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Multiple Subject Credential Programs - Program Review Launchpad

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1. Program Summary

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1.1 Multiple Subject Credential Program Summary

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Program Summary

 

The Multiple Subject Credential Program (MSCP) at CSULB provides pre-service teachers with the tools and confidence they need to be successful in elementary and middle grade classrooms. Teachers with this credential traditionally teach elementary (K-8) grades. An integrated approach to certification is taken to incorporate theoretical and research-based foundations of good teaching, coupled with extensive opportunities for hands-on application in real-world classrooms.  CSULB multiple subject credentialed teachers are highly desired by public, private, and charter school employers. 

 

Program Design 

 

Leadership Within the Credential Program 

 

The Dean of the College of Education has oversight of all credential programs offered by the college.  Various responsibilities are delegated to associate deans, department chairs, program coordinators, and staff. The Multiple Subject Program coordinator reports to the chair of the Teacher Education department, who reports to the dean of the college.  The program coordinator and the department chair have faculty appointments. 

 

Communication within the credential program and with the institution 

 

Collaboration is a hallmark of the teacher preparation program at CSU, Long Beach.  Within the College of Education, the Chair of Teacher Education and the Coordinator of the MSCP program meet regularly to discuss curriculum, instruction, and policy issues related to the program.  The Chair of Teacher Education meets monthly with Teacher Education Faculty to gatheinput on needed program changes, candidate outcome measures, and best practices.  Both the Program Coordinator and the Chair are members of the College Leadership Team which meets on a bi- weekly basis to discuss policies, resource planning, and collaborative activities among the various departments in the college.  The Associate Dean, Chair of Teacher Education, and Program Coordinator serve on a variety of university and system wide committees which collaborate on policy issues and technical program development.  These committees also serve as a venue for communication with the CSU, Long Beach President’s Office and the CSU Chancellor’s Office. 

 

Structure of coursework and field experiences in the credential program 

 

At CSULB, there are four Tracks from which candidatemay choose to complete the Preliminary Multiple Subject Credential:  Preliminary Multiple Subject Credential (post-baccalaureate)Multiple Subject InternshipIntegrated Teacher Education Program (ITEP) & Urban Teaching Pathway (UTEACH), and Bilingual Authorization in Spanish or Asian Languages. 

 

The Multiple Subject Credential Program (MSCP) contains a structured, sequential, and spiraled curriculum organized in four phases. The MSCP program provides explicit instruction in critical content areas and for student populations with unique learning needs.  Addressing the needs of a diverse student population, specifically students who are English Language Learners or those who may have specialized academic learning needs, including those with disabilities is a priority of the program and therefore, every coursexamines these populations through the specific lens of the course content. Each phase is described below and is applicable to the post-baccalaureate, internship, and bilingual authorization pathways.  The UTEACH program follows a similar course sequence for phases 1 & 2 but differs in the delivery of Phases 3&4 as outlined below. 

 

Candidates record their field work hours, school sites, and reflections in an online platform called S4. By having candidates record all field practice in S4, the college is able to monitor and track all candidate fieldwork hours across the entire course of each student’s program as well as generate reports indicating which school sites candidates were placed in. 

 

Phase 1 (Pre-Requisite):  Historical and Philosophical Foundations and Preparing to Teach Special Populations in the General Education Classroom 

Prerequisite courses lay the groundwork for candidates’ understanding “big picture” ideas about what school is globally, in the United States, and especially in California. Two courses in Track 1, EDEL 380:  Teaching and Learning in a Democratic Society and EDSP 303:  Preparing to Teach Special Populations in the General Education Classroom), provide this historical and foundational perspective. In EDEL 380, candidates learn about the legal and ethical obligations of teachers.  ITEP students complete courses with similar competencies (EDEL 100, EDEL 200), that have increased demands for fieldwork.  ITEP candidates complete EDSP 355A or EDSP 350:  Teaching Students with Exceptional Needs. 

 

Phase 2 (Co-Requisite): Child Development, Motivation and Learning, and Language and Cultural Foundations 

Students in phase two of the MSCP program complete the following sequence of courses: Developmentally Appropriate Teaching Practices (EDEL 413,) providecandidates opportunities to develop a knowledge base in child development and learning, family dynamics, health and physical education, healthy environments for alchildren.  In addition, candidates develop basic knowledge of: (a) child abuse and the educator’s responsibilitfor identifying and reporting; (b) effects of drug and alcohol and prevention programs; (c) school violence and strategies for defusing situations of conflict; (d) theories of motivation and learning; and (e) how schools and classrooms affect student behavior.  EDEL 431 provides candidates opportunities to understand the historical and foundations which support the development of sensitivity and appreciation for the linguistic and cultural diversity in our schools.  They participate in activities that bring about an understanding of students’ diverse needs and how to help them develop an academic language necessary for school success.   ITEP students complete the same course competencies in EDEL 300: Cultural and Linguistic Diversity in Schools. 

 

Students are required to complete ten hours of fieldwork in public elementary classroomfor each of the five courses in elementary classrooms with at least 25% of students classified as English Language Learners. Each candidate has opportunities to observe and participate for at least one full semester at a particular site. As candidates progress to the subject-specific pedagogy coursework, they have experiences with a variety of teachers at various grade levels (e.g., K-2, 3-5, 6-9).  The Multiple Subject Credential Program design includes a developmental sequence of carefully planned, substantive, supervised field experiences in public schools selected by the Department of Teacher Education and the College of Education at California State University, Long Beach. 

 

Phase 3: Subject-Specific Pedagogy in the Major Content Areas 

In this phase of their development as beginning teachers, candidates are provided opportunities to connectheory and practice regarding pedagogical strategies related specifically to subject disciplines. These subject-specific pedagogy courses include activities that enable candidates to practice specially designed academic instruction in English (SDAIE) strategies, integrate literacy and technology, and differentiate instruction based on students’ diverse needs.  Five courses comprise this professional preparation phase of subject-specific pedagogy coursework.  They are EDEL 442: Teaching and Learning Language Arts, K-8 (RICA), EDEL 452: Teaching and Learning Reading, K-8 (RICA), EDEL 462: Teaching and Learning Mathematics, K-8, EDEL 472: Teaching and Learning History-Social Science in Diverse Classrooms, and EDEL 475: Teaching and Learning Science, K-8.  All students, regardless of program track, complete this series of courses. 

 

Phase 4: Student Teaching 

In this lasphase of the programall candidateswith the exception of UTEACH) participate in increasingly more complex field experiences in clinical settings in public K-8 classrooms with the guidance, support and mentoring of TPA-trained student teaching supervisors.  Candidates complete one student teaching placement over the course of one semester.  They also complete 20 hours of observation and hands-on application in an alternate grade level setting.  They plan daily lessons based on the California Content Standards and they organize and implement unit plans.  They demonstrate a variety of instructional strategies that illustrate their ability to differentiate instruction based on a wide variety of student needs. 

 

The UTEACH (Urban Teaching Academy) pathway is a unique opportunity for students to combine pedagogy and practice in a personalized credential program designed to fully preparfuture teachers in a hands-on supportive school setting. While the curriculum of the MSCP remains constant among the various tracks, the UTEACH model provides an integrated, clinically based program where students are able to learn and apply best practices immediately during their residential student teaching experience.  The UTEACH model is a year-long school/university residency program where teaching methods courses are held at school sites working with children in real classroom settings.  UTEACH candidates complete two semesters of student teaching, in two different grade levels, alongside a partner from their cohort.    

 

Program modifications over the last two years 

 

The program reviews data on an annual basis to determine needs for program changes.  Over the last two years, fieldwork and signature assignments have been slightly modified to better reflect the needs of program candidates and our K-8 school district partners.  These changes included better alignment with the CalTPA tasks.  At the student teaching phase, candidates previously completed two 7.5-week assignments in two different grade levels.  Currently, candidates complete the majority of their student teaching in one classroom and complete 20 hours in an alternate grade level.  This change was made to ensure high quality master teachers for every candidate, to better meet the needs of our partner districts, and to allow more time in one setting for candidates to complete the CalTPA. 

 

Means for stakeholder input

 

The Multiple Subject Credential Program (MSCP) has a long-term, well-established ongoing dialogue with the Long Beach Unified School District (LBUSD) and 25 other school districts within the CSULB service area concerning field placements, student teaching placements, coursework in the MSCP Program, Teacher Education Department, and College of Education offerings.  The Multiple Subject Credential Program participates in twice yearly District Partner Meetings, consisting of district administrators, teachers, community members, as well as CSULB faculty and administrators.  The mission of this advisory council is to provide advice to the Department of Teacher Education on the broad range of issues related to the credential program. Specific activities include, but are not limited to reacting to new program directions generated by the Department, responding to issues presented by the Department, review of program objectives as required by the Commission, providing insights on future needs of the schools, determination of research questions and areas of inquiry, and advising on strengthening school- university relationships. 

 

What advice candidates receive about how they will be assessed in the program and informed of the results of those assessments?

 

MSCP Candidates receive extensive advisement throughout the program.  Beginning with an information meeting, students receive information on the MSCP, credential requirements of the State of California, and application procedures.  Once admitted into the program, candidates participate in a “Journey” meeting which provides extensive information on program requirements, scheduling recommendations, professional examination requirements, and student teaching.  The Teacher Preparation Advising Center is open year-round on an appointment, walk-in, email, or phone basis to advise candidates on individual concerns. 

 

Assessment of Candidates 

 

Candidate assessment begins as early as the application phase of the program.  Dispositional elements of effective teachers are analyzed through the written personal essay, program interview, letters of recommendation, and through a candidate dispositional self-assessment.  Dispositions are continually monitored throughout all phases of the program through coursework, faculty, and cooperating teacher evaluations.  Grades are utilized as a measure of candidate progress and candidates must maintain a 3.0 GPA in courses to be advanced to student teaching.  Students not meeting that benchmark are placed on probation each semester.  They must meet with the Program Coordinator and are provided with specific guidelines for remediation. 

 

Professional preparation coursework and field experiences arformatively assessed and summatively evaluated by multiple assessment strategies, such as exams, papers, journals, course projects, and participation in class discussion and activities. Authentic performance is assessed by instructional units, case studies, lesson plans, etc., drawn from fieldwork experiences.  Fieldwork verification forms, required by each subject-specific pedagogy course and filled out by the cooperating teacher at the conclusion of the candidate’s fieldwork experience, are submitted to the course instructofor evaluation. Each pedagogy course utilizes a signature assignment to assess student learning in individual courses, while providing the program with feedback about student progress across the program. 

 

Extensive assessment and supervision during fieldwork is a hallmark of the credential program.  Field supervision is a collaborative effort among program faculty, university supervisors, and site-based cooperating/master teachers.  During the early field experiences in the pre-requisite courses, students complete between 45 (Tracks 1, 2, and 4) and 120 (Track 3) hours of field work.  Cooperating teachers supervise all of the required hours and complete an evaluation of each student after each rotation or completion of 45 hours.  Candidates enrolled in pedagogy courses are required to complete a minimum of 10 hours of fieldwork, which is supervised on a weekly basis by the cooperating teacher.  Cooperating teachers also complete an evaluation and certification that the candidate has completed the required fieldwork and faculty verify the completion of the required field assignments.  University Faculty in off-campus methods courses also supervise and evaluate candidates on a weekly basis. 

 

During the student teaching experience, the university supervisor observes each candidate once a week (or biweekly for Track Three Student Teachers) and holds a student teaching seminar once a week with the group of student teachers he/she is supervising.  University supervisors conduct weekly observations, evaluations, and conferences with each candidate.  Evaluation scores are uploaded into a secure data tracking system, where aggregate scores are calculated and can be reviewed in real-time by the candidate, the program coordinator, and the fieldwork support team.  Candidates who are not meeting program proficiency standards in their assignment are placed on an Action Plan and Remediation Contract (if necessary) that is monitored on a weekly basis, by the Master Teacher, University Supervisor, and the Program Coordinator.  Master Teachers supervise the candidate on a daily basis and provide formative feedback during post lesson conferences.  The CalTPA is also utilized as a summative evaluation of candidate competencies.  Candidates practice TPA like activities during Phase 3 and are supported in the completion of CalTPA Cycles 1 & 2 during student teaching.   

 


1.1.1 Table Depicting Location, Delivery Models, and Pathways

 

Location

Delivery Model

Pathway

Main Campus 

In-Person

Traditional Student Teaching

Main Campus 

In-Person

Internship 

Main Campus 

In-Person

Integrated Teacher Education Program (ITEP) 

Main Campus 

In-Person

Urban Teaching Pathway (UTEACH) 

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2. Organizational Structure

3. Faculty Qualifications

Jump to 3.3, 3.4


3.1 Faculty Distribution Table

Full Time

Part Time

Vacancies

12

24

0


3.2 Annotated List of Faculty

Name & Degree Credential Courses Taught (Number & Title)
Shuhua An, Ph.D. EDEL 462 - Teaching & Learning Mathematics, K-8
Alma Castro, Ph.D. EDEL 431 - Cultural and Linguistic Diversity in Schools 
Lori Clark, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Lori Curci-Reed, Ed.D. EDEL 442 - Teaching and Learning Language Arts, K-8
EDEL 452 - Teaching Reading, K-8
EDEL 482A - Student Teaching in Diverse Classrooms
Pauline Dishno, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Nancy Elliott, M.A.Ed. EDEL 482A - Student Teaching in Diverse Classrooms
Janice Filer, Ed.D. EDEL 380 - Teaching and Learning in a Democratic Society 
EDEL 413 - Developmentally Appropriate Teaching Practices
EDEL 431 - Cultural and Linguistic Diversity in Schools
EDEL 482A - Student Teaching in Diverse Classrooms
Amanda Flores, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Julia Kay Gault, M.A.Ed. EDEL 482A - Student Teaching in Diverse Classrooms
Felipe Golez, Ph.D. EDEL 472 -Teaching and Learning History-Social Science, K-8 
Stacy Griffin, Ed.D. EDEL 413 - Developmentally Appropriate Teaching Practices
EDEL 442 - Teaching and Learning Language Arts, K-8
EDEL 472 - Teaching and Learning History-Social Science, K-8
Cecelia Griswold, Ed.D. EDEL 431 - Cultural and Linguistic Diversity in Schools
EDEL 472 - Teaching and Learning History-Social Science, K-8
EDEL 482A - Student Teaching in Diverse Classrooms
Kim Hall, M.A.T. EDEL 413 - Developmentally Appropriate Teaching Practices
Deborah Hamm, Ed.D. EDEL 442 - Teaching and Learning Language Arts, K-8
EDEL 452 - Teaching Reading, K-8
EDEL 482D - ITEP/UTEACH Student Teaching in Diverse Classrooms 
Jill Isbell, Psy.D. EDEL 380 - Teaching and Learning in a Democratic Society
EDEL 413 - Developmentally Appropriate Teaching Practices
EDEL 431 - Cultural and Linguistic Diversity in Schools
EDEL 442 - Teaching and Learning Language Arts, K-8
EDEL 452 - Teaching Reading, K-8
William Jeynes, Ph.D. EDEL 380 - Teaching and Learning in a Democratic Society
EDEL 431 - Cultural and Linguistic Diversity in Schools 
Trini Lewis, Ph.D. EDEL 452 - Teaching Reading, K-8
Ping Liu, Ph.D. EDEL 482A - Student Teaching in Diverse Classrooms
Cathrine Maiorca, Ph.D. EDEL 462 - Teaching & Learning Mathematics, K-8
EDEL 482D - ITEP/UTEACH Student Teaching in Diverse Classrooms 
Anne McConaghy, MBA EDEL 482A - Student Teaching in Diverse Classrooms
Jean McHatton, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Donna McKeehan-Marr, M.A.T. EDEL 482A - Student Teaching in Diverse Classrooms
Wendy McWhorter, M.A. EDEL 442 - Teaching and Learning Language Arts, K-8
EDEL 452 - Teaching Reading, K-8
Oscar Navarro, Ph.D. EDEL 472 -Teaching and Learning History-Social Science, K-8 
Huong Tran Nguyen, Ph.D. EDEL 431 - Cultural and Linguistic Diversity in Schools 
Pamela Parkin, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Lidiana Portales Blair, Ed.D. EDEL 442 - Teaching and Learning Language Arts, K-8
Carol Pratt, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Deborah Randall, M.S. EDEL 482A - Student Teaching in Diverse Classrooms
Melvina Raschke, M.A. EDEL 482A - Student Teaching in Diverse Classrooms
Cassandra Richards, Ed.D. EDEL 472 -Teaching and Learning History-Social Science, K-8 
Fay Shin, Ph.D. EDEL 442 - Teaching and Learning Language Arts, K-8
Rita Suh, Ed.D. ED P 301 - Child Development and Learning: A Cross-Cultural Perspective
EDEL 413 - Developmentally Appropriate Teaching Practices
EDEL 431 - Cultural and Linguistic Diversity in Schools
EDEL 442 - Teaching and Learning Language Arts, K-8
Zhonghe Wu, Ph.D. EDEL 462 - Teaching & Learning Mathematics, K-8
Shelley Xu, Ed.D. EDEL 452 - Teaching Reading, K-8
Desiree Zamorano, M.A. EDEL 462 - Teaching & Learning Mathematics, K-8
EDEL 472 - Teaching and Learning History-Social Science, K-8
EDEL 482A - Student Teaching in Diverse Classrooms

3.3 Published Adjunct Experience and Qualifications Requirements

Adjunct positions typically require an MA/MS degree, with a doctoral degree preferred, and relevant professional experience in this field. Specific adjunct qualifications currently are not published for this program. 


3.4 Faculty Recruitment Documents

This program has not recruited full-time faculty in recent years.

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4. Course Sequence

5. Course Matrix & Syllabi

6. Fieldwork & Clinical Practice

Jump to 6.2, 6.3, 6.4, 6.5, 6.6, 6.6.1


6.1 Fieldwork and Clinical Practice Overview Table

Clinical Practice Fieldwork Hours - Traditional Pathway

Program

Total Hours

Multiple Subject Credential Program 
Post-Bac Traditional

640 


Clinical Level

Course Number/Title 

Fieldwork Requirement 

Clinical 1: Pre-Requisite (Pre-Admission) 

EDEL 380. Teaching and Learning in a Democratic Society 

 

EDEL 380. Teaching and Learning in a Democratic Society 

 

Number of Hours: 45  

 

Requirements of Placement: Grades TK-8 

 

Requirements for Teacher Candidate: Observation Only 

Clinical 1: Co-Requisites (Pre or Post- Admission)

EDEL 413. Developmentally

Appropriate Teaching Practices 

EDEL 431. Cultural and Linguistic Diversity in Schools (3) 

 

EDEL 413. Developmentally Appropriate Teaching Practices

 

Number of Hours: 10 

 

Requirements of Placement: Grades K-8 

 

Requirements for Teacher Candidate:

  • Observe and analyze the following in a school setting: lessons in health and physical education, forms of parent involvement and communication, student management programs in classrooms and school-wide.

  • Select one grade level in one of the three categories (K-2, 3-5, 6-8).  Assess five children in the same grade level in terms of the Physical Fitness Test.

  • Develop and implement a developmentally appropriate lesson plan that relates to the goals of health education as stated in the Health Framework.

  • Interview one or more teachers at a school site about the following (a) community-based agencies for referral and support to encourage healthy children and families; (b) classroom management approaches including procedures for routine tasks and managing transitions (including technology integration); (c) personal experiences related to inappropriate or violent student behavior and what steps were taken to help the student; (f) drug and tobacco prevention programs employed at the school.

EDEL 431. Cultural and Linguistic Diversity in Schools (3) 

 

Number of Hours: 10 

 

Requirements of Placement: Grades K-6 (25% English Learner)  

 

Requirements for Teacher Candidate: Observation Only

Clinical 2:  Methods Courses (Post-Admission)

EDEL 442. Teaching and Learning Language Arts, K-8 

 

EDEL 442. Teaching and Learning Language Arts, K-8 

Number of Hours: 10 

 

Requirements of Placement: Grades K-6 (25% English Learner)

 

Requirements for Teacher Candidate may include one or more of the following:   

 

Teach standards-based language arts lessons and conduct language and literacy assessments: 

  • Conduct an informal assessment of level of oral English language proficiency for English language learners.

  • Teach English Language Development (ELD) including strategic use of student background knowledge, visuals, realia, and Total Physical Response in meaning-centered instruction of listening, speaking, vocabulary, and writing.

  • Use multiple forms of assessment and determine stage of spelling development to provide assessment-driven, developmentally appropriate spelling instruction.

  • Use quality children's literature for reading aloud and instruction in literary response and analysis.

  • Teach a content lesson in at least one of the domains of the visual and performing arts (visual arts, music, theatre, or dance) using Specially Designed Academic Instruction in English (SDAIE) strategies and assess content and key vocabulary in the domain.

  • Teach writing process, strategies, applications, and the writing conventions: spelling, grammar, and structure of the English language, capitalization, and punctuation.

  • Conduct on-going, standards-based assessment: record, maintain, and interpret systematic, focused anecdotal observational records of student progress in language arts.

  • Student-teacher dialogue journal.

  • Published books from at least one student that includes evidence of the writing process.

  • Observe/participate in a special education Resource Specialist program in a collaborative or small group pullout model. 

Clinical 2: Methods Courses (Post-Admission)

EDEL 452 Teaching and Learning Reading, K-8 

 

EDEL 472. Teaching and Learning History-Social Science, K-8 

 

EDEL 462. Teaching and Learning Mathematics, K-8 

 

SCED 475.  Teaching and Learning Science, K-8 

EDEL 452. Teaching and Learning Reading, K-8 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate:

  • One hour special education observation

  • Tutoring, small and/or large group instruction

  • Teach one phonics lesson

  • Teach one comprehension with literature lesson

  • Teach one comprehension with information text lesson

  • Complete 6 case study assessments

EDEL 472. Teaching and Learning History-Social Science, K-8 

 

Number of hours: 10  

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate:

  • One hour special education observation (collaborative or small group pullout)

  • Observation

EDEL 462. Teaching and Learning Mathematics, K-8 

 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate: 

  • Observation of math instruction

SCED 475.  Teaching and Learning Science, K-8 

 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades TK-8 

 

Requirements of Teacher Candidate: 

  • Observation of science instruction

Clinical 3: Student Teaching/Culminating Field Experience 

EDEL 482.  Student Teaching in Diverse Classrooms

 

EDEL 482B.  Student Teaching in Bilingual Classrooms 

 

EDEL 482.  Student Teaching in Diverse Classrooms 

 

EDEL 482B.  Student Teaching in Bilingual Classrooms 

 

Number of hours: 525 

 

Requirements of Teacher Candidate: 

 

Week 1: 

  • Complete tour of the school campus 

  • Become acquainted with school staff and resources 

  • Learn all students’ names 

  • Be able to explain, teach, reteach, and reinforce classroom routines, rules, and procedures 

  • Setup planning/conference schedule with Master Teacher 

  • Observe all aspects of the students’ daily schedule to include:  opening, recess, lunch, transitions to other classrooms (computer lab, library, etc.) 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and using proximity to support student adherence to classroom rules, procedures, and routines 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Weeks 2-3: 

  • Take over opening exercises 

  • Plan and teach a minimum of 3-5 whole group lessons in at least two different subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Weeks 4-5: 

 

  • Plan and teach a minimum of 5-8 whole group lessons in one subject area 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 6-7: 

 

  • Plan and teach a minimum of two lessons per day in at least two subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

  • Complete Formative Evaluation Conference with University Supervisor (Average score of 2.5 or above by the end of Week 7.) 

 

Week 8-9: 

  • Plan and teach a minimum of three lessons per day in at least three subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 10-13: 

  • Plan and teach a minimum of four lessons per day in at least four subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 14-15: 

  • Solo teaching weeks.  Plan and teach all lessons for the week. 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

  • Complete Summative Evaluation Conference with University Supervisor (Average score of 3.0 or above by the end of Week 15.) 

  • Complete Individual Induction Plan 

 

**Also must complete 20 hour alternative grade level assignment, CalTPA Cycles 1 & 2 


Clinical Practice Fieldwork Hours - ITEP

Program

Total Hours

Multiple Subject Credential Program 
Integrated Teacher Education Program (ITEP) 

670 

 

Clinical Level

Course Number/Title 

Fieldwork Requirement 

Clinical 1 (Pre-Admission) 

EDEL 100: Introduction to Teaching and Learning in Diverse Contemporary Classrooms 

 

EDEL 200: Introduction to the Teaching Profession 

 

EDEL 300: Cultural and Linguistic Diversity in Schools 

EDEL 100: Introduction to Teaching and Learning in Diverse Contemporary Classrooms 

Number of Hours: 10 hours over 5 weeks 

 

Requirement(s) of Placement: 25% of students must be English learners 

 

Requirement(s) for Teacher Candidate: Observation only 

 

EDEL 200: Introduction to the Teaching Profession 

 

Number of Hours: 45  

 

Requirements of Placement: SERVE 

 

Requirements for Teacher Candidate: Individual or small group tutoring 

 

EDEL 300: Cultural and Linguistic Diversity in Schools 

 

Number of Hours: 40  

 

Requirements of Placement: SERVE 

 

Requirements for Teacher Candidate: 

  • Individual or small group tutoring

  • Ethnographic Report on ELD Classroom instruction and work with one focus student

Clinical 2: Methods Courses (Post-Admission) 

EDEL 442: Teaching and Learning Language Arts, K-8  

EDEL 442: Teaching and Learning Language Arts, K-8 

Number of Hours: 10 

 

Requirements of Placement: Grades K-6 (25% English Learner)  

 

Requirements for Teacher Candidate may include one or more of the following:

  • Teach standards-based language arts lessons and conduct language and literacy assessments:

    • Conduct an informal assessment of level of oral English language proficiency for English language learners.

    • Teach English Language Development (ELD) including strategic use of student background knowledge, visuals, realia, and Total Physical Response in meaning-centered instruction of listening, speaking, vocabulary, and writing.

    • Use multiple forms of assessment and determine stage of spelling development to provide assessment-driven, developmentally appropriate spelling instruction.

    • Use quality children's literature for reading aloud and instruction in literary response and analysis.

    • Teach a content lesson in at least one of the domains of the visual and performing arts (visual arts, music, theatre, or dance) using Specially Designed Academic Instruction in English (SDAIE) strategies and assess content and key vocabulary in the domain.

    • Teach writing process, strategies, applications, and the writing conventions: spelling, grammar, and structure of the English language, capitalization, and punctuation.

    • Conduct on-going, standards-based assessment: record, maintain, and interpret systematic, focused anecdotal observational records of student progress in language arts.

    • Student-teacher dialogue journal.

    • Published books from at least one student that includes evidence of the writing process.

  • Observe/participate in a special education Resource Specialist program in a collaborative or small group pullout model.

Clinical 2: Methods Courses (Post-Admission)

EDEL 452: Teaching and Learning Reading, K-8 

EDEL 462: Teaching and Learning Mathematics, K-8 

EDEL 472: Teaching and Learning History-Social Science, K-8 

SCED 475: Teaching and Learning Science, K-8 

EDEL 452 Teaching and Learning Reading, K-8 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate:

  • One hour special education observation

  • Tutoring, small and/or large group instruction

  • Teach one phonics lesson

  • Teach one comprehension with literature lesson

  • Teach one comprehension with information text lesson

  • Complete 6 case study assessments 

EDEL 462: Teaching and Learning Mathematics, K-8 

 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate:

  • Observation of math instruction 

EDEL 472: Teaching and Learning History-Social Science, K-8 

 

Number of hours: 10  

 

Requirements of Placement: Grades 1-8 (25% English Learner) 

 

Requirements of Teacher Candidate:

  • One hour special education observation (collaborative or small group pullout)

  • Observation 

SCED 475: Teaching and Learning Science, K-8 

 

Number of hours: 10 minimum 

 

Requirements of Placement: Grades TK-8 

 

Requirements of Teacher Candidate:

  • Observation of science instruction

Clinical 3: Student Teaching/Culminating Field Experience

EDEL 482: Student Teaching in Diverse Classrooms 

 

EDEL 482B: Student Teaching in Bilingual Classrooms 

EDEL 482: Student Teaching in Diverse Classrooms 

 

EDEL 482B: Student Teaching in Bilingual Classrooms 

 

Number of hours: 525 

 

Requirements of Teacher Candidate: 

 

Week 1: 

  • Complete tour of the school campus 

  • Become acquainted with school staff and resources 

  • Learn all students’ names 

  • Be able to explain, teach, reteach, and reinforce classroom routines, rules, and procedures 

  • Setup planning/conference schedule with Master Teacher 

  • Observe all aspects of the students’ daily schedule to include:  opening, recess, lunch, transitions to other classrooms (computer lab, library, etc.) 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and using proximity to support student adherence to classroom rules, procedures, and routines 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Weeks 2-3: 

  • Take over opening exercises 

  • Plan and teach a minimum of 3-5 whole group lessons in at least two different subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Weeks 4-5: 

 

  • Plan and teach a minimum of 5-8 whole group lessons in one subject area 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 6-7: 

 

  • Plan and teach a minimum of two lessons per day in at least two subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

  • Complete Formative Evaluation Conference with University Supervisor (Average score of 2.5 or above by the end of Week 7.) 

 

Week 8-9: 

  • Plan and teach a minimum of three lessons per day in at least three subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 10-13: 

  • Plan and teach a minimum of four lessons per day in at least four subject areas 

  • Observe all lessons taught by Master Teacher 

  • Participate in lessons taught be Master Teacher by circulating the classroom and providing one on one support for instruction and/or small groups as requested by Master Teacher 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

 

Week 14-15: 

  • Solo teaching weeks.  Plan and teach all lessons for the week. 

  • Complete other duties as assigned by Master Teacher and/or University Supervisor 

  • Complete Summative Evaluation Conference with University Supervisor (Average score of 3.0 or above by the end of Week 15.) 

  • Complete Individual Induction Plan 

 

**Also must complete 20 hour alternative grade level assignment, CalTPA Cycles 1 & 2 


6.2 Affiliation Agreements and MOUs for Field Placement


6.3 Veteran Practitioners Training Materials

MSCP Master Teacher and University Supervisor Handbook (PDF)

MSCP Observation Tool Calibration Training (PDF)


6.4 Documentation of Candidate Placement

MSCP Candidate Placements - Intern (PDF)

MSCP Candidate Placements - Traditional (PDF)


6.5 Clinical Practice Manual

MSCP Instructional Planning Handbook (PDF)

MSCP Student Teaching Handbook (PDF)


6.6 Fieldwork and Clinical Practice Syllabi

MSCP Fieldwork and Clinical Practice EDEL 482 Syllabus (PDF)

MSCP Intern Fieldwork and Clinical Practice EDEL 572A&B Course Syllabus (PDF)

MSCP Intern Support Course EDEL 497 Syllabus (PDF)


6.6.1 Clinical Practice Assessment Instruments

MSCP Clinical Practice Assessment Instruments (PDF)

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7. Credential Recommendations

Jump to 7.1.1, 7.1.2


7.1 Description of Credential Recommendation Process

Multiple Subject Credential Program - Traditional Pathway 

Candidates in each pathway of the Multiple Subject Credential Program receive initial and ongoing advising from the program coordinator and advisors in the Teacher Preparation Advising Center.  Candidates can monitor their own program progress through the MyCSULB Student Center Academic Requirements Report.  Each candidate will also establish a file in the CSULB Credential Center and submit all supporting documentation including CTC fingerprint clearance, Basic Skills, and Subject Matter Verification.  Candidates receive a credential program evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.   

 

Individual Development Plan (IDP) Transition PlanDuring the final two weeks of the student teaching experience, program candidates meet with their University Supervisor and Master Teacher to discuss their teaching performance to date and outline next steps for improvement and growth as a beginning educator.  Within this collaborative meeting, candidates review their performance against both the student teaching evaluation and the California Standards for the Teaching Profession.  Given feedback from the student’s support team, two areas of strength, two areas of growth, and three areas of professional interest are identified.  Signatures from the University Supervisor, Master Teacher, and candidate are included on the form.  Once complete, the student retains a copy for their files and a copy is submitted to the program via a secure Sharepoint folder. 

 

At the completion of their final semesterthe program provides clearance form to the Credential Center indicating that the candidate has completed all credential requirements.  A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation.  A credential analyst ensures that only qualified candidates are recommended for their Preliminary Multiple Subject Credential.  

 

Multiple Subject Credential Program - Intern Pathway 

 

Candidates in the Internship Pathway of the Multiple Subject Credential Program receive initial and ongoing advising from their program coordinator and advisors in the Teacher Preparation Advising Center.  Candidates can monitor their own program progress through the MyCSULB Student Center Academic Requirements Report.  Each candidate will also establish a file in the CSULB Credential Center and submit all supporting documentation including CTC fingerprint clearance, Basic Skills, and Subject Matter Verification.  Candidates receive a credential program evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to their Intern Recommendation and then again for the Preliminary Credential Recommendation.  Once employed and within 30 days of their hire date, Interns create an Intern Professional Development Plan with their Principal.  

 

Individual Development Plan (IDP) Transition Plan: Multiple Subject University Interns - During the final two weeks of the student teaching/internship experience, program candidates meet with their University Supervisor and Master Teacher to discuss their teaching performance to date and outline next steps for improvement and growth as a beginning educator.  Within this collaborative meeting, candidates review their performance against both the student teaching evaluation and the California Standards for the Teaching Profession.  Given feedback from the student’s support team, two areas of strength, two areas of growth, and three areas of professional interest are identified.  Signatures from the University Supervisor, Master Teacher, and candidate are included on the form.  Once complete, the student retains a copy for their files and a copy is submitted to the program via a secure Sharepoint folder. 

 

At the completion of their final semester, the program coordinator provides a clearance form to the Credential Center indicating that the candidate has completed all program requirements.  A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation.  A credential analyst ensures that only qualified candidates are recommended for their Preliminary Multiple Subject Credential.  


7.1.1 Candidate Progress Monitoring Documents

 

Traditional Pathway

Multiple Subject Credential Evaluation - Traditional (PDF)

 

ITEP Multiple Subject Credential Evaluation (PDF) 

 

Intern Pathway

Multiple Subject Credential Evaluation - Intern (PDF)

 

Professional Development Plan - Intern (PDF)


7.1.2 Multiple Subject Credential Individual Development Plan


Individual Development Plan (IDP) Form - Traditional & Intern (PDF)

 

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