SINGLE SUBJECT CREDENTIAL PROGRAM DESIGN
The responsibility of preparing secondary teachers has always been viewed as an all-university task. This collaborative approach is coupled with a philosophy of teacher preparation that puts a premium on combining theory and practice throughout the program. To achieve this, faculty developed a Partner Districts Cohort (PDC) model that brings teacher candidates into the world of the contemporary secondary school very early in the first semester of the program. Moreover, instructors in the program are drawn from University faculty, school district personnel, and public school administrators and master teachers. In this manner, credential candidates are exposed to multiple perspectives regarding classroom life.
Another feature of the Cal State Fullerton Single Subject Credential Program is its high academic standards. Candidates admitted to the Single Subject Credential Program are carefully selected for likely promise as teachers and educational leaders. Each successful candidate has
- demonstrated proficiency on the California Basic Educational Skills Test (CBEST);
- demonstrated competence in the subject area in which he or she intends to teach; and
- met all University and Single Subject Credential Program admission requirements.
Credential preparation is offered in Art, English, Foundational Level Mathematics (FLM), Mathematics, Music, Physical Education, Science, Social Studies, World Languages, and World Languages-ELD. We anticipate being authorized to offer Theatre Arts from Fall 2025 (currently under review). Once a candidate successfully completes the Single Subject Credential Program, California State University Fullerton recommends the candidate for Preliminary Certification by the Commission on Teacher Credentialing.
UNIQUE PROGRAM FEATURES
Here are a few unique characteristics of our program completers:
- 21st Century Teachers: Our teacher candidates are ready to address Common Core State Standards, CA Content Standards, and new ELD Standards in their lesson planning and delivery to promote college and career readiness.
- Digital Teachers: Our teacher candidates are prepared to use technology to support teaching and learning in 21st century learning environments, whether traditional face-to-face, digital, or blended.
- Subject Matter Specialists: Our content–specific emphasis provides candidates with content-specific methods, student teaching seminar, and supervision to insure that candidates are skilled in designing and implementing lessons that engage and support students in learning. ELA, math, and science teacher candidates complete over 40 hours of training in how to address Common Core State Standards for ELA and Math, and the Next Generation Science Standards.
- Collaborative Teachers: Our program prepares candidates to co-teach with colleagues, including master teachers, special education teachers, ELD teachers, and instructional aides.
- Practiced Teachers: In our field-based program, candidates will spend up to 36 weeks in their classroom setting, with emphasis on observing effective teaching, lesson plan development and delivery, and using research-based formative and summative assessments. Our model of gradual induction and co-planning/co-teaching eases the candidate into teaching responsibilities by requiring them to assume more and more responsibilities until they are well-prepared for full responsibility of three periods of teaching, thus insuring success for both the candidate and their students. And our University Supervisors (Clinical Coaches) are experienced educators with training in a cognitive coaching model of candidate support designed to help candidates reflect on their progress toward proficinecy with the Teaching Performance Expectations (TPEs) .
SINGLE SUBJECT CREDENTIAL PROGRAM STRUCTURE
The Single Subject Credential Program is informed by the following sources:
- College of Education Conceptual Framework Mission Statement: Our mission is to teach, to serve, and to engage in scholarship. We teach our teacher candidates to be critical thinkers and lifelong learners. We prepare professionals who improve student learning, promote diversity, make informed decisions, engage in collaborative endeavors, maintain professional and ethical standards, and become change agents in their workplaces. We engage in scholarly work that informs the profession and serves the educational community by providing applied scholarship.
- Professional Education Standards: The California Standards for the Teaching Profession and Teaching Performance Expectations form the knowledge base for program design and evaluation. Based on research and grounded in practice, expectations focus on understanding and organizing subject matter for student learning; developing as a professional educator; creating and maintaining environments for student learning; planning and organizing instruction; engaging and supporting all students in learning; and assessing student learning. This knowledge base, coupled with the CCTC Common Standards and Education Preparation Program Standards , provide the content and form for curriculum, instruction, and assessment practices.
National Professional Organizations: Each subject area program is informed by the professional standards of the associated national organizations.
- National Council for Teachers of Mathematics
- National Council for the Social Studies
- National Council of Teachers of English
- National Science Teachers Association
- Music Teachers National Association
- National Art Education Association
- Society of Health and Physical Educators
- American Council on the Teaching of Foreign Languages
- California Common Core Standards, Content Standards (including Next Generation Science Standards ), Curriculum Frameworks , and ELD Standards: The philosophy of the California Frameworks for K-12 Schools and content identified in California K-12 Content Standards are the foundation for teacher preparation.
- Individual courses draw upon the work of Educational Scholars to deepen students' understanding of how schools work, curriculum theory, instructional and assessment strategies, and issues of equity and diversity.
The program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation and participation, and student teaching.