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Single Subject Credential Programs - Program Review Launchpad

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1. Program Summary

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1.1 Single Subject Credential Program Summary

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Program Summary 

 

The CSULB Single Subject Credential Program (SSCP) is designed for candidates who want to become credentialed to teach at the middle school and high school levels. At CSULB, the Single Subject Credential is offered in nine different subject areas including: Art, English, Health, World Languages LOTE (Arabic, French, German, Italian, Japanese, Khmer, Korean, Latin, Mandarin, Spanish), Math (Foundational Mathematics and Mathematics), Music, Physical Education, Social Science, and Science (Biology, Chemistry, Geoscience, Physics, Foundational Level Science) 

 

Candidatemust show subject matter competence in the area that they choose to pursue. At CSULB, subject matter competency can be met by completing a subject matter preparation program, through transcript evaluation or by passing the CSET exam in a specific subject area.  

The CSULB SSCP comprises a total of 45 units over 9 courses (1 pre-requisites, 4 co-requisites, 4 core courses, student teaching seminar course) and a semester of student teaching.  The program can be completed in 3 semesters (a year and a half) if a student attends full timeCandidates also may attend part time. Candidates are allowed 7 years from program admittance to complete the program. Each course is valid for 7 years from the initial semester taken.   

 

Working with over 40 school districts and charter networks in Southern California, the CSULB SSCP is a large program and credentialed approximately 340 secondary teachers in 2019-2020 and 435 secondary teachers in 2020-2021. 

 

Program Design 

 

The CSULB SSCP is a university-wide program and led by the SSCP Director who reports directly to the Dean of the College of Education. The SSCP Director supervises 9 Subject Area Coordinators in 4 different colleges. Apart from science, the Subject Area Coordinators also coordinate and administer the accredited Subject Matter Preparation Programs in their areas and these undergraduate majors serve as an important pipeline for generating credential candidates in the CSULB SSCP. 

 

Communication within the credential program and with the institutionThe Director, 9 Subject Area Coordinators, and a faculty representative from the Department of Teacher Education meet on a monthly basis to review program data on candidate numbers and performance and to assess, create and implement program curriculum, clinical practice and policies. The coordinators also meet monthly as a Petition Committee to enforce and approve exceptions to program policies where warranted. The CSULB SSCP has identified faculty course leads for all the EDSE and EDSS courses listed below. Course leads meet with all faculty teaching the multiple sections of each course to share instructional innovations and to ensure fidelity to the course learning outcomes while also calibrating the assessment of candidate performance on signature assignments and fieldwork modules. There are normally 7 to 8 sections of the EDSE courses and 9 to 15 sections of the EDSE courses (noted below) offered each semester. A SSCP Summit is held each semester where faculty meet within and across course groups to share ideas and to support the appropriate sequencing of the development of candidate learning and skills between and within courses and fieldwork experiences. University mentors also meet within their programs as part of student teaching orientation as well as collectively across disciplines to calibrate expectations on student teaching performance as measured by subject specific formative and summative assessments.  

 

The SSCP Director serves as the institutional intermediary between the College of Education and the Teacher Education faculty who teach the EDSE courses below and the 9 home departments in 4 different university colleges where subject specific instruction and clinical practice takes place in EDSS courses noted below. Subject Area Coordinators and EDSS teaching faculty are represented on most College of Education committees including Assessment, Curriculum, Equity and Inclusion, Faculty Council, Technology and Student Affairs CommitteesThe coordinators and faculty also serve in department and college committees in their own specific areas. The SSCP Director communicates on a regular basis with Department Chairs and Deans that house our specific subject matter programs. Scheduling and staffing are coordinated between the SSCP Office and the subject area departments and the Department of Teacher Education. Most communication with the University Administration and Leadership takes place through the SSCP Director’s work with the Deans in the College of Education. 

 

Structure of coursework and field experiences in the credential program. SSCP candidates take co-requisite courses in Health Science, Educational Psychology and Educational Specialist programs that are taught with a secondary but not a subject specific focus. Candidates can meet their educational technology requirement in either a subject specific (e.g. ART 305) or general secondary (e.g. ETEC 444) course. As noted, the three required EDSE courses (noted below) are taught through the Department of Teacher Education in the College of Education and are not subject specific. The literacy course EDSE 457 is taught in distinct cohorts to candidates in Humanities and STEM credential areas. All EDSS courses including the pre-requisite EDSS 300, and student teaching (EDSS 472 A-C) and the student teaching seminar (EDSS 473) are taught in subject specific settings. EDSS 300 and the EDSE/EDSS core courses below all have an imbedded fieldwork component within them. Fieldwork in these courses is structured in distinct modules that each encompass 10 to 15 hours of classroom observation that focus on a specific question of critical inquiry aligned to specific TPEs and elements of classroom practice. Candidates complete 9 modules in total across these 5 courses. Each of these courses also has a major signature assignment common to all sections of the course that is aligned to the TPEs as well as components of the CalTPA to help prepare students for this assessment prior to student teaching.  

Candidates record 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. 

 

Program modifications over the recent two yearsThe main change that has taken place due to the pandemic is that clinical practice prior to student teaching has been limited or prohibited at school sites. Consequently, candidates have been observing videos of instruction from collections such as ATLAS and the Teaching Channel, as well videos of our local cooperating teachers instructing classes 

 

Means for stakeholder input. The SSCP has an Advisory Board of local stakeholders. In addition, local cooperating teachers serve as panelists in formal class discussions and during student teaching orientations. The majority of EDSS instructors are practitioners from local school district partners. 

Course of Study (Curriculum and Field Experience) 

Each subject matter area of focus requires prerequisite, co-requisite, and specialized subject matter courses.  Please see standard areas 4 and 5 for specific courses sequences for each subject matter area. 

 

Assessment of Candidates

 

Candidates in the SSCP program are assessed in multiple ways throughout the program. In all coursework students are asked to continually reflect on their lesson development and receive extensive formative evaluation from their instructors including on their fieldwork modules. In the student teaching seminar, students receive feedback on their lesson planning and assessments as well as drafts of materials associated with their CalTPA submissions. During student teaching, candidates are observed a minimum of 6 times per semester and receive feedback for improvement on the lessons observed. 

 

Summative assessments include the CalTPA assessments and Subject Matter Competency. Cal TPA support is provided not only in EDSS 473 but also through workshops and 1-1 coaching sessions in addition to coursework. 

 

Through the Subject Matter Competency Requirement, the Commission on Teacher Credentialing requires that Single Subject Credential candidates demonstrate adequate knowledge in all subject matter areas in which they plan to teach.  Demonstration of Subject Matter Competence may be achieved through completion of the CTC-approved CSULB subject matter preparation program or by taking and passing the CSET examination. 

 

Candidates in the CSULB Single Subject Credential Program must satisfy subject matter competency prior to student teaching. In EDSS 300, candidates meet with their subject area advisors for a transcript evaluation to assess progress toward meeting the subject matter requirement through coursework in the area Subject Matter Preparation Program. Those with evidence of progress are fully admitted. Candidates who cannot demonstrate progress at this time will be admitted provisionally and will be allowed to take core preparation courses. 

Provisional admits are advised to either continue and complete coursework in their Subject Matter Preparation Program or prepare for and pass the CSET examination in their subject area. Candidates that will be using the CSET to satisfy subject matter competency must have passing CSET scores for all required subtests to submit at the time of student teaching application.  Candidates that are completing a Subject Matter Preparation Program must have all courses completed prior to student teaching. Courses that will lead to the completion of the Subject Matter Preparation Program may be in progress at the time of student teaching application.


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 Student Teaching

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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

30

122

0

3.2 Annotated List of Faculty

3.2 SSCP Annotated List of Faculty (PDF)


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

Program

Total Hours

Single Subject Credential Program  

615 


Clinical Level

Course Number/Title

Fieldwork Hours

Fieldwork Assignment

Clinical 1 (Pre-Admission)

EDSS 300A-S: Intro to Teaching (Subject Specific) 

45 

Clinical 2: Methods Courses (Post-Admission)

EDSE 435: US Secondary Schools: Intercultural Education 

15 

Fieldwork Module: Culturally Responsive Teaching 

Clinical 2: Methods Courses (Post-Admission)

EDSE 436: Curriculum, Instruction and Classroom Management 

15 

Clinical 2: Methods Courses (Post-Admission)

EDSE 457: Reading and Writing in Secondary Schools 

15 

Fieldwork Module: Promoting Literacy for All Learners 

Clinical 2: Methods Courses (Post-Admission)

EDSS 450 A-S: Curriculum and Methods in Teach (Subject Specific) 

25 

Clinical 3: Student Teaching/Culminating Field Experience

EDSS 472A/B/C: Student Teaching 
 

EDSS 572A/B/C: Intern Student Teaching 

500+ 

Student Teaching placements are full time, 5 periods a day for a full semester at the school site (~20 weeks). Student Teachers teach three periods with one period for prep and one period for observations daily.  


6.2 Affiliation Agreements and MOUs for Field Placement

CED Approved Fieldwork Districts and Community Partners

CED Affiliation Agreement Template (PDF)

Signed Affiliation Agreements

CED Intern MOU Template (PDF)

Signed MOUs

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6.3 Veteran Practitioners Training Materials

SSCP Mentor Teacher Training Agenda (PDF)

SSCP Mentor Teacher Training (PDF)


6.4 Documentation of Candidate Placement

SSCP Candidate Placements - Intern (PDF)

SSCP Candidates Placements - Traditional (PDF)


6.5 Clinical Practice Manual

SSCP Student Teacher Handbook (PDF)


6.6 Fieldwork and Clinical Practice Syllabi

SSCP EDSS 472A-C Fieldwork and Clinical Practice Syllabus Template (PDF)


6.6.1 Clinical Practice Assessment Instruments

SSCP Clinical Practice Assessment Instruments (PDF)

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7. Credential Recommendations

Jump to 7.1 (Intern Pathway), 7.1.1, 7.1.2


7.1 Description of Credential Recommendation Process - Traditional Pathway

Description of process ensuring appropriate recommendation, including IDP process: 

 

Candidates in the Single Subject Credential Program receive initial and ongoing advising from the program coordinator, their subject area faculty 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 Plan:

 

Half way through the student teaching placement, the University Mentor, in collaboration with the candidate’s Cooperating Teacher(s), produce a Midterm Action Plan (MAP) that sets out goals and objectives (aligned to the TPEs) for growth and improvement in the second half of student teaching. The MAP also provides suggested practices and resources to facilitate the candidate’s ability to meet the stated goals and objectives. The MAP anticipates the creation of the Individual Development Plan (IDP). The IDP is also drafted and finalized by the University Mentor, in collaboration with the candidate’s Cooperating Teacher(s). The IDP is also aligned to the TPEs and provides suggestions for the focus and types of professional learning that should inform the individual’s induction program. The IDP is submitted by their University Mentor to the student teaching candidate in the form of a pdf in conjunction with the final student teaching evaluation at the completion of student teaching. 

  

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 Single Subject Credential.  


7.1 Description of Credential Recommendation Process - Intern Pathway

 

Candidates in the Internship Pathway of the Single 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 Development Plan with their Principal 

 

Individual Development Plan (IDP) Transition Plan:

 

Single Subject University Interns - Halfway through the student teaching placement, the University Mentor, in collaboration with the candidate’s Cooperating Teacher(s), produce a Midterm Action Plan (MAP) that sets out goals and objectives (aligned to the TPEs) for growth and improvement in the second half of student teaching. The MAP also provides suggested practices and resources to facilitate the candidate’s ability to meet the stated goals and objectives. The MAP anticipates the creation of the Individual Development Plan (IDP). The IDP is also drafted and finalized by the University Mentor, in collaboration with the candidate’s Cooperating Teacher(s). The IDP is also aligned to the TPEs and provides suggestions for the focus and types of professional learning that should inform the individual’s induction program. The IDP is submitted by their University Mentor to the student teaching candidate in the form of a pdf in conjunction with the final student teaching evaluation at the completion of student teaching. 

 

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 Single Subject Credential.   


7.1.1 Candidate Progress Monitoring Documents

 

Traditional Pathway

 

Single Subject Credential Evaluation - Traditional (PDF)

 

Intern Pathway

 

Single Subject Credential Evaluation - Intern (PDF)

 

Professional Development Plan - Intern (PDF)


7.1.2 Single Subject Credential Individual Development Plan

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

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