Single Subject Credential Program (SSCP) Secondary Education 2011-12 Program Handbook Department of Teacher Education Demergasso-Bava Hall, Room 330 One University Circle Turlock, CA. 95382 (209) 667-3357 Please see our webpage for resources and links about the Single Subject Credential Program http://www.csustan/edu/teachered/secondaryeducation.html Program Coordinator: Dr. Christopher Roe DBH 328A [email protected](209) 667-3471 For applications and pre-admittance advising: Credential Services DBH 303 [email protected](209) 667-3534 SSCP Field Placement Coordinator: Mr. Michael Uretsky DBH 328C [email protected](209) 664-6740 Intern Coordinator: Ms. Karen Breshears DBH 328F [email protected](209) 664-6732
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Single Subject Credential Program (SSCP)
Secondary Education
2011-12 Program Handbook
Department of Teacher Education
Demergasso-Bava Hall, Room 330
One University Circle
Turlock, CA. 95382
(209) 667-3357
Please see our webpage for resources and links about the Single Subject Credential Program
Table of Contents Welcome .............................................................................................................................................................................. 3
Program Quality ................................................................................................................................................................ 3
Pathways to the Teaching Credential ............................................................................................................................... 3
Contact Information .......................................................................................................................................................... 3
SECTION I – OVERVIEW ...............................................................................................................................5 I. Prerequisite Requirements .......................................................................................................................................... 5-7
II. Prerequisite Courses ................................................................................................................................................... 7-8
III. Required Courses........................................................................................................................................................... 8
IV. Non-Core Program Courses .......................................................................................................................................... 8
V. Program Model .............................................................................................................................................................. 9
A. Fall and spring Cohorts for Student Teachers ......................................................................................................... 9
B. Recommended Schedule of Courses for Student Teachers ..................................................................................... 9
VI. Early Completion Option ............................................................................................................................................ 10
VII. Intern Option .............................................................................................................................................................. 10
A. Appling for the Intern Credential .......................................................................................................................... 10
VIII. Bilingual Single Subject Preliminary Credential ...................................................................................................... 11
A. Bilingual Language Assessment ........................................................................................................................... 11
B. Bilingual Target Culture Requirement .................................................................................................................. 11
C. Matrix of Bilingual Credential Authorization Options ......................................................................................... 12
SECTION II – SSCP POLICIES ............................................................................................................................... 12
I Ethical and Professional Standards for the Single Subject Credential Program .......................................................... 12
A. Professional Attitude ............................................................................................................................................. 12
B. Late Assignments/Unpreparedness ....................................................................................................................... 12
C. Academic Integrity ................................................................................................................................................ 13
D. Professional Conduct ............................................................................................................................................ 13
E. Appropriate Professional Appearance .................................................................................................................. 13
F. Effective Communication ..................................................................................................................................... 13
G. Continuance in Good Standing ........................................................................................................................ 13-14
Procedure for Use of the Student Concern Profile Form ................................................................................. 14-15
H. California State University, Stanislaus, Department of Teacher Education Appeals Process .............................. 15
1. Appeals Process ............................................................................................................................................... 16
I. Grade Point Average ............................................................................................................................................. 16
J. Attendance, Punctuality, and Absences ................................................................................................................ 16
1. Attendance and Punctuality ............................................................................................................................ 16
3. Notification of Absences ................................................................................................................................ 17
4. Leave of Absence Policy ........................................................................................................................... 17-18
K. Complaint Against Faculty ................................................................................................................................... 18
L. Limitation on Time to Complete Program ............................................................................................................ 18
M. Transfer of Credential Courses from other Universities ....................................................................................... 18
SECTION III – EVALUATION PROCESS ..................................................................................................18 I Clinical Supervision .................................................................................................................................................... 19
II Teaching Performance Expectations (TPEs) ............................................................................................................... 19
III. Teaching Performance Assessment (TPAs) ................................................................................................................ 20
IV Liability Workman’s Compensation Insurance ........................................................................................................... 20
College of Education Conceptual Framework .............................................................................................................. 20
A. Our Motto: Advocates for Children and their communities ..................................................................................... 20
B. College of Education Mission: Preparing Leaders in Learning ................................................................................ 20
C. Vision: Enhancing Lifelong Learning ...................................................................................................................... 21
D. Our Aim ..................................................................................................................................................................... 21
E. Our Philosophy .......................................................................................................................................................... 21
F. The Content, Goals, and Learner Outcomes .............................................................................................................. 21
G. Learner Outcomes ...................................................................................................................................................... 21
H. Learner Outcomes Elaborations ............................................................................................................................ 21-22
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WELCOME to the Single Subject Credential Program! This handbook will serve as an orientation to the
credential program. It is our explicit hope that the information in this document will make the process of
earning a credential as understandable and transparent as possible. After successfully completing program
requirements, you will be eligible to apply for a teaching credential. The type of credential you will earn is
called a Preliminary Credential with a 2042 Authorization. This credential replaces the CLAD Certificate. In
most cases, this credential qualifies you to teach 6-12 grades in your content area. It is also possible to earn a
Bilingual Credential, which qualifies you to work in more intensive English Language Development classes in
your content area.
Program Quality
The California Commission on Teacher Credentialing (CCTC) reviews all credential programs in the State of
California regularly. A few credential programs elect to also apply for a higher standard review through the
National Council for the Accreditation of Teacher Education (NCATE); the College of Education at CSU
Stanislaus has been accredited four times by NCATE. We are proud of that distinction and you can be proud of
a credential you earn through our nationally accredited program.
articulated goals and objectives; write objectives that are based on state standards and
frameworks; use effective instructional methodologies; organize lessons in a thoughtful way; use
differentiated instruction to meet the needs of all pupils.
TPE 10: Instructional time: allocate instructional time to maximize student achievement
TPE 11: Social Environment: Develop and maintain a teaching/learning environment that promotes
learning and appropriate social behavior.
TPE 12: Professional, legal, and ethical obligations: take responsibility for pupil learning outcomes;
value diversity; follow legal guidelines; maintain an appropriate level of confidentiality; follow
legal and professional guidelines.
TPE 13: Professional growth; reflect on teaching practices and subject matter knowledge and sets
professional growth goals/ seek feedback and acts on the feedback.
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III. Teacher Performance Assessments (TPAs)
As of July 2008, all credential candidates are required to pass the Teacher Performance Assessments (TPAs)
with a minimum total score of ―12‖ and a ―3‖ or better on each of the four tasks. Those tasks are:
Task 1 - Specific Subject Pedagogy;
Task 2 - Designing Instruction;
Task 3 - Assessing Learning; and
Task 4 - Culminating Teaching Experience.
In order to help you achieve the highest possible score, you will be given the opportunity to complete
assignments to facilitate the knowledge necessary for completion of each of the TPA’s.
Program classes are designed to help you prepare for submission of your actual task responses. Each of the
four tasks has a specific submission date and will be submitted to the CSU, Stanislaus Teacher Performance
Assessment office either through hard copy or electronically, whatever deems appropriate at that time.
All candidates are required to attend at least one TPA Orientation at the beginning of the first semester of
their program. The purpose of the orientation is to acquaint the candidates with the requirements of each of
the four tasks.
IV. Liability and Workmen’s Compensation Insurance
The University provides professional liability insurance to credential program students. Professional
liability insurance aids the student if a situation occurs while working in the public schools. The liability
insurance does not cover cases of sexual harassment, child abuse or use of corporal punishment. A $16 fee
will be assessed to all students when they pay their first semester university tuition and fees.
The University’s Workmen’s Compensation Insurance and Safety Act covers students who are in schools
for observations or student teaching. Should any injury occur, the student will be covered by the campus
insurance (but not by the school district insurance).
College of Education Conceptual Framework All Colleges of Education have a philosophical base. The CSU Stanislaus COE philosophy states:
A. OUR MOTTO: Advocates for children and their communities The most exciting and powerful way to ensure our future is to create it. That begins with a vision, and
success depends on our ability to align everything we do with fulfilling that vision. Our Vision, Mission,
and Aim build on the foundation of our Philosophy that ALL students can learn and that such learning can
be enhanced by design. The College of Education (COE) Vision, Mission, Aim, Philosophy, and Learner
Outcomes define who we are as members of the learning community. We are committed to the preparation
of P-4 educators who exhibit competence, reflection, and a professional passion manifested in their
advocacy for children and their communities.
B. COLLEGE OF EDUCATION MISSION: Preparing Leaders in Learning
The mission of the College of Education is to engage faculty and students in instruction, scholarship, and
professional experiences that provide subject-specific, pedagogical, and practical knowledge essential for
planning, implementing, and assessing educationally-related activities. We are committed to the
development of diverse educational leaders who meet the needs of a multicultural and multilingual society.
Our programs are designed to advance the ethical behaviors and professional leadership capacities of
students through participation in coursework, field experiences, and scholarly activities that together
cultivate reflection and encourage innovation in educational settings. We provide multiple and systematic
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opportunities for students to make connections between their professional responsibilities and their roles as
educational leaders in the larger society, and to serve as advocates for children, families, and communities.
C. VISION: Enhancing Lifelong Learning
The preparation programs in the College of Education strive to instill professional habits that result in
lifelong learning. We endeavor to prepare educators who impact positively and optimally on the academic
achievement and well-being of all of their P-14 pupils. To this end, we model a culture of educational
accessibility and respect for diversity, we foster a climate of intellectual engagement and rigor, and we
model systematic use of assessment and reflection to inform decision-making. We strive to ensure that
College of Education students, faculty, and staff reflect the diversity of our local communities, possess the
competence and confidence to provide leadership in their professional roles, and actively pursue personal
and professional lifelong learning.
D. OUR AIM: Through quality programs with high standards, academic rigor, and intellectual integrity, the
College of Education is committed to the preparation of P-12 educators who exhibit competence,
compassion, reflection, and a professional passion manifested in their advocacy for children and their
communities.
E. OUR PHILOSOPHY: Education is the means by which individuals, both singly and collectively, reach
goals they might not otherwise attain. The faculty of the College of Education believes that ALL students
can learn and that such learning can be enhanced by design. It is our belief, that more than any other
variable, students’ learning is a function of how they are taught.
F. THE CONTENT, GOALS, AND LEARNER OUTCOMES of the professional preparation programs are
designed to prepare educators who can make thoughtful and effective choices as they prepare children and
youth to meet the demands of today and of the future. Educators must be dedicated professionals who are
knowledgeable, ethical, responsible, caring, and lifelong learners. They must be able to manage, monitor,
and enhance the learning and development of each child. As members of learning communities, educators
must be committed to keeping abreast of new ideas and understandings in their field, value and support
professional organizations, and establish personal and professional goals.
G. LEARNER OUTCOMES
1. Values & Beliefs - The CSU Stanislaus professional education graduate is knowledgeable and values
diversity among learners while actively modeling cultural responsibility and responsiveness.
2. Knowledge & Skills - The CSU Stanislaus professional education graduate is competent in his or her
chosen area.
3. Performance & Achievement - The CSU Stanislaus professional education graduate impacts positively
on the achievement of all P-12 students in academic and non-academic areas.
4. Assessment & Reflection - The CSU Stanislaus professional education graduate is committed to self-
assessment and reflection.
5. Advocacy & Leadership - The CSU Stanislaus professional education graduate is a partner,
educational advocate, and leader at the school level and in the wider community.
H. LEARNER OUTCOMES ELABORATIONS
1. Values & Beliefs. - The CSU Stanislaus professional education graduate is knowledgeable and values
diversity among learners while actively modeling cultural responsibility and responsiveness.
a. Collaboration: The educator believes in on-going collaboration and cooperation with others in the
field or associated with learning.
b. Cultural Diversity: The educator is sensitive to others and respects both individual and cultural
diversity.
c. Learning-focused: The educator promotes, respects, and celebrates learning at all levels and in all
forms of engagement.
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d. Sense of Purpose: The educator displays a defined sense of purpose on a variety of levels:
personal, professional, and public.
2. Knowledge & Skills. - The CSU Stanislaus professional education graduate is competent in his or her
chosen area.
a. Student Development: The educator recognizes how students develop and learn, and provides
settings that assist in their intellectual, physical, social, and individual development.
b. Instructional Enrichment: The educator recognizes the primary need for discipline, knowledge and
pedagogical understanding, and constructs learning experiences that make these facets significant
to students’ comprehension and intellectual enrichment.
c. Variation: The educator recognizes differences in knowledge bases and appreciates the diversity
among learners, creating appropriate learning opportunities.
d. Academic Environment: The educator understands the knowledge of the social, political,
philosophical, and cultural contexts in which education occurs, including ethical standards,
professional practice, and laws and regulations.
e. Technology: The educator integrates informational and educational technology effectively with
professional practice.
3. Performance & Achievement. - The CSU Stanislaus professional education graduate impacts positively
on the achievement of all P-12 students in academic and non-academic areas.
a. Learning Environment: The educator creates an effective learning environment. Integration
Across Disciplines: The educator integrates subject matter content with pedagogy appropriate to
the field of study.
b. Accommodation: The educator accommodates for a range of differences in culture and
developmental levels.
c. Responsive Pedagogy: The educator develops appropriately responsive curriculum to
accommodate the diversity among learners that is accessible and meaningful to students.
4. Assessment & Reflection. - The CSU Stanislaus professional education graduate is committed to
self-assessment and reflection.
a. Awareness: The educator makes well-informed decisions based on continuous research and
reflection.
b. Lifelong Learning: The educator actively seeks opportunities and involvement to grow
professionally as a lifelong learner.
c. Advocacy & Leadership. The CSU Stanislaus professional education graduate is a partner,
educational advocate, and leader at the school level and in the wider community.
d. Professionalism: The educator adheres to high standards of professional and ethical conduct.
e. Communication: The educator collaborates effectively with parents, educators, and various service
and support personnel.
f. Activism: The educator leads the learning community as an advocate for equal opportunity and
access to education for all students.
Our vision, mission, aim, and philosophy exist only on paper until we put them into action. They come
alive when we implement them in all that we do as members of the College of Education. We see their
results when we view the outcomes. We have succeeded when our students become educators who impact
positively and optimally on the achievement of ALL P-14 students, and become advocates for P-14 children
and their communities.
The Single Subject Credential Program faculty wishes you the very best experience in our credential program and