| Program Preparation Overview |
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| In response to California Commission on Teacher Credentialing standards, candidates at California State University , Fullerton must meet several requirements before they are admitted to the Single Subject Credential Program. These requirements include: |
- Successful completion of prerequisite coursework;
- Subject matter competency;
- Passage of CBEST;
- Meeting acceptable GPA standards;
- Successful interview;
- Submission of recommendations and documented field experience;
- Submission of a 4-5 page autobiography;
- Admission to California State University , Fullerton ;
- Admission to the Single Subject Credential Program;
- CPR training;
- Successful completion of the requirement for personal proficiency in educational technologies; and
- Other coursework as recommended by program advisors.
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| Subject Matter Competencies |
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- Competency in teaching to the State and District Content and Performance Standards in his/her subject matter area
- Awareness of current curricular trends and issues
- Competency in a variety of teaching strategies
- Competency in addressing the needs of English learners, special populations, and various levels of reading ability
- Capable of incorporating traditional and alternative forms of assessment
- Subject matter competency may be met through completion of a Subject Matter Preparation Program or passage CSET of the appropriate examinations. All candidates must be subject matter competent prior to beginning the program in order to meet No Child Left Behind criteria.
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| Post-Baccalaureate Admission |
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| Any undergraduate in the program who expects to graduate before completing the program must file for admission to the University as a post-baccalaureate, unclassified student. |
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| Prerequisite Coursework |
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- EDSC 304/307 Personal Proficiency in Educational Technology for Secondary Students (recommended). Students are encouraged to complete the technology requirement as early as possible.
- EDSC 310 The Teaching Experience
- EDSC 320 Adolescence
- EDSC 330 Literacy Development in Secondary Schools
- EDSC 340 Diversity in Secondary Schools
- EDSC 410 English Language Learners (Recommended and required for Interns)
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| Professional Dispositions Expected of Teachers |
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| (Some of these will be more fully evaluated during the program itself, but initially please do a preliminary assessment for admission. Please see the attached standards for professional disposition.) |
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| Please include the following questions in your interview. |
- Promote Diversity
What experiences or understanding do you have regarding student diversity? Do you have experiences working with students from diverse backgrounds, or have you discussed in your prerequisite classes the needs of students from a wide range of backgrounds?
- Engage in Collaborative Endeavors
Discuss your experiences with university faculty, secondary teachers and students as you have worked through the prerequisites.
- Think Critically
Discuss the strengths you bring to teaching.
What areas do you think you will need to work on?
- Maintain Professional and Ethical Standards
What do you understand about the professional and ethical standards required of teachers?
- Value Life-Long Learning
What plans do you have to continue your own education and professional growth during your teaching career.
Interviewers should fill out Form Pre-5, Professional Disposition Form, and place in candidate’s file. |
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| Professional Dispositions Expected of Candidates |
Faculty model and encourage all candidates to reflect dispositions that represent the values and attitudes expected of professionals in the field of education. These dispositions are based on the Education Unit’s conceptual framework and encompass several behavioral indicators within the three program outcomes. As candidates move through their programs it is expected they demonstrate their increasing ability to: |
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| Promote Diversity |
Candidates value all aspects of human development including the diverse ideas, views, strengths, styles of learning, talents, and abilities of each learner. They are committed to the inclusion of multiple perspectives, voices, cultures, languages, experiences, and values. They recognize that each individual brings a depth and richness to the whole that helps develop understanding of individual complexity and appreciation for one another. |
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| Engage in Collaborative Endeavors |
Candidates demonstrate interpersonal and communication skills that promote respectful and collaborative relationships with families, colleagues and other professionals to support student learning and well-being. In their work with others, candidates model and encourage positive social interaction, active engagement in learning, and self-motivation. |
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| Think Critically |
Candidates systematically reflect on their practice and constructive criticism from others to make informed decisions and grow as effective educators and specialists. In their work with others, they use a variety of formal and informal assessments to evaluate progress and performances, identify individual and group needs, and modify their teaching and/or leadership strategies for program and individual growth and improvement. |
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| Maintain Professional and Ethical Standards |
Candidates understand and fulfill the ethical and professional responsibilities of educators and specialists as defined in state, national, and institutional standards. They display the emotional maturity, academic integrity, and professional commitment necessary to successfully demonstrate these standards in their work with students, families, and other professionals. |
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| Value life-long learning |
Candidates understand that professional development is a continuing process. They demonstrate the necessary skills to take responsibility for planning and pursuing their ongoing learning, reflecting with colleagues in their practice, and for contributing to the knowledge-base of the profession. In the field they act as responsible change agents by contributing to the school as a learning organization to foster student learning and well-being. |
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| Pre-Candidate Forms |
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| As candidates prepare for admission to the Single Subject Credential Program, they are required to document their professional dispositions and progress in meeting program requirements and the Teaching Performance Expectations. Forms utilized are included in Appendix 2: Pre-Candidate Sample Forms. |
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| Preorientation Meeting |
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| Students accepted into the Single Subject Credential Program are required to attend a PreOrientation meeting held at the end of the semester they were accepted. Students will be informed of the date, time, and location of the meeting in their acceptance letter to the program. |
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| Teaching Assessment Documentation |
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Throughout the program, candidates collect evidence of their knowledge, skills, and dispositions in the Teaching Assessment Documentation (TAD). This portfolio is introduced in EDSC 310 and includes all assessment forms, signature assignments for teacher credential courses, responses to the Teaching Performance Assessment (TPA), and reflections.
Please visit the TPA web site at http://ed.fullerton.edu/tpa for additional information. |
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| Personal Proficiency in Educational Technologies |
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The State of California requires that candidates are both personally proficient and instructionally proficient in the use of educational technologies. Personal proficiency is required before issuance of a preliminary credential and is met through the successful passage of Preliminary Educational Technology SSAT, completion of EDSC 304/307 or an equivalent course. This level of proficiency requires that candidates be: familiar with basic principles of computer hardware and software; capable of implementing basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support; skilled in the use of computer applications to manage records and to communicate through printed media; effective in the use of electronic communication; familiar with a variety of current educational technologies and selection criteria to evaluating materials; competent in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered; and knowledgeable of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.
Instructional proficiency is required before issuance of a Clear Credential and is met through the successful completion of EDSC 504. For more information on this requirement, see the Chapter Fifth Year of Study. |
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