OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS

Either of the preliminary teaching credentials are designed to be completed in one year’s time. Teaching Credential candidates who complete their course work towards the credential have the option to continue with their studies towards the Master of Arts in Education. Per Federal definition credential candidates are not undergraduates and are enrolled in graduate level courses. Credential candidates are enrolled full time but unit loads may change their tuition status to less than half time (see fees).

Requirements for the California SB2042 Preliminary Multiple Subject teaching credential or the Preliminary Education Specialist credential Mild/Moderate are met during one year (4 quarters) of full time study. This requirement meets the expectations of the Commission on Teacher Credentialing (CTC) in the State of California.

Both credentials include a graduated field study curriculum which begins with structured classroom observations and ends with full-day novice teaching. Fieldwork takes place at partnership schools allowing all candidates to receive close and regular supervision from program faculty. Fieldwork begins with 10 hours of observation. In the second quarter, candidates observe and participate for one day a week or two mornings a week. During  the 3rd quarter, candidates are assigned to half day field experiences.  In their 4th quarter, they are assigned four or five days a week for their novice teaching experience for a total of 10 weeks. Novice teacher placements are finalized by the Field Placement Coordinator..

Working teachers and classroom aides may be able to utilize their employment for many of the fieldwork requirements, however, candidates must discuss their novice teaching placement, including discussion of their employment details, with the Department Chair upon acceptance into the Teacher Credential program.  Any use of employment for fieldwork placements must be approved by the Department Chair prior to the start of the placement.

CREDENTIAL REQUIREMENTS

First Year of Study -- Courses Required for the Preliminary Multiple Subject Credential (SB2042)

To meet the requirements for the California Commission on Teacher Credentialing (CCTC) for the SB2042 Preliminary Multiple Subject Teaching Credential candidates, must complete the courses which have been approved and accredited by the CCTC.

Required courses

TEP 5040.LASocial Science and Children's Experience3
TEP 5050.LAReading Instruction in Elementary Classrooms3
TEP 5070.LAReal World Mathematics3
TEP 5100.LAScience: Discovery Teaching, Action Learning3
TEP 5110.LALanguage Arts Curricula: Theory and Methods3
TEP 5120Student Teaching W/ Prof Sem I3
TEP 5122Student Teaching With Prof Seminar II3
TEP 5130.LAThe Arts in Culture and Learning3
TEP 5190Educational Technology2
TEP 5250Physical Education and Movement1
TEP 5331Field Practicum3
TEP 5360.LAFoundations of Social Justice Education3
TEP 5371Mediation and Conflict Resolution in Schools1
TEP 5380.LAClassroom Organization Theory and Practice3
TEP 5440Child Development & Learning3
TEP 5450Language Development & Acquisition3
TEP 5611Assessment of Student Learning2
TEP 5650Adaptation Pedagogy3
TEP 5990TPA Workshop0
TEP 6010ASocial and Legal Dimensions of Special Education2
TEP 6010BTeaching and Accommodating Students with Disabilities1
TEP 6020.LAAdvocating for Healthy Children2

 Total = 54 Quarter Units

First Year of Study – Courses Required for the Preliminary Education Specialist Mild/Moderate (M/M) Credential

To meet requirements for the California Commission on Teacher Credentialing (CCTC) for the Preliminary Education Specialist Mild/Moderate Credential, candidates must complete the courses which have been approved and accredited by the CCTC. This credential preparation curriculum at AULA takes place during the first year and consists of both course and fieldwork.

 Required courses

TEP 5050.LAReading Instruction in Elementary Classrooms3
TEP 5070.LAReal World Mathematics3
TEP 5122Student Teaching With Prof Seminar II3
TEP 5331Field Practicum3
TEP 5360.LAFoundations of Social Justice Education3
TEP 5440Child Development & Learning3
TEP 5450Language Development & Acquisition3
TEP 5611Assessment of Student Learning2
TEP 5650Adaptation Pedagogy3
TEP 5990TPA Workshop0
TEP 6010ASocial and Legal Dimensions of Special Education2
TEP 6010BTeaching and Accommodating Students with Disabilities1
TEP 6020.LAAdvocating for Healthy Children2
TESE 5090.LAAssessment in Special Education3
TESE 5120Student Teaching W/ Prof Sem I3
TESE 5160Understanding and Teaching Students With Mild and Moderate Disabilities I3
TESE 5170Understanding & Teaching Students With Mild & Moderate Disabilities II3
TESE 5180.LAFamily Dynamics & Communication for Special Education Services3
TESE 5380.LAComprehensive Behavior Assessment and Positive Behavior Support3
TESE 5410.LAIntroduction to Autism Spectrum Disorder3
TESE 6010BIndividualized Education Design and Policy Implementation1

 Total = 53 Quarter Units

Field Placements

The Department takes much care in placing candidates with Cooperating Teachers. All placements are arranged by the Field Placement Coordinator  and may be met with appropriate employment situations.  The department  considers many factors such as physical location, availability of Cooperating Teachers, grade level, student population, Cooperating Teacher’s fit with Department ideals, personality variables and the professional development needs of the candidate and must have a Clear credential in the area of the candidates credential.  Candidates do not choose their placements but may provide input prior to and during the placement process. All placements are located in schools with which AULA has a partnership and within districts with which AULA has a novice teaching contract. 

Placements are arranged only when it has been verified that the candidate has satisfied the Subject Matter requirements either by passing the CSET exam or by completing a Subject Matter program.  All documentation for either option must be submitted to the Credential Analyst no later than Week 8 of the appropriate quarter.

On occasion it may be determined by the faculty that a candidate is not ready to assume full-day novice teaching responsibilities. Such candidates are counseled as to how best prepare themselves through coursework, additional tutoring experiences, additional observations of teaching and/or other activities. 

Under certain circumstances it may be determined that a candidate is not appropriate for the teaching profession. Attentive discussion, advisement and consultation will determine the appropriate action. Such a candidate may be counseled to remain in the Department to complete the MA degree, preparing for another role in the education community, or he/she may be counseled out of the Department. Under some conditions, withdrawal from the Department is possible. 

If it is suspected or determined that a candidate may bring harm to or create or sustain unsafe conditions for children they may be immediately withdrawn from novice teaching and/or from the Department.

Supervision

University Supervision of novice teaching is provided by Education Department faculty members who are familiar with the mission and learning outcomes of the degree. The central goal of supervision is to encourage novice teachers to reflect upon their practice and to incorporate supervisors’ suggestions and new ideas. The novice teaching professional seminar is taken in conjunction with supervised fieldwork. Novice teachers benefit from the strategies demonstrated and/or suggested by the University Supervisor. 

University Supervisors visit, observe and mentor novice teachers. They also meet with each novice teacher during the visit or at another time to discuss the visit.

CREDENTIAL CANDIDATE EVALUATION

Academic Dispositions

Successful performance in the Education Department is complex because candidates must demonstrate academic knowledge and skills and perform professionally. The Education Department is responsible for ensuring that its candidates have the knowledge, skills, dispositions and behaviors fitting for a teacher of young people. 

A candidate's learning is evaluated in three contexts. First, learning is evaluated in theory/methods courses by an instructor (including through the Cal TPA). Second, learning is evaluated in classrooms by the candidate’s Cooperating Teacher. Finally, learning is evaluated by the Supervisor who observes and mentors the candidate during novice teaching.

Evaluation of Fieldwork

Each candidate's fieldwork performance is evaluated separately from academic course work. During the first quarter, candidates must demonstrate the ability to make meaningful observations and to reflect upon the observations. Reflective observation skills are considered part of “good” teaching practice. During the second quarter, candidates are evaluated on their ability to assist a practicing teacher and to deliver lessons that they are creating in their methods courses. In each of these cases, the candidate's performance is evaluated through course assignments. 

In the third quarter, candidates are evaluated on their half-day field experience  performance as well as their professional conduct and dispositions. In the fourth quarter of full day novice teaching they are evaluated against the Developmental Rubric and the Teacher Performance Expectations. These evaluations consist of information from the Cooperating Teacher, the Supervisor and the Professional Seminar instructor.

APPLYING FOR A CALIFORNIA STATE TEACHING CREDENTIAL

Forms and Materials

Candidates apply for a California State Teaching Credential after their final academic quarter of Teacher Preparation courses and after completing all of the additional requirements of the state. The candidate should first meet with the Credential Analyst to review the procedures for applying and complete the appropriate application form.  To prepare for applying for the credential the candidate needs to provide an original of the documentation described in the section “Requirements for the Teaching Credential.”

Working with the Credential Analyst

In order to apply for the preliminary credential, the candidate must meet with the Credential Analyst for an Exit Interview. In this meeting all candidate document requirements will be confirmed and the Credential application process will be discussed. An introduction to the routes to clearing the Preliminary credential will be provided. The candidate will be asked to complete an exit survey which will be used for state and federal reporting and will be advised that the California Commission on Teacher Credentialing will be sending a survey that will also be used for state reporting purposes.

In the Exit Interview the candidate will complete an internal application and provide the supporting documentation listed above to the Department’s Credential Analyst. The actual application for the Credential is submitted by the candidate after they receive notice from the California Commission on Teacher Credentialing (CCTC). This occurs only after the Credential Analyst had recommended the candidate to the CCTC. It is important for candidates to keep in close contact with the Credential Analyst about questions and concerns related to completing the application process.

Receiving the Credential

When all necessary documentation is submitted and the candidate's credential file is complete, Antioch University Los Angeles will recommend the candidate for the appropriate credential using the online application process. After the candidate completes their portion of the online application process, including submitting the application fee, the appropriate credential document is issued by the CCTC and can be found on their website at: ctc.ca.gov

Clear Credential through the Induction Program

Completion of Antioch's Induction program will Clear a California Preliminary credential. The Induction program consists of a total of 12 units with one 2 unit course offered in each Fall, Winter and Spring quarter for a 2 year period. These classes are a combination of faced to face class time and fieldwork.  Upon completion of all the requirements the Credential Analyst will recommend the candidate for the Clear Credential. In some cases a teacher in the induction program may be eligible for an early completion but must adhere to the rules and regulations established by the CTC. 

Candidates must meet the following criteria for Admission to the Induction Program:

  • Must hold a California Preliminary Multiple, Single Subject or Education Specialist credential
  • Must be employed as a teacher of record in a K-12 classroom 
  • Must be responsible for the design and implementation of curriculum
  • Must teach a consistent group of children

Courses Offered for the Induction Program

TEP 6221.LAProfessional Inquiry & Collegial Observ ation I2
TEP 6222.LAProfessional Inquiry & Collegial Observ ation II2
TEP 6223.LAProfessional Inquiry & Collegial Observ ation III2
TEP 6224.LAProfessional Inquiry & Collegial Observ ation IV2
TEP 6225.LAProfessional Inquiry & Collegial Observ ation V2
TEP 6226.LAProfessional Inquiry & Collegial Observ ation VI2