Clear Credential FAQ

Clear Credential Frequently Asked Questions

Teachers who received a Preliminary 2042 Credential must earn a Clear Credential within 5 years of the preliminary credential issuance. For teachers whose preliminary credential was issued on or after August 30, 2004, an induction program is the required route to clearing the credential. The teacher may be eligible to complete the clear credential program by enrolling in a state approved program, such as the program offered at Antioch University Santa Barbara, if the employing school or district does not offer induction with state support.

A Clear Credential Program is a university approved program of courses and field work that provides opportunities for beginning teachers to learn and demonstrate skills in the classroom. These skills build upon what teachers learned and demonstrated in their teacher preparation programs. Specifically, teachers learn to apply skills and knowledge in the areas of serving students with special needs and students who are learning English. They also learn to apply skills in the areas of health and technology use in the classroom as well as curriculum. They examine ways to address diversity and promote equity in their classrooms.

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

For teachers who enroll in the Master’s program, the Clear Credential courses are embedded into the program and do not cost extra. For teachers who are taking the Clear Credential not connected with a degree program, the fees $3,825 for the entire program, prorated each of the three quarters. For more information about tuition, fees, and financial aid, please consult the Admissions & Financial Aid section of our site.

Every approved program in the state is required to meet a set of standards developed by the California Commission on Teacher Credentialing. Each institution, however, has different ways of approaching the standards. AUSB’s program is a 3-quarter program beginning in October and ending in June. Antioch’s program is based on the belief that beginning teachers need support in their first years. Combining coursework with a collegial seminar allows teachers to build collegial support and to reflect on their developing practice. Most significantly, Antioch has built into the program a self-assessment and planning process which allows teachers to design their own ways of meeting the standards.

You can apply for the program in several ways. First, if you are interested in being enrolled in a Master’s program as well as completing the courses for the Clear Credential, you may apply for the MA in Education with the Clear Credential. If the Clear program is your sole interest, you can apply directly to Sharisse Estomo, Director of Admissions to fill out the application and return it with the signed CL-855 form.

Courses are usually held on Monday afternoons/evenings from 4:30-7:30. Each course is scheduled for between 3 to 6 sessions per quarter, so teachers can take several courses and still only meet on Mondays each quarter. One or two class sessions take place on alternate days. All classes are held at the Antioch University Santa Barbara campus.

Absolutely! If you are already in the Master’s program in education at Antioch University, you can add the courses for the clear credential as part of your required and/or elective courses. If you received your credential from another institution, in or out of California, you are eligible for the MAE program. This exciting master’s degree program in Leadership & Social Justice will help you achieve the qualities of leadership that you need to make a significant difference in your school and the lives of students. This program is designed with equity issues as its focus.

A one-unit seminar course, TEP 6221-3 Professional Inquiry and Collegial Observation, is taken each of the three quarters. In this course, teachers plan how they will meet the standards in each of the state designated areas: Inclusive and Differentiated Pedagogy to address English Leaners and Special Populations, Equity and Access for all learners. A series of courses has been designed to practice skills in these areas and apply them in the classroom. These courses include: TEP 61711 Equity and Access for Special Populations, TEP 6174 Differentiated Instruction, TEP 6311 Resilience Education in the School Community, and TEP 5311 Enhancing English Language through Literature. These required courses for the Clear Credential help meet the elective unit requirement for the Master’s degree. Units may also assist teachers with salary schedule advancement.

In some districts, teachers have access to a Teacher Induction Program and will typically be able to clear the credential through participation in and completion of that program. Teachers who are employed in independent schools may not have an available induction program. The Clear Credential program is ideal for such teachers. In addition, induction programs do not offer degrees. For a teacher who is interested in a master’s degree, and who does not have an induction program option, consideration should be given to clearing the credential at the same time as earning the degree.

The program, by nature, is designed to have teachers demonstrate skills in their classrooms. By state law, one must have a teaching position with a consistent group of learners in order to participate in the Clear Credential program.