I am in the world to change the world Revised 1-12-2015
Introduction to this Cohort Guide
Welcome to the 2015-2016 Preliminary Credential Cohort!
This cohort guide is intended to provide you with specific
information regarding requirements for your cohort.
Candidates are expected to be aware of and adhere to the
requirements outlined in this guide as well as CGU’s Teacher
Education Policies found in the “Policy Handbook, and CGUwide policies outlined elsewhere.
Candidates should review this Cohort Guide in order to
understand the expectations and requirements of the 20152016 Cohort.
When the Cohort Guide is revised, Candidates will be notified
via email regarding where they can find the updated version.
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 the Teacher
Education’s Leadership Team and submitted to the Teacher
Education’s Director. All supporting materials should
accompany the appeal letter. The Teacher Education’s
Leadership Team will review and respond to the appeal
request. If the Candidate does not receive a response from the
team within two weeks of submitting the request, he/she should
re-contact the Director.
1
Contents
WHOM TO CONTACT FOR ASSISTANCE ...................................................................................5
Teacher Education Directory ......................................................................................................................................................5
Whom to contact in Teacher Education regarding specific issues ...............................................................................6
CGU Student Services......................................................................................................................................................................8
Helpful TEP-related Websites .....................................................................................................................................................8
DATES FOR THE 2015-2016 COHORT ..................................................................................... 10
Phase I: The Pre-Teaching Phase (January-August or May-August) ......................................................................... 10
(Fall) Phase II: The Internship/Residency Phase (August - December) .................................................................. 12
(Spring) Phase II: The Internship/Residency Phase (January - May)....................................................................... 13
Phase III: The Post-Teaching Phase (May-August) .......................................................................................................... 13
Dates CGU Offices Closed............................................................................................................................................................ 14
Important Dates ............................................................................................................................................................................ 14
PROGRAM STRUCTURE AND COURSE DESCRIPTIONS ............................................................ 15
Pre-Requisites for each Phase ................................................................................................................................................. 15
TB Clearance ....................................................................................................................................................................................................... 15
FBI/DOJ Clearance ........................................................................................................................................................................................... 15
CBEST ..................................................................................................................................................................................................................... 15
CSET – Not Required but highly recommended! .............................................................................................................................. 15
US Constitution Course/Test ...................................................................................................................................................................... 15
New TB Clearance for Residency/Internship: Possibly................................................................................................................. 15
New FBI/DOJ Clearance (i.e., LiveScan Clearance): Possibly ..................................................................................................... 15
A Visual Overview of Teacher Education’s Preliminary Programs (A Chart) ........................................................ 16
Multiple Subject Program Overview ..................................................................................................................................... 17
Single-Subject Mathematics Program Overview............................................................................................................... 21
Single-Subject Science Program Overview ......................................................................................................................... 25
Single-Subject English Program Overview .......................................................................................................................... 29
Single-Subject World Languages Program Overview ..................................................................................................... 33
Single-Subject Social Science Program Overview............................................................................................................. 37
Education Specialist -- Moderate/Severe Program Overview ..................................................................................... 41
Education Specialist – Mild/Moderate Program Overview .......................................................................................... 46
2
TEACHER PERFORMANCE EXPECTATIONS (TPES) ................................................................... 51
Spring TPE Self Evaluation Paper ........................................................................................................................................... 52
ETHNOGRAPHIC NARRATIVE PROJECT .................................................................................. 53
TEACHER EDUCATION’S CLINICAL EXPERIENCES .................................................................... 55
Phase I: Pre-Teaching Experience – An Overview ............................................................................................................ 55
Prerequisites ...................................................................................................................................................................................................... 55
Summer Pre-Teaching Experience .......................................................................................................................................................... 55
Spring Pre-Teaching Experience .............................................................................................................................................................. 55
Formal Observations/Visitations ............................................................................................................................................................. 56
Reflective Journal ............................................................................................................................................................................................. 56
Weekly TPE Discussion ................................................................................................................................................................................. 56
Three-Way Conversation/ Clinical Progress Report ...................................................................................................................... 57
TPE Growth Plan .............................................................................................................................................................................................. 57
Unsuccessful Pre-Teaching Experiences – Midterm Removals ................................................................................................. 57
Phase II’s Internship Experience – An Overview .............................................................................................................. 58
Internship Eligibility Prerequisites ......................................................................................................................................................... 58
Securing an Internship .................................................................................................................................................................................. 58
Faculty Advisor ................................................................................................................................................................................................. 58
District/School Site Support Provider ................................................................................................................................................... 59
Formal Observations/Visitations ............................................................................................................................................................. 59
Reflective Journal ............................................................................................................................................................................................. 59
Midterm Progress Report ............................................................................................................................................................................ 60
TPE Growth Plan/TPE Discussion ........................................................................................................................................................... 60
Unsuccessful Internships – Midterm Removals ................................................................................................................................ 60
Phase II’s Residency Experience – An Overview ............................................................................................................... 60
Prerequisites ...................................................................................................................................................................................................... 60
Early-Start Residency..................................................................................................................................................................................... 61
Late-Start Residency....................................................................................................................................................................................... 61
Early-Start Residency Fellowship. ........................................................................................................................................................... 62
Recommended Progression for Residency Experience ................................................................................................................. 62
Opportunities to Earn Money While in a Residency ....................................................................................................................... 63
Unsuccessful Residencies – Midterm Removals................................................................................................................................ 63
Faculty Advisor ................................................................................................................................................................................................. 64
Formal Observations/Visitation ............................................................................................................................................................... 64
Reflective Journal ............................................................................................................................................................................................. 64
TPE Growth Plan/TPE Discussion ........................................................................................................................................................... 65
Three-Way Conversation/Clinical Progress Report ....................................................................................................................... 65
Phase II’s Student Teachers ...................................................................................................................................................... 65
Roles & Expectations of the Candidate during all Clinical Experiences................................................................... 66
Roles & Expectations of the Master Teacher (during Phase I and Phase II) .......................................................... 68
Roles & Expectations of the Master Lead (during Phase I) ........................................................................................... 69
Role & Expectations of the Faculty Advisor (during Phase II) ..................................................................................... 70
Clinical Course Grading .............................................................................................................................................................. 71
3
CLINICAL EXPERIENCE FORMS............................................................................................... 72
CGU Visitation Form Page 1 & 2 .............................................................................................................................................. 73
Collaborative Observation Form ............................................................................................................................................ 75
CGU Lesson Plan Template ........................................................................................................................................................ 76
CGU Lesson Plan Rubric ............................................................................................................................................................. 80
Site Support Provider Log ......................................................................................................................................................... 83
Incomplete Form........................................................................................................................................................................... 84
Progress Report for Clinical Course ...................................................................................................................................... 85
Clinical Progress Report (filled out by Master Teacher) ............................................................................................... 87
Post Lesson TPE Debrief Form ................................................................................................................................................ 91
ACADEMIC COURSEWORK FORMS ........................................................................................ 92
Mid Term Academic Progress Report ................................................................................................................................... 93
Incomplete Grade Report .......................................................................................................................................................... 94
OTHER REQUIREMENTS ........................................................................................................ 95
Teaching Performance Assessments (TPAs) ...................................................................................................................... 95
Introduction to the TPAs .............................................................................................................................................................................. 95
TPA Task 1 ........................................................................................................................................................................................................... 97
TPA Task 2 ........................................................................................................................................................................................................... 97
TPA Task 3 ........................................................................................................................................................................................................... 97
TPA Task 4 ........................................................................................................................................................................................................... 98
20 Hours of Observation ............................................................................................................................................................ 99

Observation Logs for Mandatory 20 Hours of Observation –General Education ..................................... 99

Observation Logs for Mandatory 20 Hours of Observation – Education Specialists ............................... 99

20 Hours of Observation – Report Forms ................................................................................................................ 99
GLOSSARY OF ACRONYMS & KEY TERMS ............................................................................ 112
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2015-2016 Cohort Guidebook for Preliminary Credentials
Whom to Contact for Assistance
It is our job to help our Candidates develop into effective teachers. Please do not hesitate to contact Teacher
Education’s Leadership, faculty or staff.
Upon introduction, Teacher Education Master Teachers, Faculty Advisors, and Instructors will provide
Candidates with their contact information (i.e., telephone number and emails).
Teacher Education Directory
Claremont Graduate University
Teacher Education Program –Directory
Mailing Address: 925 N. Dartmouth Avenue; Claremont, CA 91711
Office Location: Stauffer Hall of Learning (Corner of 10th & Dartmouth Avenue)
Tel: (909) 621-8076 ** Fax (909) 607-7793
Office Hours: 8:30a.m.-12noon, 1:00p.m.-5:00p.m.
Dean, School of Educational Studies
(909) 621-8075
Dr. Scott Thomas
Scott.Thomas@cgu.edu
Director, TEP
Faculty, School of Educational Studies
(909) 621-8076
Dr. DeLacy Ganley
DeLacy.Ganley@cgu.edu
General Education Coordinator
TPA Coordinator
(909) 607-8561
Nicolle Flores, M.A.
Nicolle.Flores@cgu.edu
Special Education Coordinator(s)
(909) 607-9420
Roxanne Watson, M.A. Roxanne.Watson@cgu.edu
Alice Lieberman, M.Ed. Alice.Lieberman@cgu.edu
District Coordinator
(909) 607-0861
Danielle Centeno, M.A. Danielle.Centeno@cgu.edu
Induction Coordinator
(909) 607-3685
Kristen Baldridge
Kristen.baldridge@cgu.edu
Program Coordinator
(909) 621-8287
Virginia Aguirre
Virginia.aguirre@cgu.edu
Credential Analyst &
Admissions Counselor
(909) 607-9423
Rosa Delia Rosas
Rosa.Rosas@cgu.edu
Secretary/Receptionist
(909) 621-8076
Lupe Terriquez
Lupe.Terriquez@cgu.edu
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2015-2016 Cohort Guidebook for Preliminary Credentials
Administrative Assistant
(909) 607-8061
Jared Eakin
Staff Accountant
(909) 607-9421
TBD
Jared.eakin@cgu.edu
Whom to contact in Teacher Education regarding specific issues
Overall program structure, quality,
philosophy
Want to appeal a TEP policy
Need to discuss how to customize TEP’s
timeline (i.e., want to slow down, need a
medical leave, etc.)
Curriculum, course content, program
structure
Faculty Advisors
Instructors
Master Teachers
Pre-teaching placement
Residency placement
Financial aid
Job-search support (i.e., resume help,
interview support, etc.)
Canvas
CGU email account
Credentialing requirements & process
I got offered a job on an internship
credential!
Registration
Address change
Job status change
Absent from a class
Absent from a clinical setting
Struggling in a clinical setting
Struggling to keep up with CGU
assignments/courses
Director: Dr. DeLacy Ganley
Director: Dr. DeLacy Ganley
Coordinators
 General Education Coordinator: Nicolle
Flores
 Special Education Coordinator: Roxanne
Watson
 District Coordinator: Danielle Centeno
Nicolle Flores, Danielle Centeno,
Roxanne Watson
Nicolle Flores, Danielle Centeno
Roxanne Watson
Nicolle Flores, Roxanne Watson, Danielle
Centeno
Master Lead
District Coordinator: Danielle Centeno
District Coordinator: Danielle Centeno
District Coordinator: Danielle Centeno
Program Coordinator: Virginia Aguirre
Staff Accountant
CGU’s Career Center
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
Administrative Assistant: Jared Eakin
Email helpdesk@cgu.edu or call 909/621-8174
or see an assistant in CGU’s ACB 303
Credential Analyst: Rosa D. Rosas
Credential Analyst: Rosa D. Rosas
Program Coordinator: Virginia Aguirre
Receptionist: Lupe Terriquez
Credential Analyst: Rosa D. Rosas
Course Instructor: Faculty Advisor
School, Master Teacher, Faculty Advisor
Master Teacher/Faculty Advisor
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
Course Instructor/Faculty Advisor
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
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2015-2016 Cohort Guidebook for Preliminary Credentials
Filing for MA in Education
District SSP (for interns only)
TPAs
Ethnographic Narrative Project
Make up assignment
RICA-Prep Workshop (sign up)
CSET Prep Workshop (sign up)
20 hours of observation
US Constitution test
Child/Infant/Adult CPR
Certificate of clearance
TB clearance
Financial hold on account
Cohort-wide announcements
I know somebody who wants to be a teacher!
International Opportunities
Dual credentials
Borrowing A/V equipment or making an A/V
request for a CGU room
Credential Analyst: Rosa D. Rosas
Faculty Advisor
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
TPA Coordinator: Dr. Ilene Foster
Course Instructor/Faculty Advisor
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
Course Instructor/Faculty Advisor
Receptionist: Lupe Terriquez
Program Coordinator: Virginia Aguirre
Credential Analyst: Rosa D. Rosas
Credential Analyst: Rosa D. Rosas
Credential Analyst: Rosa D. Rosas
Credential Analyst: Rosa D. Rosas
Credential Analyst: Rosa D. Rosas
CGU’s Student Accounts
Program Coordinator: Virginia Aguirre
Administrative Assistant: Jared Eakin
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
Coordinators: Nicolle Flores, Roxanne Watson,
Danielle Centeno
Induction Coordinator: Kristen Baldridge
Credential Analyst: Rosa D. Rosas
Administrative Assistant: Jared Eakin
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2015-2016 Cohort Guidebook for Preliminary Credentials
CGU Student Services
Campus Safety
Pendleton 150 E. 8th Street
Emergency # (909) 607-2000
General # (909) 621-8170
Career Services
131 E. 10th St.
Claremont, CA 91711
(909) 621-8177
http://www.cgu.edu/pages/166.asp
Chaplains’ Office
(Protestant, Jewish, and Catholic)
919 N. Columbia Ave.
McAlister Center
(909) 621-8685
http://www.cuc.claremont.edu/chaplains/
CUC Connection
800 N. Dartmouth
(Honnold 1st Floor)
(909) 607-2273
Counseling & Psychological Services
757 College Way
(909) 621-8202
Financial Aid Office
Harper East
160 E. Tenth Street
(909) 621-8337
finaid@cgu.edu
Housing Office
1445 N College Ave B-103
(909) 607-8506
http://www.cgu.edu/pages/1156.asp
IT Help Desk
CGU’s ACB 303
(909) 621-8174
www.cguedu/helpdesk
Library (Honnold/Mudd)
800 Dartmouth
(909) 607-3959
http://libraries.claremont.edu
Minority Mentoring Program
1257 N. Dartmouth Avenue
(909) 607-0789
http://www.cgu.edu/pages/1454.asp
Registrar’s Office
Harper East
(909) 621-8285
160 E. Tenth Street
http://www.cgu.edu/pages/179.asp
Student Accounts
160 E. Tenth Street
(909) 607-2613
http://www.cgu.edu/pages/312.asp
Student Health Services
757 College Way
(909) 621-8222
http://www.cuc.claremont.edu/shs/
Writing Center
141 E. 12th Street
(blue-gray house)
(909) 607-0012
http://www.cgu.edu/pages/726.ASP
Huntley Bookstore
175 E. 8th Street
(909) 621-8168
www.bkstr.com/claremontstore/home
Helpful TEP-related Websites
CGU’s TEP
http://www.cgu.edu/pages/1642.asp
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2015-2016 Cohort Guidebook for Preliminary Credentials
Canvas
https://cgu.instructure.com/login
Loan
Cancellation
Information
http://studentaid.ed.gov/PORTALSWebApp/students/english/teachercan
cel.jsp?tab=repaying
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2015-2016 Cohort Guidebook for Preliminary Credentials
Dates for the 2015-2016 Cohort
Below is a list of important dates that require attendance. Please review closely and add to your personal calendar
to ensure attendance and deadlines are met. Check your email and Canvas announcements for locations.
***The following dates are tentative. Prior to the start of each phase, Candidates will receive final
confirmation from CGU’s Teacher Education regarding the dates and times of all Teacher Education events.
This communication is handled through Canvas and @cgu.edu email.1 It is expected that you attend every
session.
*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.
Phase I: The Pre-Teaching Phase (January-August or May-August)
Tentative Date
Jan 15th
Thursday
Jan 15th
Thursday
Jan 20th – April 28th. No
class March 17th
Tuesdays
Jan 27th
Tuesday
Jan. 28th
Wednesday
Tentative Time
1:00pm –
5:40pm
11:00am –
1:00pm
5:00pm –
8:00pm
Event
All CGU Orientation
4:00pm –
5:00pm
by 3:30pm
Credential Workshop
Jan. 28th
Wednesday
6:00pm –
8:00pm
Feb 3rd – April 17th
With a one week spring
break’s per school
placement calendar
March 2nd
Monday
April 14th
Tuesday
T, W, Th
(Suggested)
All day
Pre-teaching begins (3 days per
week)
Spring Pre-teaching
Candidates
4:00pm7:00pm
by 3:30pm
Job Search Workshop
Spring/January start
Candidates
Spring Candidates for
Summer Pre-teaching
Teacher Education Program
Orientation (Lunch provided)
TLP I Class
Submit prerequisite materials for
Pre-Teaching Experience to
Credential Analyst: TB Clearance &
FBI/DOJ Certificate of Clearance
(i.e., LiveScan)
Meet Your Master Teacher
(Light dinner served)
Submit prerequisite materials for
Pre-Teaching Experience to
Credential Analyst: TB Clearance &
FBI/DOJ Certificate of Clearance
(i.e., LiveScan)
1
For Whom
Spring/January Start
Candidates
Spring/January Start
Candidates
Spring/January Start
Candidates
Spring/January start
Candidates
Spring Pre-teaching
Candidates
Spring Pre-teaching
Candidates
It is imperative that Candidates keep their @cgu.edu email account and Canvas access in working order and check these e-spaces
regularly. Candidates having trouble with their @cgu.edu email or with Canvas need to contact CGU immediately for assistance.
* At this point, 300G who are applying to the program should think of themselves as “Summer/May Start Candidates.” They do everything
Summer/May Start Candidates do except TLP I, which they did Jan-April.
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2015-2016 Cohort Guidebook for Preliminary Credentials
May 21st
Thursday
9:30am –
12:00
Summer Orientation
Summer & May Start
Candidates
May 21st
Thursday
May 21st
Thursday
May 26th – June 12th
Monday – Friday (1st
week Tues-Friday)
June 5th
Friday
12:00pm –
1:00pm
1:00pm5:00pm
4:00pm –
7:00pm
Spring/Summer Candidate Mixer
(Lunch provided)
1:00 – 4:00 Job Search Workshop
4:00 – 5:00 Credential Workshop
TLP I Class Sessions
All Candidates
by 3:30pm
Summer Pre-teaching
Candidates
June 12th
Friday
2:00pm –
4:00pm
Submit complete prerequisite
materials for Pre-Teaching
Experience to Credential Analyst:
TB Clearance & FBI/DOJ
Certificate of Clearance (i.e.,
LiveScan)
Meet Your Master Teacher
(Summer Pre-teaching)
June 17th
Wednesday
June 24th
Wednesday
June 15 – July 17th
Monday - Friday
(Starting date may be
earlier depending on
placement availability)
1:30 – 5:30 pm
Mandatory Workshop
All Candidates who are
doing summer preteaching.
All Candidates
1:30 – 5:30 pm
Mandatory Workshop
All Candidates
Varies
depending
upon site.
Could range
from 7:00am12:30pm
1:30pm –
5:30pm
5:30pm –
6:30pm
9:00am3:00pm
Pre-Teaching Experience
Summer Pre-teaching
Candidates
Content, Pedagogy & Literacy
Courses at CGU
Mandatory Information Meeting on
Fall Clinical Experience
District Meet & Greet (Note: you
are excused from pre-teaching on
this day)
Clinical Placement Information
Sheets Due to Teacher Education
Office
Registration for (free) RICA
Preparation Workshop
All Candidates
June 15th – July 17th.
M/T & Th/Fri.
June 29th
Monday
July 8th
Wednesday
by July 13th
Monday
by 5:00pm
July 14th
Tuesday
(On or before)
Tuesday)
No later than
4:30pm
July 15th
Wednesday
1:30pm –
2:30pm
July 20th
Monday
9:00am –
11:00am
TPA Task I, Subject Specific
Pedagogy Orientation during
TLP1 Class
Orientation to the Fall term
11
Summer & May Start
Candidates, *300G
Summer/May Start
Candidates
All Candidates
All Candidates, except
those who have already
secured an internship.
All Candidates who
haven’t yet been offered a
job
Optional but highly
recommended for MultipleSubject/ Elementary and
Education Specialist
Candidates
General Education
Candidates only
All Candidates
2015-2016 Cohort Guidebook for Preliminary Credentials
July 20th
Monday
July 21st
Tuesday
11:30am2:00pm
9:00am4:00pm
Meet Your Master Teacher: Lunch
Provided
(FREE!) RICA Preparation
Workshop
(lunch on your
own)
August 3rd – August 28th
Varies
August 13th
Thursday
No later than
11:59pm
K-12 School Year Begins for
Residency, Student Teaching and
Internships (District start dates will
vary)
TPA Task 1 – Subject Specific
Pedagogy due: Loaded onto Canvas
All Residency Candidates
Optional but highly
recommended for MultipleSubject/Elementary and
Education Specialist
Candidates
All candidates in
Residency, Student
Teaching or Internships
Gen Ed Candidates
(Fall) Phase II: The Internship/Residency Phase (August - December)
Tentative Date
Aug 22nd
Saturday
Aug 22nd
Saturday
Aug 22nd
Saturday
Aug 27th
Thursday
Aug 29th
Saturday
Aug 29th
Saturday
Tentative Time
8:30am –
3:30pm
8:15am
Sept 12th
Saturday
Sept 26th
Saturday
Oct 10th
Saturday
Oct 24th
Saturday
By Oct. 27th
Tuesday
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
Nov. 2nd
Monday
Varies
Nov. 5th
Thursday
No later than
11:59pm
3:45pm –
4:15pm
12:00pm
Posted
8:30am –
3:30pm
3:45pm –
4:15pm
Event
TLP II, IIa, ED314 –
Session #1 of 10
Submit Hard Copy of TPA Task 1
for assessment
Mandatory Meeting
TPA Task 2 Designing Instruction
Orientation Available On-line
TLP II, IIa, ED314 –
Session # 2 of 10
TPA 2 Questions
TLP II, IIa, ED314 –
Session # 3 of 10
TLP II, IIa, ED314 –
Session # 4 of 10
TLP II, IIa, ED314 –
Session # 5 of 10
TLP II, IIa, ED314 –
Session # 6 of 10
Student Teachers who applied and
are eligible for Residency must
decide to commit to Residency or
continue student teaching (if
Candidate does not secure
Internship by Spring orientation
they must meet with Coordinator to
modify program plan)
Residency begins for all Student
Teachers who committed to
Residency and are eligible
TPA Task 2 Designing Instruction
Due: Loaded on Canvas
12
For Whom
All Candidates
Gen Ed Candidates
Any Candidate who has not
passed CSET
Gen Ed Candidates
All Candidates
Gen Ed Candidates
Optional: For those who
have questions
All Candidates
All Candidates
All Candidates
All Candidates
All Candidates not in an
Internship/Residency
Candidates who submitted
an application for the
Residency Program on 7/13
Gen Ed Candidates
2015-2016 Cohort Guidebook for Preliminary Credentials
Tentative Date
Nov. 7th
Saturday
Nov. 14th
Saturday
Nov. 14th
Saturday
Dec. 5th
Saturday
Dec 12th
Saturday
Tentative Time
8:30am –
3:30pm
8:15am
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
Event
TLP II, IIa, ED314 –
Session # 7 of 10
Bring hard copy of TPA Task 2 for
assessment
TLP II, IIa, ED314 –
Session # 8 of 10
TLP II, IIa, ED314 –
Session # 9 of 10
TLP II, IIa, ED314 – Class # 10 of
10
For Whom
All Candidates
Gen Ed Candidates
All Candidates
All Candidates
All Candidates
(Spring) Phase II: The Internship/Residency Phase (January - May)
Tentative Date
Jan. 7th
Thursday
Jan. 7th
Thursday
Jan 23rd
Saturday
Jan. 23rd
Saturday
Feb 6th
Saturday
Feb 13th
Saturday
Feb 27th
Saturday
March 5th
Saturday
March 19th
Saturday
April 2nd
Saturday
April 7th
Thursday
April 9th
Saturday
Tentative Time
4:00pm –
6:00pm
12:00pm
Posted
8:30am –
3:30pm
3:45pm4:15pm
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
8:30am –
3:30pm
No later than
11:59pm
8:15am
April 9th
Saturday
April 16th
Saturday
April 16th
Saturday
May 7th
Saturday
8:30am –
3:30pm
8:30am –
3:30pm
3:45pm –
4:45pm
8:30am –
3:30pm
Event
Orientation to the Spring term
On-line
Orientation to Task 3 TPA,
Assessing Learning on line.
TLP III, IIIa –
Session #1 of 6
Questions about TPA Task 3,
Assessing Learning: Optional
Technology Class –
Session #1 of 4
Technology Class –
Session #2 of 4
TLP III, IIIa –
Session #2 of 6
Technology Class –
Session #3 of 4
TLP III, IIIa –
Session #3 of 6
Technology Class –
Session #4 of 4
TPA Task 3 due: Loaded on
Canvas
Bring hard copy including student
work samples of TPA Task 3,
Assessing Learning
TLP III, IIIa –
Session #4 of 6
TLP III, IIIa –
Session #5 of 6
Mandatory Orientation to Task 4
TLP III, IIIa –
Session #6 of 6
For Whom
All Candidates
Gen Ed Candidates
All Candidates
Gen Ed Candidates
All Candidates
All Candidates
All Candidates
All Candidates
All Candidates
All Candidates
Gen Ed Candidates
Gen Ed Candidates
All Candidates
All Candidates
General Education
Candidates
All Candidates
Phase III: The Post-Teaching Phase (May-August)
In this term, General Education Candidates typically take one “MA Elective Course” in Mod 1 and one in Mod 1B.
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2015-2016 Cohort Guidebook for Preliminary Credentials
Tentative Date
May 16th –July 14th
May 19th
Thursday
May 21st
Saturday
Tentative Time
Varies
No later than
11:59pm
7:45am
For Whom
All Candidates
Gen Ed Candidates
8am-4pm
Event
Mod 1 Summer Courses
TPA Task 4 due: Uploaded on
Canvas
Bring hard copy of Task 4 TPA
Culminating Teaching Experience
including student work samples and
CD of 20 minutes of classroom
teaching
TLP IV Class – #1 (of 6)
May 21st
Saturday
June 4th
Saturday
June 11th
Saturday
June 18th
Saturday
June 25th
Saturday
July 5th – August 20th
July 9th
Saturday
July 22nd
Friday
8am-4pm
TLP IV Class –#2 (of 6)
All Candidates
8am-4pm
TLP IV Class – #3 (of 6)
All Candidates
8am-4pm
TLP IV Class – #4 (of 6)
All Candidates
8am-4pm
TLP IV Class – #5 (of 6)
All Candidates
Varies
8am-4pm
Mod 2 Summer Courses
TLP IV Class – #6 (of 6)
All Candidates
All Candidates
4pm-6pm
Cohort Celebration
All Candidates
Gen Ed Candidates
All Candidates
Dates CGU Offices Closed
Date
Jan 19, 2015
March 27, 2015
May 25, 2015
July 3, 2015
Sept 7, 2015
Nov. 26-27, 2015
Dec. 23, 2015-Jan 4, 2016
TBA but Likely
Jan 18, 2016
March 25, 2016
May 30, 2016
Event
Martin Luther King
César Chávez
Memorial Day
Independence Day – observed
Labor Day – observed
Thanksgiving Break
Winter Break
Martin Luther King
César Chávez
Memorial Day
Important Dates
Date
June 17, 2016
Aug 1, 2016
Event
Last day to submit Intent to Receive Degree for Summer
Last day to submit Final Approval for Summer Degree
14
2015-2016 Cohort Guidebook for Preliminary Credentials
Program Structure and Course Descriptions
A Candidate’s program structure is dependent on the type of credential he/she is earning. Please refer to the
following Pre-requisite and Visual Overview charts, and credential specific course descriptions for a complete
understanding of your specific credentialing program.
Pre-Requisites for each Phase
Phase I PrePhase II Fall:
Teaching
Internship/Residency
Spring/Summer
TB Clearance
Official BA Transcripts
FBI/DOJ
Clearance (i.e.,
LiveScan
Clearance)
CBEST
CSET – Not Required but
highly recommended!
Phase II Spring
Internship/Residency
Passage of CSET
Phase III: Post Teaching
Candidates cannot begin
TLPIV if they have a “U” or
an “I” in any of the courses
associated with Phase II
Spring.
Submission of TPA Task 2 Candidates cannot enroll in
(General Education
TLPIV if it is believed that
Candidates Only).
they will require additional
mentoring/coaching the
following year.
Candidates cannot begin
Submission of TPA Task 3
Phase II Spring if they
(General Education Only)
have a “U” or an “I” in any
of the courses associated
in Phase II Fall.
US Constitution Course/Test
New TB Clearance for
Residency/Internship:
Possibly
New FBI/DOJ Clearance
(i.e., LiveScan Clearance):
Possibly
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 or Residency
Eligible until he/she has
passing grades in all Phase I
courses. Incompletes, GPs
and Unsatisfactory are not
passing grades.
15
2015-2016 Cohort Guidebook for Preliminary Credentials
A Visual Overview of Teacher Education’s Preliminary Programs (A Chart)
General Education Credential with MA in Education: 36 units
Education Specialists Credential with MA in Education: 38 units
PHASE I:
THE PRE-TEACHING
PHASE
PHASE II:
THE INTERNSHIP/RESIDENCY PHASE
PHASE III:
THE POST-TEACHING
PHASE
SUMMER 1 or COMBINED SPRING/SUMMER 1
(June-August or January-August)
FALL & SPRING (Fall= August-December) & (Spring=January-June)
SUMMER 2
(June-July or August)
THE WORK OF A TEACHER
Clinical Experience:
*The Pre-Teaching Experience
In Phase I: The Pre-Teaching Phase,
Candidates are working in schools under
the tutelage of CGU Master Teachers.
This is an unpaid experience.
Clinical Experience:
*The Internship or Residency Experience
In Phase II: The Internship/Residency Phase, Candidates are working in area K-12 schools as fulltime, fully paid, fully responsible interns or are working in area schools under the tutelage of a CGU
Master Teacher as “residents.”
Clinical Experience: N/A
In Phase III: The Post-Teaching Phase,
most of our Candidates are not in the
classroom because they are on summer
break. Exception: Those Candidates
working in year-round schools.
THE WORK OF A GRADUATE STUDENT
Term: Spring/Summer or Summer
12 units
Teaching/
*PreLearning Teaching
Process Experience
4 units
2 units
Literacy
Course
3 units
Subject
Specific
Methods
3 units
Teaching/
Learning
Process
2 units
Term: Fall
Term: Spring
Term: Summer or Summer +
Gen Ed: 6 units
Ed Specialists: 8 units
General Ed: 6 units
Ed Specialists 8 units
General Ed: 12 units
Ed Specialists 10 units
*Internship or
Residency
2 units
SPED
2 units
Differentiated
Instruction for
ELs & SPED
2 units
Teaching/
Learning * Internship
Process or Residency
2 units
2 units
SPED
2 units
Innovative
Technology
2 units
Teaching/
Learning
Process
4 units
Multiple Subject
(Elementary)
TLP I:
ED301
ED 301a
ED 324
ED 343
TLP II:
ED 303
ED 303a/c
ED 314
TLP III:
ED 305
ED 305a/c
ED 330
TLP IV:
ED 307
Math
TLP I:
ED 302
ED 302a
ED 320
ED 349
TLP II:
ED304
ED 304a/c
ED 314
TLP III:
ED 306
ED 306a/c
ED 331
TLP IV:
ED 309
Science
TLP I:
ED 302
ED 302a
ED 320
ED 348
TLP II:
ED304
ED 304a/c
ED 314
TLP III:
ED 306
ED 306a/c
ED 331
TLP IV:
ED 310
English
TLP I:
ED 302
ED 302a
TLP II:
ED304
ED 304a/c
ED 314
TLP III:
ED 306
ED 306a
ED 306c
ED 331
TLP IV:
ED 311
Social Studies
TLP I:
ED 302
ED 302a
TLP II:
ED304
ED 304a/c
ED 314
TLP III:
ED 306
ED 306a/c
ED 331
TLP IV:
ED 312
World Languages
TLP I:
ED 302
ED 302a
TLP II:
ED304
ED 304a/c
ED 314
TLP III:
ED 306
ED 306a
ED 306c
ED 331
TLP IV:
ED 313
ED 326
ED 320
ED 353
ED 327
Ed Specialist,
Mild/Mod
TLP I:
ED 301a-SP
ED 301-SP
ED 324
ED 343
TLP II:
ED 303-SP
ED 303a/c-SPM
ED 396
ED 314
TLP III:
ED 305-SP
ED 305a/cSPM
ED 338-1
ED 332
TLP IV
ED 308
Ed Specialist,
Mod/Sev
TLP I:
ED 301a-SP
ED 301-SP
ED 324
ED 343
TLP II:
ED 303-SP
ED 303a/c-SPS
ED 366
ED 314
TLP III:
ED 305-SP
ED 305a/c-SPS
ED 338-1
ED 332
TLP IV
ED 308
16
Other
“MA Elective Classes” for
GENERAL EDUCATION
Gen Ed Candidates typically take
two 4-unit “MA Elective Classes.”
Typically Gen Ed Candidates take
one class in Mod 1 and one class
in Mod 1B.
If the Gen Ed Candidate is doing
the “Direct to Clear Path,” he/she
only takes one 4-unit “MA
Elective” in the Summer. The
second “MA Elective” is taken as
part of Induction/Clear.
ED 338 - 2
2 units
Mod 1
ED 338 - 2
2 units
Mod 1
ED 339
4 units
Mod 1B
ED 339
4 units
Mod 1B
2015-2016 Cohort Guidebook for Preliminary Credentials
Multiple Subject Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
6 units
Phase II
Spring
6 units
Phase III Summer
2
12 units
Clinical
Component
EDUC 301A
2 units
EDUC 303A
2 units
EDUC 305A
2 units
--
Academic
Component
EDUC 301
4 units
EDUC 303
2 units
EDUC 305
2 units
EDUC 307
4 units
EDUC 343
3 units
EDUC 314
2 units
EDUC 330
2 units
MA Course
4 units
EDUC 324
3 units
MA Course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.
 EDUC 301
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass Teacher
Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher candidates to
research-based principles of teaching and learning with particular emphasis placed on the practical
implications for effective lesson planning and classroom management in diverse K-12 classrooms. In
addition, candidates explore issues of equity, diversity and accountability and complete Part A of their
ethnographic narrative project to explore their own educational values, experiences, and reasons for
becoming a teacher.

EDUC 301A Pre-Teaching Experience
This course focuses on methodology and application of instructional strategies across the core subject
areas. There is specific emphasis on literacy for all students, including English Learners and students
with special needs. Course content includes: systematic instructional strategies, monitoring student
progress and providing feedback, motivating students, establishing positive classroom communities,
establishing classroom expectations and procedures, instructional planning, and understanding child
development as it relates to behavior and learning. For three to five hours of the day, the candidates
will work with pupils in whole group and small group settings.
17
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 324 Literacy in the Multilingual Elementary Classroom
This course focuses on content, methodology, and assessment for teaching reading and language arts
to all students, including English Learners and students with special needs. Course content includes:
beginning reading development, phonemic awareness, phonics, fluency, comprehension, vocabulary
development, writing, grammar, spelling, literacy assessment, California English Language Arts (ELA)
Standards, English Language Development (ELD), and organization and management of a
comprehensive, balanced literacy program.

EDUC 343 Innovative Elementary Curriculum
In this course, candidates will learn a variety of strategies to teach and differentiate instruction in
math, science, and social studies with a focus on the integration of technology and literacy.
Candidates will become familiar with the K-6 California Content Standards for math, science, and
social studies and they will learn ways to integrate lessons across the content standards in these and
other subject areas.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in June. In the fall term of Phase II, education specialist candidates complete 8 units. In the spring
candidates also complete 8 units, for a total of 16 units in Phase II.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools
during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A
mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by
instructing the candidates' university-based classes and providing on-site support in their clinical settings.
Candidates are either "interns," employed as fully-responsible, fully-salaried teachers or "residents" working under
the tutelage of a CGU Master Teacher.
Phase II Fall Term (6 units)
 EDUC 303A Multiple Subject Internship Teaching - 2 units or
EDUC 303C Multiple Subject Residency Teaching - 2 units
In Phase II, multiple subject candidates are either “interns” employed as fully-responsible, fully-salaried
teachers in area schools or are “residents” working under the tutelage of a CGU Master Teacher. EDUC
303A (for interns) or EDUC 303C (for residents) is the clinical class that accompanies the Fall classes of
Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who provide on-site
guidance, support, and evaluation of the candidates at their clinical settings.

EDUC 303 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K12 school system. The general education candidates in Teaching/Learning Process II learn effective
classroom management (i.e., classroom procedures and expectations) and teaching strategies. They
apply different theoretical and pedagogical orientations to standards based lessons modeled and
designed during class. Candidates understand and apply unpacking of content standards to develop
learning objectives to enhance quality of instruction and student learning. Candidates learn specific
instructional strategies in reading, writing, math, and communication skills to effectively access
standards-based curricula and address goals and objectives.
18
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory and the
research-based strategies known to cultivate academic success for English Language Learners and students
with special needs. Topics include the history and policy that affects the instruction of English learners,
language acquisition theories and their relationship to practice; California English Language Development
Standards to design curriculum and instruction that address English language development; accessing core
content through the use of SDAIE (i.e., Specially Designed Academic Instruction in English) strategies;
assessments available to assess language, literacy and content for English learners; and the linguistic and
cultural aspects that impact schooling for English learners. Additionally, candidates will learn effective
strategies for working with students with special needs, including those with identified
disabilities. Candidates will learn characteristics of students with Autism Spectrum Disorder and understand
effective strategies for meeting the needs of students with disabilities in their classrooms. This course is
designed to assist multiple subject and education specialist candidates in passing the RICA exam.
Phase II Spring Term (6 units)
 EDUC 305A Multiple Subject Internship Teaching - 2 units or
EDUC 305C Multiple Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to
progress per the California TPEs. Candidates’ growth is usually strongest during this semester as
multiple aspects of teaching come together. Occasionally it is determined that a candidate is not
sufficiently progressing towards competency per the TPEs and, accordingly, an Individual Program
Plan is drafted that allows the candidate to receive additional CGU support in the academic year to
come. It should be noted that most students who take this path are highly successful in their second
year. As such, this option is not seen as a failure but instead as an opportunity to ensure each
candidate is on the path to becoming an outstanding teacher.

EDUC 305 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families and ways they contribute to their teaching. Candidates will additionally deepen their understanding
of assessment measures, specifically curriculum-based measurement, progress monitoring and apply their
understanding to a variety of situations to effectively meet the individual needs of students in their classroom.
Students will develop skills for addressing conflict within the classroom and school. Students will have the
opportunity to hone their leadership and collaboration skills as they continue to work within multi-disciplinary
teams.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Multiple Subject Program Standards for the use of technology in
the classroom. The course will examine the role of computers and other emergent technologies in K12 education with an emphasis placed on the integration of technology to enhance and/or
complement research-based instructional practices. This course provides hands-on experience for
integrating such tools into linguistically and culturally diverse learning environments to enable all
students to gain knowledge in ways not previously possible. We embrace the concept that technology
should become an integral part of how the classroom functions and that technology should be as
accessible as all other classroom/learning/teaching tools. In addition, candidates are introduced to
19
2015-2016 Cohort Guidebook for Preliminary Credentials
appropriate instructional materials and technologies, including assistive technologies, to meet the
needs of students with special needs.
Phase III: Post-Teaching Phase (12 units)
Phase III begins in mid-June and concludes at the end of July. General Education candidates complete three 4-unit
courses during this time.
 EDUC 307 Teaching/Learning Process IV (TLP IV): Advanced Pedagogical and Content Skills for
Math - 4 units
This course will look in depth at mathematics content for the multiple subject teachers in a K-6 setting. We
will examine pedagogical skills that will advance the candidates’ knowledge of ways students can access the
mathematics content while increasing the candidates’ knowledge. We will look at the new Common Core
Standards for Mathematics and the Standards for Mathematical Practice and their effect on instruction.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the candidate decides to go “straight to clear,” he/should would
likely only take one 4-unit MA course in the second summer.
20
2015-2016 Cohort Guidebook for Preliminary Credentials
Single-Subject Mathematics Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
6 units
Phase II
Spring
6 units
Clinical
Component
EDUC 302a
2 units
EDUC 304a
Or EDUC 304c
2 units
EDUC 306a
Or EDUC 306c
2 units
Academic
Component
EDUC 302
4 units
EDUC 304
2 units
EDUC 306
2 units
EDUC 309
4 units
EDUC 320
3 units
EDUC 314
2 units
EDUC 330
2 units
MA course
4 units
EDUC 349
3 units
Phase III Summer
2
12 units
MA course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.
 EDUC 302 Teaching and Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass Teacher
Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher candidates to
research-based principles of teaching and learning with particular emphasis placed on the practical
implications for effective lesson planning and classroom management in diverse K-12 classrooms. In
addition, candidates explore issues of equity, diversity and accountability and complete Part A of their
ethnographic narrative project to explore their own educational values, experiences, and reasons for
becoming a teacher.
 EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the Mathematics
subject areas. There is specific emphasis on literacy for all students, including English Learners and students
with special needs. Course content includes: systematic instructional strategies, monitoring student progress
and providing feedback, motivating students, establishing positive classroom communities, establishing
classroom expectations and procedures, instructional planning, and understanding child development as it
relates to behavior and learning. For three to five hours of the day, the candidates will work with pupils in
whole group and small group settings under the tutelage of a master teacher.
 EDUC 320 Literacy in the Secondary Math, Science & Social Studies Classroom – 3 units
Candidates in this class will explore the meaning of content area literacy and the various strategies that can
be used to teach and support literacy in a secondary content classroom. Additionally, candidates will explore
how content area standards, English Language Development standards and the Literacy standards from the
21
2015-2016 Cohort Guidebook for Preliminary Credentials
CA Common core work together to ensure that secondary students master reading, writing, listening and
speaking in a secondary content classroom.

EDUC 349 Secondary Mathematics: Content and Pedagogy – 3 units
EDUC 349 is an exploration of the various instructional strategies designed to make secondary math
curriculum comprehensible to all students, including English Learners and students with special needs.
Students will be exposed to several effective models of instruction and will have an opportunity to observe a
lesson taught in each particular model and to then have the chance to create and demonstrate their own
lesson taught in that model.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the spring, they take
6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools
during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A
mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by
instructing the candidates' university-based classes and providing on-site support in their clinical settings.
Candidates are either "interns," employed as fully-responsible, fully-salaried teachers or "residents" working under
the tutelage of a CGU Master Teacher.
Phase II Fall Term (6 units)
 EDUC 304A Single Subject Internship Teaching - 2 units or
EDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject Mathematics candidates are either “interns” employed as fully-responsible,
fully-salaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.

EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K12 school system. The general education Mathematics candidates in Teaching/Learning Process II
learn effective classroom management (i.e., classroom procedures and expectations) and teaching
strategies. They apply different theoretical and pedagogical orientations to standards based lessons
modeled and designed during class. Candidates understand and apply unpacking of content
standards to develop learning objectives to enhance quality of instruction and student learning.
Candidates learn specific instructional strategies in reading, writing, math, and communication skills
to effectively access standards-based curricula and address goals and objectives.

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory and the
research-based strategies known to cultivate academic success for English Language Learners and students
with special needs. Topics include the history and policy that affects the instruction of English learners,
language acquisition theories and their relationship to practice; California English Language Development
22
2015-2016 Cohort Guidebook for Preliminary Credentials
Standards to design curriculum and instruction that address English language development; accessing core
content through the use of SDAIE (i.e., Specially Designed Academic Instruction in English) strategies;
assessments available to assess language, literacy and content for English learners; and the linguistic and
cultural aspects that impact schooling for English learners. Additionally, candidates will learn effective
strategies for working with students with special needs, including those with identified
disabilities. Candidates will learn characteristics of students with Autism Spectrum Disorder and understand
effective strategies for meeting the needs of students with disabilities in their classrooms.
Phase II Spring Term (6 units)
 EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families and ways they contribute to their teaching. Candidates will additionally deepen their understanding
of assessment measures, specifically curriculum-based measurement, progress monitoring and apply their
understanding to a variety of situations to effectively meet the individual needs of students in their classroom.
Students will develop skills for addressing conflict within the classroom and school. Students will have the
opportunity to hone their leadership and collaboration skills as they continue to work within multi-disciplinary
teams.

EDUC 306a Single Subject Internship Teaching - 2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per
the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of
teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing
towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the
candidate to receive additional CGU support in the academic year to come. It should be noted that most
students who take this path are highly successful in their second year. As such, this option is not seen as a
failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding
teacher.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Program Standards for the use of technology in the classroom. The
course will examine the role of computers and other emergent technologies in K-12 education with an
emphasis placed on the integration of technology to enhance and/or complement research-based
instructional practices. This course provides hands-on experience for integrating such tools into
linguistically and culturally diverse learning environments to enable all students to gain knowledge in ways
not previously possible. We embrace the concept that technology should become an integral part of how the
classroom functions and that technology should be as accessible as all other classroom/learning/teaching
tools. In addition, candidates are introduced to appropriate instructional materials and technologies,
including assistive technologies, to meet the needs of students with special needs.
Phase III: Post-Teaching Phase (12 Units)
Phase III begins in mid-May and concludes at the end of July. General Education candidates complete three 4unit courses during this time.
 EDUC 309 Teaching/Learning Process IV (TLP IV): Advanced Pedagogy and Content Knowledge in
the Mathematics Classroom - 4 units
Teaching/Learning Process IV is designed to get teachers to think conceptually about the Mathematics they
teach. This course will help each candidate identify their own professional preferences, strengths and
weaknesses and locate resources to support their professional development and ground their craft in a larger
23
2015-2016 Cohort Guidebook for Preliminary Credentials
discussion of the nature of teaching Mathematics. Candidates will experience advance pedagogical
strategies and the research behind each to support their usage in the classroom.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the candidate decides to go “straight to clear,” he/should would
likely only take one 4-unit MA course in the second summer.
24
2015-2016 Cohort Guidebook for Preliminary Credentials
Single-Subject Science Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
Phase II
Spring
Phase III Summer
2
6 units
6 units
12 units
Clinical
Component
EDUC 302a
2 units
EDUC 304a
Or EDUC 304c
2 units
EDUC 306a
Or EDUC 306c
2 units
--
Academic
Component
EDUC 302
4 units
EDUC 304
2 units
EDUC 306
2 units
EDUC 310
4 units
EDUC 320
3 units
EDUC 314
2 units
EDUC 330
2 units
MA course
4 units
EDUC 348
3 units
MA course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.

EDUC 302 Teaching Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass
Teacher Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher
candidates to research-based principles of teaching and learning with particular emphasis placed on
the practical implications for effective lesson planning and classroom management in diverse K-12
classrooms. In addition, candidates explore issues of equity, diversity and accountability and
complete Part A of their ethnographic narrative project to explore their own educational values,
experiences, and reasons for becoming a teacher.

EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the Science
subject areas. There is specific emphasis on literacy for all students, including English Learners and
students with special needs. Course content includes: systematic instructional strategies, monitoring
student progress and providing feedback, motivating students, establishing positive classroom
communities, establishing classroom expectations and procedures, instructional planning, and
understanding child development as it relates to behavior and learning. For three to five hours of the
day, the candidates will work with pupils in whole group and small group settings under the tutelage
of a master teacher.
25
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 320 Literacy in the Secondary Math, Science & Social Studies Classroom – 3 units
Candidates in this class will explore the meaning of content area literacy and the various strategies
that can be used to teach and support literacy in a secondary content classroom. Additionally,
candidates will explore how content area standards, English Language Development standards and
the Literacy standards from the CA Common core work together to ensure that secondary students
master reading, writing, listening and speaking in a secondary content classroom.

EDUC 348 Secondary Science: Content and Pedagogy – 3 units
This course introduces middle and high school science candidates to current pedagogical perspectives
on science education. This course will guide candidates in the planning and implementation of
developmentally appropriate science instruction by focusing on preparation for science teaching,
practical strategies and models, assessment models, and developing as a professional. Emphasis will
be given to the diverse nature of California’s student population, the role of literacy in science
instruction, the integration of current brain research, and the use of technology in science instruction.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in
January and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the
spring, they take 6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area
schools during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the
Spring). A mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the
academic/theoretical by instructing the candidates' university-based classes and providing on-site support
in their clinical settings.
In Phase II, candidates are either "interns" (employed as fully-responsible, fully-salaried teachers) or
"residents" (working under the tutelage of a CGU Master Teacher).
Phase II Fall Term (6 units)
 EDUC 304A Single Subject Internship Teaching - 2 units or
EDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject Science candidates are either “interns” (employed as fully-responsible, fullysalaried teachers in area schools) or are “residents” (working under the tutelage of a CGU Master
Teacher). EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.

EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K12 school system. The general education Science candidates in Teaching/Learning Process II learn
effective classroom management (i.e., classroom procedures and expectations) and teaching
strategies. They apply different theoretical and pedagogical orientations to standards based lessons
modeled and designed during class. Candidates understand and apply unpacking of content
standards to develop learning objectives to enhance quality of instruction and student learning.
Candidates learn specific instructional strategies in reading, writing, math, and communication skills
to effectively access standards-based curricula and address goals and objectives.
26
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms.
Phase II Spring Term (6 units)
 EDUC 306a Single Subject Internship Teaching - 2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to
progress per the California TPEs. Candidates’ growth is usually strongest during this semester as
multiple aspects of teaching come together. Occasionally it is determined that a candidate is not
sufficiently progressing towards competency per the TPEs and, accordingly, an Individual Program
Plan is drafted that allows the candidate to receive additional CGU support in the academic year to
come. It should be noted that most students who take this path are highly successful in their second
year. As such, this option is not seen as a failure but instead as an opportunity to ensure each
candidate is on the path to becoming an outstanding teacher.

EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within
the K-12 school system. TLPIII deepens the candidates understanding of the cultures of school and
community, and how both influence the success of students in their classrooms. Developing
meaningful interactions with families and ways they contribute to their teaching. Candidates will
additionally deepen their understanding of assessment measures, specifically curriculum-based
measurement, progress monitoring and apply their understanding to a variety of situations to
effectively meet the individual needs of students in their classroom. Candidates will develop skills for
addressing conflict within the classroom and school. Candidates will have the opportunity to hone
their leadership and collaboration skills as they continue to work within multi-disciplinary teams.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Program Standards for the use of technology in the classroom. The
course will examine the role of computers and other emergent technologies in K-12 education with an
emphasis placed on the integration of technology to enhance and/or complement research-based
instructional practices. This course provides hands-on experience for integrating such tools into
linguistically and culturally diverse learning environments to enable all students to gain knowledge in
27
2015-2016 Cohort Guidebook for Preliminary Credentials
ways not previously possible. We embrace the concept that technology should become an integral
part of how the classroom functions and that technology should be as accessible as all other
classroom/learning/teaching tools. In addition, candidates are introduced to appropriate
instructional materials and technologies, including assistive technologies, to meet the needs of
students with special needs.
Phase III: Post-Teaching Phase (12 units)
Phase III begins in mid-May and concludes at the end of July. General Education candidates complete three
4-unit courses during this time. (Exception: If a General Education candidate decides to do CGU’s
Induction/Clear Program, he/she will likely only take two 4-unit classes in Phase III.)
 EDUC 310 Teaching/Learning Process IV (TLP IV): Advanced Pedagogy and Content Knowledge in
the Science Classroom - 4 units
Teaching/Learning Process IV course will enable all TEP candidates to experience science at a high
level with skills and equipment as seen in real scientific field situations. In the morning, candidates
will experience a working lab environment under the supervision of a practicing scientist to: (1)
better understand the necessary skill sets that exists across all scientific disciplines and; (2) be
exposed to advanced content knowledge in various scientific disciplines. In the afternoon, candidates
will unpack the experience with TEP faculty to develop their understanding of strategic pedagogy for
building these transferable scientific practices and concepts in students.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the General Education candidate decides to go “straight to clear,”
he/should would likely only take one 4-unit MA course in the second summer.)
28
2015-2016 Cohort Guidebook for Preliminary Credentials
Single-Subject English Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
6 units
Phase II
Spring
6 units
Phase III Summer
2
12 units
Clinical
Component
EDUC 302a
2 units
EDUC 304a
Or EDUC 304c
2 units
EDUC 306a
Or EDUC 306c
2 units
---
Academic
Component
EDUC 302
4 units
EDUC 304
2 units
EDUC 306
2 units
EDUC 311
4 units
EDUC 326
6 units
EDUC 314
2 units
EDUC 330
2 units
MA course
4 units
MA course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.

EDUC 302 Teaching Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass
Teacher Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher
candidates to research-based principles of teaching and learning with particular emphasis placed on
the practical implications for effective lesson planning and classroom management in diverse K-12
classrooms. In addition, candidates explore issues of equity, diversity and accountability and
complete Part A of their ethnographic narrative project to explore their own educational values,
experiences, and reasons for becoming a teacher.

EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the English
subject areas. There is specific emphasis on literacy for all students, including English Learners and
students with special needs. Course content includes: systematic instructional strategies, monitoring
student progress and providing feedback, motivating students, establishing positive classroom
communities, establishing classroom expectations and procedures, instructional planning, and
understanding child development as it relates to behavior and learning. For three to five hours of the
day, the candidates will work with pupils in whole group and small group settings under the tutelage
of a master teacher.
29
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 326 Effective Curriculum Design & Pedagogy for English Language Arts - 6 units
Candidates are welcomed into the inner-world of English teachers and, in the process, prepare the
teacher candidates to “fly” in their own English classrooms and, in the process, promote the academic
achievement of the culturally and linguistically diverse youth in our area schools. Let the secrets be
told! Let the strategies be learned! Let the initiation begin! Candidates will gain focus on how to
develop written and oral literacy. They address vocabulary/language development as well as other
classroom issues, strategies, skills, and attitudes pertinent to effective Language Arts teachers.
Additionally candidates will address:
o How effective Language Arts teachers make sense of the TPEs and the English Language Arts
and English Language Development Standards.
o How effective teachers apply the strategies to create relevant unit plans and engaging
instruction for learners of diverse linguistic backgrounds and language acquisition levels.
o How to utilize information about SDAIE and differentiated instruction.
o Literacy issues, vocabulary/language development, as well as classroom context, strategies,
skills, and attitudes pertinent to effective Language Arts teachers.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the spring, they take
6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools
during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A
mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by
instructing the candidates' university-based classes and providing on-site support in their clinical settings.
In Phase II, candidates are either "interns," employed as fully-responsible, fully-salaried teachers or "residents"
working under the tutelage of a CGU Master Teacher.
Phase II Fall Term (6 units)
 EDUC 304A Single Subject Internship Teaching - 2 units or
EDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject English candidates are either “interns” employed as fully-responsible, fullysalaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.

EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K12 school system. The general education English candidates in Teaching/Learning Process II learn
effective classroom management (i.e., classroom procedures and expectations) and teaching
strategies. They apply different theoretical and pedagogical orientations to standards based lessons
modeled and designed during class. Candidates understand and apply unpacking of content
standards to develop learning objectives to enhance quality of instruction and student learning.
Candidates learn specific instructional strategies in reading, writing, math, and communication skills
to effectively access standards-based curricula and address goals and objectives.
30
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms.
Phase II Spring Term (6 units)
 EDUC 306a Single Subject Internship Teaching - 2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to
progress per the California TPEs. Candidates’ growth is usually strongest during this semester as
multiple aspects of teaching come together. Occasionally it is determined that a candidate is not
sufficiently progressing towards competency per the TPEs and, accordingly, an Individual Program
Plan is drafted that allows the candidate to receive additional CGU support in the academic year to
come. It should be noted that most students who take this path are highly successful in their second
year. As such, this option is not seen as a failure but instead as an opportunity to ensure each
candidate is on the path to becoming an outstanding teacher.

EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within
the K-12 school system. TLPIII deepens the candidates understanding of the cultures of school and
community, and how both influence the success of students in their classrooms. Developing
meaningful interactions with families and ways they contribute to their teaching. Candidates will
additionally deepen their understanding of assessment measures, specifically curriculum-based
measurement, progress monitoring and apply their understanding to a variety of situations to
effectively meet the individual needs of students in their classroom. Students will develop skills for
addressing conflict within the classroom and school. Students will have the opportunity to hone
their leadership and collaboration skills as they continue to work within multi-disciplinary teams.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Program Standards for the use of technology in the classroom. The
course will examine the role of computers and other emergent technologies in K-12 education with an
emphasis placed on the integration of technology to enhance and/or complement research-based
instructional practices. This course provides hands-on experience for integrating such tools into
linguistically and culturally diverse learning environments to enable all students to gain knowledge in
ways not previously possible. We embrace the concept that technology should become an integral
31
2015-2016 Cohort Guidebook for Preliminary Credentials
part of how the classroom functions and that technology should be as accessible as all other
classroom/learning/teaching tools. In addition, candidates are introduced to appropriate
instructional materials and technologies, including assistive technologies, to meet the needs of
students with special needs.
Phase III: Post-Teaching Phase (12 units)
Phase III begins in mid-May and concludes at the end of July. General Education candidates complete three 4-unit
courses during this time.
 EDUC 311 Teaching/Learning Process IV (TLP IV): Advanced Pedagogy and Content Knowledge in
the English Classroom - 4 units
Teaching/Learning Process IV is designed to get teachers to think conceptually about the English they
teach. This course will help the candidate identify their own professional preferences, strengths and
weaknesses and locate resources to support their professional development and ground their craft in
a larger discussion of the nature of teaching English Language Arts. Candidates will experience
advance pedagogical strategies and the research behind each to support their usage in the classroom.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the candidate decides to go “straight to clear,” he/should would
likely only take one 4-unit MA course in the second summer.
32
2015-2016 Cohort Guidebook for Preliminary Credentials
Single-Subject World Languages Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
6 units
Phase II
Spring
6 units
Phase III
Summer 2
12 units
Clinical
Component
EDUC 302a
2 units
EDUC 304a
Or EDUC 304c
2 units
EDUC 306a
Or EDUC 306c
2 units
Academic
Component
EDUC 302
4 units
EDUC 304
2 units
EDUC 306
2 units
EDUC 313
4 units
EDUC 327
6 units
EDUC 314
2 units
EDUC 330
2 units
MA course
4 units
MA course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.
 EDUC 302 Teaching and Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass
Teacher Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher
candidates to research-based principles of teaching and learning with particular emphasis placed on
the practical implications for effective lesson planning and classroom management in diverse K-12
classrooms. In addition, candidates explore issues of equity, diversity and accountability and
complete Part A of their ethnographic narrative project to explore their own educational values,
experiences, and reasons for becoming a teacher.

EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the World Languages
subject areas. There is specific emphasis on literacy for all students, including English Learners and students
with special needs. Course content includes: systematic instructional strategies, monitoring student progress
and providing feedback, motivating students, establishing positive classroom communities, establishing
classroom expectations and procedures, instructional planning, and understanding child development as it
relates to behavior and learning. For three to five hours of the day, the candidates will work with pupils in
whole group and small group settings under the tutelage of a master teacher.

EDUC 327 Effective Curriculum & Design for Foreign Languages – 6 units
Candidates in this class will not only become familiar with the California Foreign Language Standards but
will also improve their own knowledge of the World Languages Language. Reading, writing, listening and
33
2015-2016 Cohort Guidebook for Preliminary Credentials
thinking have an overall relationship in the World Languages classroom. Acknowledging this relationship,
this course will be taught as a seminar and lab format. A variety of methods will be presented which will be
appropriate for a diverse range of student population and needs. Candidates will read assigned professional
readings and expand their related learning through lecture and activities. Additional, they will participate in
two curricular units of study designed to assist them in practicing strategies and reflecting about course
content.
Phase II: Internship/Residency Phase (16 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the spring, they take
6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools
during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A
mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by
instructing the candidates' university-based classes and providing on-site support in their clinical settings.
Candidates are either "interns," employed as fully-responsible, fully-salaried teachers or "residents" working under
the tutelage of a CGU Master Teacher.
Phase II Fall Term (6 units)
 EDUC 304A Single Subject Internship Teaching - 2 units or
EDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject English candidates are either “interns” employed as fully-responsible, fullysalaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.

EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K-12
school system. The general education World Languages candidates in Teaching/Learning Process II learn
effective classroom management (i.e., classroom procedures and expectations) and teaching strategies.
They apply different theoretical and pedagogical orientations to standards based lessons modeled and
designed during class. Candidates understand and apply unpacking of content standards to develop learning
objectives to enhance quality of instruction and student learning. Candidates learn specific instructional
strategies in reading, writing, math, and communication skills to effectively access standards-based curricula
and address goals and objectives.

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
34
2015-2016 Cohort Guidebook for Preliminary Credentials
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms.
Phase II Spring Term (6 units)
 EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families and ways they contribute to their teaching. Candidates will additionally deepen their understanding
of assessment measures, specifically curriculum-based measurement, progress monitoring and apply their
understanding to a variety of situations to effectively meet the individual needs of students in their classroom.
Students will develop skills for addressing conflict within the classroom and school. Students will have the
opportunity to hone their leadership and collaboration skills as they continue to work within multi-disciplinary
teams.

EDUC 306a Single Subject Internship Teaching - 2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per
the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of
teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing
towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the
candidate to receive additional CGU support in the academic year to come. It should be noted that most
students who take this path are highly successful in their second year. As such, this option is not seen as a
failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding
teacher.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Program Standards for the use of technology in the classroom. The
course will examine the role of computers and other emergent technologies in K-12 education with an
emphasis placed on the integration of technology to enhance and/or complement research-based
instructional practices. This course provides hands-on experience for integrating such tools into
linguistically and culturally diverse learning environments to enable all students to gain knowledge in ways
not previously possible. We embrace the concept that technology should become an integral part of how the
classroom functions and that technology should be as accessible as all other classroom/learning/teaching
tools. In addition, candidates are introduced to appropriate instructional materials and technologies,
including assistive technologies, to meet the needs of students with special needs.
Phase III: Post-Teaching Phase (12 Units)
Phase III begins in mid-May and concludes at the end of July. Education specialist candidates complete 3 courses
during this time.

EDUC 313 Teaching/Learning Process IV (TLP IV): Advanced Linguistics for World Languages
Teachers - 4 units
Teaching/Learning Process IV is designed to get teachers to think conceptually about the World Languages
they teach. This course will help each candidate identify their own professional preferences, strengths and
weaknesses and locate resources to support their professional development and ground their craft in a larger
35
2015-2016 Cohort Guidebook for Preliminary Credentials
discussion of the nature of teaching World Languages. Candidates will experience advance pedagogical
strategies and the research behind each to support their usage in the classroom.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the candidate decides to go “straight to clear,” he/should would
likely only take one 4-unit MA course in the second summer.
36
2015-2016 Cohort Guidebook for Preliminary Credentials
Single-Subject Social Science Program Overview
Phase 1
Spring+Summer or Just
Summer
12 units
Phase II
Fall
6 units
Phase II
Spring
6 units
Clinical
Component
EDUC 302a
2 units
EDUC 304a
Or EDUC 304c
2 units
EDUC 306a
Or EDUC 306c
2 units
Academic
Component
EDUC 302
4 units
EDUC 304
2 units
EDUC 306
2 units
EDUC 312
4 units
EDUC 320
3 units
EDUC 314
2 units
EDUC 330
2 units
MA course
4 units
EDUC 353
3 units
Phase III
Summer 2
12 units
MA course
4 units
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.

EDUC 302 Teaching Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in
Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher
Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass Teacher
Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher candidates to
research-based principles of teaching and learning with particular emphasis placed on the practical
implications for effective lesson planning and classroom management in diverse K-12 classrooms. In
addition, candidates explore issues of equity, diversity and accountability and complete Part A of their
ethnographic narrative project to explore their own educational values, experiences, and reasons for
becoming a teacher.

EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the Social Science
subject areas. There is specific emphasis on literacy for all students, including English Learners and students
with special needs. Course content includes: systematic instructional strategies, monitoring student progress
and providing feedback, motivating students, establishing positive classroom communities, establishing
classroom expectations and procedures, instructional planning, and understanding child development as it
relates to behavior and learning. For three to five hours of the day, the candidates will work with pupils in
whole group and small group settings under the tutelage of a master teacher.
37
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 320 Literacy in the Secondary Math, Science & Social Studies Classroom – 3 units
Candidates in this class will explore the meaning of content area literacy and the various strategies that can
be used to teach and support literacy in a secondary content classroom. Additionally, candidates will explore
how content area standards, English Language Development standards and the Literacy standards from the
CA Common core work together to ensure that secondary students master reading, writing, listening and
speaking in a secondary content classroom.

EDUC 353 Secondary Social Science: Content and Pedagogy – 3 units
This course is designed along the premise that this is only the beginning. As Luis J. Rodriguez says, “A true
warrior teachers and learns every day.” I classify teachers as “true warriors” and also as “noble savages”
(Walt Whitman). That said, this course cannot and will not teach you everything that you need to know
about learning theory, lesson design, and lesson implementation. Hopefully, this course will whet your
appetite for pedagogical discourse and learning that will lead you on an incredible intellectual journey and
an amazing teaching life. Teaching is an amazing, passionate, life affirming, underpaid, under respected,
hard, difficult, demeaning, and beautiful existence. It is a romantic and realistic profession that holds the
future of the world in its hands but also takes itself way too seriously. This course was created with the
Accelerated Teaching Model in mind (see the work of Dr. Hank Levin). By this I mean that everything that
is introduced is introduced purposefully and at a high level. So, in this sense, everything is symbiotic,
everything is connected, everything is necessary for everything else. So, the things introduced on the first
day are necessary to understand and engage in the things built on the second day, and so on. So, there is a
constant re-learning, re-examination and re-application of everything learned in a purposeful re-visitation
cycle. In a similar way this course is designed around the theory of the Brunerian Spiral (see Dr. Jerome
Bruner). This means that as the Accelerated Model, everything from beginning to end is connected, but the
course also gets more rigorous and more difficult as time passes. In short, the course builds upon itself.
The purpose of this course is to give students a firm footing on how to teach in a social science classroom
and beyond. It is the hope of the instructor that the learning of how to teach well will continue long after
this course and that this course is but a prelude to a frenzy of individual research and scholarship. However,
on the down side I must also assume that this may very well be the last professional development you
engage in that has not been de-souled by the various powers beyond our control.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the spring, they take
6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools
during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A
mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by
instructing the candidates' university-based classes and providing on-site support in their clinical settings.
Candidates are either "interns," employed as fully-responsible, fully-salaried teachers or "residents" working under
the tutelage of a CGU Master Teacher.
Phase II Fall Term (6 units)
 EDUC 304A Single Subject Internship Teaching - 2 units or
EDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject Social Science candidates are either “interns” employed as fully-responsible,
fully-salaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.
38
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K-12
school system. The general education Science candidates in Teaching/Learning Process II learn effective
classroom management (i.e., classroom procedures and expectations) and teaching strategies. They apply
different theoretical and pedagogical orientations to standards based lessons modeled and designed during
class. Candidates understand and apply unpacking of content standards to develop learning objectives to
enhance quality of instruction and student learning. Candidates learn specific instructional strategies in
reading, writing, math, and communication skills to effectively access standards-based curricula and address
goals and objectives.

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms.
Phase II Spring Term (6 units)
 EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families and ways they contribute to their teaching. Candidates will additionally deepen their understanding
of assessment measures, specifically curriculum-based measurement, progress monitoring and apply their
understanding to a variety of situations to effectively meet the individual needs of students in their classroom.
Students will develop skills for addressing conflict within the classroom and school. Students will have the
opportunity to hone their leadership and collaboration skills as they continue to work within multi-disciplinary
teams.

EDUC 306a Single Subject Internship Teaching - 2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per
the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of
teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing
towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the
candidate to receive additional CGU support in the academic year to come. It should be noted that most
students who take this path are highly successful in their second year. As such, this option is not seen as a
39
2015-2016 Cohort Guidebook for Preliminary Credentials
failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding
teacher.

EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Multiple Subject Program Standards for the use of technology in the
classroom. The course will examine the role of computers and other emergent technologies in K-12
education with an emphasis placed on the integration of technology to enhance and/or complement researchbased instructional practices. This course provides hands-on experience for integrating such tools into
linguistically and culturally diverse learning environments to enable all students to gain knowledge in ways
not previously possible. We embrace the concept that technology should become an integral part of how the
classroom functions and that technology should be as accessible as all other classroom/learning/teaching
tools. In addition, candidates are introduced to appropriate instructional materials and technologies,
including assistive technologies, to meet the needs of students with special needs.
Phase III: Post-Teaching Phase (12 Units)
Phase III begins in mid-May and concludes at the end of July. Education specialist candidates complete 3 courses
during this time.

EDUC 312 Teaching/Learning Process IV (TLP IV): Advanced Pedagogy and Content Knowledge in
the Social Science Classroom - 4 units
This course is designed to get teachers to think conceptually about the discipline they teach. While the state
of California credentials teachers in a "single subject" it is more accurate to say that your credential covers a
multitude of subjects ranging from academic disciplines to interdisciplinary studies. This course will help
you identify your own professional preferences, locate resources to support your professional development
and ground your craft in a larger discussion of the nature of teaching history/social sciences.

Candidates selected two 4-unit MA courses (totaling 8 units) from the School of Educational Studies
(SESs) course offerings. (Note: If the General Education candidate decides to go “straight to clear,”
he/should would likely only take one 4-unit MA course in the second summer.)
40
2015-2016 Cohort Guidebook for Preliminary Credentials
Education Specialist -- Moderate/Severe Program Overview
Phase 1
Spring/Summer
12 units
Phase II
Fall
8 units
Phase II
Spring
8 units
Phase III Summer
2
10 units
Clinical
Component
EDUC 301A-SP
2 units
EDUC 303A-SP
2 units
EDUC 305A-SP
2 units
Academic
Component
*EDUC 301 SP
4 units
EDUC 303SP
2 units
EDUC 305SP
2 units
EDUC 308
4 units
EDUC 343
3 units
EDUC 314
2 units
EDUC 332
2 units
EDUC 338-2
2 units
EDUC 324
3 units
EDUC 366
2 units
EDUC 338-1
2 units
EDUC 339
4 units
*Can be taken Spring/January or Summer/June.
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.

EDUC 301SP Teaching and Learning Process I (TLP1) - 4 units
This course is the first in a four part series taken by teacher candidates in the Claremont Graduate
University’s Teacher Education Program (TEP). It is aligned with the California Teacher Performance
Expectations (TPE) and aimed at preparing education specialist teacher candidates for special education
teaching positions in the k-12 setting. This course will introduce candidates to many areas of teaching
students with disabilities. This course covers an overview of special education including characteristics of
children with a variety of mild/moderate/severe disabilities. Candidates will learn federal and state
legislation as related to special education, various types of assessment and Individualized Education
Program (IEP) writing, lesson planning, and individual and classroom wide positive behavior supports.
Students will learn the importance of collaboration among a multi-disciplinary team and how to effectively
work with related service providers to meet the individual needs of students. Students in this class
additionally learn about their roles and responsibilities with suspected child abuse cases. A primary goal of
this course is to enable the students to meet the core standards for the preliminary Education Specialist
credential.

EDUC 301A SP Special Education Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the core subject areas.
There is specific emphasis on literacy for all students, including English Learners and students with special
needs. Course content includes: systematic instructional strategies, monitoring student progress and
providing feedback, motivating students, establishing positive classroom communities, establishing
classroom expectations and procedures, instructional planning, and understanding child development as it
relates to behavior and learning.
41
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 324 Literacy in the Multilingual Classroom - 3 units
This course focuses on content, methodology, and assessment for teaching reading and language arts to all
students, including English Learners and students with special needs. Course content includes: beginning
reading development, phonemic awareness, phonics, fluency, comprehension, vocabulary development,
writing, grammar, spelling, literacy assessment, California English Language Arts (ELA) Standards, English
Language Development (ELD), and organization and management of a comprehensive, balanced literacy
program.

EDUC 343 Innovative Elementary Curriculum - 3 units
In this course, candidates will learn a variety of strategies to teach and differentiate instruction in math,
science, and social studies with a focus on the integration of technology and literacy. Candidates will
become familiar with the K-6 California Content Standards for math, science, and social studies, and they
will learn ways to integrate lessons across the content standards in these and other subject areas.
Phase II: Internship/Residency Phase (16 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. Phase II coursework moves from the practical to the theoretical. During Phase II Education
Specialist Candidates work in area schools during the week and take classes at CGU on Saturdays (10 sessions in
the Fall, 10 sessions in the Spring) and in the evening one night a week. A mentor from CGU (called a Faculty
Advisor) helps bridge the clinical/practical and the academic/theoretical by instructing the candidates' universitybased classes and providing on-site support in their clinical settings. Candidates are either "interns," employed as
fully-responsible, fully-salaried teachers or "residents" working under the tutelage of a CGU Master Teacher. In the
fall term of Phase II, education specialist candidates complete 8 units. In the spring candidates also complete 8
units, for a total of 16 units in Phase II
Phase II Fall Term (8 units)
 EDUC 303 SP Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K-12
school system. The Education Specialist candidates work with general education candidates in
Teaching/Learning Process II to learn effective classroom management (i.e., classroom procedures and
expectations) and teaching strategies. They apply different theoretical and pedagogical orientations to
standards based lessons modeled and designed during class. Candidates understand and apply unpacking of
content standards to develop learning objectives to enhance quality of instruction and student learning. In
addition, Education Specialist candidates learn positive behavior support techniques as implemented in
collaboration with general educators, paraprofessionals, and parents. Candidates learn about various
assessments for transitional programs and plans. Education Specialist candidates learn important formal,
informal and alternative assessment measures, including ecological and functional assessment of both
academic and social achievement to achieve success with students with mild/moderate/severe disabilities.
Candidates learn specific instructional strategies in reading, writing, math, and communication skills to
effectively access standards-based curricula and address IEP goals and objectives. Selecting appropriate
accommodations/modifications within each content area will be emphasized.

EDUC 303A SP Special Education Internship Teaching - 2 units or
EDUC 303C SP Special Education Residency Teaching - 2 units
In Phase II, education specialist candidates are either “interns” employed as fully-responsible, fullysalaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 303A (for interns) or EDUC 303C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.
42
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms. This course is designed to assist multiple subject and education
specialist candidates in passing the RICA exam.

EDUC 366 Communication and Health Care Issues for Students with Moderate/Severe Disabilities - 2
units
EDUC 366 provides education specialist candidates working towards their Preliminary
Moderate/Severe credential with skills and strategies for teaching communication skills (including
augmentative and alternative), social interaction skills, and providing movement, mobility, sensory,
and specialized healthcare services to students with moderate/severe disabilities. A thorough
understanding of various moderate/severe disabilities will be gained as well as an understanding of
transition and transition planning. This course promotes choice making and self-advocacy skills for all
students. The importance of developing social networks and increasing social opportunities is
emphasized. Clinical experience is required for completion of course assignments.
Phase II Spring Term (8 units)
 EDUC 305SP Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families, related service providers, and community members is one focus of this course. Candidates will
additionally deepen their understanding of assessment measures, specifically curriculum-based measurement,
progress monitoring, and functional behavior assessment, and apply their understanding to a variety of
situations to effectively meet the individual needs of students in their classroom. Students will develop skills
for addressing conflict within the classroom and school. They will analyze data from a variety of sources, and
make informed decisions regarding instruction and placement for students with disabilities. Students will
have the opportunity to hone their leadership and collaboration skills as they continue to work within multidisciplinary teams. A primary goal of this course is to enable the students to meet the core , mild/moderate,
and moderate/severe program standards for the preliminary Education Specialist credential.

EDUC 305A SP Special Education Internship Teaching - 2 units or
EDUC 305C SP Special Education Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per
the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of
43
2015-2016 Cohort Guidebook for Preliminary Credentials
teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing
towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the
candidate to receive additional CGU support in the academic year to come. It should be noted that most
students who take this path are highly successful in their second year. As such, this option is not seen as a
failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding
teacher.

EDUC 332 Innovative Technology for the Special Education Classroom - 2 units
This course is designed to meet the Preliminary Single Subject, Multiple Subject and Education Specialist
Program Standards for the use of technology in the classroom. The course will examine the role of
computers and other emergent technologies in K-12 education with an emphasis placed on the integration of
technology to enhance and/or complement research-based instructional practices. This course provides
hands-on experience for integrating such tools into linguistically and culturally diverse learning
environments to enable all students to gain knowledge in ways not previously possible. We embrace the
concept that technology should become an integral part of how the classroom functions and that technology
should be as accessible as all other classroom/learning/teaching tools. In addition, candidates are introduced
to appropriate instructional materials and technologies, including assistive technologies, to meet the needs of
students with special needs.

EDUC 338-1 Emotional, Behavior, and Health Issues in Special Education Part 1 - 2 units
This course is the first in a two part series. Course participants will learn advanced emotional and behavior
methodology that encourage social justice and supports the academic and social needs of students with
disabilities. Part 1 specifically focuses on integrating fundamental research frameworks that are the
foundation of positive behavior supports for students. Participants will explore assessment and observation
practices necessary to conduct effective functional behavior analysis assessments. Applied behavior
analysis methodologies as well as the impact of environmental design and instruction of replacement
behaviors will be integrated. Participants will use the process of the development of positive behavior
support plans to collaborate with general educators, parents, and related service providers to make databased decisions regarding the needs of diverse learners. A clinical experience is required to complete course
assignments.
Phase III: Post-Teaching Phase (10 Units)
Phase III begins in mid-May and concludes at the end of July. Education specialist candidates complete 3 courses
during this time.
 EDUC 308 Teaching/Learning Process IV (TLP IV): Child Development Theories and Applications
in Diverse Inclusive Classrooms - 4 units
Teaching/Learning Process IV will examine dominant theories of child development and education ,
including behaviorism, constructivism, social-constructivism, brain-based learning and critical
pedagogy. These educational philosophies and learning theories will be used to address major questions
concerning special education teachers, including collaboration and transition, social and educational change
and how they impact assessment and instruction, the assessment and evaluation of special education
students, and collaborative team building.

EDUC 338-2 Emotional, Behavior, and Health Issues in Special Education Part 2 - 2 units
This course is the second in a two part series. Course participants will learn advanced emotional and
behavior methodology to support the academic and social needs of students with disabilities for social
justice. Part 2 specifically focuses on the design and implementation of functional analysis assessment to
44
2015-2016 Cohort Guidebook for Preliminary Credentials
design positive behavior support and intervention plans. Participants will utilize assessment data and
research based methodology to design and implement a positive behavior support intervention pl an.
Applied behavior analysis methodologies, positive environmental supports, and implementation of
functional replacement behaviors as well as differential reinforcements will be emphasized. Participants
will demonstrate collaboration with general educators, parents, and related service providers to make databased decisions regarding the needs of diverse learners.

EDUC 339 Evidence-Based Practices for Students with Disabilities - 4 units
This course will emphasize the application of evidence based and multi-faceted methodologies and
practices to effectively engage students with a variety of mild, moderate, and severe disabilities. Students
with mild/moderate/severe disabilities include students with specific learning disabilities, autism,
emotional and behavioral disorders, intellectual disabilities, physical disabilities, and other health
impairments (specifically attention deficit and attention deficit hyperactivity disorder). Students will
understand how the characteristics and development of learners with exceptional needs impact
achievement in school settings. Evidence-based strategies for student motivation, accountability
practices, progress monitoring techniques, transition, learning and cognitive strategies, and self determination and advocacy skills will be emphasized to provide successful access to core curriculum and
the general education environment.
45
2015-2016 Cohort Guidebook for Preliminary Credentials
Education Specialist – Mild/Moderate Program Overview
Phase 1
Spring/Summer
12 units
Phase II
Fall
8 units
Phase II
Spring
8 units
Phase III Summer
2
10 units
Clinical
Component
EDUC 301A-SP
2 units
EDUC 303A-SP
2 units
EDUC 305A-SP
2 units
Academic
Component
*EDUC 301 SP
4 units
EDUC 303SP
2 units
EDUC 305SP
2 units
EDUC 308
4 units
EDUC 343
3 units
EDUC 314
2 units
EDUC 332
2 units
EDUC 338-2
2 units
EDUC 324
3 units
EDUC 396
2 units
EDUC 338-1
2 units
EDUC 339
4 units
*Can be taken Spring/January or Summer/June.
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or June/Summer. The academic and clinical
components of this phase collectively meet the requirements outlined by the California Commission of Teacher
Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully
complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.
 EDUC 301SP Teaching and Learning Process I (TLP1) - 4 units
This course is the first in a four part series taken by teacher candidates in the Claremont Graduate
University’s Teacher Education Program (TEP). It is aligned with the California Teacher Performance
Expectations (TPE) and aimed at preparing education specialist teacher candidates for special education
teaching positions in the k-12 setting. This course will introduce candidates to many areas of teaching
students with disabilities. This course covers an overview of special education including characteristics of
children with a variety of mild/moderate/severe disabilities. Candidates will learn federal and state
legislation as related to special education, various types of assessment and Individualized Education
Program (IEP) writing, lesson planning, and individual and classroom wide positive behavior supports.
Students will learn the importance of collaboration among a multi-disciplinary team and how to effectively
work with related service providers to meet the individual needs of students. Students in this class
additionally learn about their roles and responsibilities with suspected child abuse cases. A primary goal of
this course is to enable the students to meet the core standards for the preliminary Education Specialist
credential.

EDUC 301A SP Special Education Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the core subject areas.
There is specific emphasis on literacy for all students, including English Learners and students with special
needs. Course content includes: systematic instructional strategies, monitoring student progress and
providing feedback, motivating students, establishing positive classroom communities, establishing
classroom expectations and procedures, instructional planning, and understanding child development as it
relates to behavior and learning.
46
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 324 Literacy in the Multilingual Classroom - 3 units
This course focuses on content, methodology, and assessment for teaching reading and language arts to all
students, including English Learners and students with special needs. Course content includes: beginning
reading development, phonemic awareness, phonics, fluency, comprehension, vocabulary development,
writing, grammar, spelling, literacy assessment, California English Language Arts (ELA) Standards, English
Language Development (ELD), and organization and management of a comprehensive, balanced literacy
program.

EDUC 343 Innovative Elementary Curriculum - 3 units
In this course, candidates will learn a variety of strategies to teach and differentiate instruction in math,
science, and social studies with a focus on the integration of technology and literacy. Candidates will
become familiar with the K-6 California Content Standards for math, science, and social studies, and they
will learn ways to integrate lessons across the content standards in these and other subject areas.
Phase II: Internship/Residency Phase (16 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January
and ends in May. Phase II coursework moves from the practical to the theoretical. During Phase II Education
Specialist Candidates work in area schools during the week and take classes at CGU on Saturdays (10 sessions in
the Fall, 10 sessions in the Spring) and in the evening one night a week. A mentor from CGU (called a Faculty
Advisor) helps bridge the clinical/practical and the academic/theoretical by instructing the candidates' universitybased classes and providing on-site support in their clinical settings. Candidates are either "interns," employed as
fully-responsible, fully-salaried teachers or "residents" working under the tutelage of a CGU Master Teacher. In the
fall term of Phase II, education specialist candidates complete 8 units. In the spring candidates also complete 8
units, for a total of 16 units in Phase II
Phase II Fall Term (8 units)
 EDUC 303 SP Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K-12
school system. The Education Specialist candidates work with general education candidates in
Teaching/Learning Process II to learn effective classroom management (i.e., classroom procedures and
expectations) and teaching strategies. They apply different theoretical and pedagogical orientations to
standards based lessons modeled and designed during class. Candidates understand and apply unpacking of
content standards to develop learning objectives to enhance quality of instruction and student learning. In
addition, Education Specialist candidates learn positive behavior support techniques as implemented in
collaboration with general educators, paraprofessionals, and parents. Candidates learn about various
assessments for transitional programs and plans. Education Specialist candidates learn important formal,
informal and alternative assessment measures, including ecological and functional assessment of both
academic and social achievement to achieve success with students with mild/moderate/severe disabilities.
Candidates learn specific instructional strategies in reading, writing, math, and communication skills to
effectively access standards-based curricula and address IEP goals and objectives. Selecting appropriate
accommodations/modifications within each content area will be emphasized.

EDUC 303A SP Special Education Internship Teaching - 2 units or
EDUC 303C SP Special Education Residency Teaching - 2 units
In Phase II, education specialist candidates are either “interns” employed as fully-responsible, fullysalaried teachers in area schools or are “residents” working under the tutelage of a CGU Master
Teacher. EDUC 303A (for interns) or EDUC 303C (for residents) is the clinical class that accompanies
the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who
provide on-site guidance, support, and evaluation of the candidates at their clinical settings.
47
2015-2016 Cohort Guidebook for Preliminary Credentials

EDUC 314 Meeting the Academic Needs of English Learners and Students with Special Needs –
Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the foundation of good
teaching. As such, this course is designed to provide candidates with critical theoretical and practical
information on why and how teachers differentiate instruction for two key groups of learners, English
language learners and students with special needs. Candidates will learn language acquisition theory
and the research-based strategies known to cultivate academic success for English Language Learners
and students with special needs. Topics include the history and policy that affects the instruction of
English learners, language acquisition theories and their relationship to practice; California English
Language Development Standards to design curriculum and instruction that address English language
development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic
Instruction in English) strategies; assessments available to assess language, literacy and content for
English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special
needs, including those with identified disabilities. Candidates will learn characteristics of students
with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students
with disabilities in their classrooms. This course is designed to assist multiple subject and education
specialist candidates in passing the RICA exam.

EDUC 396 Case Management and Effective Collaborative Practices for Students with Mild to
Moderate Disabilities – 2 units
EDUC396 Case Management and Effective Collaborative Practices for Students with Mild to Moderate
Disabilities is designed to provide candidates with important principles of special education that
promote collaboration among multi-disciplinary team members, including related service providers,
parents, paraprofessionals, and administrative staff, to plan successful instructional programs and
transitional services across a wide range of settings. Candidates will learn strategies for developing
effective case management skills, including decision-making techniques for students with
mild/moderate disabilities, as well as those referred for special education services in order to provide
the most effective services for students. Additionally, candidates will participate effectively as a team
member and/or case manager for the IEP/transition planning process including developing
appropriate goals based on standards that support access to the core curriculum. Candidates will
apply their understanding of interpersonal relationships in education settings, including group
dynamics, co-teaching models, and principles of ethics to develop the leadership skills necessary for
education specialists in K-12 environments.
Phase II Spring Term (8 units)
 EDUC 305SP Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12
school system. TLPIII deepens the candidates understanding of the cultures of school and community, and
how both influence the success of students in their classrooms. Developing meaningful interactions with
families, related service providers, and community members is one focus of this course. Candidates will
additionally deepen their understanding of assessment measures, specifically curriculum-based measurement,
progress monitoring, and functional behavior assessment, and apply their understanding to a variety of
situations to effectively meet the individual needs of students in their classroom. Students will develop skills
for addressing conflict within the classroom and school. They will analyze data from a variety of sources, and
make informed decisions regarding instruction and placement for students with disabilities. Students will
have the opportunity to hone their leadership and collaboration skills as they continue to work within multidisciplinary teams. A primary goal of this course is to enable the students to meet the core, mild/moderate,
and moderate/severe program standards for the preliminary Education Specialist credential.
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
EDUC 305A SP Special Education Internship Teaching - 2 units or
EDUC 305C SP Special Education Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per
the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of
teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing
towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the
candidate to receive additional CGU support in the academic year to come. It should be noted that most
students who take this path are highly successful in their second year. As such, this option is not seen as a
failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding
teacher.

EDUC 332 Innovative Technology for the Special Education Classroom - 2 units
This course is designed to meet the Preliminary Single Subject, Multiple Subject and Education Specialist
Program Standards for the use of technology in the classroom. The course will examine the role of
computers and other emergent technologies in K-12 education with an emphasis placed on the integration of
technology to enhance and/or complement research-based instructional practices. This course provides
hands-on experience for integrating such tools into linguistically and culturally diverse learning
environments to enable all students to gain knowledge in ways not previously possible. We embrace the
concept that technology should become an integral part of how the classroom functions and that technology
should be as accessible as all other classroom/learning/teaching tools. In addition, candidates are introduced
to appropriate instructional materials and technologies, including assistive technologies, to meet the needs of
students with special needs.

EDUC 338-1 Emotional, Behavior, and Health Issues in Special Education Part 1 - 2 units
This course is the first in a two part series. Course participants will learn advanced emotional and behavior
methodology that encourage social justice and supports the academic and social needs of students with
disabilities. Part 1 specifically focuses on integrating fundamental research frameworks that are the
foundation of positive behavior supports for students. Participants will explore assessment and observation
practices necessary to conduct effective functional behavior analysis assessments. Applied behavior
analysis methodologies as well as the impact of environmental design and instruction of replacement
behaviors will be integrated. Participants will use the process of the development of positive behavior
support plans to collaborate with general educators, parents, and related service providers to make databased decisions regarding the needs of diverse learners. A clinical experience is required to complete course
assignments.
Phase III: Post-Teaching Phase (10 Units)
Phase III begins in mid-May and concludes at the end of July. Education specialist candidates complete 3 courses
during this time.

EDUC 308 Teaching/Learning Process IV (TLP IV): Child Development Theories and Applications
in Diverse Inclusive Classrooms - 4 units
Teaching/Learning Process IV will examine dominant theories of child development and education ,
including behaviorism, constructivism, social-constructivism, brain-based learning and critical
pedagogy. These educational philosophies and learning theories will be used to address major questions
concerning special education teachers, including collaboration and transition, social and educational change
and how they impact assessment and instruction, the assessment and evaluation of special education
students, and collaborative team building.

EDUC 338-2 Emotional, Behavior, and Health Issues in Special Education Part 2 - 2 units
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This course is the second in a two part series. Course participants will learn advanced emotional and
behavior methodology to support the academic and social needs of students with disabilities for social
justice. Part 2 specifically focuses on the design and implementation of functional analysis assessment to
design positive behavior support and intervention plans. Participants will utilize assessment data and
research based methodology to design and implement a positive behavior support intervention plan.
Applied behavior analysis methodologies, positive environmental supports, and implementation of
functional replacement behaviors as well as differential reinforcements will be emphasized. Participants
will demonstrate collaboration with general educators, parents, and related service providers to make data based decisions regarding the needs of diverse learners.

EDUC 339 Evidence-Based Practices for Students with Disabilities - 4 units
This course will emphasize the application of evidence based and multi-faceted methodologies and
practices to effectively engage students with a variety of mild, moderate, and severe disabilities. Students
with mild/moderate/severe disabilities include students with specific learning disabilities, autism,
emotional and behavioral disorders, intellectual disabilities, physical disabilities, and other health
impairments (specifically attention deficit and attention deficit hyperactivity disorder). Students will
understand how the characteristics and development of learners with exceptional needs impact
achievement in school settings. Evidence-based strategies for student motivation, accountability
practices, progress monitoring techniques, transition, learning and cognitive strategies, and self determination and advocacy skills will be emphasized to provide successful access to core curriculum and
the general education environment.
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Teacher Performance Expectations (TPEs)
Through rigorous research and consultation with California educators, the California Commission on Teacher
Credentialing (CTC) developed the Teaching Performance Expectations (TPEs) to describe the set of
knowledge, skills, and abilities beginning teachers should have and be able to demonstrate. The 13 TPEs are
categorized under six different domains. A description of the 13 California TPEs are found below. TEP
Candidates are mentored in light of the TPEs.
A. Making Subject-Matter Comprehensible to Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Assessable
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment
F. Developing as a Professional Educator
TPE 12: Professional, Legal and Ethical Obligations
TPE 13: Professional Growth
A full narrative of the California Teacher Performance Expectations (TPEs) can be found at the
following links:
General Education TPEs: http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf
Education Specialists TPEs: http://www.ctc.ca.gov/educator-prep/STDS-prep-program.html
A full narrative will also be given to TEP Candidates during Teaching Learning Process I.
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Spring TPE Self Evaluation Paper
Anchor Assignment for (Spring Term) Phase II: The Internship/Residency Phase
 The paper requires that candidates:
o Reflect upon the overall TPE assessment process
o Choose two TPEs with the highest scores and write concretely and with detail about how or what you did to
achieve this ranking. To be successful with this requirement, candidates should be sure to detail specific
descriptors of the TPE and the process undertaken to achieve the ranking (this would include things like
your thought process, interactions with colleagues, class discussions or activities that promoted thinking
about the TPE, etc.). Lastly, discuss how you plan on remaining strong in these areas and/or further
capitalizing upon them.
o Choose two TPEs with the lowest scores and write concretely about your action plan (developed
throughout the semester) and what you specifically did to improve. Be sure to include your thought
process; timelines you gave yourself; resources utilized; outcomes of your efforts: and areas for further
growth proficiency.
o Choose your weakest TPEs now. Explain why you feel these are your weakest areas and how these
weaknesses are impacting your teaching (i.e., how are they playing out in the classroom?). Develop an
“action plan” for improvement and growth in these areas. Provide details and examples for how you will
improve in these areas, and include a timeline to implement these changes. (Recommendation: Choose
only one or two things to focus your improvement on with each TPE. Make sure your improvement plans
are measureable.) IN PREPARATION FOR INDUCTION, YOU WILL NEED TO IDENTIFY 2-3
PROFESSIONAL GOALS BASED UPON YOUR DEVELOPMENT PER THE TPEs. You will need to
provide a rationale for why you’ve chosen the goals you have and provide ideas on how you plan to
develop your competency in these areas. (Note: These can be the same TPEs you identified in the Fall.)
 The TPE Self-Evaluation Paper should be posted in your drop box on Canvas or emailed to your instructor.
Papers not fulfilling the requirements will need to be revised to meet expectations. Once Faculty Advisors
approve your draft, the Self-Evaluation will be uploaded into your individual TPE Growth Plan.
Note:
You should consider incorporating parts of this TPE Self Evaluation into your Ethnographic Narrative.
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Ethnographic Narrative Project
Overview
Because we are dedicated to preparing teachers committed and able to foster success in our society’s most
vulnerable students, our Candidates need experience working in high-needs communities…and need
mentorship in this context. Accordingly, our Candidates’ clinical experiences are in culturally and
linguistically diverse schools, the majority of which have high populations of students living in poverty.
TEP’s Leadership and Faculty Advisors promote the idea that effective teachers do not operate in isolation.
Instead, they are skilled at building collaborative partnerships with the families of their students and with
other educators. To be effective at building such relationships, teachers must be reflective and aware of their
own mental models, assumptions, and biases; need to be eager and able to communicate with people from
diverse walks of life; and committed to their own personal and professional development.
TEP’s Ethnographic Narrative Project is designed to help our Candidates develop experience with and loyalty
to such skills. The Ethnographic Narrative Project is completed by all credential Candidates over the
duration of the program. Divided into four sections, Candidates work on various parts at different times of
the program:
 Part A: Who am I & Why do I want to be a teacher? In this first section, Candidates explore two guiding
questions: 1) What have been my own (and my family’s) attitudes towards & experiences in school? 2)
Why do I want to be an educator…What experiences have shaped my aspirations? In this section, the
Candidates make sense of their goals in light of TEP’s mission.
 Part B: What is happening in my community, school, and classroom? In this section, our Candidates keep
the following guiding questions in mind: 1) What are my school's micro community resources? What is the
community history? Celebrations? How is the community connected to the school? 2) What is it like to be
on my campus – What is the physical description of the school & its people as well as the “feel” and
“climate” of the campus? What school policies & practices shape my school’s culture and/or identity? What
other influences (including district/state/federal policies) impact my school? What kind of resources &
support does my school have? 3) What is it like to be in my classroom - What is the physical description of
the classroom, who are my students, and how do I create and promote a positive learning environment?
 Part C: Who are my students? To answer this question, our Candidates identify five specific students in
their classes, all of whom are struggling and some of whom are English Learners and/or have identified
disabilities. To gain an understanding of their students’ experiences, needs, and desires, our Candidates
conduct interviews with these “focus students” as well as conduct scheduled home-visits. They conduct
extensive research into each student’s “story,” analyzing academic records, conducting observations, etc.
Candidates utilize the information learned to create personalized action plans for these students and
throughout the year collect and analyze student work samples to evaluate progress towards these goals.
 Part D: Analysis of Teacher Effectiveness. How successful have I been in cultivating academic success in
my students? In this final section, Candidates reflect upon their own effectiveness as educators. This
reflection is typically divided into three parts: Part 1) The Whole Class Perspective: When I think about all
my students from a class-level perspective, how are they doing? To address this, Candidates present tangible
evidence that speaks to the degree to which their students are making academic progress by reporting and
analyzing students’ grade-level assessments and district benchmarks as well as student progress on other
indicators of academic progress. Part 2) The Individual Student Perspective: How have my five
ethnographic narrative focus students (introduced in Part B) developed this year? To address this,
Candidates identify what they have done to cultivate progress in each student and identify what they think
they could have done to cultivate greater success. Candidates also reflect upon what strategies were most
and least effective with each student and speculate on reasons why this might have been so. Other issues
that either promoted or hindered the academic success of these five focus students are also explored. Part 3)
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The Developing Professional Perspective: What are my next steps as a scholar practitioner? What does the
academic progress of my students say about my own effectiveness and about the needed focus of my future
professional development and growth? To address this, Candidates reflect upon their development per the
California Teaching Performance Expectations (TPEs) and create an “Action Plan” that speaks to how they
will capitalize upon their strengths and shorn up their weaknesses.
Because of the sequential relations between the different parts, it is mandatory that a Candidate write the
Ethnography while in the same clinical setting. A Candidate cannot, for example, work in School Y while
writing Part B, and then work in School X when writing part E. Accordingly, if/when a Candidate switches
settings mid-program, he/she typically has to re-start the Ethnographic Narrative Project. This typically
extends the length of one’s program.
The Ethnographic Narrative Project asks our Candidates to embrace their role as scholar practitioners, and,
as such, to connect their personal experiences in schools to a greater body of knowledge. Accordingly, with
each section, Candidates link their experience to authors, speakers, researchers, and texts that addressed
corresponding issues and situations. In this way, the Ethnographic Narrative Project is yet another way TEP
blends the academic/theoretical with the clinical/practical.
Ethnographic Narrative Project – Explanatory Power Point Presentation
Please view a Power Point Presentation on TEP’s Ethnographic Narrative Project that is posted on Canvas.
Candidates should review this power point to understand the scope and focus of each section as well as the
scope of the Ethnographic Narrative Project as a whole. If a Candidate has questions concerning the
Ethnographic Narrative Project, he/she should contact one’s instructor, Faculty Advisor, and/or TEP
Leadership.
Ethnographic Narrative Project – Rubrics
Rubrics are used for each section of the Ethnographic Narrative Project. Candidates can find these rubrics on
Canvas. Additionally, instructors will provide rubrics when discussing the project in detail.
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Teacher Education’s Clinical Experiences
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.
Our Candidates have clinical experiences during Phase I: The Pre-Teaching Phase and
during the year-long Phase II: The Internship/Residency Phase.
Phase I: Pre-Teaching Experience – An Overview
The Pre-Teaching Experience is the clinical class of Phase I. Candidates can do their PreTeaching Experience in either the Spring or the Summer.
Prerequisites
There are a number of prerequisites associated with the Pre-Teaching Experience.
 Before being allowed to “step foot” in a classroom for one’s Pre-Teaching Experience,
one must submit to TEP’s Credential Analyst the following materials:
o TB Clearance
o FBI/DOJ Certificate of Clearance (i.e., LiveScan)
 Candidates cannot start the Pre-Teaching Experience if they have a “U” in TLP I /300G.
Summer Pre-Teaching Experience
Most Teacher Candidates in the program complete their Pre-Teaching experience during
the summer. For the Summer Pre-Teaching Experience, Candidates are paired or grouped
(no more than 3 Candidates) and placed in public schools where they work under the
tutelage of a hand-selected and trained CGU Master Teacher for approximately 4-6 weeks.
Summer Pre-Teaching hours vary but they Candidates typically are at their school site from
approximately 7:30-12:30, Monday-Friday and at CGU for classes in the afternoon/evening
for the duration of the Pre-Teaching Experience. The focus of Pre-Teaching is for
candidates to gain practical experience related to classroom management, lesson planning,
assessments, and classroom organization/routines/flow. Candidates meet regularly with
their Master Teachers to plan lessons, analyze student work and assessments, and to
discuss classroom management/routines. Candidates are formally observed teaching
standards-based lessons and are taught how to reflect upon the success of their students in
light of their own progress towards the TPEs. Formal observations must be spread out over
the course of the Pre-Teaching Experience in a manner that allows the candidate to
demonstrate his/her progress over the entire experience. Specific objectives, dates and
expectations for this clinical experience can be found in the ED 301a/302a/301a-SP
syllabus.
Spring Pre-Teaching Experience
Candidates who are admitted in the Spring have the option of doing their Pre-Teaching
Experience in the Spring prior to their first summer. For the Spring Pre-Teaching
Experience, Candidates are placed in public schools (Candidates are not grouped in the
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Spring) where they work under the tutelage of a hand-selected and trained CGU Master
Teacher for approximately 10 weeks. Spring Pre-Teaching hours vary but they Candidates
typically are at their school site 3 days per week from approximately 7:30AM-3:30PM.
While the days that the Candidate is at the school site may vary, it is expected that once a
schedule is set, it will stay the same for the entire Pre-Teaching Experience. Candidates
who do Pre-Teaching in the Spring must be concurrently enrolled in TLP I. The focus of
Pre-Teaching is for candidates to gain practical experience related to classroom
management, lesson planning, assessments, and classroom organization/routines/flow.
Candidates meet regularly with their Master Teachers to plan lessons, analyze student
work and assessments, and to discuss classroom management/routines. Candidates are
formally observed teaching standards-based lessons and are taught how to reflect upon the
success of their students in light of their own progress towards the TPEs. Formal
observations must be spread out over the course of the Pre-Teaching Experience in a
manner that allows the candidate to demonstrate progress over the entire experience.
Specific objectives, dates and expectations for this clinical experience can be found in the
ED 301a/302a/301a-SP syllabus.
Formal Observations/Visitations
In the Phase I: Pre-Teaching Experience, the Master Teacher formally observes the Candidate
teaching standards-based lessons at least 5 times. For each observation, the Candidate submits a
formal typed lesson plan with all of the attached materials and fills out the top portion of the
Classroom Visitation Form as well as other materials (see course syllabus for a complete list of
required materials). These formal lesson plans should utilize the CGU’s Lesson Plan Template
however if the school requires its teachers to utilize a different lesson plan template/format, the
candidate may use that instead. The Master Teacher will provide the Candidate with feedback on
the lesson as well as its implementation. After each formal observation, the lesson is debriefed
(ideally in person and ideally on the same day).
Reflective Journal
Candidates are required to log a minimum of two entries per week in a reflective journal
during their clinical pre-teaching experience. This journal may be in electronic or hard
copy form, but MUST be accessible to the Master Teacher and Master Lead during the preteaching experience. Candidates should log their reflections regarding observations,
lessons they have delivered or are planning, questions or resources they may need, as well
as successes and areas for professional growth.
Strategies Notebook
Candidates are required to keep a Strategies Notebook throughout the TEP Program. The
Strategies Notebook is a resource for housing information about all teaching and classroom
strategies taught/presented during the program. More information about the Strategies Notebook
will be given in the academic course TLP I. Strategies Notebooks should be accessible to the
Master Teacher and Master Lead during the pre-teaching experience.
Weekly TPE Discussion
Over the course of the Pre-Teaching Experience, the Master Teacher will meet with the
candidate weekly to document his/her progress as per the TPE’s. During each meeting, the
Candidate is asked to reflect upon his/her development per the TPEs and asked to identify areas
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of improvement. TPE discussions are guided using TPE Post Lesson Debrief Forms and are
turned in along with the formal observations along with the lesson plans and other Pre-Teaching
documentation.
Three-Way Conversation/ Clinical Progress Report
Approximately half way through the Pre-Teaching Experience, there is a three-way conversation
between the Candidate, the Master Teacher, and the Master Lead/TEP Leadership. In these threeway conversations the following issues should be addressed:
 The Candidate’s progress towards the TPEs, especially in regards to
o classroom management, procedures and routines
o rapport with students and families
o lesson planning
o professionalism
 A timeline for the Candidate to assume increased responsibility
 The collaborative exchange/relationship between the Candidate and the Master Teacher.
The Master Teacher will complete the Clinical Progress Report which helps to inform this
conversation. The form will be signed by the Candidate, Master Teacher, and Faculty
Advisor at the conclusion of the three-way conversation.
TPE Growth Plan
Throughout the Pre-Teaching Experience, Master Teachers review the candidate’s progress
with the TPEs. The TPE Growth Plan is used as a collaborative conversation and reflection
tool between the Master Teacher and candidate to discuss strengths and areas for
professional growth. Candidates are required to provide artifacts for each domain of the
TPEs. Artifacts may be discussed with the Master Teacher at any time, but by the end of
Pre-Teaching, all artifacts will need to be reviewed with the Master Teacher. At the end of
the Pre-Teaching Experience, the Master Teacher will complete the Candidate’s TPE
Growth Plan. The TPE Growth Plan is reviewed and completed at the end of each term in a
clinical setting. It serves as a running record of the Candidate’s progress towards meeting
TPE competencies during each clinical experience.
Unsuccessful Pre-Teaching Experiences – Midterm Removals
During the Pre-Teaching Experience, Candidates work at the school site at the invitation of
the school and the Master Teacher. If either the school or Master Teacher feels that the
Candidate’s presence at the school site is detrimental to the students’ learning or wellbeing,
it is in their purview to terminate the Candidate’s Pre-Teaching Experience at any point in
time. A mid-term dismal is associated with receiving a “U” in the related clinical class.
It is also in the purview of CGU to remove a Candidate from the Pre-Teaching Experience if
it is felt that the Candidate’s presence at the school site is detrimental to the students’
learning or wellbeing. In such a case, the Candidate typically receives a “U” for the related
clinical class.
In either case, receiving a “U” in a clinical class results in dismissal from the CGU TEP.
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Phase II’s Internship Experience – An Overview
Candidates who successfully complete TEP’s Phase I and have met all pre-requisites are
eligible for an intern credential and may seek employment at a partnering school district as
a teacher of record in their own classroom. The “internship” typically spans both the Fall
and Spring Terms.
Internship Eligibility Prerequisites
 Pass the CBEST
 Pass the CSET (or have a waiver)
 Pass the US Constitution Requirement
 Submit official transcripts (with BA posted) to TEP
 Earn a B+ or higher in Pre-teaching Experience
 Passing grades in all Phase I courses.
 Depending upon the district, submit (new)
o FBI/DOJ Certificate of Clearance (i.e., LiveScan)
o TB Clearance
Securing an Internship
The responsibility of obtaining an internship/job offer from an employing school district
ultimately falls upon the Candidate. CGU does not “place” Candidates in paying internships.
Candidates need to be “hired,” and the employee/employer relationship is between the
Candidate and the school district (not between CGU and the school district). With this said,
CGU helps play “matchmaker” as much as possible and appropriate. For example, CGU will
help the Candidate prepare his/her resume, cover letter, and teaching portfolio. CGU will
also help the Candidate develop his/her interview skills and provide opportunities for the
Candidate to meet leadership from school districts.
Candidates who are offered employment on an internship credential must contact
TEP’s Credential Analyst or Coordinator prior to officially accepting any offer (i.e.,
prior to signing any contract). In large part this is so because a Candidate is only able to be
on an internship credential if the Candidate’s university (in this case, CGU) and the hiring
school district have entered into a formal partnership with each other. It is also a good idea
to discuss your job offer with a CGU TEP Coordinator to ensure that the teaching
assignment meets the requirements for the internship credential.
Faculty Advisor
Interns are assigned a TEP Faculty Advisor who conducts site visits to observe the intern in
his/her classroom, provide support, and coach/mentor the Candidate per the TPEs. The
Faculty Advisor additionally meets with the principal to review the Professional
Development Plan for each Intern. They also meet regularly (a minimum of once per
month) with the Candidate’s/Intern’s District/School Site Support Provider to ensure
adequate support and resources for the Candidate/Intern. They help the Candidate make
direct connections between the academic coursework and clinical experiences. TEP’s
Faculty Advisors also teach the Saturday classes the Candidates take during Phase II.
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District/School Site Support Provider
As per the agreement that Districts have with CGU, schools are expected to provide their
interns with an on-site Site Support Provider (SSP). If an intern is not assigned a SSP or if
the SSP does not have regular contact with the intern, the intern should contact TEP
Leadership immediately.
Formal Observations/Visitations
The Faculty Advisor visits/observes the intern teaching standards-based lessons at least 15
times over the course of the year (typically 9 times in the Fall and 6 times in the Spring).
Most of these observations/visitations will be pre-scheduled, but some will be
unannounced/unscheduled visits.2 For each observation, the Candidate will submit a
formal lesson plan with all of the attached materials and will fill out the top portion of the
Classroom Visitation Form. (These formal lesson plans should utilize either CGU’s Lesson
Plan Template or the school’s mandated format.) Besides a copy of the lesson, at each visit
the Candidate will make the following materials available to the Faculty Advisor: reflective
journal, collection of student work samples, daily lesson plans, unit plans (i.e., planning
book), Strategies Notebook, and any other materials requested by the Faculty Advisor. The
Faculty Advisor will provide the Candidate with feedback on the lesson as well as its
implementation and will comment upon the other materials presented for review. Once
each term, at least one of the Candidate’s formal lesson plans will be evaluated using CGU’s
Lesson Plan Rubric. After each formal observation, the lesson is debriefed (ideally in
person and ideally on the same day).
Reflective Journal
Candidates are required to log a minimum of two entries per week in a reflective journal
throughout their Phase II clinical experience. This journal may be in electronic or hard
copy form, but MUST be accessible to the Faculty Advisor at each visit. Candidates should
log their reflections regarding observations, lessons they have delivered or are planning,
questions they have or resources they may need, as well as successes and areas for
professional growth. It is expected that Candidates will engage in this reflective process a
minimum of 2 times per week throughout their clinical experiences.
Strategies Notebook
Candidates are required to keep a Strategies Notebook throughout the TEP. The Strategies
Notebook is a resource for housing information about all teaching and classroom strategies
taught/presented during the program. Strategies Notebooks should be accessible to Faculty
Advisors during the Internship/Residency phase as well as Master Teachers and Master Leads
during the Pre-teaching phase.
2
Because some visits are unscheduled/unannounced, it is important that the Candidate let his/her Faculty Advisor
know when he/she is absent and/or not in his/her classroom. A Candidate should take all measures possible and
reasonable to make sure a Faculty Advisor does not make a trip out to a Candidate’s school site only to find that the
Candidate is either absent or not working with students that day. Consistent and clear communication between the
Candidate and the Faculty Advisor is imperative.
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Midterm Progress Report
Midway through each semester the Faculty Advisor may give each candidate a mid-term
progress report to address specific concerns that may lead to the candidate not receiving a
passing grade in the clinical experience.
TPE Growth Plan/TPE Discussion
Throughout the Internship, Faculty Advisors review the candidate’s progress with the
TPEs. The TPE Growth Plan is used as a collaborative conversation and reflection tool
between the Faculty Advisor and candidate to discuss strengths and areas for professional
growth. Candidates are required to provide artifacts for each domain of the TPEs. Artifacts
may be discussed with the Faculty Advisor at any time, but by the end of Fall and Spring, all
artifacts will need to be reviewed with the Faculty Advisor. The results of this conversation
in Fall are used to create a TPE Action Plan for Spring where Candidates identify 3 TPEs of
focus for professional growth. In Spring, Candidates complete a TPE Self Evaluation paper
where they identify strengths and areas for continued growth as they bridge to Induction.
The TPE Growth Plan is reviewed and completed at the end of each term in a clinical
setting. It serves as a running record of the Candidate’s progress towards meeting TPE
competencies during each clinical experience.
Unsuccessful Internships – Midterm Removals
Interns are employees of schools. It is in the prerogative for the school to terminate
employment. This typically happens when the school feels the Candidate’s presence at the
school site is detrimental to the students’ learning or wellbeing. Given the context of the
event(s) that prompted the termination, a mid-term dismissal is often associated with
receiving a “U” in the related clinical class.
It is also in the purview of CGU to revoke a Candidate’s internship credential if it is felt that
the Candidate’s presence at the school site is detrimental to the students’ learning or
wellbeing. In such a case, the Candidate typically receives a “U” for the related clinical
class.
Phase II’s Residency Experience – An Overview
The Residency Experience was created as a response to a strained job market where not all
Candidates are able to find internship positions. Subsequently, we have found that the
Residency model provides many Candidates with the additional support they need to
develop into effective teachers. Many Candidates determine for themselves at the on-set of
the program that they would prefer a Residency to an Internship and we are supportive of
this decision.
Prerequisites
Before being allowed to start a residency placement, one must:
 Pass the CBEST
 Pass the CSET
 Pass the US Constitution Requirement
 Submit official transcripts (with BA posted) to TEP
 Earn Passing Grades on all Phase I courses (a minimum grade of B- in clinical and C in
academic courses)
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
Depending upon the district, submit (new)
o FBI/DOJ Certificate of Clearance (i.e., LiveScan)
o TB Clearance
The Residency Experience differs from the internship in a number of ways. In a Residency,
the Candidate works under the tutelage of a Master Teacher (instead of being the teacher of
record in his/her own classroom). As such, the residency allows for more on-site modeling
and coaching and more contextual collaboration than an internship. The Residency is
unpaid however; Multiple-subject and Social Studies Candidates are eligible to apply for a
fellowship that provides them with a monthly living stipend if they commit to the residency
experience upon admission into TEP. Additionally, all residents have potential opportunity
to earn some money by substitute teaching, but the core experience is unpaid. CGU places
the Candidate in a Residency. That is, the Candidate does not broker his/her own
Residency placement.
Upon accepting a residency position, the Candidate must commit to serve at a specific
school site working under the tutelage of a TEP Master Teacher for the entire academic
school year (typically August – June). As such, once a Candidate has started his/her
residency he/she stops looking for an opportunity to work on an internship credential.
There are two windows for candidates to start residency; One in August and one in
November.
Early-Start Residency
The Early-Start option is designed for Candidates who feel they would benefit more from a
full school year of working under the tutelage of a Master Teacher than being on their own
classroom. Candidates who choose to do the Early-Start Residency typically start their
placement in early August. The advantages of starting early are:
 Candidates are able to experience the first days of school and learn how to set up a
positive classroom environment from day 1.
 Candidates can start their ethnography right away without having to make revisions
due to a change in placement.
 Candidates are able to build rapport and begin “taking over” instruction much sooner
 Candidates are able to complete the required observations/visits by the end of the
semester
 Candidates experience the closing of a school year and student progress within the
context of the entire school year.
Late-Start Residency
The Late-Start Residency is a full time clinical experience that begins in early November
and continues until the end of the school site’s academic year. This option is designed to
give Candidates the maximum amount of time possible to attain an internship while
allowing them to complete their academic coursework assignments. Candidates who
choose the Late-Start option are allowed to continue applying for jobs through October or
until they start their residency placement (see the dates section of the cohort guide for
specific deadlines). While the main advantage of choosing the Late-Start option is that it
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allows Candidates more time to search and secure employment, there are several
considerations that Candidates must make before choosing this option:
 Candidates who choose the Late-Start option are placed in a student teaching
assignment at the start of the Fall term (see dates section of the cohort guide). They
are placed with a CGU Master Teacher and are required to be at their school site a
minimum of 3 days per week. The student teaching assignment continues until the
candidate either starts his/her residency or secures and internship. If the Candidate
does not secure an internship by the end of October, the student teaching assignment
becomes the Candidate’s Residency placement. Once a candidate begins his/her
Residency he/she cannot continue seeking employment and is expected to meet all
residency requirements/expectations (see advisory syllabus).
 Candidates who start their residencies in November have less time to complete
required visits/observation and must work according to a condensed advisory
timeline. For some Candidates this condensed timeline may not be reasonable and the
Candidates program may need to be extended.
Early-Start Residency Fellowship.
Candidates who commit to the residency option upon admission to TEP may qualify to
receive a stipend for the duration of the residency experience. This is called The Early Start
Residency Fellowship. An application is required to request this fellowship. All Candidates
who receive the Early Start Residency Fellowship must meet all of the residency
prerequisites by the start of Phase II (see below). If these requirements are not met (and,
hence, they cannot start the Residency Experience in the start of Phase II), the Candidate
cannot receive the Early Start Residency Fellowship funds. If a Candidate who received the
Early Start Residency Fellowship is “pulled from” the residency placement, he/she loses
Early Start Residency Fellowship funds. Early Start Residency Candidates must remain in
good academic standing in all clinical and academic courses in order to continue receiving
Early Start Residency Fellowship funds.
Deadlines for submitting residency applications are in July and October. Please see the
"Dates for Your Cohort" section of this guide for specific dates or call the TEP office.
Recommended Progression for Residency Experience
The following is a suggested timeline for the Residency Experience. While this timeline may
be modified and adapted according to the needs of the school, candidate or both these
changes should be discussed with CGU TEP leadership.
Week 1
The Candidate spends most of the class time observing, getting
acquainted with students, learning about the classroom and the school,
and becoming familiar with the curriculum. The Candidate and the
Faculty Advisor may do one or more collaborative observations of the
master teacher. In addition, the candidate may teach small group
lessons, work with individual students and teaches at least one short
lesson to the entire class. The teacher Candidate should also assist the
Master Teacher with classroom planning in all curricular areas, the
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Week 2
Week 3
Week 7 &
beyond
room environment (displaying student work), parent contacts, grades
and record keeping, and any other duties that a teacher performs.
The Candidate continues to observe and work with individual students
and small groups, leads the opening routines, evaluates student work
and assumes responsibility for at least one hour of instructional time
each day.
The Candidate continues the above activities and is responsible for at
least two hours of instructional time each day.
As much as possible, the Candidate is responsible for significant portion
of the instructional program. This could develop into a co-teaching
arrangement in which the Candidate and Master Teachers share the
responsibility and share the instructional time or more traditional
model in which the Candidate is solely responsible for certain periods or
portions of the day.
Opportunities to Earn Money While in a Residency
In order to earn some salary, residents are allowed to substitute for their Master Teacher
as needed and to occasionally substitute for another teacher at the school site (depends
upon the hiring needs, regulations and desires of the district). There are, however, CGU
stipulations regarding the ratio of time the resident spends working with his/her Master
Teacher and the time he/she is substituting. There are other requirements, too.
Specifically, the TEP candidate is expected to be in a classroom every day, until the end of
the school year with 5 days allotted for sick days each term. Regardless of when a
Candidate starts a Residency Experience, the resident is expected to work under the direct
tutelage of his/her Master Teacher for a minimum of 90-days. On-site substituting cannot
interfere with this 90-day requirement. Accordingly, a resident cannot accept a
substituting position if it would prevent him/her from having 90-days of direct tutelage
under his/her Master Teacher. Exception: A Candidate is usually able to end his/her
residency if he/she is hired for a position at the residency site. When in doubt, confer with
TEP Leadership regarding these requirements. The TEP Resident is obligated to finish out
the school year even if he/she has met the 90-day minimum mentioned above. In other
words, it is expected that the resident will be at his/her school site whenever the school is
open even after the resident has clocked 90 days of direct tutelage under his/her Master
Teacher. The spirit of the law must be met in all Residency Programs. Residents must make
steady and notable growth per the TPE’s over the entire school year to prove competence.
Unsuccessful Residencies – Midterm Removals
Residents work at the school site at the invitation of the school and the Master Teacher. If
either the school or Master Teacher feels that the Candidate’s presence at the school site is
detrimental to the students’ learning or wellbeing, it is in their purview to terminate the
Candidate’s Residency Experience at any point in time. Given the context of the event(s)
that prompted the dismissal, a mid-term dismal is often associated with receiving a “U” in
the related clinical class.
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It is also in the purview of CGU to revoke a Candidate’s internship credential if it is felt that
the Candidate’s presence at the school site is detrimental to the students’ learning or
wellbeing. In such a case, the Candidate typically receive a “U” for the related clinical class.
Faculty Advisor
Residents are assigned a TEP Faculty Advisor who conducts site visits to observe the
Resident in his/her classroom, provide support, and coach/mentor the Candidate per the
TPEs. The Faculty Advisor additionally meets with the principal at the beginning of the
Residency placement. Faculty Advisors meet regularly with the Master Teacher to ensure
adequate support and resources for the Candidate/Resident. They help the Candidate
make direct connections between the academic coursework and clinical experiences. TEP’s
Faculty Advisors also teach the Saturday classes the Candidates take during Phase II.
Formal Observations/Visitation
During residency candidates are visited by their Faculty advisor at least 15 times
throughout the course of the school year. Of these 15 visits, a minimum of 10 will be formal
observations of the candidate conducting standards-based lessons. The rest may be
collaborative observations, TPE conferences/discussions, collaborative analysis of student
work or other targeted work based on candidate’s needs. Most of these
observations/visitations will be pre-scheduled, but some will be
unannounced/unscheduled visits.3 Additionally, Residents will be formally observed by
their Master Teacher a minimum of 10 times throughout the school year. For each formal
observation (regardless of who is observing), the Candidate will submit a formal lesson
plan with all of the attached materials and will fill out the top portion of the Classroom
Visitation Form. Besides a copy of the lesson, at each visit the Candidate will make the
following materials available to the Faculty Advisor: reflective journal, strategies notebook,
collection of student work samples, daily lesson plans, unit plans (i.e., planning book),
Strategies Notebook, and any other materials requested by the Faculty Advisor. The
Faculty Advisor and/or Master Teacher will provide the Candidate with feedback on the
lesson as well as its implementation and will comment upon the other materials presented
for review. After each formal observation, the lesson is debriefed (ideally in person and
ideally on the same day).
Reflective Journal
Candidates are required to log a minimum of two entries per week in a reflective journal
during their clinical experience. This journal may be in electronic or hard copy form, but
MUST be accessible to the Faculty Advisor and Master Teacher at each visit. Candidates
should log their reflections regarding observations, lessons they have delivered or are
planning, questions or resources they may need, as well as successes and areas for
professional growth.
3
Because some visits are unscheduled/unannounced, it is important that the Candidate let his/her Faculty Advisor
know when he/she is absent and/or not in his/her classroom. A Candidate should take all measures possible and
reasonable to make sure a Faculty Advisor does not make a trip out to a Candidate’s school site only to find that the
Candidate is either absent or not working with students that day. Consistent and clear communication between the
Candidate and the Faculty Advisor is imperative.
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Strategies Notebook
Candidates are required to keep a Strategies Notebook throughout the TEP Program. The
Strategies Notebook is a resource for housing information about all teaching and classroom
strategies taught/presented during the program. Strategies Notebooks should be accessible to
Faculty Advisors and Master Teachers during the Internship/Residency phase as well as Master
Teachers and Master Leads during the Pre-teaching phase.
TPE Growth Plan/TPE Discussion
Throughout the Residency, Faculty Advisors work in collaboration with Master Teachers to
review the candidate’s progress with the TPEs. The TPE Growth Plan is used as a
collaborative conversation and reflection tool between the Faculty Advisor/Master Teacher
and candidate to discuss strengths and areas for professional growth. Candidates are
required to provide artifacts for each domain of the TPEs. Artifacts may be discussed with
the Faculty Advisor/Master Teacher at any time, but by the end of Fall and Spring, all
artifacts will need to be reviewed with the Faculty Advisor. The results of this conversation
in Fall are used to create a TPE Action Plan for Spring where Candidates identify 3 TPEs of
focus for professional growth. In Spring, Candidates complete a TPE Self Evaluation paper
where they identify strengths and areas for continued growth as they bridge to Induction.
The TPE Growth Plan is reviewed and completed at the end of each term in a clinical
setting. It serves as a running record of the Candidate’s progress towards meeting TPE
competencies during each clinical experience.
Three-Way Conversation/Clinical Progress Report
Midway through the Fall and Spring during residency, there is a three-way conversation between
the Candidate, the Master Teacher, and the Faculty Advisor (and/or sometimes TEP Leadership).
In these three-way conversations the following issues should be addressed:
 The Candidate’s progress towards the TPEs, especially in regards to
o classroom management, procedures and routines
o rapport with students and families
o lesson planning
o the Candidate’s professionalism
o a timeline for the Candidate to assume increased responsibility
o the collaborative exchange/relationship between the Candidate and the Master
Teacher.
The Master Teacher will complete the Clinical Progress Report which helps to inform this
conversation. The form will be signed by the Candidate, Master Teacher, and Faculty Advisor at
the conclusion of the three-way conversation.
Phase II’s Student Teachers
Candidates who are not eligible for an Internship or Residency, or have not secured an
Internship by the beginning of Phase II’s Fall Term will be placed as a Student Teacher,
working under the tutelage of a CGU Master Teacher three days per week to allow for
completion of academic coursework associated with the Fall, study time to pass tests,
and/or job hunting. NOTE: Candidates in a Student Teaching placement can NOT earn
a grade in their clinical course and may be required to extend their program into the
following year should they not pass their tests within a sufficient amount of time to
demonstrate competencies per the TPEs.
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Roles & Expectations of the Candidate during all Clinical Experiences
In keeping with our vision and belief that the best preparation we can offer teacher
Candidates is full immersion in a supportive clinical setting, the role of the Candidate is to
be a scholar-practitioner who actively uses the clinical experience to learn, reflect and
improve upon his/her ability to be an effective teacher. Towards this end, it is expected
that the TEP Candidate in all clinical experiences will:
 Sign and follow guidelines outlined in the “Student’s Statement of Responsibilities and
Agreement to Hold Harmless.”
 Keep a reflective journal (see description above)
 Systematically collect student work for analysis.
 Write daily, standards-based lesson plans. These plans should be “formal” (and typed)
when “formal observations” are scheduled. (Please use TEP’s template for lesson plans.)
 Maintain a “Strategies Notebook” that chronicles strategies and instructional activities.
 Reflect upon his/her lessons, performance, and effectiveness as a teacher. This reflection
should be informed by the Candidate’s own observations; his/her students’ achievements;
and feedback provided by mentors (Master Teachers, Faculty Advisors, CGU Instructors,
SSPs, District Personnel, etc.). Additionally, the Candidate’s reflection should makesense of his/her development per the California TPEs. These reflections should be
chronicled in one’s reflective journal, Post Lesson TPE Debrief Form, and TPE SelfAssessment Form.
 Be engaged in “long-term planning” (i.e., unit planning) so instruction is meaningfully
and purposefully sequenced.
 Be proactive in scheduling formal visits and observations with Faculty Advisor and
Master Teacher such that they are spread out over the entire length of the term and
demonstrate progress over time.
 Demonstrate the highest level of professional conduct including timeliness, attendance,
dress and interactions with students, families, staff and colleagues.
 Maintain open lines of communication with mentors (SSPs, Master Teachers, Faculty
Advisors, CGU Instructors and/or TEP Leadership). Candidates who do not maintain
consistent, suitable contact with their mentors may be withdrawn from TEP.
 Report absences, tardies, and/or other issues to needed parties as they arise. (If a
Candidate needs to be absent and/or tardy, he/she should ideally discuss the absence in
advance with his/her Faculty Advisor and, if applicable, Master Teacher. If advance
contact is not possible, the Candidate should “check in” with the Faculty Advisor and
Master Teacher soon after the incurred absence. Whenever possible, Candidates should
take all measures needed to make sure a Faculty Advisor does not need to make a trip out
to a Candidate’s school site only to find the Candidate not there or not in the classroom.)
 The Candidate’s reflective journal, collection of student work samples, daily lesson plans,
unit plans (i.e., planning book), and other “products” associated with the clinical
experience should be accessible to one’s Master Teacher and/or Faculty Advisor when a
formal observation is scheduled and/or available upon request.
 Ensure that all required observations are done in a manner that allows for him/her to
show growth in TPE’s.
The following materials are required whenever a formal observation is being conducted:
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The Candidate’s reflective journal (a minimum of 2 entries per week).
Daily lesson plans. When a Candidate is going to have a formal observation, he/she
should write a formal (typed) lesson plan using CGU’s Lesson Plan Template. [If the
Candidate’s school mandates that lesson plans be written in a different format, the
Candidate should use the district’s format (but add any components from TEP templates
if they are not addressed in the district’s format). The Candidate should tell his/her
Faculty Advisor that using the school’s format is mandated.]
A completed CGU Visitation Form. This is the “triplicate form” upon which the Master
Teacher and/or Faculty Advisor will take notes when a Candidate is being formally
observed. The “top portion” of the form must be filled out in advance by the Candidate
prior to the start of the observation.
Unit plans (i.e., planning book)…this shows long-term planning and how specific lessons
are meaningfully sequenced
The Candidate’s “Strategies Notebook.”
The Candidate’s collection of student work samples (should Faculty Advisor request).
These are used to help monitor individual student learning towards specific learning goals
as well as group learning objectives. They also help the teacher reflect upon what he/she
is teaching well and, conversely, not so well.
Anything else the Master Teacher, SSP, or Faculty Advisor requests the Candidate to
have.
Candidates are expected to complete the “Post Lesson TPE Debrief Form” for every
formal observation and submit to their Faculty Advisor/Master Teacher within 2 days of
the lesson debrief.
Additionally, TEP Candidates are expected to be professional at all times. A Candidate who
is deemed unprofessional during a clinical experience or who is deemed to be harmful to
students will receive a “U.” Professionalism encompasses but isn’t restricted to:
 Having appropriate professional relations with one’s students.
 Respecting the families of one’s students.
 Communicating with the master teacher to resolve issues that come up in a professional
and timely manner.
 Creating substitute plans when out sick and/or clearing any substitute jobs with master
teacher prior to accepting them.
 Being intolerant of discrimination and marginalization.
 Dressing professionally.
 Taking appropriate responsibility for the academic success of one’s students.
 Creating a positive learning environment for all.
 Using social networks and technology appropriately (i.e., keeping “personal information”
private and not “public for all to see”).
 Being appropriate regarding student and family issues (i.e., student performance is only
shared with appropriate parties).
 Following all mandated reporting laws for child abuse.
 Using appropriate language and classroom materials (i.e., no swearing, no PG- or R-rated
movies, etc.).
 Following copyright regulations.
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Being coachable and always striving to improve one’s craft.
Active and appropriate participation, attendance, and punctuality.
Working well and collaboratively with supervisors, peers, and subordinates.
Roles & Expectations of the Master Teacher (during Phase I and Phase II)
Master Teachers are school district employees who have been selected by TEP to work
with our Candidates because of the high degree of success they have had fostering
academic success in culturally and linguistically diverse students and because of their
commitment and ability to mentor teacher Candidates. TEP’s Master Teachers are handselected and routinely participate in professional development.
Master Teachers work with all of our Candidates during Phase I: The Pre-Teaching Phase
and with “residents” during the year-long Phase II: The Internship/Residency Phase.
Master Teachers play a vital role in ushering our Candidates into the profession. Their
experience, support and modeling of teaching and professional practices leave a lasting
impression on Candidates’ own perceptions and practices. Each Master Teacher brings to
the position different aspects of teaching of particular importance to him/herself and we
encourage our Master Teachers to share these interests and talents with their Candidate(s).
In addition, there are some experiences which we believe all Candidates need. As such, it is
expected that the TEP Master Teacher will:
 Provide mentorship and support to foster the development of the Candidate per the
California TPEs.
 Model the kind of instruction and teaching that we want our Candidates to embrace.
 Embody, actualize, and promote TEP’s mission and, as such, be intolerant of bigotry,
marginalization, and low expectations.
 Help the Candidate understand the relationship between academic/theoretical discussions
and the clinical/practical school setting.
 Model a variety of research-based instructional strategies and provide the Candidate with
explanations of implementation and rationale.
 Model both short and long term planning and execution of standards-based lessons/units
using state-adopted resources. (As such, Master Teachers need to write lesson plans and
maintain a unit/planning book. This planning should be done with the TEP Candidate.)
 Model the use of reflection and analysis of one’s teaching and the habit of analyzing
student work and assessments to inform instruction.
 Model the implementation of core instructional strategies used to support English
Learners:
o For Elementary and Ed Specialists Candidates in Elementary and Self-Contained
Settings:
 SDAIE strategies and ELD standards/lesson planning
 Balanced literacy instruction and methodology
 Balanced math instruction
o For Secondary Candidates and Education Specialists in Secondary Settings:
 SDAIE strategies and ELD standards/lesson planning
 Discipline-specific, standards-based instructional and assessment
strategies
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Schedule and conduct the required number of formal observations with special
consideration given to ensure that:
o The Candidate will be observed conducting a full lesson or class period.
o The Candidate is available for a minimum of 30 minutes to debrief (ideally)
immediately after the lesson.
o The observations are spread out over the entire term with sufficient time between
lessons (1-2 weeks) to allow for growth.
Model strategies to differentiate instruction for students’ cultural, linguistic, and
developmental needs.
Model effective strategies for classroom organization and management with particular
emphasis on helping at-risk students (including but not limited to English Learners,
students with special needs, and/or socially marginalized students).
Model strategies to maximize student engagement in learning.
Model the use of multiple methods of assessment.
Model effective record-keeping and the assigning of grades and model how to effectively
communicate grade progress to students and their families.
Model professional behavior.
Introduce Candidates to the political nature in schools (i.e., where to get help; whom to
talk to about various topics; roles and responsibilities of support personnel; etc.) and
provide guidance on how to successfully navigate this environment.
Assist Candidates with finding and utilizing appropriate resources, materials and/or data
necessary to complete course assignments.
Model effective communication with families in order to build strong home-school
relationships.
Provide honest and constructive feedback to Candidates per the Candidates’ progress
towards the course goals and/or TPE’s.
Meet with Candidates regularly to debrief the day, plan, review student work, prepare for
lessons, develop assessments and discuss classroom management/routines.
Notify TEP Master Lead(s), Faculty Advisor(s), and/or TEP Leadership as soon as there
is any concern pertaining to a Candidate or the clinical experience.
Attend CGU-sponsored professional development and other meetings.
Complete all required CGU-documentation and submit CGU-required paperwork in a
timely manner.
Model lessons that Candidates and Faculty Advisor can observe for the purpose of
identifying strategies and effective practices
Roles & Expectations of the Master Lead (during Phase I)
TEP’s Master Leads work with us during Phase I’s Pre-Teaching Experience. The Master
Leads are assigned to work with the Master Teachers and Candidates within a designated
geographic region. The Master Lead serves the role of a liaison between the Candidate, the
Master Teacher, the school district/site, and TEP’s Leadership. During Phase I, it is
expected that the TEP Master Lead will:
 Provide mentorship and support to TEP’s Master Teachers so that they effectively foster
the development of their Candidates per the California TPEs. Master Leads supervise
and support his/her designated Master Teachers, providing them with resources,
materials, and ideas to help them meet the needs of individual Candidates.
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Embody, actualize, and promote TEP’s mission and, as such, be intolerant of bigotry,
marginalization, and low expectations.
Spearhead the communication between his/her designated Master Teachers, Candidates,
and TEP.
Have regular communication with the administrators at his/her designated school sites.
Upon request, assist with the training of Phase I’s Master Teachers.
Conduct formal observations of each assigned Candidate and provide him/her with
feedback for improvement.
Help resolve issues/problems that arise between a Master Teacher and Candidate and/or
the school site.
Be present at his/her assigned school sites, monitoring Candidate progress and Master
Teacher effectiveness. Master Leads should report issues and concerns to TEP
Leadership.
Communicate, clarify, and promote TEP’s mission and expectations to both Candidates
and Master Teachers.
Spearhead the processing of the paperwork associated with Phase I’s Pre-Teaching
Experience (i.e., they will gather all necessary materials from the Master Teachers and
submit them to TEP).
Write a letter of recommendation/reference for each assigned Candidate in his/her.
Provide TEP Leadership with feedback to help improve the program and Pre-Teaching
Experience.
Attend CGU-sponsored professional development and other meetings.
Complete all required CGU-documentation and submit CGU-required paperwork in a
timely manner.
Role & Expectations of the Faculty Advisor (during Phase II)
TEP’s Faculty Advisors are experienced educators who work with our Candidates during
the year-long Phase II: The Internship/Residency Phase. In terms of the clinical
experiences, the main responsibility of the Faculty Advisor is to provide our Candidates
with the support needed to develop into excellent teachers. In addition, the Faculty
Advisor serves the role of a liaison between the Candidate, the Master Teacher, the school
district/site (including SSPs), and TEP’s Leadership. During Phase II, it is expected that the
TEP Faculty Advisor will:
 Provide mentorship and support to foster the development of the Candidate per the
California TPEs.
 Model the kind of instruction and teaching that we want our Candidates to embrace.
 Embody, actualize, and promote TEP’s mission and, as such, be intolerant of bigotry,
marginalization, and low expectations.
 Help the Candidate understand the relationship between academic/theoretical discussions
and the clinical/practical school setting.
 Meet with each Candidate’s Principal at the beginning of the term. For Intern’s this
meeting is to review the Intern’s Professional Development Plan. For Residents this
meeting is to introduce the Principal to the CGU Teacher Education Program.
 Schedule and conduct the required number of site visits with special consideration given
to ensure that:
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o The Candidate will be observed conducting a full lesson or class period.
o The Candidate is available for a minimum of 30 minutes to debrief (ideally)
immediately after the lesson.
o The visits are spread out over the entire term with sufficient time between lessons
(1-2 weeks) to allow for growth.
Read and respond to Candidate’s reflective journal to identify areas of additional support.
Be readily accessible to the Candidate via email and/or phone to discuss questions
pertaining to coursework or the clinical experience.
Meet and establish open lines of communication with Candidate’s principal within one
week of the Candidate starting his/her clinical experience. Faculty Advisors should
provide the principal with his/her contact information, discuss the type of support that
CGU’s program provides, and discuss the parameters of the Ethnographic Narrative
Project.
Notify TEP Leadership as soon as there is any concern pertaining to the Candidate or the
clinical experience.
Attend CGU-sponsored professional development and other meetings.
Complete all required CGU-documentation and submit CGU-required paperwork in a
timely manner.
For Candidates in an Intern placement, the Faculty Advisor will identify and maintain a
record of contact with the Intern’s Site Support Provider (SSP). It is expected that the
Faculty Advisor will contact the SSP at least monthly. (Note: If an intern is not assigned
a SSP or if the SSP is not meeting regularly with the intern, the Faculty Advisor should
contact TEP Leadership.)
For Candidates in a Residency placement, the Faculty Advisor will be in frequent contact
with the Master Teacher and will communicate with the Master Teacher during each
visitation, as well as by email and phone on other occasions to discuss the Candidate’s
progress, concerns, and areas for growth.
Clinical Course Grading
To learn about the grading of the courses associated with the program’s Clinical
Experiences, please refer to the specific clinical course syllabi, and the Teacher Education
Policy Handbook section “Attendance, Participation, & Grading Policies.”
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Clinical Experience Forms
The following forms are utilized throughout the program for the Candidate’s clinical
experiences. Forms included in this section include:
 CGU Visitation Form, Page 1 & 2
 Collaborative Observation Form
 CGU Lesson Plan Template
 CGU Lesson Plan Rubric
 Site Support Provider Contact Log (for Interns Only)
 Incomplete Form
 Clinical Experience Progress Report
 Master Teacher Mid-term Report
 Master Teacher Final Report
 TPE Self-Evaluation Form
 Post Lesson TPE Debrief Form
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CGU Visitation Form Page 1
&2
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Collaborative Observation Form
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CGU Lesson Plan Template
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CGU Lesson Plan Rubric
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Site Support Provider Log
Site Support Provider/Administrator Contact Log
Intern’s Name
SSP’s Name
Intern’s Credential Type
SSP’s Credential Type
School
SSP’s Phone #
District
SSP’s Preferred Email
Faculty Advisor’s Name
Date
Type of Contact (Meeting, Workshop, Lunch, etc)
Please indicate point of contact role (administrator or SSP)
Time Spent (in hours)
SSP/
Administrator
Initials
Faculty
Advisor
Initials
Total Hours
Signature of SSP/Administrator
Signature of Faculty Advisor
It is expected that the intern will have regular contact with his/her on-site SSP.
Likewise it is expected that the SSP & TEP Faculty Advisor will have monthly contact with each other.
q
SSP mailing address:
__________________________________________________
CGU Teacher Education Program
925 N. Dartmouth Ave Claremont, CA 91711
Phone: 909-607-8061 Fax: 909-607-7793
__________________________________________________
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Incomplete Form
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Progress Report for Clinical Course
Term: _____________
Course Number: _______________ Instructor: ______________________
Candidate Name: _______________________________________________________________  Intern 
Resident
Advisory Saturday Class Session Attendance and Punctuality (Faculty Advisor Only)
Has the candidate attended all sessions/days and been on time? (Grades are adversely
impacted by absences and tardies) Absences require a makeup assignment):
Yes
No
Dates Absent: _____________
Makeup Completed: _______________
Dates Tardy: ______________
Clinical Site Attendance & Punctuality
Has the candidate been present at his/her clinical site and been on time according to the
expectations as specified in the course syllabus?
Yes
No
Dates Absent:
Dates Late:
Comments:
When absent, does the candidate notify his school site and faculty advisor and make
appropriate arrangements to provide sub plans?
Yes
No
Comments:
Visitation/Observation Preparation
Is the candidate prepared for each visit/observation with all required materials as outlined
in the course syllabus—including but not limited to: typed formal lesson plan, completed
visitation form, evidence of long range planning, reflective journal, strategies notebook and
student work samples?
Yes
Comments:
No
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Professional Expectations
Is the candidate currently meeting professional expectations for the clinical setting as
required in the course syllabus, candidate handbook, and clinical site-- including but not
limited to: attending staff meetings, lesson planning, taking initiative in
planning/preparation of instructional materials, maintaining positive professional
relationships, and communication with colleagues, administration, students, parents and
CGU Advisor?
Yes
Comments:
No
TPE Progress
Is the candidate currently demonstrating adequate growth in the TPE’s such that he/she
will be able to complete the program according to his/her current program plan?
Yes
No
Comments:
Current Standing Grade (Faculty Advisor Only): _______________ B- is the lowest passing grade
in a clinical course. Not passing a clinical course may result in dismissal from the program
(see handbook)
Next Steps
What specific steps must the candidate take in order to remediate deficiencies?
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Clinical Progress Report (filled out by Master Teacher)
Department of Teacher Education
925 N. Dartmouth Ave
Claremont, CA 91711
Phone: (909) 621-8076
Fax: (909) 607-7793
Teacher Education Program – Clinical Progress Report (to be filled out by Master Teacher)
 Semester Midterm
 Semester Final (Residency Only)
CANDIDATE INFORMATION
 Pre-Teaching
 Residency
 Student Teaching
Date: ___________________
Candidate Name: __________________________________
Master Teacher:___________________________Grade/Subject:_______________________________
School:_____________________________________District:___________________________________
REPORT
This report is to be used in a 3-way conversation between Master Teacher, Candidate, and University Personnel. The purpose
of this form is to help assess the candidate’s progress in the clinical setting, and to determine if additional supports are needed
for the candidate to move towards proficiency in the TPEs.
Clinical Site Attendance & Punctuality
Has the candidate been present at his/her clinical site and been on time according to the
expectations as specified in the course syllabus?
Yes
No
Dates Absent: _________________________________________________________________________________________________
Dates Late: ____________________________________________________________________________________________________
Comments: ____________________________________________________________________________________________________
__________________________________________________________________________________________________________________
When absent, did the candidate notify his/her master teacher and faculty advisor? Did the
candidate make appropriate arrangements to provide sub plans?
Yes
No
Comments: ____________________________________________________________________________________________________
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__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Visitation/Observation Preparation
Is the candidate prepared for each visit/observation with all required materials as outlined in the
course syllabus—including but not limited to: typed formal lesson plan, completed visitation form,
evidence of long range planning, reflective journal,
Strategies Notebook and student work samples?
Yes
No
Comments: _____________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Professional Expectations
Is the candidate currently meeting professional expectations for the clinical setting as required in
the course syllabus, candidate handbook, and clinical site-- including but not limited to: attending
staff meetings, lesson planning, taking initiative in planning/preparation of instructional materials,
maintaining positive professional relationships, and communication with colleagues,
administration, students, parents and CGU Advisor?
Yes
No
Comments: ____________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
TPE Progress
Is the candidate currently demonstrating adequate growth in the TPE’s such that he/she will be able to
complete the placement according to his/her current program plan? Please refer to TPE Growth
Plan for details.
Yes
No
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TPE Strengths: _________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
TPE 1—Specific Pedagogical Skills for Subject Matter Instruction TPE 2—Monitoring Student
Learning During Instruction TPE 3—Interpretation and Use of Assessment TPE 4—Making Content
Accessible TPE 5—Student Engagement TPE 6—Developmentally Appropriate Teaching Practices
TPE 7—Teaching English Learners TPE 8—Learning about Students TPE 9—Instructional Planning
TPE 10—Instructional Time TPE 11—Social Environment TPE 12—Professional, Legal, and Ethical
Obligations TPE 13—Professional Growth
TPE Growth Areas: ___________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Next Steps
What specific steps must the candidate take in order to improve in the areas noted above?
Comments: _____________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
(Pre- Teaching Only)
Is the candidate currently on track for an Internship? According to the data gathered thus
far, do you feel that (with proper support and guidance) this candidate will be prepared to
teach his/her own class in the Fall?
Yes
No
Comments: ____________________________________________________________________________________________________
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__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Is a follow up meeting required?
Yes
No
If yes, indicate date: ________________
University Personnel Signature: _____________________________________
Date:______________
Master Teacher Signature: _________________________________________
Date:______________
Candidate Signature: ______________________________________________
Date:______________
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Post Lesson TPE Debrief Form
Candidate: ________________________________________________________ Faculty Advisor/Master Teacher:___________________________
Grade Level/Subject Area:____________________________________________Date:______________________________________
Strengths: What’s Working? What does the candidate see as his/her
strengths (and what are the related TPEs)? What data is being used to
make this assessment? What does the Master Teacher Advisor see as
his/her candidate’s strengths (and what are the related TPEs)? What
data is being used to make this assessment?
Candidate’s ideas:
Faculty Advisor/Master Teacher ideas:
TPE
1
2
3
4
5
6
7
8
9
10
11
12
13
Candidate’s Next Steps: (guidelines to assist in developing Action Plan)
Candidate’s ideas:
Growth Areas: What does the candidate see as his/her growth areas
(and what are the related TPEs)? What data is being used to make this
assessment? What does the Master Teacher Advisor see as his/her
candidate’s growth areas (and what are the related TPEs)? What data is
being used to make this assessment?
Candidate’s ideas:
Faculty Advisor/Master Teacher ideas:
TPE
1
2
3
4
5
6
7
8
9
10
11
12
13
Reflection on the Profession: (Ideas to put in perspective: At this point
how do you define what it means to be an effective teacher? What kind
of support do you need from me (FA) and/or CGU to help you develop
into the most effective teacher? How do you make sense of CGU’s
mission of social justice and accountability?
Faculty Advisor/Master Teacher Ideas:
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Academic Coursework Forms
The following two forms are used throughout a Candidate’s program for academic courses:
 Academic Progress Report
 Incomplete Form
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Mid Term Academic Progress Report
Term: _____________
Course Number:_______________ Instructor:______________________
Candidate Name: _______________________________________________________________
Attendance & Punctuality
Has the candidate attended all sessions/days and been on time? (Grades are adversely impacted by
absences and tardies. Absences require a makeup assignment):
Yes
No Dates Absent: _____________
Makeup Completed: _______________
Dates Tardy: ______________
Participation & Engagement
Has the candidate been adequately engaged in the class? (Grades are adversely impacted by absences and
tardies.)
Yes
No. See attached “Participation & Engagement Rubric.”
Assignments
All Submitted?:
Yes
No. (List all not submitted)________________________________________________
All on Time?
Yes
No. (List all submitted late) _______________________________________________
All High Quality?
Yes
No. (List those not meeting base standard) ___________________________________
Current Standing Grade:_______________
(B- is the lowest passing grade in a clinical course. C is
the lowest passing grade in an academic course.)
Actions needed
Does candidate need to make an appointment to meet with the Instructor to discuss this report?
Yes
No (If candidate would like to talk to Instructor about progress, he/she should
contact Instructor to make an appointment.)
Instructor Signature: __________________________________________Date:______________
Candidate Signature: _________________________________________Date:______________
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Incomplete Grade Report
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Other Requirements
Other requirements of the program include those named in the “Policy Handbook” as well
as the Pre-requisite section of this guide. Teacher Performance Assessments (TPA) for
General Education Candidates and 20 hours of Observation for all Candidates are described
below.
Teaching Performance Assessments (TPAs)
Introduction to the TPAs
Senate Bill 2042 (1998) and Senate Bill 1209 (2006) require all (General Education)
multiple and 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. Each phase of the program embeds a CalTPA
in the program coursework and/or related program activities.
Taken as a whole, the four performance tasks will ask Candidates to demonstrate that they
know how to:
 find out information about a given class and about specific focus students within the class
such as an English learner or a student with an instructional challenge and a student with
identified special needs
 plan appropriate subject-specific instruction for all students in alignment with state
adopted k-12 student academic content standards and/or frameworks
 implement the instruction according to the lesson plans the Candidate developed, and
reflect upon the outcomes of that instruction, including evidence of student learning
 design and implement assessment activities appropriate to the lesson and to the learners,
and use the assessment results to inform the next round of lesson planning
 reflect upon your own professional growth as a member of the teaching profession
The CalTPA is designed to be both formative and summative, where the process provides
formative feedback during each task about the Candidates’ performance, and at the
conclusion of the four tasks, will serve as a summative criterion for recommendation for
the teaching credential.
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Each of the four CalTPA tasks is designed to measure aspects of the TPEs and to reflect
what beginning teachers should know and be able to do before receiving a preliminary
credential.
Candidates must score a 3 or 4 to pass on the rubric. All assessors have calibrated in
accordance with the Commission on Teacher Credentialing requirements by a certified
CalTPA Lead Assessor. If a Candidate receives a score of 1 or 2, the Candidates will go
through a remediation process and then revise and resubmit for assessment. A Candidate
may only resubmit 2 more times after the first failing score. If a Candidate does not receive
a passing grade after 3 submissions, the Candidate is subject to removal from the program.
Candidates are notified with a letter through US mail of their score. The letter will state
his/her final score. If a Candidate receives a score of 1 or 2, he/she will need to go through
remediation. The letter will explain what the Candidate needs to do and whom he/she will
need to contact for remediation. The person doing the remediation is usually the
Candidate’s Faculty Advisor, but it may be someone else depending on the time of the year.
The Candidate should read the letter carefully.
The four tasks for General Education Candidates and their rubrics can be found at
http://www.ctc.ca.gov/educator-prep/TPA-California-Candidates.html
Prior to beginning the TPAs each Candidate signs a “Code of Honor.” TPAs are a
credentialing requirement from the CA Commission on Teacher Credentialing as well as
Claremont Graduate University. It is essential that each teacher Candidate SUBMIT
HIS/HER OWN WORK. Guidelines for the assessment are often difficult to determine;
therefore, the “Code of Honor” chart is DESIGNED TO ASSIST THE CANDIDATE in
understanding acceptable and unacceptable practices. The “Code of Honor” is included in
the “forms” section of this handbook.
Any late submission (after due date and time) is subject to a $75.00 late fee.
The Candidate must not include his/her name on the task. The TPA ID is the cohort year,
i.e. 1314, and the last four digits of the Candidate’s CGU ID, not including the “-1.”
Student names should never be included. The focus students can be identified as Focus
Student 1/EL and Focus Student 2.
For Task 1- Subject Specific Pedagogy, the Candidate does not need access to a classroom
and/or students. Task 2 – Designing Instruction the Candidate will need access to a class to
learn about two focus students, an English Learner and a student with an instructional
challenge. In Task 3 – Assessing Learning and Task 4 – Culminating Teaching Experience
the Candidate will need complete access to a class to not only learn about students but also
to implement an assessment, collect student work and analyze the work, and for Task 4,
teach a lesson, assess the student learning, and video tape the lesson. For Task 4 it is
necessary to have permission slips for videotaping from every student in the class. If the
Candidate does not have permission to video tape a student, the back of his/her head is the
only thing that can be taped. The Candidate should check with his/her school site office if
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they have permission slips for videotaping in the beginning of the school year packet.
Sample permission letters in English and World Languages are included in the “Forms Clinical Experience” section of the handbook.
If a Candidate does not have a teaching placement during TLP II and TLP III, Tasks 3 and 4
must wait. For Task 2 – Designing Instruction, a Candidate can use their pre-teaching
experience class for the focus students, or another class they may have such information
for.
Further information on is available Canvas as well as http://www.ctc.ca.gov/educatorprep/TPA-California-Candidates.html
TPA Task 1
Subject-Specific Pedagogy:
In this task the Candidate will demonstrate his/her knowledge of principles of contentspecific developmentally appropriate pedagogy. Candidates complete the version of this
task corresponding to the credential for which he/she is preparing.
Each Subject-Specific Pedagogy Task version contains four case studies. The case studies
address subject-specific and developmentally appropriate pedagogy, assessment practices,
adaptation of content for English learners, and adaptation of content for students with
special needs. The Candidate responds in writing to each of the four case studies. This task
does not require interaction with actual k-12 students.
TPA Task 2
Designing Instruction:
In this task the Candidate should have access to a class. The Candidate will demonstrate
their ability to learn important details about a classroom of students, including focusing on
an English learner and a student who presents a different instructional challenge. The
Candidate will plan a lesson that is shaped by and addresses those student characteristics
and demonstrates their ability to connect learning about students to instructional planning.
The Candidate reflects on the planning process and its outcomes.
TPA Task 3
Assessing Learning:
In this task the Candidate will demonstrate his/her ability to select a unit of study, identify
related learning goals, and implement standards-based, developmentally appropriate
student assessment activities for a classroom of students. In addition, the Candidate will
demonstrate his/her ability to assess student learning, diagnose student needs based on
student responses to the assessment activity, and show, after reflection, how he/she would
apply this information to future planning for the students.
Within the task the Candidate also demonstrates his/her ability to make adaptations for
two focus students: an English learner and a student with identified special needs. The
Candidate implement the assessment in their classroom, score, review, and analyze the
evidence of student learning and reflect on the assessment implication of this evidence. In
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addition to the narrative, the Candidate includes piece(s) of assessment work from the
implementation plan from five students. Names of the students are deleted from their
assessments and are notated only by focus student 1, 2, 3, 4, or 5.
TPA Task 4
Culminating Teaching Experience:
In this task the Candidate will demonstrate his/her ability to design a lesson based on
state-adopted academic content standards for students and/or frameworks, and then
implement that lesson while making appropriate use of class time and instructional
resources, meeting the differing needs of individuals within the class, managing instruction
and student interaction, assessing student learning, and to make lesson adaptations for two
focus students, to analyze evidence of student learning and to reflection on instruction.
The two focus students will be an English learning and a student who presents a different
instructional challenge. In addition to the narrative, the Candidate includes pieces of work
from the lesson and/or assessment from five students; the English learner, the
instructional challenge student, and 3 others showing a range of high, medium, and low
student work. Names of the students are deleted from their work and are notated only by
focus student 1, 2, 3, 4, or 5. A 20 minute unedited video of the lesson is also submitted
with the documentation.
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20 Hours of Observation
All candidates are required to complete 20 hours of observation prior to filing for their
preliminary credential. There are specific requirements associated with these
observations depending on the credential being earned. The following forms outline the
requirements for General Education Candidates as well as Education Specialist Candidates.
The forms associated with the 20 Hours of Observation:
 Observation Logs for Mandatory 20 Hours of Observation –General
Education. The following pages go into specific detail about the types of observations
General Education Candidates are required to do. There is a FAQ section that should be
read to answer initial questions. There are 2 separate forms to be filled in. One is for
the General Education Candidate’s visits for 15 hours to general education classrooms.
The other form is for the 5 hours of visits to special education classrooms. Make sure
the forms get signed at each visit. Make sure you cover all the specifics required.
 Observation Logs for Mandatory 20 Hours of Observation – Education
Specialists. The following pages go into specific detail about the types of observations
Education Specialist Candidates are required to do. There is a FAQ section that should
be read to answer initial questions. There are 2 separate forms to be filled in. One is for
the Education Specialist Candidate’s visits for 15 hours to a variety of special education
classrooms. The other form is for the 5 hours of visits to general education classrooms.
Make sure the forms get signed at each visit. Make sure you cover all the specifics
required.
 20 Hours of Observation – Report Forms. Candidates will complete one of these
for each site visit they do as part of their Mandatory 20 Hours of Observation. They are
submitted with the Logs.
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Mandatory 20 Hours of Observation
General Education Candidates
Multiple and Single-Subject Candidates are required to do 20 hours of observation before
they file for their credential. This is a requirement of the California Commission on Teacher
Credentialing.
This document is intended to give Multiple and Single-Subject Candidates all the information
they need to do their hours of observations as well as provide them with the needed forms.
This document is not for Candidates working toward their Education Specialist
Credential.
******************* Frequently
Asked Questions *******************
Why are observations required?
As noted above, this is a requirement of the California Commission on Teacher
Credentialing.
The philosophy that guides this requirement is that teachers learn about teaching, students,
and schools by watching other teachers interact with students; by being on different school
campuses; and by talking to colleagues about teaching, students, and schools.
Specifically, observing other teachers in various settings helps TEP Candidates
 Gather specific ideas to try in his/her own classroom;
 Analyze his/her own teaching style and practices;
 Develop personal beliefs about teaching and learning;
 Broaden his/her perspectives of schooling;
 Expose him/her to a range and variety of settings and services;
 Understand the past and future educational experiences of students.
Are there rules and regulations regarding where Multiple and SingleSubject Candidates can do their hours of observations?
Yes. Multiple and Single-Subject Candidates need to have:
 15 hours in the following general education settings. (Make sure you conduct at least
one visit in each of the following areas.)
o K-3
o grades 4-6 or middle school
o high school
o bilingual/ESL class
o collaboration/co-teaching class
o full inclusion
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
o district professional association (union) meeting and/or a school board
meeting
o a linked learning (or “pathways”) school or meet with somebody from
industry to discuss how one’s content is applied to the industry.
5 hours in the following special education in the following settings. (Make sure you
conduct at least one visit in each of the following areas.)
o preschool/kindergarten
o elementary
o middle/junior high school
o high school
Note: Observation hours need to encompass settings containing students with:
 emotional disturbances
 autism
 physical disabilities
 specific learning disabilities
 intellectual & developmental disabilities
When visiting a classroom, each visit should be a minimum of one hour and should include
observation of a teacher in-action and time to conference with the observed teacher.
A single “classroom visit,” however, can be more than one hour in length.
Candidates are only allowed to do two classroom visits at the same school site. This includes
the Candidate’s own school. Each visit has to be with a different teacher. Candidates
cannot revisit a teacher and count it as a separate visit.
Can Candidates visit other Candidates?
Not unless explicitly directed to do so by their CGU Faculty Advisor. In this case, the
Faculty Advisor needs to sign the observation form, not the peer.
Should the visitations be recorded in a particular manner?
Yes. Attached are forms that are designed to help Multiple and Single-Subject Candidates
log their hours of observation.
Also notice that you need to fill out an “Observation Report Form” for each visit and need to
get a “witness” (i.e., the observed teacher) to verify your visit. Remember that both forms
need to be signed before you can turn in your hours.
When do Multiple and Single-Subject Candidates need to complete the
hours of observation and where do they submit their forms?
Multiple and Single-Subject Candidates need to finish their observation hours by the first
Tuesday in July if they want to apply for their preliminary credential by August.
Make a copy of the completed “observation form packet.” Give the original to CGU’s
Credential Analyst. Keep a copy in your own file as a backup.
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How do Candidates go about arranging visits?
It is up to the Candidate to make all his/her visitation arrangements.
To find good teachers/schools to visit, Candidates are encouraged to talk to their CGU
advisor; their district mentor teacher; their principal; and other teachers and
Candidates.
Once a Candidate has identified a teacher or school he/she wants to visit, the Candidate
should telephone that specific teacher or school and set up a visitation. The Candidate
should identify him/herself as a Candidate in Claremont Graduate University’s Teacher
Education and explain that he/she is required by the California Commission on Teacher
Credentialing to observe other teachers.
Admittedly, it can be difficult for Candidates to find the time to do these required visits.
In the past, many Candidates use their personal days to complete their observation
hours. Often Candidates have also arranged to visit “year-round” schools during their
Winter or Spring Breaks. In some instances, Candidates have had very supportive
principals who, when reminded that the California Commission on Teaching
Credentialing requires Candidates to do hours of observation, have allowed their
Candidates to “clock” some visitation hours as professional development.
What should a Candidate do once he/she gets to a site to do a visit?
When doing a visit, Candidates need to check in at the school office. They should have a
picture ID ready to present and should tell the office personnel that they are a Candidate from
Claremont Graduate University’s Teacher Education Program and that they have come to
observe ____ (teacher’s name).
When can Candidates begin observations
Candidates may begin observations hours in Phase I (Pre-Teaching) of their program.
Candidates are encouraged to complete a minimum of their 10 hours of
observations prior to Phase II (Internship/Residency).
Where do Candidates go if they have questions?
Candidates should see CGU’s Credential Analyst if they have questions.
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General Education Visits (15 Hours)
Setting types: See list of required observation settings on pages 1-2 (Please do at least one visit in each setting type).
Attn: No more than two visits (teachers) per school.
Setting Type
Date of Visit
Time In – Time Out
Name of Place
Witness’ Name & Title & Phone
MAKE COPIES OF THIS FORM AS NEEDED
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Witness’ Signature
*Form #
2015-2016 Cohort Guidebook for Preliminary Credentials
Special Education Visits (5 Hours)
Setting Types: See list of required observation settings on pages 1-2 (Please visit at least three of the setting types).
Attn: No more than two visits (teachers) per school.
Setting Type
Date of Visit
Time In – Time Out
Name of Place
Witness’ Name & Title & Phone
Pre-School Setting
Elementary Setting
Middle School
Setting
High School Setting
Other/Repeat
Setting
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Witness’ Signature
*Form #
2015-2016 Cohort Guidebook for Preliminary Credentials
Mandatory 20 Hours of Observation
For Education Specialists Preliminary, Mild/Moderate/Severe
Education Specialists are required to do 20 hours of observation before they file for their
credential. This is a requirement of the California Commission on Teacher Credentialing.
This document is intended to give education specialists all the information they need to do
their hours of observations as well as provide them with the needed forms.
This document is not for Candidates working toward their Multiple or Single-Subject
Credential.
******************* Frequently Asked
Questions *******************
Why are observations required?
As noted above, this is a requirement of the California Commission on Teacher
Credentialing.
The philosophy that guides this requirement is that teachers learn about teaching, students,
and schools by watching other teachers interact with students; by being on different school
campuses; and by talking to colleagues about teaching, students, and schools.
Specifically, observing other teachers in various settings helps the TEP Candidate
 Gather specific ideas to try in his/her own classroom;
 Analyze his/her own teaching style and practices;
 Develop personal beliefs about teaching and learning;
 Broaden his/her perspectives of schooling;
 Expose him/her to a range and variety of settings and services;
 Understand the past and future educational experiences of students.
Are there rules and regulations regarding where Education
Specialists can do their hours of observations?
Yes. Education Specialists need to have
 15 hours in the following special education settings. (Make sure you conduct one
visit in each of the following areas.)
o Mild/Moderate Settings
 preschool/kindergarten
 elementary
 middle/junior high school
 high school
 Moderate/Severe Settings
 preschool/kindergarten
 elementary
 middle/junior high school
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

high school
Note: Observation hours need to encompass the following settings:
 Full inclusion
 Resource Specialist Program
 Special Day Class
 Collaboration/Co-teaching setting
 Speech/language programs
 Occupational therapy
With students with:
 emotional disturbances
 high functioning autism
 moderate/severe autism (Applied Behavior Analysis programs)
 physical disabilities
 specific learning disabilities
AND...

5 hours in the following general education settings. (Make sure you conduct one
visit in each of the following areas.)
o K-3
o grades 4-6 or middle school
o high school
o bilingual/ESL class
o district professional association (union) meeting and/or a school board
meeting
When visiting a classroom, each visit should be a minimum of one hour and should include
observation of a teacher in-action and time to conference with the observed teacher.
A single “classroom visit,” however, can be more than one hour in length.
Candidates are only allowed to do two classroom visits at the same school site. This
includes the Candidate’s own school. Each visit has to be with a different teacher.
Candidates may not revisit a teacher and count it as a separate visit.
Can Candidates visit other Candidates?
Not unless explicitly directed to do so by their CGU Faculty Advisor. In this case, the
Faculty Advisor needs to sign the observation form, not the peer.
Should the visitations be recorded in a particular manner?
Yes. Attached are the forms that are designed to help Education Specialists log their hours
of observation.
Also notice that you need to fill out an “Observation Report Form” for each visit and need to
get a “witness” (i.e., the observed teacher) to verify your visit. Remember that both forms
need to be signed before you can turn in your hours.
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When do Education Specialists need to complete the hours of
observation and where do they submit their forms?
Education Specialists need to finish their observation hours by the first Tuesday in July if
they want to apply for their preliminary credential by August.
Make a copy of the completed “observation form packet.” Give the original to CGU’s
Credential Analyst. Keep a copy in your own file as a backup.
How do Candidates go about arranging visits?
It is up to the Candidate to make all his/her visitation arrangements.
To find good teachers/schools to visit, Candidates are encouraged to talk to their CGU
advisor; their district mentor teacher; their principal; and other teachers and
Candidates.
Once a Candidate has identified a teacher or school he/she wants to visit, the Candidate
should telephone that specific teacher or school and set up a visitation. The Candidate
should identify him/herself as a Candidate in Claremont Graduate University’s Teacher
Education and explain that he/she is required by the California Commission on Teacher
Credentialing to observe other teachers.
Admittedly, it can be difficult for Candidates to find the time to do these required visits.
In the past, many Candidates use their personal days to complete their observation
hours. Often Candidates have also arranged to visit “year-round” schools during their
Winter or Spring Breaks. In some instances, Candidates have had very supportive
principals who, when reminded that the California Commission on Teaching
Credentialing requires Candidates to do hours of observation, have allowed their
Candidates to “clock” some visitation hours as professional development.
What should a Candidate do once he/she gets to a site to do a visit?
When doing a visit, Candidates need to check in at the school office. They should have a
picture ID ready to present and should tell the office personnel that they are a Candidate from
Claremont Graduate University’s Teacher Education Program and that they have come to
observe ____ (teacher’s name).
When can Candidates begin observations
Candidates may begin observations hours in Phase I (Pre-Teaching) of their program.
Candidates are encouraged to complete a minimum of their 10 hours of observations
prior to Phase II (Internship/Residency).
Where do Candidates go if they have questions?
Candidates should see CGU’s Credential Analyst if they have questions.
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Special Education Visits (15 Hours)
Setting Types: See list of required observation settings on pages 1-2. (Please do at least one visit in each setting type)
Attn: No more than two visits (teachers) per school.
Setting Type
Date of Visit
Time In – Time Out
Name of Place
Witness’ Name & Title & Phone
MAKE COPIES OF THIS FORM AS NEEDED
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Witness’ Signature
*Form #
2015-2016 Cohort Guidebook for Preliminary Credentials
General Education Visits (5 Hours)
Setting types: K-3, 4-6, Middle School, High School, Bilingual/ESL, Professional (Union) Meeting/School Board Meeting
(Please do one visit in each setting type) Attn: No more than two visits (teachers) per school.
Setting Type
Date of Visit
Time In – Time Out
Name of Place
Witness’ Name & Title & Phone
MAKE COPIES OF THIS FORM AS NEEDED
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Witness’ Signature
*Form #
2015-2016 Cohort Guidebook for Preliminary Credentials
Form # _____________
Teacher Education Program – 20 Hour Observation Report
OBSERVATION INFORMATION
Candidate:
Date:
Start Time:
Type of Setting:
End Time:
School:
District:
Teacher:
Grade:
Teacher Signature:
PLEASE NOTE: REPORT MUST BE SIGNED BY TEACHER OBSERVED!
Subject:
Teacher’s Phone:
OBSERVATION FOCUSES
The following topics are based on the CGU California Teaching Performance Expectations and will help to
focus your observations. You may expand your responses using a separate sheet if needed.
1. (TPEs 2,5,6,7) Describe how the teacher engages and supports all students in learning.
2. (TPEs 9,10,11) Describe how the classroom environment supports student learning (climate, standards
for behavior, procedures, and use of instructional time).
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OBSERVATION FOCUSES
3. (TPEs 1,2,6,8,9) Describe how the teacher uses materials and instructional strategies to ensure all
students learn.
4. (TPEs 4,5,6,2) What strategies/techniques did the teacher utilize in the lesson to ensure students achieve
academic success.
5. (TPEs 1,3,4) What forms of assessment were used and for what purpose?
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Glossary of Acronyms & Key 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.
Canvas
This is the web-based platform used by the Claremont Colleges.
It is similar to “Blackboard.” TEP Candidates should routinely
check their cohort’s Canvas tab for information. If the
Candidate has trouble accessing Canvas, 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 Spring.
SSP
Site Support Provider. All interns are expected to have a
district-provided 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 intern, 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.
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Master Teacher
Master Teachers are the district-employed teachers who
partner with CGU. They work with all TEP Candidates in the
Pre-Teaching 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.
Student Teachers
Candidates who have not obtained employment as an Intern or
who are not eligible for Internship or Residency are considered
Student Teachers. For 3 days per week, the Student Teacher
works under the tutelage of a CGU Master Teacher while they
look for a job and study for tests. This allows the Candidate to
complete the academic coursework for the semester. NOTE:
Candidates in a Student Teaching placement cannot earn a
grade in their clinical course and may be required to
extend their program should they not pass their tests
within a sufficient amount of time to demonstrate
competencies per the TPEs. 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.
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.
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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). IDEA allows for additional services and
protections for children with disabilities not offered to other
children.
“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 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. A Clear Credential 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 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 Credential is issued when all
credential requirements have been completed. Candidates can
earn a Clear Credential in a number of ways.
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.
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Education Specialist
An Education Specialist is a teacher who has been specifically
prepared to work primarily with students who have
disabilities.
Student Teacher
A CGU student teacher is a Candidate who delays Residency to
secure an Internship in the Fall of Phase II and/or is not yet
Internship or Residency eligible. Student Teachers are placed
with CGU Master Teachers for 3 days per week during Fall of
Phase II.
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