Single Subject Credential Program Teacher Candidate Handbook

Welcome

Welcome to the Single Subject Credential Program at Sonoma State University, housed in the Department of Curriculum Studies and Secondary Education (CSSE). We, the faculty and staff of the program, congratulate you on your decision to become a teacher and we are pleased that you have chosen Sonoma State for your teacher education. We hope that you will find the program both challenging and rewarding and that you will enjoy your experience here at Sonoma State.

The Single Subject Credential Program prepares candidates to teach in K-12 single subject qualified (i.e., Art, English, Math, Music, PE, Science, Social Studies, World Language) settings from grades K to 12, although the program is primarily geared toward middle school and high school settings. The Single Subject Credential Program is fully accredited by the California Commission on Teacher Credentialing. When you complete the program you will be recommended for the California Single Subject Preliminary Teaching Credential in your subject area.

Any educational program has policies, procedures, standards, and expectations. Learning them all is no easy task. This Teacher Candidate Handbook is intended to help you understand the Single Subject Credential Program, how to proceed and succeed through it, how you will be supported, and where to go for help if you need it. Please make a habit of looking here for information first; if you don’t find what you need, then consult the Curriculum Studies and Secondary Education (CSSE) Department Chair, who is your program advisor. We want you to exchange ideas and learn with your peers, but please do not rely on peers to advise you on the specifics of program procedures and state regulations. These are complex and often change, and only your advisor and School of Education staff have the most up to date and reliable sources of information.

We would be happy to have your feedback on the Handbook, especially how it could be made clearer or more helpful; please submit any comments in writing to the CSSE Department Chair. 

Dr. Ed Lyon, Curriculum Studies and Secondary Education Department Chair

Key Faculty and Staff

Listed below are the key faculty advisors, coordinators, and staff members for the Single Subject Credential Program. Please visit the School of Education contact page for a full listing of current CSSE Faculty.

Single Subject Credential Program Structure

The program consists of two phases with a total of 44 units including prerequisites. Each phase normally corresponds to one academic semester. Phase I contains academic coursework (14 units) together with 100 hours of clinical practice (4 units) in local schools. Phase II consists of an immersive student teaching assignment (12 units) accompanied by coursework to support you during your student teaching (8 units). 

Prerequisites (6 units)

All applicants must pass both prerequisites with a C or higher (NOT a C-). 

• EDSS 417 (Formerly EDUC 417) (3 units) School & Society 

• EDSS 418 (3 units) Development in Adolescence & Emerging Adulthood  

Course Substitutions

If you wish to use an alternative course as a prerequisite, you will need to complete the Request for Substitution form and submit it to the School of Education Credentials Office. One form is required per SSU course. Transcripts and course descriptions must accompany this form. List for alternative courses can be found on the Prerequisite page. 

Summer Offering

You may complete both prerequisite courses in the summer before beginning the program. However, we strongly encourage applicants to complete EDSS 417 and EDSS 418 prior to applying to the Single Subject Credential Program. 

Phase I (18 units)

Each of the Phase I courses addresses different aspects of the Teaching Performance Expectations (TPEs) described later in this section. You will be introduced to and practice how to (1) implement equitable practices within teaching and the institution of education as a whole, (2) create effective learning communities, (3) draw on knowledge of students, families, standards, and curricula to for content-specific planning, instruction, and assessment, and (4) support language and literacy development through your content area (including using translanguaging to support biliteracy development and fostering digital literacies). Each course includes assignments that help candidates better observe and participate in their clinical practice as well as draw on their clinical practice observation and participation to deepen their coursework learning. These assignments include a context for learning (EDSS 442), Classroom Management Plan (EDSS 443B), Teacher Learning Cycles, and a Unit Frame. Throughout, the focus is on social justice and teaching diverse learners. 

• EDSS 442 (3 units) Equity and Agency in Teaching and Learning

• EDSS 443A (4 units) Creating Effective Learning Communities: Field Settings

• EDSS 443B (3 units) Creating Effective Learning Communities: Seminar

• EDSS 444 (4 units) Curriculum, Instruction and Assessment

• EDSS 446 (4 units) Language and Literacy Development in Secondary Classrooms

Teacher Learning Cycles (TLCs). During Phase I, candidates complete two assignments that involve planning, implementing, and analyzing a learning activity in their clinical practice. These Teacher Learning Cycles (or TLCs) reflect our practice-based and justice-oriented approach to teacher learning by bridging coursework and clinical practice to help candidates analyze their own teaching as they will also do during edTPA and as reflective practitioners. 

Phase II (20 units)

To advance to Phase II you must complete all Phase I courses with a C or better. You must also have a 3.0 or greater GPA (including prerequisite courses). Finally, you must have the recommendation of your mentor teacher/District Employed Supervisor. 

Phase II consists of an immersive student teaching assignment accompanied by a seminar and applied content-specific curriculum, instruction, and assessment course with your fellow candidates to support you during student teaching and the edTPA performance assessment. You will become fully immersed in the culture of the school where you did your observation/participation. You will assume full responsibility for daily teaching in two classes throughout the semester and spend at least two more periods involved in other classes and school activities. For at least four consecutive weeks of the student teaching semester, you will engage in a teaching immersion experience. The four-week immersion consists of an intensive student teaching experience that completes the formal teacher education program and prepares you to enter directly into a full-time teaching position.

• EDSS 444B (1 unit) Applied Curriculum, Instruction and Assessment

• EDSS 458 (12 units) Student Teaching in Multicultural Settings

• EDSS 459 (4 units) Seminar: Student Teaching in Multicultural Settings

• EDSP 430 (3 units ) Introduction to Special Education

edTPA (Teaching Performance Assessment). 

A teaching performance assessment (TPA) is required for all those seeking a single subject teaching credential in California. edTPA is the teaching performance assessment used by the SSU Single Subject Program. During Phase II, teacher candidates submit online a portfolio of materials centered around a consecutive 3-5 days of teaching (what we call at Sonoma State a “learning segment”). These materials are organized around the following 3 tasks: 

• Task 1: Planning (lesson plans; written responses to prompts about their planning for diverse learners)
• Task 2: Instruction (unedited video recording of the CANDIDATE teaching; written responses to prompts that analyze and provide evidence of effective teaching for diverse learners).
• Task 3: Assessment (planned assessment and rubric; sample student work from diverse learners; written responses to prompts that analyze student learning)

Tasks are scored by subject-specific, trained edTPA scorers who are external to Sonoma State. Candidates must obtain a passing score on the edTPA to receive a passing grade for EDSS 459 and to be recommended for a preliminary teaching credential. Otherwise, candidates will receive a “RP” for EDSS 459.  If edTPA is passed after the spring semester is over, then the candidate must submit verification of the score to the CSSE Department Chair, who will change the EDSS 459 grade and notify the credentialing analyst. 

The Table below summarizes the coursework, clinical practice, and program wide assignments/experiences that bridge coursework to clinical practice during each Phase. 

Clinical Practice

Much of this information about clinical practice can also be found in the CSSE Handbook for Supervisors and Mentors HERE. Please note that this Clinical Practice Structure and Support (including supervision) is the same for those in the Standard Pathway and those in the Intern Pathway. 

Phase I (Fall) Clinical Practice: EDSS 443A - Creating Effective Learning Communities: Field Settings (4 units) 

Goals for Teacher Candidates

In Phase I clinical practice, candidates engage in focused and systematic observation and structured participation, including co-teaching and limited solo teaching under the supervision of a mentor teacher/district employed supervisor (total of 100 hours). A university supervisor assigned to the candidate orientates the candidate and  mentor teacher/district employed supervisor to clinical practice goals, structure, roles, and expectations. By the end of Phase 1 clinical practice, the learning outcomes of single subject teacher candidates are as followed: 

• Identify knowledge of students, families, and communities (e.g., academic preparation, language and literacy skills in English and languages other than English, IEP and 504 plans, lived experiences, home-community funds of knowledge) to inform and leverage for student teaching

• Notice and reflect on a variety of teaching contexts and approaches through structured observation and participation

• Begin to plan and teach learning activities that identify learning goals, elicit student ideas and lived experiences, engage in subject specific pedagogies, support language/biliteracy development, and integrate technology  

• Begin to critically self-analyze teaching and determine next instructional steps 

• Articulate how observed learning and goals and lessons are structured and sequenced over the span of multiple weeks to support and assess ongoing student learning and  language/biliteracy development

Assessment/Verification 

The University Supervisor is ultimately responsible for assigning the grade (Credit or No Credit) for EDSS 443A. However, the University Supervisor verifies completion of EDSS 443A requirements in consultation with the Mentor Teacher. Toward the end of Fall semester, the University Supervisor will send Mentor Teachers an online survey to (1) verify the candidate’s professionalism and completion of 100 hours of supervised clinical practice and to (2) recommend (or recommend with reservation) that teacher candidates advance to student teaching. If candidates are not recommended, then the CSSE Department Chair will consult with the mentor teacher, university supervisor, and placement coordinator for next steps.

The table below details teacher candidate participation requirements and assessment/verification of requirements. 

Suggested Timeline for Phase 1 Clinical Practice (standard pathway)

(TC: Teacher Candidates;  MT: Mentor Teacher/District Employed Supervisor; US: University Supervisor)

Links to Key Phase 1 Clinical Practice Documents

• EDSS 458 STUDENT TEACHING hours Log.xlsx (This log is just a template. You are welcome to modify as needed.)

https://docs.google.com/spreadsheets/d/1mnBIsehSBh06zpOnceMm9aGpzKIbbhFt/edit?usp=sharing&ouid=116855090607529159882&rtpof=true&sd=true

• EDSS 443A Fall Observation Forms_Rev 2023.docx

https://docs.google.com/document/d/1BiGiSZwyIkZ-jH9aIRpauTLzPu39z_4s/edit?usp=sharing&ouid=104331676347159401104&rtpof=true&sd=true

• Assessment of Subject Matter Pedagogies

• Teacher Learning Cycles (provided by EDSS 444 instructors)

• Evaluation of Observation/Participation Field Experience (Fall) https://docs.google.com/document/d/12qa8Qr5xDQrg4KpFRtm9OuaGYnVkqCQ4jNv9WnYhgCY/edit?usp=sharing

Phase 2 Field Experience: EDSS 458 - Student Teaching in Multicultural Settings (12 units)

Goals for Teacher Candidates

During Phase 2, teacher candidates complete a semester-long supervised student teaching assignment (340 hours total). The student teaching assignment consists of four key components:

• Two teaching periods of full responsibility (co-teaching is still considered full responsibility) - 140 hours

•  Two additional teaching periods (or equivalent # of hours) of guided teaching - 140 hours

• edTPA planning, instruction/video-taping, and student work analysis

• Four week immersion experience - 100 hours

By the end of Phase 2 clinical practice, the learning outcomes of single subject teacher candidates are to meet Teaching Performance Expectations, Literacy Teaching Performance Expectations, and Subject Specific Pedagogies as would be expected for a beginning teacher

Assessment/Verification 

Credit is assigned by your university supervisor based on the following.

• Verification of clinical practice teaching and assisting hours 

• Verification of completion of Clinical Practice Immersion Experience Reflection 

• Recommendation from the mentor teacher 

In conjunction with the university supervisor, the mentor teacher will complete two (2) evaluations of the teacher candidate: one at mid-semester and one at the end of the semester for the purpose of final evaluation of clinical practice. Both evaluations will be completed using the SSU Single Subject Evaluation of clinical practice Performance form (forms accessible under key documents below)  At mid-semester, the form is completed by the mentor teacher and university supervisor and is used as the basis for a three-way meeting between the teacher candidate, mentor teacher(s) and university supervisor to discuss the candidate’s progress and to set goals for further development. University supervisors will provide a copy of the form for this purpose. The form is used again at the end of the semester for the final evaluation and is submitted to the School of Education by the mentor teacher(s), after conferring with the university supervisor. A link to the final evaluation of clinical practice performance form will be provided to all mentor teachers towards the end of the spring semester for the purposes of referring the teacher candidate for the single subjects credential. Both the mentor teacher and university should expect to write a letter of recommendation upon request of the teacher candidate.

Suggested Timeline for Phase 2 Clinical Practice (standard pathway)

(TC: Teacher Candidates;  MT: Mentor Teacher/District Employed Supervisor; US: University Supervisor)

Links to Phase 2 Clinical Practice Documents

• EDSS 458 STUDENT TEACHING hours Log.xlsx

https://docs.google.com/spreadsheets/d/1mnBIsehSBh06zpOnceMm9aGpzKIbbhFt/edit?usp=sharing&ouid=116855090607529159882&rtpof=true&sd=true

• Phase 2 Observation Forms

• Creating and Maintaining Effective Environments for Student Learning (TPE 2) Observation Form  https://docs.google.com/document/d/1Eep9X17nY66qWPqHYmsZOPeBVrzfFwCcizIhkMkAGR8/edit?usp=sharing

• Organizing and Planning Subject Matter for Engaging Student Learning (TPEs 3, 1, 4) Observation Form  https://docs.google.com/document/d/1W8uFGutepFcgwiudBf5cFK_G4OkIeNJckh5sUOIWJgU/edit?usp=sharing

• Supporting Diverse Learners (TPE 1, 3, and 4) Observation Form  ​https://docs.google.com/document/d/1sNLJA494a2tVtaIPx_c6Kb7-niaLRmHW6425FquEPMQ/edit?usp=drive_web&ouid=116855090607529159882

• ​​Assessing Student Learning (TPE 5) Observation Form  https://docs.google.com/document/d/1_-IjnI2BfssKUekcb96OC5kZdKtjE985XqhcaGYebOk/edit?usp=sharing

• Literacy Practices Observation Form  https://docs.google.com/document/d/1QkcbYstZhHit5iJa7woFPoejNfW3Hi1Vl1rNg9NaI0w

• Assessment of Subject Matter Pedagogies

• Phase 2 Clinical Practice Evaluations

• Student Teaching Performance Evaluation Forms.docx https://docs.google.com/document/d/18C_4__nAvPsbArP8PA5mLGQZIj3ypCNw

• Last Name_First Name.Individual Development Plan.SS_2024.docx  https://docs.google.com/document/d/1iPG7-vh0Frz2fDqjD-57D0dKD7TBTYCx

Important Notes on Clinical Practice Hours 

• Some schools have a true block schedule in which each class meets for approximately 2 hours a day for 5 days a week. In these cases, teacher candidates would Teach 1 block (10 hours per week) and assist in 1 block (10 hours per week).   

• Candidates in a residency program are required to be at their school site ~18 hours/week during Phase 1 (3 days a week) and ~30-32 hours/week a Week During Phase 2 (4-5 days a week). The hours for the Phase 2 “immersion” experience will be automatically met, but candidates must still complete and get verified  the immersion activities by the end of student teaching. In Phase 1, Residents should never accrue more than 20 hours in any given week. Residents all follow their school site’s calendar for the entire school year. 

• Candidates in the Intern Pathway meet the same 340 hour requirement. However, at least 44 of these hours must be with mentor teacher and university supervisor support/mentoring and/or observation. In addition, teacher candidates in the intern pathway must receive 15 hours of English Learner (EL) support via your site-based assigned Mentor Teacher (some of these hours could have occurred in the Fall if documented). 

• What CAN Count as Clinical Practice Hours? While the number of hours spent teaching and assisting should allow you to meet the required 340 hours, we do accept the following as clinical practice hours in case hours need to be made up due to illness, taking care of family members, etc. Please inform and arrange these hours with your mentor and university supervisor. 

  • Co-planning lessons with the Mentor Teacher(s) 

  • Working with Mentor Teacher(s), grading and analyzing student work, reflecting on lessons, and planning for the needs of individual students;

  • Engaging in professional learning communities and/or grade level and department meetings under the guidance of the Mentor Teacher;

  • Holding office hours, tutorials, advisory sessions and make up testing for students in your assigned periods of teaching or assisting;

  • Planning for and monitor/evaluate asynchronous student work (for your periods of instruction for which you are responsible);

  • Meeting with Mentor Teacher and/or University Supervisor.

• ​​What does NOT count as hours? 

  • Planning lessons without direct supervision of your mentor

  • Grading/analyzing student work without direction supervision of your mentor

  • Substitute teaching

edTPA (Teacher Performance Assessment) 

The edTPA Performance Assessment Teaching Event is a subject-specific portfolio-based assessment of teaching performance that is completed by teacher candidates to demonstrate their readiness for a full-time classroom teaching assignment. It is aligned with the California Teaching Performance Expectations and the relevant California student academic content standards and/or curriculum framework. Information for mentor teachers on how to support the teacher candidate’s successful completion of the edTPA requirement during Phase II of the program is accessible on the edTPA website at: http://www.edtpa.com.

Teacher candidates must successfully complete the edTPA Performance Assessment Teaching Event during their teacher preparation program. Evidence of teaching competence consists of artifacts documenting teaching and learning during a learning segment lasting approximately one week and commentaries explaining, analyzing, and reflecting on the artifacts. In constructing the Teaching Event, candidates apply what they have learned from their coursework about research, theory, and instructional strategies related to teaching and learning.

Teacher Candidate Expectations during Clinical Practice

• Accept clinical practice responsibilities in the classroom as outlined by their program during the school year. 

• Complete clinical practice experience in which you will report to your site at the same time in which in-service teachers are required to report for work, teach and assist in your regular periods of instruction and complete other responsibilities as outlined in your program section below.

• Participate in whatever before or after school activities that are required of the in-service teaching staff at your school site. 

• Schedule no personal commitments, employment responsibilities, or extra- curricular assignments which conflict with normal school site duties or with the clinical practice seminar.

• Submit to the mentor teacher an overview of plans for the semester as well as detailed lesson plans for the first week of instruction in each clinical practice assignment before assuming full teaching responsibility in that assignment.

• Continue to submit written lesson plans to each mentor teacher and university supervisor according to a mutually agreeable schedule.

• Confer regularly with each mentor teacher and with the university supervisor.

• Attend department/staff meetings at your field site as requested by your Program.

• Become familiar with the procedures and culture of the school by participating in other school activities as appropriate.

• Attend all required teacher activities.

• Become familiar with all types of administrative and management procedures and forms used by classroom teachers in the school.

• List your current address, telephone number and emergency contact information with the school secretary.

• Check in at the front office each day you are at your field site.

• Educate yourself on the emergency procedures at your field site.

• Follow established school procedures in reporting illness and providing lesson plans for your replacement. A leave of absence other than illness or emergency must be approved in advance by the mentor teacher, school administration, and university supervisor.

• Be professional in appearance and manner. Although there may be no explicit dress code for teachers, there are usually unwritten codes of acceptable dress in each school.

• Complete any feedback and evaluation forms as requested by your Program.

• Contribute to ongoing program development through informal feedback and formal written program evaluation.

• Candidates should be available at their field sites during the hours required by their program and are encouraged to participate in all school activities. It is strongly recommended that you also become involved in extra-curricular activities (e.g. dances, clubs, sports, field trips, etc.)

• Set and maintain a field site placement schedule with your mentor. Contact your Supervisor and Mentor for any changes or deviations needed.

• Not enroll in any university courses other than those outlined by your program, unless with approval from your program’s department chair.

Students who disagree with the Department Chair’s decision may meet with the Dean of the School of Education. If the Dean and the student do not come to a satisfactory resolution, the student may appeal the decision through the SSU Student Grievance Policy.

Options and Pathways for Proceeding through the Program

Course Equivalencies and Substitution

If you believe that you have taken coursework equivalent to one or more courses in the Single Subject Program, complete a Petition for Waiver of School of Education Requirements. Submit the petition to the course instructor along with justification for its equivalency; include supporting documentation, such as a transcript copy, catalog description of the course, and syllabus or reading list. Waiver petitions may be obtained by contacting the Credentials Office.

Extended Programs and Leaves of Absence

You may extend the credential program to more than two semesters in special circumstances, such as family or work obligations, the need for additional coursework, or hardship. You must request such an extension in writing, using the Leave of Absence form (or see Appendix) supplied for this purpose.

A Leave of Absence is a formal leave from the program for a semester. If you need to take a Leave of Absence you must submit the Leave of Absence form for approval by the Program Advisor and the Department Chair. While on leave, you must notify the Department Chair of your intention to return to the program the following semester. This notification should be submitted in writing by November 1 for the Spring semester or April 1 for the Fall semester. This is extremely important so that program requirements such as field placement can be arranged in a timely manner. Leaves of Absence are granted for one semester only and additional leaves are subject to approval of the Department Chair. Students who are enrolled in the program for more than a total of FIVE semesters are subject to review by the CSSE faculty and may be removed from the program pending review. Forms may be obtained by contacting the Credentials Office.

Single Subject Credential Program Intern Pathway

The purpose of the Single Subject Credential Program Intern Pathway is to provide an alternative means for candidates to complete a single subject credential program. This pathway allows candidates to be employed by a school district, and mentored by a district employed supervisor (or DES), while completing the single subject teaching credential. In most cases the DES is a practicing teacher but can also be a teacher on special assignment, instructional coach, etc. 

This pathway is not meant for everyone. It requires candidates to be more immersed as a teacher of record, which requires instructional planning and assessing, on top of completing assignments and readings for the credential program coursework. We recommend that candidates considering the Intern Pathway enter the credential program with prior classroom teaching experience (e.g., paraprofessional, long term or ongoing substitute teaching). We also recommend those on the Intern Pathway consider extending the program from one to two years so that there is less coursework per semester. 

Intern Eligibility and Stipulations 

Candidates are only eligible to be an Intern in Phase II of the Single Subject Credential Program.  Each intern certificate will be valid for a period of two years.

In exceptional cases, candidates may be recommended to begin the Intern Pathway during Phase I by being hired on a Provisional Internship Permit (PIP) or Short-Term Staff Permit (STSP).  A PIP or STSP is typically an option when a candidate comes in with 3+ years of prior teaching experience. Candidates who are hired on an Emergency Permit or 30 Day Sub Permit are not eligible for the intern pathway and hour teaching under these permits will not count towards fieldwork requirements.

To be Intern Eligible, a teacher candidate must…

• Meet ALL requirements for admission into the SSU Single Subject Credential Program

• Baccalaureate degree from an accredited college or university

• Basic Skills 

• Subject Matter Competence 

• Character and identification clearance (fingerprints)

• Demonstrated knowledge of the U.S. Constitution 

• Meet with the CSSE Department Chair (virtually or in person) to understand  challenges that may arise from being on the Intern Pathway and develop a plan for completing program requirements as an Intern

• Email a written verification of employment on district letterhead to the CSSE Department Chair and School of Education Intern Coordinator. The verification of employment  must include:

1. Your name

2. Teaching position/program (with SPECIFIC courses to teach)

3. Percentage of time in position

4. Credential or Permit type you will be teaching on (Intern, PIP, STSP, TPSL)

5. Start date and end date

6. District Employee Supervisor Name - who will mentor you (the Single Subject Placement Coordinator will work with the school or district to identity this district employed supervisor)

7. Signature of district representative

• Receive a recommendation from the Single Subject Credential Program Department Chair (Department Chair will email this to the Candidate and School of Education Intern Coordinator)

• Complete the prerequisite courses and all Phase I program courses in the single subject credential program with a GPA of 3.0 or above

Additional Stipulations and Recommendations

• Must be hired at .4 FTE or above (can be employed on a PIP/STP for less than .4 FTE)

• Candidates are strongly discouraged from being employed for 1.0 FTE in the Fall, unless they (1) are on the extended (i.e., 4 semester) program and/or (2) have one or more program courses waived. If a candidate is requesting EDSS 443B be waived due to 3+ years of full time teaching (not substitute teaching) experience, then the candidate must verify training in restorative practice and trauma-informed strategies. 

• ALL courses assigned must be those that the candidate’s credential being earned will qualify them to teach (e.g., a candidate earning a preliminary single subject math credential cannot teach a chemistry class as an intern).

• Internships that require a placement change (e.g., changing schools) are conditional upon finding a qualified district employed supervisor (DES) to mentor the intern. If a DES cannot be found, then the candidate must remain at the currently assigned placement site. 

• Candidates in a residency program are not eligible to be interns

• All intern teachers must pass the edTPA (i.e., the teaching performance assessment) to receive a preliminary teaching credential and must be provided with the time and mentor support to complete the edTPA. 

• Employment must last for at least 14 weeks each semester (e.g. typically by about September 15th for the Fall and February 1st for the Spring)

• As an intern teacher, you are required to receive an additional 45 hours per year of support/mentoring and supervision specific to meeting the needs of English learners.

Intern Pathway Timeline 

1. (March-May) BE ACCEPTED INTO THE SINGLE SUBJECT CREDENTIAL PROGRAM. Upon admission to the Single Subject Credential Program, a placement coordinator will meet with each applicant to help identify an appropriate placement site and mentor teacher. The placement coordinator will also note the applicant’s interest in the Intern Pathway and communicate eligibility, stipulations, and process.

2. (May-June) GET RECOMMENDED. The Single Subject Credential Program Faculty will discuss and recommend interested and eligible candidates using the eligibility requirements and recommendation considerations listed in this document. The CSSE Department Chair will also contact and meet with the candidate to discuss challenges that may arise from being on the Intern Pathway and develop a plan for completing program requirements as an Intern if recommended. Any concerns raised from program faculty may be discussed during the meeting as well. The CSSE Department Chair will notify candidates if they have been recommended or not. 

If a candidate becomes interested in the Intern Pathway during Phase I, the candidate should immediately contact the CSSE Department Chair immediately to be recommended by the program faculty

3. (June-December). GET AN OFFER OF EMPLOYMENT. If there is an Intern Position available, the CSSE Department Chair will notify any suitable and recommended candidates and cc the School of Education Intern Coordinator. The School of Education Intern Coordinator will then work with the candidate, the school district/school site, and the single subject placement coordinator to receive the official job offer, find an approved District Employed Supervisor, discuss remaining Intern Requirements, and update the change of placement records. 

Note: SCHOOLS/DISTRICTS SHOULD NOT APPROACH  CANDIDATES ABOUT INTERN POSITIONS. IF THEY DO, KINDLY ASK THE SCHOOL/DISTRICT TO CONTACT THE CSSE DEPARTMENT CHAIR. DO NOT EVEN “INFORMALLY” ACCEPT A POSITION OFFERED. 

ALSO NOTE THAT YOUR POSITION MAY REQUIRE A CHANGE IN PLACEMENT. YOU CAN ONLY PROCEED WITH ACCEPTING AN OFFER OF EMPLOYMENT IF WE CAN FIND A SUITABLE AND APPROVED DISTRICT EMPLOYED SUPERVISOR FOR YOU. 

4. (January, unless approved to begin during the Fall semester). BEGIN WORK AS AN INTERN AND FULFILL ALL INTERN REQUIREMENTS.

Early Completion Option

The Sonoma State University Single Subject Intern pathway makes available to those who qualify for the option the opportunity to choose an early program completion option, culminating in a five year preliminary teaching credential. To fulfill this option, the intern must: 

• (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) Meet the requirements for teacher fitness.

More details here: https://www.ctc.ca.gov/credentials/leaflets/early-completion-intern-option-(cl-840)

Application for Early Completion Option:

To apply, send an email to the School of Education Intern Coordinator, Suzanne O’Keefe at okeeffes@sonoma.edu with the required documentation. 

TPE’s in Single Subject

The Teacher Performance Expectations

The Single Subject Credential Program is designed to meet and exceed the standards for quality and effectiveness for professional teacher preparation programs in California and nationwide. Every graduate of the program must meet the following Teaching Performance Expectations (TPEs), organized into six areas of competence:

TPE 1: Engaging and Supporting All Students in Learning

Beginning teachers:

1. Apply knowledge of students, including their prior experiences, interests, and social/emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

2. Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

3. Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

5. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

6. Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

8. Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Beginning teachers:

1. Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.

5. Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

6. Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Beginning teachers:

1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1

4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.

5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.

7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

TPE 4: Planning Instruction & Designing Learning Experiences for All Students

Beginning teachers:

1. Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.

2. Understand and apply knowledge of the range and characteristics of typical and a typical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

4. Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:

   1. appropriate use of instructional technology, including assistive technology;

   2. applying principles of UDL and MTSS;

   3. use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;

   4. appropriate modifications for students with disabilities in the general education classroom;

   5. opportunities for students to support each other in learning; and

   6. use of community resources and services as applicable.

5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)

6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.

7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

TPE 5: Assessing Student Learning

1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress- monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.

2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.

3. Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

4. Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.

5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.

6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.

7. Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.

8. Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

TPE 6: Developing as a Professional Educator 

Beginning teachers:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.

2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.

3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.

4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.

Literacy Practices in Relation to Subject-Specific Pedagogy

Meaning making:  They help students understand that meaning making is the central purpose of reading, writing, oral/signed language, and all other forms of communication in all subjects. Beginning teachers effectively apply their knowledge of factors that affect meaning making, such as, for example, students’ background knowledge and experiences (including cultural and linguistic funds of knowledge), language (including students’ academic language), and motivation (including connections to their daily lives and interests). They design lessons that capitalize on and enrich students’ knowledge and language, draw on and expand students’ interests and experiences, and help motivate students’ interest in the content of the curriculum.  

Language development: They design instruction and create environments that foster language development for all students, including English learners. They provide opportunities and models for students to develop oral and written communication skills. They plan for and foster students’ use of general academic and subject-specific language across the content areas. They understand the advantages of multilingualism and multiliteracy, how becoming increasingly literate in one language supports and enhances literacy in another language, as well as the importance of transfer between languages, and they are able to support their students in transferring skills across their multiple languages.

Effective expression: They support students’ ability to effectively express themselves in each content area as well as their ability to analyze the effectiveness of text, presentations, visual representations, and other forms of communication specific to each content area. They demonstrate an understanding of the value of translanguaging techniques as an effective practice when supporting the development of expression in a variety of contexts.

Content knowledge: They plan and implement literacy-based lessons and discipline-specific literacy practices that contribute to building students’ content knowledge

Foundational skills: They plan and implement lessons that address the foundational skills of literacy (e.g., decoding and word recognition) in the context of the content area(s) of instruction, as appropriate based on students’ needs and students’ literacy level.