Single Subject Credential Program

1. Program Summary

Program Design

The California State University Single Subject Credential Program (SSCP) 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 public school districts.

At California State University Fullerton, the Single Subject Credential is offered in Art, English, Foundational Level Mathematics, Mathematics, Music, Physical Education, Science (including nine different science credentials), Social Studies, and World Languages. English, Foundational Level Mathematics, Science, Social Studies, and World Languages are housed in the Department of Secondary Education; all other credentials are housed in the other academic departments respectively. Each credential program area has a Subject Area Coordinator (SAC) who administers the program and advises students.

The Single Subject Credential Program is informed by several major sources which result in a sound theoretical and scholarly foundation anchored to the knowledge base of teacher education:

• College of Education Conceptual Framework Mission Statement
• Professional Education Standards
• National Professional Organizations
• California Content Standards and Frameworks
• Common Core State Standards
• Relevant Educational Theory

1.1.1 Table Depicting Location, Delivery Models, and Pathways

Location	Delivery Model	Pathway
Main Campus	In-Person	Traditional Student Teaching
	In-Person	Intern

Leadership within the credential program

There are several branches of leadership within the credential program. The Chair of the Department serves on the College of Education Leadership team, representing the Single Subject Credential Program as college-wide initiatives, directives, and guidelines are developed. The Director of the Single Subject Credential Program coordinates the program and provides university-wide support for candidates, faculty, and staff involved in the Single Subject Credential Program. The Director serves as program spokesperson, liaison to participating departments in the program, liaison to districts and school sites of placements. The Director of Admissions to the Single Subject Credential Program provides university-wide support for the recruitment, advisement, and application process for students applying to the Single Subject Credential Program. The Subject Area Coordinator (SAC) for each credential content area is responsible for teacher candidate recruitment, preparation, support, and evaluation, University Supervisor and Master Teacher selection, support and monitoring, and curriculum and program development and implementation.

Communication with the credential program and with the institution

Communication within the credential program occurs through standing monthly committee meetings that are chaired by the Program Director and attended by the Chair, SACS, Admissions Director, TPA Coordinator, and other key program personnel. Standing agenda items included reports about admissions, placements, Dean’s office updates, pedagogy course updates, TPA information, and other current or developing issues. Information is disseminated to teacher candidates, supervisors, and mentor teachers via emails. Additionally, mentor teachers are invited to attend mentor teacher orientations in which program information is shared and explained. Supervisors attend regular meetings in which coaching, evaluation, and support for teacher candidates are discussed. SACs also connect regularly with teacher candidates to convey program updates, requirements, and other relevant information. This is done via email, phone calls, video conferences, and in-person (when permitted due to COVID-19 restrictions).

Structure of coursework and field experiences in the credential program.

Based on the philosophy of the Department of Secondary Education, the program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation and participation, and student teaching. It is responsive to contemporary educational concerns and provides for strict coordination of the varied administrative components, including admission, candidate assessment, and program evaluation. Each course is articulated with elements from the CTC Single Subject Preliminary Credential Program Standards and Teaching Performance Expectations (TPEs).

Program modifications over the recent two years

Over the past two years there have been significant changes. The College of Education has an ongoing commitment to just, equitable, and inclusive education (JEIE). Towards the aim of integrating JEIE throughout all aspects of the program–including prerequisite courses, credential courses, and fieldwork experiences- the leaders of the program have made a concerted effort to develop experiences that enhance the growth of teacher candidates around JEIE. These experiences include readings and discussions around anti-racist teaching, anti-racist teaching webinars, and opportunities to attend professional development courses such as the Black Minds Matter course.

• Additionally, due in part to COVID-19 and the challenges of finding placements for teacher candidates, the program leaders piloted changes to the fieldwork experience. In Fall 2020, the program shifted from a two-semester student teaching experience to a model that requires a semester of observation followed by a semester of student teaching. SACs and 440S instructors provide touchpoints with mentor teachers during semester one, and there are no formal observations nor evaluations required by either supervisors or mentor teachers. Supervision is offered during semester two only, when both mentor teachers and supervisors complete mid-term TPE evaluations and final TPE evaluations. Supervisors engage in coaching cycles with their TCs during semester two.

Means for stakeholder input

Single Subject Credential Program leads regularly provide input during the monthly Single Subject Credential Program meeting. Additionally, teacher candidates, mentor teachers, and administrators at placement school sites are asked to respond to survey questions around the clinical practice experience and around program experiences. This data is reviewed and shared with all program leads annually.

Course of Study (Curriculum and Field Experience)

The Single Subject Credential Program sequence of coursework and fieldwork

Prerequisites	First Semester	Second Semester
12 units, 45 hours fieldwork	15 units, 150 hours fieldwork	16 units, 450 hours fieldwork

Coordination of coursework with field work

Coordination of coursework with fieldwork is provided by the EDSC 310 course custodian, the PDC director and subject area coordinators for the EDSC 442 instructors. The EDSC 310 course custodian ensures that candidates are offered clear directions for obtaining their certificate of clearance, keeping track of the fieldwork experiences, choosing two fieldwork sites and completing the mandated child abuse reporting. This first experience introduces candidates to the culture of schooling through directed observations of teaching, administration personnel, after school activities and other enrichments. This introductory knowledge of schooling is helpful in interpreting information from the course and later in student teaching.

The second part of coursework field work coordination happens during the EDSC 440 courses (S & F). The PDC Director along with the EDSC 440 instructors align the general pedagogy curriculum with the directed observations and guided practice in fieldwork. In this EDSC 440S (seminar) course, candidates receive opportunities to generate focused inquiry the following topics: a) assessment development, b) the local community, c) developing healthy classroom environments, c) trustworthy in-the-moment pedagogy and d) meaningful reflection.  These same topics are presented in fieldwork as directed observations. During directed observation for the EDSC 440F course, candidates engage in documenting evidence in the local community, school and classroom making comparisons with scholarly literature and compiling data that can be used later in interpreting and translating students’ experiences for classroom learning.

The PDC Director and EDSC 440S & F instructors are also responsible for offering Mentor Teacher and Candidate Orientations for fieldwork. During orientation Mentor Teachers receive information about the gradual induction teaching process, California Teacher Performance Assessments, candidate responsibilities and expectations at the school site. During Candidate Orientation, first semester candidates meet the department and college leadership, the instructors of the EDSC 440S & F courses, and the CalTPA coordinator. They are introduced to the gradual induction model of student teaching, the concept of trustworthy teaching and healthy classrooms, and are given materials to share with their mentor teachers when they arrive at the school site. 

The last part of coursework-fieldwork coordination happens during the EDSC 449F and 449I courses (subject specific fieldwork). Subject Area Coordinators and instructors of the EDSC 449F course provide support for candidates by carefully selecting and training experienced supervisors, highlighting subject specific knowledge and skills that will be applied in the fieldwork classroom, and management of the fieldwork activities log. Subject Area Coordinators are responsible for supplementing fieldwork activities when candidates are still waiting to be placed. Finally, Subject Area Coordinators and instructors provide time and guidance with creating the Individual Induction Plan for second semester candidates during the EDSC 449I second semester student teaching fieldwork course.

Types of coursework in critical areas (e.g. English learners for all initial teaching programs)

Several courses support candidate development of skills in engaging and supporting all students, including EDSC 320 (developmental needs of adolescents), EDSC 330 (striving readers and literacy development for all students), EDSC 340 (diverse student populations and students with special needs), and EDSC 410 (English learners).

Signature assignments in each of these courses (i.e., EDSC 330 Literacy Project and EDSC 340 Plan for Support Students with Special Needs) allow candidates to demonstrate their knowledge and skills in engaging and supporting all students. In addition, candidates revisit how to support and engage each of these groups of students during the first week of SSCP Orientation in EDSC 440S.

Number and type of field placements

The single subject credential program is a 36-week fieldwork experience that is grounded in a gradual induction approach. Fieldwork begins in prerequisite coursework and continues through both semesters of the program. It is closely articulated with specific courses so that program instructors have opportunities to explore fieldwork issues with teacher candidates. Courses associated with fieldwork are as follows:

• EDSC 310 focuses on an introduction to the teaching profession and is articulated with the 45-hour early fieldwork experience. Some class discussions focus on fieldwork observations, formal fieldwork reports are required and the Verification of Early Fieldwork Experience and Observation Log is a required assignment for EDSC 310.
• EDSC 440S focuses on general pedagogy and is articulated with the first semester first four weeks of fieldwork in EDSC 440F. Through online and/or face-to-face discussions, candidates explore issues of classroom management, lesson planning and implementation, assessment, and engaging and supporting all students.
• EDSC-442 focuses on subject-specific methods and is articulated with the first semester remaining weeks of fieldwork in 449E. Lesson plans developed in 442 are implemented in 449E. Many 442 class discussions and assignments in are aligned with fieldwork responsibilities.
• EDSC 449S is a subject-specific student teaching seminar and is articulated with the second semester of fieldwork in 449I. Lesson plans required for implementation in 449I fieldwork are submitted to the 449S instructor in advance of implementation, and most 449S class discussions and assignments are aligned with fieldwork responsibilities.

Connection of field experience with coursework

Fieldwork provides candidates with opportunities to apply university based knowledge from coursework in the clinical classroom. Coursework and fieldwork run concurrently for the 45 hours of prerequisite fieldwork in the EDSC 310 course, during the 150 hours of first semester fieldwork and the 300 hours of second semester fieldwork. While completing fieldwork courses, teacher candidates have the opportunity to connect theory and practice while receiving support from their Mentor Teachers and Field Supervisors.

Field supervision, advisement, evaluation: frequency, type, from BOTH the program personnel and the district employed individual (Mentor teacher) when required in a program

Fieldwork is divided into four phases that result in a gradual release of responsibility for instructional leadership on the part of the Mentor teacher and assumption of responsibility by the teacher candidate. During the first semester candidates collect and compile basic information about the school including demographic profile, academic performance, the setting and the students. Candidates work with the Mentor Teacher to prepare for the CalTPA. Candidates receive advice from their Subject Area Coordinator and EDSC 449F instructor. During the second semester candidates participate in student teaching and are observed by their University Supervisor. Each observation is recorded on the Coaching Cycle Form (CCF), which is then shared with the candidate and the SAC. During the second semester, candidates are observed a minimum of six times and CCFs are conducted for each observation. With each CCF, the University Supervisor confers with the candidate and the Mentor Teacher, as appropriate. Mentor Teachers and University Supervisors also evaluate and rate the candidate on the TPE Level of Proficiency at the end of the first semester, midpoint of second semester, and end of second semester. All data is reviewed periodically by the SAC to ensure that the candidate is making adequate progress toward program completion.

Assessment of Candidates

The SSCP has a systematic process of assessing candidate readiness, proficiency, and performance through coursework assignments, fieldwork, and the California Teaching Performance Assessment (CalTPA). 

Prior to the program, candidates are assessed in three major ways:

• Assignments for prerequisite coursework – by course instructors
• University Admission Process – by CSUF Admissions Officer and SSCP Assessment Director
• Credential Program Admissions Process – by the Subject Area Coordinator =

Throughout the program, candidates are assessed in four major ways. Each Subject Area Coordinator reviews all data to make decisions regarding candidate progress through the program.

• Coursework assignments, including lesson, assessment, and unit planning and development – by course instructors
• Fieldwork observations, including each Assessment of Classroom Practice (ACP) – by University Supervisors
• Ratings of proficiency on the Teaching Performance Expectations – by Mentor Teachers and University Supervisors
• CalTPA– by Certified Assessors of the CalTPA

What advice candidates receive about how they will be assessed in the program and informed of the results of those assessments

Candidates are introduced to CalTPA during SSCP Pre-Orientation (conducted in the last month of the semester in which candidates are accepted to the SSCP, prior to their start in the program). Candidates receive a comprehensive orientation to the CalTPA throughout the first semester of the SSCP, starting with a presentation by the CalTPA Coordinator at the SSCP program Orientation. The TPA Coordinator then meets with candidates five times during the first semester (part of EDSC 440F) to inform Candidates about performance assessment tasks/activities, passing score standard, and provide Candidates preparation for the performance assessment tasks/activities. Candidates who need additional support in preparing to complete the CalTPA Cycle 1 performance assessment can receive additional support through supervisors, mentor teachers, and meet individually or in small groups with the TPA Coordinator.  

During semester 2 Candidates are enrolled in EDSC 460 – Teaching Performance Assessment Seminar - to inform and prepare candidates for the tasks/activities and passing score standard of CalTPA Cycle 2 taught by the TPA Coordinator. Candidates who need additional support in preparing to complete the CalTPA Cycle 2 performance assessment can receive support through the CalTPA Coordinator, Mentor Teachers, and Supervisors.

During the SSCP Program Overview, as part of the EDSC Orientation Presentation on Assessment, candidates are also informed that Supervisors will conduct coaching cycle observations (2 during semester one and 6 during semester two) and that both Mentor Teachers and Supervisors will rate each candidate’s proficiency on the TPEs at three time points – end of first semester, middle of second semester, and end of second semester.

Minimum scores on each of the TPE and CalTPA assessments have been established, and candidates who fail to meet these levels of performance are advised of their status and provided remediation according to their areas of weaknesses. As appropriate, a candidate may be asked to resubmit an assignment, extend their fieldwork, be placed on a Teacher Candidate Improvement Plan (TCIP) or be required to complete a 1-unit CalTPA Remediation course. CalTPA remediation support and guidance provided by the program to candidates who fail the performance assessment and need to resubmit task components includes an individualized remediation plan as well as individual and group feedback from the CalTPA Coordinator.

Minimum scores on each of these assessments have been established, and candidates who fail to meet these levels of performance are advised of their status and provided remediation according to their areas of weaknesses. As appropriate, a candidate may be asked to resubmit an assignment, extend their fieldwork, be placed on a Teacher Candidate Improvement Plan (TCIP) or be required to complete a 1-unit TPA Remediation course.

Candidates are informed of assessment results in various ways:

• Results on Coursework are shared within three weeks of submission by instructors.
• Supervisors confer with candidates after each coaching cycle. Coaching cycle reflections are documented using the coaching cycle form (CCF). In addition, a copy of each CCCF is emailed to the candidate by the Supervisor with a copy to the Subject Area Coordinators. Candidates are advised on how to improve their practice. Candidates with very poor assessment results may be put on a Teacher Candidate Improvement Plan (TCIP).
• Candidates automatically receive, by email, a copy of the TPE Level of Proficiency Evaluation (End of First Semester, Second Semester Midterm, and Second Semester Final) when it is submitted by the Mentor Teacher and University Supervisor.
• Candidates are informed of CalTPA results through   TPA email. The TPA Coordinator then meets with candidates who did not earn a passing score to discuss CalTPA specific  remediation policies and process.

Major Program Changes in Last Few Years

Starting fall 2020, in response to the Covid-19 Pandemic, we shifted to candidates participating in fieldwork observation in their first semester of the Single-Subject Credential Program, in which candidates primarily observe at their field placements during their first semester. While this does not change students’ coursework or CalTPA timeline (submitting Cycle 1 first semester and Cycle 2 second semester), it has shifted fieldwork observations and Teaching Performance Expectations evaluations to only occur second semester of the program (6 observations from university supervisors and TPE evaluations occurring midterm of second semester and the end of second semester). This programmatic change will continue through Spring of 2022. We will return to the regular program model in Fall 2022.