Standard 2: Communication and Collaboration

The clear credential (induction) program articulates with preliminary teacher preparation programs and P-12 organizations in order to facilitate the transition from teacher preparation to induction and build upon and provide opportunities for demonstration and application of the pedagogical knowledge and skills acquired in the preliminary credential program.

Children who are deaf or hard of hearing are identified as students with a low incidence disability by the California Education code.  The Fresno State program serves Clear credential candidates throughout California. Most candidates have completed their preliminary DHH credential at Fresno State.  All participating teachers in the clear credential program will meet all the requirements of the Fresno State preliminary DHH credential program. University supervisors visit participating teachers at their work sites and consult with administrators of deaf education programs as needed.

The induction program collaborates regularly with partner school district personnel. These may include: human resource professionals for identification, eligibility, requirements for participation and completion; educational services personnel regarding curricular and instructional priorities; and site administrators for site support of the candidate and the program.

The induction program works collaboratively with each district where preliminary Education Specialist: DHH candidates are teaching.  Participating teacher will participate in BTSA trainings offered at their school sites.  The university faculty maintains communication with local employers regarding staffing needs and assists in locating qualified substitute DHH teachers.

Collaboration between the induction program and administrators establishes a professional, educational community, ensuring structures that support the activities of induction and coordinating additional site district professional development opportunities.

To meet the requirements of the DHH clear credential, participating teachers are involved with staff trainings in the geographic areas where they are employed.  Fresno State Deaf Education faculty has ongoing relationships with local school districts and County Office of Education personnel within the Central San Joaquin Valley. Faculty provide staff development trainings for school districts as requested and collaborate with the Kremen School of Education and Human Development (KSOEHD) faculty and administrators in university-wide and community educational opportunities.

Programs offer professional development for site administrators that emphasizes the importance of new teacher development, identifies working condition that optimizes participating teachers’ success and implementing effective steps to ameliorate or overcome challenging aspects of teachers’ work environments, and the foundations and processes of induction, in order to effectively transition the new teacher from induction to the role of professional educator.

Fresno State deaf education faculty members serve in consulting roles for many school district administrators.The faculty also networks with leaders in deaf education through the California Educators of the Deaf (Cal-Ed) professional organization and the administrators special interest group. Faculty present workshops for administrators, parents, and teachers at the annual Cal-Ed conference.

Education Specialist:
The program demonstrates the capacity to offer an induction program for one or more of the education specialist authorizations by verifying the special education expertise within the program and/or through collaboration with other entities, e.g. institutions of higher education. Induction for the Education Specialist includes collaboration between general education induction and special education induction to allow for participating education specialist teachers to be part of the larger education community.

Many students in our clear DHH credential program will have two preliminary credentials (Multiple Subject and Education Specialist: DHH). Because of this, it is imperative that induction includes opportunities for collaboration between general education and special education to support education specialist teachers in being part of the larger education community at their school sites and within their districts. Clear credential participating teachers participate in professional learning communities as part of the credential program and at their school sites (grade level or based on teaching context).

The Induction program collaborates with schools and participating teachers, colleagues and peers to assure that the candidate is able to provide necessary services to students in their Least Restrictive Environment regarding Case Management, IFSP/IEP and transition planning teams, Advocacy, Consultation and Collaboration, Co-teaching and/or Professional Learning Community(ies).

The university supervisor and the support provider consult with the candidates and provide feedback on all aspects of the responsibilities of the DHH teacher.The CDDS 278 and CDDS 279 courses provide opportunities for the DHH participating teachers to also access Deaf community resources in the area of employment. FACT modules give participating teachers access to resources in the local school district as well as in the community.

Back to Top