School of Education Preconditions Report

Transcription

1 School of Education Preconditions Report Submitted to: Commission on Teacher Credentialing January 19, 2015 Contact Information Dr. Kathy Theuer, Associate Dean and Director of Accreditation

2 Table of Contents I. Special Characteristics of the Institution Overview of Brandman University...3 Overview of the School of Education...3 II. Response to Preconditions for All Approved Programs General Institutional Preconditions...5 Program Specific Preconditions...8 Preconditions for Multiple and Single Subject Programs...10 Preconditions for Internship Programs...13 Preconditions for Preliminary Education Specialist Programs...22 Preconditions for Education Specialist Added Authorization...24 Preconditions for Early Childhood Special Education Added Authorization Programs...24 Preconditions Level II Education Specialist Programs...25 Preconditions for California Teachers of English Learners (CTEL) Certification Programs 27 Preconditions for Preliminary Administrative Services Credential Programs...28 Preconditions for Professional Clear Administrative Services Programs..30 Preconditions for Pupil Personnel Services Programs 32 III. Matrix of Approved Programs, Current Enrollment and Completers..33 IV. Appendices...40 A. School of Education Programs B. School of Education Programs by Campus C. WASC Approval Letter (February 2009) D. WASC Letter -New Name (July 2009) E. WASC Letter EER (March 2014) F. School of Education Organizational Chart G. Equal Employment Opportunity Statement H. Veracity Statement I. Academic Policies Catalog J. Faculty Participation in PK-12 Schools Form K. School of Education Catalog La. Multiple Subject Credential Checklist Lb. Single Subject Credential Checklist M. BA Liberal Studies Catalog N. Pre-service Requirement O. Internship Contract Agreement Pa. Multiple Subject Internship Checklist Pb. Single Subject Internship Checklist Pc. Education Specialist Internship Checklist Q. Internship Handbook Ra. Ed Specialist Level II Individualized Induction Plan Rb. Ed Specialist Level II Individualized Induction Plan Signature Page S. Ed Specialist Level II Expertise Packet T. CTC Preliminary Report of Findings Admin Services U. Verification of Employment Admin Services V. Clear Administrative Services Handbook 2

3 I. SPECIAL CHARACTERISTICS OF THE INSTITUION Overview of the University In 1958, Brandman University was established by Chapman University in Orange, California, to provide a high quality education to the military personnel at the El Toro Marine Air Station. Initially known as the Residence Education Center Program and later named Chapman University College, the program expanded over time to serve other military installations. While remaining military-friendly, the University eventually began to serve a large and diverse student population. In order to better meet the needs of adult learners through flexible accessible delivery models, Brandman University became a separately accredited institution in 2009 that is part of the Chapman University System. Brandman currently has 26 campuses throughout California and Washington and is a Hispanic Serving Institution (HIS). Built on Chapman University s century-and-a half legacy of academic excellence and expertise in providing rigorous and accessible learning environments that help adult students achieve their full potential, Brandman University is home to more than 12,000 students per session. The university offers more than 53 accredited undergraduate and graduate degrees, teaching credentials and extended education programs online and on campus. There are four academic schools within Brandman University: the School of Arts and Sciences, the School of Business and Professional Studies, the School of Education, and the School of Nursing and Health Professions. Unique to Brandman University is the innovative blended teaching model known as the ideal (Instructional Design for Engaged Adult Learning) model. This blended model combines face-to-face instruction with asynchronous and collaborative online learning. All campus based courses are delivered in the blended format. Students attend class each week for three hours and then participate in two and one-half hours of online work that may include discussions, journals, wikis and research activities that support the face-to-face components of the program. Fully online courses are also available. Courses are offered in six eight-week terms. may begin the program any term and take courses in either delivery format (blended or online). Brandman University s vision is to be the recognized leader in the evolution of adult learning. The mission of the university is to provide students with a dynamic education based on excellence and flexibility that creates lasting value and relevance for evolving careers. The mission is accomplished by living the values of respect, innovation, service, teamwork and integrity. Dedicated to upholding Brandman University s mission and values, the faculty: Strives for continuous renewal and innovation Creates a participative and collaborative culture Engages in ongoing academic and professional development Values diversity and encourages respect for contributions from all cultures Fosters success and upholds quality Overview of the School of Education The School of Education s vision is to be a prominent leader in education providing high quality, rigorous, and accessible credential and degree programs that promote excellence in education. 3

4 The mission of the School of Education is to develop strategic, innovative and caring leaders, scholars, and practitioners who are empowered to fulfill the promise and purpose of education in a pluralistic and democratic society by promoting constructive change within local, state, national and global communities. The School of Education s conceptual framework provides the structure and direction for program development, course content, instructional practices, candidate assessments, and unit accountability. It is aligned with the mission and vision of the university and articulates the unit s philosophy, purposes and guiding principles as well as candidate proficiencies. The conceptual framework engages faculty, staff and candidates in ongoing assessment, analysis and reflection and provides opportunities for input from educational partnerships in the community. There are five guiding principles that support all of the school s academic programs. The five guiding principles are: Inquiry, Diversity, Collaboration, Continuous Improvement and Clinical Practice and the corresponding candidate proficiencies serve as the foundational and philosophical structure on which each program is developed, implemented, assessed and improved. Candidate Proficiencies Across All Programs Guiding Principle Candidate Proficiency Inquiry Engage in systematic, rigorous and disciplined ways of thinking using scientific inquiry as the core of one s discipline to guide meaningful data driven decision making, critical thinking and reflection. Diversity Nurture respect and appreciation for individual differences, cultivate the strengths of individuals and promote equity and access. Collaboration Develop trusting relationships and effective communication skills that support critical and creative problem solving and decision making. Continuous Improvement Engage in lifelong learning, reflection and professional growth. Clinical Practice Apply practice-based learning in authentic contexts. The School of Education has a longstanding history of producing highly effective teachers, administrators and service professionals across the state of California. Undergraduate and graduate education programs are offered at 22 of the campuses in California & Washington (Ed.D only). Not every program is offered at every campus. School of Education programs and campuses offering those programs can be found in Appendix A & B. Multiple Subject, Single Subject and Education Specialist credential programs offer an internship route as an alternative for candidates to complete clinical practice. The Preliminary Administrative Services program and the School Psychology program also include an internship option. Strong relationships and partnerships with local school districts and colleges have been established at each campus and provide a network of professional opportunities that support and enhance student learning. The full time and adjunct faculty serving each campus are highly regarded leaders, scholars and practitioners who teach using the latest technologies, teaching strategies and best practices in education. The school dean is the chief academic officer of the school and unit, supported by the Associate Deans, a State Chair of Educational Clinical Services, Director of Credential Services, and professional staff members who assist with the operational processes of the school. Twenty eight full-time faculty are located across California and support the 22 campuses which offer education programs, as well as serving fully online courses and programs. Credential Analysts are located at the Central Office in Irvine and are under the direction of the Director of Credential Services. 4

5 II. RESPONSE TO PRECONDITIONS FOR ALL APPROVED PROGRAMS General Institutional Preconditions for All Professional Preparation Programs (1) Accreditation and Academic Credit. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the program(s) must be proposed and operated by (a) Institutions of higher education: a college or university that (i) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations, and (ii) grants baccalaureate academic credit or post baccalaureate academic credit, or both and (iii) an institution approved to offer educator preparation in California must notify the Commission within 30 days if its regional accreditation status changes. (This provision does not apply to professional preparation programs offered by school districts or other sponsors.) (b) School districts or other non-regionally accredited entities: the Superintendent or CEO of the district or entity shall submit verification of the governing board s approval of sponsorship of the program. The agreement to sponsor a program must include verification of the following: Once a candidate is accepted and enrolls in an educator preparation program, the sponsor must offer the approved program, meeting the adopted standards, until the candidate: i. completes the program; ii. withdraws from the program; iii. is dropped from the program based on established criteria; or iv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization in the event the program closes. In this event, an individual transition plan would need to be developed with each candidate. Brandman University, part of the Chapman University System, offers bachelor s and post baccalaureate academic credit and degree programs online and at 26 campuses in California and Washington with more than 53 undergraduate, graduate, credential, and certificate programs in Business, Arts and Sciences, Health and Education. While Brandman University is part of the Chapman University System, its programs are separately accredited by the Western Association of Schools and Colleges (WASC). On February 10, 2009 Richard Winn, Associate Director of the Western Association of Schools and Colleges sent a letter to Chancellor Gary Brahm recognizing University College, now Brandman University, as a separate unit after a successful site visit on January 28, 2009 (Appendix C). The name change was acknowledged by WASC in a letter dated July 7, 2009 (Appendix D). Brandman University completed the Educational Effectiveness Review (EER) in 2013 at which time WASC reaffirmed accreditation for a period of eight years (Appendix E). The next comprehensive review with the Offsite Review (OSR) will occur in the spring of (2) Responsibility and Authority. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the entity shall provide the following information: (a) Identify the position within the organizational structure that is responsible for ongoing oversight of all educator preparation programs offered by the entity (including educator preparation programs offered by an extension division, if any). 5

6 (b) Provide a description of the reporting relationship between the position described in (a) and the individual(s) who coordinate each educator preparation program offered by the entity. If a reporting relationship is indirect, describe the levels of authority and responsibility for each educator preparation program. Oversight for all credential preparation programs offered by Brandman University is provided by the Dean of the School of Education. The Dean provides policy coordination and accreditation oversight for the University s credential programs and serves as the official liaison for the University to the California Commission on Teacher Credentialing. There are three Associate Deans who report to the Dean and, in coordination with the Dean, have responsibility for the leadership of all education programs. One of the Associate Deans also serves as the Director of Accreditation and assists faculty with the collection and analysis of assessment data and with the development of new programs. The State Chair for Education Clinical Services oversees fieldwork for all credential programs and works closely with the Clinical Coordinators at each campus. The processing of credentials is coordinated by the Director of Credential Services. All matters that relate to credential programs are supervised by the Dean of the School of Education, who has the ultimate oversight responsibility for coordination and accreditation of all credential programs at the University. The Associate Deans collaborate with faculty in their program areas to coordinate the credential programs they oversee. Full time faculty members in the School of Education participate in curriculum teams organized by program area. Individual faculty members are appointed by the Associate Deans to serve as curriculum team leaders who facilitate the curriculum team meetings in their respective areas. Through their involvement in curriculum teams faculty members develop and maintain the academic content, policies, and procedures that are recommended to the Associate Deans and Dean of the unit and on to the appropriate university faculty committee(s) and/or university administrators and staff. A primary role of staff and administrative personnel is to support the policies, procedures and other academic decisions of the faculty-based governance structure. An organizational chart of the School of Education is included in Appendix F. (3) Discrimination. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an entity that makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention or promotion of employees. Brandman University does not discriminate on the basis of race, gender, sexual orientation, color, age, disability, national origin, or ethnicity in any of its policies or practices, including, but not limited to: admissions, academic requirements, financial aid, employment, housing, athletics, or any other schooladministered program or service. Brandman University complies with all applicable state and federal equal opportunity and affirmative action laws. The University is committed to the principle that equal employment opportunities shall be afforded to all persons regardless of race, color, marital status, religious creed, sex, national origin, handicap, age, ancestry, disabled or Vietnam Veteran s status, or any other protected status and that discrimination, either passive or active, will be neither condoned nor tolerated for any reason, including, not only on the grounds cited above, but also on the grounds of sexual preference or family status. The affirmative action policy applies equally to all terms, conditions, and privileges of employment including hiring, promotion, training and development, compensation, benefits, transfer, termination and retirement. A statement regarding equal employment opportunity appears on page 10 of the Brandman Employee Handbook (Appendix G). 6

7 (4) Commission Assurances. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the program proposal must: (a) demonstrate that the program will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, (b) assure that the sponsor will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and (c) assure that the sponsor will participate fully in the Commission s accreditation system. Brandman University is confident that proposed programs clearly demonstrate that all applicable Standards of Program Quality and Effectiveness adopted by the Commission will be fully met. Further, the University stands ready, as in the past, to cooperate in program evaluation by an external team or a monitoring of the program by Commission staff member and assures that the University will participate fully in the Commission s accreditation system. (5) Prior to Program Approval. To be granted initial program accreditation or continuing accreditation by the Committee on Accreditation, the entity must confirm that there are programspecific Preconditions that must be met including preconditions for initial program approval (Demonstration of Need and Practitioner Participation in Program Design). Program-specific preconditions for the following programs: Multiple Subject, Single Subject, Preliminary Education Specialist, Early Childhood Special Education Added Authorization, Level II Education Specialist, CTEL, Preliminary Administrative Services, Professional Clear Administrative Services, School Counseling and School Psychology are addressed in this Preconditions Report. (6) Requests for Data. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the entity must identify a qualified officer responsible for reporting and responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, and state and federal reporting within the time limits specified by the Commission. The University stands ready to provide all requested data regarding program enrollments and completions within time limits specified by the Commission. The Director of Accreditation, in collaboration with the Director of Credential Services, will provide data including, but not limited to, program enrollments, program completers, examination results, and state and federal reporting within the time limits specified by the Commission. (7) Veracity in all Claims and Documentation Submitted. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the entity must positively affirm the veracity of all statements and documentation submitted to the Commission. Evidence of a lack of veracity is cause for denial of initial institutional accreditation or for stipulations from the Committee on Accreditation. The Dean of the School of Education affirms the veracity of all statements and documents submitted to the Commission (Appendix H). (8) Grievance Process. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the sponsor must have a clearly delineated grievance process for candidates and applicants. The grievance process information must be accessible to all 7

8 candidates and applicants and the institution must be prepared to provide documentation that the candidate has been informed of the grievance process and that the process has been followed. The Grievance Process for issues related to academic appeals, academic integrity policies and procedures and student conduct are delineated in the Brandman University catalog in the Academic Policies and Procedures section of the catalog (See Appendix I) and on the MyBrandman portal for students. Through the MyBrandman portal applicants and candidates can access the Office of Student Concerns that provides relevant information and confidential assistance in resolving conflicts or disputes. (9) Faculty and Instructional Personnel Participation. All faculty and instructional personnel who regularly teach one or more courses in an educator preparation program leading to a credential, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area. Faculty who are not in the Department, School or College of Education are exempt from this requirement. Reference: Education Code Section (a) and(b). All faculty members in the School of Education, who teach one or more courses in an educator preparation program leading to a credential, are expected to actively participate in public schools and classrooms at least once every three academic years, appropriate to their credential area. This participation is recorded on a Faculty Participation in PK-12 Schools Form that is provided by the University (See Appendix J). The completed forms are retained on file in the School of Education. (10) Program and Candidate Specific Preconditions. An institution which operates an approved preparation program shall meet all program specific preconditions, including: a. Require applicants for program admission to take the California Basic Educational Skills Test (CBEST) or have satisfied the Basic Skills Requirement (BSR). b. Not allow a candidate to participate in public school-based field activities until the candidate obtains a Certificate of Clearance from the Commission. All candidates applying for admission to a preparation program are required to take and pass CBEST or have satisfied the Basic Skills Requirement (BSR) prior to admission. The Basic Skills requirement is listed in the credential section of the University catalog under the Admission Requirements (See Appendix K). must have a Certificate of Clearance on file within their first session of enrollment and prior to participating in any field activities. This requirement is listed under the Credential and Program Requirement section of the catalog (See Appendix K). Program Specific Preconditions (1) Demonstration of Need. To be granted initial program accreditation by the Committee on Accreditation, the program proposal must include a demonstration of the need for the program in the region in which it will operate. Such a demonstration must include, but need not be limited to, assurance by a sample of school administrators that one or more school districts will, during the foreseeable future, hire or assign additional personnel to serve in the credential category. This precondition is not applicable as this is continuing accreditation. (2) Practitioners Participation in Program Design. To be granted initial program accreditation by the Committee on Accreditation, the program proposal must include verification that practitioners 8

9 in the credential category have participated actively in the design and development of the program s philosophical orientation, educational goals, and content emphases. This precondition is not applicable as this is continuing accreditation. (3) Basic Skills Requirement. In each program of professional preparation, applicants for program admission shall be required to take the California Basic Educational Skills Test (CBEST) or have satisfied the Basic Skills Requirement (BSR). The institution shall use the CBEST results to ensure that, upon admission, each candidate receives appropriate academic assistance necessary to pass the examination. Reference: Education Code Sections (f) and (n). For Internship Programs: In each internship program of professional preparation, candidates who are admitted shall be required to satisfy the Basic Skills Requirement prior to assuming intern teaching responsibilities. Reference: Education Code Section (b). Clarification of Precondition 3 Legislative Intent. Precondition 3 does not require passage of the CBEST for admission, only that the examination be taken. It is the intent of the Legislature that admission to a program not be denied solely on the basis of having failed to pass the CBEST. Further, it is expected that institutions will make provisions for assisting candidates in passing the exam. Applicants Residing Out of State When They Apply for Admission. Persons residing outside of California when they apply for admission must take the CBEST no later than the second available administration of the test after enrolling in the program. All candidates applying for admission to a program of professional preparation are required to take and pass CBEST or have satisfied the Basic Skills Requirement (BSR) prior to admission. The Basic Skills requirement is listed in the credential section of the University catalog under the Admission Requirements (See Appendix K). applying for internship programs must also pass CBEST prior to admission. The Basic Skills requirement is listed in the credential section of the University catalog under Internship Admission Requirements (See Appendix K). (4) Certificate of Clearance. An entity that operates a program of professional preparation shall not allow a candidate to participate in school-based field experiences until the candidate obtains a Certificate of Clearance from the Commission that verifies the candidate s personal identification, unless the individual has already completed the fingerprint and character identification process and has been issued a valid document by the Commission. Reference: Education Code Section (d). must have a Certificate of Clearance on file within their first session of enrollment and prior to participating in any field activities. This requirement is listed under the Credential and Program Requirement section of the catalog (See Appendix K). 9

10 General Education (Multiple and Single Subject) Programs The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the General Education (Multiple and Single Subject) programs listed below. Institutions must respond to the 10 General Institutional Preconditions, the 4 Program Specific Preconditions as well as these additional preconditions. Preliminary Multiple and Single Subject (5) Limitation on Program Length. The professional preparation coursework that all candidates are required to complete shall be equivalent to no more than two years of full-time study at the institution. The limitation applies to postgraduate teacher preparation programs. The limitation does not apply to blended/integrated programs of subject matter preparation and professional preparation teaching internship programs. Reference: Education Code Section (a) and (b) (3). Clarification of Program Precondition 5 Individually Prescribed Courses. Program Precondition 1 does not apply to additional courses that are required if a candidate is unable to meet the Commission s standards of candidate competence and performance by completing the regular professional preparation program. The professional preparation requirements related directly to teacher credentialing are equivalent to one year of full-time study at the University (34 credits). The additional credits required for the program are pre-requisite coursework. Multiple Subject and Single Subject Program Checklists are included in Appendix La & Lb. (6) Limitation on Student Teaching Prerequisites. No college or university shall require candidates to complete more than the equivalent of nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary or secondary schools. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of alternative methods of English language development as required by Program Precondition 7. Reference: Education Code Section (a). Clarification of Program Precondition 6 Student Teaching is defined as experience in a classroom or school under the direction and supervision of an experienced practitioner to complete program requirements. Other terms sometimes used include field work, field experience, directed teaching, practice teaching, practicum, etc. are eligible to begin student teaching after twelve credits of professional coursework. Below is a list of each student teaching course and the required co-requisite. Multiple Subject EDMU 582 Directed Teaching I and EDUU 544 Student Teaching Seminar I EDMU 583 Directed Teaching II and EDUU 545 Student Teaching Seminar II 3 credits, 2 credits 3 credits, 2 credits Single Subject EDSU 592 Directed Teaching I and EDUU 544 Student Teaching Seminar I 3 credits, 2 credits EDSU 593 Directed Teaching II and EDUU 545 Student Teaching Seminar II 3 credits, 2 credits 10

11 (7) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Section (b) and receive specific coursework addressing instruction and assessment of English Learners (EDMU 520 Literacy and Language in K-8 Classrooms I, EDMU 521 Literacy and Language in K-8 Classrooms II, EDSU 530 Theories, Methods and Materials for Teaching English Learners, and EDSU 532 Effective Literacy Instruction for Single Subject ) and are required to make modifications to lesson plans and instruction during the rest of the methods courses to accommodate a multitude of learners, including English Language Learners. In addition, students must demonstrate these skills during the fieldwork and student teaching components of the program. (8) Undergraduate Student Enrollment. Undergraduate students of any campus of the California State University or the University of California shall be allowed to enroll in any professional preparation course. Reference: Education Code Section (a). Clarification of Program Precondition 8 Program Precondition 8 does not mean that a public institution must make it possible for a candidate to complete all requirements for a baccalaureate degree and a preliminary credential in four years of fulltime study or the equivalent. Brandman University is a private, non-profit university. This precondition is not applicable. (9) Program Admission. The sponsor of a multiple or single subject preliminary teacher preparation program assesses each candidate s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections (a). The candidate provides evidence of having passed the appropriate subject matter examination(s). The candidate provides evidence of having attempted the appropriate subject matter examinations(s). The candidate provides evidence of registration for the next scheduled examination. The candidate provides evidence of having completed a Commission approved the appropriate subject matter preparation program. The candidate provides evidence of continuous progress toward meeting the subject matter requirement. The candidate provides evidence of enrollment in an organized subject matter examination preparation program. As part of the admission process all Multiple Subject and Single Subject credential candidates must prove subject matter competency by providing evidence that they have registered for, have taken or have passed the appropriate subject matter examination (CSET) prior to admission to the program. Single Subject candidates may provide verification of completion of a CTC approved subject matter preparation program in the appropriate subject matter. The subject matter requirement is listed in the credential section of the catalog under Admission Requirements (See Appendix K). 11

12 (10) Subject Matter Proficiency. The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to student teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher of record in a K-12 school. Reference: Education Code Sections (b) (5). For Multiple Subject programs (traditional, internship, and/or blended/integrated), the candidate provides evidence of having passed the appropriate subject matter examination(s). For Single Subject programs (traditional and/or internship), the candidate provides evidence of having passed the appropriate subject matter examination(s) or having completed the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor. For Single Subject blended/integrated programs, the candidate provides evidence of having passed the appropriate subject matter examination(s), or having completed at least four-fifths (4/5) of the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor. All Multiple Subject and Single Subject candidates must pass their subject matter exam prior to student teaching. Single subject candidates may demonstrate subject matter competency with verification of completion of a subject matter preparation program. Interns must pass their subject matter exam prior to placement and instructional responsibilities or becoming the teacher of record. The subject matter proficiency requirement is listed under the Credential and Program Requirements section of the catalog (See Appendix K & M). (11) Completion of Requirements. A college or university or school district that operates a program for the Preliminary Multiple or Single Subject Credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections (b) and (b) (8). Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution Completion of Basic Skills Requirement Completion of an accredited professional preparation program Completion of the subject matter requirement Demonstration of knowledge of the principles and provisions of the Constitution of the United States Passage of the Teaching Performance Assessment Passage of the Reading Instruction Competence Assessment (RICA) (for Multiple Subject candidates). In addition to meeting the admissions and student teaching requirements which include passage of the California Basic Education Skills Test and completion of the subject matter proficiency, candidates must also complete the following program and credential requirements prior to credential recommendation: Pass all four Teaching Performance Assessment (TPA) Tasks U.S. Constitution requirement met by exam, transcript verifying completed U.S. Constitution coursework Proof of passing the Reading Instruction Competence Assessment (RICA) Multiple Subject candidates only CPR certification for Pediatric and Adult 12

13 All credential program coursework (3.0 GPA) Professional Teaching Portfolio Exit Interview and Exit Survey Internship Programs (5) Bachelor's Degree Requirement. admitted to internship programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326, The admissions requirements for the internship program require candidates to hold a baccalaureate degree from a regionally accredited institution and a GPA that meets program requirements. Admission requirements to the Internship Program are stated below: Internship Admission Requirements To be admitted to an Internship Program an applicant must provide the following: 1. Proof of a bachelor s degree from a regionally accredited institution and a GPA that meets program requirements; 2. Proof of a passing score on the California Basic Education Skills Test (CBEST) or any CTC approved basic skills tests is required for admission to all credential programs. The one exception to this requirement is that Multiple Subject candidates may use the passage of the Multiple Subject CSET (all four subsets) in place of the CBEST. 3. A passing score for the appropriate CSET exam or a verification letter from a CTC approved subject matter preparation program with an authorized signature from the institution where the program was completed (Single Subject Credential Program or Special Education Program only); 4. Proof of meeting U.S. Constitution requirements; 5. A copy of a negative T.B. clearance (cannot be older than two years); 6. A Copy of Certificate of Clearance or any permit issued by the CTC to teach P-12 in a public school; 7. A completed Verification of Employment Form from the school district that states beginning date of employment and grade(s) and subject(s) to be taught and identifies the district mentor (s) assigned to support the intern; 8. Completed Application for Internship Credential on the SOE Services MyBrandman site. 9. Completion of program specific 120-hour pre-service requirements for Internship Credentials. (6) Subject Matter Requirement. Each Multiple Subject intern admitted into the program has passed the Commission-approved subject matter examinations(s) for the subject area(s) in which the Intern is authorized to teach, and each Single Subject intern admitted into the program has passed the Commission-approved subject matter examination(s) or completed the subject matter program for the subject areas(s) in which the Intern is authorized to teach. Reference: Education Code Section 44325(c) (3). A passing score for the appropriate CSET exam or a verification letter from a CTC approved subject matter preparation program with an authorized signature from the institution where the program was completed (Single Subject Credential Program only) is required for admission to the intern program. 13

14 (7) Pre-Service Requirement. (a) Each Multiple and Single Subject Internship program must include a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content regarding the teaching English Learners pursuant to California Code of Regulations and PSA (b) Each Education Specialist Internship program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in pedagogy including classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English Learners. Multiple Subject Intern Program Multiple Subjects candidates must meet the 120 clock hour pre-service requirement by completing the following 3 credit courses: PSYU 323 Child Development This course covers physical, cognitive and psychosocial development from conception to adolescence. Both theoretical and applied aspects of development, parenting and teaching children are emphasized. 3 credits EDUU 510 Introduction to Teaching This course is designed for credential candidates and sets the stage for building an understanding of the teaching profession by providing basic background information about the philosophical, psychological, socio-cultural, legal and historical foundations of education in the United States. Additionally, candidates will be encouraged to examine their assumptions about teaching and learning in light of classical learning theory, language acquisition theory and current theories of brain compatible learning. A major emphasis of the class will be an examination of classroom management theories and techniques, management skills, parent involvement activities and other behaviors that help a teacher to successfully practice in the profession. will begin their professional teaching portfolio in this course. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 512 The Art and Craft of Teaching This course is designed for credential candidates. The art of teaching is to truly know the when, the where, the why and for whom the craft of teaching applies. The course fosters an understanding of learning theory, instructional models, assessment strategies, and pedagogical knowledge that transcends subject matter. At the heart of the art and craft of teaching is the application of concepts, principles and values necessary to create and sustain a just democratic society and apply them to ensure each student has optimum opportunities to learn. work collaboratively to select and apply appropriate teaching strategies that promote learning for diverse learners. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 511 Collaboration for Inclusive Schooling This course is designed for teaching credential candidates. The course focuses on collaboration, inclusive schooling, the understanding of disabilities, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course. 3 credits. 14

15 EDMU 520 Literacy and Language in K-8 Classrooms I Literacy and Language I focuses on first and second language acquisition, English language development, early literacy, emerging literacy, beginning reading, and beginning writing. Major study units also include the reading writing connection, the use of technology and media in literacy instruction, children s literature and informational text. Aligned with the Common Core Standards in English Language Arts and Literacy and English Language Development standards this course prepares candidates to provide literacy instruction to a wide range of students including students with varied reading levels, students with special needs, English learners, speakers of non-standard English and advanced learners. An emphasis is placed on classroom management and the collaboration with specialists, paraprofessionals, and parent/caregivers. will design and conduct a tutoring project that reflects their initial proficiency in reading diagnosis, implementation of theory-based strategies and interventions that provide effective instruction for a struggling reader in a primary grade level. A minimum of 10 hours of fieldwork is required for this course. 3 credits. EDMU 521 Literacy and Language in K-8 Classrooms II Literacy and Language II focuses on second language acquisition, English language development, reading comprehension and fluency as well as writing fluency. Major study units also include the reading writing connection, the use of multimedia tools in literacy instruction, content area literacy, children s literature and informational text. Aligned with the Common Core Standards in English Language Arts and Literacy and the English Language Development standards this course prepares candidates to provide literacy instruction to a wide range of students including students with varied reading levels, students with special needs, English learners, speakers of non-standard English and advanced learners. An emphasis is placed on developing an understanding of home and community literacy practices, including historical and cultural traditions, and collaborating with families to support literacy. will design and conduct a tutoring project that reflects their proficiency in reading diagnosis, implementation of theory-based strategies and interventions that provide effective instruction for an English learner in an intermediate grade level. A minimum of 10 hours of fieldwork is required for this course. 3 credits. Single Subject Intern Program Single Subject candidates must meet the 120 clock hour pre-service requirement by completing the following 3 credit courses: PSYU 324 Adolescence This course presents the major theoretical models of adolescent development and biological maturation, while addressing the issues of identity, peers, family, school, sexuality, morality, substance abuse and psychological problems. The historical nature of adolescent experience is contrasted with the experience of today s teenager. 3 credits EDUU 510 Introduction to Teaching This course is designed for credential candidates and sets the stage for building an understanding of the teaching profession by providing basic background information about the philosophical, psychological, socio-cultural, legal and historical foundations of education in the United States. Additionally, candidates will be encouraged to examine their assumptions about teaching and learning in light of classical learning theory, language acquisition theory and current theories of brain compatible learning. A major emphasis of the class will be an examination of classroom management theories and techniques, management skills, parent involvement activities and other behaviors that help a teacher to successfully practice in the 15

16 profession. will begin their professional teaching portfolio in this course. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 512 The Art and Craft of Teaching This course is designed for credential candidates. The art of teaching is to truly know the when, the where, the why and for whom the craft of teaching applies. The course fosters an understanding of learning theory, instructional models, assessment strategies, and pedagogical knowledge that transcends subject matter. At the heart of the art and craft of teaching is the application of concepts, principles and values necessary to create and sustain a just democratic society and apply them to ensure each student has optimum opportunities to learn. work collaboratively to select and apply appropriate teaching strategies that promote learning for diverse learners. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 511 Collaboration for Inclusive Schooling This course is designed for teaching credential candidates. The course focuses on collaboration, inclusive schooling, the understanding of disabilities, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDSU 530 Theories, Methods, and Materials for Teaching English Learners This course focuses on theories, issues, and practices involved in first and second language acquisition and maintenance, including psychological, socio-cultural, pedagogical, legal, and political factors. It provides an overview of state-designated assessment instruments and policies to identify and place English learners, and the spectrum of school-based educational structures that address these students academic needs in California, as guided by the state s Standards for English Language Development. Comparative/contrastive linguistics as well as English language and concept development strategies in content area instruction are addressed. During field experiences, candidates use effective methods for fostering academic excellence in English learners. Special attention is devoted to the interconnection between classroom organization and curricular planning, and the collaboration with specialists, paraprofessionals and parents/caregivers to support classrooms with diverse levels of English language proficiency. A minimum of 10 hours of fieldwork is required for this course. 3 credits. EDSU 532 Effective Literacy Instruction for Single Subject This course provides substantive, research-based content literacy instruction that effectively prepares each candidate for a Single Subject Teaching Credential to provide instruction in content-based reading and writing skills to a full range of students, including students with varied reading levels, students with special needs, English learners and speakers of non-standard English, as well as advanced learner. As candidates study issues of literacy, they examine the questions: What is literacy? What are multiple forms of literacy? What effects do multimedia, digital tools and popular culture have on the literacy we use every day, the academic literacy we teach in our classrooms, and the literacies we need in order to function as 21st Century citizens? Grounded in developing 21st Century skills and achieving Common Core Standards, this course addresses the integration of literacy skills (reading, writing, listening and speaking) in content area disciplines, development of comprehension and vocabulary skills, the uses of fiction and informational texts across the curriculum, writing as a process in each discipline and strategic research and study skills for middle school and high school students. will design and present 16

17 lesson plans that demonstrate their competencies in teaching content area literacy and applications of multimedia tools and resources in content area literacy instruction. The culminating learning experience is a tutorial project, in which candidates, utilizing strategies studied in the course, provide supplementary instruction to a middle school or high school student in content area literacy. A minimum of 10 hours of fieldwork is required for this course. 3 credits. Education Specialist Intern Program Education Specialist candidates must meet the 120 clock hour pre-service requirement by completing the following 3 credit courses: Mild/Moderate PSYU 323 Child Development This course covers physical, cognitive and psychosocial development from conception to adolescence. Both theoretical and applied aspects of development, parenting and teaching children are emphasized. 3 credits EDUU 510 Introduction to Teaching This course is designed for credential candidates and sets the stage for building an understanding of the teaching profession by providing basic background information about the philosophical, psychological, socio-cultural, legal and historical foundations of education in the United States. Additionally, candidates will be encouraged to examine their assumptions about teaching and learning in light of classical learning theory, language acquisition theory and current theories of brain compatible learning. A major emphasis of the class will be an examination of classroom management theories and techniques, management skills, parent involvement activities and other behaviors that help a teacher to successfully practice in the profession. will begin their professional teaching portfolio in this course. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 519 Teaching Students with Mild/Moderate Disabilities Education of children, youth, and young adults with mild/moderate disabilities provides a knowledge base and introduces skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct and evaluate students with mild/moderate disabilities. A minimum of 10 hours of field experience is required for the course. 3 credits. EDUU 511 Collaboration for Inclusive Schooling This course is designed for teaching credential candidates. The course focuses on collaboration, inclusive schooling, the understanding of disabilities, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDMU 520 and EDMU 521 Or EDSU 530 and EDSU 532 (See course descriptions above) Moderate/Severe PSYU 323 Child Development This course covers physical, cognitive and psychosocial development from conception to adolescence. Both theoretical and applied aspects of development, parenting and teaching children are emphasized. 3 credits 17

18 EDUU 510 Introduction to Teaching This course is designed for credential candidates and sets the stage for building an understanding of the teaching profession by providing basic background information about the philosophical, psychological, socio-cultural, legal and historical foundations of education in the United States. Additionally, candidates will be encouraged to examine their assumptions about teaching and learning in light of classical learning theory, language acquisition theory and current theories of brain compatible learning. A major emphasis of the class will be an examination of classroom management theories and techniques, management skills, parent involvement activities and other behaviors that help a teacher to successfully practice in the profession. will begin their professional teaching portfolio in this course. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDUU 560 Teaching Students with Moderate/Severe Disabilities Prerequisites: EDUU 510, and 511. This course addresses the education of children, youth, and young adults with moderate/severe disabilities providing a knowledge base and introducing the skills necessary for teachers in contemporary educational environments to assess, plan for, instruct and evaluate students with moderate/severe disabilities. A minimum of 10 hours of field experience is required for the course. 3 credits. EDUU 511 Collaboration for Inclusive Schooling This course is designed for teaching credential candidates. The course focuses on collaboration, inclusive schooling, the understanding of disabilities, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course. 3 credits. EDMU 520 and EDMU 521 Or EDSU 530 and EDSU 532 (See course descriptions above) A list of pre-service requirements by program can be found in Appendix N. (8) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following: (a) Provisions for an annual evaluation of the intern. (b) A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching. (c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities. (d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities. Each intern is assigned a University Supervisor who observes the intern each term and evaluates the student s progress. In addition, the district assigns the student a mentor teacher who works with the intern on a weekly basis. The mentor teacher provides guidance, support, and feedback. This is outlined in the Internship Contract Agreement between the University and the District (See Appendix O). 18

19 Interns are required to complete an education plan with their Academic Advisor prior to placement as an intern. This plan includes courses to be taken during the pre-service and internship phases of the program. Courses in the pre-service include but are not limited to: PSYU 323 Child Development (Multiple Subject and Education Specialist) or PSYU 324 Adolescence (Single Subject), EDUU 511 Collaboration for Inclusive Schools, EDUU 512 The Art and Craft of Teaching (Multiple and Single Subject) or for candidates in the Education Specialist program EDUU 519 Teaching Students with Mild/Moderate Disabilities or EDUU 560 Teaching Students with Moderate/Severe Disabilities. During the first year of their internship students take additional teaching methods courses. See Multiple Subject, Single Subject and Education Specialist Internship Checklists in Appendix Pa,Pb, and Pc). Brandman University interns are not placed in bilingual classrooms. (9) Supervision of Interns. (a) In all internship programs, the participating institutions in partnership with employing districts shall provide 144 hours of support and supervision annually and 45 hours of support and supervision specific to teaching English learners pursuant to California Code of Regulations (b) University Intern Programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision. Districts participating in the intern program with Brandman University complete an Internship Contract Agreement (See Appendix O) that clearly states the roles of the institution, the district, and the student. The hours of support and supervision are delineated in the internship contract agreement as well as the internship handbook (See Appendix Q). Each internship agreement notes that intern's salary may not be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. All University supervisors have the appropriate credential in the area(s) that they supervise. Brandman University pays University Supervisors for their observations and evaluations. Compensation is based on the number of candidates being supervised. Campus Clinical Coordinators assign University Supervisors in cooperation with the district to ensure best fit. (10) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an internship program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section This precondition is not applicable as this program has already received program approval. (11) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections and

20 Brandman University completes an Internship Contract Agreement with all participating districts and public school districts and/or county offices of education which articulates the specific credentials involved (See Appendix N). (12) Early Program Completion Option. (Does not apply to an Education Specialist intern program) Each intern program must make available to candidates who qualify for the option the opportunity to choose an early program completion option, culminating in a five year preliminary teaching credential. This option must be made available to interns who meet the following requirements: (a) Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following: Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students Techniques to address learning differences, including working with students with special needs Techniques to address working with English learners to provide access to the curriculum Reading instruction in accordance with state standards Assessment of student progress based on the state content and performance standards Classroom management techniques Methods of teaching the subject fields (b) Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option. (c) Pass the Reading Instruction Competence Assessment (RICA) (Multiple Subject Credential only). (d) Meet the requirements for teacher fitness. An intern who chooses the early completion option but is not successful in passing the assessment may complete his or her full internship program. (Reference: Education Code Section 44468). The following information is published in the Brandman University Catalog: EARLY COMPLETION OPTIONS (Multiple and Single Subject Only) Teaching Foundations Exam Option: may choose to take the Teaching Foundations Examination as an Early Completion Internship Option for their desired credential. All persons wishing to pursue the Early Completion Internship Option through the School of Education at Brandman University must enroll in and be accepted to the regular Internship Program in Multiple or Single Subject. who meet the admission requirements for an Internship Program, but have not taken the Teaching Foundations Examination must begin and/or continue to take prescribed coursework in the credential program in order to maintain the validity of the Internship Credential (a candidate can choose to take the Teaching Foundations Examination at the beginning or anytime during Internship Program). See an academic advisor or the Teacher accreditation Department for complete details regarding this program option. must pass all four TPA tasks on the first attempt in order to qualify for the Early Completion Option. Multiple Subject candidates must pass the RICA to qualify for the Early Completion Option. 20