Preliminary Single Subject Teaching Credential Student Teaching Option with Preliminary Education Specialist Credential

Program Description/Overview

This program is for teacher candidates wanting to prepare for a teaching career to become a teacher in any general education self-contained classroom within California, offering instruction in single subjects and for candidates who wish to integrate a cohort model and provides a curriculum that addresses the needs of learners with exceptionalities. Single-subject teachers typically pursue careers within California’s 6-12th grade schools and will also serve as resources to enable their students to become productive members of a global society. This program represents an integrated learning environment that links learners with exceptional needs to the larger society and enables candidates to earn an Education Specialist Credential. The program curriculum addresses the needs of California’s exceptional learners. In addition, candidates will develop an understanding of the theoretical underpinnings and pedagogical practices of both general and special education.

Candidates who enroll in a dual credentialing program are required to meet admissions standards and requirements for both tracks. All credential programs receive English Learner authorization embedded within the credential program.

Program Learning Outcomes/Goals

The program will support students to:

1. Modify curriculum and instruction based on the individual needs of their students (address diversity in teaching/learning).
2. Provide a supportive learning environment that reflects diversity and multiple perspectives and promotes the social and civic development of their students.
3. Use enduring content in subject and pedagogical knowledge to inform their teaching in the classroom (know the content, critically evaluate the literature on effective practice).
4. Develop relevant, rigorous, and developmentally appropriate curricula (critically evaluate and apply literature on development and learning).
5. Use assessment of their students’ learning and their own teaching to inform future planning and teaching (reflect on student learning outcome data, problem solve, critically evaluate the literature on High Leverage Practices for use in a self-contained classroom).
6. Engages in ongoing professional development and works respectfully and collaboratively with colleagues and the community to ensure quality instructional programs and stewardship of public schools.

Students will be able to meet the CCTC Universal Teaching Performance Expectations (TPEs):

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

Dual Program Certification Learning Outcomes/Goals

1. Demonstrate professional educator skills and apply critical thinking skills in the context of inclusive learning environments.
2. Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
3. 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.
4. Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
5. Use multiple methods of assessment and data sources in making educational decisions.
6. Select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of individuals with exceptionalities.
7. 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.
8. 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.

Students will be able to meet the CCTC Mild/ Moderate Teaching Performance Expectations (TPEs):

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

Training Model

Student Teacher candidates will complete guided observations during their Early Field Experience and conduct their Co-Teaching, Co-Planning, Beginning Hands-on Immersed and Solo Teaching supervised by the Cooperating Teacher during their Student Teaching Clinical Practice Field Experience. This takes place over four 8-week terms.

Candidates will complete an additional 400 hours (two 8-week Clinical Practice courses) in an Education Specialist learning environment (Co-Teaching, Special Education Self-contained, Resource, etc.) and 6 additional formal observations (3 in each Education Specialist Clinical Practice course) while supporting learners with exceptionalities.

Professional Behavior Expectations/Ethical Guidelines

Teacher Performance Expectation (TPE) 6:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families and their colleagues.
3. Establish professional learning goals and make progress in improving their practice by routinely engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.
6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

Licensure

CSET/SMC (Subject Matter Competency) must be met before a student can be recommended for an Intern credential.

The following exams must be passed before a student can be recommended for a Preliminary credential pursuant to the Commission on Teacher Credentialing:

1. TPAs
2. RICA

Programmatic Accreditation

All CSOE credential and authorization preparation programs are approved by the California Commission on Teacher Credentialing (CCTC). For more information on CCTC, go to https://www.ctc.ca.gov/.

Internship, Practicum, and/or Dissertation Information

Students earning their credentials will have two terms of student teaching or four terms of internship.

Credit Units

Total Credit Units: 28

Total Core Credit Units: 28

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Curriculum Plan