CGU’s Preliminary Credential + MA Program
Program Overview
Single-Subject Science Credential
This 36-unit program is designed to be completed in approximately 15-19 months.1 The
program is divided into three phases:
1. Phase 1: Pre-­‐Teaching Phase (beginning in January/Spring or May/Summer); 2. Phase II: Internship/Residency Phase (spans Fall and Spring); 3. Phase III: Post-­‐Teaching Phase (Summer 2). Clinical Component Academic Component Phase 1 Spring+Summer or Just Summer 12 units EDUC 301A 2 units EDUC 301 4 units EDUC 343 3 units EDUC 324 3 units Phase II Fall 6 units Phase II Spring 6 units Phase III Summer 2 12 units EDUC 303A 2 units EDUC 305A 2 units EDUC 305 2 units EDUC 330 2 units -­‐-­‐ EDUC 303 2 units EDUC 314 2 units EDUC 308 4 units MA Course 4 units MA Course 4 units 1
Candidates who start the program in Summer/May can finish in 15 months. Candidates who opt to start in Spring/January (and take TLP I in January) can complete the program in 19 months. Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or May/Summer. The academic and
clinical components of this phase collectively meet the requirements outlined by the California
Commission of Teacher Credentialing (e.g., Williams Law). Candidates are "internship or
residency eligible" when they successfully complete Phase I coursework and earn passing scores
on the CBEST and CSET in the appropriate area.
• EDUC 301
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher
candidates in Claremont Graduate University’s Teacher Education Internship Program. It
is aligned with the California Teacher Performance Expectations (TPEs) and aimed at
preparing teacher candidates to successfully pass Teacher Performance Assessment
(TPA) Task 1; Subject Specific Pedagogy. It introduces teacher candidates to researchbased principles of teaching and learning with particular emphasis placed on the practical
implications for effective lesson planning and classroom management in diverse K-12
classrooms. In addition, candidates explore issues of equity, diversity and accountability
and complete Part A of their ethnographic narrative project to explore their own
educational values, experiences, and reasons for becoming a teacher.
•
EDUC 301A Pre-Teaching Experience
This course focuses on methodology and application of instructional strategies across the
core subject areas. There is specific emphasis on literacy for all students, including
English Learners and students with special needs. Course content includes: systematic
instructional strategies, monitoring student progress and providing feedback, motivating
students, establishing positive classroom communities, establishing classroom
expectations and procedures, instructional planning, and understanding child
development as it relates to behavior and learning. For three to five hours of the day, the
candidates will work with pupils in whole group and small group settings.
•
EDUC 324 Literacy in the Multilingual Elementary Classroom
This course focuses on content, methodology, and assessment for teaching reading and
language arts to all students, including English Learners and students with special needs.
Course content includes: beginning reading development, phonemic awareness, phonics,
fluency, comprehension, vocabulary development, writing, grammar, spelling, literacy
assessment, California English Language Arts (ELA) Standards, English Language
Development (ELD), and organization and management of a comprehensive, balanced
literacy program.
•
EDUC 343 Innovative Elementary Curriculum
In this course, candidates will learn a variety of strategies to teach and differentiate
instruction in math, science, and social studies with a focus on the integration of
technology and literacy. Candidates will become familiar with the K-6 California
Content Standards for math, science, and social studies and they will learn ways to
integrate lessons across the content standards in these and other subject areas.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring
term begins in January and ends in May. In the fall term of Phase II, education specialist
candidates complete 8 units. In the spring candidates also complete 8 units, for a total of 16 units
in Phase II.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates
work in area schools during the week and take classes at CGU on Saturdays (10 sessions in the
Fall, 10 sessions in the Spring). A mentor from CGU (called a Faculty Advisor) helps bridge the
clinical/practical and the academic/theoretical by instructing the candidates' university-based
classes and providing on-site support in their clinical settings. Candidates are either "interns,"
employed as fully-responsible, fully-salaried teachers or "residents" working under the tutelage
of a CGU Master Teacher.
Phase II Fall Term (6 units)
• EDUC 303A Multiple Subject Internship Teaching - 2 units or
EDUC 303C Multiple Subject Residency Teaching - 2 units
In Phase II, multiple subject candidates are either “interns” employed as fullyresponsible, fully-salaried teachers in area schools or are “residents” working under the
tutelage of a CGU Master Teacher. EDUC 303A (for interns) or EDUC 303C (for
residents) is the clinical class that accompanies the Fall classes of Phase II. Both
“interns” and “residents” are mentored by CGU Faculty Advisors who provide on-site
guidance, support, and evaluation of the candidates at their clinical settings.
•
EDUC 303 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working
within the K-12 school system. The general education candidates in Teaching/Learning
Process II learn effective classroom management (i.e., classroom procedures and
expectations) and teaching strategies. They apply different theoretical and pedagogical
orientations to standards based lessons modeled and designed during class. Candidates
understand and apply unpacking of content standards to develop learning objectives to
enhance quality of instruction and student learning. Candidates learn specific
instructional strategies in reading, writing, math, and communication skills to effectively
access standards-based curricula and address goals and objectives.
•
EDUC 314 Meeting the Academic Needs of English Learners and Students with
Special Needs – Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the
foundation of good teaching. As such, this course is designed to provide candidates with
critical theoretical and practical information on why and how teachers differentiate
instruction for two key groups of learners, English language learners and students with
special needs. Candidates will learn language acquisition theory and the research-based
strategies known to cultivate academic success for English Language Learners and
students with special needs. Topics include the history and policy that affects the
instruction of English learners, language acquisition theories and their relationship to
practice; California English Language Development Standards to design curriculum and
instruction that address English language development; accessing core content through
the use of SDAIE (i.e., Specially Designed Academic Instruction in English) strategies;
assessments available to assess language, literacy and content for English learners; and
the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students
with special needs, including those with identified disabilities. Candidates will learn
characteristics of students with Autism Spectrum Disorder and understand effective
strategies for meeting the needs of students with disabilities in their classrooms. This
course is designed to assist multiple subject and education specialist candidates in passing
the RICA exam.
Phase II Spring Term (6 units)
•
EDUC 305A Multiple Subject Internship Teaching - 2 units or
EDUC 305C Multiple Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates
continue to progress per the California TPEs. Candidates’ growth is usually strongest
during this semester as multiple aspects of teaching come together. Occasionally it is
determined that a candidate is not sufficiently progressing towards competency per the
TPEs and, accordingly, an Individual Program Plan is drafted that allows the candidate to
receive additional CGU support in the academic year to come. It should be noted that
most students who take this path are highly successful in their second year. As such, this
option is not seen as a failure but instead as an opportunity to ensure each candidate is on
the path to becoming an outstanding teacher.
•
EDUC 305 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for
working within the K-12 school system. TLPIII deepens the candidates understanding of
the cultures of school and community, and how both influence the success of students in
their classrooms. Developing meaningful interactions with families and ways they
contribute to their teaching. Candidates will additionally deepen their understanding of
assessment measures, specifically curriculum-based measurement, progress monitoring
and apply their understanding to a variety of situations to effectively meet the individual
needs of students in their classroom. Students will develop skills for addressing conflict
within the classroom and school.
Students will have the opportunity to hone their
leadership and collaboration skills as they continue to work within multi-disciplinary
teams. •
EDUC 330 Innovative Technology in the Classroom - 2 units This course is designed to meet the Multiple Subject Program Standards for the use of technology in the classroom. The course will examine the role of computers and other emergent technologies in K-­‐12 education with an emphasis placed on the integration of technology to enhance and/or complement research-­‐based instructional practices. This course provides hands-­‐on experience for integrating such tools into linguistically and culturally diverse learning environments to enable all students to gain knowledge in ways not previously possible. We embrace the concept that technology should become an integral part of how the classroom functions and that technology should be as accessible as all other classroom/learning/teaching tools. In addition, candidates are introduced to appropriate instructional materials and technologies, including assistive technologies, to meet the needs of students with special needs. Phase III: Post-Teaching Phase (12 units)
Phase III begins in mid-May and concludes at the end of July. General Education candidates
complete three 4-unit courses during this time.
•
EDUC 308 Teaching/Learning Process IV (TLP IV): Child Development Theories
and Applications in Diverse Inclusive Classrooms - 4 units
Teaching/Learning Process IV will examine dominant theories of child development and
education , including behaviorism, constructivism, social-constructivism, brain-based
learning and critical pedagogy. These educational philosophies and learning theories will
be used to address major questions concerning special education teachers, including
collaboration and transition, social and educational change and how they impact
assessment and instruction, the assessment and evaluation of special education students,
and collaborative team building.
•
Candidates selected two 4-unit MA courses (totaling 8 units) from the School of
Educational Studies (SESs) course offerings. (Note: If the candidate decides to go
“straight to clear,” he/should would likely only take one 4-unit MA course in the second
summer.