Teaching and Educational Services Credential Programs

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.

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 charts reflects the pathways one might pursue in order to become a teacher or professor.

Pathways to a Career in Education

I want to work in:

Preschool

Elementary School

High School or Middle School

Special Education (preschool and K - 12; includes speech pathology

Adult and Career Technical Education (GED, ESL, basic skills)

Educational Administration (elementary or high school principal)

Teacher Leadership, Professional Development, Program & Curriculum Development

School District Leadership

College Level TESOL (Teaching English to Speakers of Other Languages)

Community College

University

Preschool

Requirement	Satisfied by
Undergraduate Preparation	Major in Child and Adolescent Development
Admissions Tests	None
Post-B.A. Preparation	None

Elementary School

Requirement	Satisfied by
Undergraduate Preparation	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.
Admissions Tests	Basic Skills Exam, CSET
Post-B.A. Preparation	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

Requirement	Satisfied by
Undergraduate Preparation	Major in the subject area that you plan to teach OR pass the CSET, have early field experience and fulfill second language requirement.
Admissions Tests	Basic Skills Exam, CSET, or Subject Matter Waiver in Content Area
Post-B.A. Preparation	Complete a Single Subject Credential program. Fulfill the U.S. Constitution, Level I Technology, CPR, and PACT requirements. Complete fingerprinting requirement.

Special Education

Requirement	Satisfied by
Undergraduate Preparation	Complete undergraduate preparation for elementary or secondary education and have early field experience.
Admissions Tests	Basic Skills Exam, CSET (for Education Specialist Credentials only, except Early Childhood Special Education)
Post-B.A. Preparation	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 CPR requirement. Complete a Master of Science Degree in Communicative Disorders (for Speech-Language Pathology Services Credential only).

Adult and Career Technical Education

Requirement	Satisfied by
Undergraduate Preparation	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.
Admissions Tests	A Basic Skills Exam is required for the Adult Education Credential, except non-academic subjects
Post-B.A. Preparation	Complete a Designated Subjects Credential program. Fulfill the U.S. Constitution requirement. Complete fingerprinting requirement.

Educational Administration

Requirement	Satisfied by
Undergraduate Preparation	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.
Admissions Tests	Basic Skills Exam
Post-B.A. Preparation	Complete an Administrative Services Credential program.

Teacher Leadership, Professional Development, Program & Curriculum Development

Requirement	Satisfied by
Undergraduate Preparation	Complete undergraduate preparation in the content area in which you wish to work.
Admissions Tests	Consult individual department or program.
Post-B.A. Preparation	Complete an MA in Education in a variety of available concentrations.

School District Leadership

Requirement	Satisfied by
Undergraduate Preparation	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.
Admissions Tests	Consult Doctoral Program.
Post-B.A. Preparation	Complete the SF State Doctor of Education in Educational Leadership.

College-Level TESOL

Requirement	Satisfied by
Undergraduate Preparation	Complete an English major with a concentration in Language Studies OR prerequisite courses.
Admissions Tests	Consult SF State English Department.
Post-B.A. Preparation	Complete a Master of Arts in English with a Concentration in TESOL.

Community College

Requirement	Satisfied by
Undergraduate Preparation	Major in the subject you want to teach.
Admissions Tests	Consult department.
Post-B.A. Preparation	Complete a Master’s degree.

University

Requirement	Satisfied by
Undergraduate Preparation	Major in the subject you want to teach.
Admissions Tests	Consult department.
Post-B.A. Preparation	Complete a Doctorate Degree (Ph.D. or Ed.D.).

Glossary of Important Terms

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).

Information Meetings

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.

Teaching Credentials

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:

Multiple Subject Instruction Programs

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

Single Subject Instruction Programs

Single Subject

Designated Subjects Instruction Programs

Adult Education
Career Technical Education

Education Specialist Credentials And Certificates

Early Childhood Special Education
Mild to Moderate Disabilities
Moderate to Severe Disabilities
Physical and Health Impairments
Visual Impairments
Early Childhood Special Education Certificate

Education Specialist Added Authorizations

Autism Spectrum Disorders
Orthopedically Impaired

Specialist Instruction Programs

Reading and Language Arts Specialist
Reading Certificate

School Services Credentials

Administrative Services
Pupil Personnel Services

Other Services Credentials

Clinical Rehabilitative Services, Orientation and Mobility
Speech-Language Pathology Services

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 organized primarily 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.

Requirements for the Preliminary Credential

Baccalaureate degree, except in professional education, from a regionally-accredited college or university. (Required for admission)
Satisfy the Basic Skills Requirement: Successful passage of the California Basic Educational Skills Test (CBEST), successful passage of the CSET Multiple Subjects Test plus Writing Skills Test, successful passage of an approved out-of-state basic skills exam, successful passage of CSU Early Assessment Program (EAP) Placement Test, OR successful passage of CSU Entry Level Math & English Placement Test (ELM & EPT). (Required for admission)
Subject Matter Competency. Candidates must demonstrate competency in multiple subject areas by passing the Commission-approved California Subject Matter Examination for Teachers—CSET: Multiple Subjects. (Required for admission)
Completion of second language requirement. (Required for admission)
Completion of Certificate of Clearance (fingerprinting) process. (Required for admission)
Demonstration of knowledge of the principles of the Constitution of the United States. Applicants may satisfy the U.S. Constitution requirement either by course work or examination. Students can check with the Teacher Preparation Center to see if they have already met this requirement. The Teacher Preparation Center can provide a list of alternate testing options that meet this requirement.
Instructional computing integration course. May be met by taking ITEC 601 or the CSET Exams in Preliminary Educational Technology. For more information, please contact the Teacher Preparation Center.
Successful passage of the Reading Instruction Competence Assessment (R.I.C.A.) examination. RICA should be taken after taking E ED 682, Teaching Reading/Language Arts, and E ED 737, Teaching Social Studies, Social Justice, and Literacy: Grades 3-6. See the NES web site for registration information or pick up a registration bulletin outside the Teacher Preparation Center.
Comprehensive, hands-on CPR (cardiopulmonary resuscitation) training course for infants, children and adults. CPR card must be valid at the time of application for the Preliminary credential. Online CPR courses are not acceptable.
Demonstration of advanced written English skills.
Completion of approved program of professional preparation.

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.

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 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

Course	Title	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

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 organized primarily for adults. Departmentalized classes exist most commonly in California middle and senior high schools.

Requirements for the Preliminary Credential

Baccalaureate degree, except in professional education, from a regionally-accredited college/university. (Required for admission)
Satisfy the Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), OR successful passage of an approved out-of-state basic skills exam. (Required for admission)
Subject Matter Competency. Candidates must demonstrate competency in an approved single subject by successfully completing all required exams of the California Subject Examination for Teachers (CSET) for the chosen subject area. See the CSET exam information and registration guide at http://www.cset.nes.inc.com/. Subject matter competency may also be demonstrated by completing an approved subject matter competency program. Candidates who choose this option must meet with the appropriate subject area adviser regarding competency assessment before applying to the credential program. A list of advisors is available in the Teacher Preparation Center. (Required for admission)
Completion of second language requirement. (Required for admission)
Completion of Certificate of Clearance (fingerprinting) process. (Required for admission)
Demonstration of knowledge of the principles of the Constitution of the United States. Applicants may satisfy the U.S. Constitution requirement either by course work or examination. Students can check with the Teacher Preparation Center to see if they have already met this requirement. The Teacher Preparation Center can provide a list of alternate testing options that meet this requirement.
Instructional computing integration course. May be met by taking ITEC 601 or the CSET Exams in Preliminary Educational Technology. For more information, please contact the Teacher Preparation Center.
Comprehensive, hands-on CPR (cardiopulmonary resuscitation) training course for infants, children and adults. CPR card must be valid at the time of application for the Preliminary credential. Online CPR courses are not acceptable.
Demonstration of advanced written English skills.
Completion of approved program of professional preparation.

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

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:

Art
English
Foreign Language
Home Economics*
Mathematics
Music
Physical Education
Science
Social Science

* 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.

Two Semester Program for Full-Time Students – Fall Start

First Semester: Fall

Curriculum and Instruction I – discipline based; see course number below: 3 units

Art - ART 650
English - ENG 713
Foreign Language - F L 750
Home Economics - EDSS 300H at CSU Long Beach (online course)
Mathematics - S ED 759
Music - MUS 760
Physical Education - KIN 750
Science - S ED 759
Social Science - S ED 759

Course	Title	Units
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 units

Art - ART 655
English - ENG 714
Foreign Language - F L 751
Home Economics - EDSS 450H at CSU Long Beach (online course)
Mathematics - S ED 769
Music - MUS 761
Physical Education - KIN 751
Science - S ED 769
Social Science - S ED 769

Course	Title	Units
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.

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 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.

Designated Subjects Adult Education Credential Requirements

Preliminary Full-time Adult Education Credential

Five years of experience and/or education (as specified in Leaflet CL-697A from the California Commission on Teacher Credentialing) related to each subject to be named on the credential.
Possession of one of the following: a high school diploma; diploma based on passage of the GED Test; or foreign equivalent of a high school diploma.
Satisfy Basic Skills Requirement: successful passage of California Basic Educational Skills Test (CBEST), successful passage of an out-of-state basic skills exam, or other approved option. (Required for academic subjects only.)
Demonstration of knowledge of the principles of the Constitution of the United States. Applicants may satisfy the U.S. Constitution requirement either by course work or examination. The Teacher Preparation Center can provide a list of testing options that meet this requirement.

Course	Title	Units
ISED 706	Principles and Methods of Adult and Vocational Education	3
ISED 783	Introduction to Technologies for Adult Learning	1

Clear Full-time Adult Education Credential

Possession of valid Preliminary Full-time Adult Education credential
Successful teaching of a minimum of one course in each of four terms within the five-year period of validity of the Preliminary Adult Education Teaching credential. Two of these terms must be with one ESD (Employing School District). The teaching must have been to adult learners in the subject(s) authorized by the Preliminary Adult Education Teaching credential.
Completion of a one-unit course in health education dealing with drug/alcohol abuse and nutrition (H ED 635, Secondary School Health).
Comprehensive, hands-on CPR (cardiopulmonary resuscitation) training course for infants, children and adults. CPR card must be valid at the time of application for the Clear credential. Online CPR courses are not acceptable.

Course	Title	Units
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.

Designated Subjects Career Technical Education Credential Requirements

Preliminary Full-time Career Technical Education Credential

Five years of work experience directly related to each subject to be named on the credential. Forty-eight semester units of post secondary vocational training related to the subject may be substituted for a maximum of two of the five years of work experience (as specified in Leaflet CL-880 from the Commission on Teacher Credentialing). At least one year of the required work experience must be within the three years immediately preceding the issuance of the Preliminary credential.
Possession of one of the following: a high school diploma; diploma based on passage of the GED Test; or foreign equivalent of a high school diploma.
Demonstration of knowledge of the principles of the Constitution of the United States. Applicants may satisfy the U.S. Constitution requirement either by course work or examination. The Teacher Preparation Center can provide a list of testing options that meet this requirement.

Course	Title	Units
ISED 706	Principles and Methods of Adult and Vocational Education	3
ITEC 711 or ITEC 712	Instructional Computing in Elementary and Middle Schools Instructional Computing in Secondary Schools	3

Clear Full-time Career Technical Education Credential

Possession of valid Preliminary Full-time Career Technical Education credential
Successful teaching of a minimum of one course in each of four terms within the five-year period of validity of the Preliminary Career Technical Education Teaching credential. Two of these terms must be with one ESD (Employing School District). The teaching must have been to learners at the grade level and in the subject(s) authorized by the Preliminary Vocational Education Teaching credential.
Completion of a one-unit course in health education dealing with drug/alcohol abuse and nutrition (H ED 635, Secondary School Health).
Comprehensive, hands-on CPR (cardiopulmonary resuscitation) training course for infants, children and adults. CPR card must be valid at the time of application for the Clear credential. Online CPR courses are not acceptable.

Course	Title	Units
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.

Special 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 B or better must be earned in every course attempted.

Reading and Language Arts Specialist Credential

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.

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:

Course	Title	Units
S ED 720	Literacy Across Content Areas	3
E ED 682	Teaching Reading/Language Arts	4
E ED 737	Teaching Social Studies, Social Justice, and Literacy: Grades 3-6	3

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 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:

Collaborate and consult 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 of 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.
Serve 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.
Articulate and deliver instruction by gaining knowledge in the following areas: literacy theories, assessment, and classroom applications.
Examine 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.
Examine, demonstrate, and practice classroom techniques and daily professional development sessions and classroom practice that provide for and build upon diversity in students’ abilities, personal interests, linguistics, cultural and socioeconomic background characteristics.
Describe and demonstrate a variety of approaches to the organization of literacy instruction; e.g., individual, whole-class, homogenous and heterogeneous small groups, cooperative and collaborative groups.
Examine and evaluate 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.
Implement 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.
Describe, demonstrate, and practice 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.
Research, discuss, and compare a variety of genre materials for literacy development (including technology 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).
Apply 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.

Course	Title	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

Course	Title
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

Course	Title	Units
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

Course	Title	Units
E ED 723/ S ED 723	In-Service Leadership in Reading	3

Total: 30

Education Specialist Credentials: Special Education

The curriculum meets the licensing requirements of the Commission on Teacher Credentialing. Programs are organized in a two-tiered system: the Preliminary and the Clear Education Specialist.

Preliminary Education Specialist programs include requirements in a general education component, core requirements including health education, plus specialization courses including student teaching, and CPR. The education specialist credentials meet standards for special education K-12 teachers. The Preliminary credential allows graduates to teach in the area of specialization for a period of five years.

The Clear Education Specialist program includes core requirements and advanced curricular content for each specialization area. The Clear credential program must be completed within five years of the award of the Preliminary education specialist credential.

Admission Procedures

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.

Preliminary education specialist credential programs are approved for the following areas:

Early Childhood Special Education (birth to pre-K only)—children eligible for early intervention, special education, and/or related services under federal law.
Mild/Moderate Disabilities (K-12, including adults)—learning disabilities, autism spectrum, cognitive impairments, other health impaired, and emotional disturbance.
Moderate/Severe Disabilities (K-12, including adults)—autism spectrum, 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, and autism spectrum.
Visual Impairments (birth-22)—blind, visually impaired, deaf-blind, and autism spectrum.
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 Mild/Moderate Disabilities, Moderate/Severe Disabilities, Physical & Health Impairments, Visual Impairments, or for professional growth).

For orientation and mobility specialization and for speech-language pathology services see Other Services Credentials.

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 course substitutions.

Preliminary Education Specialist Credential

Program requirements include the following:

A baccalaureate degree from a regionally-accredited college or university.
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 admission. 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. Applicants may satisfy the U.S. Constitution requirement either by course work or examination. The Teacher Preparation Center can provide a list of testing options that meet this requirement.
Satisfy Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), successful passage of the CSET Multiple Subjects Test plus Writing Skills Test, OR successful passage of an approved out-of-state basic skills exam (required for admission).
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, prior to award of Credential.
Application for student teaching, with annual deadlines of February 28 for fall enrollment and September 28 for spring enrollment.
Credential Approved Program (CAP) prior to student teaching reflecting all course work taken or to be completed, as well as non-curricular requirements (submitted with application for student teaching).
CPR: must cover infant, child and adult CPR; online course not acceptable (for more information, see: http://coe.sfsu.edu/docs/cstpc/download/CPR_Contact_Info.pdf)

Core Requirements for Preliminary Education Specialist Credentials

Course	Title	Units
SPED 788	Law, Ethics, Collaboration, Technology & Instructional Planning	3
SPED 801	Development, Diversity and English-Language Learners	3
H ED 630 or H ED 635	Elementary School Health (3) Secondary School Health (1)	1-3

Health Education courses are offered through the College of Extended Learning. A list of health education courses approved for substitution is available on the department web site: www.sfsu.edu/~spedcd/hndbksfms.html

General Education Requirements

Not required if student possesses a Multiple Subject or Single Subject Credential, or if pursuing Early Childhood Special Education preliminary credential.

Course	Title	Units
E ED 882 or E ED 708	Literacy Instruction in K-12 Classrooms First and Second Language Development in Early Childhood Education	3
E ED 784	Curriculum and Instruction in Mathematics	3

Early Childhood Special Education

Core and General Education

Course	Title	Units
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 747	Physical Disabilities and Sensory Impairments	3
SPED 774	Positive Behavior Support	3
SPED 825	Behavior and Instructional Supports: Autism	3
SPED 885	Topics in Early Childhood Special Education	3
SPED 729	Student Teaching Workshop: Early Childhood Special Education (1)	2
SPED 730	Student Teaching: Special Education (3 or 9)	6 - 18

Total: 44 - 56

Note: Student teaching requires a one semester placement with preschool, and a second semester placement with infant/toddlers.

Early Childhood Special Education Certificate

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 education specialist credentials: Mild/Moderate Disabilities; Moderate/Severe Disabilities, Physical and Health Impairments; and Visual Impairments.

Prerequisite: Preliminary Education Specialist Credential

Course	Title	Units
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 747	Physical Disabilities and Sensory Impairments	3
SPED 774	Positive Behavior Support	3
SPED 825	Behavior and Instructional Supports: Autism	3
SPED 885	Topics in Early Childhood Special Education	3
SPED 729	Student Teaching Workshop: Early Childhood Special Education (1)	2
SPED 730	Student Teaching: Special Education (3 or 9)	6 - 18

Total: 38 - 50

Note: Student teaching requires a one semester placement with preschool, and a second semester placement with infant/toddlers.

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

Mild/Moderate Disabilities

Core and General Education 13 - 15 units

Course	Title	Units
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 763	Transition Planning for Students with Disabilities	3
SPED 778	Advanced Literacy and Instruction	3
SPED 791 or SPED 794 or SPED 825	Nature of Autism Spectrum Disorders (3) Communication, Socialization & Imagination: Autism (3) Behavior & Instructional Supports: Autism (3)	3
SPED 726	Seminar in Student Teaching: M/M, PHI, O&M	3
SPED 730	Student Teaching: Special Education	9

Total: 46 - 48

Moderate/Severe Disabilities

Core and General Education 15 units

Course	Title	Units
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 763	Transition Planning for Students with Disabilities	3
SPED 791	Nature of Autism Spectrum Disorders	3
SPED 747	Physical Disabilities and Sensory Impairments	3
SPED 723	Seminar in Student Teaching: M/S, VI, D/HH	3
SPED 730	Student Teaching: Special Education	9

Total: 52 - 54

Physical and Health Impairments

Core and General Education: 13 - 15 units

Course	Title	Units
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 777	Atypical Infant Development	3
SPED 774	Positive Behavior Support	3
SPED 763	Transition Planning for Students with Disabilities	3
SPED 791	Nature of Autism Spectrum Disorders	3
SPED 726	Seminar in Student Teaching: M/M, PHI, O&M	3
SPED 730	Student Teaching: Special Education	9

Total: 49 - 51

Visual Impairments

Core and General Education 15 units

Course	Title	Units
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 655	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 763	Transition Planning for Students with Disabilities	3
SPED 752	Issues in Visual Impairment	3
SPED 735	Technology for Visually Impaired Students	2
SPED 723	Seminar in Student Teaching: M/S, VI, D/HH	3
SPED 730	Student Teaching: Special Education	9

Total: 58 - 60

Clear Education Specialist Credential

A field-based Clear Education Specialist Credential at SF State is pending approval by the California Commission on Teacher Credentialing (CCTC). Students admitted to an Education Specialist credential as of Fall 2010 will complete the new Clear program. Students completing the Clear Education Specialist Credential enroll in SPED 740 over 2 consecutive semesters.

Clear Credential Requirements:

Course	Title	Units
SPED 740	Induction Plan Education Specialist	2

Additional courses by advisement: 6 units

Total: 8 units

The former Professional Level II Education Specialist Credential requirements apply only to students who completed the Preliminary Level I Education Specialist Credential prior to September 1, 2010. Individualized program requirements are determined in collaboration with the teacher’s employer, designated support provider, and university adviser. Advisers will assist students with curriculum choices that satisfy CCTC standards for the Level II Education Specialist held through July 2010. Students completing the former Level II program continue to enroll in the core Level II course, SPED 740 Induction Plan, over two consecutive semesters.

The Clear Education Specialist Credential is intended to enable teachers to apply their Preliminary preparation to the demands of professional positions while also gaining advanced skills and knowledge. Requirements include the following:

Completion of the Preliminary education specialist program.
Preparation and completion of a Credential Approved Program reflecting a summary of course work completed and non-curricular requirements associated with the Clear program, including enrollment in SPED 740 over two consecutive semesters.
Employment as a special education teacher in authorized area of specialization.
Equivalent work experience approved in consultation with employer and university adviser.

Guidelines and forms are available on-line at www.sfsu.edu/~spedcd, and provides all forms and guidelines.

Added Authorizations for Education Specialist Credentials

Authorization in Autism Spectrum Disorders (ASD)

Students who currently have a Preliminary or Professional Clear Education Specialist Credential in Mild-Moderate Disabilities, Physical and Health Impairments or Visual Impairments, issued prior to July 1, 2010, and would like to be authorized to work with students with Autism Spectrum Disorder, may complete the courses listed below and may apply to the Commission on Teacher Credentialing (CTC) for an ASD Authorization to be added to your existing Education Specialist Credential.

Students who currently have a Preliminary or Professional Clear Education Specialist Credential issued prior to September 1, 2010 in Moderate-Severe Disabilities or Early Childhood Special Education (or the added CTC Certificate in Early Childhood Special Education), already are authorized to work with students with ASD and do not need this ASD Added Authorization.

Students in all program areas who are working towards a Preliminary Credential under the new standards implemented after July 1, 2010 will be authorized to work with students with ASD upon completion of the program and receipt of their Preliminary Credential. Each course requires 25 hours of field experience with students with ASD.

Course	Title	Units
SPED 791	Nature of Autism Spectrum Disorders	3
SPED 794	Communication, Socialization and Imagination: Autism	3
SPED 825	Behavior and Instructional Supports, Autism	3

Total: 9 units

Authorization for Orthopedically Impaired (OI)

Students who currently have a Preliminary or Professional Clear Education Specialist Credential in the following areas, Deaf/Hard of Hearing, Early Childhood Special Education, Mild-Moderate Disabilities, Moderate-Severe Disabilities, or Visual Impairments, and would like to be authorized to work with students Orthopedically Impaired (OI), may complete the courses listed below and may apply to the Commission on Teacher Credentialing (CTC) for this Authorization in Orthopedically Impaired to be added to your existing Education Specialist Credential.

Students who currently have a Preliminary or Professional Clear Education Specialist Credential in Physical & Health Impairments, already are authorized to work with students with OI and do not need this OI Added Authorization.

Course	Title	Units
SPED 743	Issues in Augmentation and Alternative Communication	3
SPED 746	Teaching Individuals with Physical & Other Health Impairments	3
SPED 747	Physical Disabilities and Sensory Impairments	3

Total: 9 units

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, 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).

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.
Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), successful passage of an out-of-state basic skills exam, or other approved option.
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 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.

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 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

Course	Title	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.

Clear Administrative Services Credential
Prerequisites are:

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

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.

Course	Title	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

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

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

Requirements for this credential are:

A master’s or higher degree from a regionally-accredited college or university in the authorization area.
Completion of a Commission-approved professional preparation program in the authorization area, including a practicum with school-aged children.
Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), successful passage of an out-of-state basic skills exam, or other approved option.
Complete the LiveScan fingerprint process (Certificate of Clearance).

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.

Other Services Credentials

Clinical Rehabilitative Services, Orientation and Mobility

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:

Completion of a baccalaureate degree
Formal application to both the department and University
Official transcripts with 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 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.
Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), successful passage of the CSET Multiple Subjects Test plus Writing Skills Test, or successful passage of an out-of-state basic skills exam (required for admission).
Evidence of clear legal status by obtaining a Certificate of Clearance (finger printing)
Application for student teaching with annual deadlines of February 28 for fall enrollment and September 28 for spring enrollment
Credential Approved Program (CAP) prior to student teaching reflecting all course work taken or to be completed, as well as non-curricular requirements (submitted with application for student teaching).

Program Requirements

Course	Title	Units
SPED 788	Law, Ethics, and Instructional Planning	3
SPED 801	Development, Diversity, and ELL: Special Education	3
SPED 747	Physical Disabilities and Sensory Impairments	3
SPED 749	Medical, Educational, and Rehabilitative Implications of Visual Impairment	4
SPED 753	Living Skills Assessment and Instruction for Learners with Visual Impairments	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 units: 49

Speech-Language Pathology Services Credentials

The Speech-Language Pathology Services Credential qualifies 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.

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. Completion is approximately eight semesters of full-time enrollment.

Program requirements for the Speech-Language Pathology Services Credential include the following:

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.
Formal application to both the department and University.
Official transcripts with minimum 3.0 GPA is required for admission to a credential program.
Basic Skills Requirement: successful passage of the California Basic Educational Skills Test (CBEST), successful passage of the CSET Multiple Subjects Test plus Writing Skills Test, OR successful passage of an out-of-state basic skills exam (required for admission).
Evidence of clear legal status by obtaining a Certificate of Clearance (finger printing).
Application for student teaching with annual deadlines of February 28 for fall enrollment and September 28 for spring enrollment.
Credential Approved Program prior to student teaching reflecting all course work taken or to be completed, as well as non-curricular requirements (submitted with application for student teaching).

Academic Requirements (post-baccalaureat)

Course	Title	Units
SPED 788	Law, Ethics, and Instructional Planning	3
SPED 801	Development, Diversity, and ELL: Special Education	3
ISED 797	Seminar in Educational Research	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 712	Seminar in Therapy for Aural Disability in Communicative Disorders	1
C D 756	Seminar in Advanced Diagnostics	3
C D 768	Seminar in Advanced Clinical Skills	3

Total: 43 - 46

Clinical Practica and Internship Courses

(as required by master’s degree, including clock hours that meet ASHA certification)

Course	Title	Units
C D 711	Seminar in Therapy for Functional Communicative Disorders (1)	2
C D 880	Advanced Communication Therapy (2) (experience with children)	4
C D 881	Internship in Communicative Disorders I (experience with children if not seeking SLPSC)	3
C D 882	Internship in Communicative Disorders II (experience with adults in a hospital placement)	6
C D 884	Advanced Diagnosis in Communicative Disorders (all ages)	3
C D 713	Seminar in Therapy for Organic Communicative Disorders	1

Total number of units: 59 - 62

Speech-Language Pathology 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.

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 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.

Course	Title	Units
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

Application Process
pIn 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.