Preconditions

General Preconditions for the All Educator Preparation Programs

Pursuant to Education Code Section 44227(a), each program of professional preparation shall adhere to the following requirements of the Commission.

(1) Accreditation and Academic Credit. To be granted initial institutional accreditation by the Commission to become eligible to submit programs or to be granted initial program accreditation or continuing accreditation by the Committee on Accreditation, the program(s) must be proposed and operated by an institution that

(a) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations.

California State University, Fresno (CSUF), was last accredited through the Western Association of Schools and Colleges (WASC) in 2005 and is due for its next review in 2013.

(b) grants baccalaureate academic credit or post-baccalaureate academic credit, or both.

California State University, Fresno grants both baccalaureate degrees in over 50 areas and over 40 post baccalaureate degrees, including a Master‘s Degree in Communicative Disorders – Deaf Education.

(2) Responsibility and Authority. To be granted initial institutional/district accreditation by the Commission or initial program accreditation or continuing accreditation by the Committee on Accreditation, the institution/district shall provide the following information.

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

The Deaf Education program, which has been in effect on our campus since 1969, is housed in the Department of Communicative Disorders and Deaf Studies (CDDS), within the College of Health and Human Services (CHHS).  Ongoing oversight for the Deaf Education program is provided by Deaf Education Program Coordinator and the CDDS Department Chair. The Deaf Education faculty works closely with the faculty of KSOEHD to provide a cohesive credential program.

The Deaf Education Program Coordinator and the CDDS Department Chair report to the Dean of the College of Health and Human Services. The CHHS Dean and the Dean of the Kremen School of Education and Human Development (KSOEHD) report directly to the Provost and Vice President for Academic Affairs, who is the chief academic fiscal and administrative officer in the School. The Deans are responsible for ongoing oversight of the DHH credential preparation program offered by California State University, Fresno. The Dean of KSOEHD also can serve as director of Teacher Education for the university or, in consultation with the Provost, may appoint an individual to serve in this position

(b) Provide a description of the reporting relationship between the position described in (a) and the individuals who coordinate each credential program offered by the institution/district. If a reporting relationship is indirect, describe the levels of authority and responsibility for each credential program.

The Director of Teacher Education, who can also be the Dean of the KSOEHD or who is appointed by the Dean in consultation with the Provost, is delegated full responsibility by the President and by the Provost for administering the laws and policies for all credential programs offered at Fresno State. Serving in this capacity the director is to serve as liaison with all local, state, national, and international agencies with bearing on the credential programs. The managers who coordinate each credential program offered by the institution are titled Program Coordinators. The Program Coordinator is responsible for all academic functions of the program which he/she coordinates.

(3) Personnel Decisions. To be granted initial program accreditation or continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an institution/district that makes all personnel decisions without considering differences due to gender or other constitutionally or legally prohibited considerations. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention or promotion of employees.

California State University, Fresno is committed to a program of equal opportunity for all, regardless of race, color, national origin, gender, age, marital status, religion, disability, or sexual preference. California State University, Fresno’s Policy Statement and the Affirmative Action Program address equal opportunity in employment, retention, and promotion of employees and equal opportunity for student in recruitment, admissions, retention, graduation, financial aid, placement counseling, curricula, and housing.

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

Not applicable. The DHH credential program has been granted initial program accreditation.

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

When the Deaf Education program was established in the fall of 1969, two major sources were used as guidelines in structuring the coursework: (a) existing state credential requirements for teachers of deaf and hard of hearing children, and (b) existing CED standards. As the program expanded, guidelines from other states (Illinois and Massachusetts) were consulted and incorporated into the course offerings.  These guidelines are still evident in our program today.  We have continued to revise and update our program based on guidelines from CED/CEC, the California Commission on Teacher Credentialing, ASHA, and NCATE. 

The current Deaf Education program receives regular feedback from graduates through an Exit Interview, from alumni and employer surveys, from university supervisor site visits of recent graduates, master teachers, the CDDS Advisory board, and the Deaf Education Professional Preparation (DEPP) program Advisory board, consisting of teachers, administrators, parents, community members, and parents.

(6) Commission Assurances. To be granted initial program accreditation by the Committee on Accreditation, the program proposal must 

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

All applicable standards of program quality and effectiveness have been reviewed and incorporated into the program design.

(b) assure that the institution/district will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member within four years of the initial enrollment of candidates in the program; and

The DHH credential program welcomes an evaluation and any reviews of particular aspects of the program.

(c) assure that the institution/district will participate in focused reviews of one or more aspects of the program when designated by the Commission.

The DHH Credential program will cooperate with Commission requests.

(7) Requests for Data. To be granted initial or continuing accreditation by the Committee on Accreditation, the institution/district must identify a qualified officer responsible for reporting and respond to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, and state and federal reporting within the time limits specified by the Commission.

The Program Director for the Deaf Education credential or the CDDS Department Chair will provide data as requested by the Commission. The Kremen School of Education and Human Development Associate Dean report may also report unit data to the Commission.

(8) Instructor Participation. Each instructor who regularly teaches one or more courses relating to instructional methods in a program of professional preparation for teaching credentials, including Specialist Credentials, or one or more courses in administrative methods in an Administrative Services Credential Program, shall actively participate in public elementary or secondary schools and classrooms at least once every three academic years. Reference: Education Code Section 44227.5 (a) and (b).

All full-time and part-time faculty who teach a professional methods course or Deaf Education methods have actively participated in a public school and classrooms within the past three years. Following are the names of all full and part-time instructors and their roles and/or activities related to the public schools that they participate in on a regular basis.

Name of Instructor Full or Part time Role/Activities
Nan Barker, M.A.  Full time Supervise student teachers, observe DHH Clear credential teachers, provide in-service to districts, Advisory board - Kremen School of Education and Human Development.
Cynthia Cavazos, AuD, CCC/A Part time School Audiologist, Clovis Unified, consult with California Dept. of Ed., Diagnostic Center, Central California, School Site Council, Clovis Unified, Parent Club
Timothy Conway, M.A Part time School Psychologist, Fresno Unified
Chantel Cox, M.A. Part time DHH teacher, Interpreting Supervisor, Fresno Unified

(9) Basic Skills Requirement. In each program of professional preparation, applicants for program admission shall be required to take the California Basic Educational Skills Test (CBEST) or one of the approved alternatives. The institution shall use the test results to ensure that, upon admission, each candidate receives appropriate academic assistance necessary to pass the examination. Reference: Education Code Sections 44252 (f) and 44225 (a)(1).

All candidates in the DHH credential program will pass the CBEST test or one of the approved alternatives prior to taking professional education courses.  Candidates are advised of university supports for acquiring the information needed to pass the CBEST test during undergraduate advising for the Deaf Education major.

(10) Certificate of Clearance. A college or university that operates a program of professional preparation shall not allow a candidate to assume daily student teaching or clinical responsibilities until the candidate obtains a Certificate of Clearance from the Commission that verifies the candidate’s personal identification, unless the individual has already completed the fingerprint and character identification process and has been issued a valid document by the Commission. Reference: Education Code Section 44320 (d).

All candidates in the DHH credential program will obtain a Certificate of Clearance from the Commission prior to taking professional education courses.  Current Fresno State students in Deaf Education, in addition to Communicative Disorders and Deaf Studies (CDDS) coursework, will apply to the Fresno State Kremen School of Education and Human Development (KSOEHD) for their choice of credential programs: (1) Multiple Subject, (2) Multiple Subject-Early Childhood, or (3) Single Subject. All KSOEHD credential programs require a Certificate of Clearance prior to taking coursework. (see Multiple Subject Credential Program application)

Preconditions for Preliminary Education Specialist Teaching Credential Program.

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

Candidates for the Education Specialist: DHH credential must have the equivalent of 22 semester units of professional credential coursework.  Students on the Fresno State campus will take courses from one of the credential programs in the Fresno State Kremen School of Education and Human Development (KSOEHD), Multiple Subject, Single Subject or Multiple Subject – Early Childhood.  All Fresno State credential programs meet the standards for teaching English Learners.

Most DHH credential candidates choose the Multiple Subject course work, which includes LEE 172 Cultural and Language Contexts of the Classroom, LEE 173 Teaching Reading and Social Studies in Grades 4-8, and LEE 177: Teaching Reading and the Arts in Grades K-3.

LEE 172: Cultural and Language Contexts of the Classroom, is a foundational course in the theories and methods of teaching diverse students. Candidates learn about state and federal legal requirements for the placement and instruction of English learners, are introduced to pedagogical theories and principles and practices for English language development that will support students’ acquisition of comprehensive literacy in English, the development of academic language and comprehension, and knowledge in the subjects of the core curriculum. Candidates are taught to implement an instructional program that facilitates English language acquisition and literacy development through the use of Specially Designed Academic Instruction in English (SDAIE) and English Language Development (ELD) strategies

Teacher candidates are taught to utilize assessment information to diagnose students’ language abilities and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards through multiple sample case studies presented in class and through the completion of case studies in both reading classes. Through class simulation exercises and discussion, candidates learn how cognitive, pedagogical, and individual factors affect students’ language and literacy acquisition.

Teacher candidates are given multiple systematic opportunities to acquire the knowledge, skills, and abilities to deliver comprehensive instruction to English learners. The use of visuals, realia, gestures, multiple examples, vocabulary development activities, and adapted instruction are emphasized in relation to literacy instruction in both classes. Candidates must demonstrate knowledge and application of pedagogical theory, principles, and practices for English Language Development in lessons planned and implemented in the required field experiences (EHD 174, EHD 178) taken concurrently with the two reading classes.

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

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

Candidates for the Education Specialist: DHH credential have the option to take Multiple Subject or Single subject teacher preparation courses. Candidates must pass the appropriate California Subject Examinations Test (CSET) prior to taking CI, LEE or EHD courses.  Candidates apply directly to either the multiple subject or single subject credential programs.  (see Multiple Subject Credential Program application)

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

To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential, except for the Early Childhood Special Education credential, shall

1.    Pass the Commission-approved Multiple Subject subject matter examination; or
2.    Pass a Commission-approved subject matter examination in art, English, mathematics including foundational-level mathematics, music, social science or science including foundational-level general science or specialized science; or
3.    Complete a Commission-approved subject matter program in art, English, mathematics including foundational-level mathematics, music, social science or science including foundational-level general science or specialized science; or
4.    Hold a California general education teaching credential, in any subject.

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

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

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

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

DHH credential candidates must pass all three subtests of the California Subject Examinations for Teachers (CSET): Multiple Subjects or a single subject CSET test before student teaching in a DHH classroom. DHH credential candidates who enter the DHH credential program as a graduate student and possess a current California Multiple Subject credential will have already met this requirement.

(14) Completion of Requirements. A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections 44225(a), 44227,) and 44283.2(a).

• Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution
• Satisfaction of the Basic Skills Requirement
• Completion of an accredited professional preparation program
• Completion of the subject matter requirement
• Demonstration of knowledge of the principles and provisions of the Constitution of the United States
• Passage of the Reading Instruction Competence Assessment (RICA) [ Passage of the RICA examination does not apply to Early Childhood Special Education Credential candidates Section 44283.2(b).]

DHH candidates who have completed the DHH credential program will apply for their Preliminary credential through the Fresno State Credential Analyst’s office.  Candidates will provide a copy of their transcripts, and application form.  The Deaf Education program coordinator will provide evidence of program completion to the Credential Analyst. Candidates will provide the Credential Analyst evidence of passing the Basic Skills Requirement, completion of subject matter requirement, and passage of the Reading Instruction Competence Assessment (RICA).

Preconditions for Clear Education Specialist Credential Programs

In addition to the Commission’s ten General Preconditions, pursuant to Education Code Sections 44227(a) and 44265, each program of Education Specialist Clear Credential preparation shall adhere to the following requirements of the Commission.

(11) A program sponsor that operates a program for the Clear Education Specialist Credential shall determine, prior to admission to the credential program, that each candidate possesses a valid Preliminary Education Specialist Credential.

Upon application to the Clear Education Specialist: Deaf and Hard of Hearing (DHH) credential program, all candidates will complete a Communicative Disorders and Deaf Studies (CDDS) Department application and provide evidence of an Preliminary Education Specialist: DHH credential.  Candidates will admitted to the university with approval of the Deaf Education Program Director.  All DHH Clear credential candidates must satisfy the Fresno State requirements for a DHH Preliminary credential before beginning the DHH Clear credential program.

(12) A program sponsor that operates a program for the Clear Education Specialist Credential shall provide for the development of a written Individual Induction Plan (IIP) which may include a maximum of 12 semester units of coursework, 180 hours of professional development or a combination of coursework and professional development, developed in consultation among the candidate, employer and program sponsor.

Clear Education Specialist: DHH credential candidates will develop a professional portfolio documenting 12 units of college coursework and a minimum of 60 hours of professional development in the areas of: advancement of personal communication skills, special populations within the Deaf and hard-of-hearing community, early childhood intervention and education, and involvement with the Deaf community.  DHH Clear credential students will design their Individual Induction Plan (IIP) with the support of Fresno State Deaf Education faculty and a Deaf Education professional in the area where they are employed.  CDDS 278 Application of Theory into Practice in Deaf Education Settings is a required course in the first semester of employment. CDDS 279: Induction Plan-based Field Experience in Deaf can be taken any time within the 5 year time frame of a candidate’s Preliminary credential. For the remaining 6 units of required coursework, DHH Clear credential candidates may take a computer course, health class, or other approved electives.

(13) A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that each Clear Education Specialist candidate’s teacher support provider holds an appropriate California special education teaching credential or has equivalent professional background and experience. The individual assigned as a support provider must be someone other than the teacher's supervisor or principal.

In the initial course of the Clear Education Specialist: DHH credential program, CDDS 278, each Clear DHH candidate will identify a potential support provider and provide a current Curriculum Vitae or resume to the University supervisor for approval.

(14) A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that the assignment of a support provider for each beginning teacher occurs within the first 30 days of initial teacher participation in the induction program so the candidate and the support provider can begin to develop an IIP for the support and development of each beginning teacher.

Clear credential candidates, university faculty and employers will collaborate in identifying a support provider for each candidate.

(15) A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that the IIP will be initiated within 60 days of employment.

The IIP will be initiated with the first class meeting of CDDS 278, held on a Saturday morning in the first month of the semester.

(16) A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that each candidate admitted is employed in a special education position or in an educational setting that is mutually acceptable to the parties signing the Individual Induction Plan, so that the setting allows demonstration of effective teaching as described in Education Specialist Clear Credential Standards 4 through 7.

Each Clear Education Specialist: DHH candidate will provide a verification of employment on the Verification of Employment as a Special Education Teacher In Deaf Education form.

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