Preliminary Education Specialist
(1) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative 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.
Response: Before entering the classroom, all candidates must complete the prerequisite course, Foundations: Teaching and Learning for Culturally and Linguistically Diverse and Exceptional (CLDE) (SPED 425). In this course, they develop an understanding of the role of language development in the acquisition of literacy, as they learn how ELD and bilingual education programs can help English learners achieve the English reading/language arts content standards. For example, candidates learn that English learners are limited in their ability to effectively use all of the cueing systems in reading in English, and that English learners can transfer literacy skills acquired in their native language to support their English literacy development. Additionally, candidates develop an understanding of how different instructional program models support English learners’ meeting of state adopted standards. All of the department’s methods courses incorporate Specially Designed Academic Instruction (SDAIE) strategies to address the teaching of grade level content to EL. Candidates are assessed through a field experience response journal, online discussions, a literature search paper, and a final lesson presentation to peers.
In Reading and Language Arts Instruction (SPED 433) and Literacy for Early Childhood Education Specialists (SPED 436), candidates learn how language and literacy develop from birth, how teachers can assist students who are not native speakers to become literate in a second language, and how to identify difficulties in literacy learning that are related to language issues alone, as well as language issues compounded by disabilities. Candidates learn, practice, and are assessed on effective curriculum and instruction for language and literacy development.
(2) Program Admission. The sponsor of an education specialist teacher preparation program assesses each candidate’s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections 44227 (a).
- The candidate provides evidence of having passed the appropriate subject matter examination(s).
- The candidate provides evidence of having attempted the appropriate subject matter examinations(s).
- The candidate provides evidence of registration for the next scheduled examination.
- The candidate provides evidence of having completed an appropriate Commission approved subject matter preparation program.
- The candidate provides evidence of continuous progress toward meeting the subject matter requirement.
- The candidate provides evidence of enrollment in an organized subject matter examination preparation program.
Response: All Education Specialist Programs require candidates pass a basic skills assessment (CBEST) before admission. Candidates applying for admission to the Mild/Moderate or Extenive Support Needs Credential programs must also pass subject matter competency examinations (CSET). These criteria are verified by the Admissions Coordinator and the Discipline Coordinators using the Mild/Moderate, Extensive Supports (MM/ES) Application File Checklist
and Early Childhood Special Education (ECSE) Application File Checklist.
(3) Subject Matter Proficiency. The approved teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to solo teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher of record in a K-12 school. Reference: Education Code Section 44227.
To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential, except for the Early Childhood Special Education credential, shall:
1. Pass the Commission-approved Multiple Subject matter examination; or pass a Commission-approved subject matter examination in Art, English, Mathematics, including foundational-level Mathematics, Music, Social Science or Science, including foundational-level General Science; or
2. Complete a Commission-approved subject matter program in Art, Elementary, English, Mathematics including foundational-level Mathematics, Music, Social Science or Science, including foundational-level General Science; or
For integrated undergraduate programs only, the candidate must be monitored for
subject matter competency both prior to beginning and during early field experiences.
Each candidate in an integrated undergraduate program must have satisfied subject
matter or at a minimum completed four-fifths of the Commission-approved subject
matter preparation program prior to beginning solo (i.e., student) teaching.
3. Hold a California general education teaching credential in any subject.
Response: Candidates applying for admission to the Mild/Moderate or Extensive Support Needs credential programs must pass subject matter competency examinations (CSET). Subject Matter Competency for MM and MS candidates who wish to teach in K-6 must pass the Multiple Subject CSET; those wishing to teach in grades 7-12 may choose to pass the Multiple Subject CSET or a Single Subject CSET. Single Subject Areas recommended by the Department of Special Education are English, Math or Science. ECSE candidates complete nine units of child development coursework. These requirements are verified by the Admissions Coordinator and Discipline Coordinators using the Mild/Moderate, Extensive Supports (MM/ES) Application File Checklist
and Early Childhood Special Education (ECSE) Application File Checklist.
(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 other than in professional education 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 the RICA
examination does not apply to Early Childhood Special Education Credential candidates
Section 44283.2(b).]
Response: Before recommending a candidate for an Education Specialist teaching credential, the credential analyst uses the appropriate Preliminary Credential Application Checklist for Mild/Moderate and Extensive Support Needs
; or the Preliminary Credential Application Checklist for Early Childhood
to verify that candidates have: (1) possession of a baccalaureate or higher degree other than in professional education from an accredited institution; (2) passed a basic skills assessment (CBEST); (3) completed a professional preparation program (Preliminary and/or Clear), or passed all necessary subject matter examinations (CSET); (4) completed the professional preparation program; (5) demonstrated knowledge of the principles and provisions of the Constitution of the United States; and (6) passed the Reading Instruction Competence Assessment (RICA) [Passage of the RICA examination does not apply to Early Childhood Special Education candidates].
