Preconditions for Intern Program

Pacific Oaks College School of Education

PRECONDITIONS REPORT 2020 Revised Version

Submitted to the California Commission on Teacher Credentialing May 8, 2020 Contact Information: Dr. Bree Cook, Vice President of Academic Affairs, [email protected] Dr. Jerell Hill, Interim Dean, School of Education: [email protected] 45 Eureka Street Pasadena, CA 91103 https://www.pacificoaks.edu/

Table of Contents

SPECIAL CHARACTERISTICS OF PACIFIC OAKS...... 3 SCHOOL OF EDUCATION MISSION ...... 4 (1) Accreditation and Academic Credit ...... 4 (2) Enrollment and Completion ...... 5 (3) Responsibility and Authority...... 5 (4) Lawful Practices ...... 7 (5) Commission Assurances ...... 7 (6) Requests for Data ...... 8 (7) Veracity in all Claims and Documentation Submitted...... 9 (8) Grievance Process ...... 9 (9) Faculty and Instructional Personnel Participation ...... 10 (10) Communication and Information ...... 10 (11) Student Records Management, Access, and Security ...... 10 (12) Disclosure ...... 11 PROGRAM SPECIFIC PRECONDITIONS-PRELIMINARY MULTIPLE SUBJECT ...... 11 (1) Limitation on Program Length ...... 11 (2) Limitation on Student Teaching Prerequisites ...... 12 (3) English Language Skills ...... 13 (4) Undergraduate Student Enrollment ...... 13 (5) Program Admission ...... 13 (6) Subject Matter Proficiency ...... 14 (7) Completion of Requirements ...... 15 PRECONDITIONS FOR EDUCATION SPECIALIST PROGRAMS: PRELIMINARY EDUCATION SPECIALIST ...... 23 (1) English Language Skills ...... 23 (2) Program Admission ...... 23 (3) Subject Matter Proficiency ...... 24 (4) Completion of Requirements ...... 26

Preconditions for Education Specialist Programs: All Added Authorization ...... 27 PRECONDITIONS FOR INTERN PROGRAM ...... 15 (1) Bachelor's Degree Requirement...... 15 (2) Subject Matter Requirement...... 16 (3) Pre-Service Requirement ...... 16 (4) Professional Development Plan ...... 17 (5) Supervision of Interns ...... 19 (6) Assignment and Authorization ...... 20 (7) Participating Districts ...... 20 (8) Early Program Completion Option ...... 20 (9) Length of Validity of the Intern Certificate...... 21 (10) Non-Displacement of Certificated Employees ...... 21 (11) Justification of Internship Program ...... 21 (12) Bilingual Language Proficiency ...... 22 Appendix ...... 35 Signature Page……………………………………………………………………………………………………………………………………………………60

SPECIAL CHARACTERISTICS OF PACIFIC OAKS

Pacific Oaks College & Children’s School has played a crucial role in the development of early childhood education in the U.S. since 1945. Our faculty have developed innovative curriculum and tools that are widely used in early childhood and teacher training programs—both in the U.S. and throughout the world. Pacific Oaks established the anti-bias curriculum that has now been implemented in schools across the United States and is often required reading in early childhood teacher training courses.

Our bachelor’s and master’s programs emphasize pioneering approaches to childhood development, such as learning-through-play, experiential learning, and Trauma and STEAM specializations for those earning a degree in Early Childhood Education. Meeting the necessary credentialing requirements for the state of California, graduates of programs in the School of Education are prepared to find fulfilling careers in public or private institutions.

The School of Education is among three primary departments offering two preliminary credentialing options, Multiple Subject and Education Specialist, at the main Pasadena campus and in Fall of 2017 at the San Jose branch campus. There are multiple options for candidates who wish to pursue a teaching credential online or on-ground, while also obtaining a Bachelor of Arts degree in Early Childhood Education or a Master’s degree in Education. Degree options can be earned while concurrently working toward a Multiple Subject, Education Specialist, or a dual credential at the BA level. Candidates can also pursue a standalone Multiple Subject or Education Specialist credential. In 2019, the Pacific Oaks College SOE became an Institution of Higher Education (IHE) on a Residency Grant in partnership with Achieve Kids and several other nonpublic school partners.

SCHOOL OF EDUCATION MISSION

The Pacific Oaks School of Education, aligned with the Pacific Oaks College and Children’s School mission, is committed to excellence in preparing professional educators who are reflective practitioners dedicated to developing a deep understanding of diversity grounded in human development and who value children and their place in society. The School of Education as a learning community places high value on cultural competencies, both theoretical and in practical application, promoting inclusion and antidiscrimination. Teacher preparation is grounded in cultivating learning experiences that promote inquiry and reflection aligned with current instructional practices that support learning for all students.

I. GENERAL PRECONDTIONS FOR PREPARATION PROGRAMS

(1) Accreditation and Academic Credit. The program(s) must be operated by:

(a) Institutions of higher education: A college or university that (i) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations, and (ii) grants baccalaureate academic credit or post baccalaureate academic credit, or both. An institution approved to offer educator preparation in California must notify the Commission within 30 days if its regional accreditation status changes. (b) School districts or other non-regionally accredited entities: The Superintendent or CEO of the district or entity shall submit verification of the governing board’s approval of sponsorship of the program.

Pacific Oaks is fully accredited by the Western Association of Colleges and Senior Colleges (WSCUC). Please see the most recent WASC Letter. The most recent WASC letter is also in the Appendix of this document.

(2) Enrollment and Completion. Once a candidate is accepted and enrolls in an educator preparation program, the approved program sponsor must offer the approved program, meeting the adopted standards, until the candidate: i. completes the program; ii. withdraws from the program; iii. is dropped from the program based on established criteria; or iv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization. In the event the program closes, a teach out plan, which includes individual transition plans for each candidate as well as a plan for candidates and graduates to access their student records would need to be developed.

Pacific Oaks offers qualified candidates the opportunity to complete an approved credential program ensuring access to advisement, courses, field experiences, and support needed to complete the necessary program requirements, unless the candidate withdraws or no longer meets the criteria to be considered qualified. Candidates who withdraw from the program must return before one year of being unenrolled in order to remain in their original program. Otherwise candidates who wish to return after they have been away for longer than one year, must reapply for the new program. Candidates who are enrolled at the time of program changes will be able to complete their program and be notified of any changes.

In the event of a program closure, candidates will be provided a “teach-out” plan that will include individual transition plans for each candidate. Candidates who have been enrolled one year or less in a credential program will be offered the option to transfer to another institution. Pacific Oaks College School of Education core faculty and the Dean will connect with University of La Verne, Cal State University, Los Angeles, Cal State University, Stanislaus, Azusa Pacific University, San Jose State, and other geographically accessible institutions to discuss options for transferring into their teacher education programs giving students various options to choose from. For second year candidates, Pacific Oaks will offer students the option of completing all coursework online with face-to-face advising and support to help guide them through the successful completion of their program.

(3) Responsibility and Authority. To be granted continuing accreditation by the Committee on Accreditation, the entity shall provide the following information:

(a) Identify the position within the organizational structure that is responsible for ongoing oversight of all educator preparation programs offered by the entity (including educator preparation programs offered by an extension division, if any).

The Dean of the School of Education is responsible for the ongoing oversight of all education preparation programs at the Pasadena main campus, the San Jose branch campus, off-site cohorts and online programs.

School of Education Programs:

• Bachelor of Arts in Early Childhood Education, • Bachelor of Arts in Early Childhood Education-Special Education, • Bachelor of Arts in Early Childhood Education-Elementary Education and • Bachelor of Arts in Early Childhood Education-Dual (includes Special Education and Elementary Education).

• Master of Arts in Education with the Preliminary Multiple Subject Credential • Master of Arts in Education with the Education Specialist Credential • Preliminary Multiple Subject Credential (standalone) • Preliminary Education Specialist Credential (standalone)

(b) Provide a description of the reporting relationship between the position described in (a) and the individual(s) who coordinate each educator preparation program offered by the entity. If a reporting relationship is indirect, describe the levels of authority and responsibility for each educator preparation program. Include an organizational chart for the institution as well as the division(s) within the institution responsible for the oversight of educator preparation programs; include any parent organization, outside organization(s), or partner(s) who will be involved in the oversight of the educator preparation unit and/or responsible for any aspect of program delivery.

The Vice President of Academic Affairs (VPAA) oversees all academic programs at Pacific Oaks College and the Dean of the School of Education reports directly to the Vice President of Academic Affairs. The VPAA reports directly to the President of the college. Pacific Oaks is part of TCS Education System (TCS), a nonprofit, privately owned consortium of colleges and universities. Pacific Oaks College and Children’s School is one of six independent higher education institutions that are affiliates of TCS.

See governance structures here. Pacific Oaks College is an affiliate system of The Community Solution Group (TCS). School of Education Programs include:

(c) Provide policies to ensure that duties regarding credential recommendations are provided solely by persons who are current employees of the Commission approved institution.

Pacific Oaks College School of Education is staffed with a Professional Faculty-Credential Analyst who is an employee of Pacific Oaks College. Along with college faculty, the registrar, and a designated program advisor, the Credential Analyst follows college policies and CCTC standards to ensure that Pacific Oaks complies with all polices related to recommending a candidate for a credential. See job description for the Professional Faculty-Credential Analyst here.

(4) Lawful Practices. To be granted continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an entity that makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention or promotion of employees.

Part I Personnel: Pacific Oaks is committed to providing an academic environment that is free of discrimination and harassment of any type. The institution and the professional preparation program are proposed and operated by policies and procedures that prohibits unlawful discrimination in personnel decisions for faculty or staff positions, please scroll to the bottom of the employment page.

Part 2 Admissions: Furthermore, Pacific Oaks College maintains strict policies prohibiting all forms of unlawful discrimination and harassment of any kind, including decisions about admissions, retention or graduation of students, and decisions regarding employment, retention or promotion of employees. In keeping with this commitment, Pacific Oaks maintains a strict policy prohibiting all forms of unlawful discrimination and harassment of any kind, including sexual harassment, based on race, color, religion, creed, sex, sexual orientation, national origin. The Non-Discrimination Policy is located on the Pacific Oaks website.

5) Commission Assurances. To be granted continuing accreditation by the Committee on

Accreditation, the program sponsor must: (a) assure that the sponsor will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, (b) assure that all candidates participating in public school-based field activities hold a Certificate of Clearance from the Commission, (c)assure that the approved program sponsor will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and (d)assure that the approved program sponsor will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation.

Pacific Oaks College School of Education is committed to ensuring that all applicable standards of program quality and effectiveness adopted by the Commission are upheld and will fulfill all of the applicable standards. a) The Pacific Oaks College Dean of the School of Education, assures that the credential programs will continue to fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission. The Dean also assures that the Pacific Oaks College School of Education will be supported by the institution and the Academic Affairs unit in the resources required to fully cooperate with evaluation of the program by an external team or a monitoring of the program by a Commission staff member.

b) The Pacific Oaks College School of Education dean, Program Director for Teacher Credentialing, Fieldwork Coordinator and Credential Analyst assure that all candidates participating in public school-based field activities hold a Certificate of Clearance from the Commission.

c) The Dean oversees the Program Director of Teacher Credentialing and assures that the approved credential programs cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member.

d) Lastly, the Dean assures that the approved program sponsor will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation.

(6) Requests for Data. To be granted continuing accreditation by the Committee on Accreditation, the entity must identify a qualified officer responsible for reporting and

8 responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. Institutional contact information must be updated annually.

The Dean of the School of Education, reporting directly to the Vice President of Academic Affairs, is the designated college representative responsible for the reporting of data and responding to all requests from the Commission for data including, but not limited to, program enrollment, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. The contact information for the Pacific Oaks Dean of the School of Education and VPAA is:

Jerell Hill, Ed.D. Interim Dean of the School of Education [email protected] 45 Eureka Street Pasadena, CA 91103

Bree E. Cook, PsyD, CFLE Vice President of Academic Affairs, CAO & ALO [email protected] 45 Eureka Street Pasadena, CA 91103

(7) Veracity in all Claims and Documentation Submitted. To be granted continuing accreditation by the Committee on Accreditation, the entity must positively affirm the veracity of all statements and documentation submitted to the Commission.

The Vice President of Academic Affairs and the Dean of the School of Education positively affirm that all statements made in the Preconditions Report reflect accurate information included in the documentation submitted to the commission. It is understood that false claims or documentation is cause for the Commission on Accreditation to place stipulations on the institution.

(8) Grievance Process. To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must have a clearly delineated grievance process for candidates and applicants. The grievance process information must be accessible to all

9 candidates and applicants and the institution must be prepared to provide documentation that candidates have been informed of the grievance process and that the process has been followed.

The Pacific Oaks School of Education is dedicated to following the Grievance Process as stated in our catalog and the teacher preparation handbooks in order to resolve complaints. The Student Assistance, Notice of Need to Improve, and Dismissal from SOE credential programs is accessible to all candidates and prospective students.

(9) Faculty and Instructional Personnel Participation. All faculty and instructional personnel employed by colleges and universities who regularly teach one or more courses in an educator preparation program leading to a credential, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area. Faculty who are not in the Department, School or College of Education are exempt from this requirement. Reference: Education Code Section 44227.5 (a) and (b).

All faculty and instructional personnel employed by Pacific Oaks College who regularly teach or serve as adjuncts in the School of Education’s credentialing programs participate in the public school system at least once every three academic years, appropriate to their credential area. It is understood that Faculty who do not teach in the School of Education credentialing courses are exempt from this requirement. Review of faculty and instructional personnel involvement in public schools will be reviewed annually. Please see a sample of the Pacific Oaks Faculty Qualification Tracking form here.

(10) Communication and Information. To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must provide easily accessible and accurate information to the public, prospective educators, and enrolled candidates about the requirements for admission and successful completion for all its educator preparation programs.

The Pacific Oaks School of Education provides easily accessible information to the public, prospective educators, and enrolled candidates about the requirements for admissions and successful completion for all of the teacher preparation programs. Information can be found on the Credential’s Office website, the main college website and the Residency program page.

(11) Student Records Management, Access, and Security. To be granted continuing accreditation by the Committee on Accreditation, the sponsor must demonstrate that it will

10 maintain and retain student records in accordance with the institution’s record retention policy. Institutions will provide verification that: (a) Candidates and graduates will have access to and be provided with transcripts and/or other documents for the purpose of verifying academic units and program completion. (b) All candidate records will be maintained at the main institutional site or central location (paper or digital copies). (c) Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public. a) Pacific Oaks College candidates and graduates have access to and will be provided with transcripts and/or other documents for the purpose of verifying academic units and program completion upon request to the Registrar’s Office or using the student portal for currently enrolled candidates. b) The School of Education maintains all candidate records in accordance with the institution’s privacy policy. All candidate records are maintained at the main institutional site in the CampusVue system, Perceptive Content, or in the One Drive. Candidate and graduate records are primarily digitized. c) All candidate records are kept securely in locked cabinets and/or the college’s secure server located in a space that is not accessible by the public. See privacy policy.

(12) Disclosure. Institutions must disclose information regarding any outside organizations that will be providing any direct educational services as all or part of the educator preparation programs sponsored by the institution and identify the type of services the outside organization will provide.

Pacific Oaks College does not utilize outside organizations for direct educational services as part of the educator preparation programs.

PROGRAM SPECIFIC PRECONDITIONS- PRELIMINARY MULTIPLE SUBJECT PROGRAM

(1) Limitation on Program Length. The professional preparation coursework that all candidates are required to complete shall be equivalent to no more than two years of full-time study at the institution.

The limitation applies to postgraduate teacher preparation programs. The limitation does not apply to blended/integrated programs of subject matter preparation and professional preparation teaching internship programs. Reference: Education Code Section 44259 (a) and (b) (3).

Clarification of Program Precondition 1 Individually Prescribed Courses. Program Precondition 1 does not apply to additional courses that are required if a candidate is unable to meet the Commission’s standards of candidate competence and performance by completing the regular professional preparation program. The professional preparation coursework leading toward the Preliminary Multiple Subject credential is equivalent to no more than two years of full-time study at Pacific Oaks College. See Advising Guides for the BA and MA level Preliminary Multiple Subject credential programs. See Advising Guide sample here.

(2) Limitation on Student Teaching Prerequisites. No college or university shall require candidates to complete more than the equivalent of nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary or secondary schools. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of alternative methods of English language development as required by Program Precondition 7. Reference: Education Code Section 44320 (a).

Clarification of Program Precondition 2 Student Teaching is defined as experience in a classroom or school under the direction and supervision of an experienced practitioner to complete program requirements. Other terms sometimes used include field work, field experience, directed teaching, practice teaching, practicum, etc.

The Pacific Oaks College credential programs do not require candidates to complete more than nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary schools. The Preliminary Multiple Subject Credential program is carefully designed integrating fieldwork experiences with methodology course work that is completed in a classroom or school settings under the direction and supervision of an experienced practioner. The integrated fieldwork experiences (initial practicum experiences) are tied to assignments that are aligned with CTC standards and experiences such as working with English Language Learners. Beginning in the first credential course at the BA and MA levels and leading into the full-time student teaching semester candidates are required to complete practicum experiences. The School of Education uses the term “Fieldwork” as an umbrella

term for the introductory to advanced practicum, fieldwork and student teaching experiences. See Practicum Forms Here. See Advising Guide Example Here.

(3) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Section 44259 (b) and 44259.5. The Preliminary Multiple Subject program requires candidates to take courses that prepare them to demonstrate knowledge of alternate methods of developing English Language skills, including reading among all pupils, and those for whom English is a second language:

• ED 330: Language and Literacy (BA) (10 hours of practicum) • ED 530: Methods of Teaching Language and Literacy in a Diverse Classroom (3 units) (10 hours of practicum) • ED 331: English Learner Methodologies (BA) (15 hours of practicum) • ED 531: Teaching and Learning Methodologies for English Language Development (3 units) (15 hours of practicum)

(4) Undergraduate Student Enrollment. Undergraduate students of any campus of the California State University or the University of California shall be allowed to enroll in any professional preparation course. Reference: Education Code Section 44320 (a). Preliminary MS/SS 2 Preconditions.

Clarification of Program Precondition 4 Program Precondition 4 does not mean that a public institution must make it possible for a candidate to complete all requirements for a baccalaureate degree and a preliminary credential in four years of full-time study or the equivalent.

N/A Pacific Oaks College is a private institution.

(5) Program Admission. The sponsor of a multiple or single subject preliminary teacher preparation program assesses each candidate’s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections 44227 (a). • The candidate provides evidence of having passed the appropriate subject matter examination(s). • The candidate provides evidence of having attempted the appropriate subject matter examinations(s).

• The candidate provides evidence of registration for the next scheduled examination. • The candidate provides evidence of having completed a Commission approved the appropriate subject matter preparation program. • The candidate provides evidence of continuous progress toward meeting the subject matter requirement. • The candidate provides evidence of enrollment in an organized subject matter examination preparation program.

Pacific Oaks College School of Education requires candidates to provide evidence of continuous progress toward meeting the subject matter requirement. Passing the CBEST exam and showing proof of registration for CSET exams is an admission requirement for entry into all credential programs in the School of Education (POC will provide the CTC allowed contingency due to COVID-19). Each program has a specific advising guide which identifies the course sequence and all program requirements, see Advising Guide example. Pacific Oaks provides students with clearly defined timelines for all program requirements that are well paced and aligned with relevant course work. In addition, Pacific Oaks College provides free CBEST, CSET, and RICA workshops to all students and surrounding communities. This information is also available on the “Events” section of our website.

(6) Subject Matter Proficiency. The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to student teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher of record in a K-12 school. Reference: Education Code Sections 44259 (b) (5). • For Multiple Subject programs (traditional, internship, and/or blended/integrated), the candidate provides evidence of having passed the appropriate subject matter examination(s). • For Single Subject programs (traditional and/or internship), the candidate provides evidence of having passed the appropriate subject matter examination(s) or having completed the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor. • For Single Subject blended/integrated programs, the candidate provides evidence of having passed the appropriate subject matter examination(s), or having completed at least four-fifths (4/5) of the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor.

All Pacific Oaks College Multiple Subject credential candidates and Interns must take and pass the CSETs prior to their Student Teaching application being approved, enrolling in the Student Teaching course work, student teaching placement being assigned, or prior to daily whole class instructional responsibilities as the teacher of record in a K-12 school. Candidates are also required to take the RICA exam prior to student teaching, passing is not required but strongly recommended. See Student Teaching/Intern Application.

(7) Completion of Requirements. A college or university or school district that operates a program for the Preliminary Multiple or Single Subject Credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections 44259 (b) and 44283 (b) (8). • Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution • Completion of Basic Skills Requirement • Completion of an accredited professional preparation program • Completion of the subject matter requirement • Demonstration of knowledge of the principles and provisions of the Constitution of the United States • Passage of the Teaching Performance Assessment • Passage of the Reading Instruction Competence Assessment (RICA) (for Multiple Subject candidates).

The Pacific Oaks Credential Analyst evaluates and verifies the submission and successful completion of each of the areas listed above prior to recommending a candidate for a credential and verifying that each candidate meets all legal requirements for the credential, including verification of a Live Scan/background check. See Credential’s Office webpage, Recommendation Process.

PRECONDITIONS FOR INTERN PROGRAM-Preliminary Multiple Subject Teaching Credential

(1) Bachelor's Degree Requirement. Candidates admitted to internship programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326, 44453.

In order for an applicant to be considered for admissions to the Internship Program for the Preliminary Multiple Subject Teaching Credential program, they must hold a baccalaureate degree or higher from a regionally accredited institution of higher education, as verified by the Credential Analyst and Registrar’s office, See intern eligibility criteria.

(2) Subject Matter Requirement. Each Multiple Subject intern admitted into the program has passed the Commission-approved subject matter examinations(s) for the subject area(s) in which the Intern is authorized to teach, and each Single Subject intern admitted into the program has passed the Commission-approved subject matter examination(s) or completed the subject matter program for the subject areas(s) in which the Intern is authorized to teach. Reference: Education Code Section 44325(c) (3).

Multiple Subject Intern candidates are considered for admissions to the Intern Program upon verification of passing the CSET (Multiple Subjects) exam, See intern eligibility criteria.

(3) Pre-Service Requirement. (a) Each Multiple and Single Subject Internship program must include a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content regarding the teaching English Learners pursuant to California Code of Regulations §80033.

The Multiple Subject Intern Program includes 170 clock hours of a pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content in teaching English Learners through the following course work:

• ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (3 units=45 hours and 10 practicum hours) • ED 531 Teaching and Learning Methodologies for English Language Development (3 units=45 hours and 15 practicum hours) • SPED 563: Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (3 units=45 hours and 15 practicum hours) See course descriptions. Furthermore, candidates are interviewed by the department prior to an intern placement being approved. See Intern Eligibility requirements.

(b) Each Education Specialist Internship program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational

16 preparation in pedagogy including classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English Learners.

The Preliminary Multiple Subject Intern Program includes a minimum of 170 clock hours of a pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content in teaching English Learners through the following course work:

Furthermore, candidates are interviewed by the department prior to an intern placement being approved. See Intern Eligibility requirements.

(4) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following: (a) Provisions for an annual evaluation of the intern. (b) A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching. (c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities. (d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.

(a) Provisions for an annual evaluation of the intern Districts who offer employment to university Interns agree to develop and implement a *Professional Development Plan (IDP) for interns as verified by the Memorandum of Understanding (MOU) which is signed by the Pacific Oaks Dean and the School District. Pacific Oaks partners with districts, such as the Los Angeles Unified School District, who have developed and implemented comprehensive Professional Development Plans (see district partner list here). Intern candidates are evaluated prior to being approved for intern placement through a

department interview. Regular and systematic evaluation of intern candidates is completed in coordination with the district support provider (mentor teacher) and the college fieldwork supervisor (see Intern Handbook p. 19 for FWS roles and responsibilities). All candidate evaluations are sent to the Fieldwork Coordinator and reviewed. Candidates whose evaluations determine that a growth plan is needed, work with the faculty advisor, Fieldwork Coordinator, district and support provider to create a “Need for Improvement Plan (NIP)” (see Intern Handbook p. 28 for NIP). Midpoint and Final Evaluation of candidates, which are aligned with the TPEs, can be found on pp. 35-44 of the Intern Handbook. (b) Descriptions of courses: In order to be approved for an Intern placement, candidates must complete the following courses: ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) (PREREQUISITE for ED 531) SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (15 hours of Practicum) ED 531 Teaching and Learning Methodologies for English Language Development (15 hours of Practicum) The full list of courses required for the Education Specialist Intern Credential can be found on the revised Advising Guide for 20-21 academic year. For a full description of all courses, please see the Course Description section in the Academic Catalog.

(c) Additional instruction during first semester of service: In addition, the Intern Letter to the candidate and district provides additional coursework to be completed by the intern, including student teaching and courses specific to their assigned area of instruction when applicable. On pages 10-14 of the Intern Handbook information and guidance is provided regarding the requirements needed to successfully participate in the Intern Program and the process to complete the preliminary credential. All intern candidates are interviewed by the department prior to being approved for placement. In addition, the district support provider and candidate are required to attend the Pacific Oaks College student teaching/intern orientation.

(d) Instruction during first year of service (bilingual classes, methods of teaching students with M/M disabilities) For instructional support during the first year of service for teaching students with M/M disabilities and in support of students in bilingual classes, a district support provider with the M/M clear credential as well as the college Fieldwork Supervisor, provide on-going and systematic support. In addition, candidates take course work, such as ED 530 and ED 531 preparing them to work with English Learners with a combined 25 hours of integrated

fieldwork required prior to intern placement, as well as SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments that integrates 15 hours of required fieldwork to strengthen the intern’s knowledge of teaching students with M/M disabilities through General Education and Special Education programs. See MA-Multiple Subject Advising Guide.

The Intern Handbook provides comprehensive information to support intern candidates in their first year of placement including an assigned district mentor, a college fieldwork supervisor and course work leading to the Preliminary Multiple Subject Teaching Credential.

(5) Supervision of Interns. (a) In all internship programs, the participating institutions in partnership with employing districts shall provide 144 hours of support and supervision annually and 45 hours of support and supervision specific to teaching English learners pursuant to California Code of Regulations §80033.

The Pacific Oaks School of Education Intern Program partners with employing districts to provide 144 hours of support and supervision annually with 45 hours of support and supervision specific to teaching English learners. Information is provided to candidates and employing school districts in the MOU Sample and Intern Handbook.

(b) University Intern Programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section 44462. Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision.

N/A Pacific Oaks does not fund a University intern program and therefore does not request that an intern’s salary be reduced for any reason.

(6) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an internship program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section 44454. The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458.

Pacific Oaks Intern eligibility criteria is verified so that the candidate can assume the functions that are authorized by the regular standard credential. The Intern MOU stipulates that the interns’ services meet the instructional or service needs of the participating district (s).

(7) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections 44321 and 44452.

The Credential Analyst or Fieldwork Coordinator verifies the that the participating districts are public school districts or county offices of education and submission for approval of the specific district involved and specific credential are included in the Intern MOU. Also see the District Partner List.

(8) Early Program Completion Option. (Does not apply to an Education Specialist intern program) Each intern program must make available to candidates who qualify for the option the opportunity to choose an early program completion option, culminating in a five-year preliminary teaching credential. This option must be made available to interns who meet the following requirements:

(a) Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following: • Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students • Techniques to address learning differences, including working with students with special needs • Techniques to address working with English learners to provide access to the curriculum • Reading instruction in accordance with state standards • Assessment of student progress based on the state content and performance standards • Classroom management techniques • Methods of teaching the subject fields (b) Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option.

(c) Pass the Reading Instruction Competence Assessment (RICA) (Multiple Subject Credential only). (d) Meet the requirements for teacher fitness. An intern who chooses the early completion option but is not successful in passing the assessment may complete his or her full internship program. (Reference: Education Code Section 44468).

In partnership with district partners, Pacific Oaks College School of Education will offer the Early Completion Option for candidates who meet the criteria outlined by the CTC. Candidates who wish to pursue this option, can review the information on the Credential’s Office website and contact the Credential Analyst or Fieldwork Coordinator. The Credential Analyst and Fieldwork Supervisor are the primary contact for this option. Information about the ECO option can be found on the Credential’s Office website under the “Intern Credential” tab.

(9) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b).

The Pacific Oaks Intern Credential Program is valid for a period of two years and the SOE does not partner with any school districts who offer a 4-year intern program. However, if an intern were participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a Multiple Subject and an Education Specialist credential to teach students with mild/moderate disabilities, then the four-year rule would apply.

(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts.

Pacific Oaks will certify through the MOU process that interns do not displace certified employees participating in districts.

(11) Justification of Internship Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the internship is being implemented. Programs that are developed to meet employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when

21 applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted.

The Teacher Internship Program was implemented to provide opportunity for districts to recommend candidates for internship positions on an as-needed basis. The Teacher Internship Program serves a need within the Pacific Oaks College service areas in Northern and Southern California. The Intern Program services school districts that find it challenging to fill teaching positions because of geographic isolation, high cost-of-living demands, and primarily in a shortage of teachers in Special Education. Consequently, many districts fill positions by recruiting from within. The Teacher Internship Program provides a vehicle through which districts can identify, recruit, and employ talented teachers-in-training while these candidates pursue the Preliminary Education Specialist or Preliminary Multiple Subject Teaching Credential at Pacific Oaks College.

(12) Bilingual Language Proficiency. Each intern who is authorized to teach in bilingual classrooms has passed the language proficiency subtest of the Commission-approved assessment program leading to the Bilingual Cross-cultural Language and Academic Development Certificate. Reference: Education Code Section 44325 (c) (4).

The School of Education will verify that a candidate has demonstrated subject matter competence with passing CSET scores, as well as demonstrated language proficiency through the CSET LOTE subtest of the Commission-approved assessment program leading to the Bilingual Cross-cultural Language and Academic Development Certificate once CCTC authorizes the institution to do so upon approval of the Bilingual Authorization application (Intent to Submit a New Educator Preparation Program) resubmitted in Fall of 2019.

PRECONDITIONS FOR EDUCATION SPECIALIST PROGRAMS: PRELIMINARY EDUCATION SPECIALIST M/M (1) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Sections 44227, 44253.1, and 44283.

The Pacific Oaks Education Specialist program requires candidates to demonstrate their knowledge of alternate methods of developing English language skills, including reading, among all pupils, including those whom English is a second language. All candidates in the Education Specialist program at the BA or MA levels are required to successfully complete the following courses that integrate current theoretical knowledge with practicum experience carefully aligned with key assignments:

• ED 330 Language and Literacy (3) (10 hours of practicum) • ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (3) (10 hrs. • practicum) • ED 331 English Learner Methodologies (3) (15 hours of practicum) • ED 531 Teaching and Learning Methodologies for English Language Development (3) (15 hrs. of practicum

(2) Program Admission. The sponsor of an education specialist teacher preparation program assesses each candidate’s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections 44227 (a). • The candidate provides evidence of having passed the appropriate subject matter examination(s). • The candidate provides evidence of having attempted the appropriate subject matter examinations(s). • The candidate provides evidence of registration for the next scheduled examination. • The candidate provides evidence of having completed an appropriate Commission approved subject matter preparation program. • The candidate provides evidence of continuous progress toward meeting the subject matter requirement. • The candidate provides evidence of enrollment in an organized subject matter examination preparation program.

Pacific Oaks College School of Education requires Education Specialist candidates at the BA and MA levels to provide evidence of continuous progress toward meeting the subject matter requirement. Passing the CBEST exam and showing proof of registration for CSET exams is an admission requirement for entry into all credential programs in the School of Education (POC will provide the CTC allowed contingency due to COVID-19). Each program has a specific advising guide which identifies the course sequence and all program requirements, see Advising Guide sample. Pacific Oaks provides students with clearly defined timelines for all program requirements that are well paced and aligned with relevant course work. In addition, Pacific Oaks College provides free CBEST, CSET, and RICA workshops to all students and surrounding communities. This information is also available on the “Events” section of our website. See Admission’s Checklist below: Admissions Checklist M.A. Education Programs

• Completed Application for Admission • www.apply.pacificoaks.edu

• Application Fee • Resume • Personal Statement • Successful completion of a bachelor’s degree or higher except in professional education from a regionally accredited institution • Satisfy the Basic Skills Requirement (e.g., CBEST) • Proof of registration or payment for the California Subject Examinations for Teachers (CSET: Multiple Subjects; i.e., Subtests I, II, and III) with test dates in the first six months of initial enrollment • Letter of Recommendation required for students whose cumulative GPA is below 2.5 • Demonstrated commitment to the mission and values of Pacific Oaks College

(3) Subject Matter Proficiency. The approved teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to solo teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher of record in a K-12 school. Reference: Education Code Section 44227. All Pacific Oaks Education Specialist credential candidates at the BA and MA levels and Interns must take and pass the CSET prior to their Student Teaching application being approved, enrolling in the Student Teaching course, Student Teaching placement being assigned, or prior to daily whole class instructional responsibilities as the teacher of record in a K-12 school, see Student Teaching/Intern Application. Candidates are also required to take the RICA practice exam while enrolled in ED 330 at the BA level and ED 530 (See sample Advising Guide) at the MA level, as a course requirement, and take the RICA exam prior to

24 student teaching or an intern placement approval. Candidates are not required to pass the RICA prior to student teaching or intern placement but it is highly recommended. See Student Teaching Application.

To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential, except for the Early Childhood Special Education credential, shall:

1. Pass the Commission-approved Multiple Subject matter examination; or pass a Commission-approved subject matter examination in Art, English, Mathematics, including foundational-level Mathematics, Music, Social Science or Science, including foundational level General Science; or

2. Complete a Commission-approved subject matter program in Art, Elementary, English, Mathematics including foundational-level Mathematics, Music, Social Science or Science, including foundational-level General Science; or

For integrated undergraduate programs only, the candidate must be monitored for subject matter competency both prior to beginning and during early field experiences. Each candidate in an integrated undergraduate program must have satisfied subject matter or at a minimum completed four-fifths of the Commission-approved subject matter preparation program prior to beginning solo (i.e., student) teaching.

3. Hold a California general education teaching credential in any subject.

In order to demonstrate subject matter competence when applicable (e.g. the BA ECE dual program), a candidate for a Preliminary Education Specialist Teaching Credential will be required to pass the Commission-approved Multiple Subject matter examination in Art, Elementary, English, Mathematics including foundational-level Mathematics, Music, Social Science or Science, including foundational level General Science prior to solo teaching. For candidates who have completed a CTC commission approved subject matter program, a letter from their undergraduate institution verifying they have successfully completed such a program will meet this requirement.

3. Hold a California general education teaching credential in any subject. For employment purposes, Education Specialists will have to meet the subject matter requirements of a Highly Qualified Teacher according to federal Public Law 108-446 Sections 1401 and 1412 and California Code of Regulations Section 6111.

(a) For those assigned to a setting that is designated as teaching an elementary curriculum per NCLB/IDEA, subject matter competence shall be accomplished by

25 passing the examination approved by the Commission on Teacher Credentialing for Multiple Subject Teaching Credentials (currently the California Subject Examination for Teachers: Multiple Subjects.)

For candidates assigned to a setting that is designated as teaching elementary curriculum per NCLB/IDEA, subject matter competence shall be accomplished by passing the examination approved by the Commission on Teacher Credentialing for the Multiple Subject Teaching Credentials (CSETs).

(b) For those assigned to teach in a setting designated as teaching a middle or high school curriculum per NCLB/IDEA, subject matter competence may be achieved by demonstration of subject matter competence in art, English, mathematics including foundational-level mathematics, music, social science, or science including foundational-level general science and specialized science. Competence may be achieved by: 1) successful passage of the authorized state exam in a single subject listed above authorized by the Commission on Teacher Credentialing (currently California Subject Examination for Teachers: Single Subject) or 2) completion of a Commission approved Single Subject Matter program or the equivalent.

For Education Specialist candidates assigned to teach in a setting designated as teaching middle or high school curriculum per NCLB/IDEA, subject matter competence will be required by demonstrating successful passage of the authorized state exam in a single subject listed by the Commission on Teacher Credentialing (California Subject Examination for Teachers: Single Subject) or Commission approved Single Subject Matter program equivalent. Candidates who have completed a commission approved Single Subject Matter program or the equivalent can provide a letter verifying they have met this requirement.

(c) Those Education Specialists assigned to teach students whose curriculum is based on alternative achievement standards (i.e. alternatives to the California high school exit exam) may demonstrate subject matter competence through the same method as elementary teachers in (a) above.

All Educational Specialist candidates or interns assigned to teach students whose curriculum is based on alternative achievement standards, such as alternatives to the California high school exit exam, may demonstrate subject matter competence through passing the CSET for elementary teachers as stated above.

(4) Completion of Requirements. A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code

Sections 44225(a), 44227, and 44283.2(a). • Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution • Satisfaction of the Basic Skills Requirement • Completion of an accredited professional preparation program • Completion of the subject matter requirement • Demonstration of knowledge of the principles and provisions of the Constitution of the United States Passage of the Reading Instruction Competence Assessment (RICA) [Passage of the RICA examination does not apply to Early Childhood Special Education Credential candidates Section 44283.2(b).]

Exam Tracking System: For the collection and monitoring of candidates’ progress on passing subject matter proficiency exams, course work is aligned with the CSETs and RICA and instructors and advisors monitor progress. The Credential Analyst, Dean of the SOE, faculty and Advisors monitor candidate progress on exams using EdReports to verify exams have been attempted or passed. Candidates must take and pass the CSET exams and attempt the RICA exam prior to student teaching. When a candidate is ready to student teach, their advisor or the Credential Analyst verifies that they have met the requirements. The Fieldwork Coordinator and Credential Analyst also track candidates’ progress once candidates apply for student teaching. See Student Teaching Application and Advising Guide second page that shows the credential requirements. The Fieldwork Coordinator, faculty advisor and Credential Analyst track and verify progress toward credential completion. Preconditions for Education Specialist Programs: All Added Authorization (1) Candidates accepted into an Added Authorization program must currently hold a preliminary education specialist teaching credential or be eligible for a preliminary education specialist teaching credential prior to recommendation for the Added Authorization.

(2) The Added Authorization courses may be considered part of coursework for completing the Clear Education Specialist program.

Pacific Oaks College does not offer added authorizations at this time. The Autism Authorization and ELL are integrated into the Preliminary Multiple Subject and Education Specialist (M/M) credential programs. PRECONDITIONS FOR INTERN PROGRAM-Preliminary Education Specialist M/M Teaching Credential

In order for an applicant to be considered for admissions to the Internship Program for the Preliminary Education Specialist M/M Teaching Credential program, they must hold a baccalaureate degree or higher from a regionally accredited institution of higher education, as verified by the Credential Analyst and Registrar’s office, See intern eligibility criteria.

Multiple Subject and Education Specialist Intern candidates are considered for admissions to the Intern Program upon verification of passing the CSET (Multiple Subjects) exam, See intern eligibility criteria.

(b) Each Education Specialist Internship program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in pedagogy including classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English Learners.

The Education Specialist Intern Program includes a minimum of 170 clock hours of a pre- service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content in teaching English Learners through the following course work:

Furthermore, candidates are interviewed by the department prior to an intern placement being approved. See Intern Eligibility requirements.

(c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities. (d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.

(e) Provisions for an annual evaluation of the intern Districts who offer employment to university Interns agree to develop and implement a *Professional Development Plan (IDP) for interns as verified by the Memorandum of Understanding (MOU) which is signed by the Pacific Oaks Dean and the School District. Pacific Oaks partners with districts, such as the Los Angeles Unified School District, who have developed and implemented comprehensive Professional Development Plans (see district partner list here). Intern candidates are evaluated prior to being approved for intern placement through a department interview. Regular and systematic evaluation of intern candidates is completed in coordination with the district support provider (mentor teacher) and the college fieldwork supervisor (see Intern Handbook p. 19 for FWS roles and responsibilities). All candidate evaluations are sent to the Fieldwork Coordinator and reviewed. Candidates whose evaluations determine that a growth plan is needed, work with the faculty advisor, Fieldwork Coordinator, district and support provider to create a “Need for Improvement Plan (NIP)” (see Intern Handbook p. 28 for NIP). Midpoint and Final Evaluation of candidates, which are aligned with the TPEs, can be found on pp. 35-44 of the Intern Handbook. (f) Descriptions of courses: In order to be approved for an Intern placement, candidates must complete the following courses: ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) (PREREQUISITE for ED 531) SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (15 hours of Practicum) ED 531 Teaching and Learning Methodologies for English Language Development (15 hours of Practicum) The full list of courses required for the Education Specialist Intern Credential can be found on the revised Advising Guide for 20-21 academic year. For a full description of all courses, please see the Course Description section in the Academic Catalog.

(g) Additional instruction during first semester of service: In addition, the Intern Letter to the candidate and district provides additional coursework to be completed by the intern, including student teaching and courses specific to their

assigned area of instruction when applicable. On pages 10-14 of the Intern Handbook information and guidance is provided regarding the requirements needed to successfully participate in the Intern Program and the process to complete the preliminary credential. All intern candidates are interviewed by the department prior to being approved for placement. In addition, the district support provider and candidate are required to attend the Pacific Oaks College student teaching/intern orientation.

(h) Instruction during first year of service (bilingual classes, methods of teaching students with M/M disabilities) For instructional support during the first year of service for teaching students with M/M disabilities, a district support provider with the M/M clear credential as well as the college Fieldwork Supervisor, provide on-going and systematic support. In addition, candidates take course work, such as ED 530 and ED 531 preparing them to work with English Learners with a combined 25 hours of integrated fieldwork required prior to intern placement. In addition, candidates take course work that prepares them to work with students in M/M programs. The Intern Handbook provides comprehensive information to support intern candidates in their first year of placement including an assigned district mentor, a college fieldwork supervisor and course work leading to the Masters and Education Specialist Credential.

N/A Pacific Oaks does not fund a University intern program and therefore does not request that an intern’s salary be reduced for any reason.

The EOC does not apply to Education Specialist Interns.

(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts.

Pacific Oaks will certify through the MOU process that interns do not displace certified employees participating in districts.

Appendix

Appendix A: WASC Letter

JOB TITLE: Professional Faculty, Credential Analyst DEPARTMENT: School of Education REPORTS TO: Dean, School of Education CLASSIFICATION: Exempt TYPE: Regular / Full-Time LOCATION: Pasadena

POSITION SUMMARY

Professional Faculty and Administrative Faculty may have similar responsibilities but Professional Faculty may be assigned a distinct role; e.g., overseeing a center, department role, or office where they operate in a leadership position related to the support of the teaching and learning operations of a school or department, but will not always have a course unit load as generally required by Administrative Faculty. The Professional Faculty role requires advanced learning and preparation acquired through a distinct area of expertise and training. Professional Faculty are full-time staff positions and do not have a faculty contract. They may participate in Faculty meetings at the discretion of the Faculty Coordinating Committee. Typical professional faculty positions are Librarians, Credential Analysts, Coordinator of Clinical Training etc. Other professional positions may support education, research, Student Affairs and other such activities. Professional Faculty positions must require the incumbent to regularly exercise professional discretion and judgment and to produce work that is intellectual and varied and is not standardized.

The Professional Faculty position for the School of Education is titled, Professional Faculty, Credential Analyst. The qualified applicant will hold a minimum of a master’s degree in a related field but due to the nature of this position, is not required to hold a credential or to have k-12 teaching experience. However, it is necessary for the incumbent to gain applicable knowledge in k-12 teacher education as related to the expectations of the California Commission on Teacher Credentialing.

(CTC). The Professional Faculty- Credential Analyst role is an administrative position, which supports the necessary functions of the School of Education, managing the duties and responsibilities of a Credential Analyst as well as supporting the Fieldwork Coordinator. These duties include, but are not limited to, coordinating the administration of CalTPAs for the College, overseeing the Intern Credentialing process, which will also entail managing the development and logistics of a zero-unit Intern Credential course, and student teaching.

The Professional Faculty, Credential Analyst supports the School of Education Dean and School of Education faculty and staff by providing oversight related to teacher credentialing, clinical practice, and in assuring compliance with both regional and professional accreditors. Responsibilities include the coordination of all credentialing services for the School of Education credential programs. The incumbent will assist in the following areas: a) auditing newly admitted and current students in the School of Education’s credentialing programs, b) organizing and administering orientations to student teachers and interns in coordination with the Fieldwork

Coordinator, c) recommending students to the California Commission on Teacher Credentialing (CTC) to obtain licensure in the form of a credential, and d) completing Title II, ADS and other CTC reports in coordination with the dean; e) coordinating the CBEST, CSET and RICA workshops, and f) other duties related as assigned.

This position requires professionalism, diplomacy, discretion and integrity in all areas of responsibility. The position represents the School of Education while cultivating and maintaining positive working relationships with school districts, community partners, and California Commission on Teacher Credentialing (CTC) representatives. The responsibilities of this position require a commitment to promote excellence in the Pacific Oaks teacher education programs.

We are looking for qualified applicants who hold a minimum of a Master’s degree in a related field and administrative experience in education and/or higher education. A desirable applicant will also be able to demonstrate a commitment to Pacific Oaks’ core values in their professional experiences, scholarship, and research interests.

This position can be virtual and is primarily located in Pasadena, California. The position serves all modalities and locations and reports directly to the Dean of the School of Education.

ESSENTIAL JOB FUNCTIONS:

JOB FUNCTIONS:

• Analyze, review, process, and track students’ credential program related documents and communicate status to students as required • Serve as the point of contact for student questions and concerns about the CalTPA, clinical practice, and other credential requirements • Contact student and/or all campuses, cohorts, departments, sites, etc. regarding any concerns or issues • Process, review, and recommend students to the Commission on Teacher Credentialing (CTC) for licensure in the form of a credential and review eligibility and, if applicable, process applications for out-of-state verifications and supplementary authorizations. • Work closely with the CalTPA coordinator to ensure the program is coordinated effectively for candidates. • Act as the liaison between students and County Offices, School Districts, and other entities in the school system. • Work with districts to establish MOUs and place eligible students in appropriate clinical practice settings that meet the California Standards for the Teaching Profession (CSTP) and well as Teacher Performance Expectations (TPE). • Analyze and review student teaching and intern applications and communicate status to students. • Assist in coordinating clinical practice orientations for eligible candidates. • Maintain a clinical practice database that aligns with clinical practice standards outlined by the CTC. • Assist in updating clinical practice handbooks, Credentials Office website, and other related materials to ensure information is current and aligned with CTC standards.

• Work with faculty and staff of the School of Education to ensure that POC and CTC standards, policies, procedures as well as accreditation policies and procedures are met. • Provide regular training sessions on credential and clinical practice requirements to prospective students, current students, and staff. • Stay abreast of CTC and accreditation policies and procedures by attending workshops and conferences, reviewing Department of Education and CTC publications and reports, and collaborating with credential and clinical practice staff at other Institutions of Higher Education. • Work with the Dean, School of Education, to complete state and federal data reporting for the CTC, including, but not limited to, Title II and the Accreditation Data System (ADS) report. • Work collaboratively with members of the School of Education as well as other departments to ensure program compliance, quality, and student satisfaction. • Performs other duties as assigned.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES: • High level of customer service to all students, faculty, staff, and outside entities. • Superior leadership skills, including leading group projects and managing responsibilities. • Analytical and results-oriented with demonstrated strong decision making skills. • Self-starter with the ability to prioritize multiple deliverables and projects, and meet deadlines. • High level of professionalism, ethics, discretion and confidentiality in dealing with various situations and information pertaining to employees, students, and outside entities. • Knowledge creating, writing, and revising college processes and policies. • Excellent interpersonal and team building skills with a helpful, supportive, and responsive attitude. • Ability to work in a complex process system of auditing, evaluating and analyzing information. • Experience working within a department within higher education reviewing student files a n d analyzing student information. • Ability to develop and implement systems and processes to manage workflows in order to improve efficiency, collaboration, and student satisfaction. • Utilize and learn new technologies where appropriate to support the overall needs of the School of Education. REQUIRED EDUCATION: • Master’s degree required. PREFERRED EDUCATION: • Doctoral degree preferred. REQUIRED EXPERIENCE:

PREFERRED EXPERIENCE: • Computer proficiency, including word processing, spreadsheets, and database management; especially with MS Office Suite. • Minimum of 2-4 years’ experience with accreditation and credential processes preferred • Minimum of 2-5 years’ experience in Higher Education preferred • Computer and internet savvy with advanced knowledge of Microsoft Office Suite, including Word, Excel, and Outlook. Working knowledge of Adobe Acrobat Pro. Experience with TaskStream highly desirable.

DISCLAIMER: The job description is meant to describe the general nature and level of work being performed; it is not designed to cover or contain an exhaustive list of all activities, duties or responsibilities that are required for the position. Duties, responsibilities and activities may change or new ones may be assigned at any time with or without notice. While this job description is intended to be an accurate reflection of the current job, Pacific Oaks reserves the right to revise the job or to require that other or different tasks be performed.

Non Discrimination Policy

Faculty Qualification Form

Course Faculty Name Ethnicity Credential Experience Education Gender SPED L.A. F/Caucasian Single-Subject, Administration, Ed.D. 331, Specialist Instruction Special Education, SPED Tier II Administrative Non Public Schools 351, SPED 359 SPED 562 ED360, R.B. M/Caucasian Multiple-Subject CBEST, CSET Prep MA ED 560 Single-Subject instructor Elementary Administrative school teacher Credential ED 378 D.B. Administrative Administration Ed.D. ED 379 services Professional Teaching ED 578 M/African Clear Teaching Dropout prevention ED 579 American Specialist, Asst. Principal, Elementary Instruction Specialist ED 348, M.B. M/Latino Clear Multiple Subject Elementary Teacher MA ED 548 Teaching Credential. CA Teacher Cert k-8

SPED 331 B.D. F/Caucasian Special Education Autism Program SPED 563 Teaching Credential Education Specialist Ed.D. ED 693 (mild to moderate) ED 694 Multiple Subject , ELL cert.

ED 305 Jerell Hill Administrative Assistant Ed.D. ED 509 Services Credential Superintendent, ED 573 Full-time (Preliminary and Special Education Faculty Clear) Authorization Director of Special for Administrative Education and Student Services Credential Support Services Education Specialist M/African Clear Credential American (Autism Authorization) Professional Clear Credential (CLAD), Education Specialist Credential

ED 330, C.J. Reading and Language Language Arts Teacher M.A. ED 331, Arts Specialist Single Literary Coach ED Subject: 530, ED F/Caucasian English, History, Art 531 Multiple Subject CLAD

ED 573 J.K. F/Caucasian Multiple Subject Elementary Principal M.A. Credential

SPED J.K. Level II Professional Faculty M.A. 442, Clear Education Assistive Technology SPED 529 Specialist, Specialist F/Caucasian Mild/Moderate Level I Education

ED 593 Aliset Perez F/Latina Preliminary Level 1 Special Ed. Teacher In process ED 594 M.S. Special Education Specialist Special Ed. Resource SP 591 Education Mild/Moderate Specialist SP 592 Full-time Preliminary Level 1 faculty General Education ED 348 M.S. (ONLINE F/Caucasian Standard Teaching Faculty/ Dissertation Ph.D. ED549 ONLY) Secondary Advisor Educational Education Mathematics Grades Consultant 7-12

ED 312, D.S. M/Pacific Clear Multiple Subject Multiple Subject Ed.D. ED 552, Islander CLAD program Educational ED 693 TPA Assessor Lecturer Leadership Teacher SPED Marsha F/Caucasian Multiple subject Full-time faculty Ph.D. 562, Swindler SPED 563 Full-time Faculty ED 330 Catherine F/Caucasian Clear Multiple Subject Full-time faculty Ed.D. ED 331 Walter Teaching Credential ED 530 Full-time ED 531 Faculty ED 330 L.M. F/Caucasian Adjunct Ph.D. ED 331 ED 530 ED 531 ED 305 D.T. M/Asian Administrative Executive Director of Ed.D. ED 509 Services ECE, LAUSD ED 573

Elizabeth Professional Clear k-12 teacher Ed.D. Chamberlain F/Caucasian Multiple Subject k-12 school counselor Dean of the Teaching Credential University School of Pupil Personnel Administrator Education Services Credential

MOU Sample MEMORANDUM OF UNDERSTANDING BETWEEN Pacific Oaks College AND

This Memorandum of Understanding (the “MOU”) is entered into by and between Pacific Oaks College, a nonprofit institution of higher education located at 55 Eureka Street, Pasadena, California (the “College”), and PUC Lakeview Charter High School located at 13361 Glenoaks Blvd., Sylmar, CA 91342 (the “District”). A. Parameters

This Understanding shall be effective for a period of five years from the date of signature when executed by both parties. This Understanding may be renewed upon agreement of the parties in writing executed at least thirty (30) days prior to the end of the term.

All stipulations in this MOU are contingent upon the acceptance and funding of the College Intern Program by the California Commission on Teacher Credentialing (“CTC”). Where College does not receive approval from CTC, this Agreement shall be null and void and the parties shall have no obligation to the other under the Agreement.

B. Purpose

The purpose of this Memorandum of Understanding is to establish a formal working relationship between the parties to this Understanding and to set forth the operative conditions, which will govern this collaboration. The District and the College will coordinate providing services as part of the College Intern Program, serving multiple subject and mild/moderate special education interns, hereafter referred to as the College Intern Program.

C. Roles and Responsibilities

The District agrees to:

1. Participate in program evaluation.

2. Participate in the a clearly defined selection of district support providers (i.e. mentor teachers) to participate in the College Intern Program who have the following minimum qualifications: a. Valid corresponding Clear or Life Credential b. Three years of successful teaching experience c. EL Authorization (if responsible for providing specified EL support).

3. Provide sufficient resources, including the identification of protected time for employer-provided support/mentor to work with intern within the school day including clearly defined expectations for type/frequency of support.

4. Clarify the intern’s terms of employment, including evaluation process of site support provider (examples: retiree, contracted COE or other agency staff, current school employee). The CTC requires districts to identify an individual who is immediately available to assist the intern with planning lessons that are appropriately designed and differentiated for English Learners, for assessing language needs and progress, and to support language accessible instruction. This individual may be the same mentor teacher provided that they have EL authorization and are immediately available.

5. Ensure the quality of the internship experience by providing professional development to the intern. College support providers will work with the intern and mentor teacher to design appropriate activities that support the

intern’s work with English Learners. The School of Education will also partner with District partners to ensure that interns are evaluated using the IDP within the first intern semester.

6. Ensure that all district and site administrative staff respect the confidentiality between the mentor teacher and the intern teacher. Intern activities will not have a relationship to district teacher evaluation.

7. Only hire intern candidates who meet the requirements necessary for obtaining an intern credential.

8. Assign the intern to positions that are authorized to be performed by holders of multiple subject and mild/moderate special education intern credentials, with a load that is appropriate for a beginning teacher that will enable the adequate time necessary to complete concurrent credential coursework.

9. Provide at least 84 hours of general support/supervision of the intern, and, if the intern does not already hold an English Learner Authorization, a minimum of 22.5 hours of additional English Learner support each academic year for a total of

10. Place each participating intern with a fully credentialed mentor teacher, preferably at the same site as the intern teacher and with experience in the curricular area or grade level assigned to the intern.

11. Upon request of the District for good cause, the District shall notify the College of termination or change of assignment of any intern in the College Intern Program.

Pacific Oaks College agrees to:

1. Designate a member of the faculty in teacher education to provide leadership for the College Intern Program. The College will assume the cost of a faculty member to provide leadership of the College Intern Program and work with the District.

2. Ensure that intern candidates meet the requirements necessary to acquire an intern credential: i. Bachelor’s degree from an accredited school of higher education ii. Certificate of Clearance or other valid CTC‐issued permit iii. Basic Skills Requirement iv. Negative TB test results v. Cumulative minimum GPA of 3.0 vi. Subject Matter Proficiency vii. U.S. Constitution viii. 120 pre-service hours

3. Recommend only intern eligible candidates meeting the above requirements to the CTC for the intern credential.

4. Enhance the intern candidate’s growth and development by providing quality coursework, seminars, and experiences to complete the preliminary credential.

5. Assign a fieldwork supervisor who will provide support and assistance to the intern through regularly scheduled classroom visits.

6. Provide at least 60 hours of general support/supervision of the intern, and, if the intern does not already hold an English Learner Authorization, a minimum of 22.5 hours of additional English Learner support each academic year.

7. Ensure the quality of the internship experience by providing professional development. College fieldwork supervisors will work with the intern and intern’s mentor teacher to design appropriate activities that support the intern’s work with English Learners.

8. Notify the District in the event that an intern is not maintaining enrollment and/or responsibilities in the courses to complete the Intern Program.

9. Provide advising and transitional assistance as needed to interns preparing to enter the Beginning Teacher Support and Assessment induction program

D. General Terms and Conditions

1. The Understanding between the College and the School District shall be the governing legal document between the parties.

2. Non-Discrimination. Both parties shall comply with all federal, state, and local laws, rules, and regulations, and executive orders concerning non-discrimination in employment, education, and services on the actual or perceived basis of race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender or sexual orientation.

3. Indemnification. Each party shall defend, indemnify, and hold harmless the other its agents, affiliates, subsidiaries, officers, officials, employees, and volunteers from and against all claims, damages, losses, and expenses (including but not limited to attorney fees and court costs) arising from the acts, errors, mistakes, omissions, work or service of the indemnifying party, its agents, employees, or any tier of that party’s subcontractors in the performance of this Understanding. The insurance requirements of this Understanding will not be construed as limiting the scope of this indemnification.

4. Insurance. Without limiting the indemnification obligations stated above, each party to this Understanding shall provide and maintain at its own expense a program of insurance covering its activities and operations hereunder. Such program of insurance shall include, but not be limited to, general liability and professional liability coverage. The School District’s general liability insurance shall have minimum coverage of $1,000,000 per occurrence and $3,000,000 in the aggregate. The College’s professional liability insurance shall carry a single limit of not less than $1,000,000 per occurrence and $3,000,000 in the aggregate.

5. Independent Contractor. The parties acknowledge and agree that the relationship created between them as a result of this MOU is strictly that of independent contractor. Nothing contained herein shall be deemed to be any partnership, joint venture, principal-agent, fiduciary-beneficiary, or other relationship.

6. Confidentiality. In the course of performing consulting services, the parties recognize that the parties may come in contact or become familiar with information which the disclosing party or its subsidiaries or affiliates may consider confidential. This information may include, but is not limited to, information pertaining to students, personnel, processes, etc. which information may be of value to a competitor. The receiving party agrees to keep all such information confidential and not to discuss or divulge it to anyone other than appropriate receiving party personnel or their designees. The College shall maintain any educational records received from the District in a manner consistent with the Family Education Rights and Privacy Act (FERPA). The College shall not use student data for the purpose of creating a registry primarily based on race, gender, sexual orientation, religion, ethnicity, or national origin.

7. Effective Date. The effective date of this Understanding is the date on which the Understanding was duly executed.

8. Term. This Agreement shall be effective for a period of three (3) years from the Effective Date. Upon the expiration of the initial term, this Agreement may be renewed upon written agreement between the parties.

9. Termination. The expectation of all parties is that the intern will complete the term of this Understanding. Termination of this Understanding with cause shall be in accordance with the academic policies of the qualifying degree program or the employment or policies of the School District. Any party may terminate this Understanding without cause by giving the other party 30 days’ notice of the intention to terminate. Termination of this Understanding on the part of the College or School District is separate from termination of the intern’s, mentor teachers, or Credential Analyst’s employment. It is assumed that if there is an early termination of this Understanding on the part of the intern, the District or mentor teacher, that such a decision must include consultation with the qualifying degree program.

10. Notices. All notices required to be given under this Understanding shall be sufficient if sent by electronic mail, facsimile, or U.S. Mail as follows:

For College: Pacific Oaks College Attn: Elizabeth Chamberlain 55 Eureka Avenue Pasadena, CA 91103 Tel: 626.529.8420 Email: [email protected]

For District: PUC Lakeview Charter High School Attn: Claudia Castaneda

13361 Glenoaks Blvd. Sylmar, CA 91342 Email: [email protected]

11. Modification. This Understanding may be revised or modified only by mutual Understanding in writing signed by both parties.

12. Severability. Each paragraph of this Understanding is severable from all other paragraphs. In the event any court of competent jurisdiction determines that any paragraph or subparagraph of the Understanding is invalid or unenforceable for any reason if same should occur by operation of law, all remaining paragraphs and subparagraphs will remain in full force and effect.

13. Waiver. The failure or delay of either party to exercise any right, power, or privilege under this shall not operate as a waiver of any such right, power, or privilege.

14. Assignment. Nothing in this Understanding shall be construed to permit the assignment by either party of any rights or obligations hereunder, and such assignment is prohibited unless evidenced by the written consent of each of the parties. In addition, this Understanding contains all of the terms and conditions between the parties and may be amended only in a writing signed by each of the parties.

15. Governing Laws and Jurisdiction. This Understanding shall be governed by and construed pursuant to the laws of the State of California. In the event that a dispute arises in relation to this Understanding, all parties agree to submit to the jurisdiction of the courts of Los Angeles County, California.

IN WITNESS WHEREOF, the authorized representatives of the parties have executed this Understanding to be effective as of the day specified below.

_ Elizabeth Chamberlain Dean ______Printed Name Title Date

______District Representative Signature Printed Name Title Date

Advising Guide Sample

Master of Arts in Education w/ Preliminary Multiple Subject Teaching Credential MA w/Credential=43 units OR Credential Only=37 units Student Name:______Date:______CTC Course # Course Title Units Grade Exams Sem/Session ED 509 Learning Theories and the Social, Political, and Economic Factors that have Influenced Education FAI or SPI (5 hours of Practicum) 3 ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) 3 FAI or SPI (PREREQUISITE for ED 531) SPED Teaching Students with Mild/Moderate Disabilities: 563 Creating Inclusive Learning Environments (15 hours of 3 Practicum) FAII or SPII

ED 531 Teaching and Learning Methodologies for English RICA due Language Development (15 hours of Practicum) 3 FAII or SPII ED 560 Integrated Thematic Instruction: Methods of Teaching Social Science and Visual/Performing Arts (10 hours CSET 101 of Practicum) 3 due FAI or SPI ED 552 The Art of Teaching Science: Inspiring Curiosity, Analytic Thinking, and Scientific Inquiry (10 hours of 3 FAII or SPII** Practicum) ED 549 Contemporary Methodologies in Teaching CSET 214 Mathematics (10 hours of Practicum) 3 due FAII or SPII ED 573 Healthy Children and Classroom Communities: SPI, SUI or Cultivating Safe and Productive Learning 3 CSET 103 SUII Environments due ED 556 Utilizing Technology for Learning in the 21st Century SUI** or Classroom** 3 SUII** Master’s Degree Courses ED 693 Research in the Art of Teaching 3 SPI or SUI ED 694 Action Research in Accomplished Teaching 3 SPII or SUII Student Teaching Courses-Candidates must be approved prior to enrolling Student Teaching Session I: ED 579 Advanced Assessment and Management** 2 Cal TPA I FAI or SPI ED 593 Directed Teaching I** 3 FAI or SPI Student Teaching Session II: ED 578 Advanced Teacher as a Leader (prereq. ED 579)** 2 Cal TPA II FAII or SPII ED 594 Directed Teaching Placement II (prereq. 593)** 3 FAII or SPII ** courses offered online only

• All courses must be successfully completed-no D’s or X’s accepted. Candidates must maintain a 3.0 GPA

• All SOE ground courses are hybrid (30 hours face-to-face and 15 hours online) • Candidates are strongly advised to adhere to the CSET due dates; however, all three subtests may be taken in one sitting. CSETS are aligned with course work that may help students to better understand the content of the exams. However, if candidates do not take a full load of course work or take the courses out of sequence, it is still expected that candidates pass all CSETS within the first 6 months of admissions to POC. • STUDENT TEACHING APPLICATIONS deadlines: For Fall-March 1st/For Spring-October 1st

Master of Arts in Education with Preliminary Education Specialist Teaching Credential MA w/Credential=43 units OR Credential Only=37 units Student Name: Date: Course # Course Title Units Grade CTC Exams Sem/Session ED 509 Learning Theories and the Social, Political, and Economic Factors that have Influenced Education FAI or SPI (5 hours of Practicum) 3 ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) 3 FAI or SPI (PREREQUISITE for ED 531) SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (15 hours of Practicum) 3 FAII or SPII ED 531 Teaching and Learning Methodologies for English RICA due Language Development (15 hours of Practicum) 3 FAII or SPII SPED 562 Studies of Assessment in Special Education and CSET 101 FAI or SPI Transition Planning (10 hours of Practicum) 3 due SPED 552 Communication and Collaboration: Developing Student, Family and School Community 3 FAII or SUI Partnerships (10 hours of Practicum) ED 549 Contemporary Methodologies in Teaching CSET 214 Mathematics (10 hours of Practicum) 3 due FAII or SPII ED 573 Healthy Children and Classroom Communities: SPI, SUI or Cultivating Safe and Productive Learning 3 CSET 103 SUII Environments due SPED 542 Behavior Assessments, Interventions, and Positive FAII or SPII Support Methods (10 hours of Practicum) 3 Master’s Degree Courses ED 693 Research in the Art of Teaching 3 SUI or SPI ED 694 Action Research in Accomplished Teaching 3 SUII or SPII Student Teaching Courses-Candidates must be approved prior to enrolling Student Teaching Session I: ED 579 Advanced Assessment and Management** 2 FAI or SPI SPED 591 Directed Teaching I** 3 FAI or SPI

Student Teaching Session II: ED 578 Advanced Teacher as a Leader (prereq. ED 579)** 2 FAII or SPII SPED 592 Directed Teaching Placement II (prereq. 591)** 3 FAII or SPII ** courses offered online only

• All courses must be successfully Completed-D’s or X’s are not accepted. Candidates must maintain a 3.0 GPA • All SOE ground courses are hybrid (30 hours face-to-face and 15 hours online) • Candidates are strongly advised to adhere to the CSET due dates, however, all three subtests may be taken in one sitting. CSETS are aligned with course work that may help students to better understand the content of the exams. However, if candidates do not take a full load of course work or take the courses out of sequence, it is still expected that candidates pass all CSETS within the first 6 months of admissions to POC. • STUDENT TEACHING APPLICATIONS deadlines: For Fall-March 1st/For Spring-October 1st

School District Partner List

PACIFIC OAKS COLLEGE SCHOOL OF EDUCATION

PRACTICUM FIELDWORK EXPERIENCE PRELIMINARY MULTIPLE SUBJECT TEACHING ~MA Education with Preliminary Multiple Subject CREDENTIAL Teaching Credential

IMPORTANT: PRELIMINARY PLEASE READ MULTIPLE! SUBJECT Failure to complete practicumTEACHING field experience CREDENTIAL hours will result in receiving a grade of “X” in the course. No exceptions will be granted.

PURPOSE: The purpose of integrated practicum field experiences is to provide Pacific Oaks teacher candidates the opportunity to acquire a deeper understanding of teaching practices by gradually introducing instructional responsibilities. During the 75 hours of practicum field experiences, teacher candidates will have the opportunity to put into practice the procedures they have learned regarding lesson planning, instructional delivery, classroom management, and analysis of student learning in diverse classroom/school settings under the supervision of a qualified teacher. The 75 hours are integrated into specific courses and the faculty of record will verify that hours have been completed based on the student submitting the log and verification form with the observed teacher’s signature. Practicum fieldwork hours are course requirements and required hours must be completed by the last Friday of the course. Please see the table below which outlines the courses where practicum fieldwork is required.

LEARNING OUTCOMES: 1. Observe and participate in various classroom environments under the supervision of a seasoned teacher in order to gain a deeper understanding of the teaching profession. 2. Observe the application of various theoretical approaches to the practice of teaching and gain the ability to reflect on these practices through assignments and discussion. 3. Gain knowledge of various teaching strategies used to promote an inclusive learning environment. 4. Develop a deeper understanding of the diversity within various classroom environments. 5. Provide candidates with the opportunity to gradually learn about focused subject areas in order to enhance their knowledge in the various TPE standards.

LOCATION SELECTION: Candidates will find a location either by utilizing the Pacific Oaks partner school district list or selecting from a school where the candidate is already familiar. Contact the school district or teacher directly via email and send the introductory letter as an attachment. Include information about how many hours are required, the focus of the hours (see below), and your hours of availability.

In a candidate’s search for a classroom to observe, starting with resources in their immediate community, such as a family friend, a neighbor, or even their child’s teacher is suggested. Even in cases where a candidate has a friend, acquaintance or family member who works at a school site, observation hours must be cleared with the principal prior to the candidate beginning to observe in the classroom.

71 with students with disabilities, free and reduced lunch programs, and other programs that help the candidate prepare to teach in a variety of settings. Private schools are not acceptable.

WHAT TO OBSERVE? 1. Were instructional objectives clearly outlined? 2. What was the delivery approach? 3. Did students understand the learning objective? How did you know? 4. What inclusive practices were utilized to address the learning needs of various student needs? 5. What practices were used that were based on teaching or learning theories from your course? 6. Did the instructor use technology for instruction? If not, what technology could have been used to enhance learning and how would you ensure it was accessible to all learners?

CANDIDATE RESPONSIBILITIES: • Obtain Certificate of Clearance prior to seeking field placement. • Print out and take the Introductory Letter with you from Pacific Oaks College provided below. • Dress professionally, take your ID badge with you, and maintain professional conduct. • If you do not know the teacher you are observing, schedule a meeting by phone to briefly introduce yourself and discuss his/her class schedule and best times to observe. • This FORM MUST BE COMPLETED IN CANVAS BY THE LAST FRIDAY OF THE COURSE. Failure to complete practicum field experience hours will result in receiving a grade of “X” in the course. No exceptions will be granted.

COURSES WHERE PRACTICUM EXPERIENCES ARE EMBEDDED AND REQUIRED:

COURSE FOCUS REQUIRED HRS. ED 509 Learning Theories and the Social, Learning theories, social 5 Political, and Economic Factors that have justice in teaching, Influenced Education special education ED 530 Methods of Teaching Language and Language and Literacy 10 Literacy in a Diverse Classroom ED 531 Teaching and Learning Methodologies English Language 15 for English Language Development Development SPED 563 Teaching Students with Inclusive teaching 15 Mild/Moderate Disabilities: Creating Inclusive practices Learning Environments ED 549 Contemporary Methodologies in Methods of teaching 10 Teaching Mathematics Math ED 560 Integrated Thematic Instruction: Thematic teaching 10 Methods of Teaching Social Science and Visual/Performing Arts ED 552 The Art of Teaching Science: Inspiring Methods of teaching 10 Curiosity, Analytic Thinking, and Scientific Science Inquiry 75 HRS. TOTAL

IMPORTANT REMINDER: All practicum hours MUST BE COMPLETED as this is a requirement of the teacher credentialing program. You must be persistent in this endeavor to secure a school site and a Mentor Teacher or you will not fulfill the requirements for the course and cannot receive a final grade.

Introductory Letter

To Whom It May Concern:

This letter confirms that a candidate in the School of Education at Pacific Oaks College is seeking your assistance in locating a classroom to fulfill Practicum hours. In the teacher credentialing programs for the School of Education each candidate is required by the California Commission on Teacher Credentialing (CTCC) to complete 75 volunteer hours of observation and hands-on experience in a classroom called Practicum: Field Experience.

The candidate asking for assistance is currently enrolled in a course where hours of observation and hands-on small group experience must be fulfilled with students. The candidate is responsible for 1) fulfilling Practicum in each area of concentration, 2) keeping a log of the hours spent in observation and assistance signed by a site teacher, and 3) submitting the final log before the last Friday of the course with the site teacher’s signature.

Thank you for assisting our candidate with securing a location in which to complete their Practicum hours. Training our future teachers is of the utmost importance to us and to the state of California, and mentor teachers like yourself are deeply appreciated for your participation in this important undertaking.

Sincerely,

School of Education

Pacific Oaks College

55 Eureka Street

Pasadena CA 91103 pacificoaks.edu

PRACTICUM FIELD EXPERIENCE LOG

Students must complete the chart below, provide the school information, and obtain the site teacher’s signature. Name of School: ______Address: ______School contact information/phone: ______email: ______School District: ______Number of students: ______Name of Principal: ______

Course Subject/course School Name of Date Hours spent in area focus Location Teacher classroom Observed

DATE: ______STUDENT SIGNATURE: ______SITE TEACHER SIGNATURE (must have a clear credential): ______(signature verifies that the student above completed practicum field experience hours in your classroom on the dates listed above)

THIS FORM MUST BE COMPLETED IN CANVAS BY THE LAST FRIDAY OF THE COURSE. Failure to complete practicum field experience hours will result in receiving a grade of “X” in the course. No exceptions will be granted.

SCHOOL OF EDUCATION PRACTICUM FIELDWORK EXPERIENCE ~BA ECE with Preliminary Multiple Subject Teaching Credential

COURSES WHERE PRACTICUM EXPERIENCES ARE EMBEDDED AND REQUIRED:

COURSE FOCUS REQUIRED HRS. ED 305 Social, Political, and Economic Learning and inclusive practices 5 Foundations of Education ED 330 Language and Literacy Reading, writing, language 10 instruction ED 331 English Learner Methodologies English as a second language 15 instruction SPED 331 The Student with Special Needs Students with 15 disabilities/best practices ED 348 Cognitive Development and Math Math 10 ED 362 Teaching Thematically: Social Science Thematic instruction 10 and Visual/Performing Arts ED 312 The Art of Teaching Science Science 10 75 HRS. TOTAL IMPORTANT REMINDER: All practicum hours MUST BE COMPLETED as this is a requirement of the teacher credentialing program. You must be persistent in this endeavor to secure a school site and a Mentor Teacher or you will not fulfill the requirements for the course and cannot receive a final grade

SCHOOL OF EDUCATION PRACTICUM FIELDWORK EXPERIENCE ~BA ECE with Preliminary Dual (MS & SPED/MM) Credential COURSES WHERE PRACTICUM EXPERIENCES ARE EMBEDDED AND REQUIRED:

COURSE FOCUS REQUIRED HRS. ED 305 Social, Political, and Economic Learning and inclusive practices, students 5 Foundations of Education with disabilities ED 312 The Art of Teaching Science Science methods 10 ED 330 Language and Literacy Reading, writing, language instruction 10

ED 331 English Learner Methodologies English as a second language instruction 15 SPED 331 The Student with Special Needs Students with 15 disabilities/best practices ED 348 Cognitive Development and Math Methods of teaching Math 10 ED 362 Teaching Thematically: Social Science Thematic instruction 10 and Visual/Performing Arts 75 HRS. TOTAL

PACIFIC OAKS COLLEGE SCHOOL OF EDUCATION PRACTICUM FIELDWORK EXPERIENCE ~MA WITH EDUCATION SPECIALIST CREDENTIAL COURSES WHERE PRACTICUM EXPERIENCES ARE EMBEDDED AND REQUIRED:

COURSE FOCUS REQUIRED HRS. ED 509 Learning Theories and the Social, Political, Learning theories, social justice in teaching, 5 and Economic Factors that have Influenced special education Education ED 530 Methods of Teaching Language and Language and Literacy 10 Literacy in a Diverse Classroom ED 531 Teaching and Learning Methodologies for English Language Development 15 English Language Development SPED 563 Teaching Students with Mild/Moderate Inclusive teaching practices 15 Disabilities: Creating Inclusive Learning Environments SPED 562 Studies of Assessment in Special Assessment and Transition planning, IEPs 10 Education and Transition Planning SPED 542 Behavior Assessments, Interventions, Effective interventions and behavior 10 and Positive Support Methods support, creating positive classroom environments

ED 549 Contemporary Methodologies in Teaching Methods of teaching Math to all students, 10 Mathematics including students with disabilities

75 HRS. TOTAL

PACIFIC OAKS COLLEGE SCHOOL OF EDUCATION

PRACTICUM FIELDWORK EXPERIENCE PRELIMINARY MULTIPLE SUBJECT TEACHING ~MA Education with Preliminary Multiple Subject CREDENTIAL Teaching Credential

LEARNING OUTCOMES: 6. Observe and participate in various classroom environments under the supervision of a seasoned teacher in order to gain a deeper understanding of the teaching profession. 7. Observe the application of various theoretical approaches to the practice of teaching and gain the ability to reflect on these practices through assignments and discussion. 8. Gain knowledge of various teaching strategies used to promote an inclusive learning environment. 9. Develop a deeper understanding of the diversity within various classroom environments. 10. Provide candidates with the opportunity to gradually learn about focused subject areas in order to enhance their knowledge in the various TPE standards.

School sites must be public schools, charter schools, or nonpublic schools (NPS) for grades k-6 and include diverse school environments where the candidate can observe English Language instruction, inclusive practices with students with disabilities, free and reduced lunch programs, and other programs that help the candidate prepare to teach in a variety of settings. Private schools are not acceptable.

WHAT TO OBSERVE? 7. Were instructional objectives clearly outlined? 8. What was the delivery approach? 9. Did students understand the learning objective? How did you know? 10. What inclusive practices were utilized to address the learning needs of various student needs? 11. What practices were used that were based on teaching or learning theories from your course? 12. Did the instructor use technology for instruction? If not, what technology could have been used to enhance learning and how would you ensure it was accessible to all learners?

ED 552 The Art of Teaching Science: Inspiring Methods of teaching 10 COURSES Curiosity, Analytic Thinking, and Scientific Science WHERE Inquiry 75 HRS. TOTAL PRACTICUM EXPERIENCES ARE EMBEDDED AND REQUIRED:

Introductory Letter

To Whom It May Concern:

Sincerely,

School of Education

Pacific Oaks College

55 Eureka Street

Pasadena CA 91103

pacificoaks.edu PRACTICUM FIELD EXPERIENCE LOG

Course Subject/course School Name of Date Hours spent in area focus Location Teacher classroom Observed

DATE: ______STUDENT SIGNATURE: ______

SITE TEACHER SIGNATURE (must have a clear credential): ______(signature verifies that the student above completed practicum field experience hours in your classroom on the dates listed above). THIS FORM MUST BE COMPLETED IN CANVAS BY THE LAST FRIDAY OF THE COURSE. Failure to complete practicum field experience hours will result in receiving a grade of “X” in the course. No exceptions will be granted.

Individual Development Plan

Teacher Candidate: ______School/District: __Initial Date: _____

Mentor Teacher: ______Fieldwork Supervisor ______

This Individual Development Plan is to be completed before exiting your preliminary credentialing program through Pacific Oaks College. This plan serves as a portable document to assist you in transitioning into a clear/induction program. Your Mentor Teacher and Fieldwork Supervisor will collaborate with you to make recommendations for professional development and growth for your clear credential program. Based on your clinical experience or previous years of teaching experience, your areas of strength and areas of growth are:

Areas of strength:

Areas of growth:

Objectives for year one:

Additional Goals: (Examples- advanced certifications, case management, collaboration with para- professionals, co-teaching, etc.)

Using the California Standards for the Teaching Profession and Teacher Performance Expectations, create preliminary goals with your Mentor Teacher and Fieldwork Supervisor by choosing one element from each standard as a focus. These are initial goals, which can be modified throughout your future Induction process.

Instructions: Choose a TPE element from the attached document and create an initial goal for growth:

CSTP 1: Engaging All Students CSTP 2: Effective Environment CSTP 3: Subject Matter

Initial CSTP & TPE Element Focus: Initial CSTP & TPE Element Focus: Initial CSTP &TPE Element Focus: (For example: 3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks) Initial Growth Goal: Initial Growth Goal:

Initial Growth Goal: (Attend professional development on district adopted curriculum.)

CSTP 4: Planning Instruction CSTP 5: Assessing for Learning CSTP 6: Developing as a Professional

Initial CSTP & TPE Element Focus: Initial CSTP & TPE Element Focus: Initial CSTP & TPE Element Focus:

Initial Program Growth Goal: Initial Program Growth Goal: Initial Program Growth Goal:

Master of Arts in Education w/ Preliminary Multiple Subject Teaching Credential (Traditional and Intern) MA w/Credential=43 units OR Credential Only=37 units

Course # Course Title Units Grade CTC Exams Sem/Session ED 509 Learning Theories and the Social, Political, and Economic Factors that have Influenced Education FAI or SPI (5 hours of Practicum) 3 ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) 3 FAI or SPI (PREREQUISITE for ED 531) *Required for Intern Candidacy SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (15 hours of Practicum) 3 FAII or SPII *Required for Intern Candidacy ED 531 Teaching and Learning Methodologies for English Language RICA due Development (15 hours of Practicum) *Required for Intern 3 FAII or SPII Candidacy ED 560 Integrated Thematic Instruction: Methods of Teaching Social Science and Visual/Performing Arts (10 hours of Practicum) CSET 101 3 due FAI or SPI ED 552 The Art of Teaching Science: Inspiring Curiosity, Analytic Thinking, and Scientific Inquiry (10 hours of Practicum) 3 FAII or SPII** ED 549 Contemporary Methodologies in Teaching Mathematics (10 CSET 214 hours of Practicum) 3 due FAII or SPII ED 573 Healthy Children and Classroom Communities: Cultivating CSET 103 SPI, SUI or Safe and Productive Learning Environments 3 due SUII ED 556 Utilizing Technology for Learning in the 21st Century SUI** or SUII** Classroom** 3 Master’s Degree Courses ED 693 Research in the Art of Teaching 3 SPI or SUI ED 694 Action Research in Accomplished Teaching 3 SPII or SUII Student Teaching Courses-Candidates must be approved prior to enrolling Student Teaching Session I: ED 579 Advanced Assessment and Management** 2 Cal TPA I FAI, SPI, SUI ED 593 Directed Teaching I**or (ED 700 Intern Seminar I)* 3 FAI or SPI Student Teaching Session II: ED 578 Advanced Teacher as a Leader (prereq. ED 579)** 2 Cal TPA II FAII, SPII, SUII ED 594 Directed Teaching Placement II (prereq. 593)** or (ED 701 3 FAII or SPII Intern Seminar II/prereq. ED 700)* ** courses offered online only *Intern Seminar Courses are for candidates who are interns

• All courses must be successfully completed-no D’s or X’s accepted. Candidates must maintain a 3.0 GPA • All SOE ground courses are hybrid (30 hours face-to-face and 15 hours online) • Candidates are strongly advised to adhere to the CSET due dates; however, all three subtests may be taken in one sitting. CSETS are aligned with course work that may help students to better understand the content of the exams. However, if candidates do not take a full load of course work or take the courses out of sequence, it is still expected that candidates pass all CSETS within the first 6 months of admissions to POC.

CSETS CSET Subtest II* (Test code: 102/214)

Registration prerequisite for admission; Passing score See due dates aligned with course prerequisite for student teaching work in program schedule

CSET Subtest III* (Test code: 103) Registration prerequisite for admission; Passing score prerequisite for student teaching RICA (Reading Instruction Candidates should plan to take RICA after ED 531. RICA must be Competence Assessment) taken prior to Student Teaching. Certificate of Clearance Prerequisite for practicum or directed teaching courses Tuberculosis (TB) Test Prerequisite for practicum or directed teaching courses (Negative) US Constitution Completion of U.S. Constitution requirement; CPR-Infant, Child, Adult Certification of infant/child/adult CPR training CalTPA#1(Teacher Performance Completed during FIRST Session of Student Teaching or Assessment Internship CalTPA#1(Teacher Performance Completed during SECOND Session of Student Teaching or Assessment Internship Contact: [email protected] or call (626) 529-8420 RESOURCES Credentials Office Website: https://www.pacificoaks.edu/credentials-office/ • STUDENT TEACHING APPLICATIONS deadlines: For Fall-March 1st/For Spring-October 1st

Semester/ SPRING or FALL Start Schedule Semester/ SPRING or FALL Start Schedule Session Part-time-1 class per session Session Accelerated-2 classes per session SPI or FAI ED 509 SPI or FAI ED 509 and ED 530* SPII or FAII SPED 563 SPII or FAII ED 531* and SPED 563 SUI ED 556 or ED 573*(Summer SUI ED 556 or ED 573* (Summer Starts) Starts) SUII ED 573 or ED 556*(Summer SUII ED 573 or ED 556* (Summer Starts) Starts) FAI or SPI ED 530* FAI or SPI ED 560 FAII or SPII ED 531* FAII or SPII ED 549 and ED 552 SPI or FAI ED 560 SUI or SPI ED 693 (MA courses) SPII or FAII ED 552 and ED 549 SUII or SPII ED 694 (MA courses) SUI or SPI ED 693 (MA courses)

SUII or SPII ED 694 (MA courses) Student Teaching Courses, ED 578, ED 593, ED 579 and ED 594 are taken in the fall or spring after the above courses have been successfully completed and the candidate meets the prerequisites to be approved to student teach. Intern Seminar courses, ED 700 and ED 701, are taken in Fall or Spring and replace Directed Teaching I and II for candidates who qualify. ED 530 is a prerequisite for ED 531.

Master of Arts in Education with Preliminary Education Specialist Teaching Credential (Traditional or Intern) MA w/Credential=43 units OR Credential Only=37 units Course # Course Title Units Grade CTC Exams Sem/Session ED 509 Learning Theories and the Social, Political, and Economic Factors that have Influenced Education FAI or SPI (5 hours of Practicum) 3 ED 530 Methods of Teaching Language and Literacy in a Diverse Classroom (10 hours of Practicum) 3 FAI or SPI (PREREQUISITE for ED 531) *Required for Intern Candidacy SPED 563 Teaching Students with Mild/Moderate Disabilities: Creating Inclusive Learning Environments (15 hours of Practicum) *Required for Intern Candidacy 3 FAII or SPII ED 531 Teaching and Learning Methodologies for English RICA due Language Development (15 hours of Practicum) 3 FAII or SPII *Required for Intern Candidacy SPED 562 Studies of Assessment in Special Education and CSET 101 FAI or SPI Transition Planning (10 hours of Practicum) 3 due SPED 552 Communication and Collaboration: Developing Student, Family and School Community 3 FAII or SUI Partnerships (10 hours of Practicum) ED 549 Contemporary Methodologies in Teaching CSET 214 Mathematics (10 hours of Practicum) 3 due FAII or SPII ED 573 Healthy Children and Classroom Communities: SPI, SUI or Cultivating Safe and Productive Learning 3 CSET 103 SUII Environments due SPED 542 Behavior Assessments, Interventions, and Positive FAII or SPII Support Methods (10 hours of Practicum) 3 Master’s Degree Courses ED 693 Research in the Art of Teaching 3 SUI or SPI ED 694 Action Research in Accomplished Teaching 3 SUII or SPII Student Teaching Courses-Candidates must be approved prior to enrolling Student Teaching Session I: ED 579 Advanced Assessment and Management** 2 FAI, SPI, SUI SPED 591 Directed Teaching I** or ED700 Intern Seminar I* 3 FAI or SPI Student Teaching Session II: ED 578 Advanced Teacher as a Leader (prereq. ED 579)** 2 FAII, SPII, SUII SPED 592 Directed Teaching Placement II (prereq. 591)** or 3 FAII or SPII ED 701 Intern Seminar II (prereq. ED700)* ** courses offered online only *Intern Seminar Courses are for candidates who are interns

• All courses must be successfully Completed-D’s or X’s are not accepted. Candidates must maintain a 3.0 GPA • All SOE ground courses are hybrid (30 hours face-to-face and 15 hours online)

In order to be recommended for a Teaching Credential, candidates must complete the following in addition to course work: REQUIREMENT INFORMATION CBEST Prerequisite for Admission CSET Subtest I* (Test code: 101) Registration prerequisite for admission; Passing score prerequisite for student teaching CSETS CSET Subtest II* (Test code: 102/214) Registration prerequisite for admission; Passing score See due dates aligned with course prerequisite for student teaching work in program schedule CSET Subtest III* (Test code: 103) Registration prerequisite for admission; Passing score prerequisite for student teaching RICA (Reading Instruction Candidates should plan to take the RICA after ED 531. RICA Competence Assessment) must be taken prior to Student Teaching. Certificate of Clearance Prerequisite for practicum or directed teaching courses Tuberculosis (TB) Test Prerequisite for practicum or directed teaching courses (Negative) US Constitution Completion of U.S. Constitution requirement; CPR-Infant, Child, Adult Certification of infant/child/adult CPR training Contact: [email protected] or call (626) 529-8420 RESOURCES Credentials Office Website: https://www.pacificoaks.edu/credentials-office/ • Candidates are strongly advised to adhere to the CSET due dates, however, all three subtests may be taken in one sitting. CSETS are aligned with course work that may help students to better understand the content of the exams. However, if candidates do not take a full load of course work or take the courses out of sequence, it is still expected that candidates pass all CSETS within the first 6 months of admissions to POC. • STUDENT TEACHING APPLICATIONS deadlines: For Fall-March 1st/For Spring-October 1st

COURSE LAYOUT FOR FALL OR SPRING SEMESTER START: PART-TIME OR ACCELERATED SCHEDULE

Semester/ FALL or SPRING Start Schedule Semester/ FALL or SPRING Start Schedule Session Part-time-1 class per session Session Accelerated-2 classes per session SPI or FAI ED 509 FAI or SPI ED 509 and ED 530* SPII or FAII SPED 563 FAII or SPII ED 531* and SPED 563 SUI SPED 552(Summer Starts) SUI SPED 552(Summer Starts) SUII ED 573(Summer Starts) SUII ED 573(Summer Starts) FAI & SPI ED 530* FAI or SPI SPED 562 FAII & SPII ED 531* FAII or SPII ED 549 and SPED 542