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It describes recent modifications to standards, a TPA Pilot Study beginning in Fall 2021, a Reach-Teach-Impact conceptual framework, and updated placement and mentor teacher requirements. The curriculum is structured into prerequisites, core components, and an advanced specialization phase. It also explains assessment through a unit system with multiple data sources and transition points for admission, teaching progression, and program exit.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/california-state-university-fullerton-preliminary-education-specialist-credential-program-summary/244551/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/california-state-university-fullerton-preliminary-education-specialist-credential-program-summary/244551.png","ImageObject",442,249,{"name":88,"@type":89},"Berry Peter","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-22","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Who is responsible for coordinating and supporting candidates in the program design?","Question",{"text":108,"@type":109},"The program relies on the Department Chair, Fieldwork Coordinator, Admissions Coordinator, and Program Area Coordinators. The Department Chair coordinates with the Dean’s office and the Credential Preparation Center for policies and student support.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What are the three phases of the course of study for candidates?",{"text":113,"@type":109},"The program has a prerequisites phase, a core-components phase, and an advanced specialization phase. Each phase covers specific coursework and field experience expectations.",{"name":115,"@type":106,"acceptedAnswer":116},"How is candidate performance assessed and used to determine continuation in the program?",{"text":117,"@type":109},"Assessment uses the College of Education Unit Assessment System with continuous collection of multiple data sources. 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The Department Chair works closely with the Dean’s office and Credential Preparation Center on policies and all student support issues. The Department Chair is active on the College of Education Advisory Board where representatives from all of the local school districts attend and give input on credential program issues.  \nProgram modifications in the past two years include the following: (1) preparing for the new standards for all three program areas,(2) beginning the TPA Pilot Study during the Fall of 2021 (3) addressing the College of Education’s new conceptual framework of Reach, Teach, Impact, and (4) new placement policies through the College of Education which requires placements in Title 1 schools, in schools with 50% or more historically excluded students, and confirming that mentor teachers have professional development in anti-racist teaching or model an anti-racist teaching philosophy.  \nCourse of Study (Curriculum and Field Experience)  \nThe program consists of three phases:  \n1. A prerequisites phase in which candidates are introduced to positive behavior support (SPED 322: Introduction to Positive Behavior Support), language and culture for special populations (SPED 425: Foundations of Teaching and Learning for Students who are CLDE), and an overview of exceptionalities (SPED 371: Exceptional Individuals) . Candidates complete 60 hours of fieldwork: 30 hours in SPED 371 Exceptional Individual and 30 hours in SPED 425.  \n2. A core-components phase that focuses on all aspects of the profession including:  \na. an introduction to autism (SPED 401: Introduction to Autism);  \nb. characteristics of children with various disabilities (SPED 463: Mild to Moderate, SPED 464: Extensive Supports, SPED 400: Early Childhood);  \n[c. co-teaching in general](c. co-teaching in general) education as well as methods and strategies for adapting the core curriculum and supporting students with disabilities in an inclusive K-12 environment (SPED 488: Directed Teaching for Mild to Moderate and Extensive Supports);  \nd. knowledge and experience in collaboration and consultation (SPED 429:  \nIntroduction to Collaboration);  \ne. an exploration of how the dynamics of disabilities affect families, and knowledge and experience with building positive relationships with families and care-givers (SPED 421: Working with Families of Individuals with Disabilities);  \nf. mastery of effective research-based teaching techniques in math and science (SPED 432: Math and Science Instruction in the Public Schools – MMSN and ESN);  \ng. research-based practices in building literacy in K-12 (SPED 433: Reading and Language Arts Instruction – MMSN and ESN) and early childhood (SPED 436: Literacy for Early Childhood Special Education) .  \n3. An advanced specialization phase that addresses characteristics and teaching methods related to the specific disability areas:  \na. issues related to assessment for identification of exceptional individuals, including legal mandates and regulations related to assessment, Multi-Tiered Systems of Support, with an emphasis on progress monitoring and program evaluation in K- 12 (SPED 520 Assessment – MMSN and ESN), infants (SPED 514: Infant Assessment and Intervention) and toddlers (SPED 515: Preschool Assessment and Intervention) .  \nb. advanced techniques for functional behavioral assessment and positive behavior support at the classroom and school-wide levels (SPED 522: Positive Behavior Support) .  \nc. practice determining t","cbCaigQqGNabgYJt","https://ap.wps.com/l/cbCaigQqGNabgYJt","pdf",123486,"English","# Program Summary\n# Program Design\n## Program modifications\n# Course of Study (Curriculum and Field Experience)\n## Three phases\n# Course Sequence\n# Assessment of Candidates\n## Unit assessment system and transition points\n# Post Program","[{\"question\":\"Who is responsible for coordinating and supporting candidates in the program design?\",\"answer\":\"The program relies on the Department Chair, Fieldwork Coordinator, Admissions Coordinator, and Program Area Coordinators. The Department Chair coordinates with the Dean’s office and the Credential Preparation Center for policies and student support.\"},{\"question\":\"What are the three phases of the course of study for candidates?\",\"answer\":\"The program has a prerequisites phase, a core-components phase, and an advanced specialization phase. Each phase covers specific coursework and field experience expectations.\"},{\"question\":\"How is candidate performance assessed and used to determine continuation in the program?\",\"answer\":\"Assessment uses the College of Education Unit Assessment System with continuous collection of multiple data sources. Candidates are guided through key assessment points, evaluated across coursework and Directed Teaching, and reviewed through multiple transition points.\"}]","California State University, Fullerton - Preliminary Education Specialist Credential - Program Summary | PDF",1789218822]