Preconditions Report

  • Special Characteristics of the Institution

    The University of California, Riverside is one of 10 universities within the prestigious University of California system, and the only UC located in Inland Southern California. Founded in 1907 as the UC Citrus Experiment Station, UC Riverside pioneered research that influenced the citrus industry, the region’s primary agricultural export, and other agricultural issues. In February 1948, the UCR opened its first classes. Since then, UCR’s growth has mirrored the growth of Southern California. Once a small university in a small town, we are now the premier research and educational institution in the thriving Inland Southern California region. Today UCR alumni include two Nobel Laureates, 17 National Academy Members, two members of the Academy of Motion Picture Arts and Sciences Governing Board, four National Book Award finalists, three Guggenheim Fellows, and one former Poet Laureate. Some of the world's most important research collections on citrus diversity and entomology, as well as science fiction and photography, are located at UC Riverside. UCR is located in the northeastern Riverside, about the 50 miles east of downtown Los Angeles; the campus is divided by the 60 freeway. In 2023, UCR was accepted as a member of the Association of American Universities (AAU). Membership in the AAU is highly selective, and the association includes the nation’s most outstanding institutions of higher education. There are now 71 member institutions in the AAU, which was founded in 1900. 

    Widely recognized as one of the most ethnically diverse research universities in the nation, UCR currently hosts about 27,000 students, with 1,200 instructional faculty, including 869 ladder-rank faculty. In 2008, UCR became the first UC campus to be recognized as a Hispanic-Serving Institution (HSI), and the institution has since attained status as an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). Currently, UCR has a Chicano/Mexican American and Latino student population of 38.7%, including 40% of UCR’s teacher education program (TEP) credential candidates identifying as Chicano/Mexican American and/or Latino.

    UCR has a two-county service region: Riverside and San Bernardino. With the addition of the Palm Desert Center in 2005, UCR established an institutional presence in the Coachella Valley. The Palm Desert Center serves as a base for several UCR research programs, continuing education and public service programs, and provides outreach efforts to promote and improve college-going rates in the Coachella Valley

    UCR is a comprehensive regional university divided into eight academic units:

    • College of Humanities, Arts and Social Sciences (CHASS)
    • College of Natural and Agricultural Sciences (CNAS)
    • Marlan and Rosemary Bourns College of Engineering (BCoE)
    • School of Business (SOB), which includes the A.Gary Anderson Graduate School of Management (AGSM)
    • School of Education (SOE)
    • School of Public Policy (SPP)
    • School of Medicine (SOM)
    • University Extension (UNEX)                                                                                                                                                                                                                                                                                                             

    The University of California, Riverside offers: 107 bachelor degree programs, 56 master's degree programs, 47 Ph.D. programs and 9 professional educator credential programs. The university currently enrolls 18,600 undergraduates and 2900 graduate students. The university is fully accredited by the Western Association of Schools and Colleges (see WASC Accreditation). As a land grant University, UCR is an institution entrusted with serving the needs of California, the Inland region and society, and is actively pursuing its commitment to teaching and learning. A component of UCR’s commitment to serving the needs of California is the responsibility to provide the best education for all of California’s diverse student populations.

    UCR Mission Statement: The University of California, Riverside serves the needs and enhances the quality of life of the diverse people of California, the nation and the world through knowledge – its communication, discovery, translation, application, and preservation. The undergraduate, graduate and professional degree programs; research programs; and outreach activities develop leaders who inspire, create, and enrich California’s economic, social, cultural, and environmental future.

    With its roots as a Citrus Experiment Station, UC Riverside is guided by its land grant tradition of giving back by addressing some of the most vexing problems facing society. Whether it is assuring a safe, nutritious, and affordable food supply; stimulating the human mind and soul through the humanities and arts; or finding solutions to the profound challenges in education, engineering, business, healthcare, and the environment, UC Riverside is living the promise.

    School of Education Mission Statement: The University of California, Riverside's School of Education, or SOE, is a nationally recognized school in a public research university that leverages its broad range of expertise to develop impactful partnerships, collaborations, and evidence-based resources fundamental for teaching, learning, and student success. Located in a region rich in racial and linguistic diversity, yet challenged by economic and social inequities, SOE serves a diverse student population, much of which is comprised of students of color, low-income students, and first-generation college students. SOE’s mission is to advance equitable educational systems and practices which are driven by core values of equity, evidence, excellence, community, critical thinking, and compassion. Additionally, we prioritize recognizing, honoring, and working with the people of the region to create transformative opportunities and advance our respective fields in education. The faculty and staff of SOE enact this mission by valuing, understanding, and partnering with our UC, UCR, and Inland Empire community as we:

    1. Engage in world-class research which cultivates environments supporting learning and development that are student-centered, inclusive, and intentional.

    2. Develop future educators, administrators, policymakers, researchers, and leaders across the K-22 education system who implement socially just, evidence-driven, and culturally sustaining principles and practices in their work. We strive to name and disrupt injustices and promote structures of opportunity.

    3. Build upon the strengths of systematically marginalized communities by encouraging scholars and communities to explore, translate, and strive for equitable and critically minded academic, behavior, and social/emotional outcomes for children and families.

    4. Endeavor to develop in our students, faculty, and staff a sense of collective ownership, professional responsibility, and humanizing engagement for the greater good of the community.

    UCR University Extension (UNEX) Mission Statement: The central mission of UCR University Extension is to offer exceptional educational experiences and lifelong learning opportunities for all ages, backgrounds, and cultures. We adhere to the highest quality educational standards of the University of California. Courses are taught by real-world professionals and our programs integrate academic rigor with practical knowledge in unique ways. The use of diverse learning technologies and our flexible access formats help provide tailored solutions to individualized learner needs.

    UC Riverside School of Education (SOE)

    Under the joint leadership of the UC Riverside School of Education (SOE) and UC Riverside University Extension (UNEX), professional preparation programs are committed to preparing teachers and school psychologists with the professional knowledge, dispositions, and skills to address the learning needs of the growing number of culturally and linguistically diverse students in California’s public schools. Prospective teachers, in-service teachers and school psychology professionals are prepared through a process that provides them with the ethical, philosophical, and theoretical understandings of teaching and learning, a research orientation that develops an analytical, evaluative, and critical lens for understanding teaching and learning, and the tools to be reflective, knowledgeable practitioners and effective advocates for all students.

    The SOE and UNEX can be placed in three groups that are differentiated by program types and student characteristics:

    1. “Pre-service, full-time students”, coordinated by and referred to in this document as SOE Teacher Education, Dr. Frances Valdovinos, Interim Assistant Dean and Director of Teacher Education.

    2.  [primarily] “in-service for practicing teachers, part-time, and fully online students” coordinated by and referred to in this document as University Extension, Dr. Kevin Vaughn, Director of Education and Extension Dean, and Annette Webb, Associate Dean of Academic Programs.

    3.  “Pupil Personnel Services School Psychology for full-time Ph.D. students “coordinated and referred to in this document as SOE School Psychology PPS, Dr. Austin Johnson, PPS Coordinator and School Psychology graduate program director.

    Adherence to and consistency across all credential programs to meet CTC Common Standards is the responsibility of SOE Dean, Dr. Louie Rodriguez, although each of the subunits described above have responsibility for coordinating programs for their respective credential students. Student difference (e.g., full time vs. part time) and program content (teaching or school psychology) require different university infrastructure and expertise to best meet students’ credentialing needs.  Coordination and consistency across sub-units is a high priority and is achieved through the leadership working closely together (for more detail, see SOE and UNEX Unit and Sub-unit Organization). The following summarizes the CTC-approved credentials offered in each program.

    SOE Teacher Education Program:  Teaching credential programs include SB 2042 Multiple Subjects and Single Subject credentials and the Education Specialist with a Mild/Moderate Specialist and Moderate/Severe Specialist credentials. Additionally, candidates may add a Bilingual Authorization. All teaching credential programs allow students, if admitted, to take additional graduate-level courses and earn a Master of Education degree (M.Ed.). Currently,  all teaching credential programs offer internship options; beginning in 2015-2016, all with the exception of Education Specialist/M.Ed. candidates will offer internship options. All candidates are full-time students.

    SOE School Psychology PPS: All students are full-time graduate students in a SOE Ph.D. program. These graduate students engage in training in order to be eligible for their PPS credential at the end of their graduate program.

    University Extension:  Most teaching credential programs are for practicing teachers seeking to add additional authorizations and credentials, including CLAD Through CTEL, Bilingual Authorization, and Designated Subjects CTE and Special Subjects credentials. All students are part-time students. 

    SOE Teacher Education

    The Professional Teacher Preparation Programs in the School of Education at the University of California, Riverside include both in-depth academic study and practical experience for preparing teachers with the professional knowledge, dispositions and skills to address the learning needs of the growing number of ethnically and linguistically diverse students enrolling in K-12 schools. Teacher candidates learn the potential impact of social, emotional, cognitive, and pedagogical factors, as well as the possible influence of attitudes, beliefs, expectations, and behaviors of teachers on students’ learning outcomes. Thus, teacher preparation is viewed as a process of supporting the development of teacher-candidates by providing them with experiences, theoretical perspectives and tools that are necessary in order for them to serve as reflective and inquiring practitioners in culturally and linguistically diverse settings and to function as effective advocates for students. 

    UCR University Extension and Relationship with School of Education 

    University Extension (UNEX) is the continuing education division of UC Riverside.  A self-supporting organization, UNEX primarily serves working professionals seeking advanced certifications and professional development training in a range of disciplines.  UNEX develops and delivers academic programs to members of the community in a number of academic fields (e.g. business and management, law, technology, healthcare, education).   The Education Department within UNEX has offered programs for almost 40 years to K-12 teachers and administrators who are seeking professional development, including added authorizations and credentials for practicing teachers.  All instructors, programs, and courses delivered by UNEX are reviewed and approved by UC Riverside ladder faculty in Academic Senate committees.  Education programs, courses, and instructors must also be approved by the SOE Dean. The UNEX Dean approves all course, instructor, and program proposals before they are sent to the Academic Senate and SOE Dean.  Development of new credential programs is done in collaboration with SOE Teacher Education and the SOE Dean based on demand, expertise, and capacity to deliver high quality programs.

    Relationship with SOE 

    The SOE faculty by-laws specify that the UNEX Dean or a designee will serve on the SOE Teacher Education Committee (for more detail, see UCR SOE Standing Committees).  This committee also includes SOE faculty, SOE Teacher Education supervisors, SOE Dean, and SOE Assistant Dean and Director of Teacher Education. SOE and UNEX recommend members for the Teacher Education Community Advisory Council (CAC) to be sure membership invites input on all CTC approved programs. Likewise, CAC meeting agendas are co-developed by SOE and UNEX. SOE Teacher Education supervisors and leadership serve on relevant UNEX certificate and program-level credential advisory groups to assure consistency and significant contribution to cross-collaboration. The Extension Dean and Associate Dean also serve on the CTC Unit Leadership Team that meets regularly to discuss accreditation, assessment and effectiveness of professional educator programs.

    SOE’s School Psychology PPS

    Candidates earning a or doctorate in School Psychology engage in coursework and fieldwork aligned with eligibility for a Pupil Personnel Services Credential in School Psychology. The National Association of School Psychologists (NASP) and American Psychology Association (APA) accredited School Psychology Program at UCR adheres to the University’s mission for excellence in teaching, research, and service. While consistent with this mission, the program embraces both a behavior analytic mode and social learning theory with a concentration on the scientist-scholar-practitioner model of training. The scientist-scholar-practitioner model reflects the orientation of the program faculty and the areas of knowledge and practice deemed important by the NASP, the APA and the CCTC. The integration of scientist, scholar, and practitioner roles provides a basis for graduates to assume leadership roles in research and practice within the field of school psychology.

    Coordinated System for organization, implementation and governance of teacher preparation programs

    Academic and administrative governance of University of California academic programs is vested in the Regents.  The Regents delegate oversight of the curriculum to the members of the UC Academic Senate.  This delegation includes oversight of all academic functions including admissions standards and program requirements for undergraduate and graduate students in degree programs. Administrative oversight is delegated to the campus chancellors, who in turn, delegate various functions to campus Provosts, Vice Chancellors, Deans, and department chairs. Among other responsibilities, academic administrators are responsible for supervising personnel, academic merits and promotions, budget oversight and budgeting, and staffing the teaching needs of academic programs.

    The Provision for the SOE Executive Committee is in the UCR Academic Senate for Committee Bylaws (E4.1). Membership consists of the elected chair of the faculty, the Dean (ex officio), the Director of Teacher Education (ex officio), and SOE faculty members from each program area. The Executive Committee appoints the chairs of standing committees, acts finally for the faculty in matters delineated in bylaw E4.1.2.3. Also, the Executive Committee reviews and makes recommendations to the Dean and the School of Education faculty regarding courses and programs. All recommendations related to programs and program-related policies initiated by standing committees are reviewed by the Executive Committee and are forwarded to the faculty as a whole for review at the next scheduled meeting.

    Two faculty committees have been established to implement policy and to monitor programs for the major constituencies within the School of Education (for more detail, see SOE Standing Committees). First, the Teacher Education Committee, responsible for overseeing all teaching credential programs, consists of SOE ladder faculty including a student representative. Second, the Graduate Advisory Committee, responsible for guiding the combined M.Ed./Credential program for students earning both a credential and the M.Ed. General Education emphasis as well as overseeing all graduate degree programs including the School Psychology Pupil Personnel Services Credential, consists of SOE ladder faculty including a student representative. Formal recommendations for programmatic and policy changes, which initiate in these committees, are forwarded to the Executive Committee. The school psychology program obtains ongoing input from their area faculty and relevant stakeholders. A School Psychology Advisory Committee was established in order to provide feedback on the program. The advisory committee is comprised of practicum partners, internship supervisors and local district leaders. The School Psychology faculty and advisory committee work together to determine changes that should be made to the program and how goals can better be achieved. For example, the practica sequence was expanded based on feedback from the advisory committee. Additional faculty hires have been informed in part by feedback from the advisory committee.

    SOE also established a CTC Unit Leadership Team with representatives from all CTC approved educator programs to further facilitate cohesive and collective collaboration, oversight, assessment, reflection and use of assessment to improve effectiveness by all educator programs. The CTC Unit Leadership Team meets regularly to assess and discuss CTC compliance and unit effectiveness including learning outcomes, program candidates/completers performance, employment, continuous professional educator development and community impact. 

    There are no other special characteristics of the institution or characteristics that have been addressed in our last Biennial Report.

  • General Preconditions Established by the Commission
    General Statement Applicable to all Preconditions for all Professional Preparation Programs

     

    Pursuant to Education Code Section 44227 (and 44265 where applicable for Education Specialist Program) each program of professional preparation that leads to a teaching or services credential shall adhere continually to the following requirements of California State Law or Commission Policy. Each institution must respond to the ten general preconditions as well as all other applicable program specific preconditions.

  • General Institutional Preconditions for All Professional Preparation Programs

    General Institutional Preconditions for All Professional Preparation Programs

     

    The following Preconditions apply to all professional preparation programs. All institutions applying for initial institutional approval or continuing accreditation of their educator preparation  programs must respond to the following 12 Preconditions.

    (1) Accreditation and Academic Credit. The program(s) must be operated by 

    (a) Institutions of higher education: A college or university that (i) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations, and (ii) grants baccalaureate academic credit or post baccalaureate academic credit, or both. An institution approved to offer educator preparation in California must notify the Commission within 30 days if its regional accreditation status changes. 

    The School Education (SOE) is applying to the California Commission on Teacher Credentialing for continuing accreditation for its professional educator preparation programs operated by the University of California, Riverside (UCR).  UCR is fully accredited by the Western Association of Schools and Colleges (WASC) and received notification on March 4, 2019 that our Educational Effectiveness Review reaffirmed WASC accreditation for UCR (see WASC Accreditation). The next comprehensive review will be held in fall 2026. 
    
    UCR has the authority to grant baccalaureate, master’s and Ph.D. degrees as well as teaching credentials including preliminary, clear and added authorizations. 

    (b) School districts or other non-regionally accredited entities: The Superintendent or CEO of the district or entity shall submit a signed letter noting district leadership continued support for the program

    N/A. UCR is a regionally accredited University.

    (2) Enrollment and Completion. Once a candidate is accepted and enrolls in an educator preparation program, the approved program sponsor must offer the approved program, meeting the adopted standards, until the candidate: 

    i. completes the program;

    ii. withdraws from the program;

    iii. is dropped from the program based on established criteria; or

    iv. is admitted to another approved program to complete the requirements with minimal disruption, for the authorization. 

    In the event the program closes, a teach out plan, which includes individual transition plans for each candidate as well as a plan for candidates and graduates to access their student records would need to be developed.

    As explained in the UCR Teach Out Plan, the UCR School of Education (SOE) and University Extension (UNEX) are committed to offering all of our approved educator preparation programs until candidates complete the program, withdraw from the program, are dropped from the program based on established criteria or are admitted to another approved program to complete the requirements for the authorization. Discontinuance of a degree program or credential/certificate program at UCR is governed by UC System-wide policy as articulated in Section IV and Appendix G of the Compendium: University-wide Review Processes for Academic Programs, Academic Units, and Research Units. Additionally, teaching credential programs within the M.Ed. General Education are governed by policies outlined by the University of California Coordinating Committee on Graduate Affairs (CCGA) Role (See Appendix P). UC System-wide policy mandates that continuing students be allowed to complete their degrees before formal discontinuance. Until the date of discontinuance, the program will remain fully operational under the continuing guidance of SOE and UNEX faculty and staff. All systems to support the programs will remain in place until the last cohort completes their degree requirements.

    (3) Responsibility and Authority. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the entity shall provide the following information:

    (a) Identify the position within the organizational structure that is responsible for ongoing oversight of all educator preparation programs offered by the entity (including educator preparation programs offered by an extension division, if any).

    All educator preparation programs at UCR, including the preparation of teachers, pupil personnel services and specialized areas are the primary responsibility of Louie F. Rodriguez, the Dean of the School of Education. All credential programs in University Extension, following approval by the Dean of UCR Extension, Kevin J. Vaughn, are also reviewed and approved by the Dean of the School of Education (SOE and UNEX Unit and Sub-unit Organization). SOE Dean Louie F. Rodriguez is directly responsible to the Provost/Executive Vice Chancellor and the Faculty Senate for the quality of all academic programs. Provost/Executive Vice Chancellor reports directly to the Chancellor. 
    
    Monitoring of the programs rests with the CTC Unit Leadership Team, the SOE Faculty and the Teacher Education Committee, which is composed of ladder faculty and non-Senate supervisory faculty, the SOE Director of Teacher Education, the UNEX Associate Dean/Director of Education, and the SOE Dean. Credential programs that include a Master’s degree are also monitored by the Graduate Advisory Committee and the UCR Graduate Division.
     

    (b) Provide a description of the reporting relationship between the position described in (a) and the individual(s) who coordinate each educator preparation program offered by the entity. If a reporting relationship is indirect, describe the levels of authority and responsibility for each educator preparation program. Include an organizational chart for the institution as well as the division(s) within the institution responsible for the oversight of educator preparation programs; include any parent organization, outside organization(s), or partner(s) who will be involved in the oversight of the educator preparation unit and/or responsible for any aspect of program delivery.

    All Directors of teacher preparation programs offered at UCR SOE report to the Dean of the SOE. The Assistant Dean and Director of Teacher Education coordinates the Multiple Subjects, Single Subjects, Education Specialist, and Bilingual Authorization (pre-service path) preparation programs, and reports to the Dean of the SOE. 
    
    The Director of the School Psychology program coordinates the Pupil Personnel Services preparation program, and reports to the Dean of the SOE. 
    
    The Associate Dean/Director of Education in UNEX coordinates the Bilingual Authorization (in-service path), CLAD Through CTEL, Designated Subjects Special Subjects and Designated Subjects Career and Technical Education programs; the Associate Dean/Director reports to the Dean of UNEX. The credential programs in UNEX, following approval by the Dean of UNEX, Kevin J. Vaughn, are reviewed and approved by the Dean of the School of Education.  (For more detail, SOE and UNEX Unit and Sub-unit Organization and SOE Standing Committees). UNEX’s Associate Dean/Director of Education and Dean are members of the CTC Unit Leadership Team.
     

    (c)  Provide policies to ensure that duties regarding credential recommendations are provided solely by persons who are current employees of the Commission approved institution.

    SOE and UNEX regularly monitors and updates current employees internally as well as with CTC to ensure that duties regarding credential recommendations and submissions are provided solely by persons who are current employees of SOE, UNEX and UCR and cleared by the Commission to be credential analysts.
     

    (4) Lawful Practices. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an entity that makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention or promotion of employees.

    The UC is an affirmative action/equal opportunity employer, and prohibits any form of discrimination against students or applicants to UC programs and schools.  UC and UCR policies are published on UCR’s websites including at Equal Opportunity and Affirmative Action Policies | Compliance. All recruitments for jobs include the EO/AA policy statement.  Discrimination policy statements are included in UCR’s General Catalog, available at Catalog | Office of the Registrar | UC Riverside , its Annual Security & Fire Safety Report, which is distributed annually to all students and staff and available online at Clery Act Compliance  Further information about UCR’s affirmative action and equal opportunity programs relating to employees (and applicants for employment) is provided in the Affirmative Action Plans, which are available upon request and described at Affirmative Action | Compliance. Information on educator program requirements, policies and procedures is provided on the SOE website as well as in student handbooks (TEP Student Handbook, SP Student Handbook, BILA (UNEX Pathway) Handbook, CLAD Through CTEL Handbook, and DS CTE & SS Handbook).

    (5) Commission Assurances. To be granted initial institutional accreditation or continuing accreditation by the Committee on Accreditation, the program sponsor must: 

    (a) assure that the sponsor will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, 

    (b) assure that all candidates participating in public school-based field activities hold a Certificate of Clearance from the Commission, 

    (c) assure that the approved program sponsor will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and 

    (d) assure that the approved program sponsor will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation.

    The UCR School of Education is currently accredited for the professional education programs reviewed in this document. Candidates are required to submit proof of fingerprint clearance and application for a Certificate of Clearance (COC). Applicants to the Multiple Subjects, Single Subject, Education Specialist, Pupil Personnel Services, and Designated Subjects credential programs are required to submit proof of Certificate of Clearance with their application packet. A Certificate of Clearance (COC) is required prior to placement for fieldwork and/or clinical practice.  Pupil Personnel Services candidates are required to obtain a COC prior to starting practicum during their first quarter. As a part of the Continuous Program Improvement, the programs welcome the opportunity to participate in program evaluation and accreditation review from the Commission and will fully participate in the accreditation system.

    (6) Requests for Data.  To be granted continuing accreditation by the Committee on Accreditation, the entity must identify a qualified officer responsible for reporting and responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. Institutional contact information must be updated annually. 

    The Dean of the UCR School of Education is responsible for ensuring all requests for program, unit and institutional data from the CTC and Committee on Accreditation are responded to within designated Commission deadlines and Institutional contact information is regularly reviewed and updated.

    (7) Veracity in all Claims and Documentation Submitted. To be granted continuing accreditation by the Committee on Accreditation, the entity must positively affirm the veracity of all statements and documentation submitted to the Commission.

    The Dean of the UCR School of Education positively affirms the veracity of all statements and documentation submitted to the Commission by Teacher Education, School Psychology, and University Extension.  It is understood that false claims or documentation is cause for the Commission on Accreditation to place stipulations on the institution.

    (8) Grievance Process.  To  be granted  initial institutional accreditation or  continuing accreditation  by the Committee on Accreditation, the sponsor must have a clearly delineated grievance process for candidates and applicants. The grievance process information must be accessible to all candidates and applicants and the institution must be prepared to provide documentation that the candidate has been informed of the grievance process and that the process has been followed.

    UCR offers students a process to grieve a grade or non-academic situation. Complaints and grievances are covered under a policy known as Graduate Appeal Procedures.  Applicants and Candidates are informed of these procedures on the UCR websites (Policies & Procedures | Dean of Students | UC Riverside and Regulations and Procedures | Graduate Division and in educator program student handbooks (TEP Student Handbook, pg. 48, SP Student Handbook, pgs. 15-17, BILA Handbook (UNEX pathway), CLAD Through CTEL Handbook, and DS CTE & SS Handbook) as well as during program orientation (TEP, BILA/CTE/CLAD through CTEL, PPS).
    

     

    (9) Faculty and Instructional Personnel Participation. All faculty and instructional personnel who regularly teach one or more courses in an educator preparation program leading to a credential, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area. Faculty who are not in the Department, School or College of Education are exempt from this requirement. Reference: Education Code Section 44227.5 (a) and (b).

    The UCR School of Education (SOE) faculty and instructional personnel, including UNEX Instructors, who are involved in the preparation of credential candidates and those who teach in graduate studies are actively involved with P-12 education in Riverside and San Bernardino Counties. UC Senate Faculty who teach courses in the credential programs actively participate in providing professional training to teachers (e.g., Positive Behavioral Intervention System and Multi-Tier System of Support) and resources to P-12 community (e.g., SEARCH Family Autism Resource Center). Supervisors of Teacher Education, also considered SOE Instructors, provide professional development workshops to regional teachers, educators and administrators. Instructional personnel actively participate in the teaching of courses and/or supervision of candidates and interns in their P-12 fieldwork and/or clinical assignments. Faculty and instructional personnel participate in committees that address educator preparation programs such as: Teacher Education Advisory Committee, Teacher Education Community Advisory Committee, and School Psychology Advisory Committee (2021-22 SOE Standing Committees).  Grants and scholarships in the form of the California Space Grant Authority/University of California and the California Science and Math Initiative and Teacher Education Partnership ensure a strong level of collaboration between faculty in different UCR Colleges and Schools and the local education community.

    (10) Communication and Information. To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must provide easily accessible and accurate information to the public, prospective educators, and enrolled candidates about the requirements for admission and successful completion for all its educator preparation programs. 

    UCR maintains its Educator Preparation Website under the School of Education and University Extension Programs. Please review the links to our Educator Preparation Programs.
    
    Teacher Education and Credential Programs
    
    Teacher Education Program Admissions
    
    University Extension
    
    Pupil Personnel Services                                                                                                                                                                                                                                                                                                           

    (11) Student Records Management, Access, and Security. To be granted continuing accreditation by the Committee on Accreditation, the sponsor must demonstrate that it will maintain and retain student records in accordance with the institution’s record retention policy. Institutions will provide verification that: 

    (a) Candidates and graduates will have access to and be provided with transcripts and/or other documents for the purpose of verifying academic units and program completion. 

    (b) All candidate records will be maintained at the main institutional site or central location (paper or digital copies). 

    (c) Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public.

    UCR follows the process set forth by the Registrar in maintaining student records and providing students with access to their records. In addition, non-grade documentation, such as program planning documents, are maintained in a locked file cabinet within the Teacher Education Program office and the University Extension Credentials Office. These locked file cabinets are maintained in a locked office space in which program administrators can access.

    (12) Disclosure. Institutions must disclose information regarding any outside organizations that will be providing any direct educational services as all or part of the educator preparation programs sponsored by the institution and identify the type of services the outside organization will provide.

    The UCR School of Education (SOE) does not utilize any outside entity to provide direct educational services to candidates.

Program Specific Preconditions

  • Program Specific Preconditions

    The following Preconditions apply to all professional preparation programs. All institutions applying for initial institutional approval or continuing accreditation of their educator preparation programs must respond to the 12 General Institutional Preconditions as well as these Program Specific Preconditions.

    (1) Demonstration of Need. To be granted initial program accreditation by the Committee on Accreditation, the program proposal must include a demonstration of the need for the program in the region in which it will operate. Such a demonstration must include, but need not be limited to, assurance by a sample of school administrators that one or more school districts will, during the foreseeable future, hire or assign additional personnel to serve in the credential category.

    Not applicable; UCR is applying for continuing accreditation of its programs.

    (2) Practitioners’ Participation in Program Design. To be granted initial program accreditation by the Committee on Accreditation, the program proposal must include verification that practitioners in the credential category have participated actively in the design and development of the program’s philosophical orientation, educational goals, and content emphases.

    Not applicable; UCR is applying for continuing accreditation of its programs

    (3) Basic Skills Requirement. In each program of professional preparation, applicants for program admission shall be required to take the California Basic Educational Skills Test (CBEST) or have satisfied the Basic Skills Requirement (BSR). The institution shall use the CBEST results to ensure that, upon admission, each candidate receives appropriate academic assistance necessary to pass the examination. Reference: Education Code Sections 44252 (f) and 44225 (n)

    Clarification of Precondition 3 Legislative Intent. Precondition 3 does not require passage of the CBEST for admission, only that the examination be taken. It is the intent of the Legislature that admission to a program not be denied solely on the basis of having failed to pass the CBEST. Further, it is expected that institutions will make provisions for assisting candidates in passing the exam.

    Applicants Residing Out of State When They Apply for Admission. Persons residing outside of California when they apply for admission must take the CBEST no later than the second available administration of the test after enrolling in the program.

    All applicants for admission to the Multiple Subjects, Single Subjects, Education Specialist, Bilingual Authorization, and Pupil Personnel Services programs of professional preparation are required to meet the Basic Skills Requirement.  Several pathways are available for candidates to receive assistance. Available resources for CBEST test preparation and study materials are available at UCR’s Tomas Rivera Library. Study materials are available through local and campus bookstores.
    
    In addition, AB 130 provides additional options for meeting the Basic Skills Requirement.   If a candidate chooses an option other than CBEST or CSET +writing skills examination, it must be verified and approved by a credential analyst in the Teacher Education Program using the Basic Skills Requirement Verification Form.

    For Internship Programs: In each internship program of professional preparation, candidates who are admitted shall be required to satisfy the Basic Skills Requirement prior to assuming intern teaching responsibilities. Reference: Education Code Section 44252 (b).

    UCR Multiple Subjects, Single Subject, Education Specialist, Bilingual Authorization and Pupil Personnel Services Interns are required to pass the CBEST prior to being recommended for the internship credential.

    (4) Certificate of Clearance. An entity that operates a program of professional preparation shall not allow a candidate to participate in school-based field experiences until the candidate obtains a Certificate of Clearance from the Commission that verifies the candidate’s personal identification, unless the individual has already completed the fingerprint and character identification process and has been issued a valid document by the Commission. Reference: Education Code Section 44320 (d).

    Candidates are required to submit proof of fingerprint clearance and application for a Certificate of Clearance. Applicants to the Multiple Subjects, Single Subject, Education Specialist, Bilingual Authorization, Designated Subjects and Pupil Personnel Services are required to submit proof of Certificate of Clearance with their application packet. A Certificate of Clearance is required prior to placement for fieldwork and/or clinical practice. UCR Multiple Subjects, Single Subject, Education Specialist,  Bilingual Authorization, and Pupil Personnel Services Interns are required to have a valid Certificate of Clearance from the CTC prior to beginning practicum during their first quarter of study.

Preconditions for Preliminary Credential Programs

  • Preconditions for Preliminary Credential Programs

    The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Preliminary Credential Programs listed below. Institutions must respond to the 12 General Institutional Preconditions, the 4 Program Specific Preconditions (see above), as well as these additional program preconditions. 

  • Preliminary Multiple and Single Subject

    Preliminary Multiple and Single Subject

    (1) Limitation on Program Length. The professional preparation coursework that all candidates are required to complete shall be equivalent to no more than two years of full-time study at the institution. The limitation applies to postgraduate teacher preparation programs. The limitation does not apply to blended/integrated programs of subject matter preparation and professional preparation teaching internship programs. Reference: Education Code Section 44259 (a) and (b3).

    Multiple Subject and Single Subject candidates are required to complete a sequence of courses and fieldwork that is the equivalent of four quarters of full-time study. (see Teacher Education and Credential Programs) 

    (2) Limitation on Student Teaching Prerequisites. No college or university shall require candidates to complete more than the equivalent of nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary or secondary schools. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of alternative methods of English language development as required by Program Precondition 7. Reference: Education Code Section 44320 (a).

    Multiple and Single Subject Credential candidates are encouraged to complete up to 12 quarter units of professional preparation courses but are not required to do so prior to enrolling in the program. Multiple and Single Subject candidates may complete the following courses prior to enrolling in the program: EDUC 132 The Exceptional Child (4 units); EDUC 171 Reading and Language Development (4 units); EDUC 177 Reading and Writing in the Content Areas (4 units); and/or EDUC 179A Language Development in Content Areas (4 units). See Curriculum Overview: Multiple Subject and Single Subject. 
    
    All candidates start the teacher education program in summer session A. As such, they are able to have field experiences prior to completing more than 9-12 units. Please see below course progression:
    
    Summer Session A – Fieldwork courses
    
    EDUC 132 The Exceptional Child (4 units) [previously EDUC 116/116S]
    
    EDUC 179A Language Development in the Content Areas (4 units) [previously EDUC 175/175S]
    
    Summer Session B - Fieldwork courses
    
    EDUC 147 Education in a Diverse Society [previously EDUC 109/109S]
    
    EDUC 162 Learning Theory and Psychology in Education [previously EDUC 110/110S]
    
    Summer Session E – Fieldwork courses
    
    EDUC 332 – Early Supervised Fieldwork and Seminar for Multiple Subjects (2 units)
    
    EDUC 333 – Early Supervised Fieldwork and Seminar for Single Subjects (2 units) 
    
    Fall
    
    EDUC 171 Reading and Language Development (4 units) [previously EDUC 172/172S]
    
    EDUC 177 Reading Development in the Content Areas (4 units) [previously EDUC 174/174S]

    (3) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Section 44259 (b) and 44259.5

    In all Multiple Subjects and Single Subject coursework and fieldwork, candidates are required to demonstrate knowledge of alternative methods of developing English language skills for English Learners. All Multiple Subjects and Single Subject candidates are required to take courses that will meet this requirement. Multiple Subjects candidates are required to take EDUC 171 or 172 [previously EDUC 172/172S] Reading and Language Development. This 4-quarter unit course provides instruction in theoretical foundations in linguistics and language development; instruction and practice in assessing and teaching English learners in literacy development (e.g., phonological awareness, phonics, fluency, academic vocabulary, comprehension, and reading and writing in the content areas); and implementation of practices in lesson/unit design. Single Subject candidates are required to take EDUC 177 or 178 [previously EDUC 174/174S] Reading and Writing in the Content Areas. This 4-quarter unit course provides instruction and practice in differentiated instruction for English learners through Specially designed academic instruction in English (SDAIE) strategies to address California English Language Development Standards. Candidates examine reading, writing, academic language, and English language development (ELD) strategies. Multiple Subject and Single Subject candidates are required to take EDUC 179A [previously EDUC 175/175S] Language Development in the Content Area. This 4-quarter unit course provides a study of second language acquisition and models of teaching strategies for English language development in content area instruction. Specifically, candidates demonstrate the ability to design instruction that promotes academic language and literacy development among English learners using the Common Core and State ELD Standards. Multiple Subjects and Single Subject candidates demonstrate knowledge of developing pupils’ English language skills in the Teaching Performance Assessments and on the Reading Instruction Competency Assessment (for Multiple Subjects only) (UCR 2021-22 General Catalog), pgs. 304-7. 

    (4) Undergraduate Student Enrollment. Undergraduate students of any campus of the California State University or the University of California shall be allowed to enroll in any professional preparation course. Reference: Education Code Section 44320 (a).

    Undergraduate students are allowed to enroll in the following credential program coursework:
    
    EDUC 147 (previously EDUC 109/109S)
    
    EDUC 162 (previously EDUC 110/110S)
    
    EDUC 132 (previously EDUC 116/116S)
    
    EDUC 133
    
    EDUC 136 (previously EDUC 129) 
    
    EDUC 171 or 172 (previously EDUC 172/172S)
    
    EDUC 177 or 178 (previously EDUC 174/174S)
    
    EDUC 179A (previously EDUC 175/175S)
    
    Please refer to UCR 2021-22 General Catalog, pgs. 310-11 for evidence. Each of the course descriptions indicate “professional or upper-division standing” as a prerequisite.

    (5) Program Admission. The sponsor of a multiple or single subject preliminary teacher preparation program assesses each candidate’s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code Sections 44227 (a).

    • The candidate provides evidence of having passed the appropriate subject matter examination(s).
    • The candidate provides evidence of having attempted the appropriate subject matter examinations(s).
    • The candidate provides evidence of registration for the next scheduled examination.
    • The candidate provides evidence of having completed a Commission approved the appropriate subject matter preparation program.
    • The candidate provides evidence of continuous progress toward meeting the subject matter requirement.
    • The candidate provides evidence of enrollment in an organized subject matter examination preparation program.

     

    For UCR SOE TEP Multiple and/or Single Subject admission:
    The candidate must submit an online application, TEP Application. 
    
    The candidate must submit official transcripts, from all higher education institutions attended, Official Transcripts. 
    
    The candidate must submit three letters of recommendation, Letters of Recommendation. 
    
    The candidate must submit a personal history statement and statement of purpose, Essays. 
    
    The candidate must provide evidence of having met the Basic Skills Requirement, Basic Skills Requirement. 
    
    The candidate must provide evidence of meeting Subject Matter Competency, Subject Matter Competence. 
    
    The candidate must submit a Certificate of Clearance issued by the CTC, Certificate of Clearance. 
    
    The candidate must take part in an admissions interview, Student Interview. 
    
    See UCR Teacher Education Admissions. 
    
    Admissions staff meet on a regular basis to review applications to the Multiple and Single Subject Credential Programs. The program accepts applications from students who have met one of the above criteria. The program admits candidates who provide evidence of subject matter competency by: passing the appropriate subject matter examinations (California Subject Examination for Teachers, CSET) or provides evidence of having completed a Commission approved appropriate subject matter preparation program. Candidates are conditionally admitted to the program when they meet one of the following criteria: The candidate provides evidence of having attempted the appropriate subject matter examination(s) and passed at least one; The candidate provides evidence of registration for the next scheduled examination(s) prior to the application deadline; and the candidate provides evidence of enrollment in an organized subject matter examination preparation program. See Subject Matter Competence. If conditionally admitted, candidates will be expected to provide evidence of passing all CSETs prior to the first quarter of the program. Candidates sign a statement saying that they understand that they cannot start the program without having passed subject matter preparation. Candidates may return to complete the program once having verified subject matter competency. See Application Checklist.
    

    (6) Subject Matter Proficiency. The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to student teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher of record in a K-12 school. Reference: Education Code Sections 44259 (b) (5).

    • For Multiple Subject programs (traditional, internship, and/or blended/integrated), the candidate provides evidence of having passed the appropriate subject matter examination(s).
    • For Single Subject programs (traditional and/or internship), the candidate provides evidence of having passed the appropriate subject matter examination(s) or having completed the appropriate Commission- approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor.
    • For Single Subject blended/integrated programs, the candidate provides evidence of having passed the appropriate subject matter examination(s) or having completed at least four-fifths (4/5) of the appropriate Commission-approved subject matter preparation program, or a course of study deemed equivalent by the program sponsor.
    Teacher Education program staff determine that all candidates meet subject matter competency prior to full admittance into the program and the first quarter of the program as either a traditional student or intern. For the Multiple Subject and Single Subject programs, the candidate must submit evidence of passing the appropriate California Subject Examination for Teachers (CSET) exam depending on their chosen credential content area or have completed the appropriate CTC-approved subject matter preparation program. See Subject Matter Competence.
    
    Assembly Bill (AB) 130 provides new options for teacher candidates to meet the subject matter competence requirement. Verification of successful completion of an academic degree major in the subject area of the credential being sought. This option is available for teacher candidates who have completed an academic degree in a major that exactly matches one of those identified in the law listed in the Subject Matter Competency Guidelines. Coursework may be applied to one or more of the domains. Candidates selecting this option must have coursework evaluated by a credential analyst in the Teacher Education Program.
    

    (7) Completion of Requirements. A college or university or school district that operates a program for the Preliminary Multiple or Single Subject Credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to:  Reference: Education Code Sections 44259 (b) and 44283 (b) (8).

    • Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution
    • Completion of Basic Skills Requirement
    • Completion of an accredited professional preparation program
    • Completion of the subject matter requirement
    • Demonstration of knowledge of the principles and provisions of the Constitution of the United States
    • Passage of the Teaching Performance Assessment
    • Passage of the Reading Instruction Competence Assessment (RICA) (for Multiple Subject candidates).
    Prior to recommending a candidate for the credential, the credential analyst determines that candidates have successfully completed all the following legal requirements for the credential: (see TEP Educator Program Template Plans)
    
    Possession of a Bachelor’s degree or higher from a regionally accredited college or university
    
    Completion of a Basic Skills Requirement 
    
    Completion of the teacher preparation program including student teaching with a minimum 3.0 GPA
    
    Subject matter competency completion 
    
    Demonstration of the knowledge of the principles and provisions of the U.S. Constitution through a U.S. Constitution course or equivalent; 
    
    Passage of the teacher performance assessment, edTPA
    
    Passage of the RICA (for Multiple Subject and Education Specialist candidates only)
    
    Certificate of Clearance issuance
    
    Technology course or equivalent
    
    Health course or equivalent
    
    CPR Requirement (Infant-Child-Adult)
  • Preliminary Education Specialist

     

    (1) English Language Skills. In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all  pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Sections 44227, 44253.1, and 44283.  

    Preliminary Education Specialist candidates at UCR are required to demonstrate their knowledge of and appropriate use of alternative methods of instruction to adequately address the developing English language skills of diverse learners. Candidates are required to take: EDUC 171 Reading and Language Development. This 4-quarter unit course provides instruction in theoretical foundations in linguistics and language development; instruction and practice in assessing and teaching English learners in literacy development (e.g., phonological awareness, phonics, fluency, academic vocabulary, comprehension, and reading and writing in the content areas). Candidates are also required to take EDUC 175 Language Development in the Content Area. This 4-quarter unit course provides a study of second language acquisition and models of teaching strategies for English language development in content area instruction. Specifically, candidates demonstrate the ability to design instruction that promotes academic language and literacy development among English learners using the Common Core and State ELD Standards. Education Specialist candidates are also required to successfully pass the Reading Instructional Competence Assessment (RICA). Passage of the RICA is required for the issuance of the Preliminary Education Specialist Credential unless the candidate holds a valid California Multiple Subject or Single Subject credential. See Education Specialist M.Ed. and Credential Curriculum Overview. and Educational Specialist Credential Only Curriculum Overview.

    (2) Program Admission. The sponsor of an education specialist teacher preparation program assesses each candidate’s standing in relation to required subject matter preparation during the admissions process. The program admits only those candidates who meet one of the following criteria. Reference: Education Code  Sections 44227 (a).

    • The candidate provides evidence of having passed the appropriate subject matter examination(s).
    • The candidate provides evidence of having attempted the appropriate subject matter examinations(s).
    • The candidate provides evidence of registration for the next scheduled examination.
    • The candidate provides evidence of having completed an appropriate Commission approved subject matter preparation program.
    • The candidate provides evidence of continuous progress toward meeting the subject matter requirement.
    • The candidate provides evidence of enrollment in an organized subject matter examination preparation program.

    Admissions staff meet on a regular basis to review applications to the Education Specialist Credential Program. The program accepts applications from students who have met one of the above criteria. The program admits candidates who provide evidence of subject matter competency by:

    • Passing the appropriate subject matter Multiple Subject California Subject Examination for Teachers (CSET) or 
    • Provides evidence of having completed a Commission approved appropriate subject matter preparation program.

    Candidates are conditionally admitted to the program when they meet one of the following criteria:

    • The candidate provides evidence of having attempted the appropriate subject matter examination(s) and passed at least one
    • The candidate provides evidence of registration for the next scheduled examination(s) prior to the application deadline 
    • The candidate provides evidence of enrollment in an organized subject matter examination preparation program.
    The candidate must submit an online application, TEP Application. 
    The candidate must submit official transcripts, from all higher education institutions attended, Official Transcripts. 
    The candidate must submit three letters of recommendation, Letters of Recommendation. 
    The candidate must submit a personal history statement and statement of purpose, Essays. 
    The candidate must provide evidence of having met the Basic Skills Requirement, Basic Skills Requirement. 
    The candidate must provide evidence of meeting Subject Matter Competency, Subject Matter Competence. 
    The candidate must submit a Certificate of Clearance issued by the CTC, Certificate of Clearance. 
    The candidate must take part in an admissions interview, Student Interview. 
    See UCR Teacher Education AdmissionsAdmissions staff review all applications on a regular basis during the admissions process. Those candidates whose application packet is complete, See Application Checklist, are then scheduled for an interview. The admissions committee will review all applications using a holistic approach, taking into consideration all the above mentioned criteria. 
    
    If conditionally admitted, candidates will be expected to provide evidence of meeting subject matter competency (e.g., passing Multiple Subject CSET) prior to the first quarter of the program. Candidates sign a statement saying that they understand that they cannot start the program without having passed subject matter preparation. Candidates may return to complete the program once having verified subject matter competency. See Subject Matter Competence and Application Checklist.

    (3) Subject Matter Proficiency.  The approved teacher preparation program sponsor  determines that each candidate meets the subject matter requirement prior to student teaching, or, for intern candidates, before being given daily whole class instructional responsibilities in a K-12 school or before becoming the teacher  of record in a K-12 school. Reference: Education Code Section 44227.

    To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential shall:

    1. Pass the Commission-approved Multiple Subject matter examination; or pass a Commission- approved subject matter examination in Art, English, Mathematics, including foundational- level Mathematics, Music, Social Science or Science, including foundational level General Science; or
    2. Complete a Commission-approved subject matter program in Art, Elementary, English, Mathematics including foundational-level Mathematics, Music, Social Science or Science, including foundational-level General Science; or For integrated undergraduate programs only, the candidate must be monitored for subject matter competency both prior to beginning and during early field experiences. Each candidate in an integrated undergraduate program must have satisfied subject matter or at a minimum completed four-fifths of the Commission-approved subject matter preparation program prior to beginning solo (i.e., student) teaching.
    3. Hold a California general education teaching credential in any subject.                                                                                                                                                                                                                            

    For employment purposes, Education Specialists will have to meet the subject matter requirements of a Highly Qualified Teacher according to federal Public Law 108-446 Sections 1401 and 1412 and California Code of Regulations Section 6111.

    (a) For those assigned to a setting that is designated as teaching an elementary curriculum per NCLB/IDEA, subject matter competence shall be accomplished by passing the examination approved by the Commission on Teacher Credentialing for Multiple Subject Teaching Credentials (currently the California Subject Examination for Teachers: Multiple Subjects.)

    (b) For those assigned to teach in a setting designated as teaching a middle or high school curriculum per NCLB/IDEA, subject matter competence may be achieved by demonstration of subject matter competence in art, English, mathematics including foundational-level mathematics, music, social science, or science including foundational-level science and  and specialized science. Competence may be achieved by: 1) successful passage of the authorized state exam in a single subject listed above authorized by the Commission on Teacher Credentialing (currently California Subject Examination for Teachers: Single Subject) or 2) completion of a Commission approved Single Subject Matter program or the equivalent.

    (c) Those Education Specialists assigned to teach students whose curriculum is based on alternative achievement standards (i.e. alternatives to the California high school exit exam) may demonstrate subject matter competence through the same method as elementary teachers in (a) above.

    Teacher Education program staff determine that all candidates meet subject matter proficiency prior to full admittance into the program and the first quarter of the program as either a traditional or intern. For the Education Specialist programs, the candidate must submit evidence of passing the appropriate California Subject Examination for Teachers (CSET) exam depending on their chosen credential content area. See Subject Matter Competence and Application Checklist.

    (4) Completion of Requirements. A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to:  

    Reference: Education Code Sections 44225(a), 44227, and 44283.2(a).

    • Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution
    • Satisfaction of the Basic Skills Requirement
    • Completion of an accredited professional preparation program
    • Completion of the subject matter requirement
    • Demonstration of knowledge of the principles and provisions of the Constitution of the United States
    • Passage of the Reading Instruction Competence Assessment (RICA) 
    Prior to recommending a candidate for the credential, the credential analyst determines that all requirements have been successfully completed all the following legal requirements for the credential: (see TEP Educator Program Template Plans)
    
    Possession of a Bachelor’s degree or higher from a regionally accredited college or university
    
    Completion of a Basic Skills Requirement
    
    Completion of the teacher preparation program including student teaching with a minimum 3.0 GPA 
    
    Subject matter competency
    
    Demonstration of the knowledge of the principles and provisions of the U.S. Constitution through a U.S. Constitution course or equivalent
    
    Passage of the RICA (for Multiple Subject and Education Specialist candidates only)
    
    Certificate of Clearance issuance 
    
    Technology course or equivalent 
    
    Health course or equivalent 
    
    CPR Requirement (Infant-Child-Adult)
  • Preliminary Multiple and Single Subject / Educational Specialist Intern

    (1) Bachelor's Degree Requirement. Candidates admitted to internship programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326 and 44453.

    Candidates admitted to internship programs provide transcripts verifying a baccalaureate or higher degree from a regionally accredited institution. See Intern and Early Completion Option and Intern Eligibility Letter.

    (2) Subject Matter Requirement. Each Multiple Subject intern admitted into the program has passed the Commission-approved subject matter examinations(s) for the subject area(s) in which the Intern is authorized to teach, and each Single Subject intern admitted into the program has passed the Commission- approved subject matter examination(s) or completed the subject matter program for the subject areas(s) in which the Intern is authorized to teach. Reference: Education Code Section 44325(c) (3).

    Multiple Subject and Education Specialist candidates must provide evidence of meeting the subject matter competency requirement or having passed the Multiple Subject California Subject Examination for Teachers (CSET) exam prior to being admitted to the Intern Credential program. Single Subject candidates must provide evidence of meeting the subject matter competency requirement or successful completion of the appropriate Single Subject CSET or completion of the subject matter program for the subject area(s) in which the intern is authorized to teach. See Intern Eligibility Letter.

    (3) Pre-Service Requirement.

    (a) Each Multiple and Single Subject Internship program must include a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and teaching English Learners.

    (b) Each Education Specialist Internship program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in pedagogy including classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English Learners.

    An evaluation of hours is conducted for all Multiple Subject, Single Subject and Education Specialist candidates seeking an internship to determine eligibility.
    
    Candidates complete 120 clock hours (some of which can be completed through courses). The 120 clock hours can be met through two options:
    
    (a) Evidence of a minimum of 120 clock hours through three letters of recommendation from individuals who have observed the clock hours; or
    
    (b) Evidence of a minimum of 120 clock hours through a letter of recommendation from the Supervisor of Teacher Education and Assistant Dean and Director of Teacher Education. See Intern Eligibility Letter.

    (4) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following:

    • (a) Provisions for an annual evaluation of the intern.
    • (b) A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching.
    • (c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities.
    • (d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.
    MOUs are established with employing districts that outline the specific details of the Intern requirements and the delineation of responsibilities between the university and the employing district. The MOU includes documentation that informs and monitors a professional development plan that addresses the above requirements. (See sample UCR-District Intern MOU) 

    (5) Supervision of Interns.

    (a) In all internship programs, the participating institutions shall provide supervision of all interns.

    (b) University Intern Programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section 44462. Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision.

    Interns are provided with support and supervision every quarter that they are enrolled in the Intern Program and are teaching under an Intern Credential (see Intern Program Handbook pgs 16-20). Interns enroll in intern- specific courses. Multiple Subject candidates enroll in EDUC 338 A-B-C Intern Teaching in Elementary School. Single Subject candidates enroll in EDUC 378A-B-C Intern Teaching Secondary School. Education Specialist candidates enroll in EDUC 346 A-B-C Supervised Intern Teaching in a Special Class for Individuals with Mild/Moderate Disabilities or EDUC 347 A-B-C Supervised Student Teaching in a Special Class for Individuals with Moderate/Severe Disabilities. MOUs are established with employing districts that outline the specific details of the Intern requirements and the delineation of responsibilities between the university and the employing district. The university intern program and the district each provide qualified supervisors to assist each intern. Intern’s salary is not reduced to pay for supervision (See Intern Handbook pgs 16-20).

    (6) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an internship program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section 44454.The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458.

    The intern is required to perform all faculty duties assigned, including those preparatory to the beginning of school, to the same degree as a fully certified teacher in the same school. They must meet the ethical, legal, and other professional standards expected of a credentialed teacher. (see Sample District MOU Section XII, pg. 9). The UCR TEP Program assures compliance with regular supervision monitoring and visits of interns as described in Intern Professional Development Plan.

    (7) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections 44321 and 44452.

    A MOU is on file for school districts that participate in the university internship program. For detail, see List of District Partners.

    (8) Early Program Completion Option. (Does not apply to an Education Specialist intern program) Each intern program must make available to candidates who qualify for the option the opportunity to choose an early program completion option, culminating in a five-year preliminary teaching credential. This option must be made available to interns who meet the following requirements:

    (a) Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following:

    • Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students
    • Techniques to address learning differences, including working with students with special needs
    • Techniques to address working with English learners to provide access to the curriculum
    • Reading instruction in accordance with state standards
    • Assessment of student progress based on the state content and performance standards
    • Classroom management techniques
    • Methods of teaching the subject fields

    (b) Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option.

    (c) Pass the Reading Instruction Competence Assessment (RICA) (Multiple Subject Credential only).

    (d) Meet the requirements for teacher fitness.

    An intern who chooses the early completion option but is not successful in passing the assessment may complete his or her full internship program. Reference: Education Code Section 44468.
    
    An Early Completion Option is available for candidates who meet the requirements. Information about the Early Completion Option is available on the Teacher Education website and in the Teacher Education Student Handbook. Interns who meet the requirements are advised of this Early Completion Option by the credential analyst. See Early Program Completion Option.

    (9) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b).

    UCR TEP program assures Intern certificates are valid for a period of two years; three years if a specialist credential as referenced in the Intern Handbook pgs. 16-20. UCR intern candidates complete the program within twelve to fifteen months. (see Sample District MOU).

    (10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts.

    Internships are provided to participating districts when a certificated educator cannot be provided. Interns may not displace certificated employees as referenced in the Intern Handbook pg 19 and Sample MOU Section II Placement of Interns pg 2.

    (11) Justification of Internship Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the internship is being implemented. Programs that are developed to meet employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted.

    The UCR Internship Programs (for Multiple-Subject, Single-Subject, and Education Specialist candidates) are provided to participating school districts who have demonstrated the need to fill a position when a fully certified educator is not available due to a geographic and/or subject area shortage. Please refer to Sample MOU with districts for internships.

    (12) Bilingual Language Proficiency. Each intern who is authorized to teach in bilingual classrooms has passed the language proficiency subtest of the Commission-approved assessment program leading to the Bilingual Crosscultural Language and Academic Development Certificate. Reference: Education Code Section 44325 (c) (4).

    Interns (Multiple-Subject, Single-Subject, and Education Specialists) who are authorized to teach in bilingual classrooms are required to have passed the language proficiency subtest of the Commission approved assessment program, CSET: World Language Spanish, Subtest III (see Bilingual Authorization in Spanish Petition Form).

Preconditions for Designated Subjects Teaching Credentials

  • Preconditions for Designated Subjects Teaching Credentials

    The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Designated Subjects Teacher Credential Programs listed below. Institutions must respond to the 12 General Institutional Preconditions, the 4 Program Specific Preconditions (see above), as well as these additional program preconditions. 

     

  • Designated Subjects: Career Technical Education

    (1) To be granted preliminary approval or continued approval by the Commission as a program of personalized preparation, the program must be developed, submitted, and implemented by a Local Education Agency (LEA). A LEA, as it applies to Designated Subjects Teaching Credentials means any
    of the following categories of agencies:
    (a) A California public school or consortium of school districts;
    (b) A California county superintendent of schools office;
    (c) A California regional occupational program or center;
    (d) A California State Agency;
    (e) A Commission-approved teacher preparation institution.
    Source: California Administrative Code, Title 5, Education, Section 80034(c) 

    The University of California, Riverside is a Commission-approved teacher preparation institution. (See CTC Data Dashboard – University of California Riverside)


    (2) A LEA desiring to develop a program of personalized preparation for the designated subjects teaching credential or for the designated subjects supervision and coordination credential shall file with the Commission on Teacher Credentialing an application for approval, signed by the Chief Administrative Officer of the agency or agencies constituting the LEA. This application shall include a complete description of how the program will meet each standard of program quality and effectiveness with a particular focus upon how the LEA proposes to assure that candidates will acquire the competencies, skills and knowledge required. The Commission will approve programs after the review of the application when such application reflects that the program submitted by the LEA meets the requirements. Programs will be monitored by the Commission to determine if the requirements are being met. Source: California Administrative Code, Title 5, Education, Section 80040
     

    The University of California, Riverside is approved by the Commission on Teacher Credentialing to offer the Designated Subjects Career Technical Education Teaching Credential. The University of California, Riverside Extension (UNEX) and School of Education (SOE) agree to ensure that all requirements for the program are met. (See CTC Data Dashboard – University of California Riverside)


    (3) To be granted preliminary approval by the Commission as a program of personalized preparation, the program proposal must:
    (a) demonstrate that the program will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, and
    (b) include assurances that 1) the LEA will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member within four years of the initial enrollment of candidates in the program, and 2) that the LEA will respond to all requests of the Commission for data regarding program enrollments and completions within the time limits specified by the Commission.
    Source: Commission adopted policy

    UCR University Extension (UNEX) program documents demonstrate that the CTE program fulfills all of the applicable standards of program quality and effectiveness that have been adopted by the Commission. UCR assures CTC of cooperation in an evaluation of the program by an external team or a monitoring of the program by a Commission staff and will respond to all requests of the Commission for data regarding program enrollment and completions within the time limits specified by the Commission.


    (4) To be granted continued approval by the Commission as a program of personalized preparation, the LEA must respond to all requests of the Commission for data regarding program enrollments and completions within the time limits specified by the Commission. Source: Commission adopted policy.

    The Dean of the UCR School of Education, is responsible for ensuring all requests for program, unit and institutional data from the CTC and Committee on Accreditation are responded to in a timely manner. The program complies with all accreditation activities including requests for data.
  • Designated Subjects: Special Subjects


    There are no preconditions specifically for Designated Subjects: Special Subjects. However, programs must address the 12 General Institutional Preconditions and the 4 Program Specific Preconditions.

    (1)  To be granted preliminary approval or continued approval by the Commission as a program of personalized preparation, the program must be developed, submitted and implemented by an LEA. An LEA, as it applies to Designated Subjects Teaching Credentials means any of the following categories of agencies:

    (a)  A California public school or consortium of school districts;

    (b)  A California county superintendent of schools office;

    (c)  A California regional occupational program or center;

    (d) A California State Agency;

    (e)  A Commission-approved teacher preparation institution.

     Source: California Administrative Code, Title 5, Education, Section 80034(c)

    The University of California, Riverside is a Commission-approved teacher preparation institution. (See CTC Data Dashboard – University of California Riverside)

    (2)  A LEA desiring to develop a program of personalized preparation for the designated subjects teaching credential or for the designated subjects supervision and coordination credential shall file with the Commission on Teacher Credentialing an application for approval, signed by the Chief Administrative Officer of the agency or agencies constituting the LEA. This application shall include a complete description of how the program will meet each standard of program quality and effectiveness with a particular focus upon how the LEA proposes to assure that candidates will acquire the competencies, skills and knowledge required. The Commission will approve programs after the review of the application, when such application reflects that the program submitted by the LEA meets the requirements. Programs will be monitored by the Commission to determine if the requirements are being met. Source: California Administrative Code, Title 5, Education, Section 80040

    UCR is approved by the Commission on Teacher Credentialing to offer the Designated Subjects Career Technical Education Teaching Credential. The University of California, Riverside Extension (UNEX) and the School of Education (SOE) agree to ensure that all requirements for the program are met. (See CTC Data Dashboard – University of California Riverside)

    (3)  To be granted preliminary approval by the Commission as a program of personalized preparation, the program proposal must:

    (a)  demonstrate that the program will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission, and

    (b)  include assurances that 1) the LEA will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member within four years of the initial enrollment of candidates in the program, and 2) that the LEA will respond to all requests of the Commission for data regarding program enrollments and completions within the time limits specified by the Commission. Source: Commission adopted policy

    UCR University Extension (UNEX) program documents demonstrate that the CTE program fulfills all of the applicable standards of program quality and effectiveness that have been adopted by the Commission. UCR assures CTC of cooperation in an evaluation of the program by an external team or a monitoring of the program by a Commission staff and will respond to all requests of the Commission for data regarding program enrollment and completions within the time limits specified by the Commission.

    (4)  To be granted continued approval by the Commission as a program of personalized preparation, the LEA must respond to all requests of the Commission for data regarding program enrollments and completions within the time limits specified by the Commission. Source: Commission adopted policy.

    The Dean of the UCR School of Education, is responsible for ensuring all requests for program, unit and institutional data from the CTC and Committee on Accreditation are responded to in a timely manner. The program complies with all accreditation activities including requests for data.


     

Preconditions for Specialist Credentials and Certificates

  • Preconditions for Specialist Credentials and Certificates

    The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Specialist Credentials and/or Certificates listed below. Institutions must respond to the 12 General Institutional Preconditions, the 4 Program Specific Preconditions (see above), as well as these additional program preconditions. 

  • Bilingual Authorization

    (1) Candidates for a Bilingual Authorization must hold a prerequisite teaching credential or be recommended for an acceptable teaching credential simultaneously. The following credentials are acceptable as prerequisite or simultaneous teaching authorizations: Single Subject, Multiple Subjects or Education Specialist teaching credentials or the equivalent.

    At UCR, there are two pathways for candidates to earn a Bilingual Authorization; one for pre-service candidates through the SOE and a second for in-service educators through UNEX. In the SOE Teacher Education Program, candidates for the Bilingual Authorization can be recommended simultaneously (see Bilingual Authorization in Spanish Petition Form) for a Preliminary Multiple Subjects or Single Subject credential. Candidates must meet all requirements for the Bilingual Authorization in Spanish, including the language competence requirement. Candidates must also meet the prerequisite credential requirements at the Teacher Education Program to obtain the bilingual authorization. These requirements also pertain to the intern program. Note: All Teacher Education Programs have an English Learner Authorization embedded for BILA see Bilingual Authorization in Spanish Petition Form.  
    
    In the UNEX post-credential Bilingual Authorizationpathway, candidates must hold a prerequisite credential (multiple subjects, single subjects, education specialist) prior to acceptance into the program and upon recommendation to CTC. The candidates are recommended for the Bilingual Authorization upon completion of all program requirements. Admission requirements for the post-credential pathway offered through UNEX, including the prerequisite credential or equivalent and the language proficiency requirement (CSET Spanish Subset III), can be found online on the UNEX Bilingual Authorization webpage, EDUC X426.50 Orientation: Bilingual Authorization syllabus, How-to Guide” as well as the BILA Program entrance application. 


    (2) The prerequisite teaching authorization must authorize instruction to English learners. Examples of such authorizations include a 2042 authorization, a CLAD or equivalent English Learner Authorization, or the candidate must be eligible for the EL authorization at the time for recommendation for the bilingual authorization. The Certificate of Completion of Staff Development (CCSD) [SB 1969 (Chap. 1178, Stats. 1994), SB 395 (Chap. 685, Stats. 1999), AB 2913 (Chap. 169, Stats. 2004)] is not equivalent to a CLAD authorization.

    In the SOE program pathway, the Bilingual Authorization is earned simultaneously with the Preliminary credential. Admissions requirements for the SOE Bilingual Authorization pathway can be found online on the SOE website. In the UNEX program pathway, the prerequisite teaching authorization is a Preliminary, Clear, and/or 2042 Multiple Subject, Single Subject and/or Education Specialist credential. The 2042 authorization authorizes instruction to English learners. Out-of-state trained candidates must hold a CLAD or equivalent English Learner Authorization to be admitted and to be recommended for the UNEX Bilingual Authorization. Admission requirements for the post-credential pathway offered by UNEX, including the English Learner Authorization or equivalent, can be found on the UNEX Bilingual Authorization webpage, EDUC X426.50 Orientation: Bilingual Authorization syllabus, “How-to Guide” as well as the University entrance application. Credential Analysts utilize the entrance application checklist to verify and document how each candidate has met the English Learner requirement.
    

    (3) Candidates in a Bilingual Intern Program Delivery model must have demonstrated language competence as defined by Bilingual Authorization Program Standard 6: Assessment of Candidate Language Competence prior to entering the Intern Program.

    In the SOE Teacher Education pathway, candidates in a Bilingual Intern Program Delivery model must demonstrate language competence prior to entering the Intern Program. Bilingual intern candidates must demonstrate language competency by evidence of completion of CSET: Spanish, Subset III (see Bilingual Authorization in Spanish Petition Form). The UNEX Bilingual Authorization pathway is for in-service educators. There is no Intern option for the UNEX BILA pathway. 

     

     

  • California Teachers of English Learners (CTEL)

    (1)   Per Title 5, Section 80015 (a)(3), each program for the California Teachers of English Learners (CTEL) shall require completion of 24 semester units (or 36 quarter units) or 12 upper-division/graduate semester units (or 18 quarter upper division/graduate quarter units) in the approved course work for the certificate.

    The Crosscultural Language and Academic Development Certificate (CLAD) through CTEL program was submitted by a University of California Extension Intercampus Education Consortium. The CLAD through CTEL Program for CLAD Certification requires 18 quarter units of upper division graduate quarter units in the approved coursework for the certificate. The 400 level courses offered at UC Riverside, UC Los Angeles and UC San Diego are courses that could be transferred into a master’s degree program. Required University coursework can be found on the UNEX CLAD through CTEL webpage under the “Completion Requirements” heading. Additionally, EDUC X426.A Orientation: CLAD through CTEL syllabus and “How-to Guide” state the required coursework.  

    (2)   Per Title 5, Section 80015.2(a), applicants recommended for a CLAD must possess a valid California teaching credential, services credential, children’s center instructional permit, or children’s center supervision permit which authorized the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1 to 12 inclusive, or classes primarily organized for adults except the following:

    (a) Emergency credentials or permit,

    (b) Exchange credentials as specified in Education Code Section 44333,

    (c) District intern certificates as specified in Education Code Section 44325,

    (d) Sojourn certificated employee credentials as specified in Education Code Section 44856,

    (e) Teacher education internship credentials as specified in Article 3 (commencing with Education Code Section 44450) of Chapter 3.

    All applicants recommended for a CLAD by the Consortium must possess a valid California teaching credential, services credential, children’s center instructional permit, or children’s center supervision permit which authorized the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1-12 inclusive, or classes primarily organized for adults.
    
    Applicants who possess only emergency credentials or permits, exchange credentials, district intern certificate, sojourn certificated employee credentials and teacher education internship credentials will not be admitted to the program. Admission requirements, including the prerequisite credential or equivalent can be found on the UNEX CLAD through CTEL webpage,  EDUC X426.A Orientation: CLAD through CTEL syllabus, “How-to Guide” as well as the University entrance application. Credential Analysts utilize the entrance application checklist to verify and document how each candidate has met the prerequisite credential.

     

Preconditions for Services Credentials

  • Preconditions for Services Credentials

    The following Preconditions apply to all institutions applying to the Commission for approval to offer one or more of the Services Credentials listed below.  Institutions must respond to the 12 General Institutional Preconditions, the 4 Program Specific Preconditions (see above), as well as these additional program preconditions.

  • Pupil Personnel Services

    (1)  Specialization Requirements.  A college or university that operates a program of professional preparation shall have a curriculum that meets the requirements of (a) and one or more of (b), (c), (d), and (e) as specified below. Statutory basis: Title 5 California Code of Regulations, Section 80632, Article 2, Professional Preparation Programs.

    (a)  In order to meet the scholastic needs of school pupils with a diverse range of needs, abilities and expectations, all programs approved as preparation in pupil personnel services shall give primary emphasis to helping public school pupils to achieve academic success by emphasizing the importance of academic advising. Persons admitted to programs must have a minimum of a baccalaureate degree from an accredited college or university in a subject other than Education.

    (b)  Credit for successful completion of a program of study for the school counselor specialization shall be: Equivalent to a minimum of 48 semester units or 72 quarter units; or 720 classroom hours of post baccalaureate study.

    (c)  Credit for successful completion of a program of study for the school social work specialization shall be: Equivalent to a minimum of 45 semester units or 67.5 quarter units; or 675 classroom hours of postgraduate study.

    (d) Credit for successful completion of a program of study for the school psychologist specialization shall be: Equivalent to a minimum of 60 semester units or 90 quarter units; or 900 classroom hours of postgraduate study.

    (e) Credit for successful completion of a program of study for the added child welfare and attendance services specialization shall be: Equivalent to a minimum of 9 semester units or 13 quarter units; or 135 classroom hours of postgraduate study

    All candidates admitted to the Pupil Personnel Services program, with a school psychologist specialization, have obtained at least a baccalaureate degree from an accredited college or university in a subject other than Education. Completion of the degree is verified via official transcripts. Transcripts must be received prior to consideration for acceptance into the program. All candidates in the Pupil Personnel Services program, with a school psychologist specialization, must complete 123 quarter units of study. The credential requirements are located in the student handbook and on the program website. (see School Psychology Website and School Psychology Student and Practicum Intern Handbooks)

     

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