Master of Arts in Education: Teaching with Preliminary Multiple Subject Teaching Credential: Early Completion Intern Option

Program Description/Overview

This program is for those wishing to prepare to serve as elementary school educators in general education. The program prepares you to become a teacher in any self-contained Pre-K-12 classroom within California, offering instruction in multiple subjects as you provide a well-rounded and comprehensive education. Self-contained classrooms are those typically found in elementary and pre-K schools. The Early Completion Option (ECO) is an accelerated version of the Standard Intern Track, designed for those with prior teaching experience. Candidates receive course waivers based upon additional state-required testing results.

Application for California Teaching or Administrative Services credentials or authorizations are made through the university’s Credential Analyst. Candidates who concurrently enroll in both the Master of Arts in Education (MAE) Program and the Credentialing Program are required to meet admissions standards and requirements for both tracks. All credential programs receive English Learner authorization embedded within the credential program.

Program Learning Outcomes/Goals

The program will support students to:

1. Embed multicultural understanding and support, language literacy, and sociological concepts into their professional practice in order to create culturally responsive classroom in support of the diverse student population’s learning and advancement.
2. Establish, support, and assure an inclusive and responsive school setting for all students, families, and communities.
3. Embed action research methods in their professional practice as well as applying informed evaluation of professional literature to their practice.
4. Apply and advance teaching and learning theories, strategies, and pedagogical methodologies to their planning, classroom lessons, and curricular design such that professional learning communities are established, supporting high stakes learning for all learners.
5. Consistently apply and advance comprehensive, responsive and accountable assessment systems to their professional learning community to assure and advance the action-driven monitoring and evaluating of student progress.
6. Consistently integrate informed methods and practices of technology into their professional learning community and practice. 

Students will be able to meet the CCTC Teaching Performance Expectations (TPEs):

1. Make subject matter comprehensible to all students
2. Assess student learning
3. Engage and support all students in learning
4. Plan instruction and design learning experiences
5. Create and maintain effective environments for learning
6. Develop as a professional educator

Training Model

Intern teachers serve as a salaried Teacher-of-Record during clinical practice for four 8-week terms, assuming immediate and full teaching responsibility and management of the classroom. 

Professional Behavior Expectations/Ethical Guidelines

Teacher Performance Expectation (TPE) 6:

1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.
3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.
6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

Licensure

The following exam must be passed before a student can begin coursework as an ECO candidate:

1. Assessment of Professional Knowledge (APK): Elementary
2. CSETs
3. edTPAs

The following exams must be passed before a student can be recommended for a Preliminary credential:

1. RICA

Programmatic Accreditation

All CSOE credential and authorization preparation programs are approved by the California Commission on Teacher Credentialing (CCTC). For more information on CCTC, go to https://www.ctc.ca.gov/.

Internship, Practicum, and/or Dissertation Information

Students earning their credentials will either have two terms of student teaching or four terms of internship.

Credit Units

Total Credit Units: 36

Total Core Credit Units: 30

Total Elective Credit Units: 6

Total Concentration Credit Units: N/A

Elective Requirements

Select two of the following:

• TES74600 - English Grammar for ESL and EFL Teachers (3 units)  -Term 2
• TES74300 - Techniques of Teaching Reading and Writing to Second Language Learners (3 units)  -Term 3
• TES74650 - Curriculum Design and Assessment (3 units)  -Term 4
• TES74850 - Research Methods and Seminar (3 units)  -Term 5

Curriculum Plan