CAREER & TECHNICAL EDUCATION

What is a Career Technical Education Credential?

The Preliminary Designated Subjects CTE Teaching Credential authorizes the holder to teach in the subject or subjects named on the credential in grades twelve and below and in classes organized primarily for adults, in career technical, trade or vocational courses.

The Clear Designated Subjects CTE Teaching Credential authorizes the holder to teach in the subject or subjects named on the credential in grades twelve and below and in classes organized primarily for adults, including services to English learners in Specially Designed Academic Instruction Delivered in English (SDAIE) in career technical, trade or vocational courses.

Visit the CTC website to determine if you meet the credential qualifications.

  • Delivery format is Face to Face only: You must be able to attend classes in Stockton by 4:30 p.m. twice a week
  • Program is 15-24 months in length
  • All credential coursework and fieldwork required to clear your credential must be completed within three years of being issued the preliminary credential. For this reason, we do not allow you to file for your preliminary credential until you have secured a CTE teaching position.
  • You must be employed with one our partner districts, you can view our Partner Districts.

*If you already hold a California Teaching Credential, your program will be modified and the tuition will be adjusted.

*Upon evaluation of official transcripts, some equivalencies may be granted for past coursework.

After securing employment in a CTE position, enroll in the college (see admissions criteria below).

After enrolling in the college, you will be notified (via email) by the TCSJ registrar with details to schedule an appointment to process your CTE credential.

The Program Advisor will contact you with an appointment for orientation.

CTE Coursework (20 Units)

CURR111 Teachers as Learners (.5)
Candidates examine their own experiences as learners and explore how those experiences affect their beliefs as teachers. Candidates focus on the complexity of teaching and meeting the needs of a variety of learners, with an emphasis on English Language Learners. Candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide the guide for teacher expectations. Candidates examine the professional, legal, and ethical obligations of being an educator.

CURR112 Understanding the Physiology of Learning (1)
Candidates will have the opportunity to deepen their understanding of the learning and thinking process. Candidates will explore the following topics: 1) influences that foster or inhibit learning; 2) current brain research and other theories which help us understand the learning process, typical and atypical development; 3) current research and practice on factors affecting students’ language acquisition; 4) individual differences that affect learning; and, 5) strategies for including English learners in mainstream curriculum.

CURR113 Creating a Learning Community (1)
Candidates focus on classroom management and environment, and the importance of establishing a physically, socially, and emotionally safe environment. Emphasis is also placed on the need for a climate of caring, respect, and fairness for all students. Candidates explore techniques that foster learning and use motivation as a key to discipline. The course addresses the influence of environment and instruction on the learning community. Professional, legal, and ethical issues are addressed.

CURR119 Access for All Students (1)
This course provides candidates with an introduction to evaluation, modification, design, and implementation of interventions, accommodations, and differentiation that will provide access to content for all learners. Special consideration is directed to the needs of English Language Learners and students with special needs.

CURR120 Preparing to Teach Reading/Language Arts (1)
This course provides pre-service teachers with an introduction to the developmental stages of literacy development. Students are provided explicit instruction in developing a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners). The role of read-alouds to literacy development is emphasized. Students explore the roles cultural and parental influences play in language development. The course includes the use of assessments to inform instruction for literacy development. Accommodations and modifications to meet the needs of all students, particularly ELs will be provided throughout the course.

CURR122 Curriculum, Instruction & Assessment in General Education (1)
Candidates are introduced to the cyclical process of curricular planning, teaching, assessing, and analyzing student work to guide instruction for both short-term and long-term instructional goals. Candidates learn and practice developing the elements of effective lesson design (learning objectives, anticipatory set, instruction, progress monitoring, closure, and assessment) utilizing CA Academic Content Standards (Common Core, Next Generation Science Standards) and the standards for career readiness. Candidates gain an understanding of how to monitor student progress and become familiar with a variety of assessment tools, including rubrics. Issues of diversity and teaching English Learners and students with special needs are addressed as they relate to curriculum planning, instruction, and assessment practices.

EL114 Preparing to Teach English Language Learners (1)
Candidates are introduced and initially prepared to teach English learners by increasing candidates' knowledge and understanding of second language acquisition, background experiences, home languages, skills and abilities of EL student populations; and by teaching them to apply appropriate pedagogical practices informed by sound theory and research that provide access to the core curriculum and lead to high achievement for all students.

TECH110 Technology for the Classroom (1)
In this course, teachers will be introduced to various technology tools, applications, and resources, as well as, best practices for integrating technology into the classroom. The course emphasizes hands on technology training designed to assist teachers in their role as a classroom instructor and is designed to meet the introduction level of the technology mastery in accordance with the California Standards of the Teaching Profession. Sessions have been designed to incorporate technology use in conjunction with Common Core Standards in K-12, English Language Acquisition, and Special Education classrooms.

CURR118 Foundations for Teaching Career and Technical Education (.5)
Candidates are introduced to the essential themes, concepts, and skills related to teaching career and technical education. Candidates focus on the Standards for Career Ready Practices, the Career Technical Education Model Curriculum Standards (Anchor and Pathway Standards), and their connection to the Common Core State Standards. Candidates practice planning a Pathway lesson, using these standards and emphasizing career readiness. Other aspects covered are an historical perspective of CTE Education, 21st Century Learning, and partnerships with businesses and the community to enhance instruction.

CURR220 Classroom Management & Discipline (2)
Candidates learn to create a positive learning environment that is physically, emotionally, and socially safe which recognizes the students’ needs to participate and belong. Candidates are introduced to a variety of approaches to classroom management; and, analyze and refine classoom management plans that focus on creating a climate of caring, respect, and fairness. Furthermore, candidates learn specific strategies for involving parents in the educational process and learn to respond to issues in a culturally sensitive manner.

CURR240 Instructional Strategies for Secondary Students (1)
Candidates focus on the theoretical and practical aspects of teaching. Candidates explore and practice a variety of techniques and strategies for effective instruction, including critical thinking skills, and problem based learning. Instructional approaches and assessment procedures are emphasized in order to ensure the candidate’s ability to develop, deliver, integrate, and assess their lessons’ effectiveness based on student learning. This is the first course in a two-course series and provides general content instruction prior to candidates taking CURR245 Content Specific Instruction or CURR246 Industry Specific Instruction.

CURR241 Adolescent Development (1)
Candidates explore theories, research, principles, and concepts in areas of cognitive, linguistic, social, emotional, and physical development of adolescents. Candidates examine social structures and influences that promote or hinder development and learning for diverse populations. Additionally, candidates are introduced to the Standards for Career Ready Practices and explore ways to help students make connections to life beyond high school and post secondary and career choices.

CURR246 Industry Sector Content Instruction (1)
Candidates focus on coursework and assignments emphasizing theoretical and practical aspects of teaching the candidate’s Industry Sector. Candidates explore and practice a variety of techniques and strategies for planning effective instruction in their pathway. Instructional approaches and assessment procedures are emphasized in order to ensure the candidate’s ability to develop, deliver, integrate, and assess their lessons’ effectiveness based on student learning. Candidates refer to the Standards for Career Ready Practices, and the California Career Technical Education Model Curriculum Standards (Anchor and Pathway).

CURR251 Teaching Culturally & Linguistically Diverse Students (1)
Candidates study and discuss the historical and cultural traditions of cultural and ethnic groups in California Society. Candidates examine effective ways to include cultural traditions and community values and resources in the instructional program of a classroom and school environment. Candidates explore how to eliminate bias in order to create an equitable classroom community that contributes to the physical, social, emotional, and intellectual safety of all students.

CURR252 Instructional Strategies for English Language Learners (1)
Candidates learn the purposes, goals, and content of the adopted English Language Development standards for the effective teaching and support of English Learners. Candidates learn and apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English Learners. Candidates learn how to develop, deliver, integrate, and regularly assess an instructional program that facilitates English language acquisition and development of academic language by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading, and writing skills in English. Candidates learn how to differentiate instruction based upon their students’ primary language and proficiency levels in English, as well as, consider the students’ culture, level of acculturation, and prior schooling. Candidates learn about state and federal legal requirements for the placement and instruction of English learners, and ethical obligations for teaching English Learners.

CURR281 & 282 Practicum/Fieldwork (1-2)
Candidates work 1:1 with a Practicum Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the California standards for the Teaching Profession (CSTP’s). Candidates receive formative and summative feedback which guides a reflective learning process and which is documented on the Individual Learning Plan. Practicum Supervisors facilitate this course based on each candidate’s developmental level and needs.

  • CURR281 (1) – First Semester of Initial Preparation Program
  • CURR282 (1) - Second Semester of Initial Preparation Program

SPED221 Exceptional Learners I: Differentiation in the Classroom (1)
This course introduces candidates to a wide variety of commonly occurring disabilities, etiologies, and historical and educational implications. Candidates learn the process of referring students for testing, and how to set up and facilitate a Student Study Team with appropriate school/district personnel. Also addressed are various types of multi-tiered interventions, programs, and strategies available for teachers to implement with students to create a positive and inclusive learning environment.

CURR221 Health & Safety Curriculum & Instruction (1)
Candidates focus on the role of the teacher in fostering student health literacy. This course is designed to prepare educators to ensure equity and excellence for all students in a culturally diverse, technologically complex, and global community. Teachers will identify the necessary components of implementing effective health and safety education curriculum. An emphasis is placed on student access and participation in order for students to reach their full potential in the subject of health education.

TECH290 Technology in the Classroom (1)
In this course, teachers will be introduced to various technology tools, applications, and resources, as well as, best practices for integrating technology into the classroom. The course emphasizes hands on technology training designed to assist teachers in their role as a classroom instructor and is designed to meet the advanced level of the technology mastery in accordance with the California Standards of the Teaching Profession. Sessions have been designed to incorporate technology use in conjunction with Common Core Standards in K-12, English Language Acquisition, and Special Education classrooms.

Admissions Criteria

Application Emergency Contact Form Certificate Of Clearance Information Live Scan Application 2016-17 CTE Student Handbook Self-Employed Work Sample Full-Time Work Sample Part-Time Work Sample

2018/2019 Tuition

CTE Program Fees as of June 1, 2018


Application Fee (non-refundable)

$50

Early Orientation

Program Fee:

  • $350 non-refundable fee due at time of enrollment.
  • Remaining $500 due in monthly installments determined at enrollment.
  • Books included
$850

Initial Preparation and Advanced Peraparation/Induction

335 per unit x 12.5 Units

  • Includes Preliminary and Clear
  • Books not included
$4, 187.50

Accelerated, Desginated Subjects CTE

Tuition pending advisement and transcript review for candidates who hold an existing K-12 or vocational education credential.

  • Books not included
$335 per unit

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