Welcome to the Multiple Subject Teaching Credential Program!
Program Theory of Teaching & Learning
The Multiple Subject (MS) Teaching Credential Program is constructed on the theoretical foundation of Transformative Education. This is defined internally as the "process of developing inclusive educators who critically improve teaching and learning with a simultaneous emphasis on the individual and community."
The MS program strives to help teachers develop four tenets of Transformational Teaching: a process orientation (Dweck, 2016), a critical community literacy (Puett, 2018), an ability to connect content to real-world context (Emdin, 2016), and an ability to be change agents (Paris & Alim, 2017).
- A process orientation helps candidates develop a Growth Mindset by “focus(ing) on the learning process and show(ing) how hard work, good strategies, and good use of resources lead to better learning (Gross-Low, 2016).
- Critical community literacy includes a deep understanding of the emancipatory potential of sustained community engagement, building on the (sometimes hidden or ignored) strengths already present in the community while simultaneously working to developing actions to identify and overcome obstacles.
- Connecting curriculum and pedagogy to the worlds in which students are familiar helps build scaffolds between Mainstream Academic Knowledge and the lived experiences of the students. This connection is essential to the learning process.
- Finally, our program works to develop teachers who are change agents. Teachers often are trained to think of change as one-directional, bad into good, un-educated into educated, but Paris and Alim (2017) remind us with their work surrounding Culturally Sustaining Pedagogies, sometimes being a change agent is not succumbing to the forces within the profession that identify resources as deficiencies.
Each of these theoretical foundations are addressed throughout coursework and fieldwork experiences and contribute to how our program transforms the teaching profession.
Teaching Performance Expectations
Our program is accredited by the California Commission on Teacher Credentialing (CTC) and meets the Standards for Educator Preparation and Educator Competence.
Throughout our program, candidates engage in coursework aligned with the California Teaching Performance Expectations (TPEs) – the set of professional knowledge, skills and abilities expected of a beginning level practitioner in order to effectively educate and support all students in meeting the state-adopted academic standards.
Our coursework and fieldwork (clinical practice) provide multiple opportunities for candidates to learn, apply, and reflect on each TPE. As candidates progress through the program, pedagogical assignments are increasingly complex and challenging.
Pathways & Roadmaps to Credentialing
The Multiple Subject Teaching Credential qualifies holders to teach in any self-contained classroom – preschool or kindergarten, grades 1 through 12, or in classes organized primarily for adults.
Students can earn an MS preliminary credential as undergraduate students or post-baccalaureate (graduate) students. Undergraduate students earning a Bachelor of Arts degree in the following fields may choose to earn an MS credential concurrently:
We offer the following roadmap options for students to complete their MS preliminary credential program:
Upon completion of the preliminary credential, we also offer a Teacher Induction program to support students in obtaining a clear credential.