Teacher Education Information | Teacher Education Programs | Teacher Education Courses
Multiple Subject Credential Program (code 200)
A teacher with a Multiple Subject Credential is authorized to teach grades pre-K through 12 in self-contained classrooms. The Multiple Subject Credential Program (MSCP) prepares students to be credentialed in the State of California for elementary and middle school instruction. The program allows for daytime field experiences in elementary classrooms and includes methodology courses and student teaching. The program can be completed in one summer and two semesters or three semesters, depending upon when prerequisites and corequisites are taken, when the student begins the program, and whether a part-time or full-time schedule is followed. Program requirements must be met within seven years of the date of admission to the program.
The department has four Preliminary Multiple Subject Credential Program (MSCP) tracks:
• Multiple Subject Credential Program
• Bilingual Cross-Cultural Language and Academic Development(BCLAD) Emphasis (Spanish, Cambodian [Khmer], Chinese [Mandarin and Cantonese], Korean, Vietnamese)
• Multiple Subject Internship Program
• Integrated Teacher Education Program (ITEP)
For program information and advisement, contact the Teacher Preparation Advising Center (ED1-67; 562/985-9259) or visit the department website.
Preliminary Credential
Successful completion of the Multiple Subject Credential Program leads to the Preliminary Credential, which is valid for five years. Requirements for the Preliminary Credential are:
1. Hold a bachelor’s degree from an accredited institution.
2. Satisfy the U. S. Constitution requirement (POSC 100 or 391 or exam or equivalent course from another institution).
3. Pass CBEST (a test of basic reading, writing and math).
4. Hold a certificate of clearance (fingerprint background check).
5. Demonstrate Level I computer technology competence (embedded in program course work).
6. Demonstrate subject matter competence by passing the California Subject Examinations for Teachers: Multiple Subjects (CSET: Multiple Subjects).
7. Complete professional preparation courses (in the MSCP) with a grade point average of 3.0 in all subject specific pedagogy (methods) courses with no grade lower than “C.”
8. Complete student teaching.
9. Pass the Reading Instruction Competence Assessment (RICA) exam.
10. For Bilingual Cross-Cultural Language and Academic Development (BCLAD) candidates only: Demonstrate competence in BCLAD Domains 4 (specializEDPedagogy), 5 (target culture knowledge) and 6 (proficiency in the target language). Requirements may be met through course work or state-approved exams.
Professional Clear Credential
Preliminary credential holders must meet state requirements for the Professional Clear credential within five years in order to continue teaching. There are currently three ways to earn the Professional Clear credential:
1. Option 1: A Commission-accredited SB 2042 Professional Teacher Induction Program (if available in the district of employment).
2. Option 2: A Beginning Teacher Support and Assessment (BTSA) Program AND the four additional requirements of advanced study of health education, teaching special populations, using technology, and teaching English learners (if available through the district).
3. If neither an Induction nor a BTSA Program is available, a fifth year of university study (30 post-baccalaureate units), including the four additional requirements of advanced study course work in health education, teaching special populations, using technology, and teaching English learners. Students should be aware that the four advanced study courses must be taken after issuance of the Preliminary teaching credential.
Admission to the University and Multiple Subject Credential Program
Admission to the university and the MSCP are two separate processes. Applications to the university are available in Enrollment Services or on-line through CSU Mentor (www/csumentor.edu). Applications to the program are distributed at regularly schedule program information meetings. Meeting dates, times and locations are available on the department website. Matriculated students may be admitted to the program based on their current undergraduate or graduate status. Graduating seniors, transfer students, and returning students should apply for post-baccalaureate admission to the university with the objective of entering the credential program (identify your program objective as Multiple Subject Credential and use code 200 on the application form). Admission to the university does not constitute admission to the program.
Multiple Subject Credential Program Structure
The MSCP is a 40 unit program separated into three successive phases. Students must complete each phase before advancing to the next one.
• Phase One - Students complete program prerequisites (and may take any or all corequisites) and submit applications. Subject matter competence must be demonstrated at the time of application to the program by submission of a passing score on all three sections of the California Subject Examinations for Teachers: Multiple Subjects (CSET: Multiple Subjects).
• Phase Two - Students complete corequisite courses and five subject specific pedagogy courses.
• Phase Three - Students complete student teaching.
Program Admission
All candidates are required to comply with all program policies and procedures detailed in the MSCP Handbook, which is available for purchase at the Campus Copy Center located in the bookstore. Pre-program advisement and brochure materials are available in the Elementary and Special Education Admissions and Advising Center (ED1-67). Prospective candidates should obtain a program application by attending one of the regularly scheduled group advisement meetings.
Program Admission Requirements
1. Complete all prerequisite courses in one of the four MSCP tracks, with a minimum grade of “B” in EDEL 380.
2. Attain a grade point average of at least 2.67 in all baccalaureate and post baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester or 90 quarter units attempted.
3. Complete and pass an interview with a department faculty advisor.
4. Submit three letters of recommendation.
5. Submit a typed personal statement describing why you have chosen teaching as a career, what you hope to accomplish as a teacher, and how you view the role of the teacher.
6. Submit a negative tuberculosis skin test or chest X-ray taken within the last three years. Tuberculosis clearance must be valid through student teaching.
7. Submit one photocopy of all university and/or college transcripts.
8. Submit proof of having taken the California Basic Educational Skills Test (CBEST). Note: You must take all three parts of the test. (Passage of the exam is required to advance to student teaching.)
9. Submit proof of having demonstrated subject matter competence by passing all three subtests of the California Subject Examinations for Teachers: Multiple Subjects (CSET: Multiple Subjects)
10. Demonstrate proficiency in reading and writing English by (1) attaining the minimum passing score of 37 on the reading portion of the CBEST and by (2) attaining the minimum passing score of 37 on the writing portion of the CBEST exam. (Passage of CBEST is required to advance to student teaching.)
11. Attach a copy of a Certificate of Clearance or a copy of a Certified Mail receipt as proof that an application for a Certificate of Clearance was mailed to the Commission on Teacher Credentialing or a photocopy of an emergency/substitute teaching permit.
12. Demonstrate ability to communicate orally in English at the level required of public school teachers by demonstration of English production skills in the course EDEL 380 (EDEL 200 for ITEP candidates) and through an oral interview with department faculty. In the case of candidates for a Bilingual Emphasis Multiple Subject Credential, there is a bilingual interview requirement in English and the target language.
13. Demonstrate character and personality traits that satisfy the standards of the teaching profession and suitable aptitude for teaching in public schools through the application documentation, the personal interview, and performance in the course EDEL 380 (EDEL 200 for ITEP candidates). Candidates must continue to demonstrate appropriate character and personality traits through completion of the program.
14. Submit the application packet, including documentation, by March 1 to begin pedagogy courses in summer or fall terms, and October 1 to begin pedagogy courses in winter or spring terms. THESE DEADLINES ARE STRICTLY ENFORCED.
Student Teaching
The final phase of the MSCP is student teaching. Student Teaching is a five days per week experience for the length of the university semester. All student teachers have one placement in a K-2 classroom where they gain experience with early literacy instruction utilizing a balanced and comprehensive approach to reading. The other placement is in an intermediate classroom (grades 3-6) or in a middle school classroom (grades 6-8). One student teaching placement must be in a public school. There are several ways to complete student teaching: one regular semester, two consecutive summers, one entire summer, or one summer and part of one regular semester. Students should be aware that there is limited availability in the summer and all individuals may not necessarily be accommodated.
A separate application is required to advance to student teaching. Applications for student teaching must be submitted in person to the Field Programs Office one semester prior to the first assignment. Application packets are distributed at the Student Teaching Application meetings. Dates, times and locations are announced in methods courses, are posted throughout the ED-1 and ED-2 buildings, and appear on the department website well in advance of the actual meeting dates. Deadlines for submitting applications to student teach are:
March 1 — for Summer/Fall Student Teaching
October 1 — for Spring Student Teaching
Students should note that these deadlines are firm. Late applications are not accepted.
Advancement to Student Teaching Requirements
Students must meet the following requirements to advance to student teaching:
1. Completion of all program prerequisite, corequisite and subject specific pedagogy requirements in Phases 1 and 2 of one of the MSCP tracks. Students must pass all five subject specific pedagogy (methods) courses with a 3.0 grade point average and no grade lower than “C.” A grade of "D" or "F" in a methods course will result in being dropped from the program. The overall grade point average must continue to meet the program admission standard.
2. Passage of the California Basic Educational Skills Test (CBEST).
3. A negative tuberculosis skin test or chest x-ray valid through completion of student teaching.
4. Proof of identity and character clearance (Certificate of Clearance).
5. BCLAD Emphasis students must meet all additional BCLAD program requirements.
6. For students who wish to student teach at the kindergarten level: completion of EDEL 420 with a minimum grade of “C.”
7. Submission of a student teaching application by the appropriate deadline.
Track One – Preliminary Multiple Subject Credential Program
The Preliminary credential is the basic Multiple Subject Credential. This track is comprised of foundational and subject specific pedagogy course work followed by the student teaching semester.
Prerequisites
Must be taken concurrently: EDEL 380 (3 units), EDSP 303 (1 unit).
Corequisites
May be taken prior to or after admission to the MSCP:EDEL 413 (2 units), EDEL/EDP/LING 431 (3 units).
Subject Specific Pedagogy (teaching methods)
Students must be officially admitted to the MSCP to take these courses. One course must be taken off-campus at an elementary school site during daytime school hours, and at least one must be taken on-campus: EDEL 442, 452 (3 units), 462, 472, 475. (Note: The off-campus course requirement is temporarily suspended for students who plan to student teach in 2006.)
Student Teaching
All requirements for advancement to student teaching must be met: EDEL 482 (16 units).
Track Two – Bilingual Cross-Cultural Language and Academic Development (BCLAD) Emphasis in Spanish and Asian Languages
The Bilingual Cross-Cultural Language and Academic Development (BCLAD) Emphasis credential authorizes teachers to work in dual language classrooms or where a language other than English is required for instruction, support, and communication with parents and other professional communication. With appropriate substitutions and/or additional course work, the BCLAD Emphasis may be added to the Preliminary credential. All BCLAD Emphasis candidates must demonstrate knowledge of the target culture, specific pedagogical skills, and fluency in speaking, listening, reading and writing in the target language. A BCLAD Certificate can be added to an existing credential by passing the appropriate CLAD and/or BCLAD exams.
The BCLAD Spanish Emphasis is offered on campus or through the BCLAD in Mexico program. The BCLAD in Mexico program leads to a Multiple Subject Preliminary Credential with Spanish BCLAD Emphasis during a year of study in Querˇtaro, Mˇxico. CSULB and nine other CSU campuses statewide offer this credential in conjunction with the Office of International Programs.
To add the international BCLAD Spanish certificate to the Preliminary credential the following courses are required: EDEL/EDSE 541, 542; SPAN 322, 445. (Note: EDEL/EDSE 541 and SPAN 322 must be taken in Mexico).
The BCLAD Asian Languages Emphasis is part of a six campus CSU consortium offering BCLAD preparation and certification in Cambodian (Khmer), Chinese (Mandarin or Cantonese), Korean, or Vietnamese. Courses are taken at CSULB and other area CSU participating campuses.
Undergraduates who wish to pursue a BCLAD Emphasis credential should complete the Liberal Studies baccalaureate program with an appropriate concentration. Spanish BCLAD Emphasis students should take the Bilingual Spanish-English concentration; Asian BCLAD Emphasis students should take the Languages Other than English or U.S. Multicultural Studies concentration.
Spanish/English BCLAD Emphasis
The BCLAD Emphasis in Spanish prepares students for teaching in dual language and English Language Development settings where Spanish is required for instruction, support, and communication with parents and other professional communication. In addition to the Preliminary credential requirements, BCLAD Emphasis in Spanish requirements include teaching pedagogy and practicum in a second language, culture of emphasis (by coursework or examination) and fluency in Spanish (by examination). The program requires 43 units of course work plus culture and language of emphasis proficiency through additional course work and/or examination. See the Spanish BCLAD advisor for program information.
Prerequisites
Same (4 units) as for Track One in the Preliminary credential program.
Corequisites
Same (5 units) as for Track One in the Preliminary credential program plus EDP/LING 485 or EDP/EDEL 439 (3 units).
Subject Specific Pedagogy
Same (15 units) as for Track One in the Preliminary credential program, with the following differences:
EDEL 442 Footnote # 53 section recommended
Substitute EDEL 452B for EDEL 452
EDEL 462, 472, and 475
Note 1: 150 documented hours as a teacher, assistant or volunteer in a multilingual setting is required in lieu of an off-campus daytime pedagogy course.
Note 2: It is recommended that EDEL 442 and 452B be taken concurrently.
Additional Spanish BCLAD Requirements
These requirements (0-15 units) may be taken at any time, but must be completed before student teaching:
Culture of Emphasis: For undergraduates, the culture component for the Spanish BCLAD is fulfilled in the Liberal Studies Bilingual concentration. Students completing a non-Liberal Studies bachelor’s degree can meet this requirement by taking CHLS 340 or CHLS 350 or BCLAD Exam #5.
Language of Emphasis: All Spanish BCLAD candidates must pass BCLAD Exam #6 (speaking, listening, reading and writing) prior to completion of the program. SPAN 300, 312, 313, and 322 are also recommended (12 units). In addition, LING 329 or EDSP 454 are strongly advised for language acquisition background.
Student Teaching
All requirements for advancement to student teaching must be met. EDEL 482B or 482C (16 units)
Asian Languages/English BCLAD Emphasis
The BCLAD Emphasis in Asian Languages prepares students for teaching in dual language and English Language Development settings where Chinese, Cambodian, Korean or Vietnamese is required for instruction, support, and communication with parents and other professional communication. In addition to the Preliminary credential requirements, BCLAD Emphasis in Asian Languages requirements include teaching pedagogy and practicum in a second language, culture of emphasis (by coursework or examination) and fluency in the target language (by examination). The program requires 46 units of course work plus culture and proficiency in the target language (BCLAD Exam #6). See the Asian Languages BCLAD advisor for program information.
Prerequisites
Same (4 units) as for Track One in the Preliminary credential program.
Corequisites
Same (5 units) as for Track One in the Preliminary credential program.
Subject Specific Pedagogy
Same (15 units) as for Track One in the Preliminary credential program.
Additional Asian BCLAD Requirements (0-6 units)
Culture of Emphasis (one for each language program) (3 units):
Chinese (Cantonese & Mandarin) - EWS 301, Cal Poly Pomona
Cambodian - ASAM 334, CSU Long Beach
Korean – AAS 495KH , CSU Northridge or TED 495, CSU Dominguez Hills
Vietnamese - ASAM 333, CSU Long Beach
Bilingual Pedagogy (one for each language program) (3 units):
Chinese (Cantonese/Mandarin) - EDEL 400 (Cantonese/Mandarin), CSU Los Angeles or EDEL 452C (Cantonese/Mandarin), CSU Long Beach
Cambodian (Khmer) - EDEL 490 (Cambodian), CSU Long Beach
Korean - EED 520K (Korean), CSU Northridge or TED 515A (Korean), Cal Poly Pomona or TED 490 (Korean) CSU Dominguez Hills
Vietnamese - EDEL 452V (Vietnamese), CSU Long Beach or EDEL 448 (Vietnamese), CSU Fullerton
Note: Bilingual pedagogy and culture of emphasis courses may be taken before admission to the MSCP Program.
Language of Emphasis
Met by passage of appropriate BCLAD Exam #6. See program advisor for recommended courses as preparation for the exam.
Student Teaching
All requirements for advancement to student teaching must be met. EDEL 482B or 482C (16 units).
Track Three – Multiple Subject Internship
The intern program is for full-time teachers in districts with which CSULB has a contractual intern agreement. All students in this program must be employed by the district as the full-time teacher of record in a multiple subject classroom and have met all program and intern program admission requirements. The program requires 24 units of foundational and subject specific course work followed by 16 units of intern student teaching.
Pre-Application Requirements
• Hold a Bachelor’s degree from an accredited institution.
• Demonstrate subject matter competence by passing the California Subject Examinations for Teachers: Multiple Subjects (CSET: Multiple Subjects).
• Meet the U.S. Constitution requirement (by course work or exam).
• Pass the CBEST.
• Be assigned full-time to a self-contained K-8 multiple subject classroom in a partner school district.
• Meet the program grade point average requirement of 2.67 overall or 2.75 in the last 60 semester or 90 quarter units.
• Complete MSCP prerequisite courses.
• Have submitted an application to the MSCP program.
• Complete an interview with the Intern Program Director.
Prerequisites
Same (4 units) as for Track One in the Preliminary credential program.
Corequisites (5 units)
Same (4 units) as for Track One in the Preliminary credential program.
Subject Specific Pedagogy
Same (15 units) as for Track One in the Preliminary credential program.
Student Teaching
All requirements for advancement to student teaching must be met. EDEL 572A and 572B (8 units each).
Note: Interns must attend a Student Teaching Application Meeting and apply to student teach by the October 1 deadline for spring and the March 1 deadline for summer and fall.
Additional Requirements for BCLAD Interns
BCLAD Interns should refer to Track Two, above, for additional BCLAD Emphasis requirements.
Track Four – integrated Teacher education Program
For the Integrated Teacher Education Program (ITEP) requirements, please refer to the Liberal Studies section of this catalog.
Petition Process
Appeals to program decisions or requests for policy waivers are made by filing a written appeal to the Department of Teacher Education Admissions and Standards Committee. The committee reviews the written petition and supporting documentation and renders a decision. Examples of petitions typically reviewed are: waive a deadline for submission of a test score, waive an application deadline, and readmission to student teaching. Decisions of the committee are final. Students follow university policy to appeal a course final grade.
Reading Certificate (code 415)
This certificate is granted by the California Commission on Teacher Credentialling (CCTC)
The Reading Certificate provides classroom teachers with advancEDPreparation in reading/language arts assessment and instruction, as well as theory and research in teaching reading, grades K-12. Some candidates may wish to complete the 12-unit Reading Certificate program as a terminal objective, while others may wish to complete it as a prerequisite to the Reading/Language Arts Specialist Credential Program.
Before completion of requirements for the Reading Certificate, the candidate must provide verification of three years of full-time teaching experience in any grades preschool through adult, exclusive of student teaching, internship teaching, or teaching while holding an emergency credential or permit.
Admission Requirements
1. Bachelors degree and Multiple Subject or Single Subject Credential, or equivalent; CLAD certification strongly recommended.
2. ENGL 481 or 482, or current equivalent course in children’s or adolescent literature.
3. A minimum grade point average of 3.0 in the last 60 units of university course work.
4. Two letters of recommendation, at least one from a supervisor.
5. An autobiography and statement of intent.
6. Interview with program faculty.
7. For secondary teachers, EDEL 452 or equivalent is strongly recommended.
8. Separate program application is required.
Requirements
EDRG 540, 551, 558, 559.
Reading and Language Arts Specialist Credential (code 410)
The Reading/Language Arts Specialist Credential prepares teachers to become school and district literacy leaders and supervisors. The reading/language specialist’s role is multifaceted, including diagnostician, teacher of intervention for children or youth with delayed literacy development, collaborator with other school and district specialists, provider of professional development for classroom teachers, and reading program coordinator or facilitator.
Admission Requirements
Successful completion of the Reading Certificate program, or a valid Reading Certificate, or equivalent.
Requirements
EDRG 543, 544, 554, 556, 651
Note: All courses required for the Reading/Language Arts Specialist Credential can be applied to the MA in Elementary or Secondary Education: Specialization in Reading. See Catalog program description and the faculty advisor in the Department of Teacher Education for more information.
Master of Arts in Education
Option in Elementary Education (code EDELMA01)
Requirements
A minimum of 30 units (33 units for Reading) is required with at least 21 units in the 500/600 level series at this University. In consultation with the Advisor of Curriculum and Instruction, Early Childhood Education, Reading and Language Arts, or Middle Level Education or designated faculty, students will select a comprehensive examination track, thesis track, or project track.
Curriculum and Instruction Specialization (30-36 units)
Admission
In addition to applying to the university for graduate standing, candidates must submit a program-specific application. Applications are available in the College Graduate Studies Office, ED1-7 and online at http://www.ced.csulb.edu/teacher-ed/resources/documents/masters.cfm.
Prerequisite
A valid elementary teaching credential or multiple subject teaching credential, or by permission.
Requirements
1. Methods of Social Science Inquiry (6 units): EDP 400 (3 units) and one of the following courses (3 units): EDP 520 or EDCI 533 (comprehensive exam track); or EDP 595 or EDP 696 (thesis track)
2. Core (15 units): EDCI 500, 505, 530, 625, and 695.
3. Concentration (9 units): Candidates select an area of concentration in consultation with the program advisor, tailored to their professional goals. Candidates are responsible for taking prerequisite courses if required. The concentration may be in one of the following 3 patterns:
A. Advanced Methods (9 units): EDRG 540, EDCI 560, 570; or
B. Advanced Coursework in Educational Technology: 9 units selected from the following courses: EDSP 542, ETEC 523, 525, 530, 551, 553; or
C. 9 units of advanced coursework in a self-selected concentration chosen in consultation with the advisor (e.g. Social and Multicultural Foundations).
4. Capstone (Choose A or B option in consultation with advisor).
A. Comprehensive Examination and EDCI 695 (3 units)
B. Thesis and EDCI 698 (6 units)
Dual Language Development Specialization (30-33 units)
Admission
Submit a separate program application (applications available from Program Coordinator); transcripts showing posted degree, last 60 semester units or 90 quarter units, and CLAD/BCLAD certification; and an autobiographical essay.
Prerequisites
A valid teaching credential with BCLAD/CLAD emphasis or certification, or by permission. Demonstration of bilingual proficiency, or six (6) college semester units of a language other than English, or verified equivalent.
Requirements
1. Methods of Social Science Inquiry Requirements (6 units): EDP 400 & EDCI 533
2. Core (15 units): EDCI 541, EDRG 551B, EDCI 532, LING 650; and EDCI 530 or EDP 574 or EDP 672
3. Concentration (6 units): 6 units of advisor-approved electives
4. Capstone Requirement (3-6 units): One of the following chosen in consultation with an advisor: EDCI 695 and Comprehensive Examination (3 units); or EDCI 698 and Thesis (6 units)
Early Childhood Education Specialization
(30-36 units)
Prerequisites
1. EDP 301 or HDEV 307I or PSY 361 or equivalent;
2. EDEL 420; and
3. EDEL 482 or one year of documented and approved teaching experience.
Program Requirements
1. Research Methods (6 units): EDP 400 and one of the following courses: EDP 520 (comprehensive exam track); or EDP 595 or 696 (thesis track).
2. Early Childhood Specialization Courses (21 units): EDEC 520, 521, 522, 523, 526, 621, 622.
3. One of the following chosen in consultation with the program advisor (3-6 units): EDEC 695 and Written Comprehensive Exam (3 units) or EDEC 698 Thesis (6 units).
Specialization Requirements
1. All of the following: EDEC 522, 621
2. Two of the following: EDEC 523, 526, 622, or EDP 604
Reading and Language Arts Specialization (33-36 units)
Prerequisites
A valid multiple subject or elementary teaching credential; CLAD certification is strongly recommended. ENGL 481 or ENGL 482 or approved equivalent (can be taken concurrently with program requirements); submit a separate program application, transcripts showing posted degree and last 60 semester units or 90 quarter units; 2 letters of recommendation from educators, one of which is from a supervisor; and an autobiographical essay, and interview with program faculty
Program Requirements
1. All of the following (27 units): EDRG 540, 544, 551, 554, 556, 558, 559, 651, and EDP 595/LING 595 (Please contact advisor prior to beginning coursework)
2. One advisor-approved elective (3 units)
3. One of the following chosen in consultation with the program advisor (3-6 units): EDRG 695 and Written Comprehensive Examination (3 units) or EDRG 698 Thesis (6 units)
Clear Conditional Admission
1. Completion of program prerequisites.
2. A GPA of 2.85 or higher in the last 60 semester units of coursework taken. Lower division and/or extension courses taken after obtaining the bachelor’s degree are excluded from this calculation.
3. University master’s degree policy requires students to attempt to fulfill the Graduation Writing Assessment Requirement (GWAR) during the first semester of residence. Students who have met this requirement during the baccalaureate degree program at CSULB or at another CSU campus are exempt.
4. To qualify for University admission in conditionally classified or classified graduate standing, a student must be accepted into a graduate degree program on a conditional basis or as clear conditional status.
NOTE: Prior to admission to the master’s program, students may take up to, but no more than, 9 units of approved coursework which may apply to the master’s program. There is no minimum number of units required for admission to the program.
In accordance with University policy of “Graduate Transfer Units by Extension,” up to 6 units of approved extension/continuing education or transfer credit may be used on a graduate student’s program. At the option of the college/school or department offering a graduate degree requiring a total of 30 units, this limit may be raised to 9 units of extension/continuing education credit if taken at CSULB or at another CSU campus.
Students must contact the advisor of Curriculum and Instruction, Early Childhood Education, or Middle Level Education Specialization once 6 units of course work has been completed to plan an official program.
Students interested in the Specialization in Reading Language Arts must contact the advisor of Graduate Reading in the Department of Teacher Education prior to enrolling in any classes.
Advancement to Candidacy Requirements
1. All University requirements must be met;
2. Transcripts showing posted degree and the last 60 semester units or 90 quarter units;
3. Completion of all admission requirements for the Elementary Master’s Program Option;
4. A minimum 3.0 overall grade-point average and a 3.0 grade point average in all units undertaken for the program (at least 6 units) with no incomplete grades;
5. Fulfillment of the Graduation Writing Assessment Requirement (GWAR);
6. Personal-Professional Attributes
Applicants are required to submit a typed essay of not less that three pages, double spaced. The essay shall address the following; how the program will help them make a contribution to the profession; experience in the profession; and any other information relevant to their personal/professional plans. In addition, students will complete a structured interview with the designatEDProgram advisor;
7. An approvEDPlan of study completed with the Curriculum and Instruction, Early Childhood Education, Reading and Language Arts, or Middle Level Education graduate advisor be on file in the Graduate Office;
8. A student must be enrolled in regular session or in the summer session in which advancement to candidacy takes place. Please refer to the “Graduate Degrees and Other Post Baccalaureate Studies” section of the catalog for University advancement-to-candidacy requirements.
Option in Secondary Education (code EDSEMA01)
A minimum of 30 units for Curriculum and Instruction Secondary Specialization and a minimum of 33 units for Reading and Language Arts Specialization is required with at least 21 units in the 500/600 level series at this University. In consultation with the advisor of Curriculum and Instruction or Reading and Language Arts or designated faculty, students will select a comprehensive exam track or thesis track.
Curriculum and Instruction Specialization
(30-36 units)
Admission
In addition to applying to the university for graduate standing, candidates must submit a program-specific application. Applications are available in the College of Education Graduate Studies Office and online at http://www.ced.csulb.edu/teacher-ed/resources/documents/masters.cfm.
Prerequisite
A valid secondary education or single subject teaching credential, or by permission.
Requirements
1. Methods of Social Science Inquiry (6 units): EDP 400, 520
2. Core (15 units): EDCI 500, 505, 530, 625, 695 (to be taken in final semester)
3. Concentration (9 units)
Candidates select an area of concentration, in consultation with the program advisor, tailored to their professional goals. A concentration must follow a pattern or theme; a disparate set of unrelated courses is not a concentration. Thesis candidates should shape their concentration round research methodology and content related to their thesis topic. Candidates must submit a written statement containing a coherent rationale for and description of the concentration sequence at the time of advancement to candidacy. Concentrations may follow one of the patterns listed below or may be uniquely devised by the candidate. A concentration must have the approval of the program advisor. Candidates are responsible for taking prerequisite courses if required.
A. Educational Technology (e.g., ETEC 523, 551, 553, 623).
B. Educational Foundations (e.g., EDP 573, 574, 574, 576).
C. Advanced course work in the candidate’s teaching discipline.
D. Advanced course work toward a Supplementary Authorization.
E. Advanced course work toward the Professional Clear Credential.
F. Advanced course work toward CLAD certification.
G. Advanced course work in middle level education.
H. Research methods courses in preparation for the thesis (e.g., EDP 595, 596, 696; EDCI 533)
4. Capstone Experience
Candidates select one of the following capstone experiences in consultation with the program advisor. Selection should be made at the time of advancement to candidacy in order to develop a program plan consistent with the selected capstone experience.
A. Comprehensive Examination
B. Thesis. (Candidates take EDCI 698 for two semesters while writing a thesis, for a total of 6 units; candidates may need to take additional research methodology courses in order to prepare for thesis research and writing.)
Reading and Language Arts Specialization (33-36 units)
Prerequisites
A valid secondary education or single subject teaching credential; CLAD certification is strongly recommended. ENGL 482 or approved equivalent (can be taken concurrently with program requirements); submit a separate program application, transcripts showing posted degree and last 60 semester units or 90 quarter units; 2 letters of recommendation from educators, one of which is from a supervisor; and an autobiographical essay, and interview with program faculty.
Program Requirements
1. All of the following (27 units): EDRG 540, 544, 551, 554, 556, 558, 559, 651 and EDP 595/LING 595 (Please contact advisor prior to beginning coursework)
2. One advisor-approved elective (3 units)
3. One of the following chosen in consultation with the program advisor (3-6 units): EDRG 695 and Written Comprehensive Examination (3 units) or EDRG 698 Thesis (6 units)
Clear Conditional Admission
1. Completion of program prerequisites.
2. A GPA of 2.85 or higher in the last 60 semester units of coursework taken. Lower division and/or extension courses taken after obtaining the bachelor’s degree are excluded from this calculation.
3. University master’s degree policy requires students to attempt to fulfill the Graduation Writing Assessment Requirement (GWAR) during the first semester of residence. Students who have met this requirement during the baccalaureate degree program at CSULB or at another CSU campus are exempt.
4. To qualify for University admission in conditionally classified or classified graduate standing, a student must be accepted into a graduate degree program on a conditional basis or as clear conditional status.
Please Note:
Prior to admission to the master’s program, students may take up to, but no more than, 9 units of coursework which may apply to the master’s program. There is no minimum number of units required for admission to the program.
In accordance with University policy of “Graduate Transfer Units by Extension”, up to 6 units of approved extension/continuing education or transfer credit may be used on a graduate student’s program. At the option of the college/school or department offering a graduate degree requiring a total of 30 units, this limit may be raised to 9 units of extension/continuing education credit if taken at CSULB or at another CSU campus.
Students must contact the advisor of Curriculum and Instruction Specialization no later than completing 6 units to plan an official program.
Students interested in the Specialization in Reading Language Arts must contact the advisor of Graduate Reading in the Department of Teacher Education prior to enrolling in any classes.
Advancement to Candidacy Requirements
1. All University requirements must be met;
2. Transcripts showing posted degree and the last 60 semester units or 90 quarter units;
3. Completion of all admission requirements for the Secondary Master’s Program Option;
4. A minimum 3.0 overall grade-point average and a 3.0 grade point average in all units undertaken for the program (at least 6 units) with no incomplete grades;
5. Fulfillment of the Graduation Writing Assessment Requirement (GWAR);
6. Personal-Professional Attributes: Applicants are required to submit a typed essay of not less that three pages, double spaced. The essay shall address the following; how the program will help them make a contribution to the profession; experience in the profession; and any other information relevant to their personal/professional plans. In addition, students will complete a structured interview with the designatEDProgram faculty advisor;
7. An approvEDPlan of study completed with the Curriculum and Instruction or Reading and Language Arts graduate advisor must be on file in the Graduate Office;
8. A student must be enrolled in regular session or the in summer session in which advancement to candidacy takes place. Please refer to the “Graduate Degrees and Other Post Baccalaureate Studies” section of the catalog for University advancement-to-candidacy requirements.