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Education Specialist Credential Program

Reviewers Preliminary Findings M/M – Dated December 2020 (PDF)

Reviewers Preliminary Findings M/S – Dated December 2020 (PDF)

1. Program Summary

Exhibit 1.1 Program Design

Contextual Information

California State University, Fresno is one of twenty-three universities in the California State University system. It began as a Normal School in 1911 and has a strong history of service and preparation of education professionals. Fresno State has eight colleges and schools, one of which is the Kremen School of Education and Human Development. The Dean of the Kremen School is the Unit Head who oversees twenty-one programs; one of these programs is the Special Education Program [credential and Master of Arts]. The Kremen School is fully accredited at both the state and national levels by the National Council for Accreditation of Teacher Education (NCATE) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  The last accreditation visit by the California Commission on Teacher Credentialing and the National Council for Accreditation of Teacher Accreditation was in spring 2014.

The Special Education Program at California State University, Fresno [hereafter referred to as Fresno State] offers the basic Preliminary Education Specialist Credential in grades Kindergarten - age 22 adult. The Preliminary Education Specialist Credential has two areas of specialization, Mild/Moderate and Moderate/Severe, which distinguish the special populations from one another. Each teacher candidate selects his/her/their professional emphasis at admission and may change or add to that emphasis during the program. The Education Specialist Credential Program consists of forty-seven [47] units across three phases or semesters. Of the forty-seven [47] units, thirty-six [36] units are in teacher education preparation coursework which includes the English Learner Authorization and the Autism Authorization embedded into the content.  Eleven [11] units are in supervised clinical practice experiences which are required in each of the three phases. The program is designed for fulltime unit enrollment, however, candidates may choose to progress through the program at a slower pace and spread coursework over more than three phases. The program also offers the Dual Certification in Education Specialist Mild/Moderate or Moderate/Severe and Multiple Subject Credentials in a four semester/phase, seventy unit program. The Dual Certification program includes all of the courses offered in the Education Specialist Credential Program with seven additional Multiple Subject courses infused across the four phases.

The Preliminary Education Specialist Credential Program provides extensive opportunities for teacher candidates to acquire theoretical and scholarly concepts, knowledge, evidenced-based practices, and resources to apply in a variety of clinical practice settings to provide students with high quality instruction. The program is based on a clearly stated rationale that requires teacher candidates to complete foundational classes and content-specific pedagogy coursework while concurrently practicing the application of these concepts and teaching skills in field-based settings. Course content and clinical practice experiences address the state-adopted Common Core Standards, the Teacher Performance Expectations [TPEs] and the Commission-adopted Education Specialist Standards. Teacher candidates take foundational coursework in literacy, mathematics, and culturally and linguistically sustaining pedagogy relative to emergent bilingual English learners. As well, Education Specialist teacher candidates take content-specific coursework in Education Specialist common Program Design Standards and Mild/Moderate or Moderate/Severe program-specific standards. Through a program of study infused with culturally and linguistically sustaining pedagogy, developmentally appropriate practices, high leverage practices in special education, law, professionalism, assessment and evidenced-based practices and methodologies, teacher candidates will be prepared to universally design and implement instruction, accommodations, modifications, and other supports that build on students’ strengths and respond to students’ academic, social, emotional, and developmental needs.

The Preliminary Education Specialist Credential Program coursework and clinical practice student teaching experiences are offered in five different pathways; candidates select their preferred pathway at program admission.  The five pathways utilize a cohort model to provide candidates with a learning community of peers across their credential program. The five pathways are the Basic Credential, the Dual Certification, the streamlined ‘add on’ Education Specialist Credential, University Internship and the Dual Residency Partnership. The Basic Education Specialist Credential pathway is three semesters, the Dual Certification in Multiple Subject and Education Specialist Mild/Moderate or Moderate/Severe is four semesters, and the streamlined ‘add on’ pathway for credentialed Multiple Subject or Single Subject teachers who wish to obtain their Education Specialist Credential is two to three semesters. These pathways are offered as fulltime programs with teacher preparation coursework in the late afternoon and evenings delivered in face-face, hybrid, synchronous or asynchronous online formats. The fourth pathway is the University Teacher Internship Program for candidates who will be employed as teachers of record and who meet the intern eligibility requirements. Education Specialist candidates and Education Specialist ‘add on’ candidates may apply to the Teacher Internship Program in Phases 2 and 3; Dual Certification candidates may apply to the Teacher Internship Program in Phases 3 and 4.  The last and newest pathway is the Dual Residency Partnership Program which is currently available in two partner districts. The Dual Residency Partnership offers the Multiple Subject and Education Specialist Mild/Moderate Credentials through an accelerated, course blended, daytime program that condenses program coursework into three semesters rather than the traditional four semesters. Coursework is taught through faculty co-teaching in face-face, and online formats with traditional student teaching infused throughout the week. Other features include district professional development and preferential employment upon successful completion of the program.

All five pathways include supervised clinical practice student teaching or internship experiences during the day in public school settings reflecting the rich culturally and linguistically diverse populations of the Central Valley. Clinical practice placements include opportunities for teacher candidates to work with students with disabilities as well as with English Learner/Emergent Bilingual students. All pathways also include the option of obtaining the Bilingual Authorization in Spanish or Hmong by passing the World Languages Subtest IV (250) and two language-specific California Subject Examinations for Teachers [CSET] examinations.

Overview of Structure

Leadership in the Special Education program is through shared governance. The fulltime and tenure-track faculty make program decisions collaboratively to ensure that all have a voice. The program meets monthly to discuss issues, signature assignments, future program changes, teaching preferences, recruiting. Faculty also discuss ways to support struggling students. Communication is exchanged by the faculty through face-face conversations, by Zoom, through email and during program meetings. The program has a coordinator who schedules the monthly meetings, creates agendas based on program faculty input and facilitates the meeting discussions. The program faculty and the coordinator attend meetings with other faculty and coordinators in the Kremen School and through university committee work. The Kremen School also holds monthly Faculty Assembly meetings for all Kremen faculty to attend and provide input.

Our district partners, candidates, county offices of education and Special Education Advisory Board attendees provide input to the program in a variety of ways. Program faculty designed the Education Specialist, Dual Certification and Residency Partnership Programs in collaboration with district partners, faculty and Chairs of the Department of Curriculum and Instruction and the Department of Literacy, Early, Bilingual and Special Education. Teacher candidates and graduates often provide input on signature assignments through informal discussions with instructors and formal class evaluations. Special Education Local Plan Area Directors and district partners are also invited to the university’s Special Education Advisory Board meeting, held periodically to provide input and feedback. Superintendents provide input at the President’s Commission on Teacher Education held two or three times a year.

Courses of Study

Prior to admission, applicants must submit passing scores on the California Basic Educational Skills Test [CBEST] or equivalent, and the three Multiple Subject California Subject Examinations for Teachers [CSET] examinations or pass a Commission-approved subject matter preparation program. Flexibility is permitted currently under the Governor’s May 29, 2020 Executive Order. Three prerequisite courses are also required prior to admission, Introduction to Teaching [or waiver] or concurrently with admission: Educational Applications of Technology and Introduction to Special Education. It is in this latter course that students are introduced to universal design for instruction, multi-tiered systems of support, strategies for working with diverse learners and other topics relevant to special education.

Across all three phases of the program, Education Specialist teacher candidates engage in coursework and clinical practice student teaching experiences. In Phase 1 only, Education Specialist Mild/Moderate and Moderate/Severe candidates enroll in fifteen units of identical coursework. Literacy Foundations TK-8 addresses examines influential factors and guiding principles of becoming literate in multiple subject areas and the design and implementation of  integrated, thematic literacy instruction. Culturally and Linguistically Sustaining Pedagogy in TK-8 Contexts addresses the pedagogy and best practices for teaching Emergent Bilingual students. Mathematics Instruction and Applied Assessment addresses strategies for teaching and assessing mathematics concepts. Designing Effective Environments for Students withModerate/SevereDisabilities addresses special education law, ethics, Individualized Education Programs, and designing specialized academic instruction. Field Study B is the initial student teaching experience in a general education classroom.  In this clinical practice experience, candidates develop and teach six formal lessons and complete one teacher performance assessment, the Site Visitation Teaching Sample Project. The companion clinical practice seminar, Field Placement Seminar B, addresses current trends in education such as supports for at-risk students, mental health, and the integration of visual arts, performing arts and physical education into classroom lessons. Dual Credential candidates pursuing the Preliminary Education Specialist and Multiple Subject Credentials complete eighteen units in Phase 1, including three courses with their Education Specialist peers: Literacy Foundations TK-8, Culturally and Linguistically Sustaining Pedagogy in Tk-8 Context , and Designing Effective Environments for Students withModerate/SevereDisabilities. Dual candidates also enroll in Curriculum and Pedagogy- Designing for Successful Teaching TK-8, which addresses curriculum theories and multiple pedagogical approaches with a focus on the integration of curriculum and instruction; Understanding Children, Learning and Development in TK-8 Classrooms, which addresses the principles of educational psychology and their relations with recent research and school practice, diverse theoretical perspectives on learning and development in children and adolescents, as well as their implementation and application in school settings; and Inquiry and Puzzles of Practice A addresses the first of three inquiry courses.

Education Specialist candidates in Phase 2 complete seventeen units in six courses: Disciplinary Literacies and Integrated Curriculum TK-8 examines how reading, writing, talking, listening and viewing are tools for learning content will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment across curricula. Positive Behavior and Social Supports addresses the principles of behavior and best practices for structuring and maintaining effective classroom management and individualized behavioral intervention strategies. Assessing Students with Special Needs addresses formal and informal assessments, interpretation of test data, and the practical application of data to form instruction. Assessment and Instruction for Mild/Moderate or Moderate/Severe Disabilities provides a knowledge base of strategies and interventions for students who are not responding to the current instructional environment with a focus on evidence-base curricula and instructional methods that are effective with students with mild/moderate or moderate/severe disabilities. The Initial Practicum in Special Educationin Mild/Moderate or Moderate/Severe Disabilities is the initial special education student teaching experience taken concurrently with its companion course, Field Placement Seminar C, which explores special education relevant topics such as health and safety, trauma-informed practices, etc.  Dual Certification candidates complete nineteen units in six courses. Two courses, Disciplinary Literacies and Integrated Curriculum TK-8 and Positive Behavior and Social Supports are taken with their Education Specialist peers. The remaining four courses consist of Mathematics Instruction and Applied Assessment, which addresses strategies for teaching and assessing mathematics concepts, Science Instruction and Applied Technology, designed to prepares candidates to effectively and equitably teach elementary school science with contemporary instructional technologies; Inquiry and Puzzles of Practice B continues with the inquiry cycle introduced in Phase 1, and Initial Dual Student Teaching, which is a mixture of initial Multiple Subject and Special Education clinical experiences three full day per week.

Candidates in Phase 3 take fifteen units in five courses. Home-School Collaboration and Collaborative Partnerships examines the educational, psychological, and political issues that arise when developing collaborative relationships in educational settings with the range of individuals on the educational teams of students with disabilities and the development of effective materials, strategies, and skills to work with these individuals. TheSpecial Educator as Researcher examines the special educator as researcher through reading, critical thinking, analyses and reflection on contemporary and emerging research in special education. Candidates design and implement pilot research in this course.  Education Specialist Moderate/Severe candidates take Advanced Environmental Design & Instruction for Students with Moderate/Severe Disabilities which addresses the assessment, development and implementation of instructional strategies, peer relationships and individualized communication systems for students with challenging communication behaviors. Mild/Moderate teacher candidates take Specialized Academic Instruction and Transition Planning for Students with Mild/Moderate Disabilities which examines appropriate methodology and transition planning, assistive technology and an array of research-based strategies to address specialized academic instruction. Final Practicum in Special Education is final student teaching experience for candidates working in Mild/Moderate or Moderate/Severe settings.

Education Specialist and Dual Mild/Moderate or Moderate Severe Courses and Units

Note: All courses shown below are taken by Education Specialist (ES) and Dual Candidates, except where noted as an ES or Dual only course

Phase 1

Phase 2

or

or

Phase 3 Dual only

or

Phase 3 Education Specialist and Phase 4 Dual

or

or

Total Education Specialist Units: 47 units

Total Dual Certification Units: 70 units

The university’s service area encompasses five counties and includes both urban and rural areas with ethnically diverse populations. Supervised clinical practice experiences are required in all three phases with additional supervised clinical practice for interns as needed. Candidates may be placed in a variety of clinical practice settings: classrooms, inclusive settings, co-teaching opportunities, self-contained classrooms, adult transition programs or separate schools for the most severely disabled and medically fragile students.  Clinical practice placements reflect the socioeconomic and cultural diversity of the Central Valley, include supports for English learners/emergent bilinguals, and provide opportunities for teacher candidates to work with students with disabilities in schools with qualified site administrators. Field supervision of teacher candidates is conducted by both district-provided Veteran Practitioners and University Clinical Practice Coaches. Veteran Practitioners [mentor teachers] must hold a Clear Credential in the content area for which they are providing supervision and have a minimum of three years of content area K-12 teaching experience. The Veteran Practitioner must have demonstrated exemplary teaching practices as determined by the employing district and the university teacher preparation program. The matching of Teacher Candidate and the Veteran Practitioner is a collaborative process between the school district and the program.

The University Clinical Practice Coach must hold a Clear Special Education Credential or have been an administrator at a school site with special education programs. All have many years of teaching experience and hold Master’s degrees or higher. The role of the University Coach is to support and guide teacher candidates to develop their instructional, management and professional skills.  University Clinical Practice Coaches conduct eleven on-site visits with each candidate: three triad meetings with master teacher and candidate [initial, mid-term and final triad meetings]; two informal visits, and six formal observations of the lessons that were developed and taught by the candidate, each of which is followed by a debriefing meeting, coaching and written evaluation. In addition, coaches verify time logs, review candidates’ six formal lesson plans, post-lesson reflections and weekly reflections on learning and additional contacts as needed.

Over the past three years, the following changes have been made to the program:

  • The Clear Education Specialist Credential program was discontinued.
  • A program self-study was conducted in 2017 to coordinate coursework, to review signature assignments and make adjustments as needed.
  • Program faculty became leads for each course to provided onboarding through shared materials, websites, meetings and guidance to faculty and adjuncts new to teaching the course.
  • Program moved the mathematics course from Phase 2 into Phase 1 to better support our candidates in their Site-Visitation Project through the Fresno Assessment of Student Teachers.
  • Course of study forms were revised to reflect changes in course numbering of Multiple Subject course coursework and to provide candidates with additional information and hyperlinks.
  • Joint development of two new summer start dual residency programs in local school districts receiving CTC Teacher Recruitment grants. Each dual residency includes a Professor in Residence, a focus on faculty co-taught courses delivered in an intensive, shorter timeframe in the district, and an infusion of special education and general education clinical practice hours across all phases.
  • Implementation of TK20, a new clinical practice data management system
  • Ongoing revision to clinical practice lesson evaluation rubrics; a new clinical practice rubric is being collaboratively developed with the Single Subject and Education Specialist Credential programs and will begin in spring 2021.

Assessment of Candidates

Education Specialist candidates are evaluated formally and informally throughout the program.  Teacher candidates’ performance is assessed formally through the Site Visitation Teaching Sample Project, one of two assessments in the Fresno Assessment of Student Teachers (FAST), a state-approved Teacher Performance Assessment system designed for use at Fresno State. The Site Visitation Project Teaching Sample Project measures candidates’ pedagogical competence to effectively plan lessons, implement lessons, and reflect upon their own instruction. The Site Visitation Teaching Sample Project addresses these TPEs [Teaching Performance Expectations]: TPE 1 - Engaging and Supporting All Students in Learning (1.1, 1.3, 1.5, 1.8); TPE 2 - Creating and Maintaining Effective Environments for Student Learning (2.2, 2.6); TPE 3 - Understanding and Organizing Subject Matter for Student Learning (3.1, 3.2, 3.3, 3.5); TPE 4 - Planning Instruction and Designing Learning Experiences for All Students (4.1, 4.2, 4.7) and TPE 6 - Developing as a Professional Educator (6.1).

Candidates also receive feedback on their knowledge and performance in each course and clinical practice experience. Each course measures candidates’ performance on program-designed signature assignments which are evaluated by rubrics which lists specific criteria for grading or scoring candidates’ performance. Periodic review of the rubric data provides information for continuous program improvement. In clinical practice, student teachers receive ongoing formative feedback and coaching on their lesson plans and instruction from their University Coach and Veteran Practitioner. The Coach also provides written feedback from their observations of the candidate’s six formal lessons. At the mid-term and final points of the semester, triad meetings are conducted with the Mentor Teacher, University Coach and Teacher Candidate to provide overall performance and growth feedback and for the candidate to set professional goals.

Candidates who are at-risk of failing a course or field experience are monitored, counseled and offered targeted assistance by their instructors, program coordinator, and/or university coach. If the candidate does not successfully pass the course at the end of the semester, the candidate is offered the opportunity to re-take the course for a better grade. If the repeated coursework and/or clinical practice experience is not successfully passed the second time with an A, B, C, or Credit grade, the candidate could be dismissed from the program. At the end of each grading period, a report is generated of candidates who have GPAs below 3.0 and/or who earned a ‘D’, ‘F’, ‘No Credit’, ‘W’, ‘WU’ or Incomplete grade in a course. After reviewing the information, the program coordinator ensures that letters of concern which contain an offer for a 1-1 advising and support meeting are sent to the candidates on the list. The program coordinator then contacts candidates who are in danger of academic probation or program dismissal to schedule a 1-1 appointment.

Exhibit 1.1.1 Pathways Table

Service Delivery

Location

Delivery Model

Pathway

Main Campus

Hybrid

Traditional student teaching

Main Campus

Hybrid

Internship

Clovis Unified School District Residency Partnership: Dual Multiple Subject and Education Specialist Mild/Moderate Credentials

Hybrid

Traditional student teaching

Fresno Unified School District Residency Partnership: Dual Multiple Subject and Education Specialist Mild/Moderate Credentials

Hybrid

Traditional student teaching

2. Organizational Structure

3. Faculty Qualifications

Exhibit 3.1  Faculty Distribution Table

Special Education Faculty Distribution Table

Type

Current Numbers

Vacancies

Full-time Tenure-Track

3

5

Part-time Tenure Track

1

0

Full-time Lecturer

1

0

Part-time Adjunct

9

2

Part-time University Clinical Practice Coaches

12

3

Exhibit 3.2 Faculty List

 Annotated Faculty List

Name

Status

Courses taught

Dana Powell

Part-time Tenure-Track
[retired summer 2020;FERP begins fall 2020]

SPED 125

Sara Werner Juarez

Full-time Tenure-Track
[resigned summer 2020]

SPED 120; SPED 125SPED 219; SPED 247

Kimberly Coy

Full-time Tenure-Track

SPED 120; SPED 136

William Garnett

Full-time Tenure-Track

SPED 130; SPED 145; SPED 146;
SPED 160F; SPED 176SPED 233;

Michael Mahoney

Full-time Tenure-Track

SPED 120; SPED 130

Cheryl McDonald

Full-time Lecturer

SPED 120; SPED 136; SPED 160F;
SPED 171; SPED 172; SPED 175;
SPED 246

Jeannette Vestal

Part-time Adjunct

SPED 120; SPED 145SPED 246

Sandra Richardson

Part-time Adjunct

SPED 120, SPED 136, SPED 160FSPED 176

Karen Dockery

Part-time Adjunct

SPED 160F; SPED 172SPED 176

Vang Thao

Part-time Adjunct

SPED 125

Edith Marin

Part-time Adjunct

SPED 146

Chrystal Swart

Part-time Adjunct

SPED 136SPED 120

Barbara Williford

Part-time Clinical Practice Coach

EHD 178; EHD 110D; SPED 160F;
SPED 171; SPED 172; SPED 175SPED 176

Deborah Folmer

Part-time Clinical Practice Coach

SPED 160FSPED 175

Geoffrey Tiftick

Part-time Clinical Practice Coach

SPED 160FSPED 175

Joan Muse

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175

Karla Dyar

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175; SPED 176EHD 178

Linda Gillis

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175

Marcia Kraft

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175SPED 176

Patricia Lewis

Part-time Clinical Practice Coach

SPED 160FSPED 171; SPED 172;
SPED 175

Sharon Malang

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175; SPED 176

Shelley Franco

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 175;
SPED 176

Sina Shamp

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175; SPED 176; EHD 178

Tracy Smith

Part-time Clinical Practice Coach

SPED 160F; SPED 171; SPED 172;
SPED 175; SPED 176EHD 178

Exhibit 3.3 Published Adjunct Experience and Qualifications Requirements

Exhibit 3.4 Faculty Recruitment Documents

4. Course Sequence

Exhibit 4.1 Course Sequence

Prior to admission, applicants select the Course of Study form that matches their desired pathway and specialty option. The applicant downloads, reviews, signs and submits the Course of Study with the program admission packet. If an admitted teacher candidate later decides to change his/her/their credential choice to a different pathway, the candidate completes a Special Consideration Request form and the new Course of Study form that matches the change request. The program coordinator reviews the documentation and approves or denies. The forms are added to the candidate’s record.

Preliminary Education Specialist Courses of Study:

Preliminary Education Specialist Courses of Study for Credentialed Multiple Subject or Single Subject teachers:

5. Course Matrix

Exhibit 5.1 Course matrix

Exhibit 5.2 Table of subject-specific teaching performance expectations, if applicable.

6. Fieldwork and Clinical Practice

Exhibit 6.1 Fieldwork Hours Table

Table Denoting Number of Hours of Clinical Practice

Mild/Moderate Clinical Practice Hours

Course title

Brief Description

Number of Hours

EHD 178: Field Study B Multiple Subject fieldwork

Supervised field experience in an elementary general education classroom

288 hours

SPED 171: Initial Practicum in Special Education Mild/Moderate Disabilities

Supervised field experience in mild/moderate special education and inclusive settings

288 hours

SPED 175: Final Practicum in Special Education Mild/Moderate Disabilities

Supervised field experience in mild/moderate special education and inclusive settings

550 hours

Moderate/Severe Clinical Practice Hours

Course title

Brief Description

Number of Hours

EHD 178: Field Study B Multiple Subject fieldwork

Supervised field experience in an elementary general education classroom

288 hours

SPED 172: Initial Practicum in Special Education Moderate/Severe Disabilities

Supervised field experience in moderate/severe special education and inclusive settings

288 hours

SPED 176: Initial Practicum in Special Education Moderate/Severe Disabilities

Supervised field experience in moderate/severe special education and inclusive settings

550 hours

Internship Clinical Practice Hours [taken when above courses are either completed or prior to final student teaching if CSETs are not passed]

Course title

Brief Description

Number of Hours

SPED 160F: Education Specialist Intern Clinical Practice

Supervised field experience for Education Specialist interns, taken when the intern has completed all clinical practice coursework in their program and need additional clinical practice support for the internship, or when the intern has not met the clearance requirements to enroll in final practicum.

550 hours

Exhibit 6.2 Signed MOU or Agreements for Placements

Exhibit 6.3 Veteran Practitioner Training Material

Exhibit 6.4 Candidate Placements

Program candidates are placed in schools in the surrounding region. Every effort is made by program faculty to ensure that candidates are in the best possible placement to support their development. As demonstrated by the data represented below, our region is home to some of the most diverse student populations in the state, meaning candidates in all programs have opportunities to develop as practitioners while working with students from diverse racial, ethnic, and socioeconomic backgrounds, as well as students with disabilities.
Demographics
Fresno County Kings County 
Madera County Tulare County 

Exhibit 6.5  Published Manuals, Handbooks or Advising Materials

Item

Location in handbook

Information to the district and candidates about expectations within the clinical experience including appropriate placements

Pages 34-40

Veteran practitioner support

Pages 21-22

Information about clinical practice assessment with the performance assessment requirements

Page 36

The retake policy, and advice, assistance, and support the program will provide to its candidates.

Pages 41-43

Education Specialist Teacher Candidates enrolled in clinical practice receive information about their Education Specialist Clinical Practice Handbook at two points each semester. First, candidates receive information about the handbook at the mandatory Education Specialist Clinical Practice Orientation, which is held one - two days prior to the start of the semester. Second, handbook information [link/attachment] is emailed to candidates by their University Coach following the orientation. Candidates are provided a paper copy of the handbook at no cost, if requested. The handbook is also available year round on the Office of Clinical Practice website

Exhibit 6.6 Fieldwork/Clinical Practice Syllabi

Clinical Practice Syllabi

Exhibit 6.6.1 Clinical Practice Assessment Instruments

Clinical Practice Assessment Instruments

7. Credential Recommendation

Exhibit 7.1 Description of Candidate Recommendation Process

The Preliminary Education Specialist Credential program utilizes a two-step process to ensure that only qualified candidates are recommended.  Prior to admission, each teacher candidate is required to sign and submit a Course of Study form that shows the sequence of courses for their chosen pathway. The signed Course of Study form is kept in the candidate’s record and serves as the official Candidate Progress Monitoring document. Upon completion of the program requirements, the candidate completes the application for the preliminary credential as shown on our website.

Following receipt of the candidate’s application, the University Credential Analyst cross-checks the candidate’s transcripts against the signed Course of Study Candidate Progress Monitoring form in the candidate’s record. On page 5 of the application, our Analyst documents that the candidate has met all of the requirements including:

  • All courses completed with grades ‘C’ or better
  • Overall 3.0 Grade Point Average or higher
  • College level U.S. Constitution requirement met
  • Passing scores on the teacher performance assessment, CBEST, Multiple Subject CSETs, and RICA examinations
  • Valid Certificate of Clearance
  • Valid CPR certificate for infants, children and adults

After all above requirements are met, the candidate is recommended to CCTC for the preliminary credential. 

Exhibit 7.1.1 Candidate Progress Monitoring Document

Exhibit 7.1.2 Blank IDP Form