Preliminary PK-3 ECE Specialist Instruction Program-Specific Preconditions Evidence Guide

Direct link to location of course sequence within a handbook, website, or other authentic program documentation that shows that no more than nine semester units (or twelve with English Learner instruction) of credential preparation courses are completed before candidates begin student teaching* experiences in a classroom or school.

• For currently approved PK-3 Credential programs submitting preconditions in years 1 and 4 of the accreditation cycle:
  Provide link to the TPE 7 course matrix that shows when and how candidates will learn and demonstrate knowledge required in Education Code Sections 44259 (b) (4) (A) and (B).
• For institutions working on an Initial Institutional Approval (IIA) or Initial Program Review (IPR) program proposal: 

Response required only for UC/CSU.

Link within a handbook, program website, or other authentic program documentation that indicates this policy.

4. Assessing Candidates for Subject Matter Competence.
The program sponsor has a timely and systematic process for evaluating and notifying candidates of their standing in relation to the subject matter competence requirement.
This process includes:

• Providing candidates with clear and accurate information in all advising and application materials about all options available to demonstrate subject matter competence, for the PK-3 Early Childhood Education Specialist Instruction credential.
• Within the first 60 days of the candidate’s admission, the institution must complete an assessment of each candidate’s standing in
  relation to demonstration of the subject matter competence requirement  and notify candidates of that standing.

Direct link to location within a handbook, website, or other authentic program documentation that includes clear and accurate information about the options available to demonstrate subject matter competence. Evidence of the program’s process for completing the assessment and providing candidates with notification of their standing in relation to meeting the subject matter competence requirement within 60 days of their admission to the program. This notification should include reference to how the candidate has completed the requirement or next steps to completion.

5. Demonstration of Subject Matter Competence.
The approved PK-3 Early Childhood Education Specialist Instruction credential preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a preschool through third grade setting.

Candidates may meet the subject matter competence requirement through one of the following two options:

1. Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education with a degree major in Child Development, Child and Adolescent Development, Human Development, Early Childhood Education, Child and Family Studies, Early Childhood Studies, Human Development and Family Science, Family Science, or Child, Adolescent, and Family Studies.
2. Completion of 24 semester units or the equivalent quarter units of non-remedial, degree-applicable coursework at a regionally accredited institution of higher education in early childhood education and/or child development.

6. Completion of Requirements.
A college or university or school district that operates a program for the PK- 3 Early Childhood Education Specialist Instruction credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential including but not limited to:

• Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education.
• Completion of the subject matter requirement
• Passage of the Reading Instruction Competence Assessment (RICA) or a Commission approved literacy performance assessment for early childhood education.
• Completion of a Commission approved preparation program
• Passage of a Commission approved teaching performance assessment for multiple subjects in a TK-3 setting, or passage of a commission approved teaching performance assessment for early childhood education.

7.    Equivalency for Clinical Practice.*
Commission approved professional preparation programs for the PK-3 Early Childhood Specialist Instruction credential shall recognize and grant equivalency for prior experience, as follows, and shall develop a clearly articulated process for granting such equivalency.

Equivalency Option 1
PK-3 Early Childhood Education Specialist Instruction Credential candidates who meet both the requirements outlined in subsections (A) and (B) below shall be granted equivalence for at least 200 hours of the required clinical practice experience in a preschool (PK) or transitional kindergarten (TK) setting and may be granted equivalence for an additional 200 total hours of the required clinical practice experience in a PK or TK setting within the program of professional preparation. Such candidates must complete all other program requirements, including a clinical practice experience of at least 200 hours in a K-3 setting.

(A)    Either hold a valid Child Development Permit at the Teacher level or higher or verify employment as a lead teacher in a Head Start program or a childcare and development center serving preschool-aged children.

AND

(B)    Verify six (6) years or more of satisfactory, full-time teaching experience as a lead teacher in a public or private center-based childcare and development program serving preschool-aged children that is either a license-exempt childcare and development center pursuant to California Health and Safety Code section 1596.792(o) or holds a license as defined in section 101152(l)(1), Article 1, Chapter 1, Division 12, of Title 22. Satisfactory teaching experience shall be verified by the public or private center-based childcare and development center. (Note: For the purposes of Equivalency Option 1, full time teaching is defined as a minimum of 3 hours per day).
*The text of this Precondition continues below.

• Direct link to location of professional preparation program equivalency information within a handbook, website, or other authentic program documentation explaining the equivalency requirements for candidates and prospective candidates. This information must include:
  a. eligibility requirements for each of the Equivalency Options,
  b. how the program allocates equivalency for candidates who meet the minimum requirements for the designated option(s), and
  c. a list of acceptable documents required of candidates.
• Description of the clearly articulated process the program follows for granting equivalency, including submission, evaluation, verification of equivalency documents, and the individual, by position title, responsible for verifying this requirement is met.

(A)   Equivalency for Clinical Practice continued
Verification shall include a statement by the employer confirming that the teacher’s performance was rated satisfactory or better in the following areas (must include all):

• The use of developmentally appropriate teaching strategies for preschool-aged children.
• The ability to establish and maintain developmentally appropriate standards and expectations for student behavior.
• A demonstration of deep knowledge of the early literacy, early mathematics, and other preschool subjects, and the use of developmentally appropriate teaching and learning approaches that engage students and promote student understanding.
• An ability to plan and implement a sequence of appropriate learning activities, both teacher and child initiated.
• An ability to evaluate and assess student learning outcomes.
• An ability to communicate effectively with young children and their families/guardians.

Equivalency Option 2

Candidates for the ECE Specialist Instruction Credential who have completed a practicum course at a regionally accredited institution of higher education, including a community college, shall be granted clinical practice equivalency for these hours commensurate with the number of hours served in the practicum course, up to a maximum of 200 hours, provided that all of the following conditions are met:

A. The practicum course is credit bearing and degree applicable towards a Teacher Level or higher level Child Development Permit or a degree in Early Childhood Education, Child Development, Child and Adolescent Development, Early Childhood Studies, or Human Development.

B. The practicum hours completed were in a preschool or early childhood setting serving 3-4 year old children and included clinical practice experience that was supervised at minimum by a trained faculty member/instructor with expertise in Early Childhood and Child Development pedagogy who provided observation and feedback to the candidate.

C. The candidate earned a C or better on the practicum course. Courses earned with a “Pass,” or another designation deemed by the institution of higher education to be equivalent to a grade of “C” or higher are also acceptable.

D. The candidate provides to the Commission-approved ECE Specialist Instruction program verification of the hours served through transcripts and other documentation as determined by the Commission-approved program.

Candidates who have completed both a verified work experience as outlined in Equivalency Option 1 above and a qualified practicum experience as outlined in Equivalency Option 2 above may be granted a maximum of 400 hours total commensurate with the number of hours served toward the clinical practice requirement and shall complete the remaining 200 hours of clinical practice in grades K-3 in the teacher preparation program.