PK-3 Credentials
Preconditions
To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate the need for the type of program in the service area in which it will operate or a need for educators prepared through the specific program delivery model. Proposals must include data on the number of individuals currently serving on less than full credentials, where available, in the service area of the proposed program, projected need based on a needs analysis, and affirmations from employers with their anticipated hiring need for individuals with the planned credential.
- Data that show the number of individuals serving on less than full credentials in the service area of the proposed program, if available (Educator Supply data can be found on the California Educator Supply webpage); OR Data that show the need for educators prepared through the specific program delivery model of the proposed program
- A needs analysis which may include, but not be limited to:
- Number of vacancies in the planned credential category in the service area of the proposed program
- Projected student growth for the service area of the proposed program
- Letters from one or more districts that affirm a hiring need for individuals with the planned credential(s)
To be granted initial program accreditation by the Committee on Accreditation, the program sponsor must demonstrate evidence of collaboration between institutions of higher education, employers of credentialed educators, and TK-12 practitioners in the design of the program. This evidence must include verification that the partners will share authority and responsibility for the implementation and continuous improvement of the proposed educator preparation program as negotiated in the partnership agreement.
- A table showing the individuals involved in the program design including, but not limited to:
- Name
- Title
- Role
- Relevant credentials/qualifications
This table must show that the program sponsor included representatives from institutions of higher education, employers of credentialed educators, and TK-12 practitioners.
- Meeting agendas and minutes for program design meetings indicating who was present and how attendees participated
- Memorandum of Understanding (MOU) that demonstrates how these individuals have shared authority and responsibility for implementing the program, and for the continuous improvement of the program, as negotiated in the partnership agreement
No college or university shall require candidates to complete more than the equivalent of nine semester units of credential preparation courses prior to allowing candidates to enroll in student teaching in a preschool or elementary classroom. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of effective methods of English Language Skills as required by Program Precondition 2.
Direct link to location of course sequence within a handbook, website, or other authentic program documentation that shows that no more than nine semester units (or twelve with EL instruction) of credential preparation courses are completed before candidates begin student teaching* experiences in a classroom or school.
The program includes the study of effective means of teaching literacy, in accordance with 44259 (b)(4)(A) and (B).
Please indicate that evidence of how the program includes the study of effective means of teaching literacy in accordance with Education Code Section 44259 (b)(4)(A) and (B) is included in the submission for Program Standard 7 and TPE 7.
Professional preparation, including student teaching, shall be made available in the upper division course offerings at all California public institutions of higher education.
Link within a handbook, program website, or other authentic program documentation that indicates this policy.
The program sponsor has a timely and systematic process for evaluating and notifying candidates of their standing in relation to the subject matter competence requirement.
This process includes:
- Providing candidates with clear and accurate information in all advising and application materials about all options available to demonstrate subject matter competence, for the PK-3 Early Childhood Education Specialist Instruction credential.
- Within the first 60 days of the candidate’s admission, the institution must complete an assessment of each candidate’s standing in
relation to demonstration of the subject matter competence requirement and notify candidates of that standing.
- Direct link to location within a handbook, website, or other authentic program documentation that indicates how candidates are provided with clear and accurate information about both options available to demonstrate subject matter competence. This evidence may be within any current authentic candidate materials where requirements are listed.
- Evidence of the program’s process for completing the assessment and providing candidates with notification of their standing in relation to meeting the subject matter competence requirement within 60 days of their admission to the program. This notification should include reference to how the candidate has completed the requirement or next steps to completion.
The approved PK-3 Early Childhood Education Specialist Instruction credential preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a preschool through third grade setting.
Candidates may meet the subject matter competence requirement through one of the following two options:
Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education with a degree major in Child Development, Child and Adolescent Development, Human Development, Early Childhood Education, Child and Family Studies, Early Childhood Studies, Human Development and Family Science, Family Science, or Child, Adolescent, and Family Studies.
Completion of 24 semester units or the equivalent quarter units of non-remedial, degree-applicable coursework at a regionally accredited institution of higher education in early childhood education and/or child development.
Direct link to tracking materials, checklists, or other authentic program documentation that shows how the program assures that each candidate has demonstrated subject matter proficiency before being given daily whole class instructional responsibilities. The evidence should be clear about when in the program demonstration of subject matter occurs.
A college or university or school district that operates a program for the PK- 3 Early Childhood Education Specialist Instruction credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential including but not limited to:
Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education.
Completion of the subject matter requirement
Passage of the Reading Instruction Competence Assessment (RICA) or a Commission approved literacy performance assessment for early childhood education.
Completion of a Commission approved preparation program
Passage of a Commission approved teaching performance assessment for multiple subjects in a TK-3 setting, or passage of a commission approved teaching performance assessment for early childhood education.
Direct link to evidence (tracking materials, checklists, or other authentic program documentation) that shows the tracking process followed by the program to assure that each candidate has completed each legal requirement of the credential. If this credential recommendation tracking process is housed in an internal database, screenshots of the process can be provided.
Commission approved professional preparation programs for the PK-3 Early Childhood Specialist Instruction credential shall recognize and grant equivalency for prior experience, as follows, and shall develop a clearly articulated process for granting such equivalency.
Equivalency Option 1
PK-3 Early Childhood Education Specialist Instruction Credential candidates who meet both the requirements outlined in subsections (A) and (B) below shall be granted equivalence for at least 200 hours of the required clinical practice experience in a preschool (PK) or transitional kindergarten (TK) setting and may be granted equivalence for an additional 200 total hours of the required clinical practice experience in a PK or TK setting within the program of professional preparation. Such candidates must complete all other program requirements, including a clinical practice experience of at least 200 hours in a K-3 setting.
(A) Either hold a valid Child Development Permit at the Teacher level or higher or verify employment as a lead teacher in a Head Start program or a childcare and development center serving preschool-aged children.
AND
(B) Verify six (6) years or more of satisfactory, full-time teaching experience as a lead teacher in a public or private center-based childcare and development program serving preschool-aged children that is either a license-exempt childcare and development center pursuant to California Health and Safety Code section 1596.792(o) or holds a license as defined in section 101152(l)(1), Article 1, Chapter 1, Division 12, of Title 22. Satisfactory teaching experience shall be verified by the public or private center-based childcare and development center. (Note: For the purposes of Equivalency Option 1, full time teaching is defined as a minimum of 3 hours
per day).
Verification shall include a statement by the employer confirming that the teacher’s performance was rated satisfactory or better in the following areas (must include all):
- The use of developmentally appropriate teaching strategies for preschool-aged children.
- The ability to establish and maintain developmentally appropriate standards and expectations for student behavior.
- A demonstration of deep knowledge of the early literacy, early mathematics, and other preschool subjects, and the use of developmentally appropriate teaching and learning approaches that engage students and promote student understanding.
- An ability to plan and implement a sequence of appropriate learning activities, both teacher and child initiated.
- An ability to evaluate and assess student learning outcomes.
- An ability to communicate effectively with young children and their families/guardians.
Equivalency Option 2
Candidates for the ECE Specialist Instruction Credential who have completed a practicum course at a regionally accredited institution of higher education, including a community college, shall be granted clinical practice equivalency for these hours commensurate with the number of hours served in the practicum course, up to a maximum of 200 hours, provided that all of the following conditions are met:
A. The practicum course is credit bearing and degree applicable towards a Teacher Level or higher level Child Development Permit or a degree in Early Childhood Education, Child Development, Child and Adolescent Development, Early Childhood Studies, or Human Development.
B. The practicum hours completed were in a preschool or early childhood setting serving 3-4 year old children and included clinical practice experience that was supervised at minimum by a trained faculty member/instructor with expertise in Early Childhood and Child Development pedagogy who provided observation and feedback to the candidate.
C. The candidate earned a C or better on the practicum course. Courses earned with a “Pass,” or another designation deemed by the institution of higher education to be equivalent to a grade of “C” or higher are also acceptable.
D. The candidate provides to the Commission-approved ECE Specialist Instruction program verification of the hours served through transcripts and other documentation as determined by the Commission-approved program.
Candidates who have completed both a verified work experience as outlined in Equivalency Option 1 above and a qualified practicum experience as outlined in Equivalency Option 2 above may be granted a maximum of 400 hours total commensurate with the number of hours served toward the clinical practice requirement and shall complete the remaining 200 hours of clinical practice in grades K-3 in the teacher preparation program.
1. Direct link to location of professional preparation program equivalency information within a handbook, website, or other authentic program documentation explaining the equivalency requirements for candidates and prospective candidates. This information should include:
a. eligibility requirements for each of the Equivalency Options,
b. how the program allocates equivalency for candidates who meet the minimum requirements for the designated option(s), and
c. a list of acceptable documents required of candidates.
2. Description of the clearly articulated process the program follows for granting equivalency, including submission, evaluation, verification of equivalency documents, and the individual, by position title, responsible for verifying this requirement is met.
