• have been formally trained in the pedagogy of instruction;
• are of acceptable moral and physical character;
• are minimally competent in reading, writing, and mathematics; and
• are competent in the subjects they teach.

The teacher preparation program has been approved by the California Commission on Teacher Credentialing (CCTC) and is also accredited by the National Council on Accreditation of Teacher Education (NCATE). From the program's beginning, the responsibility of preparing secondary teachers has been seen as an all-university task.

This collaborative approach is coupled with a philosophy of teacher preparation that puts a premium on combining theory and practice throughout the program. To achieve this, the Secondary Education Cooperative Teacher Education Program (SECTEP) faculty developed a Professional Development District (PDD) concept that brings teacher preparation candidates into the world of the contemporary secondary school within the first week of classes. Moreover, the instructors in the program are drawn from university faculty ranks, school district personnel, and master classroom teachers. In this manner, credential candidates are exposed to multiple perspectives regarding classroom life.

Another feature of the California State University , Fullerton Single Subject Credential Program is its high academic standards. All of the candidates admitted to the Single Subject Credential Program are above average candidates and are carefully selected for likely promise as teachers and educational leaders. Each successful candidate has

• demonstrated proficiency on the California Basic Educational Skills Test (CBEST);
• completed competence in the subjects he or she intends to teach; and
• met all university and program requirements.

Once the candidate successfully completes the Single Subject Credential Program, California State University , Fullerton recommends the candidate to the State for certification. California teaching credentials are also accepted in 30 other states.

There are three levels of the teaching credentialing process. First is the Preliminary Credential outlined in this document. Second is the Professional Clear Credential outlined in Chapter 6. Third is the Professional Clear renewal required every five years. California does not issue a life credential; so Professional Clear Credentials must be renewed every five years. This is done by submitting and completing a Professional Development Plan. Beginning teachers should consult with their initial employer for the particulars of the professional development program.

The program operates under all currently adopted University regulations. Questions regarding rights of appeal, grading policies and related matters should be directed to the Coordinator of Secondary Education.

The Secondary Education Cooperative Teacher Education Program (SECTEP) is an interdisciplinary program that connects the three main elements of teacher training (subject matter preparation, pedagogical training, and field experience) through collaboration among the Department of Secondary Education, University academic departments and programs, and local school districts. SECTEP at California State University, Fullerton is offered in Art, Business, English, Foreign Languages, Foundational Level Mathematics, Mathematics, Music, Physical Education, Life Science, Physical Science, Social Studies, and Theater. Social Studies, Business Education, and Foundational Level Mathematics are housed in the Department of Secondary Education.

The SECTEP Council is the principle cross-campus policy-making body for the program and is advisory to the Dean of Education. This Council is comprised of faculty in the Department of Secondary Education (including the Coordinator of Secondary Education, Director of Admissions to Secondary Education, and Chair of the Department of Secondary Education); Program Advisors for each credential area; faculty advisor representatives from academic departments indirectly involved in teacher preparation (such as Economics, History, and American Studies); credentialing and career placement staff; and representatives from the Professional Development Districts.

Reflecting the complex contexts of the secondary classroom and modeling a learning community where learning is interactive and dynamic, SECTEP candidates on are divided into "Professional Development Districts (PDDs)," in which four major strategies are emphasized: (1) preparing prospective teachers; (2) providing professional growth opportunities for secondary school educators, (3) university faculty expertise; and (4) enhancing learning opportunities for secondary students. This comprehensive structure of collaboration and cooperation between multiple levels of educators provides for a dynamic and interactive learning environment that effectively prepares teachers for a rapidly changing and complex society.

SECTEP faculty are committed to a model of teacher education where university and secondary school faculty and administrators collaborate to provide each other and preservice teachers opportunities for professional development. Activities within the PDDs illustrate this multi-layered approach: (1) District staff grow professionally as they lead Student Teacher seminars, receive inservicing in and serve as Master teachers, and teach school-site courses in "EDSC 110, The Teaching Experience: Exploration" to high school juniors and seniors. (2) Credential students participate in a weekly seminar and two semesters of fieldwork. (3) Undergraduate students engage in early field experiences and may be employed as district tutors or teachers' aides. (4) High school juniors and seniors may receive college counseling and university credit for completing the teaching survey course taught at their school site. (5) University faculty establish positive relationships with secondary school faculty through program development, grant writing, and research.

The Professional Development District has evolved since the secondary education teaching credential was first offered at this institution. Major program revisions have always involved consultation, cooperation, and collaboration with our constituent districts. A member of the faculty of the Department of Secondary Education is assigned as Professional Development District Coordinator. This person represents the University in the district, conducts seminar classes, and provides counseling and advisory services to candidates. Included in each Professional Development District is a district staff member who is designated as Placement Coordinator. This person represents the district in the program, acts as liaison person between the district and the University and assists in candidate placement in the district.

Each candidate will be observed, on a limited basis, by a University Supervisor during the first semester. Any concerns that either the Master Teacher or Student Teacher expresses should be immediately communicated to the PDD Coordinator, the Placement Coordinator, or the University Supervisor.

Master Teachers will have the opportunity to make a formal assessment of the candidate's progress based on the Teaching Performance Expectations. Forms are available from this site. These forms gives Master Teachers a chance to comment on the growth of the candidate in his/her charge and provide feedback to the candidate and to the University. In the event a candidate is not performing at the expected level, help can be provided or appropriate decisions made, including delaying student teaching or dismissing the candidate from the program. Please visit the TPA web site at http://ed.fullerton.edu/SecEd/tpa/ for additional information.

The second semester brings formal student teaching. We define this as full teaching responsibility in three classes plus a planning period, and a conference period coinciding, where possible, with that of a Master Teacher. Additionally, the assignment should reflect differences in ability levels and age levels of students in grades 7-12 so that teacher candidates obtain a balanced view of secondary classroom teaching. Assignments of Student Teachers are made cooperatively through the Professional Development District Placement Coordinator (typically a member of the district staff), the Subject Area Advisor at California State University, Fullerton, and the site principal.

The Master Teacher has an opportunity to write two evaluations of the student during the semester. These formal evaluations, of course, will be supplemented with many informal evaluations. The Master Teacher and student should arrange a regular time to confer about the Student Teacher's activities and the Master Teacher's assessment of them. A Master Teacher should also be ready to meet with the University Supervisor regarding his or her Student Teacher.

Should difficulties arise, the University Supervisor should be contacted immediately. If there are communication problems, the Coordinator of Secondary Education at California State University, Fullerton may be contacted. Early resolution of problems is absolutely imperative. Program faculty are ready to work with Master Teachers, Mentors, Externs, and Student Teachers to address any problems or difficulties. The program outcomes and formal expectations for all parties are listed in the following pages of this Online Handbook.

EDSC 310 The Teaching Experience (3). Letter Grade. History, philosophy, and sociology of secondary education. Introduction to California Teaching Performance Expectations and Assessment; needs of special populations, English learners, and struggling readers; content standards; and major curriculum reform documents. Includes 40-hour practicum on specific course requirements. 40-hour practicum. Please visit the TPA web site at http://ed.fullerton.edu/SecEd/tpa/ for additional information.

EDSC 320 Adolescence and Education (3). Letter Grade. Prerequisite: Completion of General Education category III.C.1. The biological, cognitive, and sociocultural development of adolescents. Exploration of the contexts of adolescent development including family, peers, school, work, and leisure. Includes Health and safety issues of adolescents.

EDSC 330. Developing Literacy in Secondary Schools (3). Letter Grade. Prerequisite: EDSC 310. Strategies for developing content-based reading/writing abilities, comprehension skills, and vocabulary of secondary students. Methods of teaching reading, writing and language skills for English learners and speakers. Diagnostic assessment strategies. Letter grade.

EDSC 340 Teaching Diverse Student Populations in Secondary Schools (3). Letter Grade. Prerequisite: EDSC 310. Strategies for teaching special populations in general education classrooms. Principles of educational equity and diversity. Strategies for providing all students equitable access to core curricula. How diversity in California society shapes teaching and learning. Analysis of personal and institutional bias.

EDSC 410 Teaching English Language Learners in Secondary Schools (3) Prerequisite: EDSC 340. Concurrent enrollment in EDSC 440F. Materials, methods and strategies for teaching English learners in secondary schools. Principles of second language acquisition. State and federal laws pertaining to the education of English learners. Letter grade

EDSC 440S General Pedagogy of Secondary School Teaching (4). Prerequisite: Admission to Single Subject Credential Program and EDSC 340. Concurrent enrollment in EDSC 440F. Interrelationship of pedagogical theory and practice, presented in collaboration with local districts. Classroom management, instructional planning, assessment of student learning, engaging all students, and teacher professionalism. Seminar is front-loaded in the first ten weeks of semester. Credit/ No Credit. A "B" or better is required to receive a grade of credit.

EDSC 440F Supervised Fieldwork in Secondary Schools (2) Prerequisite: Admission to Single Subject Credential Program. Concurrent enrollment in EDSC 440S. Ten-week practicum (120 hours, M-R) in observation and participation in secondary schools. Use of materials developed in EDSC 330. Credit/No Credit. A "B" or better is required to receive a grade of credit. 120-hour practicum.

442 Teaching in the Secondary School (3) Prerequisite: Admission to Single Subject Credential Program. Concurrent enrollment in 449E. Strategies and techniques for teaching a specified subject in the secondary school. Credit/No Credit. A "B" or better is required to receive a grade of credit.

449E Externship in Secondary Teaching (3) Prerequisite: Admission to Single Subject Credential Program. Concurrent enrollment in 442. Eight-week practicum (120 hours, M-F) in co-teaching in secondary schools. Credit/No Credit. A "B" or better is required to receive a grade of credit. 120-hour practicum.

449S Seminar in Secondary Teaching (3) Prerequisites: EDSC 440S, EDSC 440F, 442, and 449E. Concurrent enrollment in 449I and EDSC 460. Seminar in student teaching in a single subject in secondary schools. Credit/No Credit. A "B" or better is required to receive a grade of credit.

449I Internship in Secondary Teaching (10). Prerequisites: EDSC 440S, EDSC 440F, 442, and 449E. Concurrent enrollment in 449S and EDSC 460. 18-week practicum ( M-F) in full-time student teaching in a specific single subject in a secondary school. Credit/No Credit. A "B" or better is required to receive a grade of credit. 270-hour practicum.

EDSC 460 Teaching Assessment Seminar (3). Prerequisites: EDSC 442. Concurrent enrollment in EDSC 449S and EDSC 449I. Completion of Teaching Performance Assessment required for recommendation of Preliminary Single Subject Teaching Credential. Includes 30-hour independent study. Credit/No Credit. A "B" or better is required to receive a grade of credit. Please visit the TPA web site at http://ed.fullerton.edu/SecEd/tpa for additional information.