Education –
Teacher Education
College of Education
Division of Teacher Education
Basic Credential
Programs
Multiple Subject - Student Teaching Option or
University Intern Option with English Language
Authorization or BCLAD Emphasis
Single Subject - Student Teaching Option or
University Intern Option with English Language
Authorization or BCLAD Emphasis
Designated Subject - Adult Education
Master of Arts -
Special Education
Mild/Moderate Disabilities Option
Moderate/Severe Disabilities Option
Credentials
Early Childhood - Levels I & II
Mild/Moderate Disabilities - Levels I & II
Moderate/Severe Disabilities - Levels I & II
Certificates
Assistive Technology Specialist
Early Childhood Special Education
Special Education Resource Specialist
Faculty
Richard Gordon, Division Chair
Jill Aguilar, Glenda Aleman, Hilda Baca, Kelli Beard-Jordan, Libby Bergen, Dawn Berlin, Carrie Blackaller, Daniel Brassell, Grenada Brazzeller, Gwen Brockman, Carolyn Brown, James Cantor, John Davis, Dennis Dulyea, Kate Esposito, (Pat) Raymond Gallagher, Kamal Hamdan, Diane Hembacher, Sharroky Hollie, Lisa Hutton, Susan Johnston, Shirley Lal, Nada Mach, John McGowan, Caron Mellblom, Jeffrey Miller, Hedy Moscovici, Carol Nakayama, Deandrea Newton, Margaret Olebe, Edward Olivos, Ireene Osisioma, Sharon Russell, Lilia Sarmiento, Sue Schaar-Fellwock, Karl Skindrud, Cheryl Trujillo
Department Office: SOE 1001, (310) 243-3496
Emeriti Faculty
Ingeborg Assmann, John A. Brownell, Lenora Cook, Peter D. Ellis, Suzanne Gemmell, Dru Ann Gutierrez, Ruth Larson, Cynthia McDermott-LaCorte, Priscilla Porter, R.H. Ringis, Mimi Warshaw, Diana Wolff
Program Description
Multiple and Single
Subject Credential Programs
The credential program
offers Multiple and Single Subject credentials with two options: the University Intern option and the Student
Teaching option. The Multiple Subject
Preliminary Credential authorizes its holder to teach in a self-contained
classroom, usually grades kindergarten through six. The Single Subject Preliminary Credential
authorizes its holder to teach in departmental classes, usually in the middle
or high school. Both the multiple and
single subject programs fulfill the California state requirements for English
Language Authorization and, for qualified applicants, the Bilingual,
Cross-cultural, Language and Academic Development (BCLAD) emphasis in Spanish,
Khmer, Cantonese, Korean, Mandarin and Vietnamese. Certification in other authorized languages
is available by examination.
Candidates
enrolled in the University Intern Option are contracted teachers (without a
preliminary credential) currently teaching K-12 students and are supervised for
fieldwork in their own classroom by trained university supervisors and
site-based coaches who provide support and guidance. Candidates enrolled in the Student Teaching
Option are not contracted teachers and are assigned to master teachers in a
public school setting for their supervised field experiences. In addition, student teachers receive support
and guidance from a university supervisor.
Both
program options are organized into phases, university semesters,
that include courses and field experiences. Each phase is divided into modules that allow
students to progress at a personalized pace while adhering to the required
sequence. In the University Intern
Option, there are four phases, one prerequisite semester followed by three
fieldwork semesters. In the Student
Teaching Option, there are three phases, one prerequisite semester followed by
two student teaching semesters. The
program sequence in the Student Teaching Option allows candidates to complete
their coursework and exit requirements in one year.
Coursework
and field experiences effectively prepare candidates to teach K-12 students and
understand the contemporary conditions of schooling. Because the majority of teacher candidates
enrolled in the TED credential program are, or will be, teaching in urban
schools with multicultural and mutilingual students,
the program's coursework and field experiences are designed to prepare
candidates to effectively meet the needs of those students. Courses are designed to address issues of
second language learners and diverse styles of learning.
The
program provides extensive opportunities for candidates to learn to teach the
content of the California K-12 academic content standards, to use state-adopted
instructional materials, to assess student progress, and to apply these
understandings in teaching K-12 students.
Through
the carefully sequenced courses and field experiences candidates develop a
series of pedagogical competence represented by the Teaching Performance
Expectations (TPEs).
Within each phase of the program, courses are designated to address
specific TPEs that must be applied and practiced
during each field experience.
The
TPEs are assessed throughout the program using fair,
valid, and reliable methods and measures.
There are three formative assessments (FAST #1, FAST #1, and FAST #3)
and a summative assessment (SAST) distributed throughout the phases of the
program. Students must successfully pass
each assessment before moving on to the subsequent phase.
Qualified
students may begin the prerequisite phase of the student teaching option during
their senior year. They must apply and meet
the admissions criteria. They should
consult with their undergraduate subject matter advisor and teacher education
advisor and attend the Teacher Education Program Orientation Meeting.
CSU
Dominguez Hills' basic credential programs are accredited by the National
Council for the Accreditation of Teacher Education (NCATE), 1919 Pennsylvania
Ave, N.W., Ste. 202, Washington, DC, 20006 and the California Commission on
Teacher Credentialing (CCTC) 1900 Capitol Street, Sacramento, CA.
Features
The location of the
University allows an ongoing, intensive interaction with a wide variety of
local school districts, providing an excellent opportunity for working with a
diverse population. Graduates of basic
credential programs are in high demand by principals and superintendents who
have come to respect the quality of the programs and the competence of its
graduates. Teaching methods classes reflect the most up-to-date
and effective approaches to instruction.
Scholarships
Scholarships and awards
are available to students in Basic Credential Programs:
1. Laura E. Settle Scholarship: $2,000 to a student in the teacher credential program who has average to high scholastic standing, exemplary character and citizenship, and financial need.
2. California Retired Teachers, Los Angeles Division 12: up to $1,500 to a student teacher with a 3.0 GPA or above, exemplary character and citizenship, and financial need.
3. California Retired Teachers, South Bay Division 46: up to $1,500 to a student enrolled in student teaching or fieldwork with a 3.0 GPA or above, exemplary character and citizenship, and financial need.
4. Suzanne Gemmell Student Teacher Scholarship: $500 to a student teacher with an average to high academic standing and financial need.
5. Paul Kaufman Memorial Scholarship: $500 to a student teacher with a 3.0 GPA or above, exemplary character and citizenship, and financial need.
6. Delta Kappa Gamma Society International, ETA Chapter: $700 to a female student teacher with a 3.3 GPA or above and proof of financial need.
7. Edison International Teachers For Tomorrow Scholarship: $5,000 to a full time student with a 3.0 GPA or above and proof of financial need.
8. Joette Lavarini Memorial Scholarship: $500 to an elementary student teacher with high academic standing, exemplary character and citizenship, and financial need.
9. Robert DeVries Memorial Scholarship: $500 to a student entering teaching as a second career with an exemplary character and citizenship and average to high academic standing.
10. Dominguez Brand Scholarship (Carson Companies): $3,000 to a Liberal Studies Major with a 3.5 GPA or above and financial need.
11. Naomi Byers
Scholarship
12. Miguel Gallegos
Memorial Scholarship
13. James E. Williams
Memorial Scholarship
14. Maureen P. McCarthey Scholarship
15. Martin Hare Memorial
Scholarship
16. Doris M. Okada
Scholarship
17. Hearst Fifth Year
Scholarship
18. Dean's Circle Scholarship
Preparation
High school students
should plan to take an academic program that includes four years of English,
three years of mathematics, two years of science, two years of foreign language
and a course in the use of computers.
Students planning to
teach children in a self-contained classroom, usually grades kindergarten
through six, will need to earn a Multiple Subject
Credential. Students pursuing a Multiple
Subject Credential must pass the California Subject Examination for Teachers
(CSET): Multiple Subjects Examination. Information pertaining to the examination is
available at the University Testing Office.
Students planning to
teach in departmentalized classes, usually
at the middle or senior high school levels, will need to earn a Single Subject
Credential. These students should
complete course requirements for one of the single subject equivalency fields
listed below after contacting the designated program advisor in the appropriate
department. Single Subject equivalency
programs are offered in art, English, foreign language, history, mathematics, music, physical
education, and social studies. Please
see separate entries in the University Catalog.
An alternative to
fulfilling course requirements for a single subject equivalency is to pass the
California Subject Examination for Teachers (CSET): Single Subject Examination in the appropriate
subject area. Information pertaining to
these examinations is available at the University Testing Office. Please refer to the CCTC website at www.ctc.ca.gov
for the most current information.
All
students are required to pass the California Basic Educational Skills Test
(CBEST) before admission to the program.
The CSU prepares teachers for positions in
California as well as other states. It
is in the students' best interest to be knowledgeable about credential or
licensure requirements of the state in which they intend to teach.
Multiple Subject Credential-Student Teaching and University Intern Options
Application and
Admission
Admission Requirements for the Student Teaching Option:
1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;
2. University admission;
3. A passing score on the California Basic Skills Test (CBEST);
4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units of upper division course work;
5. Evidence of the U.S. Constitution requirement;
6. Evidence of subject matter competency;
7. Certificate of Clearance;
8. Tuberculosis Test and Vaccinations Verifications;
9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;
10. Three recommendations from individuals familiar with the applicant's work and character.
Admission Requirements for the University Intern Option:
1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;
2. University admission;
3. A passing score on the California Basic Skills Test (CBEST);
4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units;
5. Evidence of the U.S. Constitution requirement;
6. Evidence of subject matter competency;
7. A one-year employment contract from a public school;
8. A letter from school district personnel indicating that the applicant has been screened and interviewed by human resource professionals;
9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;
10. Evidence that the candidate has successfully completed the district's 40-hour training program prior to assuming a full-time classroom teaching assignment;
11. Emergency Permit or Preintern Certificate.
Admission Requirements to BCLAD:
1. Fluency in a second language equivalent to or higher than three on the Foreign Service Institute (FSI) scale or a passing score on Test 6 of the BCLAD Examination. Information on equivalencies is available from the Teacher Education Department;
2. Knowledge of the culture associated with the second language. That knowledge may be tested through Test 5 of the BCLAD Examination, taken upon completion of the program. Students wishing to be admitted into BCLAD at some point during their program whose language is Spanish may wish to enroll in either GED 420, SPA 351 (prerequisite: SPA 221), or SPA 350.
A. Student Teaching Option (42-50 units)
Candidates enrolled in the Student Teaching Option are not contracted teachers and are assigned to master teachers in a public school setting for their supervised field experiences. Student teachers receive support and guidance from a university supervisor. In the Student Teaching Option, there are three phases (one prerequisite semester followed by two student teaching semesters). The program sequence in the Student Teaching Option allows candidates to complete their coursework and exit requirements in one year.
1. Prerequisite Phase (9-17 units)
KIN 425. Physical Education in the Elementary School (3)**
TED 400. Introduction to Education (2)*
TED 402. Educational Psychology (3)
TED 408. Elementary Art and Music Methods (2)**
TED 411. Classroom Management Methods (2)
TED 415. Multiculutural Education (3)
TED 420. Computer Literacy for Teachers (1)***
TED 473. Assessment Seminar: Pre-requisite Multiple Subject (1)
* Not required for CSUDH Liberal Studies Majors who have passed LBS 400 beginning with the fall 2003 semester.
** Not required for CSUDH Liberal Studies Majors. All other candidates must enroll in TED 402 and may meet course requirements by examination.
*** Not required for CSUDH Liberal Studies Majors.
Requirements for Advancement to Student Teaching
a. Application for student teaching due November 1 for Spring semester, April 1 for Fall semester; includes three letters of recommendation;
b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;
c. Interview by university faculty. Faculty rate applicant on ability to communicate ideas, speech articulation, standard English fluency, positive assertiveness, flexibility, sensitivity to cultural diversity, appearance, and enthusiasm;
d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).
2. Phase One (15 units)
TED 403. Elementary Reading/Language Arts: K-3 (3)
TED 407. Language Learning (3)
TED 410. Elementary Math Methods (2)
TED 416. Elementary Science Methods (2)
TED 434. Elementary Student Teaching I (3)
TED 436. Seminar: Elementary Student Teachers (1)
TED 474. Assessment Seminar: Phase One Multiple Subject (1)
3. Phase Two (18 units)
TED 404. Elementary Reading/Language Arts: 4-8 (3)
TED 412. Elementary Social Studies Methods (2)
TED 437. Elementary Student Teaching II (9)
TED 476. Assessment Seminar: Phase Two Multiple Subject Student Teachers (2)
TED 470. Critical
Perspectives in Urban Education (2)
B. University Intern Option (44-52 units)
Candidates enrolled in the University Intern Option are contracted teachers (without a preliminary credential) currently teaching K-12 students and are supervised for fieldwork in their own classroom by trained university supervisors and site-based coaches who provide support and guidance. In the University Intern Option, there are four phases (one prerequisite semester followed by three fieldwork semesters). Each phase is divided into modules that allow students to progress at a personalized pace while adhering to the required sequence.
1. Prerequisite Phase (9-12 units)
TED 400. Introduction to Education (2)*
TED 402. Educational Psychology (3)
TED 411. Classroom Management (2)
TED 415. Multiculutural Education (3)
TED 420. Computer Literacy for Teachers (1)**
TED 473. Assessment Seminar: Pre-requisite Multiple Subject (1)
Requirements for Advancement to Fieldwork
a. Application for advancement to fieldwork due May 1 for Fall semester, December 1 for Spring semester; includes recommendation from school administrator;
b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;
c. Interview by university faculty;
d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).
2. Phase One (13-16 units)
KIN 425. Physical Education in the Elementary School (3)***
TED 403. Reading/Language Arts I in Elementary Schools (3)
TED 407. Language Learning (3)
TED 445. Fieldwork: Elementary Interns (6)
TED 474. Assessment Seminar: Phase One Multiple Subject (1)
3. Phase Two (14 units)
TED 404. Elementary Reading/Language Arts II: 4-8 (3)
TED 410. Elementary Math Methods (2)
TED 416. Elementary Science Methods (2)
TED 445. Fieldwork: Elementary Interns (6)
TED 475. Assessment Seminar: Phase Two Multiple Subject Interns (1)
4. Phase Three (8-10 units)
TED 408. Elementary
Art and Music Methods (2)***
TED 412. Elementary Social Studies/Content Related Reading and Writing (2)
TED 447. Intern
Performance Assessment: Multiple Subject (4)
TED 470. Critical Perspectives in Urban Education (2)
* Not required for CSUDH Liberal Studies Majors who have passed LBS 400 beginning with the fall 2003 semester.
** Not required for CSUDH
Liberal Studies Majors. All other
candidates must enroll in TED 420 and may meet course requirements by
examination.
*** Not required for CSUDH Liberal Studies Majors.
C. Summary of Multiple Subject Preliminary Credential Requirements
A recommendation of a Multiple
Subject Preliminary Credential may be made when the candidate has:
1. Completed a bachelor’s degree from an accredited university:
2. Completed all education courses with an overall grade point average of 3.0 with no grade lower than a C;
3. Completed the TPAS© successfully;
4. Demonstrated subject matter competence; and
5. Completed US Constitution requirement.
6. Passed the Reading Instruction Competence Assessment (RICA).
D. Professional Clear Credential Requirements
Candidates must complete and
induction program with the school district in which they are employed. The school district will recommend the
Professional Clear Credential.
Single Subject Credential-Student Teaching and University Intern Options
Application and
Admission
Admission Requirements for the Student Teaching Option:
1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;
2. University admission;
3. A passing score on the California Basic Skills Test (CBEST);
4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units of upper division course work;
5. Evidence of the U.S. Constitution requirement;
6. Evidence of subject matter competency;
7. Certificate of Clearance;
8. Tuberculosis Test and Vaccinations Verifications;
9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;
10. Three recommendations from individuals familiar with the applicant's work and character.
Admission Requirements for the University Intern Option:
1. Follow program advisement procedures. Refer to Teacher Education Link on the School of Education website, www.csudh.edu/soe for the most current information;
2. University admission;
3. A passing score on the California Basic Skills Test (CBEST);
4. A 2.67 cumulative undergraduate GPA or 2.75 in the last 60 units;
5. Evidence of the U.S. Constitution requirement;
6. Evidence of subject matter competency;
7. A one-year employment contract from a public school;
8. A letter from school district personnel indicating that the applicant has been screened and interviewed by human resource professionals;
9. Candidates must be able to demonstrate a basic knowledge of technology and its appropriate use in various educational settings;
10. Evidence that the candidate has successfully completed the district's 40-hour training program prior to assuming a full-time classroom teaching assignment;
11. Emergency Permit or Preintern Certificate.
Admission Requirements to BCLAD:
1. Fluency in a second language equivalent to or higher than three on the Foreign Service Institute (FSI) scale or a passing score on Test 6 of the BCLAD Examination. Information on equivalencies is available from the Teacher Education Department;
2. Knowledge of the culture associated with the second language. That knowledge may be tested through Test 5 of the BCLAD Examination, taken upon completion of the program. Students wishing to be admitted into BCLAD at some point during their program whose language is Spanish may wish to enroll in either GED 420, SPA 351 (prerequisite: SPA 221), or SPA 350
A. Student Teaching Option (42-43 units)
Candidates enrolled in the
Student Teaching Option are non-contracted teachers and are assigned to master
teachers in a public school setting for their supervised student teaching field
experiences. Student teachers receive
support and guidance from a university supervisor. In the Student Teaching Option, there are
three phases (one prerequisite semester, followed by two student teaching
semesters). The program sequence in the
Student Teaching Option allows candidates to complete their coursework and exit
requirements in one year.
1. Prerequisite Phase (12-13 units)
TED 400. Introduction to Education (2)
TED 402. Educational Psychology (3)
TED 411. Classroom Management Methods (2)
TED 415. Multiculutural Education (3)
TED 420. Computer Literacy for Teachers (1)*
TED 460. Creating Supportive Healthy Environment for Secondary Learners (1)
TED 478. Assessment Seminar: Pre-requisite Phase Single Subject (1)
* Not required for CSUDH
Liberal Studies Majors. All other
candidates must enroll in TED 420 and may meet course requirements by
examination.
Requirements for Advancement to Student Teaching
a. Application for student teaching due October 1 for Spring semester, March 1 for Fall semester; includes three letters of recommendation;
b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;
c. Interview by university faculty. Faculty rate applicant on ability to communicate ideas, speech articulation, Standard English fluency, positive assertiveness, flexibility, sensitivity to cultural diversity, presentable appearance, and enthusiasm.
d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).
2. Phase One (14 units)
TED 406. Content related Reading/Writing in Secondary Schools (3)
TED 407. Language Learning (3)
TED 454. Student Teaching I (3)
TED 456. Seminar: Secondary Student Teachers (1)
TED 467. Secondary Teaching Methods I (3)
TED 479. Assessment Seminar: Phase One Single Subject (1)
3. Phase Two (16 units)
TED 457. Student Teaching: Secondary II (9)
TED 468. Secondary Teaching Methods II (3)
TED 470. Critical Perspectives in Urban Education (2)
TED 481. Summative Assessment Seminar: Phase Two Single Subject Student Teachers (2)
B. University Intern Option (44-45 units)
Candidates enrolled in the University Intern Option are contracted teachers (without a preliminary credential) currently teaching K-12 students and are supervised for fieldwork in their own classroom by trained university supervisors and site-based coaches who provide support and guidance. In the University Intern Option, there are four phases (one prerequisite semester followed by three fieldwork semesters). Each phase is divided into modules that allow students to progress at a personalized pace while adhering to the required sequence.
1. Prerequisite Phase (11-12 units)
TED 400. Introduction to Education (2)
TED 402. Educational Psychology (3)
TED 411. Classroom Management (2)
TED 415. Multiculutural Education (3)
TED 420. Computer Literacy for Teachers (1)*
TED 478. Assessment Seminar: Pre-requisite Phase Single Subject (1)
* Not required for CSUDH
Liberal Studies Majors. All other
candidates must enroll in TED 420 and may meet course requirements by
examination.
Requirements for Advancement to Fieldwork
a. Application for advancement to fieldwork due May 1 for Fall semester, December 1 for Spring semester; includes recommendation from school administrator;
b. Completion of prerequisite phase courses with an overall grade point average of 3.0 and no grade lower than C; and successful passage of FAST #1;
c. Interview by university faculty;
d. Bilingual Emphasis Culture and Written Examinations (Bilingual Emphasis Credential Candidates only).
2. Phase One (14 units)
TED 407. Language Learning (3)
TED 460. Creating Supportive Healthy Environment for Secondary Learners (1)
TED 465. Fieldwork I: Secondary Interns (6)
TED 467. Secondary Methods I (3)
TED 479. Assessment Seminar: Phase One Single Subject (1)
3. Phase Two (13 units)
TED 406. Content related Reading/Writing in Secondary Schools (3)
TED 465. Fieldwork: Secondary Interns (6)
TED 468. Secondary Methods II (3)
TED 480. Assessment Seminar: Phase Two Single Subject Interns (1)
*May be met by examination
4. Phase Three (6 units)
TED 470. Critical Perspectives in Urban Education (2)
TED 472. Intern Performance Assessment: Single Subject (4)
C. Summary of Single Subject Preliminary Credential Requirements
A recommendation of a Single
Subject Preliminary Credential may be made when the candidate has:
1. Completed a bachelor’s degree from an accredited university:
2. Completed all education courses with an overall grade point average of 3.0 with no grade lower than a C;
3. Completed the TPAS© successfully;
4. Demonstrated subject matter competence; and
5. Completed US Constitution requirement.
D. Professional Clear Credential Requirements
Candidates must complete an
induction program with the school district in which they are employed. The school district will recommend the
Professional Clear Credential.
Designated Subject Teaching Credential
The Designated Subject
Adult Education Teaching Credential Program is designed for students who meet
requirements for a Two-Level Preliminary Adult Education Credential and would
like to fulfill requirements for a Professional Clear Adult Education
Credential. Graduates find employment in
public and private schools, community agencies, private industry, health
services, government agencies, military settings, correctional and religious
institutions, volunteer agencies, and centers for older adults.
Requirements for the
Two-Level Preliminary Adult Education Teaching Credential
1. Qualifying Experience and/or Education
a. Academic Subjects
English as a Second Language
Elementary and Secondary Basic Skills
A Language Other Than English
English
Fine Arts
Life Science, including General Science
Physical Science, including General Science
Mathematics
Social Science
Qualifying education for an adult education credential authorizing the teaching of an academic subject shall include a baccalaureate or higher degree completed at a regionally accredited college or university and completion of 20 semester units or 10 upper division semester units in the subject to be taught.
b. Non-Academic Categories
Adults with Disabilities Older Adults
Health and Safety Parent Education
Home Economics Vocational Education
Qualifying experience, or experience and education, or education, for an adult education credential authorizing the teaching of a non-academic subject shall meet one of the criteria described in the table below:
Yrs of Subject-Related
Education and/or Training Experience
Required
High school diploma or equivalent + 5 years
24 semester units of college course work, + 4 years including a minimum of 4 semester units in the subject to be taught
48 semester units of college course work, + 3 years including a minimum of 8 semester units in the subject to be taught
72 semester units of college course work, + 2 years including a minimum of 12 semester units in the subject to be taught
96 semester units of college course work, + 1 year including a minimum of 16 semester units in the subject to be taught
Bachelor's
or higher degree completed at a +
0 years regionally accredited college or
university with 20
semester units, or 10 upper division units
in the subject to be taught
2. Knowledge of the
Constitution of the United States:
Completion of the U.S. Constitution requirement (POL 101 or equivalent).
3. Passage of the
California Basic Education Skills Test (CBEST).
Applicants for the adult credential in NON-ACADEMIC subjects are exempt
from this requirement.
Requirements for the
Professional Clear Adult Education Teaching Credential (14 units)
1. A valid Preliminary Adult Education Teaching Credential.
2. Verification of Level I completion.
3. Verification of four terms or two years of successful teaching adult learners authorized by the preliminary adult education teaching credential while holding the valid preliminary credential.
4. Completion of Level I
and Level II Course work for the Professional Clear Credential
a. Level I Courses
TED 418. Methods and Materials of Adult Education, Part I (2)
TED 419. Methods and Materials of Adult Education, Part II (2)
TED 421. Principles of Adult Education (2)
Professional clear credential candidates must complete the Level I classes within the first two years of the two-level preliminary credential.
b. Level II Courses
TED 420. Computer Literacy for Teachers (1)
TED 417. Seminar in Adult Education (1)
TED 423. Supervised Field Experience (2)
TED 424. Counseling/Guidance for
Teachers of Adult Education (2)
HEA 300. Health in Public Education (2)
Professional clear credential candidates must complete the Level II classes by the end of the fifth year of the preliminary credential.
Major Requirements - M.A. Special Education
The Master of Arts in
Special Education requires completion of 30 units of course work with a minimum
3.0 grade point average. A minimum of 21
semester units must be completed in residence.
Courses taken previously may be used to meet the course content requirements
of a graduate program if they have been completed within the seven years
immediately preceding the completion of the requirements for the degree. However, no courses may apply toward the
required number of units of approved graduate work that have been used to meet
the requirements of another degree.
Requirements for the
Master's Degree and Credential Programs
A. Continuous Enrollment
Students are required to enroll in either a regular course or GED 600 continuous enrollment course every semester.
B. A minimum GPA of "B" in all coursework.
Candidates must maintain a "B" average in all coursework.
C. Maintaining Ethical and Professional Standards
Candidates must adhere to all ethical and professional standards required of the university, professional organizations, and/or accrediting affiliations associated with the degree. Candidates must, at all times, demonstrate high quality interpersonal skills with faculty, staff, fellow students, and others in their field experiences. If candidates fail to meet this requirement, they are subject to disqualification from the program.
D. Graduation Writing
Requirement (GWAR)
Candidates must complete the Graduation Writing Requirement and score at least eight or take one of the undergraduate certifying courses at CSU Dominguez Hills and make at least a grade of "B." Candidates are required to either pass the exam or the course by the end of their first semester in the program or be subject to disqualification.
E. Time Limit on
Coursework.
Candidates must complete all of the requirements for the degree or credential within seven years from the date of first MA course.
F. Capstone Requirement for the Master's Degree
Candidates must complete a comprehensive examination or a thesis project to fulfill the capstone requirement, and they are required to make this decision when they apply for classified standing. They may retake the comprehensive examination one time provided the retake is within the seven-year limit. The thesis is not an option for someone who selected the exam option but was unable to pass.
G. Transfer Credit
Several restrictions apply to transfer credit. (1) The coursework must be from an accredited college or university; (2) the maximum number of units which may be transferred, for either a degree or credential, from another accredited institution, is nine (9); (3) the coursework can be no older than seven (7) years from the expected date of completion.
Admission Requirements
1. A 2.75 grade point average in the last 60 semester units of upper division college course work or GRE score of 800 on two subtests and combined;
2. Three professional references from supervisory individuals acquainted with the applicant's work with children or adolescents;
3. Evidence of attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning special education course work.
4. Completion of the Graduate Writing Assessment Requirement (GWAR) before or during the first semester of classes. Candidates who do not obtain a GWE test score of 8 or higher must enroll in ENG 350 or an equivalent approved course during their second semester.
Early Childhood Option
A. Prerequisite Course
SPE 460. Introduction to Special Education (3)
B. Core Requirements (21 units)
GED 500. Research Methods in Education (3)
SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)
SPE 551. Biomedical Information and Technological Interventions with Children with Disabilities (3)
SPE 552. Cultural Competence and Intervention for Family Systems (3)
SPE 558. Managing Learning Environments in Special and General Education (3)
SPE 560. Language/Speech Development, Disabilities, and Alternate Communication Systems (3)
SPE 561. Typical and Atypical Developmental, and Assessment Issues in Special and General Education (3)
C. Electives: Select nine (9) units from the following:
SPE 553. Assessment and Transitions in Early Childhood Special Education (3)
SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)
SPE 555. Directed Teaching in Early Childhood Special Education (5)
SPE 591. Current Issues in Special Education (2)
Mild/Moderate Disabilities Option
A. Prerequisite Course
SPE 460. Introduction to Special Education (3)
B. Required Courses (21 units)
GED 500. Research Methods in Education (3)
SPE 507. Special Education: Research and Trends (3)
SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)
SPE 528. Advanced Collaboration, Consultation, and Communication for Special Education Specialists (3)
SPE 529. Advanced Assessment, Instruction, and Curriculum Modification for Mild/Moderate Disabilities (3)
SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)
SPE 568. Instructional Strategies for Individuals with Mild/Moderate Disabilities (3)
C. Electives: Select nine (9) units from the following:
SPE 545. Multicultural Strategies for Culturally and Linguistically Different Exceptional Learners (3)
SPE 558. Managing Learning Environments in Special and General Education (3)
SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)
SPE 561. Typical and Atypical Development and Assessment Issues in Special and General Education (3)
SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)
SPE 563. Transition Planning and Counseling in Special Education (3)
Moderate/Severe Disabilities Option
A. Prerequisite Course
SPE 460. Introduction to Special Education (3)
B. Required Courses (21 units)
GED 500. Research Methods in Education (3)
SPE 507. Special Eduction: Research and Trends (3)
SPE 524. Advanced Leadership Management and Curriculum Modification for Diverse Learners with Disabilities (3)
SPE 528. Advanced Collaboration, Consultation, and Communication for Special Education Specialists (3)
SPE 530. Introduction to Assistive Technology (3)
SPE 564. Instructional Strategies for Individuals with Moderate Severe Disabilities (3)
SPE 565. Instructional Strategies for Individuals with Moderate/Severe Disabilities (3)
C. Electives: Select nine (9) units from the following:
SPE 545. Multicultural Strategies for Culturally and Linguistically Different Exceptional Learners (3)
SPE 558. Managing Learning Environments in Special and General Education (3)
SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)
SPE 561. Typical and Atypical Development and Assessment Issues in Special and General Education (3)
SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)
SPE 563. Transition Planning and Counseling in Special Education (3)
Specialist and Service Credential and Certificate
Program Requirements
The Specialist and
Services Credentials and Certificates require specific course work to meet
competencies specified by the California Commission on Teacher Credentialing
(CCTC). Students must receive at least a
“B” in each course or repeat that course to meet the competency requirements.
Exception: The Special Education program requires that students earn a B- or better grade in each course or repeat that course to meet the competency requirement.
Special Education Resource
Specialist Certificate (9 units)
This program is offered
to teachers holding a clear Special Education Specialist Credential who wish to
serve students with disabilities who spend the majority of the day in the
regular classroom. The certificate provides additional competencies in program
coordination, legal compliance, consultation, staff development, parent
education, and advanced services needed to successfully fulfill the role of the
resource specialist in the public schools.
Admission Requirements
o Possession of a clear California Special Education Specialist Credential, or a clear Clinical Services Credential in Language, Speech and Hearing with Special Class Authorization.
o A total of three years of successful full-time teaching experience across both regular and special education verified by district letter(s) and three professional references.
Required Courses
SPE 527. Resource Specialist I: Program Planning (3)
SPE 528. Advanced Collaboration, Consultation, and Communications for Special Education Specialists (3)
SPE 529. Advanced Assessment Instruction Curriculum Modification for Mild/Moderate Disabilities (3)
Special Education
Credentials
The Special Education
Program is designed to offer candidates both core and advanced specialization
training in the delivery of special education services from infancy to
adulthood. The program prepares
candidates in principles and techniques applicable to individuals with
mild/moderate disabilities, moderate/severe disabilities, and early childhood
special education.
Early
Childhood Special Education Credential - Preliminary Level I (33 units)
The Early Childhood
Special Education Credential is designed for persons who wish to work with
children from birth to age 5 with disabilities and those who are at risk.
Admission Requirements
1. A 2.75 grade point average in the last 60 semester units of college work;
2. Three professional references from supervisory individuals acquainted with the applicant’s work with children or adolescents;
3. Evidence of completion of a group interview with satisfactory faculty evaluation of file materials before beginning early childhood special education course work;
4. A passing score on the California Basic Educational Skills Test (CBEST).
5. A bachelor’s degree from an accredited college or university;
Admission Requirements
for Internship Program
In addition to the above admission
requirements, all applicants to the Early Childhood Special Education Internship
Credential Program must also satisfy the following admission requirements:
6. Enrollment in the first two courses for the Special Education Internship Program: SPE 460 (Introduction to Special Education) and SPE 558 (Managing Learning Environments in Special and General Education);
7. Enrollment in preliminary field work during the first full semester in the program: SPE 559 (Field Experiences: Infant, Toddler, and Preschool Intervention);
8. Verification of full-time employment in an appropriate teaching position within the university’s service area.
Required Courses
SPE 460. Introduction to Special Education (3)
SPE 561. Typical and Atypical Developmental, and Assessment Issues in Special and General Education (3)
SPE 558. Managing
Learning Environments in Special and General Education (3)
SPE 559. Field
Experiences: Infant, Toddler, and
Preschool Interventions (4)
SPE 560. Language/Speech Development, Disabilities, and Alternate Communication Systems (3)
SPE 551. Biomedical Information and Technological Interventions with Children with Disabilities (3)
SPE 552. Cultural Competence and Intervention for Family Systems (3)
SPE 553. Assessment and Transitions in Early Childhood Special Education (3)
SPE 554. Curriculum and Instruction in Early Childhood Special Education (3)
SPE 555. Directed Teaching in Early Childhood Special Education (5)
Additional Courses for Interns
SPE 543. Special Education Pre-Induction Planning Supervision (1) [I]
SPE 546. Special Education Post-Induction Planning Supervision (1)
Early
Childhood Special Education Credential - Professional Level II (12+ units)
Admission Requirements
1. Possession of a valid 5-year preliminary level I Early Childhood Special Education Specialist credential; and
2. Employment in a teaching position appropriate to candidate’s area of special education authorization.
Required Courses
SPE 507. Special Education: Research and Trends (4) [I]
SPE 524. Advanced Leadership, Management, and Curriculum Modification
for Diverse Learners with Disabilities (3)
SPE 528. Advanced Collaboration, Consultation, and Communications for Special Education Specialists (3)
SPE 543. Special Education Pre-Induction Planning Supervision (1) [I]
SPE 546. Special Education Post-Induction Planning Supervision (1)
Preliminary
Level I Education
Specialist Mild/Moderate Disabilities Credential - Student Teaching Option (41 units)
Admission Requirements
1. A Baccalaureate degree and a 2.75 grade point average in the last 60 semester units of college work;
2. Three professional references from supervisory individuals acquainted with the applicant’s work with children or adolescents;
3. Evidence of attendance at a special education orientation session with satisfactory faculty evaluation of file materials before beginning special education course work.
4. A passing score on the California Basic Educational Skills Test (CBEST).
1. General Education Foundations (12 units)
TED 403. Elementary Reading/Language Arts: K-3 (3)
TED 404. Elementary Reading/Language Arts: 4-8 (3) or
TED 406. Content Related Reading/Writing in Secondary Schools (3)
TED 410. Elementary Math Methods (3) or
TED 467. Secondary Teaching Methods I: Math (3)
TED 468. Secondary Teaching Methods II : Math (3)
2. Special Education Foundations and Preliminary Fieldwork (18 units)
SPE 460. Introduction to Special Education (3)
SPE 545. Multicultural Strategies for Culturally and Linguistically Different Exceptional Learners (3)
SPE 556. Fieldwork in Special and General Education for Student Teaching Option (3)
SPE 558. Managing Learning Environments in Special and General Education (3)
SPE 560. Language/Speech Development, Disabilities, and Alternative Communication Systems (3)
SPE 561. Typical and Atypical Development and Assessment Issues in Special and General Education (3)
3. Special Education Specialization and Advanced Fieldwork (11 units)
SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)
SPE 568. Instructional Strategies for Individuals with Mild/Moderate Disabilities (3)
SPE 579. Student Teaching of Individuals with Mild/Moderate Disabilities (5)
Professional
Clear Level II Education Specialist Mild/Moderate Disabilities Credential
- Student Teaching Option (17 units)
Additional Admission
Requirements
1. Possession of a 5-year preliminary Level I Mild/Moderate Credential
2. Employment in a
teaching position appropriate to authorization.
HEA 300. Health in Public Education (2)
SPE 528. Advanced Collaboration, Consultation, and Communication for Special Education Specialists (3)
SPE 529. Advanced Assessment, Instruction, and Curriculum Modification for Mild/Moderate Disabilities (3)
SPE 544. Special Education Pre-Induction Planning Supervision (1)
SPE 546. Special Education Post Induction Evaluation Supervision (1)
SPE 562. Advanced Behavior, Emotional, and Environmental Supports (3)
SPE 563. Transition Planning and Counseling in Special Education (3)
TED 420. Computer Literacy for Teachers (1) *
*may be met by examination
Admission Requirements
for University Internship Program
In addition to the above admission
requirements, all applicants to the Mild/Moderate University Internship
Credential Program must also satisfy the following admission requirements:
1. Letter from school district with whom we have a Special Education Intern Agreement, verifying employment and support;
2. Copy of a substitute, per-intern, or emergency Special Education Credential;
3. Credential application and fee;
4. Department recommendation to issue a Special Education Intern Credential.
Preliminary
Level I Educational Specialist Mild/Moderate Disabilities Credential -
University Intern (41-42 units)
1. Pre-requisite Phase
(9 units)
SPE 460. Introduction to Special Education (3)
SPE 545. Multicultural
Strategies for Culturally and Linguistically Different Exceptional Learners (3)
SPE 558. Managing Learning Environments in Special and General Education (3)
2. Phase One (16-17 units)
a. Semester 1
SPE 523 Field Experiences in Special and General Education for Interns with Students with Mild/Moderate/Severe Disabilities (4)
SPE 567. Instructional Planning and Curriculum Development for Individuals with Mild/Moderate Disabilities (3)
TED 403. Reading/Language Arts I: K-3 in Elementary Schools (3) or
TED 406. Content Related Reading/Writing in
Secondary Schools (3)
b. Semester 2
SPE 541. Special Education Pre-Induction Planning Supervision (1)