CREDENTIAL PROGRAMS

Teacher certification is governed by the California Commission on Teacher Credentialing (CCTC) under authority granted to it by the California State Legislature. Institutions of higher education are granted the right to recommend candidates for licensing by the CCTC after this agency has approved all programs related to teacher education. These include academic programs as well as professional programs. All programs at SFSU that lead to public school teaching and school services credentials have received such approval.

The professional teacher education segment of programs leading to credentials and final authorization for recommendation to award credentials are the responsibility of the College of Education. Departments offering majors in approved subject matter fields are responsible for their respective parts of the credential programs. Required course work for credentials is offered in various colleges and departments across the university. Academic departments are responsible for certifying the subject matter competency of students. If a candidate has obtained a subject matter competency waiver from another CSU campus, the student must provide verification to the Teacher Preparation Center.

For the first time since the Ryan Act of 1970, teacher preparation has undergone major changes. New standards have been established by the California Commission on Teacher Credentialing (CCTC) in response to Senate Bill 2042 adopted by the legislature in 1998. San Francisco State University's College of Education began offering its newly revised Multiple Subject and Single Subject Credential programs that comply with these new standards beginning with the Spring 2004 semester.

TEACHING CREDENTIALS

Multiple Subject Instruction Programs

• Multiple Subject
• Multiple Subject Instruction with Bilingual/Cross-cultural Language and Academic Development Emphasis in Cantonese or Spanish (BCLAD)

Single Subject Instruction Programs

• Single Subject
• Single Subject Instruction with Bilingual/Cross-cultural Language and Academic Development Emphasis in Spanish (CLAD/BCLAD)

Designated Subjects in Adult or Vocational Education

Specialist Instruction Credentials

• Reading and Language Arts
• Special Education

SCHOOL SERVICES CREDENTIALS

• Administrative Services
• Clinical Rehabilitative Services
• Pupil Personnel Services

CERTIFICATE PROGRAM

• Reading Certificate

TEACHER PREPARATION CENTER

The Teacher Preparation Center in the College of Education (Burk Hall 244) provides a one stop advising center for all students inquiring about credential programs, credential program application requirements, and procedures and information about applying for or renewing teaching credentials.

Students should attend a scheduled information meeting prior to applying for admission. Once admitted to the credential program, students should confer regularly with their credential program adviser.

CREDENTIAL SERVICES AND DATA MANAGEMENT OFFICE

The Credential Services and Data Management (CSDM) Office in the College of Education is designed to inform and assist students in fulfilling application procedures, early field experience, meeting program requirements, and maintaining student records. These services are available only to Multiple and Single Subject Credential programs and Special Education credential programs applicants and enrolled students. The Credential Services and Data Management Office is located in Burk Hall 240 (415-338-7038.)

TEACHING CREDENTIALS

Multiple Subject Credential

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

Multiple Subject Credential with BCLAD Emphasis

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

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

Multiple Subject CLAD Credential with Early Childhood Emphasis

Subject Matter Competency

Candidates must demonstrate competency in multiple subject areas by passing the commission-approved California Subject Matter Examination for Teachers. The examination may be waived upon completion of a commission-approved "diversified" or "liberal arts" degree. On this campus, the liberal studies program has been approved as a waiver of the state examination. Such a program must include 85 semester units, equally distributed among the four areas listed below. Undergraduates who plan to become candidates for the multiple subject credential are encouraged to enroll in this program. Special advisers are available in the various colleges of the university and in Burk Hall 244.

• English, including grammar, literature, composition, and speech
• Mathematics, physical and life sciences
• Social sciences
• Humanities and the fine arts, including foreign languages and physical education

Please note that because of recent federal legislation, No Child Left Behind (NCLB), candidates must pass the CSET examination prior to being hired by a school district. Although the CCTC does not require candidates to pass the CSET examination to meet the subject matter competency for the Multiple Subject Credential, SFSU urges all candidates to take the CSET prior to entering the Multiple Subject Credential program.

Requirements for the Preliminary Credential

• A baccalaureate degree.
• Successful passage of the California Basic Educational Skills Test (CBEST)—reading, writing, mathematics. Must be passed before enrolling in credential courses.
• Demonstration of advanced written English skills.
• Demonstration of knowledge of the principles of the Constitution of the United States.
• Completion of second language requirement.
• Instructional computing integration course.
• Successful passage of the Reading Instruction Competence Assessment (R.I.C.A.) examination.
• An approved program of professional preparation.
• A Certificate of Clearance prior to enrolling in the credential courses.

Professional Education Requirements for Preliminary Credential

The Multiple Subject Teaching Credential program is designed to prepare qualified candidates with the course work and field experiences needed to enable them to effectively teach a multiple subjects general education classroom in California public schools. The program of courses and supervised teaching practicum (student teaching) described below was offered for the first time in the Spring of 2004.

This program is intended to be a two semester, full-time program. Variations from the proposed schedule must get prior approval from a faculty adviser. Dependent on approval by the California Commission on Teacher Credentialing, the Department of Elementary Education may be offering the following variations:

• Early Childhood Education (focus on grades K-3)
• Bilingual Education (for those who are bilingual in Spanish or Cantonese and would like to teach in a bilingual environment)
• Cañada Pathways program--courses will be held at the Cañada College campus facility in Redwood City, CA

Course work requirements will be the same for all program options.

A GPA of 3.0 or better, and no grade lower than a C, is required in all courses comprising the professional education sequence. A grade of CR is acceptable only as mandated.

Required before a credential can be granted, in addition to credential program course work:

• Completion of U.S. Constitution course or examination. Applicants must meet the U.S. Constitution requirement either by course work or examination. At the time of admission, students are notified if they have already met this requirement through prior course work. The Department of Secondary Education offers a two-unit course, S ED 615, Constitutional Concepts for Future Teachers, which satisfies the requirement. The Teacher Preparation Center can provide a list of alternate testing options that meet this requirement.
• RICA: Reading Instruction Competence Assessment. This test should be taken after taking E ED 682, Teaching Reading/Language Arts. See the NES web site for registration information or pick up a registration bulletin outside the Teacher Preparation Center.

Single Subject Credential

This credential authorizes the holder to teach specified subject matter courses in departmentalized classrooms, grades pre-school through twelve or in classes for adults. Departmentalized classes exist most commonly in California middle and senior high schools. San Francisco State University offers the following categories of single subjects.

Candidates must demonstrate competence in an approved single subject. This is done by conferring with an approved subject area credential adviser. Students who expect to meet competency requirements through course work must meet with the appropriate department major adviser regarding subject matter competency assessment before starting the credential program. A list of advisers is available in the Teacher Preparation Center, Burk Hall 244.

Requirements for the Preliminary Credential

• A baccalaureate degree.
• Successful passage of the California Basic Educational Skills Test (CBEST)--reading, writing, mathematics. Must be passed before enrolling in credential courses.
• Demonstration of advanced written English skills.
• Demonstration of knowledge of the principles of the Constitution of the United States.
• An approved program of professional preparation.
• A Certificate of Clearance prior to enrolling in credential courses.

Professional Education Requirements

The Single Subject Teaching Credential program is designed to prepare qualified candidates with the course work and field experiences needed to enable them to effectively teach their subject in California public schools, particularly middle and high schools. The Department of Secondary Education offers teacher preparation for people with competency in the following areas:

The program of courses and supervised field experiences (student teaching) described below were offered for the first time in Spring 2004. The program can be completed in two semesters of full time enrollment. Candidates who are currently teaching as a pre-intern or intern may be eligible for the internship program; the courses must be distributed over a minimum of three semesters and four semesters are recommended.

¹Students take subject specific Curriculum and Instruction courses (I and II). The prefix and numbers vary with the department offering the course. Candidates preparing to teach art, foreign language, music, or physical education may require an additional semester to complete the credential course work. The C&I I and C&I II courses may only be offered once a year, not each semester.

The prerequisite course (ITEC 601) may be taken during the first semester. S ED 720, 701, 800, and the Curriculum and Instruction I course may be taken prior to admission with consent of the instructor. S ED 751, 640, 700, 752, 660, and the Curriculum and Instruction II courses cannot be taken prior to admission to the credential program. First Sequence courses must be completed before registering for the Subsequent Sequence courses.

S ED 751 and S ED 752 must be taken in conjunction with the student teaching courses. These are cohort courses designated for students with a high school emphasis, middle school emphasis, or intern teacher emphasis.

The first student teaching course (S ED 640) includes experiences in middle level and high schools, hard-to-staff schools, and classrooms with English language learners. It is comprised of approximately 8-10 hours per week. The subsequent student teaching course (S ED 660) may also take place in similar schools. Candidates spend approximately 20-25 hours per week in the classroom (schedule may vary throughout the semester).

Student teaching hours are completed in accordance with the school site academic calendar, not the SFSU calendar. Some hours may be during the third week in August or the first three weeks of January, when SFSU classes are not in session.

If accepted to the program, credential candidates will have an opportunity to express their geographic preferences for a school site. Candidates are given their school site assignments and more specific information about the schedule at the New Student Orientation.

The following is also required before a credential can be awarded, in addition to the credential program courses: completion of U.S. Constitution course or examination.

Designated Subjects Credential

This credential authorizes the holder to teach in the subject or trade in which the applicant has demonstrated competency and at such grade level as approved by the California Commission on Teacher Credentialing (CCTC) and designated on the credential. Designated subjects include Adult Education and Vocational Education. Inquiries about the designated subjects credentials should be directed to the Department of Administration and Interdisciplinary Studies, Burk Hall 239, (415) 338-1653.

DESIGNATED SUBJECTS ADULT EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-time or Part-time Adult Education Credential

• B.A. degree and education related to the subjects to be named on the credential.
• California Basic Educational Skills Test (CBEST). Required for academic subjects only.

  ISED 706	Principles and Methods of Adult and Vocational Education (3)
  ISED 783	Introduction to Technologies for Adult Learning (1)

Clear Full-time or Part-time Adult Education Credential

• Two years or full-time experience with the preliminary credential.
• Completion of the U.S. Constitution requirement.
• Completion of a one-unit course in health education dealing with drug/alcohol abuse and nutrition (H ED 635, Secondary School Health).
• The CCTC requires completion of  a CPR course. The requirement can be met by completion of the American Heart Association: Level B or Heartsaver or the American Red Cross: Community CPR course. CPR certification must be valid at the time the professional clear credential application is submitted.

  ISED 781	Teaching Improvement Process in Adult and Workforce Education (3)
  ISED 782	Practicum in Adult Learning (3)

NOTE: Students who hold a Preliminary Adult Education Credential from a school district and now are accepted into the Clear Adult Education Credential program must also complete ISED 706 and ISED 783.

DESIGNATED VOCATIONAL EDUCATION CREDENTIAL REQUIREMENTS

Preliminary Full-time or Part-time Vocational Education Credential

• High school diploma or the passage of an equivalent examination as designated by CCTC.

Clear Full-time or Part-time Vocational Education Credential

• Two years of full-time experience with the preliminary credential.
• Completion of the U.S. Constitution requirement.
• Completion of a one-unit course in health education dealing with drug/alcohol abuse and nutrition (H ED 635, Secondary School Health).
• The CCTC requires completion of a CPR course. The requirement can be met by completion of the American Heart Association: Level B or Heartsaver or the American Red Cross: Community CPR course. CPR certification must be valid at the time the professional clear credential application is submitted.

  ISED 781	Teaching Improvement Process in Adult and Workforce Education (3)
  ISED 782	Practicum in Adult Learning (3)

NOTE: Students who hold a Preliminary Vocational Education Credential and who are accepted into the Clear Vocational Education Credential program must also complete ISED 708 and either ITEC 711 or ITEC 712.

SPECIALIST INSTRUCTION CREDENTIALS

A specialist instruction credential authorizes the holder to work as a specialist in the area designated. Specialty preparation requires advanced course work and development of special competencies.

A GPA of 3.0 or better is required for course work listed on the Credential Approved Program (CAP) and a grade of C or better must be earned in every course attempted.

Reading and Language Arts Specialist Credential

The curriculum meets the licensing requirement of the California Commission on Teacher Credentialing. The Reading and Language Arts Specialist Credential may be used as a "fifth year" for the Multiple Subject or Single Subject Credential or combined with a master's degree program in either elementary or secondary education. Admission to the program requires a 3.0 GPA. The student must maintain a B average or better while in the program.

Prerequisites

• A valid basic teaching credential.
• Verification of successful classroom teaching experience.
• Passing score on the commission's examination for the teaching of reading or successful completion of one of the following commission-approved reading methods courses:

  S ED 620	Reading in the Secondary School
  E ED 682	The Teaching of Reading
  E ED 782	Literacy Development in the Secondary School

Teaching Experience

Successful completion of three years of teaching in a classroom situation must be verified in writing by the administrator(s) involved in the settings where the experience took place.

Note: Candidates may complete the course work for the Reading and Language Arts Credential without three years of teaching experience. However, the credential cannot be issued until the experience is verified.

Objectives for reading specialist candidates are as follows:

• Collaboration and consultation at school sites/districts.
• Develop a firm understanding of the professional responsibilities as an educational agent for change at the school site and district level.
• Understand the current California State standards and curriculum changes as these apply to policy, curriculum, and practice.
• Become the reading/language arts liaison between the state, the district, and the school site.
• Envision their role to coordinate and provide leadership for the school-wide literacy program.
• Develop a vision on how they will provide home-school connections that support literacy development.
• Research ways to serve as a resource for community literacy development in English, English as a second language, or in the native language of the community.
• Provide professional development for school site teachers, paraprofessional, and parents on research-based instructional strategies.
• Reading specialist serves as a resource for guiding assessment.
• Provide individual assessment for students who are struggling in literacy.
• Provide direct assessment to English language learners and guide the classroom teachers on effective instructional strategies that support literacy development.
• Promote the use of multiple assessment tools, both formal and informal, to the staff.
• Contribute to the design and implementation of a school-wide assessment that is aligned with the state standards in reading/language arts.
• Use assessment as a form to inform instructional decision making for the school site.
• Interpret assessment results for the school staff, parents, and community.
• Apply expertise to distinguish reading and writing difficulties from second language acquisition development as these areas pertain to English language learners.
• Assist school staff and parents to locate community resources to meet individual needs of a student that are within and beyond the school.
• Reading specialist articulates and delivers instruction by gaining knowledge in the following areas: literacy theories, assessment, and classroom applications.
• Examines research-based theories and methods of balanced early literacy instruction in reading, writing, listening, and speaking for use in linguistically and culturally diverse classroom settings.
• Examines, demonstrates, and practices classroom techniques and daily professional development sessions and classroom practice that provide for and build upon diversity in student's abilities, personal interests, linguistics, cultural and socioeconomic background characteristics.
• Describes and demonstrates a variety of approaches to the organization of literacy instruction; e.g., individual, whole-class, homogenous and heterogeneous small groups, cooperative and collaborative groups.
• Examines and evaluates instructional materials for reading and writing in English and English as a second language, with a focus on skills and comprehensive literacy development and aligned with the California English Language Arts and the California Language Development Frameworks and California English Development and English Language Arts: Standards for English Learners.
• Implements instructional methods and materials in reading and writing that build motivation and self esteem by addressing individual pupil need, interests, social, emotional, linguistic, and cultural background factors.
• Describes, demonstrates, and practices techniques for diagnostic evaluation, formal and informal assessment in reading and writing development for native speakers and English language learners in the culminating portfolio, class discussions, and presentation.
• Candidates research, discuss, and compare a variety of genre materials for literacy development (including poetry, software, and other media), functional, recreational, and expository purposes that reflect cultural and linguistic diversity for kindergarten to twelfth grades (selecting an appropriate range for the reading specialist's grade span).
• Applies knowledge for teaching reading/language arts and second language acquisition strategies to scaffold English language learners who will need additional support in the English language structure, vocabulary development, and understanding of orthographic patterns.

EDUCATION SPECIALIST CREDENTIALS: SPECIAL EDUCATION

The curriculum meets the licensing requirements of the California Commission on Teacher Credentialing. Programs are organized in a two-tiered system: the Preliminary Level I and the Professional Level II.

Preliminary level programs include requirements in a general education component, core requirements, plus specialization courses. The education specialist credentials meet standards for special education K-12 teachers. The Preliminary Level I allows graduates to teach in the area of specialization for a period of five years.

Professional Level II programs include core requirements and advanced curricular content in each specialization area. Level II credentials can be renewed every five years with completion of requisite professional development hours.

Admission Procedures

Admission to post-baccalaureate programs is based on evaluation of applications to both the department and to the university. A minimum 2.67 GPA is required for admission to credential programs or 2.75 GPA in the last 60 units. A 3.0 GPS is required for continuation in the program. Applications are available from the College of Education Credential Services and Data Management Office, Burk Hall 240, or call (415) 338-7038 or from the Department of Special Education, (415) 338-1161, www.sfsu.edu/~spedcd.

Level I and Level II education specialist credential programs are approved for the following areas:

• Deaf and Hard of Hearing (birth-22)—deaf, hard of hearing, and deaf-blind.
• Early Childhood Special Education (birth to pre-K only)—children eligible for early intervention, special education, and/or related services under federal law.
• Supplemental Early Childhood Special Education Certificate—supplemental to Education Specialist Credentials and approved by the California Commission on Teacher Credentialing (if not earning separate Early Childhood Special Education Credential, any specialist credential can add on this certificate to expand authorization for M/M, M/S, D/HH, PHI, VI, or for professional growth).
• Mild/Moderate Disabilities (K-12, including adults)—learning disabilities, cognitive impairments, other health impaired, and emotional disturbance.
• Moderate/Severe Disabilities (K-12, including adults)—autism, cognitive impairment, deaf-blindness, emotional disturbance, and multiple disabilities.
• Physical and Health Impairments (birth-22)—orthopedically impaired, other health impaired, traumatic brain injury, multiple disabilities.
• Visual Impairments (birth-22)—blind, visually impaired, deaf-blind.

For orientation and mobility specialization and for speech-language and audiology authorizations in the Communicative Disorders programs, see Clinical Rehabilitative Services.

Substitution of Requirements

Substitutions of course and field placement requirements may be granted where candidates have prior transcript credit and where required skill, knowledge, and performance competencies have been mastered and verified. The department chair and faculty in the area of specialization review and approve requests for substitutions.

PRELIMINARY LEVEL I EDUCATION SPECIALIST CREDENTIAL

Program requirements include the following:

• A baccalaureate degree.
• Demonstration of competence in an approved subject matter area by passing the appropriate examination(s) or by completion of a subject matter program prior to student teaching. Required for all education specialist areas except early childhood special education. May be satisfied by completing the subject matter requirements outlined for the Multiple Subject or Single Subject Credentials.
• Demonstration of knowledge of the principles of the Constitution of the United States.
• Successful passage of the California Basic Educational Skills Test (CBEST).
• A Certificate of Clearance prior to fieldwork (finger printing).
• Successful passage of the Reading Instruction Competence Assessment (R.I.C.A.) examination. RICA is required for all education specialist areas, except early childhood special education.

Deaf and Hard of Hearing

Sign Language (Optional)

Required for student teaching in ASL classrooms. Waivers are available through proficiency examination at the advanced level.

Early Childhood Special Education

Supplemental Early Childhood Special Education Teaching Certificate

Contact the department for more information: (415) 338-1161 or spedcd@sfsu.edu.

Mild/Moderate Disabilities

Moderate/Severe Disabilities

Physical and Health Impairments

Visual Impairments

Project Include: Middle Level Emphasis and Preliminary Level I Education Specialist Credential in Mild/Moderate Disabilities

See section for Multiple and Single Subject Credential with Middle Level Emphasis. Completion of the middle level program may be followed by admission and completion of requirements of a Preliminary Level I Education Specialist Credential program in Mild/Moderate Disabilities.

PROFESSIONAL LEVEL II EDUCATION SPECIALIST CREDENTIAL

Professional Level II is intended to enable teachers to apply their Preliminary Level I preparation to the demands of professional positions while also gaining advanced skills and knowledge. Prospective students should consult the department for admission to the program. Requirements include the following:

• Completion of the Preliminary Level I program.
• Employment as a special education teacher in authorized area of specialization.
• Equivalent work experience approve in consultation with employer and university adviser.
• Special education technology course (SPED 716, or substitue).
• The CCTC guidelines require that a course in health/drug education and nutrition be completed. This requirement can be met by enrolling in H ED 630, Elementary School Health (3), or H ED 635, Secondary School Health (1).
• The CCTC guidelines require completion of a CPR course. The requirement can be met by completion of the American Heart Association: Level B or Heartsaver or the American Red Cross: Community CPR course. CPR certification must be valid at the time the professional clear credential application is submitted.

The Level II Handbook is available at the textbook counter, SFSU Bookstore, and provides all forms and guidelines.

Core Requirements

SPED 740, Induction Plan (1), is taken during the first and final semester of the Level II program for a total of 2 units. One class meeting is scheduled the first Saturday of each semester. Meetings with advisers are scheduled independently. Check with the department for assignment deadlines for the first, second, and final semester of the Level II program.

Deaf Community Requirement: Evidence is to be presented in a portfolio document; check in the handbook for guidelines.

SCHOOL SERVICES CREDENTIALS

School services credentials authorize the holders to perform services for a school district other than classroom teaching. Preparation for the services credentials requires advanced study and administrative competence. A GPA of 3.0 or better is required for course work completed and listed on the Credential Approved Program (CAP) and a grade of C or better must be earned in every course attempted.

The approved programs at San Francisco State University include administrative services, pupil personnel services (school counseling, school psychology, and school social work), and clinical rehabilitative services.

Administrative Services

This credential authorizes the holder to serve as a superintendent, deputy superintendent, principal, assistant principal, supervisor, consultant, coordinator, or in other equivalent or intermediate level positions. Requirements may be met by successful completion of an accredited program offered by the Department of Administration and Interdisciplinary Studies, San Francisco State University.

Prerequisites required for the five-year preliminary administrative services credential:

• A valid basic California teaching credential or pupil personnel services credential, health services credential, or library services credential or designated subjects credential with a baccalaureate degree, or Clinical Rehabilitative Services Credential.
• A minimum of three years of successful full-time teaching or pupil personnel or health services, or library services experience (or combination) in public schools or private schools of equal status. Community college experience is not acceptable.

Upon completion of the program, the candidate will receive a certificate of eligibility for the preliminary administrative services credential. The certificate of eligibility authorizes one to seek initial employment as an administrator, but does not authorize actual administrative service.

Internship Program

Available to students who are offered administrative positions and need the Administrative Internship Credential. Entry into this program requires a request from the district office to the chair of the Department of Administration and Interdisciplinary Studies.

The following courses are only for students admitted into the internship program and must have prior approval by the internship faculty adviser:

EDAD 822 for EDAD 733; EDAD 823 for EDAD 743; EDAD 824 for EDAD 753 (all 3 unit courses)

NOTE: Entry level assessment of administrative competence is conducted at EDAD 713, and EDAD 892 for the exit level assessment.

Professional Clear Administrative Services Credential

Prerequisites are:

• Possession of a valid Preliminary Credential.
• Two years of successful, full-time employment in an administrative position requiring a Preliminary Credential.
• Completion of a program of advanced study approved by the California Commission on Teacher Credentialing under the supervision of an advisory committee (must be completed while employed in an administrative position).

The program designed to prepare candidates for the Professional Clear Administrative Services Credential is listed below. All candidates interested in admission to the Professional Administrative Services Credential program must first enroll and be assessed in EDAD 850. Exit assessment on the professional tier is done in the student's professional administrative competence practicum by the student's advisory committee.

NOTE: EDAD 856, 857, and 858 can be selected in place of non-university professional development activities.

Clinical Rehabilitative Services Credentials

The Clinical Rehabilitative Services Credentials qualify students to work as language, speech, and hearing specialists or audiologists in the public schools. Additional preparation will qualify students to teach special classes of pupils with severe language impairment/aphasia. Credentials are offered in language, speech, and audiology. A separate Clinical Rehabilitative Services Credential also qualifies students to work in the field of orientation and mobility.

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

Requirements for formal admission to the credential program are:

• Completion of a baccalaureate degree, preferably with a major in Communicative Disorders. If the B.A. is in another area, it is expected the applicant will meet the undergraduate requirements prior to entry into advanced course work.
• Overall grade point average of 2.67 or 2.75 in the last 60 units taken.
• Two letters of reference from teachers, supervisors, co-workers, or others qualified to evaluate the applicant as potential speech, language, hearing specialist, or audiologist.
• A written statement by the applicant giving reasons for entry into the field.
• Successful passage of the California Basic Educational Skills Test (CBEST).
• Evidence of clear legal status by obtaining a Certificate of Clearance (finger printing).

Point(s) at Which Admission Takes Place

The program is designed to provide multiple entry opportunities for both graduates and undergraduates. Students may declare Communicative Disorders as their major at the freshman level. Course work in Communicative Disorders is not started until completion of the General Education requirements, which is usually the end of the sophomore year.

Students may transfer to San Francisco State University at the junior year, declaring Communicative Disorders as the major, and begin taking course work. Students who have not declared Communicative Disorders may request a change of major at any point in their undergraduate program assuming space is available. Students who request a change of major are selected on the basis of grade point average, interest in and experience with individuals having speech, language, and/or hearing impairments. Requirements for the B.A. in Communicative Disorders are listed in the Academic Programs section.

To continue professional training in communicative disorders and become a practitioner, a student must complete a master's degree. At completion of baccalaureate degree requirements, applicants must apply to and complete a graduate program.

New graduate level and transfer students may enter the program following formal admission procedures at both the department and university level.

Clinical Rehabilitative Services: Audiology

Clinical Rehabilitative Services: Language, Speech, and Hearing

The appropriate credential for an itinerant speech-language pathologist and audiologist. The first 50 clinical contact hours must be obtained in the Communicative Disorders Clinic.

Clinical Rehabilitative Services: Language, Speech, and Hearing with Special Class Authorization

This credential allows the student to function both as an itinerant speech-language pathologist and a teacher in a classroom of language impaired children.

Clinical Rehabilitative Services: Orientation and Mobility

This credential authorizes the holder to teach orientation and mobility techniques to individuals who are visually impaired or blind from infancy through adulthood. Specialists for the visually impaired teach orientation skills, such as using landmarks and sensory cues, familiarizing oneself with the environment, and guiding oneself towards a destination. O&M specialists teach mobility skills for route travel, street crossings, and use of public transportation. Instruction may take place outdoors and indoors in homes and public buildings. When appropriate, lessons in cane technique and maximum use of residual vision may also be taught to ensure safe and efficient travel.

PUPIL PERSONNEL SERVICES CREDENTIAL

This credential authorizes the holder to perform, at all grade levels, the service designated on the credential which may include:

• School counseling
• School psychology
• School social work

Minimum requirements for this credential may be met in the following ways:

• A baccalaureate degree; a fifth year (or more); and specialized and professional preparation approved by the Commission including field experience; and
• Possession of a valid credential or certificate of clearance issued in California authorizing the appropriate service to be rendered; and
• A passing score on the California Basic Educational Skills Test (CBEST).

All of the programs at this university are at least two year programs and usually include a master's degree. Students should inquire at the appropriate departments for up-to-date information.

School Counseling Designation Program

For information on this program, see Counseling in the Academic Programs section of this Bulletin.

School Psychology Designation Program

For information on this program, see Psychology in the Academic Programs section of this Bulletin.

School Social Work Designation Program

For information on this program, see Social Work in the Academic Programs section of this Bulletin.

READING CERTIFICATE

San Francisco State University offers a fifteen-unit Reading Certificate consisting of five courses, all of which apply to the Reading and Language Arts Specialist Credential, should the Reading Certificate candidate wish to complete the more advanced credential.

The Reading Certificate authorizes the holder to assess student reading and provide reading instruction in response to the assessments. The holder is also authorized to develop, implement, and adapt the reading and content curriculum, and assist classroom teachers in these areas. The certificate holder may perform these services at one or more school sites at the grade levels authorized by their prerequisite credential.

Admission to the Reading Certificate program requires that the candidate hold a valid elementary or secondary teaching credential, either (1) a teaching credential that requires a bachelor's degree and a professional preparation program that includes student teaching, or (2) a clear, full-time designated subjects teaching credential, provided the holder also possesses a bachelor's degree and has passed the CBEST. Applicants must have a 3.0 GPA in the last 60 semester units.

The applicant must verify three years of successful, full-time teaching experience in any grades or subjects, pre-school through adult. He/she must hold a California teaching credential. Out of state credentials must meet the California Commission on Teacher Credentialing. However, neither student teaching nor internship teaching nor teaching while holding an emergency credential will count toward the three years of experience required for the Reading Certificate. The following courses are required.

Application Process

In addition to the graduate application, please submit the following to the Reading/Language Arts Coordinator, San Francisco State University, Department of Elementary Education, College of Education, San Francisco State University,  1600 Holloway Avenue, San Francisco, CA 94132.

Submit a statement of purpose, unofficial transcript, and two letters of recommendation addressing professional potential and academic ability.

Admission is only accepted for the fall semester.

Footnotes

1. Not required for Early Childhood Education Specialist Credential.
2. Supplemental to Education Specialist Credentials and approved by the California Commission on Teacher Credentialing.
3. Courses required for the Master of Science in Psychology: Concentration in School Psychology.
4. One semester placement with preschool; second semester placement with infant/toddlers.