9-2019 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
49
Embed
Teacher Education Division Handbook Preliminary Credential MA … · 2019-11-22 · and Lucy Calkins, Doug Fisher Ophelia Garcia, Ernest Morrell, Kris Gutierrez Curriculum design
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
9-2019
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
- 2 -
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 10
I. Advising Resources 11
II. PROGRAM REQUIREMENTS 12 A. Phase Requirements for Preliminary Credentials
B. Student Teaching Options 14
C. Intern Option
D. Non-public School Option 15
E. Adding a Credential
F. Supplemental Authorization
G. Early Completion Waiver
H. Credential with Master of Arts in Education: 16
Options: Curriculum and Instruction, Dual Language Learning,
Transitional Kindergarten
I. Bilingual Authorization
J. English Language Authorization (ELA) 18
K. Induction Program
L. MA in Education Program Options
M. Certificate Programs 20
N. Adding a Teaching or Content Area to a Credentials 21
O. Frequently Asked Questions 22
P. Program Plans (see Appendix)
III. TEACHER PERFORMANCE ASSESSMENT SYSTEM 24
IV. SUPERVISED FIELD EXPERIENCE 24 A. Overview of Procedures and Sequence
B. University Interns
C. Student Teachers
D. Non-Public School Candidates 25
E. Bilingual Authorization Emphasis
F. Global Student Teaching
- 3 -
G. Unsatisfactory Field Experience
H. Work Stoppage 26
V. PRELIMINARY CREDENTIAL REQUIREMENTS 26
VI. PROFESSIONAL CLEAR CREDENTIAL 28
VII. APPEALS AND PETITIONS 29 A. Grade Appeals
B. Student Academic Petitions and Appeals Committee (SAPAC) Petitions
C. TED Appeals/Petitions for Exceptions
D. Request for Records
VIII. Appendix 31
- 4 -
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
connection to justice and equity in our mission, and any additional information that may aid in the selection
committee in evaluating your preparation and aptitude for graduate study at CSUDH.)
IMPORTANT: If you are a current student and want to change programs, you must be formally admitted into the
new program. You must file a Request for Post-baccalaureate/Graduate Change of Objective form with the
Graduate Studies Office at the same time you apply to the new program.
*Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., social security number or taxpayer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees, or any associated costs, to students who determine subsequent to admission that they cannot meet licensure or credentialing requirements. Information concerning licensure and credentialing requirements are available from the College of Education Credential Analysts Unit, COE 1401, (310) 243-3525.** All Fees Subject to Change Revised
9/2019
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
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
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:
CSET Modern Languages Subtest IV – test code 250 with a passing score
CSET Spanish Subtest III –test code 147 with a 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 Spanish Subtest V-test code 258
(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.
- 18 -
J. English Learner Authorization The English Learner 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 CTEL program (CSUDH does not offer this
program)
K. Induction Program
The Induction program is designed for teachers who wish to clear a Multiple 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:
- 19 -
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
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)
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
- 20 -
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):
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:
DLL 525 Practices and Strategies for Bi-Literacy Development in Bilingual/Dual Settings
3
Elective Courses:
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:
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
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