School of Education Preconditions Report

1. Special Characteristics of the Institution:

The Sacramento County Office of Education has received approval from the Commission on
Teacher Credentialing to offer the following programs: General Education (MS/SS) Clear
Induction (2003), Education Specialist Clear Induction (2010), Preliminary Administrative
Services (2011), Administrative Services Clear Guidelines Based (2013), Preliminary Single
Subject Internship (2013), and Preliminary Multiple Subject Internship (2014), Designated
Subjects (Adult Ed, Career Tech Ed, Sup and Coordination, Spec Subjects) have been moved
to inactive status.
2. Response to Preconditions:
General Institutional Preconditions for All Professional Preparation Programs
The following Preconditions apply to all professional preparation programs. All
institutions applying for initial institutional approval or continuing accreditation of their
educator preparation programs must respond to the following 10 Preconditions.
Accreditation and Academic Credit. The Sacramento County Office of Education
Governing Board agrees to sponsor the CTC approved educator preparation programs.
SCOE further agrees that once a candidate is accepted and enrolled in an educator
preparation program, the agency will offer the approved program, meeting the adopted
standards, until the candidate: (Board Resolution pending)
a) Completes the program;
b) Withdraws from the program;
c) Is dropped from the program based on established criteria; or
d) Is admitted to another approved program to complete the requirements, with
minimal disruption, for the authorization in the event the program closes. In this
event, an individual transition plan will be developed with each candidate.
(2) Responsibility and Authority. The Executive Director, School of Education, is responsible
for ongoing oversight of all educator preparation programs offered by the Sacramento
County Office of Education.
The BTSA Induction Director who is responsible for general and special education induction,
and the Leadership Institute Director, who coordinates the Preliminary and Clear
Administrative Services program, report directly to the Executive Director. SCOE
Organizational Chart
(3) Discrimination. The Sacramento County Office of Education ensures that all personnel
decisions regarding the admission, retention or graduation of students, and decisions
regarding the employment, retention or promotion of employees are made without unlawful
discrimination.

3. Matrix of Approved Programs, Current Enrollment, and Completers:

Credential
Program

Delivery
Model

Location

Current
Enrollment

Completers
2013-14

Multiple Subject
Clear Program

Traditional

SCOE Education
Center

306

127

Single Subject
Clear Program

Traditional

SCOE Education
Center

178

70

Education
Specialist Clear
Program

Traditional

SCOE Education
Center

107

50

Traditional

SCOE Curriculum
and Intervention
Annex

44

36

Traditional

Satellite: Placer
County Office of
Education

36

NA

Traditional

Satellite: Shasta
County Office of
Education

30

25

Administrative
Services Clear

Traditional

SCOE Education
Center

50

10

Single Subject
Preliminary
(pending)

Internship

SCOE Education
Center

NA

NA

Multiple Subject
Preliminary
(pending)

Internship

SCOE Education
Center

NA

BA

Preliminary
Administrative
Services
(Multiple
Cohorts)

Administrative Services Credential

Sacramento County Office of Education
Administrator Training Program
Response to Preconditions:
Professional Clear Administrative Services Credential
Precondition 1
Initial Employment Requirement. An entity that operates a program for the Professional Clear
Administrative Services Credential shall determine, prior to admission to the credential program,
that the candidate is employed in a position requiring an administrative credential.
The Sacramento County Office of Education Leadership Institute will verify prospective
participants positions through their employer.
Precondition 2
Prerequisite Credential. An entity that operates a program for the Professional Clear
Administrative Services Credential shall determine, prior to admission to the credential program,
that the candidate possesses a valid Preliminary Administrative Services Credential.
The Sacramento County Office of Education Leadership Institute will verify prospective
participants credentials through their employer and/or the CTC website.
Precondition 3
Individualized Induction Plan. An entity that operates a program for the Professional Clear
Administrative Services Credential shall provide for the development of a written individualized
program of professional development activities (professional credential induction plan) for the
advanced preparation program based upon individual needs. The plan shall be developed in
consultations among the candidate, employer and university representative.
Over a two-year period, participants complete a planned sequence of job-embedded
experiences designed to build upon the knowledge and skills they obtained in their administrator
preparation (Tier I) program. Through the individualized support of a trained coach, the
participant examines his/her administrative leadership practices and uses collaborative dialogue
regarding the development of a Leadership Growth Plan, an individualized mentoring plan. The
Leadership Growth Plan includes deciding upon an applied practicum that will be completed
with each CPSEL. This applied practicum will be job-embedded, and the Field Experience
Activities for California Professional Standards for Educational Leaders will be used for
guidance.
The participant, coach, and the Leadership Executive Director complete the Leadership Growth
Plan.
Precondition 4
Non-university Activities Option. A college or university that operates a program for the
Professional Clear Administrative Services Credential may allow approved non-university
activities to be included in the professional credential induction plan in consultations among the
candidate, employer's representative and university representative.
Each leadership CPSEL (six total) will include requirements for coaching support and CPSELrelated workshops. Workshops will be designated in Applied Practicum Action Plan for each
CPSEL and will correlate to each leadership CPSEL. The participant, coach, and/or Executive
Director decide which workshops the participant will attend so they are appropriate to the needs

of the participant.
Precondition 5
Administrative Experience Requirement. An entity that operates a program for the
Professional Clear Administrative Services Credential shall determine, prior to recommending a
candidate for the credential, that the candidate has verified completion of a minimum of two
years of successful experience in a full-time administrative position in a public school or private
school of equivalent status while holding the Preliminary Administrative Services Credential.
Participants must hold a Certificate of Eligibility for the Administrative Services Credential. Upon
being hired into an administrative position, they will have 90 days in which they must apply to
our program to meet the enrollment criteria. The SCOE Leadership Institute will verify the
applicants position and credentials.
Precondition 6
Inclusion of University Coursework. An entity that operates a program for the Professional
Clear Administrative Services Credential shall ensure that the professional credential induction
plan developed for each candidate includes university coursework among the required
professional development activities.
N/A for a guidelines-based program.

Preliminary General Education Internship Program

General Preconditions Established by the Commission for
Preliminary General Education Internship
PURSUANT TO EDUCATION CODE 44227(A), EACH PROGRAM OF PROFESSIONAL
PREPARATION SHALL ADHERE TO THE FOLLOWING REQUIREMENTS OF THE
COMMISSION.
1. Accreditation and Academic Credit. The Sacramento County Office of Education is
the LEA for the following educator preparation programs:
a.
b.
c.
d.
e.
f.

Multiple/Single Subject Clear Credential

Education Specialist Clear Credential
Multiple/Single Subject Intern Program (pending approval)
Administrative Services Credential, Preliminary
Administrative Services, Clear
Designated Subjects, Adult Education/Special Subjects/Supervision and
Coordination

The County Superintendent of Schools, David W. Gordon, is a Board-appointed official,

and his signature on this form verifies approval of sponsorship of these programs.
2. Responsibility and Authority. The position and person within the organizational
structure who is responsible for ongoing oversight and coordination of educator
preparation programs offered by the Sacramento County Office of Education is the
Executive Director, School of Education Dr. L. Steven Winlock, has direct responsibility
for oversight and coordination of educator preparation programs.
The following programs are under the supervision of the Executive Director, School of
Education:
Multiple Subject Intern Credential Program
Single Subject Intern Credential Program
Clear Single/Multiple Subject and Education Specialist Credential Program
Leadership Institute Programs
SCOE Organizational Chart
3. Personnel Decisions. The Sacramento County Office of Education makes all personnel
decisions without considering differences based on gender or other constitutionally or
legally prohibited considerations. The foregoing is also the case regarding the
admission, retention, and graduation of Candidates as well as decisions regarding
employment, retention, and promotion of employees.
4. Demonstration of Need. The program assures that districts in our region are/will soon
be hiring and assigning personnel as Multiple Subject teachers as many in the work
force become retirement eligible and the number of students enrolled in schools
continues to increase. Following the release of the REL West report in 2008 titled,
Trends in California teacher demand: a county and regional perspective, the
Sacramento County Office of Education began exploring the need for teacher credential
programs based on the data included in the report. In the summary, the report states the
following: The analysis, based on expected teacher retirement and student enrollment

growth, suggest that Californias Central Valley (North and South San Joaquin Valley
and Upper and Sacramento Metropolitan Valley) and Inland Empire (Riverside and San
Bernardino Counties) will face some of the highest demand for new teachers in the
coming decade. According to the report, the Sacramento Metropolitan Valley has
experienced growth in recent decades, with its population more than doubling the last 30
years and expected to double again between 2000 and 2040. This trend will lead to
student enrollment growth, and therefore, the need for teachers. Sacramento is among
the top ten counties for student enrollment in the state and is projected to lose 45
percent of its teachers to retirement in the next few years due to an aging teacher
population. The report concludes that Riverside and Sacramento counties are predicted
to need to hire both large numbers and high percentages of new teachers over the next
few years as a result of teacher retirement and student enrollment growth.
At the Spring Intern Directors Meeting (2014), Dr. Mary Vixie Sandy shared data
regarding the decline in enrollment in teacher preparation programs over the past
several years. In the same presentation, Dr. Sandy indicated that over the past two
years, the demand for teachers is on the rise.
All of these factors demonstrate a need for an intern program to support the coming
needs of Sacramento County. This program aims to support our local districts by filling
positions in hard-to-staff schools.
A Letter of Support from a district in our county can be found in the Appendix.
5. Practitioners Participation in Program Design. The program assures that districts in
our region, leaders in the credential category, and the SCOE Educator Credentialing
Advisory Council have participated actively in the design and development of the
programs philosophy, orientation, educational goals, and content emphases.
The SCOE Educator Credentialing Advisory Council includes district and SCOE program
leaders. This group provided input into program design as part of their quarterly
meetings during the development process. In addition, district leaders were polled in late
Spring/early Summer and asked to help prioritize the pedagogical and content skills of
Intern candidates.
6. Commission Assurances. The Sacramento County Office of Education, which is the
LEA for the credential programs, agrees to (a) fulfill all of the applicable standards of
program quality and effectiveness that have been adopted by the Commission; (b)
cooperate in an evaluation program by an external team or a monitoring of the program
by a Commission staff member within the accreditation cycle; and (c) participate in
focused reviews of one or more aspects of the program when designated by the
Commission.
7. Requests for Data. The Sacramento County Office of Education is committed to
respond in a timely manner to any and all requests by the Commission for data
including, but not limited to, program enrollments, program completers, Early Completion
Option program completers, examination results, and state and federal reporting within
the time limits specified by the Commission. The Executive Director, Educator
Preparatory Programs, will oversee reporting and responding to requests for data by the
Commission.

GENERAL Preconditions Established BY STATE LAW

8. Faculty Participation. Each SCOE faculty member who teaches one or more courses
related to instructional methods and pedagogy participates actively in public elementary
or secondary schools and classrooms at least once every three academic years. Faculty
members hold valid California teaching credentials or have equivalent professional
background. Reference: Education Code Section 4427.5 (a) and (b)
9. California Basic Educational Skills Test. Applicants to any credential program are
required to take and pass the California Basic Education Skills Test (CBEST) no later
than the conclusion of their initial semester in the credential program. That is,
Candidates who have not passed the CBEST are admitted on a provisional basis.
Multiple Subject Credential Candidates have the option of taking Multiple Subject Tests I
through III as well as CSET Test IV in lieu of the CBEST; Candidates must take and
pass the four Multiple Subject CSETs no later than the conclusion of Preservice in the
Multiple Subject Credential program. The program maintains CBEST and CSET
documentation.
Candidates who do not pass the California Basic Education Skills Test are counseled
and assisted in the development of a strategy or program of assistance and/or
remediation that will support them in passing this examination.
10. Certificate of Clearance. The Sacramento County Office of Education does not allow a
Candidate to assume teaching responsibilities until the Candidate obtains a Certificate of
Clearance from the Commission that verifies the Candidates personal identification and
the fingerprint and character identification is complete. Reference: Education Code
Section 44320 (d)
Preconditions Established BY STATE LAW OR COMMISSION POLICY FOR
MULTIPLE AND SINGLE SUBJECT PROGRAMS
1. Limitation on Program Length. The coursework preparation limitation does not apply

to professional preparation teaching internship programs.

2. Limitations on Student Teaching Prerequisites. Not applicable.
3. English Language Skills. Candidates are required to demonstrate knowledge of

alternative methods of developing English language skills, including reading, among all
pupils, including those for whom English is a second language. Multiple Subject
Candidates fulfill the English language skills requirement by enrollment in Preparation to
Teach English Language Learners (MS 105), Meeting the Needs of English Learners
(MS 205), and Academic Language and RICA Preparation (MS 220).
4. Undergraduate Student Enrollment: Not applicable.
5. Program Admission. Each Applicant or Candidate is assessed with respect to his or

her standing in relation to required subject matter preparation during the admission
process. The program admits only those Candidates who meet any one of the following
criteria:

Evidence of having passed the appropriate subject matter examination

Evidence of having attempted the appropriate subject matter examination

10

Evidence of registration of the appropriate subject matter examination or examinations

Evidence of continuous progress toward meeting the subject matter requirement

6. Subject Matter Proficiency. Prior to enrollment, an Intern Candidate must meet the

subject matter requirement (i.e., passage of the appropriate CSET) of a Highly Qualified
Teacher before being given daily whole class instructional responsibilities in a K-12
school or before becoming the teacher of record in a K-12 school. For Candidates
assigned to a setting that is designated as teaching an elementary curriculum per
NCLB/IDEA, subject matter competence will be demonstrated by passing the
examination approved by the Commission on Teacher Credentialing for Multiple Subject
Teaching Credentials (currently the California Subject Examination for Teachers:
Multiple Subjects).
7. Completion of Requirements. Prior to filing for the Preliminary Multiple Subject
Credential, each Candidate will meet all legal requirements for the credential, including,
but not limited to, Education Code Section 44225 (a), 44227, and 44283.2(a):

Possession of a baccalaureate or higher degree other than in professional education

from a regionally accredited institution
Satisfaction of the Basic Skills Requirement
Completion of an accredited professional preparation program
Completion of the subject matter requirement
Demonstration of knowledge of the principles and provisions of the Constitution of
the United States
Passage of the Reading Instruction Competence Assessment (RICA)
Passage of the Teaching Performance Examination (TPE)

Preconditions Established for Internship Programs

1. Bachelors Degree Requirement. The transcripts for all of the Candidates who apply to

the SCOE Intern Program will be reviewed and assessed to determine that the
Candidate holds at least a baccalaureate degree.
2. Subject Matter Requirement. Prior to admission to the SCOE Intern Program,

Candidates must meet the subject matter requirement (i.e., passage of the appropriate
CSET) of a Highly Qualified Teacher before being given daily whole class instructional
responsibilities in a K-12 school or before becoming the teacher of record in a K-12
school. For Candidates assigned to a setting that is designated as teaching an
elementary curriculum per NCLB/IDEA, subject matter competence will be demonstrated
by passing the examination approved by the Commission on Teacher Credentialing for
Multiple Subject Teaching Credentials (currently the California Subject Examination for
Teachers: Multiple Subjects).
3. Pre-Service Requirement. Prior to becoming eligible for admission to the SCOE Intern

Program Candidates must successfully complete (with a grade no lower than a B-) the
following coursework: (a) MS 101: Overview of Preservice Program; (b) MS 102:
Foundations for Teaching and Learning in California; (c) MS 103: Classroom
Management; (d) MS 110: Preparation to Teach Reading, Writing, and Related
Language Instruction; (e) MS 111: Pedagogical Preparation for Mathematics and
Subject-Specific Content Instruction;
(f) MS 104: Preparation to Teach Special Populations; (g) MS 105: Preparation to Teach
English Learners; and (h) MS 109: Culmination of Preservice Program. Consequently,
Candidates complete a minimum of 160 pre-service clock hours prior to becoming
eligible for the Intern Program.

11

4. Professional Development Plan. Each employing/participating district will develop and

implement a Professional Development Plan for each intern in consultation with the
Sacramento County Office of Education. The Plan shall include:

Provision for an annual evaluation of the district intern

A description of the courses to be completed by the intern and a plan for the
completion of Preservice
Additional instruction during the first semester of service, for interns teaching in
kindergarten or grades 1 to 6 inclusive, in child development and teaching methods,
and special education programs for pupils with mild and moderate disabilities
Instruction, during the first year of service, for interns teaching children in bilingual
classes in the culture and methods of teaching bilingual children, and instruction in
the etiology and methods of teaching children with mild and moderate disabilities

5. Supervision of Interns. The Sacramento County Office of Education will designate a

person to coordinate and provide the universitys field supervision. This person will have
the responsibility of hiring, training, and supervising all of the university field service
supervisors, and coordinating with the participating districts. All university field
supervisors will have, at a minimum, a masters degree and an appropriate credential.
SCOE will compensate their field supervisors by funds generated from the tuition fees.
The procedures used to hire/assign the participating districts support providers will vary
by district; however, each collaborative agreement entered into will adhere to these state
regulations.
6. Assignment and Authorization. Interns will assume the functions authorized by the

Multiple Subject Credential. The services performed by the interns will meet the
instructional needs of the participating district(s).
7. Participating Districts. Currently SCOE is working to develop Internship Contract

Agreements with Districts for the Multiple Subject Internship Program. The Multiple
Subject Intern Director will manage the signed Internship Contract Agreements.
8. Early Program Completion Option. The Sacramento County Office of Education Intern

Program will make available to Candidates who qualify, the opportunity to choose an
early program completion option, culminating in a five-year preliminary teaching
credential. This option will be made available to interns who meet the following
requirements:
(a)

Pass a written assessment adopted by the commission that assesses

knowledge of teaching foundations as well as all of the following:

Human development as it relates to teaching and learning aligned with the

state content and performance standards for K-12 students

Techniques to address learning differences, including working with

students with special needs

Techniques to address working with English learners to provide access to

the curriculum

Reading instruction in accordance with state standards

Assessment of student progress based on the state content and

performance standards

Classroom management techniques

Methods of teaching the subject fields

12

(b)

Pass the California Teaching Performance Assessment. An Intern participating

in the early completion option may take this assessment only one time.

(c)

Pass the Reading Instruction Competence Assessment (RICA) (Multiple

Subject Credential only)

(d)

Meet the requirements for teacher fitness

Interns who choose the early completion option, but are not successful in passing the
assessment, may complete his or her full internship program. Reference: Education
Code 44468.
9. Length of Validity of the Intern Certificate. As stated in the Internship Contract

Agreement between SCOE and each participating District, the Internship Credential shall
be issued initially for a two-year period and may be renewed by the Commission.
Reference: Education Code 44325 (b).
10. Non-Displacement of Certificated Employees. Each participating district certifies that

the hiring of the Intern teachers will in no way displace certificated employees in their
district or consortium. In addition a statement is required by the collective bargaining unit
of participating districts indicating that the hiring of interns is not displacing certificated
employees.
11. Justification of Internship Program. This Internship Program has been created to

meet the employment shortage of Multiple Subject Credential holders. Each participating
district submits to SCOE, as part of an Internship Contract Agreement, a statement
indicating the lack of availability of qualified certificated persons holding the credential,
and therefore there is a need to hire interns.
12. Bilingual Language Proficiency. Not applicable.

13








TAMMY SANCHEZ

GENERAL SUPPORT

District Fiscal Services
School Projects Financing

FINANCIAL SERVICES

Rebecca Taylor



SUPPORT SERVICES

Christopher Gilbert

Attendance

Information Technology
Maintenance

Payroll

Printing
Procurement

DAVID W. GORDON

JUDY HOLSINGER

SUPERINTENDENT

SELPA

SUE STICKEL
DEPUTY
SUPERINTENDENT

MATT PERRY
JUVENILE C OURT &
COMMUNITY SCHOOLS
AND ROP
SACRAMENTO
COMMUNITY BASED
COALITION
Marc Nigel

MARK VIGARIO

EFFIE CRUSH
HUMAN RESOURCES

Curriculum & Intervention (Local)

Educational Services
st
Technical Assistance for the 21 Century
Valenzuela/Williams

Personnel Administration
Personnel Commission

CALSOAP/AVID
Monica Roberts
Chris Scott

Becky Sullivan

Andrea Lemos

CALIFORNIA
TECHNOLOGY
ASSISTANCE PROJECT

OUTREACH &
TECHNICAL
ASSISTANCE
NETWORK

SCHOOL
READINESS

SLY PARK

Nancy Herota
Natalie WoodsAndrews

FACILITIES
Mary Fager

LEADERSHIP /
BTSA / TEACHER

Joyce Hinkson

PREPARATION

Steve Winlock

COMPUTER, NETWORK,

Kristine Pamintuan

AND

T ELECOMMUNICATIONS
SUPPORT

David Chun

K-12 MATH
PRESCHOOL
PROGRAMS

Jan Mayer

Ben Anderson

Natalie WoodsAndrews

CAPITAL REGION
CENTER

Cheryl Raney

Trish Kennedy

K-12 ENGLISH
LANGUAGE ARTS

INFANT DEVELOPMENT

OTHER

TECHNOLOGY
SERVICES

SPECIAL EDUCATION

PASS

FOSTER YOUTH

JOHN FLEISCHMAN

ROBIN PIERSON

EDUCATIONAL SERVICES

Jerry Jones

INTERNET & MEDIA
SERVICES
Andrea Willis

STUDENT
ASSESSMENT
Rachel Perry

Appendix B

School of Education
Grievance Policy
The purpose of this Grievance Policy is to establish guidelines for responding to and resolving
grievances in such a way that the rights of staff and the standards and rules governing the
approved Educator Preparation Programs are protected.
The following process shall apply to grievances concerning the Sacramento County Office
School of Education:
1. The complainant shall be promptly referred to the Executive Director, Sacramento
County School of Education. Every effort will be made to resolve the complaint at the
earliest possible stage.
2. The Executive Director shall contact the complainant to hear the concerns expressed.
The complainant shall be instructed to present a written and signed summary of the
complaint, which shall set forth in detail all of the facts upon which the complaint is
based, including names, dates and other specifics. If the complainant fails to put the
complaint in writing and fails to sign his or her name to the complaint, the
Executive Director is not required to proceed any further on the matter and the complaint
may be dropped at that time.
3. Within five working days of the receipt of the written and signed complaint, the Executive
Director shall schedule a meeting with the complainant to review the allegations of
concern. The complainant will have the opportunity to repeat the complaint orally and the
County Office of Education's applicable Educator Preparation Program Director will have
an opportunity to present information relevant to the complaint.
4. An investigation of the complaint will be conducted and the Executive Director will make
a determination as to what action, if any, should be taken.
5. Once the Executive Director s decision is made, the complainant shall be informed in
writing of the decision within five working days.
6. If the complainant is dissatisfied with the Executive Director's decision, the Sacramento
County Board of Education may decide, in its sole discretion, to review the matter. Such
review shall be in closed session, to the extent permitted by law, pursuant to the Ralph
M. Brown Act
7. During its review, the Board shall examine such documents and materials and interview
such persons, as it may deem appropriate, in its sole discretion. Once the Board's
decision is made, the complainant shall be informed in writing of the decision within five
working days. Confidential or privileged information shall not be disclosed to the
complainant. The decision of the Board shall be final.

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