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HUMAN DEVELOPMENT

Online B.A. in Human Development: Elementary Education


This program prepares graduates for the Multiple Subject Teaching Credential, which qualifies graduates to teach all subjects in a self-contained classroom, such as the classrooms in most elementary schools, in grades preschool, K–12, or in classes organized primarily for adults.

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120 units required for completion

Graduates will be qualified to teach in K-12 multiple subjects in self-contained classrooms

Eligible for Credit for Learning from Experience Units

Online B.A. in Human Development: Elementary Education (Preparation for the Preliminary Multiple Subject Teaching Credential)

The B.A. in Human Development: Elementary Education combines human development theory with the practical skills and understanding necessary for the development of creative and innovative learning environments across the educational spectrum, from k-12. The program is designed for those with a specific interest in teaching children who are already progressing through the educational development cycle, with a focus on equipping them with tools to positively influence their lives. Future educators are taught the foundations of learning from multiple perspectives, building them into effective communicators for a diverse range of students. This course of study prepares graduates for the Preliminary Multiple Subject Teaching Credential.

The curriculum is focused on actively engaging students through supervised learning experiences, including inquiry, self- reflection, group collaboration, and problem-solving. Students are immersed in a progressive framework that redefines the traditional principles and theories of educational development. The importance of life experience, reciprocal relationships, and a supportive yet challenging learning environment in an individual’s educational development is heavily emphasized as students explore strategies of inclusion and issues of equity, social justice, and cultural competence.

Sample Courses

Healthy Children and Classroom Communities

This course examines how a classroom community promotes the social and academic growth of pupils. Through study, collaborative learning, and reflection, candidates will explore how to create a safe, caring and respectful environment that enhances students’ rights and responsibilities. Also through cooperation, collaboration, choice, self-assessment activities; home-school communication will be discussed and its impact on the classroom community. Students will use the state content standards for teaching Physical Education and Health to develop lesson plans. Students will also examine issues and responsibilities involving class rules and procedures, safety, and bullying, as well as legal and practical issues pertaining to child abuse. The completion of this course satisfies the CA state requirement in health education for the multiple subject and educational specialist credential applicants. Infant, Child and Adult CPR Certification will also be completed at this time.

Community as a Context for Development

The social dynamics that we experience in community in our life influences our growth, identity, and our worldview. We all develop as unique individuals in the context of complex communities. We experience communities in different ways, through different institutions; i.e., home, family, classroom, neighborhood, third spaces, etc. This class focuses on the theoretical and practical aspects of building, reflecting and including “community” in our learning spaces throughout our lives. Students will be expected to create strategies, which uses community to enhance learning and building a sense of belonging. This class will explore community building as an avenue to examine and promote cultural competence and social equity. We will create a learning community as we explore other communities.

Play Across the Lifespan

This course is an exploration of play as a human adaptive function with a distinct development progression, beginning in infancy and extended throughout the lifespan. Varying in content and mode from culture to culture, emphasis will be placed on the ability to observe play across an age-range and to make use of these observations in planning for play-based opportunities. This includes recognizing the importance of the physical environment in setting up spaces for play that will engage participants in using the skills that are requisites for lifelong learning. Ways to support cultural expression and nonsexist play opportunities will be analyzed as part of the examination of the impact of anti-bias issues and diversity on one’s play. Although our focus begins with the early years, we will address the integrative and transformative function of play as it contributes to the lives of individuals across the lifespan.

Other Online B.A. in Human Development Concentrations and Teacher Credentialing Programs

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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, fieldwork supervisors and support staff are required to attend the Fall and Spring Student Teaching Orientation.

Credentials Office

For more information to assist you in your journey to obtain your California Preliminary Teaching Credential, visit the Credentials Office page.

Admission Requirements

  • Admission to the B.A. program is open to any person who meets entrance requirements as outlined below. Applicants will be judged on their overall ability to successfully complete an undergraduate degree program. Generally, a high school cumulative GPA of a 2.0 or higher on a 4.0 scale is required for admission. However, applicants with a cumulative high school GPA below 2.0 will be considered for admission with the submission of additional required documents (see below). Applicants with college level studies will be expected to demonstrate an undergraduate cumulative GPA of 2.0 or higher. It is required that transcripts are submitted from all undergraduate schools where credit was received to support the application and request for transfer credit. (See Undergraduate Transfer Credit Policy).Factors and materials to be considered for admission will include:
    • Completed application and $55 application fee
    • Interview with a member of the Admissions Committee
    • Demonstrated commitment to the mission and values of Pacific Oaks College
    • Personal statement
    • Applicants must submit a resume showing three or more years of significant professional or life experience or an official transcript confirming 24 transferrable units from a regionally accredited

    Applicants must provide proof of the qualifying conferral of high school graduation (or the equivalent) or proof of successful completion of a minimum of 24 semester units at a regionally accredited post-secondary institution. Proof of qualifying academic history must be provided in one of the following ways:

    • Official high school transcript recognized by the S. Department of Education showing an earned high school diploma, 2.0 GPA or higher, and date of graduation. A copy of a high school diploma, if transcripts are not immediately available, can be submitted with a contingency that original transcripts will be on file prior to day 5 of the term/semester of entry. Financial aid will not be disbursed until the compliant documentation is received.
    • Official college transcript with 24 credits of transferable units with a grade of C or
    • Official Associate degree transcript from a regionally­ accredited institution showing degree earned and date conferred
    • Official college transcript from a regionally-accredited institution that contains the high school name and date of graduation
    • Official NACES, ACREVS or AICE evaluation of an international diploma that contains the high school name and date of graduation
    • High school equivalency completed through home schooling as defined by state law
    • Official General Educational Development (GED) A copy of the student’s GED Certificate, or unofficial GED score issued by the state, can be submitted with a contingency that the Official GED document will be on file prior to day 5 of the term/semester of entry. Financial aid will not be disbursed until the compliant documentation is received.
    • Official Test Assessing Secondary Completion (TASC) document
    • Official High School Equivalency Test (HiSET) document
    • Official documentation showing a passing score on a state-authorized exam that the state recognizes as equivalent to high school graduation

    Applicants with a cumulative high school or undergraduate GPA below 2.0, applicants without three years of significant professional or life experience, or with less than 24 transferrable college units are required to submit additional documentation:

    • One letter of support from someone (a non-relative) familiar with your ability to be successful in this program
    • An additional essay three pages, double spaced typed (approximately 500-750 words). In your essay, please answer the following question:
      • What life and professional experience do you possess that would enable you to be successful in the Pacific Oaks classroom focused on application of experience to course
      • Why it is important to you to study this discipline at a school that emphasizes social justice, cultural humility and respect for every individual (refer to the Mission and Vision statement of Pacific Oaks College).

     

    Additional Requirements for students interested in pursuing Elementary Education and/or Special Education concentrations:

    For students entering with 40 or more transfer units at the time of admission:

    • Successfully complete CBEST (California Basic Education Skills Test) or meet the Basic Skills Requirement (BSR)
    • Proof of Registration for the CSET (California Subject Examinations for Teachers): Multiple Subjects exams

    For students entering with fewer than 40 transfer units at the time of admission:

    Progression to a Credential Program Requirement:

    Students who wish to pursue the BA Early Childhood Education degree with the Elementary Education and/or Special Education concentration must pass the CBEST or meet the Basic Skills Requirement (BSR) by the conclusion of 40 GE units in order to progress into a credential track program.  Students who pass the CBEST or meet the Basic Skills Requirement, must also show verification of registration for the CSET exams. For more information on Teacher Credentialing, please see the Credentials Office page under the Resource section of the POC website.

    If a student does not pass the CBEST or meet the BSR by the conclusion of the 40 GE units, they may progress in the BA ECE degree program and attempt the CBEST or BSR until they have successfully passed. At the time a student has successfully passed the CBEST or BSR, they may request a program transfer by completing the Program Transfer form found on the Registrar’s Office webpage.

    Passing CBEST or meeting the Basic Skills Requirement (BSR) is the first step into a credential track program.  In order to progress through a credential program and earn a California teaching credential, students will need to meet additional exam and CCTC requirements beyond successful completion of coursework.

     

    Please note: Prior coursework will be evaluated as part of the Admissions process.