TK/ECE Certificate Program

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 the expertise to create and design effective learning environments, curricula, and instruction that are developmentally, culturally, and linguistically appropriate for diverse 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 TK/ECE'
    (Course begins Fall 2022 - Register Now)
  • Course 2 – 'Fostering Family/Community Engagement in TK/ECE'
    (Course begins Spring 2023)
  • Course 3 – 'Using Assessment to Support Early Learning and Development in TK/ECE'
    (Course begins Spring 2023)

TK/ECE Professional Practicum

Through our Professional Practicum Academy educators can earn up to 12 additional CEUs by engaging in lesson design, delivery, and reflection cycles to refine and strengthen practices for Dual Language Learners.* The Practicum Academy includes classroom application, reflective webinar discussions, and flexible independent online sessions. The practicum is not a certificate but can be taken for credits and professional development. The practicum can be taken to supplement our certificate or as a stand-alone program.

The Practicum Academy engages educators in reflective practices and expands the knowledge, skills, and dispositions of credentialed multiple subject educators through the following courses:

  • Practicum Course 1 – Reflective Practice: Curriculum and Instruction
    (Course begins Fall 2022 - Register Now)
  • Practicum Course 2 – Reflective Practice: Parent and Community Engagement
    (Course begins Spring 2023)
  • Practicum Course 3 – Reflective Practice: Assessment in Early Childhood Environments
    (Course begins Spring 2023)

Our program responds to current California Transitional Kindergarten (TK) SB 876 Teacher Requirements and the passage of AB 22 that extends universal access to full-day TK programs.

To earn a certificate, participants must complete all three (3) courses (12 CEU units total) with a grade of a "B" or better in each course.**

For more information about our programs, please see our Certificate & Practicum Flyer.

To register for Center Updates please complete our

*Dual Language Learners (DLLs) are children who have a home language other than English and are learning two or more languages at the same time, or learning a second language while continuing to develop their first language (U.S. Department of Education).

**Prior to course enrollment, participants should check their district’s requirements for CEU acceptance and salary point equivalency.

  • 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)