Education: Reading, Language and Culture

Students pursuing the BCLAD Credential may select from among the approved teaching credential subject matter preparation programs within the following departments:

Chicano and Latino Studies(CALS)

The basic authorization to teach in the California public schools requires the following:

1. Possession of a bachelor's degree.
2. Verification of appropriate subject matter competency, either an approved subject matter preparation program or passage of appropriate
3. state-approved examination(s).
4. Submission of scores for the California Basic Education Skills Test for teachers (CBEST).
5. 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.
6. Completion of a state-approved program of professional teacher education.
7. 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 cardiopulmonaryresuscitation (CPR).

Note: Contact the Credentials office for the latest information regarding legislative changes in the basic credential programs. Students should consult with the credentials office and the program advisor during their first semester on campus if they plan to pursue a credential.

Requirements for Admission to Basic Teaching Credential Preparation Programs

1. Admission to the university.
2. Grade point average of 2.75 in upper-division and/or graduate coursework or a 2.67 overall grade point average.
3. Submission of scores for California Basic Educational Skills Test (CBEST).
4. A minimum of 40 hours of documented, supervised field experience. (Please see Prerequisite Field Experience Requirement Documentation form for details).
5. Successful completion of an admissions interview with a member of the School of Education.
6. 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' professionalgoals statements.

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

The Credentials office provides information regarding standards and dates for application to programs in the School of Education.

1. Apply for admission directly to the Credentials office, School of Education. Application packets and additional information may be obtained from the Credentials office, Stevenson 3007.
2. Submit to the Credentials office two official transcripts from each college/university attended. (Check with the office of admissions and records regarding additional official transcripts required for admission to the university.)
3. Submit official CBEST results.
4. Submit verification of supervised field experience.
5. Submit three letters of recommendation.

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, fieldwork, 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 advisor 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.

BCLAD Prerequisites and Co-Requisites

Spanish Language Proficiency Requirement: Candidate must take the Spanish language exam given by the BCLAD program. Candidate must have an entry score of 2.0 FSI for admission. Note: the candidate must have a score of 3.0 FSI to exit the program. Contact the Project PITA/BECA office (707) 664-4428) regarding the Culture and Language Examination.

Project PITA Preservice Inservice Training Alliance

The Project consists of two programs:

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 Bilingual Educator Career Advancement is an extensive support program for bilingual teacher candidates. This project has been established through a U.S. Department of Education Title VII grant in order to help meet the demand for bilingual teachers in the North Coast. Spearheaded by the School of Education at Sonoma State University and the Sonoma County Office of Education, Project BECA Bilingual Educator Career Advancement proposes to increase the quality and quantity of bilingual teachers through a comprehensive support system.

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

Multiple Subject BCLAD Program

Phase I
EDUC 460 Learning and Teaching in Elementary School (3)
EDUC 461 Multicultural Education and the Social Sciences (4)
EDUC 410 Second Language Pedagogy (4)

Phase II
EDUC 462B Teaching Reading/Language Arts in the Elementary School (4) (taught in Spanish for BCLAD students)
EDUC 472 Teaching Math in the Elementary School (2)
EDUC 473 Teaching Science in the Elementary School (2)
EDUC 476 Participant Observation (3)

Phase III
EDUC 480B Integrated Curriculum in the Elementary School (3) (taught in Spanish for BCLAD students)
EDUC 482 Student Teaching (12)

II. Master of Arts in Education with a concentration in Reading and Language

The M.A. degree program in education offers courses of graduate study to prepare candidates for specialized teaching and for curriculum and instructional leadership responsibilities in the schools. The program, a minimum of 30 units, provides for areas of concentration in educational administration; curriculum, teaching and learning; early childhood education; reading and language; and special education.

Students must maintain a 3.00 grade point average in all coursework in the approved master's degree program as well as all coursework takensubsequent to admission in conditionally classified standing.

For more information, refer to the section on Graduate Degrees on page 35. The graduate director is John Kornfeld. The Reading and Language program advisor is Paul Crowley.

Prerequisites for the Reading and Language Graduate Programs (M.A.; Reading Certificate; Reading and Language Arts Specialist Credential)

• A bachelor's degree from an accredited institution.
• 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.

Procedures for Applying to the Graduate Program

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

Requirements for M.A. Advancement to Candidacy

• Completion of M.A. core courses EDUC 570 and 571, and of M.A. concentrations.
• Presentation and approval of program portfolio.
• Filing of Advancement to Candidacy form with School of Education graduate director.

Requirements for the M.A. Degree in Education

• Completion of an approved program consisting of a minimum of 30 units of upper-division and 500-level courses, as follows:
  • at least one-half of the units in 500-level courses.
  • not more than 9 semester units of transfer and/or extension credit.
  • filing of an Advancement for Candidacy form that verifies approval of the program portfolio, verifies writing proficiency and describes the culminating project.

Completion and final approval of EDUC 572, 573 or 598/599 and completion and final approval of a cognate, individualized examination, thesis, curriculum project, or creative project.

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

The M.A. Program Portfolio

Throughout their entire M.A. course of study, graduate students work on a reflective program portfolio. The portfolio addresses the followingquestions: Who am I in the context of the profession of education at this time in my personal and professional history and in the cultural context in which I live and learn? Under what conditions do I feel respected and engaged as a learner? What ideas have shaped and will impact my practice and my beliefs about education? What ideas, issues, and topics interest me as possible areas for in-depth inquiry? Students will construct and review their program portfolios as an ongoing requirement for the graduate core courses. Presentation of the program portfolio is required for advancement to candidacy.

Reading and Language Master's Degree Program

Program Coursework: 30 - 36 units

Reding/Language Core Courses (9 units)

Education core Courses(9-12 units)

EDUC 570 The Reflective Educator	3
EDUC 571 Research Paradigms in Education	3

Thesis Path (30-unit course of study, including 18 units in the student's program area, 12 units of core courses):
EDUC 598 Developing a Thesis/Project (3)
EDUC 599 Supervised Research for Thesis/Project (3)

Cognate Path (36-unit course of study, including 18 units in the student's program area, 9 units of core courses, and a 9-unit cognate course of study):
EDUC 572 Supervised Study for the Cognate Project (3)

Individualized Exam Path (33-unit course of study, including 18 units in the student's program area, 9 units of core courses, and 6 units of elective courses):
EDUC 573 Supervised Study for the Individualized Examination (3)

Supporting Coursework(9 units)

The M.A. in reading/language education allows you to take 9 elective units (three courses, typically) in the reading/language project or in other approved areas, such as bilingual education, curriculum, ESL and early childhood education.

If you have attended the California Reading and Literature Project Summer Institute or if you would be interested in doing so after enrolling in the program, 3 credit units can be applied to the M.A. in reading/language.

Students who wish to pursue a Reading Certificate and Reading/Language Arts Specialist Credential, and an M.A. degree in reading and language education may complete the programs concurrently.

Pathways to Program Completion

The M.A. program of study requires 30-36 semester units of coursework, depending on the M.A. in Education pathway a student selects. There are three pathways to program completion, including the thesis/project, cognate, and individualized examination. We encourage students to become knowledgeable about each of the pathways in order to pursue a program of study that meets their professional goals within their preferred style of learning.

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, website, 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

Program Prerquiste
a basic teaching credential is required for admission

Reading Certificate Prerequisite
three years teaching experience is required for awarding of Reading Certificate

Block One: developing a Personal Model of Literacy

Integrated investigation of Literacy Research/Theories/Beliefs/Practices aimed at developing a working understanding and reflective stance for each of these themes through in-depth case studies of English language learners. The breadth and depth of the themes ensure that candidates examine and understand the nature of fluent reading and comprehension, assessment approaches, planning and delivery of reading intervention and instruction, and best practices in assisting classroom teachers of English only and English language learners. Focused field experiences and assessment that lead to purposeful reading instruction permeate this block.

EDRL 521A Language Development in First and Second Languages	3
EDRL 522 Assessment and Teaching in Reading and Language Arts	3

On-Campus Reading and Writing Clinic

Block Two: developing a Professional Model of Literacy

IV. Reading and Language Arts Specialist Credential

All teacher preparation institutions in California were provided with new program standards for the Reading and Language Arts Specialist Credential by the California Commission on Teacher Credentialing. The newly designed SSU Specialist program is currently under review by the Commission. Contact Paul Crowley, Reading and Language Program Advisor, for information regarding the status of the program's approval.

The Reading and Language Arts Specialist Credential prepares candidates to work with students in various settings and to perform multiple roles, including assisting and supporting classroom teachers in the appropriate assessment and instruction of reading and writing for all students across all grade levels. The specialist may also:

• provide direct services to students to help them attain independence in reading and writing, including comprehension and critical thinking skills.
• do demonstration teaching and curriculum planning for groups and individuals.
• organize and manage language arts programs at the district or school level.
• assess teaching strategies to assist teachers in creating a literacy learning environment.
• provide leadership in materials, textbook, and program selection at the district or school level.
• plan and conduct inservice professional development activities for teachers, administrators, school board members, parents, and members of the community at the district or school level.

Credential prerequisite requirements: All Reading Certificate courses including certificate prerequisites

Block Three: Developing Research-Based Literacy Theory

Continued investigation of Research/Theories/Beliefs/Practices aimed at developing thorough understanding and a reflective stance for each theme. Candidates examine and critique research-based curricular practices and assessment approaches in professional literature and field settings. Topics include fluent reading, comprehension, planning, and delivery of literacy curriculum, intervention strategies, best practices in assisting classroom teachers, and assessment that leads to purposeful reading and writing instruction.
EDRL 523 Curriculum Development in Language and Literacy (3)
EDRL 529 Evaluation in Reading and Language Arts Programs (3)

On-Campus Reading and Writing Clinic

Block Four: Developing Professional Literacy Models

410 Second Language Pedagogy (4) / Fall, Spring

460 Learning and Teaching in the Elementary School (3) / Fall, Spring

461 Multicultural Education and the Social Sciences (4) / Fall, Spring

462B Teaching Reading/Language Arts in the Elementary School (Bilingual) (4) / Fall

472 Teaching Mathematics in the Elementary School (2) / Fall, Spring

473 Teaching Science in the Elementary School (2) / Fall, Spring

480B Integrated Curriculum in the Elementary School (Bilingual) (3) / Fall, Spring

482 Student Teaching and Seminar (12) Fall, Spring

Education Courses (EDUC) 417 School and Society (3) / Fall, Spring

476 Participant Observation (3) / Fall, Spring

490 Selected Topics in Education (1-4) / Fall, Spring

495 Special Studies (1-4) / Fall, Spring

500 Advanced Selected Topics in Education (1-4) Fall, Spring

570 The Reflective Educator (3) / Fall, Spring

571 Research Paradigms in Education (3) Fall, Spring

572 Supervised Study for the Cognate Project (3)

573 Supervised Study for the Individualized Examination (3)

578 Project Continuation (1-3) / Fall, Spring

595 Special Studies (1-4) / Fall, Spring

598 Developing a Thesis/Project (3) / Fall, Spring

599 Supervised Research for Thesis/Project (3) Fall, Spring

Reading and Language Courses (EDRL)

507 Research in Language and Literacy (3) / Fall

521A Language Development in First and Second Languages (3) / Spring

521B Reading and Language Arts in First and Second Languages (3) / Fall

522 Assessment and Teaching in Reading and Language Arts (3) / Spring

523 Curriculum Development in Language and Literacy (3) / Spring

524 Literature and Literacy (3) / Fall

525 Leadership and Policy in Literacy Programs (3) Fall

527A Clinical Field Experience in Reading and Language Arts (3) / Summer

527B Advanced Clinical Field Experience in Reading and Language (3) / Summer