Professional Education Programs Handbook

Transcription

1 College of Education, Health and Human Services Professional Education Programs Handbook (A Guide for Candidates, Faculty, and Academic Advisors) Engaging diverse communities through leading and learning for social justice S. Twin Oaks Valley Road San Marcos, CA

2 TABLE OF CONTENTS Page MESSAGE FROM THE DIRECTOR OF THE SCHOOL OF EDUCATION... 3 VISION, MISSION, AND CORE BELIEFS... 4 EXECUTIVE SUMMARY OF THE CONCEPTUAL FRAMEWORK... 5 PROFESSIONAL DISPOSITIONS... 6 California Teachers Code of Ethics... 6 POLICIES AND PROCEDURES... 8 Admission Requirements... 8 Grade Requirements and Academic Probation PROGRAMS OFFERED Initial Credential Programs Multiple Subject Credential Program Middle Level Credential Program Single Subject Credential Program Special Education Credential Program Master Of Arts In Education and Advanced Credential Programs Master of Arts in Education OPTION 1: General Option Program OPTION 2: Educational Administration and Preliminary Administration Credential (Advanced) OPTION 3: Preliminary Special Education Credential OPTION 4: Reading and Literacy Leadership Specialist Credential OPTION 5: Communicative Sciences and Disorders with Speech-Language Pathology Services Credential Authorization and Certificate Programs Authorization Programs Autism Spectrum Disorders (ASD) Added Authorization Bilingual Authorization Program: Spanish Computer Concepts and Applications Supplementary Authorization English Learner Authorization Reading and Literacy Added Authorization Certificate Programs California Teachers of English Learners (CTEL) Program Leading to a Cross-Cultural Language Academic Development (CLAD) Certification Certificate of Dual Language in Education Global Teacher Studies and Preparation Certificate International Baccalaureate Teacher Studies and Preparation Certificate of Advanced Studies in Multicultural Education Certificate of Advanced Study in Science Training Certificate of Advanced Study in Video Production in Education* Certificate of Advanced Study in Wikis, Widgets and Web 2.0: Creating Innovative Online Classrooms ADMINISTRATION AND FACULTY CEHHS STUDENT SERVICES OFFICE Page 2

3 MESSAGE FROM THE DIRECTOR OF THE SCHOOL OF EDUCATION Welcome to our professional preparation programs at California State University San Marcos! In the short time that I have been on campus as director of the School of Education, one theme has become apparent as I go around visiting P-12 schools and I listen to program graduates: Faculty members in the School of Education are outstanding! Clearly, this is the way it should be. At an institution of higher learning, faculty and students are the heart of the educational enterprise. As a prospective teacher, school principal, or professional preparing to work in P-12 schools, you deserve the best preparation that an institution of higher education can offer. I believe the program you are about to enter, or have been a part of already, provides a cadre of active scholars and artists who will foster student learning through teaching and learning that reflect ongoing discovery and experimentation. For example, your professors will undoubtedly guide you to learn more about the Common Core. Common Core State standards are significant to education reform today. These standards require that we focus on outcomes rather than inputs, with special emphasis on assessment of critical thinking, problem solving, collaboration, and technology integration. The application of metacognitive principles is part of the teaching and learning approach in which students are supported in a process of learning how to learn. Common Core standards promote depth of knowledge and skills over a multiplicity of topics, which, in the past, have often lacked depth. In this regard, the spiral curriculum approach holds true in that fewer topics are addressed throughout the P-12 grades with greater depth. Thus, the expression of less (with more depth) is more aptly describes an essential thrust of the Common Core. I trust that you are ready to learn more about the Common Core as you progress in your professional preparation program. Additionally, we believe that our professional programs must be a part of a transformative force in the P- 12 communities. To this end, the School of Education aims to become a change agent in our region, the state, nation, and beyond. Consequently, we are on a mission to Create a community through partnerships; Promote and foster social justice and educational equity; Advance innovative, student-centered practices; Inspire reflective teaching and learning; Conduct purposeful research; and Serve the School, College, university, and community. Equally relevant and integrated into our School s mission is our professional preparation programs Conceptual Framework (CF). The CF is the foundation upon which we develop the knowledge, skills, and dispositions necessary to become effective teachers, school principals, or professionals working in P-12 educational settings. Our CF enables faculty and program candidates to be (a) student centered; (b) inform their practice through research and theory specific to the program; (c) link coursework to application; (d) foster strong engagement between faculty and candidates; (e) promote co-teaching clinical practices; and (f) aim to develop culturally responsive pedagogy and socially just outcomes. I hope that you will be well prepared upon program completion and that you will become an exemplar of those core beliefs and best practices developed at California State University San Marcos. I wish you much success in your professional career! Manuel Vargas Page 3

4 VISION, MISSION, AND CORE BELIEFS VISION To serve the educational needs of local, regional, and global communities, the School of Education advances innovative practice and leadership by generating, embracing, and promoting equitable and creative solutions. MISSION The mission of the School of Education community is to collaboratively transform education. We: Create community through partnerships Promote and foster social justice and educational equity Advance innovative, student-centered practices Inspire reflective teaching and learning Conduct purposeful research Serve the School, College, University, and Community CORE BELIEFS As a School of Education we believe that Professionalism is a unifying principle of our organization. Continuous improvement is essential to our roles as life-long learners. Collaboration is valued in all aspects of the School's work. Professionalism is demonstrated by our service to the school, the University, and the communities. Respect for the contributions of all members of the school is vital. Effective teaching is everyone's role and is central to our endeavors. Reflection and/or research to solve problems is an integral part of our professional responsibility. Students are the focus of our work. We model effective teaching. Through our students, research, collaboration and service, we strengthen education in the communities we serve. Shared Governance provides a foundation for the work of the school and is dependent upon the active involvement of each member. The school continuously expands its use of shared governance. Contributions of each member are valued. Effective communication is critical to the process and is every member's responsibility. The success of the school depends on creating and sustaining an inclusive environment that reflects and affirms diversity. A diverse faculty, staff, and student body are vital to serve the community. All members of the school are committed to serve a diverse population. The responsibility for affirming diversity rests with everyone. Page 4

5 EXECUTIVE SUMMARY OF THE CONCEPTUAL FRAMEWORK The overarching theme of the Conceptual Framework (CF) for the initial and advanced credential programs at California State University San Marcos (CSUSM) School of Education is engaging diverse communities through leading and learning for social justice. The CF theme defines the unit s professional preparation programs. Since the spring 2007 NCATE visit, the unit has been engaged in a review of the CF to determine its continued relevance and consistency with the overall university s mission, vision, and core beliefs. Indeed, there is great congruence between the School of Education s CF and the overall core beliefs of the university, which, among other expectations, regard the student as active participant in the learning process; foster community engagement through service; promote creativity and innovation; and enhance inclusiveness. Additionally, the School of Education s CF is thoroughly integrated into the College of Education, Health and Human Services mission, vision, and core beliefs, which specifically address the following: Create community through partnerships. Promote and foster social justice and educational equity. Advance innovative, student-centered practices. Inspire reflective teaching and learning. Conduct purposeful research. Serve the School, College, University, and Community. Such has been the alignment between the university s and the College s core beliefs with the School of Education s CF that no substantive changes have been necessary. Instead, there has been a renewed commitment to community engagement, continued pursuit of educational opportunities for all students, and re-focus on social justice. Specifically, the School of Education s CF main tenets are summarized as follows: Student centered education. Research and theory specific to the program inform practice. Connections and links between coursework and application. Strong engagement between faculty and candidates. Co-teaching clinical practice. Culturally responsive pedagogy and socially just outcomes. With the exception of the Integrated Credential Program, all initial and advanced credential programs at CSUSM require a baccalaureate or graduate degree. Consequently, content knowledge in the specific teaching or professional area is accomplished through undergraduate or graduate degree completion. This leaves ample opportunities to develop proficiencies in pedagogical knowledge and skills, such as the ability to identify the learner s needs, including English language learners and students with special needs; the ability to plan for and implement instruction; the ability to design and implement formative and summative assessments; and the ability to reflect on the impact on P-12 students. Professional preparation programs also include a thorough assessment system, which evaluates candidates performance, program effectiveness, and unit operation. Page 5

6 PROFESSIONAL DISPOSITIONS The California State University San Marcos School of Education fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities. Social Justice and Equity: Candidates appreciate the languages, communities, and experiences learners bring to the classroom. Candidates advocate for and support marginalized communities and individuals. Collaboration: Candidates learn and practice the skills of collaboration in their coursework and use them in their professional interactions with students, colleagues, parents, caregivers and those in the wider community. Critical Thinking: Candidates analyze various professional contexts, resulting in more informed decision-making about professional practice. Professional Ethics: Candidates learn to make and act on well-reasoned, principled judgments. Reflective Teaching and Learning: Candidates critically review their professional practice and the impact it has on student success. Life-Long Learning: Candidates are committed to actively seeking new knowledge, skills and experiences throughout their career. (Adopted by the Governance Community on 01/19/07) CALIFORNIA TEACHERS CODE OF ETHICS Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designed by the NEA or its affiliates. Principle I: Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. Page 6

7 In fulfillment of the obligation to the student, the educator - Shall not reasonably restrain the student from independent action in the pursuit of learning. Shall not unreasonably deny the student access to varying points of view. Shall not deliberately suppress or distort subject matter relevant to the student's progress. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety. Shall not intentionally expose the student to embarrassment or disparagement. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religion beliefs, family, social, or cultural background, or sexual orientation, unfairly a. Exclude any student from participation in any program b. Deny benefits to any student c. Grant any advantage to any student. Shall not use professional relationships with students for private advantage. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. Principle II: Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. In fulfillment of the obligation of the profession, the educator - Shall not in any application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications. Shall not misrepresent his/her professional qualifications. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position. Shall not assist a non-educator in the unauthorized practice of teaching. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. Shall not knowingly make false or malicious statements about a colleague. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action. - Adopted by the NEA Page 7

8 POLICIES AND PROCEDURES ADMISSION REQUIREMENTS Step One: Admission to School of Education (SOE). Step one applies to candidate credential applicants new to CSUSM or CSUSM candidates who have NOT completed prerequisite courses. 1. Submit a Graduate application for California State University San Marcos online at: 2. Send official transcripts to Office of Admissions from each university and college attended. 3. Submit an application to the School of Education at with the following supporting documentation: An official transcript with bachelor s degree posted. Grade-Point Average. A student must have a cumulative grade point average (GPA) of 2.67 to be accepted into any credential program offered at CSUSM. If you do not have the required 2.67 GPA, conditional admission is available on a limited basis. Certificate of Clearance. The Certificate of Clearance is a professional fitness requirement set by the Commission on Teacher Credentialing for all individuals participating in activities in K-12 schools. Candidates must apply for a valid Certificate of Clearance online. Please contact the CEHHS Student Services Office for specific directions on application. One Letter of Recommendation. A recommendation from classroom faculty and/or others knowledgeable about the candidate s personal qualities and potential must be submitted with the application to the School of Education Step Two: Admission to a Specific Program. Program admission applies to all candidate credential applicants seeking admission to a SOE basic teacher training program. Please note: If you did not need to complete step one, you will be required to complete all program admission requirements listed below. If you completed Step One of the admission process, you will be credited with requirements met in the step one process. 1. Two (2) Applications. Application to both the University and School of Education. If admitted as a CSUSM graduate student in Step 1, admission to university does not need to be repeated in Step Application Fees. A $25 credential application fee is due upon application to a credential program. A university application fee is also required. 3. Bachelor s Degree. A Bachelor s degree or all undergraduate academic subjects must be satisfied before entering a teacher education program. Candidates may enter the credential program as an undergraduate and use the units in the credential program as electives to obtain a bachelor s degree. A Bachelor s degree is a requirement for teacher certification. A candidate may petition for 12-units concurrent post baccalaureate credit the first week of instruction during the last semester before graduation ONLY. Petitions are available in the Office of Registration and Records. Please note: completion of a bachelor s degree from CSU San Marcos requires submission of a graduate application to enroll in post baccalaureate or graduate coursework. 4. Subject Matter Competency. Teacher candidates in California are required to demonstrate competence in the subject matter they will be authorized to teach. Subject matter competency must be completed prior to admission to the program. Page 8

9 Please note: Conditional admission will be considered on a limited basis; however, state program standards prohibit clinical practice II until CSET is passed. Information, test preparation, and registration are available online at: 5. Basic Skills Examination. Candidates must take one of the options for satisfying the Basic Skills Requirement prior to entering a teacher education program. Candidates must pass one of the basic skills options to qualify for advanced student teaching. Basic Skills Options: Pass all three subtests of the CSET (California Subject Examination for Teachers) Multiple- Subject examination in addition to the CSET Writing Skills examination, Subtest IV: Writing Skills, Test Code 142. OR CBEST (California Basic Skills Examination) Passing scores on ELM and EPT Passing score on EAP. For additional information concerning the basic skills requirement please contact the CEHHS Student Services Office. 6. Prerequisite Courses in Education. If taken at CSU San Marcos, the courses must be completed within seven (7) years prior to beginning the program. If an equivalent course at another college or university has been taken, it must have been completed within five (5) years prior to beginning the program. a) EDUC 350 This required course serves as an orientation to careers in education. During this course, candidates participate in forty-five (45) hours of supervised fieldwork assignments in classroom settings. Candidates must submit a recommendation letter from a K-12 classroom teacher. A Certificate of Clearance must be obtained as a requirement of this course. b) EDUC 364 This required course must be taken prior to enrollment in the credential program. c) EDUC 422 Before admission to program, candidates must have completed a basic computer course or passed an assessment. In addition, candidates must obtain competency in using a set of education specific electronic tools by completing EDUC 422 or portfolio to the specifications found at 7. One Set of Official Transcripts. One official set of transcripts from each of the colleges or universities attended must be mailed directly to CSU San Marcos Office of Admissions. If admitted as a CSUSM graduate student in Step 1, an additional set of transcripts is not required in Step Grade-Point Average. A student must have a cumulative grade point average (GPA) of 2.67 to be accepted into any credential program offered at CSU San Marcos. If you do not have the required 2.67 GPA, conditional admission is available on a limited basis. 9. Three Letters of Recommendation. Recommendations from classroom faculty and/or others knowledgeable about the candidate s personal qualities and potential must be submitted with the program application. One recommendation must be from a K-12 classroom teacher. Go to for letter of recommendation guidelines. 10. Personal Interview. Qualified candidates are interviewed by an education faculty committee. Candidates are notified by mail to make arrangements for the interview after the application deadline. 11. Writing Samples. Writing samples are required and are program specific. Please note: The California Commission on Teacher Credentialing requires passing the Reading Instruction Competence Assessment (RICA) before Multiple Subject or Special Education certification. Passing one of two components of RICA, either a comprehensive examination or a performance assessment, is a requirement for the initial issuance of a Multiple Subject or Special Education Credential. Candidates cannot take the RICA until they have successfully completed the language and literacy courses which are part of the credential program. The CSU San Marcos School of Education RICA pass rate is posted on the SOE website: Page 9

10 Please note: Beginning July 1, 2008, all candidates entering programs that result in the issuance of a Multiple- or Single Subject Credential must pass the embedded Teaching Performance Assessment (TPA) before an online recommendation of the credential can be submitted to the Commission on Teacher Credentialing by the CEHHS Student Services Office. Successful completion of the program results in issuance of a Preliminary 5-year credential. SB 2042 Standards require employment as a full-time teacher and completion of an induction program to qualify for the Clear Credential. Successful completion of the program results in issuance of a Preliminary 5-year credential. New 2042 Standards require employment as a full-time teacher and completion of an induction program. GRADE REQUIREMENTS AND ACADEMIC PROBATION For all credential candidates in the Integrated Credential Program, Multiple Subject, Single Subject, Special Education, Middle Level Certificate, Concurrent Special Education, and BCLAD programs, the following grade requirements must be met: Grading All courses, except clinical practice, are graded A, B, C, D, F. Credit/No Credit (CR/NC) is given for clinical practice. The minimum acceptable final grade for the courses in the professional education sequence, including prerequisite courses, is C+ (2.3), but a B (3.0) average must be maintained. For all School of Education programs, including teaching credential, specialist, and advanced credential, and the master s programs, the following academic probation policy is in effect: Academic Probation, Disqualification, and Disenrollment A credential candidate will be placed on academic probation if, during any academic term: 1. The cumulative GPA in all coursework in the professional education sequence (prerequisites, credential program, or clear credential courses) falls below 3.0; or 2. The credential candidate has been assigned grades of No Credit, Incomplete, or a letter grade below C+ in any two or more professional courses; 3. Further, a credential candidate will not be allowed to enter the advanced clinical practice if the candidate is (1) on academic probation, or (2) has not successfully completed all professional coursework, or (3) has a grade of incomplete for beginning clinical practice, or (4) has not completed subject matter competency, or (5) has not been issued a Commission on Teacher Credentialing (CTC) Certificate of Clearance, (6) does not provide TB clearance, (7) has not made successful progress in passing the Teaching Performance Assessment (TPA). Disqualification A candidate in a credential program may be disqualified for any of the following: A Certificate of Clearance is not obtained. Teaching Performance Expectations (TPEs) are not met. Candidate has not made satisfactory progress in passing the TPA. During the academic probation period, the candidate fails to achieve a 3.0 GPA, and a minimum letter grade of C+ or better in all professional coursework. Other Considerations. Post-baccalaureate candidates may repeat a course in which a grade of lower than C+ was received. Courses may be repeated only once. Policy on Length of Time to Complete Teacher Credential Program Page 10

11 Due to the dynamic nature of changes in all academic disciplines, the School of Education requires candidates in full-time teacher credential programs to complete their coursework and clinical practice within a three-year time limit, commencing from the beginning of coursework in that program. There is a four-year time limit for candidates in part-time teacher credential programs, commencing at the beginning of coursework in that program. After reaching the time limit, candidates will be terminated from the program and will have to re-apply to the program to be reinstated. Candidates may appeal to the School of Education, Student Appeals Committee. Disenrollment A candidate may be disenrolled from a credential program if it is determined that the candidate will not likely achieve minimum academic requirements for the credential. STATEMENT OF CONCERN (SOC) AND PERFORMANCE IMPROVEMENT CONTRACT According to the California Commission on Teacher Credentialing, candidates in professional programs must demonstrate competence in knowledge, skills, and attitudes/dispositions as outlined in the program standards. The Statement of Concern (SOC) procedure is designed to support candidate success by identifying issues early and providing a course of action. Should a candidate perform unsatisfactorily in coursework or clinical practice field experiences by failing to meet one or more program standards by the end of the semester, she/he will receive a grade less than a C+ in a course or a no credit grade in clinical practice. A Statement of Concern and Performance Improvement Contract is issued during coursework or clinical practice when informal means of coaching have not been successful. No more than two Statements of Concern and Performance Improvement Contracts will be issued to any single candidate in any program under any circumstances. If a candidate is determined to possibly warrant a third Statement of Concern and Performance Improvement Contract, in coursework or clinical practice, a conference must be held with the Candidate, Course Instructor (if applicable), University Supervisor (if applicable), Clinical Practice Coordinator, Program Coordinator, and Director of the School of Education to determine an immediate and appropriate course of action, which may include immediate disqualification from the program. A Statement of Concern and Performance Improvement Contract will immediately be issued when a Candidate: 1. Endangers students or others; 2. Violates recognized codes of conduct, e.g. CSUSM Student Code of Conduct, CSUSM Academic Honesty Policy NEA Code of Ethics, CA Education Code Section 44932; 3. Is dismissed from the classroom or school site by the Cooperating Professional or district administrator. Because of the variation in program standards and candidate performance, there is no one outcome for a Statement of Concern and Performance Improvement Contract. Rather, the outcome is individualized to address candidate needs, meet credential requirements, and maintain program integrity. Further information about the SOC may be found in the Statement of Concerns Guidelines posted on the School of Education web site. Page 11

12 CLEAR RYAN CREDENTIAL Although the Ryan credential is no longer offered as a program (California has transitioned to the SB 2042 standards), CSUSM continues to provide a means for clearing the Ryan credential. There are two options available to clear a Ryan Preliminary Credential: 1. University Recommendation Candidates may receive a California State University San Marcos recommendation of a five-year Clear Multiple or Single Subject Ryan Credential if, in addition to completing program requirements for the Preliminary Ryan Credential, the candidate also satisfies: a) Fifth Year of Study Completion of a fifth year of study (thirty (30) units of upper division or graduate work). Applicants entering a professional teacher preparation program with a bachelor s degree may use the preparation program as appropriate for the fifth year. b) Health Education Completion of a course in Health Education including information on alcohol, narcotics, drugs, tobacco, and nutrition (EDUC 571 or PE 201 or PE 203). The requirement includes training in infant, child, and adult cardiopulmonary resuscitation (CPR). c) Computer Education Completion of an advanced Computer Education course which includes general and specialized skills in the use of computers in the support of teaching and learning integrated into the curriculum (EDUC 422 or EDST 630). d) Special Education Completion of a requirement in the needs of and methods of providing educational opportunities to individuals with exceptional needs (mainstreaming) (EDUC 501). 2. Complete an SB 2042 Clear Teacher Induction Program and CPR training. Contact your school district directly for details. Option two is the only option available to qualify for a Clear SB 2042 Credential. Page 12

13 PROGRAMS OFFERED With the exception of Speech Language Pathology, which is located in a different academic unit within the College of Education, Health, and Human Services, all professional education programs are located in and coordinated by the School of Education. In every instance, all credential programs, at the initial and advanced levels, are governed by the Community Council, which includes representation from all programs. The California Commission on Teacher Credentialing (CTC) approves and issues initial and advanced credentials for teacher candidates and other professionals who work in P-12 schools in the following major program clusters: Multiple Subject, Single Subject, Education Specialist, and Preliminary Administrative programs. Curriculum integration of specialized areas of preparation, such as education specialist, English learner authorization, reading and literacy, add-on certificates, and other programmatic emphases results in professional programs that address students exceptional needs, such as children with disabilities and English-language learners. All initial credential programs, with the exception of the Integrated Credential Program (ICP), are at the post-baccalaureate degree level. This allows all professional education programs greater opportunity to develop pedagogical knowledge, skills, and dispositions. For example, proficiencies outlined in the Unit s Conceptual Framework can be traced down to program learning outcomes, individual course learning products, and clinical assessment measures (TPA, dispositional growth, and portfolios). For a full review of learning outcomes, please visit Version.pdf Page 13

14 INITIAL CREDENTIAL PROGRAMS MULTIPLE SUBJECT CREDENTIAL PROGRAM ICP: Integrated Bachelor of Arts and Multiple Subject Credential Program with English Learner Authorization The Integrated Credential Program (ICP), within the Multiple Subject Credential Program umbrella, represents a collaborative effort between the Department of Liberal Studies and the School of Education. This program is designed to prepare teachers to work with students in grades K-8 with responsibility for all subject areas in a self-contained and core classroom. Teachers holding this Multiple Subject Credential are most often assigned to pre-school and elementary school classrooms. This program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the Multiple Subject Program, as well as additional coursework. Candidates successfully completing this program receive the Preliminary Multiple Subject Credential with authorization to teach English learners. A five semester program, the ICP provides coursework in learning and instruction, content area methodology correlated with field experiences, and clinical practice in conjunction with the authorization to teach English learners. The School of Education is specifically committed to providing candidates with opportunities to learn innovative teaching practices and put these methods to work with children. Teacher candidates who complete this program receive a baccalaureate degree and a Multiple Subject Credential simultaneously. Page 14

15 Student Learning Outcomes Upon successful program completion, Multiple Subject teacher candidates will demonstrate proficiencies in: 1. Teaching academic content areas 2. Pedagogy appropriate for Multiple Subject Academic Content 3. The use of formative and summative assessment 4. Supporting student learning by making academic content accessible and by utilizing developmentally appropriate practices 5. Teaching English-language learners and students will special needs 6. Planning of instruction and designing learning experiences 7. Creating and maintaining an effective learning environment 8. The use of technology for instruction 9. The development of professional dispositions For a full review of learning outcomes, please visit Version.pdf (For admission requirements to the Integrated Bachelor of Arts, see School of Education and College of Humanities, Arts, and Behavioral and Social Sciences advising staff). This program provides students with a Bachelor of Arts Degree with a major in Liberal Studies from the College of Humanities, Arts, Behavioral and Social Sciences and a Multiple Subject Credential English Learner Authorization from the School of Education. The Integrated Credential Program (ICP) consists of one prerequisite semester and five themed semesters of courses which are taken in both colleges. The Integrated Bachelor of Arts and Multiple Subject Emphasis Credential English Learner Authorization Program appear as Option 2 in the Liberal Studies major under the College of Humanities, Arts, Behavioral and Social Sciences. Plan of Study First Semester -- Literacy EDMS 511B -- Elementary Teaching and Learning I 3 EDMS 521B -- Elementary Literacy I 3 LING 300B Introduction to Linguistics 3 Total 9 Second Semester -- Math EDMS 512B -- Elementary Teaching and Learning II 3 EDMS 522B -- Elementary Literacy II 3 EDMS 543B -- Math Education in Elementary Schooling 3 MATH 311B Math for K-8 Teachers III: Algebra, Probability, Statistics, and Data Analysis 3 EDMS 560A -- Field Practicum I 1 Total 13 Third Semester -- Science EDMS 545B -- Science Education in Elementary Schooling 3 LBST 361B The Social Construction of Science 3 ID 381B Natural Science for Teachers 3 VPA 321 Learning through the Arts 3 Total 12 Page 15

16 Fourth Semester -- Community EDMS 544B -- Social Studies Education in Elementary Schooling 3 EDMS 555B -- Elementary Multilingual Education 3 ID 340 Diversity and Discrimination in the U.S. 3 EDMS 560B -- Field Practicum II 1 Total 10 Fifth Semester EDMS Integrated Program Capstone 1 EDMS Clinical Practice Elementary Schools 7 EDMS 572 or EDMS 573 Clin. Pract. Elem. Sch. II or Clin. Pract. In Elem. Sch. Bilingual/ELD Settings 7 Total 15 MIDDLE LEVEL CREDENTIAL PROGRAM ML: Multiple Subject/Middle Level Certificate with English Learner and/or Bilingual Authorization: Spanish Emphasis The Middle Level Teacher Education Program prepares teachers for a career working with young adolescents in grades five through nine. All candidates qualify for a California Multiple Subject teaching credential (for elementary grades teaching). Depending on the candidate s undergraduate preparation and Single Subject CSET tests taken, candidates will also qualify for California Subject Matter Authorizations and/or Single Subject teaching credentials in one or more subject fields. Candidates who are bilingual in Spanish might also qualify for the Bilingual Authorization, and thus most candidates graduate from the Middle Level Program with authorizations to teach from kindergarten through high school. Emphasizing work with middle grade students, the program is taught on site at a local middle school and all clinical practice is conducted in middle level schools. Page 16

17 Student Learning Outcomes Upon successful completion, Middle Level teacher candidates will demonstrate proficiencies in: 1. Implementing a middle level philosophy to its fullest intent. 2. Designing and enacting curriculum that is integrative, student-centered, and relevant to students lives. 3. Transforming their academic subject matter knowledge to make it accessible to young adolescent learners. 4. Using formative and summative assessments to further student learning. 5. Using teaching methods appropriate to the unique developmental needs of young adolescents of diverse backgrounds, levels of language development, and special academic needs. 6. Using technology tools to enhance student learning and teacher effectiveness. 7. Creating and maintaining an effective learning environment. 8. Demonstrating dispositions of care and support for young adolescents and their caregivers. 9. Becoming agents of change to advance social justice and equity for their students. 10. Continuing their own professional development as lifelong learners. For a full review of learning outcomes, please visit Version.pdf Note: Admission Requirements are the same as the Multiple Subject Program with the additional requirement that candidates obtain certification to teach departmentally in at least one content area. There are three options currently available: 1. State-approved examination in a single subject content area. Refer to or call (760) for further information. This option is highly recommended. 2. Subject Matter Programs. California State University San Marcos offers some Single Subject, Subject Matter Programs. Please contact the College of Humanities, Arts, and Behavioral and Social Sciences for eligibility. 3. Subject Matter Authorizations. The California Commission on Teacher Credentialing (CTC) approved requirements for adding Subject Matter Authorizations as an alternative method of demonstrating single subject content knowledge based on specific coursework, which can be discussed with CEHHS Student Services Office and workshops are conducted throughout the academic year. Please call (760) to register to attend Subject Matter Authorization workshop. Supplementary authorizations may also be added. Supplementary Authorizations in core academic areas are not compliant with No Child Left Behind (NCLB). Options 1 and 2 qualify candidates for the Single Subject Credential upon successful completion of the Multiple Subject Credential Program with Middle Level Certificate and are the options recommended by Middle Level faculty. Plan of Study First Semester EDMI 511 Middle Level Teaching and Learning 3 EDMI 521 Middle Level Literacy I 3 EDMI 543 Middle Level Mathematics Education 3 EDMI 555 Middle Level Multilingual Education 3 EDMI 571 Clinical Practice in Middle Schools I 7 Total 19 Page 17

18 Second Semester EDMI 512 Middle Level Teaching and Learning II 3 EDMI 522 Middle Level Literacy II 3 EDMI 544 Middle Level Social Studies Education 3 EDMI 545 Middle Level Science Education 3 EDMI 572 or EDMI 573 Clin. Pract. in Mid. Sch. II or Clin. Pract. II in Mid. Level Bilingual/ELD Settings 7 Total 19 Program Total 38 MS: Multiple Subject with English Learner and/or Bilingual Authorization: Spanish Emphasis (Full- and part-time) The Multiple Subject Credential Program is designed to prepare teachers to work with students in grades K through 8 with responsibility for all subject areas in a self-contained and core classroom. Teachers holding a Multiple Subject Credential are most often assigned to pre-school and elementary school classrooms. This program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the Multiple Subject Program, as well as additional coursework. Candidates successfully completing this program receive the Preliminary Multiple Subject Credential with authorization to teach English learners. A two semester program, the Multiple Subject Program provides coursework in learning and instruction, content area methodology correlated with field experiences, and clinical practice in conjunction with the authorization to teach English learners. The School of Education is specifically committed to providing candidates with opportunities to learn innovative teaching practices and put these methods to work with children. Page 18

19 Student Learning Outcomes The teacher candidate learning outcomes are defined by SB 2042 as Teaching Performance Expectations. CSUSM School of Education inserted additional TPEs beyond the state requirements in order to explicitly address concepts in the School of Education Mission Statement. Upon successful program completion, Multiple Subject teacher candidates will demonstrate proficiencies in: 1. Teaching academic content areas 2. Pedagogy appropriate for Multiple Subject Academic Content 3. The use of formative and summative assessment 4. Supporting student learning by making academic content accessible and by utilizing developmentally appropriate practices 5. Teaching English-language learners and students with special needs 6. Planning of instruction and designing learning experiences 7. Creating and maintaining an effective learning environment 8. The use of technology for instruction 9. The development of professional dispositions For a full review of learning outcomes, please visit Version.pdf Plan of Study First Semester EDMS 511 Elementary Teaching and Learning I 3 EDMS 521 Elementary Literacy I 3 EDMS 543 Elementary Mathematics Education 3 EDMS 555 Elementary Multilingual Education 3 EDMS 571* Clinical Practice in Elementary Schools I 7 Total 19 Second Semester EDMS Elementary Teaching and Learning II 3 EDMS 522 Elementary Literacy II 3 EDMS 544 Social Studies Education in Elementary Schools 3 EDMS 545 Elementary Science Education 3 EDMS 572* or EDMS 573* Clin. Pract. Elem. Sch. II or Clin. Pract. In Elem. Sch. Bilingual/ELD Settings 7 Total 19 Program Total 38 *Full-time fees are required. Page 19

20 SINGLE SUBJECT CREDENTIAL PROGRAM SS: Single Subject with English Learner Authorization Single subject (middle and high school) teacher education candidates enroll in a program designed to prepare them to teach students in grades 7 th through 12 th. Upon completion of the program, candidates receive a Preliminary Single Subject Credential. Student Learning Outcomes Upon successful program completion, Single Subject teacher candidates will demonstrate proficiencies in: 1. Teaching academic content area. 2. Pedagogy appropriate for single subject academic content. 3. The use of formative and summative assessments. 4. Supporting student learning by making academic content accessible and by utilizing developmentally appropriate practices. 5. Teaching English-language learners and students with special needs. 6. Planning of instruction and designing learning experiences. 7. Creating and maintaining an effective learning environment. 8. The use of technology for instruction. 9. The development of professional dispositions. For a full review of learning outcomes, please visit Version.pdf Page 20

21 Beginning and continuing in the program Admission requirements for the Single Subject (Secondary) Credential Program: Subject Matter Competency: Teacher education candidates in California are required to demonstrate competence in the subject matter they will be authorized to teach. Subject matter competency must be completed before beginning the program. Information, test preparation, and registration are available online at The Single Subject Credential Program is offered as a day program and may include weekends. The subject areas available include English, Mathematics, Science, Social Science, Spanish, and Physical Education. In the day program two-semester curriculum, candidates take courses in teaching and learning in secondary schools, discipline and interdisciplinary specific methods, and multilingual/multicultural education. Coursework is taught by a team of instructors with class sessions and assignments geared to the particular needs of secondary school teachers and learners. The teaching team is comprised of faculty from the School of Education. North County public secondary schools serve as sites for single subject field experiences. Supervision of single subject clinical practice is a shared responsibility of a university faculty advisor and an on-site liaison (a full-time teacher at the school site). Two different opportunities at different school sites constitute the field experience. Candidates are placed at high schools with the option of completing one of the two semesters at a middle school. Within these experiences there are opportunities to practice teaching in a variety of subjects to diverse student populations with varying ability levels. During clinical practice, candidates are encouraged to participate in school faculty activities outside of the classroom in order to gain experience and expertise in the organizational and decision-making characteristics of a high school culture. An important aspect of the program is the acquisition of the authorization to teach English learners in order to better serve the needs of students from diverse language and cultural backgrounds. Requirements are met through the infusion of content and experience through specific courses and during clinical practice experiences. Page 21

22 Plan of Study Core Courses EDSS Secondary Teaching and Learning 3 EDSS Secondary Literacy 3 EDSS Schools for the 21 st Century 3 EDSS 531d -- The Reflective Practitioner 3 EDSS Interdisciplinary Methods 3 EDSS Secondary Multilingual Education 3 Total Core Common Coursework 17 Each candidate enrolls in the appropriate subject area methods course for a total of 3 to 4 units. Methodology Courses EDSS 543A (2 units) and EDSS 543B (2 units) -- Sec. Math Ed. A; Sec. Math Ed. B 4 EDSS 544A (2 units) and EDSS 544B (2 units) -- Sec. Soc. Stud. Ed. A; Sec. Soc. Stud. Ed. B 4 EDSS 545A (2 units) and EDSS 545B (2 units) -- Sec. Sci. Ed. A; Sec. Sci. Ed. B 4 EDSS 546A (2 units) and EDSS 546B (2 units) -- Sec. Eng. Ed. A; Sec. Eng. Ed. B 4 EDSS Secondary World Languages Education 3 KINE Principles, Organization and Management of Secondary School Physical Education 3 Total Subject Area Methodology Coursework 3-4 Single Subject Only Clinical Practice EDSS Clinical Practice in Secondary Schools I 6 EDSS 572 or EDSS 573 Clin. Pract. in Secondary Sch. II or Clin. Pract. In Secondary Sch. Bilingual Settings 8 Total Single Subject Only Clinical Practice 14 Total Single Subject Program SPECIAL EDUCATION CREDENTIAL PROGRAM ES: Concurrent Multiple Subject and Preliminary Mild/Moderate and Moderate/Severe Disabilities Education Specialist with English Learner and/or Bilingual Authorization: Spanish Emphasis and a Master of Arts in Education Option Concurrent candidates receive both the Multiple Subject and the Preliminary Mild/Moderate Education Specialist Instruction Credentials with the option to complete the Preliminary Moderate/Severe Education Specialist Instruction Credential and also the Master of Arts in Education degree. The Authorization to Teach English Learners is met through course work and clinical experiences. A bilingual emphasis may be added to the Multiple Subject Credential for qualified candidates. The Multiple Subject Credential authorizes instruction of students in self-contained classrooms in grades K through 12. The Preliminary Education Specialist Instruction Credentials authorize the provision of instruction to students in grades K through 12 and adults through age 22 with identified disabilities. The Mild/Moderate Education Specialist credential authorizes instruction of students with a primary disability of Autism Spectrum Disorder, Emotional Disturbance, Mild/Moderate Mental Retardation (Intellectual Disability), Other Health Impairment (e.g. Attention Deficit Disorder), and Specific Learning Disability. The Preliminary Moderate/Severe Education Specialist credential authorizes instruction of students with a primary disability of Autism Spectrum Disorder, Deaf-Blindness, Serious Emotional Disturbance, Moderate/Severe Mental Retardation (Intellectual Disability), or Multiple Disabilities. All credentials authorize instruction of English learners. Page 22