CREDENTIAL PROGRAMS

The Ryan Act, enacted in July, 1970, established regulations for credentials for all public school personnel. Programs that have been approved as of Fall, 1996, are included in this Bulletin.Further details about these programs and information regarding other more recently adopted regulations will be in the Credential Programs Bulletinpublished in 1997.

TYPES OF CREDENTIALS

The types of credentials provided for under the Ryan Act are:

TEACHING CREDENTIALS

Multiple Subject Instruction

Single Subject Instruction

Designated Subjects in Adult or Vocational Education

Specialist Instruction

SCHOOL SERVICES CREDENTIALS

Administrative Services

Clinical Rehabilitative Services

Pupil Personnel Services

CLAD CERTIFICATE PROGRAM

STUDENT SERVICES OFFICE

The Student Services Office in the College of Education is designed to inform and assist students in fulfilling application procedures, meeting program requirements, and maintaining student records. At present, these services are available only to applicants for the Multiple and Single Subject Credential Programs. The Student Services Office is located in Burk Hall 259 (415-338-7038.)

TEACHING CREDENTIALS

Multiple Subject Instruction

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

All candidates must be assessed for competence in the subject matter of the Liberal Studies subject matter program by faculty in that program priorto student teaching. It is important for all students to meet with the appropriate department major adviser regarding subject matter competency assessment before starting the credential program. Candidates must demonstrate subject matter competence in multiple subject areas by passing the Commission-approved examination in the areas listed below. This examination is the Multiple Subjects Assessment for Teachers (MSAT). The examination must be passed prior to student teaching. The examination may be waived upon completion of a Commission-approved "diversified" or "liberal arts" degree program. On this campus, the Liberal Studies subject matter program has been approved as a waiver of the state examination. Such a program must include 85 semester units, equally distributed among the four areas listed below.

Other requirements for the preliminary credential are:

The professional education programs offered by the Department of Elementary Education have been approved by the Commission on Teacher Credentialing.

The university's Liberal Studies subject matter program was approved by the Commission on Teacher Credentialing as a waiver of the multiple subject examination in 1973. Undergraduates who plan to become candidates for the multiple subject credential are encouraged to enroll in this program. Special advisers for this program are available in the various colleges of the university.

Professional Education Course Requirements

Multiple Subject Credential candidates are required to fulfill specific professional education requirements. These requirements are intended to enable a candidate to achieve the professional competencies required by the College of Education and the Commission on Teacher Credentialing.

Students must pass the CBEST before enrolling in credential courses. A GPA of 3.0 or better, and no grade lower than a "C," is required in all courses comprising the Professional Teacher Education sequence and in courses that fulfill requirements for the professional clear credential. A grade of "CR" is acceptable only as mandated.

Prerequisite

A required prerequisite for the program is EED 678, Cultural and Linguistic Diversity in the Classroom. Concurrent enrollment is also recommended with EED 680 and 681.

Program

The minimum total for the preliminary credential is 36 units. The professional clear credential requires 30 units of professional education or other approved upper division or graduate work. Programs leading to the professional clear credential must be approved by a departmental adviser before enrolling.

Units

EED 679	Curriculum and Instruction in 
Science 3
EED 680	Analyzing Child Behavior in a 
School Setting 3
EED 681	Curriculum in the Elementary 
School 3
EED 682	The Teaching of Reading		3
EED 782	Literacy Development in Elementary 
School 3
EED 684	Curriculum and Instruction in 
Mathematics 3
EED 685	Student Teaching: Self-Contained 
Classroom (6 or 12) 12
EED 686	Student Teaching Seminar: Self-

	Contained Classroom			3
Total		36

Additional requirements for the professional clear credential are:

A bill passed in October, 1977, AB 1250, regarding the California Master Plan for Special Education, specifies that ". . . all individuals receiving a clear teaching credential . . ., or administrative services credential after July 1, 1979, shall have received training in the needs of, and methods of providing educational opportunities to, individuals with exceptional needs."

The necessary knowledge and skills to meet this requirement are included in the student teaching assignment, plus an additional course offered by the Special Education Department (SPED 744).

The health/drug and nutrition requirement is met by HED 630, Elementary School Health (3) and CPR. The CPR requirement can be met by completion of the American Heart Association: Level B or Heartsaver or the American Red Cross: Community CPR course. CPR certification must be valid at the time the professional clear credential application is submitted. The computer education requirement is met by one of the following: EED 683, ITEC 631, SPED 715, or SPED 716.

Students interested in applying for enrollment in the multiple subject teaching credential program should see the 1997 Credential Programs Bulletinfor specific requirements. Other details regarding admissions (including early field experiences and certification of subject matter competence), academic requirements, and student teaching may also be found in the Credential Programs Bulletin. Students should attend scheduled information meetings and confer with their credential advisers regularly.

Multiple Subject Credential with CLAD/BCLAD Emphasis

Two emphasis programs, Cross-Cultural Language and Academic Development (CLAD) and Bilingual Cross-Cultural Language and Academic Development (BCLAD) in Cantonese and Spanish, are available within the Multiple Subject Credential. For both programs, candidates must meet a second language requirement and must enroll in the appropriate emphasis sections of the professional education core requirement courses. In addition, candidates are required to complete work in the areas of first and second language acquisition, and culture and community. The CLAD/BCLAD Emphasis requires 39 units for the credential.

To receive the BCLAD credential, candidates must pass the target language (Spanish or Cantonese) and culture tests administered each semester by the College of Education.

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

Requirements for Admission

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

Multiple Subject Credential with Early Childhood Emphasis

An Early Childhood Emphasis program is available within the Multiple Subject Credential. Entering candidates must have experience at the K-2 level. Preschool experience is recommended.

Candidates must enroll in the appropriate (early childhood) emphasis sections of the professional education core requirement courses. These sections have a special emphasis on the early childhood years that provides extra preparation in theory, methods, and materials for children ages three to eight. As part of the course work, candidates are required to complete field work in a pre-school setting as well as elementary school.

This program enables candidates to teach in all grade levels allowed by the Multiple Subject Credential with additional emphasis on preschool through third grade. With an additional course in children and families, candidates can apply for a Children's Center Instructional Permit. Candidates may enroll in both the CLAD and ECE emphasis programs at the same time.

Single Subject Instruction

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 junior and senior high schools. San Francisco State University offers the following categories of single subjects:

Art	Mathematics
Business Music
English Physical Education
Languages Other than Science: Biology
English Science: Chemistry
Health Education Science: Geology
Home Economics Science: Physics
Industrial and Technology Social Science
Education
Candidates must demonstrate their competence in an approved single subject by conferring with an approved subject area credential adviser and successfully completing a competency assessment administered by that approved subject area. All students must meet with the appropriate department major adviser regarding subject matter competency assessment before starting the credential program.

Other requirements for a preliminary credential are:

Additional requirements for the professional clear credential are:

Professional Education Requirements

Three professional education programs for the preparation of teachers earning single subject credentials have been approved by the Commission on Teacher Credentialing. The Single Subject Credential program with the CLAD/BCLAD emphasis was initially offered in Spring 1995. The CLAD/BCLAD Emphasis is a variation of Program A.

Program A--This program consists of one semester of observation-participation in public schools and one semester of full-time student teaching, each accompanied by a seminar in secondary education. Program A integrates theory with practice in the classroom and provides opportunities for students in the first semester to explore both junior and senior high school teaching in different community settings, and in the second semester to specialize in urban, suburban, or bilingual settings.

Program B--The Department of Secondary Education has developed an evening credential program for those working in the teaching field. All or part of the fieldwork requirement (student teaching) can be met through university supervision of the candidates' current teaching activities. Only currently employed teachers are eligible for this program. Please call the Student Services Office (338-7038) to request a copy of the Employed Teacher Single Subject Credential flyer.

NOTE: The maximum university course load is sixteen units for credential candidates. A GPA of 3.0 or better is required in the Professional Teacher Education sequence of courses, and a grade of C or better must be earned in every course attempted. This also includes courses that fulfill requirements for the professional clear credential. SED 640/651 and SED 652/660 mustbe taken concurrently and cannot be taken prior to admission to the credential program. If the (Major) 650 course is not offeredduring the semester, SED 659 may be substituted upon advisement only.

Program A Requirements for Preliminary Credential

Units

Suggested First Semester Sequence

SED 640	Supervised Observation/Participa-
tion in Secondary Schools 5
SED 651	Seminar in Secondary Education		5
SED 620	Reading in the Secondary School		3
(Major) 650	Curriculum and Instruction in 
Major Field or

SED 659	Curriculum and Instruction		3
Total for sequence		16

Suggested Second Semester Sequence

SED 652	Advanced Seminar in Secondary 
Education 4

SED 660	Student Teaching: Single Subject		12

Total for sequence		16
Total for credential		32

Cross-Cultural Academic Development (CLAD) Emphasis and Bilingual/Cross-Cultural Development (BCLAD) Emphasis in Spanish Requirements for Single Subject Preliminary Credential

CLAD Language Requirement.Verification of language experience through one of the fifteen language experience options, which meet CTC guidelines.

BCLAD Language Requirement.Passage of the (Bilingual) Cross-Cultural Language and Academic Development Examinations (CLAD/BCLAD) Test 6 orthe Language and Culture Test in Spanish administered each semester at SFSU.

Suggested First Semester Sequence

ISED 744	Seminar in Curriculum for Bilingual/
Cross-Cultural Education 3
ISED 747	Culture, Language, and Society in 
Education 3
SED 620	Reading in the Secondary 

	School		3
Total for sequence		9

Suggested Second Semester Sequence

SED 640	Supervised Observation/Participation 
in Public Schools 5
SED 651	Seminar in Secondary Education			5
ISED 750	Language and Culture: Spanish/ 
English Biliteracy 3
(Major) 650 Curriculum and Instruction in 
Major Field or
SED 659	Curriculum and Instruction in the 

	Secondary School		3
Total for sequence		16

Suggested Third Semester Sequence

SED 652	Advanced Seminar in Secondary 
Education 4

SED 660	Student Teaching--Single Subjects			12

Total for sequence		16
Total for credential		41
NOTE:ISED 750 for BCLAD students includes an optional five week visit to schools in Mexico.

Program B Requirements for Preliminary Credential

NOTE:SED 710/660 and SED 753/660 or 760 must be taken concurrently and cannot be taken prior to admission to the credential program.

Units

Suggested First Semester Sequence

SED 710	Seminar in Secondary Education		4
SED 660	Student Teaching--Secondary 
Schools 6
SED 621	Teaching Reading in Every Class		3
SED 659	Curriculum and Instruction or
SED 850	Advanced Seminar in Curriculum 
and Instruction or
(Major) 650 Curriculum and Instruction 

	in Major Field		3
Total for sequence		16

Suggested Second Semester Sequence

SED 753	Urban Education		3
SED 660	Student Teaching--Secondary 
Schools or
SED 760	Advanced Field Practicum		7
SED 811	The Implications of Social and 
Technological Change for
Teaching 3

SED 800	Teaching the Adolescent		3

Total for sequence		16
Total for credential		32
A bill passed in October, 1977, AB 1250, regarding the California Master Plan for Special Education, specifies that ". . . all individuals receiving a clear teaching credential. . ., or administrative services credential after July 1, 1979, shall have received training in the needs of, and methods of providing educational opportunities to, individuals with exceptional needs."

The necessary knowledge and skills to meet this requirement are included in SPED 744, Mainstreaming Special Needs Students into the Regular Secondary Classroom.

The health/drug and nutrition requirement is met by H ED 635, Secondary School Health (1) and CPR. The CPR requirement can be met by completion of the American Heart Association: Level B or Heartsaver or the American Red Cross: Community CPR course. CPR certification must be valid at the time the professional clear credential application is submitted. The computer education requirement is met by ITEC 627. Completion of S ED 785, Teaching Culturally and Linguistically Diverse Learners, is also required.

Subject matter certification procedures vary by academic department. Students interested in applying for enrollment in the single subject teaching credential program should see the 1997 Credential Programs Bulletinfor specific department requirements.

Other details regarding admission (including early field experiences and certification of subject matter competence), academic requirements, and student teaching may also be found in the Credential Programs Bulletin. Students should attend scheduled information meetings and confer with their credential advisers regularly. Specific Subject Matter programs in the various content fields are presented in the Credential Programs Bulletin.

Multiple and Single Subject Credential with Middle Level Emphasis

The Commission on Teacher Credentialing (CTC) approved the Middle Level Emphasis as a new credential option in December of 1989. The purpose of the emphasis is to provide a program of preparation for teaching in middle grade schools. Holders of this credential are certified for all teaching assignments available to multiple and/or single subject holders.

Candidates must qualify for admission to either the single or the multiple subject program (see Multiple Subject Instruction and Single Subject Instruction Credential Programs). Candidates earn either the Single Subject Teaching Credential: Middle Level Emphasis, or the Multiple Subject Teaching Credential: Middle Level Emphasis. The holder of a Single Subject Teaching Credential: Middle Level Emphasis is authorized to teach the subject in a departmentalized setting at any grade level. The holder of a Multiple Subject Teaching Credential: Middle Level Emphasis is authorized to teach in a self-contained classroom at any grade level. Most candidates, however, earn certification in both multiple and single subject instruction.

Subject Matter Requirements

In addition to the requirements established for multiple and single subject credential programs, candidates for a credential with a middle level emphasis must demonstrate subject matter competency in at least two disciplines.

Two Disciplines:Candidates who have prepared for the single subject credential by successfully completing a subject matter program in this subject, or by passing the appropriate Single Subject Assessment for Teaching Examination (SSAT) and subject matter certification approval, may fulfill the requirement for a second discipline by passing the Multiple Subjects Assessment for Teachers (MSAT) examination, or by completing the Liberal Studies Subject Matter Program. The Praxis subject assessment tests are also required with the following specialty area tests: art, English, French, mathematics, music, science: biology, science: chemistry, science: geology, science: physics, social science, and Spanish. Preparation in a second discipline may also be accomplished by meeting the requirement for a Supplementary Authorization in a second teaching specialization.

Candidates who are eligible to enter the Multiple Subject Credential Program by virtue of the completion of the Liberal Studies Subject Matter Program, or by passing the Multiple Subjects Assessment for Teachers (MSAT) examination may have single subject authorization added by passing the appropriate Single Subject Assessment for Teaching (SSAT) and subject matter certification approval by completing the subject matter program in the specific single subject field, or by fulfilling the requirement for Supplementary Authorization, which permits teaching of a subject in a departmentalized class in grade 9 or below by completion of a total of twenty units or ten upper division units. The Praxis subject assessment tests are also required with the following specialty area tests: art, English, French, mathematics, music, science: biology, science: chemistry, science: geology, science: physics, social science, and Spanish. (Contact the Credential Office in BH 257 for additional information regarding supplementary authorizations.)

Preparation in at least two subject areas is required of all candidates in the Middle Level Emphasis Program. Patterns of preparation include: completion of a single subject or multiple subject subject matter program, or passing the relevant examinations and subject matter certification approval, and adding a supplementary authorization to the Single or Multiple Subject Credential by meeting the requirement for Supplementary Authorization.

Application

Other details regarding admission (including early field experiences and certification of subject matter competence), academic requirements, and student teaching may also be found in the Credential Programs Bulletin. Students should attend scheduled information meetings and confer with their credential advisers regularly.

Units

The Professional Sequence

First Semester

EDUC 678	Foundations of Middle Level 
Education 4
EDUC 679	Observation/Participation		2
EDUC 680	Curriculum and Instruction in 
Middle Level Education 4
EDUC 681	Teaching Reading/Language Arts 
in Middle Level Schools 3
Major 650	Curriculum and Instruction in 
(Subject Field) 3

Second Semester

EDUC 682	Student Teaching in Middle Level 
Schools 12
EDUC 683	Advanced Seminar in Teaching in 
Middle Level Schools 2
EDUC 684	Skills for the Teacher/Adviser		1
EDUC 685	Teaching in Culturally and 

	Linguistically Diverse Classrooms		1
Total for preliminary credential		32

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 Commission and designated on the credential.

Designated subjects include Adult Education and Vocational Education.

Inquiries pertaining to the above designated subjects should be directed to the Center for Adult Education (415) 338-1083.

The minimum requirements for all Designated Subjects Credentials are:

DESIGNATED SUBJECTS ADULT EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-Time Adult Education Credential

Clear Full-Time Adult Education Credential

Preliminary Part-Time Adult Education Credential

Clear Part-Time Adult Education Credential

DESIGNATED SUBJECTS VOCATIONAL EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-Time Vocational Education Credential

Clear Full-Time Vocational Education Credential

Preliminary Part-Time Vocational Education Credential

Clear Part-Time Vocational Education Credential

Specialist Instruction Credentials

A specialist instruction credential authorizes the holder to work as a specialist in the area designated. Specialty preparation requires advanced preparation and special competence. Minimum requirements for this credential are:

BILINGUAL SPECIALIST CREDENTIAL AND LANGUAGE DEVELOPMENT SPECIALIST CREDENTIAL

The Bilingual Specialist Credential and Language Development Specialist Credential have now been changed by the State of California, Commission on Teacher Credentialing. These changes have been made because of the great demand for teachers of limited English proficient (LEP) students. The Department of Administration and Interdisciplinary Studies will not accept new students into these programs (effective Fall 1993). The new program replacement for the Bilingual Specialist is the Bilingual-Cross-Cultural Language and Academic Development (BCLAD) program. The replacement for the Language Development Specialist is the Cross-Cultural Language and Academic Development (CLAD) program. These options are currently available as part of the Multiple Subject and Single Subject Credential programs at San Francisco State.

CROSS-CULTURAL LANGUAGE AND ACADEMIC DEVELOPMENT (CLAD) CERTIFICATE

The Cross-Cultural Language and Academic Development (CLAD) Certificate program was approved by the Commission on Teacher Credentialing in September 1995. Contact the Credential Office or the CLAD certificate coordinator for information regarding this certificate program.

Units

Requirements

ISED 749/EED 749 Second Language Acquisi-
tion 3
ISED 744	Seminar in Curriculum for 
Bilingual/Cross-Cultural Education 3
EED 869	Teaching Reading and Writing to 
Second Language Learners 3
ISED 747	Culture, Language, and Society in 
Education or
EED 725	Classroom Issues in Language, 

	Literature, and Culture		3
Total for certificate		12
andCompletion of Second Language Requirement

Language Requirement.Contact Credential Office for a list of options that meet CTC guidelines.

READING AND LANGUAGE ARTS SPECIALIST CREDENTIAL

A program meeting the guidelines for the Reading and Language Arts Specialist Credential has been approved by the Commission on Teacher Credentialing. The program may be used as a "fifth year" for the clear Multiple Subject or Single Subject credentials or combined with a master's degree program in either Elementary or Secondary Education.

Prerequisites

Teaching Experience

Successful completion of one year of teaching experience in a classroom situation must be verified in writing by the administrators involved in the settings where the experience took place. Types of acceptable experience should be verified by the candidate's credential adviser. Note:Candidates may complete the course work for the reading specialist credential without one year of teaching experience. However, the credential cannot be issued until experience is verified.

Units

Requirements

One of the following:		3
EED 725	Classroom Issues in Language, 
Literacy, and Culture
EED 708	Seminar in Language Develop-
ment in ECE
One of the following:		3
EED 705	Child Development Through 
Literature Study in the
Elementary School Classroom
SED 631	Reading Non-Textbook 
Materials
EDUC 681	Teaching Language Arts and 
Literacy in Middle Level
Schools
EED 770	Literacy Education Clinic I		3
One of the following		3
EED 763	Integrating Language, Literacy, 
and Technology in the Ele-
mentary School Curriculum
EED 760	Seminar on Social Issues and 
Curriculum Development
SED 850	Advanced Seminar in Curriculum 
and Instruction in the Secondary
School
EED 771	Literacy Education Clinic II		3
One of the following		3
EED 720	Research and Practice in Language 
and Literacy Education
SED 722	Teaching Language and Literacy 
in Content Fields
EED 726	Teaching Process Writing in 
Elementary Classrooms 3
EED 869	Teaching Reading and Writing to 
Second Language Learners 3
EED/SED 723	In-Service Leadership in 
Language and Literacy Education 2
EED/SED 724	Supervised Field Experience 
in In-Service Leadership in Language
and Literacy Education 1

Elective with approval of adviser		3
Total		30

EDUCATION SPECIALIST CREDENTIAL: SPECIAL EDUCATION

A program implementing guidelines for the Education Specialist Credential has been approved by the Commission on Teacher Credentialing. California is currently reviewing specialist credential standards and renaming credentials. It is expected that changes to titles and standards will be implemented in 1997-98. The program consists of a generic component plus specialization in one of the following areas:

Communication Handicapped Specialization
Learning Handicapped Specialization
Physically Handicapped Specialization
Severely Handicapped Specialization
Visually Handicapped Specialization

Prerequisites

Additional Information

In some cases students may elect to take additional work in another specialization and be qualified in two areas. Students are advised to contact the department office to inquire about procedures for application to a second area of specialization.

The program may be a "fifth year" for a clear teaching credential or combined with a Master of Arts in Special Education.

See the Clinical Rehabilitation Services Credential in Orientation and Mobility for program requirements of the Orientation and Mobility emphasis, previously offered under the Physically Handicapped Specialization.

COMMUNICATION HANDICAPPED SPECIALIZATION
Prerequisite: basic teaching credential.

Units

Hearing Impaired Emphasis

Generic Component		9
SPED 715	Utilizing Computers with Special 
Learners or
SPED 716	Technology in Special Education
SPED 701	Survey of People with Disabilities in 
Education
SPED 779	Family Systems and Services for 
Disabled Children or
SPED 801	Diversity in Special Education: 
Family, Resources, and Culture
Cluster Component		3
One of the following:
CD 652	Audiology
CD 653	Aural Rehabilitation
CD 757	Speech Audiometry and 
Hearing Aids
Elective on advisement
Advanced Training Component		27-50
SPED 601	Observation and Participation in 
Special Education (1)
SPED 762	Education of Deaf/Hard of Hearing 
Children and Youth
SPED 764	Signing Exact English I
SPED 765	Signing Exact English II1
SPED 688	American Sign Language I,
SPED 689	American Sign Language II1,2
SPED 690	American Sign Language III1,2
SPED 722	Student Teaching Workshop: Educa-
tion of Students, Deaf/Hard of
Hearing (1)
SPED 730	Student Teaching: Special 
Education (4-12)
SPED 782	Language Assessment for Deaf 
and Hard of Hearing Children
SPED 783	Speech for Deaf and Hard of 
Hearing Children
SPED 784	Curriculum for Deaf and Hard of 
Hearing Children: Reading
SPED 785	Curriculum for Deaf and Hard of 
Hearing Children: Subject Areas
SPED 786	Auditory Training and Amplifica-
tion Systems for Deaf and Hard of
Hearing
SPED 790	Speech and Language Intervention 
for Deaf and Hard of Hearing

	Children
Total		39-62
LEARNING HANDICAPPED SPECIALIZATION
Units

Learning Disabled and Emotionally Disturbed

Generic Component		9
SPED 715	Utilizing Computers with Special 
Learners or
SPED 716	Technology in Special Education
SPED 701	Survey of People with Disabilities in 
Education
SPED 801	Diversity in Special Education: 
Family, Resources, and Culture or
SPED 779	Family Systems and Services for 
Young Children with Disabilities
Cluster Component		21
SPED 793	Atypical Cognitive Development
SPED 770	Mild/Moderate Disabilities
SPED 772	Methods I: Assessment, Curriculum,
and Instruction for Mild/Moderate
Disabilities
SPED 774	Classroom Management in Special 
Education
SPED 775	Methods II: Assessment, Curriculum, 
and Instruction for Mild/Moderate
Disabilities
SPED 777	Atypical Infant Development or
SPED 761	Career Education for Students with 
Mild/Moderate Disabilities
SPED 778	Methods III: Assessment, Curriculum, 
and Instruction for Mild/Moderate
Disabilities
Advanced Training Component		6-13
SPED 730	Student Teaching: Special 
Education (4-12)
SPED 727	Student Teaching Workshop: Educa-
tion of Students with Mild/Moderate

	Disabilities (1)
Total		36-43
PHYSICALLY HANDICAPPED SPECIALIZATION
Units

Physically Handicapped Emphasis

Generic Component		9
SPED 715	Utilizing Computers with Special 
Learners or
SPED 716	Technology in Special Education
SPED 701	Survey of People with Disabilities 
in Education
SPED 801	Diversity in Special Education: 
Family, Resources, and Culture or
SPED 779	Family Systems and Services for 
Young Children with Disabilities
Cluster Component		6
SPED 772	Methods I: Assessment, Curriculum, 
and Instruction for Mild/Moderate
Disabilities
SPED 775	Methods II: Assessment, Curriculum, 
and Instruction for Mild/Moderate
Disabilities
Advanced Specialization		18-26
SPED 748	Preparation for Optimal Independent 
Living
SPED 747	Physical Disabilities--Implications 
and Management
SPED 601	Observation and Participation in 
Special Education (1)
SPED 743	Speech and Language for Cerebral 
Palsied
SPED 746	Teaching COHI Individuals
SPED 730	Student Teaching: Special 
Education (4-12)
SPED 724	Student Teaching Workshop: Educa-
tion of Students with Physical

	Disabilities (1)
Total		33-41
SEVERELY HANDICAPPED SPECIALIZATION
Units

Generic Component		12
SPED 715	Utilizing Computers with Special 
Learners or
SPED 716	Technology in Special Education
SPED 701	Survey of People with Disabilities 
in Education
SPED 801	Diversity in Special Education: 
Family, Resources, and Culture or
SPED 779	Family Systems and Services for 
Young Children with Disabilities
SPED 793	Atypical Cognitive Development
Methods Component		18-25
SPED 745	Environmental Design for Students 
with Severe Disabilities
SPED 773	Methods of Assessment and Instruc-
tion for Students with Severe
Disabilities
SPED 787	Advanced Assessment and Instruc-
tional Design for Students with
Severe Disabilities
SPED 789	Advanced Environmental Design 
for Students with Severe Disabilities
SPED 730	Student Teaching: Special 
Education (4-12)
SPED 728	Student Teaching Workshop: Educa-
tion of Students with Severe/
Moderate Disabilities (1)
Specialization Requirements		9
SPED 763	Method of Instruction in Secondary 
Programs with Severely Disabled
Students
SPED 777	Atypical Infant Development
SPED 781	Education of Students with Serious 

	Emotional/Behavior Disorders
Total		39-46
VISUALLY HANDICAPPED SPECIALIZATION
Units

Generic Component		6
SPED 715	Utilizing Computers with Special 
Learners or
SPED 735	Computer Technology for People 
with Visual Impairment
SPED 701	Survey of People with Disabilities 
in Education
Advanced Training Component		26-34
SPED 749	Educational and Medical Implica-
tions of Visual Disability
SPED 750	Survey of Education of Students with 
Visual Impairment (2)
SPED 754	Communication Skills for Visually 
Impaired: Research and Methodology
SPED 751	Curriculum for Students with Visual 
Impairment
SPED 721	Student Teaching Workshop: 
Education of Students with Visual
Impairment
SPED 730	Student Teaching: Special 
Education (4-12)
SPED 753	Advanced Curriculum for Students 
with Visual Impairment
SPED 758	Advanced Communication Skills for 
Students with Visual Impairment (2)
SPED 755	Basic Orientation and Mobility for 
People with Visual Impairment
SPED 757	Strategies for Teaching the Multi-
Handicapped/Visually Handi-

	capped Student
Total		32-40

Substitution of Requirements

Substitutions of course and practicum requirements can be granted where candidates have prior transcript creditwhere required skill, knowledge, and performance competencies have been mastered and verified. Requests for substitutions are reviewed and approved by the Faculty Review Committee.

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 special competence. 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.

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

The Administrative Services Credential programs are in the process of revision to comply with new state standards. It is anticipated that the revised programs will be available starting Fall 1997.

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 such as offered by the Department of Administration and Interdisciplinary Studies, San Francisco State University.

Prerequisites:requirements for the five-year preliminary administrative services credential.

When the candidate finishes the program, the candidate will receive a certificate of eligibility for the preliminary administrative services credential. The certificate of eligibility authorizes one to seek initial employment as an administrator, but does notauthorize 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.

Alternative Program

Available to students who are in school leadership positions on a minimum of half-time. Entry into the program requires the recommendation of the school district.

Students interested in either of these two programs should consult with the department chair. Students who are approved for either of these two programs will develop with their faculty adviser a program that makes it possible to substitute a combination of any two of the following for two required seminars:

EDAD 822 (3 units) for EDAD 733 (3 units)
EDAD 823 (3 units) for EDAD 743 (3 units)
EDAD 824 (2 units) for EDAD 753 (2 units)

Requirements

Listed below are the courses leading to the Preliminary Administrative Services Credential.

Units

EDAD 713	Administrative Processes		3
EDAD 714	Practicum--Site Administration		3
ISED 797	Seminar in Educational Research		3
EDAD 733	Supervision of Instruction		3
EDAD 743	Planning and Evaluation		3
EDAD 753	Personnel Management		2
EDAD 773	Site Administration		3
EDAD 774	Program Administration		3
EDAD 783	Computers for School 
Administrators 3
EDAD 784	Special Education Competencies		1
EDAD 891	Internship--Site Administration		3

EDAD 892	Internship--Site Administration		3
Total		33
NOTE:Entry level assessment is conducted at EDAD 713 and EDAD 892 for the exit level assessment.

Prerequisites for the five-year Professional Clear Administrative Services Credential 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 Clear 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 final Advanced Internship course.

Units

EDAD 850	Advanced Leadership Assessment		1
EDAD 851	Instructional Management		3
EDAD 852	School Law for Administrators		2
EDAD 853	Fiscal Management		1
EDAD 854	Staff Development		2
EDAD 855	Educational Leadership for the 
Future 3
EDAD 856	Advanced Internship I		3
EDAD 857	Advanced Internship II		3
EDAD 858	Advanced Internship III		3

EDAD 859	Advanced Internship IV		3
Total		24

Clinical Rehabilitative Services

The program for the Clinical Rehabilitative Services Credential is designed to prepare candidates to become qualified language/speech and hearing specialists assigned to school settings; teachers of special classes for aphasic/severe oral language impaired children; school audiologists working in early identification programs; counselors for parents of communicatively impaired children; consultants to the regular classroom teacher and other school personnel; and supervisors and coordinators of public school therapy programs.

NOTE:Completion of the Master of Science in Communicative Disorders is now required for language, speech and hearing, and audiology, in addition to the credential, to work in California public schools.

Requirements for formal admission to the credential program are:

Other factors which are considered, but which are not required include:

Point(s) at Which Admission Takes Place

The program at San Francisco State University is designed to provide multiple entry opportunities for both graduates and undergraduates. Students may declare Communicative Disorders as their major at the freshman level. However, they do not begin course work in Communicative Disorders until completion of their 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. They are required to complete all the necessary course work leading to the baccalaureate degree.

All students must apply to the graduate program in order to continue their professional academic training after the baccalaureate degree.

Graduate transfer students may enter the program following formal admission procedures and selection processes. Students who do not have a baccalaureate degree in Communicative Disorders may expect to spend at least five semesters completing the program.

Units

Undergraduate Core Requirements

CD 650	Communication Disorders I		3
CD 651	Anatomy and Physiology of the 
Speech Mechanism 3
CD 652	Audiology		3
CD 653	Aural Rehabilitation		3
CD 654	Audiometry		3
CD 655	Dynamics of Communication 
Development 3
CD 656	Diagnosis of Communicative 
Disorders 3
CD 659	Articulation and Phonological 
Disorders 3
CD 660	Communicative Disorders II		3
CD 661	Neurolinguistics		3
CD 668	Clinical Observation		3
SPCH 410	American Phonetics		4
CD 663	Clinical Instrumentation in Com-

	municative Disorders		3
Total		40

Clinical Rehabilitative Services: Audiology

Undergraduate Core Requirements(see 
above) 40
CD 700	Auditory Systems		3
CD 701	Seminar in Language Disorders in 
Children 3
CD 702	Seminar: Advanced Audiology I		3
CD 703	Seminar: Advanced Audiology II		3
CD 704	Seminar: Advanced Audiology III		3
CD 706	Counseling in Communicative 
Disorders 3
CD 715	Clinical/Rehabilitative Experience 
in the Schools 5
CD 725	Clinical/Rehabilitative Experience 
Seminar 1
CD 757	Speech Audiometry and Hearing 
Aids 3
CD 880	Advanced Communication Therapy 
[to be taken over two semesters] 4-6
CD 883	Practicum in Hearing Diagnostics		2
One of the following:		3
SPED 782	Language Assessment for Deaf 
and Hard of Hearing Children
SPED 783	Speech for Deaf and Hard of 
Hearing Children
SPED 899	Special Study
One of the following:		3
SPED 682	Signing Exact English I
SPED 688	American Sign Language I
SPED 801	Diversity in Special Education: 
Family Systems, Resources, and
Culture

Or an elective on advisement

Total audiology requirements		39-41
Total number of units		79-81

Clinical Rehabilitative Services: Language, Speech, and Hearing Specialist

Units

Undergraduate Core Requirements(see 
above) 40
CD 701	Seminar in Language Disorders in 
Children 3
CD 705	Seminar in Problems of Stuttering		3
CD 706	Counseling in Communicative 
Disorders 3
CD 708	Seminar in Neurogenic Disorder of 
Speech and Language 3
CD 709	Seminar in Voice Disorders		3
CD 715	Clinical/Rehabilitative Experience 
in the Schools 5
CD 725	Student Teaching Workshop: 
Communication Disabilities 1
CD 756	Advanced Diagnosis of Communi-
cative Disabilities 3
CD 880	Advanced Communication Therapy			4
CD 884	Advanced Diagnostic Practicum		3
SPED 801	Diversity in Special Education: 
Family Systems, Resources, and
Culture (or an elective on
advisement) 3

Total language, speech, and hearing 

specialist requirements		34
Total number of units		74
Additional Requirements for Language, Speech, and Hearing Emphasis with Special Class Authorization to Teach Severe Language Handicapped Children(Aphasia/Severe Disorders of Language)

CD 707	Therapeutic Techniques for Severe 
Language Disability 3
CD 716	Student Teaching: Severe Language 
Disabilities 4
EED 684	Curriculum and Instruction in 
Mathematics 3
Choice of one:		3-4
EED 682	Teaching Reading (4)
EED 720	Improvement of Reading
SPED 778	Methods III: Assessment, Curricu-
lum, and Instruction for Mild/

	Moderate Disabilities

Total		13-14
Total number of units		87-88

Clinical Rehabilitative Services: Orientation and Mobility Services

This credential authorizes the holder to teach orientation and mobility techniques to visually impaired and blind individuals from infancy to adulthood. These individuals may range in functional ability from gifted to severely handicapped.

Prerequisites:
Units

Basic Generic Program

SPED 701	Survey of People with Disabilities 
in Education 3
SPED 801	Diversity in Special Education: 
Family Systems, Resources, and
Culture 3

Orientation and Mobility Sequence

SPED 749	Educational and Medical Implica-
tions of Visual Disability 3
SPED 730	Student Teaching: Special 
Education (4-12) 5
SPED 721	Student Teaching Workshop: Educa-
tion of Students with Visual
Impairments 1
SPED 752	Social and Psychological Implica-
tions of Visual Impairment 3
SPED 755	Basic Orientation and Mobility for 
People with Visual Impairment 3
SPED 753	Advanced Curriculum for Students 
with Visual Impairment 3
SPED 757	Strategies for Teaching Multi-Handi-
capped/Visually Handicapped
Student 3
SPED 756	Seminar: Intermediate Orientation 
and Mobility for Students with
Visual Impairment 3
SPED 792	Intermediate Orientation and 
Mobility for Students with Visual
Impairment 3
SPED 822	Advanced Orientation and Mobility 

	for People with Visual Impairment		3
Total		36

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

Prerequisite: COUN 690, Field of Counseling

Units

COUN 700	Theories of Counseling		3
COUN 702	Developmental Foundations for 
Counselors 3
COUN 703	Psychological Foundations for 
Counselors 3
COUN 705	Practicum and Internship		2
COUN 706	Interviewing Process		3
COUN 715	Assessment in Counseling		3
COUN 716	Professional Seminar I--Structural 
Elements in School Counseling (2-4) 3
COUN 717	Professional Seminar II--Functional 
Elements in School Counseling (2-4) 3
COUN 718	Professional Seminar III--Professional 
Issues in School Counseling (2-4) 3
COUN 735	Advanced Practicum and 
Internship 2
COUN 736	Advanced Counseling Process		3
COUN 738	Substance Abuse		2
COUN 794	Seminar in Health and Human 
Services Research 3
COUN 811	Group Counseling Process		3
COUN 833	Social and Cultural Foundations in 
Counseling 3
COUN 857	Law and Ethics for Counselors		3
COUN 858	Couple and Family Counseling I		3
COUN 859	Counseling Aspects of Sexuality		2
COUN 890	Integrative Counseling		3
COUN 891	Case Studies and Internship 
Seminar 3

COUN 892	Internship (1-6)		4
Minimum total		60

School Psychology Designation Program

Units

PSY 721	Clinical Methods: Intelligence and 
Personality Testing 3
PSY 722	Clinical Methods: Personality 
Appraisal and Projective Techniques1 3
PSY 728	Conference to Accompany 
Psychology Practicum1 6
PSY 729	Psychology Practicum1		6
PSY 753	Seminar in the Psychodynamics of 
Individual Development1 3
BSS/EDUC 703	Changing Roles of School Pro-
fessionals 3
PSY 821	Clinical Methods: Psychopathology1			3
PSY 822	Clinical Methods: Interview 
Interaction and Psychotherapy1 3
PSY 828	Conference to Accompany 
Psychology Fieldwork1 6
PSY 829	Psychology Fieldwork1		6
PSY 855	Seminar in Professional School 
Psychology1 3
PSY 735	Cognitive Development1		3
SPED 772	Methods I: Assessment, Curriculum,  
and Instruction for Mild/Moderate Disabilities1 3
SPED 775	Methods 2: Assessment, Curriculum, 
and Instruction for Mild/Moderate
Disabilities 3
COUN 827	The Consultation Process		1
PSY 858	Conference to Accompany 
Psychology Internship (3) 6
PSY 859	Psychology Internship (6)		12

PSY 899	Special Study		3
Total		76
This program is usually coordinated with a Master of Arts in Psychology: School Psychology. In most cases the Master of Arts and a general Pupil Personnel Services Credential (without the School Psychologist endorsement) is awarded prior to enrollment in the last five courses listed above.

NOTE:As a result of recent revisions currently being implemented in the Pupil Personnel Services Credential with authorization in School Psychology, some course and/or unit changes in this credential (and degree) program may become necessary.

School Social Work Designation Program

This program combines the work for the Master of Social Work with some components of the School Counseling Credential program. In order for a M.S.W. student to qualify for the Pupil Personnel Services Credential, s/he needs to complete, in addition to the 60-unit requirement for the M.S.W., four additional courses in the Department of Counseling. S/he must also enter the Developmental Enhancement Concentration of the M.S.W. program. For additional information, contact the School of Social Work.

The additional requirements required for the School Social Work Credential are:

COUN 715	Assessment in Counseling		3
COUN 720	Career Counseling		3
COUN 780	Learning Clinic I		2
COUN 830	Organization of Pupil Personnel 

	Services and Laws		3
Total		11


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