Preliminary Multiple Subject Teaching Credential Program
There is perhaps no more significant or important job than teaching. With a national spotlight on education, a strong preparation for this increasingly demanding but exciting and rewarding role is crucial. California Lutheran University produces educators who are well prepared to meet these challenges and to provide leadership for the future.
California Lutheran University offers you the opportunity to complete a master's degree along with a teaching credential in multiple or single subjects. Teacher Education programs are offered in collaboration with local educators and are heavily field-based to provide extensive experience in diverse school settings under the guidance of outstanding educators. Upon completion of the program, candidates will be eligible for the Preliminary Multiple Subject Teaching Credential offered by the California Commission on Teacher Credentialing.
The programs are characterized by their rigor and relevance to today's increasingly diverse schools. Classes are small, professors are accessible, and field supervisors provide individual mentoring.
The program is divided into three distinct stages of course work: Foundations, Methods, and Full-Time Student Teaching. Course work taken at the graduate level (except Student Teaching) applies toward the master's degree.
Fall admission is July 1st
Spring admission is November 1st
Summer admission is April 1st
Multiple and single subject credential programs require completion of the following courses:
- EDLT 500. Foundations of Education*
- EDLT 501. Theories of Teaching, Learning and Development*
- EDLT 502. Teaching English Learners and Diverse Populations*
- EDLT 503. Teaching Exceptional Learners in Inclusive Environments*
Multiple Subject Preliminary Teaching Credential
This credential prepares you to teach elementary school, however, it authorizes assignment in any self-contained classroom, preschool, K-12 or in classes primarily for adults.
Candidates demonstrating fulfillment of specific credential requirements, including subject matter, and completion of the Foundation courses are eligible to enroll in the following courses:
- EDTP 520. Leadership & Law in Diverse Classrooms*
- EDTP 521. Literacy & Language in Diverse Classrooms*
- EDTP 522. Teaching I: Planning & Methods for Content Standards*
- EDTP 523. Introduction to Clinical Practice
- EDTP 511. Teaching Performance Assessment Seminar I*
- EDTP 525. Teaching II: Advanced Planning & Methods for Content Standards*
- EDTP 540. Clinical Practice
- EDTP 512. Teaching Performance Assessment Seminar II*
* Credit from these courses can be applied toward the Master of Education (M.Ed.) degree if taken at the graduate level.
EDLT 500 Foundations of Education (3 units)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a society of multiple cultures will be explored. 10 hours of fieldwork is required.
EDLT 501 Theories of Teaching, Learning, and Development (3 units)
This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners and Diverse Populations (3 units)
This course in teaching English Language Learners and diverse populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition. The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction (including technologies), school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 units)
This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities; the theory and practices of special education service delivery models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 10 hours of fieldwork is required
EDTP 511 Teaching Performance Assessment Seminar I (2 units)
Candidates meet weekly alternating each week with whole group sessions and small group sessions. Whole group sessions will begin with a three day workshop which will provide an introduction to the four California Teaching Performance Assessments (TPAs), the 13 Teaching Performance Expectations (TPEs) and the use of TaskStream. Whole group sessions will focus on the passage of the TPAs, which is a requirement of the California Commission on Teacher Credentialing. Preparation, submission, and assessment of TPA 1 and 2 will take place during this course. Small group sessions on alternating weeks will be facilitated by the supervisor and focus on the student teaching experience. Prerequisite: $500 assessment fee.
EDTP 520 Leadership and Law in the Diverse Classroom – Elementary (3 units)
Designed to integrate theory into practice in the diverse classroom. Teacher candidates study the theories of leadership, classroom management, discipline and lesson planning required for an initial experience in the California classroom. Teacher candidates are placed in a classroom with a diverse student population to observe and implement teaching strategies necessary to address this student group.
EDTP 521 Literacy and Language in Diverse Classrooms- Elementary (3 units)
Research-based methods of instruction in reading and language arts in today's culturally diverse elementary classrooms.
EDTP 522 Teaching I: Planning and Methods for Content Standards – Elementary (3 units)
This course is a study of the content as well as the goals for mathematics and science education at the elementary school level. This course will provide an introduction to concept development, attainment, and the meaningful application of mathematics and science learning in elementary classrooms. Consideration will be given to the cross-cultural and heterogeneous nature of California's student population. Technology enhanced methods will also be introduced when appropriate.
EDTP 523 Introduction to Clinical Practice- Elementary (3 units)
Assignment in an elementary school classroom with a diverse student population. Observation and development of classroom management and teaching strategies that foster academic achievement in reading, literacy, and mathematics for all students, utilizing SDAIE strategies. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Three mornings a week concurrent with enrollment in EDTP 520, EDTP 521, EDTP 522. Weekly seminar attendance required. (Graded P/NC only).
EDTP 512 Teaching Performance Assessment Seminar II (1 unit)
Candidates meet weekly alternating each week with whole group sessions and small group sessions. Whole group sessions will focus on the passage of the TPAs, which is a requirement of the California Commission on Teacher Credentialing. Preparation, submission, and assessment of TPA 3 and 4 will take place during this course. Small group sessions on alternating weeks will be facilitated by the supervisor and focus on the student teaching experience.
EDTP 525 Teaching II: Advanced Planning and Methods for Content Standards – Elementary (3 units)
An advanced course focusing on curriculum, planning, instruction, and assessment of diverse students in the California elementary classroom. The integration of content areas through thematic teaching including design and implementation of unit and lesson plans, incorporation of modifications for students with special language and/or learning needs, cooperative learning, technology, and assessment of student learning.
EDTP 540 Clincal Practice in the Elementary Classroom (1 - 9 units)
Semester-long assignment in an elementary school classroom with a diverse student population. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Placement concludes with four weeks of full-time instruction. Concurrent with enrollment in EDTP 525. Attendance at weekly seminar required. Prerequisite: Completion of Benchmark C. (graded P/NC only)
Currently Accepting Applications for Spring 2014
- Appointment with an Admission Counselor
- Completed Application Form
- $50.00 Application Fee (please make checks payable to CLU)
- Official transcripts from all colleges and universities attended
- Personal Statement
- Recommendation Form
- Petition to Waive the GRE or GRE Scores (Master's degree applicants only)
- State issued Certificate of Clearance
- Current negative TB test
- Minimum cumulative undergraduate GPA of 2.7 for credential program; 3.0 upper division GPA for Master of Education (M.Ed.)
- For M.Ed. applicants only, submission of GRE (Graduate Record Exam) scores (unless Petition to Waive GRE Requirement is submitted and approved). The admission test may be waived for candidates who present an official transcript of previous college work from a regionally accredited college or university reflecting any one of the following criteria:
- An undergraduate, upper division grade point average of 3.0 or higher (on a 4.0 scale); or
- A combined grade point average of 3.0 or higher for the most recent 60 units of study consisting of any of the following: graduate course work, upper division post baccalaureate course work (exclusive of extension or continuing education work) and upper division undergraduate course work; or
- A minimum of nine units of graduate course work completed with a 3.5 grade point average; or
- A previously earned master's degree from an accredited university
Interested individuals are encouraged to make an appointment to meet with a graduate admission counselor to review specific program information, admission requirements, start terms, deadline dates, and review financial aid options.
Please call (805) 493-3335 to schedule an appointment to meet with a graduate admission counselor or to request information.