Preconditions 2024

General Statement Applicable to all Preconditions for all Educator Preparation Programs Pursuant to Education Code Section 44227 (and 44265 where applicable for Education Specialist Program) each program of professional preparation that leads to a teaching or services credential shall adhere continually to the following requirements of California State Law or Commission Policy. Each institution must respond to the general preconditions as well as all other applicable program specific preconditions.

(1) Accreditation and Academic Credit. The program(s) must be operated by

(a) Institutions of higher education: A college or university that

(i) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations, and

The most recent WASC accreditation was awarded on March 2, 2016 (letter).

(ii) grants baccalaureate academic credit or post baccalaureate academic credit, or both. An institution approved to offer educator preparation in California must notify the Commission within 30 days if its regional accreditation status changes. 

California State University, Fresno grants both baccalaureate and post baccalaureate credit listed in the Fresno State catalog under Degrees and Programs

(b) School districts or other non-regionally accredited entities: The Superintendent or CEO of the district or entity shall submit a signed letter noting district leadership continued support for the program.

Not applicable

(2)  Enrollment and Completion. Once a candidate is accepted and enrolls in an educator preparation program, the approved program sponsor must offer the approved program, meeting the adopted standards, until the candidate:

 (i)   completes the program;

 (ii)   withdraws from the program;

 (iii)   is dropped from the program based on established criteria; or

 (iv)   is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization.

In the event the program closes, a teach out plan, which includes individual transition plans for each candidate as well as a plan for candidates and graduates to access their student records would need to be developed.

This statement, signed by the Kremen School of Education & Human Development Acting Dean, assures that once a candidate is accepted and enrolls in an educator preparation program, Fresno State will offer the approved program, meeting the adopted standards, until the candidate:

i. completes the program;

ii. withdraws from the program;

iii. is dropped from the program based on established criteria; or

iv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization.

Fresno State’s Educator Preparation Programs have developed this Teach-Out Plan, to be implemented in the event that a program closes.

(3) Responsibility and Authority. To be granted continuing accreditation by the Committee on Accreditation, the entity shall provide the following information:

(a) Identify the position within the organizational structure that is responsible for ongoing oversight of all educator preparation programs offered by the entity (including educator preparation programs offered by an extension division, if any).

The Dean of the Kremen School of Education and Human Development, who reports directly to the Provost and Vice President for Academic Affairs, is the chief academic fiscal and administrative officer in the School. In this capacity the Dean is responsible for ongoing oversight of all credential preparation programs offered by California State University, Fresno. The Dean also can serve as Director of Teacher Education for the university or, in consultation with the Provost, may appoint an individual to serve in this position as stated in the Teacher Education Governance Policy (APM225). 

Current Unit Head: Dr. Sergio La Porta, Acting Dean, slaporta@mail.fresnostate.edu

(b) Provide a description of the reporting relationship between the position described in (a) and the individual(s) who coordinate each educator preparation program offered by the entity. If a reporting relationship is indirect, describe the levels of authority and2 2020  responsibility for each educator preparation program. Include an organizational chart for the institution as well as the division(s) within the institution responsible for the oversight of educator preparation programs; include any parent organization, outside organization(s), or partner(s) who will be involved in the oversight of the educator preparation unit and/or responsible for any aspect of program delivery.

This organization chart, developed in Summer 2023, demonstrates the relationships among the credential programs at Fresno State. As stated above, the Dean of the Kremen School of Education & Human Development, who reports to the Provost of the University, serves as the Director of Teacher Education and the Unit Head. Reporting to the Dean, is the Director of Educator Preparation Programs and Accreditation, who provides support to each of the credential programs, both those housed within Kremen and those housed in Colleges across Fresno State’s campus.

All Credential Programs, with the exception of the Multiple and Single Subject programs, are housed in specific departments, as demonstrated on the right side of the organization chart. The department chair for each department oversees faculty and curriculum for the program(s) housed in their department.

The Multiple and Single Subject Programs include coursework in both the Curriculum & Instruction and Literacy, Early, Bilingual, & Special Education departments. The department chairs of these two departments share oversight of faculty and curriculum for the programs.

(c) Provide policies to ensure that duties regarding credential recommendations are provided solely by persons who are current employees of the Commission approved institution.

(c) Pahoua Vang, Credential Analyst, is the only individual responsible for submitting credential applications for candidates who have completed Fresno State’s educator preparation programs to the Commission. 

The Applying for your Credential section of the Credential Program website provides details about the credential application process.

As has been the case historically, any individual who submits credential applications to the Commission on Teacher Credentialing will always be an employee of Fresno State.

(4) Lawful Practices. To be granted continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an entity that makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention, or promotion of employees. 

As part of the CSU system, Fresno State adheres to the CSU policy prohibiting Discrimination, Harassment, Sexual Misconduct, Sexual Exploitation, Dating Violence, Domestic Violence, Stalking, and Retaliation (Nondiscrimination Policy). Fresno State’s Title IX Policy addresses the university's commitment to not discriminate on the basis of sex, gender, or sexual orientation in the education programs or activities it conducts.  

As part of Fresno State’s academic policy on course syllabi, a statement indicating Fresno State’s commitment to non-discriminatory practices is also included on every course syllabus (Syllabus Template). 

Fresno State’s commitment to non-discriminatory practices is also demonstrated through the Fresno State Human Resources Diversity Statement and through the designation of an individual as the Equal Employment Opportunity Designee on every staff and faculty search committee. This individual participates as part of the search committee.

Additionally, as demonstrated by this recent job posting, each job posting includes the following language: “California State University, Fresno is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.”

(5) Commission Assurances. To be granted continuing accreditation by the Committee on Accreditation, the program sponsor must: 

(a) assure that the sponsor will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission,
(b) assure that all candidates participating in public school-based field activities hold a Certificate of Clearance from the Commission,
(c) assure that the approved program sponsor will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and
(d) assure that the approved program sponsor will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation. 

This statement, signed by the Kremen School of Education & Human Development Acting Dean, assures: 

(a) Fresno State will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, 
(b) All candidates participating in public school-based field activities as part of their educator preparation program hold a Certificate of Clearance from the Commission, 
(c) Fresno State will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and 
(d) Fresno State will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation

(6) Requests for Data. To be granted continuing accreditation by the Committee on Accreditation, the entity must identify a qualified officer responsible for reporting and responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. Institutional contact information must be updated annually. 

Laura Rabago, Administrative Services Manager for the Kremen School of Education and Human Development, is the individual responsible for reporting and responding to all requests from the Commission for data.

This statement, signed by the Kremen School of Education & Human Development Acting Dean, assures that Fresno State understands its responsibility to check the contact information listed on the Commission’s approved programs page and to make any necessary updates at least on an annual basis.

(7) Veracity in all Claims and Documentation Submitted. To be granted continuing accreditation by the Committee on Accreditation, the entity must positively affirm the veracity of all statements and documentation submitted to the Commission. 

This statement, signed by the Kremen School of Education & Human Development Acting Dean, assures that all statements, documents, and information provided to the Commission by the institution is accurate and truthful.

(8) Grievance Process. To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must have a clearly delineated grievance process for candidates and applicants. The grievance process information must be accessible to all candidates and applicants and the institution must be prepared to provide documentation that candidates have been informed of the grievance process and that the process has been followed. 

The University has in place well-defined policies for student rights, grade protest, and review processes for student petitions. The process for grade protest is outlined in the Academic Policy Manual, the Faculty Handbook, the General Catalog, the Schedule of Courses, and on a website from the Office of the Dean of Student Affairs. 

Complaint Action Guidelines for Manager and Department Chairs distributed by the AVP for Faculty Affairs also support the system in managing complaints. The Dean of Student Affairs and the Student Grievance Board handle all formal grievances with the exception of matters related to grading.

On each Fresno State university webpage, a link is provided to a centrally housed Comment Form, where anyone can provide feedback about any entity at the university.

Additionally, Fresno State academic policy requires that every syllabi include information about how to contact the department chair in the event that an issue arises (Syllabus Template). 

For Teacher Education Programs, coordinators review the Tiers of Support as part of their program orientation.

• • Multiple Subject
  • Single Subject
  • Education Specialist

(9) Faculty and Instructional Personnel Participation. All faculty and instructional personnel employed by colleges and universities who regularly teach one or more courses in an educator preparation program leading to a credential, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area. Faculty who are not in the Department, School or College of Education are exempt from this requirement. Reference: Education Code Section 44227.5 (a) and (b). 

This spreadsheet provides a list of Kremen School of Education and Human Development faculty who regularly teach in an educator preparation program and indicates their recent involvement in the public-school system.

(10) Communication and Information. To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must provide easily accessible and accurate information to the public, prospective educators, and enrolled candidates about the requirements for admission and successful completion for all its educator preparation programs. 

Fresno State provides information to the general public about program admission requirements, course and fieldwork requirements, and completion requirements through program-specific websites:

Teacher Education Credential Programs

• • Bilingual Authorizations
  • Agriculture Specialist
  • Deaf & Hard of Hearing
    
    
  • Preliminary Administrative Services Credential
  • Reading & Literacy Added Authorization / Reading Literacy Leadership Specialist Credential
  • PPS: School Counseling
  • PPS: School Psychology
  • PPS: School Social Work & Child Welfare & Attendance
  • School Nursing
  • Speech & Language Pathology

(11) Student Records Management, Access, and Security. To be granted continuing accreditation by the Committee on Accreditation, the sponsor must demonstrate that it will maintain and retain student records in accordance with the institution’s record retention policy. 

Following Executive Order 1031, all student records will be maintained and retained in accordance with Fresno State’s record retention policy.

Institutions will provide verification that:

(a) Candidates and graduates will have access to and be provided with transcripts and/or other documents for the purpose of  verifying academic units and program completion.

1. 1. Candidates have access to their transcripts and degree progress reports through their PeopleSoft Student Support portal.
   2. Candidates and Graduates can request official transcripts from Admissions and Records.

(b) All candidate records will be maintained at the main institutional site or central location.

1. 1. Student records are maintained in the Kremen School Credential Program online database.
   2. A student paper file is created for each candidate containing verification of admission requirements, documentation regarding program progress, field placement evaluations and credential applications housed in the Education Building. These files are kept in a locked file in the office of the admission technician. They are not accessible to anyone outside of those who need access.

(c) Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public. 

1. 1. Student electronic records are maintained in PeopleSoft and TK20. Both are secure online data warehouses.
   2. Student files are kept in the credential admission analyst’s office, which is locked and not accessible to the public in the Education Building.
   3. Completed or inactive files are maintained in archives located in the Center for Advising and Student Services in the Education Building.

(12) Disclosure. Institutions must disclose information regarding any outside organizations that will be providing any direct educational services as all or part of the educator preparation programs sponsored by the institution and identify the type of services the outside organization will provide. 

Fresno State commits to disclosing information regarding any outside organizations as indicated. No outside agency currently provides any part of the educator preparation programs.

Preliminary Multiple Subject and Single Subject Credential Program

(1) Limitation on Program Length. The professional preparation coursework that all candidates are required to complete shall be equivalent to no more than two years of full-time study at the institution.

The limitation applies to postgraduate teacher preparation programs. The limitation does not apply to blended/ integrated programs of subject matter preparation and professional preparation teaching internship programs. Reference: Education Code Section 44259 (a) and (b) (3).

Multiple Subject:
As detailed on the Multiple Subject Credential Program website, the program consists of 44 units in three phases which can be completed in less than two years. The program can be completed in one year of full-time study when one phase is completed during the summer.

Single Subject:
As detailed on the Single Subject Credential Program website, the program consists of 34 units of which these units can be completed  in one year of full-time study. 

(2) Limitation on Student Teaching Prerequisites. No college or university shall require candidates to complete more than the equivalent of nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary or secondary schools. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of effective methods of English language development as required by Program Precondition 3. Reference: Education Code Section 44320 (a).

Multiple Subject:
Candidates take two prerequisite courses prior to beginning their student teaching experience, as documented on the program website and on the candidate advising form.

Single Subject:
Candidates take two prerequisite courses prior to beginning their student teaching experience, as documented on the program website and on the candidate advising form.

(3) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of effective methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Section 44259 (b) and 44259.5.

Multiple Subject:
Each course in the Multiple Subject Credential Program has been designed to prepare the candidates to demonstrate knowledge of alternative methods of developing English language skills. In particular, LEE 159: Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context, LEE 158: Literacy Foundation TK-8, and LEE 166: Disciplinary Literacies and Integrated Curriculum (see catalog descriptions below) are focused on developing candidates’ knowledge of English Language Skills. 

The Multiple Subject Advising Plans detail the sequence in which candidates take these courses.

LEE 159. Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context
This course will address: 1) the impact of language and culture on teaching and learning in the elementary school, 2) language acquisition theory, socio-cultural context in teaching and instructional strategies for Emergent Bilinguals in the classroom, and 3) strategies to promote student success. (Formerly LEE 172/180T)

LEE 158. Literacy Foundation TK-8
Teacher candidates will define literacy and investigate influential factors in becoming literate in multiple subject areas. Using Universal Design for Learning guiding principles, candidates will design and implement integrated, thematic literacy instruction and engage in cycles of reflective practice. (Formerly LEE 173/180T180T)

LEE 166. Disciplinary Literacies and Integrated Curriculum
Teacher candidates will examine how reading, writing, talking, listening and viewing are tools for learning content across the disciplines. A disciplinary literacy framework will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment principles. (Formerly LEE 177/180T.)

Single Subject:
The courses in the Single Subject Credential Program primarily responsible for addressing the literacy needs of all pupils and for those whom English is a second language are LEE 156: Content and Area Literacy and Communication in Secondary Classrooms and LEE 157: Teaching English Learners in Secondary Classrooms (see catalog descriptions below).  

The Single Subject Advising Plan details the sequence in which candidates take these courses.

LEE 156:  Content Area Literacy and Communication in Secondary Classrooms
Research-based literacy strategies; vocabulary development; academic language; reading comprehension; writing using discipline-specific formats. Teaching content-based reading and writing skills to a full range of students.

LEE 157: Teaching English Learners in Secondary Classrooms
Educational issues, methodologies, and materials to improve students’ listening, speaking, reading, and writing in content areas at the secondary level (7-12). Special emphasis on skills necessary to deliver comprehensive instruction to English learners.

(4) Undergraduate Student Enrollment. Undergraduate students of any campus of the California State University or the University of California shall be allowed to enroll in any professional preparation course. Reference: Education Code Section 44320 (a).

Multiple Subject:
Undergraduate Liberal Studies degree students who meet eligibility requirements may apply to the Multiple Subject Credential Program while completing their Bachelor of Arts in Liberal Studies degree. Student progress towards the degree is monitored by the Kremen Liberal Studies Advisors and the Liberal Studies Coordinator through the Degree Progress Report (DPR).

Information for student advising can be found on the Multiple Subject Credential Advising website. 

Single Subject:
Undergraduate students who have a junior or a senior status and are seeking an Integrated Single Subject Math Teaching Credential (Integrated Math Advising Roadmap) alongside the attainment of their Math baccalaureate degree may enter the Single Subject Teacher Credential Program.  The student's progress is monitored by the Math Department and the Single Subject Program.

(5) Assessing Candidates for Subject Matter Competence. The program sponsor has a timely and systematic process for evaluating and notifying candidates of their standing in relation to the subject matter competence requirement.

This process includes:

• Providing candidates with clear and accurate information in all advising and application materials about all options available to demonstrate subject matter competence, pursuant to Education Code Section 44259(b)(5)(a).

Multiple Subject:
The Credential Program Application website lists Subject Matter Competency as one of the required application attachments.
Options for how to meet Subject Matter Competency are detailed for each credential.

Single Subject:
The Credential Program Application website lists Subject Matter Competency as one of the required application attachments.
Options for how to meet Subject Matter Competency are detailed for each credential.

• Within the first 60 days of the candidate’s admission, the institution must complete an assessment of each candidate’s standing in relation to demonstration of the subject matter competence requirement, including whether a coursework evaluation will be needed, and notify the candidate of that standing.

Multiple Subject:
Applicants to the Multiple Subject Credential Program are assessed by the Preliminary Credential Admissions Analyst, who tracks applications on this spreadsheet. Columns O and P relate to Subject Matter Competency.

For applicants who are missing documentation of having met Subject Matter Competency at the time of their application, the Admissions Analyst notifies them that this documentation is missing and includes details of their options for meeting Subject Matter Competency. 

Single Subject:
Applicants to the Single Subject Credential Program are assessed and notified of their subject matter competence  during the application process. This determination is documented on the Single Subject admission interview form. The Preliminary Credential Admissions Analyst verifies that applicants meet Subject Matter Competency requirements when reviewing their admissions documents and then tracks applicants on this spreadsheet. Columns O and P relate to Subject Matter Competency.

Candidates are not admitted to the Single Subject program without having met Subject Matter Competency.

(6) Demonstration of Subject Matter Competence. The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a TK-12 school.

(a) For Multiple Subject and Single Subject programs, the candidate provides evidence of having demonstrated subject matter competence through one of the following methods:

1. Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i).
2. Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii).
3. Successful completion of coursework at one or more regionally accredited institution of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii).
4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with the following, as applicable.
   1. For Single Subject credentials, a major in one of the subject areas in which the Commission credentials candidates, as indicated in Education Code 44259(b)(5)(A)(iv)(I) and 44282 (b).
   2. For Multiple Subject credentials, a liberal studies major or other degree that includes coursework in the content areas as indicated in Education Code 44259(b)(5)(A)(iv)(II) and 44282 (b).
5. A combination of the methods described in 1, 2, or 3 above that together demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the Commission. Education Code 44259 (b)(5)(A)(v), and 44282 (b).

Multiple Subject:
Applicants to the Multiple Subject Program are expected to enter the program having demonstrated Subject Matter Competency. This gets verified by the Preliminary Credential Admissions Analyst and is tracked on this spreadsheet. Columns O and P relate to Subject Matter Competency. The information is also recorded in the candidate’s PeopleSoft file (see screenshot below). As a result, each candidate has already demonstrated subject matter competency when given daily whole class instruction responsibilities. 

Single Subject:
Applicants to the Multiple Subject Program are expected to enter the program having demonstrated Subject Matter Competency. This gets verified by the Preliminary Credential Admissions Analyst and is tracked on this spreadsheet. Columns O and P relate to Subject Matter Competency. The information is also recorded in the candidate’s PeopleSoft file (see screenshot below). As a result, each candidate has already demonstrated subject matter competency when given daily whole class instruction responsibilities.  

(b) For integrated undergraduate programs only, the candidate must be monitored by the program for subject matter competence prior to beginning early field experiences and throughout the program until such time as it has been determined that the candidate has satisfied subject matter competence. Each candidate in an integrated undergraduate program must have satisfied subject matter competence, or at a minimum completed four-fifths of the Commission-approved subject matter preparation program, prior to beginning daily whole class instruction.

Multiple Subject:
This information gets verified by the Clinical Practice Placement Analyst prior to placing a candidate in their final clinical practice placement.

For the integrated undergraduate Multiple Subject Program, the Program Coordinator monitors candidates’ progress to ensure they have completed four-fifths of their subject matter preparation program, prior to beginning daily whole class instruction. In order to remain in Integrated Teacher Education Program (ITEP), candidates must pass all courses, which guarantees they have completed necessary coursework prior to beginning daily whole class instruction.

Single Subject:
This information gets verified by the Clinical Practice Placement Analyst prior to placing a candidate in their final clinical practice placement.

For Single Subject candidates, Subject Matter Competency is reaffirmed through the Single Subject student teaching clearance form completed before final student teaching. 

Information regarding the EHD 155B Clearance Application Form can be on the Single Subject website under the Current Student tab.

For the integrated Single Subject math Teacher Credential Candidates, subject matter competency is monitored by the  math department, which oversees the program.

In order to remain in the Single Subject Math ITEP, candidates must pass all courses, which guarantees they have completed necessary coursework prior to beginning daily whole class instruction.

(7) Completion of Requirements. A college or university or school district that operates a program for the Preliminary Multiple or Single Subject Credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to:

• Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution
• Completion of Basic Skills Requirement
• Completion of an accredited professional preparation program
• Completion of the subject matter requirement
• Demonstration of knowledge of the principles and provisions of the Constitution of the United States
• Passage of the Teaching Performance Assessment
• Passage of the Reading Instruction Competence Assessment (RICA) (for Multiple Subject Candidates).

Reference: Education Code Sections 44259 (b) and 44283 (b) (8)

Multiple and Single Subjects:
All credential applications are found on the Fresno State 'Applying for Your Credential' website. The Multiple Subject application provides the checklist of items which must be included, while the Single Subject application provides the checklist of items specific for that program.

Once program completers submit their credential application, Pahoua Vang, the Credential Analyst, uses Fresno State’s internal database to verify test scores, the constitution requirement, etc. for all basic credentials. This information was tracked and entered by the Admissions Analyst at the time of program admission; in the instance that an item was missing, the database gets updated during the candidate’s time in the program. 

The example below shows test scores for CBEST, CSET and RICA. Keep in mind scores are shown in this section only if the candidate reports them to Fresno State, otherwise, I clear the requirement with a hardcopy of the score sheet that's provided by the teacher candidate. 

If candidates meet the basic skills requirement by coursework or another method, the field under "Other than CBEST" will say: CSWK (coursework only), SAT, ACT, etc. 

For subject matter, if subject matter is met by a subject matter preparation program, degree, etc., the field under "Subject Matter" will say: SMPP, DEG (degree), etc.

For the Teaching Performance Assessment requirement, the FAST coordinator provides the Credential Analyst with a list of no-pass candidates each semester. Teacher candidates who are not on this list and received a "CR" grade for final student teaching are assumed to have met the FAST requirement, and their preliminary credential applications are processed.

Education Specialist Mild/Moderate and Moderate/Severe Preconditions

(1) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of effective methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Sections 44227, 44253.1, and 44283.

Courses in the Education Specialist Program have been designed to prepare candidates to demonstrate knowledge of alternative methods of developing  English language skills, including reading development and acquisition. The Advising Plans that candidates sign as part of their admissions process and that are then used to guide candidates through the program provide details of when these courses are taken. (Please note that the Advising Plans vary depending on if candidates are pursuing the combined Mild-to-Moderate and Extensive Support Needs credentials or if they are pursuing both of the above credentials plus a Multiple Subject credential.

Catalog descriptions for the required courses: 

LEE 158. Literacy Foundation TK-8
Teacher candidates will define literacy and investigate influential factors in becoming literate in multiple subject areas. Using Universal Design for Learning guiding principles, candidates will design and implement integrated, thematic literacy instruction and engage in cycles of reflective practice. (Formerly LEE 173/180T180T)

LEE 159. Culturally and Linguistically Sustaining Pedagogy in the TK-8 Context
This course will address: 1) the impact of language and culture on teaching and learning in the elementary school, 2) language acquisition theory, socio-cultural context in teaching and instructional strategies for Emergent Bilinguals in the classroom, and 3) strategies to promote student success. (Formerly LEE 172/180T)

LEE 166. Disciplinary Literacies and Integrated Curriculum
Teacher candidates will examine how reading, writing, talking, listening and viewing are tools for learning content across the disciplines. A disciplinary literacy framework will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment principles. (Formerly LEE 177/180T.)

(2) Assessing Candidates for Subject Matter Competence. The program sponsor has a timely and systematic process for evaluating and notifying candidates of their standing in relation to the subject matter competence requirement. This process includes:

• Providing candidates with clear and accurate information in all advising and application materials about all options available to demonstrate subject matter competence, pursuant to Education Code Section 44259(b)(5)(a).

The Credential Program Admissions webpage lists Subject Matter Competency as one of the required elements for admission to the program (Item 2). Additionally, the Combined Mild-to-Moderate and Extensive Support Needs Advising Roadmap, which candidates sign and submit as part of their application packet, lists Subject Matter Competency as a requirement.

• Within the first 60 days of the candidate’s admission, the institution must complete an assessment of each candidate’s standing in relation to demonstration of the subject matter competence requirement, including whether a coursework evaluation will be needed, and notify candidates of that standing.

Applicants to the Education Specialist Credential Program are assessed by the Preliminary Credential Admissions Analyst, who tracks applications on this spreadsheet. Columns O and P relate to Subject Matter Competency.

For candidates who are provisionally admitted without having met Subject Matter Competency, the Program Coordinator notifies them of their provisional admission and provides details about how to demonstrate subject matter competency.

(3) Demonstration of Subject Matter Competence. The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a TK-12 school.

(a) For Education Specialist programs, the candidate provides evidence of having demonstrated subject matter competence through one of the following methods:

1. Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i).
2. Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii).
3. Successful completion of coursework at one or more regionally accredited institution of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii). 
4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the Commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of Section 44282.
5. A combination of the methods described in 1, 2, or 3 above that, together, demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the Commission. Education Code 44259 (b)(5)(A)(v), 44282 (b).

Applicants to the Education Specialist Credential Program are expected to enter the program having demonstrated Subject Matter Competency. This gets verified by the Preliminary Credential Admissions Analyst and is tracked on this spreadsheet. Columns O and P relate to Subject Matter Competency. As a result, each candidate has already demonstrated subject matter competency when given daily whole class instruction responsibilities.

This information gets verified by the Clinical Practice Placement Analyst prior to placing a candidate in their final clinical practice placement.

(b) For integrated undergraduate programs only, the candidate must be monitored by the program for subject matter competency prior to beginning early field experiences and throughout the program until such time as it has been determined that the candidate has satisfied subject matter competence. Each candidate in an integrated undergraduate program must have satisfied subject matter competence, or at a minimum completed four-fifths of the Commission-approved subject matter preparation program, prior to beginning daily whole class instruction.

Not Applicable

4. Completion of Requirements. A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections 44225(a), 44227, and 44283.2(a).

• Possession of a baccalaureate or higher degree from a regionally accredited institution
• Satisfaction of the Basic Skills Requirement
• Completion of an accredited professional preparation program
• Completion of the subject matter requirement
• Demonstration of knowledge of the principles and provisions of the Constitution of the United States
• Passage of the Reading Instruction Competence Assessment (RICA)
• Passage of a Commission-approved Teaching Performance Assessment (for candidates enrolling after July 1, 2022)

All credential applications are found on the Fresno State Applying for Your Credential website. The Education Specialist application provides a checklist of items which must be included.

Once program completers submit their credential application, Pahoua Vang, the Credential Analyst, uses Fresno State’s internal database to verify test scores, the constitution requirement, etc. for all basic credentials. This information was tracked and entered by the Admissions Analyst at the time of program admission; in the instance that an item was missing, the database gets updated during the candidate’s time in the program.  

The example below shows test scores for CBEST, CSET and RICA. Keep in mind scores are shown in this section only if the candidate reports them to Fresno State, otherwise, I clear the requirement with a hardcopy of the score sheet that's provided by the teacher candidate. 

If candidates meet the basic skills requirement by coursework or another method, the field under "Other than CBEST" will say: CSWK (coursework only), SAT, ACT, etc. 

For subject matter, if subject matter is met by a subject matter preparation program, degree, etc., the field under "Subject Matter" will say: SMPP, DEG (degree), etc.

For the Teaching Performance Assessment requirement, the FAST coordinator provides the Credential Analyst with a list of no-pass candidates each semester. Teacher candidates who are not on this list and received a "CR" grade for final student teaching are assumed to have met the FAST requirement, and their preliminary credential applications are processed.

(1) Bachelor's Degree Requirement. Candidates admitted to internship programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326, 44453.

• Candidates are required to meet bachelor’s degree requirements before admission into the Multiple/Single Subject Program.
• Preliminary Credential application website (Please reference Step 1 of Required Program Application Attachments)
  

Internship application (Please reference ‘Am I Eligible’ of Required Program Application Attachment)

• Teacher Internship Handbook: Eligibility Requirements 

(2) Demonstration of Subject Matter Competence. Each Multiple Subject and Single Subject Intern must demonstrate subject matter competence prior to being recommended for the intern credential through one of the following methods:

1. Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i).
2. Passage of a Commission-approved subject matter examination.  Reference: Education Code 44259 (b)(5)(A)(ii).
3. Successful completion of coursework at one or more regionally accredited institutions of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii).1
4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with the following, as applicable.
   1. For single subject credentials, a major in one of the subject areas in which the Commission credentials candidates as indicated in Education Code Sections 44259 (b)(5)(A)(iv) and 44282 (b).1
   2. For multiple subject credentials, a liberal studies major or other degree that includes coursework in the content areas as indicated in Education Code 44259 (b)(5)(A)(iv) and 44282 (b).1
5. A combination of the methods described in 1, 2, or 3 above that, together, demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the Commission.  Reference: Education Code 44259 (b)(5)(A)(v), and 44282 (b).1

• Candidates are required to meet subject matter competency before admittance into the Multiple/Single Subject Program.
• Preliminary Credential applications website (Please reference Step 2 of Required Program Application Attachments)
  

• Teacher Internship Handbook: Eligibility Requirements 

(3) Pre-Service Requirement. Each Multiple and Single Subject Intern program must include a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes:

1. foundational preparation in general pedagogy including classroom management and planning,
   reading/language arts,
2. subject specific pedagogy,
3. human development, and specific content regarding the teaching English Learners pursuant to California Code of Regulations §80033.

• Candidates are required to meet the pre-service requirement as stated in the Teacher Internship Handbook and on the Teacher Internship Program website under FAQs: Am I Eligible?

(4) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following: 

1. Provisions for an annual evaluation of the intern.
2. A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching.
3. Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities.
4. Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.

• Candidates are required to submit an Eligibility Form before admittance into the Multiple/Single Subject Internship Program, as detailed in Step 1 of the Internship Application Process (Teacher Internship Program website under How to Apply) .
• This information is also available in the Teacher Internship Handbook under Eligibility Requirements 

(5) Supervision of Interns.

1. In all intern programs, the participating institutions in partnership with employing districts shall provide 144 hours of support and supervision annually and 45 hours of support and supervision specific to teaching English learners pursuant to California Code of Regulations §80033.
2. University Intern Programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section 44462. Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision.

• Support and Supervision of Interns is provided in the Teacher Internship Program handbook, under Field Placement Courses.
  The intern support hour documentation information and form is given to each intern candidate at each semester orientation (slide 13). Includes:
  • Cover Sheet & Instructions 
  • Intern Support Log 

Interns complete the Intern Support Log and submit it to the Teacher Internship Program the last week of every semester. 

• The Memorandum of Understanding (MOU) must be signed by the district and the intern candidate before the candidate can apply for their internship credential through the CCTC. 

(6) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an internship program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section 44454. The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458.

• The MOU must be signed by the district and the intern candidate before the candidate can apply for their internship credential through the CCTC. 

(7) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections 44321 and 44452.

• The list of the school districts or county offices of education in which interns serve is located on the Fresno State Teacher Internship Program website under District Partners.

(8) Early Program Completion Option. Each intern program must make available to candidates who qualify for the option the opportunity to choose an early program completion option, culminating in a five year preliminary teaching credential. This option must be made available to interns who meet the following requirements:

1. Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following:
   • Human development as it relates to teaching and learning aligned 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
2. Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option. 
3. Pass the Reading Instruction Competence Assessment (RICA) (Not applicable to Single Subject Credential candidates). 
4. 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 intern program. (Reference: Education Code Section 44468). 

• Details about the Early Program Completion Option are housed on the  Internship webpage under the FAQ tab, titled “Can an intern compete the internship program early?”
• Specific requirements to meet the Early Completion Option are provided in the Teacher Internship Program handbook. 
• Interns who qualify for the Early Program Completion Option include this form and the required documents with their credential application.

(9) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b). 

• Teacher Internship Program Handbook
• The Teacher Internship Program (TIP) MOU, which must be signed by the intern and the partnering district, lists the length of time the intern certificate is valid.

(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts. 

• The Teacher Internship Program Handbook, under the Offer of Employment section, stipulates that teachers hired as interns may not displace district certificated employees.
  
• MOU must be signed by the district and intern candidate before applying for their internship credential through the CTC 
  

(11) Justification of Intern Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the internship is being implemented. Programs that are developed to meet employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted.

• The Teacher Internship Program was implemented to provide an alternative route to certification for well-qualified individuals who are capable of acquiring the knowledge and skills necessary for effective teacher performance in a more independent field setting than is normally mandated during the more traditional final semester of student teaching. In addition, the Teacher Internship Program was developed to help districts meet employment shortages in areas such as special education, mathematics, science, English, and Spanish. To participate in the internship program, a district must have the support of the exclusive representative of its certificated employees, where such a representative exists. Each participating district is required to sign the TIP MOU which are kept on file.

(12) Bilingual Language Proficiency. Intern programs must verify that candidates who are dually enrolled in a Bilingual Authorization program have attained a language proficiency level in listening, speaking, reading, and writing the target language that is equivalent to the passing standard on the appropriate CSET: World Languages language examination prior to recommending for the intern credential. This performance level is set at a minimum of ACTFL Advanced-Low for Western languages and ACTFL Intermediate-High for non-Western languages. Programs must submit evidence to the Commission which demonstrates how the program ensures that candidates meet the requirement. Reference: Education Code Section 44325(c)(4).

• The Bilingual Authorization program handbook includes information that candidates seeking an Intern Credential with a Bilingual Authorization must have met the language proficiency requirement prior to being recommended for a credential.
• This spreadsheet is used by the Bilingual Authorization Program to verify that candidates have met the language competency requirement.

(1) Bachelor's Degree Requirement. Candidates admitted to intern programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326, 44453.

• Candidates are required to meet bachelor’s degree requirements before admission into the Education Specialist Credential Program.
• Preliminary Credential application website (Please reference Step 1 of Required Program Application Attachments)

• Internship application (Please reference ‘Am I Eligible’ of Required Program Application Attachment)

• Teacher Internship Handbook: Eligibility Requirements 

(2) Demonstration of Subject Matter Competence. (a) Each Education Specialist Intern must demonstrate subject matter competence prior to being recommended for the intern credential though one of the following methods:

1. Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i).
2. Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii).
3. Successful completion of coursework at one or more regionally accredited institutions of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii).
4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the Commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of Section 44282. 1
5. Demonstration that the candidate, through a combination of the methods described in 1, 2, or 3 above, has met or exceeded each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44265. 1

• Applicants to the Education Specialist Credential Program are expected to enter the program having demonstrated Subject Matter Competency. This gets verified by the Preliminary Credential Admissions Analyst and is tracked on this spreadsheet (Columns O and P relate to Subject Matter Competency). As a result, each candidate has already demonstrated subject matter competency when given daily whole class instruction responsibilities.
• This information gets verified by the Credential Analyst prior to recommending a candidate for an intern credential.

(3) Pre-Service Requirement. Each Education Specialist Intern program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes:

1. foundational preparation in pedagogy including classroom management and planning,
2. Reading/language arts,
3. specialty specific pedagogy,
4. human development, and Commission on Teacher Credentialing 2 Preconditions for Education Specialist Intern Programs
5. teaching English Learners.

• As stated on the Fresno State Teacher Internship Program website under "How to Apply” and “Am I Eligible”, candidates in the Education Specialist Program are not eligible to become interns until their final semester in the program, which guarantees that they have met the 120 clock hour pre-service component.
• This information is also available for candidates in the Teacher Internship Handbook.

(4) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following:

1. Provisions for an annual evaluation of the intern.
2. A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching.
3. Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities.
4. Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.

• Candidates are required to submit an Eligibility Form before admission into the Education Specialist Program Internship Program. This form is available on the Teacher Internship Program website under Step 1 of the Application Process. 
• Information is also available in the Teacher Internship Program handbook.

(5) Supervision of Interns.

1. In all intern programs, the participating institutions in partnership with employing districts shall provide 144 hours of support and supervision annually and 45 hours of support and supervision specific to teaching English learners pursuant to California Code of Regulations §80033.
2. University intern programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section 44462. Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision.

• Support and Supervision of Interns is provided in the Teacher Internship Program handbook, under Field Placement Courses.
• The intern support hour documentation information and form is given to each intern candidate at each semester orientation (slide 13). Includes: 

• • Cover Sheet & Instructions 
  • Intern Support Log 

Interns complete the Intern Support Log and submit it to the Teacher Internship Program the last week of every semester. 

• The MOU must be signed by the district and the intern candidate before the candidate can apply for their internship credential through the CCTC. 

(6) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an intern program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section 44454. The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458.

• The MOU must be signed by the district and the intern candidate before the candidate can apply for their internship credential through the CCTC. 

(7) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections 44321 and 44452.

• The list of the school districts or county offices of education in which interns serve is located on the Fresno State Teacher Internship Program website under District Partners.

(8) Early Program Completion Option. Not available currently for Education Specialist Interns)

• Not Applicable

(9) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b).

• Teacher Internship Program Handbook
• The TIP MOU, which must be signed by the intern and the partnering district, lists the length of time the intern certificate is valid.

(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts.

• The Teacher Internship Program Handbook, under the Offer of Employment section, stipulates that teachers hired as interns may not displace district certificated employees.
• MOU must be signed by the district and intern candidate before applying for their internship credential through the CTC 

(11) Justification of Intern Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the intern is being implemented. Programs that are developed to meet Commission on Teacher Credentialing 4 Preconditions for Education Specialist Intern Programs employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted.

• The Teacher Internship Program was implemented to provide an alternative route to certification for well-qualified individuals who are capable of acquiring the knowledge and skills necessary for effective teacher performance in a more independent field setting than is normally mandated during the more traditional final semester of student teaching. In addition, the Teacher Internship Program was developed to help districts meet employment shortages in areas such as special education, mathematics, science, English, and Spanish. To participate in the internship program, a district must have the support of the exclusive representative of its certificated employees, where such a representative exists. Each participating district is required to sign the TIP MOU which are kept on file.

(12) Bilingual Language Proficiency. Intern programs must verify that candidates who are dually enrolled in a Bilingual Authorization program have attained a language proficiency level in listening, speaking, reading, and writing the target language that is equivalent to the passing standard on the appropriate CSET: World Languages language examination prior to recommending for the intern credential. This performance level is set at a minimum of ACTFL Advanced-Low for Western languages and ACTFL Intermediate-High for non-Western languages. Programs must submit evidence to the Commission which demonstrates how the program ensures that candidates meet the requirement. Reference: Education Code Section 44325 (c) (4).

• The Bilingual Authorization program handbook includes information that candidates seeking an Intern Credential with a Bilingual Authorization must have met the language proficiency requirement prior to being recommended for a credential.
• This spreadsheet is used by the Bilingual Authorization Program to verify that candidates have met the language competency requirement.

Agriculture Specialist

(1) Admission. An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to admitting the candidate into the program, that the candidate either (1) possesses a single subject teaching credential in agriculture, or (2) is enrolled in a preparation program leading to a single subject teaching credential in agriculture concurrently with enrollment in the program leading to the Agriculture Specialist Instruction Credential.

The Agriculture Specialist Credential Checklist, available on the Agriculture Education website, provides the specific requirements for earning the Agriculture Specialist Credential, including possession of a single subject credential in agriculture or simultaneous enrollment in a single subject teaching credential in agriculture concurrently with enrollment in the program that leads to the Agriculture Specialist Instruction Credential.This information is also shared with candidates in an orientation presentation.

(2)   Prerequisite Credential. An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate possesses a valid single subject teaching credential in agriculture. If the candidate completes both the single subject and agriculture specialist instruction programs concurrently, the institution may recommend the candidate for both credentials concurrently.

The EHD 155B Status Update spreadsheet is used by the program to track candidates’ concurrent completion of the credential requirements. Upon successful concurrent completion of the single subject and agriculture specialist credential programs, candidates are recommended for both credentials.

Mrs. Jesse Bowers, Dr. Sharon Freeman, and Dr. Sam Rodriguez, Agriculture Specialist Program Coordinators, are responsible for verifying that the completion of the Single Subject Agriculture credential is met through final student teaching experiences, assignments/projects, and evaluations. 

(3)   Area of Specialization. An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate has demonstrated advanced knowledge in one of the following domains in agriculture: animal science; plant and soil science; ornamental horticulture; agricultural business management; environmental science and natural resource management; or agricultural systems technology. This advanced knowledge must be demonstrated through one of the following means: (1) possession of a baccalaureate degree with a major in one of the six domains listed above or in a field closely related to one of those domains; (2) verification of subject matter competence as required for the single subject credential in agriculture, plus a minimum of nine semester units or twelve quarter units of college coursework in one of the domains listed above; or, (3) verification of subject matter competence as required for the single subject credential in agriculture, plus 1,000 hours of occupational experience in one of the domains listed above. (Occupational experience accrued to meet this requirement also applies to the occupational experience precondition defined below.)

Upon completion of the Single Subject Agriculture Credential Program and the Agriculture Specialist Program, candidates submit applications for both credentials (Single Subject and Agriculture Specialist) to Pahoua Vang, Credential Analyst, along with all required documents. The Credential Analyst then works with the Program Coordinators to verify that candidates have completed all program requirements for both the Single Subject and Agriculture Specialist credentials before recommending the candidates for the credentials.

(4)   Occupational Experience. An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate has completed occupational experience in agriculture that consists of one of one of the following:

• A minimum of 2,000 hours of either paid or voluntary experience, the entirety of which must be completed after graduation from high school; or, Agriculture Specialist 1 Preconditions
• A minimum of 3,000 hours of either paid or voluntary experience, of which a maximum of 1,500 hours may be accrued prior to graduation from high school.

Occupational Experience is proven by completing the undergraduate preparation program and verifying 3,000 hours of industry vocational experience. Candidates complete the T-14 form to identify their employment experiences, as well as their educational and leadership records. They also participate in an interview with the San Joaquin Regional Supervisor, a consultant for the California Department of Education's Agriculture Education Unit. This interview is performed prior to enrolling in the final student teaching experience.

The occupational experiences may be either a paid or voluntary experience. A maximum of 1,500 hours may be accrued prior to graduation from high school.

Reading and Literacy Added Authorization (RLAA) and the Reading and Literacy Leadership Specialist (RLLS) Credential

(1) Prerequisite Teaching Credential. RLAA and/or the RLLS Credential Programs shall determine, prior to recommending a candidate for the added authorization or credential, that the candidate possesses a valid teaching credential as specified in Education Code section 44203(e).

The RLLSC Admission Requirements, including that candidates must hold a valid prerequisite credential, are listed on the program website.
This tracking spreadsheet, used by the Graduate Admissions Analyst, includes verification that candidates have a valid prerequisite credential.
Renee Petch, Graduate Admissions Analyst, checks each application upon receipt to verify that the applicant holds a valid prerequisite credential and documents this information on this tracking spreadsheet. She then shares the spreadsheet and all complete application packets to the program coordinator.

(2) English Learner Authorization. RLAA and/or the RLLS Credential Programs shall determine, prior to recommending a candidate for the added authorization or credential, that the candidate possesses an English Learner authorization as specified in Education Code sections 44253.1; 44253.2; 44253.3; 44253.4; 44253.5; 44253.6; 44253.10; or 44253.11.

The RLLSC Admission Requirements, including that candidates must meet English Learner Authorization before program admission, are listed on the program website.
This tracking spreadsheet, used by the Graduate Admissions Analyst, includes verification that candidates meet English Learner Authorization before program admission.
Renee Petch, Graduate Admissions Analyst, checks each application upon receipt to verify that the applicant meets the English Learner Authorization and documents this information on this tracking spreadsheet. She then shares the spreadsheet and all complete application packets to the program coordinator.

(3) Basic Skills Requirement. RLAA and/or the RLLS Credential Programs shall determine, prior to recommending a candidate for the added authorization or credential, that the candidate has met the Basic Skills Requirement as specified in Education Code section 44252(b), unless exempt by statute.

The RLLSC Admission Requirements, including that candidates must meet the BSR, are listed on the program website.
This tracking spreadsheet, used by the Graduate Admissions Analyst, includes verification that candidates meet the BSR before program admission.
Renee Petch, Graduate Admissions Analyst, checks each application upon receipt to verify that the applicant meets the BSR and documents this information on this tracking spreadsheet. She then shares the spreadsheet and all complete application packets to the program coordinator.

(4) Full-Time Teaching Experience. RLAA and/or the RLLS Credential Programs shall determine, prior to recommending a candidate for the added authorization or credential, that the candidate has verified completion of three years of successful full-time teaching experience in any grades preschool through adult, exclusive of student teaching, internship teaching, or teaching while holding an emergency credential or permit.

The RLLSC Completion Requirements, including required years of experience, are listed on the program website.
This tracking spreadsheet, used by the Graduate Admissions Analyst, includes verification that candidates have a minimum of two years of full-time teaching experience prior to entering the program. Because the program is expected to take one year to complete, this ensures all candidates who complete the program while teaching full time have the required three years of experience.
Renee Petch, Graduate Programs Specialist, verifies that the applicant has completed two years of full-time credentialed teaching upon entry into the program and documents this information on this spreadsheet for the program coordinator and credential analyst. 

Upon program completion, candidates submit a credential application to Pahoua Vang, Credential Analyst. Included within their application materials is a letter from their employer verifying their years of experience. The Credential Analyst uses the spreadsheet plus the letter from the employer to verify that the applicant has met the three years full time teaching requirement upon completion of the program and prior to recommending program completers for the credential.

(5) Completion of Requirements. RLAA and/or the RLLS Credential Programs shall determine, prior to recommending a candidate for the added authorization or credential, that the candidate has completed all requirements for the Commission-approved program based on the RLAA and/or RLSS Credential Program Standards (rev. 03/2011)

The RLLSC Completion Requirements, including completion of all program requirements, are listed on the program website.
Upon program completion, candidates submit a credential application to Pahoua Vang, Credential Analyst. 

Simultaneously, the Program Coordinator submits a spreadsheet to the Credential Analyst verifying that program completers have met all program requirements. The Credential Analyst uses the spreadsheet, in addition to the candidate’s credential application materials, to verify that applicants have met all requirements prior to recommending program completers for the credential.

Bilingual Authorization 

(1) Prerequisite Credential
An institution operating a program for the Bilingual Authorization must verify, prior to recommending a candidate for the authorization, that the candidate holds a prerequisite credential or is recommended for a prerequisite credential simultaneously. The prerequisite credential must include an English Learner authorization or the candidate must be eligible for an English Learner authorization pursuant to the provisions of Education Code section 44253.4(b)(1) and 5 California Code of Regulations (CCR) sections 80015.1(a)(1) and 80015.2.

Acceptable prerequisite credentials include a valid California teaching credential, services credential(s) with the added special class authorization, visiting faculty permit, child development permit (excluding assistant and associate permit), or children’s center permit which credential or permit authorizes the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1 to 12, inclusive, or classes primarily organized for adults, except for the following: emergency credentials or permits, exchange credentials as specified in Education Code section 44333, district intern credentials as specified in education code section 44325, sojourn certificated employee credentials as specified in Education Code section 44856, and teacher education internship credentials as specified in Education Code Article 3 (commencing with Education Code section 44450) of Chapter 3.

The Bilingual Authorization Program website provides details about program requirements, including that applicants for the credential must hold a prerequisite teaching credential or earn the prerequisite credential simultaneously. 

This spreadsheet is used by the Bilingual Authorization Program to verify that candidates hold the prerequisite credential or has earned the prerequisite credential simultaneously and that the candidate has earned or is eligible for an English Learner Authorization. 

Preliminary Administrative Services

(1) Possess one of the following valid credentials:

(a) a clear or life California teaching credential that requires a baccalaureate degree and a program of professional preparation, including student teaching or the equivalent, and holds an English learner authorization; or

(b) a clear or life California designated subjects teaching credential in adult education, career technical education, vocational education or special subjects, provided the applicant also possesses a baccalaureate degree, and holds an English learner authorization; or

(c) a clear or life California services credential in pupil personnel services, health services for school nurse, teacher librarian services, or speech-language pathology or clinical or rehabilitative services requiring a baccalaureate degree and a program of professional preparation, including field work or the equivalent. Education Code section 44270(a)(1) and Title 5 of the California Code of Regulations section 80054(a)

The Fresno State Preliminary Administrative Services Credential website contains key information about the program, including links to:

• Program Admissions/Application details
• Curriculum Overview
• Student Forms, including Program Handbook

Upon receiving completed applications from the Graduate Admissions Analyst, the Preliminary Administrative Services Credential Program Admissions Committee uses this form to document that applicants have met all requirements, including holding a valid prerequisite credential.

Verification of a candidate’s prerequisite credential happens in partnership with Renee Petch, Graduate Admissions Analyst and the Preliminary Administrative Services Credential (PASC) Program admissions committee. 

Once an applicant submits their application, the Graduate Admissions Analyst reviews their materials to ensure they submitted the minimum requirements, including the prerequisite credential, during the application process. As she does so, she completes a spreadsheet that includes key information for each applicant. 

The Graduate Admissions Analyst then forwards the spreadsheet along with the applications of those who have submitted  the minimum requirements in the application process to the PASC coordinator and PASC Admissions Committee. 

The PASC admission committee then does a formal review to ensure the applicants have met the minimum requirements using this spreadsheet to review application materials and to verify completion of all required components, including the prerequisite credential, before determining who to admit.

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to possess the appropriate prerequisite credential prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

Internships are offered only in special cases for candidates who are offered administrative positions while in the program.  

Because admitted candidates are required to have a preliminary credential and 3.5 years of experience, verified by a human resources designee from the district, all applicants for the intern credential have met the prerequisite credential requirement. This is further verified by Pahoua Vang, the Credential Analyst (sample internship packet and process). 

(2) Meet the basic skills requirement (BSR) as described in Education Code section 44252(b), unless exempt by statute. Education Code section 44252(b) and Title 5 of the California Code of Regulations section 80054(a)

The Preliminary Administrative Services Credential application details on the program application website lists meeting BSR as a program admission requirement.

Upon receiving completed applications from the Graduate Admissions Analyst, the Preliminary Administrative Services Credential Program Admissions Committee uses this form to document that applicants have met all requirements, including meeting BSR.

As described above, verification that an applicant has met the BSR requirement Verification of a candidate’s prerequisite credential happens in partnership with Renee Petch, Graduate Admissions Analyst and the Preliminary Administrative Services Credential (PASC) Program admissions committee. 

Once an applicant submits their application, the Graduate Admissions Analyst reviews their materials to ensure they submitted the minimum requirements, including the BSR, during the application process. As she does so, she completes a spreadsheet that includes key information for each applicant. 

The Graduate Admissions Analyst then forwards the spreadsheet along with the applications of those who have submitted the minimum requirements in the application process to the PASC coordinator and PASC Admissions Committee. 

The PASC admission committee then does a formal review to ensure the applicants have met the minimum requirements using this spreadsheet to review  application materials and to verify completion of all required components, including the BSR, before determining who to admit.

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify the basic skills requirement has been met prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

All applicants to the Preliminary Administrative Services Credential program must have met BSR to be admitted to the program. This is verified at the time of admission by the Graduate Admissions Analyst, Renee Petch. Because all current candidates have met BSR, anyone applying for an internship has had their BSR verified.

(3) Verification of one of the following prior to being recommended for the preliminary credential

(a) five years of successful, full-time teaching experience with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A);

(b) five years of successful, full-time experience in the fields of pupil personnel, school nurse, teacher librarian, or speech-language pathology. or clinical or rehabilitative services with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A); or

(c) a combination of (a) and (b).
Education Code section 44270(a)(2) and Title 5 of the California Code of Regulations section 80054(a)(4)

The Preliminary Administrative Services Credential application details on the program application website lists that all candidates must have a minimum of 3.5 years of experience at the time of program admission. Because the program is three semesters, this guarantees that all candidates will have the required five years of experience by the time they complete the program.

The Credential Analyst website, that provides details about how to apply for the credential, also lists that applicants must have a minimum of five years of experience to be eligible for recommendation for the preliminary credential.
Upon completion of the PASC program, candidates submit a Preliminary Administrative Services application to the credential analyst, Pea Vang. The bottom portion of the application serves as the tracking sheet.

Upon completion of the PASC program, candidates submit a Preliminary Administrative Services application to Pahoua Vang, credential analyst. At this time, candidates are required to include a letter from their employer verifying they have five years of relevant experience. The Credential Analyst verifies this information using the tracking sheet at the bottom of the application prior to recommending program completers to the CCTC for their credential.
The program coordinator and the Credential Analyst verify candidates have  the minimum amount of experience for the internship and provide the documents below to help verify. Once all the documents are verified, the credential analyst submits the information to the state (sample internship packet and process). 

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify appropriate experience as described above prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

The program coordinator and the Credential Analyst verify candidates have  the minimum amount of experience for the internship and provide the documents below to help verify. Once all the documents are verified, the credential analyst submits the information to the state (sample internship packet and process). 

(4) Has completed a Commission-approved preliminary or intern Administrative Services Credential Program based on Administrative Services Credential Program Standards (rev. 7/2013). Education Code section 44270(a)(3) and Title 5 of the California Code of Regulations section 80054(a)(2)

The required coursework is provided on the program website. This flyer, linked on the website, also includes the program requirements.

The Credential Analyst’s website provides an overview of requirements, along with a link to the application to apply for the Preliminary Administrative Services Credential.

The Program Handbook also details the program completion requirements.

At the completion of the program students are provided instructions for how to apply for their credential. They can access the credential application from the Credential Analyst’s website.

At the end of each semester, the PASC program coordinator provides a list to Pahoua Vang, the Credential Analyst of all candidates who have completed all program requirements. 

Once the Credential Analyst receives a credential application from a program completer, she uses the list to verify that they have met all program requirements, in addition to verifying the documents that candidate includes with their credential application. Only after this verification does the Credential Analyst recommend the candidate to the CCTC.

(5) Verification of an offer of employment in a full or part-time administrative position in an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1). If a candidate has satisfied preconditions 1 through 4 but does not have an offer of employment, the Commission-approved program shall recommend for a Certificate of Eligibility which verifies completion of all requirements for the preliminary Administrative Services Credential and allows the holder to seek employment in and administrative position. Education Code section 44270(a)(4) and Title 5 of the California Code of Regulations section 80054(a)(6)

The Credential Analyst’s website links to the Credential application, which includes specific details about what the requirements are for a Preliminary Administrative Services Credential and a Certificate of Eligibility. The Program Handbook also includes this information.
At the completion of the program students are provided instructions for how to apply for their credential or certificate of eligibility. They can access the credential application from the Credential Analyst’s website. As part of the application packet, candidates applying for the Preliminary Administrative Services Credential must also complete Form CL-777.

At the end of each semester, the PASC program coordinator provides a list to Pahoua Vang, the Credential Analyst of all candidates who have completed all program requirements. 

Once the Credential Analyst receives a credential application from a program completer, she uses the list to verify that they have met all program requirements, in addition to verifying the documents that candidate includes with their credential application. Only after this verification does the Credential Analyst recommend the candidate to the CCTC.

(1) Bachelor’s Degree (Ed Code §44266) Persons admitted to programs must have a minimum of a baccalaureate degree from a regionally accredited college or university.

Program admission requirements information website (please see the screenshot below for the relevant information.)

(2) Program Curriculum A college or university that operates a program of professional preparation shall have a curriculum that meets the appropriate requirement as follows:

A program of study for the school counselor specialization shall be: Equivalent to a minimum of 48 semester units or 72 quarter units; or 720 classroom hours of post baccalaureate study.

• The Program roadmap details the program of study for the PPS: School Counseling program.
• The curriculum is also available on the program website

(3) For Intern Programs An entity that operates an approved program of preparation for a PPS credential with an Intern option shall require each candidate who is admitted into the Intern Program to have completed sufficient coursework so that the candidate is ready for supervised practice in the schools. The Intern must be supervised and supported by both the employer and the Commission-approved program.

• The PPS Internship Program Eligibility Verification form details the requirements that must be met in order for a candidate to be eligible to serve in a district internship position.
• The School Counseling Field Placement Handbook provides details about how candidates will be supported during the internship experience.
• Additional details are provided in the Internship Course syllabus

(1) Bachelor’s Degree (Ed Code §44266) Persons admitted to programs must have a minimum of a baccalaureate degree from a regionally accredited college or university.

As specified on the School Psychology applications website, candidates must meet bachelor’s degree requirements before admittance into the Education Specialist in School Psychology Program.

(2) Program Curriculum A college or university that operates a program of professional preparation shall have a curriculum that meets the appropriate requirement as follows:

A program of study for the school psychologist specialization shall be: Equivalent to a minimum of 60 semester units or 90 quarter units; or 900 classroom hours of postgraduate study.

The Fresno State Ed.S School Psychology Graduate Program is a full-time, 3-year, 71 unit program that prepares individuals for practice as school psychologists. This information is detailed on the program website, as shown in the highlighted screenshot below.

The required courses and units of the program are also available on the website.

Program checklist nis available in School Psychology Program Handbook p. 35

(3) For Intern Programs An entity that operates an approved program of preparation for a PPS credential with an Intern option shall require each candidate who is admitted into the Intern Program to have completed sufficient coursework so that the candidate is ready for supervised practice in the schools. The Intern must be supervised and supported by both the employer and the Commission-approved program.

The School Psychology Program Handbook (p.28) provides details of the requirements for applying to be an intern. 

The School Psychology Program Handbook also includes

• • The Internship agreement (p. 60-61)
  • How interns will be supported and evaluated (p. 28-29)

(1) Bachelor’s Degree (Ed Code §44266). Persons admitted to programs must have a minimum of a baccalaureate degree from a regionally accredited college or university.

The MSW Program, which includes the PPS program,  requires as a condition for admission an earned B.A./B.S. degree from a regionally accredited college or university.  A bachelor's degree in a non-professional field, from a regionally accredited institution, earned before the start of the graduate program is also acceptable.

The admission requirement, earned B.A./B.S. degree, is located on the Department of Social Work Education Admissions website  under the heading "The MSW Program has the Following Requirements". 

(2) Program Curriculum. A college or university that operates a program of professional preparation shall have a curriculum that meets the appropriate requirement as follows:

A program of study for the school social work specialization shall be: Equivalent to a minimum of 45 semester units or 67.5 quarter units; or 675 classroom hours of postgraduate study.

The Pupil Personnel Services Credential program,  with both school social work and child welfare and attendance specializations, is completed as part of the program for the Master of Social Work degree. Successful completion of the requirements of both programs includes credit for 60 semester units.    

The details of the program of study, including the required courses and units for each course are explained in the Master of Social Work Graduate Handbook 2023-2024on pages 20, 45, 46 & 47. 

(3) For Intern Programs. An entity that operates an approved program of preparation for a PPS credential with an Intern option shall require each candidate who is admitted into the Intern Program to have completed sufficient coursework so that the candidate is ready for supervised practice in the schools. The Intern must be supervised and supported by both the employer and the Commission-approved program.

Master of Social Work Graduate Handbook 2023 2024on pages 20, 45, 46 & 47 explains that candidates admitted into the field practice/intern experience must have completed both foundation and advanced years coursework.  Please note that the Pupil Personnel Services Credential program, with both school social work and child welfare and attendance specializations, is completed during the advance year.   

The Second Year Field Manualpages 14-19, provides details about the support and supervision of interns. 

Preliminary Speech-Language Pathology

(1) A Commission-accredited program sponsor shall determine prior to recommending a candidate for a credential, that the candidate holds or has been recommended for a master's degree in Speech-Language Pathology from a program accredited by the American Speech-Language-Hearing Association's Council on Academic Accreditation.

Speech-Language Pathology Program website

• Dr. Fran Pomaville, graduate coordinator, and Sabrina Nii, clinic director, are responsible for verifying candidates have completed a master’s degree in Speech-Language Pathology from a program accredited by the American Speech-
  Language-Hearing Association’s Council on Academic Accreditation
• Dr. Fran Pomaville closely follows student course and clinical progress through the program in CALIPSO (a web-based application that manages key aspects of academic and clinical education) and verifies all standards are met on the Knowledge and Skills Acquisition (KASA) form  in CALIPSO.  
• Once the student completes all academic and clinical requirements in our program, Dr. Pomaville forwards a list of student completers to Pahoua (Pea) Vang, Credential Analyst housed in the Kremen School of Education & Human Development, who processes candidates’ credential applications and makes recommendations to the CCTC.

Clear Speech-Language Pathology

(1) A Commission-accredited program sponsor shall determine prior to recommending a candidate for a Clear Speech-Language Pathology Credential that the candidate has satisfied all of the following criteria:

(a) The Candidate has a Preliminary Speech-Language Pathology Services Credential.

(b) The Candidate has achieved a passing score, as determined by the American Speech-Hearing-Language Association's certification requirements on the Educational Testing Services' national teachers' Praxis series written test in speech-language pathology or a successor exam.

(c) The Candidate has completed a mentored practical experience period, in the form of a 12 week, full-time mentored clinical experience, or an equivalent supervised practicum, as deemed by the Commission.

Not Applicable