32
Teacher Education
Preliminary Credential + MA Program
Policy Handbook
Revised December 16, 2014
The best social justice program a nation can offer its children is a
Our Vision
great education. A free and just democratic nation must have a wellThe best social justice program a nation can offer its children is a great
educated,
personally responsible and responsive citizenry who are
education. A free and just democratic nation must have a well-educated,
givenpersonally
every opportunity
theircitizenry
purposewho
in life,
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responsible to
andfulfill
responsive
are given
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raising
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to fulfill their purpose in life, including raising healthy families that make up and
community.
opportunity
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andinultimately
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community.begins
This opportunity
begins
the home and
includes
the classroom,
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and largerand
society.
ultimately
includes thethe
classroom,
the workplace
larger society.
To provide such an education, we need teachers deeply committed to academic
To provide
suchequity,
an education,
we who
needwork
teachers
deeply
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excellence,
and integrity;
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academic
excellence,
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attitudes necessary to teach every child as though they were teaching their own;
develop
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whothe
collaborate
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the parents
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though
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makers;
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meansthe
to maximize
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parents
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The integrityand
andother
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use technology
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accountable
to join alongside others to do the hard work it takes to make this
achievement
andand
opportunities.
vision a reality for all the students assigned to their classrooms.
These are and
the teachers
we of
at CGU
to prepare
for our
schools.
The integrity
character
greatseek
teachers
prompts
them
to hold
themselves accountable and to join alongside others to do the hard
work it takes to make this vision a reality for all the students assigned
to their classrooms.
These are the teachers we at CGU seek to prepare for our schools.
Introduction to this Policy Handbook This handbook outlines several policies and practices for CGU’s Preliminary Credential + MA Program. Candidates are expected to be aware of and adhere to the policies outlined in this Teacher Education Policy Handbook as well as CGU-­‐wide policies outlined elsewhere. Candidates are expected to review this Policy Handbook immediately upon being admitted into CGU’s Preliminary Credential + MA Program in order to understand the Program’s expectations and requirements. They are also expected to revisit it any time it has been revised. When the Policy Handbook is revised, current Candidates will be notified via email regarding where they can find a copy of the new/revised Handbook. Candidates can find cohort-­‐specific information (i.e., important dates, forms, etc.) in their Cohort Guide. If a Candidate wishes to be exempt from a policy or wishes
to propose an alternate practice, he/she may submit a letter
of appeal. This letter should be directed to Teacher
Education’s Leadership Team and submitted to Teacher
Education’s Director. All supporting materials should
accompany the appeal letter. The Candidate’s request will
be reviewed by the Leadership Team. If the Candidate does
not receive a response from the Leadership Team within
two weeks of submitting the request, he/she should recontact Teacher Education’s Director.
Expectations and Requirements are also found in the Cohort Guide Candidates are expected to be aware of and adhere to the
expectations and requirements outlined in their Cohort
Guide. Policy Handbook. Teacher Education’s Preliminary Credential + MA Program
Table of Contents
page 4
Table of Contents Our Philosophy ............................................................................................................................... 6 Effective teachers dispel the myth that certain students “can’t learn”................................ 6 Theoretical/academic and clinical/practical in symbiotic relationship ............................... 7 Teacher Education’s Credential Programs...................................................................................... 8 Preliminary Credentials ...................................................................................................... 8 Rigor & Pace of CGU’s Preliminary Program ....................................................... 9 Clear Credentials Offered CGU’s Induction Program ........................................................ 9 Structure of CGU’s Preliminary Credential + MA Program ........................................................ 10 Coursework ....................................................................................................................... 10 Requirements not tied to a Course .................................................................................... 10 Credentialing Requirements Not Tied To Coursework ................................................................ 11 Requirements that NEED to be met prior to starting the Pre-Teaching Experience in
Phase I ............................................................................................................................... 11 Requirements that NEED or SHOULD be met prior to the start of Phase II Fall (and that
need to be met prior to filing) ........................................................................................... 11 Requirements that NEED to be met prior to the start of Phase II Spring (and that need to
be met prior to filing) ........................................................................................................ 13 Requirements that NEED to be met prior to filing for Preliminary Credential ................ 13 California TPAs – Requirements for General Education Candidates ............................... 14 Chart of Prerequisites for each Phase ............................................................................... 15 Pathways to Earning Multiple Preliminary Credentials................................................................ 17 General Education Single-Subject Candidate wanting to earn another Single Subject
Credential .......................................................................................................................... 17 General Education Single-Subject Candidates wanting to earn a Multiple-Subject
Credential .......................................................................................................................... 17 General Education Multiple-Subject Candidates wanting to earn a Single-Subject
Credential .......................................................................................................................... 17 Mild/Moderate Education Specialists wanting to earn a Moderate/Severe Credential .... 17 Moderate/Severe Education Specialists wanting to earn a Mild/Moderate Credential .... 18 General Education Candidates wanting to earn an Education Specialist Credential ........ 18 Education Specialists Candidates wanting to earn a General Education Credential ........ 18 Attendance, Participation & Grading Policies .............................................................................. 20 Attendance Policy ............................................................................................................. 20 Participation Policy ........................................................................................................... 21 Grading for a Clinical Course ........................................................................................... 23 Grading for an Academic Course ..................................................................................... 24 Policy Handbook. Teacher Education’s Preliminary Credential + MA Program
Table of Contents
page 5
Retaking a Class................................................................................................................ 25 Mid-Term Progress Report ............................................................................................... 25 Incompletes ....................................................................................................................... 25 CGU’s Policies Regarding Academic Standing ............................................................... 25 Glossary of Acronyms & Key Terms ........................................................................................... 26 Policy Handbook. Teacher Education’s Preliminary Credential + MA Program
Our Philosophy
page 6
Our Philosophy
Effective teachers dispel the myth that certain students “can’t learn”
We prepare a special kind of teacher: one who fosters academic success in all students while “fasttracking” the achievement of students who struggle. We know it is a myth that certain children
(because they are poor, students of color, students with disabilities, or non-native speakers of
English) “can’t learn.” Indeed, on any given campus one can find star teachers who cultivate
success and breed optimism with even the most disenfranchised populations. These are the
teachers CGU prepares for our K-12 classrooms.
We promote an empowering message: effective teachers can and do transform lives. They do so
by holding themselves accountable and by striving for social justice. They act upon the belief that
it is their job to foster the academic success of every child on their class roster. Their sense of
accountability leads them to do the hard work necessary to know their content; to develop an
understanding of their students in order to enhance curriculum relevance; to purposely plan their
instruction with explicit learning objectives and assessments in mind; to utilize strategies known to
cultivate academic success; and to form collaborative partnerships with families and other
educators to build the ladders needed for all students to reach the highest academic standards.
Such star teachers point an “accountable finger” towards their own chests instead of a “blaming
finger” at the myriad of external factors that swirl about. They don’t fall into the trap of believing:
“He’s too poor…There’s too much going on at home…She (or her family or her culture…) doesn’t
value education…He doesn’t know enough English…She just doesn’t have what it takes…He is
‘kinda dumb.’” 1 Instead, effective teachers embrace the belief that the adults involved in our
educational systems can indeed interrupt cycles of academic failure. These are the teachers CGU
prepares for our K-12 classrooms.
To be clear, effective teachers acknowledge variables like poverty and language fluency are
challenges, but they also know they are not barriers that legitimize a student’s failure or that justify
teachers lowering their expectations or their own commitment. Instead they realize such variables
can and need to be addressed via well-informed, explicit, and purposeful instruction. These are the
teachers CGU prepares for our K-12 classrooms.
We empower our Candidates with the knowledge that students can and will learn when under the
guidance of effective teachers. Having internalized this message, our teachers are intensely
motivated to master the strategies and techniques known to bring about academic success. That is,
they understand that developing one’s craft is a means to upholding their responsibility to their
1
See Jeffrey Howard of Boston’s Efficacy Institute for more on how are schools are constructed for three groups of
students: the “very smart” (VS), the “sorta smart” (SS), and the “kinda dumb” (KD). In this construct, the VS
students get the rigorous curriculum; the SS students get the standard curriculum, and the KD students receive the
dummied down curriculum. Some (namely Rist, 1970) argue this kind of sorting begins during the second week of
kindergarten and is most damaging to those pegged as “sorta smart” or “kinda dumb” because the curriculum they
receive in their “tracked” classrooms limits their ability to access what Howard calls “get smart instruction.” In such
a system, Howard argues, there is not much “value added” instruction in schools. After thirteen years of schooling,
the original designations are largely unchanged: The “sorta smart” students are still often SS, the “kinda dumb”
students are still often KD. This process creates an ugly self-fulfilling prophecy that stratifies our society into
“haves” and “have-nots.”
Policy Handbook. Teacher Education’s Preliminary Credential + MA Program
Our Philosophy
page 7
students and to promoting social justice. These are the teachers CGU prepares for our K-12
classrooms.
Every assignment and class is designed to develop the skills, strategies, and attitudes known to
interrupt cycles of academic failure. We believe our Candidates do not have the luxury to indulge
in activities that do not directly and effectively cultivate their ability to reach students. As such, all
that we do is guided by our mission (see cover).
Theoretical/academic and clinical/practical in symbiotic relationship
We believe the best way to prepare a highly effective teacher is for the teacher candidate to
simultaneously grapple with the academic/theoretical and the practical/clinical. Work in schools
needs to be informed by academic study and research and, likewise, discussions at the university
need to be deepened via the real-world context of schools. To help bridge the clinical/practical and
the academic/theoretical, our classes are taught by seasoned K-12 veterans, many of whom have
taken time out of the K-12 arena to pursue doctoral work in our School of Educational Studies or
to participate in research projects.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Teacher Education’s Credential Programs
page 8
Teacher Education’s Credential Programs
In California, becoming a fully credentialed teacher is a two-step process: first individuals must
earn a Preliminary Credential; then, within five years, they “clear” the Preliminary Credential via
an “induction program.”
At CGU, people can earn a Preliminary Credential and/or a Clear Credential. CGU’s
Preliminary Program aims to usher an individual into the profession; it provides the teacher
candidate with the opportunity to develop beginning mastery of teaching (per the TPEs). Our
Induction Program that leads to a Clear Credential provides the new teacher with further
opportunity to develop advanced professional practices.
Along with the Preliminary Credential and Clear Credential, CGU offers a Certificate/Added
Authorization in Autism and provides support for those wanting to earn a BCLAD (Bilingual
Crosscultural, Language, and Academic Development) authorization.
These credentials, authorizations and certificates are briefly discussed below.
Preliminary Credentials
General Education Preliminary Credentials offered at CGU:
• Multiple-Subject/Elementary Credential (for those wanting to teach all subjects in selfcontained Grades K-6)
• Single-Subject Math (for those who want to teach Math in middle school or high school)
• Single-Subject Science (for those who want to teach Science in middle school or high
school)
• Single-Subject Social Studies (for those who want to each Social Studies/History in
middle school or high school)
• Single-Subject English (for those who want to teach English/Language Arts in middle
school or high school)
• Single-Subject Spanish (for those who want to teach Spanish in middle school or high
school)
Education Specialist Preliminary Credentials offered through CGU:
• Mild/Moderate (for those who want to specialize in teaching those who have mild and/or
moderate disabilities)
• Moderate/Severe (for those who want to specialize in teaching those who have moderate
and/or severe disabilities).
The CLAD certificate requirements are embedded into the coursework for all of CGU’s
Preliminary Credentials and, hence, our Preliminary Credential Candidates are considered ELL
competent.
All the classes, work and activities associated with earning a Preliminary Credential at CGU are
aligned to the California Teacher Performance Expectations (TPEs) and are designed to help the
Candidate understand and embody the scope and practices of effective teachers.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Teacher Education’s Credential Programs
page 9
Most CGU Candidates earn their Preliminary Credential in conjunction with a Master of Arts
degree.
There are a number of program admission requirements, including but not limited to needing a
Bachelor’s Degree from an accredited undergraduate program. Parties can contact the Teacher
Education Office (TeacherEducation@cgu.edu or 909/621-8076) to learn about the admission
requirements for the Preliminary Credential + MA Program and/or to discuss how one might
“package” their program so they could earn multiple Preliminary Credentials.
Rigor & Pace of CGU’s Preliminary Program
Candidates typically graduate from CGU with a Preliminary Teaching Credential and a Master’s
of Arts in Education in just 14-19 months. Given this timeline, CGU provides an expedited path
to Preliminary Credentialing. Our program is fast-paced and rigorous. As such, the Program
isn’t well suited for everybody. It is best for those who have prior experience working with
youth, have strong content knowledge, are highly committed, are able to focus on the Program,
have strong academic skills, and have well-developed interpersonal and communication skills.
Clear Credentials Offered CGU’s Induction Program
CGU’s Induction Program allows teachers to earn the following Clear Credentials:
• Multiple-Subject Clear Credential
• Single-Subject Clear Credential
• Education Specialist, mild/moderate, Clear Credential
• Education Specialist, moderate/severe, Clear Credential.
There are a number of program admission requirements, including but not limited to needing a
valid Preliminary Credential. Parties can contact the Teacher Education Office
(TeacherEducation@cgu.edu or 909/621-8076) to learn about the admission requirements for the
Induction Program.
Policy Handbook. CGU’s Preliminary Credential + MA Program
The Structure of CGU’s Preliminary Credential + MA Program
page 10
Structure of CGU’s Preliminary Credential + MA Program
CGU’s Preliminary Credential + MA Program is divided into three phases:
• Phase I: The Pre-Teaching Phase
• Phase II: The Internship/Residency Phase
• Phase III: The Post-Teaching Phase.
Please see the Cohort Guide for specific dates for each Phase. Keeping track of the dates
associated with Teacher Education classes and activities is extremely important as our program
is participatory in nature. One cannot pass the classes or earn the credential/degree if one is not
consistently present, prepared and on time. As such, time management and organization are key.
Each Phase includes a number of courses and other requirements not associated with a course.
Coursework
Each Phase involves courses.
The Cohort Guide provides a chart with a visual overview of the courses for each Phase of the
Program.
Syllabi outline the prerequisites for each course.
Requirements not tied to a Course
Along with classes, each Phase has a number of mandatory requirements not tied to a course or
course grade. In some instances, a Candidate may not be able to proceed to the next Phase of the
Program if a requirement has been missed or isn’t satisfactorily met. As such, Candidates must
be highly cognizant of dates and/or deadlines associated with these requirements and manage
their time effectively.
Candidates can obtain information about these requirements in their Cohort Guide and after
attending a meeting with the Credential Analyst. Some of these requirements, however, are
listed in the next section of this Handbook.
If at any point in time a Candidate does not understand what he/she needs to do in order to meet
the requirements of the Program, he/she is expected to make an appointment with his/her
Program Coordinator and/or Credential Analyst to seek clarity.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
page 11
Credentialing Requirements Not Tied To Coursework
There are different requirements for each Preliminary Credential. As such, each of our
Candidates need to attend a meeting at the beginning of our program (e.g., a “Credential
Workshop” typically hosted by CGU’s Credential Analyst) to learn the requirements of his/her
specific credential program. Different checklists are given at different points in time.
• Each Candidate will be given an individualized “credential checklist” that outlines all of
his/her specific requirements to be internship eligible. (Candidates seeking either an
Internship or Residency must be internship eligible.) This checklist is a guide to help the
Candidate understand what requirements need to be met to be internship eligible.
• In the spring of Phase II, Candidates will receive a new checklist that outlines the
requirements to file for his/her Preliminary Credential.
Candidates who are unclear about the requirements of their program are urged to make an
appointment with his/her Program Coordinator and/or CGU’s Credential Analyst. (For example,
if a Candidate is unclear regarding what CSET he/she should take, he/she should seek
immediately clarity.)
A number of requirements are not “tied to” a course but, nonetheless, are required to be met prior
to one being able to file for his/her Preliminary Credential. Accordingly, if a Candidate has not
completed these requirements, it is possible for him/her to earn an MA in Education but not a
teaching credential.
Requirements that NEED to be met prior to starting the Pre-Teaching Experience
in Phase I
•
•
TB Clearance. Candidates need to show proof that they are free of TB. Test results must
be less than two years old. The cost associated with gaining this clearance is the
responsibility of the Candidate. If a Candidate cannot show proof of TB Clearance,
he/she will not be able to begin the pre-teaching experience.
FBI/DOJ Clearance (i.e., LiveScan Clearance). The Certificate of Clearance is good for
5 years. Candidates will not need to do this step if they have a valid permit (i.e., a
substitute permit) and the permit is valid during the time of Phase I’s Pre-Teaching
Experience. The cost associated with gaining this clearance is the responsibility of the
Candidate. If a Candidate cannot obtain this clearance, he/she cannot begin the preteaching experience.
Requirements that NEED or SHOULD be met prior to the start of Phase II Fall
(and that need to be met prior to filing)
•
Official BA Transcripts. Candidates must submit official undergraduate transcripts as
soon as possible. Candidates will not be considered “intern eligible” (and, hence, cannot
start an Internship or Residency placement) without submitting these documents. Also,
please be aware that CGU will allow people to start the Program without submitting
official BA transcripts but will stop registration if the student does not submit official
transcripts within being at CGU for a semester (i.e., Candidates who start the Program in
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
•
•
•
2
page 12
Spring would need to submit official BA transcripts prior to being allowed to register for
the Summer term. Candidates who start the Program in Summer would need to submit
official BA transcripts prior to being allowed to register for the Fall term). The cost
associated with obtaining official transcripts is the responsibility of the Candidate.
CBEST. Information about this required test can be found at
http://www.cbest.nesinc.com/. It is important that the Candidate pass the CBEST as soon
as possible (ideally before or at least by June of Phase I). Candidates cannot advance
to Phase II without passing the CBEST. Candidates who have not yet passed CBEST
at the time of admission must make an appointment with their Credentialing Coordinator
to create a plan for passing the exam. Study guides, other resources and tutoring will be
offered for Candidates based on their specific need area to ensure passage of the exam.
CSET.2 Information about this required test can be found at http://www.cset.nesinc.com/.
It is important that Candidates take the appropriate exam for his/her specific credential.
Questions about what exam a Candidate should take should be directed to Teacher
Education’s Credential Analyst. It is important that the Candidate pass the CSET as
soon as possible (ideally before or at least by June of Phase I). Not passing the CSET by
Phase II has a number of consequences:
o Candidates cannot start an Internship or a Residency placement without passing
the CSET.
o If a Candidate has not passed the CSET by the start of Phase II, the Candidate
must enroll in and attend a mandatory CSET preparation course. The cost of this
course is the responsibility of the Candidate. In some instances but not all
CGU may offer a preparation course. If CGU is offering a preparation course for
the relevant test, the Candidate must take (and pay for) the preparation course at
CGU.
o Candidates will not be allowed to enroll in Program courses in the spring term of
Phase II if they have not yet passed the CSET.
US Constitution Course/Test. In order to be “internship eligible,” Candidates must prove
that they have a basic understanding of the US Constitution. This understanding can be
documented in one of two ways:
o Via a Course. The Candidate could have taken a course that covers the US
Constitution. The course could have been taken at the undergraduate institution
or at a community college. The Candidate must receive a grade of “C” or better
for the course to count. (If a Candidate has completed his/her undergraduate work
at a California State University, he/she automatically fulfills the requirement.)
o Via an Exam. If a Candidate has not taken such a course, he/she can take an exam
given by Teacher Education. The exam is open-book. There are five questions
and the Candidate must answer three of the five questions. The Candidate must
write at least 1½ pages per question.
Candidates cannot start either an Internship or Residency without having passed this US
Constitution requirement.
Some Candidates are exempt from this test. Teacher Education’s Credential Analyst can provide information on
who qualifies for a CSET waiver.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
•
•
•
•
page 13
New TB Clearance for Residency/Internship. Depending upon the partnering district, the
Candidate may be asked to provide new TB Clearance. The cost associated with this
clearance is the responsibility of the Candidate.
New FBI/DOJ Clearance (i.e., LiveScan Clearance) for Residency/Internship.
Depending upon the partnering district, the Candidate may be asked to provide new
FBI/DOJ Clearance (i.e., LiveScan Clearance). The cost associated with this clearance is
the responsibility of the Candidate.
Submission of TPA Task 1 (General Education Candidates Only).
Passing of Phase I Courses. Candidates will not be considered “intern eligible” (and,
hence, cannot start an Internship or Residency placement) without having passing grades
in all Phase I Courses. Please note: A student cannot start an Internship or Residency if
one has an I/Incomplete in a Phase I course.
o Internship Requirement: A candidate needs to have earned a B+ or better in the
Pre-Teaching Experience in order to be eligible for an Internship.
Requirements that NEED to be met prior to the start of Phase II Spring (and that
need to be met prior to filing)
•
•
•
Passage of CSET
Submission of TPA Task 2 (General Education Candidates Only)
Passing of all Phase II Fall Courses. A “U” or an “I” is not a passing grade.
Requirements that NEED to be met prior to the start of Phase III Summer Post
Teaching Phase (and that need to be met prior to filing)
•
Passing of all Phase II Spring Courses. A “U” or an “I” is not a passing grade.
Requirements that NEED to be met prior to filing for Preliminary Credential
•
•
•
Workshops. There are a number of workshops that Candidates must attend. Information
on these workshops can be found in the Cohort Guide.
CPR. All Candidates must submit proof of having passed a child/infant/adult CPR
course. (Note: The CTC will not accept on-line CPR courses.) If a Candidate is issued a
CPR card at any time while he/she is teaching in the Program, that card may be used,
even if it has expired by the time he/she applies for the Preliminary Credential. The
following websites can help one find local (non on-line) CPR classes: www.redcross.org,
www.sgvarc.org, www.americanheart.org, and www.inlandvalleyredcross.org.
Hours of Observation. All Candidates are required to do Hours of Observation before
they file for their credential. This is a requirement of the Commission on Teacher
Credentialing (CTC). Details regarding these Hours of Observation can be found in the
Cohort Guide. It should be noted that the Candidate is responsible for setting up his/her
own observation opportunities (using the guidelines provided) and that it is likely that
he/she will need to complete these observations when his/her residency/internship site is
on vacation
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
•
•
page 14
RICA. All Multiple Subject/Elementary and Education Specialist Candidates must pass
the RICA (Reading Instruction Competence Assessment) before filing for their
Preliminary Credential.
Minimum Grade Point Average: A minimum overall/cumulative GPA of 3.0 in CGU’s
Teacher Education Program is required to apply for a Preliminary Credential and/or a
MA in Education.
California TPAs – Requirements for General Education Candidates
Senate Bill 2042 (1998) and Senate Bill 1209 (2006) require all (General Education) Multipleand Single-Subject Credential Candidates attending California preliminary teacher preparation
programs to pass a Teaching Performance Assessment (TPA). This assessment is designed to
give Candidates the opportunity to develop, refine, and demonstrate their teaching knowledge,
skills, and abilities during their teacher preparation program.
Claremont Graduate University has selected to utilize the CalTPA. The CalTPA is aligned with
the state-adopted academic content standards for students, as well as with state content
frameworks, the California Standards for the Teaching Profession and the Teaching Performance
Expectations (TPEs).
The CalTPA incorporates four performance tasks that increase in complexity but not necessarily
in difficulty. These tasks are intended to be completed as Candidates progress through their
teacher preparation program.
General Education Candidates are expected to submit different TPAs in various Phases. (See the
Cohort Guide for specifics.) In some instances, not submitting or passing a particular TPA will
preclude one from advancing to the next Phase of the Program.
CGU cannot file for a General Education Candidate’s Preliminary Credential until the Candidate
has a passing score on each of the four TPAs.
Below is a chart that lists many of these requirements and prerequisites.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
page 15
Chart of Prerequisites for each Phase
Phase I PreTeaching
TB Clearance
Phase II Fall:
Internship/Residency
Official BA Transcripts
Phase II Spring
Internship/Residency
Passage of CSET
Phase III: Post Teaching
FBI/DOJ
Clearance
(i.e.,
LiveScan
Clearance)
CBEST
Submission of TPA
Task 2 (General
Education Candidates
Only).
CSET – Not Required
but highly
recommended!
Candidates are not
eligible for an
Internship or Residency
WITHOUT passage of
CSET.
US Constitution
Course/Test
(Possibly/Maybe needed)
New TB Clearance for
Residency/Internship
(Possibly/Maybe needed)
New FBI/DOJ Clearance
(i.e., LiveScan Clearance)
Submission of TPA Task
1 (General Education
Candidates Only)
Regarding Phase II
Academic Classes:
Candidates cannot begin
Phase II if they have a
“U” or an “I” in any
Phase I course
Regarding Phase II
Clinical Classes: A
Candidate is not
Internship Eligible and
Candidates cannot
begin Phase II Spring if
they have a “U” or an
“I” in any of the courses
associated with Phase II
Fall.
Candidates cannot enroll
in TLPIV if it is believed
that they will require
additional
mentoring/coaching the
following year.
Submission of TPA Task
3 (General Education
Only)
Candidates cannot begin
TLPIV if they have a
“U” or an “I” in any of
the courses associated
with Phase II Spring.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Credential Requirements – A Sampling
cannot go into a
Residency or Internship
until he/she has passing
grades in all Phase I
courses. Incompletes and
GPs and Unsatisfactory
are not passing grades.
To be eligible for an
Internship a Candidate
must earn a B+ or
higher in the clinical
course (pre-teaching)
page 16
Policy Handbook. CGU’s Preliminary Credential + MA Program
Pathways to Earning Multiple Credentials
page 17
Pathways to Earning Multiple Preliminary Credentials
There are different pathways for Candidates to earn multiple Preliminary Credentials.
General Education Single-Subject Candidate wanting to earn another Single
Subject Credential
Single-Subject Candidates can earn an additional Single-Subject Credential by passing the
additional CSET and taking the subject-specific methods course. As such, if a math Candidate
wants to also earn a science credential, he/she needs to pass the CSET in science and take and
pass the science methods course. Note: General Education Candidates will be allowed to take
the Methods Course (and a 1-unit Independent Study course) as one of their “MA electives” in
Phase III if (and only if) they have passed the CSET prior to the start of the Single-Subject
Methods course. Questions? Contact the Department’s Credential Analyst.
General Education Single-Subject Candidates wanting to earn a Multiple-Subject
Credential
Single-subject Candidates wanting to earn a Multiple-Subject Credential need to pass the
multiple-subject CSET, take Multiple-Subject Methods (currently taught in Phase I as a 3-unit
course), and pass the RICA Exam. Note: General Education Candidates will be allowed to take
the Methods Course (and a 1-unit Independent Study course) as one of their “MA electives” in
Phase III if (and only if) they have passed the CSET prior to the start of the Multiple-Subject
Methods course. Questions? Contact the Department’s Credential Analyst.
General Education Multiple-Subject Candidates wanting to earn a Single-Subject
Credential
Multiple-Subject Candidates wanting to earn a Single-Subject Credential need to pass the
discipline-specific CSET and take the appropriate Methods course (currently taught in Phase I as
a 3-unit course). Note: General Education Candidates will be allowed to take the Methods
Course (and a 1-unit Independent Study course) as one of their “MA electives” in Phase III if
(and only if) they have passed the CSET prior to the start of the Single-Subject Methods course.
Questions? Contact the Department’s Credential Analyst.
Mild/Moderate Education Specialists wanting to earn a Moderate/Severe
Credential
Mild/Moderate Education Specialists wanting to earn a moderate/severe credential need to take
the following courses for an additional 6 units:
• ED366 Communication and Health Care Issues of Students with Moderate/Severe
Disabilities (2 units)
• ED309-SPS Teaching Learning Process (2 units)
• ED309A-SPS Advisory for interns or ED309C-SPS for student teaching (2 units)
Policy Handbook. CGU’s Preliminary Credential + MA Program
Pathways to Earning Multiple Credentials
page 18
Moderate/Severe Education Specialists wanting to earn a Mild/Moderate
Credential
Moderate/Severe Education Specialists wanting to earn a moderate/severe credential need to take
the following courses for an additional 6 units:
• ED396: Case Management and Effective Collaborative Practices in Special Education
for Students with Mild to Moderate Disabilities (2 units)
•
•
ED309-SPM Teaching Learning Process (2 units)
ED309A-SPM Advisory for interns or ED309C-SPM for student teaching (2 units)
General Education Candidates wanting to earn an Education Specialist Credential
General Education teachers with a Multiple-Subject/Elementary Credential wanting to earn a
mild/moderate or moderate/severe Education Specialist Credential need to submit a
new/complete application. If admitted, these alumni take the following courses for a total of 28
units:
• Phase I (6 units)
o ED301SP Teaching Learning Process I (4 units)
o ED301A-SP Pre Teaching Experience (2 units)
• Phase II (Fall) (6 units)
o ED303SP Teaching Learning Process II (2 units)
o ED303A-SP Advisory (2 units)
o ED396 Case Management (Mild/Moderate) OR
ED366: Health Mobility Issues (2 units)
• Phase II (Spring) (6 units)
o ED305SP Teaching Learning Process III (2 units)
o ED305A-SP Advisory (2 units)
o ED338-1 Part 1 Advanced Behavior (2 units)
• Phase III (10 units)
o ED338-2 Part 2 Advanced Behavior (2 units)
o ED309 Teaching Learning Process IV (4 units)
o ED339 Evidence-Based Practices for Student with Disabilities (4 units)
In addition to the courses listed above, General Education teachers with a Single-Subject
Credential wanting to earn a mild/moderate or moderate/severe Education Specialist Credential
must also…
• Take ED343 multiple subject/ SPED Methods in Phase I (3 units). These additional
credits make the program 31 units, not 28.
• Pass the RICA
Education Specialists Candidates wanting to earn a General Education Credential
Education Specialists wanting to earn a Preliminary General Education Credential need to take
additional coursework. The typical requirement involves the following three courses for a total
of 6 units:
• ED309-SPG-1: Teaching Learning Process General Education Section 1 (2 units)
Policy Handbook. CGU’s Preliminary Credential + MA Program
Pathways to Earning Multiple Credentials
•
•
page 19
ED309-SPG-2 Teaching Learning Process General Education Section 2 (2 units)
ED309A-SPG Advisory for interns or ED309C-SPM for student teaching (2 units):
For Education Specialists who want to earn a Single-Subject Credential, the program is 9 units
because they must additionally take:
• Subject-specific methods course (3 units)
Additionally, all Education Specialists must pass the subject specific CSET for the general
education credential they are earning and pass the Teaching Performance Assessments 1-4.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
page 20
Attendance, Participation & Grading Policies
*Attendance and active participation in all Program classes, activities and events is
critically important. Candidates who are absent, chronically tardy, and/or do not actively
participate will not pass their Teacher Education courses and, hence, will not complete
CGU’s Teacher Education Program.
Attendance Policy
All classes in the Program utilize the following Attendance & Tardy Policy:
• The Program is participatory in nature. Being present and on time is vitally important.
Candidates are expected to attend all Program classes/events/workshops/etc. (for the
entire period) and to be on time. The same expectations hold for activities/events at
clinical settings.
• Being absent and/or late will adversely impact a Candidate’s grades. Being absent and/or
tardy jeopardizes one’s passing grade in a class and jeopardizes one’s standing in the
program.
o If a Candidate misses 10% of a class, his/her grade is dropped a full grade (i.e.,
from an A to a B).
o If a Candidate misses 20% of a class, his/her grade is dropped two full grades
(i.e., from an A to a C).
o If a Candidate misses 25% or more of a class, he/she automatically receives a “U”
for the class.
• If a Candidate needs to be absent, he/she should (if possible) notify his/her instructor,
Master Teacher, and/or Faculty Advisor in advance. If advance contact is not possible,
the Candidate should “check in” with the instructor and/or Faculty Advisor soon after the
incurred absence. Master Teachers and school sites should be notified immediately when
the Candidate is absent. Communication is vital.
• Every absence from an academic class session requires a make-up assignment. With this
said, Teacher Education Leadership and Faculty acknowledge that make-up assignments
aren’t comparable to the missed activities and, as such, a make-up assignment cannot
accurately be thought of as totally “making up” the absence (and, as such, there is a grade
penalty even though the Candidate does a make-up assignment). Unless a different due
date is given by the instructor in writing, make-up assignments are due seven calendar
days from the incurred absence. Not submitting a make-up assignment or submitting one
late will constitute an even lower course grade and could even constitute a “U” in the
course.
• If a Candidate is absent, it is his/her responsibility to find out from a peer what happened
during the absence. A claim of “I didn’t know about that because I was absent” isn’t
acceptable.
• While is important for Candidates to secure employment, interviews should be conducted
during “free time” (i.e., not when one is supposed to be in class or at a clinical setting).
If this is not at all possible, the Candidate needs to notify the instructor and/or Master
Teacher. Too many absences (even if they are for job interviews) will jeopardize the
Candidate’s course grade and standing in the program.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
page 21
Given the importance of attendance and active participation, time management is a critically
important skill. Candidates are highly recommended to be cognizant of Program dates (see the
Cohort Guide). Candidates struggling with time management are encouraged to contact their
Faculty Advisor, Teacher Education’s General Education Coordinator, and/or Teacher
Education’s Special Education Coordinator immediately.
Participation Policy
Equally important as being physically present is being appropriately engaged.
The Program’s classes are based on collaborative engagement. As such, active engagement is a
course requirement. In order to be actively engaged, one must be prepared for class. This entails
having carefully read, annotated, and thought about the complete assignment before class starts.
Furthermore, it means bringing the related text and needed materials to every class session. (In
Teacher Education classes, Candidates will be engaged in closely examining the texts we read
and the language that they use. As such, if a Candidate does have his/her text, then he/she isn’t
prepared for class, even if the Candidate has read the assignment. Naturally, this admonition
applies to downloaded texts and other related materials, such as student work samples, lesson
plans, unit plans/lesson plan books, standards, etc.)
More broadly speaking, engagement is also about how one actually behaves while in a class:
Candidates are expected to ask questions, be curious, act collaborative, be respectful. Candidates
are more than welcome to have a different interpretation of a text or situation or subject than a
classmate or Faculty – but Candidates need to share their perspectives in a productive and
collegial/professional manner.
Candidates who are reluctant speakers or who are shy are encouraged to talk to their Faculty or,
as a secondary measure, to contact CGU’s General Education Coordinator or Special Education
Coordinator. We recognize that active engagement can “look” different for different people.
However, teachers (and teacher candidates) need to have well developed verbal skills and, hence,
being insufficiently verbal or communicative is a problem and could be grounds for not earning a
passing grade in a Teacher Education class.
Not being appropriately engaged in a class will negatively impact one’s grade and could be
rationale enough for a Candidate receiving a “U” in a class.
The Program’s classes use the following “Participation and Engagement Rubric” to help assess a
Candidate’s level of participation. Candidates are expected to have “strong” ratings. For every
“Needs Development” after one, the Candidate’s final grade in a course is lowered (i.e., from an
A to an A-). If a Candidate has an “Unsatisfactory,” he/she receives a “U” for the class.
Participation & Engagement Rubric
Strong
Listening
Actively and
respectfully listens to
peers and instructors;
fully engages in
Needs Development
Sometimes displays
lack of interest in
comments of others or
activates at hand.
Unsatisfactory
Consistently projects
lack of interest or
disrespect for others.
Actions are often
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
page 22
activities at hand.
interpreted as being
rude and/or dismissive
and/or hostile. Is not
engaged.
Preparation
Arrives fully prepared
with all assignments
completed, and notes
on reading,
observations,
questions. Always
has needed texts or
materials.
Sometimes arrives
unprepared or with
only superficial
preparation.
Consistently exhibits
little evidence of
having read or
thought about
assigned material or
activities. Repeatedly
has not brought
needed texts or
materials. Often is
unable to sufficiently
engage in the
activities at hand.
Quality of
contributions
Comments are
relevant and reflect
understanding of:
assigned reading;
previous remarks of
other students; and
insights about
assigned material.
Contributions
insightfully draw a
connection between
the
academic/theoretical
and the
practical/clinical.
Contributions make
insightful connection
between the subject at
hand and other
scholarship, research,
materials introduced
previously in the
Program.
Comments are
sometimes irrelevant
or indicate lack of
attention to previous
remarks of other
students. Some
connection is drawn
between the
academic/theoretical
and the
practical/clinical.
Some connection
made between the
subject at hand and
other scholarship,
research, materials
introduced previously
in the Program.
Comments are often
irrelevant or reflect a
lack of attention to
previous remarks of
other students.
Consistently there is
insufficient
connection drawn
between the
academic/theoretical
and the
practical/clinical.
Consistently there is
insufficient
connection between
the subject at hand
and other scholarship,
research, materials
introduced previously
in the Program.
Impact on class
Comments frequently
helps move
Comments sometimes
advance the
Consistently
comments do not
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
Frequency of
participation
page 23
conversation forward
and contributes to a
productive learning
environment.
conversation, but
sometimes do little to
help move it forward
or to foster a
productive learning
environment.
advance the
conversation or are
actively harmful to it.
Comments are often a
detriment to a
productive learning
environment. Could
include being
insufficiently verbal
or communicative.
Actively participates
at appropriate times
Sometimes
participates but at
other times is "tuned
out" or insufficiently
participatory.
Seldom participates
and/or is generally not
engaged and/or
participatory.
Grading for a Clinical Course
The Program’s clinical experiences are courses. One’s grade in a clinical experience is reflective
of a number of issues, including but not limited to the Candidate’s
• development per the TPEs;
• professionalism (including his/her professional disposition, judgment, and attitudes);
• “coachability” and self-reflection;
• attendance;
• participation and engagement;
• quality and timeliness of work.
*In this program, a passing grade for a class with a clinical component is a B- or better.
Receiving anything lower than a B- constitutes the Candidate receiving a “U”
(Unsatisfactory) on his/her transcript. This may or may not be a higher standard than
other programs at CGU.
*Please note: Although the minimum grade for passing a class with a clinical component is
a B-, a Candidate must earn a B+ or better in his/her Pre-Teaching Experience in order to
be eligible for an Internship. In other words, a prerequisite for an Internship is having
earned a B+ or better in the Pre-Teaching Experience. If a Candidate earns a B or B- in the
Pre-Teaching Experience, he/she is eligible for a Residency (assuming all the other requirements
are met). If a Candidate wants to be eligible for an Internship but earned a B or B- in the PreTeaching Experience, he/she has the option of retaking the Pre-Teaching Experience with the
hopes of earning a higher grade. In this instance, the Candidate must pay for the retaken class
and accepts the risk of earning a lower grade as the new grade “trumps” the original grade. Note:
If the lower grade is a failing grade, the new failing grade “trumps” the original passing grade.
As noted elsewhere, there are consequences for failing a class with a clinical component. This
may or may not be a higher standard than other programs at CGU.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
page 24
As noted earlier, a Candidate will receive a “U” if he/she is deemed to be unprofessional during a
clinical experience and/or is deemed to be harmful to students’ learning and/or wellbeing. If a
Candidate’s skills are thought to insufficiently promote student learning or a
culture/environment of learning, the Candidate is deemed to be harmful to student
learning and wellbeing and a “U” will be issued.
A Candidate can be removed from a clinical setting mid-term. In all instances, the Candidate’s
removal from a clinical setting can be initiated by various parties, including the Master Teacher,
school personnel, or CGU. Being removed mid-term is associated with the Candidate getting a
“U” in the related class.
There are times when a Candidate is not removed from a clinical setting mid-term but is not
invited back to the school/clinical site for a future term. In this instance, the Candidate will
receive a “U” in the related class.
If a Candidate receives a “U” in a class with a clinical component, he/she is dismissed from
the Teacher Education Program. If one is dismissed from Teacher Education, he/she can apply
to an MA program in the School of Educational Studies that is not associated with earning a
California teaching credential; if admitted, select units from the Teacher Education would be
able to apply to one’s new MA Program.
Grading for an Academic Course
One’s grade in an academic class is reflective of a number of issues, including but not limited to
the Candidate’s
• development per the TPEs;
• professionalism (including his/her professional disposition, judgment, and attitudes);
• self-reflection;
• attendance;
• participation and engagement;
• quality and timeliness of work.
In this program, a passing grade for an academic class is a C or better. Receiving
anything lower than a C constitutes the Candidate receiving a “U” (Unsatisfactory) on
his/her transcript. This may or may not be a higher standard than other programs at
CGU.
If a Candidate receives a “U” in an academic class, he/she has the opportunity to retake the class
once. (Retaking the class mandates that the Candidate pays for the class again.) If the class is not
passed on this second attempt, the Candidate is dismissed from the Teacher Education Program.
If one is dismissed from Teacher Education, he/she can apply to an MA program in the School of
Educational Studies that is not associated with earning a California teaching credential; if
admitted, select units from the Teacher Education would be able to apply to one’s new MA
Program
Policy Handbook. CGU’s Preliminary Credential + MA Program
Attendance, Participation & Grading Policies
page 25
In many instances, not passing a course will grossly delay/extend a Candidate’s Program. This is
so for two reasons: 1) Many of the Program’s classes are sequential in nature and hence have
prerequisites and 2) Many of the Program’s classes are offered only once a year and, hence, the
Candidate has to wait to have the opportunity to retake the class. In other instances, a Candidate
is not given the opportunity to retake a failed class and, hence, the Candidate is dismissed from
the Program altogether. Specifics regarding the Program’s grading policies and how they relate
to dismissal can be found in another section of this Handbook (see “Attendance, Participation
and Grading Policies”).
Retaking a Class
If a Candidate has to or wants to retake a class, the Candidate needs to register and pay for the
class. If a Candidate retakes a clinically-based class, he/she accepts the risk of earning a lower
grade as the new grade “trumps” the original grade. Please note: If the lower grade is a failing
grade, the new failing grade “trumps” the original passing grade. As noted elsewhere, there are
consequences for failing a class with a clinical component. This may or may not be a higher
standard than other programs at CGU.œœ
Mid-Term Progress Report
Faculty are encouraged but not required to provide their Candidates, particularly those in
jeopardy of failing a class, with a mid-term progress report. This report can be given at any point
in the term.
If uncertain as to his/her (grade) standing, a Candidate is encouraged to talk to his/her Faculty
and ask for a Mid-Term Progress Report. If the Candidate’s discussions with Faculty does not
provide the Candidate with the clarity he/she needs, the Candidate is encouraged to talk to
Teacher Education’s General Education Coordinator or Special Education Coordinator.
Incompletes
There are times when a Candidate is unable to complete assigned work on time because of
mitigating circumstances (i.e., bereavement, illness, life crisis, etc.). In such situations, it is in
the purview of the Faculty to approve an “Incomplete” as a course grade. If this should happen,
the Candidate completes an Incomplete Form, including a list of outstanding coursework and a
proposed timeline for completion, and presents this to his/her Faculty Advisor. Faculty can
approve or deny this request. (Note: If the Candidate fails to complete the work according to the
established time-line, it is in the purview of the Faculty to issue a “U” for the course grade.)
CGU’s Policies Regarding Academic Standing
A minimum overall GPA of 3.0 in CGU’s Teacher Education Program is required to apply for a
Preliminary Credential or a MA in Education. This may or may not be a higher standard than
other programs at CGU.
Additionally, CGU has policies regarding the number of Incompletes a student can have. Please
consult CGU’s website for these policies. Having too many Incompletes can put one on
Academic Probation.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Glossary of Acronyms & Key Terms
page 26
Glossary of Acronyms & Key Terms
Like many professions, Teacher Education can be filled with jargon. Here is a glossary of some
of the most common terms.
CGU
Claremont Graduate University
SES
School of Educational Studies
TEP
Teacher Education Program
SPED
A quick way to abbreviate Special Education
TPA
Teacher Performance Assessment. There are four TPA Tasks that
must be passed by general education Candidates prior to filing for
a California teaching credential.
TPE
Teacher Performance Expectations. These are the criteria upon
which teachers and teacher Candidates are evaluated in the state of
California.
Sakai
This is the web-based platform used by the Claremont Colleges. It
is similar to “Blackboard.” TEP Candidates should routinely check
their cohort’s Sakai tab for information. If the Candidate has
trouble accessing Sakai, it is his/her responsibility to contact CGU
for assistance.
ENP
Ethnographic Narrative Project
Action Plan
This is an anchor project for TEP. Candidates are asked to reflect
upon the TPEs and, in light of the TPEs, to reflect upon their
strengths and weaknesses. Candidates are asked to create an
“Action Plan” to capitalize upon their strengths and to shore up
their weaknesses. Candidates write an Action Plan in the Fall and
one in the Spring.
SSP
Site Support Provider. All interns are expected to have a districtprovided SSP. The SSP should hold the same credential type as
the intern, be available and willing to meet with the intern on a
regular basis, and be available/willing to check in on a regular
basis with the intern’s CGU Faculty Advisor. If an intern is not
assigned an SSP or if the SSP does not meet with the inter, the
intern needs to notify TEP Leadership immediately.
Faculty Advisor
During Phase II: The Internship/Residency Phase, the Candidate is
assigned a mentor who provides on-site coaching to the Candidate;
works with the Candidate’s Master Teacher or SSP; and helps to
teach the Candidate’s classes at CGU.
Policy Handbook. CGU’s Preliminary Credential + MA Program
Glossary of Acronyms & Key Terms
page 27
Master Teacher
Master Teachers are the district-employed teachers who partner
with CGU. They work with all TEP Candidates in the PreTeaching Experience of Phase I and residents in Phase II.
Intern
Candidates who find paid employment and work at a school on an
internship credential during Phase II: The Internship/Residency
Phase are called interns. They are supported by CGU Faculty
Advisors and SSPs.
Residents
Candidates who are working under the tutelage of a CGU Master
Teacher during Phase II: The Internship/Residency Phase are
called residents. They are supported by CGU Faculty Advisors
and CGU Master Teachers.
LiveScan Clearance
Before Candidates work at school sites, they need to have a
FBI/Department of Justice Certificate of Clearance. This
certificate is often done through a company called LiveScan.
Cohort
TEP utilizes a cohort structure where a group of students move
through the program together as a group/cohort. The cohort
structure helps the Candidate develop a peer-based support
network.
CBEST
California Basic Skills Test. See http://www.cbest.nesinc.com/.
Pass ASAP.
CSET
California Subject Examination for Teachers. See
http://www.cset.nesinc.com/. Pass ASAP.
RICA
Reading Instruction Competence Test. See
http://www.rica.nesinc.com. Multiple Subject and Education
Specialists need to pass
SIPP
Summary Individual Program Plan
A SIPP is created when a Candidate has an “I” on his/her record.
IEP
Individualized Educational Plan. IEP stands for “individual
education plan”, which is part of the special education laws of the
IDEA 97 (Individuals with Disabilities Education Act
Amendments of 1997) laws or education educational benefit laws.
IDEA allows for additional services and protections for disabled
children not offered to other children such as accommodations,
modifications, and special education services to enable the child to
be successful in school.
“I” or Incomplete
An instructor has the prerogative to give a student an Incomplete
or “I” if additional time is needed to submit course assignments or
to demonstrate needed competencies. Anytime an “I” grade is
issued, the instructor must complete an “Incomplete Form” that
articulates a timeline. If the timeline is not adhered, the student
Policy Handbook. CGU’s Preliminary Credential + MA Program
Glossary of Acronyms & Key Terms
page 28
runs the risk of receiving an Unsatisfactory or a lower course
grade. There are CGU policies regarding the number of
Incompletes a student may have and policies regarding how long a
student has to clean an incomplete.
“U” or Unsatisfactory
A course grade of a “U” means that the student has failed the
course.
Preliminary Credential
California has a two-tier credential structure. A five-year
Preliminary Credential is the first credential issued after an
individual meets the basic requirements (through a program like
CGU’s TEP…TEP Candidates are working towards their
Preliminary Credential). A Clear Credentialed is issued when all
credential requirements have been completed.
BTSA
California has a two-tier credential structure. A five-year
Preliminary Credential is the first credential issued after an
individual meets basic credential requirements (through a program
like CGU’s TEP…TEP Candidates are working towards their
Preliminary Credential). A Clear Credential is issued when all
credential requirements have been completed. BTSA stands for
Beginning Teacher Support and Assessment. Many districts have
a BTSA Program that allows teachers with a Preliminary
Credential to earn a Clear Credential. See http://www.btsa.ca.gov/
Clear Credential
California has a two-tier credential structure. A person first earns a
Preliminary Credential. Once the Preliminary Credential is earned,
the person is a teacher. The teacher is then given a five year
window to “clear” his/her Preliminary Credential in an Induction
Program. One earns a “Clear Credential” from an Induction
Program.
General Education Teacher
A General Education teacher is a teacher who has been specifically
prepared to work primarily with students who do not have
disabilities.
Education Specialist
An Education Specialist is a teacher who has been specifically
prepared to work primarily with students who have disabilities.