Full Time Multiple-Subject Credential Program/English Learner Authorization
The teacher candidate learning outcomes are defined by SB2042 as Teaching Performance Expectations (TPEs). CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts in the SOE Mission Statement. The full text of the TPEs can be found at http://www.csusm.edu/coe/eportfolio/eportfolio.html.

Multiple-Subject Credential Program/English Learner Authorization with Middle Level Certificate
The student (candidate) learning outcomes are defined by SB2042 as Teaching Performance Expectations (TPEs). CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts in the SOE Mission Statement and the needs of young adolescents in middle schools.The full text of the TPEs can be found at http://www.csusm.edu/coe/eportfolio/eportfolio.html.

Single-Subject Credential Program/English Learner Authorization with Option for Preliminary Mild/Moderate Education Specialist Credential
The teacher(candidate) learning outcomes are defined by SB2042 as Teaching Performance Expectations (TPEs). CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts in the COE Mission Statement. The full text of the TPEs can be found at http://www.csusm.edu/coe/eportfolio/eportfolio.html.

Integrated Bachelor of Arts and Multiple Subject Credential Program/English Learner Authorization
The student (candidate) learning outcomes are defined by SB2042 as Teaching Performance Expectations (TPEs). CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts in the COE Mission Statement. The full text of the TPEs can be found at http://www.csusm.edu/coe/eportfolio/eportfolio.html.

Advanced Credentials - Preliminary Administration Services Credential - Tier 1
The student (candidate) learning outcomes for education leaders are defined by the California Commission on Teacher Credentialing in the California Professional Standards for Education Leaders (CPSELs) found at www.acsa.org.

Internship Partnership with Service Area School Districts for Preliminary Level I Education Specialist Mid/Moderate and/or Moderate/Severe Disabilities Credential Program
Programs that lead to licensure in Special Education are labeled “Education Specialist Credentials.” To support the philosophy of including students with special needs in the regular education classroom supporting co-teaching with regular education teachers, the College of Education directs candidates to concurrently earn the Multiple Subject credential and the Education Specialist Level I Mild Moderate/ Moderate Severe credentials (leading to Level II).

The student (candidate) learning outcomes are defined by SB2042 as Teaching Performance Expectations. CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts stated in the SOE Mission Statement. The full text of the TPEs can be found at http://www.csusm.edu/coe/eportfolio/eportfolio.html.

Reading Certificate
The student learning outcomes for the certificate are defined by the California Commission on Teacher Credentialing. The Reading Certificate authorizes the holder to assess student reading and provide reading instruction in response to those assessments. Reading Certificate holders are also authorized to develop, implement, and adapt the reading content curriculum and assist classroom teachers in these areas. Holders of the Reading Certificate may perform those services at one or more school sites at the grade levels authorized by their prerequisite teaching credential.

The most succinct listing of the student learning outcomes can be found on the field experience assessment form used by the program.

Reading Specialist Credential
The student learning outcomes for the Reading Specialist Credential are defined by the California Commission on Teacher Credentialing. The Reading and Language Arts Specialis tCredential authorizes the holder to provide the following services as a reading specialist in any grade level K-12, or in classes organized for adults:

1. Assist and support the classroom teacher in reading instruction and teaching strategies.
2. Select and adapt reading instruction materials; plan and conduct reading staff development.
3. Assess student progress and monitor student achievement in reading.
4. Provide direct reading intervention work with students.
5. Develop and coordinate reading programs at the school, district, or county level.

Master of Arts in Education

Students graduating with a Master of Arts in Education will

• Meet California Commission on Teacher Credentialing English Learner competencies, if not already met through basic credential program.
• Create a Social Justice Action Plan (EDUC 602).
• Be effective consumers of educational research (EDUC 622 – Research proposal).
• Develop and apply research skills to address practice within the candidate’s teaching setting.
• Meet additional individually-designed program outcomes that address their professional goals.

Communicative Sciences and Disorders with Speech-Language Pathology Service Credential

Upon completion of the option, students will have:

• Developed skills and knowledge of human communication disorders and integrated research and evidence-based principles into clinical practice.
• Developed interaction skills with other students, faculty, supervisors, clients, families, and the larger community that reflect an understanding and 
commitment to social justice, educational equity, respect for diversity, collaboration, and professionalism.
• Completed a summative assessment measure that reflects achievement of the skills and knowledge necessary to meet the professional standards for practice
as a Speech-Language Pathologist.

Doctorate in Educational Leadership

• Demonstrate the ability to apply leadership theories and use leadership skills in the candidate’s unique organizational setting. (Specific student learning outcomes are defined within the program coursework.)
• Develop and apply research skills in order to address problems of practice within the candidate’s institution.
• Complete a disciplined inquiry into a significant problem of practice by surveying and synthesizing related research, using an appropriate research methodology, engaging in critical analysis of data and articulating defendable conclusions and recommendations.