Traditional Handbook - California State University, Articulate a code of ethics appropriate for...

Traditional Handbook Spring 2016

Single Subject Preliminary Credential Program


Department of Secondary Education Michael D. Eisner College of Education California State University, Northridge


Table of Contents

Welcome by SED Department Chairperson ........................................................................................................... 1

College of Education Conceptual Framework ................................................................................................... 2-3

Teaching Performance Expectations ....................................................................................................................... 3

Contact Persons, Telephone Numbers, Email ........................................................................................................ 4

Frequently Asked Questions ................................................................................................................................ 5-6

Overview of Credentialing Process ......................................................................................................................... 7

General Credential Program Information

Photo ID Card ................................................................................................................................................ 8

GPA Requirement .......................................................................................................................................... 8

Cross-Cultural (CLAD) Requirement ............................................................................................................ 8

CPR Requirement .......................................................................................................................................... 8

Subject Matter Competency………………………………………………………………………………...9

U.S. Constitution Requirement ...................................................................................................................... 9

Credential Office Information

Credential Office Website ........................................................................................................................... 10

Credential Advisement ................................................................................................................................ 10

Alphabetical Distribution of Credential Advisors ....................................................................................... 10

Advisement – On-line and Walk-in ............................................................................................................. 10

Description of the Credential Progress Report ............................................................................................ 11

Credential Office Tips for Success .............................................................................................................. 12

Secondary Education and Other Program Coursework ............................................................................... 13-14

Course Sequence

Two Semester Sequence .............................................................................................................................. 15

Three Semester Sequence ............................................................................................................................ 15

Three Semester + One Summer Sequence ……………………………………………………………….. 15

Four Semester Sequence .............................................................................................................................. 15

Professional Responsibilities of the Candidate

Enrollment ................................................................................................................................................... 16

Course Responsibilities ................................................................................................................................ 16

Program Responsibilities ............................................................................................................................. 16


Student Teaching - Overview

SED 554 & SED 554S Supervised Field Experience & Seminar ................................................................ 17

Field Experience Team ................................................................................................................................ 17

Credit-No Credit .......................................................................................................................................... 17

Teacher Performance Assessments

Overview of Preliminary & Final TPA ........................................................................................................ 18

SED Master’s Degree Options …………………..……………………………………………………………….19

Campus Map ........................................................................................................................................................... 20


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Welcome to the Michael D. Eisner College of Education

Department of Secondary Education

Dear Credential Candidate,

On behalf of the Department of Secondary Education of the Michael D. Eisner College of Education, I extend to you a warm welcome to our credential program. Teaching in middle or high school can be a tremendously rewarding and impactful profession. This has never been truer than today, when secondary schools play a critical role in preparing adolescents for college and career.

Learning to teach is a difficult, career-long process. You won’t be “finished” when you earn your Preliminary Credential. But the classes and experiences offered by our credential program will equip you with important tools and understandings for success as a beginning teacher. We’ll help you learn the most up-to-date methods and curricular standards that California schools expect from its teachers. And we’ll help you develop the capacity to continue to learn on the job and hone your practice in the years to come.

Also, we hope that your partnership with our department and faculty will continue beyond the end of your credential program. Many of our credential graduates stay connected to us, informally, for support from faculty, and formally, returning for our master’s programs or serving as mentors for our future credential students.

We wish you the best in the program and beyond!

Julie Gainsburg Chair, Department of Secondary Education


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Michael D. Eisner College of Education California State University, Northridge

CONCEPTUAL FRAMEWORK (Adopted Spring 2008) The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is committed to Excellence through Innovation. We believe excellence includes the acquisition of professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs through collaborative partnerships among communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework.

We value academic excellence in the acquisition of professional knowledge and skills. We commit ourselves to, and expect our candidates to:

• Acquire in-depth knowledge in subject matter; • Acquire professional and pedagogical knowledge; • Acquire pedagogical content knowledge; • Use professional standards to develop and evaluate programs and guide practice; • Use varied resources, including technology, to promote learning; • Communicate effectively, both orally and in writing, in professional and community settings; and • Engage in scholarship and research.

We value the use of evidence for the purposes of monitoring candidate growth, determining the impact of our programs, and informing ongoing program and unit renewal. To this end we foster a culture of evidence. We commit ourselves to, and expect our candidates to:

• Acquire knowledge and skills in assessing those we serve, using various indicators including national, state, and institutional standards;

• Acquire knowledge and skills in identifying and selecting assessment approaches and measures that are reliable, valid, and fair;

• Develop skills in analyzing, synthesizing, and evaluating data for the purpose of informing practice; and • Use evidence from multiple assessments to inform and improve practice that will promote learning and growth of all

pupils.

We value ethical practice and what it means to become ethical and caring professionals. We commit ourselves to, and expect our candidates to:

• Articulate a code of ethics appropriate for developing, articulating, and refining the values, beliefs, and assumptions that guide professional practice;

• Demonstrate attitudes and behaviors of caring professionals; and • Engage in inquiry about what it means to be an ethical and caring professional.

We value collaborative partnerships within the College of Education as well as across disciplines with other CSUN faculty, P-12 faculty, and other members of regional and national educational and service communities. We commit ourselves to, and expect our candidates to:

• Participate in intra- and interdisciplinary partnerships including the College of Education, university, and schools; • Participate in extra-university partnerships with community agencies, other universities, and local, state, and national

agencies with common interests; • Collaborate with all stakeholders to support the learning and growth of faculty, staff, candidates, and those they serve;

and • Identify and use professional and community resources.


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We value diversity in styles of practice and are united in a dedication to acknowledging, learning about, and addressing the varied strengths, interests, and needs of communities of diverse learners. We commit ourselves to, and expect our candidates to:

• Foster a climate in which the meaning and implications of diversity are continuously defined, examined, and addressed;

• Respect and understand the conditions and contributions of communities and schools, and of families from all backgrounds;

• Develop, use, and promote positive interpersonal skills in an open and inclusive process for making decisions and achieving consensus; and

• Accept responsibility and accountability for shared decisions and actions of members of the academic and service community.

We value creative and reflective thinking and practice. We commit ourselves to, and expect our candidates to: • Engage in continuous reflection; • Participate in ongoing professional development; • Receive feedback and consider implications for practice and program renewal; • Refine professional competencies through collegial interaction; and • Solve problems, make decisions, facilitate change, and produce knowledge in new and creative ways.

TEACHING PERFORMANCE EXPECTATIONS

All single subject credential programs at CSUN call for candidates to have opportunities to learn, practice, and master the Teaching Performance Expectations (TPEs), as required by the California Commission on Teacher Credentialing. Evaluations for the two supervised field experiences, SED 554 and SED 555, are based on the Teacher Candidate’s performance related to the TPEs. The full text of the TPEs is available on the Department website. These thirteen TPEs are organized into six major domains:

A. Making Subject Matter Comprehensible to Students TPE 1 Subject-specific Pedagogical Skills for Single Subject Teaching Assignments B. Assessing Student Learning TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and Use of Assessments C. Engaging and Supporting Students in Learning TPE 4 Making Content Accessible TPE 5 Student Engagement TPE 6 Developmentally Appropriate Teaching Practices TPE 7 Teaching English Learners D. Planning Instruction and Designing Learning Experiences for Students TPE 8 Learning About Students TPE 9 Instructional Planning E. Creating and Maintaining Effective Environments for Student Learning TPE 10 Instructional Time TPE 11 Social Environment F. Developing as a Professional Educator TPE 12 Professional, Legal, and Ethical Obligations TPE 13 Professional Growth


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Important Contact Information

Credential Office ED 103 (818) 677-2733 Director, Tina Torres Assistant Director, Estela Chacon Department of Secondary Education ED 1208 (818) 677-2580 Chairperson, Julie Gainsburg (818) 677-2580 Master’s Program Coordinator, Mira Pak (818) 677-2180 [email protected] Student Teaching & PACT Coordinator, Hawa Ghaus-Kelley (818) 677-5724 [email protected] edTPA Coordinator, Dr. Julie Gainsburg (818) 677-2580 [email protected] SED ACT Coordinator, Carolyn Burch (818) 677-6370 [email protected] SED Intern Coordinator, David Moguel, (818) 677-4010 [email protected] Student Teaching Administrative Assistant, Christina Perez (818) 677-2581 [email protected] SED Office Coordinator, Kenia Alcaraz (818) 677-2580 [email protected] Michael D. Eisner College of Education ED 3121 (818) 677-2590 Dean, Dr. Michael Spagna

Important Telephone Numbers & Hours Administration & Records Telephone (818) 677-3700 Student Services Center 1st Floor of Bayramian Hall (818) 677-3700 Call or check website for current office hours. [email protected] Call for extended hours during the first 3 weeks of the semester. Credential Office Education Building E103 (818) 677-2733 Call or check website for current office hours. www.csun.edu/eisner-education/credential-office FAX (818) 677-5722 email [email protected] Financial Aid Bayramian Hall, Student Services Center (818) 677-4085 Monday & Thursday 8:30 a.m. – 4:30 p.m. Tuesday & Wednesday 10:00 a.m. – 6:30 p.m. Friday 10:00 a.m. – 4:00 p.m. Email [email protected] Matador Bookstore Telephone (818) 677-2932 Monday – Friday 9:00 a.m. – 5:00 p.m. email [email protected] Graduate Studies University Hall 275 (818) 677-2138 Department of Special Education 8:00 a.m. - 5:00 p.m. ED 1204 (818) 677-2596 Department of Educational Leadership 8:00 a.m. - 5:00 p.m. ED 1220 (818) 677-2593 and Policy Studies (ELPS) Department of Educational 8:00 a.m. - 5:00 p.m. ED 1218 (818) 677-2599 Psychology and Counseling (EPC) Department of Health Sciences (HSC) 8:00 a.m. - 5:00 p.m. JD 2500 (818) 677-3101 Center on Disabilities 8:00 a.m. - 5:00 p.m. BH 110 (818) 677-2578 University Counseling Services http://www.csun.edu/counseling (818) 677-2366


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Frequently Asked Questions Registration:

How do I know if there is a hold on my registration?

Log into my Northridge, locate My Checklist (box), and look in the Incomplete Tasks section. Hover your mouse over the hold message to view details. Common reasons for a hold include immunizations not on record, disqualification, and/or a payment issue.

What happens if I register late? You may add classes in SOLAR any time after your registration appointment has arrived, through the end of late registration. Beginning with the first day of instruction you will need a permission number from your instructor to add a class. If you previously had a permission number, a new one will be required beginning with the first day of instruction.

What happens if I do not submit payment for classes on time?

You will be disenrolled in the classes and will have to complete the registration process again.

Grading Policies

What GPA must I maintain? Students in the Credential Program must maintain a minimum 3.0 (B) average in all professional education coursework.

What if I earn a grade of C- or lower in a credential course?

If you earn a C- or lower grade in a credential course, you must repeat the course after you complete and file a Course Repeat Form and obtain approval. If you do not earn a C or better on the 2nd attempt, you will be disqualified from the program.

Can I re-take a course? You may request to repeat a course for the purpose of improving the grade in any course in which you earned a grade of B- or lower, for a total of up to 6 units. Only the most recent grade in a repeated course will count in the grade point average.

How do I go about requesting a grade of Incomplete?

You may get the form for Requesting an Incomplete from: http://www.csun.edu/sites/default/files/request_incomplete.pdf You must initiate the Request for an Incomplete by filling out the request. The instructor will not initiate the Incomplete request. You must have completed a substantial portion of the work in the class and must have a passing grade on the work completed to qualify for an Incomplete. Incompletes are granted for no more than one calendar year from the last official day of the semester in which the Incomplete is assigned, with the actual time limit at the discretion of the instructor or department.

What happens if I do not officially withdraw from a class?

If you do not officially withdraw from a class, you will receive a WU on your transcript. This indicates that you did not officially withdraw and failed to complete the course requirements. The WU is counted as a failing grade for grade point average computation.

What does it mean if I receive “IC”? “IC” is used when a student who received an authorized incomplete “I” and has not completed the required course work within the allowed time limit. The “IC” replaces the “I” and is counted as a failing grade for GPA computation.

General Information about the Credential Program

What is an Academic Leave or Leave of Absence from the program?

A credential student in good standing may take a two-semester leave of absence. Though no formal approval is required, it is suggested that students contact the Department Chairperson or a Credential Advisor for advisement.

Is there a time limit for coursework? CSUN credential coursework more than seven years old at the time of program completion is considered expired and cannot be used.

For how long are test scores valid for the Credential Program?

Some test scores have expiration dates. See the Credential Office for further information. It is the applicant’s and candidate’s responsibility to submit all required test scores to the Credential Office.

How many credits must I complete in the program?

You must complete 36 units to complete the Preliminary Credential Program.

What is the sequence of the Preliminary Please see page 7 of this Handbook.


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Credential coursework? Where do I get information on Financial Aid? Please see page 4 of this Handbook. Is there an order in which I should take courses?

Please see pages 15- 17 of this Handbook.

Can I complete a credential in one year? Please see page 17 of this Handbook for a one-year sequence of classes. May I be credentialed in a second subject area at the same time I am working on a Preliminary Credential?

For any questions about the requirements or application procedures for the Added Authorization see your Credential Advisor in the Credential Office.

I’m currently working on my credential. Can I begin my M.A., too?

You can ‘blend’ an MA in Education in the Curriculum and Instruction option with the credential program by taking the required MA core courses after all credential courses have been passed. A year of fulltime teaching is required before you can earn the MA. Alternately, you can return later for one of our subject-specific, advanced MA programs, which presume more years of teaching experience. See page 22 of this Handbook or the SED website for more information about our MA programs.

Student Teaching & Field Work

At what point in the program do I begin Student Teaching?

Qualified, cleared candidates may begin taking SED 554 & SED 554S at the beginning of the program. PLEASE NOTE: Local schools’ semesters begin as much as two weeks before CSUN’s semester and end later. As a student teacher, you must follow the school’s calendar. Please see page 18 for information about possible course sequences.

How do I become eligible for SED 554? You must submit an application to Student Teach to the Credential Office by March 20 for the fall semester or by October 20 for the spring semester, for priority consideration. The absolute deadlines are August 1 for fall and December 15 for spring.

How do I apply for student teaching? Submit an application for student teaching to the Credential Office. Applications are available online: http://www.csun.edu/eisner-education/credential-office/student-teaching-applications

How do I solve a problem related to my eligibility for student teaching?

Contact the Credential Office; they will notify you of any eligibility issue regarding student teaching via your CSUN email. It is then up to you to take care of the problem before being cleared. Be sure to check your CSUN email.

How do I register for student teaching? Once you have applied for student teaching, you will submit an online request for the necessary permission numbers for enrollment.

What are the details of my student teaching assignment?

When you enroll in either SED 554S or SED 555S, download a Student Teaching Handbook from the SED website. The Seminar Instructor will guide you through the process. You should also attend the ST orientation.

How does student teaching work? How much time do I need to have available for Field Work and/or Student Teaching?

You will need to have a block of time available for your first assignment in SED 554. You will be assigned to a school & a Cooperating Teacher for one class period, with an additional period for observation, consultation, and preparation. Additional time will be required for planning and scoring student work. In SED 554S, the Seminar Instructor will guide you through the elements of the activities and tasks.

When you enroll in SED 555, you will need to have four class periods available for three class periods of teaching and one period for observation, consultation, and lesson planning. Substantial additional time will be needed for planning and scoring student work.

How is Student Teaching arranged? Can I find my own placement?

The University determines where the Teacher Candidate is assigned. The decision is made by the Subject Area Coordinator in consultation with the Teacher Candidate and the administrator in charge of student teacher placements at the placement school. Every Cooperating Teacher must meet a number of qualifications in order to assume this role. Thus, it is not appropriate for a student teacher to speak with a principal to arrange a placement. You are not to find your own placement. Teacher Candidates are not assigned to the high school from which they graduated or to a school in which their child is currently enrolled.


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Credentialing Process

ApplythroughCredentialOffice

Registerforclassesfollowing

suggestedprogramsequence

Maintaina3.0GPA

ApplyforSED554&SED554S

Youwillbeassignedtoaschoolfor1stsemesterofsupervisedfield

experience

Continuetakingcourses

PassPreliminaryTeachingEventor

FREDandsubmitCPRCertificationtobe

eligibleforSED555/S

FinalSemesterTakeSED555&SED

555S

DuringthissemesteryouwillcompletethePACTTeachingEventoredTPA

ApplyforPreliminaryCredential

AcquireaTeachingPosition

CompleteInduction

Program/BTSAApplyforClearCredential

Every FiveYears

Participatein&DocumentAppropriateProfessionalDevelopment

RenewyourClear

Credential

Continue ProfessionalGrowth

WorkshopsConferencesM.A.Program


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General Credential Program Information

PHOTO ID CARDS All new CSUN students should purchase a Photo ID card. To obtain your Photo ID, you must bring $10.00 and additional identification (valid California Driver's License, DMV ID, or a Passport) to University Cash Services or to the Library. This card is required: • For all transactions at Admissions and Records • To obtain campus services from the Library • For the Student Health Center • For the University Student Union • To vote in Associated Student elections • To obtain tickets from the Associated Student Ticket Office at reduced rates • To attend CSUN athletic events and selected other campus programs free of charge. GPA REQUIREMENTS It is mandatory to maintain a 3.0 GPA in all your professional educational coursework with a C or better in all credential courses leading to the Preliminary Single Subject Credential. C- grades are not acceptable, and you will need to re-take the course. Up to six units may be repeated with an approved Course Repeat Form to raise a C- grade or to improve a grade point average. CROSS-CULTURAL (CLAD) REQUIREMENT EnglishLearnerAuthorizationRequirements for the English learner authorization or Crosscultural, Language and Academic Development (CLAD) Certificate are met as a part of the SED Preliminary Credential Program. CPR REQUIREMENT Verification of training in Cardio Pulmonary Resuscitation (CPR) that meets the standard set by the American Heart Association or the American Red Cross is needed prior to SED 555.

Prior to the semester when you plan to take SED 555, please submit verification (a copy of the front and back of the card) that is valid and unexpired to the Credential Office in person, in the mail, or by fax at (818) 677-5722.

Acceptable Types of CPR Certification

American Red Cross: Infant/Child and Adult CPR Inquiries about the availability of the American Red Cross’ Infant/Child and Adult CPR in the Los

Angeles area can be made at (800) 627-7000 or at http://www.acrossla.org .

American Heart Association: B-Level or Heartsaver For information about American Heart Association’s B-Level or

Heartsaver course, call (877) 242-4277 or go to http://www.americanheart.org .

There are other organizations and providers with equivalent CPR training. Please check with the Credential Office first to obtain approval before completing another organization’s training course.


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SUBJECT MATTER COMPETENCY Subject Matter (Content Area) Department and Subject Competency. One way to establish subject competency for post-BA Single Subject teaching credentials is to complete a state-approved undergraduate program in a subject area commonly taught in middle schools and high schools. Whether you are an undergraduate, a transfer student, or have already completed an undergraduate degree, direct your questions about subject area competency via a teaching option major to the CSUN department of the subject in which you will receive your credential. Be aware that a 2011 CSU Chancellor’s order has declared that CSU subject matter departments can no longer assess degrees/courses from non-CSU universities to provide a subject-matter competency waiver. (See Appendix B for department contact information.) This department may require additional courses to ensure your expertise to be a secondary school teacher in a given field. You must receive subject-matter departmental clearance in order to apply to a Single Subject program. Students enrolled in FYI and JYI Pathways in English or mathematics are in undergraduate, blended programs that meet subject English or mathematics subject matter requirements as part of the program. Instead of a state-approved BA program approved by a subject area department, post-BA candidates may instead establish subject competency by passing the appropriate examination in their subject area. Applicants may demonstrate subject competency by passing all subtests in their subject exam of the California Subject Examination for Teachers (CSET). For further information on the CSET, see the Credential Office or visit the CSET website at: http://www.cset.nesinc.com/. U.S. CONSTITUTION REQUIREMENT* The requirement of competence in the U.S. Constitution can be met in two ways: by course or by examination. An equivalent course taken at another university or college will be accepted as satisfying this requirement. The CSUN courses which satisfy this requirement are: Political Science (POLS) 155 or 355 (formerly 305) Chicano Studies (CHS) 260 or 445 Africana Studies (AFRS) 161 (formerly 272) Asian American Studies (AAS) 347 Religious Studies (RS) 255 In addition to the possibility of completing courses offered by CSUN and equivalent courses elsewhere, candidates may also take an examination at other institutions on the principles of the United States Constitution to meet this statutory requirement for certification in California. The institutions listed below offer this examination. You will need to call the individual school for information and to make an appointment. The Credential Office does not have information regarding these schools. California Lutheran University 60 West Olsen Road #2600 Thousand Oaks, CA 91360 (805) 493-3130 Web site: http://www.callutheran.edu/CPE UCLA Extension 10995 LeConte Avenue, Suite 639 Los Angeles, CA (310) 825-4581 E-mail: [email protected] Web site: www.uclaextension.edu/teachers * The U.S. Constitution information is current, but may be subject to change. Please consult the Credential Office for new information.


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Credential Program Information WEBSITE Please become familiar with the Credential Program Website and all of the information that is available to you on that site. www.csun.edu/eisner-education/credential-office

CREDENTIAL ADVISEMENT For information regarding admission, requirements, subject matter examinations, and advisement, please see an advisor in the Credential Office. Advisement is available by appointment. You can schedule an appointment directly online at www.csun.edu/eisner-education/credential-office/advisement . Alphabetical Distribution of Advisors for the Credential Program (using the first letter of your last name) A-F Nicholas Novosel [email protected] G-N Monique Brown [email protected] O-Z Lynn Gabrielsen [email protected] Alphabetical Distribution of Credential Analysts (using the first letter of your last name) For the fastest response regarding the status of re-admission (not interns), the student teaching application, or program changes, email the appropriate Credential Analyst: A-L Cathy West [email protected] M-Z Mayra Franco [email protected] Additionally, email your credential analyst for the status on any of the following: • Credential Request Forms • Program Status Letter • Course Substitutions • Intern Admission Status • Program Requirements • Program Re-Admission • Change of Program • Added Authorization • General Questions Please allow 24 to 48 hours for a response to all email inquiries (expect a longer wait time during weekends and

holiday breaks). NOTE: It is recommended that students review and bring their Credential Progress Report (CPR) when coming in to meet with an advisor. Also, please prepare specific questions in advance.


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CREDENTIAL PROGRESS REPORTS

Credential Progress Reports Soon after admission, you can expect to receive a Credential Progress Report. This is your official university record that includes all the courses and requirements for the preliminary credential. It is recommended that you review this report soon after you have received it and contact a Credential Advisor if you have trouble interpreting it or if you note any discrepancies. You may refer back to this document throughout your program. You should go to the Credential Office whenever you have submitted any new materials that update your file. You may also contact a credential advisor to have an update report printed for you later in your program.


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The Credential Office Offers Tips for Success

for Single Subject Credential Candidates 1. Make copies of everything you submit to the Credential Office. 2. Keep all documents in a well-organized folder. Examples include: • Application Packet • Original Test Score Reports • CPR Card • Correspondence • Credential Progress Report

§ Admission Letter § Student Teaching Evaluations § Course Substitution Request Forms (if applicable) § Change of Program Forms (if applicable)

3. Be aware of upcoming deadlines.

• Student Teaching Application (submit early in the semester prior to enrollment in student teaching for priority consideration)

• Verification of CPR Passage (submit early in the first semester of student teaching or sooner) • Credential Request (submit at the beginning of your last semester of coursework, provided CSUN

coursework in progress that semester is all you have left to complete). 4. Utilize this Handbook as a reference and to monitor your progress. 5. See a Credential Advisor whenever you have questions regarding credential requirements or

related regulations and policies. 6. Be sure to receive critical information by checking your CSUN email regularly.

• CSUN email can be forwarded to your yahoo, hotmail or other preferred address. Simply go to www.csun.edu/account, log on, and select mail forwarding.

7. Use the services provided by the Campus Web Portal.

• Enroll in classes • View your class schedule and grades • View unofficial transcripts • Check your CSUN email


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SINGLE SUBJECT TRADITIONAL CREDENTIAL PROGRAM COURSEWORK

Traditional candidates may begin their coursework in either the fall or the spring semester. The chart below lists the required program coursework for the preliminary credential, with SED courses listed in the order of course numbers, not the order for enrollment. See page 18 for course enrollment sequences. You must enroll on a graded basis in all courses except SED 554/554S and SED 555/555S. Total units = 36

SED 511 Fundamentals of Secondary Education in Multiethnic Schools Provides a general framework and introduction to secondary education and curriculum within a multiethnic American society. Completion of classroom-based activities is required. Pre- or co-requisite for SED 554/554S.

3 units

SED 514 Computers in the Instructional Program Introduction to the instructional uses of the Internet, local networks, telecommunications, text processing, graphics, desktop publishing, education software, electronic reference tools, teacher support tools, databases, spreadsheets, and other software applications and related media.

3 units

SED 521 Literacy and Learning in Multiethnic Secondary Schools Focuses on strategies for using reading, writing, language, and study strategies to promote learning in middle and high school content area classes. Completion of classroom-based activities is required. Pre- or co-requisite for SED 555/555S.

3 units

SED 525xx Specialized Methods (SED 525EN for English, SED 525SC for Science, etc.) All courses in this series address objectives, methods, curriculum, assessment, and issued involved in teaching specific subjects in the secondary schools. Be sure to enroll in the correct single subject course. Pre- or co-requisite for SED 554/554S. IMPORTANT NOTE: SED 525A, SED 525MU, SED 525PE, and SED 525WL are offered only in the fall semester.

3 units

SED 529 Teaching English Learners in Multiethnic Classrooms Addresses state and federal legal requirements related to English learners, the California English Language Development (ELD) Standards, school programs serving English learners, language acquisition, and teaching materials and strategies for English as a Second language (ESL) and Specially Designed Academic Instruction in English (SDAIE). Also focuses on diagnostic and other assessments for English learners. Completion of field-based activities is required. Pre- or co-requisite for SED 555/555S.

3 units

SED 554 Supervised Field Experience Designed as the introductory field experience for candidates pursuing the single subject teaching credential in the Traditional, Accelerated Collaborative Teacher (ACT), Four-Year Integrated (FYI-English or FYI-Math), or Junior-Year Entry Integrated (JYI-English or JYI-Math) Programs. For the Traditional Program, you must have already completed or be concurrently enrolled in SED 511, EPC 420, and SED 525xx to enroll in SED 554. Note that SED 525A, SED 525MU, SED 525PE, and SED 525WL are offered only in the fall semester. As a result, Art, Music, Physical Education, and World Language candidates entering the program in a spring semester will not be able to student teach during their first semester of the program. The candidate is assigned to a middle or high school site for one class period plus conference time daily for a school’s semester or track to complete specific activities (e.g., structured observations/ tutoring small groups; assuming responsibility for planning, teaching, and pupil assessment) under the direction and guidance of a qualified on-site Cooperating Teacher and a University Supervisor. Co-requisite with SED 554S. Pre-requisite for SED 555/555S.

3 units CR-NC only

SED 554S Field Experience Seminar The candidate meets weekly or bi-weekly in a required subject-specific seminar led by a university faculty member that addresses student teaching issues. During this seminar, the candidate completes the Preliminary Teaching Event or FRED. Co-requisite with SED 554. Pre-requisite for SED 555/555S.

1 unit CR-NC only

SED 555 Supervised Practicum The Supervised Practicum is designed to provide teacher candidates with a capstone fieldwork experience in high school or middle school classrooms, whichever is

5 units CR-NC only


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different from the SED 554 placement. An on-site Cooperating Teacher and a University Supervisor supervise each teacher candidate. The candidate is responsible for teaching 3 classes daily, and remains at the school a 4th class period daily for observation and conferencing for the school’s entire semester or track. During this sequence each teacher candidate has experiences teaching English language learners and participates in two or more subject-specific teaching assignments. Co-requisite with SED 555S.

SED 555S Practicum Seminar

While student teaching, the candidate also meets weekly or bi-weekly in a required subject-specific seminar led by a university faculty member. The seminar addresses issues in teaching and the Teaching Performance Expectations, and the candidate is provided with guidance in completing the Performance Assessment for California Teachers (PACT) Teaching Event or edTPA. Co-requisite with SED 555.

2 units CR-NC only

EPC 420 Educational Psychology of the Adolescent Study of theory and research in educational psychology for successful teaching of adolescents. Subjects include learning, development, motivation, instruction, assessment, classroom management, individual/group differences, peer interactions, family and community influences. Issues particularly pertinent to adolescence include identity development, self-esteem, suicide, crisis prevention, and conflict resolution. Implications for teaching students from culturally and linguistically diverse backgrounds are considered throughout the course. Students are required to complete two field-based assignments: an adolescent case study and a secondary classroom learning environment analysis. Pre- or co-requisite for SED 554/554S.

3 units

ELPS 417 Equity and Diversity in Schools Prepares teacher candidates to examine principles of education equity, diversity, and the implementation of curriculum content and school practices for secondary students. The course focuses on the history and culture of a specific ethnic experience and a comparative analysis is made with other ethnic groups in California. Engages students to examine, critique, and reflect on their personal biases regarding children of color. (Cross listed with AFRS, CHS, AAS, ARMN 417) Pre- or co-requisite for SED 555/555S.

3 units

SPED 420 Improving the Learning of Students with Special Needs Through Differentiated Instruction and Collaboration This course is designed for general and special education teacher to learn how to design differentiated instruction that is universally accessible to all learners, and how to provide accommodations and modifications to grade level instruction in order to meet students’ individual needs. Foundational information on disability characteristics, and the potential impact on the inclusive classroom will be introduced, and historical foundations of special education and the inclusive education movement will be presented. The course also focuses on developing the basic principles of positive behavior support, and the communication skills needed to implement the range of collaborative service deliver options for students with disabilities, students who are a-risk, and those who are gifted and talented. Candidates will develop foundational knowledge and skills in research-based processes for effective instruction of students with special needs, positive behavior support, and collaboration with other educators, administrators, parents and students to improve student learning. Pre- or co-requisite for SED 555/555S.

3 units

HSCI 466ADO

Health Concerns of the Adolescent An introduction to the current health concerns of adolescents in the secondary school setting. Emphasis is placed on the role of the teacher in working with students who have special health needs and on conditions and measures that enhance successful learning. Topics include attention to teacher observation skills, mandated health screening and immunizations, parent referral and follow-up procedures, and the contribution of school personnel to a Coordinated School Health Program. [Commonly offered during the January intersession]

1 unit


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Suggested Two Semester Sequence*

Semester One Courses Semester Two Courses SED 511 SED 521 SED 525XX single subject (525EN, 525MA, etc.) SED 529 SED 554 SPED 420 SED 554S AAS/ARMN/CHS/ELPS/AFRS 417 SED 514 SED 555 HSCI 466 ADO SED 555S EPC 420 Total of 17 units Total of 19 units

Suggested Three Semester Course Sequence*

Semester One Courses Semester Two Courses Semester Three Courses SED 511 SED 521 SED 529 SED 525xx single subject SED 554 SED 555 EPC 420 SED 554S SED 555S HSCI 466 ADO AAS/ARMN/CHS/ELPS/AFRS

417

SED 514 SPED 420 Total of 13 units Total of 13 units Total of 10 units

Suggested Three Semester + Summer Course Sequence *

Semester One Courses Semester Two Courses Summer Courses Semester Three Courses SED 511 SED 521 SED 514 SED 529 SED 525xx single subject SED 554 SPED 420 SED 555 EPC 420 SED 554S SED 555S HSCI 466 ADO AAS/ARMN/CHS/ELPS/AFRS

417

Total of 10 units Total of 10 units Total of 6 units Total of 10 units

Suggested Four Semester + Summer Course Sequence*

Semester One Courses

Semester Two Courses Summer Courses Semester Three Courses

Semester Four Courses

SED 511 EPC 420 AAS/ARMN/CHS/ELPS/AFRS 417

SED 554 SED 529

SED 525xx single subject

SED 514

SPED 420 SED 554S SED 555

SED 521 SED 555S HSCI 466ADO Total of 6 units Total of 6 units Total of 6 units Total of 8 units Total of 10 units

*Please note: Suggested sequences do not guarantee that students will complete coursework in a given time period.

Program completion depends on a number of factors, including the availability of course offerings, the student’s schedule, etc.


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PROFESSIONAL RESPONSIBILITIES All Single Subject Credential Candidates must be aware of the responsibilities that accompany participation in a teacher credential program. Important SED Candidate course responsibilities as well as program responsibilities for the teacher candidates are listed below. Enrollment In order to complete the SED program in a timely manner, Teacher Candidates

will enroll in the courses to ensure that they move through the program in a suitable way. It is important to pay attention to pre- and co-requisites. Enroll in all courses on a graded basis except for SED 554/554S and SED 555/555S, which are CR-NC only.

Course Responsibilities • Attend all classes on time and be prepared to participate in class discussions and group activities as required. • Communicate in effective oral and written Standard English for all course assignments. • Notify the instructor prior to absence or tardiness (by email or phone call). • Maintain a 3.0 average in all credential coursework with a C or better. Candidates should strive to earn

grades of A or B. C- grades are not acceptable.

• Incompletes should be completed so that your progress in the program is not impeded. All Incomplete grades must be completed prior to gaining eligibility for 555/555S.

Program Responsibilities • All Credential Program policies and regulations are your responsibility to fulfill. • Apply for student teaching before the deadline (8/1 for fall, 12/15 for spring) via the online application, found on the

Credential Office website: http://www.csun.edu/eisner-education/credential-office/student-resources • Read (and follow) this SED Handbook and guidelines. It is your responsibility to know program requirements and what is

expected of you. The handbook has been written as a reference guide for your progression through the program. Refer to it often.

• Meet the eligibility requirements for SED 554/554S, and later for SED 555/555S. Involuntary Withdrawal CSUN has developed an "Involuntary Withdrawal" procedure to provide assistance to credential candidates and protect their rights of free speech and opportunity to respond. At the same time, the Involuntary Withdrawal procedure provides CSUN credential programs with a relevant and appropriate way to remove candidates who lack suitable aptitude for teaching in public schools, such as personality traits that satisfy the standards of the teaching profession, or proficiency in written and spoken English. Involuntary withdrawal from the program is accomplished by the collective action of the Involuntary Withdrawal Committee. An individual faculty member, department or the credential office may not withdraw a candidate from a credential program.


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Secondary Education Student Teaching: An Overview

At the beginning of SED 554/554S, you will access the Secondary Education website and acquire a Student Teaching Handbook: http://www.csun.edu/eisner-education/secondary-education/student-teaching The Handbook will include all of the specific requirements and guidelines. You will also attend the Student Teaching Orientation held each semester.

SED 554/554S – Supervised Field Experience & Seminar SED 555/555S – Supervised Practicum & Seminar

The SED program’s two student teaching experiences are a major element of the professional training program. The candidate first completes SED 554/554S, and that is followed in the next or a later semester by SED 555/555S. • Student teaching experiences and seminars provide teacher candidates opportunities to implement and discuss

best practices in managing and organizing the classroom, as well as planning, teaching, evaluating and assessing student work.

• Field Experience and Practicum requirements are based on the California Commission on Teacher Credentialing (CCTC) six domains of the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs and their thirteen Teacher Performance Expectations (TPEs). The Standards are the basis for assessing candidates during the credential program coursework and field experiences, and they may be viewed at the Secondary Education website. See page 3 for a listing of the CSTPs and TPEs.

• The final field experience is designed as an opportunity for teachers to further refine practices aligned with the state-required Teaching Performance Assessment and the Teacher Performance Expectations (TPEs). All supervised field experience requirements in the sequence of courses are completed in classrooms that have been assigned by the Secondary Education Subject Area Coordinators.

THE FIELD EXPERIENCE TEAM

The candidate’s field experiences and seminars are designed and coordinated by a team consisting of the Subject Area Coordinator, the University Supervisor, the Cooperating Teacher (CT), and the Seminar Instructor. Members of the team have had supervisory training and experience as classroom teachers. Open communication is a major responsibility of each member of the field experience team. All members are aware of the special role each has to fulfill and that the common goal of the team is the success of the teacher candidate.

TEACHER CANDIDATE RESPONSIBILITIES Responsibilities vary throughout the field experiences, to progressively develop the Candidate’s professional skills. SED 554/S:

• Candidates complete assigned tasks at the site placement, keeping the school’s semester calendar. • Candidates gradually assume teaching responsibility for 1 hour-long period daily and are present at the

school for an additional period daily for consultation with the CT, observations, and supporting activities. • Candidates are responsible for regular, prompt attendance; thoughtful and timely completion of all

assignments including daily lesson planning; close attention to recommendations of the CT and University Supervisor; and active contributions to seminar discussions.

SED 555/S: • Candidates immediately assume teaching responsibility for 3 hour-long periods daily and are present at the

school for an additional period daily for consultation with the CT, observations, and other supporting activities. Candidates keep the school’s semester calendar.

• Candidates are responsible for regular, prompt attendance; thoughtful and timely completion of daily lesson plans; close attention to recommendations of the CT and University Supervisor; and active contributions to seminar discussions.


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The Teacher Performance Assessment (TPA) All teacher candidates must complete a standardized Teacher Performance Assessment to demonstrate teaching competence. During the 2016-17 academic year, CSUN is transitioning from the Performance Assessment for California Teachers (PACT) Teaching Event to the edTPA. For most candidates, the semester in which they enroll in SED 554 will determine whether they will prepare for the PACT Teaching Event or edTPA.

Passing this assessment is a state requirement for earning the teaching credential. For both the PACT Teaching Event and the edTPA, the candidate prepares and teaches a 3-5-day unit or plan, assesses students during the unit, videotapes a lesson, and writes extensive commentary and reflection about the experience and student learning. SED 554/S: Preliminary Teaching Event (PTE) or Feedback-Receiving edTPA (FRED)

1. During the first semester of student teaching, SED 554, all candidates complete either the PTE or FRED, an abridged version of the PACT Teaching Event or the edTPA that focuses on a single lesson.

2. The candidate is guided in the preparation of the PTE or FRED in the CSUN seminar.

3. It is expected that the Cooperating Teacher will mentor the candidate as usual during the PTE or FRED

lesson (e.g., discuss plans and debrief the lesson).

4. The Cooperating Teacher may also be able to assist the candidate by checking out school digital recording equipment, if available, assisting with videotaping, and informing the student teacher of required permissions.

5. Candidates must pass the PTE or FRED during the semester they are enrolled in SED 554 and SED 554S or SED 594 and SED 594S, in order to receive credit for those courses.

6. The PTE or FRED must feature teaching, student work, and video generated in the SED 554 student teaching placement.

SED 555/555BL, 555I or 555IB and SED 555S: PACT Teaching Event or edTPA

1. Candidates must pass the PACT Teaching Event or edTPA during the semester they are enrolled in SED 555, 555BL, 555I, or 555IB and SED 555S in order to receive credit for those courses.

2. The Teaching Event or edTPA must feature teaching, student work, and video generated in the student-teaching placement corresponding to enrollment in 555, 555BL, 555I, or 555IB and SED 555S for the semester.

3. In SED 555/555S: A grade of Incomplete in SED 555S will be given to candidates who have not completed course activities, who have not submitted the PACT Teaching Event or edTPA by the due date, or who have not received a passing score on the PACT Teaching Event or edTPA by the time that grades are due. You will be given information as to the procedures and timeline for the completion on the Incomplete.


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Department of Secondary Education Master of Arts in Education Degree Options

All Secondary Education M. A. Options are 30-unit programs. The C & I Option is designed to be blended with the credential, while all other options are considered “advanced” master’s programs designed for credentialed teachers with some teaching experience. By the time they are awarded, all M.A. degrees require a year of successful teaching.

Curriculum and Instruction (C & I) For teachers who wish to focus on curriculum and instruction from a general perspective, this individualized, non-cohorted program is designed as an add-on to the end of CSUN’s Single-Subject Preliminary Credential Program. Candidates apply 12 units of our Credential Program coursework to the C&I MA degree, then complete four additional, core courses (12 units), usually two courses per semester, and two additional, electives (6 units), selected in consultation with the Graduate Advisor. (Students who have not earned CSUN’s Single-Subject Preliminary Credential may earn the C&I MA degree by completing 10 units of coursework.

Computers & Educational Technology

For teachers in all academic subject areas at elementary, middle, and high school levels, as well as individuals from higher education and industry who wish to develop expertise with instructional uses of the computer. The program prepares teachers, technology coordinators, and software developers to implement current technology tools in education and to evaluate future technologies as they emerge. A two-year cohort program is offered; candidates complete two courses (6 units) in each of four semesters. Two qualified Credential Program courses (6 units) may be used as electives.

Multicultural & Multilingual (M & M)

For teachers seeking to broaden their knowledge of English as a Second Language, bilingual, and multicultural education. Candidates develop skills and knowledge in effectively working with diverse pupils, families, and communities. A two-year cohort program is offered; candidates enroll in two courses (6 units) in each of four semesters, and they complete a classroom based research project on a question of interest in their coursework over three semesters. Two qualified Credential Program courses (6 units) may be used as electives.

Subject Specialist: English Education For middle and high school teachers of English Language Arts who wish to develop expertise in their teaching of literature, reading, writing, and language. Candidates connect their teaching practice with current research, theory, best practice, and technology for the teaching of English. A two-year cohort program is offered; candidates enroll in two courses (6 units) in each of four semesters; they also complete a classroom based research project on a question of interest in their coursework over three semesters, and they develop leadership skills. Two qualified Credential Program courses (6 units) may be used as electives. Subject Specialist: Mathematics Education For middle and high school teachers of mathematics who wish to develop expertise in their teaching of algebra, geometry, and secondary level mathematics. Candidates study current research, theory, innovative practices, and educational technology. A two-year cohort program is offered; candidates enroll in two courses (6 units) in each of four semesters. They also complete a classroom based research project on a question of interest in their coursework over three semesters, and they develop leadership skills. Two qualified Credential Program courses (6 units) may be used as electives. Subject Specialist: Science Education For middle and high school teachers of science who wish to develop expertise in their

teaching of biology, chemistry, earth sciences, and physics, including science lab activities and science-related technology. Candidates connect their teaching with current research, theory,

and best practice. A two-year cohort program is offered; candidates enroll in two courses (6 units) in each of four semesters. They also complete a classroom based research project on

a question of interest over three semesters, and they develop leadership skills. Two qualified Credential Program courses (6 units) may be used as electives.


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