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This proposed credential program will be designed to foster the development of diverse educators who apply evidence-based practices in designing developmentally and culturally responsive curricula and assessment strategies for children enrolled in preschool through third grade. The future program courses will emphasize the sociocultural constructivist approach to pedagogy and practice. Teacher candidates will be expected to nurture and prepare all children in their classrooms from an equity-minded lens. Teacher candidates will also develop a broader understanding of the diversity of families in urban settings and apply that expanded understanding to the curriculum and interactions with families. Coursework may be completed as a full-time or part-time student.

The proposed program will prepare candidates for mastery of the PK-3 ECE Specialist Instruction Credential's Teaching Performance Expectations (TPE). At the conclusion of this program, students will be prepared to successfully pass the Teaching Performance Assessment (TPA) by completing courses that equip them with knowledge and skills to:

1. Identify, organize, and implement a developmentally appropriate core curriculum for ALL children’s learning in the subjects of literacy, mathematics, health, and science in PK-3 settings; 
2. Create and maintain effective environments that are diverse, equitable, and inclusive of multilingual learners and children with disabilities or other special learning needs; 
3. Monitor, support, assess, and document children’s development and learning through clinical practice opportunities; 
4. Articulate the importance of taking an asset-based approach and build on children’s individual strengths and levels of growth and development; and 
5. Develop as a professional early childhood educator. 

Phase 1  (15 units)

• EDEC 400: Introduction to Early Childhood Education *You must earn a "C" or better.
• EDEC 410: Social-Emotional and Cognitive Learning in Early Childhood Education  
• EDEC 420: Cultural and Linguistic Diversity in Early Childhood Education 
• EDEC 422: Developing Family, School, and Community Partnerships *You must earn a "C" or better.
• EDEC 430: Advocating for Early Intervention with Young Children and their Families  

Phase 2 (15 units)

• EDEC 450: Teaching Early Language and Literacy (Birth-K)  
• EDEC 455: Teaching Early Language and Literacy (K-3rd Grade)
• EDEC 460: Integrated History-Social Science Concepts in Early Childhood Education  
• EDEC 465: Mathematics in Early Childhood Education  
• EDEC 470: Nutrition and Health Science in Early Childhood Education 

* You must receive a "B" or better in all subject-specific pedagogy courses. 

Phase 3 (15 units)

• EDEC 481A: Student Teaching in Kindergarten – 3rd Grade 
• EDEC 481B: Student Teaching in Preschool and Transitional Kindergarten 
• EDEC 489: PK-3 Student Teaching Seminar 

The Proposed PK-3 Early Childhood Education Specialist Instruction Credential Program recognizes and grants equivalency for prior experience and/ or practicum coursework, as follows. 

Equivalency Option 1: 

PK-3 Early Childhood Education Specialist Instruction Credential candidates who meet both the requirements outlined in subsections (A) and (B) below shall be granted equivalence for at least 200 hours of the required clinical practice experience. 

(A) Either hold a valid Child Development Permit at the Teacher level or higher or verify employment as a lead teacher in a Head Start program or a childcare and development center serving preschool-aged children. (Note: For the purpose of Equivalency Option 1, lead teacher means an adult who has direct responsibility for the care and development of children from birth to 5 years of age in a center-based early childhood care setting and serves in a teaching capacity with 3- and/or 4-yearolds. Title 5 Code of Regulations 80067(d)(1)(B)(iii)

(B) Verify six (6) years or more of satisfactory, full-time teaching experience as a lead teacher in a public or private center-based childcare and development program serving preschool-aged children that is either a license-exempt childcare and development center pursuant to California Health and Safety Code section 1596.792(o) or holds a license as defined in section 101152(l)(1), Article 1, Chapter 1, Division 12, of Title 22. (Note: For Equivalency Option 1, full-time teaching is defined as classroom-based teaching for at least 3 hours per day, for at least 75% of the school year. Title 5 Code of Regulations 80067(d)(1)(B)(ii)).Verification of candidates with satisfactory full-time teaching experience shall include a statement by the employer confirming that the teacher’s performance was rated satisfactory or better. 

The candidate must provide the of prior experience and a copy of their Child Development Permit. 

Equivalency Option 2:  

Candidates who have completed a practicum course at a regionally accredited institution of higher education shall be granted clinical practice equivalency for these hours commensurate with the number of hours served in the practicum course, up to a maximum of 200 hours, provided that all of the following conditions are met: 

(A) The practicum course is credit bearing and degree applicable towards a Teacher Level or higher-level Child-Development Permit or a degree in Early Childhood Education, Child Development, Child and Adolescent Development, Early Childhood Studies, or Human Development. 

(B) The practicum hours completed were in a preschool or early childhood setting serving 3- to 4-year-old children. 

(C) The practicum was supervised at minimum by a trained faculty member/instructor with expertise in Early Childhood and Child Development pedagogy who provided observation and feedback to the candidate. 

(D) The candidate earned a C or better on the practicum course. 

The candidate must provide verification of the hours served through transcripts and course syllabi. The course syllabi should include the number of practicum hours completed.  

Candidates who have completed both a verified work experience as outlined in Equivalency Option 1 above and a qualified practicum experience as outlined in Equivalency Option 2 above may be granted a maximum of 400 hours total toward the clinical practice requirement and shall complete the remaining 200 hours of clinical practice in grades K-3 classroom settings. 

TPAC Advising Hours

In-Person Advising - Just Drop by EED-67 to speak with an advisor during the In-Person Advising hours specified below. No Appointment Necessary.

By Appointment - Candidates that wish to make an appointment with a Credential Advisor may do so by calling 562-985-1105 and request to make an appointment with a Credential Advisor. Appointments are available in-person or via Zoom. Candidates that wish to make an appointment with a Liberal Studies Advisor must do so online through Beach Connect. 

Advising Hours

In-Person Drop-in Advising Available in EED-67
Monday - Friday 9:00am - 12:00pm & 1:00pm-4:00pm
**TPAC will close at 3:00pm on Thursday July 20th for a special event.**
**TPAC will be closed on Monday July 24, 2023.**

Campus Closure Days:

• Monday September 4, 2023 - Labor Day