Master of Arts in Education/Teacher Credential

OVERVIEW OF PRELIMINARY TEACHING CREDENTIALS

The Teaching Credential program can be completed in one year’s time. Teaching Credential candidates who complete their course work towards the credential have the option to continue with their studies towards the Master of Arts in Education.

Requirements for the California SB2042 Preliminary Multiple Subject teaching credential or the Preliminary Education Specialist credential Mild/Moderate are met during one year of study (four quarters), which is full-time. 

Both credentials include a graduated field study curriculum which begins with structured classroom observations and ends with full-day novice teaching. Fieldwork takes place at partnership schools allowing all candidates to receive close and regular supervision from program faculty. Fieldwork begins with 10 hours of observation. In the second quarter, candidates observe and participate for one day a week or two mornings a week. During  the 3rd quarter, candidates are assigned to half day field experiences.  In their 4th quarter, they are assigned four or five days a week for their novice teaching experience for a total of 8 to 10 weeks. Novice teacher placements are finalized by the Field Placement Coordinator. Candidates are expected to do at least one placement in a Title 1 school and work with second language students.

Working teachers and classroom aides may be able to utilize their employment for many of the fieldwork requirements.  In this situation, candidates must discuss their novice teaching placement, including discussion of their employment details, with the Department Chair upon acceptance into the Teacher Credential program.  Any use of employment for fieldwork placements must be approved by the Department Chair prior to the start of the placement.

CREDENTIAL GOALS

The Education Department prepares teachers who specialize in teaching literacy, are knowledgeable about building character and citizenship skills and actively resist cultural, economic, racial and other forms of sociocultural bias.  A key commitment of the department is preparing pre-service teachers to successfully teach English language learners. 

The Teacher Credentialing (TC) program seeks to prepare competent, effective teachers with research-based practices who have the educational and social skills to influence change in their schools and to make their classrooms and school communities places where all members can learn and develop. The Education Department program prepares its candidates to address social justice and systemic issues in education through theory and practice. 

Consistent with AULA’s historic mission, the Education Department prepares individuals to be agents of social change. Courses contain assignments that require candidates to apply what they are learning to classroom situations and to contemporary educational problems. Candidates are expected to be conversant with the Department Credential Handbook. 

CREDENTIAL REQUIREMENTS

First Year of Study -- Courses Required for the Preliminary Multiple Subject Credential (SB2042)

To meet the requirements for the California Commission on Teacher Credentialing (CCTC) for the SB2042 Preliminary Multiple Subject Teaching Credential candidates, must complete the courses which have been approved and accredited by the CCTC.

Required courses

TEP 5450Language Development & Acquisition3
TEP 5440Child Development & Learning3
TEP 5040.LASocial Science and Children's Experience3
TEP 5050.LAReading Instruction in Elementary Classrooms3
TEP 5070.LAReal World Mathematics3
TEP 5100.LAScience: Discovery Teaching, Action Learning3
TEP 5110.LALanguage Arts Curricula: Theory and Methods3
TEP 5120AStudent Teaching With Professional Seminar12
TEP 5130.LAThe Arts in Culture and Learning3
TEP 5150AStudent Teaching with Professional Seminar II12
TEP 5190Educational Technology2
TEP 5250Physical Education and Movement1
TEP 5330AField Practicum6
TEP 5360.LAFoundations of Social Justice Education4
TEP 5370.LAMediation and Conflict Resolution in Schools3
TEP 5380.LAClassroom Organization Theory and Practice3
TEP 5650Adaptation Pedagogy3
TEP 5990TPA Workshop0
TEP 6010ASocial and Legal Dimensions of Special Education2
TEP 6010BTeaching and Accommodating Students with Disabilities1
TEP 6020.LAAdvocating for Healthy Children2

 Total = 75 Quarter Units

First Year of Study – Courses Required for the Preliminary Education Specialist Mild/Moderate (M/M) Credential

To meet requirements for the California Commission on Teacher Credentialing (CCTC) for the Preliminary Education Specialist Mild/Moderate Credential, candidates must complete the courses which have been approved and accredited by the CCTC. This credential preparation curriculum at AULA takes place during the first year and consists of both course and fieldwork.

 Required courses

TEP 5440Child Development & Learning3
TEP 5450Language Development & Acquisition3
TEP 5050.LAReading Instruction in Elementary Classrooms3
TEP 5070.LAReal World Mathematics3
TEP 5330AField Practicum6
TEP 5360.LAFoundations of Social Justice Education4
TEP 5650Adaptation Pedagogy3
TEP 5990TPA Workshop0
TEP 6010ASocial and Legal Dimensions of Special Education2
TEP 6010BTeaching and Accommodating Students with Disabilities1
TEP 6020.LAAdvocating for Healthy Children2
TESE 5090.LAAssessment in Special Education3
TESE 5120AStudent Teaching With Professional Seminar12
TESE 5150AStudent Teaching Mild/Moderate With Professional Seminar II12
TESE 5160.LAUnderstanding and Teaching Students With Mild and Moderate Disabilities I4
TESE 5170.LAUnderstanding & Teaching Students With Mild & Moderate Disabilities II4
TESE 5180.LAFamily Dynamics & Communication for Special Education Services3
TESE 5380.LAComprehensive Behavior Assessment and Positive Behavior Support3
TESE 5410.LAIntroduction to Autism Spectrum Disorder3
TESE 6010BIndividualized Education Design and Policy Implementation1

 Total = 75 Quarter Units

Additional Requirements for Teaching Credential

Beyond the coursework, a credential granted by the California Commission on Teacher Credentialing (CCTC) has state-mandated requirements. Note that for all examinations the official score reports must be submitted to the department as soon as they are received by the candidate. These are:

  • Negative TB test
  • Fingerprint clearance through the CCTC
  • California Basic Skills Requirement
  • CSET ( California Subject Examinations for Teachers) or Completion of a Subject Matter Program
  • RICA (Reading Instruction Competence Assessment)
  • US Constitution
  • CPR
  • California Teacher Performance Assessments
    • Subject Specific Pedagogy
    • Designing Instruction
    • Assessing Learning
    • Culminating Teaching Experience 

Field Placements

The Department takes much care in placing candidates with Cooperating Teachers. All placements are arranged by the Field Placement Coordinator.  They consider many factors such as physical location, availability of Cooperating Teachers, grade level, student population, Cooperating Teacher’s fit with Department ideals, personality variables and the professional development needs of the candidate. In addition, every candidate must have at least one placement in which there are second-language learners and one in which beginning reading is taught. Candidates do not choose their placements but may provide input prior to and during the placement process. All placements are located in schools with which AULA has a partnership and within districts with which AULA has a novice teaching contract. 

Placements are arranged only when it has been verified that the candidate has satisfied the Subject Matter requirement either by passing the CSET exam or by completing a Subject Matter program.  All documentation for either option must be submitted to the Credential Analyst by Week 8 of the appropriate quarter.

On occasion it may be determined by the faculty that a candidate is not ready to assume full-day novice teaching responsibilities. Such candidates are counseled as to how best prepare themselves through coursework, additional tutoring experiences, additional observations of teaching and/or other activities. 

Under certain circumstances it may be determined that a candidate is not appropriate for the teaching profession. Attentive discussion, advisement and consultation will determine the appropriate action. Such a candidate may be counseled to remain in the Department to complete the MA degree, preparing for another role in the education community, or he/she may be counseled out of the Department. Under some conditions, withdrawal from the Department is possible. 

If it is suspected or determined that a candidate may bring harm to or create or sustain unsafe conditions for children, he/she may be immediately withdrawn from novice teaching and/or from the Department.

Supervision

University Supervision of novice teaching is provided by Education Department faculty members who are familiar with the mission and learning outcomes of the degree. The central goal of supervision is to encourage novice teachers to reflect upon their practice and to incorporate supervisors’ suggestions and new ideas. The novice teaching professional seminar is taken in conjunction with supervised fieldwork. Novice teachers benefit from the strategies demonstrated and/or suggested by the University Supervisor. 

University Supervisors visit, observe and mentor novice teachers. They also meet with each novice teacher during the visit or at another time to discuss the visit.

Fieldwork for Candidates who are Already Teaching

Candidates who are employed teachers or aides must also complete all fieldwork requirements.  If approved by the Department Chair, they can fulfill one quarter of the two quarters requirement in their own classroom. AULA Supervisors perform the same number of observations during the identified period of teaching.

CREDENTIAL CANDIDATE EVALUATION

Academic Dispositions

Successful performance in the Education Department is complex because candidates must demonstrate academic knowledge and skills and perform professionally. The Education Department is responsible for ensuring that its candidates have the knowledge, skills, dispositions and behaviors fitting for a teacher of young people. 

A candidate's learning is evaluated in three contexts. First, learning is evaluated in theory/methods courses by an instructor (including through the Cal TPA). Second, learning is evaluated in classrooms by the candidate’s Cooperating Teacher. Finally, learning is evaluated by the Supervisor who observes and mentors the candidate during novice teaching.

Evaluation of Fieldwork

Each candidate's fieldwork performance is evaluated separately from academic course work. During the first quarter, candidates must demonstrate the ability to make meaningful observations and to reflect upon the observations. Reflective observation skills are considered part of “good” teaching practice. During the second quarter, candidates are evaluated on their ability to assist a practicing teacher and to deliver lessons that they are creating in their methods courses. In each of these cases, the candidate's performance is evaluated through course assignments. 

In the third quarter, candidates are evaluated on their half-day field experience  performance as well as their professional conduct and dispositions. In the fourth quarter of full day novice teaching they are evaluated against the Developmental Rubric and the Teacher Performance Expectations. These evaluations consist of information from the Cooperating Teacher, the Supervisor and the Professional Seminar instructor.

APPLYING FOR A CALIFORNIA STATE TEACHING CREDENTIAL

Forms and Materials

Candidates apply for a California State Teaching Credential after their final academic quarter of Teacher Preparation courses and after completing all of the additional requirements for the state. The candidate should first meet with the Credential Analyst to review the procedures for applying and complete the appropriate application form.  To prepare for applying for the credential the candidate needs to provide an original of the documentation described in the section “Requirements for the Teaching Credential.”

Working with the Credential Analyst

In order to apply for the preliminary credential, the candidate must meet with the Credential Analyst for an Exit Interview. In this meeting all candidate document requirements will be confirmed and the Credential application process will be discussed. An introduction to the routes to clearing the Preliminary credential will be provided. The candidate will be asked to complete an exit survey which will be used for state and federal reporting and will be advised that the California Commission on Teacher Credentialing will be sending a survey that will also be used for state reporting purposes.

In the Exit Interview the candidate will complete an internal application and provide the supporting documentation listed above to the Department’s Credential Analyst. The actual application for the Credential is submitted by the candidate after they receive notice from the California Commission on Teacher Credentialing (CCTC). This occurs only after the Credential Analyst had recommended the candidate to the CCTC. It is important for candidates to keep in close contact with the Credential Analyst about questions and concerns related to completing the application process.

Receiving the Credential

When all necessary documentation is submitted and the candidate's credential file is complete, Antioch University Los Angeles will recommend the candidate for the appropriate credential using the online application process. After the candidate completes their portion of the online application process, including submitting the application fee, the appropriate credential document is issued by the CCTC and can be found on their website at: ctc.ca.gov

Second Year of Study for MA in Education

The second year of study for the MAE degree is half-time and requires the completion of an additional 31 units beyond the first year of 75 quarter units completed for the teaching credential. The second year in the Master’s program also supports candidates through their first year of teaching. Candidates who participate in the Master’s program culminate by sitting an oral Capstone experience in which research they conducted during the program on a topic pertinent to their work is informally presented and discussed with Department faculty, with an opportunity to reflect on their course of study and possible next steps. 

Second Year of Study – Courses Offered for the Master of Arts in Education degree

Required Courses

TEP 5260Systems Thinking3
TEP 6230Review of Educational Research3
TEP 6290AEducational Research: Inquiry II3
TEP 6380Leadership & Change3-4

Elective Courses**

TEP 5000BGrassroots Organizing for Social Justice3
TEP 5310CEnhancing English Language Development With Literature3
TEP 6030BGraduate Seminar1-6
TEP 6030HGraduate Seminar: History of Ideas3
TEP 6060Diversity in Schools3
TEP 6340.LACritical Media Literacy3
TEP 6370.LAGlobal Perspectives in an Era of Change3
TEP 6390Global Perspectives in an Era of Change II3
TEP 6420Current Trends in Neuroscience3
TEP 6440Education-Community Contexts & Interactions3
TEP 6450An Intro to Ecoliteracy3
TEP 6470Grant Proposal Development3

Total Quarter Units =31                                                                          

** This list represents potential course offerings. Not all courses will be available to all students.

Induction program for the Multiple or Single Subject Credential

The Education Department is moving to the 2 year Induction model required by the California Commission on Teacher Credentialing. For more information about the program, which will start in October 2017, please contact the Department