Thank you for your interest in the preliminary teaching credential programs offered by the College of Education at Sacramento State University. Our department offers a range of exciting options to those interested in becoming a teacher including:
- Multiple Subject Preliminary Teaching Credential with an English Learner Authorization (grades K-8, primarily)
- Multiple Subject Preliminary Teaching Credential with an English Learner Authorization and a Bilingual Authorization in Spanish or Hmong
- Single Subject Preliminary Teaching Credential with an English Learner Authorization (grades 7-12, primarily)
- Single Subject Preliminary Teaching Credential with an English Learner Authorization and a Bilingual Authorization in Spanish or Hmong
Education Specialist Credential with one of the following specializations:
- Mild/Moderate Disabilities
- Moderate/Severe Disabilities
- Early Childhood Special Education
In the fall of 2012, our department was created through a collaborative, reflective process in which the credential programs formerly housed in several departments were joined into one single department. In the midst of this reorganization, our department faculty developed the following vision and mission that guide the efforts of our new unit:
MISSION: Our vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or deficit. Our vision comes to life through focused, rigorous coursework and structured field experiences in contexts that serve large numbers of low-income, culturally and linguistically diverse students with diverse abilities. This integrated coursework and fieldwork strengthens candidates’ commitments, knowledge base and skills needed to achieve educational equity. Our vision is supported by collaborative relationships with public school districts, schools, and community agencies so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to learn for all children/youth in the K-18 public education system and through the promulgation of informed, research-oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre-schools, clinics, etc.). Progress towards our vision is measured through input from partners and a coordinated set of performance assessments that faculty regularly and deliberately analyze.
VISION: As a Teaching Credentials Department we model high quality teaching that exemplifies professional standards as elucidated in California Teaching Performance Expectations (TPES) and grounded in social equity paradigms, we promote and practice within our own community social justice through democratic practices in classrooms and university collaborative that interrupt narratives of domination in curriculum and instruction, and we foster personal and professional integrity.
Research indicates that a high quality teacher can impact his/her students in myriad ways, from igniting a love of learning to supporting the development of pro-social attitudes. Our faculty dedicate their expertise and efforts to ensuring that candidates complete our programs well-equipped to be that teacher who makes a difference in the learning and lives of each of his/her students.
Again, thank you for your interest in our programs. We hope to have the opportunity to work with you! If you have questions of any kind, please visit Academic and Program Services in Eureka 401, call us at 916-278-6639, or email us at email@example.com.
Teacher Credentialing Chair