Teacher certification and Educational Services Credentials are governed by the Commission on Teacher Credentialing (CTC) 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 CTC after this agency has approved all programs related to teacher education and educational services credentials (Administrative Services, Clinical or Rehabilitative Services, Pupil Personnel Services, Speech-Language Pathology Services). These include academic programs as well as professional programs. All programs at SF State that lead to public school teaching and school services credentials have received such approval.
The professional teacher education segment of programs leading to either a teaching credential or services credential, along with 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 Credential Services/Teacher Preparation Center.
The Credential Services/Teacher Preparation Center (CSTPC) in the College of Education 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. The CSTPC is designed to inform and assist students in fulfilling application procedures, early field experience, meeting program requirements, and maintaining student records. The Credential Services/Teacher Preparation Center is located in Burk Hall 244 (415-405-3594.)
The following chart reflects the pathways one might pursue in order to become a teacher or professor.
Pathways to a Career in Education |
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| I want to work in . . . | Undergraduate Preparation | Admissions Tests | Post-B.A. Preparation |
| PRESCHOOL | Major in Child and Adolescent Development | None | None |
| ELEMENTARY SCHOOL | Complete a bachelor's degree in any subject, except professional education (the Liberal Studies major or Child and Adolescent Development major provides preparation for the CSET) plus 45 hours of early field experience in a public school and fulfill second language requirement.
-OR- Complete the Liberal Studies Integrated Teacher Education (LSITE) Program. The program allows first-time freshmen to earn a bachelor’s degree and the Multiple Subject (elementary) teaching credential in 4 - 5 years. |
Basic Skills Exam CSET |
Complete a Multiple Subject Credential Program. Pass the RICA exam. Fulfill the U.S. Constitution, Level I Technology, CPR, and PACT requirements. Complete fingerprinting requirement. |
| HIGH SCHOOL OR MIDDLE SCHOOL | Major in the subject area that you plan to teach OR pass the CSET, have early field experience and fulfill second language requirement. | Basic Skills Exam CSET or Subject Matter Waiver in Content Area |
Complete a Single Subject Credential program. Fulfill the U.S. Constitution, Level I Technology, CPR, and PACT requirements. Complete fingerprinting requirement. |
| SPECIAL EDUCATION (PRESCHOOL AND K-12; INCLUDES SPEECH PATHOLOGY) | Complete undergraduate preparation for elementary or secondary education and have early field experience. | Basic Skills Exam CSET (for Education Specialist Credentials only, except Early Childhood Special Education) |
Complete an Education Specialist Credential; Clinical or Rehabilitative Services Credential; or Speech-Language Pathology Services Credential program. Pass the RICA Exam (for Education Specialist Credentials only, except Early Childhood Special Education). Fulfill the U.S. Constitution requirement (for Education Specialist Credential only). Complete fingerprinting requirement. Complete a Master of Science Degree in Communicative Disorders (for Speech-Language Pathology Services Credential only). |
| ADULT AND CAREER TECHNICAL EDUCATION (GED, ESL, BASIC SKILLS) | Complete a bachelor’s degree including coursework in the area you wish to teach. For vocational education, demonstrated work experience in the field you wish to teach is required. | A Basic Skills Exam is required for the Adult Education Credential, except non-academic subjects | Complete a Designated Subjects Credential program. Fulfill the U.S. Constitution requirement. Complete fingerprinting requirement |
| EDUCATIONAL ADMINISTRATION (ELEMENTARY OR HIGH SCHOOL PRINCIPAL) | Complete a teaching or services credential program. Complete three years of full-time experience (may be teaching or services work) and hold a valid teaching or services credential. | Basic Skills Exam | Complete an Administrative Services Credential program. |
| TEACHER LEADERSHIP, PROFESSIONAL DEVELOPMENT, PROGRAM & CURRICULUM DEVELOPMENT | Complete undergraduate preparation in the content area in which you wish to work. | Consult individual department or program. | Complete an MA in Education in a variety of available concentrations. |
| SCHOOL DISTRICT LEADERSHIP | Complete undergraduate preparation for elementary or secondary education and have early field experience. Complete three years of teaching, hold a teaching credential, and hold an administrative services credential. | Consult Doctoral Program. | Complete the SF State Doctor of Education in Educational Leadership. |
| COLLEGE-LEVEL TESOL (TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES) | Complete an English major with a concentration in Language Studies OR prerequisite courses. | Consult SF State English Department. | Complete a Master of Arts in English with a Concentration in TESOL. |
| COMMUNITY COLLEGE | Major in the subject you want to teach. | Consult department. | Complete a Master’s degree. |
| UNIVERSITY | Major in the subject you want to teach. | Consult department. | Complete a Doctorate Degree (Ph.D. or Ed.D.). |
ADMINISTRATIVE SERVICES CREDENTIAL: The California basic credential that allows you to work as the principal of an elementary, middle, or high school.
BASIC SKILLS TEST: A test of basic math, reading, and writing skills that all credential candidates must pass. Can be taken as soon as you have completed basic college requirements in English and math. The California Basic Educational Skills Test (CBEST) is one of several ways to meet the Basic Skills Requirement.
BCLAD: Bilingual Cross-cultural Language and Academic Development. SF State offers a bilingual emphasis (Cantonese and Spanish) that allows elementary school candidates to teach in bilingual programs. Course work and a language proficiency exam in the target language (Cantonese or Spanish) are required. Candidates must declare their intention at the time of application.
CTC: Commission on Teacher Credentialing. A state agency that establishes, reviews, and maintains standards for California teachers and awards credentials on the recommendation of a university.
CLINICAL OR REHABILITATIVE SERVICES CREDENTIAL: The California basic credential that allows you to work in the area of orientation and mobility.
CSET: California Subject Examination for Teachers. A test on subject matter competency.
DESIGNATED SUBJECTS CREDENTIAL: The California basic credential that allows you to teach specific subjects to adults, or to teach vocational education to youths or adults.
EARLY FIELD EXPERIENCE: Required for admission to most teaching credential programs. Usually consists of a minimum of 45 hours of volunteer or work experience in the type of classroom environment in which you plan to teach. Classrooms should be culturally and linguistically diverse.
EDUCATION SPECIALIST CREDENTIAL: The California basic credential that allows you to teach students with disabilities in specific areas of specialization (e.g., visual impairments).
MULTIPLE SUBJECT CREDENTIAL: The California basic credential that allows you to teach in a self-contained classroom (usually grades K-5).
RICA: Reading Instruction Competence Assessment. A test taken after completion of courses in teaching reading.
SCHOOL DISTRICT LEADERSHIP: A doctoral-level program offered by SF State.
SINGLE SUBJECT CREDENTIAL: The California basic teaching credential that allows you to teach a specific subject to different groups of students (usually grades 6-12).
Students are encouraged to 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 to discuss their curriculum options, as well as meet with the Career Center Liaison to the College of Education (advising sessions located in BH 244; days/times posted on CSTPC website) in order to discuss the multiple teaching and professional education routes available to them.
For the first time since the Ryan Act of 1970, teacher preparation programs have had to implement major changes based on the standards established by the Commission on Teacher Credentialing (CTC) in response to Senate Bill 2042 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. The following credential programs are available within the College of Education:
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 organized primarily for adults. Self-contained classrooms exist more commonly in California pre-schools and elementary schools.
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.
Performance Assessment for California Teachers (PACT). All multiple subject credential candidates are required to pass the Performance Assessment for California Teachers known as the PACT. Instructions and details regarding the PACT are provided upon admission to the program. Information regarding this requirement can also be located at the following web site: www.pacttpa.org.
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 spring of 2004.
This program is intended to be a three semester program. A limited number of full time students can complete the program in one calendar year, beginning in the summer. Working students typically complete the program in three semesters (Fall, Spring, Fall). Variations from the proposed schedule must get prior approval from a faculty adviser. Dependent on approval by the Commission on Teacher Credentialing, the Department of Elementary Education may be offering Bilingual Education (for those who are bilingual in Spanish or Cantonese and would like to teach in a bilingual environment).
Course work requirements will be the same for all program options.
A GPA of 3.0 or better with 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.
| Program | Units | |
| E ED 701 | Social, Cultural, and Historical Foundations of Education | 3 |
| E ED 783 | Developmental Teaching and Learning in Diverse School Settings, K-8 | 3 |
| E ED 749 | Second Language Acquisition in the Elementary School | 3 |
| E ED 682 | Teaching Reading/Language Arts, K-3 | 4 |
| E ED 684 | Curriculum and Instruction in Mathematics (CLAD Emphasis) | 3 |
| E ED 679 | Curriculum and Instruction in Science | 3 |
| E ED 737 | Teaching Social Studies, Social Justice, and Literacy: Grades 3-6 | 3 |
| E ED 646 | Teaching Practicum Phase 1 | 3 |
| E ED 656 | Teaching Practicum Seminar Phase I | 3 |
| E ED 647 | Teaching Practicum Phase II | 3 |
| E ED 657 | Teaching Practicum Seminar Phase II | 3 |
| E ED 648 | Teaching Practicum Phase III | 4 |
| E ED 658 | Teaching Practicum Seminar Phase III | 3 |
| Total | 41 | |
This credential authorizes the holder to teach specified subject matter courses in departmentalized classrooms, grades pre-school through twelve or in classes organized primarily for adults. Departmentalized classes exist most commonly in California middle and senior high schools.
Performance Assessment for California Teachers (PACT). All single subject credential candidates are required to pass the Performance Assessment for California Teachers known as the PACT. Instructions and details regarding the PACT are provided upon admission to the program. Information regarding this requirement can also be located at the following web site: www.pacttpa.org
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:
| Art | Music |
| English | Physical Education |
| Foreign Language | Science |
| Mathematics | Social Science |
| Home Economics* |
* Those interested in applying for the credential in Home Economics should first consult with the Home Economics Subject Matter Adviser.
Limited Foreign Language Openings in Single Subject Program
The Single Subject Program can only place a limited number of Foreign Language candidates in student teaching. The number varies depending on the language.
GPA Requirement
A GPA of 3.0 or better with 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.
| FIRST SEMESTER: FALL | ||||||||||||||||||||||
| Curriculum and Instruction I – discipline based; see course number below: | 3 | |||||||||||||||||||||
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| S ED 640 | Supervised Observation/Participation in Public Schools | 3 | ||||||||||||||||||||
| S ED 701 | Social, Cultural, and Historical Foundations of Education | 3 | ||||||||||||||||||||
| S ED 720 | Literacy Across Content Areas | 3 | ||||||||||||||||||||
| S ED 751 | Classroom Environment | 3 | ||||||||||||||||||||
| S ED 800 | Adolescent Development | 3 | ||||||||||||||||||||
| SECOND SEMESTER: SPRING | ||||||||||||||||||||||
| Curriculum and Instruction II – discipline based; see course number below: | 3 | |||||||||||||||||||||
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| S ED 660 | Student Teaching--Single Subject | 9 | ||||||||||||||||||||
| S ED 752 | Professional Perspectives and Practices | 3 | ||||||||||||||||||||
| S ED 790 | Second Language Development | 3 | ||||||||||||||||||||
Candidates who are currently teaching as pre-interns or interns may be eligible for the internship program; the courses must be distributed over a minimum of three semesters. Four semesters are recommended.
S ED 751/640 and S ED 752/660 must be taken concurrently 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 or 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 SF State calendar. Some hours may be during the third week in August or the first three weeks of January, when SF State 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.
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 Commission on Teacher Credentialing (CTC) and designated on the credential. Designated Subjects credentials include Adult Education and Career Technical Education. Inquiries about the Designated Subjects credentials should be directed to the Department of Administration and Interdisciplinary Studies, Burk Hall 239, (415) 338-1653.
| ISED 706 | Principles and Methods of Adult and Vocational Education (3) |
| ISED 783 | Introduction to Technologies for Adult Learning (1) |
| ISED 781 | Teaching Improvement Process in Adult and Workforce Education (3) |
| ISED 782 | Practicum in Adult Learning (3) |
NOTE: Students who were issued a Preliminary Adult Education Teaching Credential by an Employing School District and are now admitted into the Clear Adult Education Credential program must also complete ISED 706 and ISED 783.
| ISED 706 | Principles and Methods of Adult and Vocational Education (3) |
| ITEC 711 | Instructional Computing in Elementary and Middle Schools (3) or |
| ITEC 712 | Instructional Computing in Secondary Schools (3) |
| ISED 781 | Teaching Improvement Process in Adult and Workforce Education (3) |
| ISED 782 | Practicum in Adult Learning (3) |
NOTE: Students who were issued a Preliminary Career Technical Education Credential by an Employing School District and who are now accepted into the Clear Career Technical Education Credential program must also complete ISED 706 and either ITEC 711 or ITEC 712.
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 B or better must be earned in every course attempted.
The curriculum meets the licensing requirement of the Commission on Teacher Credentialing. The Reading and Language Arts Specialist Credential may be combined with the Master of Arts: Concentration Language and Literacy. Admission to the program requires a 3.0 GPA. The student must maintain a B average or better while in the program.
| S ED 720 | Literacy Across Content Areas |
| E ED 682 | Teaching Reading/Language Arts (4) |
| E ED 737 | Teaching Social Studies, Social Justice, and Literacy: Grades 3-6 |
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 by completion of the Reading Specialist Program.
Note: Candidates may complete the course work for the Specialist Credential without the completed three years of teaching experience however you will not be issued the credential until the three years of experience are verified. The program requires two years minimum teaching experience.
Objectives for reading specialists are as follows:
| Requirements | Units | |
| E ED 725 | Classroom Issues in Language, Literacy, and Culture | 3 |
| E ED 708 | First and Second Language Development in Early Childhood Education | 3 |
| E ED 770 | Literacy Education Clinic I: Multidisciplinary Assessment of Reading and Language Problems (K-5) | 3 |
| E ED 771 | Literacy Education Clinic II: Multidisciplinary Assessment and Remediation of Language and Literacy Problems (6-12) | 3 |
| E ED 785 | Literacy Theories: Connections to Classroom Practices in Elementary Education | 3 |
| Units selected from the following: | 3 | |
| E ED 705 | Literacy Development Through Literature Study in the Elementary and Secondary Classroom | |
| E ED 703 | Family Literacy Studies of the Elementary Age Child | |
| E ED 763 | Integrating Language, Literacy, and Technology in the Elementary School Curriculum | |
| E ED 760 | Seminar on Social Issues and Curriculum Development | |
| S ED 850 | Advanced Seminar in Curriculum and Instruction in the Secondary School | |
| Classroom Application Required | ||
| E ED 720 | Research and Practice in Language and Literacy Education | 3 |
| E ED 726 | Teaching Process Writing in the Elementary and Secondary Classroom | 3 |
| E ED 869 | Teaching Reading and Writing to Second Language Learners (K-12) | 3 |
| Culminating Activity in Professional Leadership | ||
| E ED/S ED 723 | In-Service Leadership in Reading | 3 |
| Total | 30 | |
The curriculum meets the licensing requirements of the Commission on Teacher Credentialing. Programs are organized in a two-tiered system: the Preliminary Level I and the Clear Level II.
Preliminary Level I programs include requirements in a general education component, core requirements, plus specialization courses, including student teaching. 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.
Clear Level II programs include core requirements and advanced curricular content in each specialization area.
Admission to post-baccalaureate programs is based on evaluation of applications to both the department and to the University. A minimum 3.0 GPA is required for admission to credential programs. A 3.0 GPA needs to be maintained for continuation in the program. All applicants for the Education Specialist Credentials are required to apply at the same time to the Master of Arts Degree in Special Education. If a prospective applicant already has a master degree, they may petition the department chair to be exempt from this requirement. Applications are available from the College of Education Teacher Preparation Center, Burk Hall 244, or call (415) 405-3594 or from the Department of Special Education, (415) 338-1161, e-mail: spedcd@sfsu.edu; web site: www.sfsu.edu/~spedcd. Check for application deadlines and requirements.
Level I and Level II education specialist credential programs are approved for the following areas:
For orientation and mobility specialization see Clinical or Rehabilitative Services Credentials.
For language, speech & hearing, see Speech-Language Pathology Services Credentials section.
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 course substitutions.
Program requirements include the following:
Education Specialist credential candidates may meet ELL requirements in the Preliminary Level I program by completing the following courses within the core and general education requirements: SPED 803, EED 882 and CD 750.
Following completion of Preliminary Level I requirements, students complete prescribed coursework in the Professional Level II program in their credential area, or 30 hours classroom experience with ELL students verified by a support provider. For more information on meeting ELL standards, see Professional Level II Education Specialist credentials.
| Core Requirements for Preliminary Level I Credentials | Units | |
| SPED 702 | Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities | 3 |
| SPED 803 | Communication, Diversity, Exceptionality: Cultural and Communicative Competence | 3 |
| C D 750 | English Language Learning and Exceptionality (ELL) | 3 |
| General Education Requirements Not required if student possesses a Multiple Subject or Single Subject Credential. Early Childhood Special Education program students are not required to complete E ED 684. |
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| E ED 882 or E ED 708 |
Literacy Instruction in K-12 Classrooms (ELL) First and Second Language Development in Early Childhood Education (ELL) |
3 |
| E ED 684 | Curriculum and Instruction in Mathematics | 3 |
| Core and General Education | 12 | |
| SPED 777 | Atypical Infant Development | 3 |
| SPED 737 | Infant Intervention | 3 |
| SPED 738 | Preschool Intervention | 3 |
| SPED 779 | Family Systems and Services | 3 |
| SPED 780 | Assessment and Program Evaluation in Early Childhood Special Education | 3 |
| SPED 787 | Advanced Assessment and Instructional Design for Students with Severe Disabilities | 3 |
| SPED 729 | Student Teaching Workshop: Early Childhood Special Education (1)1 | 2 |
| SPED 730 | Student Teaching: Special Education (3 or 9)1 | 6 - 18 |
| Total | 38 - 50 | |
1 One semester placement with preschool; second semester placement with infant/toddlers.
The certificate program is supplemental to authorization programs for Education Specialist Teaching Credentials, and for individuals not earning a separate Early Childhood Special Education Credential. This supplemental certificate expands authorization for individuals who wish to work with young children from birth through five years with the following preliminary Level I education specialist credentials: Mild/Moderate Disabilities; Moderate/Severe Disabilities, Physical and Health Impairments; and Visual Impairments.
| Prerequisite: Preliminary Level I Education Specialist Credential | ||
| SPED 777 | Typical Infant Development | 3 |
| SPED 737 | Infant Intervention | 3 |
| SPED 738 | Preschool Intervention | 3 |
| SPED 779 | Family Systems and Services | 3 |
| SPED 780 | Assessment and Program Evaluation in Early Childhood Special Education | 3 |
| SPED 787 | Advanced Assessment and Instructional Design for Students with Severe Disabilities | 3 |
| SPED 729 | Student Teaching Workshop: Early Childhood Special Education (1)1 | 2 |
| SPED 730 | Student Teaching: Special Education (3 or 9)1 | 6 - 18 |
| Total | 26 - 38 | |
1 One semester placement with preschool; second semester placement with infant/toddlers. .
Contact the department for more information: (415) 338-1161 or spedcd@sfsu.edu.| Core and General Education | 15 | |
| SPED 772 | Assessment, Curriculum, and Instruction | 3 |
| SPED 774 | Positive Behavior Support | 3 |
| SPED 770 | Mild/Moderate Disabilities | 3 |
| SPED 775 | Mild/Moderate: Advanced Methods | 3 |
| SPED 726 | Seminar in Student Teaching: M/M, PHI, O&M | 3 |
| SPED 730 | Student Teaching: Special Education | 9 |
| Total | 39 | |
| Core and General Education | 15 | |
| SPED 772 | Assessment, Curriculum, and Instruction | 3 |
| SPED 774 | Positive Behavior Support | 3 |
| SPED 821 | Fieldwork in Moderate/Severe Disabilities (3) | 6 |
| SPED 745 | Environmental Design for Students with Moderate/Severe Disabilities | 3 |
| SPED 773 | Methods of Assessment and Instruction for Students with Moderate/Severe Disabilities | 3 |
| SPED 787 | Advanced Assessment and Instruction for Students with Moderate/Severe Disabilities | 3 |
| SPED 789 | Advanced Environmental Design for Students with Moderate/Severe Disabilities | 3 |
| SPED 723 | Seminar in Student Teaching: M/S, VI, D/HH | 3 |
| SPED 730 | Student Teaching: Special Education | 9 |
| Total | 51 | |
| Core and General Education | 15 | |
| SPED 601 | Observation and Participation in Special Education | 3 |
| SPED 743 | Issues in Augmentative/Alternative Communication | 3 |
| SPED 746 | Teaching Individuals with Physical and Other Health Impairments | 3 |
| SPED 747 | Physical Disabilities—Implications and Management | 3 |
| SPED 772 | Assessment, Curriculum, and Instruction | 3 |
| SPED 726 | Seminar in Student Teaching: M/M, PHI, O&M | 3 |
| SPED 730 | Student Teaching: Special Education | 9 |
| Total | 42 | |
| Core and General Education | 15 | |
| SPED 749 | Medical, Educational, and Rehabilitative Implications of Visual Impairment | 4 |
| SPED 750 | Assessment for Learners with Visual Impairments | 3 |
| SPED 751 | Instruction for Learners with Visual Impairments | 3 |
| SPED 753 | Living Skills Assessment and Instruction for Learners with Visual Impairment | 3 |
| SPED 754 | Basic Communication Skills for Learners with Visual Impairment | 3 |
| SPED 755 | Basic Orientation and Mobility for Learners with Visual Impairment | 3 |
| SPED 757 | Visual Impairment: Special Populations | 3 |
| SPED 758 | Advanced Communication Skills for Learners with Visual Impairment | 3 |
| SPED 723 | Seminar in Student Teaching: M/S, VI, D/HH | 3 |
| SPED 730 | Student Teaching: Special Education | 9 |
| Total | 52 | |
The Clear 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. Requirements include the following:
The Level II SPED 740 outline is available on-line at www.sfsu.edu/~spedcd, and provides all forms and guidelines.
SPED 740, Induction Plan Development and Implementation (1), is taken during the first and final semesters of the Level II program for a total of two units. One class meeting is scheduled the second or third Saturday of each semester. Subsequent meetings with advisers are scheduled independently by the student. Check with the department about deadlines for submitting Induction Plan records during the first, second, and final semesters of the Level II program.
Individualized program requirements are determined in collaboration with the teacher's employer, designated support provider, and university adviser, and included in the professional portfolio. Courses that meet the English Language Learner Authorization for each credential are indicated with an ELL marker next to the course title.
| Early Childhood Special Education | Units | |
| Core Requirements | 2 | |
| SPED 831 | Internship in Special Education (ELL) | 3 |
| SPED 885 | Advanced Topics in Special Education (ELL) | 3 |
| ELL authorization includes 6 units of coursework, or 30 hours classroom experience with ELL students verified by support provider. | ||
| Total | 8 | |
| Mild/Moderate Disabilities | Units | |
| Core Requirements | 2 | |
| SPED 763 | Transition and Transition Planning | 3 |
| SPED 824 | Advanced Behavior and Instructional Supports (ELL) | 3 |
| Individualized Requirements (9 units)
Determined in collaboration with employer, designated support provider, and university adviser, and included in the professional portfolio. Select area(s) of specialization and three related courses in coordination with adviser. |
9 | |
| Possible areas of specialization | ||
| Learning Specialist: Advanced skills in diagnosis, assessment, curriculum, and instruction for diverse learners, and formation of school/community partnership. | ||
| Language, Literacy, and Exceptionality: Advanced skills in language and literacy intervention and application of technology-based supports for diverse learners. | ||
| Services Integration: Collaborative, interdisciplinary, inter-agency, and community-based approach to meeting the contemporary needs of vulnerable children, youth, and families. | ||
| Social, Emotional, Behavior Support: In-depth examination of nature and needs of diverse learners with social, emotional, and/or behavior issues and the application of collaborative, interdisciplinary support practices. | ||
| ELL authorization includes 3 units of coursework, or 30 hours classroom experience with ELL students verified by support provider. | ||
| Possible Course Options | ||
| SPED 778 | Advanced Literacy and Instruction (ELL) | |
| SPED 793 | Atypical Cognitive Development | |
| SPED 746 | Teaching Individuals with Physical and Other Health Impairments | |
| SPED 743 | Issues in Augmentative and Alternative Communication | |
| SPED 791 | Nature of Autism Spectrum Disorders | |
| SPED 794 | Communication, Socialization & Imagination: Autism | |
| SPED 796 | Advanced Topics: Autism | |
| EDUC 703 | School/Community Partnership for Change | |
| SPED 781 | Emotional Behavior Disorders | |
| Other options may be available with adviser approval. | ||
| Total | 17 | |
| Physical and Health Impairments | Units | |
| Core Requirements | 2 | |
| SPED 777 | Atypical Infant Development | 3 |
| SPED 801 | Diversity in Special Education: Family Systems, Resources, and Culture (ELL) | 3 |
| SPED 824 | Advanced Behavioral Instruction (ELL) | 3 |
| ELL authorization includes 6 units of coursework, or 30 hours classroom experience with ELL students verified by support provider. | ||
| Units selected from the following: | 4-6 | |
| SPED 748 or SPED 763 or COUN 704 |
Preparing Students with Physical Impairments for Independent Living Transition and Transition Planning Psychological and Sociological Aspects of Disability |
|
| ITEC 601 or COUN 748 |
Computer Fundamentals for Teachers Rehabilitation Technology I |
|
| Total | 15-17 | |
| Visual Impairments | Units | |
| Core Requirements | 2 | |
| SPED 735 | Technology for Learners with Visual Impairments | 2 |
| SPED 752 | Issues in Visual Impairments (ELL) | 3 |
| ELL authorization includes 3 units of coursework, or 30 hours classroom experience with ELL students verified by support provider. | ||
| Individualized Requirements Determined in collaboration with employer designated support provider and university adviser. Possible course options include the following: |
3 | |
| SPED 737 | Infant Intervention | |
| SPED 738 | Preschool Intervention | |
| SPED 743 | Issues in Augmentative/Alternative Communication | |
| SPED 746 | Teaching Individuals with Physical and Other Health Impairments | |
| SPED 747 | Physical Disabilities: Implications and Management | |
| SPED 662 | Education of Deaf and Hard of Hearing Children and Youth | |
| SPED 763 | Transition and Transition Planning | |
| SPED 770 | Mild/Moderate Disabilities | |
| SPED 777 | Atypical Infant Development | |
| SPED 779 | Family Systems and Services for Young Children with Disabilities | |
| SPED 780 | Assessment and Program Evaluation in Early Childhood Special Education Setting | |
| Total | 10 | |
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, Clinical or Rehabilitative Services (Orientation and Mobility), Pupil Personnel Services (School Counseling, School Psychology, and School Social Work), and Speech-Language Pathology Services (Language, Speech and Hearing).
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:
Upon completion of the program, the candidate will receive a Preliminary Administrative Services credential, or a Certificate of Eligibility credential if an administrator position is not yet secured. The Certificate of Eligibility authorizes one to seek initial employment as an administrator, but does not authorize actual administrative service.
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 for students admitted into the internship program only; students 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)
| Preliminary Administrative Services Credential | Units | |
| EDAD 713 | Administrative Processes | 3 |
| EDAD 714 | Practicum: Site Administration | 3 |
| EDAD 723 | School Administration | 3 |
| EDAD 733 | Curricular Leadership for Multicultural Education | 3 |
| EDAD 743 | Educational Planning Technology and Evaluation | 3 |
| EDAD 753 | Human Resource Administration in Education | 3 |
| EDAD 763 | Law and Education | 3 |
| EDAD 774 | Change Processes and Education | 3 |
| EDAD 784 | Special Education Administration | 3 |
| ISED 797 | Seminar in Educational Research | 3 |
| EDAD 892 | Internship—Educational Administration | 3 |
| Total | 33 | |
NOTE: Entry level assessment of administrative competence is conducted at EDAD 713, and EDAD 892 for the exit level assessment.
Prerequisites are:
The program is designed to prepare candidates for the Clear Administrative Services Credential is listed below. All candidates interested in admission to the Clear 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.
| Program | Units | |
| EDAD 850 | Professional Development Practicum | 2 |
| EDAD 851 | Curricular Policy in Multicultural Contexts | 3 |
| EDAD 852 | Policy Analysis for Educational Policy Development | 3 |
| EDAD 855 | Ethics and Administrative Leadership for Educational Change | 3 |
| EDAD 856 | Planned Field Experiences I | 3 |
| EDAD 857 | Planned Field Experiences II | 3 |
| EDAD 858 | Planned Field Experiences III | 3 |
| EDAD 859 | Emerging Complex Organizations in Multicultural Environments | 3 |
| EDAD 860 | Professional Administrative Competence Practicum | 2 |
| Total | 25 | |
The Clinical or Rehabilitative Services Credentials qualify graduates to work as orientation and mobility specialists. 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. Orientation and Mobility 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.
Program requirements for the Clinical or Rehabilitative Services: Orientation and Mobility Credential include the following:
| Program Requirements | Units | |
| SPED 702 | Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities | 3 |
| SPED 803 | Communication, Diversity, and Exceptionality: Cultural and Communicative Competence | 3 |
| SPED 749 | Medical, Educational, and Rehabilitative Implications of Visual Impairment | 4 |
| SPED 753 | Living Skills Assessment | 3 |
| SPED 655 | Basic Orientation and Mobility for Learners with Visual Impairment | 3 |
| SPED 756 | Orientation and Mobility Seminar | 3 |
| SPED 757 | Visual Impairment: Special Populations | 3 |
| SPED 760 | Methods in Orientation and Mobility I | 3 |
| SPED 792 | Methods in Orientation and Mobility II | 3 |
| SPED 822 | Methods in Orientation and Mobility III | 3 |
| SPED 823 | Methods in Orientation and Mobility IV | 3 |
| SPED 726 | Seminar: Student Teaching for M/M, PHI, and O&M | 3 |
| SPED 730 | Student Teaching: Special Education | 9 |
| Total number of units | 46 | |
This credential authorizes the holder to perform, at all grade levels, the service designated on the credential which may include:
Requirements for this credential are:
All of the programs at this university are at least two year programs and usually include a master's degree. Each department may have additional credential requirements in addition to those listed above. Students should inquire at the appropriate departments for up-to-date information.
The Speech-Language Pathology Services Credentials qualify graduates to work as language, speech, and hearing specialists. To work in the public schools, completion of the Master of Science in Communicative Disorders is required, in addition to the credential.
Program requirements for the Speech-Language Pathology Services Credential include the following:
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 begins after 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.
The appropriate credential for an itinerant speech-language pathologist. The first 50 clinical contact hours must be obtained in the Communicative Disorders Clinic.
| Program Requirements | Units | |
| SPED 702 | Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities | 3 |
| SPED 803 | Communication, Diversity, and Exceptionality: Cultural and Communicative Competence | 3 |
| C D 701 | Seminar in Language Differences and Disorders in Children | 3 |
| C D 705 | Seminar in Problems of Stuttering | 3 |
| C D 706 | Counseling in Communicative Disorders | 3 |
| C D 707 | Advanced Seminar in Language Disorders in Children (optional) | 3 |
| C D 708 | Seminar in Neurogenic Disorder of Language | 3 |
| C D 709 | Seminar in Voice Disorders | 3 |
| C D 710 | Seminar in Neurogenic Disorder of Speech | 3 |
| C D 715 | Clinical/Rehabilitative Experience in the Schools | 5 |
| C D 725 | Student Teaching Workshop: Communication Disabilities | 1 |
| C D 756 | Seminar in Advanced Diagnostics | 3 |
| C D 768 | Seminar in Advanced Clinical Skills | 3 |
| C D 880 | Advanced Communication Therapy (2) | 4 |
| C D 882 | Internship in Communicative Disorders II | 6 |
| C D 884 | Advanced Diagnostics | 3 |
| C D 711/712/713 | Seminar in Therapy (1) [Concurrent enrollment in clinical practicum] |
1-3 |
| Total number of units | 53-55 | |
This credential allows the student to function both as an itinerant speech-language pathologist and a teacher in a classroom of language impaired children.
| Program Requirements | Units | |
| E ED 882 | Literacy and Instruction K-12 | 3 |
| E ED 684 | Curriculum and Instruction in Mathematics | 3 |
| SPED 702 | Professional, Legal, and Ethical Practices: Creating Opportunities for Students with Disabilities | 3 |
| SPED 803 | Communication, Diversity, and Exceptionality: Cultural and Communicative Competence | 3 |
| C D 701 | Seminar in Language Differences and Disorders in Children | 3 |
| C D 705 | Seminar in Problems of Stuttering | 3 |
| C D 706 | Counseling in Communicative Disorders | 3 |
| C D 707 | Advanced Seminar in Language Disorders in Children | 3 |
| C D 708 | Seminar in Neurogenic Disorder of Language | 3 |
| C D 709 | Seminar in Voice Disorders | 3 |
| C D 710 | Seminar in Neurogenic Disorder of Speech | 3 |
| C D 715 | Clinical/Rehabilitative Experience in the Schools | 5 |
| C D 716 | Student Teaching: Severe Language Disabilities | 4 |
| C D 725 | Student Teaching Workshop: Communication Disabilities | 1 |
| C D 756 | Seminar in Advanced Diagnostics | 3 |
| C D 768 | Seminar in Advanced Clinical Skills | 3 |
| C D 880 | Advanced Communication Therapy (2) | 4-6 |
| C D 882 | Internship in Communicative Disorders II | 6 |
| C D 884 | Advanced Diagnostics | 3 |
| C D 711/712/713 | Seminar in Therapy (1) [clinic staffing] | 1-3 |
| Total number of units | 63-67 | |
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 at the time of program completion. He/she must hold a California teaching credential. Out of state credentials must meet the requirements of 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.
| E ED 705 | Literacy Development Through Literature Study in the Elementary and Secondary Classroom (3) |
| E ED 726 | Teaching Writing in the Elementary and Secondary (3) |
| E ED 770 | Literacy Education Clinic I: Multidisciplinary Assessment of Reading and Language Problems, K-5 (3) |
| E ED 771 | Literacy Clinic II: Multidisciplinary Assessment and Remediation of Language and Literacy, 6-12 (3) |
| E ED 869 | Teaching Reading and Writing to Second Language Learners (3) |
In addition to the university 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 and academic ability.