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Multiple Subjects Credential Program |
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Candidates for the Multiple Subjects Teaching Credential
demonstrate competency in the following Teaching Performance
Expectations: |
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Specific Pedagogical Skills for Subject Matter Instruction
(Reading-Language Arts, Mathematics, Science, History-Social
Science) |
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Monitor Student Learning During Instruction |
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Interpretation and Use of Assessments |
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Making Content Accessible |
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Student Engagement |
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Developmentally Appropriate Teaching Practices (includes Grades
K—3, 4-8) |
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Teaching English Learners |
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Learning about Students |
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Instructional Planning |
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Instructional Time |
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Social Environment |
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Professional, Legal, and Ethical Obligations |
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Professional Growth |
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Single Subject Credential Program |
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Candidates in the Single Subject Credential Program demonstrate
competency in the following Teaching Performance Expectations: |
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Specific Pedagogical Skills for Subject Matter Instruction
(English-Language Arts, Mathematics, Science, History-Social) |
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Monitoring Student learning During instruction |
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Interpretation and Use of Assessments |
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Making Content Accessible |
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Student Engagement |
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Developmentally Appropriate Teaching Practices (grades 9 – 12) |
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Teaching English Learners |
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Learning About Students |
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Instructional Planning |
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Instructional Time |
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Social Environment |
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Professional, Legal, and Ethical Obligations |
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Professional Growth |
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[1] Students demonstrate mastery of the body of knowledge in the
degree field, including the related cultural, technological,
ethical and professional competencies. |
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[2] Students demonstrate skills of critical thinking and
analysis. |
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[3] Students demonstrate both oral and written communication
skills, including the academic and technical writing skills
appropriate to the degree field. |
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[4] Students demonstrate knowledge and skills related to the
organization, implementation, interpretation and analysis of
research appropriate to the degree field. |
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[5] Students demonstrate knowledge and skills of leadership,
advocacy and agency as these apply to the degree field. |
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[6] Students demonstrate knowledge, skills and dispositions of
critical inquiry and reflective practice. |
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[7] Students demonstrate knowledge, skills, and dispositions
associated with effective collaboration with peers, colleagues
and communities. |
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[8] Students demonstrate research-based knowledge, skills and
dispositions associated with equity and diversity as these
apply to effective practice in the content field. |
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M.A. in Education: Option in Creative Literacies and Literature |
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Enhance capacity to assume leadership in schools by promoting
skills and knowledge inherent in visual and performing arts and
apply those across the curriculum |
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Promote literacy activities in neighborhood and community
institutions such as libraries, parks and other groups through
visual and performing arts |
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Increase understanding and appreciation of multicultural,
multilingual and diverse literatures |
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Demonstrate new or renewed understanding of the curricular,
pedagogical and research issues associated with the teaching of
creative literacies and literature as applied across the
curriculum |
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Demonstrate knowledge of educational research in the fields of
story, educational drama and children’s literature and apply
that practically to curriculum across the board |
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Increase understanding and appreciation of multicultural,
multilingual and diverse literatures and literacies and
demonstrate their uses across the curriculum |
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M.A. in Education: Option Early Childhood/Primary Education |
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Demonstrate an understanding of the role of children’s
self-initiated and self-structured activities in their learning
and development |
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Improve their ability to plan developmentally and culturally
appropriate curriculum to address the developmental range and
diverse characteristics of young children (birth to age 8) |
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Demonstrate an understanding of critical issues and trends in
the field of early childhood education |
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Demonstrate personal research skills and apply theoretical and
research knowledge to practice in early childhood settings |
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Engage in reflective inquiry and demonstrate professional
self-knowledge |
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Increase their ability to work with linguistically and
culturally diverse children and families |
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Demonstrate their ability to work collaboratively with
peers/colleagues to achieve goals for children and families |
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Increase their capacity to assume leadership roles in schools or
programs serving young children and their families |
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M.A. in Education: Option in Mathematics Education |
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Develop an understanding of current issues, practices and
directions in curriculum and the ability to inquire into these |
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Develop knowledge and skills in educational research; develop
analysis and reflection skills and written and oral
communication |
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Identify and analyze topics of importance in current educational
conversations and debates for critical issues related to urban
elementary education |
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Deepen their commitment to their students and their students’
learning of mathematics |
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Increase their confidence to teach mathematics |
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Improve their ability to manage and assess their students’
mathematics learning |
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Augment their capacity to think reflectively about their
teaching of mathematics |
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Increase their capacity to become an agent of change in the
field of mathematics education |
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M.A. in Education: Option in Middle and Secondary Curriculum and
Instruction |
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Discover innovative methods of instruction to increase
effectiveness and students’ engagement, learning, and thinking |
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Develop knowledge and strategies to design curriculum at
classroom, school, and district levels |
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Increase leadership effectiveness among fellow teachers by
understanding the complex social factors at work I school
communities |
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Take charge of change by developing, implementing, and
evaluating instructional innovations in middle and high schools |
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Prepare for additional subject area teaching certifications
through appropriate course work leading to demonstration of
competency in selected fields while earning an MA degree |
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Acquire knowledge and skills that enable teachers to effectively
pursue National Board Certification in their chosen field |
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Build knowledge base and experience that prepares educators for
entry into doctoral programs in education |
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M.A in Education: Option in Reading and Language Arts |
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Demonstrate new or renewed understanding of the curricular,
pedagogical, and research issues associated with the teaching
reading and language arts |
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Improve their abilities to assess children’s performance in
reading and related language arts curricular areas |
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Become educated consumers of educational research in the fields
of reading and language arts |
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Become leaders in their schools promoting aesthetic values
inherent I the reading and language arts |
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Increase their capacity to become change agents in the field of
reading and language arts |
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M.A. in Education: Option in Science Education |
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Address K-8 educators’ individual needs as learners in urban
settings and build on their current knowledge of science
content, teaching and learning with the expectation that each
individual brings varying degrees of experience, professional
expertise, and proficiency to the process |
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Give individuals with teaching experience and/or a role in
education a new or renewed opportunity to examine the
curricular, pedagogical and research issues associated with
science teaching and learning |
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Allow individuals to gain an enhanced perspective of science
education and environmental education and tat the same time
acquire the skill to communicate the excitement of science to
others |
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Involve science educations in learning science content and the
nature and philosophy of science using the process of inquiry
and hands-on/minds-on learning |
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Introduce science educators to scientific literature, science
education research, the nature and process of science,
professional development and organizations, informal science
education sites, the role of urban environmental education and
science learning, and media and technological resources that
expand their science knowledge and ability to access further
knowledge. |
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Prepare individuals who may want to pursue a doctoral degree in
science education, individuals who may choose to leave the
formal classroom setting for positions such as district science
education specialist/curriculum coordinator or resource person,
science education specialist in industry with a role as a
trainer or public relations individual, or as a science
specialist in non-academic settings such as museums, zoos, or
nature centers |