Teacher Credentialing Preparation Program (Multiple Subject)

Admission requirements for this program can be found here.

Please refer to the University Catalog for Tuition and Fees.

For more information about program and licensure refer to the University Catalog.

Credential: Teacher Credentialing Preparation Program (Multiple Subject)

The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.

This course provides students with an overview of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.

This course provides students with an overview of the history and legal requirements of Special Education in the American school system. Students will learn about response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.

Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.

Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.

Teacher Candidates will learn how to use and develop curriculum embedded in the California State Standards and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.

This course is a continuation of EDU534. Teacher candidates will learn how to use and develop curriculum embedded in California State Standards and Framework. Students will apply a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.

Approaches, methods, and techniques for teaching literacy skills will be explored. The assessment of literacy skills will be addressed in this course. The six components of literacy instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension and writing) will be addressed throughout the course. This course meets the requirements of the California Education Code and will offer students support in preparation for the Reading Instruction Competency exam (RICA) required of all California Credential Candidates.

This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative California Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”

This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation. Synchronous (live) meetings via technology will be a requirement of this course.

This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”

This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel. Support for candidates in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation will also be included. Synchronous (live) meetings via technology will be a requirement of this course.

This course will study the historical, political, socio-cultural and pedagogical factors related to the acquisition of first and second language. Theoretical frameworks ill be examined with emphasis on identification, assessment, performance and placement of English Language Learners. Other topics covered will be the laws, legislation and litigation related to English Language Learners.

This course will explore the historical, cultural, and social characteristics of major Latino groups in the United States. This will include the Latino contributions, cultural conflicts, demographics, migration and immigration patterns. An analyzes of the legal, political, and social contexts that have shared the status and educational experiences of Latinos in the US will be covered.

The focus of the course will be strategies and methodologies in Spanish language development, reading readiness, and beginning reading in the primary language. Special emphasis will be on the current trends and social issues affecting bilingual programs including program models, instructional approaches, bilingualism and illiteracy and selection and use of primary language materials.