Adapted from the State of California Commission on Teacher Credentialing

Education

Under Every Student Succeeds Act (ESSA) of 2015, every public school teacher must meet the applicable State certification and licensure requirements for their discipline. The state of California has specific requirements for CA public school teachers, with a variety of credentialing pathways. The following is a summary of the types of credentials available for TK-12 teachers (elementary, middle and high school, and special education).  
 

I. Teaching Credentials

There are various types of credentials for prospective TK-12 grade teachers that include:

1. Multiple-Subject credential for Elementary teachers: For instruction in multiple subjects as commonly taught in California elementary schools. The Multiple Subject Teaching Credential authorizes its holder to teach all areas of curriculum for grades TK-8 in a self-contained classroom.  
2. New TK-3 credential for Elementary teachers: For instruction in multiple areas commonly taught in California elementary schools, specifically only for grades TK-3^rd. 
3. Single-Subject credential for Middle School and High School teachers: authorizes holders to teach specific subject(s) in most middle and high schools, TK-12, or in classes organized primarily for adults.
4. Education Specialist credential for Special Education teachers: authorizes holders to teach in disability areas of specialization in Mild/Moderate Disabilities, Moderate/Severe Disabilities, Deaf and Hard of Hearing, Visual Impairments, Physical and Health Impairments, or Early Childhood Special Education. Holders of this credential can teach in a variety of settings including general education settings, resource rooms, development centers, among others.

For all three, the commission issues two-level teaching credentials: ‘preliminary’ and ‘clear’. A preliminary credential is the first document issued after an individual has met basic credential requirements. The clear credential is issued once all credential requirements have been completed and one is already teaching.

There is no state-issued credential for those wishing to teach at the college and university level. A minimum of a Master’s degree is necessary in the subject matter to be taught. A Ph.D. is usually required for teaching at the university level.

ELEMENTARY SCHOOL EDUCATION: MULTIPLE - SUBJECT CREDENTIAL

Students who wish to teach elementary education may choose from several pathway options. One option is a traditional Commission-approved multiple subject teacher preparation program after the Bachelor’s degree, leading to a Preliminary Multiple Subject Teaching Credential or Preliminary Education Specialist Credential (to become a Special Education teacher).

In a second option, students may find it possible to concurrently complete the requirements for the bachelor’s degree AND a preliminary credential in a standard four-to-five year full-time college program. These programs are referred to as Dual or Integrated Teacher Education Programs (ITEP) and are available at several universities and colleges. Students will complete their professional education courses AND student teaching while completing their bachelor’s degree. One such program is “Urban Learning” at CSU Los Angeles. The majority of CSU’s offer this pathway under the “Liberal Studies” major. The most common majors for students interested in pursuing elementary school teaching are Liberal Studies and Child Development.

Currently, in addition to the Baccalaureate degree and a commission-approved credential program (or Bachelor/Credential dual program), those wishing to teach in California must also meet the following requirements:

• Satisfy the basics skills requirement (which can be met by passing the California Basic Educational Skills test (CBEST) or earning a B or higher in approved courses satisfying the reading, writing, and mathematics subjects)
• Verify subject matter competency (either through passing the appropriate California Subject Examination for Teachers (CSET), completing a set of pre-approved courses from a teacher credential program, or earning a Bachelors degree in Liberal Studies or other pre-approved program/major)
• Pass the Reading Instruction Competency Assessment (RICA)
• Complete a course on the principles of the U.S. constitution or pass an exam at a regionally-accredited college or university

Currently, PCC prepares students for transfer to Cal State Los Angeles (Major areas: Child Development, Liberal Studies, Mexican American Studies, and Urban Learning); Cal State Fullerton (Liberal Studies and Child and Adolescent Development); Cal State Northridge (Liberal Studies and Child and Adolescent Development); Cal Poly Pomona (Liberal Studies and Gender, Ethnicity and Multicultural Studies – GEMS and Early Childhood Studies; University of California, Riverside (Liberal Studies); Mount St. Mary’s College (Liberal Studies); Pacific Oaks College (Human Development and Early Childhood Education); and University of La Verne (Liberal Studies).

NEW TK-3^RD GRADE EARLY CHILDHOOD EDUCATION (ECE) SPECIALIST INSTRUCTION CREDENTIAL

The PK-3 Early Childhood Education (ECE) Specialist Instruction Credential will authorize holders to teach all subjects in a self-contained general education classroom setting and to team teach or to regroup students across classrooms, in preschool through grade three. The PK-3 ECE Specialist Instruction Credential is intended to meet the unprecedented need for qualified ECE teachers who have the necessary knowledge, skills, and abilities to provide developmentally appropriate learning for all young children.

The PK-3 ECE Specialist Instruction Credential provides a bridge and accelerated pathway for current Multiple Subject Credential holders as well as Child Development Teacher Permit holders with a BA degree to earn the credential and begin serving in Transitional Kindergarten settings. This credential will prepare teachers that represent a diverse workforce that reflects the children and families/guardians they serve in PK-3.  This credential recognizes and values the rich background and extensive experience candidates who come from current and/or prior work in the ECE field bring to their preparation programs. Taken together, these prior work experiences, knowledge and wisdom can provide foundational preparation in child development and early childhood education to support candidates' transition from the Child Development Permit system to earning the PK-3 ECE Specialist Instruction Credential and serving as a teacher in a PK-3 ECE classroom setting.

As new PK-3 ECE Specialist Instruction credential programs are approved, they will be listed on the Commission’s Approved Institutions and Programs webpage.  

MIDDLE SCHOOL AND HIGH SCHOOL EDUCATION: SINGLE-SUBJECT CREDENTIAL

Those wishing to teach a particular subject in middle and/or high school have a variety of options.  Typically, students major in the discipline they will teach and progress to the Single Subject Credential Program after the completion of a baccalaureate degree. For example, students wishing to teach high school English, usually major in English. There are however a few programs where the process of starting the Single Subject Teaching Credential begins prior to completing the baccalaureate degree. This is often in the areas of Science, Mathematics or English. For example, UC Riverside has an Integrated Program with a major in Mathematics.  

Single-Subject Teaching Credential programs offer credentials in the following subjects:

• Agriculture   
• Art   
• Business   
• English   
• Foundational-Level Gen. Science   
• Foundational-Level Mathematics   
• Health Science   
• Home Economics  
• Industrial and Technology Ed.   
• Mathematics  
• Music
• Physical Education
• Science: Biological Sciences
• Science: Chemistry
• Science: Geosciences
• Science: Physics
• Social Science (includes History)
• World Language: English Language Development
• World Language: Languages other than English

In addition to a Baccalaureate degree and a commission-approved credential program (or Bachelor/Single-Subject credential dual program), those wishing to teach in California must also meet the following requirements:

• Satisfy the basics skills requirement (which can be met by passing the California Basic Educational Skills test (CBEST) or earning a B or higher in approved courses satisfying the reading, writing, and mathematics subjects)
• Verify subject matter competency (either through passing the appropriate California Subject Examination for Teachers (CSET), completing a set of pre-approved courses from a teacher credential program, or earning a Bachelor’s degree in the content-area that will be taught)
• Complete a course on the principles of the U.S. constitution or pass an exam at a regionally-accredited college or university

After transfer, students will be informed by the college or university as to whether they will be required to take the Single Subject CSET (California Subject Examination for Teachers) test or whether their subject matter preparation can be met by their major coursework in order to be eligible for the teaching credential program.  

See an Academic Counselor for specific program and major course requirements for the various colleges/universities, also available on ASSIST.

SPECIAL EDUCATION: EDUCATION SPECIALIST CREDENTIAL

Those wishing to become Special Education teachers have a variety of options in terms of who they teach and their pathways. The various specialty areas in the Education Specialist credential include:

• Mild/Moderate Disabilities (M/M): Includes specific learning disabilities; mild to moderate intellectual disabilities; other health impairment; serious emotional disturbance; and authorizes service in grades K–12 and in classes organized primarily for adults through age 22.
• Moderate/Severe Disabilities (M/S): Includes autism; deaf-blindness; moderate to severe intellectual disabilities; multiple disabilities; serious emotional disturbance; and authorizes service in grades K–12 and in classes organized primarily for adults through age 22.
• Autism Spectrum Disorders (ASD) content is included in the new preliminary Education Specialist Instruction Teaching Credential programs for all specialty areas. The preliminary and clear credential authorizes the holder to provide autism instructional services to students within the specialty area(s) of their credential. The ASD authorization appears as a separate authorization on the Education Specialist Instruction Credential.
• Deaf and Hard of Hearing (DHH): Includes deafness; hearing impairment; deaf-blindness; and authorizes service to individuals ages birth through 22.
• Visual Impairments (VI): Includes blindness; visual impairment; deaf-blindness; and authorizes service to individuals ages birth through 22.
• Physical and Health Impairments (PHI): Includes orthopedic impairment; other health impairment; multiple disabilities; traumatic brain injury; and authorizes service to individuals ages birth through 22.
• Early Childhood Special Education (ECSE): Includes the mild/moderate and moderate/severe disabilities listed above and traumatic brain injury, and authorizes service to children ages birth through transitional kindergarten only.
• Language and Academic Development (LAD): Authorizes the holder to provide instructional services to students with academic communication and language needs to children in preschool, kindergarten, in grades 1-12 through age 22, and classes organized primarily for adults, but does not take the place of speech and language services as defined in Education Code section 56333.

An added authorization in Early Childhood Special Education is also available to individuals who hold a preliminary, Level I, professional clear, clear, Level II, or life special education teaching credential, and who complete a program through a Commission approved program sponsor. The ECSE Added Authorization authorizes the holder to provide special education services in the area of mild/moderate or moderate/severe disabilities for students ages birth through transitional Kindergarten as determined by the local level special education assessment.

In addition to earning the Baccalaureate degree and completing a commission-approved Education Specialist credential program (or Bachelor/Credential dual program), those wishing to become Special Education teachers in California must also meet the following requirements:

• Satisfy the basics skills requirement (which can be met by passing the California Basic Educational Skills test (CBEST) or earning a B or higher in approved courses satisfying the reading, writing, and mathematics subjects)
• Verify subject matter competency (either through passing the appropriate California Subject Examination for Teachers (CSET), completing a set of pre-approved courses from a teacher credential program, or earning a Bachelor’s degree in Liberal Studies or pre-approved program/major)
• Pass the Reading Instruction Competency Assessment (RICA)
• Complete a course on the principles of the U.S. constitution or pass an exam at a regionally-accredited college or university

For more information regarding specific requirements for the teaching and administrative credentials, please contact the PCC Hixon Teacher Preparation Program at hixonteacherprep@pasadena.edu.

II. Services Credential

The State of California provides for five categories of non-teaching credentials, which authorize their holders to provide specific non-classroom services to public schools. All require advanced preparation after the baccalaureate degree. Service credentials are issued in:

1. Counseling Services
2. Psychological Services
3. Social Work Services
4. Administrative Services
5. Health Services (School Nurse)
6. Library Services
7. Clinical-Rehabilitative Services (primarily speech and hearing therapists and audiologists, orientation and mobility specialists)

The following excerpt is taken from: Services Credentials/State of California Commission on Teacher Credentialing Authorization

State of California Commission on Teacher Credentialing
1900 Capitol Avenue
Sacramento, CA 95811-4213
Email: credentials@ctc.ca.gov
Website: www.ctc.ca.gov  

SPEECH-LANGUAGE PATHOLOGY SERVICES CREDENTIAL

California has a two-tier structure for this credential that consists of a sequence of requirements, which the holder is given up to two years to complete. The two-year preliminary credential is the first document issued after an individual meets the specific credential requirements. Individuals receiving the preliminary credential are making a commitment to complete the process and obtain the clear credential. The clear credential is issued once all credential requirements have been completed. If requirements for the clear credential are not completed before the expiration of the preliminary, the holder will be unable to serve in California’s public schools with that credential until those requirements are met and the document renewed.

Authorization    

The Speech-Language Pathology Services Credential may be issued in any of the following areas:

• Language, Speech and Hearing
• Language, Speech and Hearing and Audiology
• Language, Speech and Hearing including Special Class Authorization
• Language, Speech and Hearing and Audiology including Special Class Authorization

The Speech-Language Pathology Services Credential in Language, Speech and Hearing authorizes the holder to conduct Language, Speech, and Hearing Assessments and provide Educational Services, provide specific learning disability area services related to speech and language, and special education services to individuals with language and speech impairments across the special education disability areas, to students from birth through age 22 in services across the continuum of program options available found in California Code of Regulations Title 5 Section 80048.9.3 (see Terms and Definitions).

Special Class Authorization

The Special Class Authorization (SCA) is a teaching authorization that may be added to a credential that authorizes providing speech services. The SCA authorizes the holder to provide instructional services to special need students in the area of autism and speech and language impairment who are identified through the local level special education assessment, and to conduct Educational Assessments related to students’ access to the academic core curriculum and Special Education Support (see Terms and Definitions).

Since the SCA is a teaching authorization, requirements have been updated to include satisfying subject-matter competence, reading, and English learner requirements to align with other special education teaching authorizations on the Education Specialist Teaching Credential as well as No Child Left Behind compliance. While many Commission-approved programs and employers currently require individuals to meet the updated requirements, individuals will be held to complete these requirements to earn the SCA effective issuance date July 1, 2012.

III. Pupil Personnel Services Credential for Individuals Prepared in California

The Pupil Personnel Services Credential authorizes any of the following four specializations: school counseling, school social work, school psychology, and school child welfare and attendance services. The authorization and requirements for each specialization are listed below.

SCHOOL COUNSELING    

The specialization in School Counseling authorizes the holder to perform the following duties:

• Develop, plan, implement, and evaluate a school counseling and guidance program that includes academic, career, personal, and social development
• Advocate for the high academic achievement and social development of all students
• Provide schoolwide prevention and intervention strategies and counseling services
• Provide consultation, training, and staff development to teachers and parents regarding students’ needs
• Supervise a district-approved advisory program as described in California Education Code, Section 49600

SCHOOL SOCIAL WORK

The specialization in School Social Work authorizes the holder to perform the following duties:

• Assess home, school, personal, and community factors that may affect a student’s learning
• Identify and provide intervention strategies for children and their families, including counseling, case management, and crisis intervention
• Consult with teachers, administrators, and other school staff regarding social and emotional needs of students
• Coordinate family, school, and community resources on behalf of students

SCHOOL PSYCHOLOGY

The specialization in School Psychology authorizes the holder to perform the following duties:

• Provide services that enhance academic performance
• Design strategies and programs to address problems of adjustment
• Consult with other educators and parents on issues of social development and behavioral and academic difficulties
• Conduct psycho-educational assessment for purposes of identifying special needs
• Provide psychological counseling for individuals, groups, and families
• Coordinate intervention strategies for management of individuals and schoolwide crises

CHILD WELFARE AND ATTENDANCE

The specialization in Child Welfare and Attendance authorizes the holder to perform the following duties:

• Access appropriate services from both public and private providers, including law enforcement and social services
• Provide staff development to school personnel regarding state and federal laws pertaining to due process and child welfare and attendance laws
• Address school policies and procedures that inhibit academic success
• Implement strategies to improve student attendance
• Participate in schoolwide reform efforts
• Promote understanding and appreciation of those factors that affect the attendance of culturally-diverse student populations

IV. Administrative Services Credential for Individuals Prepared in California

California has a two-tier credential structure. A five-year preliminary credential is the first credential issued after an individual meets basic credential requirements. A clear credential is issued when all credential requirements have been completed. The Administrative Services Credential authorizes the holder to provide the following services in grades 12 and below, including preschool, and in classes organized primarily for adults:

• Develop, coordinate, and assess instructional programs
• Evaluate certificated and classified personnel
• Provide students’ discipline, including but not limited to, suspension and expulsion
• Provide certificated and classified employees discipline, including but not limited to, suspension, dismissal, and reinstatement
• Supervise certificated and classified personnel
• Manage school site, district, or county level fiscal services
• Recruit, employ, and assign certificated and classified personnel
• Develop, coordinate, and supervise student support services, including but not limited to extracurricular activities, pupil personnel services, health services, library services, and technology support services