Data Terms Glossary
| Term | Definition |
|---|---|
| Academic Year | A period of 12 consecutive months, starting September 1 and ending August 31. Source: Title II Glossary |
| Accreditation | The institution has demonstrated that, when judged as a whole, it meets or exceeds the Common and Program Standards. The institution is judged to be effective in preparing educators and demonstrates overall quality in its programs and general operations. |
| Accreditation Site Visits | Accreditation Site Visit is scheduled for approved educator preparation institutions in year six of a seven-year accreditation cycle. The site visit allows Accreditation Teams to verify information from the institution’s annual data analysis, Preconditions, Common Standards, and Program Review processes for the purpose of making findings about the extent to which an institution and its programs meet the Preconditions, Common Standards and Program Standards and to generate an accreditation recommendation. |
| Accreditation Status | The institution's accreditation status. |
| Accreditation with Major Stipulations | The institution has been found to have significant deficiencies in Common Standards or Program Standards. Areas of concern are tied to matters of curriculum, field experience, or candidate competence. The institution demonstrates quality and effectiveness in some of its credential programs and general operations, but effectiveness is reduced by the identified areas of concern. |
| Accreditation with Probationary Stipulations | The institution has been found to have serious deficiencies in Common Standards or Program Standards. Significant areas of concern tied to matters of curriculum,field experience, or candidate competence in one or more programs have been identified. A probationary stipulation may require that severely deficient programs be discontinued. The institution may demonstrate quality and effectiveness in some of its credential programs and general operations,but the effectiveness is overshadowed by the identified areas of concern. |
| Accreditation with Stipulations | The institution has been found to have some Common Standards or Program Standards not met or not fully met. The deficiencies are primarily technical in nature and generally relate to operational, administrative, or procedural concerns. The institution is judged to be effective overall in preparing educators and general operations. |
| Accredited Institution | An accredited institution is a college or university that has been deemed to meet the standards of one of the regional accrediting bodies such as WASC (Western Association of Schools and Colleges). |
| Active Program Approval Status | The status of being currently approved as a program sponsor to offer educator preparation programs. Active approved programs may accept new candidates in the program, recommend candidates for a credential, submit data annually, participate in the Program Review process, and participate in Site Visits. |
| Added Authorization: Adapted Physical Education | The specialty area authorizes teaching to students from birth through age 22 with special needs who are precluded from participation in the activities of the general physical education program or need a specially designed physical education program in a special class. |
| Added Authorization: Autism Spectrum Disorders | The Autism Spectrum Disorders (ASD) specialization area authorizes services such as providing knowledge of cognition and neurology challenges associated with language communication, social skills and behaviors, and implementing strategies in teaching and engaging students with ASD. |
| Added Authorization: Deaf-Blind | The specialization area authorizes services such as providing knowledge of the sensory system regarding the combined impact of hearing and vision impairment in a variety of environments, providing support through individualized instruction and resources, and understanding of the deaf-blind cultural identity. |
| Added Authorization: Early Childhood Special Education | The specialization area authorizes services such as providing knowledge of the developmental and learning characteristics associated with young children (birth to pre K) with developmental delays and other learning, mental, emotional and physical disabilities. Additionally, it authorizes services in ensuring that the intervention and/or instructional environments are appropriate to the child's needs. |
| Added Authorization: Emotional Disturbance | The specialization area authorizes services such as identifying causes, characteristics and definitions of students with emotional disturbance, and providing knowledge of legal and political issues regarding students' assessment and placement. |
| Added Authorization: Orthopedic Impairment | The Orthopedic Impairment (OI) specialization area authorizes services such as providing knowledge of students from birth to age 22 with physical disabilities caused by, but not limited to, neuromotor impairments, diseases, and traumatic brain injury. Additionally, it authorizes instructional services to OI students while supporting and ensuring safe and accessible procedures to be carried out effectively as necessary. |
| Added Authorization: Other Health Impairment | The specialization area authorizes services such as providing knowledge of students from birth to age 22 of disability due to chronic or acute health problems that adversely affect educational performance, planning instruction and delivery to improve academic performance and skill development, and supporting and ensuring safe and accessible procedures to be carried out effectively as necessary. |
| Added Authorization: Resource Specialist Added Authorization | The specialization area authorizes instructional services and resources to students with disabilities whose instructional needs have been identified by the individualized education program (IEP) team. Additionally it authorizes teaching and collaboration with other teachers regarding student placement, IEP development and access to the core curriculum. |
| Added Authorization: Traumatic Brain Injury | The specialization area authorizes services to students identified with neurology of open or closed head injuries resulting in impairments such as cognition, psychosocial behavior, physical functions and sensory and information processing. Additionally, it authorizes services in ensuring that the intervention and/or instructional environments are appropriate to address the students issues and needs. |
| Adding an Authorization to an Existing Credential (Title 5 §80499) | A process that allows holders of general education teaching credentials that require a bachelor’s degree and teacher preparation including student teaching to obtain an additional multiple or single subject instruction authorization without completing a full professional preparation program for that credential. Does not apply to special education credentials. |
| Administrative Services | The authorization provides services in developing, coordinating and assessing instructional programs including student support services; recruiting, evaluating and supervising personnel; providing discipline to students and employees; and managing fiscal services. |
| Administrative Services Credential | A services credential authorizing the holder to serve as a school site principal, assistant principal, or district/county administrator. |
| Admission Rate | Calculate the admissions rate by dividing the number of applicants admitted by the total number of applicants. |
| Admission Requirements | The minimum requirements that an applicant must meet in order to be considered eligible for admission to the institution and/or program. |
| Adult Education | The credential authorizes teaching in general and academic subjects in courses organized primarily for adults. Subjects include areas in personal development, career technical education, and academic related such as English as a Second Language and elementary and secondary basic skills. |
| Adult Education Teaching Credential | The credential authorizes the holder to teach the subjects named on the credential in courses organized primarily for adults. Personal Development - General Subjects (subject to be named on the credential): Art, Health and Safety, Family Education, Financial LiteracyCTE - General Subjects (subject to be named on the credential): Agriculture and Natural Resources, Arts, Media, and Entertainment, Building and Construction Trades, Business and Finance, Education, Child Development, and Family Services, Energy, Environment, and Utilities, Engineering and Architecture, Fashion and Interior Design, Health Science and Medical Technology, Hospitality, Tourism, and Recreation, Information and Communication Technologies, Manufacturing and Product Development, Marketing, Sales, and Service, Public Service, TransportationAcademic Subjects (subject to be named on the credential): English as a Second Language, Elementary and Secondary Basic Skills, Individual Subjects |
| Agriculture | The subject matter area authorizes teaching to departmentalized classes of agriculture. Subject area knowledge in Agriculture includes plant and soil science, ornamental horticulture, agricultural business and economics, environmental science and natural resource management, and agricultural systems technology. |
| Agriculture and Natural Resources | Agriculture and Natural Resources is one of thefifteen Industry Sectors that CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Agriculture Specialist Instruction Credential | The specialization area authorizes services in developing and coordinating the curriculum and programs pertaining to agriculture. |
| Alternative Teacher Preparation Program | A teacher preparation program that primarily serves candidates who are the teacher of record in a classroom while still completing their pedagogical preparation for the preliminary credential. Alternative route teacher preparation programs are defined as such by the state. In California, this term also refers to an intern program. Source: Title II Glossary |
| Applicant | An individual who submits an application to an educator preparation program. The applicant may or may not be accepted to the program and may or may not enroll in the program. |
| Approved Institution | A Commission-accredited institution or entity eligible to offer educator preparation for California. See also: Program Sponsor |
| Art | The subject matter area authorizes teaching to departmentalized classes of art. Subject area knowledge in Art includes two-dimensional art, three-dimensional art, new and emerging art, media art, art history, art criticism, and history and theories of learning in art. |
| Arts, Media, and Entertainment | Arts, Media, and Entertainment is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Assignment Monitoring | The process by which Monitoring Authorities review the assignments of certificated educators in California public and charter schools, and determine whether they are appropriately assigned. Source: Education Code, §44258.9 |
| Audiology | The specialty area authorizes services to students with a primary or secondary disability of deaf or hard of hearing, deaf-blind, and a hearing loss that manifests itself in conjunction with additional disabilities (i.e., unilateral or bilateral auditory neuropathy). |
| Authority | An individual or individuals to whom the institution has granted the power to manage the human and fiscal resources needed to meet all educator preparation program goals. The program authority is usually, but not always, limited to the dean at an IHE, or an associate superintendent/director of a local education agency. Common Standards: 1 See also: Unit Leadership |
| Authorization | Indicates whether the English Learner Authorization or Bilingual Authorization is issued on the teaching document or as a separate document. |
| Aviation Flight Instruction | See: Special Subjects |
| Basic Military Drill | See: Special Subjects |
| Bilingual Authorization | An authorization to provide specialized instruction to individuals for whom English is a second language. Specifically it authorizes instruction for 1) English Language Development(ELD) in preschool, K-12, and adults (restrictions apply to holders of Children's Center Permits, ChildDevelopment Permits, and Designated Subjects Teaching Credentials), 2) Specially Designed AcademicInstruction Delivered in English (SDAIE) in the subjects and grade levels authorized by the prerequisitecredential or permit, and 3) instruction for primary language development and content instructiondelivered in the primary language in the subjects and grade levels authorized by the prerequisitecredential or permit. May be issued based on completion of course work or examination. Formerly issued as standalone BCLAD Certificate or BCLAD emphasis added to multiple or single subject credentials. |
| Bilingual Authorization: American Sign Language | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: American Sign Language includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Arabic | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Arabic includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Armenian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Armenian includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Cantonese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Cantonese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Filipino | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Filipino includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Hmong | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Hmong includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Japanese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Japanese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Khmer | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Khmer includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Korean | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Korean includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Mandarin | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Mandarin includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Portuguese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Portuguese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Punjabi | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Punjabi includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Spanish | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Spanish includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Tagalog | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Tagalog includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Authorization: Vietnamese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Vietnamese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Bilingual Crosscultural Credential | The credential authorizes English Learner Development (ELD) and to teach departmentalized and self-contained classes to English learners in the target language listed or in the English language development programs. |
| Bilingual, Crosscultural, Language and Academic Development (BCLAD) | An authorization to providespecialized instruction to individuals for whom English is a second language. Specifically it authorizesinstruction for 1) English Language Development (ELD) in preschool, K-12, and adults (restrictions applyto holders of Children's Center Permits, Child Development Permits, and Designated Subjects TeachingCredentials), 2) Specially Designed Academic Instruction Delivered in English (SDAIE) in the subjectsand grade levels authorized by the prerequisite credential or permit, and 3) instruction for primarylanguage development and content instruction delivered in the primary language in the subjects andgrade levels authorized by the prerequisite credential or permit. The BCLAD authorization can be listedon a Single Subject or Multiple Subject Teaching Credential as an emphasis if a college or universityprogram was completed or, if the applicant met BCLAD requirements separate from the teacherpreparation program, a BCLAD Certificate may be obtained. |
| Biological Sciences (Specialized) | The subject matter area authorizes teaching to departmentalized classes of a specialized science, and does not authorize teaching general or integrated science. Subject area knowledge in Biological Science includes, but not limited to, cell biology and physiology, genetics, evolution, and ecology. |
| Biology | The subject matter area authorizes teaching to departmentalized classes of general understanding of science with a concentration in biological science. Subject area knowledge in Biological Science includes, but not limited to, cell biology and physiology, genetics, evolution, and ecology. |
| Broader Educational Community | Refers to agencies, institutions, and others external to the program sponsor that are also involved with education, such as educational services, advocates, P-12 schools,IHEs, district offices, specialists, SELPAs, special education program managers, local business andindustry, counseling services, social services, professional organizations, and parents. Common Standards: 1 |
| Building and Construction Trades | Building and Construction Trades is one of the fifteen Industry Sectors that CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Business | The subject matter area authorizes teaching to departmentalized classes of business. Subject area knowledge in Business includes accounting and finance, business communications, business law, business management, computer applications and information technology, economics, and entrepreneurship, and marketing. |
| Business and Finance | Business and Finance is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Business Education | The subject matter area authorizes teaching to departmentalized classes in business education. |
| California Commission on Teacher Credentialing (CTC or Commission) | The California Commission onTeacher Credentialing (CTC) is an agency in the Executive Branch of California State Government. Itwas created in 1970 by the Ryan Act and is the oldest of the autonomous state standards boards in thenation. The major purpose of the agency is to serve as a state standards board for educatorpreparation for the public schools of California, the licensing and credentialing of professionaleducators in the State, the enforcement of professional practices of educators, and the discipline ofcredential holders in the State of California. |
| California District Prepared | Indicates that individuals completed an educator preparation programs sponsored by a Local Education Agency. |
| California IHE Prepared | Indicates that individuals completed an educator preparation program sponsored by one of the three Institution of Higher Education segments: California State University (CSU), University of California (UC) and Private/Independent Institution. |
| California Public Schools | Refers to public schools, charter schools, and non-public schools servingstudents with special needs; Public schools are assigned a CDS code from the California Departmentof Education (Does not include private or faith-based schools) Common Standards: 1,3 |
| California State University | California State University is one of the three public higher education segments, it is referred as the “CSU” segment. CSU has 23 campuses located in California. |
| California Teachers of English Learners (CTEL) | The CTEL program leads to a Crosscultural, Language and Academic Development (CLAD) certificate. The authorization provides services to English learners in order to promote their language development, communicative competence, literacy, and social and academic achievement. |
| Candidate | An individual participating in a credential program, including for both teaching credentials and services credentials, whether for an initial or second-tier credential or authorization. Common Standards: 1,2,3,4,5 |
| Career Technical Education (CTE) | The credential authorizes teaching in career technical, trade or vocational subjects in grade twelve and below and in classes organized primarily for adults. Additionally, the authorization includes providing services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE) in the subject courses. There are currently fifteen subjects, also known as industry sectors, available for the credential. |
| Career Technical Education Teaching Credential | The credential authorizes the holder to teach in the subject or subjects named on the credential in grades twelve and below and in classes organized primarily for adults, in career technical, trade or vocational courses. The Clear CTE Teaching Credential include services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE). |
| Certificate | A separate certificate may be issued if an authorization is not listed on the credential. |
| Certificate of Completion of Staff Development (CCSD) | An authorization to teach Specially Designed Academic Instruction Delivered in English (SDAIE) to English learners (EL) within the subject matter content and grade level of the holder’s prerequisite credential. |
| Certificate of Eligibility | The Certificate of Eligibility is a document issued to individuals who havecompleted a program for the Preliminary Administrative Services Credential or the Level I EducationSpecialist Credential, but who are not currently employed. Certificates of Eligibility allow the holder toseek employment in his/her area of certification. |
| Certified | Refers to a California educator holding a valid credential appropriate to his/her role and/or responsibility. Common Standard: 3 |
| Chemistry (Specialized) | The subject matter area authorizes teaching to departmentalized classes of a specialized science, and does not authorize teaching general or integrated science. Subject area knowledge in Chemistry includes, but not limited to, atomic and molecular structure, chemical reactions, kinetic molecular theory, solution chemistry, chemical thermodynamics, organic chemistry and biochemistry, and nuclear processes. |
| Child Development Permit | A Permit issued by the Commission that authorizes service in early childhoodeducation programs and settings. There are multiple levels within the structure of the ChildDevelopment (CD) Permit that authorize the permit holder to provide different levels of services to youngchildren. There are six levels of CD Permits: Assistant, Associate Teacher, Teacher, Master Teacher, Site Supervisor, and Program Director. |
| Child Development Permits: School-Age Emphasis | The Child Development Permit holder has completedcoursework relating to children and youths from birth to age 14. The coursework must be nonremedial. Source: Title 5 §80105 Regulations |
| City | The city in which the institution resides in. |
| Clear | A Clear Credential is a teaching credential with no further academic requirements to be completed that was issued prior to September 1, 1985. Professional growth and successful service arenot required for renewal, only submission of an application and current processing fees. With theimplementation of Senate Bill 1209, signed in September 28, 2006, professional growth requirementsare no longer a prerequisite to renewal and the Commission once again began to issue clear credentials. |
| Clear Credential | A Clear Credential is a teaching credential with no further academic requirements to be completed that was issued prior to September 1, 1985. Professional growth and successful service arenot required for renewal, only submission of an application and current processing fees. With theimplementation of Senate Bill 1209, signed in September 28, 2006, professional growth requirementsare no longer a prerequisite to renewal and the Commission once again began to issue clearcredentials. |
| Clinical & Rehabilitation Services | A services credential authorizing the holder to perform the following services at any grade level: preschool, K-12, or in classes organized primarily for adults: Audiology and Orientation and Mobility. |
| Clinical Experiences | Refers to student teaching, internships, and/or clinical practice that provide candidates with an intensive and extensive culminating activity. Synonymous with Field Work. Withinthe field-based/clinical experiences, candidates are immersed in the learning community and areprovided opportunities to develop and demonstrate competence in the professional roles for whichthey are preparing. Field-based experiences are provided to the candidate under the supervision orguidance of an experienced individual who has the knowledge and skills the candidate is working toattain. Common Standards: 1,3 See also: Field Work |
| Clinical or Rehabilitative Services Credential | Clinical or Rehabilitative Services Credentials authorize theholder to perform the following services at any grade level: preschool, K-12, or in classes organizedprimarily for adults: Audiology and Orientation and Mobility. |
| Clinical or Rehabilitative Services: Audiology | The specialty area authorizes services to students with a primary or secondary disability of deaf or hard of hearing, deaf-blind, and a hearing loss that manifests itself in conjunction with additional disabilities (i.e., unilateral or bilateral auditory neuropathy). |
| Clinical or Rehabilitative Services: Orientation and Mobility | The specialty area authorizes services to students who are blind, visually impaired, and deaf-blind with age-appropriate, hands-on experiences to allow them to learn how to navigate their natural travel settings, become independent travelers and assist in the development of a conceptual understanding of the environment. |
| Clinical Personnel | P–12 school personnel and/or professional education faculty responsible forinstruction, supervision, support, and/or assessment of candidates during field experiences and clinical practice. Common Standards: 3 See also: Clinical Experiences, Field Work |
| Clinical Practice | The experiences that a candidate has in schools. Clinical practice allows the candidate to apply theories and concepts they are learning about in coursework. The specific types of experiences a candidate needs to have during clinical practice are defined in the specific educator preparation program standards. The clinical practice experiences need to be designed by the educator preparation program, be supervised, completed in a logical sequence, and be integrated with the coursework the candidate completes. |
| Coach | For Clear Administrative Induction programs, the experienced school administrator who supports and guides the Preliminary Administrative Services credential holder during the two year Induction program. |
| Cohort | A group of accredited institutions as assigned by the Commission. The cohort system providesan efficient and effective way to organize and manage the 7-year accreditation cycle of activities forthe cohort member institutions. |
| Committee on Accreditation (COA) | A Commission-appointed group of K-12 and postsecondary educators charged with the task of deciding on the continuing accreditation of educator preparation institutions and programs, the initial accreditation of programs submitted by eligible institutions, and the comparability of national or alternative program standards with California standards of educator preparation. |
| Community Leadership | The actions taken by the school leader to represent and promote the school, itsaccomplishments, and its needs to the district, the community and the public in order to accomplishthe school’s vision, mission and goals. |
| Competencies | The body of knowledge, skills, and abilities that a candidate is expected to gain and demonstrate during the preparation program experience. |
| Completion | A candidate completed all of the program requirements. This does not mean the candidate has satisfied all the credential requirements, such as passing the RICA examination. |
| Cooperating Teacher | The master teacher is the experienced teacher in who’s classroom the preliminary candidate is placed for clinical practice and independent student teaching (See Master Teacher) and who models teaching practices for the candidate as well as helps and guides the candidate in learning to teach. |
| Counsel Out | The institution has asked the candidate to leave the educator preparation program. This is usually due to inadequate progress, professional fitness, or other egregious activity on the part of the candidate. |
| Counseled Out | A candidate who was dismissed or withdrew from a program prior to its completion due to the lack of adequate progress. The candidate received advice and guidance regarding the program requirements and on his/her demonstration of the knowledge, skills and abilities required of the credential being sought, but the program determined that the candidate was not making adequate progress. |
| County | A geographical area that is the largest unit of local control within a state, in which County Offices of Education are the central educational governing entity. |
| Credential Status | There are two statuses used for credential issuances.
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| Credential Type | A type of credential based on specific requirements. |
| Crosscultural, Language and Academic Development (CLAD) | CLAD is an authorization to providespecialized instruction to students for whom English is a second language. Specifically, it authorizesinstruction for 1) English Language Development (ELD) in preschool, K-12 and adults (with somerestrictions) and 2) Specially Designed Academic Instruction Delivered in English (SDAIE) in the subjectsand grade levels authorized by the prerequisite credential or permit. Previously issued as an emphasis on a Multiple or Single Subject Credential; still available as a standalone CLAD Certificate. |
| Data Dashboard | A visual display of the most important information needed to achieve one or more objectives. |
| Data Warehouse | A relational database designed for query and analysis rather than for transaction processing to enable an organization to consolidate, organize, and manipulate data from severalsources. |
| Deaf and Hard-of-Hearing | The specialty area authorizes instructional services to students with learning disabilities such as deafness, hearing impairment, deaf-blindness from ages birth through 22. |
| Delivery Method | The manner in which the program is delivered to the candidates and program material is transferred to the candidate. Some programs are delivered in person, online or in hybrid delivery models. |
| Denial | Refusal to grant a credential to an applicant whose conduct comes within the provisions of Education Code sections 44345 or 44346. |
| Denial of Accreditation | The Committee of Accreditation (COA) can deny accreditation upon either aninitial visit or a revisit to an institution. Although a recommendation of Denial of Accreditation typicallycomes after a finding of probationary status at an initial visit and after the institution has been providedwith an opportunity to institute improvements a review team can recommend Denial of Accreditationat any time if the situation warrants the finding in accordance with this section of the Handbook. |
| Departmentalized Class | A departmentalized class is one in which one instructor teaches a specificsubject or subjects to several different groups of students. This type of classroom organization isusually found in the middle, junior, and high schools. |
| Designated Subjects Credential | A basic teaching credential that authorizes an individual to teach Adult Education,Career Technical Education, Supervision and Coordination or Special Subjects. |
| Designated Subjects Special Subjects Teaching Credential | The credential authorizes the holder to teach the subject named on the credential in grades K–12 inclusive, and classes organized primarily for adults. |
| Designated Subjects Supervision and Coordination Credential | The credential authorizes the holder to supervise and coordinate subjects and classes in all types of designated subjects programs. |
| Direct Application | An individual who meets credential requirements may submit a direct application fora credential to the CTC without the formal recommendation of an IHE, LEA, or other agency. |
| Discretionary Actions | A recommendation by the Committee of Credentials to take an adverse action, which may be adopted by the Commission. |
| District Intern Program | An educator preparation program approved by the Commission that is developed and implemented by a school district or county office of education. Participants in a district intern program serve as the teacher of record while completing their teacher preparation program and they receive mandatory specified guidance and supervision during this process. |
| Document Name | The name of the document earned by completing a set of credential requirements. |
| Document Number | A number assigned to a specific document. |
| Document Type | A type of document based on specific requirements. |
| Drama | The subject matter area authorizes teaching to departmentalized classes in drama. |
| Driver Education and Driver Training | See: Special Subjects |
| Dual Credential | Dual credential program models are programs where candidates obtain multiple credentials within a single preparation program. For example, institutions that offer candidates the option to earn both Multiple and Single Subject credentials (and define this option as a dual credential preparation program) or Multiple or Single Subject credentials with an Education Specialist credential. |
| Dual Credential Program | A program intentionally designed to lead to two (or more) different credentials/added authorization. The candidates enrolled in the dual program are all earning both credentials/authorizations. Only those programs that are intentionally designed to lead to two or more credentials/authorizations are considered dual programs. |
| Early Childhood Special Education | The specialty area authorizes instructional services to students with learning disabilities such as mild/moderate, moderate/severe, and traumatic brain injury from ages birth to pre-kindergarten only. |
| Education Specialist Instruction Credential | The Education Specialist Instruction Credential authorizesthe holder to teach in seven areas of specialization: Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, EarlyChildhood Special Education, and Language and Academic Development. This credential is a basic credential and does not require a prerequisite general education teaching credential. Generaleducation course work and field work are incorporated into the teacher preparation program. Seealso:Special Education Teaching Credentials |
| Education Specialist: Deaf and Hard-of-Hearing | The specialty area authorizes instructional services to students with learning disabilities such as deafness, hearing impairment, deaf-blindness from ages birth through 22. |
| Education Specialist: Early Childhood Special Education | The specialty area authorizes instructional services to students with learning disabilities such as mild/moderate, moderate/severe, and traumatic brain injury from ages birth to pre-kindergarten only. |
| Education Specialist: Language and Academic Development | The specialty area authorizes instructional services to students with academic communication and language needs to children in preschool, kindergarten, in grades 1-12 through age 22, and classes organized primarily for adults, but does not take the place of speech and language services as defined in Education Code section 56333. |
| Education Specialist: Mild/Moderate | The specialty area authorizes instructional services to students with specific learning disabilities such as mild to moderate mental retardation, other health impairments, serious emotional disturbance in grades K-12 and in classes organized primarily for adults through age 22. |
| Education Specialist: Moderate/Severe | The specialty area authorizes instructional services to students with learning disabilities such as autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, serious emotional disturbance in grades K-12 and in classes organized primarily for adults through age 22. |
| Education Specialist: Physical and Health Impairments | The specialty area authorizes instructional services to students with learning disabilities such as blindness, visual impairment, deaf-blindness, orthopedic impairment, other health impairment, multiple disabilities, traumatic brain injury from ages birth through 22. |
| Education Specialist: Visual Impairments | The specialty area authorizes instructional services to students with learning disabilities such as blindness, visual impairment, deaf-blindness from ages birth through 22. |
| Education, Child Development, and Family Services | Education, Child Development, and Family Services is one of the fifteen Industry Sectors that CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Educator Authorization | Authorizations not listed on the credential may be listed on this document. |
| Educator Preparation Program | Educator preparation programs include initial teacher preparation, induction and all programs preparing an individual for a services credential. For California prepared educators, completing a Commission-approved educator preparation program is required to earn a credential or authorization. |
| Elementary Teaching | Elementary teaching authorizes an individual to teach students in grade levels kindergarten through eighth. They teach a variety of subjects usually to one class. To become an elementary teacher, a Multiple Subject Teaching Credential is required. |
| Energy, Environment, and Utilities | Energy, Environment, and Utilities is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Engineering and Architecture | Engineering and Architecture is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| English | The subject matter area authorizes teaching to departmentalized classes of English. Subject area knowledge in English includes literature and textual analysis, language, linguistics, and literacy, composition and rhetoric, and communications in speech, media and creative performance. |
| English Language Development (ELD) | English language development refers to instruction designed toteach English learners to understand, speak, read and write English and to acquire linguisticcompetencies similar to native English speakers. |
| English Learner | Students with a primary language other than English who have not yet attained full proficiency in English. |
| English Learner Authorization | The credential holder is authorized to serve English learners specifically in providing instruction for English Language Development (ELD) and Specially Designed Academic Instruction Delivered in English (SDAIE). Credential holders with a Bilingual Authorization are also authorized to teach English learners. |
| Enrolled Student | A student who has been admitted to a teacher preparation program, but who has not yet completed the program during the academic year being reported. An individual who completedthe program during the academic year being reported is counted as a program completer and not anenrolled student. Source: Title II Glossary |
| Enrollment - Continuing | Candidates who entered the educator preparation program in the prior reporting year. For reporting in 2020, these candidates would have enrolled in the program and begun classes or other activities prior to September 2019. |
| Enrollment - New | Candidates who began the educator preparation program during the current reporting year. For reporting in 2020, these candidates began the program and began classes or other activities sometime during or after September 2019 through summer 2020. |
| Evaluate | To assess candidate knowledge, skills, and performance for the purposes of helping the candidate satisfy the relevant program competency requirements. Does not include evaluation foremployment purposes; also to analyze data from multiple candidate assessments, program completersurveys, and other stakeholder surveys for the purposes of identifying program strengths and areas needing improvement. Common Standards: 3,5 |
| Excellence | Refers to academic and professional achievement of a high caliber that exemplifies exceptional professional ethics and a strong commitment to highest quality of educator preparation. Common Standards: 1 |
| Faculty | Refers to individuals employed by a college, university, school district, county office of education,including graduate teaching assistants, and/or by a Commission-approved partnering entity, who teachone or more courses in education, provide services to candidates (e.g., advising, support), provideprofessional development, supervise clinical experiences, and/or administer some aspect of theeducator preparation unit. Common Standards: 1 |
| Fashion and Interior Design | Fashion and Interior Design is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Field Work | Refers to student teaching, internships, and/or clinical practice that provide candidates with an intensive and extensive culminating activity. Synonymous with Clinical Experiences. Within the field-based/clinicalexperiences, candidates are immersed in the learning community and are providedopportunities to develop and demonstrate competence in the professional roles for which they arepreparing. Field-based experiences are provided to the candidate under the supervision or guidanceof an experienced individual who has the knowledge and skills the candidate is working to attain. Common Standards: 3 See also: Clinical Experiences |
| Field-Based Experiences | Activities that take place in the public schools that allow credential candidates to practice the skills learned in preliminary preparation program coursework. |
| Field-Based Supervision | Refers to supervisory activities undertaken to evaluate a candidate’scompetence by a qualified person designated to assist a candidate in mastering the requiredknowledge, skills, and abilities expected of the candidate, and/or to support the candidate during clinical/field-based activities. Common Standards: 1 See also: Supervision |
| Field-Based Supervisor | The individual administrator from the school district who visits, observes,counsels, and/or guides credential candidates during field-based experiences. |
| Fiscal Year | A period of 12 consecutive months, starting July 1 and ending June 30. |
| Foreign Language: American Sign Language | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: American Sign Language includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Arabic | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Arabic includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Armenian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Armenian includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Bulgarian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Bulgarian includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Cantonese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Cantonese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Chinese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Chinese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Farsi | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Farsi includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Filipino | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Filipino includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: French | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: French includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: German | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: German includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Greek | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Greek includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Hebrew | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Hebrew includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Hindi | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Hindi includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Hmong | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Hmong includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Indonesian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Indonesian e includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Italian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Italian includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Japanese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Japanese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Khmer | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Khmer includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Korean | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Korean includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Latin | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Latin includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Mandarin | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Mandarin includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Portuguese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Portuguese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Punjabi | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Punjabi includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Russian | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Russian includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Spanish | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Spanish includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Tagalog | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Tagalog includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Turkish | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Turkish includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Language: Vietnamese | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Vietnamese includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Foreign Languages: Spanish and French | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in Foreign Language: Spanish and French include, but not limited to, the targeted language, culture, linguistics, and literature. |
| Full-time candidate | A candidate who is taking a full load of courses as defined by the program. Full time educator preparation programs typically do not allow time for candidates to have full time jobs outside of the educator preparation program. Candidates in Induction programs (teachers and leaders) are full time candidates. |
| Full-time Equivalent Teachers (FTE) | FTE teachers represent the total number of teacher positions. Thisnumber will be different than the total number of teachers if there are any teachers who work moreor less than full-time. |
| General Education Limited Assignment Teaching Permit (GELAP) | The General Education LimitedAssignment Teaching Permit (GELAP) may be issued at the request of an employing school district,county office of education, charter school or state agency to fill a staffing vacancy or need. They areissued for a one-year period and can be reissued in any one subject twice if the holder completes therenewal requirements and the employing agency requests the permit. Employing agencies arerequired to have a current Declaration of Need on file with the Commission before the permit can beissued. Individuals must hold a valid California general education teaching credential based on abaccalaureate degree and professional preparation program, including student teaching, have anassigned experienced educator in the subject area of the limited assignment if the applicant has notobtained permanent status, and consent to serve on the Limited Assignment Permit. |
| General Science | The subject matter area authorizes teaching to departmentalized classes of general or integrated science such as biological science, chemistry, geosciences, and physics. |
| General Science (Foundational-Level) | The subject matter area authorizes teaching to departmentalized classes of general or integrated science. |
| General Subject (MS/SS) | The General Subject (MS/SS) Clear credentials authorize an individual to acquire extended learning and professional development in a general education setting. The Clear credential is an upgrade of the Multiple Subject or Single Subject Preliminary credential. |
| General Subjects | The subject matter area authorizes teaching multiple subjects to elementary level students. A general subject matter includes, but not limited to, language studies, literature, mathematics, science, social science, history, humanities, the arts, physical education and human development. |
| Geosciences (Specialized) | The subject matter area authorizes teaching to departmentalized classes of a specialized science, and does not authorize teaching general or integrated science. Subject area knowledge in Geosciences includes, but not limited to, the Earth's place in the universe, planet Earth, energy in the Earth System, biochemical cycles, and California geology. |
| Government | The subject matter area authorizes teaching to departmentalized classes in government. |
| Health Science | The subject matter area authorizes teaching to departmentalized classes of health and related subjects. Subject area knowledge in Health Sciences includes, but not limited to, health, coordinated school health, drug abuse (including alcohol and tobacco), violence prevention, family life, sexually transmitted disease (including HIV and AIDS), fitness and nutrition, disease prevention, health promotion and legislative mandates. |
| Health Science and Medical Technology | Health Science and Medical Technology is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| History | The subject matter authorizes teaching in a variety of history (U.S., California, World, etc.) but does not authorize teaching any other social science. |
| Home Economics | The subject matter area authorizes teaching to departmentalized classes of health and related subjects. Subject area knowledge in Home Economics includes, but not limited to, personal, family and child development, nutrition, foods and hospitality, fashion and textiles, housing and interior design, and consumer education. |
| Hospitality, Tourism, and Recreation | Hospitality, Tourism, and Recreation is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Inactive Program Approval Status | The status of a program sponsor not being permitted to operate apreparation program other than to complete the preparation and recommendation of candidatesalready enrolled in the program and not to admit any new candidates. |
| Independent Student Teaching | Typically, the culminating period during student teaching where the candidate is responsible for planning or co-planning all lessons, delivers the lessons, assesses or grading student learning. Preliminary Multiple/Single subject candidates must complete 4 weeks of independent or solo teaching. |
| Industrial and Technology Education | The subject matter area authorizes teaching to departmentalized classes of industrial and technology education and related subjects. Subject area knowledge in Industry and Technology Education includes, but not limited to, foundations of the nature of technology and introductions to power and energy, information and communication, and project and product development, building and construction, manufacturing, engineering and transportation. |
| Industrial Arts | The subject matter area authorizes teaching to departmentalized classes in industrial arts. |
| Industry Sector | The subject area, specifically for the Career Technical Education credential, authorizes the credential holder to teach in a school setting. |
| Inexperienced Teacher | A teacher who has two or fewer years of teaching experience. Sources: California Department of Education, 2015 California State Plan to Ensure Equitable Access to Excellent Educators |
| Information and Communication Technologies | Information and Communication Technologies is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Initial Certification | The first teaching license issued to an individual. The specific licenses classified asinitial certification in each state are defined by the state. |
| Initial Institutional Approval (IIA) | The process to determine if an institution is eligible to offer a Commission approved program. |
| Initial Preliminary and Clear Credentials | To earn a Preliminary credential, candidates must enroll in a Commission-approved teaching preparation program and complete all credential requirements. Individuals from out-of-state or out-of-country may be issued a Preliminary or Clear credential based on a comparable teaching credential and experience. Initial Clear credentials are issued without a prior Preliminary credential. They are mainly issued to out-of-state and prior Ryan qualified teacher candidates who fulfilled both the Preliminary and Clear credential requirements. |
| Initial Program Review (IPR) | The process of the Commission’s review of applications submitted byinstitutions interested in becoming Commission-accredited to offer an educator preparation programor a subject matter preparation program. |
| Institution | The university, college, school district, county office of education, program sponsor or other entity approved by the Commission to offer educator preparation programs. An institution may be aregionally accredited institution of higher education (IHE) or a local educational agency (LEA) approvedto sponsor educator preparation program(s). Common Standards: 1,5 |
| Institution Address | The address of where the institution is located. |
| Institution of Higher Education (IHE) | Colleges and universities. Commission-accredited IHEs have theCommission’s approval to offer specific professional education and/or subject matter programs. Regionally-accredited IHEs have met the standards of a regional accrediting agency, such as Western Association of Schools and Colleges (WASC). |
| Institution Webpage | The internet address of the institution. |
| Instructional Leadership | The actions taken by the school leader to exemplify, promote, support, andevaluate the outcomes of effective teaching and learning for all students and all grade levels served by the school. |
| Instructional Personnel | Individuals employed by a college or university, school district, county office ofeducation or other approved entity who may teach one or more courses to candidates, provideservices to candidates such as advising, provide professional development, supervise clinicalexperiences, and/or administer some aspect of the unit. Common Standards: 4 |
| Integrated Programs | A teacher preparation program that begins in the undergraduate years of a candidate’s post-secondary education. The candidate is enrolled as soon as he or she begins the first course that meets any of the Commission’s credential requirements. |
| Intern - Administrative Services | Issued to candidates employed as administrators in California public schools. The intern holder is provided with supervised in-service preparation that results in a formal recommendation by a Commission-approved program sponsor for the Preliminary Administrative Services Credential if the individual has secured employment in an administrative position in California. |
| Intern - Pupil Personnel Services | Issued to candidates enrolled in an intern program to teach or serve under the supervision of experienced professionals from the university and school district. Intern credential holders complete requisite courses in pupil service principles and methods during the intern program. |
| Intern Credentials | Teaching intern credentials are issued to participating candidates to serve as the teacher of record while still completing pedagogical preparation for the preliminary credential. |
| Intern Program | A teacher preparation program offering an alternative route to earning a preliminary teaching credential in which participating candidates serve as the teacher of record while stillcompleting pedagogical preparation for the preliminary credential. |
| Intern Teacher | A teacher of record who holds a District or University Intern Credential but who is still completing pedagogical preparation for the preliminary teaching credential. |
| Key Stakeholders | Refers to those having a particular interest and/or involvement in the operation and/or outcomes of the educator preparation program, and who are also impacted by and/or have aprofessional interest in an educator preparation program or institution, such as candidates, parents,community members, local business/industry, school employers, district/county offices, andcommunity special education services providers. Common Standards: 4 See also: Stakeholder |
| Language | The bilingual language authorized for the credential holder to teach in. |
| Language and Academic Development | The specialty area authorizes instructional services to students with academic communication and language needs to children in preschool, kindergarten, in grades 1-12 through age 22, and classes organized primarily for adults, but does not take the place of speech and language services as defined in Education Code section 56333. |
| Language, Speech and Hearing | The specialty area authorizes services to students with a specific learning disability area related to speech and language, and language and speech impairments across the special education disability areas. |
| Language, Speech and Hearing, Including Special Class Authorization | The specialty area provides services to students with speech and language impairments and instructional services to conduct Educational Assessments related to students' access to the academic core curriculum and Special Education Support. |
| Language, Speech, Hearing and Audiology | The specialty area provides services to students with speech and language impairments and audiology. |
| Language, Speech, Hearing and Audiology, Including Special Class Authorization | The specialty area provides services to students with speech and language impairments, autism and audiology as identified by local level special education assessments. |
| Length of the program | The number of months that a candidate would be enrolled and completing courses/activities to complete all program requirements is the program length. |
| Level II | A Level II is the secondary credential for an Education Specialist Instruction Credential. Level II credentials are issued after all credential requirements have been completed. |
| Life Science | See: Science: Biological Sciences |
| Limited Assignment Permits | A permit issued at the request of an employing school district, county office of education, charter school or state agency to fill a staffing vacancy or need. They are issued for a one yearperiod and can be reissued in any one subject twice if the holder completes the renewalrequirements and the employing agency requests the permit. Employing agencies are required to havea current Declaration of Need on file with the Commission before the permit can be issued. Individualsmust hold a valid California teaching credential based on a baccalaureate degree and professionalpreparation program, including student teaching, have an assigned experienced educator in the subject area of the limited assignment if the applicant has not obtained permanent status, and consentto serve on the Limited Assignment Permit. |
| Limited Driver Training | See: Special Subjects |
| Local Assignment Option (LAO) | Provisions within the Education Code and Title 5 Regulations that permit the governing board of a local educational agency to otherwise legally authorize a fully credentialed educator to serve in an assignment outside of the area authorized by their credential, if specified criteria is met. District policies vary for these options. The Commission has no authority over Local Assignment Options, as they are fully determined at the local level and may require governing board action as well as other requirements. Teacher consent is required for assigning an educator on a LAO. See also: Common Local Assignment Options |
| Local Education Agency | Local entity involved in education such as a school district, county office of education, or Special Education Local Plan Area (SELPA). |
| Mandatory Actions | The automatic suspension and/or revocation of a credential or denial of an application as a result of a criminal charge and/or conviction for specified criminal offenses. |
| Manufacturing and Product Development | Manufacturing and Product Development is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE). |
| Marketing, Sales, and Service | Marketing, Sales, and Service is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Master Teacher | The cooperating teacher, also known as the District Employed Supervisor, whose classroom the candidate is assigned to while completing clinical practice and the independent student teaching and who models teaching practices for the candidate as well as helps and guides the candidate in learning to teach. |
| Mathematics | The subject matter area authorizes teaching to departmentalized classes of math and related subjects. Subject area knowledge in Mathematics includes, but not limited to, algebra (or demonstrated proficiency), geometry, number theory, calculus, history of mathematics, and statistics and probability. |
| Mathematics (Foundational-Level) | The subject matter area authorizes teaching to departmentalized classes of general of integrated mathematics. |
| Mathematics Instructional Added Authorization | The authorization provides teaching to students in pre K to twelfth, and in classes organized primarily for adults in departmentalized mathematics, specifically content included in curriculum guidelines and textbooks up to pre-Algebra or Algebra I. Additionally, it provides duties at the school site levels such as developing and coordinating mathematics curriculum, teach and coach mathematics to teachers, and design and implement intensive mathematics interventions. |
| Mathematics Instructional Leadership Specialist | The authorization provides teaching to students in pre K to twelfth, and in classes organized primarily for adults in departmentalized mathematics, specifically content included in curriculum guidelines and textbooks up to Algebra I or Algebra II. Additionally, it provides duties at the district and county levels such as developing and coordinating mathematics curriculum, teach and coach mathematics to teachers, and design and implement intensive mathematics interventions. |
| Mentor | For Teacher Induction, the experienced educator who guides and supports the induction candidate. |
| Mild/Moderate Disabilities | The specialty area authorizes instructional services to students with specific learning disabilities such as mild to moderate mental retardation, other health impairments, serious emotional disturbance in grades K-12 and in classes organized primarily for adults through age 22. |
| Misassignment | The placement of a certificated employee in a teaching or services position for which the educator does not hold a legally recognized certificate, credential, permit, or waiver with anappropriate authorization for the assignment or is not otherwise authorized for the assignment underanother section of statute or regulation. |
| Moderate/Severe Disabilities | The specialty area authorizes instructional services to students with learning disabilities such as autism, deaf-blindness, moderate to severe mental retardation, multiple disabilities, serious emotional disturbance in grades K-12 and in classes organized primarily for adults through age 22. |
| Multiple Measures | Refers to multiple sources of information used to determine whether an applicant possesses the requisite characteristics, knowledge, skills and abilities required for the credential,including knowledge of and sensitivity to California’s diverse population, communication skills,academic knowledge and skills in the area of the credential, and prior experiences that help documenta strong potential for effectiveness as a professional educator. Common Standards: 5 |
| Multiple Subject | The subject matter area authorizes teaching multiple subjects to elementary level students. A general subject matter includes, but not limited to, language studies, literature, mathematics, science, social science, history, humanities, the arts, physical education and human development. |
| Multiple Subject Teaching Credential | The credential authorizing teaching all subjects in a self-containedK-12 classroom, usually at the elementary level. The credential also authorizes teaching in a core orteam teaching setting, typically in middle school in grades five through eight, and also team teaching,which is usually found in elementary and middle schools. |
| Music | The subject matter area authorizes teaching to departmentalized classes of music and related subjects. Subject area knowledge in Music includes, but not limited to, general music, music theory, music history, ensemble performance, and applied instrumental or vocal music. |
| New Application | Candidate who completes an educator preparation program is recommended by the program sponsor. The new application is reviewed and issued by the Commission. |
| Next Commission Site Visit | The fiscal year date of the institution's next accreditation site visit. |
| No Segment | Indicates the credential holder earned the credential via out-of-state or other preparation pathway. No institution will be associated with the segment. |
| Organizational and Systems Leadership | The actions taken by the school leader to understand, manage,and implement the complex set of school systems that together support teaching and learning at theschool. These complex systems may include, for example, the budget, federal, state, and local laws,mandates and regulations. |
| Orientation and Mobility | The specialty area authorizes services to students who are blind, visually impaired, and deaf-blind with age-appropriate, hands-on experiences to allow them to learn how to navigate their natural travel settings, become independent travelers and assist in the development of a conceptual understanding of the environment. |
| Other | Other entities involved in education not identified as a California State University, University of California, Private/Independent Institution or Local Education Agency. |
| Out of Country | Indicates the credential holder earned the credential via an out-of-country preparation pathway. No institution will be associated with the segment. |
| Out of State Prepared | Indicates the credential holder earned the credential via an out-of-state preparation pathway. No institution will be associated with the segment. |
| Out-of-field Teacher | A teacher who holds a Limited Assignment Teaching Permit in order to teach a content area outside of his/her primary credential. Source: California Department of Education |
| P-12 | Refers to the entire range of grades in which preschool, elementary and secondary students areenrolled, including preschool through 12th grade. Common Standards: 4 |
| P-12 Students | Refers to students enrolled in preschool through 12th grade. Common Standards: 3 |
| Partners | Refers to agencies, institutions and others who enter into a voluntary collaborative arrangement to provide services to educator candidates (for example, academic and/or credentialpreparation departments of colleges/universities, schools, county offices of education, and schooldistricts). Common Standards: 3,4 |
| Part-time Candidate | Part-time candidates are those who are enrolled in less than a ‘full load’ of courses for the educator preparation program. They also work part or full time while attending your program. Some programs do not accept part-time candidates. |
| Pass rate | The percentage of students who passed assessment(s) taken for initial certification or licensurein the field of preparation. Source: Title II Glossary |
| Pathway | Pathway describes how a candidate will complete the required field experiences, i.e. student teaching (including co-teaching and residency) or intern. At this time institutions are defining their pathways, but it is likely that in the next year or so, after gathering information from institutions, the Commission may establish criteria for some of the pathways such as residency or co-teaching. |
| Percent Change From Prior Year | The percent change for the total new credentials issued against the prior year. |
| Permit Status | The status of the document indicating whether the document was initially issued or renewed. |
| Permit Type | The name of the Substitute Permit issued to provide substitute teaching in California's schools. |
| Permits | Teaching permit documents may be issued at the request of the an employing school district,county office of education, charter school, or state agency in order to fill a temporary staffing vacancyor need. |
| Physical and Health Impairments | The specialty area authorizes instructional services to students with learning disabilities such as blindness, visual impairment, deaf-blindness, orthopedic impairment, other health impairment, multiple disabilities, traumatic brain injury from ages birth through 22. |
| Physical Education | The subject matter area authorizes teaching to departmentalized classes of physical education and related subjects. Subject area knowledge in Physical Education includes, but not limited to, experience and application of human movement, concepts and form. |
| Physical Science | The subject matter area authorizes teaching to departmentalized classes in physical science. |
| Physics (Specialized) | The subject matter area authorizes teaching to departmentalized classes of specialized science, and does not authorize teaching general or integrated science. Subject area knowledge in Physics includes, but not limited to, conceptual foundations in motion and forces, conservation of energy and momentum, heat and thermodynamics, waves, electromagnetism, and quantum mechanics and the standard model of particles. |
| Political Science | The subject matter area authorizes teaching to departmentalized classes in political science. |
| Preliminary - Administrative Services | Issued to candidates who have satisfied all initial requirements, including a Commission-approved preparation program or examination, and have secured an offer of employment as an administrator in California. |
| Preliminary - School Nurse | To earn the Preliminary, the credential holder must hold a baccalaureate or higher degree from a regionally-accredited college or university and a valid California Registered Nurse (RN) License. |
| Preliminary and Clear Credentials | To earn a Preliminary credential, candidates must enroll in a Commission-approved teaching preparation program and complete all credential requirements. Individuals from out-of-state or out-of-country may be issued a Preliminary or Clear credential based on a comparable teaching credential and experience. Initial Clear credentials are issued without a prior Preliminary credential. They are mainly issued to out-of-state and prior Ryan qualified teacher candidates who fulfilled both the Preliminary and Clear credential requirements. |
| Preliminary Credential | A Preliminary Credential is a teaching or services credential that is valid for five years. Preliminary credentials require the holder to complete a bachelor's degree, an approvededucator preparation program, CBEST, subject matter competence, and additional specificrequirements. Out-of-state prepared applicants may be issued a five-year preliminary credential.Additional academic requirements must be completed to qualify for the clear credential. |
| Preparation Pathway | The different pathway options that a candidate can enroll in such as Traditional or Intern. |
| Preparation Pathway - Intern | The candidate is the teacher of record or services provider of record while completing the preparation program. |
| Preparation Pathway - Traditional | For teacher preparation, a student teaching model where the candidate works with an experienced teacher learning how to teach. For services preparation, the candidate completes coursework and specified field experiences under the supervision of an experienced services credential holder. The candidate is not employed and is not the teacher or service provider of record. |
| Preparation Program | The organized Commission-approved set of courses, field-based experiences,assignments and assessments that comprise the preparation provided to a candidate by an entityapproved by the Commission to offer educator preparation. |
| Private Admonition | Written warning to the credential holder that any repetition of such act or omission may result in denial, suspension, or revocation of the credential. At the time of the admonition, the credential holder's employer receives a copy of the admonition, otherwise the admonition remains confidential. The Commission and employers must expunge all records pertaining to the private admonition after three years, as long the offense does not reoccur. |
| Private School Pathway | When a preliminary teacher preparation program or a teacher induction program has designed a pathway specifically for teachers in private schools. This is indicated when the Program Report is initially created. |
| Private School Teacher (3-5 more years) | Private school teachers with verified teaching experience of 3-5 years are excused from student teaching and the TPA. These individuals must complete the other coursework and should apply directly to the Commission. |
| Private School Teacher (6 or more years) | Private school teachers with verified teaching experience of at least 6 years are eligible to apply to the Commission for a Preliminary Teaching Credential. |
| Private/Independent Institution | A non-public college or university. |
| Professional Development | Refers to learning opportunities for individuals to attain and develop new knowledge and skills, such as in-service education, conference attendance, intra- and inter-institutional visits, fellowships, collegial work, and work in P–12 schools. Common Standards: 1 |
| Professional Learning and Growth Leadership | The set of actions taken by the school leader to model lifelong learning; to help teachers and others within the school community to grow and develop in the profession; and to identify and facilitate opportunities for faculty, staff, parents and others in the school community to participate in a variety of professional and personal growth activities in support of the school’s educational program. |
| Professional Teacher Preparation Program | A Professional Teacher Preparation Program is a program that includes a planned set of pedagogical courses and supervised teaching experiences that meets the Commission’s adopted program standards and that has been accredited by the CTC. There are two types of Professional Teacher Preparation: those that include supervised student teaching and those that include intern teaching. |
| Profile | A snapshot or a quick collection of relevant information about an educator preparation program. |
| Program | Refers to a planned sequence of courses and/or experiences for the purpose of preparing teachers and other school professionals to work in prekindergarten through twelfth grade settings, and which leads to a credential. Common Standards: 1,2,3,4,5 |
| Program Completer | An individual who has completed a credential program. Specifically, a person who has met all the requirements of a state-accredited teacher preparation program, whether or not theindividual has been recommended for the credential at the time of program completion. Programcompleters include all those who are documented as having met such requirements. Sources: Title II Glossary Common Standards: 4 |
| Program Delivery Method | The manner in which the program is delivered to the candidates and program material is transferred to the candidate. For the purpose of ADS, these are either in person, online or in hybrid delivery models. |
| Program Instructors | The faculty (i.e., professors, adjunct professors, lecturers, and others) who teachcourses in educator preparation programs. |
| Program Level | The different type of program that a candidate can enroll in such as a Preliminary or Clear. |
| Program Name | The name of the educator preparation program. |
| Program Pathway | Pathway describes how a candidate will complete the required field experiences, i.e. student teaching (including co-teaching and residency) or intern. At this time institutions are defining their own pathways within the options provided in the ADS. |
| Program Review | The process in the 5th year of the accreditation cycle where each Commission-approved program submits documentary evidence showing it is meeting the adopted program standards. |
| Program Sponsor | A Commission-accredited institution or entity eligible to offer educator preparation for California. See also: Approved Institution |
| Program Status | The different status options that a program might have such as active, inactive, withdrawn, transition inactive or expired. |
| Program Supervisor | The individual from the preparation program who observes, visits, counsels, and/or guides candidates during field-based experiences. |
| Provisional Approval | Institution is at the Stage IV Initial Institutional Approval process. At a minimum of two years, the provisional timeframe will be adequate for at least an initial group of candidates to complete the program thereby allowing for data to be collected to determine the institution’s effectiveness in educator preparation. No additional programs will be approved during this period. The entity must host a site visit with the report going to the Commission for the Commission to consider full Approval. |
| Provisional Internship Permit | Provisional Internship Permit documents allow an employing agency to fill an immediate staffing need by hiring an individual who has not yet met the subject matter competence requirement needed to enter an intern program. Prior to requesting a PIP, the employing agency must verify that a diligent search has been made, and a fully-credentialed teacher cannot be found. |
| Public Reproval | Is a public warning from the Commission that conduct is not appropriate for a credential holder or applicant. Following a public reproval, commission of the same or similar conduct may result in more serious adverse action. It is issued only when adequate to appropriately protect the public, schoolchildren and the profession. |
| Public Service | Public Service is one of the fifteen Industry Sectors that the CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Pupil Personnel Services Credential | A services credential authorizing and individual to function in thefollowing areas in the California public schools: School Psychology, School Counseling, School Social Work and Child Welfare and Attendance. |
| Pupil Personnel Services: Child Welfare and Attendance | The specialization area authorizes services such as providing knowledge of child welfare and attendance laws to improve student attendance and academic success, accessing appropriate services from both public and private providers, including law enforcement and social services, and participating in schoolwide reform efforts. |
| Pupil Personnel Services: School Counseling | The specialization area authorizes services such as managing a school counseling and guidance program, providing schoolwide prevention and intervention counseling services, supporting teachers and parents regarding students' needs in order to promote their high academic achievement and social development. |
| Pupil Personnel Services: School Psychology | The specialization area authorizes services such as psychological counseling for individuals, groups, and families, consulting with educators and parents on issues of social development and behavioral and academic difficulties, designing and coordinating intervention strategies to address student issues and schoolwide crisis. |
| Pupil Personnel Services: School Social Work | The specialization area authorizes services such as identifying and assessing factors that are impacting student learning, providing community resources and intervention including counseling for children and their families, and consulting with school staff regarding social and emotional needs of students. |
| Qualified Persons | Individuals whose background and experience are appropriate for the role to which they are assigned and who receive initial and ongoing professional development consistent with theirassigned responsibilities. Common Standards: 1 |
| Race/Ethnicity | The number and percent of teacher candidates in the program by race/ethnicity: White, American Indian or Alaska Native, Asian, Black or African American, Hispanic/Latino, Native Hawaiian or Other Pacific Islander, Two or more races. |
| Range of Students | Refers to a group of students as identified within specific program standards. Common Standards: 3 |
| Reading Certificate Added Authorization | The authorization provides services such as reading instruction in response to students' assessments, and developing and implementing reading content curriculum to assist classroom teachings. |
| Reading Instruction Competence Assessment (RICA) | The RICA examination tested Multiple Subject Teaching Credential and Education Specialist Instruction Credential candidates' competence in the teaching of reading. Passage of the RICA was required for the initial issuance of Multiple Subject Teaching Credentials issued on or after October 1, 1998 for California-prepared candidates and for initial issuance of Education Specialist Instruction Credentials issued after January 1, 2000. The Reading Instruction Competence Assessment (RICA) retired on October 31, 2025, and is no longer being offered. |
| Region | Regional categories of California counties. California’s 58 counties are grouped in 11 regions. |
| Renewal Application | Clear and Level II credentials, as well as, Emergency 30-Day Substitute Permits and Child Development Permits are subjected for renewal every five years. These renewals are submitted by the educator and approved by the Commission. |
| Reserve Officer Training Corps (ROTC) | See: Special Subjects |
| Resources | Refers to the range of supports for programs, including financial support, information resources, technology, qualified staff, building space, and materials. Common Standards: 1 |
| Revocation | The termination of an individual's ability to work in a position requiring certification. Once effective, the revocation continues unless the individual is reinstated by the Commission. |
| Scholarship | Refers to a process of systematic inquiry into the areas related to teaching, learning, and theeducation of teachers and other school professionals, including but not limited to traditional researchand publication, the systematic study of pedagogy, action research, and the application of currentresearch findings in new settings. Common Standards: 1 |
| School Improvement Leadership | The actions taken by the school leader to identify student and school needs, develop a data-based school growth plan, collaborate with staff and key stakeholders to identify resources to support implementation of the plan, implement and evaluate the effectiveness of the plan, document student and school outcomes as a result of the plan’s implementation, and modify the growth plan as needed for continuous improvement purposes. |
| School Level | The organization by grade levels within schools (e.g., Elementary, Middle and High). |
| School Nurse Clear | To earn the Clear, the credential holder must complete both a Commission-approved school nurse preparation program and two years of successful experience as a school nurse. |
| School Nurse Credential | A services credential authorizing the holder to provide services to ensuring the health and development of students. |
| School Nurse: Special Teaching Authorization in Health | The specialization area authorizes teaching health classes in preschool, kindergarten, grades 1-12 inclusive, and classes organized primarily for adults. |
| School Year | A period of 12 consecutive months, starting September 1 and ending August 31. |
| Science: Biological Sciences | The subject matter area authorizes teaching to departmentalized classes of general understanding of science with a concentration in biological science. Subject area knowledge in Biological Science includes, but not limited to, cell biology and physiology, genetics, evolution, and ecology. |
| Science: Chemistry | The subject matter area authorizes teaching to departmentalized classes of general understanding of science with a concentration in chemistry. Subject area knowledge in Chemistry includes, but not limited to, atomic and molecular structure, chemical reactions, kinetic molecular theory, solution chemistry, chemical thermodynamics, organic chemistry and biochemistry, and nuclear processes. |
| Science: Geosciences | The subject matter area authorizes teaching to departmentalized classes of general understanding of science with a concentration in geosciences. Subject area knowledge in Geosciences includes, but not limited to, the Earth's place in the universe, planet Earth, energy in the Earth System, biochemical cycles, and California geology. |
| Science: Physics | The subject matter area authorizes teaching to departmentalized classes of general understanding of science with a concentration in Physics. Subject area knowledge in Physics includes, but not limited to, conceptual foundations in motion and forces, conservation of energy and momentum, heat and thermodynamics, waves, electromagnetism, and quantum mechanics and the standard model of particles. |
| Secondary Teaching | Secondary teaching authorizes an individual to teach students in grade levels sixth through twelfth. They teach students in a specific subject area such as English, Math, Science and Social Sciences. To become an secondary teacher, a Single Subject Teaching Credential is required. |
| Segment | One of the four main types of entities within California’s education system, including Institutions of Higher Education (IHEs) which comprise three of the four segments and K-12 school districts, or Local Education Agencies (LEAs), which comprise the fourth segment. The three IHE segments are the California State University (CSU), the University of California (UC), and Private/Independent Colleges and Universities (AICCU). Program sponsors not included within one of these four main segments are categorized as “Other.” On the Commission dashboards, there may be data for “No Segment”. “No Segment” indicates the credential holder earned the credential via out-of-state or other preparation pathway. No institution will be associated with the segment. |
| Self-Contained Classroom | A self-contained classroom setting is one in which the teacher is responsible for teaching all subjects to a group of students. This type of classroom is usually found at theelementary grade level. |
| Service | Refers to faculty contributions to college or university activities, P-12 settings, communities, andprofessional associations in ways consistent with the individual’s specialized knowledge and theinstitution and unit’s mission as preparers of educators. Common Standards: 1 |
| Services Credential | A credential that authorizes an individual to provide specified services in the California public schools, such as Administrative Services, Pupil Personnel Services, School Nurse,Speech-Language Pathology, Clinical or Rehabilitative Services, and Teacher Librarian. |
| Short-Term Staff Permit | Short-Term Staff Permit documents allow an employing agency to fill an acute staffing need when local recruitment efforts have been made but a fully-credentialed teacher cannot be found. |
| Significant Experience | Refers to an extensive amount of activities, field work and/or clinical practice provided to a candidate working with a range of students in California schools relevant to thecredential sought. Common Standards: 3 |
| Single Subject Teaching Credential | A single subject teaching credential authorizes teaching a specific subject in a departmentalized K-12 classroom, typically at the middle or secondary level. |
| Single Subject: Agriculture | The subject matter area authorizes teaching to departmentalized classes of agriculture. Subject area knowledge in Agriculture includes plant and soil science, ornamental horticulture, agricultural business and economics, environmental science and natural resource management, and agricultural systems technology. |
| Single Subject: Art | The subject matter area authorizes teaching to departmentalized classes of art. Subject area knowledge in Art includes two-dimensional art, three-dimensional art, new and emerging art, media art, art history, art criticism, and history and theories of learning in art. |
| Single Subject: Business | The subject matter area authorizes teaching to departmentalized classes of business. Subject area knowledge in Business includes accounting and finance, business communications, business law, business management, computer applications and information technology, economics, and entrepreneurship, and marketing. |
| Single Subject: English | The subject matter area authorizes teaching to departmentalized classes of English. Subject area knowledge in English includes literature and textual analysis, language, linguistics, and literacy, composition and rhetoric, and communications in speech, media and creative performance. |
| Single Subject: Health | The subject matter area authorizes teaching to departmentalized classes of health and related subjects. Subject area knowledge in Health Sciences includes, but not limited to, health, coordinated school health, drug abuse (including alcohol and tobacco), violence prevention, family life, sexually transmitted disease (including HIV and AIDS), fitness and nutrition, disease prevention, health promotion and legislative mandates. |
| Single Subject: Home Economics | The subject matter area authorizes teaching to departmentalized classes of health and related subjects. Subject area knowledge in Home Economics includes, but not limited to, personal, family and child development, nutrition, foods and hospitality, fashion and textiles, housing and interior design, and consumer education. |
| Single Subject: Industrial and Technology Education | The subject matter area authorizes teaching to departmentalized classes of industrial and technology education and related subjects. Subject area knowledge in Industry and Technology Education includes, but not limited to, foundations of the nature of technology and introductions to power and energy, information and communication, and project and product development, building and construction, manufacturing, engineering and transportation. |
| Single Subject: Mathematics | The subject matter area authorizes teaching to departmentalized classes of math and related subjects. Subject area knowledge in Mathematics includes, but not limited to, algebra (or demonstrated proficiency), geometry, number theory, calculus, history of mathematics, and statistics and probability. |
| Single Subject: Music | The subject matter area authorizes teaching to departmentalized classes of music and related subjects. Subject area knowledge in Music includes, but not limited to, general music, music theory, music history, ensemble performance, and applied instrumental or vocal music. |
| Single Subject: Physical Education | The subject matter area authorizes teaching to departmentalized classes of physical education and related subjects. Subject area knowledge in Physical Education includes, but not limited to, experience and application of human movement, concepts and form. |
| Single Subject: Science | The subject matter area authorizes teaching to departmentalized classes of general or integrated science such as biological science, chemistry, geosciences, and physics. |
| Single Subject: Social Science | The subject matter area authorizes teaching to departmentalized classes of social science. Subject area knowledge in Social Science includes, but not limited to, history and geography of the world, the United States, and California, government, and economics. |
| Single Subject: World Language: ELD | The subject matter area authorizes instruction to English learners. Subject area knowledge in English Learner Development (ELD) includes, but not limited to, knowledge of English Learners in California and the United States, applied linguistics and English language linguistics, cultural foundations, foundations of English Learner Education in California and the United States, and principles of ELD instruction and assessment. |
| Single Subject: World Languages | The subject matter area authorizes teaching a language other than English in departmentalized classrooms at any grade level. Subject area knowledge in a specific language includes, but not limited to, the targeted language, culture, linguistics, and literature. |
| Site Visit (SV) | The on-site accreditation review activities implemented by a trained accreditation team that take place at the location of a Commission-approved preparation program sponsor during year 6 of the accreditation cycle. Site visit activities include in-depth interviews of graduates, candidates,employers, program faculty and administrators. The purpose of the site visit is to gather sufficient evidence of program quality and effectiveness for the accreditation team to be able to make accreditation recommendations about the program to the Committee on Accreditation. |
| Site-Based Supervisor | An individual from a Commission-approved program or employing districtassigned to provide supervision and/or to assess candidates during field experiences and clinicalpractice. (Not applicable to second tier credential programs) Common Standards: 3 See also: Supervisor |
| Social Science | The subject matter area authorizes teaching to departmentalized classes of social science. Subject area knowledge in Social Science includes, but not limited to, history and geography of the world, the United States, and California, government, and economics. |
| Special Class Authorization | The Special Class Authorization provides instructional services to special need students in the area of autism and speech and language impairment who are identified through local level special education assessment, and to conduct Educational Assessments related to students' access to the academic core curriculum and Special Education Support. |
| Special Education Added Authorizations | The Special Education Added Authorization, also known as, Added Authorization in Specialist (AASE), authorizes an individual to work with students with specific and low incidence disabilities. The additional authorization is to supplement the knowledge and skills gained in the preliminary teacher preparation program. The AASE may serve as a foundation to earn a full special education specialty area. |
| Special Education Limited Assignment Teaching Permit (SELAP) | The Special Education LimitedAssignment Teaching Permit (SELAP) may be issued at the request of an employing school district,county office of education, charter school or state agency to fill a staffing vacancy or need. They areissued for a one-year period and can be reissued in any one special education specialization area twiceif the holder completes the renewal requirements and the employing agency requests the permit. Employing agencies are required to have a current Declaration of Need on file with the Commissionbefore the permit can be issued. Individuals must hold a valid California special education teaching credential based on a baccalaureate degree and professional preparation program, including studentteaching, have an assigned experienced educator in the specialization area of the limited assignmentif the applicant has not obtained permanent status, and consent to serve on the Special EducationLimited Assignment Teaching Permit. |
| Special Education Services | Special Education Services authorize an individual to provide specialized services to students with disabilities such as speech, language, hearing, audiology and orientation and mobility. |
| Special Education Teaching Credentials | Special Education Teaching Credentials, or specifically, theEducation Specialist Instruction Credential, authorizes the holder to teach in seven areas ofspecialization: Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing,Visual Impairments, Physical and Health Impairments, Early Childhood Special Education, andLanguage and Academic Development. This credential is a basic credential and does not require a prerequisite general education teaching credential. General education course work and field work areincorporated into the teacher preparation program. See also: Education Specialist Instruction Credential |
| Special Subjects | The Designated Subjects Special Subjects credential authorizes teaching in specific subjects in grades K-12 inclusive, and in classes organized primarily for adults. Subjects include areas in Aviation Flight Instruction, Aviation Ground Instruction, Basic Military Drill, Driver Education and Training, Limited Driver Training, and Reserve Officer Training Corps (ROTC). |
| Special Teaching Authorization in Health | The specialization area authorizes teaching health classes in preschool, kindergarten, grades 1-12 inclusive, and classes organized primarily for adults. |
| Specialist Teaching Credential | An additional authorization that one may earn after holding a basicteaching credential, such as MS, SS or Ed Sp. For example, an Adapted Physical Education SpecialistTeaching Credential may be earned by an individual that holds either a Multiple Subjects or PhysicalEducation Single Subject Teaching Credential. Specialist Teaching Credentials may also be earned inagriculture, early childhood special education, reading/language arts, health, or mathematics. |
| Specially Designed Academic Instruction Delivered in English (SDAIE) | SDAIE is one component of acomprehensive program for English learners, consisting of a variety of strategies, techniques, andmaterials specially designed to provide students at an intermediate or advanced level of Englishproficiency access to grade-level core curriculum in English. SDAIE instruction must be provided by ateacher who has a credential appropriate to the assignment (e.g., a CLAD Emphasis credential, a CLADCertificate, or current training for such an authorization or an authorization issued under previous policy). |
| Specific Subject | The specialized subject area that the credential holder is authorized to teach in. |
| Speech-Language and Pathology Credential | A services credential authorizing the holder to provide services inlanguage, speech and hearing, including audiology. |
| Speech-Language Pathology: Language, Speech and Hearing | The specialty area provides services to students with speech and language impairments and audiology. |
| Speech-Language Pathology: Special Class Authorization | The Special Class Authorization provides instructional services to special need students in the area of autism and speech and language impairment who are identified through local level special education assessment, and to conduct Educational Assessments related to students' access to the academic core curriculum and Special Education Support. |
| Stakeholder | Any individual or institution such as a college, university, or school district that is impacted by and/or that has a professional interest in an educator preparation program or institution. Common Standard 1 See also: Key Stakeholders |
| State | The State in which the institution resides in. |
| Student | Refers to an individual enrolled in a district or county office of education preschool, kindergartenthrough 12th grade, or adult education program. Common Standards: 3,5 |
| Student Teaching | A program pathway whereas a preliminary teacher credential candidate is assigned to a master teacher’s classroom for observation, individual tutoring, small group instruction, remediation or extension teaching, through whole class instruction. |
| Subject Area | The subject area authorizes the credential holder to teach or provide specialized services in a school setting. |
| Subject Matter Authorizations | A Specific Subject Matter Authorization authorizes the holder to teachthe specific subject in grades preschool, K-12, and classes organized primarily for adults. AnIntroductory Subject Matter Authorization authorizes the holder to teach the subject matter content typically included in curriculum guidelines and textbooks approved for study in grades 9 and below. Either authorization requires the credentialed teacher to have either a degree major a specific numberof units in the subject or a subject directly related to the subject to be listed on the credential. |
| Subject Matter Program (Undergraduate Subject Matter Program) | One of the two methods that aprospective single subject teacher may satisfy the subject matter requirement. The college oruniversity submits a program that must meet the appropriate, adopted subject matter standards. |
| Supervise | Refers to guiding, directing, and/or evaluating candidates in a credential program. (This activity does not apply to evaluation for employment purposes) Common Standards: 1 |
| Supervised Clinical Practice | When a candidate is completing clinical practice and for teachers, the candidate is responsible for whole class instruction. There are expectations for how frequently the candidate must be supervised by the program supervisor. |
| Supervision | Activities undertaken to evaluate a candidate’s competence by a qualified person designed to assist a candidate in mastering the required knowledge, skills and abilities expected of thecandidate. Common Standards: 3 See also: Field-Based Supervision |
| Supervision and Coordination | The Designated Subjects Supervision and Coordination credential authorizes services in supervising and coordinating subjects and classes in all types of designated subjects programs. |
| Supervisor | An individual from a Commission-approved program and/or employing district assigned to provide supervision and support and/or to assess candidates during field experiences and clinicalpractice. Common Standards: 3 See also: Site-Based Supervisor |
| Supplementary Authorizations | Supplementary authorizations are subjects added to Multiple Subject,Standard Elementary, Single Subject, Standard Secondary, and some Special Secondary TeachingCredentials on the basis of the successful completion of 20 semester units (or 10 upper division orgraduate units) in the subject. Single Subject and Special Secondary Teaching Credentials withSupplementary Authorizations: Introductory Subjects: These subjects authorize the holder to teachonly the subject matter content typically included for that subject in curriculum guidelines andtextbooks for study in grades 9 and below. Specific Subjects: These subjects authorize the holder toteach the specific subject at any grade level (preschool, kindergarten, grades 1-12, and classesorganized primarily for adults). Multiple Subject and Standard Elementary Teaching Credentials: Thesecredentials authorize the holder to teach departmentalized classes related to the supplementary authorization in grades 9 and below. |
| Support | Refers to professional guidance provided by a qualified individual acting as a mentor and/orcoach to a candidate in his/her early teaching or service that includes collecting and analyzing evidencerelating to the candidate’s competence for the purpose of helping the candidate satisfy knowledgeand skill requirements. (These individuals do not supervise or evaluate the candidate.) Common Standard 1,2,3,4 |
| Suspension | Is the temporary inactivation of a credential for a specified period of time. A suspension may be stayed on conditions of probation or may be an actual suspension or may be both. If an actual suspension, the credential holder may not work in a position requiring a credential during the period of actual suspension. |
| Teacher Candidate | A teacher candidate is enrolled in a teacher preparation program. Enrolled candidates may become program completers at the end of the program year. |
| Teacher Induction | The Teacher Induction indicates that a Commission-approved institution is approved to offer the General Education (MS/SS) and Education Specialist Clear Induction programs. Clear credentials authorize an individual to acquire extended learning and professional development in a general education setting. The Clear credential is an upgrade of the Multiple Subject, Single Subject or Education Specialist Preliminary credential. |
| Teacher Librarian | A services credential authorizing the holder to maintain the operation of school and district libraries, instructing students in handling library materials, supervise classified personnel assigned to school library duties, and coordinator school library programs. |
| Teacher Librarian Services Credential | Teacher Librarian Services Credential A services credentialauthorizing the holder to maintain the operation of school and district libraries, instructing students inhandling library materials, supervise classified personnel assigned to school library duties, andcoordinator school library programs. |
| Teacher Librarian: Special Class Authorization | The Teacher Librarian Special Class Authorization (SCA) specialization authorizes departmentalized instruction in information literacy, digital literacy, and digital citizenship to students in grades 12 and below, including preschool and in classes organized primarily for adults. |
| Teacher Preparation Program | The organized Commission-approved set of courses, field-basedexperiences, assignments and assessments that comprise the preparation provided to a candidate fora preliminary teaching credential by an entity approved by the Commission to offer educator preparation. Source:Title II Glossary |
| Teacher Vacancy | Certificated positions for which a single designated employee has not been assigned for the entire year, or, in the case of a one-semester course, not assigned for the entire semester withinthe first twenty working days after the first day of class for students. |
| Teaching Permit | Teaching permit documents may be issued at the request of the an employing school district, county office of education, charter school, or state agency in order to fill a temporary staffing vacancy or need. |
| Teaching Permit for Statutory Leave | The Teaching Permit for Statutory Leave allows an employing agency to fill a position where the teacher of record is unable to teach due to a statutory leave (medical or otherwise) with a temporary teacher of record for the duration of the leave. |
| Teaching Specialists and Authorizations | Teaching Specialists and Authorizations authorizes an individual to provide specialized instruction to students such as reading and math, and bilingual and English language learning. |
| Theatre Arts | The subject matter area authorizes teaching to departmentalized classes in theatre arts. |
| Traditional Teacher Preparation Program | A teacher preparation program that primarily servesundergraduate students without prior teaching or work experience and leads at least to a bachelor’sdegree. Source: Title II Glossary |
| Transportation | Transportation is one of the fifteen Industry Sectors that CTE credential authorizes to teach. See also: Career Technical Education (CTE) |
| Type of Preparation | The grouping of similar types of educator preparation programs. |
| Unit | Refers to the college, school, department, or other administrative body in colleges, universities,school districts, county offices of education, or other organizations with the responsibility for managingand coordinating all aspects of Commission-approved educator preparation programs offered for theinitial or advanced preparation of educators, regardless of where these programs are administrativelyhoused in an institution. Common Standards: 1,2,3,4,5 |
| Unit Leadership | Refers to individuals designated by the institution to be responsible for administering aspects of all the Commission-approved educator preparation programs offered by the institution, andwho have been granted by the institution the authority to manage the human and fiscal resourcesneeded to meet all educator preparation program goals. The program authority is usually the dean atan IHE, or a director of teacher education, district superintendent, or County Office of EducationSuperintendent or designee. Common Standards: 1 See also: Authority |
| University and District Intern Credentials | District Interns enroll in education courses while they teach or serve under the supervision of experienced professionals from a school district. University Interns enroll in education courses while they teach or serve under the supervision of experienced professionals from a university. |
| University Intern | University Interns enroll in education courses while they teach or serve under the supervision of experienced professionals from a university. |
| University Intern Credential Program | A program which is a cooperative effort between a school districtand an institution of higher education. Internship programs must be approved by the Commission priorto enrolling students and may not be available in all school districts. The program allows credentialcandidates to be employed while completing a credential program. |
| University of California | University of California is one of the three public higher education segments in California, it is referred as the “UC” segment. UC has 8 campuses in California. |
| Vacant Position | A position to which a single-designated certificated employee has not been assigned at the beginning of the year or, if the position is for a one-semester course, a position to which a single-designated certificated employee has not been assigned at the beginning of a semester. Assignments which are vacant or which have a substitute assigned as of census date will be considered an exception, or potential misassignment. Source: Education Code, §44258.9 |
| Visionary Leadership | The actions taken by the school leader to develop and articulate a vision ofteaching and learning for the school consistent with the LEA’s overall vision and goals, to develop ashared commitment to the vision among all members of the school community, and to implementthe vision. |
| Visual Impairments | The specialty area authorizes instructional services to students with learning disabilities such as blindness, visual impairment, deaf-blindness from ages birth through 22. |
| Voluntarily Left | A candidate who did not complete the program requirements and willingly left before the conclusion of the program. |
| Voluntary Leave | A candidate leaves the educator preparation program on his or her own volition and the program has not counseled the candidate out. This may be due to a variety of reasons such as the candidate decided the program is not appropriate for them, is moving out of the area, or other reason. |
| Waivers | There are two types of waivers: Short Term and Variable Term. Short term waivers may be approved at the local level to provide the employing agency with one semester or less to address unanticipated, immediate, short-term organizational needs by assigning only individuals who hold basic teaching credentials to teach outside their credentialed authorizations, with the consent of the teacher. They may be issued once to any individual teacher and only once for a given class. Variable term waivers are reviewed by Commission staff and acted upon by the Commission at a regularly scheduled meeting. They provide the employing agency up to one year for a specific period of time set by the Commission to: 1) allow individuals additional time to complete a credential requirement, 2) facilitate assignment in school programs addressing issues of educational reform, 3) allow geographically isolated regions with severely limited ability to develop personnel time to hire and develop personnel, or 4) obtain waivers for situations when all other hiring efforts have been exhausted. |
| Withdrawn Program Approval Status | The situation whereby a program sponsor permanentlydiscontinues a previously-approved program and can only prepare and recommend candidates alreadyenrolled in the program. A withdrawn program must complete the Initial Program Review process ifthe institution wants to offer that type of educator preparation program again. |
| World Language: English Language Development | The subject matter area authorizes instruction to English learners. Subject area knowledge in English Learner Development (ELD) includes, but not limited to, knowledge of English Learners in California and the United States, applied linguistics and English language linguistics, cultural foundations, foundations of English Learner Education in California and the United States, and principles of ELD instruction and assessment. |
| Zip Code | The zip code in which the institution resides in. |
Commission on Teacher Credentialing
651 Bannon Street
Sacramento, CA 95811