Preconditions

General Preconditions

Precondition 1a. Accreditation and Academic Credit

The program(s) must be operated by (a) Institutions of higher education: A college or university that (i) is fully accredited by the Western Association of Schools and Colleges or another of the six regional accrediting associations, and (ii) grants baccalaureate academic credit or post baccalaureate academic credit, or both. An institution approved to offer educator preparation in California must notify the Commission within 30 days if its regional accreditation status changes.

Cal Poly is accredited by what used to be called the Western Association of Schools and Colleges (WASC) but which is now officially known as the WASC Senior College and University Commission (WSCUC). Cal Poly is proud to say that its WSCUC accreditation was re-affirmed in Spring 2022 for the longest possible period of ten years.  

Evidence:

• Cal Poly's WSCUC Accreditation Website
• Accreditation Letter 2022 (PDF)

Precondition 2. Enrollment and Completion

Once a candidate is accepted and enrolls in an educator preparation program, the approved program sponsor must offer the approved program, meeting the adopted standards, until the candidate: i. completes the program; ii. withdraws from the program; iii. is dropped from the program based on established criteria; or iv. is admitted to another approved program to complete the requirements, with minimal disruption, for the authorization. In the event the program closes, a teach out plan, which includes individual transition plans for each candidate as well as a plan for candidates and graduates to access their student records would need to be developed.

All accredited School of Education (SOE) programs operate on a cohort model in which students move through the program on a tightly controlled progression (typically 3-4 quarters). All candidates participate in the cohort until they complete the program, withdraw from the program, are dropped from the program based on established criteria, or elect to transfer to another approved program.

In the event that the SOE were to discontinue one of its graduate or post-baccalaureate credential programs, the unit would adhere to CSU policies outlined in CSU AAP91-14 and EP&R 79-10, the Cal Poly Discontinuance of an Academic Program policy, as well as the Graduate Education Handbook. These policies call for an allowance of a reasonable time for all students enrolled in the current cohort to complete the requirements for the degree.

In the event that an SOE program needs to close, the Director of the SOE will work closely with the program coordinator(s), the College Associate Dean, and the Dean of Graduate Education to ensure the continuation of the program to allow reasonable time for all enrolled students to: (a) complete the program, (b) elect to withdraw from the program, (c) be dismissed from the program for cause, or (d) elect to transfer to another approved program that is more appropriate to the candidate's educational path. By submission of this Preconditions report to the CTC, the Director of the School of Education affirms the SOE's commitment to this Teach Out Plan, and the SOE's understanding that enrolled candidates must be able to complete the program even if the program plans to close. 

There are no plans to close any of our current programs. We have strong enrollment and full support of our administration.

Evidence:

• Cal Poly Discontinuance of an Academic Program
• CSU Policy on Academic Program Discontinuation, AAP91-14 (PDF)
• Cal Poly Teach Out Plan ("Program Suspension")
• SOE Teach Out Plan (bottom of page)

Precondition 3. Responsibility and Authority

To be granted continuing accreditation by the Committee on Accreditation, the entity shall provide the following information:
(a) Identify the position within the organizational structure that is responsible for ongoing oversight of all educator preparation programs offered by the entity (including educator preparation programs offered by an extension division, if any).
(b) Provide a description of the reporting relationship between the position described in (a) and the individual(s) who coordinate each educator preparation program offered by the entity. If a reporting relationship is indirect, describe the levels of authority and responsibility for each educator preparation program. Include an organizational chart for the institution as well as the division(s) within the institution responsible for the oversight of educator preparation programs; include any parent organization, outside organization(s), or partner(s) who will be involved in the oversight of the educator preparation unit and/or responsible for any aspect of program delivery.
(c) Provide policies to ensure that duties regarding credential recommendations are provided solely by persons who are current employees of the Commission approved institution.

The Director of the School of Education (SOE) is responsible for ongoing oversight of all educator preparation programs offered at Cal Poly. The Director has institutional leadership, oversight for all credential programs, and authority to designate institutional resources for SOE programs. The Director reports to the Dean of the College of Science and Mathematics, the academic unit that houses the School of Education. Both the Director and the Dean report to the Provost and President of the university. 

Program-level coordinators report directly to the Director of the School of Education. The program coordinator for the Agriculture Specialist Instruction Credential reports directly to the Dean of the College of Agriculture, Food, and Environmental Sciences and serves as content advisor on the Single Subject Committee in the School of Education. The School of Education Governance Document outlines how program coordinators interact with the SOE Director.

Evaluation of credential candidates and submission of credential recommendations are provided solely by Cal Poly SOE Credential Office, with final authority and oversight for recommendations entrusted to the Credential Analysts (under supervision of the SOE Director), who will always be current employees of the Cal Poly SOE.

Evidence:

• SOE Org Chart and Program Org Charts
• SOE Governance Document (PDF)

Precondition 4. Lawful Practices

To be granted continuing accreditation by the Committee on Accreditation, a program of professional preparation must be proposed and operated by an entity that makes all personnel decisions without unlawful discrimination. These decisions include decisions regarding the admission, retention or graduation of students, and decisions regarding the employment, retention, or promotion of employees.

Cal Poly does not discriminate in admission or access to, or treatment or employment in, its programs and activities, including intercollegiate athletics. Cal Poly and its auxiliary organizations are committed to maintaining and implementing policies and procedures in compliance with applicable CSU, state, and federal nondiscrimination and affirmative action laws, regulations, and policies. Cal Poly supports an environment free of unlawful discrimination on the basis of: race, sexual orientation, color, gender identity, ethnicity, marital status, national origin, physical disability, age, mental disability, religious, medical condition, sex, and veteran status (as defined by the Vietnam-Era Veterans' Readjustment Assistance Act of 1974, as amended). 

Evidence:

• CSU Non-discrimination Policy and Procedure 
• Cal Poly Statement on Commitment to Community
• Cal Poly Statement on Diversity & Inclusion
• Cal Poly Policies on the Rights of Individuals 
• Cal Poly Student Academic Rights & Responsibilities
• Cal Poly Equal Employment Opportunities Policy Statement 
• School of Education Commitment to Diversity, Equity and Inclusion (PDF), from the SOE Student Handbooks

Precondition 5. Commission Assurances

To be granted continuing accreditation by the Committee on Accreditation, the program sponsor must:
(a) assure that the sponsor will fulfill all of the applicable standards of program quality and effectiveness that have been adopted by the Commission,
(b) assure that all candidates participating in public school-based field activities hold a Certificate of Clearance from the Commission,
(c) assure that the approved program sponsor will cooperate in an evaluation of the program by an external team or a monitoring of the program by a Commission staff member, and
(d) assure that the approved program sponsor will participate fully in the Commission’s accreditation system, including the timely submission of documents required for accreditation.

Precondition 6. Requests for Data

To be granted continuing accreditation by the Committee on Accreditation, the entity must identify a qualified officer responsible for reporting and responding to all requests from the Commission for data including, but not limited to, program enrollments, program completers, examination results, including performance assessments, and state and federal reporting within the time limits specified by the Commission. Institutional contact information must be updated annually.

Cal Poly fully cooperates with the California Commission on Teacher Credentialing to ensure all requests for program, unit, and institutional data are responded to in a timely manner. The Director of the SOE is Cal Poly's officer in charge of reporting and responding as thoroughly and promptly as possible to all inquiries and requests made by the CTC, with supporting documentation and data frequently provided by the Assessment & Accreditation Analyst, the Credential Office Staff, and the faculty coordinators of various accredited programs.

The School of Education (SOE) participates in submission of Annual Data Reports through the Accreditation Data System, with program delegate reporting authority entrusted to the Assessment & Accreditation Analyst.

Assurance Statement: By submission of this Preconditions report to the CTC, the Director of the SOE affirms the SOE's responsibility to check contact information listed on the Commission's approved programs page and to make any necessary updates at least on an annual basis.

Evidence:

• SOE Org Chart (PDF)

Precondition 7. Veracity in All Claims and Documentation Submitted

To be granted continuing accreditation by the Committee on Accreditation, the entity must positively affirm the veracity of all statements and documentation submitted to the Commission.

The Director of the School of Education (SOE), as representative for Cal Poly in oversight of all educator preparation programs, does hereby affirm veracity and assume responsibility for all statements and documentation submitted to the Commission. Additionally, as per Cal Poly policy, documents submitted to the Commission as part of accreditation or formal review are provided to the College of Science and Math Dean's Office and to members of the Cal Poly Academic Programs & Planning unit (under direction of the Provost) with the opportunity to review for institutional accuracy prior to submission. By submission of this Preconditions report to the CTC, the Director of the SOE affirms agreement with the assurances.

Evidence:

• Affirmations of Veracity from Director and Coordinators

Precondition 8. Grievance Process

To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must have a clearly delineated grievance process for candidates and applicants. The grievance process information must be accessible to all candidates and applicants and the institution must be prepared to provide documentation that candidates have been informed of the grievance process and that the process has been followed.

Cal Poly has a university-wide student grievance process that is published online at Cal Poly Academic Standards. In 2017-2018, the School of Education (SOE) amended its student grievance process to include a pre-step that provides students with an option for resolution within the department, prior to triggering a formal Cal Poly grievance process.

The SOE student grievance process is included in SOE Student Handbooks, which are available online and are communicated to incoming candidates at program orientations. 

Evidence: 

• Cal Poly Student Grievance Process (PDF), from the Cal Poly Catalog
• SOE Grievance Process (PDF), from the  SOE General Policies Student Handbook
• Sample Orientation Agendas, informing candidates of Student Handbooks 

Precondition 9. Faculty and Instructional Personnel Participation

All faculty and instructional personnel employed by colleges and universities who regularly teach one or more courses in an educator preparation program leading to a credential, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area. Faculty who are not in the Department, School or College of Education are exempt from this requirement. Reference: Education Code Section 44227.5 (a) and (b).

School of Education faculty members, both those involved in the preparation of credential candidates and those who teach in associated graduate programs, are actively involved with P-12 schools located throughout San Luis Obispo, southern Monterey, and northern Santa Barbara Counties. Faculty in the Single Subject-Agriculture and Agriculture Specialist programs are further involved in secondary schools that offer Agriculture programs throughout California.

Common faculty activities include fieldwork supervision of student teachers and administrator candidates; facilitation of professional development for local and state-wide educators; grant and scholarly collaborations; and participation in faculty, parent, and community organizations.

Evidence:

• Table of Faculty Participation in the Public School System 2019-22

Precondition 10. Communication & Information

To be granted continuing accreditation by the Committee on Accreditation, the approved program sponsor must provide easily accessible and accurate information to the public, prospective educators, and enrolled candidates about the requirements for admission and successful completion for all its educator preparation programs.

Cal Poly School of Education (SOE) maintains a comprehensive website for the unit, which includes clear, public information about admissions processes, admissions requirements, and program completion requirements for each program. 

In addition to this readily available public information, candidates receive information via progress monitoring forms, such as the Credential Request Application. 

Evidence:

• SOE Website
• Candidate Forms and Documents
• Sample Outstanding Requirements Email (Sent PDF)
• Sample Credential Requirements Document - Multiple Subject (PDF)

Precondition 11. Student Records Management, Access, and Security

To be granted continuing accreditation by the Committee on Accreditation, the sponsor must demonstrate that it will maintain and retain student records in accordance with the institution’s record retention policy. Institutions will provide verification that:
(a) Candidates and graduates will have access to and be provided with transcripts and/or other documents for the purpose of verifying academic units and program completion.
(b) All candidate records will be maintained at the main institutional site or central location (paper or digital copies).
(c) Records will be kept securely in locked cabinets or on a secure server located in a room not accessible by the public.

All School of Education (SOE) records are maintained in accordance with the Cal Poly records management and information security policies.

Cal Poly students and graduates have access to their official academic records and transcripts through the office of the Cal Poly Registrar. Students and graduates can also view their unofficial academic records and progress through the online My Poly Portal system.

Students have access to view their credentialing records (such as submitted supplemental documents, credential evaluations, and program completion) through visit or request to the Cal Poly SOE Credential Office.

The SOE Credential Office maintains digital records and checklists for all students, which are stored in a database server in Cal Poly’s secure data center. The SOE Credential Office uses PeopleSoft and Preceptive Content software systems to manage digital student records and documentation.

Evidence: 

• Cal Poly Transcript Request Policy 
• Cal Poly Record Retention and Disposition Standards
• Cal Poly Information Security Policies and Standards
• Cal Poly Public Records Request Compliance Policy

Precondition 12. Disclosure

Institutions must disclose information regarding any outside organizations that will be providing any direct educational services as all or part of the educator preparation programs sponsored by the institution and identify the type of services the outside organization will provide.

The School of Education (SOE) is disclosing its use of two external curricular providers for co-requisite requirements (previously disclosed in Preconditions Report 2018). These co-requisite requirements have been selected to enhance the 21st century preparedness and professionalism of our candidates, as well as to address some TPEs and Standards set forth by the CTC. 

Currently, these co-requisites are only in use in the Single Subjects Teacher Education Program, but based on continuing success and added value, the SOE may determine to expand these co-requisites to other programs in the future. 

• Google Level 1 Educator Training: Candidates complete 12 hours of online lessons around topics such as using technology in the classroom, bringing activities and student work online, and teaching students online skills. Candidates are further  required to attempt the Level 1 Certification Exam (at a personal cost of $10). Students provide evidence of completing the training and attempting the examination as part of their final credential evaluation upon completion of the program. See Program TPE Matrix, including Google Level 1, prepared for Program Review (Fall 2018) and Site Visit (Spring 2020).

• Mandated Reporter Training: Candidates complete 90-180 minutes of online lessons, coupled with a final examination requiring a passing score of 80% or higher. Currently, the School of Education (SOE) has selected a training provided by the Chadwick Center for Children & Families, a nationally recognized child advocacy and trauma treatment center and a fully accredited member of the National Children's Alliance and the National Child Traumatic Stress Network. The trainings are compliant with AB1207 for Child Care Workers and AB1432 for School Personnel. See Program TPE Matrix, including Mandated Reporter Training, prepared for Program Review (Fall 2018) and Site Visit (Spring 2020).

 

Preliminary Multiple Subject/Single Subject

Cal Poly’s Multiple Subject and Single Subject programs are offered through the School of Education (SOE). All Single Subject and Multiple Subject preliminary credential candidates complete the program as post-baccalaureates who are enrolled in the SOE.

Candidates in the Multiple Subject Credential Program come mainly from a Bachelor of Science in Liberal Studies major that is housed in the College of Science and Mathematics. The balance of Multiple Subject candidates enter the program as post-baccalaureates after completing other undergraduate degrees.

The Single Subject program spans collaboration across multiple colleges: Mathematics and Science (Biology, Chemistry, Geosciences, Physics) in the College of Science and Mathematics; English, Social Science, and World Languages in the College of Liberal Arts; and Single Subject-Agriculture in the College of Agriculture, Food, and Environmental Sciences. In each of these cases, candidates are enrolled in the SOE, which offers the program in collaboration with the content area department.

Each program of professional preparation that leads to the issuance of multiple or single subject teaching credentials shall adhere continually to the following requirements of California state law or Commission policy.

Precondition 1. Limitation on Program Length

The professional preparation coursework that all candidates are required to complete shall be equivalent to no more than two years of full-time study at the institution. The limitation applies to postgraduate teacher preparation programs. The limitation does not apply to blended/integrated programs of subject matter preparation and professional preparation teaching internship programs. Reference: Education Code Section 44259 (a) and (b) (3).

Program Precondition 1 does not apply to additional courses that are required if a candidate is unable to meet the Commission’s standards of candidate competence and performance by completing the regular professional preparation program.

Precondition 2. Limitation on Student Teaching Prerequisites

No college or university shall require candidates to complete more than the equivalent of nine semester units of professional preparation courses (as defined in Program Precondition 1) prior to allowing candidates to enroll in student teaching in elementary or secondary schools. This restriction may be increased to the equivalent of twelve semester units if the student teaching prerequisites include study of alternative methods of English language development as required by Program Precondition 3. Reference: Education Code Section 44320 (a).

Student Teaching is defined as experience in a classroom or school under the direction and supervision of an experienced practitioner to complete program requirements. other terms sometimes used include field work, field experience, directed teaching, practice teaching, practicum, etc.

Multiple Subject Program: Multiple Subject candidates begin 2 days of fieldwork experiences in EDUC 438 - Clinical Practice I immediately upon start of the program. Clinical Practice I activities include early fieldwork and practice teaching that scaffold toward formalized student teaching in EDUC 454 and EDUC 456 (Clinical Practice II and III). Clinical Practice I activities occur in a clinical practice placement school setting under the direction and supervision of a university-employed Supervisor. Clinical Practice I activities follow CTC guidance for appropriate fieldwork activities in order to be counted toward the 600 hour requirement for clinical practice experiences.  

• Multiple Subject Teacher Education & Preparation (MSTEP) Course of Study
• SOE Description of Fieldwork and Clinical Practice, Common Standard 3

Single Subject Programs: Single Subject candidates enroll in 2 days of fieldwork experiences in EDUC 460 - Clinical Practice I during the fall quarter. Clinical Practice I activities include early fieldwork and practice teaching that scaffold toward formalized student teaching in EDUC 469 and EDUC 479 (Clinical Practice II and III). Clinical Practice I activities occur in a clinical practice placement school setting under the direction and supervision of a university-employed Supervisor. Clinical Practice I activities follow CTC guidance for appropriate fieldwork activities in order to be counted toward the 600 hour requirement for clinical practice experiences.  

Single Subject candidates enroll in 6 units of early summer-start coursework for 5 weeks prior to enrolling in EDUC 460 - Clinical Practice I. During early summer-start, candidates enroll in 6 quarter units (9 semester units) of coursework in EDUC 410 - Social, Historical and Ethical Perspectives on Teaching & Learning and in EDUC 416 - Literacy, Language, and Culture in the Content Areas. Both these classes include methods of teaching diverse learners and alternative methods of English Language Development as required by Program Precondition 7. During early summer-start, candidates also report to their Clinical Practice placements for additional early fieldwork experiences. 

To facilitate concurrent enrollment in the Agriculture Specialist program, Single Subject - Agriculture candidates follow a different model for Clinical Practice, Methods, and Seminar courses. The Agriculture curriculum includes the same early summer-start coursework, taken with other Single Subject candidates, and includes a Clinical Practice experience course during fall quarter in EDUC 419. 

• Single Subject Teacher Education & Preparation (SSTEP) Course of Study
• SOE Description of Fieldwork and Clinical Practice, Common Standard 3

Precondition 3. English Language Skills

In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Section 44259 (b) and 44259.5.

Multiple Subjects: The Multiple Subject program prepares candidates to teach in culturally and linguistically diverse settings. All methods coursework (EDUC 429, 431, 435, 436) and at least one of the student teaching placements (EDUC 438/454 or 456) include opportunities to demonstrate knowledge of alternative methods of developing English Language skills. 

English language skills are also meaningfully developed in two pre-requisite courses: EDUC 427 - Theories, Methods, and Assessment for First and Second Language Acquisition and EDUC 428 - Foundations of K-8 Literacy Teaching & Learning in Schools with Diverse Populations. 

• Multiple Subject Teacher Education & Preparation (MSTEP) Course of Study
• Multiple Subject Program Course Matrix with I, P, A Indicated

Single Subject Programs: English language development is embedded throughout Single Subject candidates' professional preparation coursework. Two courses particularly emphasize instruction of diverse learners, including English language learners: EDUC 418 - Culturally Responsive Teaching in Diverse Classrooms and EDUC 416 - Literacy, Language, and Culture in the Content Areas. 

• Single Subject Teacher Education & Preparation (SSTEP) Course of Study
• Single Subject Program Course Matrix with I, P, A Indicated

Precondition 4. Undergraduate Student Enrollment

Undergraduate students of any campus of the California State University or the University of California shall be allowed to enroll in any professional preparation course. Reference: Education Code Section 44320 (a).

Precondition 4 does not mean that a public institution must make it possible for a candidate to complete all requirements for a baccalaureate degree and a preliminary credential in four years of full-time study or the equivalent.

At Cal Poly, our MS/SS preparation programs are post-baccalaureate programs. They are not undergraduate programs. Therefore, when an undergraduate student inquires with an interest in enrolling in any of our educator preparation coursework, we generally advise the student to consider enrolling in the designated undergraduate pre-requisite courses (EDUC 207, 300, 427, and 428) rather than any of the post-baccalaureate course offerings which might not be appropriate to undergraduates. The School of Education (SOE) has also worked cross-departmentally with other programs at Cal Poly to begin offering an undergraduate minor in Equity in Education, which is available for undergraduates interested in exploring teaching.

However, per Education Code and guidance received from the CTC, Cal Poly SOE fully understands our legal imperative to allow any suitably qualified undergraduate student to enroll in any of our professional preparation courses if a student so desires, and has met all pre-requisite requirements. The SOE has successfully applied this guidance in the case of our SOE programs that have begun enrolling during summer-early start when a suitably qualified candidate needs to complete minimal undergraduate coursework during the summer concurrent to beginning their course of study with the SOE. 

• Descriptions of all EDUC courses from the Cal Poly Catalog
• Example of e-mail communication adhering to Precondition 4
• Offfcial statement of policy (bottom of page)

Precondition 5. Assessing Candidates for Subject Matter Competence

The program sponsor has a timely and systematic process for evaluating and notifying candidates 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, pursuant to education code section 44259(b)(5)(A).
• 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, including whether a coursework evaluation will be needed, and notify the candidate of that standing. 

The application to all Cal Poly School of Education (SOE) accredited credentialing programs is a three part process:

1. University Admissions - Candidates apply to Cal Poly via the Cal State Apply system.
2. Program Admission - Prospective candidates have an initial consultation and professional aptitude interview with their program. The program considers professional aptitude, letters of recommendation, basic skills, and subject matter competency criteria to make a recommendation to the Credential Office regarding whether admission to the program should be granted, denied or conditional.
3. Credential Office Evaluation - Prospective candidates submit a STEP I application to the Credential Office, including proof of Basic Skills and Subject Matter competency. The Credential Office enters the student into the student information management system (SID) and performs an evaluation of all requirements for acceptance to the program. The Credential Office advises the program on a final determination for admission to be accepted, denied, or conditional. 

Both the MS and SS programs require subject matter competency as necessary for admission to the program, pursuant to Chancellor's Office Executive Order 1077 (which allows exceptions in no more than 15% of admissions decisions for candidates with compensatory qualifications).

Candidates must provide evidence of an accredited undergraduate degree, Basic Skills, and Subject Matter Competency via the STEP I application for admission to the program.

If a candidate has not completed subject matter competency, but possesses compensatory qualifications, the candidate may be conditionally admitted and permitted to begin coursework in the program.

The SOE revised its policies around Subject Matter Competency in Fall 2021, consistent with new guidance from AB 130. 

Evidence:

• Admissions and Evaluations Flowchart (PDF)
• Website 'How To Apply' - Multiple Subject Program 
• Sample Credential Office Evaluation - MS Program (PDF)
• Credential Requirements Document - Multiple Subject (PDF)
• Website 'How To Apply' - Single Subject Program
• Sample Credential Office Evaluation - SS Program (PDF)
• Credential Requirements Document - Single Subject (PDF)
• SOE Subject Matter Competency Policies

Precondition 6. Demonstration of Subject Matter Competence

The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a TK-12 school. 

• For Multiple and Single Subject programs, the candidate provides evidence of having demonstrated subject matter competence through one of the following methods:
  • Completion of a subject matter program approved by the commission on the basis of standards of program quality and effectiveness. Reference education code 44259 (b)(5)(a)(I)
  • passage of a commission-approved subject matter examination. Reference education code 44259 (b)(5)(a)(Ii)
  • successful completion of coursework at one or more regionally accredited institution(s) of higher education that addresses each of the domains of the subject matter requirements adopted by the commission in the content area of the credential pursuant to section 44282, as verified by a commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of section 44203 or by the accrediting commission for community and junior colleges of the western association of schools and colleges may count for the purposes of this clause. Reference education code 44259 (b)(5)(a)(Iii)
  • successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with the following, as applicable:
    • for single subject credentials, a major in one of the subject areas in which the commission credentials candidates, as indicated in education code 44259 (b)(5)(a)(IV)(i) and 44282 (b).
    • for multiple subject credentials, a liberal studies major or other degree that includes coursework in the content areas as indicated in education code 44259 (b)(5)(a)(IV)(II) and 44282 (b).
  • A combination of the methods described in 1, 2, or 3 above that together demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the commission. Education code 44259 (b)(5)(a)(v), and 44282(b)

• For integrated undergraduate programs only, the candidate must be monitored by the program for subject matter competence prior to beginning early field experiences and throughout the program until such time as it has been determined that the candidate has satisfied subject matter competence,or at a minimum completed four-fifths of the Commission-approved subject matter preparation program, prior to beginning daily whole class instruction.

As stated above, both the MS and SS programs require subject matter competency as necessary for admission to the program, pursuant to Chancellor's Office Executive Order 1077.  Because EO 1077 allows for exemptions in no more than 15% of admissions, candidates may be conditionally admitted and permitted to enroll in early-start and fall-quarter coursework while completing subject matter competency. However, as part of the conditional admission, candidates are made aware that subject matter competency is a requirement prior to student teaching in Clinical Practice II and Clinical Practice III. 

The School of Education (SOE) revised its policies around subject matter competency in Fall 2021, consistent with new guidance from AB 130. 

Evidence:

• SOE Subject Matter Competency Policies
• Sample Credential Requirements Document - Multiple Subject Program (PDF)
• Sample Credential Office Evaluation - Single Subject Program (PDF)

Precondition 7. Completion of Requirements

A college or university or school district that operates a program for the Preliminary Multiple or Single Subject 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: Reference: Education Code Sections 44259 (b) and 44283 (b) (8).

• Possession of a baccalaureate or higher degree other than in professional education from a regionally accredited institution

• Completion of Basic Skills Requirement

• Completion of an accredited professional preparation program

• Completion of the subject matter requirement

• Demonstration of knowledge of the principles and provisions of the Constitution of the United States

• Passage of the Teaching Performance Assessment

• Passage of the Reading Instruction Competence Assessment (RICA) (for Multiple Subject Candidates).

Multiple Subject Program: As part of the STEP I application process, the credential analysts evaluate each Multiple Subject candidate for all requirements necessary for recommendation for the Multiple Subject credential. Upon completion of the program, Multiple Subject candidates are eligible to apply for a recommendation for a Preliminary Multiple Subject credential. Once candidates apply for a recommendation, the credential analyst performs a final evaluation in the SID student management system.

• Credential Request Process Instructions (PDF)
• Description of Completion Requirements from SOE Website
• Sample Credential Office Evaluation - MS Program (PDF)

Single Subject Program: As part of the STEP I application process, the credential analysts evaluate each Single Subject candidate for all requirements necessary for recommendation for the Single Subject credential. Upon completion of the program, Single Subject candidates are eligible to apply for a recommendation for a Preliminary Single Subject credential. Once candidates apply for a recommendation, the credential analyst performs a final evaluation in the SID student management system.

• Credential Request Process Instructions (PDF)
• Description of Completion Requirements from SOE Website
• Sample Credential Office Evaluation - SS Program (PDF)

Preliminary Education Specialist

The Preliminary Education Specialist Certification is offered through the Cal Poly SOE Special Education Program. All Education Specialist credential candidates complete the program as graduate students who are enrolled in the SOE Master of Science in Special Education (approved for elevation from a M.A. – Education specialization to a standalone degree effective Fall 2018).

Candidates in the Special Education (SPED) program come from a range of undergraduate degrees obtained at Cal Poly or other accredited institutions. Although most candidates participate in the combined M.S./credential program, a credential-only option is offered if needed. SPED candidates progress through the one-year curriculum in a tight cohort model; the program begins with a 5-week early summer-start effective Summer 2022.

Each program of professional preparation that leads to the issuance of an Education Specialist certification shall adhere continually to the following requirements of California state law or Commission policy.

Precondition 1. English Language Skills

In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of alternative methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission’s standards. Reference: Education Code Sections 44227, 44253.1, and 44283.

Mild/Moderate Support Needs: The Education Specialist program prepares candidates to teach in culturally and linguistically diverse settings. All subject matter methods coursework (EDUC 546, 545, and 547) includes opportunities to demonstrate knowledge of alternative methods of developing English Language skills. 

English language skills are also meaningfully developed in the prerequisite course EDUC 427 - Theories, Methods, and Assessment for First and Second Language Acquisition and in the introductory course Early Field Experiences in Special Education. 

Evidence:

• Education Specialist Mild/Moderate Matrix - Live Version, PDF Version

Precondition 2. 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, pursuant to  Education Code Sections 44259(b)(5)(a).

• 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, including whether a coursework evaluation will be needed, and notify candidates of that standing.

The application to all Cal Poly School of Education (SOE) accredited credentialing programs is a three part process:

1. University Admissions - Candidates apply to Cal Poly via the Cal State Apply system.
2. Program Admission - Prospective candidates have an initial consultation and professional aptitude interview with their program. The program considers professional aptitude, letters of recommendation, basic skills, and subject matter competency criteria to make a recommendation to the Credential Office regarding whether admission to the program should be granted, denied or conditional.
3. Credential Office Evaluation - Prospective candidates submit a STEP I application to the Credential Office, including proof of basic skills and subject matter competency. The Credential Office enters the student into the student information management system (SID) and performs an evaluation of all requirements for acceptance to the program. The Credential Office advises the program on a final determination for admission to be accepted, denied, or conditional. 

The Education Specialist Mild/Moderate Support Needs program requires subject matter competency as necessary for admission to the program, pursuant to Chancellor's Office Executive Order 1077 (which allows exceptions in no more than 15% of admissions decisions for candidates with compensatory qualifications).

Candidates must provide evidence of an accredited undergraduate degree, basic skills, and subject matter competency via the STEP I application for admission to the program.

If a candidate has not completed subject matter competency, but possesses compensatory qualifications, the candidate may be conditionally admitted and permitted to begin coursework in the program.

The SOE revised its policies around subject matter competency in Fall 2021, consistent with new guidance from AB 130. 

Evidence:

• Admissions and Evaluations Flowchart (PDF)
• Website 'How To Apply' - SPED Program 
• Sample Credential Office Evaluation - SPED Program (PDF)
• SOE Subject Matter Competency Policies 

Precondition 3. Demonstration of Subject Matter Competence

The approved preliminary teacher preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a TK-12 school. 

• For education specialist programs, the candidate provides evidence of having demonstrated subject matter competence through one of the following methods:
  • Completion of a subject matter program approved by the commission on the basis of standards of program quality and effectiveness. Reference education code 44259 (b)(5)(a)(I)
  • passage of a commission-approved subject matter examination. Reference education code 44259 (b)(5)(a)(Ii)
  • successful completion of coursework at one or more regionally accredited institution(s) of higher education that addresses each of the domains of the subject matter requirements adopted by the commission in the content area of the credential pursuant to section 44282, as verified by a commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of section 44203 or by the accrediting commission for community and junior colleges of the western association of schools and colleges may count for the purposes of this clause. Reference education code 44259 (b)(5)(a)(Iii)
  • successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of section 44282.
  • A combination of the methods described in 1, 2, or 3 above that together demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the commission. Education code 44259 (b)(5)(a)(v), and 44282(b)

• For integrated undergraduate programs only, the candidate must be monitored by the program for subject matter competency prior to beginning early field experiences and throughout the program until such time as it has been determined that the candidate has satisfied subject matter competence. Each candidate in an integrated undergraduate program must have satisfied subject matter competence, or at a minimum completed four-fifths of the Commission-approved subject matter preparation program, prior to beginning daily whole class instruction.

As stated above,  the Mild/Moderate Support Needs program requires subject matter competency as necessary for admission to the program, pursuant to Chancellor's Office Executive Order 1077.  Because EO 1077 allows for exemptions in no more than 15% of admissions, candidates may be conditionally admitted and permitted to enroll in early-start and fall-quarter coursework while completing subject matter competency. However, as part of the conditional admission, candidates are made aware that subject matter competency is a requirement prior to student teaching in Clinical Practice II and Clinical Practice III. 

The School of Education (SOE) revised its policies around subject matter competency in Fall 2021, consistent with new guidance from AB 130. 

Evidence:

• SOE Subject Matter Competency Policies
• Sample Credential Office Evaluation - SPED Program (PDF)

Precondition 4. Completion of Requirements

A college or university or school district that operates a
program for the Education Specialist teaching 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: Reference: Education Code Sections 44225(a), 44227, and 44283.2(a).

• Possession of a baccalaureate or higher degree from a regionally accredited institution

• Satisfaction of the Basic Skills Requirement

• Completion of an accredited professional preparation program

• Completion of the subject matter requirement

• Demonstration of knowledge of the principles and provisions of the Constitution of the United States

• Passage of the Reading Instruction Competence Assessment (RICA) 

• passage of a commission-approved teaching performance assessment (for candidates enrolling after july 1, 2022)

As part of the application process, the credential analysts evaluate each Education Specialist candidate for all requirements necessary for recommendation for the credential. Upon completion of the program, candidates are eligible to apply for a recommendation for a Preliminary Education Specialist Mild/Moderate Support Needs credential. Once candidates apply for a recommendation, the credential analyst performs a final evaluation in the SID student management system.

• Credential Request Process Instructions (PDF)
• Description of Completion Requirements from SOE Website
• Sample Credential Office Evaluation - SPED Program (PDF)

Agriculture Specialist

While the Single Subject Credential Program is offered through the School of Education (SOE), the Single Subject-Agriculture and Agriculture Specialist programs are housed in the College of Agriculture, Food, and Environmental Sciences (CAFES).

Faculty from the Agriculture Education programs hold reporting lines in the College of Agriculture, Food, and Environmental Sciences – however, these CAFES faculty work closely with SOE leadership and staff.  The Credential Office for the School of Education works together with the College of Agriculture, Food, and Environmental Sciences to ensure that all applicants to the Agriculture Specialist program, and all candidates ultimately recommended for a credential, meet all requirements and preconditions.

Most applicants to the Agriculture Specialist program are concurrent enrollees in the Single Subject-Agriculture program. However, as many as 1-2 students per year may pursue the Agriculture Specialist program through Cal Poly with a prerequisite credential obtained elsewhere.

Each program of professional preparation that leads to the issuance of an Agriculture Specialist Authorization shall adhere continually to the following requirements of California state law or Commission policy.

Precondition 1. Admission

An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to admitting the candidate into the program, that the candidate either (1) possesses a single subject teaching credential in agriculture, or (2) is enrolled in a preparation program leading to a single subject teaching credential in agriculture concurrently with enrollment in the program leading to the Agriculture Specialist Instruction Credential.

Most students in the Agriculture Specialist program enroll concurrently with the Single Subject-Agriculture program offered through Cal Poly. 

Students wishing to apply directly to the Agriculture Specialist program must apply through the CalStateApply online portal and have their application reviewed by the Cal Poly Office of Admissions, the School of Education (SOE) Credential Office, and the faculty of the Agriculture Education program in the College of Agriculture, Food, and Environmental Sciences (CAFES). 

The SOE Credential Office and the Agriculture Education program check for a prerequisite credential through the Advancement to Candidacy Form, which is initially completed by the Agriculture Education program and is provided to, and filed by, the SOE Credential Office.

Evidence:

• Sample Evaluation/Advancement to Candidacy Form - AgEd Program (PDF)

Precondition 2. Prerequisite Credential

An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate possesses a valid single subject teaching credential in agriculture. If the candidate completes both the single subject and agriculture specialist instruction programs concurrently, the institution may recommend the candidate for both credentials concurrently.

Prior to recommending candidates for an Agriculture Specialist credential, the Agriculture Education program completes the Advancement to Candidacy form and the Technical Agriculture Worksheet for all candidates, which is then provided to the School of Education (SOE) Credential Office for a second check before recommending the credential.

Through these two forms, the Agriculture Education program and the SOE Credential Office each check that a student possesses the required prerequisite credential - either by verifying the prerequisite credential online with the CTC, or by verifying that a concurrently enrolled candidate has completed all the Single Subject coursework described in boxes 1, 2, and 3 of the Technical Agriculture Worksheet.

Evidence:

• Sample Evaluation/Advancement to Candidacy Form - AgEd Program (PDF)

Precondition 3. Area Specialization

An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate has demonstrated advanced knowledge in one of the following domains in agriculture: animal science; plant and soil science; ornamental horticulture; agricultural business management; environmental science and natural resource management; or agricultural systems technology. This advanced knowledge must be demonstrated through one of the following means:
(1) possession of a baccalaureate degree with a major in one of the six domains listed above or in a field closely related to one of those domains;
(2) verification of subject matter competence as required for the single subject credential in agriculture, plus a minimum of nine semester units or twelve quarter units of college coursework in one of the domains listed above; or,
(3) verification of subject matter competence as required for the single subject credential in agriculture, plus 1,000 hours of occupational experience in one of the domains listed above. (Occupational experience accrued to meet this requirement also applies to the occupational experience precondition defined below.)

The Agriculture Education program verifies subject matter competency and area specialization as part of the Advancement to Candidacy form, on page 2. The Advancement to Candidacy form requires evidence of area specialization in animal science, plant/soil science, sales/service (i.e., agriculture business management), or agricultural mechanics (i.e., agricultural systems technology).

The Agriculture Education program completes the Advancement to Candidacy form and the Technical Agriculture Worksheet for all candidates, which is then provided to the School of Education (SOE) Credential Office for a second check. These forms must be filed in the SOE Credential Office before the Credential Analysts recommend candidates for an Agriculture Specialist credential. 

Evidence:

• SOE Subject Matter Competency Policies
• Sample Evaluation/Advancement to Candidacy Form - AgEd Program (PDF)

Precondition 4. Occupational Experience

An institution that operates a program for the Agriculture Specialist Instruction Credential shall determine, prior to recommending the candidate for the credential, that the candidate has completed occupational experience in agriculture that consists of one of one of the following:

• A minimum of 2,000 hours of either paid or voluntary experience, the entirety of which must be completed after graduation from high school; or,
• A minimum of 3,000 hours of either paid or voluntary experience, of which a maximum of 1,500 hours may be accrued prior to graduation from high school.

The Agriculture Education program verifies a minimum of 2,000 hours of paid or voluntary experience (or 3,000 hours if 1,500 hours is accrued prior to graduation from high school) as part of the Advancement to Candidacy form, on page 2.

The Agriculture Education program completes the Advancement to Candidacy form and the Technical Agriculture Worksheet for all candidates, which is then provided to the School of Education (SOE) Credential Office for a second check. These forms must be filed in the SOE Credential Office before the Credential Analysts recommend candidates for an Agriculture Specialist credential.

Evidence:

• Sample Evaluation/Advancement to Candidacy Form - AgEd Program (PDF)

Bilingual Authorization

Candidates in the Supplementary Authorization in Bilingual Education (SABE) program at Cal Poly earn a bilingual authorization that can be added to any California teaching credential. Our program graduates help to create inclusive learning environments for linguistically and culturally diverse students.

Most applicants to the SABE program are concurrent enrollees in the Multiple Subject, Single Subject, or Special Education teacher credentialing programs. However, candidates with a prerequisite credential obtained elsewhere may also enroll in the SABE program through Open University. Additionally, the SABE courses may be taken out of sequence by qualified undergraduate students who are exploring careers in education. 

Each program of professional preparation that leads to the issuance of a Supplementary Authorization in Bilingual Education shall adhere continually to the following requirements of California state law or Commission policy.

Precondition 1. Prerequisite Credential

an institution operating a program for the bilingual authorization must verify, prior to recommending a candidate for the authorization, that the candidate holds a prerequisite credential or is recommended for a prerequisite credential simultaneously. The prerequisite credential must include an English learner authorization or the candidate must be eligible for an English learner authorization pursuant to the provisions of education code section 44253.4(b)(1) and California code of regulations (CCR) sections 80015.1(a)(1) and 8005.2,

acceptable prerequisite credentials include a valid California teaching credential, services credential(S) with the added special class authorization, visiting faculty permit, child development permit (excluding assistant and associate permit), or children's center permit which credential or permit authorizes the holder to provide instruction to pupils in preschool, kindergarten, any of grades 1-12, inclusive, or classes primarily organized for adults, except for the following: emergency credentials or permits, exchange credentials as specified in education code 44333, district intern credentials as specified in education code section 44325, sojourn certificated employee credentials as specified in education code 44856, and teacher education internship credentials as specified in education code article 3 (commencing with education code section 44450) of chapter 3. 

Most applicants to the Special Authorization in Bilingual Education (SABE) program are concurrent enrollees in the Multiple Subject, Single Subject, or Special Education teacher credentialing programs. However, candidates with a prerequisite credential obtained elsewhere may apply to the SABE program and enroll in the three SABE courses through Open University.

Candidates who apply to the SABE program from outside Cal Poly must demonstrate possession of a prerequisite credential during the application process. Possession of the prerequisite credential is checked by the Program Advisor (or delegate) during the Program Advisor Review prior to making a recommendation for admission, conditional admission, or denial. The School of Education (SOE) uses a Program Advisor Review checklist for admission to SABE, which mirrors checklists used in other programs.

Possession of a prerequisite credential is also checked during the Credential Office Evaluation, and verified by Credential Analysts using the CTC website.

Evidence:

• Website 'How to Apply' - SABE Program
• Sample Credential Office Evaluations - SABE program (PDF)

 

Preliminary Administrative Services Credentials

Cal Poly offers the Preliminary Administrative Services Credential through the School of Education (SOE) Master of Science in Educational Leadership and Administration Program (ELAP). The program was approved for elevation from an M.A. – Education specialization to a standalone degree as of Fall 2018.

Candidates in ELAP come from a range of undergraduate degrees and prerequisite credentials obtained at Cal Poly or other accredited institutions. Although most candidates participate in the combined M.S./credential program, Cal Poly offers an M.S.-only option. ELAP candidates progress through the one-year curriculum in a tight cohort model, with admission and enrollment offered each fall.

ELAP has also been approved to offer an internship pathway that can be provided as needed at the request of local school districts, but it is not frequently utilized. When this pathway is utilized, a Memorandum of Understanding with the employing district and a letter from personnel services verifying employment is required prior to being recommended for the intern credential.

Each program of professional preparation that leads to the issuance of an Administrative Services Certification shall adhere continually to the following requirements of California state law or Commission policy.

Precondition 1. Valid Prerequisite Credential

Possess one of the following valid prerequisite credentials:

• (a)  a clear or life California teaching credential that requires a baccalaureate degree and a program of professional preparation, including student teaching or the equivalent, and holds an English learner authorization; or

• (b)  a clear or life California designated subjects teaching credential in adult education, career technical education, vocational education or special subjects, provided the applicant also possesses a baccalaureate degree, and holds an English learner authorization; or

• (c)  a clear or life California services credential in pupil personnel services, health services for school nurse, teacher librarian services, or speech-language pathology or clinical or rehabilitative services requiring a baccalaureate degree and a program of professional preparation, including field work or the equivalent.

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to possess the appropriate valid prerequisite credential prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

The application to all Cal Poly School of Education (SOE) accredited credentialing programs is a three part process:

1. University Admissions - Candidates apply to Cal Poly via the Cal State Apply system.
2. Program Admission - Prospective candidates submit supplemental materials and an introductory video. The program considers professional aptitude, letters of recommendation, basic skills, and subject matter competency criteria to make a recommendation to the Credential Office regarding whether admission to the program should be granted, denied or conditional.
3. Credential Office Evaluation - The Credential Office evaluates supplementary materials, including proof of basic skills and subject matter competency. The Credential Office enters the student into the student information management system (SID) and performs an evaluation of all requirements for acceptance to the program. The Credential Office advises the program on a final determination for admission to be accepted, denied, or conditional. 

Upon application to Cal Poly via CalStateApply.edu, prospective ELAP candidates are informed of the need to submit supplemental materials to the Credential Office. These include: evidence of basic skills, experience, and information about prerequisite credentials. 

Possession of the prerequisite credential is checked by the Program Advisor (or delegate) during the Program Advisor Review prior to making a recommendation for admission, conditional admission, or denial. The School of Education uses a Program Advisor Review checklist for admission to ELAP, which mirrors the checklists used by other SOE programs. 

Possession of a pre-requisite credential is also checked by Credential Analysts during the initial Credential Office Evaluation prior to admission. 

For intern candidates, a prerequisite credential is verified following the same steps detailed above prior to admission; thus, a prerequisite credential is verified also prior to being recommended for an intern credential and before assuming administrative duties.

Evidence:

• Website 'How to Apply' - ELAP Program

• Sample Credential Office Evaluations - ELAP Program (PDF)

Precondition 2. Basic Skills Requirement

Meet the basic skills requirement (BSR) as described in Education Code section 44252(b), unless exempt by statute. 

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify the basic skills requirement has been met prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

As stated above, the Educational Leadership and Administration Program (ELAP) requires evidence of basic skills proficiency as necessary for admission to the program. Basic skills proficiency (usually determined through passage of the CBEST) is verified during the Program Advisor Review and during the prospective candidate's initial Credential Office Evaluation prior to admission to the program. The School of Education (SOE) uses a Program Advisor Review checklist for admission to ELAP, which mirrors checklists used in other SOE programs.

Students may be conditionally admitted while awaiting final verification of basic skills. 

For intern candidates, the basic skills requirement is verified following the same steps detailed above prior to being recommended for an intern credential and before assuming administrative duties.

Evidence:

• Website 'How to Apply' - ELAP Program

• Sample Credential Office Evaluations - ELAP Program (PDF)

Precondition 3. Verification of Five Years Successful Full-Time Teaching Experience

Verification of one of the following prior to being recommended for the preliminary credential:

• (a)  five years of successful, full-time teaching experience with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A);

• (b)  five years of successful, full-time experience in the fields of pupil personnel, school nurse, teacher librarian, or speech-language pathology or clinical or rehabilitative services with an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1) and (2)(A);

• (c) a combination of (a) and (b).

For Intern Programs: An entity that operates a program of preparation for the preliminary Administrative Services Credential with an Intern option shall require each candidate who is admitted into an Intern Program to verify appropriate experience as described above prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

As of the academic year 2020-21, the Educational Leadership and Administration Program (ELAP) has adopted a program admission requirement of 5-years teaching experience prior to admission to the program.

As stated above, ELAP requires evidence of experience as necessary for admission to the program. Prospective candidates must submit a letter from their former employers on official institution letterhead as a supplementary document during the admissions process.

Verification of work experience is checked during the Program Advisor Review and during the prospective candidate's initial Credential Office Evaluation, prior to admission to the program. The School of Education (SOE) uses a Program Advisor Review checklist for admission to ELAP, which mirrors checklists used in other SOE programs.

For intern candidates, a letter from their former employers on official letterhead is verified prior to being recommended for an intern credential and before assuming administrative duties.

Evidence:

• Website 'How to Apply' - ELAP Program

• Sample Credential Office Evaluations - ELAP Program (PDF)

Precondition 4. Completion of Commission-Approved Program

completion of a Commission-approved preliminary or intern Administrative Services Credential Program based on Administrative Services Credential Program Standards as described in Title 5 of the California Code of Regulations section 80054(a)(2).

As part of the application process, the Credential Analysts evaluate each Administrative Services candidate for all requirements necessary for recommendation for the credential. Upon completion of the program, candidates are eligible to apply for a recommendation for a Preliminary Administrative Services credential, or certificate of eligibility. Once candidates apply for a recommendation, the Credential Analyst performs a final evaluation, which includes:

• Basic skills requirement
• Prerequisite credential
• Prior work experience
• Possession of a baccalaureate or higher degree from a regionally accredited institution
• Health clearance (TB/Rubella)
• GPA of 3.0 in all required coursework
• Successful completion of all CalAPA examination subtests
• Verification of employment (CS 777 form), if requesting recommendation for a credential 

For intern candidates, the program completion requirement is verified following the same steps detailed above.

Evidence:

• Credential Request Process Instructions (PDF)
• Sample Credential Office Evaluations - ELAP Program (PDF)

Precondition 5. Verification of Offer of Employment

Verification of an offer of employment in a full- or part-time administrative position in an employing agency as defined in Title 5 of the California Code of Regulations section 80054(g)(1). If a candidate has satisfied preconditions 1 through 4 but does not have an offer of employment, the Commission-approved program shall recommend for a Certificate of Eligibility which verifies completion of all requirements for the preliminary Administrative Services Credential and allows the holder to seek employment in an administrative position. 

As stated above, the Educational Leadership and Administration Program (ELAP) requires evidence of an offer of employment when students submit an application requesting a recommendation for the Preliminary Administrative Services credential. Students must submit the CS 777 form with their application for a credential recommendation.

For those students who do not submit CS 777, the Credential Office will instead issue a recommendation for a certificate of eligibility.

Evidence:

• Sample Credential Office Evaluations - ELAP Program (PDF)