-
Program Summary
- Preliminary credential program in Mild/Moderate Support Needs and Extensive Support Needs
- Intern credential in Mild/Moderate Support Needs and Extensive Support Needs
- Early Childhood Special Education Added Authorization
CSUB preliminary credential programs will be embedded with Autism Authorization and English Language Learner Authorization.
Leadership within the credential program.
The special education program has a director who is provided with 6 semester units
of reassigned time per year to provide leadership and coordination for the program.
The Antelope Valley campus is supported by a program coordinator who receives 6 semester
units of reassigned time per year for coordinating and advising. The program director
convenes monthly meetings for all staff and faculty to maintain alignment across campuses. The
director reports to the department chair, who reports to the Dean of the School of
Social Sciences and Education. Department Chairs meet with the Dean every other week
to discuss issues related to management, budgets, and planning.
Communication within the credential program and within the institution.
Special education program faculty/staff meet every month to discuss various areas
including curriculum, planning, management, and student issues. Coordination between
the program and other educator preparation programs (EPP) is provided through regular
EPP meetings. The EPP meetings are run by the Director of Accreditation, and all faculty
in teacher education, special education, educational counseling, educational administration,
and educational leadership doctoral programs are required to attend the meetings.
Structure of coursework and field experiences in the credential program.
The Education Specialist Preliminary Credential Programs (ESPCP) includes 3 prerequisite
courses, 5 special education courses, 2 general education courses, 2 clinical practice
courses, and a final clinical practice course. All candidates are required to complete
the prerequisite courses before being admitted to an ESPCP. When admitted, all traditional
candidates must enroll in a clinical practice course each semester (EDSP 5800: Clinical
Practice I or EDSP 5810: Clinical Practice II). During their last term, traditional
candidates are required to enroll in a final clinical practice course (EDSP 5820:
MMSN or EDSP 5830: ESN). Intern candidates are required to enroll in an intern seminar
course each semester (EDSP 5880: Intern Seminar and Supervision or EDSP 5890: Final
Intern Seminar and Supervision).
The Early Childhood Special Education Added Authorization (ECSE-AA) program consists of two lecture courses and one field experience course. Candidates are required to take the lecture courses (EDSP 5710: Young children with disabilities and their families; EDSP 5720: Assessment and Intervention/Instructional strategies: Birth through pre-kindergarten) before taking a final field experience course (EDSP 5730: Field Experience in ECSE). All placements and university supervisor assignments are made in collaboration with the district partner. The ESPCP works with district partners to ensure candidates have a variety of diverse experiences working with students with disabilities in California schools.
Major modifications over the recent two years are following:- All course syllabi and coursework have been significantly revised to meet new state standards for both MMSN and ESN credential programs as well as the ECSE-AA.
- Core Special Education (SPED) courses were 4 units, which included 3 units of course contents and 1 unit of clinical practice. Beginning Fall 2020, the course units were reduced to 3, and a new clinical practice course (EDSP 5800) was developed and approved by the school curriculum committee. All teacher candidates are required to enroll in the clinical practice course each semester until they are enrolled in a final clinical course.
- Two courses from the ECSE-AA were combined into one course, changing the total number of courses needed to complete the added authorization from 4 to 3.
- To provide a more integrated approach to meeting the technology requirement, technology has been purposefully embedded throughout core coursework.
- EDSP 5870 has been created for students who need to repeat intern seminar courses.
- A staff level field placement coordinator has been hired to support the SPED program.
Means for stakeholder input.
Teacher Education Advisory Committee (TEAC): This committee meets twice a year and
is chaired by the Dean of the School of Social Sciences and Education and includes representatives
from university programs and local district partners. The special education program
is represented by the program director and the Advanced Educational Studies chair.
The TEAC reviews all components and programs of teacher preparation and provides suggestions
and recommendations for policy and action regarding teacher preparation.
Kern Induction Collaborative (KIC): KIC is comprised of regional induction program directors and institutes of higher education. KIC meets every month and provides the program a venue for ongoing communication, advice, and feedback about the community’s needs. It also provides the program an opportunity to share information about program issues, new curriculum developments, or changes to the program.
Antelope Valley Collaborative (AVC): AVC meets every other month and provides the program a venue for ongoing communication, advice, and feedback about the community’s needs. It also provides the program an opportunity to share information about program issues, new curriculum developments, or changes to the program.
Antelope Valley Advisory Board (AVAB): AVAB meets once a year and is an intensive meeting with the Special Education Stakeholders from the local school districts. It is a time of transparency discussing the education specialist program at CSUB and how it can best partner with the districts.
-
Course of Study
|
Location |
Delivery Model |
Pathway |
|---|---|---|
|
Bakersfield |
In-Person |
Traditional Student Teaching |
|
Bakersfield |
In-Person |
Intern |
|
Bakersfield |
In-Person |
Integrated Teacher Education Program |
|
Antelope Valley |
In-Person |
Traditional Student Teaching |
|
Antelope Valley |
In-Person |
Intern |
|
Antelope Valley |
In-Person |
Integrated Teacher Education Program |
Description of the Sequence of Coursework
The Education Specialist Credential Program progresses in the three developmental
phases: Phase I: Foundation and Basic Understanding; Phase II: Skill Development;
and Phase III: Culmination and Final Clinical Practice.
During Phase I, candidates are expected to demonstrate knowledge of historical foundations and basic understanding of special education. It is critical for candidates at this level to develop a basic understanding of: (a) characteristics of students with MMSN and ESN; (b) research in learning theories and instructional practices in inclusive settings; (c) communication and collaboration issues; (d) issues related to the curriculum and instructional adaptation for special needs students (K- 12); and (e) educating learners from culturally and linguistically diverse backgrounds. Candidates will gain such understanding through their coursework on campus as well as through their observation and participation in school settings.
During Phase II, credential candidates acquire specific knowledge and skills for assessing and teaching students, and behavior and classroom/behavior management through their coursework with built-in clinical practice components in diverse classrooms. Such experiences provide candidates with excellent opportunities to apply theory into practice. Candidates learn and are given opportunities to demonstrate their knowledge and skills in instructional strategies and curriculum modifications/accommodation in methods classes.
In the third and final stage of the program (Phase III), candidates internalize what they have learned and experienced during the first two phases. Candidates will have ample opportunity to demonstrate their competence in assessment, curriculum planning/ instruction, and classroom and behavior management strategies.
Candidates in the intern program are required to attend intern seminars each semester for their clinical practice. District intern mentors are assigned by the district in collaboration with the program. Mentors must hold a credential in the concentration that the candidate is pursuing. University Supervisors and the district mentor/cooperating teachers collaborate to provide guidance and advisement related to each candidate's field experience progress.
Coordination of coursework with fieldwork.
Candidates are required to enroll in a clinical practice course each semester. Candidates
must complete a minimum of 600 hours of fieldwork during their credential program.
Courses are aligned to TPEs as well as program standards. Clinical practice fieldwork
provides candidates with the opportunity to develop and apply the skills acquired
through coursework in classroom settings to demonstrate TPE proficiencies. These experiences
also ensure candidates are prepared to provide an equitable and culturally responsive
learning environment for TK-12 grade students.
Types of coursework in critical areas.
Each core course in the program addresses critical areas. EDSP 4100 provides the foundation
for understanding and teaching English Learners. All other program courses provide
candidates with the ability to increase and apply their knowledge and skills regarding working
with English Learners. California Dyslexia Guidelines are introduced and reviewed
throughout the courses. Autism standards are introduced and scaffolded throughout
each course.
English Language Learners: EDSP 4100 focuses on understanding and teaching English Learners, and the other core courses also address knowledge and skills working with English Learners. Candidates are required to work with English Learners to complete their assignments in a credential program.
Technology Competency: Technology competency is purposefully embedded throughout the program. Candidates are required to demonstrate their competencies with multiple software, social media, and communication programs for the purpose of teaching and learning. In addition, the program embeds knowledge and skills of assistive technology throughout the program.
Autism Competency: Candidates learn characteristics and needs, assessment/evaluation methods, and best practices to work with students with autism throughout the program. Candidates are required to demonstrate competency during clinical practice and various course assignments (e.g., lesson plan, intervention plan, assessment report).
The following table delineates numbers and types of field placements for preliminary programs.
|
Program |
Course Number |
Course Title |
Required Hours |
|
|---|---|---|---|---|
|
Prerequisite course |
EDSP 4800 |
Early Field Experience |
25 hrs. in SPED 25 hrs. in GED |
|
|
Traditional Program |
Supervised Clinical Practice I |
EDSP 5800 |
Clinical Practice I |
150 hrs. in SPED 50 hrs. in GED |
|
Supervised Clinical Practice II |
EDSP 5810 |
Clinical Practice II |
150 hrs. in SPED |
|
|
Final Clinical Practice |
EDSP 5820 (MMSN) EDSP 5830 (ESN) |
Final Clinical Practice |
400 hrs. |
|
|
Intern Program |
Intern Seminar |
EDSP 5880 |
Intern Seminar and Supervision |
|
|
Final Intern Seminar |
EDSP 5890 |
Final Intern Seminar and Supervision |
|
|
|
Program |
Course Number |
Course Title |
Required Hours |
|---|---|---|---|
|
ECSE-AA |
EDSP 5730 |
Field Experience in Early Intervention and Early Childhood Special Education |
45 hours |
Connection of field experience with coursework.
Candidates are required to complete at least 150 hours of supervised clinical practice each semester until their final clinical practice course. This clinical practice provides candidates opportunities to complete assignments and practice their knowledge and skills from program courses. Course assignments include, but are not limited to lesson plans, intervention plans, assessment case study, IEP development, participation in IEP meetings. Candidates use LiveText to submit and store signature assignments, fieldwork observations, and competency evaluations. Interns also use Livetext to record and submit their support hours each term.
In the ECSE-AA program, candidates are required to complete at least 45 hours of field experience in in-home and preschool settings in small and whole groups.
Field supervision, advisement, evaluation: frequency, type.
Once admitted into the credential program, candidates attend an initial meeting with
their campus program advisor to complete a program plan. After the initial advising
appointment, candidates engage in on-demand advising with their program advisor throughout
the program as needed. Additionally, the admissions advisor monitors candidates throughout
the program to ensure proper course registration and to provide enrollment support
based on the candidate’s program plan. During clinical practice, university supervisors
collaborate with cooperating teachers to support and provide guidance to teacher candidates.
-
Assessment of Candidates
With the new program, beginning Fall 2022, candidates will be provided with the opportunity to attend orientation prior to their first semester. This orientation will review program expectations, program policies and procedures as well as the course sequence, and have the opportunity to meet their program advisor. During orientation, candidates will also be introduced to the program handbook which includes program expectations, policies, and procedures that candidates should refer to throughout their program for guidance. Candidates are notified through orientation, the credential handbook, and again during their individual program planning session that they need to meet and maintain adequate academic standards and candidate dispositions through their credential program. Each candidate's competence and progress are evaluated throughout the program: (1) admission to the program, (2) review of each candidate's performance in course work and clinical practice, and (3) during and at the conclusion of final clinical practice.
Candidates will be evaluated through signature assignments in content courses and classroom observations in clinical practice courses. All assignments and evaluation forms are revised to address CTC Educational Specialist standards, TPEs, and High Leverage Practices. In each course, candidates will submit a signature assignment to Livetext, and instructors will evaluate their performances using predetermined rubrics.
If a candidate does not meet adequate progress in developing competencies or demonstration of professional dispositions, a Candidate Improvement Plan will be developed for candidate. If the candidate does not meet the stipulations in the improvement plan, program faculty will discuss concerns and make decisions on disqualification.
Professional decisions related to teaching and progress through the program are recorded in a formal, written observation protocol that is shared with the candidate. At the end of the program, the candidate and university supervisor develop an Individual Development Plan (IDP) along with district mentors (cooperating teachers) which will serve as the basis for the development of the candidate’s Clear Credential program.
3.1 Distribution Table
3.2 Annotated Faculty List with Links to Vitae & Syllabi
Lee, Yeunjoo, Ph.D.
Full-time Tenured
EDSP 4270- Establishing Foundations in Special Education
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
Roberts, Sarana, Ph.D.
Full-time Tenure Track
EDSP 5610- Characteristics and Needs of Students with Mild to ESN
EDSP 5620- Collaboration and Transition in Special Education
EDSP 5650- Curriculum & Instruction of Children with MMSN
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
EDSP 5820- Final Clinical Practice in MMSN
EDSP 5910- CalTPA Cycle 1: Learning About Students and Planning Instruction
EDSP 5920- CalTPA Cycle 2: Assessment-Driven Instruction
McNett, Diane, M.A.
Full-time Lecturer
EDSP 4270- Establishing Foundations in Special Education
EDSP 4800- Diverse Classrooms
EDSP 5640- Classroom Management and Positive Behavior Support
EDSP 5620- Collaboration and Transition in Special Education
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
EDSP 5910- CalTPA Cycle 1: Learning About Students and Planning Instruction
EDSP 5920- CalTPA Cycle 2: Assessment-Driven Instruction
Kabel, Matthew, M.A.
Full-time Lecturer
EDSP 4800- Diverse Classrooms
EDSP 5610- Characteristics and Needs of Students with Mild to ESN
EDSP 5620- Collaboration and Transition in Special Education
EDSP 5630- Assess of Students with Mild to Extensive Support Needs
EDSP 5650- Curriculum & Instruction of Children with MMSN
EDSP 5870- Continuing Intern Seminar/Supervision
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Brown, Jane, M.A.
Part-time Faculty/Supervisor
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
EDSP 5820- Final Clinical Practice in MMSN
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Collins, Nancy, M.A.
Part-time Faculty/Supervisor
EDSP 4270- Establishing Foundations in Special Education
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Fiddler, Linda, M.A.
Part-time Faculty
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Goss, Anthony, M.S.
Part-time Faculty
EDSP 5640- Classroom Management and Positive Behavior Support
Herman, Kate, M. Ed
Part time Faculty, AB-130 Coordinator
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
Kabel, Jillian, M.A.
Part-time Faculty
EDSP 5620- Collaboration and Transition in Special Education
EDSP 5820- Final Clinical Practice in MMSN
Lopez, Salvador, M.A.
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Martinez, Angelica, M.A.
Part-time Faculty
EDSP 5800- Clinical Practice I
EDSP 5810- Clinical Practice II
Neal, Wesley, M.A.
Part-time Faculty
EDSP 4270- Establishing Foundations in Special Education
EDSP 5610- Characteristics and Needs of Students with Mild to ESN
Norman, Susan, M.A.
Part-time Faculty/Supervisor
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Peña, Julie, M.A.
Part-time Faculty
EDSP 4270- Establishing Foundations in Special Education
EDSP 5630- Assess of Students with Mild to Extensive Support Needs
Steele, Julius, Ed.D.
Part-time Faculty
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
Uresti, Mario, Ed.D.
Part-time Faculty/Supervisor
EDSP 4270- Establishing Foundations in Special Education
EDSP 5880- Intern Seminar and Supervision
EDSP 5890- Final Intern Seminar and Supervision
3.3 Published Experience & Qualifications Requirements
3.4 Faculty Recruitment Documents - No new faculty.
6.2 Memorandums of Understanding
CSUB Educator Preparation Programs are committed to ensuring our candidates have school placements that are responsive to inclusion, diversity, and equity to ensure we are engaging with our partners to reflect our local context. In order to meet the California Commission on Teacher Credentialing standards and the Association for Advancing Quality in Educator Preparation standards, we partner with our clinical practice providers to ensure candidates have placements that are reflective of California public schools and promote culturally responsive practice. Our partner District MOUs are alphabetized in the 3 sections below. The district or school name link will provide the district demographics sheet outlining the race and ethnic, language, and socio-economic diversity of the district. Below each site name is a copy of each MOU we hold with the district or school.
Site Placements: Process, Diversity, and MOUs
6.3 Veteran Practitioner Training Material
Site-based supervisors (cooperating teachers and mentors) are co-selected by the university and district. Each program determines eligibility for site-supervisor selection based on program standards and program needs (Common Standard 3).
Prior to being assigned to Teacher Candidates the Cooperating Teachers (CTs) are sent the Survey on Professional Development for Cooperating Teachers. This allows the Clinical Practice Coordinator to gauge the amount of training the CT will need. Our program then provides the potential CTs an initial orientation to co-teaching which reviews the Education Specialist program curriculum and clinical practice requirements. CTs that are hosting final stage candidates also participate in a Triad Training for co-teaching practices including effective supervision approaches. These CSUB developed trainings do not fulfil the full 10 hr. requirement, therefore Intersegmental Project: Professional Development for District Employed Supervisors online modules will be provided.
6.4 SPED Documentation of Candidate Placements
6.5 Clinical Practice Handbook
6.6 Clinical Practice Syllabi
EDSP 4800
EDSP 5800
EDSP 5810
EDSP 5820_5830
EDSP 5880
EDSP 5890
6.6.1 Clinical Practice Assessment Instruments
Observation Form
Candidate Competency Evaluation
Lesson Plan Format
During the final term of the credential program, candidates attend an Induction Seminar where they receive information regarding the application process. Candidates are also notified via email by the admissions advisor of the credential recommendation process, informed of any missing CTC or state requirements and given the link to CSUB’s in-house credential recommendation application found here. The application packet also contains a checklist of required documents necessary to be eligible to apply for their credential.
Upon receipt of the credential application, the Credential Analyst reviews and verifies that all program criteria are met, and only qualified candidates are recommended for the credential. The credential analyst evaluates the candidate’s application to validate eligibility and that all program and state requirements have been successfully completed prior to recommendation for the requested credential or authorization. This process is completed through a review of candidate data in the CSUB Credential database and digital document file. The database and digital document file house each candidate’s program documents and verification of credential coursework completed through CSUB. Once verification is complete, the Credential Analyst submits the recommendation using CTC’s online recommendation system for final review and issuance of the credential.
7.1.1
Link to Educational Specialist Program Plan
7.2
Completion of the Individual Development Plan (IDP) is initiated by the university supervisor during final clinical practice (Ed 5810). The supervisor and cooperating teacher/mentor participate in the development of the plan guiding the candidate as they review program coursework, clinical practice, and personal goals. The completed plan is submitted as a requirement for clinical practice completion and the candidate will not be recommended for the credential without a digital copy on file. The candidate keeps a signed copy and gives a copy of the IDP to their district induction coordinator after completing the credential program. The completed IDP is made available to candidates and hiring districts as requested.
Link to Individual Development Plan