Education

The Undergraduate Integrated Degree and Credential Programs

General Information

• Maintenance of a 3.0 GPA in all professional education courses
• Successful completion of required field experiences
• Successful presentation of a program portfolio prior to advancement to the final phase of the program and/or completion of the final field experience.

The CLAD Credential authorizes the teaching of students at various stages of English language development and from a variety of cultural backgrounds. The CLAD Credential programs focus on the knowledge and skills needed to work successfully with all students in California's multicultural schools. CLAD is the acronym for Crosscultural, Language, and Academic Development.

Individuals interested in teaching at the elementary school level should choose one of the following program emphases: Multiple Subject Credential CLAD, Multiple Subject Credential CLAD Early Childhood Education, or Multiple Subject Credential BCLAD. All three of these program emphases lead to a credential that authorizes the holder to teach in a self-contained classroom, kindergarten through grade 12.

The Single Subject CLAD Credential authorizes the holder to teach a particular subject in a school organized by academic disciplines, kindergarten through grade 12. Since most elementary schools are not departmentalized, this credential, in general, is appropriate for the middle school and high school teacher candidate (art, music, and physical education candidates may actually teach K-12).

The Education Specialist (special education) Credentials, Level I and Level II are offered for Mild/Moderate and Moderate/Severe disabilities, and authorize the holder to provide services in K-12 special day classes (SDC) or resource specialist program classes (RSP).

Individuals possessing a basic teaching credential may enter programs leading to specialist or service credentials. These advanced credentials authorize the holder to perform specialized roles in public schools.

M.A. in education programs are designed with both full-time and part-time students in mind. Some master?s degree programs may be taken concurrently with advanced credential programs.

Note: Program requirements change periodically, and current information may not be available in this catalog. For more detailed information on credentials and other education programs, please see the University?s special bulletins and the School of Education?s current program brochures and policy statements, or visit the Education web site, www/sonoma.edu/education.

Special Resources

TRIC is open daily for student drop-in or telephone requests. For advising about programs, applications, and options, consult the TRIC office in Stevenson Hall, 3011, 707 664-2131.

Credentials Office

Career Outlook

Project PITA Preservice Inservice Training Alliance

The Project consists of two programs: The preservice program requires that a currently employed teacher (most likely with an emergency credential) be enrolled in a Sonoma State University teaching credential program. Project PITA Preservice Inservice Training Alliance will pay up to full tuition fees for teachers meeting this requirement. Additionally, the project will provide training for PITA Preservice Inservice Training Alliance teachers, cooperating teachers, school administrators and university supervisors. The project?s goal is to ensure its participants will receive excellent training and support. The inservice program requires that a currently employed teacher be interested in obtaining CLAD or BCLAD certification. The project offers assistance with fees for CLAD/BCLAD training, including materials and examination costs. Project PITA Preservice Inservice Training Alliance participants will have access to CLAD/BCLAD training offered by the Bilingual Teacher Training Program administered by the Sonoma County Office of Education. This is one of the most successful training programs in the state. PROJECT PITA PRESERVICE INSERVICE TRAINING ALLIANCE OFFERS:

• Scholarships
• Professional growth opportunities
• Funding for substitute teachers to facilitate release time for Project participants
• A community of fellow teachers, administrators and School of Education faculty
• Resources for test preparation and test taking

Project BECA Bilingual Educator Career Advancement

Project BECA?s main objective is to increase the quality and quantity of bilingual teachers. In order to ensure the success of BCLAD teacher candidates, Project BECA Bilingual Educator Career Advancement offers academic, financial and professional support.

BECA BILINGUAL EDUCATOR CAREER ADVANCEMENT SCHOLARS ARE ELIGIBLE TO RECEIVE:

• Foreign Transcript Evaluation
• Assistance with Course Work
• Tuition Assistance
• Stipends
• Child Care Stipends
• Test Preparation Assistance (BCLAD, CLAD, MSAT, CBEST)
• Spanish Language Development

Contact Information
Project BECA/PITA
Stevenson Hall 3021
(707) 664-4428

Basic Teaching Credential Programs

1. Possession of a bachelor?s degree.
2. Verification of appropriate subject matter competency, either completion of an approved subject matter preparation program or passage of appropriate state-approved examination(s).
3. Passing scores on the California Basic Education Skills Test for Teachers (CBEST).
4. Completion of a college-level course or college-level examination that covers the U.S. Constitution. POLS 200 or 202 at SSU will meet the requirement.
5. Completion of a state-approved program of professional teacher education.
6. Filing of the application for a Certificate of Clearance, which includes fingerprinting.

Completion of the requirements listed above will allow an individual to obtain a preliminary basic teaching credential. A professional clear teaching credential will be recommended by the university upon completion of an approved fifth year of study (30 units beyond the bachelor?s degree) that includes requirements in health education/drug abuse, mainstreaming, computer education, and cardiopulmonary resuscitation (CPR).

Note: Students should consult with the TRIC office during their first semester on campus if they plan to pursue a teaching credential. Students admitted to a credential program should contact the Credentials Office for any changes in requirements.

California State University Requirements for Admission to Basic Teaching Credential Preparation Programs

• Admission to the University.
• Grade point average of 2.75 in upper division and/or graduate coursework or a 2.67 overall grade point average.
• Submission of scores for California Basic Educational Skills Test (CBEST).
• Two letters of recommendation.
• Successful completion of an admissions interview.
• Demonstration of aptitude, personality, and character traits that satisfy the standards of the teaching profession. Assessment of these qualities will be made by the School of Education through evaluation of interviews, letters of recommendation, and candidates? professional goals statements, and spontaneous writing sample.
• Evidence of 45 hours of experience working with school age children.

Some students may be admitted to basic teaching credential programs who have not met one or more of the above requirements when such students have compensating strengths in other required areas.

Note: Additional program-specific admission requirements are listed with each program description.

Procedures for Admission to Basic Teaching Credential Preparation Programs

Obtain application packets and additional information from the TRIC office, Stevenson 3011, or on the website, www.sonoma.edu/education. Submit to the Credentials office, Stevenson 3007 a complete application packet containing the following:
• One transcript to the School of Education in addition to the two official transcripts from each college/university attended for the Office of Admissions and Records, required for admission to the University.
• Two letters of recommendation
• Official CBEST results or evidence of having taken the exam
• Professional goals statement

Continuation in Basic Teaching Credential Preparation Programs

1. During the first semester, all candidates must:
   1. Provide evidence from a physician of a clear chest x-ray or negative TB skin test; and
   2. Apply for a Certificate of Clearance. Application forms are available in the Credentials Office.
2. All education students are required to meet each semester with an education advisor.
3. Students must successfully complete all requirements for each program phase?including coursework, practica, and student teaching?before entering the subsequent phase.
4. Students are expected to make continuous progress toward the credential while maintaining a grade point average of 3.00 in professional education courses after entry into the credential program. Incomplete grades (I) and grades of D or F in professional education courses must be removed and statutory requirements met prior to continuing enrollment in courses.
5. Candidates who must delay progress in the professional education program may file a written request with the program coordinator for an extended program or for a leave of absence. A student returning from a program delay will be subject to the screening requirements in effect at the time of reentry and will be accommodated as space allows. Any student on academic probation is subject to automatic disqualification as a credential candidate.

Fifth-Year Programs

Prerequisites for Admission to Fifth-Year Programs

1. Admission to the University as a graduate student; and
2. Submission to the Credentials office of two photocopies of a valid teaching credential, and two official transcripts from each college/university attended.

Program Guidelines

1. An approved health education course that includes CPR. Documentation required: copy of the course description.
2. CPR training from the American Heart Association. Acceptable CPR training courses are Heartsaver and Healthcare Provider.
3. CPR training from the American Red Cross. Acceptable training includes community training or adult and infant/child training. Note: Adult only or infant/child only is not acceptable; it must be both. Documentation required: photocopy of both sides of CPR card with valid date. CPR certificates of training must be current at the time of application and recommendation for the credential.

Acceptable Fifth-Year Program Alternatives

1. The professional preparation for a basic credential.
2. A master?s degree program.
3. A specialist or service credential program.
4. Additional courses in the applicant?s teaching major.
5. A second approved teaching major.
6. A second basic teaching credential.
7. Courses taken at approved colleges and universities that lead toward professional growth and improvement in teaching effectiveness.
8. Supplementary authorizations for subject area teaching.

Professional Growth Requirements

Master of Arts in Education

Description of M.A. in Education Programs

The five M.A. in Education areas of concentration offered at Sonoma State University are:

• Curriculum, Teaching, and Learning (see Department of Curriculum Studies and Secondary Education, p. 145)
• Early Childhood Education (see Department of Early Childhood and Elementary Education, p. 152)
• Educational Leadership (see Department of Educational Leadership and Special Education, p. 161)
• Reading and Language (see Department of Reading, Language, and Culture, p. 175)
• Special Education (see Department of Educational Leadership and Special Education, p. 161)

Throughout their years in an M.A. program, students are required each semester to meet with the graduate advisor in their area of concentration to plan collaboratively their progress in the M.A. program. Students may also confer with other graduate program faculty and the Director of Graduate Studies for advising and guidance in their coursework and professional development. Students must maintain a 3.00 grade point average in all coursework in the approved M.A. program as well as all coursework taken subsequent to admission in conditionally classified standing.

Prerequisites for the M.A. in Education Program

1. A bachelor?s degree from an accredited institution.
2. A cumulative upper-division and graduate grade point average of at least 3.00 and a grade point average of at least 3.00 for previous work in education.
3. A valid basic teaching credential (except in Curriculum, Teaching, and Learning and Early Childhood Education program areas)

Procedures for Applying to the M.A. in Education Program

1. Apply to the University as a graduate student.
2. Apply to the School of Education.
3. Submit the following:
   1. A professional goals statement.
   2. One set of official transcripts.
   3. One photocopy of a valid basic teaching credential (except in CTL and ECE Programs).
   4. Two letters of reference attesting to academic potential and professional promise (except where otherwise noted).

Pathways to Program Completion

In all three pathways, graduate students take 18 units in the program area of concentration and at least 6 units (EDUC 570 and 571) of M.A. core courses. All M.A. students work with a three-member committee, and most closely with the committee chair, to complete a culminating activity which is presented to the committee in a public forum. In addition to these points in common, there are distinct differences among the three pathways to program completion, as described below.

Thesis/Project

The thesis is a written product of a systematic study of a significant problem in education. The project is a written document describing a significant undertaking appropriate to education. The thesis/project option requires an extensive write-up, including an in-depth literature review. Students must also present their thesis/project to their three-member committee in a public forum. Examples of a thesis investigation include process/product research, correlational study, action research, ethnographic study, historical study, or theoretical study. Examples of a project include curriculum design, professional development for educators, program design, performance piece, or creative project.

Cognate

The cognate project (e.g., portfolio, professional article, video, web site, field-based product) is a significant undertaking through which students connect their cognate course of study with the M.A. core courses, program concentration, and/or work in the field. The project may address, for example, implications of the cognate course of study for the classroom, reflections on new teaching practices, response to scholarly research, or educational theory. A written reflection must be included in the project. Students must present the completed project to their three-member committee in a public forum.

Individualized Examination

The individualized examination addresses areas of study identified by the student in consultation with the student?s examination committee. The exam is written by the student?s committee (a chair plus two other members) and consists of four questions related to the student?s area(s) of study, including one question submitted in advance to the committee by the student. When the student is ready to take the examination, he/she receives the questions from the chair and has 72 hours to complete the written examination and to return it to the chair. Within two weeks of completing the examination, the student must meet with the committee for an oral examination in which the committee asks follow-up questions for clarification and elaboration.

The Program Portfolio

In the program portfolio, students are expected to demonstrate:

• Personal, intellectual, and professional growth over the course of the M.A. program
• Written language proficiency
• Breadth and depth of knowledge in educational research
• Breadth and depth of knowledge in the program area of concentration
• Evidence of planning toward the completion of the culminating activity (thesis/project, cognate project, or individualized examination)

Requirements for Advancement to Candidacy

1. Completion of M.A. core courses EDUC 570 and 571, and of M.A. area of concentration courses
2. Presentation and approval of program portfolio
3. Presentation of culminating activity proposal
4. Filing of Advancement to Candidacy form with School of Education Director of Graduate Studies

Requirements for the M.A. Degree in Education

a maximum of 12 units of upper division courses 500-level not more than 9 semester units of transfer and/or extension credit filing of an Advancement to Candidacy form that verifies approval of the program portfolio, verifies writing proficiency, and describes the culminating project.

All requirements listed above must be completed within seven years (14 semesters) of the initiation of graduate study.

M.A. Core Courses

For students pursuing the thesis/project pathway, two other core courses are required:
EDUC 598 Developing a Thesis/Project (3) and
EDUC 599 Supervised Study for Thesis/Project (3)

For students pursuing the cognate pathway, one other core course is required:
EDUC 572 Supervised Study for the Cognate Project (3)

For students pursuing the individualized exam pathway, one other core course is required:
EDUC 573 Supervised Study for the Individualized Examination (3)

None of the M.A. core courses may be taken through Extended Education.

National Board Certification

Combined Master of Arts and National Board Preparation

Crosscultural Language and Academic Development Certificate Program (GRAD CLAD)

The Grad CLAD authorization program meets requirements of the California Commission on Teacher Credentialing. All 12 units may be applied to an M.A. in Education with an emphasis in either early childhood education or reading and language (each comprising 30 units). The courses approved are:
EDUC 521 Language Development in First and Second Languages (3)
EDUC 530 Teaching to Diversity (3)

And a choice between the following two courses:
EDUC 522 Curriculum and Assessment for First and Second Language Learners (3) (for elementary or secondary teachers) or
EDUC 534 First and Second Language Curriculum in Preschool and Primary (3) (for teachers who specialize in the early ages, 4-8 years old)

And a choice between the following two courses:
EDUC 529 Evaluation and Assessment in Reading and Language Programs (3) (for elementary or secondary teachers) or
EDUC 537 Authentic Assessment in Preschool and Primary Programs (3) (for teachers who specialize in the early ages, 4-8 years old)

In addition to these 12 units, students must provide evidence that they have experience learning a language other than English. The most common way to meet this requirement is to provide evidence of having taken six units of foreign language at the university level. There are many other ways to meet this requirement; check with the Graduate Studies Coordinator or the Credentials Office for more information.

150 Prospective Teachers (3)

238 Introduction to Children?s School (1) Spring

239 Parent Education Class (2) Spring

250 Teaching in a Changing World (3) / Fall, Spring

291 Training Seminar for Tutors (2) Fall, Spring

295 Community Involvement Program (1-4) Fall, Spring

328 Teaching to Instructional Objectives (2)

329 The Migrant Experience (2) / Fall

331 Practicum in Child Study (3) / Fall, Spring

395 Community Involvement Program (1-4) Fall, Spring

404 Computer Uses in Education (2) / Fall, Spring

417 School and Society (3) / Fall, Spring

418 Learning and Development in Adolescents (3) Fall, Spring

484 Introduction to Multimedia and Web Authoring (3)

M.A. Course Descriptions (EDUC courses)

570 The Reflective Educator (3)

571 Research Paradigms in Education (3)

572 Supervised Study for the Cognate Project (3)

573 Supervised Study for the Individualized Examination (3)

574 Introduction to Classroom Research and National Board Certification (3)

575 Seminar in Action Research (3)

576 Research, Reflection, and Professional Practice (3)

598 Developing a Thesis/Project (3)

599 Supervised Study for the Thesis/Project (3)