Single Subject Credential Program Teacher Candidate Handbook

Welcome

Welcome to the Single Subject Credential Program at Sonoma State University, housed in the College of Education, Counseling, and Ethnic Studies. We, the program faculty and staff, congratulate you on your decision to become a teacher and for choosing Sonoma State as your university teacher preparation program.  We hope that you will find the program both challenging and rewarding and that you will enjoy your experience here at Sonoma State.

The Single Subject Credential Program prepares candidates to earn a preliminary Single Subject Teaching Credential in one of the following specific subjects: Art, English, Foundational Level Mathematics, Mathematics, Music, Physical Education, Foundational Level General Science, Biological Sciences, Geosciences, Chemistry, Physics, Social Science, and World Language: Spanish or French. With the preliminary credential, you are authorized to teach the specific subject named on your credential in departmentalized classes PreK-12, although we primarily place candidates in middle and high school settings. The Single Subject Credential Program is fully accredited by the California Commission on Teacher Credentialing. 

This Teacher Candidate Handbook articulates the Single Subject Credential Program’s learning outcomes, structure, policies, and procedures. The handbook also guides you in how to proceed and succeed during the program, including the support you will be provided. Please make a habit of looking here for information first; if you don’t find what you need, then consult with the appropriate program faculty member, as will be laid out in later sections. We want you to exchange ideas and learn with your peers, but please do not rely on peers to advise you on the specifics of program procedures and state regulations. These are complex and often change. Only program faculty and staff have the most up to date and reliable sources of information.

We would be happy to have your feedback on the Handbook, especially how it could be made clearer or more helpful; please submit any comments in writing to the program coordinator. 

Sincerely,

The Single Subject Credential Program Faculty 

Vision

Advancing social justice in schools and communities through excellence in education.

Mission

The School of Education provides transformative educational experiences through teaching, research, and key initiatives. We prepare undergraduates, graduate students, and credential candidates to advocate for social justice in their learning and throughout their careers so that students, schools, and communities flourish.

Core Values

• We believe that examining and respecting human differences is central to educational inclusivity.
• We believe that collaboration and community partnerships strengthen our work
• We take a critical and reflective stance in light of educational and social inequities.
• We are committed to equity and access in education for all.
• We promote meaningful learning through theoretically sound and research-based pedagogies.

Single Subject Program Specific Learning Outcomes

Aligned with the School of Education’s Vision, Mission, and Core Values, the Single Subject Credential Program prepares candidates to: 

• demonstrate knowledge about learners, learning, schools, and teaching that promote equity, inclusivity, and access for all.
• recognize social inequities and  work with youth, communities, and other professionals to advocate for social justice. 
• continuously reflect on and grow in their role as advocates for social justice.
• collaborate with others (e.g., students, mentors,  school and community members) to strengthen their knowledge, dispositions, and practices.
• demonstrate research-based and theoretically sound competencies and practices  in their discipline

The Single Subject Credential Program is designed to meet and exceed the standards for quality and effectiveness for professional teacher preparation programs in California and nationwide. Through coursework, clinical practice, and the teaching performance assessment, every candidate program must demonstrate that they have met the following Teaching seven Performance Expectations (TPEs): 

• TPE 1: Engaging and Supporting All Students in Learning
• TPE 2: Creating and Maintaining Effective Environments for Student Learning.
• TPE 3: Understanding and Organizing Subject Matter for Student Learning
• TPE 4: Planning Instruction & Designing Learning Experiences for All Students
• TPE 5: Assessing Student Learning
• TPE 6: Developing as a Professional Educator 
• TPE 7: Effective Literacy Instructions for All Students 

Go to the link below for the full list of elements for each TPE.

https://www.ctc.ca.gov/educator-prep/stds-prep-program/california-tpes

Key Faculty and Staff

Listed below are key faculty and staff. For a full listing of current School of Education faculty go to this link: https://soe.sonoma.edu/contact-us/faculty-staff.

Subject Matter Competence and Advising

You must demonstrate subject matter proficiency for the appropriate single subject credential area you are pursuing   through one of  following options:

1. Subject Matter Completion: Completion of  a subject matter program approved by the California Commission for Teacher Credentialing for the appropriate single subject credential area. Sonoma State offers approved subject matter programs in English, Foundational Level General Science, Mathematics and Music. Refer to the University Catalog for a detailed description of the subject matter program in your area.. 
2. Subject Matter Examination: Pass the CSET (California Subject Examination for Teachers) for the appropriate single subject credential area . Each exam consists of 1-4 subtests with multiple-choice, constructed-response, and/or video performance sections. Consult the CSET website (https://www.ctcexams.nesinc.com/) for further information.
3. Coursework: Complete coursework at one or more regionally accredited institutions of higher education that addresses each of the domains of the subject matter requirements adopted by the commission in the content area of the credential. Coursework must be verified by a Commission-approved program of professional preparation,  pursuant to Section 44282. See PSA 23-04. 
4. Degree:  Successful completion of baccalaureate or higher degree from a regionally accredited institution of higher education for the relevant single subject on the Appropriate Degrees to Satisfy Subject Matter Competence webpage.
5. Combination: Through a combination of the methods described in clauses (1), (2), and (3) in whole or in part, has met or exceeded each of the domains of the subject matter requirements adopted by the commission in the content area of the credential,

All information can also be found at the following here: https://docs.ctc.ca.gov/Document/Download/30860

The appropriate subject area advisor can guide you through the process of meeting subject matter competency. See a list of subject area advisors here: https://sotel.sonoma.edu/programs/single-subject-credential/single-subject-advising-and-teaching-pathways

Faculty within a Sonoma State Subject Matter Program may verify coursework, but with potential conditions such as having received a degree from Sonoma State, submitting an application by the priority window, or paying a verification fee. For the Examination option, you need to have official reports of your CSET scores sent to Sonoma State, so arrange to take the tests early enough to allow time for the testing agency to return your results. The Credentials Office can supply you with test dates and application forms.  

If you are awaiting a coursework evaluation (by Sonoma State), completion of a subject matter program, or CSET results, then you may (but are not guaranteed to) be admitted to the single subject credential program conditionally. If admitted conditionally, the credential office will notify you of your subject matter competence status and the final date in which to show evidence of a course evaluation, subject matter program completion, or passing CSET result. If you still have not met subject matter competence by the final date, then the Single Subject Program Coordinator will provide you with options depending on your situation (e.g., CSET testing windows and resources, courses to take, completing the extended program, withdrawing from the program).

Single Subject Credential Program Structure

The Single Subject Credential Program is composed of 44 academic units, 605 hours of clinical practice, and a teacher performance assessment that candidates complete over two program phases. 

Prerequisites (6 units)

All applicants must pass both prerequisites with a C or higher (NOT a C-). 

• EDSS 417 (3 units) School & Society 
• EDSS 418 (3 units) Development in Adolescence & Emerging Adulthood  

You may complete both prerequisite courses as part of the undergraduate degree program or the semester before applying to the program. With approval from the Single Subject Credential Program Coordinator or Chair of the School of Education, you may complete prerequisite programs in the summer before beginning the  program. However, we can not guarantee this approval or space in the summer offering.  

Course Equivalencies and Substitution

If you believe that you have taken coursework equivalent to one or more courses in the Single Subject Program, complete a “Request for Substitution of Course Requirements” form, which can be found at the following link:   https://eces.sonoma.edu/sites/eces/files/2024-08/Petition%20to%20Substitute%20Courses.pdf

Submit the completed form along with justification for its equivalency; include supporting documentation, such as a transcript copy, catalog description of the course, and syllabus or reading list to Maricela Ibarra at maricela.ibarra@sonoma.edu. 

Phase I (18 units and 190 clinical practice hours)

Phase I contains the following 14 units of academic coursework: 

• EDSS 442 (3 units) Equity and Agency in Teaching and Learning
• EDSS 443B (3 units) Creating Effective Learning Communities: Seminar
• EDSS 444 (3 units) Curriculum, Instruction and Assessment (content specific)
• EDSS 444 (1 unit) Curriculum, Instruction and Assessment (cross disciplinary)
• EDSS 446 (4 units) Language and Literacy Development in Secondary Classrooms

Each Phase I course aligns with specific Teaching Performance Expectations (TPEs). Courses also embed the following field-based assignments to practice focused observing, teaching, and reflecting in ways that deepen and apply learning from the Phase I courses:

• EDSS 443B field-based assignments (6 observation assignments): 15 clinical practice hours
• EDSS 444 and 446 Teacher Learning Cycles: 60 clinical practice hours

Candidates also enroll in EDSS 443A (4 units) Creating Effective Learning Communities: Field Settings, where they receive units for documenting 100 hours of observation and participating at their assigned clinical practice school site.  Between field-based assignments and observation/participation through EDSS 443A, candidates complete a total of 190 clinical practice hours in Phase 1. 

Phase II (20 units and )

To move onto Phase II, teacher candidates must (1) complete all prerequisites and Phase I course requirements with a grade of “C” or better, (2) have a cumulative GPA of at least 3.0, and (3) be recommended for student teaching through consulting with the assigned mentor teacher and university supervisor. Students must earn a grade of "C" or better in any required credential course to be in good academic standing. Failure to maintain a 3.0 will result in academic probation and consequently disqualification. To avoid disqualification, you must make up any "I" (Incomplete) grades before entering the next phase. Classroom courses are offered for letter grading only, and field experience courses are for Credit/No Credit grading (Cr/NC).

Phase II contains the following 8 units of academic coursework: 

• EDSS 444B (1 unit) Applied Curriculum, Instruction and Assessment (cross disciplinary)
• EDSS 459 (4 units) Seminar: Student Teaching in Multicultural Settings
• EDSP 430 (3 units ) Introduction to Special Education

Each Phase II course aligns with specific Teaching Performance Expectations (TPEs). Courses also embed the following field-based assignments to practice focused observing, teaching, and reflecting in ways that deepen and apply learning from the Phase II courses:

• EDSS 459 field-based assignments (edTPA planning, instruction, analysis of student work), and reflection: 60 clinical practice hours
• EDSP 430  field-based assignment reflection (6 observation assignments): 15 clinical practice hours

Candidates also enroll in EDSS 458 (12 units): Student Teaching in Multicultural Settings  where they receive units for documenting 340 hours of solo/co-teaching, observation, and participating at their assigned clinical practice school site.  You will assume full responsibility for daily teaching in two classes throughout the semester and spend at least two more periods involved in other classes and school activities. For at least four consecutive weeks of the student teaching semester, you will engage in a teaching immersion experience. The four-week immersion consists of an intensive student teaching experience that completes the formal teacher education program and prepares you to enter directly into a full-time teaching position.

Between field-based assignments and solo/co-teaching, observation, and participating  through EDSS 458, candidates complete a total of 415 clinical practice hours in Phase II. 

edTPA (Teaching Performance Assessment). 

A teaching performance assessment (TPA) is required for all those seeking a single subject teaching credential in California. edTPA is the teaching performance assessment used by the SSU Single Subject Program.During Phase II, teacher candidates submit online a portfolio of materials centered around a consecutive 3-5 days of teaching (what we call at Sonoma State a “learning segment”). These materials are organized around the following 3 tasks: 

• Task 1: Planning (lesson plans; written responses to prompts about their planning for diverse learners)
• Task 2: Instruction (unedited video recording of the CANDIDATE teaching; written responses to prompts that analyze and provide evidence of effective teaching for diverse learners).
• Task 3: Assessment (planned assessment and rubric; sample student work from diverse learners; written responses to prompts that analyze student learning)

Tasks are scored by subject-specific, trained edTPA scorers who are external to Sonoma State. Candidates must obtain a passing score on the edTPA to receive a passing grade for EDSS 459 and to be recommended for a preliminary teaching credential. Otherwise, candidates will receive a “RP” for EDSS 459.  If edTPA is passed after the spring semester is over, then the candidate must submit verification of the score to the program coordinator, who will change the EDSS 459 grade and notify the credentialing analyst.

Course Descriptions

PREREQUISITE COURSES

EDSS 417: School and Society (3 units) (Fall/Spring/Summer)

A critical examination of current issues in today's schools and future directions in education through the perspectives of history, philosophy, sociology, anthropology, and the politics of education.

Content includes: trends, movements and issues of the development of our present-day school systems and current educational practice; development of an individual philosophy of education through examination and evaluation of philosophies from early Greek through modern/post-modern thought; analysis of American society and its effect on the functioning of schools; the role of explicit and implicit cultural assumptions in educational contexts; and the influence of federal, state and local governing agencies, the knowledge industry and special-interest groups on education.

Grade only.

EDSS 418: Development in Adolescence and Emerging Adulthood (3 units) (Fall/Spring/Summer)

An analysis of adolescent development and contemporary adolescent experiences as it addresses the central question of how adolescents differ from adults and children in terms of development. Examination of specific dimensions of adolescent development include physical, cognitive, psychological, social, sexual, moral, and spiritual. Course content is appropriate for those planning to pursue careers in psychology, counseling, social work, and education. Restricted to: juniors, seniors CRED, CREDC, CREDP, CRED2, plan of EDUC-MA and to credential student group (RUCR).

PHASE I: PROGRAM COURSES

EDSS 442: Equity and Agency in Teaching and Learning (3 units) (Fall)

Course explores theory, research and pedagogy related to teaching and learning in heterogeneous, secondary classroom settings. Concerns and experiences common to all teachers are addressed. The course focuses on issues of social justice and ways to implement equitable practices within teaching and the institution of education as a whole. Grade only. Prerequisites: admission to the Single Subject Credential Program, EDSS 417, and EDSS 418.

EDSS 443A: Creating Effective Learning Communities: Field Settings (4 units) (Fall)

Focused and systematic observation and structured participation, including co-teaching and limited solo teaching, in heterogeneous, secondary classroom settings leading to a supervised student teaching experience. Cr/NC only. Prerequisites: admission to the Single Subject Credential Program, EDSS 417, EDSS 418. Must be taken concurrently with EDSS 443B.

EDSS 443B: Creating Effective Learning Communities: Seminar (3 units) (Fall) Emphasizes positive approaches to discipline consistent with restorative justice and trauma-sensitive approaches. Guides students’ observations with emphasis on classroom management and provides continuity between the Single Subject program and observation placements. Prepares students for successful student teaching via classroom management plans. Prerequisites: EDSS 417, EDSS 418. Concurrent with EDSS 443A.

EDSS 444: Curriculum, Instruction and Assessment (1-4 units) (Fall)

Students learn to organize curriculum, plan instruction and engage in formative assessment using appropriate content and language/literacy standards. Practices that support diverse learners in secondary classrooms are experienced, analyzed and approximated. Prerequisites: EDSS 417, EDSS 418; admission to the Single Subject Credential Program. Grade only. May be repeated for credit.

EDSS 446: Language and Literacy Development in Secondary Classrooms (4 units) (Fall/Spring)

Principles, methods, and materials for guiding disciplinary and digital literacy in secondary classroom settings. Includes development theory and current issues in reading/language pedagogy for first and second language learners. Grade only. Prerequisites: admission to the Single Subject or Education Specialist Credential Program, EDSS 417, EDSS 418, or permission of instructor.

PHASE II: PROGRAM COURSES

EDSP 430: Special Education for Teachers (3 units) (Spring)

Students with disabilities are members of school communities around the nation and must be educated to the extent possible with their peers. Special education theory, pedagogy, legislation, public policy, and advocacy related to the education and inclusion of students with special needs into the least restrictive environment are introduced.

Eligibility categories in special education, characteristics of students with disabilities, and implications for teaching are discussed. Evidence-based practices, such as Universal Design for Learning, Multi-tiered systems of support, and assistive technology will be introduced. Thirty hours of required field experience are an integral part of the course.

Students enrolled in credential programs only. Grade only.

EDSS 444B: Applied Curriculum, Instruction and Assessment (1 unit). Students practice and apply what they learned from EDSS 444 about organizing curriculum, planning instruction, and assessing student learning  using appropriate content and language/literacy standards. Students will develop a multi-day learning segment, analyze videotaped lessons, and interpret student work from their student teaching assignment. Prerequisite(s): EDSS 417, EDSS 418, EDSS 444, Admission to Single Subject Credential Program

EDSS 458: Student Teaching in Multicultural Settings (12 units) (Spring)

A supervised teaching experience in a multicultural middle, junior high, or senior high school setting under the guidance of a mentor teacher and a university supervisor.

Assignment consists of four teaching periods and two preparation periods daily. Two teaching periods entail full student teaching responsibility as outlined in the Single Subject Handbook. Two teaching periods consist of assisting the mentor teacher and/or limited teaching responsibilities in a supplemental authorization subject area. Student teachers may team-teach in some or all of the classes. Complete all requirements for the edTPA Performance Assessment. CR/NC only. Prerequisites: successful completion of all Phase I courses, EDSP 430. Must be taken concurrently with EDSS 459.

EDSS 459: Seminar: Student Teaching in Multicultural Settings (4 units) (Spring)

This seminar supports student teacher candidates during their student teaching semester. The course provides opportunities for candidates to exhibit and examine their teaching competence in regard to classroom management, curricular planning, instructional strategies for diverse learners, assessment, and professional development. Candidates assemble a teaching portfolio. The weekly seminar prepares candidates for the edTPA Performance Assessment Teaching Event, a summative performance assessment of the candidate's demonstrated ability to plan, implement, and assess a significant segment of teaching. Successful completion of the edTPA Performance Assessment will be required to earn a California Preliminary Single Subject Credential. Grade only. Prerequisites: successful completion of all Phase I courses, EDSP 433. Must be taken concurrently with EDSS 458.

Clinical Practice

SS Program Clinical Practice

Required: Teacher Candidates (TC’s) are required to fulfill 605 field hours over arc of preparation in the SS Program (fall and spring semesters; Phases I and II).

Phase I: Fall Semester Field Hours Requirement

TC’  begin the field experience at the start of the academic semester and conduct 16 weeks (including finals week) of fall semester field experience

Phase II: Spring Semester Field Hours Requirement

TC’s begin the field experience at the start of the academic semester and conduct 16 weeks (including finals week) of spring semester student teaching

Phase I and II combined total hours: 605

Your university supervisor and mentor teacher have their own clinical practice handbook that details clinical practice related policies, procedures, and forms.

 Single Subject Credential Program Handbook for Supervisors and Mentor Teachers

Please note that candidates in the residency or intern pathway have some requirements and expectations that differ from the clinical practice experience outlined below. We have noted some of the major differences in this handbook, but you will be given explicit guidance by the Intern Coordinator or Residency Lead on what those differences are.  

Phase I (Fall) Clinical Practice: EDSS 443A - Creating Effective Learning Communities: Field Settings (4 units) 

Goals for Teacher Candidates

In Phase I clinical practice, candidates engage in focused and systematic observation and structured participation, including co-teaching and limited solo teaching under the supervision of a mentor teacher/district employed supervisor (total of 100 hours). A university supervisor assigned to the candidate orientates the candidate and  mentor teacher/district employed supervisor to clinical practice goals, structure, roles, and expectations. By the end of Phase 1 clinical practice, the learning outcomes of single subject teacher candidates are as followed: 

• Identify knowledge of students, families, and communities (e.g., academic preparation, language and literacy skills in English and languages other than English, IEP and 504 plans, lived experiences, home-community funds of knowledge) to inform and leverage for student teaching
• Notice and reflect on a variety of teaching contexts and approaches through structured observation and participation
• Begin to plan and teach learning activities that identify learning goals, elicit student ideas and lived experiences, engage in subject specific pedagogies, support language/biliteracy development, and integrate technology  
• Begin to critically self-analyze teaching and determine next instructional steps 
• Articulate how observed learning and goals and lessons are structured and sequenced over the span of multiple weeks to support and assess ongoing student learning and  language/biliteracy development

Assessment/Verification 

The University Supervisor is ultimately responsible for assigning the grade (Credit or No Credit) for EDSS 443A. However, the University Supervisor verifies completion of EDSS 443A requirements in consultation with the Mentor Teacher. Toward the end of Fall semester, the University Supervisor will send Mentor Teachers an online survey to (1) verify the candidate’s professionalism and completion of 100 hours of supervised clinical practice and to (2) recommend (or recommend with reservation) that teacher candidates advance to student teaching. If candidates are not recommended, then the CSSE Department Chair will consult with the mentor teacher, university supervisor, and placement coordinator for next steps.

The table below details teacher candidate participation requirements and assessment/verification of requirements. 

Phase 2 Field Experience: EDSS 458 - Student Teaching in Multicultural Settings (12 units)

Goals for Teacher Candidates

During Phase 2, teacher candidates complete a semester-long supervised student teaching assignment (340 hours total). The student teaching assignment consists of four key components:

• Two teaching periods of full responsibility (co-teaching is still considered full responsibility) - 140 hours
•  Two additional teaching periods (or equivalent # of hours) of guided teaching - 140 hours
• edTPA planning, instruction/video-taping, and student work analysis
• Four week immersion experience - 100 hours

By the end of Phase 2 clinical practice, the learning outcomes of single subject teacher candidates are to meet Teaching Performance Expectations, Literacy Teaching Performance Expectations, and Subject Specific Pedagogies as would be expected for a beginning teacher

Assessment/Verification 

Credit is assigned by your university supervisor based on the following.

• Verification of clinical practice teaching and assisting hours 
• Verification of completion of Clinical Practice Immersion Experience Reflection 
• Recommendation from the mentor teacher 

In conjunction with the university supervisor, the mentor teacher will complete two (2) evaluations of the teacher candidate: one at mid-semester and one at the end of the semester for the purpose of final evaluation of clinical practice. Both evaluations will be completed using the SSU Single Subject Evaluation of clinical practice Performance form (forms accessible under key documents below)  At mid-semester, the form is completed by the mentor teacher and university supervisor and is used as the basis for a three-way meeting between the teacher candidate, mentor teacher(s) and university supervisor to discuss the candidate’s progress and to set goals for further development. University supervisors will provide a copy of the form for this purpose. The form is used again at the end of the semester for the final evaluation and is submitted to the School of Education by the mentor teacher(s), after conferring with the university supervisor. A link to the final evaluation of clinical practice performance form will be provided to all mentor teachers towards the end of the spring semester for the purposes of referring the teacher candidate for the single subjects credential. Both the mentor teacher and university should expect to write a letter of recommendation upon request of the teacher candidate.

Important Notes on Clinical Practice Hours 

• Some schools have a true block schedule in which each class meets for approximately 2 hours a day for 5 days a week. In these cases, teacher candidates would Teach 1 block (10 hours per week) and assist in 1 block (10 hours per week).   
• What CAN Count as Clinical Practice Hours? While the number of hours spent teaching and assisting should allow you to meet the required 340 hours, we do accept the following as clinical practice hours in case hours need to be made up due to illness, taking care of family members, etc. Please inform and arrange these hours with your mentor and university supervisor. 
  • Co-planning lessons with the Mentor Teacher(s) 
  • Working with Mentor Teacher(s), grading and analyzing student work, reflecting on lessons, and planning for the needs of individual students;
  • Engaging in professional learning communities and/or grade level and department meetings under the guidance of the Mentor Teacher;
  • Holding office hours, tutorials, advisory sessions and make up testing for students in your assigned periods of teaching or assisting;
  • Planning for and monitor/evaluate asynchronous student work (for your periods of instruction for which you are responsible);
  • Meeting with Mentor Teacher and/or University Supervisor.

What does NOT count as hours? 

• Planning lessons without direct supervision of your mentor
• Grading/analyzing student work without direction supervision of your mentor
• Substitute teaching

edTPA (Teacher Performance Assessment) 

The California Commission on Teacher Credentialing (CTC) requires individuals to pass an approved teaching performance assessment before being recommended for a preliminary teaching credential. The Sonoma State Single Subject Credential Program uses edTPA as the approved performance assessment. See more info at http://www.edtpa.com. The edTPA is aligned with all California Teaching Performance Expectations (TPEs) and assesses candidate readiness to be a qualified single subject classroom teacher in California. The edTPA consists of three tasks - planning, instruction, and assessment. Phase I assignments and the Phase II course - EDSS 459 Seminar for Secondary Student Teachers – prepare candidates to succeed on the edTPA. In the event that edTPA is not passed by the end of EDSS  459, then the candidate will receive a “RP” on their transcript. The edTPA coordinator will work with the candidate to establish an action plan and with specific support and a timeline  for resubmitting one or more tasks. This action plan may involve enrolling in an additional support course. Once the edTPA is passed, the candidates must send the edTPA score report to the single subject program coordinator and credential analyst. At that time, the single subject program coordinator will change the EDSS 459 grade so that the credential analyst can proceed with recommending the candidate for a preliminary single subject credential.

Teacher Candidate Expectations during Clinical Practice

• Accept clinical practice responsibilities in the classroom as outlined by their program during the school year. 
• Complete clinical practice experience in which you will report to your site at the same time in which in-service teachers are required to report for work, teach and assist in your regular periods of instruction and complete other responsibilities as outlined in your program section below.
• Participate in whatever before or after school activities that are required of the in-service teaching staff at your school site. 
• Schedule no personal commitments, employment responsibilities, or extra- curricular assignments which conflict with normal school site duties or with the clinical practice seminar.
• Submit to the mentor teacher an overview of plans for the semester as well as detailed lesson plans for the first week of instruction in each clinical practice assignment before assuming full teaching responsibility in that assignment.
• Continue to submit written lesson plans to each mentor teacher and university supervisor according to a mutually agreeable schedule.
• Confer regularly with each mentor teacher and with the university supervisor.
• Attend department/staff meetings at your field site as requested by your Program.
• Become familiar with the procedures and culture of the school by participating in other school activities as appropriate.
• Attend all required teacher activities.
• Become familiar with all types of administrative and management procedures and forms used by classroom teachers in the school.
• List your current address, telephone number and emergency contact information with the school secretary.
• Check in at the front office each day you are at your field site.
• Educate yourself on the emergency procedures at your field site.
• Follow established school procedures in reporting illness and providing lesson plans for your replacement. A leave of absence other than illness or emergency must be approved in advance by the mentor teacher, school administration, and university supervisor.
• Be professional in appearance and manner. Although there may be no explicit dress code for teachers, there are usually unwritten codes of acceptable dress in each school.
• Complete any feedback and evaluation forms as requested by your Program.
• Contribute to ongoing program development through informal feedback and formal written program evaluation.
• Candidates should be available at their field sites during the hours required by their program and are encouraged to participate in all school activities. It is strongly recommended that you also become involved in extra-curricular activities (e.g. dances, clubs, sports, field trips, etc.)
• Set and maintain a field site placement schedule with your mentor. Contact your Supervisor and Mentor for any changes or deviations needed.
• Not enroll in any university courses other than those outlined by your program, unless with approval from your program’s department chair.
• Students who disagree with the Department Chair’s decision may meet with the Dean of the School of Education. If the Dean and the student do not come to a satisfactory resolution, the student may appeal the decision through the SSU Student Grievance Policy. 

The Single Subject credential program adheres to all SSU policies and procedures unless otherwise stated or clarified in this handbook. The policies and procedures related to the SSU code of ethics, plagiarism and cheating apply to all candidates in the Single Subject credential program. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in sanctions by the School of Education as well as SSU.

School of Education Nondiscrimination Policy

California State University does not discriminate on the basis of age, genetic information, marital status, medical condition, nationality, race or ethnicity (including color, caste and ancestry), religion (or religious creed), and veteran or military status [in all education programs and activities operated by the University (both on and off campus), in all education programs and activities operated by the University (both on and off campus), including admissions, retention, graduation and the awarding of credentials – as these terms are defined in Interim CSU Policy Prohibiting Discrimination, Harassment, Sexual Misconduct, Sexual Exploitation, Dating Violence, Domestic Violence, Stalking and Retaliation in its programs and activities, including admission and access. Federal and state laws, including Title VI of the Civil Rights Act of 1964 and the California Equity in Higher Education Act, prohibit such discrimination. Please see SSU's Catalog for a complete statement of the School's Nondiscrimination Policy.

Since teaching is a profession rooted in developing relationships and since teachers are held to high professional standards and behaviors, the Single Subject Credential Program expects all teacher education candidates to demonstrate  ethics and professional behavior –  in all prerequisite courses, program courses, and clinical practice experiences – that align with (1) Sonoma State regulations and policies and (2) the School of Teacher Education and Leadership Vision and Mission a Statement.  

As a student in the credential program, you are considered a representative of the University. We take seriously that you are matriculating in a professional preparation program, that your preparation will involve close contact with minor age students and that you are a guest in your Mentor Teacher’s classroom and in the field site where you are placed for student teaching – including students employed by the district on a permit, as an intern, and/or as a substitute teacher . You must adhere to the Sonoma State University Student Code of Conduct, as well as the Single Subjects Credential Program Code of Ethics which describes the expectations for your professional behavior while on the Sonoma State University campus and at your field placement site. Please note: There will be repercussions for failing to uphold the student code of conduct and the credential program code of ethics for professional and ethical standards.

Please read over the following information carefully. Your EDSS 443B instructor will refer to this information during the first few weeks of the semester to ensure you have read and understood these expectations. For more information about these standards please see the following sources for descriptions of appropriate, professional behavior in the teaching profession: the California Commission on Teacher Credentialing Rules of Conduct and the National Education Association Code of Ethics.

Single Subject Credential Program Teacher Candidate Code of Ethics for Clinical Practice. 

As a teacher candidate in the Single Subject Credential, you commit yourself to…

• Keeping all information received about students at your school site confidential. (See the following section for more details.)
• The teacher candidate should show enthusiasm concerning pupils’ learning experiences.
• The teacher candidate should be sympathetic and courteous toward all students.
• The teacher candidate should consider her/him/theirself a member of the community in which she/he/they is/are teaching and act accordingly.
• Disciplinary measures used by the student teacher should conform to the disciplinary regulations of the school.
• The teacher candidate must be an example to their students in every way
• The teacher candidate should be just as interested in and as ready to assist with the improvement of a class as if it were her/his/their own.
• The teacher candidate must realize that each student is an individual and must take into consideration individual abilities, interests, out-of-school lived experiences, identities, ways of thinking, etc. that shape how they learn.
• The teacher candidate must be completely impartial in dealing with students and must constantly strive to be fair while judging students’ actions.
• The teacher candidate should refrain from imposing her/his/their religious or political views upon students and should exhibit a broadminded, tolerant attitude toward other groups and individuals.

The teacher candidate code of ethics is not an absolute standard. Like any code, it will need to be interpreted with the actual experience as the context. If the mentor teacher and the student teacher make a conscious effort to adhere to ethical practice from the beginning, a more responsible teacher will emerge.

Confidentiality

It is important to understand that the confidential records of others represent a highly sensitive area. In recognition of this sensitivity, Congress passed the Family Educational Rights and Privacy Act of 1974, which made explicit the principles of confidentiality summarized below.

The communication of confidential information to another person except within the authorized educational framework is a violation of individual rights which have legal protection and may lead to serious consequences. Student teachers are advised that they are not to discuss information derived from the educational records of students with anyone except authorized personnel, including the responsible instructors, concerned administrative personnel, or individuals responsible for student personnel or health services. The use of confidential information concerning students for discussion in university classes, whether or not the students are individually identified, may also constitute a violation of privilege and should be handled with extreme caution.

It is an established legal principle that access to the records of another person may be necessary for individuals in certain types of positions in order for them to do their job. However, in granting such privilege, the courts have consistently imposed a strict duty on those to whom privilege is granted to protect the confidentiality of the information to which they have access.

While student teachers may be permitted access to certain student records under responsible control, care must be taken to protect the confidentiality of any and all information contained in such records. As a student teacher you will at times have access to student information such as test scores, teacher reports, or even verbal comments. All such information comes under the Family Educational Rights and Privacy Act of 1974, which protects its confidentiality.

Without belaboring the technicalities of this Act, we advise student teachers to protect themselves against violation of the Act as well as the tenets of professional ethics by observing the following principles:

• Treat all knowledge of students in strictest confidence.
• Discuss student information only with your mentor teacher, and ask him/her what you may or may not do with such information.
• Keep a tight lip when students are discussed in the teachers’ room or anywhere else.
• Guard carefully any records entrusted to you, such as grade books, rosters of test scores, etc. Do not leave them where they might escape your possession.

What to do in Case of… 

• Illness or Emergency: Your school will have standard procedures for dealing with teachers’ unexpected absence due to illness or emergency. Become familiar with these procedures and adhere to them. Note that such procedures usually require you to provide some guidance for what a substitute teacher is to do in your place. Any absence due to illness or emergency must be reported to your university supervisor.
• Leaves: Any planned absence from your clinical practices duties must be approved in advance by your mentor teacher, school site administrator, and university supervisor. Such leaves are rare but may be approved for attendance at education conferences, in-service workshops, or other professional development activities.
• Work actions: If your school is involved in a strike or other work action, you are not obliged to enter the school grounds or to perform your assigned duties. You should immediately contact the Department Chair for the Single Subject Credential Program for instructions. Your clinical practice assignment at that school is considered suspended for the duration of the work action, and the period of the work action will be disregarded in your evaluation and grading by university faculty. If it appears that the work action will be prolonged, you may be placed in another school to continue your clinical practice.

Leaves of Absence

At any point after starting the credential, you may request a formal one semester leave of absence to extend the program for special circumstances, which may include but is not limited to financial hardships, caregiver responsibilities, or medical issues. You must request such an extension in writing to the Single Subject Credential Program Coordinator using the Leave of Absence form .

While on leave, you must notify the Single Subject Credential Program Coordinator of your intention to return to the program the following semester. This notification should be submitted in writing by November 1 for the Spring semester or April 1 for the Fall semester. This is extremely important so that program requirements such as field placement can be arranged in a timely manner. Leaves of Absence are granted for one semester only and additional leaves are subject to approval of the Single Subject Credential Program Coordinator. Students who are enrolled in the program for more than a total of FIVE semesters are subject to review by the Chair of the School of Education  and may be removed from the program pending review.

School of Education Wide Procedures for Handling Problems When They Arise (also found in the Supervisors and Mentor Teacher Handbook)

In our programs, we are preparing future educators and as such we expect them to behave in a manner that is consistent with the generally accepted norms of educator professional conduct. If our students are conducting themselves in a manner not fitting with professional educator standards, then it needs to be addressed.     

1. The teacher candidate, the Mentor Teacher (MT)/District Employed Supervisors (DES) or the school site administrator notifies the university supervisor as soon as a concern arises. A concern is defined as any single egregious action or a repeated pattern of actions that do not conform with the expectations of professional educators or violate student codes of conduct as defined by Sonoma State University or the program student handbook.
2. The university supervisor notifies the program coordinator and/or Chair of the School of Education using a student of concern form.
3. The university supervisor schedules a formal three-way conference with the teacher candidate and Mentor Teacher (MT)/District Employed Supervisors (DES). This conference is to result in clear identification of the problems and development of specific, written plans for resolution (e.g. a written contract signed by the teacher candidate, Mentor Teacher (MT)/District Employed Supervisors (DES) and university supervisor)
4. The university supervisor notifies in writing the teacher candidate, the Mentor Teacher (MT)/District Employed Supervisors (DES), the school site administrator, and the department chair of the problems and the plans for resolution.
5. If the plan for resolution is not followed or is unsuccessful in resolving the problems, the university supervisor and/or program coordinator  consults the Chair of the School of Education to determine alternate solutions (e.g., visitation/assessment by another supervisor, change of placement, extension of program courses, repeating clinical practice, removal from program etc.) and next steps for this case.

Repeating Clinical Practice

In circumstances where the teacher candidate is unable to complete the clinical practice successfully as outlined in the program specific sections in this document, and their performance indicates potential for further progress, provisions may be made for repeating the clinical practice. The decision to extend or repeat the clinical practice course is made collaboratively between the university supervisor, the Mentor Teacher (MT)/District Employed Supervisors (DES), and the department chair. In cases where disagreement exists, the department chair will make the final decision.

Removal Of A Teacher Candidate From Clinical Practice

When the steps above have failed to result in improvement or when a situation is untenable, the immediate removal of a teacher candidate from clinical practice may be required.  When a teacher candidate is removed from clinical practice, a number of options are available for action subsequent to the removal.

1. The teacher candidate may be removed from the program. 
   1. If this option is chosen, the Chair of the School of Education is responsible for working with the program coordinator to determine the actions to be taken, and meeting with the student to inform them of termination from the program. The coordinator must notify the department chair in writing the causes for student termination from the program. The Chair of the School of Education notifies in writing all appropriate persons and offices (see below) that the student has been removed from clinical practice and terminated from the program. The coordinator maintains all records supporting the decision by the faculty to remove the student from the field experience and the program
2. The teacher candidate may be placed immediately in another clinical practice with specified stipulations and requirements.
   1. If this option is chosen, the program coordinator is responsible for working with the university supervisor and program faculty to determine the actions to be taken and conditions for the teacher candidate’s continuation in the program. The university supervisor must notify in writing all appropriate persons and offices (see below) that the teacher candidate  has been removed from the field placement and specify agreements regarding replacement and conditions/requirements for the  teacher candidate’s continuation in the program. The university supervisor maintains all records supporting the decision by the faculty to remove the student from the field placement. 
   2. If this option is chosen, the student will receive a no-credit (NC) grade for the first placement and must re-register for the new field placement. The student is expected to complete the repeat placement in the semester immediately following the semester of the original placement. A student may repeat a placement once; if he or she does not meet specified requirements and/or is not successful in that placement, termination from the program is likely.
   3. After a second clinical practice placement is unsuccessful, the Department Chair may discuss other options with the student and consider program removal.

Immediate Termination of Program Enrollment

When the presence of the teacher candidate is detrimental to the classroom or when performance does not meet minimum standards after every effort has been made to resolve identified problems, the teacher candidate’s enrollment in the program may be terminated, effective immediately, at any point during the assignment.

Student Services and Support

Sonoma State University provides an array of services for all of its students.  These include counseling, career development, the writing center, disability resources, health, housing, and testing services, among others.  Other important campus resources are the Schulz Information Center, a variety of media services, and several computing labs.  You are invited to take advantage of these resources, which are described in detail in the SSU catalog and website. 

Disability Access for Students 

If you are an individual with a disability and you think you may require academic accommodations, you 

must register with the Disability Services office.  While the exact nature of the disability remains confidential with the DSS Department, accommodation authorization forms must be provided to faculty in advance of the need. The DSS staff, in consultation with the student and medical providers, determines appropriate accommodations.

Request for accommodations for student teaching placements are made to the Director of Placements and are most appropriately made when requesting placement. While it is permissible to request accommodation after the beginning of a course or after a student teaching placement, timely notice enables the program to properly respond to and arrange for the accommodation. 

Candidates with disabilities who are provided accommodations are held to and evaluated according to the same academic and professional training standards as candidates without disabilities. State accrediting agency standards are applied to all candidates regardless of ability/disability status and must be considered throughout training.  It is the College of Education, Counseling, and Ethnic Studies faculty who decide what the "essential academic and technical standards" are for meeting core requirements and academic expectations.

Writing Center

The SSU Writing Center is located in Schulz 1103. The Writing Center helps SSU students, faculty, and staff members (as well as members of the wider community) become better writers.

Scholarships and Financial Assistance  

The SSU Scholarship Program awards some scholarships reserved for teaching credential candidates.  The College of Education, Counseling, and Ethnic Studies also has some scholarship opportunities. Additionally, some off-campus organizations award scholarships for future teachers.  

Other forms of financial aid include grants, loans, and temporary employment. For general financial aid questions, including applying for student loans, contact the SSU Financial Aid office.

Career Services

SSU Career Services office provides a number of important services for credential candidates.  These include job listings, drop-in career counseling, and periodic workshops on such skills as resume writing and interviewing.  

Student Appeals

Candidates may appeal a course grade they believe to be arbitrary, unreasonable or capricious by following the SSU Grade Appeal procedures (available on the SSU website).  All other appeals are covered by the SSU Student Grievance Policy.

Options and Pathways for Proceeding through the Program

Student Teaching, Residency, or Intern: Which Pathway is Right for You?

Single subject teacher candidates proceed through one of three different program pathways: the student teaching pathway, a teacher residency program, or the intern pathway. The table below outlines the general differences across the three pathways. Each residency program has its own structure, additional requirements, and stipulations.  Additional details about the Intern Pathway can be found later in this section. 

Single Subject Credential Program Intern Pathway

The purpose of the Single Subject Credential Program Intern Pathway is to provide an alternative means for candidates to complete a single subject credential program. This pathway allows candidates to be employed by a school district, and mentored by a district employed supervisor (or DES), while completing the single subject teaching credential. In most cases the DES is a practicing teacher but can also be a teacher on special assignment, instructional coach, etc. 

This pathway is not meant for everyone. It requires candidates to be more immersed as a teacher of record, which requires instructional planning and assessing, on top of completing assignments and readings for the credential program coursework. We recommend that candidates considering the Intern Pathway enter the credential program with prior classroom teaching experience (e.g., paraprofessional, long term or ongoing substitute teaching). We also recommend those on the Intern Pathway consider extending the program from one to two years so that there is less coursework per semester. 

Intern Eligibility and Stipulations 

Candidates are only eligible to be an Intern in Phase II of the Single Subject Credential Program. Each intern certificate will be valid for a period of two years.

 In exceptional cases, candidates may be recommended to begin the Intern Pathway during Phase I by being hired on a Provisional Internship Permit (PIP) or Short-Term Staff Permit (STSP).  A PIP or STSP is typically an option when a candidate comes in with 3+ years of prior teaching experience. Candidates who are hired on an Emergency Permit or 30 Day Sub Permit are not eligible for the intern pathway and hour teaching under these permits will not count towards fieldwork requirements.

To be Intern Eligible, a teacher candidate must…

• Meet ALL requirements for admission into the SSU Single Subject Credential Program
• Baccalaureate degree from an accredited college or university
• Basic Skills 
• Subject Matter Competence 
• Character and identification clearance (fingerprints)
• Demonstrated knowledge of the U.S. Constitution 
• Meet with the Single Subject Credential Program Coordinator (virtually or in person) to understand  challenges that may arise from being on the Intern Pathway and develop a plan for completing program requirements as an Intern
• Email a written verification of employment on district letterhead to the CSSE Department Chair and School of Education Intern Coordinator. The verification of employment  must include:

1. Your name

2. Teaching position/program (with SPECIFIC courses to teach)

3. Percentage of time in position

4. Credential or Permit type you will be teaching on (Intern, PIP, STSP, TPSL)

5. Start date and end date

6. District Employee Supervisor Name - who will mentor you (the Single Subject Placement Coordinator will work with the school or district to identity this district employed supervisor)

7. Signature of district representative

• Receive a recommendation from the Single Subject Credential Program (Program coordinator will email this to the Candidate and School of Education Intern Coordinator)
• Complete the prerequisite courses and all Phase I program courses in the single subject credential program with a GPA of 3.0 or above

Additional Stipulations and Recommendations

• Must be hired at .4 FTE or above (can be employed on a PIP/STP for less than .4 FTE)
• Candidates are strongly discouraged from being employed for 1.0 FTE in the Fall, unless they (1) are on the extended (i.e., 4 semester) program and/or (2) have one or more program courses waived. If a candidate is requesting EDSS 443B be waived due to 3+ years of full time teaching (not substitute teaching) experience, then the candidate must verify training in restorative practice and trauma-informed strategies. 
• ALL courses assigned must be those that the candidate’s credential being earned will qualify them to teach (e.g., a candidate earning a preliminary single subject math credential cannot teach a chemistry class as an intern).
• Internships that require a placement change (e.g., changing schools) are conditional upon finding a qualified district employed supervisor (DES) to mentor the intern. If a DES cannot be found, then the candidate must remain at the currently assigned placement site. 
• Candidates in a residency program are not eligible to be interns
• All intern teachers must pass the edTPA (i.e., the teaching performance assessment) to receive a preliminary teaching credential and must be provided with the time and mentor support to complete the edTPA. 
• Employment must last for at least 14 weeks each semester (e.g. typically by about September 15th for the Fall and February 1st for the Spring)
• As an intern teacher, you are required to receive an additional 45 hours per year of support/mentoring and supervision specific to meeting the needs of English learners.

Intern Pathway Timeline 

1. (March-May) BE ACCEPTED INTO THE SINGLE SUBJECT CREDENTIAL PROGRAM. Upon admission to the Single Subject Credential Program, a placement coordinator will meet with each applicant to help identify an appropriate placement site and a mentor teacher. The placement coordinator will also note the applicant’s interest in the Intern Pathway and communicate eligibility, stipulations, and process.

2. (May-June) GET RECOMMENDED. The Single Subject Credential Program Faculty will discuss and recommend interested and eligible candidates using the eligibility requirements and recommendation considerations listed in this document. The Single Subject Program Coordinator will also contact and meet with the candidate to discuss challenges that may arise from being on the Intern Pathway and develop a plan for completing program requirements as an Intern if recommended. Any concerns raised from program faculty may be discussed during the meeting as well. The Single Subject Program Coordinator  will notify candidates if they have been recommended or not. 

    

If a candidate becomes interested in the Intern Pathway during Phase I, the candidate should immediately contact the Single Subject Program Coordinator  immediately to be recommended by the program faculty

3. (June-December). GET AN OFFER OF EMPLOYMENT. If there is an Intern Position available, the CSSE Department Chair will notify any suitable and recommended candidates and cc the School of Education Intern Coordinator. The School of Education Intern Coordinator will then work with the candidate, the school district/school site, and the single subject placement coordinator to receive the official job offer, find an approved District Employed Supervisor, discuss remaining Intern Requirements, and update the change of placement records. 

 Note: SCHOOLS/DISTRICTS SHOULD NOT APPROACH  CANDIDATES ABOUT INTERN POSITIONS. IF THEY DO, KINDLY ASK THE SCHOOL/DISTRICT TO CONTACT THE Single Subject Program Coordinator. DO NOT EVEN “INFORMALLY” ACCEPT A POSITION OFFERED. 

ALSO NOTE THAT YOUR POSITION MAY REQUIRE A CHANGE IN PLACEMENT. YOU CAN ONLY PROCEED WITH ACCEPTING AN OFFER OF EMPLOYMENT IF WE CAN FIND A SUITABLE AND APPROVED DISTRICT EMPLOYED SUPERVISOR FOR YOU. 

4. (January, unless approved to begin during the Fall semester). BEGIN WORK AS AN INTERN AND FULFILL ALL INTERN REQUIREMENTS.

    

Flex Option and Leaves of Absence

Instead of completing the credential program in two semesters, you may pursue one of the two  “Flex Options,” which allow you to complete the program over three or four semesters. The Flex Option reduces the number of units taken each semester so that you have more time to work, pursue a Bilingual Authorization, or fulfill other obligations. However, it does require paying an additional two semesters (Flex Option A) or extra one semester (Flex Option B) of tuition. Flex Option A is required for anyone employed on a permit or as an intern credential at .8 or 1.0 FTE during Phase I of the program.

Flex Option A  (required if hired on a permit at .8 or 1.0 FTE for Phase I of the credential program )

Flex Option B  (only available to those on the student teaching pathway) 

Early Completion Option

The Sonoma State University Single Subject Intern pathway makes available to those who qualify for the option the opportunity to choose an early program completion option, culminating in a five year preliminary teaching credential. To fulfill this option, the intern must: 

• (a) Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following: 
  • Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students
  •  Techniques to address learning differences, including working with students with special needs 
  • Techniques to address working with English learners to provide access to the curriculum
  •  Reading instruction in accordance with state standards 
  • Assessment of student progress based on the state content and performance standards 
  • Classroom management techniques 
  • ‘Methods of teaching the subject fields 
• (b) Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option. 
• (c) Meet the requirements for teacher fitness. .

More details here: https://www.ctc.ca.gov/credentials/leaflets/early-completion-intern-option-(cl-840)

Application for Early Completion Option:

To apply, send an email to the School of Education Intern Coordinator, Suzanne O’Keefe at okeeffes@sonoma.edu with the required documentation. 

Completing the Program and Beyond

When you have completed all the Single Subject Credential Program requirements as described in this Handbook, you will be eligible for a Preliminary Single Subject Teaching Credential in your subject area. Towards the end of your Phase II student teaching semester you need to submit a formal application for your credential. This section describes the application process briefly. You will receive further details of the process in a meeting with the Credentials Analyst during your Phase II seminar.

Before Phase II

Most documents needed for the credential application should already be on file in the Credentials Office prior to your student teaching in Phase II. They include:

• Transcripts from all accredited colleges and universities attended
• Evidence of Subject Matter Competence (i.e., transcribed with the appropriate degree, Signed Subject Matter Waiver Program Completion Form or photocopy of CSET results if results were not sent to Sonoma State)
• Certificate of Clearance or a copy of Emergency 30-Day (or other Permit)
• Petitions for course substitutions (if applicable)

During Phase II

Follow the steps below:

1. Attend a meeting with the Credential Analyst during your Student Teaching Seminar regarding credential application process.
2. Obtain application materials at the Credentials Office or in the Student Teaching Seminar.
3. Complete workshop for infant/child/adult CPR training.
4. Complete application forms as instructed.
5. Submit application materials to the Credentials Analyst towards the end of your student teaching semester. Please note: the Credentials Analyst cannot file for your credential until grades are posted on your transcript.
    

After Phase II

Once the Credentials Analyst has filed for your credential with the California Commission on Teacher Credentialing (CTC), you will receive an email requesting online payment to CTC for the credential. Your credential will be issued within 10-14 business days after you make your payment. The official document will be mailed to you directly.

Options for Additional Study

In addition to your primary content area, you may also add other subject areas to your credential. Subject Matter Authorizations and Supplementary Authorizations are available in over 50 areas and various areas. In the case of very specific areas—for example, chemistry, geography, or photography—the supplement allows you to teach any class in that subject in grades kindergarten through 12. In the case of broader areas—such as general science, social science, art, or mathematics—it authorizes you to teach introductory classes in that area, covering content that is normally taught at the 9th grade level or below. You can qualify for either of these authorizations if you have a minimum of 32 college level semester units or a bachelor’s degree in the subject area.

A teacher who holds a Subject Matter/Supplementary Authorization in one or more fields is more attractive to potential employers who need flexibility among their faculty for scheduling and expanding their curriculum options. In more specialized areas such as music, art, foreign language, and physical education, a school often cannot support a full-time position in that area alone but can afford to hire someone who can teach in two or three different areas. For these reasons, you should try to add supplements to your credential if you possibly can. You may be able to take courses toward this goal during your credential program. You don’t need to finish coursework before earning your credential; you may continue working toward it and add it at a later date. The Credentials Office has literature describing the supplements and can tell you how to go about submitting an application when ready.

Full Authorization in a Second Subject Area

Once you’ve earned the Single Subject Teaching Credential in your primary content area, you can add a full authorization to teach in a second area by taking the appropriate secondary content specific pedagogy/methods and demonstrating subject matter competence. This applies only to those areas in which basic credentials are offered, such as Physics, English, or music. You may add this authorization at any time after earning your basic credential by submitting the appropriate documents to the Credentials Office. If you have a credential in one of the sciences (e.g., Foundational Level General Science) and wish to add another science credential (e.g., Chemistry), then you only need to subject matter competency for that additional science credential and do NOT need to take another secondary science pedagogy/method course. Similarly, If you have a credential in Foundational Level Mathematics and wish to be credentialed for the full Mathematics credential, then you only need to pass the additional Mathematics CSET subtest  and do NOT need to take another mathematics pedagogy/method course.

Notice of Delay Policy

When a person applies for a Certificate of Clearance or a credential via the California Commission on Teacher Credentialing (CTC), a thorough background check is performed by the CTC. In some cases, if an applicant has a previous record, the CTC requests additional documentation before a Certificate of Clearance or credential can be granted. This may result in an applicant appearing on a Notice of Delay list. The policy below describes the implications of appearing on such a list would have on a School of Education student.

If you have a previous record and would like to discuss the clearance process prior to applying for your Certificate of Clearance, please contact our office at credentials.office@sonoma.edu or 707-664-2832.

Single Subject Credential Program Teacher Candidate Handbook Document