PK-3 ECE Specialist Instruction Credential FAQs 

Q: Is a Multiple Subject Credential holder without PK experience required to get a PK-3 ECE Specialist Instruction credential to teach in PK and TK?
A: Multiple Subject credential holders are already authorized by their credential to teach PK and TK.

Q: Is there a Subject Matter Competency Requirement (SMR)?
A: Yes, there is a Subject Matter Competency Requirement. Program Precondition 5. Candidates may meet the SMR in one of two ways:

Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education with a degree major in

1. Child Development,
2. Child and Adolescent Development,
3. Human Development
4. Early Childhood Education
5. Child and Family Studies,
6. Early Childhood Studies
7. Human Development and Family Science,
8. Family Science, or
9. Child, Adolescent, and Family Studies
   

OR

Completion of 24 semester units or the equivalent quarter units of non-remedial, degree-applicable coursework completed at a regionally accredited institution of higher education, with a grade of C or higher, in early childhood education and/or child development.

Q: What does a Multiple Subject credential holder need to earn a PK-3 ECE Specialist Instruction credential?
A: A teacher who holds a Multiple Subject credential with English Learner authorization may obtain the PK-3 ECE Specialist Instruction credential by meeting this credential’s subject matter competency requirement as noted above. They then apply directly to the Commission to obtain the PK-3 ECE Specialist Instruction credential.

Q: Is there a Basic Skills Requirement (BSR) for the PK-3 ECE Specialist Instruction credential?
A: No. There is no BSR for the PK-3 ECE Specialist Instruction credential.

Q: Are the CBEST and CSET required for the PK-3 ECE Specialist Instruction credential?
A: No. The CBEST and CSET are not required, nor are they relevant for the PK-3 ECE Specialist Instruction credential.

Q: What exams/assessments are required for the PK-3 ECE Specialist Instruction credential?
A: Candidates will need to successfully complete the Literacy Performance Assessment (LPA) and Teaching Performance Assessment (TPA). These assessments are embedded in the preparation program.

Q: Do candidates for the PK-3 ECE Specialist Instruction credential need to meet the US Constitution requirement?
A: Yes. Verification of knowledge of the Constitution of the United States, as specified in Education Codes section 44335, by one of the means described in section 80415 is a requirement for the PK-3 ECE Specialist Instruction credential. This is the same requirement that must be met for all preliminary teaching credentials in California.

Q: Please explain the English Learner authorization requirement.
A: Content for teaching English Language Learners is embedded in the PK-3 program standards and is provided to candidates as part of their Commission approved program. This requirement applies to all preliminary preparation programs including Multiple/Single Subject and Education Specialist credentials.

Q: What are the requirements for supervising teachers in the PK Classrooms?
A: Qualifications for supervising teachers – those teachers who will work with and supervise PK-3 ECE Specialist Instruction credential candidates in student teaching placements – are addressed in Program Standard 3.

Q: What are the faculty qualifications?
A: Faculty qualifications are addressed in Common Standard 1. Faculty qualifications for clinical practice faculty are addressed in Program Standard 3. It is up to the institution to ensure faculty meet the qualifications for the content and pedagogy they are responsible for teaching.

Q: What requirements will need to be met for a preschool teacher who has worked for three years and holds a Child Development Site Supervisor Permit?
A: The individual in this scenario must complete a baccalaureate (BA/BS) degree and a Commission approved PK-3 ECE Specialist Instruction credential program, including coursework and clinical practice. They must also complete the appropriate performance assessments: the Teaching Performance Assessment (TPA) and the Literacy Performance Assessment (LPA) and be recommended for the credential. Please refer to the list of requirements for the PK-3 ECE Specialist Instruction credential provided in the PK-3 ECE Specialist Instruction Credential Handbook on the PK-3 ECE Specialist Instruction credential webpage.

Q: Will a California State Preschool Program Teacher with a Master’s in Curriculum and Instruction (ECE), a site supervisor permit, and 10 years of preschool teacher experience be granted the PK-3 ECE Specialist Instruction credential?
A: A candidate with the background described in this scenario would likely be eligible for 200 hours, and possibly up to 400 hours of clinical practice equivalency for the PK/TK portion of the required clinical practice. They will need to meet all criteria detailed in Program Precondition 7 Clinical Practice Equivalency Option 1, including that they taught full-time in a center-based setting with 3- and 4-year-olds and are able to provide documentation of this. They will be required to complete a PK-3 ECE Specialist Instruction credential preparation program and complete a minimum of 200 hours clinical practice in a K-3 setting, along with completing any PK/TK clinical practice hours not met via equivalency or otherwise required by their preparation program. For a full list of the criteria for Clinical Practice Equivalency Option 1, see Program Precondition 7 in the PK-3 ECE Specialist Instruction Credential Handbook.

Q: Is the PK-3 ECE Specialist Instruction credential replacing the Multiple Subject credential?
A: No.

Q: The PK-3 ECE Specialist Instruction credential requires a bachelor’s (BA/BS) degree. Can the credential program be incorporated into a bachelor’s degree program at a university?
A: Programs may offer an integrated undergraduate teacher education program (ITEP) that results in both a baccalaureate degree (BA/BS) and a PK-3 ECE Specialist Instruction credential as an option if they choose. ITEP programs integrate subject matter content (the degree coursework) and teacher preparation coursework (pedagogy) that results in candidates completing both their bachelor’s degree and educator preparation program. The program must ensure that candidates are prepared to meet the teaching performance expectations (TPEs) that are assessed in the Teaching Performance (TPA) and Literacy Performance Assessments (LPA).

Q: Do I need to have a bachelor’s degree in order to obtain the PK-3 ECE Specialist Instruction credential, or can I apply for the credential based solely on my ECE coursework?
A: All California preliminary teaching credentials for PK-12 instruction, including the PK-3 ECE Specialist Instruction credential, require the holder to have earned a baccalaureate (BA/BS) or higher degree from a regionally accredited institution of higher education. In a post-baccalaureate PK-3 ECE Specialist Instruction credential program, ECE and Child Development coursework a candidate completed as an undergraduate would support meeting the subject matter competency requirement (SMR) only.

Q: Where does a person apply for the credential?
A: Candidates who do not already hold the Multiple Subject credential must complete a Commission approved PK-3 ECE Specialist Instruction credential program, including coursework and clinical practice, successfully complete the Teaching Performance Assessment (TPA) and the Literacy Performance Assessment (LPA), and be recommended by their program for the credential.

Multiple Subject credential holders with English Learner authorization who qualify for the PK-3 ECE Specialist Instruction credential by meeting the Subject Matter Competency Requirement (SMR) apply directly to the Commission.

Q: Can the California teaching credential be in any content area? Would an administrative credential also count?
A: Currently only the Multiple Subject credential (with English Learner authorization) plus completion of the Subject Matter Competency Requirement (SMR) would qualify a candidate to obtain the PK-3 ECE Specialist Instruction credential by self-applying directly to the Commission. A candidate holding an Administrative Services credential would need to also hold a Multiple Subject credential with English Learner authorization and meet the SMR for the PK-3 ECE Specialist Instruction credential. If all criteria are met, the candidate would self-apply to the Commission.

Q: How can candidates find PK-3 ECE Specialist Instruction credential programs?
A: Approved preparation programs are currently available and accepting candidates into the PK-3 ECE Specialist Instruction credential. Commission approved institutions that have successfully completed the Initial Program Review (IPR) and received approval from the Committee on Accreditation (COA) are enrolling candidates. Candidates can find approved PK-3 ECE Specialist Instruction credential programs on the Commission’s website.

Q: What are the required elements for an ECE course to “count” toward subject matter competency?
A: The course must be in early childhood education and/or child development (ECE/CD), and must be non-remedial, with degree-applicable units from a regionally accredited institution of higher education. Candidates who wish to apply these courses toward the PK-3 ECE Specialist Instruction credential must earn a grade of C or better in each course. Please see Program Precondition 5 for a complete list of options for meeting this credential requirement.

Q: Is there a CSET option for meeting Subject Matter Competency Requirement (SMR) for the PK-3 ECE Specialist Instruction credential?
A: There are no CSET options to meet the SMR for the PK-3 ECE Specialist Instruction credential. SMR is met via coursework or degree major. Please see Program Precondition 5 for a complete list of options for meeting this credential requirement.

Q: If a teacher holds a Multiple Subject credential with English Learner authorization and has 24 verified units in ECE/CD, have they met the requirements for the PK-3 ECE Specialist Instruction credential?
A: Yes, they have met the requirements for the PK-3 ECE Specialist Instruction credential and may apply directly to the Commission for the PK-3 ECE Specialist Instruction credential. Units must have been earned at a regionally accredited institution of higher education.

Q: Can candidates meet the Subject Matter Competency Requirement (SMR) through preparation program coursework and/or clinical practice?
A: This is a complicated question, and it is important to understand different considerations depending upon the program model.

For candidates enrolled in post baccalaureate teacher preparation programs, subject matter is typically completed during undergraduate coursework either through the academic degree major or through acceptable undergraduate coursework prior to entering a teacher preparation program. This content knowledge of subject matter provides the foundation for the teacher preparation program to build upon with sound pedagogical knowledge and skills. All candidates must meet the SMR prior to daily whole class instruction; and, because daily whole class instruction occurs at various places in different programs during clinical practice, it is strongly advised to have candidates complete SMR well before clinical practice.

Integrated undergraduate teacher preparation programs (ITEP) are programs that integrate subject matter content (the degree coursework) and teacher preparation coursework (pedagogy) that results in candidates completing both their bachelor’s degree and educator preparation program. Therefore, these programs will have 24 units of clear subject matter content and meet all the preparation program standards and requirements. The statue on integrated programs makes clear that when integrating subject matter and teacher preparation, neither can be given short shrift. Therefore, it must be very clear where subject matter is taught in the program and where the teacher preparation program standards and TPEs are addressed. Using the exact course for both purposes is likely to raise a significant number of questions in the review process. In fact, a number of proposed programs have been asked by reviewers to incorporate more depth, theory, and practice in program coursework in order to provide candidates adequate preparation for the classroom. As with the post baccalaureate model, candidates must meet the subject matter competency requirement prior to daily whole class instruction, so it is strongly advised that candidates complete the SMR well before student teaching.

Regardless of program design, programs must ensure that the preparation coursework and clinical practice provide candidates with the content and pedagogy they will need in order to be successful in classrooms with young children as well as on the Teaching Performance Assessment (TPA) and the Literacy Performance Assessment (LPA). It may or may not be possible for programs to incorporate the SMR into their preparation coursework and still meet all standards and TPEs. Once a new program is submitted to the Initial Program Review (IPR) process, it will be reviewed by a team of peer educators to determine if the program is aligned to the standards and TPEs.

Q: If a person has 24 units in one of the nine approved majors, but did not complete the major, can that meet the Subject Matter Competency Requirement (SMR)?
A: 24 semester or equivalent quarter units of non-remedial, degree-applicable coursework in early childhood education or child development completed at a regionally accredited institution of higher education with a minimum grade of C or the equivalent count towards the SMR as long as the units are in early childhood education or child development. One does not need to complete the major in order for those units to count towards meeting the SMR.

Q: For current credentialed teachers who hold a California Child Development Permit, will this be considered meeting the Subject Matter Competency Requirement (SMR)?
A: The SMR is 24 semester or equivalent quarter units of non-remedial, degree-applicable coursework in early childhood education or child development completed at a regionally accredited institution of higher education with a minimum grade of C or the equivalent, or completion of one of the majors listed in Program Precondition 5. Those who hold a Child Development permit but do not have a total of 24 units (or more) of coursework as defined above would not meet the SMR.

Q: Do you plan to include additional degree majors in the list of undergraduate degrees that align with the PK-3 ECE Specialist Instruction credential Subject Matter Competency Requirement (SMR)? Our Child Development degree program’s exact title is not currently listed in Program Precondition 5.
A: There are no plans at this time to add majors that qualify for the SMR; however the SMR for the PK-3 ECE Specialist Instruction credential may be met by completing 24 semester or equivalent quarter units of non-remedial, degree-applicable coursework in early childhood education or child development completed at a regionally accredited institution of higher education with a minimum grade of C or the equivalent. If the major includes 24 units that meet the criteria, programs will be able to verify this by completing a transcript review for these candidates.

Q: What is the process for an institution wishing to offer a PK-3 ECE Specialist Instruction Credential preparation program?
A: Commission approved Institutions seeking to offer a PK-3 ECE Specialist Instruction credential will participate in the Initial Program Review (IPR) process.

All submission materials, along with detailed step-by-step instructions and evidence requirements are located on the Initial Program Review - Submitting a New Educator Preparation Program Proposal in California page.

The IPR Team offers regular office hours where your team may ask questions and discuss the IPR process. For more information, please see the Accreditation Technical Assistance page.

Q: Does the Commission need reviewers to review PK-3 ECE Specialist Instruction Credential IPR Proposals? Is it appropriate for representatives from institutions proposing a new program to participate as a reviewer?
A: The Commission needs volunteers from Commission approved institutions to serve on the Board of Institutional Review (BIR) to review program proposals. The Commission asks that institutions submitting program proposals make at least one or more individuals available to read other submissions.

The Commission needs individuals who have expertise in PK, TK, literacy, early literacy, early math, child development Multiple Subjects, and other educator preparation faculty members with expertise to volunteer to review. Reviewers need to be from a Commission approved institution and have experience working in teacher preparation.

Q: What impact will this credential have on induction programs? Will induction programs need to have a separate program for PK-3 ECE Specialist Instruction credential candidates?
A: The PK-3 ECE Specialist Instruction credential, like the Multiple Subject/Single Subject and Education Specialist credentials, is a two-tier credential and will require someone with a preliminary PK-3 ECE Specialist Instruction credential to participate in induction in order to clear their credential. As with other credentials, candidates will determine their Individual Development Plan (IDP) with the input of their program and site-based supervisors. The induction program is individualized to meet the specific needs of each candidate. Please see Program Standard 9 for the PK-3 ECE Specialist Instruction credential for more details. Induction programs will be responsible for assuring appropriate mentor matches and to facilitate/provide professional learning opportunities relevant to preliminary PK-3 ECE Specialist Instruction credential holders.

Q: What is the timeline for accreditation once a proposal is submitted?
A: The Initial Program Review (IPR) process for Commission approved institutions generally takes a minimum of 12 months from the time the Commission receives a complete, accessible, and accurate proposal. Institutions are advised to allow plenty of time for this process and to closely follow submission requirements. The Commission is unable to provide specific timeframes as there are numerous variables that may influence the process, including the quality and accessibility of the proposal, reviewer availability, etc.

Program proposals that have completed the IPR process will be brought before the Committee on Accreditation (COA) for review and possible approval.

Q: We have a BA in Early Childhood Education program and will revise it for the PK-3 ECE credential. We will develop an Integrated Teacher Education Program (ITEP) ECE credential program. Do we prepare one or two applications?
A: The Commission does not have purview over academic majors and will review an ITEP program proposal to ensure it is aligned with all program standards, teaching performance expectations, preconditions, and Common Standards. If offering more than one pathway for this credential, there may be additional preconditions to address, however, the institution would submit a single proposal for this credential. The proposal would need to identify all pathways being proposed. Commission staff recommend attending IPR office hours and/or making an appointment with the IPR Team (IPR@ctc.ca.gov) to discuss your specific program if you are considering both an ITEP and traditional graduate level program.

Once the IPR Team receives your completed submission, the peer review and approval process will take a minimum of 12 months and may take longer depending on the number of review cycles it requires. Incomplete and/or inaccessible submissions will face significant delays. Ensuring your proposal includes all required evidence and is easily accessible to reviewers will facilitate the process.

Q: Do the community colleges need to submit their course syllabi, and other documentation as they would be partnering with a California State University (CSU), University of California (UC), or private/independent institution of higher education?
A: Commission approved program sponsors may sponsor an educator preparation program. Community colleges may partner with CSU, UC, or private/independent program sponsors in a variety of ways including, in some instances providing specific coursework, but are not eligible to be an approved program sponsor. The program sponsor is responsible for submitting all necessary course syllabi and documentation indicating where in the program the requirements, standards, and TPEs are addressed.

For an overview of the details on the Clinical Practice Element (Program Standard 3) of the PK-3 ECE Specialist Instruction Credential, please

• See the Clinical Practice Guide for PK-3 ECE Specialist Instruction Credential
• See the PK-3 ECE Specialist Instruction Credential Handbook
  

Q: For teachers who already have a bachelor’s (BA) degree and 24 ECE/CD units, what are the parameters now for their "student teaching”?
A: All candidates enrolled in a PK-3 ECE Specialist Instruction credential program must complete a minimum of 600 hours of supervised clinical practice in accordance with the program standards and credential requirements. Some candidates may meet the criteria for one of the clinical practice equivalency options in Program Precondition 7. This equivalency is only applicable for the PK/TK clinical practice requirement. There is no equivalency option applicable to the K-3 clinical practice requirement.

Q: What is considered an ECE setting eligible for clinical practice placement?
A: Clinical practice settings for the PK-3 ECE Specialist Instruction credential must take place in center based or school settings that include children in grades PK-3 PK is considered 3- and 4-year-olds. The clinical practice placement setting must be appropriate, as determined by the program and include all elements required in Commission approve Program Standard 3. For additional information on clinical practice placements, please see the Clinical Practice Guide for PK-3 ECE Specialist Instruction Credential.

Q: Can the PK clinical experience setting include CSPP (California State Preschool Program), Local Education Agency (LEA), and private programs?
A: See Program Standard 3 for information regarding Clinical Practice placement requirements.

Q: Is it possible to meet the clinical practice requirement with infant/toddler settings?
A: The PK-3 ECE Specialist Instruction credential authorizes service in grades PK-3. Clinical practice hours must be completed in settings that include children in any of these grades, with 3 – and 4- year-olds considered preschool aged. Thus, infant/toddler settings are not eligible settings for clinical practice hours for the PK-3 ECE Specialist Instruction credential.

Q: How are districts being informed of the clinical practice requirements?
A: Educator preparation programs are responsible for facilitating clinical practice opportunities for candidates. When programs execute an MOU with a district/LEA, the requirements for clinical practice are included.

Q: Can a teacher internship count towards clinical hours for the PK-3 credential? Will you be able to provide a list of examples of approved clinical hours options?
A: Interns are teachers of record while also working to earn their preliminary credential which means their supervised clinical practice is designed to take place while they are teacher of record. However, not every hour that an intern teacher is teaching will count toward the 600 hours of required clinical practice. The Clinical Practice Guide for the PK-3 ECE Specialist Instruction Credential, is available to help programs determine what hours to count toward the required 600 hours of clinical practice.

Q: Can you share more information on how an intern teacher might be able to meet the multiple grade level requirements for clinical practice?
A: Program Standard 3 requires a minimum of 200 hours of clinical practice in PK or TK, 200 hours in K-3, and 200 hours in any of the PK-3 settings. It is the program’s responsibility to ensure all candidates, whether interns or student teachers, have opportunities to complete the various required clinical practice in the appropriate settings. Candidates should not be placed with the responsibility of determining how these hours could be met.

Intern teachers and student teachers such as those in residency programs are not exempt from this requirement, even though they are assigned to a single classroom.

The program must identify opportunities that will give these candidates the full range of required experiences.

Assurance that an intern will be able to complete clinical practice consisting of a minimum of 200 hours in a PK/TK placement and a minimum of 200 hours in a K-3 placement must be reflected in the program’s Memorandum of Understanding (MOU with the employing school/district/agency.

Program proposals must be clear about how the intern program will ensure that the intern will be afforded opportunities to complete the entire 600 hours in the various required settings.

Q: Would an ECE classroom where there are two teachers, one who is a teacher and the other who is an aide, be an appropriate setting for clinical practice?
A: As long as the teacher meets the qualifications for the LEA/ECE-employed supervisor, the classroom can serve as a clinical practice placement. This person would need to provide supervision while the candidate is completing clinical practice in their learning space.

Q: Do you need to have the six formal observations per semester for both the early student teaching and the final student teaching?
A: The formal observations are a crucial element of clinical practice and should occur throughout the candidate’s time in the program. It is up to the program to ensure they occur, generally approximately once every two to three weeks. However, the spacing of them may be established to best meet the program goals and structure. If a program elects to supervise candidates using a different model of frequency of observations and can justify that it better meets the needs of the candidate, it may be acceptable. However, it is the responsibility of the program to demonstrate that, over the course of the program, at least the equivalent amount of supervision is achieved.

Q: Does clinical practice have to be at the same school?
A: The clinical practice placements do not have to be at the same school. However, as programs consider various program designs for maximizing candidate outcomes, programs should keep in mind that clinical practice experiences should not be a patchwork of unrelated experiences but rather a coherent, cohesive process that leads candidates to develop their skills as an educator and their understanding of early learners.

One purpose of the clinical practice component of the preparation program is to provide candidates with a realistic and meaningful experience as to what being an educator entails. This includes how teachers build relationships and community in the classroom, learn to differentiate instruction for children with different strengths and abilities, and to navigate the logistics of classroom organization and routines. For this reason, the clinical practice component of the preparation program generally involves placing candidates for significant portions of the year in a single setting (generally at least one full term at a time).

Q: For candidates who come into the program with both subject matter competency and experience that is eligible for clinical practice equivalency, what does the field work/early student/final teacher look like? Is it the same, just less hours?
A: Program Standard 3 calls for a minimum of 600 hours of clinical practice. Candidates who enter a PK-3 ECE Specialist Instruction credential preparation program having met the subject matter competency requirement (SMR) and have met criteria for one or both of the clinical practice equivalency options will still need to complete the educator preparation program, along with the additional required clinical practice hours (at least 200 hours in K-3 in addition to any remaining PK/TK hours). It will be up to the program to determine that candidates are prepared to be effective educators and to be successful on the Teaching Performance Assessment (TPA) and the Literacy Performance Assessment (LPA). This may require candidates with equivalency hours to complete additional clinical practice.

It is the program’s responsibility to design a process to keep track of clinical practice hours and placements. Programs must ensure that all candidates complete a minimum of 200 hours in a K-3 placement during the preparation program, even if they qualify for equivalency in the PK/TK. There is no equivalency option for the K-3 placement.

Individuals seeking the PK-3 ECE Specialist Instruction credential who hold a Multiple Subject credential with an English Learner authorization and have met the Subject Matter Competency Requirement (SMR) may apply directly to the Commission for the PK-3 ECE Specialist Instruction credential.

It is important to note that even if a candidate meets both equivalency options for the PK/TK placement and is required to complete only the 200 additional hours in a K-3 placement, the candidate must demonstrate competency in all the TPEs and pass the Teaching Performance Assessment (TPA). This may require a candidate to exceed the minimum clinical practice hours in order to fulfill these other requirements.

Q: Please elaborate on the six formal observations. What counts as a formal observation?
A: A formal observation generally includes the following:

Candidate submits a formal lesson plan to the program supervisor prior to the planned observation date and the program supervisor provides feedback on the plan.

The program supervisor observes and scripts the lesson/learning activity (this may be done in person or remotely, if necessary). The PK-3 ECE Specialist Instruction TPEs serve as the foundation for the observations.

A post-lesson conference between the candidate and program supervisor takes place (possibly including the LEA-employed supervisor if available); the program supervisor guides the candidate in reflecting on the learning activity to identify elements that went well and areas for growth in future teaching.

The program supervisor submits a formal report to the program, including notes and confirmation of the post-lesson conference, which the program is responsible for storing. This report may also include assessments of TPEs.

Q: Can clinical practice be done through coursework? In other words, could observation-based assignments be part of a typical lecture-type course to meet this requirement?
A: Clinical practice is a developmental and sequential set of activities integrated with theoretical and pedagogical coursework. It is up to programs to ensure the clinical practice component of the program provides candidates with consistent and meaningful opportunities to observe, practice, and reflect on classroom interactions in their role as educator.

Clinical practice as indicated in Program Standard 3 is comprised of early fieldwork, initial student teaching, and final student teaching including a culminating four weeks of solo or coteaching where the candidate has essentially taken over the classroom under the guidance of the mentor teacher. While some of the early fieldwork maybe be done through coursework and include observations, the vast majority of the 600 hours of clinical practice must a setting in which the candidate is actively engaged in a PK-3 classroom with opportunities to practice. Such practice includes everything from one-on-one work with children, to small group and full class instruction, guiding children through transitions throughout the day, and supervising play time.

Assignments completed as part of a course where candidates practice teaching on other candidates do not qualify as clinical practice.

Coursework assigned to be completed in a candidate’s clinical practice placement needs to meet the criteria as listed in the PK-3 ECE Specialist Instruction Credential Handbook.

Q: Is it possible to complete clinical practice in an Expanded Learning Opportunities Program (ELOP) such as afterschool and summer enrichment programs? Can time spent teaching in ELOP count towards clinical practice equivalence?
A: ELOP work would not be eligible for clinical practice placement and/or equivalency unless it meets all of the criteria for one of the options in Program Standard 3.

Q: How do community colleges hire a TPA coordinator?
A: Institutions offering educator preparation programs are responsible for designating a Teaching Performance Assessment (TPA) coordinator. Community colleges cannot offer educator preparation programs but may partner with a Commission approved institution program sponsor. It will be up to the program sponsor to identify a TPA coordinator.

Q: Who is the point person to contact for community colleges to ask clarifying questions?
A: Representatives from community colleges are welcome to contact the ECE Team: ECE@ctc.ca.gov for questions regarding Child Development Permits. Community colleges are not eligible to offer PK-3 ECE Specialist Instruction credential programs.

Q: Can clinical practice be paid? For example, someone who completed two years at a community college and has a Child Development permit. Can that candidate be employed at an ECE setting while pursuing their BA? In other words, the candidate is not an intern (since the candidate does not have a BA).
A: How individuals earn a living while earning their baccalaureate (BA) degree is outside of the Commission’s purview. Whether or not a person may use their existing ECE employment to do their clinical practice is a question for their program but often not possible. Candidates in student teaching programs must be working in a mentor teacher’s classroom and must meet all the requirements set forth in Program Standard 3, so the answer to this question would depend on the person’s unique situation, which should be evaluated by the Commission approved program sponsor.

There are some preparation programs that offer stipends for residency pathways. These would be acceptable placements for PK-3 candidates.

Candidates in an educator preparation program who are working in a setting serving 3- and 4- year-old children may be able to complete some of their clinical practice hours in their workplace, as long as the program determines that the site meets the criteria for clinical practice placement as outlined in Program Standard 3.

Q: Can the LEA supervisor and university supervisor be the same person if they work at the field site?
A: No. It is important that a triad structure is in place: candidate, program supervisor, LEA-employed supervisor (mentor teacher).

Q: Can the observations be hybrid, some in person and some online?
A: Yes, as long as they include planning, observation, conference, and reflection. The university/program supervisor must provide documentation, as they would in an in-person formal observation. Regardless of the mode used, it is critical that programs ensure that the quality of the observations and feedback loops to candidates about areas of growth are of high quality and meet their individual needs as a growing and learning professional.

Q: Will student teaching be able to occur in Head Start programs?
A: It is possible for candidates to do from 200-400 hours of their clinical practice in Head Start Programs. It is up to programs to determine appropriate settings for clinical practice that align with Program Standard 3. Please see the Clinical Practice Guide for PK-3 ECE Specialist Instruction Credential.

Q: Will the 200 hours waived have any restrictions? (Such as practicum hours completed in a work setting.)
A: It is important to clarify that there are no waivers for clinical practice. There is a 600-hour clinical practice requirement for all candidates. Some candidates may qualify for equivalency for these clinical practice hours if their prior experience meets specific criteria.

These criteria are specific and no “partial credit” or substitutions are permitted. Please see Program Precondition 7. Criteria for both options for clinical practice equivalency are listed and explained.

There is no equivalency available for the minimum 200 hours of K-3 clinical practice.

Q: Does the 6+ years of ECE teaching experience mean PK-3 grade experience?
A: For Clinical Practice Equivalency Option 1, candidates must complete 6+ years of full-time ECE teaching experience with 3- and 4-year-olds along with additional requirements found in Program Precondition 7.

All candidates for this credential also need to complete a minimum of 200 hours of clinical practice in a K-3 setting.

There is no equivalency option for the K-3 portion of clinical practice.

For full details on equivalency for clinical practice, please see Program Precondition 7.

Q: Does being an assistant teacher in PK-3 count as experience?
A: No. In order to meet Equivalency Option 1 for clinical practice, the candidate must either hold a valid Child Development Permit at the Teacher level or higher or verify employment as a lead teacher in a Head Start program, California State Preschool Program, or a childcare and development center serving preschool-aged children ages 3- and 4-years old. There are additional criteria for meeting equivalency option 1 listed in Program Precondition 7.

Candidates who have completed a qualifying practicum may be eligible for equivalency towards their PK/TK clinical practice hours. Please see Option 2 in Program Precondition 7 for complete details.

Q: Does experience working with infants/toddlers for many years make a candidate eligible for equivalency towards their PK/TK clinical practice hours?
A: No, the candidate must either hold a valid Child Development Permit at the Teacher level or higher or verify employment as a lead teacher in a Head Start program, California State Preschool Program, or a childcare and development center serving preschool-aged children (ages 3-4) in order to meet the equivalency option 1.

Q: Would a practicum in a TK-3 classroom qualify for clinical practice equivalency option 2?
A: No. Practicum equivalency for clinical practice must meet criteria outlined in Program Precondition 7. The practicum must be in a preschool learning space where the candidate worked with children ages three to four years old. There is no equivalency option available for practicum or teaching experience in K-3 classrooms.

Q: Is the expectation that the candidate needs to document any details that are not on the transcript (child age, number of hours)? My question refers to clinical practice equivalency option 2. Transcripts do not include all of these details.
A: Programs must establish a process for confirming that candidates meet all requirements for this credential. This includes a process for determining candidate eligibility for clinical practice equivalency. It is up to the programs to design a process by which they will verify how candidates meet criteria for clinical practice equivalency (See Program Precondition 6).

Q: Is the "school year" considered 9 months?
A: The Commission has not quantified the duration of a “school year” but it is intended to be an academic year or the equivalent.

Q: If a candidate has met one or both of the clinical practice equivalency requirements in a K-3 classroom, will it not count since this is only for PK/TK?
A: Equivalency is only available for the PK/TK portion of clinical practice. There is no equivalency option for the K-3 portion of the clinical practice component for this credential. Therefore, they may not meet equivalency requirements for work in a K-3 classroom.