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
- 39 credits in education (including clincial field experiences) are required. The following courses must be included:
EDLT 500 | Foundations of Education | 3 |
EDLT 501 | Theories of Teaching, Learning And Development | 3 |
EDLT 502 | Teaching English Learners and Diverse Populations | 3 |
EDLT 503 | Teaching Exceptional Learners in Inclusive Environments | 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 Clinical Fieldwork - 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 | Clinical Field Work - Elementary | 9 |
or EDTP 552 | Field Study Elementary | |
Total Hours | 39 |
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:
EDLT 500 | Foundations of Education | 3 |
EDLT 501 | Theories of Teaching, Learning And Development | 3 |
EDLT 502 | Teaching English Learners and Diverse Populations | 3 |
EDLT 503 | Teaching Exceptional Learners in Inclusive Environments | 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 Clinical Fieldwork - Secondary | 3 |
EDTP 514 | Teacher Performance Assessment Seminar II - Secondary | 1 |
EDTP 535 | Teaching II Subject Specific Pedagogical Skills - Secondary | 3 |
EDTP 560 | Clinical Field Work - Single Subject - Secondary | 9 |
or EDTP 572 | Field Study - Secondary | |
Total Hours | 39 |
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:
EDTP 556 | Pedagogy for Effective Teaching: English Learners & Special Needs Populations | 3 |
EDTP 557 | Pedagogy for Effective Teaching: English Learners and Special Needs | 3 |
EDTP 558 | Pedagogy for Effective Teaching: Healthy Environments and the Integration Technology in the Classroom | 3 |
EDTP 559 | Professional Inquiry in a Classroom Setting II | 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 36 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 510 | Action Research for Practitioners Teacher Education | 3 |
EDTP 509 | Introduction to Educational Research | 3 |
EDTP 599 | Educational Research Project and Thesis | 3 |
Option 2
Students who complete their teaching credential program at CLU at the undergraduate level:
Candidates need 36 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 509 | Introduction to Educational Research | 3 |
EDTP 510 | Action Research for Practitioners Teacher Education | 3 |
EDTP 599 | Educational Research Project and Thesis | 3 |
Option 3
Classroom teachers who did not complete their teaching credential program at CLU:
Candidates need 36 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 510 | Action Research for Practitioners Teacher Education | 3 |
EDTP 599 | Educational Research Project and Thesis | 3 |
Special Interest
EDLD 504 | School Law and Public Policy | 3 |
EDLD 568 | Organizational Leadership and Public Education | 3 |
Reading Certificate (State Qualified Credential Authorization)
EDRD 559 | Foundations of Literacy Learning | 3 |
EDRD 563 | Literacy Assessment and Interpretation | 3 |
EDRD 564 | Differentiated Reading Instruction: Assessment and Remediation | 3 |
EDRD 565 | Interdisciplinary Literacy Across Levels And Learners | 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
EDTP 556 | Pedagogy for Effective Teaching: English Learners & Special Needs Populations | 3 |
EDTP 557 | Pedagogy for Effective Teaching: English Learners and Special Needs | 3 |
EDTP 558 | Pedagogy for Effective Teaching: Healthy Environments and the Integration Technology in the Classroom | 3 |
EDTP 559 | Professional Inquiry in a Classroom Setting II | 3 |
Educ-Teacher Prep Courses
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 Practitioners Teacher Education. (3).
Drawing from qualitative, quantitative, and
combined applications or research, the core
course is designed to guide students through a
systematic study of the interrelated activities
embedded in the development of an action research
project. Constructing a problem statement and
research question will guide the preparation of
literature review and methodological plan.
Candidates will also submit an Application to Use
Human Participants in Research to the
Institutional Review Board. All work in this
course will lead to the writing of a masters
thesis. Pre-requisite: 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
two-day workshop which will provide an
introduction to the four California Teaching
Performance Assessments (TPAs), the 13 Teaching
Performance Expectations (TPEs), Lesson Planning
overview and the use of TdaskStream. 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.
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.
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
two-day workshop that will provide an
introduction to the four California Teaching
Performance Assessments (TPAs), the 13 Teaching
Performance Expectations (TPEs), an overview of
lesson planning, and the use of TaskStream. Whole
group sessions will focus on the passage of the
TPA's, 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.
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.
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.
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.
EDTP 522. Teaching I: Planning and Methods for Content Standards - Elementary. (3).
This course is a study of the content standards,
learning goals and lesson planning strategies for
mathematics and science education at the
elementary school level. This course will provide
an introduction to concept development, assessment
and the meaningful application of mathematics and
science learning in elementary classrooms.
Additional focus will be on the integration of
technology in the elementary curriculum.
Consideration will be given to the cross-cultural
and heterogeneous nature of California's student
population.
EDTP 523. Introduction to Clinical Fieldwork - Elementary. (3).
Placement is made in an elementary school
classroom with a diverse student population.
Observation, development and implementation of
classroom management and teaching strategies that
foster academic achievement in all elementary
subject areas. Development and implementation of
strategies and adaptations to meet the needs of
all sub=populations. Supervision will be provided
a cooperating teacher and a university field
supervisor while working with individuals, small
groups, and the entire class. (Graded P/NC Only).
EDTP 525. Teaching Ii: Advanced Planning and Methods for Content Standards-Elementary. (3).
An advanced course focusing on curriculum,
long-term planning, unit development,
instructional strategies, grouping strategies,
adaptations and assessments for diverse students
in the California elementary classroom. Attention
will be given to the integration of content areas
and technology through thematic teaching and
incorporation of adaptations for English learners
and students with special needs.
EDTP 530. Leadership and Law in Diverse Classrooms - Secondary. (3).
Teacher candidates study the theories of
leadership, educational law, classroom management,
and discipline strategies required for an initial
experience in the California classroom. Teacher
candidates are concurrently placed in a classroom
with a diverse student population to observe,
develop and implement teaching and classroom
management strategies necessary to address this
student group.
EDTP 531. Teaching I: Planning and Methods for Content Standards - Secondary. (3).
This course is a study of the content standards
and lesson planning strategies for all single
subject content areas. This course will provide an
introduction to concept development, assessment,
and the meaningful application of content area
learning in single subject classrooms. Good
pedagogical practices regardless of subject area
is the primary focus. Additional focus will be the
integration of technology in the elementary
curriculum. Consideration will be given to the
cross-cultural and heterogeneous nature of
California's student population.
EDTP 532. Literacy and Language in Diverse Classrooms - Secondary. (3).
This course will address methods of teaching
reading in the content areas and development of
English language literacy, assessment, technology,
content standards, and common core standards as
they impact student achievement.
EDTP 533. Introduction to Clinical Fieldwork - Secondary. (3).
Placement is made in a middle school classroom
with a diverse student population. Observation,
development and implementation of classroom
management and teaching strategies that foster
academic achievement in an appropriate single
subject content area, RTI and English Language
Development. Development and implementation of
strategies and adaptations to meet the needs of
all sub-populations. Supervision will be provided
by a cooperating teacher and a university field
supervisor while working with individuals, small
groups, and the entire class. (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, unit
planning, and grouping strategies in a secondary
classroom. Specific attention will be made to
designing adaptations and appropriate assessment
practices for their specific content areas.
Candidates will be concurrently placed in a public
school classroom where they will design and
implement varied plans and assess student
performance. Please contact academic advisor for
the appropriate section for your content area.
EDTP 540. Clinical Field Work - Elementary. (0).
Semester-long full-time assignment in an elementar
schl classroom with a diverse student population.
Development and implementation of classroom
management and teaching strategies that foster
academic achievement in all content areas for all
students. Development and implementation of lesson
adaptations and assessment of student learning.
Supervision by a cooperating teacher and a
university supervisor while working with
individuals, small groups, and the entire class.
This course follows a shadow model (apprentice)
and the candidate is expected to follow the hours
of the school site and the cooperating teacher.
(Graded P/NC Only).
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.
Offered Online.
EDTP 557. Pedagogy for Effective Teaching: English Learners and Special Needs. (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. Offered Online.
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.
Offered Online.
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.
Offered Online.
EDTP 560. Clinical Field Work - Single Subject - Secondary. (1-9).
Semester-long full-time assignment in a single
subject secondary classroom with a diverse student
population. Development and implementation of
classroom management and teaching strategies that
foster academic achievement for all students
incorporating both content standards and common
core standards. Development and implementation of
lesson adaptations and assessment of student
learning. Supervision by a cooperating teacher and
a university supervisor while working with
individuals, small groups, and the entire class.
This course follows a shadow model (apprentice)
and candidate is expected to follow the hours of
the school site and the cooperating teacher.
(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 599. Educational Research Project and Thesis. (3).
Drawing from the work completed in EDTP-510,
candidates will continue to draw from qualitative,
quantitative and combined applications of research
to complete a systematic study in an educational
setting. Research data is gathered and analyzed
leading to the completion of a written master's
thesis. Public presentation of the candidate's
work culminates this course.
Educ-Teaching and Learning Courses
EDLT 500. Foundations of Education. (3).
This course will examine the historical, social,
and cultural foundations of American education as
seen through a historical narrative with an
emphasis on the diversity of contemporary
schooling. Students will be provided with an
introduction to issues, trends, education theory
and practice. Additionally, major philosophies of
education which have informed American
education and how they affect schooling in a
societyof multiple cultures will be explored.
10 hours of fieldwork is required.
EDLT 501. Theories of Teaching, Learning And Development. (3).
This course explores the factors influencing
development, academic achievement, and behavior in
P-20 Learners and the learning theories that
support these goals. 10 hours of Fieldwork
required.
EDLT 502. Teaching English Learners and Diverse Populations. (3).
This course in teaching English Language Learners
and Diverse Populations examines first and second
language acquisition with an overview of aspects
of linguistic theories as well as social and
cultural factors influencing language acquisition.
The course further explores theories, legal
implications, and accountability factors related
to language learning among both native and non-
native speakers of English. Delivery of
instruction (including technologies), school/
district programs and services, assessment and
accountability, and inclusionary practices for
English language learners are emphases for this
course. 10 hours of fieldwork is required.
EDLT 503. Teaching Exceptional Learners in Inclusive Environments. (3).
This course examines supports for exceptional
learners in inclusive environments. This course
will explore the learning and behavioral
characteristics of individuals with
exceptionalities; the theory and practices of
special education service delivery models; current
state and federal special education laws, with an
emphasis on the Individualized Educational Program
and partnerships with families; the definitions of
each exceptionality; the history of special
education services to individuals in the US; the
theory and practices of Evidence Based Practice
for individuals with exceptionalities and
assessment practices guiding such practices;
assistive technologies; and current philosophical
positions and challenges in special education.
10 hours of fieldwork is required.
Chair
Michael Cosenza | Associate Professor and Department Chair (2006) | Ed.D. |
Associate professors
Elizabeth Brennan | Associate Professor (2011) | Ph.D. |
Michael McCambridge | Director of Liberal Studies (2002) | Ed.D. |
Cecelia Travick-Jackson | Associate professor (2003) | Ph.D. |
Assistant professors
Maureen Lorimer | Assistant Professor (2009) | Ph.D. |
Maura Martindale | Director of Deaf and Hard of Hearing Program (2006) | Ed.D. |
Ian Scheu | Assistant Professor (2013) | Ph.D. |
Lecturers
Nancy Myers | Director of California Literature and Reading Project (2004) | M.A. |
L. Jeanne Ricci | Director of Candidate Placement (2009) | M.A. |