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| Chapter 1: Introduction |
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- The College of Education
- Characteristics of Cal State Fullerton Credential Programs
- Department of Special Education
- Credential, Certificate, and Graduate Programs
- Career Options in Special Education
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| Chapter 2: Program Preparation and the Admission Process |
Program Requirement Plans (PRPs) |
- Education Specialist Credential Areas: Which is right for you?
- Demonstrating Knowledge of Basic Skills: What assessment should you choose?
- Demonstrating Subject Matter Competency: How will you demonstrate subject matter competency in a way that meets state and federal requirements?
- Grade Level Options: What age level of children do you want to work with?
- Undergraduate and Prerequisite Coursework: What undergraduate coursework do you need?
- The Internship Program: How soon do you want to be employed?
- Admission Requirements and Process
- Program Requirements Plans for Education Specialist Credential, Mild/Moderate and Moderate/Severe
- Program Requirements Plans for Early Childhood Special Education Credential or Certificate
- Planning Your Student Teaching Placements
- Scholarships
- Prerequisite Coursework Preorientation
- Teaching Portfolio
- Education Technology Competency Policy
- Other Important Details
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| Chapter 3: The General Education Student Teaching Experience |
Directed Teaching Forms |
- Teaching Performance Expectations
- Student Dispositions
- Reading/Language Arts Competencies
- Responsibilities of the Student Teacher
- Description of the SPED 439 Student Teaching Experience
- SPED 439 Student Teaching Requirements and Assessments
- Interns/Employed Candidates
- Weekly Activities
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| Evaluation Forms SPED 439 |
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| Chapter 4: The Mild/Moderate Special Education Student Teaching Experience |
Evaluation Forms for SPED 489A |
- CA CTC Definition of Credential for Education Specialist, Mild/Moderate Disabilities
- Education Specialist Competencies
- Student Dispositions
- Responsibilities of the Student Teacher Description of the SPED 489A Student Teaching Experience
- SPED 489A Student Teaching Requirements and Assessments
- Interns/Employed Candidates
- Weekly Activities
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Directed Teaching Forms |
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| Chapter 5: The Moderate/Severe Special Education Student Teaching Experience |
Evaluation Forms for SPED 489B |
- TASH Professional Organization Membership
- CA CTC Definition of Credential for Education Specialist, Moderate/Severe Disabilities
- Education Specialist Competencies
- Student Dispositions
- Responsibilities of the Student Teacher
- Description of the SPED 489B Directed teaching Experience
- SPED 489B Directed teaching Requirements and Assessments
- Interns/Employed Candidates
- Weekly Activities
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| Directed Teaching Forms |
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| Chapter 6: The Early Childhood Special Education Student Teaching Semester |
Evaluation Forms for SPED 489C |
- CA CTC Definition of Credential for Education Specialist, Early Childhood Special Education
- Early Childhood Special Education Competencies
- Student Dispositions
- Responsibilities of the Student Teacher
- Description of the SPED 489 C/D Directed teaching Experience
- SPED 489 C/D Directed teaching Requirements and Assessments
- Interns/Employed Candidates
- Weekly Activities
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| Directed Teaching Forms |
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| Chapter 7: Special Policies and Issues for Interns |
Intern Forms |
- California Commission on Teacher Credentialing Definition of Internship Program
- Intern Readiness and Application Process
- Procedures for Obtaining C-19 Internship Credential:
- The Intern Teaching Assignment
- The Internship Program Experience
- Additional Support for Interns
- Late Admission for Interns
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| Chapter 8: Master Teacher Roles and Qualifications |
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- Qualifications for Master Teachers
- Responsibilities of the Master Teacher
- Responsibilities of the School Administrator
- Responsibilities of the District Level Administrator
- General Information for Master Teachers
- Recommendations for Providing Support to Teacher Candidates
- Facilitating Candidate Observations
- The Student Teacher/Master Teacher Conference
- The Student Teacher Evaluation
- Master Teacher Forms and Processes
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| Chapter 9: University Supervisor Roles and Responsibilities |
Observation Forms |
- Functions of the University Supervisor
- Responsibilities of the University Supervisor
- University Supervisor/Master Teacher/Student Teacher Relationships
- Guidelines for the University Supervisor
- Suggestions for Student Teacher Observations
- Student Teacher/University Supervisor Conferences and Evaluations
- University Supervisor Forms and Processes
- The Supervisor End-of-Semester Checklist
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| Supervisor Forms |
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| Chapter 10: Credential Program Policies |
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- California CTC TPE 12: Professional, Legal, and Ethical Obligations
- College of Education CPC Policy One
- Department of Special Education Continuance of Teacher Candidates in the Program
- Collect of Education CPC Policy Two
- Excerpts from California Child Abuse and Neglect Reporting Act
- Excerpt on Sexual Harassment
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| Chapter 11: The Multiple and Single Subject Credentials |
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- Multiple Subject Credential Program
- Single Subject Credential Program
- Center for Careers in Teaching
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| Chapter 12: The Professional Clear Level II Credential |
Level II Forms |
- CA CTC Definition of the Professional Level II Education Specialist Credential Program
- Admission Process
- Program Requirement Plan for Professional Clear Level II Education Specialist Credential
- Student Advisement Policy
- Student Dispositions
- Credential Preparation Center
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| Special Assignments and Lesson Plan Formats |
Special Assignments |
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Lesson Plan Forms |
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Appendix A: Teaching Performance Expectations |
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Appendix B: CLAD Certificate for Education Specialists |
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