School of Education Preconditions Report

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 209-550-4511 theuer@brandman.edu

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 2014-2015 Catalog J. Faculty Participation in PK-12 Schools Form K. School of Education Catalog 2014-2015 La. Multiple Subject Credential Checklist Lb. Single Subject Credential Checklist M. BA Liberal Studies 2014-2015 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

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

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

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 2018. (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

(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

(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

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 44227.5 (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

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 44252 (f) and 44225 (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 44252 (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 44320 (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

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 44259 (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 44320 (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

(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 44259 (b) and 44259.5. 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 44320 (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 44227 (a). The candidate provides evidence of having passed the appropriate subject matter examination(s). The candidate provides evidence of having attempted the appropriate subject matter examinations(s). The candidate provides evidence of registration for the next scheduled examination. The candidate provides evidence of having completed 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

(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 44259 (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 44259 (b) and 44283 (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

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, 44453. 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

(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 80033 and PSA 13-06. (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

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

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

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

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

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 80033. (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 44462. 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 44454. The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458. 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 44321 and 44452. 19

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

must meet the requirements for professional fitness as covered on the CTC credential application form. must provide this information to CTC in order to receive an intern credential. who are unsuccessful in passing the TPA on the first attempt may remain in the intern program, but can no longer pursue the Early Completion Option. (13) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b). As part of the Intern Eligibility application process candidates acknowledge that the internship credential is valid for two years from the date of issuance and that they are expected to complete all coursework and credential requirements for their program during that time frame. (14) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts. The participating school districts are required to sign an Internship Contract Agreement with Brandman University s School of Education that clarifies interns do not displace certificated employees of the bargaining unit. (See Appendix O) (15) Justification of Internship Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the internship is being implemented. Programs that are developed to meet employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted. The participating school districts are required to sign an Internship Contract Agreement with the Brandman University s School of Education and a statement of need that explains why the internship is being implemented and how participation in the internship program meets employment shortages. The statement must include information about the availability of qualified certificated persons holding the credential (See Appendix O). (16) Bilingual Language Proficiency. Each intern who is authorized to teach in bilingual classrooms has passed the language proficiency subtest of the Commission-approved assessment program leading to the Bilingual Crosscultural Language and Academic Development Certificate. Reference: Education Code Section 44325 (c) (4). This precondition is not applicable because Brandman University does not offer this program. 21

Preconditions for Education Specialist Programs Preliminary Education Specialist (5) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Sections 44227, 44253.1, and 44283. receive specific coursework addressing instruction and assessment of English Learners (EDMU 520 Literacy and Language in K-8 Classrooms I and EDMU 521 Literacy and Language in K-8 Classrooms II or 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. (6) Program Admission. The sponsor of an education specialist teacher preparation program assesses each candidate s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections 44227 (a). The candidate provides evidence of having passed the appropriate subject matter examination(s). The candidate provides evidence of having attempted the appropriate subject matter examinations(s). The candidate provides evidence of registration for the next scheduled examination. The candidate provides evidence of having completed an appropriate Commission approved subject matter preparation program. The candidate provides evidence of continuous progress toward meeting the subject matter requirement. The candidate provides evidence of enrollment in an organized subject matter examination preparation program. As part of the admission process all Education Specialist 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- multiple subject or single subject) prior to admission to the program. Education Specialist candidates working in a single subject area 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). (7) Subject Matter Proficiency. The approved 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 Section 44227. To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential, except for the Early Childhood Special Education credential, shall 1. Pass the Commission-approved Multiple Subject subject matter examination; or 22

2. Pass a Commission-approved subject matter examination in art, English, mathematics including foundational-level mathematics, music, social science or science including foundational-level general science or specialized science; or 3. Complete a Commission-approved subject matter program in art, English, mathematics including foundational-level mathematics, music, social science or science including foundationallevel general science or specialized science; or 4. Hold a California general education teaching credential, in any subject. For employment purposes, Education Specialists will have to meet the subject matter requirements of a Commission on Teacher Credentialing 13 Preconditions for California Educator Preparation Programs Highly Qualified Teacher according to federal Public Law 108-446 Sections 1401 and 1412 and California Code of Regulations Section 6111. (a) For those assigned to a setting that is designated as teaching an elementary curriculum per NCLB/IDEA, subject matter competence shall be accomplished by passing the examination approved by the Commission on Teacher Credentialing for Multiple Subject Teaching Credentials (currently the California Subject Examination for Teachers: Multiple Subjects.) (b) For those assigned to teach in a setting designated as teaching a middle or high school curriculum per NCLB/IDEA, subject matter competence may be achieved by demonstration of subject matter competence in art, English, mathematics including foundational-level mathematics, music, social science, or science including foundational-level general science and specialized science. Competence may be achieved by: 1) successful passage of the authorized state exam in a single subject listed above authorized by the Commission on Teacher Credentialing (currently California Subject Examination for Teachers: Single Subject) or 2) completion of a Commission approved Single Subject Matter program or the equivalent. (c) Those Education Specialists assigned to teach students whose curriculum is based on alternative achievement standards (i.e. alternatives to the California high school exit exam) may demonstrate subject matter competence through the same method as elementary teachers in (a) above. All Education Specialist candidates must pass their subject matter exam (CSET- multiple or single subject) prior to student teaching. Education Specialist candidates working in a single subject area 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). (8) Completion of Requirements. A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections 44225(a), 44227, and 44283.2(a). Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution Satisfaction of the Basic Skills Requirement Completion of an accredited professional preparation program Completion of the subject matter requirement Demonstration of knowledge of the principles and provisions of the Constitution of the United States 23

Passage of the Reading Instruction Competence Assessment (RICA) [Passage of the RICA examination does not apply to Early Childhood Special Education Credential candidates Section 44283.2(b).] 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: 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 All credential program coursework (3.0 GPA) Professional Teaching Portfolio Exit Interview and Exit Survey Education Specialist: All Added Authorization (5) accepted into an Added Authorization program must currently hold a preliminary education specialist teaching credential or be eligible for a preliminary education specialist teaching credential prior to recommendation for the Added Authorization. All candidates accepted into an added authorization program at Brandman University must currently hold a preliminary education specialist teaching credential or be eligible for a preliminary education specialist teaching credential prior to recommendation for the Added Authorization. (6) The Added Authorization courses may be considered part of coursework for completing the Clear Education Specialist program. Brandman University does not currently offer a Clear Education Specialist program. The University did offer an Education Specialist- Level II program but is no longer admitting candidates to the program as of August 2014. The Level II program did not consider added authorizations as part of the coursework for completing the program. Early Childhood Special Education Added Authorization Institutions must respond to the Preconditions for All Added Authorization Programs in addition to the below precondition. (5) accepted into the Early Childhood Special Education Added Authorization program must currently hold a preliminary education specialist teaching credential Mild/Moderate or Moderate/Severe or be eligible for the same education specialist teaching credential prior to recommendation for the Early Childhood Special Education Added Authorization. All candidates accepted into the Early Childhood Special Education Added Authorization program at Brandman University must currently hold a preliminary education specialist Mild/Moderate or Moderate/Severe teaching credential or be eligible for the same education specialist teaching credential prior to recommendation for the Early Childhood Special Education Added Authorization. 24

Level II Education Specialist Credential Important Note for Level II Program Sponsors The last date to enroll candidates into the Level II Education Specialist Program is December 31, 2014. have until January 31, 2019 to complete the Level II program. Reference Title 5 Section 80048.4 (6) (c). Program sponsors must submit a response to these preconditions when submitting a program for Program Assessment. (5) A college or university that operates a program for the Professional Level II Education Specialist Credential shall determine, prior to admission to the credential program, that each candidate is employed in a special education position that is likely to have sufficient duration for the Level II induction plan to be completed. Day-to-day substitute positions do not satisfy this precondition. To be admitted to the Level II program candidates must possess a Level I Education Specialist Credential or Certificate of Eligibility. Admission to the Level II program must occur no later than 120 days following initial employment on a Preliminary (Level I) Education Specialist Credential. must provide proof of two years of employment at the time of the Level II recommendation as a full-time special education teacher in the disability area (Mild/Moderate or Moderate/Severe) authorized by their Level I credential area to be eligible to file for the Level II credential. The Individualized Induction Plan is developed in EDUU 687 Professional Induction Planning and Assessment (3 credits). This course must be successfully completed before any other Level II courses in the credential program can be taken. To be eligible to enroll in EDUU 687, the candidate must be teaching in a special education classroom at least half time. (6) A college or university that operates a program for the Professional Level II Education Specialist Credential shall determine, prior to admission to the credential program, that each candidate possesses a valid Preliminary Level I Education Specialist Credential, or a Certificate of Eligibility for the credential To be admitted to the Level II program candidates must possess a Level I Education Specialist Credential or Certificate of Eligibility. Admission to the Level II program must occur no later than 120 days following initial employment on a Preliminary (Level I) Education Specialist Credential. (7) A college or university that operates a program for the Professional Level II Education Specialist Credential shall provide for the development of a written individualized program of coursework and professional development activities, referred to as a professional credential induction plan, developed in consultations among the candidate, employer and institution. The professional credential induction plan shall identify and address individual candidate needs, college or university program requirements, consultations and other activities with an assigned support provider, and assessment of the plan's completion. A college or university that operates a program for the Professional Education Specialist Credential shall consider the development of the professional credential induction plan and assessment of the completion of the professional credential induction plan to be part of the total units required for the Level II professional credential program. 25

The Individualized Induction Plan is developed in EDUU 687 EDUU 687 Professional Induction Planning and Assessment (3 credits). This course must be successfully completed before any other Level II courses in the credential program can be taken. To be eligible to enroll in EDUU 687, the candidate must be teaching in a special education classroom at least half time. The Individualized Induction Plan is developed in collaboration with the student, the district support provider and the University. The EDUU 687 instructor serves as the institution s representative in this consultation and reviews in detail the plan to ensure all requirements are met (See Appendix Ra & Rb). (8) A college or university that operates a program for the Professional Level II Education Specialist Credential shall allow approved non-university activities to be included in the Level II professional credential induction plan for up to 25 percent or one quarter of the total program, in consultation with the candidate and the employer's representative. must develop an area of expertise during the induction program. They select and area of specialization they wish to pursue in their first course EDUUU 687 EDUU 687 Professional Induction Planning and Assessment and develop an Expertise Plan in consultation with the course instructor and district support provider. As part of the professional portfolio candidates submit in EDUU 688 candidates document 120 hours of Non-University activities that assist them in developing their expertise. These hours may include, but are not limited to, literature reviews, web searches, conference attendance, and meetings with co-workers who are experts in the area they have selected. These hours represent 25% of the total program (See Appendix S). (9) A college or university that operates a program for the Professional Level II Education Specialist Credential shall determine, prior to recommending a candidate for the credential, that the candidate has verified successful completion of a minimum of two years of teaching experience in a full-time special education position or the equivalent, in a public school or private school of equivalent status. The experience must be completed while holding the Preliminary Level I Education Specialist Credential or while holding a valid out-of-state credential in a special education category comparable to a Commission-approved Preliminary Level I program authorizing special education service. must provide proof of two years of employment at the time of the Level II recommendation as a full-time special education teacher in the disability area (Mild/Moderate or Moderate/Severe) authorized by their Level I credential area to be eligible to file for the Level II credential. (10) A college or university that operates a program for the Professional Level II Education Specialist Credential shall ensure that each Level II teacher's support provider is a credentialed staff member. The individual assigned as a support provider must be someone other than the teacher's supervisor or principal. Brandman University requires the teacher s support provider to be employed by the candidate s district. The Support Provider must 1) have at least 3 years of experience as a special education teacher with the same credential the candidate is pursuing, 2) be employed full-time as an educator, and 3) be supported by the candidate s employing agency. This person may not be the teacher s supervisor or principal. The assignment must be agreed upon by the candidate, faculty advisor, support provider, and employing agency. (11) A college or university that operates a program for the Professional Level II Education Specialist Credential shall ensure that the assignment of a support provider for each beginning 26

teacher occurs within the first 120 days of employment so the candidate, institutional advisor and employer's representative(s) can begin to develop a Level II professional induction plan for the support and development of each beginning teacher. Upon enrollment in the Level II program, candidates are required to complete EDUU 687 Professional Induction Planning and Assessment as their very first course. are assigned a support provider and develop their Individual Induction Plan in this course and cannot complete other Level II courses prior to successfully completing this class. Preconditions for Specialist Credentials and Certificates The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Specialist Credentials and/or Certificates listed below. Institutions must respond to the 10 General Institutional Preconditions, the 4 Program Specific Preconditions, as well as these additional preconditions. California Teachers of English Learners (CTEL) (5) Per Title 5, Section 80015 (a)(3), each program for the California Teachers of English Learners shall require completion of 24 semester units (or 36 quarter units) or 12 upper-division/graduate semester units (or 18 quarter upper division/graduate quarter units) in the approved course work for the certificate. The CTEL program consists of 12 upper-division/graduate semester units. Course titles and units are listed below: Required Courses (12 credits) EDUU 526 Theories of Language Structure and Acquisition 3 EDUU 527 English Language and Literacy Development 3 EDUU 528 Content-based Instruction and Assessment for Linguistic Minority Students: SDAIE 3 EDUU 570 Voice, Diversity, Equity and Social Justice 3 (6) Per Title 5, Section 80015.2(a), applicants recommended for a Crosscultural, Language, and Academic Development Certificate (CLAD) must possess a valid California teaching credential, services credential, children s center instructional permit, or children s center supervision permit which authorized the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1 to 12 inclusive, or classes primarily organized for adults except the following: (a) Emergency credentials or permit, (b) Exchange credentials as specified in Education Code Section 44333, (c) District intern certificates as specified in Education Code Section 44325, (d) Sojourn certificated employee credentials as specified in Education Code Section 44856; (e) Teacher education internship credentials as specified in Article 3 (commencing with Education Code Section 44450) of Chapter 3. entering this program must possess a valid California teaching credential, services credential, children s center instructional permit, or children s center supervision permit which authorizes the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1 to 12 inclusive, or classes primarily organized for adults[with the exceptions noted above]. 27

Preconditions for Services Credentials The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Services Credentials listed below. Institutions must respond to the 10 General Institutional Preconditions, the 4 Program Specific Preconditions as well as these additional preconditions. Preliminary Administrative Services (Adopted February 2014) (5) Possess one of the following valid credentials: (a) a clear or life California teaching credential that requires a baccalaureate degree and a program of professional preparation, including student teaching or the equivalent, and holds an English learner authorization; or (b) a clear or life California designated subjects teaching credential in adult education, career technical education, vocational education or special subjects, provided the applicant also possesses a baccalaureate degree, and holds an English learner authorization; or (c) a clear or life California services credential in pupil personnel services, health services for school nurse, teacher librarian services, or speech-language pathology or clinical or rehabilitative services requiring a baccalaureate degree and a program of professional preparation, including field work or the equivalent. Education Code section 44270(a)(1) and Title 5 of the California Code of Regulations section 80054(a) For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to possess the appropriate prerequisite credential prior to recommendation for the intern credential and the assumption of intern administrative responsibilities. All candidates applying to the Preliminary Administrative Services credential program must possess a baccalaureate degree and a valid California teaching/service credential. applying to the Intern option must possess the appropriate prerequisite credential prior to recommendation for the intern credential and the assumption of intern administrative responsibilities. (6) Meet the basic skills requirement as described in Education Code section 44252(b), unless exempt by statute. Education Code section 44252(b) and Title 5 of the California Code of Regulations section 80054(a) For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify the basic skills requirement has been met prior to recommendation for the intern credential and the assumption of intern administrative responsibilities. (7) Verification of one of the following prior to being recommended for the preliminary credential (a) five years of successful, full-time teaching experience with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A); (b) five years of successful, full-time experience in the fields of pupil personnel, school nurse, teacher librarian, or speech-language pathology. or clinical or rehabilitative services with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A); or (c) a combination of (a) or (b). Education Code section 44270(a)(2) and Title 5 of the California Code of Regulations section 80054(a)(4) 28

All candidates applying to the Preliminary Administrative Services credential program must meet the basic skills requirement. applying to the Intern option must meet the basic skills requirement prior to recommendation for the intern credential and the assumption of intern administrative responsibilities. (7) Verification of one of the following prior to being recommended for the preliminary credential (a) five years of successful, full-time teaching experience with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A); (b) five years of successful, full-time experience in the fields of pupil personnel, school nurse, teacher librarian, or speech-language pathology. or clinical or rehabilitative services with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A); or (c) a combination of (a) or (b). Education Code section 44270(a)(2) and Title 5 of the California Code of Regulations section 80054(a)(4) For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify appropriate experience as described above prior to recommendation for the intern credential and the assumption of intern administrative responsibilities. The credential coordinator verifies a minimum of five years of successful, full-time teaching or service experience prior to recommending a candidate for the Preliminary Administrative Services credential. The credential coordinator also verifies a minimum of five years of successful, full-time teaching or service experience prior to recommending a candidate for the intern credential and the assumption of intern administrative responsibilities. (8) Has completed a Commission-approved preliminary or intern Administrative Services Credential Program based on Administrative Services Credential Program Standards (rev. 7/2013). Education Code section 44270(a)(3) and Title 5 of the California Code of Regulations section 80054(a)(2) The Brandman University preliminary and intern Administrative Services credentials are based on Administrative Services Credential Program Standards. The current program reflects 2003 standards and the program that begins in the 2015-2016 academic year will reflect the 2013 standards. See the CTC Preliminary Report of Findings Administrative Services in Appendix T). (9) Verification of an offer of employment in a full or part-time administrative position in an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1). If a candidate has satisfied preconditions 1 through 4 but does not have an offer of employment, the Commission-approved program shall recommend for a Certificate of Eligibility which verifies completion of all requirements for the preliminary Administrative Services Credential and allows the holder to seek employment in and administrative position. Education Code section 44270(a)(4) and Title 5 of the California Code of Regulations section 80054(a)(6) completing the Preliminary Administrative Services credential program must provide proof of employment prior to being recommended for the credential or the credential coordinator recommends candidates for a Certificate of Eligibility which verifies completion of all requirements for the preliminary Administrative Services Credential. 29

Professional Clear Administrative Services (Adopted 2001) IMPORTANT NOTE: These preconditions only apply to the Professional Clear standards-based programs. They do not apply to the Professional Clear guidelines-based programs. All Professional Clear programs will expire on July 1, 2015. The last date to recommend candidates based on completion of a Tier II Standards or Guidelines program will be June 30, 2017. (5) Initial Employment Requirement. An entity that operates a program for the Professional Clear Administrative Services Credential shall determine, prior to admission to the credential program, that the candidate is employed in a position requiring an administrative credential. Education Code Section 44270 (b) and 44270.1 (a)(2) All candidates applying to the Professional Clear Administrative Services credential program must hold a current position as an administrator in an approved setting. Form CL-777 titled Verification of Employment as an Administrator must be turned in prior to being admitted (See Appendix U). (6) Prerequisite Credential. An entity that operates a program for the Professional Clear Administrative Services Credential shall determine, prior to admission to the credential program, that the candidate possesses a valid Preliminary Administrative Services Credential. Education Code Section 44270.1 (a)(1) All candidates applying to the Professional Clear Administrative Services credential program must possess a valid Preliminary Administrative Services credential. (7) Individualized Induction Plan. An entity that operates a program for the Professional Clear Administrative Services Credential shall provide for the development of a written individualized program of professional development activities (professional credential induction plan) for the advanced preparation program based upon individual needs. The plan shall be developed in consultations among the candidate, employer and university representative. Education Code Section 44270.1 (a)(3) As part of the first course candidates take in the Professional Clear Administrative Services Credential program (EDAU 710 Clear Mentoring of Candidate) they design and implement a Professional Induction Plan (PIP) in which activities are identified that will assist candidates in gaining competencies as a school administrator. The plan is developed in consultation among the candidate, faculty mentor and district support provider. The plan must reflect the unique characteristics and needs of the candidate and their particular administrative assignment. At the conclusion of the program candidates compile evidence of having achieved advanced competency in each of the California Professional Standards for Educational Leaders(CPSEL) for inclusion in their Professional Portfolio. See the Clear Administrative Services Handbook in Appendix V). (8) Non-university Activities Option. A college or university that operates a program for the Professional Clear Administrative Services Credential may allow approved non-university activities to be included in the professional credential induction plan in consultations among the candidate, employer's representative and university representative. Education Code Section 44270.1 (a)(3) As part of the Professional Induction Plan candidates must indicate the professional development activities, including qualified non-university professional development activities such as participation in Association of California School Administrators (ACSA) workshops, participation in the Leadership 30

Initiative (formerly CSLA) and other comprehensive professional training and development organizations in which the candidate intends to participate to promote her / his individual professional growth. The nonuniversity activities are determined through consultations among the candidate, faculty mentor and district support provider (See Appendix V). (9) Administrative Experience Requirement. An entity that operates a program for the Professional Clear Administrative Services Credential shall determine, prior to recommending a candidate for the credential, that the candidate has verified completion of a minimum of two years of successful experience in a full-time administrative position in a public school or private school of equivalent status while holding the Preliminary Administrative Services Credential. Education Code Section 44270.1 (a)(2) The credential coordinator verifies completion of a minimum of two years of successful experience in a full-time administrative position prior to recommending a candidate for the Professional Clear Administrative Services credential. (10) Inclusion of University Coursework. An entity that operates a program for the Professional Clear Administrative Services Credential shall ensure that the professional credential induction plan developed for each candidate includes university coursework among the required professional development activities. Education Code Section 44270.1(a)(3) in the Professional Clear Administrative Services credential program take two courses as part of the program EDAU 710 Professional Clear Mentoring of and EDAU 720 Professional Clear Assessment of Candidate Competence. The first course is taken at the beginning of the program and the second class is taken at the end of the program. EDAU 710 Professional Clear Mentoring - In this course, candidates demonstrate their knowledge, skills and abilities through an assessment component and ongoing interaction with their faculty mentor and district support provider. Under supervision, candidates design and implement a Professional Induction Plan (PIP) in which activities are identified that will assist candidates in gaining competencies as a school administrator. In addition, candidates develop a Professional Portfolio, verifying mastery in all of the California Professional Standards for Educational Leaders (CPSELs). Within the Portfolio are written assignments, narrative reflection, artifacts and other appropriate evidence. EDAU 720 Professional Clear Assessment of Candidate Competence This course builds upon the foundations of the prior strengths of the candidates, the Professional Induction Plan (PIP), and the materials in the Professional Portfolio. synthesize their learning and apply conceptual knowledge to administrative practice in ways that engage them in important issues of educational leadership. To recommend a candidate for the Clear Administrative Services Credential, the faculty mentor must verify competence in candidate performance as outlined in the California Professional Standards for Educational Leaders (CPSELs) using the candidate s Portfolio and feedback from the District Support Provider and Faculty Mentor. A summative assessment brings closure to this process and establishes direction for continuing growth and professional development. 31

Pupil Personnel Services (5) Specialization Requirements. A college or university that operates a program of professional preparation shall have a curriculum that meets the requirements of (a) and one or more of (b), (c), (d), and (e) as specified below. Statutory basis: Title 5 California Code of Regulations, Section 80632, Article 2, Professional Preparation Programs. (a) In order to meet the scholastic needs of school pupils with a diverse range of needs, abilities and expectations, all programs approved as preparation in pupil personnel services shall give primary emphasis to helping public school pupils to achieve academic success by emphasizing the importance of academic advising. Persons admitted to programs must have a minimum of a baccalaureate degree from an accredited college or university in a subject other than Education. (b) Credit for successful completion of a program of study for the school counselor specialization shall be: Equivalent to a minimum of 48 semester units or 72 quarter units; or 720 classroom hours of post baccalaureate study. (c) Credit for successful completion of a program of study for the school social work specialization shall be: Equivalent to a minimum of 45 semester units or 67.5 quarter units; or 675 classroom hours of postgraduate study. (d) Credit for successful completion of a program of study for the school psychologist specialization shall be: Equivalent to a minimum of 60 semester units or 90 quarter units; or 900 classroom hours of postgraduate study. (e) Credit for successful completion of a program of study for the added child welfare and attendance services specialization shall be: Equivalent to a minimum of 9 semester units or 13 quarter units; or 135 classroom hours of postgraduate study. The Pupil Personnel Services School Counseling and School Psychology programs emphasize the importance of academic advising. Courses that emphasize academic advising include: Pupil Personnel School Counseling CSPU 511 Introduction to the Ethical Practice of School Counseling This course introduces candidates to the roles school counselors have in the public schools, the ethical and legal guidelines that shape the profession, and emergent practices in individual and group assessment, academic advisement, career counseling, crisis intervention, personal & social counseling, consultation, and systems change. Pupil Personnel Services School Psychology CSPU 510 Introduction to the Ethical Practice of School Psychology This course introduces candidates to the various roles of school psychologists have in the public schools, ethical and legal guidelines that shape the profession and emergent practices in assessment, crisis intervention, personal & social counseling, behavior management, consultation, and systems change. All Pupil Personnel Services School (PPS) Counseling and School Psychology candidates must hold a baccalaureate degree from a regionally accredited college or university in order to be admitted to the PPSC School Counseling or PPSP School Psychology program at Brandman University. Program admission requirements are clearly outlined in the university catalog. The Pupil Personnel Services School Counseling program was placed on inactive status effective September 1, 2014. It was offered in combination with Masters in School Counseling is 48 semester 32

units. It was also offered as a stand-alone credential program for candidates who have earned Masters Degree in Counseling or the equivalent in a directly related field. Brandman University does not offer the school social work specialization. The Pupil Personnel Services School Psychology program is 72 semester units. The credential is only offered in combination with an Education Specialist Degree in School Psychology and a Master of Arts in Educational Psychology degree. Brandman University does not offer the child welfare and attendance services specialization. III. MATRIX OF APPROVED PROGRAMS, CURRENT ENROLLMENT AND COMPLETERS Multiple Subject Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Multiple Subject 263 100 359 75 Intern 14 1 17 5 Traditional 249 99 342 70 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the credential program may complete the program in one year most candidates take longer than one year to finish. Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported 2012-2013 2013-2014 Traditional Interns Traditional Interns Multiple Subject 249 14 342 17 Antelope Valley Campus 5 1 14 Fairfield Campus 11 1 17 Folsom Campus 1 1 Hanford Campus 7 22 Irvine Campus 4 11 Modesto Campus 17 35 1 Monterey Campus 15 3 15 1 Ontario Campus 5 7 1 Palm Desert Campus 11 25 Riverside Campus 6 10 Roseville Campus 23 1 25 33

San Diego Campus 13 1 6 2 Santa Maria Campus 32 39 1 Victor Valley Campus 18 2 16 6 Visalia Campus 26 3 36 4 Walnut Creek Campus 41 2 39 1 Yuba City Campus 14 24 Single Subject Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Single Subjects 238 109 336 70 Intern 20 19 32 10 Traditional 218 90 304 60 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the credential program may complete the program in one year most candidates take longer than one year to finish. Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported Traditional 2012-2013 2013-2014 Interns Traditional Interns Single Subject 218 20 304 32 Antelope Valley Campus 10 1 15 3 Fairfield Campus 6 1 9 2 Folsom Campus 1 1 Hanford Campus 4 5 1 Irvine Campus 10 8 1 Modesto Campus 23 28 Monterey Campus 17 1 15 4 Ontario Campus 15 1 11 1 Palm Desert Campus 13 2 25 4 Riverside Campus 8 1 12 2 Roseville Campus 25 2 42 2 San Diego Campus 5 11 Santa Maria Campus 21 2 31 2 34

Victor Valley Campus 7 2 15 2 Visalia Campus 12 7 17 Walnut Creek Campus 30 49 6 Yuba City Campus 11 11 1 Preliminary Education Specialist Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Education Specialist 250 78 432 131 Intern 56 29 110 45 Traditional 194 49 322 86 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the credential program may complete the program in one year most candidates take longer than one year to finish. Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported 2012-2013 2013-2014 Traditional Interns Traditional Interns Education Specialist 194 56 322 110 Antelope Valley Campus 15 4 27 7 Fairfield Campus 10 2 14 4 Folsom Campus 0 2 Hanford Campus 1 1 0 Irvine Campus 0 0 Modesto Campus 19 4 28 9 Monterey Campus 2 2 8 4 Ontario Campus 14 2 15 2 Palm Desert Campus 14 6 28 9 Riverside Campus 17 4 20 11 Roseville Campus 8 1 23 7 San Diego Campus 11 3 16 8 Santa Maria Campus 17 3 34 2 Victor Valley Campus 13 4 24 8 Visalia Campus 16 3 18 3 Walnut Creek Campus 32 16 51 33 Yuba City Campus 5 1 14 3 35

Education Specialist Level II Program Specific Candidate Information candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed 36 Enrolled Completed Education Specialist Level II 165 105 128 101 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the Level II program may complete the program in one year some candidates take longer than one year to finish. Autism Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Autism 77 53 59 49 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the added authorization program may complete the program in one year some candidates take longer than one year to finish. Site (If multiple sites) Delivery Option Early Childhood Special Education Added Authorization Program Specific Candidate Information Numbers of candidates and completers/graduates for two years reported 2012-2013 2013-14 Completers/ Graduates Online Only 0 0 2 1 CTEL Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completers/ Graduates Completed CTEL 70 15 77 22

Preliminary Administrative Services Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Preliminary Admin. Services 362 124 318 154 Intern 10 5 28 11 Traditional 352 119 290 143 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the credential program may complete the program in one year most candidates take longer than one year to finish. Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported 2012-2013 2013-2014 Traditional Interns Traditional Interns Preliminary Admin. Services 352 10 290 28 Antelope Valley Campus 12 13 Fairfield Campus 17 19 Folsom Campus Hanford Campus 1 3 Irvine Campus 23 17 Modesto Campus 42 12 1 Monterey Campus 37 1 26 4 Online Campus 19 1 39 7 Ontario Campus 32 1 23 Palm Desert Campus 29 27 Riverside Campus 5 1 3 1 Roseville Campus 21 16 San Diego Campus 11 7 Santa Maria Campus 4 3 Victor Valley Campus 25 3 23 6 Visalia Campus 15 2 8 2 Walnut Creek Campus 41 1 35 6 Yuba City Campus 18 16 1 37

Clear Administrative Services Program Specific Candidate Information candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Clear Administrative Services 77 57 274 118 School Counseling Program Specific Candidate Information (all Campuses) candidates and completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Pupil Personnel Services School Counseling 50 15 64 28 Intern 9 5 Traditional 50 15 55 23 *Brandman University serves adult learners who often must balance work and school. While candidates enrolled in the school counseling program may complete the program in one year most candidates take longer than one year to finish. Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported 2012-2013 2013-2014 Traditional Interns Traditional Interns Pupil Personnel Services School Counseling 50 55 9 Modesto Campus 18 16 3 Palm Desert Campus 1 San Diego Campus 11 7 Walnut Creek Campus 20 32 6 38

School Psychology Program Specific Candidate Information (All Campuses) completers/graduates for two years reported 2012-2013 2013-2014 Enrolled Completed Enrolled Completed Pupil Personnel Services School Psychology 85 34 86 24 Intern 3 1 12 9 Traditional 82 33 74 15 * The School Psychology program is a 3 year program therefore candidates are not expected to complete in one year Program Specific Candidate Information (Disaggregated by Campus) candidates enrolled by campus for the two years reported 2012-2013 2013-2014 Traditional Interns Traditional Interns Pupil Personnel Services School Psychology 82 3 74 12 Modesto Campus 31 1 30 4 San Diego Campus 23 25 Walnut Creek Campus 28 2 19 8 39

IV. APPENDICES 40