The induction program at California State University, Fresno incorporates a purposeful,
logically sequenced structure of extended preparation and professional development.
Participating teachers complete 6-semester units of sequenced coursework that combines
discussions and applications of research to practice, online Learning Communities
for peer discussion and support, in-class meetings with Learning Communities, and
school site application and supervision. The course content is sequenced to align
with the Formative Assessment of California Teachers (FACT) online modules, which
include fours areas of focus: Context for Teaching and Learning, Assessment of Teaching
and Learning, Inquiry into Teaching and Learning, and Summary of Teaching and Learning.
Students complete each module with support from their District Support Provider and
University Supervisor. The FACT modules are part of an inquiry-based formative assessment
system that is built upon the California Standards for the Teaching Profession (CSTPs)
and Induction Standards. Through the FACT modules, students engage in a plan→teach→reflect→apply
process. As they complete the modules, participating teachers collect evidence and
self-assess to reflect upon and improve their teaching. Participating teachers engage
in collaborative experiences with colleagues and resource personnel, and the design
of coursework is responsive to individual teacher needs as participants select professional
development opportunities aligned with their Individualized Induction Plans and personal
interests. The courses and experiences prepare the clear participating teachers to
meet the academic learning needs of all students. The university collaborates with
the region’s districts to provide the clear credential program as well as professional
development opportunities to retain these high quality teachers.
The mission of the Special Education Program at California State University, Fresno is to professionally prepare teachers and other educational professionals to meet the educational needs of children and adults with disabilities. With special attention to diversity and equity, the program is based on the philosophy that all students can learn, and belief that all individuals with disabilities should be respected and will become productive and contributing members of society.
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 participating teacher possesses a valid Preliminary Education Specialist Credential.
Admission to the Clear Credential program requires proof of a valid Preliminary Education Specialist Credential. Requirements for admission, are outlined at http://www.fresnostate.edu/kremen/graduate/ma-spedreq.html.
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 participating teacher, employer and program sponsor.
Participating teachers in the Clear Credential program complete 6 units of coursework (SPED 235 and SPED 236). Participating teachers develop a written Individual Induction Plan, through completion of FACT modules and with support from their University Supervisor (program sponsor) and District Support Provider (employer). These courses are also required for the Master’s Degree in Special Education, and current research and research-to-practice issues are discussed, contributing to participating teacher’s professional development. In addition, participating teachers select professional development opportunities that align with their IIP goal(s).
13. A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that each Clear Education Specialist participating teacher’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.
Clear Credential participating teachers submit support provider information at the beginning of SPED 235(support provider experience form and support provider qualifications form) and the University Supervisor verifies the support provider has the appropriate credential by looking up the teacher on the CCTC website http://www.ctc.ca.gov/lookup.html. They will also assure that the role of the support provider is not one of the participating teacher’s employment supervisor or principal.
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 participating teacher and the support provider can begin to develop an IIP for the support and development of each beginning teacher.
Clear credential participating teachers are required to submit support provider information within the first 3 weeks (20 days) of SPED 235 (course schedule). Participating teachers self-select to attend the university-sponsored program. The university may be contacted by local employers to assist a newly hired teacher in being admitted to the university and program beyond traditional registration periods.Development of the IIP will begin during this period.
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.
Participating teachers self-select to attend the university-sponsored program, within the 5-year preliminary term. The university may be contacted by local employers to assist a newly hired teacher in being admitted to the university and program beyond traditional registration periods.
16. A program sponsor that operates a program for the Clear Education Specialist Credential shall ensure that each participating teacher 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.
Clear Credential participating teachers who are employed will provide verification of credential and position alignment prior to beginning SPED 235, usually at the time of admission to the Clear Credential program at http://www.fresnostate.edu/kremen/graduate/ma-spedreq.html.
The program coordinator and admissions specialist will review the documents and determine, with all parties – participating teacher; employer and university program staff – that the position is mutually acceptable. This will be documented through signatures on the IIP. The setting must allow demonstration of effective teaching and practices in Clear Standards 4-7.
Clear Credential participating teachers who are not employed in Special Education positions are required to work with university personnel to secure a placement at a school site with an appropriately credentialed teacher. Participating teachers are required to complete the requisite assignments for SPED 235 and SPED 236 (which require demonstration of effective teaching Clear Standards 4-7) including the IIP, in this setting, which is aligned with their preliminary credential.