Teacher Credentialing Preparation Program (Single Subject)

Admission requirements for this program can be found here.

Refer to the University Catalog for Tuition and Fees.

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

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.

This course provides a comprehensive exploration of secondary education curriculum focusing on integrating STEM methods across disciplines such as Science, Mathematics, Physical Education, and Health Science. Emphasizing interdisciplinary content teaching aligns with California State Frameworks and Subject Specific Standards, as well as district performance standards. Participants will delve into classroom procedures, instructional planning, assessment, and effective lesson delivery skills, emphasizing techniques tailored for grades 6-12 and diverse student populations.

This course provides a comprehensive exploration of secondary education curriculum focusing on integrating Humanities and Arts methods across disciplines such as English, Social Science, Spanish, Art, Music, Dance, and Theatre. Emphasizing interdisciplinary content teaching aligns with California State Frameworks and Subject Specific Standards, as well as district performance standards. Participants will delve into classroom procedures, instructional planning, assessment, and effective lesson delivery skills, emphasizing techniques tailored for grades 6-12 and diverse student populations.

This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are aligned with California State Framework for grades 6-12 with/and diverse student populations.

This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary 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 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 is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary 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.

The course is an overview of curriculum and California State Frameworks and Subject Specific Standards, and district performance standards. It includes classroom procedures, instructional planning, lesson plan delivery skills, English Language Development (ELD), and Specially Designed Academic Instruction in English techniques for grades 6-12 with/and diverse student populations.

This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies used for students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds. Methods and content are aligned with California State Framework for grades 6-12 with/and diverse student populations.

This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are aligned with California State Framework for grades 6-12 with/and diverse student populations.

This course is designed to provide students with academic and professional support during their yearlong internship 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. All students on an approved intern credential are required to successfully pass four terms on Internship Supervision and Support.

This course is designed to provide students with academic and professional support during their yearlong internship 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. All students on an approved intern credential are required to successfully pass four terms on Internship Supervision and Support.

This course is designed to provide students with academic and professional support during their yearlong internship 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. All students on an approved intern credential are required to successfully pass four terms on Internship Supervision and Support.

This course is designed to provide students with academic and professional support during their yearlong internship 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. All students on an approved intern credential are required to successfully pass four terms of Internship Supervision and Support.

This course is designed to examine the factors that contribute to and influence the academic performance of emergent bilinguals within the public school system. Insight into the background, assets, and learning needs of Bilingual Learners will be given with a focus on providing culturally and linguistically appropriate learning activities. Understanding how to create and maintain a welcoming, supportive, and intercultural classroom climate will be emphasized. Students will examine state and national mandates, and theories of second language acquisition, focusing on an assets-based and racially sensitive approach to teaching.

This course is designed to support developing and strengthening the skills needed to construct learning experiences that help build bilingualism and biliteracy skills. Students will examine the cognitive and metacognitive effects of bilingualism, biliteracy, and translanguaging to understand how to implement research-based practices that speak to the needs of all their students. Students will analyze the advantages, disadvantages, goals, and instructional practices of research-based immersion and dual immersion programs to enable them to design learning experiences that meet the program's requirements while meeting their students' needs. Students will gain insight into the purpose, characteristics, and appropriate uses of different types of content and language assessments.

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.