TeachersCHOICE Teaching Credential Programs
The Hufstedler School of Education at Alliant International University has developed a set of reality-based teacher education programs – TeachersCHOICE – with the understanding that students bring many different skills, experiences and capacities to the teacher preparation program. Our programs focus on pragmatic skills development and professional practice.
Four Routes to Your Teaching Credential
TeachersCHOICE programs include the following routes, which vary by campus, for the preliminary teaching credential:
- Student Teaching
- Standard Intern Teaching
- Early Completion Option Intern Teaching
- Education Specialists (special education) / Mild/Moderate Disabilities, Preliminary and Clear Credential
The HSOE also offers credential programs embedded in a master’s program that lead to the following California teaching credentials:
- Preliminary Multiple Subject
- Preliminary Multiple Subject Bilingual (BCLAD authorization)
- Preliminary Single Subject
- Educational Specialist: Mild-Moderate Disabilities (Preliminary and Clear Credential)
Teacher Education Curriculum Focus
The teacher education curriculum is relevant to real people’s lives and real people’s needs. It covers all state-mandated elements and augments these in five important areas:
- Developing expertise in instructional technology
- Ensuring multicultural competencies
- Understanding the application of neuroscience to the learning and teaching of diverse learner populations
- School climate management and violence prevention
- Teaching English learners
Multicultural Competencies
Teachers in California, and indeed throughout the US, must be prepared to succeed in an increasingly diverse environment. Soon the adult population of California will reflect that of the schools - no cultural group will constitute a majority. Learning to see the world through diverse perspectives and to communicate in multiple languages will be increasingly important.
Development of multicultural competencies has been at the core of all programs at the Hufstedler School of Education and continues to be at the core of Alliant International University programs.
The Neuropsychology of Learning and of Diverse Learning Style
Research into human learning, development and motivation has been very fruitful during the past decade. Advances in our understanding of thinking, memory, cognition and motivational processes are fundamental to Alliant International University teacher preparation programs.
Alliant International University-trained teachers receive a thorough grounding in the neuropsychology of learning. Teachers learn how to use individual differences and diversity to enrich learning and to produce results. They understand that complex subject matter is learned most effectively through an intentional process of constructing meaning from information and experience. They know how to support and guide different kinds of students in creating meaningful, coherent representations of knowledge. They understand the motivational and affective factors, developmental influences and individual differences that make up human diversity.
Anger Management and Violence Prevention
As violent incidents at schools over the past several years have illustrated, none of our school districts is immune to violence. But America’s students cannot be expected to learn or meet high standards in schools where they are threatened by violence.
Data shows that early intervention can powerfully redirect children’s angry or violent impulses. Caring teachers, who know how to make an early positive impact on the growth and development of children and adolescents, as well as how to involve parents and the larger community in their efforts, can make a significant difference in preventing violence.
The teacher preparation programs at Alliant International University draw from successful violence suppression efforts and other interventions, providing teachers with the training they need to spot violent tendencies and to intervene constructively when they see signs of incipient violence. Graduates will have learned techniques for pro-social mediation and dispute resolution and for teaching young people how to express their negative emotions—fears, doubts, feelings of loss or alienation—in nonviolent, nondestructive ways. These curricular elements are continuously evaluated and studied to substantiate their effectiveness through scientific research.
Teaching English Learners
Because of the changing demographics in the state of California and other parts of the United States, teachers need to be skilled in teaching the increasing number of English language learners. Alliant’s teacher education programs focus on training prospective teachers to use strategies to promote English language development while making content accessible to English learners. Additionally, the programs recognize the strong role that students’ backgrounds, culture and prior knowledge play in learning a new language. The program also stresses the importance of working with parents and community to support English language learners.
Program Length and Schedule
Alliant International University teacher preparation programs are available on a full-time or part-time basis. The full-time option allows students to complete the program in two semesters with a fall start; the part-time option takes two years. Students who opt for full-time study with student teaching will attend classes for two semesters followed by a semester of student teaching. The Intern Credential Program is a two semester full-time program.
Courses meet during evenings and/or on weekends to accommodate work schedules.
Supporting Alliant Graduates
Research shows that the first two years of a new teacher’s career are an important and pivotal time in which key competencies - and confidence - are solidified. The quality of the first two years of teaching will often set the tone for an entire career.
A unique feature of the teacher training programs at Alliant International University is a two-year follow-up program that supports graduates as they enter their teaching careers. A combination of group support, structured mentoring, and access to experienced master teachers are offered to all program graduates as they solidify their skills and gain essential experience in the classroom.
Program Locations
TeachersCHOICE Teaching Credential programs are offered in Los Angeles, Sacramento, Fresno, San Diego, and the San Francisco Bay Area. To find out when programs begin in your area, please contact the nearest HSOE recruiter:
- Kara Janowsky, Director of Recruitment and Student Services for Irvine, Los Angeles and San Diego Campuses: (858) 635-4442, kjanowsky@alliant.edu
- Julie Aquino, Director of Recruitment and Student Services for Fresno, Sacramento and San Francisco Campuses: (415) 955-2087, jaquino@alliant.edu
Admissions Criteria for HSOE Teaching Programs
Students seeking a credential that allows them to teach in public schools in the State of California will need not only to meet all of the HSOE General Graduate Admissions Requirements but will also need to meet an additional set of requirements before being allowed to enter the portion of their program that takes place in a k-12 school. Some of the two sets of requirements overlap, but a few are specific to the credential program that has been chosen. Please carefully review the requirements appropriate to your chosen program below.
Admissions Criteria for Student Teaching
Student teaching assignments will only be made after the candidate has gained Tier II standing. In order to gain Tier II standing for student teaching, candidates will:
- Be fully admitted to Alliant.
- Maintain a GPA of 3.0 or better at Alliant in teacher education coursework with no D or F grade.
- Must pass the CSET (California Subject Examination for Teachers) prior to beginning student teach (for Multiple Subject candidates). Take and pass the RICA exam before exiting the program.
- Must pass the CSET or obtain a Single Subject matter equivalency letter from an approved University in their appropriate subject area (For the Preliminary Single Subject Credential) prior to beginning student/intern teaching.
- Have a Statement of Release on file in the Credentials Office.
- Have a Certificate of Clearance on file with the Credentials Office.
- Have completed at least 14 units of teacher education coursework, at least 8 units of which must have been completed in residence at Alliant (including school site practicum, student teaching only).
- Have all official transcripts on file with the Credentials Office.
- Complete a student teaching placement form.
- Multiple Subject Candidates: Under Public Law 107-110, the No Child Left Behind Act (NCLB) requires that all teachers “new to the profession” must demonstrate subject matter competency by examination. The CSET multiple subjects exam is required.
- Program director will make final recommendation to admit student to student/intern teaching.
State of California Student Teaching Requirements
- Student teaching shall be for one full semester (at least 18 weeks) of successful full-time experience at designated school sites.
- Candidates are required to participate in all of the activities normally expected of a classroom teacher.
- Student teaching shall provide for a full day experience.
- Student teaching shall provide for teaching experience in at least two grade levels.
- Student teaching shall provide for a candidate to have full teaching responsibility of the total class, all day, for a period of at least two full weeks during the student teaching field experience.
- Student teaching shall provide for a cross-cultural experience in a classroom where a number of the students are of an ethnic, cultural and/or socioeconomic background different from that of the candidate.
- Students are required to attend seminars as designated while actively engaged in student teaching.
- Students receive grades of “credit” or “no credit” in field seminar coursework (EDU 6091 or EDU 6191) and practicum (EDU 6080 or EDU 6180)
Recommendation for the California Preliminary Teaching Credential
To make recommendations for credentials to the California Commission on Teacher Credentialing (CCTC), the Credentials Office must submit all of the following for each candidate:
- Evidence of successful completion of the 26-30 semester-unit teacher credential education program component with a minimum GPA of 3.0 (No D’s or F’s) or successful completion of the 14 semester-unit Early Completion Option teacher credential education program (no D’s or F’s).
- A verification card indicating the candidate has passed the CBEST.
- A CCTC application for the credential in the Credentials Office of the Hufstedler School of Education.
- All credential applicants are required to verify successful completion of a collegiate-level course or examinations covering the principle and provisions of the United States Constitution. If you are a California State University (CSU) or University of California (UC) graduate, you have automatically fulfilled this requirement. A grade of “C” or better must be earned.
- A “zero” Alliant tuition balance.
- Demonstration of successful completion of the competencies required by the CCTC, inclusive of the Teaching Performance Assessments, and the successful passing of an exit interview with the director of the Teacher Education program.
- Evidence of successful completion of RICA (For Multiple Subject Candidates only).
Procedures for Appeal
Applicants who are not accepted into the program, recommended for advancement to student teaching, or recommended for the credential may submit a written request to the Systemwide Program Director of Teacher Education appealing the decision. In such cases, the applicant may elect to bring up to two peers (for observation and as resource persons) to make a presentation before the faculty or chair. The faculty will have up to two persons present for observation and as resource persons at the hearing. The faculty will, upon hearing the student’s appeal and all other evidence, write its recommendation to the systemwide program director who makes the final decision for the University. In cases where the Hufstedler School of Education Department declines to recommend a student for a teaching credential, the student may apply directly to the Commission on Teacher Credentialing.
Transfer of Credit
All credits must have been earned within seven years prior to the request for transfer. All transfer credit must be completed from an approved state program and regionally accredited university. Requests are reviewed by the Director of Teacher Education. A maximum of six units will be accepted for transfer with the grade of B or better. Once enrolled at Alliant, all courses must be taken in residence. (Student/Intern teaching must be taken in residence at Alliant.)
Technology Requirement for Credentialing
Candidates seeking a Preliminary Teaching Credential may waive the technology coursework requirements through successful passage of a CCTC-approved technology competency examination. No academic credit is awarded for waived coursework. This option is not available to Candidates pursuing a MAEd degree.
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