See Program Coordinator for details.
An internship performed under the supervision and with permission of the School Psychology faculty and the school district which hires the intern is required. In order to be recommended to a district as a possible intern, the student must have all program entry requirements and be approved by the School Psychology credential coordinator.
The Education Specialist Credential Program prepares and recommends for certification special education teaching candidates in the CTC Education Specialist Credential categories of Mild/Moderate and Moderate/Severe. An Intern Option is also available in collaboration with certain school districts. Please consult with the Teacher Preparation Advising Center for further information.
This Specialist Credential program prepares candidates in the areas of Mild/Moderate and Moderate/Severe disabilities in a program approved by the California Commission on Teacher Credentialing. The program is designed so that candidates may be certified in both areas of authorization if they complete two separate field experiences, i.e., one with students with mild and moderate disabilities and one with students with moderate and severe disabilities. Upon admission to the program, candidates must identify an area of authorization and indicate whether their goal is to become certified in one or both areas. An Intern Option is also available in partnership with selected school districts. Please consult the College of Education Teacher Preparation Advising Center for further information. An Education Specialist Credential can also be earned in conjunction with the Integrated Teacher Education Program (ITEP). Please refer to the Liberal Studies Department for information on this.
The Education Specialist Credential Program prepares candidates in the areas of Mild/Moderate and Moderate/Severe disabilities in a program approved by the California Commission on Teacher Credentialing. The program is designed so that candidates may be certified in both areas of authorization if they complete the corresponding methods course and two separate field experiences, i.e., one with students with mild and moderate disabilities and one with students with moderate and severe disabilities. Upon admission to the program, candidates must identify an area of authorization and indicate whether their goal is to become certified in one or both areas. An Intern Option is also available in partnership with selected school districts. Candidates should consult an advisor in the College of Education Teacher Preparation Advising Center (TPAC) for further information. An Education Specialist Credential can also be earned in conjunction with the Integrated Teacher Education Program (ITEP). Candidates should consult an advisor in the Liberal Studies Department for further information.
Application for admission to the Education Specialist Credential Program (ESCP) should be made the semester before beginning the required courses. Students may apply to the program while taking prerequisite courses and may be admitted on a conditional basis pending their completion. Applications are available online at www.ced.csulb.edu/special-education. Applications should be submitted to the Teacher Preparation Advising Center.
1. Be admitted to the University as a post-baccalaureate (credential) student. (Note that application to the University is a separate process. Apply through www.csumentor.edu)
2. Submit an Education Specialist Credential Program application by the posted application deadline.
3. Attain a grade point average of at least 2.67 in all baccalaureate and post-baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester units or 90 quarter units completed.
4. Provide documentation of a structured field experience of at least 45 hours in a K-12 general education classroom setting.
5. Submit two letters of recommendation from individuals who are well acquainted with your educational training, relevant teaching, and other related experiences.
6. Submit a typed personal essay describing how your interest in special education began; the experiences, training and talents that you bring to the area of special education; your short-term and long-term career goals; and how the program's goals fit your personal goals.
7. Submit a negative tuberculosis skin test or chest X-ray taken within the last three years. (TB clearance must be valid through advanced field study (student teaching).)
8. Submit proof of having taken the California Basic Educational Skills Test (CBEST). You must have attempted all three parts of the CBEST. Passage of the CBEST is required before you begin your advanced field study (student teaching).
9. Pass an oral interview with program faculty.
10. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the interview with program faculty.
11. Demonstrate personal and professional character traits that satisfy the standards of the teaching profession and display a suitable aptitude for teaching students with special needs in public schools through the application documentation and interview with program faculty. (Candidates must continue to demonstrate appropriate personal and professional character traits through completion of the program.)
12. Submit an application for a Certificate of Clearance to the California Commission on Teacher Credentialing (CTC) or provide evidence of recent fingerprint clearance. Submit a copy of the Certificate as demonstration of clearance or a copy of a certified mail receipt as demonstration of submitting an application.
13. Submit proof of having demonstrated subject matter competence by passing all three sub-tests of the California Subject Exam for Teachers: Multiple Subjects (CSET: Multiple Subjects) or the appropriate single subject CSET exam in Math, Science, or Language Arts to meet the highly qualified teacher mandate. See the program advisor for more information.
Applicants will be informed by email of the decision of the program faculty regarding acceptance into the program shortly after the interview. Upon acceptance, the candidate is required to meet with an assigned program faculty for advisement and may begin taking Preliminary program coursework in the advised sequence.
Interns are teachers of record employed by a local school district who earn their credential concurrent with meeting their classroom teaching responsibilities. Prior to applying for the Education Specialist Intern Program (ESIP), applicants must be admitted to the Education Specialist Program (see above).
In addition, Education Specialist Intern Program candidates must:
To be considered for full admission in the ESCP and ESIP programs, candidates must complete all prerequisite courses (13 units):
Take one of the following:
Take all of the following:
Fully admitted candidates complete core courses (33 units)
Take all of the following:
Take one of the following:
Take one of the following:
Core courses include the advanced fieldwork courses:
Take one of the following pairs of courses:
Candidates for dual authorization must complete the methods course and 6 units of student teaching in the second authorization.
A grade of "D" or "F" in any of the core courses will result in the candidate being dropped from the program. The candidate's overall grade point average must continue to meet the program admission standard. A 3.0 grade point average with no grade below "C" in the core courses is required to advance to fieldwork (student teaching).
Candidates in the ESIP program must identify and work closely with a site-based support team comprised of their site-support coach, principal, and other school and district support personnel throughout the program.
The final phase of the ESCP and ESIP programs is advanced fieldwork (student teaching). Candidates are required to student teach for 4 days a week for the length of the semesters that they are enrolled in advanced field study courses. ESCP candidates student teach as a traditional student teacher under the direction of a master teacher. ESIP candidates use their own K-12 special education classroom setting in which they are the teacher of record as their student teaching placement.
A separate application is required for advanced fieldwork (student teaching). Applications for advanced fieldwork must be submitted by the posted deadlines during the semester prior to which the candidate wishes to student teach. Application packets are distributed at program Fieldwork Information meetings, which are announced in program courses and posted on the program website. Upon notification of acceptance to advanced field study, candidates register for Advanced Field Study: EDSP 587 A & B or EDSP 588 A & B.
To be eligible for advanced fieldwork (student teaching), candidates must:
To be eligible for the Preliminary Education Specialist Credential, candidates must successfully meet all program requirements, including passing student teaching. They must also pass the Reading Instruction Competency Assessment (RICA). Candidates may take the RICA at any time prior to applying for the credential. RICA information booklets are available in the Teacher Preparation Advising Center (ED1-67). Candidates apply for the credential through the college Credential Center.
Appeals to program decisions or requests for policy waivers are made by filing a written appeal to the program appeals committee. The committee reviews the written statement and supporting evidence. After the review, the committee renders its final decision. Examples of petitionable policies are: the minimum grade point average required for program admission, waiving the deadline for submission of a test score, waiving an application deadline, completing all program courses prior to student teaching, readmission to student teaching, and course equivalencies. Consult the program coordinator for items not listed here. Students follow university procedures (available elsewhere in this Catalog) to appeal a course final grade.
These Level II requirements apply only to students who began their Level I training prior to 2010. Level II requirements are under revision for those beginning their Level I preparation after 2010.
Professional Level II Education Specialist Credential preparation is intended to enable new Education Specialist teachers to apply their Level I preparation to the demands of their professional positions while also developing as reflective practitioners in advanced skill areas and knowledge. The Level II program incorporates several courses in the Master of Science in Special Education program and students are encouraged to apply to the M.S. in Special Education program.
Candidates are encouraged to apply for admission to the Professional Level II Education Specialist Credential program in the semester immediately prior to their anticipated completion of Level I. The CTC requires that candidates complete Level II within five years of the completion of Level I. Candidates must be employed for at least 2 years under a Level I credential to be granted a Level II credential. Upon completion of the Level I credential, candidates have 120 days of employment to select a support provider and develop a Level II Individualized Induction Plan. To be considered for admission, candidates must provide verification of the following:
1. Complete the following course and complete an Individualized Induction Plan:
Select area of emphasis (mild/moderate or moderate/severe); identify specialization and action research focus; and identify non-university activities if applicable.
2. Complete the following core courses:
3. Complete one specialization course:
4. Complete one advanced methods course:
5. Participate in an Exit interview with University Faculty Mentor and District Support Provider.