Subject

Credential only).

d) Meet the requirements for teacher fitness.

An intern who chooses the early completion option but is not successful in

passing the assessment may complete his or her full internship program

(Reference: Education Code Section 44468).

Exemption from Student Teaching under the Scott Bill Program: Students who have taught successfully for three years in an accredited private school do not need to complete the student teaching semester as per the provisions in AB 57 Scott Bill. Once the student has completed all program courses and tests, the student may submit the application for the preliminary credential. The principal must submit documentation to verify successful experience. Consult the Commission on Teacher Credential for more details for this option.

H. Credential with MA in Education: Options: Curriculum and

Instruction, Dual Language Learning, or Transitional Kindergarten Please follow the link to the Graduate Student Handbook for further requirements:

https://www.csudh.edu/Assets/csudh-sites/graduate-

studies/docs/graduate%20student%20handbook%202017-2018.pdf . Only 9 units

may be transferred from the credential program into the MA in Education program.

The candidate should apply for the MA in Education at the same time as they apply

to the credential program or during Phase I. Failure to apply early in the program

may add additional units to the MA in Education program (in order to reach 31

units). It is necessary to maintain continuous enrollment in the MA in Education

program.

I. Bilingual Authorization Emphasis

All candidates pursuing the Bilingual Authorization Certificate must contact the

program coordinator Dr. Lilia Sarmiento in order to make an appointment at (310)

243-1026 or by email at lsarmiento@csudh.edu. The Bilingual Authorization

(offered in Spanish) licenses the holder to teach in an approved language other than

English. The candidate must fulfill requirements in the following areas:

Language Proficiency

Methods

Culture

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Supervised Bilingual Fieldwork

Language Proficiency requirement may be met by one of the following options

(Note: Interns must meet this requirement prior to attaining Intern status):

Spa 280 Grammar for Spanish Composition & Spa 341 Advance Conversation,

with Grade of B or better in both courses, or

CSET LOTE Subtest III – passing score

CSET Spanish Subtest III – passing score

(Note: Interns must meet this requirement prior to their first semester of service.)

Culture requirement may be met by one of the following options:

Spanish 351 Hispanic Culture, with Grade of B or better, or

CSET LOTE Subtest V

(Note: Interns must meet this requirement during their first year of service.)

Methods requirement is met through the following coursework:

TED 507

Multiple Subject candidates must also take the bilingual section of TED 403, TED

410, TED 412, and TED 416.

(Note: Interns must meet this requirement during their first year of service.)

Fieldwork requirement is met by doing field experiences in bilingual or dual

language classroom settings.

Verification of competence in all three areas must be submitted to the Bilingual

Authorization Coordinator. The TED Bilingual Authorization Coordinator will write

a verification letter for all qualified candidates. The candidate is responsible for

uploading a copy of the letter to FluidReview to change program objective.

Note: Candidates holding a Multiple or Single Subject Credential who wish to add a

Bilingual Authorization can do so by enrolling in the Master of Arts in Education –

Option: Dual Language Learning (31 units) or Certificate in Dual Language (12

units). For more information, contact the Bilingual Coordinator.

J. English Language Authorization The English Language Authorization is included with your coursework if you

completed a credential after 2009. If you want to add the English Language

Authorization to a credential completed before 2009:

Pass the CTEL Exam or

Complete a commission-approved ELL program (CSUDH does not offer this

program)

K. Induction Program

The Induction program is designed for teachers who wish to clear a Multiple

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Subject, Single Subject, or Special Education Preliminary Credential. The program builds on knowledge and skills developed during the preliminary credential program.

Admission Requirements o Possession of a valid Preliminary Credential o Verification of full time employment in an appropriate teaching

position in a public school district, non-public school (NPS), or charter school

Coursework o The program consists of four courses taken over four semesters (with

an Early Completion Option for candidates who demonstrate they they are “experienced and exceptional”.) Students develop an Individualized Learning Plan (ILP), and receive mentoring from both university instructors and site-based mentors. Candidates are matched with the site-based mentor in terms of credentials held, grade level and/or subject area, as appropriate to the candidate’s employment. The ILP is based on needs determined by the teacher and program provider, in consultation with the site administrator and guided by the Preliminary Program Transition Plan.

Program Completion o The program maintains documentation of candidate progress

reflecting the learning and professional growth goals indicated within the Individualized Learning Plan and evidence of the candidate’s successful completion of the activities outlined in the ILP. Once the candidate has satisfactorily completed all program activities and requirements, the candidate is eligible to apply for the Clear Credential

L. MA in Education Program Options TED offers three MA options: Curriculum and Instruction (C&I), Dual Language

Learning (DLL), and Transitional Kindergarten(TKK). MA in Education candidates

complete a set of core courses, as well as additional courses according to the

selected option. The required core courses with units are:

GED 500 Research Methods in Education 3

TED 505 Educational Psychology 3 TED 506 Multicultural and Social Foundations of

Education 3

CUR 510 Process of Curriculum Development 3

CUR 519 Advanced Study in Curriculum Research and Instructional Practices

3

TED 560 MA in Education: Capstone 1 or TED 599 Thesis 1

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Option 1: Curriculum and Instruction Option

In addition to the core courses, the C&I option includes the following

requirements:

One course from the following (3 units):

Twelve elective units from Education or the teaching subject areas with the approval of an advisor. No more than 9 units may be from level 400 courses or pre-approved graduate level courses. Please see the MA in Education Coordinator advisor for prior approval.

Option 2: Dual Language Learning

In addition to the core courses, the DLL option includes the following

requirements:

Each of the following courses (12 units)

One elective from the following with the approval of an MA in Education

Coordinator advisor.

DLL 523

Academic Discourse and Socio-Emotional Learning 3

DLL 524

Emergent Learning for Young Dual Language Learners

3

Option 3: Transitional Kindergarten

In addition to the core courses, the TK/KDLL option requires each of the

following courses (15 units):

CUR 515

Seminar in Curriculum Development in Reading and the Language Arts

3

CUR 516

Seminar in Curriculum Development in Science and Math

3

CUR 517

Seminar in Curriculum Development in the Humanities and Social Sciences

3

DLL 520

Foundations of Critical (Bi) Literacy in Dual Language and Immersion Education

3

DLL 521

Contrastive Linguistics and Assessment for Dual Language Educators

3

DLL 525

Practices and Strategies for Bi-Literacy Development in Bilingual/Dual Settings

3

SPE 522

Teaching Bilingual Learners in Inclusive Dual Settings

3

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TED 507

Language Learning 3

TKK 501 Dynamics of Early Childhood 3 SPE 501 Creating Effective Inclusive Settings for

Young Children with Exceptionalities, Their Families, and Professionals

3

TKK 503 Mathematical and Scientific Concepts and Reasoning for Young Children

3

TKK 502 Critical Literacy and Social Studies for Young Children

3

Please follow the link to the Graduate Student Handbook for further requirements:

https://www.csudh.edu/Assets/csudh-sites/graduate-

studies/docs/graduate%20student%20handbook%202017-2018.pdf

M. Certificate Programs TED offers two certificate programs: Dual Language Learning (DLL) and Transitional

Kindergarten (TKK).

Dual Language Learning Certificate

The DLL Certificate is designed for PreK-12 teachers and other educators to refine

their competencies and leadership skills and improve educator effectiveness in dual

language and immersion settings. All courses are conducted in Spanish. The

program consists of 9 units of required courses and 3 units of elective courses.

Required Courses:

DLL 520 Foundations of Critical (Bi) Literacy in Dual Language and Immersion Education

3

DLL 521 Contrastive Linguistics and Assessment for Dual Language Educators

3

DLL 525 Practices and Strategies for Bi-Literacy Development in Bilingual/Dual Settings

3

Elective Courses:

DLL 523 Academic Discourse and Socio-Emotional Learning

3

DLL 524 Emergent Learning for Young Dual Language Learners

3

SPE 522 Learners Teaching Bilingual Learners in Inclusive Dual Settings

3

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Transitional Kindergarten Certificate

The Transitional Kindergarten Certificate is designed for teachers to refine their

competencies and leadership skills and improve educator effectiveness in Transitional

Kindergarten settings. The program consists of 24 units of required courses:

N. Adding a Teaching or Content Area to a Single Subject or Multiple

Subject Credential Individuals who hold a multiple subject or single subject credential may obtain an

additional credential, either multiple subject or single subject, or add an additional single

subject content area, without completing the full professional preparation program for that

credential. (For more detailed information, see the following CCTC document:

https://www.ctc.ca.gov/docs/default-source/leaflets/cl621a.pdf?sfvrsn=2) To add a Multiple Subject credential to a Single Subject credential:

o Meet the multiple subject matter requirement o Take TED 403 Elementary Reading/Language Arts o Take either TED 410 Elementary Math Methods, TED 412 Elementary Social

Studies and Literacy Methods, or TED 416 Elementary Science Methods

o Pass the RICA exam

To add a single subject credential to a multiple subject credential:

o Meet the Subject Matter Requirement for the single subject credential you wish

to obtain

o Take a subject-specific methods course corresponding to the single subject

credential you wish to obtain (e.g. TED 468 Secondary Teaching Methods II, or

for PE, KIN 448 Teaching Effectiveness in Secondary Physical Education)

To add a subject area to a single subject credential:

o Meet the Subject Matter Requirement for the single subject credential you wish

to obtain

TED 505 Educational Psychology 3 TED 506 Multicultural & Social Foundations of

Education 3

TED 507 Language Learning 3 TKK 501 Dynamics of Early Childhood 3 TKK 502 Critical Literacy and Social Studies for

Young Children 3

TKK 503 Mathematical and Scientific Concepts and Reasoning for Young Children

3

SPE 501 Creating Effective Inclusive Settings for Young Children with Exceptionalities, Their Families, and Professionals

3

CUR 519 Advanced Study in Curriculum and Research Practices

3

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o Take a subject-specific methods course corresponding to the single subject

credential you wish to obtain (e.g. TED 468 Secondary Teaching Methods II, or

for PE, KIN 448 Teaching Effectiveness in Secondary Physical Education)

O. Frequently asked Questions

1. I cannot take all of the classes in a Phase in one semester. What are my

options?

Please consult with an advisor. TED 413/467 must be taken with TED 507, and

all phase II classes must be taken with TED 433/453. You cannot move to the

next phase until you have completed the previous phase.

2. I did not pass the CSET exams during Phase I. What are my options?

If you have taken all of the Phase I classes and have completed TED 505 and TED

506, then you must take a semester off from credential coursework. Use this

semester to complete your subject matter requirement. You may take one

semester off (unless you are in the MA program) without a petition. If you miss

two semesters, you will be asked to reapply to the university and program. You

may want to take classes in the MA program while completing the subject matter

requirement if you have applied to both the credential and MA combined

program.. Please consult with the MA coordinator.)

3. Can I transfer courses taken at another university?

In order to transfer course units from other institutions, candidates must submit

a Request for Course Substitution form (obtained in the Student Services Center

– COE 1401). A maximum of 9 units are accepted for substitution. Course

substitution is subject to careful analysis by faculty members because of the

requirements of the CSUDH credential program and CTC.

4. I received the grade of C in one of my courses. Can I continue in the program?

You must pass all courses in the credential program with a C or better and must

maintain a B average. If you receive a C-, then you must retake the class. You

may repeat a class only once.

5. I am not a current student, but want to complete my credential. What do I

need to do?

You will need to apply to the university and submit the appropriate program

application via https://csudh-coe.fluidreview.com/ (Preliminary, Phase II or

Phase III).

6. I started my credential more than 5 years ago. Will I be able to use the

classes I took to complete a credential?

You will need to apply to the university and submit the appropriate program

application via https://csudh-coe.fluidreview.com/ Candidates are expected to

complete a credential within 5 years. Candidates may petition a variety of

division policies and requirements (low GPA, course recency, etc.) by completing

the Petition for Exception form available at the Student Services Center or on the

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TED website. The form with all required supporting information should be

returned to the Student Services Center.

7. I want to change programs, from single to multiple or multiple to single

subject. What do I do?

Candidates who wish to switch programs must file a Change of Program form. If

they are also switching options (Student Teaching to University Intern or vice

versa), they also must complete the appropriate forms as indicated above. In

order to change programs, candidates must have the appropriate subject matter

verification for the program to which they wish to change. In addition,

University Intern candidates changing credential objective (Multiple or Single

Subject) must provide documentation of their contracted status at the

appropriate grade level.

8. I stopped attending and missed two semesters. How can I restart my

credential program?

The following must be submitted:

Appropriate program application via https://csudh-coe-cred-

recom.fluidreview.com/ (Preliminary, Phase II or Phase III).

Copy of Valid CPR card front and back (infant, child, and adult). Online CPR

certification is NOT acceptable.

Copy of negative TB test

University Application

Passing CSET Scores or verification of completion of an approved Subject

Matter Preparation Program

The deadline dates are Fall re-entry – April 1; Spring re-entry – November 1.

Note deadline dates are subject to change.

9. I stopped attending a class but didn’t drop it. What can I do now?

Please refer to the catalog for the last day to drop classes. It is your

responsibility to drop classes you do not intend to complete. If you forgot to

drop a class after the drop date and have a compelling reason, you may petition

the university to have that class dropped. Please see how to drop a course at

https://www.csudh.edu/records-registration/records/adddrop/ 10. I have

misplaced some of my documents that are required to apply for my

credential originally uploaded into OnBase. How can I obtain a copy of my

document(s)?

You can access all your documents through FluidReview until your records are

archived. We suggest that you download your application for future reference.

P. Program Plans Please refer to the APPENDIX for all program plans.

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III. TED PERFORMANCE ASSESSMENT SYSTEM

Each class has assessments designed to measure the TPEs. These assessments are

considered formative and give the department specific feedback on your progress.

Your summative assessment is the CalTPA. You may take this up to 2 times.

IV. SUPERVISED FIELD EXPERIENCE A. Overview of Procedures and Sequence

Coursework and field experiences effectively prepare candidates to teach TK-12

students and understand the contemporary conditions of schooling. The supervised

field experience consists of courses taken after Phase I of the program.

B. University Interns

Complete a minimum of 2 semesters of supervised field experience in Phase II

and Phase III in their TK-12 classrooms.

Complete the program in 3 phases if they take the maximum course load allowed

during supervised field experience.

The university supervisor will conduct a minimum of 6 formal observations in

each of Phase II and III.

Note: Supervisors may conduct additional non-assessment observations

C. Student Teachers

Complete a minimum of 1 semester of supervised student teaching in a master

teacher’s classroom in Phase III.

Multiple Subject: Phase III consists of one full semester of student teaching. It

includes full-time student teaching (5 days a week) in an elementary teacher’s

classroom. The TED clinical coordinator will make the placement and assign a

master teacher. The university supervisor and master teacher will conduct a

minimum of 6 formal observations.

Note: Supervisors may conduct additional non-assessment observations.

Single Subject: Phase III consists of one full semester of student teaching. It

includes full-time student teaching (5 days a week) in a middle school or high

school classroom. The TED clinical coordinator will make the placement and

assign a master teacher. The university supervisor and master teacher will

conduct a minimum 6 formal observations.

Note: Supervisors may conduct additional non-assessment observations.

D. Non-Public School Candidates

In addition to early fieldwork, approved non-public school candidates complete one

semester of supervised fieldwork in their own classroom and one summer semester

(6 weeks) of full-day supervised student teaching in a master teacher’s classroom in

a public school.

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E. Bilingual Authorization Emphasis

In order to meet the Bilingual Authorization competencies, Bilingual Authorization

candidates will have six formal observations which include a lesson in Reading in

Spanish and an ELD lesson.

F. Global Student Teaching

Educators Abroad (EA) provides Multiple and Single Subject teacher candidates an

opportunity to complete their student teaching in another country. Prospective

educators may enroll in a 10 to 16 week school-based experience in either English

or another language to develop their teaching skills in a cultural setting outside the

USA. Students interested in this experience need to register one semester prior to

student teaching. For more information, visit https://educatorsabroad.org/.

Global student teaching must be approved by the department Chair and COE

Dean. Please contact Dr. Lilia Sarmiento to begin the process at

lsarmiento@csudh.edu.

Candidates must complete all program course work, including TED 448 or TED

488, before leaving for student teaching.

Candidates who participate in an EA internship will register for and receive

academic credit through CSUDH.

Candidates must provide Dr. Lilia Sarmiento with contact information for the

student teaching supervisor at the university in the country the candidate will be

student teaching.

When the candidate returns, copies of the formal observations and letters of

recommendation must be submitted.

G. Unsatisfactory Field Experience

Candidates must adhere to all school district requirements.

If a candidate is dismissed by a school district during the field experience, a

grade of No Credit for the course will result.

Candidates must receive a final TPE rating of 2.0 for the first field experience and

2.0 for the second field experience with no TPE rating below “2”. Any candidate

who does not meet the minimal rating for either the first or second field

experience will receive a grade of NO CREDIT for the course and will be referred

to the program coordinator to discuss options.

In the event that a concern develops regarding the appropriate progress of the

candidate by either the master teacher and/or university supervisor, a contract

may be established that outlines specific TPE’s that need to be met within the

desired timeline. Candidates who are placed on a contract must meet with the

program coordinator. When a concern arises, the following steps will take place:

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Observation of candidate by university supervisor followed by written

observation and individual conference.

Conference between master teacher and/or university supervisor for

concurrence.

Conference with candidates, university supervisor and coordinator to discuss

contract.

Another university supervisor comes to observe if no credit is recommended.

Candidates who do not meet the terms of the contract must meet with the

program coordinator to discuss options.

H. Work Stoppage

The following governs student teaching and intern field assignments during teacher

strikes or work stoppages or other disruptions at public school sites: It will be the

responsibility of each candidate to be in regular communication with his/her

university supervisor to keep abreast of the situation. Student teachers, interns, and

employees of the university are not to participate in the strike situation in any

fashion as representatives of CSUDH. Should the strike situation continue for an

extensive period of time, reassignment of candidates will be made as necessary to

ensure that minimum state and university student teaching and university intern

field experience requirements are met. This policy would also apply if there were

disruptions at a school site with a potential for violence involving issues other than

employee-management relations.

V. Preliminary Credential Requirements (candidates must submit a

credential request to apply for a credential within five years of

completing the program)

A. To submit a credential request candidates must go to FluidReview

https://csudh-coe-cred-recom.fluidreview.com/ and create an account.

B. Candidates must upload CSUDH transcripts, basic skills, CSET and/or Subject Matter

Equivalency letter and RICA into FluidReview webportal.

C. Prior to recommending a candidate for the credential, the credential analysts

determine that the candidate has met all legal requirements for the credential,

including:

Possession of a baccalaureate or higher degree other than in

professional education from a regionally accredited institution

Completion of Basic Skills Requirement

Completion of an accredited professional preparation program

Completion of the subject matter requirement

Demonstration of knowledge of the principles and provisions of the

Constitution of the United States

Passage of the Teaching Performance Assessment

Passage of the Reading Instruction Competence Assessment (RICA) (for

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Multiple Subject candidates).

Evaluation of coursework and documents takes approximately 2-3 weeks.

D. Once the credential recommendation has been received by CTC, you will receive an

email directly from CTC.

E. Respond to the email by completing the professional fitness questions and paying the

credential licensing application fee. (subject to change).

F. Reading Instruction Competence Assessment (RICA) is required for multiple subject

and special education credentials (except for early childhood).

California State Reading Instruction Competence Assessment (RICA) is a state

requirement to ensure that Multiple Subject and Education Specialist Credential

candidates possess the knowledge and skills necessary to teach reading effectively.

The examination is divided into five Domains:

Domain I – Planning, Organizing, and Managing Reading Instruction Based on

Ongoing Assessment

Domain II – Word Analysis

Domain III – Fluency

Domain IV – Vocabulary, Academic Language, and Background Knowledge

Domain V – Comprehension

For questions regarding test registration, administration procedures, admission

tickets, video performance assessment materials, or score reports, contact RICA

Program, P.O. Box 348150, Sacramento, CA 95834-8150, (916) 928-4004, 9:00am

– 3:00pm, Monday through Friday, except holidays and 9:00am – 5:00pm during

emergency registration. Automated information system is available 24 hours

daily (Telecommunications device for the deaf: (916) 928-4191). Complete

services and information, including the RICA Registration Bulletin are posted on

the RICA Website http://www.rica.nesinc.com. Information may be updated

during the program year, so candidates are advised to refer to the CTC/CSET

website for the most current information.

G. For Credential Request Application assistance, please contact the credential analysts

at (310) 243-3353.

VI. Professional Clear Credential Individuals who complete a preliminary teacher preparation program and receive a five-

year preliminary teaching credential must earn a clear teaching credential by

completing one of the following options. The following information was obtained from

the CTC website - http://www.ctc.ca.gov/credentials/leaflets/cl561c.pdf

Option 1

Complete a Commission-approved Teacher Induction Program through an approved

school district, county office of education, college or university, or consortium.

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Individuals applying for a clear credential under Option 1 must submit their application

through their approved induction program sponsor.

Individuals employed in private schools may participate in an approved induction

program, but are not supported by state funding.

It is the responsibility of the individual approved induction program to determine the

cost, if any, to the teacher for participation. The fee for the induction program should be

clearly indicated in the advising documentation and shared with the participating

teacher prior to enrolling in the approved induction program.

Option 2

If an approved induction program is verified to be unavailable to a beginning teacher,

then the individual may complete a Commission-approved clear credential teacher

preparation program (previously a fifth year program) offered by a California college or

university. The employer of a preliminary credential holder must complete and sign the

“Verification of Unavailability of a Commission Approved Induction Program” (form CL

855) stating that Induction is not available to the individual to allow that person to

utilize the Clear Credential program route to earn a clear credential:

http://www.ctc.ca.gov/notices/coded/050010/050010.pdf.

Individuals employed in private schools or other teaching positions may be eligible for

enrollment in an approved clear credential program.

The institution sponsoring the approved clear credential program must submit the

recommendation for the clear teaching credential.

Option 3

Teachers who are certified by the National Board for Professional Teaching Standards

will be issued a Clear Teaching Credential in the subject area in which they have received

national certification. Individuals applying for the clear credential under Option 3 may

apply directly to the Commission for a clear teaching credential.

Note: If a preliminary credential holder does not find a teaching position, an approved

Induction program may not be available to the individual. If the credential holder is not

employed as a teacher, then he or she is not eligible to complete a Clear Credential

program. The individual holding the preliminary teaching credential may need to wait

until he or she finds a teaching position to complete the requirements for the clear

teaching credential. Should the holder of a preliminary teacher preparation program be

unable to complete the requirements for the clear teaching credential within the five-

year term of the preliminary teaching credential, an extension of the preliminary

teaching credential may be requested. Additional information may be found in coded

correspondence 09-05 http://www.ctc.ca.gov/notices/coded/2009/0905.pdf

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VII. Appeals and Petitions A. Grade Appeals

Students may appeal grades “which they believe were the result of instructor,

computational, or clerical error or contrary to procedures established in course syllabi;

or were prejudicial or capricious.” (See University Catalog for the grade appeals process:

http://csudh.smartcatalogiq.com/2018-2019/Catalog/General-Information/University-

Regulations/Grade-Changes-Grade-Appeals-and-Repeat-and-Cancel/Grade-Appeals)

B. Student Academic Petitions and Appeals Committee (SAPAC) Petitions

Students may appeal a university rule or regulation by submitting a SAPAC petition.

Petitions are reviewed by the university SAPAC committee. Petitions are available in the

TED office (COE 1401). Decisions are sent directly to the student via email from

Admissions and Records (310) 243- 3645.

C. TED Petition for Exception

Students may file a petition for exception to any TED rule or regulation (including

requirements for initial COE program admission, admission to phases, and out-of-date

coursework) by filing a TED Petition for Exception. Petitions are reviewed by the TED

Chair, with faculty consultation. Petitions are available in the TED Student Services

Center (COE 1401).

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Appendix A

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Multiple Subject Program Plan

- 31 -

Single Subject Program Plan

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- 33 -

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LBS/TED Ready – Multiple Subject

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MA in Education: Option - Curriculum and Instruction

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MA in Education: Option – Dual Language Learning

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MA in Education Option: Transitional Kindergarten

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Multiple Subject Credential with MA in Education: Curriculum & Instruction

- 39 -

- 40 -

Multiple Subject Credential with MA in Education: Dual Language Learning

- 41 -

- 42 -

Multiple Subject Credential with MA in Education: Transitional Kindergarten

- 43 -

- 44 -

Single Subject Credential with MA in Education: Curriculum and Instruction

- 45 -

- 46 -

Single Subject with MA in Education: Dual Language Learning

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