University of California, Santa Barbara Gevirtz Graduate School of Education

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1 University of California, Santa Barbara Gevirtz Graduate School of Education Teacher Education Program Application Handbook Multiple-Subject (MST) Elementary Education Building 3230 (805) education.ucsb.edu/tep 1

2 FOREWORD The University of California, Santa Barbara (UCSB) s Teacher Education Program (TEP) within the Gevirtz Graduate School of Education (GGSE) offers a rigorous, 13-month, postgraduate Credential and M.Ed. program (an academic year fall-winter-spring with two summers). It is one of the highest quality programs in the nation, with state-of-the-art practice grounded in partner schools, a focus on teaching to reach ALL learners, and teacher educators with established records of success. TEP works with one cohort of Teacher Candidates per year and keeps the program small to ensure individualized attention (approximately 100 candidates). Course- and field-work is concurrent, which means candidates spend the entire academic year in schools, developing their practice with daily guidance, then extending their learning in afternoon/evening courses. This allows for a more streamlined, purposeful integration of university and fieldwork, which drives our faculty to collaborate across all aspects of teacher preparation. TEP strives for a community of learners where everyone Teacher Candidates, teacher educators, and K-12 teachers are working together to meet the needs of our new, our diverse, and our very different generation of learners. The integrity of our program rests on our shared love for the profession and our shared belief that effective teachers are the key to our future. We invite you to participate in this important program. We hope this handbook answers questions you may have regarding the program and the application & admission requirements. We encourage you to attend one of our information sessions or contact our Teacher Education Program office at (805) or if you have any questions. 2

3 TABLE OF CONTENTS The UCSB Teacher Education Program Directory... Overview... Program Descriptions... Outcomes & Values... PAGE Admissions Deadlines Checklists... E-App Instructions... TEP Requirements... Pre-professional Experience... State Credentialing Requirements... Procedures... Financial Support... MST Year-at-a-Glance Calendar... Appendices Appendix A: MST Supplemental Application... Appendix B: MST Course Substitution Form Appendix C: Field Work Verification Form Appendix D: Pre-Professional Hours Submission Cover Sheet

4 Directory Faculty Tine Sloan TEP Director Andrew Fedders ESC Coordinator Sarah Jacobs MST Coordinator Tim Dewar SST Coordinator Jason Raley M.Ed. Coordinator Katie Blackwell Pre-Professional Coordinator Staff Raquel Ramos TEP Administrator Trisha Galvan TEP Assistant Katie Tucciarone GGSE Credential Analyst Offices TEP Office ED #3230 GGSE Student Affairs Office ED #4100 4

5 Overview About Our Teacher Education Program We are a fully accredited program offering three different credentials and a Masters in Education degree. We are acclaimed for our immersion-based preparation; we work with one cohort at a time, allowing for a full year of field experience in a K-12 school. Teacher Candidates in the program begin and end the program at the same time and form strong cohorts (program wide and at school sites) where members support, share, and inform each other throughout the year, and often beyond the program year itself. TEP graduates focus on student learning and creating educational opportunities for all learners. Our practice is aimed at narrowing the achievement gap. We are 1 out of 29 top programs in the nation approved for recipients of the Woodrow Wilson-Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color. We prepare teacher leaders who build their careers through innovation in multiple educational arenas. Our program is a model program for California; we have been named as one of California s assets in the governor s State Educator Excellence Task Force report, Greatness by Design: Supporting Outstanding Teaching to Sustain the Golden State in September We are building an international focus with student exchanges, research collaborations, and graduate job opportunities. In all cases, interviews with cooperating professionals and districts leaders confirmed the assessment data [provided in reports to the CTC]. Interviewees agreed that UCSB candidates are held in high regard throughout the region for their professionalism and reflective practice, as well as for their skills in collaboration. In addition, UCSB graduates were described as exceptionally well prepared to educate and support diverse learners, and able to draw knowledgeably on a wide range of effective strategies. Several employers stated during interviews that they seek out graduates of UCSB programs, who often become leaders in the field. In addition, a variety of stakeholders noted that UCSB candidates seek out opportunities to engage with families and communities. UCSB is to be commended for preparing educators who are so highly valued throughout the region. California State Accreditation Report (October 2011) We select the best applicants who have demonstrated leadership and are committed to discovering and transforming children s learning. Our partner schools share a vision of excellence for students from diverse, ethnic, linguistic, academic, and economic backgrounds. Teacher Candidates are placed in classrooms, where they are closely supervised, for the full academic year so they learn about practice in practice. Individualized mentoring from a team of cooperating teachers, site supervisors, and course instructors allow for engaging Teacher Candidates in a carefully planned, developmental sequence of experiences that integrates university coursework and K-12 teaching. We challenge our candidates to surpass expectations both for themselves and students. 5

6 Program Descriptions Multiple Subject Teaching Credential We offer a state approved Preliminary Multiple Subject Teaching Credential Program, which provides the knowledge and experience in University and school classrooms needed to begin a teaching career. The Multiple Subject Teaching Credential Program is a small, cohesive program, with approximately 60 students. In California, the Preliminary Multiple Subject Credential authorizes instruction in self-contained classrooms in elementary schools usually in grades K-6 and instructional services to provide English language skills and academic content to English Learners. A unique feature of the program is our partnership with local schools, which provide teacher candidates with opportunities to become involved in all aspects of school life. University supervisors are assigned to a school campus and work closely with cooperating teachers to mentor Teacher Candidates. Student teaching is concurrent throughout the year with university coursework based on the belief that learning is optimum when we apply what we are learning during the process of study; learning to teach is developmental in nature; and reflection, selfexamination, and strong collegial relationships enhance professional growth. Program Faculty bring a variety of expertise through their roles as professors of education, clinical faculty, practicing teachers, and school administrators. Faculty members have advanced degrees and/or specialized credentials and substantial experience as classroom teachers. In California, the Preliminary Multiple Subject Teaching Credential is valid for five years. Students with the Preliminary Credential apply with the help of a program sponsor to complete the requirements of a clear credential program through a Commission-approved Induction Program. Students have five years to complete the clear credential program and apply for their Professional Clear Credential. Masters of Education Degree with a Teaching Credential We offer an M.Ed. degree in conjunction with the Multiple Subject Teaching Credential. The M.Ed. work is embedded in the credential program. A pre-requisite for the M.Ed. degree is the successful completion of the program, state, and university requirements for the credential. Teacher Education Program credential candidates can opt to complete the M.Ed. degree the summer following the end of the credential program or they can do so within three years of graduating. While it is attractive to complete the M.Ed. degree with the credential, there are advantages to postponing. By postponing, the M.Ed. work can carry over from the student teaching experiences into one s own classroom. During the credential program, M.Ed. candidates are enrolled in a seminar course where they learn to design a classroom-based research project, collect and analyze data, and compose the theoretical framework for their work. In addition to the seminar, they work in small groups under the guidance of a Teacher Educator. After having met the criteria specific to the M.Ed. project, they then schedule a formal presentation of their work, inviting university and schoolbased educators, as well as community members and senate faculty. International Practicum Research on preparing teachers for diverse classrooms suggests that developing intercultural sensitivity and global mindedness is essential for teachers to meet the needs of today s 6

7 students (Cushner, 2007; Marx & Moss, 2011). In TEP we have tremendous opportunities to learn within our own communities and abroad. TEP offers an opportunity to complete a 4-week international student teaching practicum with one of our partner institutions: Via University College in Denmark, National Institute of Education in Singapore, or the Zurich University of Teacher Education in Switzerland (and we may add more partners for ). We believe an international experience will offer you important new perspectives on your teaching, your students, and schooling in general. Some funding for travel and housing is available. Ventura Cohort Many inquiries to our program indicate there are individuals who live in Ventura and surrounding areas who would welcome the opportunity to attend UCSB while conducting their primary student teaching in Ventura. There are many advantages to being part of the Ventura cohort including innovative schools (e.g., a technology focus, a bilingual focus), a district known for supporting its teachers, and a district that values graduates of UCSB s TEP. Because the district hires many of our graduates, we have many cooperating teachers who are not only excellent but know the program well. This is an ideal opportunity for people who live in the area, but who also wish to take advantage of lower housing costs, and/or wish to be hired into the district or surrounding districts (where growing enrollments tend to mean more positions available). If you are interested in the Ventura Cohort opportunity, please make sure to check this line on the MST Supplemental Application (Appendix A, page 23). 7

8 TEP Graduate Outcomes & Values TEP Graduate Outcomes 1. Critical Reflection: TEP graduates are willing to question their own assumptions and viewpoints, and those of others. They learn from their teaching and from their students. They use multiple sources of information to examine their decisions, and expect others to do the same. 2. Study of Children/Study of Schools: TEP graduates gather information from a variety of sources to understand how their students learn, feel, think, and act within the context of their classrooms and larger school community. They observe students, analyze students performance, communicate with families, collaborate with school personnel, learn about the students communities, and identify and utilize community resources. 3. Methodological Competence: TEP graduates use content knowledge, educational theory, and many sources of evidence to design and teach effective content lessons with appropriate teaching strategies, learning activities, and assessments. They analyze lesson outcomes to develop pedagogy. 4. Diversity: TEP graduates learn about and respect every student s needs and educational, cultural, linguistic, social, psychological, and familial backgrounds. They value their students differences as resources in the teaching-learning environments they co-create, not only to support academic success but to nurture meaningful engagement across differences. 5. Collaboration: TEP graduates understand that to best meet the needs of each student they must collaborate with colleagues and families, in multiple ways, in and out of the classroom. They open their doors, seek and build professional relationships, and effectively communicate to share and develop practice. 6. Teaching in the 21st Century: TEP graduates recognize that they work in a changing social, technological, and political world. They engage with questions about the purposes of schooling, the roles and responsibilities of teachers, and the qualities of effective learning environments. They create innovative learning opportunities that nurture individual fulfillment and thoughtful, ethical, and active participation in an interconnected world. TEP Values 1. Relationships Matter: Classrooms are active social systems, and children with positive relationships demonstrate positive behaviors. Healthy supportive relationships with teachers and peers can promote both emotional competence and academic engagement in the classroom. The teacher is a central part of the social ecology of the classroom and must be skillful in promoting a prosocial and culturally responsive environment. This enhancing effect of relationships may be especially important for children with both evident and masked vulnerabilities. 8

9 2. Context Matters: Development resides in the interaction between context and the individual. Specifically, cognitive development is supported by a rich and varied environment. Such an environment can help overcome deterministic notions about students behavior and capacity to learn. Cognition and behavior are always a function of complex interactions with experience, and the nature of those interactions may vary in different environments. Classroom processes and overall school context can serve a protective, stabilizing function particularly when parenting processes in the home environment are compromised. Moreover, well-organized classrooms and responsive adults in the school promote self-regulatory skills that facilitate academic performance. Thus, achievement and school context go hand-in-hand. 3. Affect Matters: In children especially, affect drives cognition. Children s affective state influences how available they will be for learning. Children and adolescents have difficulty learning if they are highly stressed or distracted. Knowing about the physiological as well as the sociological aspects of development and how these domains interact is critically important because they have implications for addressing the compelling issues related to the educational achievement gap and other disparities brought to bear on the learning experience. 4. The Child Matters: It is important to focus on the child, not just on the skill. Two siblings from the same home, of the same parents, experiencing the same tensions may respond to their environments very differently one may thrive, while the other is barely able to cope with stressors. Similarly, children from various backgrounds and with different experiences may respond to academic content differently. A teacher needs to provide an instructional approach suitable to the make-up, developmental stage, and characteristics of the child. This approach grows naturally from an understanding of human development. Children who have problems acquiring specific skills are likely to experience other legitimate problems that interfere with their academic and social effectiveness. Having the knowledge and skill to understand the whole child will facilitate the teacher s ability to identify and develop effective learning strategies 5. The Teacher Matters: Students are learning all the time, and always more than one thing at a time. A teacher can t cause learning, or even control it. Yet the teacher matters. The teacher can be in a position to notice or fail to notice the glimmer of a good idea, the discovery of a good problem, the skeleton of a good strategy. The teacher can design educational encounters that make such possibilities more or less likely. The teacher s ability to see and willingness to act on such possibilities as they emerge provide the most important raw material for building a nourishing environment for learning. The teacher determines if trusting relationships have a chance to grow, if students will be willing to take risks, to work at the edge of what they can already do, to support and challenge each other. 9

10 Teacher Education Program Deadlines for MST Applicants Application Requirements 1. Complete the E-App at https://www.graddiv.ucsb.edu/eapp by either the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, a. Upload to the E-App: i. Admission Essays (following the essay prompts listed on page 15) ii. Resume/CV iii. MST Supplemental Application iv. Three letters of recommendation v. Official transcript(s) b. Pay the $90 application fee ($110 for international students) 2. Take the GRE General or Miller Analogies Test (MAT) two weeks before January 15, 2015 or March 1, a. Allow for two-to-three weeks processing for scores to be received by UCSB b. TOEFL Test also required for international students only hours minimum of Pre-Professional Experience documentation received by either the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, NOTE: Applicants should aim to complete and submit their E-App materials, and pay the E-App fee a week before their application period to allow for our staff to process the E-App, and to contact applicants before the deadline should any materials be incorrect or missing. Applicants will only be invited to a campus screening interview if they have completed & submitted all of the materials listed above, based on the guidelines outlined in this Application Handbook. State Certification Requirements 1. Apply for the state Certificate of Clearance by March 1, Take & pass the CSET Multiple Subjects # 101, 102, and 103; and the CBEST by March 7, Complete the U.S. Constitution requirement (passing exam or course) by June 1, If Bachelors degree was in progress during , the degree must be awarded by June Applicants are encouraged to take the CSET subtests and CBEST test as early as possible to allow for re-take time as needed, and especially if applicants are taking a paper-based test. Applicants admitted to & attending TEP must also submit proof of completion of the following requirements by June 1, 2015: a. TB Test Clearance b. CPR (Adult, Child, and Infant) Certification, if previously completed c. Total of 45 hours minimum of Pre-Professional Experience documentation Program Required Courses Applicants admitted to & attending TEP who may have already taken a course in the following subject areas will be exempt from taking these during their first summer quarter 2014: Health Education (at UCSB: ED 109 or ED 191W) Complete a Course Substitution Form by May 1, 2015 if you believe you have already taken a course in one of these subject areas. 10

11 Teacher Education Program Checklist for MST Applicants 1) APPLICATION REQUIREMENTS Must be completed & received either the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, 2015 to be invited to a campus screening interview: r Electronic Online Application (E-App) o Admission Essays (following the essay prompts listed on page 15) o Resume/CV o MST Supplemental Application o 3 Letters of Recommendation o Official Transcript(s) o $80 Application Fee ($100 for international students) r GRE or MAT Scores take test by February 15, 2015 r 15 hours of Pre-professional Experience documentation submitted to the Pre-Professional Coordinator, Katie Blackwell 2) STATE CERTIFICATION REQUIREMENTS Must be completed & received by March 1, 2015: r Certificate of Clearance Application Must be completed by March 7, 2015 r Subject Matter Requirement (CSET subtests) r Basic Skills Requirement (CBEST test) Must be completed & received by June 1, 2015: r U.S. Constitution Requirement r Bachelors Degree Awarded r TB Test Clearance r CPR (Adult, Child, & Infant) Certification, if previously completed r 45 hours of Pre-professional Experience 3) PROGRAM REQUIRED COURSES r Health Education (at UCSB: ED 109 or ED 191W) Applicants admitted to and attending TEP will be assigned to take these courses for their Summer 2015 schedule unless a Course Substitution Form is submitted & received by May 1,

12 Accessing the E-App E-App Instructions Applications to the UCSB TEP are processed through the Graduate Division s Online Graduate Application (E-App) between September 2014 and March 1, 2015 at https://www.graddiv.ucsb.edu/eapp. All E-App materials are to be uploaded electronically through the E-App and must be received by either the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, A complete application is required to be invited to a campus screening interview. When applying to the TEP and starting your E-App, be sure to select the following: Application Quarter: Summer 2015 Major: Education Teacher Education Program -- GGSE (located under Gevirtz Graduate School of Education) Degree Objective (Choose one of these two options): o Master of Education (MED), Multiple Subject Teaching Credential (MST), Summer 2015 if you will be pursuing the M.Ed. and credential o Multiple Subject Teaching Credential (MST), Summer 2015 if you will only be pursuing the credential Follow the instructions on the E-App to complete the Personal, Address, Demographic, Citizenship, and Financial Information sections. correspondence is the primary way of contacting applicants. Applicants must list an accurate address in the E-App and check the address on a daily basis. The best address to provide is one without an expiration date. Education History Applicants must list all institutions where you have received 12 or more quarter units with an accurate GPA. Applicants must also have a bachelor s degree awarded by June For each institution listed you must upload one official transcript to the E-App; this applies to all applicants, including applicants that are current or past UCSB students. If you have not been awarded a bachelor s degree at the time of application, please upload one official transcript to the E-App showing progress of completion of the bachelor s degree. Scan and upload all pages of your official transcript from each institution, including the grading scale, which may be on the backside of the transcript. The uploaded transcript must be an official transcript, produced by the institution with all appropriate seals/stamps. If applicable, remove your Social Security Number by crossing/blacking out numbers before uploading. Tips for uploading official transcripts: Scan a copy of your official transcript Ensure that your document is saved as a PDF and that its size does not exceed 10 MB Color documents are not necessary Ensure that the institution name and all other identifying marks are visible and clearly legible and that your scan can print on letter-size paper - 8 ½ by 11 in (21 ½ by 30 cm) Be sure to include a copy of the transcript legend or university key for each institution (usually found on the backside of the official transcript or in the school's general catalog or website) 12

13 Click the "view document" button to verify whether the uploaded document is legible, if it is not legible, try again If you need assistance, please note that public libraries, office supply stores (Kinko's, Office Max, Office Depot, Staples, etc.), and other services can create scanned documents for you UC Santa Barbara reserves the right to require official transcripts at any time during the admissions process, and rescind any offer of admission made if discrepancies between uploaded and official transcript(s) are found. Foreign Transcript Evaluations Applicants with a bachelor s degree from another country must have a Foreign Transcript Evaluation completed by a state Commission approved agency. A list of agencies approved by the state Commission is available at GPA Requirement A minimum cumulative GPA of 3.0 is required for admission. The GGSE Admissions Committee (GAC) additionally reviews applicants with a GPA below 3.0. These applicants are required to upload an additional GPA Supporting Statement to their E-App. The GPA Supporting Statement should explain the reasons for your listed GPA (i.e., any outside circumstances or events that were a factor during your undergraduate period) and should support your application by explaining thoroughly why you believe you are a strong TEP applicant. These applicants should have very strong letters of recommendation and passed all required tests (GRE or MAT, CSET, and CBEST) by the time they submit their completed application, in order to have the best case possible for admission consideration. If the TEP faculty recommend an applicant for admission with a GPA below 3.0, the GAC committee will complete a comprehensive second review of the application materials, GPA Supporting Statement, screening interview results, and required test results to decide whether to approve the case. Graduate Division will have final approval of the admission decisions made by the GAC committee. Due to these extra steps in the application review process, applicants with a GPA below 3.0 should expect a longer waiting time to receive their admission decision. Letters of Recommendation Three (3) letters of recommendation are required and must be submitted through the E- App. You will be asked to provide the name, address, and current institution of each recommender. Once you submit the required electronic waiver, the system will automatically your recommender a request for a letter of recommendation. The E-App will provide instructions to each of your recommenders via . Recommenders may upload letters in.pdf,.doc, or.txt file formats. While three letters of recommendation is the minimum requirement, applicants can request a maximum of four letters of recommendation, to be submitted through the E-App. Faculty members who write letters of recommendation should be aware of the applicant's capability to do graduate work. Applicants should provide recommenders with background information to assist them in writing a strong letter, such as a course assignment sample and a Resume/CV. Nonacademic letters such as work experience from internships or teaching might also be sent. For TEP applicants, at least one academic letter and one letter from your pre-professional experience are recommended. GRE or MAT Exam Scores 13

14 Applicants must take the GRE or MAT by February 15, Official GRE-General or MAT scores must be provided; scores must be within 5 years of the summer 2015 quarter. GRE scores must be sent electronically through ETS, please use UCSB Institution Code 4835 and leave the department code blank. Graduate Division will need your Test Date and seven-digit Registration Number found on your official ETS Report of Scores to match your official scores to your E-App. MAT scores must be sent directly from Pearson to Graduate Division. Scores may be submitted by the applicant only if: (1) the applicant possesses an official and original score report and (2) the scores cannot be sent from Pearson. Only the most recent GRE or MAT test score report will be reviewed for admission. Official TOEFL Scores or IELTS (International applicants only) Official TOEFL Scores or IELTS are not required if the international applicant was awarded a bachelor's or master's degree by a U.S. institution. The UCSB Institution Code is TOEFL Scores must be within two years of the quarter for which you are applying and must be sent electronically through ETS. UCSB accepts the paper-based (minimum score 550) and internetbased (minimum: 80) TOEFL scores. The minimum IELTS score for consideration is an Overall Band Score of 7. Non-refundable Application Fee A non-refundable graduate application fee of $90.00 for domestic applicants ($ for international applicants) must accompany the application. Unpaid applications will not be reviewed for admission. Fees must be paid in U.S. dollars by check, domestic money order, international money order, demand draft, or credit card. Please make checks and money orders payable to UC Regents. Checks and money orders must be drawn on a bank that has a branch in the United States and mailed to the Graduate Division with the Check/Money Order Submission form found on the final page of the E-App. Applicants may pay using a Visa or MasterCard, but only at the point of submission. Cash is not accepted and application fees are not refundable under any circumstances. Fee Waivers A limited number of application fee waivers are available to qualified applicants (U.S. citizens and permanent residents only) who demonstrate financial need. Fee waivers are not available to international applicants. The Graduate Application Fee Waiver Request Form is available through the Graduate Division website at The form must be sent after you have completed and submitted your E-App. To submit your E-App, please select the fee waiver payment option, and then send in the Fee Waiver Request Form rather than sending monies. The form must also be accompanied by proof of either (1) participation in a designated undergraduate research program or (2) documented proof of financial need. Failure to include appropriate documentation with your request will delay the processing of your application. The Graduate Division must receive your complete Graduate Application Fee Waiver Request form and its corresponding documentation two weeks before either January 15 th or March 1 st. Fee waiver requests received after this deadline will not be considered. To determine whether your fee waiver request is approved, please check your E-App Status Page to see if your application is considered "paid and submitted." If your fee waiver request is approved, the application will be processed and no further action is needed. If denied, you will be notified by and the application will not be processed until the application fee is received, which must still be received by the early admission decision deadline: January 15, 2015 OR by the final 14

15 deadline: March 1, When a fee waiver request is denied, applicants are asked to mail a check or money order to the Graduate Division. Teacher Education Program Requirements The following are application requirements specific to the TEP and must be submitted through the E-App. These application materials must be received by the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, The program application requirements include TEP-specific admission essays, resume/cv, a supplemental program application, letters of recommendation, and pre-professional experience documentation. Carefully review the essay question prompt requirements below as they are very specific to the MST applicants of the TEP and they differ from the E-App essay prompts. Applicants need to write to the essay question prompts listed in each section below and not to the E-App instructions. Each essay section should be its own document, with the section title, your name, and the cohort you are applying to at the top of the document. Example: Statement of Purpose, Joe Gaucho, MST. Statement of Purpose Please write a separate response to each question below and title each response with the question. 1. Write a brief autobiography as a way of introducing yourself to the TEP faculty. In 500 words or less explain how your background skills, talents, and experiences have influenced your values and hopes for the future. 2. In 250 words or less answer the following question: What are your greatest fears about the classroom, students or yourself? 3. In 250 words or less describe what excites you about embarking into the teaching profession. Personal Achievements & Contributions Please write a separate response to each question below and title each response with the question. Each response should be 250 words or less. 1. What are some of your hobbies and special interests? What is it about theses activities that keep you interested? How might your participation in these activities influence your teaching? 2. What kinds of experiences have you had teaching or guiding children or adolescents including those with special needs or English learners? What have you learned about this group of students from your experience? 3. In your optional financial aid statement please describe your financial obligations, loans, debts as well as any financial aid support you currently receive. The optional financial aid statement helps the TEP make Fall 2014 department grant award decisions for applicants with financial aid need. Resume or Curriculum Vitae Applicants should submit a resume or CV of 1-2 pages in length. Be sure to include employment, volunteer, and pre-professional experience. Supplemental Program Application Each credential program requires a supplemental program application (Appendix A, page 23). Applicants must complete the form and upload it to the E-App. If you have previously 15

16 completed one or more of the program required courses, make sure to list these on the application and to complete a Course Substitution Form (Appendix B, page 25), regardless of whether the course(s) was completed at UCSB or another institution, and in addition to the course appearing on your transcript(s). If you plan on completing these courses during Summer 2015 write UCSB Summer 2015 under the college/university and quarter fields. For the U.S. Constitution State requirement, applicants admitted to & attending TEP will need to provide proof of a CSU degree, or a passing course or exam. Courses other than UCSB s Poli Sci 12 that are used to fulfill this requirement require a Course Substitution Form. Please provide the date you have applied for or will be applying for a Certificate of Clearance in California. If you have already received this clearance, list this date as well. Provide the date(s) you have completed & passed or will be taking the exams for the subject matter competency (CSET) and basic skills requirement (CBEST). Please upload the above to your Documents section of the E-App in the following order: 1. Statement of Purpose 2. Personal Achievements & Contributions 3. Resume or CV 4. Supplemental Program Application NOTE: the E-App writing sample document requirement does not apply to TEP applicants. Pre-professional Experience A minimum of 45 pre-professional hours are required before entering the TEP. Applicants can earn pre-professional hours by volunteering in a K-12 classroom, substitute teaching, or working as an instructional aide. Other teaching experience may apply; contact Pre-Professional Coordinator Katie Blackwell for more information. The hours do not have to be completed in Santa Barbara. Applicants can participate in UCSB s Pre-Professional Education Program if they choose, or they can complete hours on their own. Applicants are encouraged to complete preprofessional experience in the subject area they are applying to (e.g., Multiple-Subject). Applicants who need pre-professional hours and would like to volunteer through the UCSB Pre- Professional Education Program should contact the Pre-Professional Coordinator, Katie Blackwell at Applicants may document pre-professional hours in the following ways: Fieldwork Verification form (Appendix C, page 26) OR A brief signed letter from your supervising teacher stating your number of hours and what you did OR A transcript and syllabus (if the hours were completed through a college course) OR UCSB students who have completed pre-professional hours through a UCSB ED course should resubmit whatever hours documentation was required for the course. (Applicants who took ED 3A, 4A, 130, or 131 may print up their hours off of the CalTeach website.) OR We also accept substitute teaching and instructional aide hours. Submit a timesheet or some other signed evidence detailing the hours. Submit hard copies of all pre-professional documentation - along with a Pre-Professional Hours Submission Cover Sheet (Appendix D- to the address below by June 1st. Soft copies and s will not be accepted. Please keep copies of submitted documentation for your own records. 16

17 Katie Blackwell, Pre-Professional Coordinator Teacher Education Program ED 3230 University of California Santa Barbara, CA For more information, see the Pre-Professional Program Website https://education.ucsb.edu/tep/pre-professional/credential-applicants or contact Katie Blackwell at State Credentialing Requirements The California Commission on Teacher Credentialing (CTC) establishes certification requirements for admission to a teaching credential program. Applicants who cannot complete these requirements may need to withdraw their application and/or reapply the following year. If you have questions about these state requirements, contact the Credential Analyst, Katie Tucciarone. It is the applicant s responsibility to verify these requirements are completed & documented according to the timelines in this handbook. CSET Subject Matter Competency MST applicants are required to take and pass all three subtests of the CSET (California Subject Examinations for Teachers) Multiple Subjects exam (tests # 101, 102, and 103) to verify subject matter competency. Passing exam scores must be used for certification purposes within five years of the passing test date and applies to each score independently. The five-year limit does not apply to exam scores that have previously been used for certification purposes. Test Preparation is available through the following options: CSET Test Guide page: University of California, Irvine: Ventura County Office of Education: The CSET Multiple Subject exam subtests are available as a computer-based test. Test dates are available at Applicants are required to indicate UCSB (School Code #412) as a score-reporting agency for CSET. If applicants do not list UCSB as a score-reporting agency, they may contact the Credential Analyst to present their original CSET score report. Applicants should take the CSET as early as possible to ensure passing scores have been reported to the TEP by the time applications are being reviewed for admission. It is the individual s responsibility to take the appropriate examination(s). Please note, if you do not take & pass the CSET by the March 7, 2015 test date you may be advised to reapply for the following year. CBEST Basic Skills Requirement Applicants are required to take and pass all sections of the computer or paper-based CBEST (California Basic Educational Skills Test) to demonstrate proficiency in basic reading, writing, and mathematic skills. Test dates are listed at Options to complete the Basic Skills requirement include: 1. Passing CBEST, paper- or computer-based exam or, 2. Passing both the CSET Multiple Subjects exam (tests # 101, 102, and 103) and the CSET Writing Skills Test (test # 142). Information on using CSET to meet the basic 17

18 skills requirement is available at Applicants must take and pass the basic skills requirement and are required to indicate UCSB (School Code #131) as a score-reporting agency for CBEST. If applicants do not list UCSB as a score-reporting agency, they may contact the Credential Analyst to present their original CSET score report. Applicants should take the CBEST or CSET Writing Skills as early as possible to ensure passing scores have been reported to the TEP by the time applications are being reviewed for admission. It is the individual s responsibility to take the appropriate examination(s). Please note, if you do not take & pass the CBEST by the March 7, 2015 test date you may be advised to reapply for the following year. Certificate of Clearance California Education Code requires all individuals who seek to obtain a California teaching credential issued by the CTC to receive fingerprint clearance from the Department of Justice (DOJ) and the Federal Bureau of Investigation (FBI). Individuals who have received fingerprint clearance through other California agencies or who are cleared for UCSB Pre-Professional work are not exempt from this process. You can click on the Search for an Educator button on the CTC website at to determine if you have already received a Certificate of Clearance, Emergency Permit or other credential from the Commission that would meet this requirement. The Certificate of Clearance is a requirement for all first time teaching credential applicants. The Certificate of Clearance application is sent to the CTC in Sacramento and the CTC grants permission to the student to teach on the basis of this data. An applicant whose legal record contains anything more serious than minor traffic violations should contact the CTC. Any questions of personal qualifications must be resolved before beginning the program. Each applicant is responsible for submitting the Certificate of Clearance application to the CTC. Non-California residents and international students should contact the Credential Analyst with questions. Applicants to the Teacher Education Program must apply for the Certificate of Clearance by March 1, 2015 Quick tips for completing the application process are available at and a checklist is provided by the CTC at The application process is also outlined below: Print three copies of Live Scan 41-LS form at LS.pdf Submit the three copies of the Live Scan 41-LS form and processing fees to the Live Scan operator when the prints are taken. UCSB offers Live Scan services through the campus Police Department. A list of other California Live Scan locations is at Please note, Live Scan Rolling fees vary by operator. After you complete the Live Scan go to the CTC's Online Services for Educators website at and click on the Educator Page button to begin your application. o Be sure to set your web browser to Always accept pop-ups from the Commission s websites and Technical assistance may be found at Create/log in to your personal profile on the Educator Page using your SSN and date of birth. If you are creating a new profile, you will be prompted to enter this information twice. Complete the online application and indicate you are applying for a Certificate of Clearance. (Please note that you are not applying for a teaching credential at this time.) 18

19 Using a credit card or VISA/MasterCard debit card, complete the authorized transaction fee. Following the successful submission of the online application, an will be sent to the address you provided. Please forward this to for verification that you have applied for the Certificate of Clearance. U.S. Constitution For applicants admitted to and attending TEP, proof of U.S. Constitution requirement completion must be submitted to the TEP office by June 1, The following will satisfy the U.S. Constitution requirement: 1. Earn a bachelors degree from a California State University (CSU). 2. Take and pass, with a C, Pass, or better, a university/college course in the introduction of American government covering U.S. history and the U.S. Constitution. a. UCSB s course substitution: Poli Sci 12, Introduction to American Government i. Course description: Political ideas; institutions and processes of American Government; and the roles of Congress and the President in policy formation and of the Supreme Court in interpreting the constitution. b. Other nearby course substitution options: i. SBCC: Political Science 101 ii. Allan Hancock College: Political Science 103 iii. Ventura Community College: Political Science 1 c. To submit a course substitution, please complete a Course Substitution Form. 3. Pass a U.S. Constitution exam at an approved institution a. Notre Dame de Namur University: b. California Lutheran University: Bachelor s Degree Applicants must have a bachelor s degree in an academic subject, except professional education, from a regionally accredited institution by June A list of regionally accredited institutions can be found at Applicants with a bachelor s degree from another country must have a Foreign Transcript Evaluation completed by a state Commission approved agency. A list of agencies approved by the state Commission is available at CPR Adult, Child, and Infant Certification For applicants admitted to and attending TEP, a CPR certification course will be offered Summer If you have already completed and received prior CPR certification please provide proof to the TEP office by June 1, CPR certifications must: a. Include CPR for adults, children, and infants, b. Be valid during the entire academic year, c. Be approved by the guidelines of the American Heart Association (Heartsaver course) or American Red Cross (Lay Responders course), and d. Be completed via a classroom setting and not as an online certification course. TB Clearance 19

20 For applicants admitted to and attending TEP, proof of TB test clearance must be submitted to the TEP office by June 1, UCSB s Student Health, a physician, or medical clinic must administer the TB test and results may not be older than September Teacher Education Program Policies and Procedures Online Application The E-App opens September 2014 and closes March 1, All application materials and supporting documents must be received by March 1, Screening Interviews Applicants who have submitted a complete application by the early admission decision deadline: January 15, 2015 OR by the final deadline: March 1, 2015 and meet the minimum program requirements will be invited via for a screening interview on campus. Screening interviews are held in mid-late March (dates available at our website). If applicants do not receive an from the TEP office within a week of submitting their E-App, please contact the TEP office at Alternate Screening Interview The on-campus interview is the preferred and recommended process. However, applicants who live outside the Santa Barbara County region and need to travel long-distance may request an alternate interview that includes a video of a teaching lesson and a telephone interview. Request an alternate interview only as a final option if it is not at all possible to come to UCSB. If an applicant does not attend a screening interview date or does not request an alternative screening interview, the application will be considered incomplete. Application Review After Interviews Applicants who have completed the screening interview process will have their applications reviewed by TEP faculty. Once the TEP faculty has reviewed applications, they will be routed to the Graduate Division for final admission decision approval. Below 3.0 GPA Applicants with a GPA below 3.0 must be additionally routed to the Graduate Admissions Committee (GAC) for further review. These applicants should expect a longer waiting time to receive their admission decision. Please see page 13 for details. Graduate Division Decisions Once your application has been reviewed, Graduate Division will give the final approval on any decision made by Faculty (or by GAC committee). Graduate Division will then post your official admission decision in a letter via the E-App. All applicants are provisionally admitted to the program subject to final completion proof of State and Program requirements. Notification If admitted to the program by Graduate Division, the TEP office will you with further information regarding your admission. correspondence is the primary way of contacting applicants. Applicants must list an accurate address in the E-App and check the address on a daily basis. The best address to provide is one without an expiration date. 20

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