This program prepares you to become a special education teacher in California in TK-12 classrooms, as well as within other instructional settings geared for children and adults up to age 22. As a graduate of the program, you are specifically equipped to serve students with mild to moderate disabilities, including autism, various learning disabilities, emotional disturbances and other health impairments.
Successful completion of the program results in a preliminary teaching credential recommendation to the California Commission on Teacher Credentialing (CCTC). The Preliminary Education Specialist Instruction Credential is valid for five years, after which it must be elevated to a Clear Credential.
- Make subject matter comprehensible to all students
- Assess student learning
- Engage and support all students in learning
- Plan instruction and design learning experiences
- Create and maintain effective environments for learning
- Develop as a professional educator
- Address matters of multiculturalism and diversity in education
Program Learning Outcomes/Goals
This program has Program Learning Outcomes that are directly linked to California Commission on Teacher Credentialing (CCTC) Program Standards. Through product and performance assessments that are linked to the CCTC credentialing standards, Candidates demonstrate measurable proficiency in all areas identified necessary to be effective Special Education teachers.
- Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
- Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
- Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
- Use multiple methods of assessment and data sources in making educational decisions.
- Select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
- Use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
- Collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.
Internship, Practicum, and/or Dissertation Information
Student Teacher Track
Candidates on the Student Teaching track ease into the classroom teaching experience. The first two terms of Clinical Practice require classroom observations. Clinical Practice III and IV, commonly called “Student Teaching” allowing the candidate to slowly take on the roles and responsibilities of a special education Teacher-of-Record (TOR). The teacher candidate collaborates with the Master Teacher and collaborates with other educators, support staff and related service members with the co-planning/co-taching models.
The Student Teacher Track requires four 8-week terms of Clinical Practice. In Clinical Practice I and II, 200 observation hours per term is required in TK-12 classrooms for observations (as detailed in the Clinical Practice Handbook). For Clinical Practice III and IV, candidates will participate in full-time “Student Teaching” and stay in their Clinical Practice placement during the same contracted hours required by the employed teachers of the school.
For Clinical Practice III and IV, the student teachers will occupy two different placements, one for each term. Candidates will obtain a total of 600 field experience hours upon completing the Teacher Education Program.
Attaining a Certificate of Clearance (Background Check) is a prerequisite to be enrolled in Clinical Practice courses, as well as providing a negative Tuberculosis (TB) test result. Meeting CSET/SMC (Subject Matter Competency) is a prerequisite to enroll in Clinical Practice III and IV (Student Teaching).
Intern Teacher Track
In order to enroll in Clinical Practice courses on the Intern Teacher track, an Intern Credential needs to be earned by the candidate. To attain an Intern Credential, the candidate needs to meet CBEST/BSR (Basic Skills Requirement) and CSET/SMC (Subject Matter Competency), attain a negative Tuberculosis (TB) test result, have a Certificate of Clearance, and have taken the EDU62030 - Professional Learning and Practice course. After meeting these requirements, candidates can attain an Intern eligibility letter from Alliant’s Credential Analyst Department.
The Intern candidate must be employed with a public school district or a certified non-public school through the California Department of Education (CDE) identified from the Alliant MOU list. The teaching contract/verification of employment letter as a full time Special Education “Teacher-of-Record” along with an Intern eligibility letter, must be presented prior to Alliant recommending you to the California Commission on Teacher Credentialing (CCTC) for your Intern Credential.
Total Credit Units: 27
Total Core Credit Units: 27
Total Elective Credit Units: N/A
Total Concentration Credit Units: N/A