CREDENTIAL PROGRAMS


Teacher certification is governed by the California Commission on Teacher Credentialing (CCTC) under authority granted to it by the California State Legislature. Institutions of higher education are granted the right to recommend candidates for licensing by the CCTC after this agency has approved all programs related to teacher education. These include academic programs as well as professional programs. All programs at SFSU that lead to public school teaching and school services credentials have received such approval.

The professional teacher education segment of programs leading to credentials and final authorization for recommendation to award credentials are the responsibility of the College of Education. Departments offering majors in approved subject matter fields are responsible for their respective parts of the credential programs. Required course work for credentials is offered in various colleges and departments across the university. Academic departments are responsible for certifying the subject matter competency of students. If a candidate has obtained a subject matter competency waiver from another CSU campus, the student must provide verification to the Teacher Preparation Center.

For the first time since the Ryan Act of 1970, teacher preparation has undergone major changes. New standards have been established by the California Commission on Teacher Credentialing (CCTC) in response to Senate Bill 2042 adopted by the legislature in 1998. San Francisco State University's College of Education began offering its newly revised Multiple Subject and Single Subject Credential programs that comply with these new standards beginning with the Spring 2004 semester.

TEACHING CREDENTIALS

Multiple Subject Instruction Programs

Single Subject Instruction Programs

Designated Subjects in Adult or Vocational Education

Specialist Instruction Credentials

SCHOOL SERVICES CREDENTIALS

CERTIFICATE PROGRAM

TEACHER PREPARATION CENTER

The Teacher Preparation Center in the College of Education (Burk Hall 244) provides a one stop advising center for all students inquiring about credential programs, credential program application requirements, and procedures and information about applying for or renewing teaching credentials.

Students should attend a scheduled information meeting prior to applying for admission. Once admitted to the credential program, students should confer regularly with their credential program adviser in their designated department.

CREDENTIAL SERVICES AND DATA MANAGEMENT OFFICE

The Credential Services and Data Management (CSDM) Office in the College of Education is designed to inform and assist students in fulfilling application procedures, early field experience, meeting program requirements, and maintaining student records. These services are available only to Multiple and Single Subject Credential programs and Special Education credential programs applicants and enrolled students. The Credential Services and Data Management Office is located in Burk Hall 244, 415-405-3594.

TEACHING CREDENTIALS

Multiple Subject Credential

This credential authorizes the holder to teach the various subjects taught in self-contained English language development classrooms in grades pre-school through twelve and in classes for adults. Self-contained classrooms exist more commonly in California pre-schools and elementary schools.

Multiple Subject Credential with BCLAD Emphasis

This program enables candidates to teach basic skills in all major areas of the K-12 curriculum to fluent and limited English proficient students for both CLAD and BCLAD classrooms. The program provides training in first and second language development, content instruction, and issues of culture and cultural diversity. BCLAD candidates receive training in theory, methods, and materials for primary language instruction (either Cantonese or Spanish) in all content areas.

Students applying for the BCLAD program must meet all multiple subject credential admission requirements. BCLAD candidates must demonstrate speaking, reading, and writing proficiency in the target language (Spanish or Cantonese) as well as knowledge of the target culture.

Admissions Requirements for All Multiple Subjects Credentials

Multiple Subject Credential program applications include:

Faculty will only interview applicants with complete applications who meet minimum qualifications and program expectations.

Requirements for the Preliminary Credential

Program Units
E ED 701 Social, Cultural, and Historical Foundations of Education 3
E ED 783 Analyzing Child Behavior in a Culturally and Linguistically Diverse School Setting 3
E ED 646 Teaching Practicum Phase 1 (1-3) 2-3
E ED 749 Second Language Acquisition in the Elementary School 3
E ED 682 Teaching Reading/Language Arts 4
E ED 684 Curriculum and Instruction in Mathematics (CLAD Emphasis) 3
ITEC 601 Computer Fundamentals for Teachers (1) (or demonstration of technology competence at Level I) 0-1
E ED 679 Curriculum and Instruction in Science 3
E ED 737 Teaching Social Studies, Social Justice, and Literacy: Grades 3-6 3
E ED 647 Teaching Practicum Phase 2 (1-3) 2-3
E ED 657 Field Experience Seminar Phase 2 2
E ED 648 Teaching Practicum Phase 3 4
E ED 658 Field Experience Seminar Phase 3 2
  Total 34-37

Course work requirements will be the same for all program options.

A GPA of 3.0 or better, and no grade lower than a C, is required in all courses comprising the professional education sequence. A grade of CR is acceptable only as mandated.

The Multiple Subject Teaching Credential program is designed to prepare qualified candidates with the course work and field experiences needed to enable them to effectively teach a multiple subjects general education classroom in California public schools. The program of courses and supervised teaching practicum (student teaching) described above was offered for the first time in Spring of 2004.

This program is intended to be a two semester, full-time program. Variations from the proposed schedule must get prior approval from a faculty adviser. Dependent on approval by the California Commission on Teacher Credentialing, the Department of Elementary Education may be offering the following variations:

Single Subject Credential

This credential authorizes the holder to teach specified subject matter courses in departmentalized classrooms, grades pre-school through twelve or in classes for adults. Departmentalized classes exist most commonly in California middle and senior high schools. San Francisco State University offers the following categories of single subjects.

Candidates must demonstrate competence in an approved single subject. This is done by conferring with an approved subject area credential adviser. Students who expect to meet competency requirements through course work must meet with the appropriate department major adviser regarding subject matter competency assessment before starting the credential program. A list of advisers is available in the Teacher Preparation Center, Burk Hall 244.

Requirements for the Preliminary Credential

Professional Education Requirements

The Single Subject Teaching Credential program is designed to prepare qualified candidates with the course work and field experiences needed to enable them to effectively teach their subject in California public schools, particularly middle and high schools. The Department of Secondary Education offers teacher preparation for people with competency in the following areas:

Art Music
English Physical Education
Foreign Language Science
Mathematics Social Science

The program of courses and supervised field experiences (student teaching) described below were offered for the first time in Spring 2004. The program can be completed in two semesters of full time enrollment. Candidates who are currently teaching as a pre-intern or intern may be eligible for the internship program; the courses must be distributed over a minimum of three semesters and four semesters are recommended.

Prerequisite Units
ITEC 601 Computer Fundamentals for Teachers 1
First Sequence  
S ED 720 Literacy Across Content Areas 3
Major area Curriculum and Instruction I1 3
S ED 701 Social, Cultural, and Historical Foundations of Education 3
S ED 800 Adolescent Development 3
S ED 751 Classroom Environment 3
S ED 640 Observation and Participation 1
Subsequent Sequence
S ED 790 Second Language Development 3
Major area Curriculum and Instruction II1 3
S ED 752 Professional Perspectives and Practices 3
S ED 660 Student Teaching: Single Subject 7

1Students take subject specific Curriculum and Instruction courses (I and II). The prefix and numbers vary with the department offering the course. Candidates preparing to teach art, foreign language, music, or physical education may require an additional semester to complete the credential course work. The C&I I and C&I II courses may only be offered once a year, not each semester.

The prerequisite course (ITEC 601) may be taken during the first semester. S ED 720, 701, 800, and the Curriculum and Instruction I course may be taken prior to admission with consent of the instructor. S ED 751, 640, 700, 752, 660, and the Curriculum and Instruction II courses cannot be taken prior to admission to the credential program. First Sequence courses must be completed before registering for the Subsequent Sequence courses.

S ED 751 and S ED 752 must be taken in conjunction with the student teaching courses. These are cohort courses designated for students with a high school emphasis, middle school emphasis, or intern teacher emphasis.

The first student teaching course (S ED 640) includes experiences in middle level and high schools, hard-to-staff schools, and classrooms with English language learners. It is comprised of approximately 8-10 hours per week. The subsequent student teaching course (S ED 660) may also take place in similar schools. Candidates spend approximately 20-25 hours per week in the classroom (schedule may vary throughout the semester).

Student teaching hours are completed in accordance with the school site academic calendar, not the SFSU calendar. Some hours may be during the third week in August or the first three weeks of January, when SFSU classes are not in session.

If accepted to the program, credential candidates will have an opportunity to express their geographic preferences for a school site. Candidates are given their school site assignments and more specific information about the schedule at the New Student Orientation.

The following is also required before a credential can be awarded, in addition to the credential program courses: completion of U.S. Constitution course or examination.

Designated Subjects Credential

This credential authorizes the holder to teach in the subject or trade in which the applicant has demonstrated competency and at such grade level as approved by the California Commission on Teacher Credentialing (CCTC) and designated on the credential. Designated subjects include Adult Education and Vocational Education. Inquiries about the designated subjects credentials should be directed to the Department of Administration and Interdisciplinary Studies, Burk Hall 239, (415) 338-1653.

DESIGNATED SUBJECTS ADULT EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-time or Part-time Adult Education Credential

Clear Full-time or Part-time Adult Education Credential

NOTE: Students who hold a Preliminary Adult Education Credential from a school district and now are accepted into the Clear Adult Education Credential program must also complete ISED 706 and ISED 783.

DESIGNATED VOCATIONAL EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-time or Part-time Vocational Education Credential

Five years experience/training/education in the subject to be designated on the credential, one during the last three years. Forty-eight semester units or equivalent post-secondary training may be substituted for a maximum of two of the five years experience.
ISED 706 Principles and Methods of Adult and Vocational Education (3)
ITEC 711 Instructional Computing in Elementary and Middle Schools (3) or
 ITEC 712  Instructional Computing in Secondary Schools (3)

Clear Full-time or Part-time Vocational Education Credential

NOTE: Students who hold a Preliminary Vocational Education Credential and who are accepted into the Clear Vocational Education Credential program must also complete ISED 708 and either ITEC 711 or ITEC 712.

SPECIALIST INSTRUCTION CREDENTIALS

A specialist instruction credential authorizes the holder to work as a specialist in the area designated. Specialty preparation requires advanced course work and development of special competencies.

A GPA of 3.0 or better is required for course work listed on the Credential Approved Program (CAP) and a grade of C or better must be earned in every course attempted.

Reading and Language Arts Specialist Credential

The curriculum meets the licensing requirement of the California Commission on Teacher Credentialing. The Reading and Language Arts Specialist Credential may be used as a "fifth year" for the Multiple Subject or Single Subject Credential or combined with a master's degree program in either elementary or secondary education. Admission to the program requires a 3.0 GPA. The student must maintain a B average or better while in the program.

Prerequisites

Teaching Experience

Successful completion of three years of teaching in a classroom situation must be verified in writing by the administrator(s) involved in the settings where the experience took place.

Note: Candidates may complete the course work for the Reading and Language Arts Credential without three years of teaching experience. However, the credential cannot be issued until the experience is verified.

Objectives for reading specialist candidates are as follows:

Requirements Units
E ED 725 Classroom Issues in Language, Literacy, and Culture or 3
  E ED 708 First and Second Language Development in Early Childhood Education
E ED 770 Literacy Education Clinic I: Multidisciplinary Assessment of Reading and Language Problems 3
E ED 771 Literacy Education Clinic II: Multidisciplinary Assessment and Remediation of Language and Literacy Problems 3
E ED 785 Literacy Theories: Connections to Classroom Practices in Elementary Education 3
Units selected from the following: 3
  E ED 705 Child Development Through Literature Study in the Elementary Classroom  
  S ED 631 Teaching Reading in Non-textbook Materials in Grades K-12
Units selected from the following: 3
  E ED 763 Integrating Language, Literacy, and Technology in the Elementary School Curriculum  
  E ED 760 Seminar on Social Issues and Curriculum Development
  S ED 850 Advanced Seminar in Curriculum and Instruction in the Secondary School
Classroom Application
E ED 720 Research and Practice in Language and Literacy Education 3
E ED 726 Teaching Process Writing in Elementary Classrooms 3
E ED 869 Teaching Reading and Writing to Second Language Learners 3
Culminating Activity in Professional Leadership
E ED/S ED 723 In-Service Leadership in Reading 3
  Total 30

EDUCATION SPECIALIST CREDENTIALS: SPECIAL EDUCATION

The curriculum meets the licensing requirements of the California Commission on Teacher Credentialing. Programs are organized in a two-tiered system: the Preliminary Level I and the Professional Level II.

Preliminary level programs include requirements in a general education component, core requirements, plus specialization courses. The education specialist credentials meet standards for special education K-12 teachers. The Preliminary Level I allows graduates to teach in the area of specialization for a period of five years.

Professional Level II programs include core requirements and advanced curricular content in each specialization area. Level II credentials can be renewed every five years with completion of requisite professional development hours.

Admission Procedures

Admission to post-baccalaureate programs is based on evaluation of applications to both the department and to the university. A minimum 2.67 GPA is required for admission to credential programs or 2.75 GPA in the last 60 units. A 3.0 GPA is required for continuation in the program. Applications are available from the College of Education Teacher Preparation Center, Burk Hall 244, or call 415-405-3594, or from the Department of Special Education, 415-338-1161, e-mail: spedcd@sfsu.edu; web site: www.sfsu.edu/~spedcd.

Level I and Level II education specialist credential programs are approved for the following areas:

For orientation and mobility specialization and for speech-language and audiology authorizations in the Communicative Disorders programs, see Clinical Rehabilitative Services Credentials.

Substitution of Requirements

Substitutions of course and field placement requirements may be granted where candidates have prior transcript credit and where required skill, knowledge, and performance competencies have been mastered and verified. The department chair and faculty in the area of specialization review and approve requests for substitutions.

PRELIMINARY LEVEL I EDUCATION SPECIALIST CREDENTIAL

Program requirements include the following:

Core Requirements Units
SPED 702 Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities 3
SPED 803 Communication, Diversity, Exceptionality: Cultural and Communicative Competence 3
General Education Requirements
Not required if student possesses a Multiple Subject or Single Subject Credential. Early Childhood Special Education program students are not required to complete E ED 684.
E ED 882 Literacy Instruction in K-12 Classrooms 3
E ED 684 Curriculum and Instruction in Mathematics (CLAD) 3

Deaf and Hard of Hearing

Program Units
Core and General Education 12
SPED 601 Observation and Participation in Special Education (1 or 3) 2-9
SPED 662 Education of Deaf/Hard of Hearing Children and Youth 3
SPED 782 Language Assessment for Deaf/Hard of Hearing Children 3
SPED 783 Speech for Deaf/Hard of Hearing Children 3
SPED 784 Curriculum for Deaf/Hard of Hearing Children: Reading 3
SPED 785 Curriculum for Deaf/Hard of Hearing Children: Subject Areas 3
SPED 786 Auditory Training and Amplification Systems for Deaf/Hard of Hearing 3
SPED 790 Language Intervention for Deaf/Hard of Hearing Children 3
SPED 764 Signing Exact English I 3
SPED 765 Signing Exact English II 3
SPED 688 American Sign Language I 3
SPED 723 Seminar in Student Teaching: M/S, VI, D/HH 3
SPED 730 Student Teaching: Special Education 6-9
  Total for program 53-63

Sign Language (Optional)

Required for student teaching in ASL classrooms. Waivers are available through proficiency examination at the advanced level.

SPED 689 American Sign Language II (3)
SPED 690 American Sign Language III (3)

Early Childhood Special Education

Core and General Education 9
SPED 777 Atypical Infant Development 3
SPED 737 Infant Intervention 3
SPED 738 Preschool Intervention 3
SPED 779 Family Systems and Services 3
SPED 780 Assessment and Program Evaluation in Early Childhood Special Education 3
SPED 787 Advanced Assessment and Instructional Design for Students with Severe Disabilities 3
SPED 729 Student Teaching Workshop: Early Childhood Special Education (1)4 2
SPED 730 Student Teaching: Special Education (3)4 6
  Total 35

Supplemental Early Childhood Special Education Teaching Certificate

Contact the department for more information: (415) 338-1161 or spedcd@sfsu.edu.

Mild/Moderate Disabilities

Core and General Education 12
SPED 772 Assessment, Curriculum, and Instruction 3
SPED 774 Positive Behavior Support 3
SPED 770 Mild/Moderate Disabilities 3
SPED 775 Mild/Moderate: Advanced Methods 3
SPED 726 Seminar in Student Teaching: M/M, PHI, O&M 3
SPED 730 Student Teaching: Special Education 6-9
  Total 33-36

Moderate/Severe Disabilities

Core and General Education 12
SPED 772 Assessment, Curriculum, and Instruction 3
SPED 774 Positive Behavior Support 3
SPED 821 Fieldwork in Moderate/Severe Disabilities (3) 6
SPED 745 Environmental Design for Students with Moderate/Severe Disabilities 3
SPED 773 Methods of Assessment and Instruction for Students with Moderate/Severe Disabilities 3
SPED 787 Advanced Assessment and Instruction for Students with Moderate/Severe Disabilities 3
SPED 789 Advanced Environmental Design for Students with Moderate/Severe Disabilities 3
SPED 723 Seminar in Student Teaching: M/S, VI, D/HH 3
SPED 730 Student Teaching: Special Education 6-9
  Total 45-48

Physical and Health Impairments

Core and General Education 12
SPED 601 Observation and Participation in Special Education 1
SPED 743 Issues in Augmentative/Alternative Communication 3
SPED 746 Teaching Individuals with Physical and Other Health Impairments 3
SPED 747 Physical Disabilities—Implications and Management 3
SPED 772 Assessment, Curriculum, and Instruction 3
SPED 726 Seminar in Student Teaching: M/M, PHI, O&M 3
SPED 730 Student Teaching: Special Education 6-9
  Total 34-37

Visual Impairments

Core and General Education 12
SPED 749 Medical, Educational, and Rehabilitative Implications of Visual Impairment 4
SPED 750 Assessment for Learners with Visual Impairments 3
SPED 751 Instruction for Learners with Visual Impairments 3
SPED 753 Living Skills Assessment and Instruction for Learners with Visual Impairment 3
SPED 754 Basic Communication Skills for Learners with Visual Impairment 3
SPED 755 Basic Orientation and Mobility for Learners with Visual Impairment 3
SPED 757 Visual Impairment: Special Populations 3
SPED 758 Advanced Communication Skills for Learners with Visual Impairment 3
SPED 723 Seminar in Student Teaching: M/S, VI, D/HH 3
SPED 730 Student Teaching: Special Education 6-9
  Total 46-49

Project Include: Middle Level Certificate and Preliminary Level I Education Specialist Credential in Mild/Moderate Disabilities

See section for Multiple and Single Subject Credential with Middle Level Emphasis. Completion of the middle level program may be followed by admission and completion of requirements of a Preliminary Level I Education Specialist Credential program in Mild/Moderate Disabilities.

PROFESSIONAL LEVEL II EDUCATION SPECIALIST CREDENTIAL

Professional Level II is intended to enable teachers to apply their Preliminary Level I preparation to the demands of professional positions while also gaining advanced skills and knowledge. Requirements include the following:

The Level II Handbook is available on-line at www.sfsu.edu/~spedcd, and provides all forms and guidelines.

Level II Core Requirement

SPED 740, Induction Plan Development and Implementation (1), is taken during the first and final semesters of the Level II program for a total of two units. One class meeting is scheduled for the second Saturday of each semester. Subsequent meetings with advisers are scheduled independently. Check with the department about deadlines for submitting Induction Plan records during the first, second, and final semester of the Level II program.

Individualized program requirements are determined in collaboration with the teacher's employer, designated support provider, and university adviser, and included in the professional portfolio.

Deaf and Hard of Hearing Units
Core Requirements 2
Select one of the following: 3
  SPED 689 American Sign Language II [Required of all students who are competent only in ASL I]
  SPED 690 American Sign Language III
Select one of the following: 3
  SPED 779 Family Systems for the Disabled Child  
  SPED 777 Atypical Infant Development
Select one of the following: 3
  SPED 757 Visual Impairment in Special Populations  
  SPED 772 Assessment, Curriculum, and Instruction
  SPED 774 Positive Behavioral Supports
  SPED 746 Teaching Individuals with Physical and Other Impairments
  Total 11

Deaf Community Requirement: Evidence is to be presented in a portfolio document; check in the handbook for guidelines.

Early Childhood Special Education

Units
Core Requirements 2

SPED 831

Internship in Special Education 3

SPED 885

Advanced Special Topics in Special Education 3

Total 8

Mild/Moderate Disabilities

Units
Core Requirements 2

SPED 763

Transition and Transition Planning 3

SPED 824

Advanced Behavior and Instructional Supports 3

Individualized Requirements
Determined in collaboration with employer, designated support provider, and university adviser, and included in the professional portfolio. Select area(s) of specialization and three related courses in coordination with adviser.

9
Possible areas of specialization
Learning Specialist: Advanced skills in diagnosis, assessment, curriculum, and instruction for diverse learners, and formation of school/community partnership.
Language, Literacy, and Exceptionality: Advanced skills in language and literacy intervention and application of technology-based supports for diverse learners.
Services Integration: Collaborative, interdisciplinary, inter-agency, and community-based approach to meeting the contemporary needs of vulnerable children, youth, and families.
Social, Emotional, Behavior Support: In-depth examination of nature and needs of diverse learners with social, emotional, and/or behavior issues and the application of collaborative, interdisciplinary support practices.
Possible Course Options
SPED 709 Advanced Differential Diagnosis  
SPED 778 Advanced Literacy and Instruction  
SPED 793 Atypical Cognitive Development  
SPED 746 Teaching Individuals with Physical and Other Health Impairments  
SPED 743 Issues in Augmentative and Alternative Communication  
SPED 781 Education of Learners with Serious Emotional/Behavioral Disorders  
SPED 791 Education of Learners with Autism Spectrum Disorders  
EDUC 703 School/Community Partnership for Change  
EDUC 803 Integrated and Collaborative Services for Children  
Other options may be available with adviser approval.  
  Total 17

 

Moderate/Severe Disabilities

Units
Core Requirements 2

SPED 763

Transition and Transition Planning 3

SPED 824

Advanced Behavior and Instructional Supports 3

EDUC/BSS 703

School/Community Partnership for Change 3

Individualized Requirements
Students select 2 courses in 1 area.

6
Augmentative/Alternative Communication
SPED 743 Issues in Augmentative/Alternative Communication  
SPED 746 Teaching Individuals with Physical and Other Health Impairments
Service Integration
EDUC/BSS 803 Integrated and Collaborative Services for Children  
SPED 781 Education of Learners with Serious Emotional/Behavioral Disorders
SPED 801 Diversity in Special Education: Family Systems, Resources, and Culture
Visual Impairment
SPED 751 Assessment and Instruction for Learners with Visual Impairments  
SPED 749 Medical, Educational, and Rehabilitative Implications for Visual Impairment
Mild/Moderate Disabilities
SPED 709 Advanced Differential Diagnosis  
SPED 716 Technology in Special Education
SPED 778 Advanced Literacy and Instruction
SPED 781 Education of Learners with Serious Emotional/Behavioral Disorders

 

Total 17

 

Physical and Health Impairments

Units
Core Requirements 2

SPED 777

Atypical Infant Development 3

SPED 801

Diversity in Special Education: Family Systems, Resources, and Culture 3
SPED 824 Advanced Behavioral Instruction 3

Units selected from the following:

6
SPED 748 Preparing Students with Physical Impairments for Independent Living or  
 SPED 763  Transition and Transition Planning or
  COUN 704   Psychological and Sociological Aspects of Disability
SPED 716 Technology in Special Education or
 COUN 748  Rehabilitation Technology I

 

Total 17

 

Visual Impairments

Units
Core Requirements 2

SPED 735

Technology for Learners with Visual Impairments 2

SPED 752

Issues in Visual Impairments 3

Individualized Requirements
Determined in collaboration with employer designated support provider and university adviser. Possible course options include the following:

3
  SPED 737 Infant Intervention  
  SPED 738 Preschool Intervention
  SPED 743 Issues in Augmentative/Alternative Communication
  SPED 745 Environmental Design for Students with Severe Disabilities
  SPED 746 Teaching Individuals with Physical and Other Health Impairments
  SPED 747 Physical Disabilities: Implications and Management
  SPED 662 Education of Deaf and Hard of Hearing Children and Youth
  SPED 763 Transition and Transition Planning
  SPED 770 Mild/Moderate Disabilities
  SPED 777 Atypical Infant Development
  SPED 779 Family Systems and Services for Young Children with Disabilities
  SPED 780 Assessment and Program Evaluation in Early Childhood Special Education Setting
  SPED 781 Education of Learners with Serious Emotional/Behavioral Disorders

 

Total 10

SCHOOL SERVICES CREDENTIALS

School services credentials authorize the holders to perform services for a school district other than classroom teaching. Preparation for the services credentials requires advanced study and administrative competence. A GPA of 3.0 or better is required for course work completed and listed on the Credential Approved Program (CAP) and a grade of C or better must be earned in every course attempted.

The approved programs at San Francisco State University include administrative services, pupil personnel services (school counseling, school psychology, and school social work), and clinical rehabilitative services.

Administrative Services

This credential authorizes the holder to serve as a superintendent, deputy superintendent, principal, assistant principal, supervisor, consultant, coordinator, or in other equivalent or intermediate level positions. Requirements may be met by successful completion of an accredited program offered by the Department of Administration and Interdisciplinary Studies, San Francisco State University.

Prerequisites required for the five-year preliminary administrative services credential:

Upon completion of the program, the candidate will receive a certificate of eligibility or the preliminary administrative services credential. The certificate of eligibility authorizes one to seek initial employment as an administrator, but does not authorize actual administrative service.

Internship Program

Available to students who are offered administrative positions and need the Administrative Internship Credential. Entry into this program requires a request from the district office to the chair of the Department of Administration and Interdisciplinary Studies.

The following courses are only for students admitted into the internship program and must have prior approval by the internship faculty adviser:

EDAD 822 for EDAD 733; EDAD 823 for EDAD 743; EDAD 824 for EDAD 753 (all 3 unit courses)

Preliminary Administrative Services Credential Units
EDAD 713 Administrative Processes 3
EDAD 723 School Administration 3
EDAD 733 Curricular Leadership for Multicultural Education 3
EDAD 743 Educational Planning Technology and Evaluation 3
EDAD 753 Human Resource Administration in Education 3
EDAD 763 Law and Education 3
EDAD 774 Change Processes and Education 3
EDAD 784 Special Education Administration 3
One of the following selected with adviser approval (prerequisite to EDAD 892) 3
 EDAD 714  Practicum—Site Administration  
 EDAD 891  Internship—Educational Administration  
EDAD 892 Internship—Educational Administration 3
ISED 797 Seminar in Educational Research 3
  Total 33

NOTE: Entry level assessment of administrative competence is conducted at EDAD 713, and EDAD 892 for the exit level assessment.

Professional Clear Administrative Services Credential

Prerequisites are:

The program designed to prepare candidates for the Professional Clear Administrative Services Credential is listed below. All candidates interested in admission to the Professional Administrative Services Credential program must first enroll and be assessed in EDAD 850. Exit assessment on the professional tier is done in the student's professional administrative competence practicum by the student's advisory committee.

Program Units
EDAD 850 Professional Development Practicum 2
EDAD 851 Curricular Policy in Multicultural Contexts 3
EDAD 852 Policy Analysis for Educational Policy Development 3
EDAD 855 Ethics and Administrative Leadership for Educational Change 3
EDAD 856 Planned Field Experiences I 3
EDAD 857 Planned Field Experiences II 3
EDAD 858 Planned Field Experiences III 3
EDAD 859 Emerging Complex Organizations in Multicultural Environments 3
EDAD 860 Professional Administrative Competence Practicum 2
  Total 25

NOTE: EDAD 856, 857, and 858 can be selected in place of non-university professional development activities.

Clinical Rehabilitative Services Credentials

The Clinical Rehabilitative Services Credentials qualify graduates to work as language, speech, and hearing specialists, audiologists in the public schools, as well as orientation and mobility specialists working with individuals who are blind or visually impaired. To work in the public schools, completion of the Master of Science in Communicative Disorders is now required for language, speech and hearing, and audiology, in addition to the credential.

Requirements for formal admission and continuation through the credential program are:

Point(s) at Which Admission Takes Place: Communicative Disorders
(Orientation and Mobility follows this section)

The program is designed to provide multiple entry opportunities for both graduates and undergraduates. Students may declare communicative disorders as their major at the freshman level. Course work in communicative disorders begins after completion of the General Education requirements, which is usually the end of the sophomore year.

Students may transfer to San Francisco State University at the junior year, declaring communicative disorders as the major, and begin taking course work. Students who have not declared communicative disorders may request a change of major at any point in their undergraduate program assuming space is available. Students who request a change of major are selected on the basis of grade point average, interest in and experience with individuals having speech, language, and/or hearing impairments. Requirements for the B.A. in Communicative Disorders are listed in the Academic Programs section.

To continue professional training in communicative disorders and become a practitioner, a student must complete a master's degree. At completion of baccalaureate degree requirements, applicants must apply to and complete a graduate program.

New graduate level and transfer students may enter the program following formal admission procedures at both the department and university level.

Clinical Rehabilitative Services: Audiology

Program Requirements Units
SPED 702 Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities 3
SPED 803 Communication, Diversity, and Exceptionality: Cultural and Communicative Competence 3
C D 700 Auditory Systems 3
C D 701 Seminar in Language Disorders in Children (optional) 3
C D 702 Seminar: Advanced Audiology I 3
C D 703 Seminar: Advanced Audiology II 3
C D 704 Seminar: Advanced Audiology III 3
C D 706 Parent Counseling 3
C D 715 Clinical/Rehabilitative Experience in the Schools 5
C D 725 Student Teaching Workshop: Communication Disabilities 1
C D 754 Seminar: Advanced Audiology IV 3
C D 757 Speech Audiometry and Hearing Aids 3
C D 768 Seminar in Advanced Clinical Skills 3
C D 880 Advanced Communication Therapy (2) 4-6
C D 882 Internship in Communicative Disorders II 6
C D 883 Practicum in Hearing Diagnostics (2) 2-4
C D 711/712/
713
Seminar in Therapy (1)
[Concurrent enrollment in clinical practicum]
1-3
One of the following: 3
  SPED 764  Signing Exact English I  
  SPED 688  American Sign Language I  
One of the following: 3
  SPED 782  Language Assessment Hearing Impaired Children  
  SPED 783  Speech for Hearing Impaired Children  
  SPED 899  Special Study  
  Total audiology requirements 58-64

Clinical Rehabilitative Services: Language, Speech, and Hearing

The appropriate credential for an itinerant speech-language pathologist and audiologist. The first 50 clinical contact hours must be obtained in the Communicative Disorders Clinic.

Program Requirements Units
SPED 702 Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities 3
SPED 803 Communication, Diversity, and Exceptionality: Cultural and Communicative Competence 3
C D 701 Seminar in Language Differences and Disorders in Children 3
C D 705 Seminar in Problems of Stuttering 3
C D 706 Counseling in Communicative Disorders 3
C D 707 Advanced Seminar in Language Disorders in Children (optional) 3
C D 708 Seminar in Neurogenic Disorder of Language 3
C D 709 Seminar in Voice Disorders 3
C D 710 Seminar in Neurogenic Disorder of Speech 3
C D 715 Clinical/Rehabilitative Experience in the Schools 5
C D 725 Student Teaching Workshop: Communication Disabilities 1
C D 756 Seminar in Advanced Diagnostics 3
C D 768 Seminar in Advanced Clinical Skills 3
C D 880 Advanced Communication Therapy (2) 4
C D 882 Internship in Communicative Disorders II 6
C D 884 Advanced Diagnostics 3
C D 711/712/
713
Seminar in Therapy (1)
[Concurrent enrollment in clinical practicum]
1-3
  Total number of units 53-55

Clinical Rehabilitative Services: Language, Speech, and Hearing with Special Class Authorization

This credential allows the student to function both as an itinerant speech-language pathologist and a teacher in a classroom of language impaired children.

Program Requirements Units
E ED 882 Literacy and Instruction K-12 3
E ED 684 Curriculum and Instruction in Mathematics 3
SPED 702 Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities 3
SPED 803 Communication, Diversity, and Exceptionality: Cultural and Communicative Competence 3
C D 701 Seminar in Language Differences and Disorders in Children 3
C D 705 Seminar in Problems of Stuttering 3
C D 706 Counseling in Communicative Disorders 3
C D 707 Advanced Seminar in Language Disorders in Children 3
C D 708 Seminar in Neurogenic Disorder of Language 3
C D 709 Seminar in Voice Disorders 3
C D 710 Seminar in Neurogenic Disorder of Speech 3
C D 715 Clinical/Rehabilitative Experience in the Schools 5
C D 716 Student Teaching: Severe Language Disabilities 4
C D 725 Student Teaching Workshop: Communication Disabilities 1
C D 756 Seminar in Advanced Diagnostics 3
C D 768 Seminar in Advanced Clinical Skills 3
C D 880 Advanced Communication Therapy (2) 4-6
C D 882 Internship in Communicative Disorders II 6
C D 884 Advanced Diagnostics 3
C D 711/712/713 Seminar in Therapy (1) [clinic staffing] 1-3
  Total number of units 63-67

Clinical Rehabilitative Services: Orientation and Mobility

This credential authorizes the holder to teach orientation and mobility techniques to individuals who are visually impaired or blind from infancy through adulthood. Specialists for the visually impaired teach orientation skills, such as using landmarks and sensory cues, familiarizing oneself with the environment, and guiding oneself towards a destination. O&M specialists teach mobility skills for route travel, street crossings, and use of public transportation. Instruction may take place outdoors and indoors in homes and public buildings. When appropriate, lessons in cane technique and maximum use of residual vision may also be taught to ensure safe and efficient travel.

Program Requirements Units
SPED 702 Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities 3
SPED 803 Communication, Diversity, and Exceptionality: Cultural and Communicative Competence 3
SPED 749 Medical, Educational, and Rehabilitative Implications of Visual Impairment 4
SPED 753 Living Skills Assessment 3
SPED 655 Basic Orientation and Mobility for Learners with Visual Impairment 3
SPED 756 Orientation and Mobility Seminar 3
SPED 757 Visual Impairment: Special Populations 3
SPED 760 Methods in Orientation and Mobility I 3
SPED 792 Methods in Orientation and Mobility II 3
SPED 822 Methods in Orientation and Mobility III 3
SPED 823 Methods in Orientation and Mobility IV 3
SPED 726 Seminar: Student Teaching for M/M, PHI, and O&M 3
SPED 730 Student Teaching: Special Education 6-9
  Total number of units 43-46

PUPIL PERSONNEL SERVICES CREDENTIAL

This credential authorizes the holder to perform, at all grade levels, the service designated on the credential which may include:

Minimum requirements for this credential may be met in the following ways:

All of the programs at this university are at least two year programs and usually include a master's degree. Students should inquire at the appropriate departments for up-to-date information.

School Counseling Designation Program

For information on this program, see Counseling in the Academic Programs section of this Bulletin.

School Psychology Designation Program

For information on this program, see Psychology in the Academic Programs section of this Bulletin.

School Social Work Designation Program

For information on this program, see Social Work in the Academic Programs section of this Bulletin.

READING CERTIFICATE

San Francisco State University offers a fifteen-unit Reading Certificate consisting of five courses, all of which apply to the Reading and Language Arts Specialist Credential, should the Reading Certificate candidate wish to complete the more advanced credential.

The Reading Certificate authorizes the holder to assess student reading and provide reading instruction in response to the assessments. The holder is also authorized to develop, implement, and adapt the reading and content curriculum, and assist classroom teachers in these areas. The certificate holder may perform these services at one or more school sites at the grade levels authorized by their prerequisite credential.

Admission to the Reading Certificate program requires that the candidate hold a valid elementary or secondary teaching credential, either (1) a teaching credential that requires a bachelor's degree and a professional preparation program that includes student teaching, or (2) a clear, full-time designated subjects teaching credential, provided the holder also possesses a bachelor's degree and has passed the CBEST. Applicants must have a 3.0 GPA in the last 60 semester units.

The applicant must verify three years of successful, full-time teaching experience in any grades or subjects, pre-school through adult. He/she must hold a California teaching credential. Out of state credentials must meet the California Commission on Teacher Credentialing. However, neither student teaching nor internship teaching nor teaching while holding an emergency credential will count toward the three years of experience required for the Reading Certificate. The following courses are required.

E ED 705

Child Development Through Literature Study in the Elementary Classroom (3)

E ED 725

Classroom Issues in Language, Literacy, and Culture (3)

E ED 770

Literacy Education Clinic I: Multidisciplinary Assessment of Reading and Language Problems (3)

E ED 771

Literacy Clinic II: Multidisciplinary Assessment and Remediation of Language and Literacy (3)

E ED 869

Teaching Reading and Writing to Second Language Learners (3)

Application Process

In addition to the graduate application, please submit the following to the Reading/Language Arts Coordinator, San Francisco State University, Department of Elementary Education, College of Education, San Francisco State University,  1600 Holloway Avenue, San Francisco, CA 94132.

Submit a statement of purpose, unofficial transcript, and two letters of recommendation addressing professional potential and academic ability.

Admission is only accepted for the fall semester.


Footnotes

  1. Not required for Early Childhood Education Specialist Credential.
  2. Supplemental to Education Specialist Credentials and approved by the California Commission on Teacher Credentialing.
  3. Courses required for the Master of Science in Psychology: Concentration in School Psychology.
  4. One semester placement with preschool; second semester placement with infant/toddlers.


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Last modified July 05, 2012 by bulletin@sfsu.edu