Join our virtual professional learning community of educators dedicated to excellence in teaching and learning for Dual Language Learner students! CEEL-LMU was one of the first institutions to offer a certificate in Transitional Kindergarten (TK) and Early Childhood Education (ECE). This distinctive certificate provides TK/ECE educators with expertise to create and design effective learning environments, curriculum, and instruction that are developmentally, culturally, and linguistically appropriate for Dual Language Learners.
The Transitional Kindergarten/Early Childhood Education Teaching Certificate is offered virtually and consists of a three-course program of study with a combination of real-time webinars and online sessions. This program expands the knowledge, skills, and dispositions of credentialed multiple subject educators through the following courses:
- Course 1 – 'Designing Modified Curricula for ECE/TK'
(Our new cohort has been delayed and will now begin January 2022, stay tuned for more course updates.)
- Course 2 – 'Fostering Family/Community Engagement in ECE/TK'
- Course 3 – 'Using Assessment to Support Early Learning and Development in ECE/TK'
This program responds to current California TK Teacher Requirements in SB 876
(Statues 2014, Chapter 687) – EC 48000(g) and EC 48000(f). Participants can register for one or all courses. Courses may be taken out of order.
To earn a certificate, participants must complete of all three (3) courses (12 CEU units total) with a grade of a "B" or better in each course.*
*Prior to course enrollment, participants should check their district’s requirements for CEU acceptance and salary point equivalency.
Please stay tuned for more information about our current Transitional Kindergarten Teaching Certificate Cohort.
To register for Center Updates please complete our Interest Form.
Instructor shared important information pertinent to the class topic, allowed open discussions and was thorough through each assignment and task presented. Class was open and inviting encouraged group and individual efforts. (Course 1)
As an educator I am able to utilize my understanding of healthy family development in my work and share this information with families. I am sensitive to and affirm families' diversity, including cultural traditions, languages, values, socio-economic status, structures, sexual orientation, religion, and individual abilities. This course empowered me to support families to advocate for themselves to address their needs and to develop their community leadership skills. (Course 2)
The best qualities of this course was the informative article selections, the collaborations with colleagues, and the feedback from [the instructor] to supports learning experiences. (Course 3)
It showcased many approaches to document students’ development. As a learning community we were able to collect data to inform evaluation and reflect on our own teaching practices. (Course 3)