Education Studies (BA, Minor)

The Education Studies teacher preparation program is an interdisciplinary major that prepares students to teach in elementary schools by integrating professional teacher preparation and subject matter knowledge. Students are prepared to teach all students in elementary schools, as this major Integrates teaching English learners and students with special needs and gifts through a social justice lens beginning in freshman year and spiraling throughout the four years.

The Commission on Teacher Credentialing (CTC) Teaching Performance Expectations (TPEs), pedagogy, subject matter, and fieldwork in elementary schools are integrated into the major. Courses are drawn from multiple disciplines and provide students with a deep understanding of the subject matter they will teach: Reading, Language & Literature; Mathematics; Science, History; Social Science; Visual & Performing Arts; and Human Development. Students observe and participate in local elementary schools each semester and engage in weekly seminars that integrate theory and practice, subject matter knowledge and pedagogy. This means that from their first semester in the program, students are engaged in the theory, curriculum, and practice of teaching and reaching all elementary school students. Mentoring, advisement, and guided field experiences direct students toward successful completion of a 15-week student teaching placement at a public elementary school during the senior year. Thus, the program strives to provide intellectual tools, professional experiences, and reflective conversations that enable students to make a difference as teachers in a diverse world.

In addition, students complete a “Becoming a Teacher” professional website and Signature Work, which require a synthesis of research with practical application in the field of education. Students graduate in 4 years with a BA and Multiple Subject teacher preparation.

Education Studies +1 Semester Program

During junior year, students may apply to the Master’s of Science in Education with a concentration in Special Education or Interdisciplinary Studies through the Department of Education. Students begin taking Education Specialist coursework as an undergraduate and complete preparation for the Education Specialist credential in one more semester as a graduate student directly after completion of their undergraduate degree.

Undergraduate Students accepted into the Master’s program take EDU 5010 Teaching for Equity at the graduate level. This course allows students to complete the Master’s program with 28 graduate units, instead of the required 32 units. Students have up to five years to return to complete the Master’s of Science in Education program after receiving their credential.

Additional Requirements:

Earn an overall minimum GPA of 3.0;
Earn at least a “B” grade in Education Studies and EDU courses;
Create the “Becoming a Teacher” website, which includes a digital portfolio.
Successfully complete fieldwork (freshman through junior years) and student teaching (senior year);
Create and present a signature work project.

Additional CTC Requirements for the Multiple Subject credential:

Pass the California Basic Education Skills Test (CBEST) or equivalent;
Pass each course in the Elementary Subject matter (ESM) Program;
Pass Reading Instruction Competence Assessment (RICA);
Pass the California Teaching Performance Assessment (CalTPA) prior to applying for the Preliminary Multiple Subject Credential.

If a candidate completes coursework for the teacher preparation program without completing the Teacher Performance Assessment (CalTPA), they must maintain enrollment in the program as per Education Code 44252.1 by enrolling in EDU 5005 - TPA (Cycle 1 and Cycle 2). The Ed Code allows a candidate up to two full years from enrollment in the educator program to satisfy the requirements in place when the candidate enrolled

Program Learning Outcomes

Grounded in:

Teaching Performance Expectations (TPE), CTC 2016

Institutional Learning Outcomes, (ILOs), DUC 2016

Conceptions of Teaching and Learning: Candidates construct a personal conception of teaching and learning which embraces a belief that all students can learn and reveals their ability to meet the needs of all students, including English learners and students with special needs. (TPEs 1, 2, 4)
Understanding Theories: Candidates value theory as an explanatory tool for practice; they demonstrate a comprehension of theories relating to political, historical, cultural, linguistic, and psychological dimensions of teaching and learning. (TPEs 1, 2)
Understanding and Organizing Subject Matter for Student Learning: Candidates demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. Students plan, design, implement, monitor, and reflect on instruction consistent with current subject-specific pedagogy, including integrating content for cross-disciplinary learning (TPE 3)
Creating and Maintaining Effective Environments for Student Learning: Candidates develop and maintain clear expectations for academic and social behavior. They establish procedures for routine tasks and manage transitions to maximize instructional time. They know how to establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness. (TPEs 1, 2, 4)
Planning Instruction and Designing Learning Experiences for Students: Candidates select and adapt instructional strategies, grouping strategies, and instructional materials to meet student learning goals and needs. To accommodate varied student learning and language needs, they plan differentiated instruction to facilitate students’ equitable access to the curriculum. (TPEs 3, 4)
Assessing Student Learning: Candidates understand and use a variety of informal, formal, formative, and summative assessments to determine students’ progress and plan instruction. (TPE 5)
Engaging and Supporting Students in Learning: Candidates explain content clearly and reinforce content in multiple ways. They provide opportunities and adequate time for students to practice and apply what they have learned. They ensure the active and equitable participation of all students. They motivate students and encourage student effort. (TPEs 1, 2, 3)
Developing as a Professional: Candidates demonstrate their ability to observe and participate successfully in elementary school classrooms. They conduct themselves in a professional manner. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities. They are aware of and act in accordance with ethical considerations and model ethical behaviors for students. (TPE 6)
21st Century Skills: Candidates demonstrate proficiency in the 21st century skills (critical thinking, creativity, communication, collaboration, and information, media and technology), including the ability to purposefully integrate these skills into instruction to promote transferability to student learning.
Personal Development & Social Responsibility: Candidates demonstrate intercultural understanding, respect for difference, ethical behavior, a commitment to social justice, and a habit of mind for lifelong learning.