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Education

Teacher Credentialing Preparation Program (Single Subject)

NOTE: The University is now accepting new applications for Fall 2020 Cohort (September 1, 2020).

The Teacher Credentialing Preparation Program (TCPP) at USU is the key step toward a career as a TK-6 or 7-12 teacher. Students interested in teaching at the K-6 school level in the State of California must have completed a bachelor’s degree at a regionally accredited university and have the capacity to pass the California Subjects Examination for Teachers (CSET), or have completed a commission-approved elementary subject-matter program. Students interested in teaching at the 7-12 school level must have completed a bachelor’s degree at a regionally accredited university and have the capacity to pass the appropriate subject-matter examination (CSET), such as English, Mathematics, Music, Physical Education, Science, Social Science, World Languages (Spanish), or have completed a commission-approved subject-matter program. Students will be required to complete 600 hours of in person, full time,  student teaching over the course of 16 weeks to fulfill the credential requirements for the state of California

The College of Education offers the following Teacher Credentialing programs approved by the California Commission on Teacher Credentialing (CTC):

  • 2042 Multiple Subject Preliminary Credential
  • 2042 Single Subject Preliminary Credential
  • Bilingual Authorization (Spanish/English)
ADMISSION REQUIREMENTS

Admission requirements for this program can be found here.

TUITION & COST

Click here for tuition and fees.

PROGRAM REQUIREMENTS

For more information about program requirements and licensure refer to the University Catalog.

Core Requirements
15 Credits
Single Subject Core Courses
9 Credits
Single Subject Clinical Practice
12 Credits
Bilingual Authorization
9 Credits

Core Requirements

EDU501: Affirming and Valuing Diversity in the Classroom

The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.

3 Credit Hours

EDU503: Foundations of Education

This course provides students with an overview of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.

3 Credit Hours

EDU504: Introduction to Special Education

This course provides students with an overview of the history and legal requirements of Special Education in the American school system. Students will learn about response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.

3 Credit Hours

EDU510: Introduction to Classroom Instruction

Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.

3 Credit Hours

EDU525: English Language Developmental Strategies for English Language Learners

Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.

3 Credit Hours

Single Subject - Core Course Requirements

EDU540: Secondary Teaching Strategies I

The course is an overview of curriculum and California State Frameworks and Subject Specific Standards, and district performance standards. It includes classroom procedures, instructional planning, lesson plan delivery skills, English Language Development (ELD), and Specially Designed Academic Instruction in English techniques for grades 6-12 with/and diverse student populations.

3 Credit Hours

EDU541: Secondary Teaching Strategies II

This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies used for students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds. Methods and content are aligned with California State Framework for grades 6-12 with/and diverse student populations.

Prerequisite: EDU540 Secondary Teaching Strategies II

3 Credit Hours

EDU542: Reading in the Content Area

This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are aligned with California State Framework for grades 6-12 with/and diverse student populations.

3 Credit Hours

Clinical Practice Requirements

EDU565: Student Teaching (Clinical Practice) I

This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the California Teaching Performance Assessment (CalTPA). The CalTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”

5 Credit Hours

EDU562: Directed Student Teaching Seminar I

This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the California Teaching Performance Assessment (CalTPA) instructional cycles, to include implementation, guidance, and remediation. Synchronous (live) meetings via technology will be a requirement of this course.

Co-requisite: EDU561 or EDU565 Student Teaching (Clinical Practice) I

1 Credit Hour

EDU567: Student Teaching (Clinical Practice) II

This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the California Teaching Performance Assessment (CalTPA). The CalTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”

Prerequisite: EDU565 Student Teaching (Clinical Practice) I; Co-requisite: EDU564 Directed Student Teaching Seminar II

5 Credit Hours

EDU564: Directed Student Teaching Seminar II

This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel. Support for candidates in the completion of the California Teaching Performance Assessment (CalTPA) instructional cycles, to include implementation, guidance, and remediation will also be included. Synchronous (live) meetings via technology will be a requirement of this course.

Prerequisite: EDU562 Directed Student Teaching Seminar I; Co-requisite: EDU563 Student Teaching (Clinical Practice) II

1 Credit Hour

Bilingual Authorization - Optional Addition

EDU522: First and Second Language Acquisition

This course will study the historical, political, socio-cultural and pedagogical factors related to the acquisition of first and second language. Theoretical frameworks ill be examined with emphasis on identification, assessment, performance and placement of English Language Learners. Other topics covered will be the laws, legislation and litigation related to English Language Learners.

3 Credit Hours

EDU580: Latinos in the United States

This course will explore the historical, cultural, and social characteristics of major Latino groups in the United States. This will include the Latino contributions, cultural conflicts, demographics, migration and immigration patterns. An analyzes of the legal, political, and social contexts that have shared the status and educational experiences of Latinos in the US will be covered.

3 Credit Hours

EDU581: Desarrollo del Lenguaje y Lectura

The focus of the course will be strategies and methodologies in Spanish language development, reading readiness, and beginning reading in the primary language. Special emphasis will be on the current trends and social issues affecting bilingual programs including program models, instructional approaches, bilingualism and illiteracy and selection and use of primary language materials.

Prerequisite: CSET: World Languages, Spanish, or Baccalaureate degree majoring in Spanish from a CTC commission-approved program.

3 Credit Hours