Clear Credential

Antioch University Santa Barbara’s Clear Credential program offers an alternative to induction for teachers who are eligible for induction, but for whom a state approved induction program is not available. The program provides support and assessment for beginning teachers, and meets the California Commission on Teacher Credential (CCTC) requirements for the Clear 2042 Multiple or Single Subject Credential. An individualized approach allows teachers to select areas of professional inquiry and work toward their educational goals. This program allows teachers in non-public, or some nontraditional classroom teaching settings, to clear the credential.

Highlights of our CCTC accredited Clear Credential Certificate program:

  • Three quarters (nine consecutive months)
  • Classes held two-to-four evenings per month, generally Monday evenings
  • 9 quarter units
  • Total cost for the program is $3,825 (prorated each quarter–$1,275, includes tuition and All Students-General Fee)
2016-17 Clear Credential Program Tuition
Per-Quarter$1,175
2016-17 Clear Credential Program Fees
FeeDescription
$100All Students-­General Fee, (technology, electronic library, student activity)
$100Late Registration Fee
$10/$15Transcript/Transcript & assessments
$50Return Check Fee
$50Late Payment Fee

Financial aid is not available for this program. 

For questions, please contact the Office of Admissions at admissions.ausb@antioch.edu

AUSB and AULA, campuses of a one-system university, offer mission consistent options that are accredited by the California Commission on Teacher Credentialing.

How to Enroll

To register, complete the Clear Credential Certificate Program Registration Form and CL-855 Form.  Submit completed forms along with payment for your first-quarter tuition and fees of $1,275 to:  Antioch University Santa Barbara | Office of Admissions | 602 Anacapa Street, Santa Barbara, CA  93101. *Note:  The Office of Admissions will obtain the Program Chair signature on your behalf.

Please expect confirmation from the Registrar’s Office once your registration request has been processed.

Finally, please prepare a short essay describing your strengths and target growth areas or bring your PACT/CALTPA scores to your first class.

Curriculum

CLEAR Credential Program Total Units 9
Fall Quarter(2 Units)
TEP 6171Equity and Access for Special Populations (1)

TEP 6171 Access & Equity for Special Populations (1)

This course builds upon the knowledge gained by candidates in their preliminary credential program (at Antioch – TEP 601A and B). Candidates will learn new skills necessary to provide equitable experiences and accommodations for the special education student within an inclusive environment. Candidates use informal assessment, instructional planning and evaluation, behavior encouragement techniques, mainstreaming principles, and consultation skills. As a result of this course, candidates will be able to interface with special education personnel, implement and evaluate special learner programs, and work effectively with exceptional learners in the regular classroom environment. They will use their knowledge of legal obligations with respect to students with special needs and will be able to clearly identify students for appropriate referral. Candidates will be able to advocate for the needs of special students and be aware of family issues with respect to disability, culture and language.
TEP 6221Professional Inquiry & Collegial Observation (1)

TEP 6221-C Professional Inquiry & Collegial Observation (1)

Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note-taking/note-making skills and their capacity for constructive conversation.
Winter Quarter (3 Units)
TEP 6174Differentiated Instruction for Universal Access (2)

TEP 6174 Differentiated Instruction for Universal Access (2)

This course supports the development of the induction candidate’s pedagogical content knowledge in all areas of the curriculum. The course reviews the interconnections between creating and maintaining a caring learning environment and students’ access to the curriculum defined by the CA Content Standards for the candidate’s teaching assignment. Candidates explore strategies to differentiate by learning modalities, applying universal design methods and research based strategies for English Language Development. Candidates practice SDAIE, flexible grouping and brain-based strategies they have learned in their preliminary preparation year. Candidates also advance their technological knowledge through application of online resources, tools such as “smart boards,” and social networks. Each candidate integrates these technology-related tools into the educational experience of students, including those with special needs. By meeting course learning goals, the candidate will fulfill the pedagogy area of their Individualized Inquiry Plan.
TEP 6222Professional Inquiry & Collegial Observation (1)

TEP 6222-C Professional Inquiry & Collegial Observation (1)

Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note-taking/note-making skills and their capacity for constructive conversation.
Spring Quarter(4 Units)
TEP 5311 Enhancing English Language Development with Literature (2)

TEP 5311 Enhancing English Language Development with Literature (2)

In this intensive course, candidates will use children’s literature to enhance all students’ access to the core curriculum, particularly English learners. In addition, candidates will practice using children’s literature to develop the thinking, reading, and speaking skills of English learners. Part of this practice will include how to use literature and literature circles to advance students’ thinking about issues of prejudice, fairness, and equity. Finally, candidates will learn to evaluate a wide variety of children’s literature in terms of its appropriateness for and accessibility to students of diverse cultures and languages.
TEP 6311 Resilience & the School Community (1)

TEP 6311 Resilience Education (1)

Candidates will apply knowledge and skills acquired in their preliminary credential preparation to provide comprehensive support for students’ physical, cognitive, emotional and social well-being based on an understanding of relationships between student health, a caring learning environment and discrimination. Topics for this course focus on community building in classrooms and schools as a mediating variable in developing positive behaviors and a positive disposition toward learning. Candidates use methods learned during their preliminary credential preparation year to promote respect, value differences, and mediate conflicts. Each candidate will learn to promote personal, classroom and school safety through informal assessment, instructional planning, and the implementation of appropriate prevention and intervention strategies. The PORT model of Resilience Education will be introduced and practiced. Each candidate will demonstrate how to access local and community resources to support all students. Participants in the course will use personal reflection and curriculum development for the purpose of strengthening their own and their students’ resilience.
Prerequisite(s): Completion of a preliminary credential.
TEP 6223 Professional Inquiry & Collegial Observation (1)

TEP 6223-C Professional Inquiry & Collegial Observation (1)

Through focused conversations involving introspection and meaning construction with self and others, candidates will identify and strengthen their own theory of practice and their ability to construct theory from applied contexts. By selecting from significant personal experiences of teaching and learning related to the standards required by the advanced course of study and posing questions related to these experiences, candidates will participate in conversations over time with their critical friends. Videotapes, collegial observations and artifacts of teaching will be used to ground the development of theoretical constructs and growth of classroom facilitation skills. By participating in a sustained community of practice, candidates will be supported in their growth over time. Candidates will enhance their ethnographic note-taking/note-making skills and their capacity for constructive conversation.
Total Units 9

“The biggest contribution Antioch makes is the inspiration and insight it gives its students. A lot of that has to do with not just the philosophy of Antioch but the approach of the professors.”

– William Johnson, Alumni