Teacher Education
Credential Programs Offered
California Lutheran University is authorized by the California Commission on Teacher Credentialing to offer programs leading to the preliminary teaching credentials described below. Programs are offered during daytime hours for full-time students.
Multiple Subject Credential Programs (2042)
A Multiple Subject Teaching Credential authorizes public school teaching in a self-contained classroom in preschool, kindergarten, grades one through 12 and classes organized primarily for adults.
Single Subject Teaching Credential (2042)
A Single Subject Teaching Credential authorizes the holder to teach the specific subject(s) named on the credential in departmentalized classes such as those in most middle schools and high schools.
Private School Teaching Credential (SB57)
This program is offered to those currently teaching in an accredited private school who do not hold a teaching credential. Requirements include a combination of successful experience as a classroom teacher, successfully passing required examinations and the completion of approved course work. Teachers interested in this credential should meet with a counselor in Graduate Student Services for specific requirements.
Clear Credential
This credential is offered to those who teach in public or private schools and are not able to fulfill requirements for a clear 2042 credential by enrolling in an Induction Program (BTSA) offered through public school districts or County Offices of Education. Holders of preliminary multiple subject or single subject credentials must be employed as the teacher of record in a full time setting. Those seeking this credential should meet with a Graduate Admissions Counselor for specific requirements.
Just as the field of education is a versatile and multi-disciplined field, the Graduate School of Education at California Lutheran University offers a variety of avenues for students interested in teaching.
Academic course work is balanced by practical fieldwork in the public school classroom. Programs are jointly planned by CLU and educators in Ventura County. Practical fieldwork prepares potential teachers for classroom instruction, as well as for supervision of extracurricular activities and participation in faculty and parent meetings.
Applicants may apply to the credential program only or to a combined credential/M.Ed. program. The Master of Education is offered utilizing much of the course work required for a teaching credential. The master’s degree must be completed within seven years of initial registration. Units earned in student teaching and field study are not applicable to the master’s degree.
Program Outcomes
Reflective, principled Teacher Preparation program graduates will be able to:
- Make subject matter comprehensible to students:
- TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
- Assess Student Learning:
- TPE 2: Monitoring Student Learning During Instruction
- TPE 3: Interpretation and Use of Assessments
- Engage and support students in learning:
- TPE 4: Making Content Accessible
- TPE 5: Student Engagement
- TPE 6: Developmentally Appropriate Teaching Practices
- TPE 7: Teaching English Learners
- Plan instruction and design learning experiences for students:
- TPE 8: Learning about Students
- TPE 9: Instructional Planning
- Create and maintain effective environments for student learning:
- TPE 10: Instructional Time
- TPE 11: Social Environment
- Develop as a professional educator:
- TPE 12: Professional, legal and ethical obligations
- TPE 13: Professional Growth
Note: Teacher credential program candidates are assessed using specific expectations for beginning teachers, known as Teacher Performance Expectations (TPEs). Candidates in the M.Ed. portion of the program are assessed using broader level program goals corresponding to the California Standards for the Teaching Profession (CSTPs). Candidate competencies in the TPEs are measured using the Teacher Performance Assessment (TPAs).
Admission to the Master of Education in Teacher Leadership (M.Ed.) Program
To assure a prompt admission decision, applicants for admission to the Teacher Education Program/Master of Education (M.Ed.) Program should submit all application materials by July 1 for fall semester; November 1 for spring semester; and April 1 for summer semester. All application materials are to be collected by the applicant and submitted together. Admission decisions for regular standing are based on the following materials in the applicant’s file:
- A minimum cumulative undergraduate GPA of 2.7 for credential program; 3.0 upper division GPA for Master of Education (M.Ed.)
- Admission appointment with an admissions counselor
- Application for Admission form and non-refundable application fee
- Official transcripts from all previous colleges and universities attended
- A personal statement following the guidelines included in the admission packet
- Three academic or professional recommendations
- For M.Ed. applicants only, submission of GRE scores (unless Petition to Waive GRE Requirement is submitted and approved). The admission test may be waived for candidates who present an official transcript of previous college work from a regionally accredited college or university reflecting any one of the following criteria:
- An undergraduate, upper division grade point average of 3.0 or higher (on a 4.0 scale); or
- A combined grade point average of 3.0 or higher for the most recent 60 units of study consisting of any of the following:
- graduate course work
- upper division postbaccalaureate course work (exclusive of extension or continuing education work)
- upper division undergraduate course work; or
- A minimum of nine (9) units of graduate course work completed with a 3.5 grade point average; or
- A previously earned master’s degree from an accredited university
The University is authorized by the California Commission on Teacher Credentialing (CTC) to offer credential programs under the Teacher Preparation and Licensing Law of 1970 and subsequent revisions.
Levels of Credentials
California has a two-level credential structure: Preliminary Multiple and Single Subject, and Clear Multiple and Single Subject. Requirements for these credentials are as follows:
Preliminary Multiple Subject Credential
- Bachelor’s or higher degree from a regionally accredited U.S. college or university
- Certificate of Clearance from the California Commission on Teacher Credentialing (fingerprint clearance)
- Demonstration of Basic skills proficiency (passage of CBEST or CSET Writing Section)
- Passage of an approved course or program covering the U.S. Constitution
- Demonstration of Subject-matter competence (passage of CSET, Multiple Subjects)
- Passage of all four sections of the CalTPA with score of "3" or higher
- Passage of RICA exam
- CPR Certification
- 36 credits in education (including clincial field experiences) are required. The following courses must be included:
| EDTP 500 | Social and Cultural Foundations in Education | 3 |
| EDTP 501 | Theories of Teaching, Learning and Development | 3 |
| EDTP 508 | Students With Diverse Learning Needs | 3 |
| EDTP 511 | Teacher Performance Assessement Seminar I | 2 |
| EDTP 520 | Leadership and Law in Diverse Classrooms - Elementary | 3 |
| EDTP 521 | Literacy and Language in Diverse Classrooms - Elementary | 3 |
| EDTP 522 | Teaching I: Planning and Methods for Content Standards - Elementary | 3 |
| EDTP 523 | Introduction to Student Teaching - Elementary | 3 |
| EDTP 512 | Teacher Peformance Assessment Seminar II - Elementary | 1 |
| EDTP 525 | Teaching II Advanced Planning and Methods for Content Standards - Elementary | 3 |
| EDTP 540 | Student Teaching - Elementary | 9 |
| or EDTP 552 | Field Study - Elementary | |
| Total Hours | 36 | |
Preliminary Single Subject Credential
- Bachelor’s or higher degree from an accredited college or university
- Certificate of Clearance from the California Commission on Teacher Credentialing (fingerprint clearance)
- Demonstration of Basic skills proficiency (passage of CBEST)
- Passage of an approved course or program covering the U.S. Constitution
- Demonstration of Subject-matter competence (passage of CSET or a subject matter waiver from a CCTC approved undergraduate program)
- Passage of all four sections of the CalTPA with score of "3" or higher
- CPR Certification
- 36 credits in education (including clincial field experiences) are required. The following courses must be included:
| EDTP 500 | Social and Cultural Foundations in Education | 3 |
| EDTP 501 | Theories of Teaching, Learning and Development | 3 |
| EDTP 508 | Students With Diverse Learning Needs | 3 |
| EDTP 513 | Teacher Performance Assessment Seminar I Secondary | 2 |
| EDTP 530 | Leadership and Law in Diverse Classrooms - Secondary | 3 |
| EDTP 531 | Teaching I: Planning and Methods for Content Standards - Secondary | 3 |
| EDTP 532 | Literacy and Language in Diverse Classrooms - Secondary | 3 |
| EDTP 533 | Introduction to Student Teaching - Secondary | 3 |
| EDTP 514 | Teacher Performance Assessment Seminar II - Secondary | 1 |
| EDTP 535 | Teaching II Subject Specific Pedagogical Skills - Secondary | 3 |
| EDTP 560 | Student Teaching - Secondary | 9 |
| or EDTP 572 | Field Study - Secondary | |
| Total Hours | 36 | |
Clear Multiple and Single Subject Credential
The majority of public school teachers will participate in a district-sponsored induction program and will fulfill requirements for the Clear credential through their employing district.
The Clear Credential program is available to Multiple or Single Subject preliminary credential holders who are teaching at a public, charter, private or non-public school where an induction program is not available through a school district or county office of education. Candidates must be employed full time and be the teacher of record. Private and other non-public schools must be accredited by an external accrediting agency such as WASC. Candidates who qualify for the Clear Credential program and complete the following four courses in the order in which they appear. Entry to the program only takes place in the Fall semester. The four courses are offered in a totally online format:
| EDTE 522 | Technology Information Systems for Educators | 3 |
| EDTP 549 | Teaching English Learners | 3 |
| EDTP 550 | Teaching Special Populations | 3 |
| EDTP 551 | Health Education for Teachers | 3 |
| Total Hours | 12 | |
Requirements for Advancement to Candidacy
The Teacher Education program utilizes Blackboard and TaskStream systems for candidate instruction and assessment. These systems are used in all class work. This requires candidates to have ready Internet access, either at home or through the university library or graduate center computer labs.
Ongoing assessment of teacher candidate progress occurs through the California Teaching Performance Assessments (TPAs), supervised clinical fieldwork (student teaching), and various signature assignments. Through these assessments, each candidate demonstrates proficiency in the California Teaching Performance Expectations (TPEs) and their understanding of the university’s conceptual framework (STRIVE Statement). Explanation of the TPAs, TPEs and the STRIVE statement is available on the Graduate School of Education Web page.
Requirements for advancement to Methods course work:
- Certificate of Clearance (fingprint clearance)
- Basic Skills
- U.S. Constitution
- Subject Matter Competence
- Satisfactory completion of all Foundations course work (grade of “B” or better)
- Payment of TPA fee
The California Teaching Performance Assessments (CalTPAs) were designed by the CTC along with the Educational Testing Service to measure the knowledge and skills of beginning teachers. The TPAs are designed to provide candidates with an opportunity to develop, refine and demonstrate teaching knowledge, skills and abilities.
The TPAs consist of four performance tasks that increase in complexity throughout the teacher education program. The four tasks are intended to be completed as candidates progress through the program. Tasks 1 and 2 are submitted as part of TPA Seminar 1 (EDTP 511 /EDTP 513 ) during Methods Block. Tasks 3 and 4 are submitted as part of TPA Seminar 2 (EDTP 512 /EDTP 514 ) during the Full-time Student Teaching Block of course work.
The TPAs serve as a summative criterion for recommendation for the teaching credential. Passing all four tasks with a score of 3 or better (on a 4 point rubric) is required to be recommended for a teaching credential. There is a fee of $500 paid prior to admission to the Methods Block of course work. This fee covers the cost of taking and assessing all four tasks, electronic portfolio subscription for submission of tasks, TPA Handbook and other printed materials.
Note: These requirements are subject to change by the CTC.
Requirements for the Master of Education in Teacher Leadership
The Master of Education requires completion of 33 graduate units (not including student teaching). Students must choose one of the following three options:
Option 1
Students who complete their teaching credential program at CLU at the graduate level:
Candidates who complete the Preliminary Multiple or Single Subject credential course of study at CLU may be eligible for the M.Ed. with the following additional requirements:
| EDTP 554 | Educational Measurement - Teacher Preparation | 3 |
| EDTP 599C | Classroom Based Research Project | 3 |
| EDTP 510 | Action Research for Educational Practitioners | 3 |
Option 2
Students who complete their teaching credential program at CLU at the undergraduate level:
Candidates need 33 graduate units to earn a master’s degree. They may take any of the special interest, reading certificate, technology, or clear credential courses in addition to the three required research classes
| EDTP 554 | Educational Measurement - Teacher Preparation | 3 |
| EDTP 510 | Action Research for Educational Practitioners | 3 |
| EDTP 599C | Classroom Based Research Project | 3 |
Option 3
Classroom teachers who did not complete their teaching credential program at CLU:
Candidates need 33 graduate units to earn a master’s degree. Cal Lutheran will accept 9 teaching credential units from another university. The student will then need to take 12 elective units from the special interest, reading certificate, technology or clear credential courses.
| EDTP 509 | Introduction to Educational Research | 3 |
| EDTP 554 | Educational Measurement - Teacher Preparation | 3 |
| EDTP 510 | Action Research for Educational Practitioners | 3 |
| EDTP 599C | Classroom Based Research Project | 3 |
Special Interest
| EDGN 515 | Advanced Educational Psychology | 3 |
| EDLD 502 | Current Social, Cultural, and Political Issues in Education | 3 |
| EDLD 504 | School Law and Public Policy | 3 |
| EDLD 568 | Organizational Leadership and Public Education | 3 |
| TA 540 | Creative Drama for Child/Youth | 3 |
Reading Certificate
| EDRD 559 | Curriculum and Research in Language Arts | 3 |
| EDRD 563 | Advanced Diagnosis and Prescription | 3 |
| EDRD 564 | Differentiated Reading Instruction: Assessment and Remediation | 3 |
| EDRD 565 | Content Area Reading | 3 |
Technology1
| EDTE 522 | Technology Information Systems for Educators | 3 |
| EDTE 524 | Media and Technology in the Classroom | 3 |
| EDTE 526 | Educational Technology for Teachers | 3 |
| EDTE 528 | Software for Educators | 3 |
| 1 | Provides eligibility for CTC-issued Supplementary Authorization in Computer Concepts and Applications. |
Clear Multiple or Single Subject Credential
| EDTE 522 | Technology Information Systems for Educators | 3 |
| EDTP 549 | Teaching English Learners | 3 |
| EDTP 550 | Teaching Special Populations | 3 |
| EDTP 551 | Health Education for Teachers | 3 |
Courses
EDTP 500. Social and Cultural Foundations in Education. (3).
The historical, social and cultural foundations
of American education, as seen through a
historical narrative, with an emphasis on the
diversity of contemporary schooling. Major
philosophies of education which have informed
American education and how they affect schooling
in a society of multiple cultures. Fieldwork
required.
EDTP 500A. Foundations. (3-9).
Foundations class that combines EDTP 500, 501 and
508. Summer only.
EDTP 501. Theories of Teaching, Learning and Development. (3).
Theories of teaching, assessment and development
of learning. The influence of those theories on
content, methods, and classroom environment,
including the use of technology, and their
application in improving academic achievement for
all students. Fieldwork required.
EDTP 502. Theories of Teaching and Learning. (3).
Theories of teaching, learning and assessment of
learning. The influence of those theories on
content, methods, and classroom environment,
including the use of technology, and their
application in improving academic achievement for
all students. Fieldwork required.
EDTP 506. Child and Adolescent Growth and Development. (3).
The exploration of the cognitive, linguistic,
social, moral, emotional, and physical factors
affecting development, academic achievement, and
behavior in children and adolescents. Fieldwork
required.
EDTP 508. Students With Diverse Learning Needs. (3).
Theories, approaches, and student characteristics
for teaching students with special learning needs
and English learners. Fieldwork required.
EDTP 509. Introduction to Educational Research. (3).
A core course designed to introduce educational
practitioners to educational research. Through
an examination of the nature of research, ethical
and philosophical principals, types of research,
and characteristics of data students will explore
quantitative and qualitative methods of designing
and conducting research in the context of
classroom settings.
EDTP 510. Action Research for Educational Practitioners. (3).
Designed for Educational Practitioners who will
draw from qualitative, quantitative, and combined
applications of research to guide themselves
through systemic study of the inter-related
activities embedded in the development of an
action research project. Constructing a problem
statement and research question will guide the
preparation of a literature review,
methodological plan, and introduction. Work in
this course will eventually contribute to the
writing of a master's thesis.
Prerequisite:
EDTP 509.
EDTP 511. Teacher Performance Assessement Seminar I. (2).
Candidates meet weekly, alternating each week
with whole group sessions and small group
sessions. Whole group sessions will begin with a
three-day workshop that will provide an
introduction to the four California Teaching
Performance Assessments (TPAs), the 13 Teaching
Performance Expectations (TPEs) and the use of
TaskStream. Whole group sessions will focus on
the passage of the TPAs, which is a requirement
of the California Commission on Teacher
Credentialing. Preparation, submission and
assessment of TPA 1 and TPA 2 will take place
during this course. An assessment fee of $500
will be due prior to orientation. Small group
sessions on alternating weeks will be facilitated
by the supervisor and focus on the student
teaching experience. Concurrent with enrollment
in (Elementary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 512. Teacher Peformance Assessment Seminar II - Elementary. (1).
Candidates meet weekly, alternating each week
with whole group sessions and small group
sessions. Whole group sessions will focus on the
passage of the TPAs, which is a requirement of
the California Commission on Teacher
Credentialing. Preparation, submission and
assessment of TPA 3 and TPA 4 will take place
during this course. Small group sessions on
alternating weeks will be facilitated by the
supervisor and focus on the student teaching
experience. Concurrent with enrollment in
(Elementary) Student Teaching course work.
Prerequisites: Methods course work or equivalent.
EDTP 513. Teacher Performance Assessment Seminar I Secondary. (2).
Candidates meet weekly, alternating each week
with whole group sessions and small group
sessions. Whole group sessions will begin with a
three-day workshop that will provide an
introduction to the four California Teaching
Performance Assessments (TPAs), the 13 Teaching
Performance Expectations (TPEs) and the use of
TaskStream. Whole group sessions will focus on
the passage of the TPAs, which is a requirement
of the California Commission on Teacher
Credentialing. Preparation, submission and
assessment of TPA 1 and TPA 2 will take place
during this course. An assessment fee of $500
will be due prior to orientation. Small group
sessions on alternating weeks will be facilitated
by the supervisor and focus on the student
teaching experience. Concurrent with enrollment
in (Secondary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 514. Teacher Performance Assessment Seminar II - Secondary. (1).
Candidates meet weekly, alternating each week
with whole group sessions and small group
sessions. Whole group sessions will focus on the
passage of the TPAs, which is a requirement of
the California Commission on Teacher
Credentialing. Preparation, submission and
assessment of TPA 3 and TPA 4 will take place
during this course. Small group sessions on
alternating weeks will be facilitated by the
supervisor and focus on the student teaching
experience. Concurrent with enrollment in
(Secondary) Student Teaching course work.
Prerequisites: Methods course work.
EDTP 520. Leadership and Law in Diverse Classrooms - Elementary. (3).
Designed to integrate theory into practice in the
diverse classroom. Teacher candidates study the
theories of leadership, classroom management,
discipline and lesson planning required for an
initial experience in the California classroom.
Teacher candidates are placed in a classroom with
a diverse student population to observe and
implement teaching strategies necessary to
address this student group. Concurrent with
enrollment in (Elementary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 521. Literacy and Language in Diverse Classrooms - Elementary. (3).
Theory-based methods of instruction in reading
and language arts in today's culturally diverse
elementary classrooms. Concurrent with enrollment
in (Elementary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 522. Teaching I: Planning and Methods for Content Standards - Elementary. (3).
This course is a study of the content as well as
the goals for mathematics and science education
at the elementary school level. This course will
provide an introduction to concept development,
attainment, and the meaningful application of
mathematics and science learning in elementary
classrooms. Consideration will be given to the
cross-cultural and heterogeneous nature of
California's student population. Technology
enhanced methods will also be introduced when
appropriate. Concurrent with enrollment in
(Elementary) Methods course work. Prerequisites:
Foundations course work or equivalent.
EDTP 523. Introduction to Student Teaching - Elementary. (3).
Assignment in an elementary school classroom with
a diverse student population. Observation and
development of classroom management and teaching
strategies that foster academic achievement in
reading, literacy and mathematics for all
students, utilizing SDAIE strategies. Supervision
by cooperating teacher and university supervisor
while working with individuals, small groups, and
the entire class. Three mornings a week
concurrent with enrollment in Methods course
work. Weekly seminars. Prerequisites: Foundations
course work. (Graded P/NC only).
EDTP 525. Teaching II Advanced Planning and Methods for Content Standards - Elementary. (3).
An advanced course focusing on curriculum,
planning, instruction, and assessment of diverse
students in the California elementary classroom.
The integration of content areas through thematic
teaching including design and implementation of
unit and lesson plans, incorporation of
modifications for students with special language
and/or learning needs, cooperative learning,
technology, and assessment of student learning.
Concurrent with enrollment in (Elementary)
Student Teaching course work. Prerequisites:
(Elementary) Methods course work.
EDTP 530. Leadership and Law in Diverse Classrooms - Secondary. (3).
Designed to integrate theory into practice in the
diverse classroom. Teacher candidates study the
theories of leadership, classroom management,
discipline and lesson planning required for an
initial experience in the California classroom.
Teacher candidates are placed in a classroom with
a diverse student population to observe and
implement teaching strategies necessary to
address this student group. Concurrent with
enrollment in (Secondary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 531. Teaching I: Planning and Methods for Content Standards - Secondary. (3).
Basic methods of planning and instruction. Lesson
planning with an emphasis on increased academic
achievement in the secondary school. Technology
enhanced methods and strategies necessary to
develop achievement in all learners. Concurrent
with enrollment in (Secondary) Methods course
work. Prerequisites: Foundations course work or
equivalent.
EDTP 532. Literacy and Language in Diverse Classrooms - Secondary. (3).
Methods of teaching reading in the content areas
and development of English language literacy.
Assessment, technology and content standards as
they impact student achievement. Concurrent with
enrollment in (Secondary) Methods course work.
Prerequisites: Foundations course work or
equivalent.
EDTP 533. Introduction to Student Teaching - Secondary. (3).
Assignment in a single subject classroom with a
diverse student population. Observation and
development of classroom management and teaching
strategies that foster academic achievement in
reading, literacy, and mathematics for all
students, utilizing SDAIE strategies. Supervision
by cooperating teacher and university supervisor
while working with individuals, small groups, and
the entire class. Concurrent with enrollment in
(Secondary) Methods course work. Weekly seminars.
Prerequisites: Foundations course work or
equivalent. (Graded P/NC only).
EDTP 535. Teaching II Subject Specific Pedagogical Skills - Secondary. (3).
An advanced strategies method course designed to
integrate the theories underlying the pedagogical
practices in the California classroom. Teacher
candidates focus on advanced planning and
teaching strategies for their specific content
areas, and design and implement varied plans to
assess student performance. Students learn to
teach and reflect on curriculum-based subject
matter content in relation to foundational
knowledge. Concurrent with enrollment in
(Secondary) Student Teaching course work.
Prerequisites: (Secondary) Methods course work or
equivalent.
EDTP 540. Student Teaching - Elementary. (1-9).
Semester-long assignment in an elementary school
classroom with a diverse student population.
Development of classroom management and teaching
strategies that foster academic achievement in
all content areas for all students. Supervision
by cooperating teacher and university supervisor
while working with individuals, small groups, and
the entire class. Placement concludes with four
weeks of full-time instruction. Concurrent with
enrollment in (Elementary) Student Teaching
course work. Attendance at weekly seminar
required. Prerequisites: (Elementary) Methods
course work. (Graded P/NC only).
EDTP 549. Teaching English Learners. (3).
This course in first and second language
acquisition deals with an overview of some
aspects of linguistic theories. The course
further deals with language acquisition,
theories, legal implications, and accountability
factors related to language learning among both
native and non-native speakers of English.
Delivery of instruction, school/district programs
and services, assessment and accountability, and
inclusionary practices for English language
learners are emphases for this course. Fieldwork
is required. This course fulfills the CTC 2042
Clear English learner requirement.
EDTP 550. Teaching Special Populations. (3).
An advanced course about teaching special
populations that enables teacher candidates to
build on the knowledge, skills and strategies
acquired during preliminary preparation for
teaching students with special needs. This course
fulfills the CTC Ryan and 2042 Clear
mainstreaming/special populations requirements.
EDTP 551. Health Education for Teachers. (3).
This course covers health-related issues and
problems of K-12 students while focusing on the
knowledge, skills, and abilities required to
support the students' physical, cognitive,
emotional and social well being. This course
fulfills the CTC Ryan and 2042 Clear health
education requirements.
EDTP 552. Field Study - Elementary. (1-5).
In-service guidance and support for employed
teachers in either public or private settings.
Designed specifically for teachers who are
working either without a credential (private
school setting) or with an intern credential in
the public school setting. The emphasis of the
experience is on organization and implementation
of effective teaching procedures and techniques.
Field Study may be taken concurrently with
(Elementary) Methods course work. Entrance to the
Field Study program is based on written
documentation from the employing agency and
meeting with the University Credential Analyst
and the Director of Placement and Assessment
(Graded P/NC only).
EDTP 554. Educational Measurement - Teacher Preparation. (3).
Assessment of typical and atypical pupils,
including the preparation, selection,
administration, scoring, and interpretation of
culturally appropriate normed and
criterion-referenced individual and group tests.
Prerequisite: Preliminary teaching credential.
EDTP 556. Pedagogy for Effective Teaching: English Learners & Special Needs Populations. (3).
An advanced course of study regarding the
methodology and pedagogy needed to teach English
learners and special populations. Candidates
will build on the knowledge, skills, and
strategies acquired during preliminary
preparation teaching coursework and clinical
practicum. A special emphasis is placed on the
needs of K-12 Latino populations. This course is
part of a 9-unit program for the California Clear
Credential for multiple and single subjects.
EDTP 557. Professional Inquiry in a Classroom Setting I. (3).
This inquiry-based course guides and informs
teachers about their professional growth. The
purpose of formative assessment is to improve
teaching, as measured by the CSTPs, in relation
to the state-adopted academic content standards
and performance levels for students. In
collaboration with a support provider on site,
teachers assess their practice with a set of
specific criteria. They develop and implement an
action plan as well as research the impact of
instruction on student achievement. This course
is part of a 9-unit program for the California
Clear Credential for multiple and single subjects.
EDTP 558. Pedagogy for Effective Teaching: Healthy Environments and the Integration Technology in the Classroom. (3).
An advanced course of study regarding the
methodology and pedagogy needed to create a
healthy learning environment as well as
integrating technology as a teaching and learning
tool. Teacher candidates build on the knowledge,
skills, and strategies acquired during
preliminary preparation teaching coursework and
clinical practicum. A special emphasis is placed
on the needs of K-12 Latino populations. This
course is part of a 9-unit program for the
California Clear Credential for Multiple and
Single Subjects.
EDTP 559. Professional Inquiry in a Classroom Setting II. (3).
This inquiry-based course guides and informs
teachers about their professional growth. The
purpose of formative assessment is to improve
teaching, as measured by the CSTPs, in relation
to the state-adopted academic content standards
and performance levels for students. In
collaboration with a support provider in the
field, teachers assess their practice with a set
of specific criteria. They develop and implement
an action plan as well as research the impact of
instruction on student achievement. This course
is part of a 9-unit program for the California
Clear Credential for multiple and single subjects.
EDTP 560. Student Teaching - Secondary. (1-9).
Semester-long assignment in a secondary school
with a diverse student population. Development of
classroom management and teaching strategies that
foster academic achievement for all students.
Supervision by cooperating teacher(s) and
university supervisor while working with
individuals, small groups, and entire classes.
Placement concludes with four weeks of full-time
instruction. Concurrent with enrollment in
(Secondary) Student Teaching course work.
Attendance at weekly seminar required.
Prerequisites: (Secondary) Methods course work.
(Graded P/NC only).
EDTP 563. Microcomputers in Education. (3).
Focuses on the use of microcomputers in
educational settings and includes understanding
of computer hardware, software, programming, tool
and utility usage as well as CAI software used in
the classroom. This course fulfills the CTC basic
technology requirement.
EDTP 572. Field Study - Secondary. (1-5).
In-service guidance and support for employed
teachers in either public or private settings.
Designed specifically for teachers who are
working either without a credential (private
school setting) or with an intern credential in
the public school setting. The emphasis of the
experience is on organization and implementation
of effective teaching procedures and techniques.
Field Study may be taken concurrently with
(Secondary) Methods course work. Entrance to the
Field Study program is based on written
documentation from the employing agency and
meeting with the University Credential Analyst
and the Director of Placement and Assessment.
(Graded P/NC only).
EDTP 582. Selected Topics. (2).
EDTP 590. Independent Study. (1-4).
EDTP 599C. Classroom Based Research Project. (3).
Class study for the development of an action
research project and presentation. Admission to
master's program required. Prerequisite: EDTP
510C and must be currently teaching with
preliminary or clear credential or prior approval
by adviser.
Chair
| Michael Cosenza | Co-Chair () |