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TEACHER CREDENTIALING

Postgrad Multiple Subject Teaching Credential


The postgraduate Preliminary Multiple Subject Teaching Credential (California) program provides students with a fundamental knowledge base for education and developing learning environments for children from kindergarten to twelfth grade.

 Available Online

49 units of coursework and fieldwork

Curriculum is guided by the CCTC

Qualifies candidates to teach K-12

California Preliminary Multiple Subject Teaching Credential

Pacific Oaks Preliminary Multiple Subject Teaching Credential curriculum is based on a constructivist framework that is responsive to multiple sources of diversity in the education of children. By engaging in supervised learning experiences, students in this Teaching Credentialing program learn about essential principles of pedagogy and child development.

All Pasadena courses have an online component; either blended with face to face instruction on campus or fully online. Throughout the program, students will take part in self-reflection, collaboration with others, and problem solving.

Other Credentials and Continuing Learning Programs

 

Sample Courses

Theories of Development for All Learners

This course examines the processes and theories of development and learning. The course explores pertinent psychological principles and theories, problems of learning and of learning processes, the nature and development of cognition, individual differences, and motivation. Additionally, candidates will examine the cognitive, linguistic, personal, social, emotional, and moral development of individuals with and without disabilities. Strategies are presented on ways to construct successful learning environments in K-12 classrooms, enhance the motivations of students with and without disabilities, manage classroom learning activities, assess student development, and integrate technology supports teaching and learning.

Advanced English Learner Methodologies in a Diverse Classroom

This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy, and content acquisitions for English learners through readings, discussions, activities, reflection and classroom observations. Instruction focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) to elementary students in a diverse classroom. Emphasis is on incorporating state Frameworks and ELD standards into a program that also draws on children’s real-life experiences and knowledge about language and literacy. In an environment that parallels that of a dynamic elementary school classroom, students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, integrating language development into lesson planning, language learning, assessment, differentiation of instruction, analysis of classroom discourse and how first language literacy connects to second language development. TPA 1 is introduced here in ED 531. (Prerequisite: ED 530)

Advanced Teacher as a Leader

This course focuses on the role of the teacher as leader in the classroom and the school. Since this course is generally scheduled during the first session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to students and their learning, show evidence that they know the subjects they teach and how to teach those subjects to students, and demonstrate that they are members of learning communities that can successfully teach children across the range of different settings in the K-12 classroom. This course must be taken concurrent with ED 593 OR SPED 591.

Locations

Fieldwork

Fieldwork consists of observation, practicum, and student teaching. Students may be able to complete a portion of their fieldwork at their current place of employment, upon approval from the program. Prior to beginning fieldwork a background check and TB test is required.

Student Teaching is offered in the Fall and Spring semesters only. Placement is secured solely through the Credential Analyst. All students, district employed supervisors, field work supervisors and support staff are required to attend the Fall and Spring Student Teaching Orientation.

Licensure

The California Preliminary Multiple Subject Teaching Credential qualifies candidates to teach in preschool, K-12, or in classes organized primarily for adults in a self-contained classroom.

Admission Requirements

  • Completed Application for Admission
  • Application Fee
  • Resume
  • Personal Statement
  • Official Transcripts from the Bachelor’s Degree Granting Institution
  • Official CBEST (California Basic Educational Skills Test) scores*
  • Letter of Recommendation required for students whose cumulative GPA is below 2.0
  • Demonstrated commitment to the mission and values of Pacific Oaks College
  • Successful completion of a bachelor’s degree or higher except in professional education from a regionally accredited institution

*Passing the CBEST exam is an admissions expectation. However, applicants in the M.A. Education with Preliminary Multiple Subject Teaching Credential, M.A. Education with Preliminary Education Specialist Instruction Credential, Preliminary Multiple Subject Teaching Credential, or Preliminary Education Specialist Instruction Credential programs will be granted admission for 1 semester or 2 sessions if they have scheduled their CBEST exam at the time of application. Students without passing CBEST scores at the time of admission must participate in the CBEST workshop and support programs provided by the College. These students must pass the CBEST exam within 1 semester or 2 sessions to be allowed to progress in the program. Students who fail to pass the CBEST within this timeframe will be given the opportunity to change to the M.A. Human Development program, but must meet all admissions requirements for that program. Students who do not wish to change programs will be withdrawn. Students must request results of the exam be sent to Pacific Oaks College. The CBEST exam can be taken multiple times by the student, with a 45-day waiting period after each exam.

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