For current admissions information, click here to visit Admission to Teacher Education!

• Subject Matter Preparation: Secondary teachers must be competent and knowledgeable in the subject(s) they teach. This competency may be documented in several ways:
  
  • Subject Matter Preparation Program (SMPP) coursework option: Candidates may successfully complete a series of coursework, also referred to as a Subject Matter Preparation Program, that has been recommended by an academic department and approved by the California Commission on Teacher Credentialing.
    
• CSET option: CSET OPTION: Candidates may successfully pass the California Subject Exam for Teachers.
• See the table below for SMPP and CSET information by subject area.
  

• Prerequisite Education Coursework: Secondary teachers must successfully complete a series of prerequisite education courses before entering the credential program. These courses provide candidates with the knowledge and skills in
  • introduction to the philosophy, sociology, and history of education (EDSC 310),
  • the biological, cognitive, and sociocultural transitions of adolescents (EDSC 320),
  • literacy development across the curriculum (EDSC 330), and
  • secondary student diversity (EDSC 340).
  • Integrating technology across the curriculum (EDSC 304/307) may be completed before or during the program.
    
    
• Credential Coursework: Secondary teachers must successfully complete the credential program. The program is two full-time semesters.
• In the Extern Semester (First Semester), candidates complete 250 hours of fieldwork and are gradually inducted into the student teaching experience in an environment of collegiality and support. They become familiar with their master teachers and the characteristics, programs, and cultures of their school assignments. They also attend weekly seminars on general pedagogy (EDSC 440S), content-specific methods (442), and teaching English learners (EDSC 410). Throughout the program, candidatures develop skills and knowledge to meet the California Teaching Performance Expectations. They are observed twice by a University Supervisor and complete two of the Teaching Performance Assessments: Subject-Specific Pedagogy and Desinging Instruction.
• In the Student Teaching Semester, (Second Semester) of the program, each student teacher takes full control of three classes per day for 18 weeks and has a conference and preparation period. During this semester, candidates attend a weekly content-specific seminar (449S), are observed periodically by their University Supervisor and complete The remaining teaching performance assessments: Assessing Learning and Culminating Teaching Expereince Task.

• In the last five years, CSUF has granted over 1,000 credentials to secondary teachers.
• Programs are accredited by the National Council on Teacher Education (NCATE), the most prestigious accrediting body in the nation, and also by the California Commission on Teacher Credentialing (CCTC).
• Programs are AB1059/SB2042 compliant and include certification in teaching English Learners.
• Candidates successfully complete the California Teaching Performance Assessment and prepare an Individualized Induction Plan for their employing district.

• Undergraduate program plans allow students to blend teacher education program with their Bachelor’s Degree and be certified to teach in under five years.
• Field based program allows students to apply theory to practice in classroom settings. Cohorts of students study and work together under the direction and supervision of a team of university and K-12 faculty.
• Methods courses and supervision are content specific.
• Intern program allows qualified candidates to earn their credential while employed as public school teachers.

• Students complete the Intel® Teach to the Future program during their personal proficiency in technology course
• Faculty model use of innovative technologies, including Blackboard, video streaming, online thinking tools, and audience response systems.

• Program faculty are involved in our neighboring schools, collaborating with teachers to improve policy and practice. They have published numerous articles; obtained millions of dollars in annually funded grants; and are recognized regionally, nationally, and internationally.
• Partnerships with Orange County Department of Education and local districts allow students to work in the public schools as paraprofessionals, pre-interns, and interns while completing undergraduate and credential requirements.