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Designated Subjects Career Technical Education - Program Review Launchpad

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1. Program Summary

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1.1 Designated Subjects Career Technical Education Program Summary

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Program Summary 
 

The College of Education at California State University, Long Beach (CSULB) is approved by the California Commission on Teacher Credentialing to recommend individuals for the CTE Designated Subjects Credential and to offer a program of instruction to meet state requirements.  Career Technical Education is defined as the practice of preparing individuals for employment in the fifteen industry sectors established by the CA State Board of Education (Agriculture and Natural Resources; Arts, Media, and Entertainment; Building Trades and Construction; Education, Child Development, and Family Services; Energy and Utilities; Engineering and Design; Fashion and Interior Design; Finance and Business; Health Science and Medical Technology; Hospitality, Tourism, and Recreation; Information Technology; Manufacturing and Product Development; Marketing, Sales, and Service; Public Service; and Transportation).  


Regarding leadership and communication, there is regular interface and collaboration between the faculty and the college Credentialing Center for advising, applications, enrollment, academic progress, and course scheduling in consultation with the Associate Dean of College of Education.  
 

CSULB’s pathway to obtaining the Preliminary CTE Credential is for teachers with prior industry experience, and who hold a Valid California Education Specialist, Multiple Subject or Single Subject Teaching Credential with an English Learner Authorization. The Preliminary CTE Teaching Credential integrates core academic knowledge with technical and occupation knowledge. This credential is valid for three years and authorizes the holder to teach in the subject, also known as industry sector, listed on the credential in grades twelve and below and in classes organized primarily for adults in career, technical, trade or vocational courses. CTE Credential holders have increased job opportunities, assist students by connecting college preparation with post-secondary career readiness, work with career pathways and connect schooling to the industry sectors.  


The Clear CTE Teaching Credential is valid for five years and authorizes the holder to teach in the subject, also known as industry sector, listed on the credential in grades twelve and below, and in classes organized primarily for adults, including services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE) in career, technical, trade or vocational courses.  


CSULB’s pathway to obtaining the Clear CTE Teaching Credential is for teachers that have successfully completed CTED 403A-Foundations of Career Technical Education and have one year of teaching experience within the subject area listed on their Preliminary CTE Teaching Credential. The Commission’s leaflet describing the program is found at: http://www.ctc.ca.gov/credentials/leaflets/cl888.pdf. The CTE Program at CSULB adheres to the CA CTE Framework Guiding Principles listed below and also outlined in the document found at: https://www.cde.ca.gov/Ci/ct/sf/documents/cteframework.pdf 

 

Guiding Principles

 

  • Inclusion—CTE provides all students with full access to high-quality offerings in career technical education.
  • Students and the economy—CTE serves the career preparation needs and interests of students, industry, labor, and communities while promoting workforce and economic development.
  • Preparation for success—CTE prepares students to master the necessary technical, academic, employability, decision-making, and interpersonal skills to make the transition to meaningful postsecondary education and employment.
  • Career planning and management—CTE provides students with opportunities to develop and apply the skills needed for planning and managing their careers.
  • Integration—CTE incorporates instructional strategies to improve teaching and learning through rigorous academic content standards applied in real world situations.
  • Programs of study—CTE provides sequenced curricular pathways that include career-related and academic content standards to prepare students for success in postsecondary education, careers, and lifelong learning.
  • Innovation and quality—CTE fosters innovation and continuous improvement of instructional content and delivery.
  • Future orientation—CTE demonstrates a forward-looking perspective that meets the contemporary and emerging needs of individuals, communities, and the economy.
  • Collaboration—CTE partners with business, industry, labor, postsecondary education, and the community to provide classroom and work-based learning opportunities that prepare all students for success. 

Course of Study  

 

The CTED 403 Foundations of Career and Technical Education course is taught asynchronously online over seven weeks and is offered as a Special Session each Fall and Spring semester. It covers foundational topics for the Career Technical Education professional, including an historical and philosophical background to CTE, legal and ethical issues, development of professional perspectives and growth. The need for career technical educators to be well prepared to educate the changing diversity of the population in their classrooms is a concept woven throughout the course. This focus is combined with the integration of new information and experiences linked with prior understanding while relating to real world situations, practiced and evaluated through assignments and guided by faculty. Course objectives are performance based and aimed at the development of specific competencies.  The students are evaluated by the quality of student performance with the written assignments, class participation, class activities, and presentations 

 

Course Learning Outcomes

  • CLO1 Demonstrate understanding of essential CTE concepts, principles and practices
  • CLO2 Develop as a professional educator through reflective teaching practice
  • CLO3 Collaborate with other educators and the school and business communities
  • CLO4 Demonstrate strategies which promote school improvement for all students
  • CLO5 Use research to improve teaching and solve educational problems

Coordination of Coursework with Critical Areas and Field Work 


There are several assignments in which the coursework is linked to addressing critical areas and field work within the fifteen industry sectors of CTE. 

 

In the research paper assignment and research to practice presentationstudents write a research paper on a topic involving an educational problem or teaching dilemma related to the concepts, principles and practice of CTE at their work site. Students are to locate six sources from the literature in the field that discuss the situation, and present their findings and possible solutions to the class.  

 

With the community organizations assignment, students create a working list of community organizations and agencies in their area which provide services that may benefit their instruction and help the students in their classes. Next, they choose one location to visit personally or virtually and report back on their visit, sharing the highlights including something they would like to add into their teaching practice, and next steps if any for future collaboration based on their visit.

 

In the Professional Responsibility Portfolio, the students compile information relating to their professional, legal, and ethical responsibilities as teachers. This includes information on child labor laws; guidelines for reporting suspected cases of child abuse, neglect, or sexual harassment; school district/ROCP policies; and violence prevention information. The objective of this assignment is to have an up-to-date comprehensive repository of information regarding your professional responsibilities to use for reference if issues or questions arise.

 

Finally, there are weekly discussion board questions which encompass the diversity of backgrounds, knowledge levels, and experiences of all of the students and sectors lending will richness to the learning environment.  All students contribute actively to their own learning by reading materials, participating in class discussions and activities, sharing examples, and learning through discovery.   

 

Program Modifications 


The CTED 403 course has had modifications over the recent two years in Academic Innovation Design Initiative (AIDI) updates, special needs statement updates, a new textbook upgraded to the 5th edition with changes to assignments, reading, and discussion board questions, and modifications with updated links to relevant research, CTE month awareness and activities, COVID adaptations, and mental health support as needed.  

 

Fieldwork 


Candidates admitted to the Designated Subjects Career and Technical Education Credential Program are current Multiple, Single, or Education Specialist teachers.  Candidates are working as CTE teachers in schools or planning to apply for a position that requires the CTE Credential. Candidates take the Foundations Course through our continuing education studies in the College of Professional and International Education (CPIE).  The Foundations course is designed to assist candidates to understand the foundations of the CTE field, while they are employed as a CTE teacher. There are no formally supervised field placements or observed field service evaluations conducted beyond a field service assignment in the class.  The instructor integrates a class fieldwork assignment that involves having candidates in the course observe in a community resource organization.  As a qualified CTE professor, the instructor supervises and evaluates this field assignment as part of the class.   

 

Assessment of Candidates 


Candidates are assessed for program competencies as part of the coursework. Through consultation with the instructor, candidates receive advice about how to improve their skills and knowledge and are informed of course assessment results. 


1.1.1 Table Depicting Location, Delivery Models, and Pathways

 

Location

Delivery Model

Pathway

College of Professional and International Education (CPIE) – Continuing Ed/Open University 

Online 

Foundational Course for the Designated Subjects CTE Credential 

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2. Organizational Structure

3. Faculty Qualifications

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3.1 Faculty Distribution Table

Full-Time

Part-Time

Vacancies

0

1

0


3.2 Annotated List of Faculty

Name & Degree

Credential Courses Taught (Number & Title)

Kirstie DiBiase, Ed.D.

CTED 403A: Foundations of Career Technical Education


3.3 Published Adjunct Experience and Qualifications Requirements

Adjunct positions typically require an MA/MS degree, with a doctoral degree preferred, and relevant professional experience in this field. Specific adjunct qualifications currently are not published for this program. 


3.4 Faculty Recruitment Documents

This program has not recruited full-time faculty in recent years.

 

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4. Course Sequence

4.1 Published Course Sequence 
 

The Designated Subjects Career Technical Education (CTE) Credential program at CSULB offers just one course towards this credential: CTED 403A: Foundations of Career Technical Education. Additional details are available on the program website. 

5. Course Matrix & Syllabi

6. Fieldwork & Clinical Practice

PLEASE NOTE: Candidates admitted to the Designated Subjects Career and Technical Education Credential Program are current Multiple, Single, or Education Specialist teachers.  Candidates are working as CTE teachers in schools or planning to apply for a position that requires the CTE Credential. Candidates take the Foundations Course through our continuing education studies in the College of Professional and International Education (CPIE).  The Foundations course is designed to assist candidates to understand the foundations of the CTE field, while they are employed as a CTE teacher. There are no formally supervised field placements or observed field service evaluations conducted beyond a field service assignment in the class.  The instructor integrates a class fieldwork assignment that involves having candidates in the course observe in a community resource organization.  As a qualified CTE professor, the instructor supervises and evaluates this field assignment as part of the class.

 

Jump to 6.3, 6.4, 6.5. 6.6. 6.6.1


6.1 Fieldwork and Clinical Practice Overview Table

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential do not complete designated clinical practice and field work hours for program completion; therefore, the table is not necessary. 


6.2 Affiliation Agreements and MOUs for Field Placement

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential work at their own place of employment; therefore, Affiliation Agreement and MOU documentation is not necessary. 


6.3 Veteran Practitioners Training Materials

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential do not work under the supervision of District Employed Supervisors/Master Teachers; therefore, training materials are not necessary. 


6.4 Documentation of Candidate Placement

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential work at their own place of employment; therefore, documentation of placement is not necessary. 


6.5 Clinical Practice Manual

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential work at their own place of employment and do not complete additional clinical practice and field work expectations; therefore, a Clinical Practice Handbook is not necessary. 


6.6 Fieldwork and Clinical Practice Syllabi

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential do not complete coursework that includes clinical practice or field work experience; therefore, syllabi are not necessary. 


6.6.1 Clinical Practice Assessment Instruments

Candidates working toward a Designated Subjects Career Technical Education Teaching Credential are not assessed through clinical practice and field work experiences; therefore, assessment instruments are not necessary. 

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7. Credential Recommendations

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7.1 Description of Credential Recommendation Process

Credentialed teachers establish a file in the CSULB Credential Center, when applying for the Preliminary Career Technical Education Credential and submit all supporting documentation.  Candidates receive a credential program evaluation, completed by a credential analyst, which lists the requirements that have been met and those that are outstanding.  Upon meeting all requirements for the Preliminary Credential, a credential analyst will complete an online recommendation.  The credential analyst ensures that only qualified candidates are recommended for the Preliminary Career Technical Education Credential.  Candidates receive advising from the CTED 403A instructor and credential analysts from the Credential Center. 

 

The Preliminary Career Technical Education teacher will return to the Credential Center to apply for their Clear Career Technical Education Credential and submit all supporting documentation for an evaluation, including verification that they have 1 year of CTE teaching experience.  Upon satisfactory completion, a credential analyst will proceed with the recommendation.  The credential analyst ensures that only qualified candidates are recommended for a Clear Career Technical Education Credential.    


7.1.1 Candidate Progress Monitoring Document 

 

Career Technical Education Credential Evaluation (PDF)


7.1.2 Individual Development Plan (IDP) Form

 

Not Applicable

 

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