Coursework
- Prerequisite for Intern Credential
- Clinical Practice (Contract Teaching) Application
- Course Requirements
- TaskStream ePortfolios
- Steps to Becoming a Teacher
- Credential Analysts
- Frequently Asked Questions
Prerequisite for Intern Credential
Any Special Education (SPED) teacher candidate desiring to begin an internship in the fall semester must complete English Language Learner pre-service training (called Pre-Service Academy) during the Summer II term (before module coursework begins). This Summer II term consists of two three-unit courses over six weeks and one English Learner-Pedagogy Workshop during the seventh week. Candidates desiring an internship later in the program must complete coursework and workshop as well. Contact the Department of Special Education for more information.
Clinical Practice (Contract Teaching) Application
Candidates must apply for clinical practice or contract teaching. The application must include the following:
- Proof of passage of Subject-Matter Competency by deadlines placed by the Office of Student Services.
- Full-time public school or WASC-accredited private school contract for an SPED position.
- Letter on official school letterhead from administrator fully describing the assignment/position for consideration (must have prior approval by program director).
- Candidates with an approved non-WASC teaching position must complete an extra four to six weeks of clinical practice in a WASC setting as placed by the Office of Student Services.
Course Requirements
The cohort model begins with entry in Module 1 in Fall I or Spring I. Candidates who enter at other times of the year will be advised as to what courses to take until the next modular entry occurs. A maximum of nine units may be taken per term with the program director's prior written approval.
| Pre-Service Academy (Summer II or as advised) | ||
|---|---|---|
| Digital ELL Workshop: 120 hours with 10 hours of classroom observation. Student must submit all modules into TaskStream account. This digital workshop is available during the academic school year. |
| Module 1 | ||
|---|---|---|
| SPED 505 | Educational Foundations and Classroom Experiences (K-12)* | 3 |
| SPED 515 | Clinical Experiences in Teaching Reading and Writing (K-8)** | 3 |
| SPED 565A | Field Experience I (K-12)*** | 1 |
| *TPA-Task1 is completed as part of this course. **Students must complete this course before taking the RICA. The RICA must be passed before qualifying for a credential. ***This course is a mentor-based course with two seminar meetings as scheduled by the regional center SPED site coordinators. Coursework is completed through eCompanion and TaskStream. |
||
| Apply for Clinical Practice | ||
|---|---|---|
| After completion of Module 1, candidates must apply for clinical practice by April 1 for spring and October 1 for fall. |
| Module 2 | ||
|---|---|---|
| SPED 530 | Introduction to Individual Differences and Strengths-based Education | 3 |
| SPED 535 | Counseling, Collaboration, and Consultation | 3 |
| SPED 565B | Field Experience II (K-12)* | 1 |
| *This course is a mentor-based course with two seminar meetings as scheduled by the regional center SPED site coordinators. Coursework is completed through eCompanion and TaskStream. | ||
| Clearance for Clinical Practice | ||
|---|---|---|
| After completion of Module 2, candidates must obtain clearance for clinical practice and placement by the Office of Student Services with a master teacher. |
| Module 3 | ||
|---|---|---|
| SPED 531 | Tests, Measurements, and Instructional Planning | 3 |
| SPED 540 | Rtl/Brain-based Teaching and Learning: Math Disorders | 3 |
| SPED 575A | Clinical Practice I (Contract Teaching, K-12)* | 1 |
| *Candidates may not register for this course without clearance by the Office of Student Services. This is a mentor-based course with no regular class sessions. Coursework is picked up at mandatory meeting before term starts, if candidates are cleared. Coursework is completed through eCompanion and TaskStream. | ||
| Module 4 | ||
|---|---|---|
| SPED 536 | Rtl/Brain-based Teaching and Learning: Reading and Written Language Arts Disorders | 3 |
| SPED 537 | Theories and Interventions in Behavior Disorders | 3 |
| SPED 575B | Clinical Practice II (Contract Teaching, K-12)* | 1 |
| *Candidates may not register for this course without clearance by the Office of Student Services. This is a mentor-based course with no regular class sessions. Coursework is picked up at mandatory meeting before term starts, if candidates are cleared. Coursework is completed through eCompanion and TaskStream. | ||
| Completion of the Competency Signature Page Booklet |
|---|
| Additional Credential Courses (Summer II or as advised) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| |||||||||||
| EDUC 582 | Schools and the Law | 3 | |||||||||
| Total Units for Credential Only | 34 units | |
|---|---|---|
| Apply for Preliminary Credential | ||
|---|---|---|
| Candidates may apply for the Preliminary Credential upon completion of all the above criteria. | ||
| Comprehensive Exame |
|---|
| Submit Intent to Graduate Form to Graduate Registrar |
|---|
| SPED 581 | Historical and Philosophical Perspectives of Disabilities Studies | 3 |
|---|---|---|
| SPED 582 | Theories of Learning and Research in Disabilities Studies | 3 |
| SPED 583 | Current Trends in Curriculum in Disabilities Studies | 3 |
| SPED 584A | Guided Research Project: Procedures | 3 |
| SPED 584B | Guided Research Project: Findings | 3 |
| Total Units for credential and master’s | 43 units | |
Note: Completion of all credential requirements, including all examinations, coursework, and other requirements, must be met before candidates may participate in the graduation ceremony or have their master’s degree posted. An Intent to Graduate Form must be completed by deadlines set by the Office of the Graduate Registrar and fees paid whether the candidate wishes to participate in the ceremony or not.
TaskStream ePortfolios
Candidates are required to enroll in TaskStream which includes an online portfolio assessment system to facilitate candidate evaluation. Candidates create electronic portfolios to showcase and document their competencies and experience, share artifacts or the entire portfolio with instructors and advisors for feedback and review online, submit sections of their portfolio or the entire body of work for evaluation online, and track their progress toward their degree. Courses include assignments, etc. that create the portfolio. A one-time assessment fee is levied at the program’s outset to cover these requirements.
Steps to Becoming a Teacher
The cohort model begins with entry in Module 1 in Fall I or Spring I. Students who enter at other times of the year will be advised as to what courses to take until the next modular entry occurs.
Step 1: Successful Completion of First and Second Modules of coursework (See credential/master’s program for specific courses.)
NOTE: Candidates admitted with Provisional Program Acceptance must complete the first 12 units with a B(3.0) or better in each course to remain eligible for continued enrollment at the university.
Step 2: TPA-Task 1
As part of SPED 505/506 in the first module, candidates must demonstrate mastery of the Teaching Performance Expectation (TPE) through Teacher Performance Assessment (TPA) by completing task one. A one-time assessment fee is levied at the beginning of the program.
Step 3: RICA
Special Education candidates are required to pass the Reading Instruction Competence Assessment (RICA) before applying for a Preliminary Credential. As the preparatory course for this exam, SPED 515 / 516, is taken in the first module, students are strongly encouraged to take the exam during the second module.
Step 4: Clearance to advance to Clinical Practice (Student/Contract Teaching)
The Application for Clinical Practice Clearance must be submitted to the Office of Student Services by October 1, for the spring semester, or by April 1, for the fall semester with the supporting documentation listed below:
- Subject-Matter Competency according to state and program guidelines by proof of passage of California Subject Examinations for Teacher (CSET):
- Multiple-Subject, all three subtests
Or if teaching in a junior or senior high school setting:- Proof of passage of CSET, Single-Subject Assessment Examination- all required subtests
- Or official verification of completion of a CTC-approved subject-matter program signed by the credential analyst at the institute of higher education in which the courses were successfully completed
- Multiple-Subject, all three subtests
- U.S. Constitution requirement (passage by test or by verified coursework).
- Verification of passage of CBEST.
- Receipt of results of Certificate of Clearance or a copy of a current Emergency Permit.
- Verification of negative results from a Mantoux TB skin test.
- Continuing positive disposition characteristics including emotional stability, interpersonal relations, evidence of mental and physical health, evidence of meeting ongoing “character” standards, and other requirements listed on the application.
NOTE: Candidates must report any changes or issues in “character” standings, including unresolved issues with the law and/or the CTC, to the credential analysts at APU. Failure to do so may result in expulsion from the program.
- Completion of SPED 505/506, 515/516, 530, 535, 565/566A, and 565/566B with remediation for B- and C grades. Remediation is done through the instructor of record for the course when taken, or through the program director should said instructor be unavailable. Grades of C- to F require a retake of the course by permission of the program director.
NOTE: Remediation does not change the course grade but shows competency and allows the teacher candidate to proceed.
- Candidates must attend a mandatory meeting as directed by the department, before Clinical Practice begins.
- Clinical Practice is met through one of the following:
- Traditional candidate teaching (student teaching) in a master teacher’s classroom during the third and fourth modules (18 weeks, full-time, voluntary work).
- Contracted teaching assignment in the candidate’s own classroom.
- Track B candidates must also include full-time public school contract and letter on school letterhead fully describing the assignment for consideration. (Must obtain prior approval from the program director.)
NOTE: Candidates with an approved non-WASC teaching position must complete an extra four to six weeks of Clinical Practice in a WASC setting as placed by the Office of Student Services. (626) 815-5353 or (626) 815-5343
Step 5: Successful completion of clinical practice and all coursework in Modules 3 and 4 (See credential/ master’s program for specific courses.)
Step 6: Successful completion of additional credential courses (See credential/master’s program for specific courses.)
Step 7: Completion of Competency Signature Page booklet
This document is received at initial advising and is to be signed by each instructor of record at the last session of each course. It is a requirement for the preliminary credential.
Step 8: Apply for Credential
Candidates may apply for the preliminary credential upon completion of all the above criteria. The preliminary credential is valid for five years and nonrenewable. At the end of the fourth module, contact the Credential Analysts’ Office for application materials at (626) 815-5486 or (626) 815-5346.
Step 9: Level II Credential
Those who successfully complete the preliminary credential and are employed, have 120 days to begin work on their Level II (Professional Clear) Credential. Students must submit a Change of Program form in order to be advised and allowed to register for the coursework involved. An Individual Induction Plan is also developed. (See Level II program for more information.)
NOTE: Those in the credential/master’s programs are allowed to continue with their master’s coursework while participating in their level II program.
Credential Analysts
Credential analysts are liaisons between graduate education candidates, school districts, and California’s Commission on Teacher Credentialing (CTC). They process requests for fingerprint clearance (Certificates of Clearance), and applications required to file credentials with the CTC. They review all potential candidate files as part of the admissions process. For more information, please contact (626) 815-5346.
Frequently Asked Questions
How many units do I take each semester?
Students may take no more than eight units per nine-week term, which includes a maximum of two methods or education classes and their corequisite field experiences (if appropriate).
How long is a semester?
Each semester has two terms (Fall I and Fall II, Spring I and Spring II). Each term is nine weeks in length. The 18-week student teaching semester covers Fall I and II or Spring I and II.
How many hours does each class session require?
Each class requires that students meet for approximately 4 hours and 15 minutes, once a week.
How many evenings per week do I attend classes?
Students meet one night a week for nine weeks, plus a Saturday final exam session.
Does APU require theses, dissertations, or capstone projects?
Students are required to complete a thesis/capstone project for this program.
How soon can I finish this program?
This program can be completed in a year. Depending upon the desired course load, working individuals usually finish this program in 12-18 months.
