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Special Education, M.A.Ed. and Mild/Moderate Disabilities (K–12)
Specialist (Preliminary) Internship Credential, Track B

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*All stated financial information is subject to change. The At a Glance provides Base Cost (cost per unit x program units) to aid in program comparison only. For a detailed cost estimate or more information, contact APU's Graduate Student Financial Services.

Coursework

• Clinical Practice (Contact Teaching) Application
• Course Requirements
• TaskStream ePortfolios
• Steps to Becoming a Teacher
• Credential Analysts
• Frequently Asked Questions

Clinical Practice (Contact Teaching) Application

Candidates must apply for Clinical Practice (Contract Teaching). The application must include the following:

• Prerequisite for Intern Credential—English Language Learner Pre-Service Requirement: Any SPED teacher candidate desiring to begin an internship in the fall semester must complete pre-service training (called Pre- Service Academy) during the Summer II term (before module coursework begins). This Summer II term consists of two 3-unit courses for 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 department for more information.
• 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 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 only.

*Students must complete this course before taking the RICA, and the RICA must be passed before qualifying for a credential.
**This is a mentor-based course with two seminar meetings as scheduled by each regional center SPED site coordinator. Coursework is assessed via eCompanion, and signature assignments are posted on TaskStream. Mentors will conduct four site visits per term to observe intern teacher candidates.

*This is a mentor-based course with two seminar meetings as scheduled by each regional center SPED site coordinator. Coursework is a continuation of SPED 565A and assessed via eCompanion, and signature assignments are posted on TaskStream. Mentors will conduct four classroom visits to observe intern teachers.

*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 candidate is cleared. Coursework is completed through eCompanion and TaskStream.

*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 candidate is cleared. Coursework is completed through eCompanion and TaskStream.

*If waived for credential, must still be taken for master’s
**Must be taken at very end of program, after all other coursework is completed (May not be taken out of order or during summer terms)

Note: Completion of all credential requirements, including all examinations, coursework, and other requirements, must be met before a candidate 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 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 with the California Commission on Teacher Credentialing (CCTC), 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 comprise the portfolio. A one-time assessment fee is levied at the program’s outset to cover these requirements.

Note: Up-to-date schedule of course offerings per term can be found through the university’s Web portal, or with the assistance of the site coordinator.

Steps to Becoming a Teacher

The cohort model begins with entry in Module 1 in Fall I or Spring I. Candidates may enter at other times of the year. Their academic advisor will direct candidates as to specific courses in which to enroll.

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. CBEST must be passed before moving to Module 2.

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. TPE will be met through SPED courses.

Step 3: RICA
Special Education candidates are required to pass the Reading Instruction Competence Assessment (RICA) before applying for a Preliminary Credential. As the course to prepare for this exam is taken in the first module (SPED 515/516), 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 (626) 815-5353 or (626) 815-5343 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 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
• 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, 565A/566A, and 565B/566B with a grade of B or above. Remediation is required if a candidate only earn a B- and is done through the instructor or program director. Candidates must retake the course if their final grade is C or below.

  NOTE: Remediation does not change the course grade but shows competency and allows the teacher candidate to proceed.

• Candidates must attend the Mandatory Orientation Meeting as directed by the department before Clinical Practice.
• Clinical Practice is met through one of the following:
  • Track A – Traditional student teaching in a master teacher’s classroom during Modules 3 and 4 (18 weeks, full-time, voluntary work).

  • Track B – Contracted teaching assignment in the candidate’s own classroom. Candidates must provide a copy of their contract and letter on school letterhead fully describing the assignment for consideration and must obtain prior approval from the program director.

    NOTE: Candidates with an approved non-WASC teaching position must complete an extra 50 hours (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 transition plan and CPR (infant, child, and adult).

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. Contact the Credential Analysts’ Office for application materials at the end of the fourth module. Contact (626) 815-5346 for more information.

Step 9: Professional Clear Credential
Candidates completing their Preliminary Credential and are employed, have 120 days to begin work on their Professional Clear Credential. A Change of Program must be submitted in order to be admitted and advised for the Individual Induction Plan process. During this advisement, the IIP is developed and permission is given to register for Clear Credential coursework. (See Clear Credential program for more information.) Candidate must verify through the school district whether the candidate qualifies for Beginning Teacher Support and Assessment (BTSA).

NOTE: Those in the credential/master’s programs are allowed to continue with their master’s coursework while they are completing their Clear Credential 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 8 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.