Coursework Overview and Policies

Coursework Overview

The PK-3 ECE Specialist Instruction Credential Program is a full-time, 1-year cohort-based program and only accepts candidates for summer admission. The program is offered in a hybrid format (online and in-person depending on specific courses) and begins each year in early June.

Classes are offered consistently throughout the program on Tuesday, Wednesday, and Thursday beginning at 5:00 p.m. (online) and on Saturdays (some online and some in-person) from 9:00 a.m. - 5:00 p.m. In-person class meetings take place on the Hayward campus. The summer term begins in early June with classes offered 3-4 days weekly. During the fall and spring semesters, candidates generally have classes 2-3 evenings weekly from 5:00 p.m. - 8:30 pm. The Saturday in-person classes are scheduled between the hours of 9:00 a.m. and 5:00 p.m. on the Hayward campus. Class times are approximations and vary due to requirements related to the number of units of each class.

During the fall and spring semesters, candidates complete concurrent fieldwork placement 4-5 days weekly; student teachers attend arranged fieldwork 4 days weekly and interns complete fieldwork requirements as per their employment contract. All candidates are expected to meet the same program requirements regardless of their student teacher or intern status.

All candidates must complete the following courses:

• TED 578: Seminar 1 (2 units)

Exploration of restorative practices, learning environments, best practices in fostering family and community partnerships and reflective practices. Introduction and practice with the edTPA guidelines.

• TED 579: Seminar 2 (2 units)

Apply knowledge of planning, instruction, assessment, and reflection to complete and submit the edTPA.  Explore ways to nurture a teaching career with colleagues and professionals in the field. 

• TED 584A: Student Teaching 1 (3 units)

Candidates will be placed with a qualified cooperating teacher/district mentor or be the teacher of record to plan, implement and reflect on lessons based on Foundations, Frameworks and Standards for children in PK-3.

• TED 584B: Student Teaching 2 (3 units)

Candidates will be placed with a qualified cooperating teacher/district mentor or be the teacher of record to plan, implement and reflect on lessons based on Foundations, Frameworks and Standards for children in PK-3.

• TED 590: Foundations in the Practice of Teaching PK-3 (3 units)

Theory and practical applications of learning principles for children as they pertain to education, including, instruction, planning, and environments. Incorporates developmentally and culturally appropriate practices to effectively engage with all families and communities.

• TED 591: Language Development and Pedagogy for PK-3 (3 units)

Early language learning concepts are introduced, including receptive and productive language, modes of communication, proficiency levels, and planning for language objectives in support of content instruction. Deconstruct and plan strategic materials and strategies to promote early language learning for all students.

• TED 592: Literacy Development for PK-3 (3 units)

Developmental levels of literacy in PK-3 based on the application of state documents and best practices including methods of instruction and assessment while supporting literacy development beyond the classroom.

• TED 593: Language Arts and Social Studies in PK-3 (4 units)

Focus on the development of a comprehensive program in reading, writing, related language instruction, and developmentally appropriate methods of teaching social studies to PK-3 children.

• TED 594: Diversity, Equity and Inclusive Teaching Practices for PK-3 (3 units)

Principles of educational diversity, equity, and inclusion in pedagogy, environment and curriculum, and the impact that families, school, and community play in the development of the PK-3 child.

• TED 595:  Including and Serving Children in PK-3 Environments (3 units)

Developmentally appropriate practices for PK-3 children including those with disabilities, developmental delays, and those considered “at-risk”. Early intervention, preschool programs, PK-3 classroom instruction and other service delivery approaches are explored.

• TED 596: Integrated Science and Inquiry in PK-3 (3 units)

Explore, engage and enact play-center science experiences that reflect developmentally appropriate practices during indoor, outdoor and family environments. Explore role as facilitator for developing children’s autonomy and integrate science across content areas and domains.

• TED 597: Mathematics Discovery and Development in PK-3 (3 units)

Curriculum and instruction for math discovery and development in PK-3. Focus on developmentally appropriate inquiry-based math instruction addressing emergent numeracy, concepts of number and patterns, mathematical vocabulary, measurement, and geometry.

• TED 598: Arts, Movement, and Health Practices for the PK-3 (3 units)

Theory, methods and the continuum of teaching the arts, movement, and health practices in PK-3.

• TED 599: Professionalism and Technology in PK-3 (2 units)

Advocacy for PK-3 professionals and exploration of current practices in technology that prepare and promote a developmentally appropriate balance between physical and digital practices and technology’s relationship to early childhood pedagogy.  

Candidates must register for ALL classes listed for their team/cohort EACH semester. The Program Coordinator will email candidates their class list, by team/cohort, prior to each semester. Candidates should refer to their specific team’s schedule for more information. 

For registration questions/help, email credentials@csueastbay.edu. Include your program name and application term in the subject line and, full name, program name, and netID in all correspondence.

PK-3 Early Childhood Education Specialist Credential Roadmap (40 Units)

Coursework Policies

All candidates must maintain a cumulative grade point average of 3.0 in required courses in order to remain in the program. A candidate may never earn more than 2 Incompletes (I) or any grades of “D”, “F”, or “No Credit” (NC). Failure to meet this requirement may result in declassification from the program. Candidates must repeat courses lower than “C-”.  Additional coursework policies for all CSUEB credential candidates include:

1. Using Standard American English;

2. Complying with all statutory requirements of teacher credentialing by the State of California, including but not limited to:

   1. Possessing an appropriate undergraduate degree.

   2. Meeting Reading Instruction Competence Assessment (RICA) requirements. 

   3. Maintaining up-to-date paperwork (TB test, fingerprints, etc.).

3. Demonstrating basic technology literacy, including the ability to use program software as required (GoReact video app, Time2Track app, etc.).

4. Exhibiting the ability to successfully meet the PK-3 ECE Teaching Performance Expectations (TPEs). The TPEs represent the skills all teachers must possess in order to educate all California students.

5. Demonstrating successful teaching experience in the field.

6. Demonstrating professional behavior at all times, including adherence to the National Education Association’s Code of Ethics for Educators; exercising professional, respectful, and positive behavior; demonstrating cooperation, collegiality, and flexibility; and reflecting upon corrective feedback for professional growth. 

7. Participating in concurrent course and fieldwork.

8. Checking Horizon email daily as this email will be used for all CSUEB communication: @horizon.csueastbay.edu  (enter your net ID and password) 

9. Checking Canvas regularly for course syllabi and information.

10. Maintaining current contact information. CSUEB’s enrollment office must be informed of any changes to candidate’s name, address, contact telephone, etc. Specific steps and forms related to student records can be found online at the Office of the Registrar. 

Failure to adhere to the above program expectations may result in impact on one's field placement, a delay of one’s credential, and/or program dismissal.

Academic Accommodations

CSUEB provides academic accommodations to qualified individuals with disabilities. Counselors determine accommodations on an individual basis after reviewing current professional documentation and meeting with the individual. The purpose of such accommodations is to provide equal access to classroom programs and campus activities in a manner consistent with Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, associated California laws and regulations, and CSU policy.  Please contact Accessibility Services for more information.