Preliminary Education Specialist Instruction Credential: Mild/Moderate Disabilities

Program Description/Overview

This program prepares you to become a special education teacher in California in TK-12 classrooms and 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 support needs, 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.

1. Make subject matter comprehensible to all students
2. Assess student learning
3. Engage and support all students in learning
4. Plan instruction and design learning experiences
5. Create and maintain effective environments for learning
6. Develop as a professional educator
7. Address matters of multiculturalism and diversity in education

Program Learning Outcomes/Goals

This program has Program Learning Outcomes directly linked to California Commission on Teacher Credentialing (CCTC) Program Standards. Through product and performance assessments linked to the CCTC credentialing standards, Candidates demonstrate measurable proficiency in all areas identified as necessary to be effective Special Education teachers.

1. Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
2. 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.
3. Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
4. Use multiple methods of assessment and data sources in making educational decisions.
5. Select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of individuals with exceptionalities.
6. Use foundational knowledge of the field and its professional, ethical principles and practice standards to inform special education practice, engage in lifelong learning, and advance the profession.
7. 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 various learning experiences. 

Licensure

1. Successfully obtain Subject-Matter Competency (SMC). (Required for Clinical Practice III and IV for student teaching candidates or required for Clinical Practice I for intern candidates in order to earn an Intern Credential. SMC is not required for program entry).
2. Pass the RICA. (Required to be recommended for a Preliminary Education Specialist Credential, but it is not an admission requirement nor a requirement for an Intern Credential).
3. Pass the edTPA. (Required to be recommended for a Preliminary Education Specialist Credential, but it is not an admission requirement nor a requirement for an Intern Credential).

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

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 guided classroom observations. Clinical Practice III and IV, commonly called “Student Teaching,” allows the candidate to slowly take on the roles and responsibilities of a special education Teacher-of-Record (TOR). The teacher candidate collaborates with the Cooperating Teacher and collaborates with other educators, support staff, and related service members with the co-planning/co-teaching models.

The Student Teacher Track requires four 8-week terms of Clinical Practice. In Clinical Practice I and II, 200 observation hours per term are required in TK-12 classrooms for observations (as detailed in the Clinical Practice Handbook). For Clinical Practice III and IV, 400 student teaching hours are required. 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, student teachers may occupy two different placement settings, 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 enrolling in Clinical Practice courses. See CSOE Program Specific Policies  for a detailed list of requirements.

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. See CSOE Program Specific Policies  for a detailed list of requirements.

The Intern candidate must be employed with a public school district, public charter school organization or a certified non-public school through the California Department of Education (CDE) identified from the Alliant MOU list. See CSOE Program Specific Policies  for a detailed list of requirements.

Credit Units

Total Credit Units: 27

Total Core Credit Units: 27

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Curriculum Plan