Multiple Subject Credential Program

1. Program Summary

Program Design

The California State University Multiple Subject Credential Program (MSCP) includes four pathways to complete the program. These pathways include a two-semester, three-semester, internship, and a four-semester combined masters/credential program. All four pathways include coursework, field experiences, and student teaching.

The MSCP requires the completion of 12 units of professional preparation courses prior to student teaching:

• EDEL 430 Foundations of Elementary School Teaching
• EDEL 433 Language Arts and Reading Instruction
• EDEL 434 Methods and Inquiry of Teaching Learners
• EDEL 438 Supervised Fieldwork in Elementary Teacher Education
• EDEL 450 Visual and Performing Arts Methods

1.1.1 Table Depicting Location, Delivery Modes, and Pathways

Location	Delivery Mode	Pathway
Main Campus	In-Person, Hybrid	Two-semester program
Main Campus	In-Person, Hybrid	Three-semester program
Main Campus	In-Person, Hybrid	Four-semester Combined
Location 2: School Sites	In-Person	All programs

Leadership within the credential program

The Chair of the Department of Elementary and Bilingual Education serves on the College of Education Leadership Team, representing the Multiple Subject Credential Program. A Placement Coordinator serves as a liaison to partner school districts and school sites. The TPA Coordinator works with teacher candidates and instructors to provide support for TPA Cycle 1 and Cycle 2. The Admissions Coordinator works with faculty to ensure protocols and admission criteria are met. Block Leaders are faculty cohort leaders who serve as liaison between teacher candidates, clinical coaches, and placement coordinator. They also provide information about fieldwork, student teaching, course schedules, and department policies.

Communication with the credential program and with the institution

Communication within the MSCP occurs through monthly faculty meetings featuring admissions, TPA, and partner updates. These positions are critical for specific communication: Department Chair (full time and part time faculty), Placement Coordinator (school districts, school sites, and mentor teachers), Block Leaders (clinical coaches and teacher candidates). Clinical Coaches attend regular Zoom meetings to gain information related to coaching, evaluation, and support for Teacher Candidates. Mentor teachers participate in co-teaching training with their teacher candidate and clinical coach.

Structure of coursework and field experiences in the credential program.

The MSCP includes critical components of teacher education, including pedagogical preparation, fieldwork observation and participation, and student teaching. All coursework and fieldwork/student teaching experiences are articulated with the CTC Multiple Subject Preliminary Credential Program Standards and Teaching Performance Expectations.

Program modifications over the recent two years

The College of Education has an ongoing commitment to just, equitable, and inclusive education (JEIE). Towards the aim of integrating JEIE throughout all aspects of the program–including prerequisite courses, credential courses, and fieldwork experience. The leaders of the program have made a concerted effort to develop experiences that enhance the growth of teacher candidates around JEIE. These experiences include readings and discussions around anti-racist teaching, anti-racist teaching webinars, and opportunities to attend a half-day training at the beginning of the program related to inclusive practices.

Additionally, due in part to COVID-19, clinical coach observations of teacher candidates were reviewed via an online video space, Go React. Beginning Spring 2022, clinical coaches will now observe and provide feedback for four teacher candidate instructional lessons via Go React with two face-to-face classroom observations.

Means for stakeholder input

Teacher candidates are asked to respond to surveys at the end of the program. The data is collected, reviewed, and shared with department leadership and faculty.

Course of Study (Curriculum and Field Experience)

The MSCP includes coursework, fieldwork, and student teaching during the credential program, with three prerequisite courses.

Description of the Sequence of Coursework

Prerequisite courses must be passed prior to the start of the program:

1. Child or Human Development: (approved CSUF courses: CAS 101, CAS 312, CAS 315, CAS 325A & CAS 325B, OR PSYC 361). Applicant must have received a grade of "C-" or better.
2. Introduction to Elementary Classroom Teaching: (approved CSUF course: EDEL 315). Applicant must have received a grade of “C-” or better.
3. Cultural Pluralism in Elementary Schools: (approved CSUF course: EDEL 325). Must be taken at a 4-year university. Applicant must have received a grade of “C-” or better.
4. Ethnic Studies: Applicant must have received a grade of "C-" or better. Course must have been taken within the last 10 years, prior to entering the credential program.

Two-Semester Program

First Semester: Ten weeks of coursework and fieldwork followed by five weeks of full-time student teaching (EDEL 439).

• EDEL 430 Foundations in Elementary School Teaching
• EDEL 433 Language Arts and Reading Instruction
• EDEL 434 Methods and Inquiry for Teaching English Learners
• EDEL 435 Mathematics Curriculum and Instruction in Elementary School Teaching
• EDEL 438 Supervised Fieldwork in Elementary Teacher Education
• EDEL 450 Visual and Performing Arts Methods: Art, Dance, Drama and Music
• EDEL 439 Student Teaching in the Elementary School 

Second Semester: Seven weeks of coursework and fieldwork followed by eight weeks of full-time student teaching (EDEL 439).

• EDEL 453: Teacher Performance Assessment Seminar
• EDEL 429 Integrated Curriculum and Instruction in the Elementary School
• EDEL 436 Science Curriculum and Instruction in Elementary School Teaching
• EDEL 437 Social Studies Curriculum and Instruction in Elementary School Teaching
• EDEL 451 Community, School, and Classroom Issues
• EDEL 452 P.E., Health, and Mainstreaming Education
• EDEL 439 Student Teaching in the Elementary School

Four-Semester Combined Masters/Credential Program

First Semester: Ten weeks of coursework and fieldwork followed by five weeks of full-time student teaching (EDEL 439).

• EDEL 430 Foundations in Elementary School Teaching
• EDEL 433 Language Arts and Reading Instruction
• EDEL 434 Methods and Inquiry for Teaching English Learners
• EDEL 435 Mathematics Curriculum and Instruction in Elementary School Teaching
• EDEL 438 Supervised Fieldwork in Elementary Teacher Education
• EDEL 450 Visual and Performing Arts Methods: Art, Dance, Drama and Music
• EDEL 439 Student Teaching in the Elementary School 

Second Semester: Credential and MS degree coursework

• EDEL 453 Teacher Performance Assessment Seminar
• EDEL 429 Integrated Curriculum and Instruction in the Elementary School
• EDEL 436 Science Curriculum and Instruction in Elementary School Teaching
• EDEL 511 Survey of Educational Research
• EDEL 512 Technology Proficiencies for Teachers K-8 Schools
• SPED 463 Characteristics of Individuals with Mild/Moderate Disabilities

Third Semester (Summer): MS degree coursework

• EDEL 529 Learning Theory for Classroom Use
• EDEL 536 Curriculum Theory and Development
• EDEL 552 Family, Community and Professional Partnership

Fourth Semester: Seven weeks of credential and MS degree coursework and fieldwork followed by eight weeks of full-time student teaching (EDEL 439).

• EDEL 594 Culminating Project
• EDEL 437 Social Studies Curriculum and Instruction in Elementary School Teaching
• EDEL 530 Graduate Studies in Elementary Education: Second Languages
• EDEL 439 Student Teaching in the Elementary School

Three-Semester Program

 Three semester blocks require evening classes, taught from 4-7 pm and/or 7-10 pm). Some blocks may hold Saturday classes as well. Student teaching includes a full-day, five days per week experience.

First Semester: 15 weeks of coursework and 45 hours of fieldwork.

• EDEL 430 Foundations in Elementary School Teaching
• EDEL 433 Language Arts and Reading Instruction
• EDEL 434 Methods and Inquiry for Teaching English Learners
• EDEL 435 Mathematics Curriculum and Instruction in Elementary School Teaching
• EDEL 438 Supervised Fieldwork in Elementary Teacher Education

Second Semester: 10 weeks of coursework and 45 hours of fieldwork, followed by 5 weeks of student teaching.

• EDEL 453: Teacher Performance Assessment Seminar
• EDEL 429 Integrated Curriculum and Instruction in the Elementary School
• EDEL 450 Visual and Performing Arts Methods: Art, Dance, Drama and Music
• EDEL 438 Supervised Fieldwork in Elementary Teacher Education
• EDEL 439 Student Teaching in the Elementary School 

Third Semester (full time commitment): 7 weeks of coursework and 8 weeks of student teaching.

• EDEL 436 Science Curriculum and Instruction in Elementary School Teaching
• EDEL 437 Social Studies Curriculum and Instruction in Elementary School Teaching
• EDEL 451 Community, School, and Classroom Issues
• EDEL 452 P.E., Health, and Mainstreaming Education
• EDEL 439 Student Teaching in the Elementary School

Internship: Additional Option

The Intern Program is designed for teacher candidates who wish to complete credential requirements while concurrently teaching at a public school, K-8 elementary school classroom. The teacher candidate must receive a job offer as a contracted teacher of record in an approved district. An internship works can be part of the final semester in a two, three, or four-semester block.

Coordination of Coursework with Fieldwork

Coordination with coursework and fieldwork is accomplished within these courses: EDEL 315, EDEL 433, and EDEL 435.

• EDEL 315 Introduction to Elementary Classroom Teaching: 45 hours of fieldwork is integrated with course content and activities is required.
• EDEL 433 Language Arts and Reading Instruction: A case study of a student related to reading teaching and learning is required.
• EDEL 435 Mathematics Curriculum and Instruction: A case study of a student related to mathematics teaching and learning is required.

Types of coursework in Critical Areas

Several courses support candidate development and skills to engage and support all students, particularly those in critical areas such as teaching English learners. Before admission to the program, teacher candidates must complete EDEL 325 (or equivalent), Cultural Pluralism in Elementary Schools and an ethnic studies course. All teacher candidates complete EDEL 434 prior to student teaching. EDEL 434, Methods and Inquiry for Teaching English Learners, provides a theoretical foundation, assessment, strategies, and methods for English language development. In addition, just, equitable, and inclusive education is integrated into all coursework and field experiences.

Number and Type of Field Placements

The MSCP connects coursework with fieldwork and student teaching throughout the program. Fieldwork begins in prerequisite coursework and continues through all programs. It is closely articulated with specific course content and activities. EDEL 315: Introduction to Elementary Classroom Teaching is articulated with 45-hour early fieldwork participation. In addition, 90 hours (typically 60 hours + 30 hours) of fieldwork is required within all programs prior to student teaching.

Connection of Field Experience with Coursework

Fieldwork is a critical program component. Coursework and fieldwork always run concurrently, except in the second semester of the three-semester program.

Field Supervision, Advisement, Evaluation: Frequency, Type, etc.

Fieldwork is divided into two different semesters. It is accomplished concurrently with coursework and just before student teaching. Teacher candidates typically complete fieldwork in the same classroom where they will student teach. Teacher candidates are assigned a clinical coach who works with Block Leaders and the TPA Coordinator to support instructional proficiency by the end of each fieldwork and student teaching assignment.

Assessment of Candidates

Prior to Program Admission: Prerequisite coursework, instructor letter of reference

During the Program: Teacher candidates are formally observed six times (4 video and 2 in person) by their clinical coach and daily by the mentor teacher. They are provided with a formal summative evaluation at the end of each semester of fieldwork and student teaching by the mentor teacher and clinical coach. Formative and Summative assessments and evaluations are aligned with Teacher Performance Expectations.

• Coursework assignments: University faculty
• Fieldwork competency: Mentor Teacher and Clinical Coach
• Student Teaching competency: Mentor Teacher and Clinical Coach
• CalTPA: Evaluated by a certified assessor of the CalTPA

Advice Candidates Receive About Assessment

Candidates are introduced to the CalTPA at the beginning of their program. They receive support throughout all semesters via university instructors and the TPA coordinator. They also receive support and feedback from Clinical Coaches during fieldwork and throughout student teaching with six formal observations with feedback and a post-lesson conference. After each student teaching assignment, teacher candidates are provided with a formal summative evaluation from their mentor teacher and clinical coach. The mentor teacher provides feedback and support throughout fieldwork and student teaching.

Major Program Changes in Last Few Years

The College of Education has an ongoing commitment to just, equitable, and inclusive education (JEIE). Towards the aim of integrating JEIE throughout all aspects of the program–including prerequisite courses, credential courses, and fieldwork experience. The leaders of the program have made a concerted effort to develop experiences that enhance the growth of teacher candidates around JEIE. These experiences include readings and discussions around anti-racist teaching, anti-racist teaching webinars, and opportunities to attend a half-day training at the beginning of the program related to inclusive practices.   

Additionally, due in part to COVID-19, clinical coach observations of teacher candidates were reviewed via an online video space, Go React. Beginning Spring 2022, clinical coaches will now observe and provide feedback for four teacher candidate instructional lessons via Go React with two face-to-face classroom observations.

Additional Questions for Preliminary Multiple Subject credential programs:

1. How does the program inform candidates about the performance assessment tasks and passing score standard?
   The program informs candidates about the performance assessment (TPA) tasks and passing score standard through the support seminars conducted by the CalTPA Coordinator. In particular, the coordinator provides scheduled synchronous support sessions for Cycle 1 and Cycle 2 TPA.
2. What opportunities does the program provide to candidates to prepare for the performance assessment tasks/activities?
   The program provides opportunities to candidates to prepare for the performance assessment tasks/activities throughout course work, fieldwork, student teaching, and TPA support seminars.
   Coursework & Faculty
   The TPA Coordinator collaborates with the faculty to discuss aligning support in particular areas that will assist candidates to prepare for the TPA, including planning engaging lessons that support students’ assets and learning needs, that promote (and include) UDL and higher-ordering thinking skills, and that support diverse students: UDL Implementation
   The TPA Coordinator creates and provides documents to share with faculty, which outlines areas of growth based on observations, results, and information shared from CalTPA Coordinator quarterly meetings.
   TPA Support Webinar, Cycle 1 TPA Support , and Cycle 2 TPA Support
   Fieldwork & Student Teaching
   When candidates are in the field in their student teaching placements, they continue to learn about students’ assets and learning needs as well as apply the teaching strategies and discuss during TPA seminars. Teacher Candidates (TCs) continue to practice and refine the necessary skills and knowledge that further prepares them for the TPA assessment tasks/activities.
   The TPA Coordinator shares a recorded TPA Support webinar for clinical coaches, mentor teachers, and faculty, which provides information, roles, and expectations for supporting candidates.
   TPA Support Webinar and TPA Support Webinar with Audio
   TPA Support Seminars
   During the TPA Support Seminars, TCs engage with the content of the TPA assessment guide, their peers, and the TPA Coordinator to further prepare for the TPA assessment tasks/activities. Each session is specifically planned to thoroughly explore and learn about each step of the instructional cycle (Plan, Teach, Assess, Reflect, and Apply). Tcs are provided access to a Canvas course site dedicated to Cycle 1 and Cycle 2 (EDEL 453B). The Canvas course site contains information and documents, which provides additional support for candidates to be successful when completing and submitting the TPA:
   Cycle 1 and Cycle 2 Assessment Guide
   Cycle 1 and Cycle 2 Templates (including notes)
   Modules that are specific to each support seminar.
   Access to seminar slide s via Canvas course site.
   Access to recordings for seminars on Zoom.
   Self-Assessments for Cyc le 1
   Self-Assessment for Cycle 2
   Suggested timelines for completion of Cycle 1
   Suggested timelines for completion of Cycle 2
   Sample submissions (videos and templates)
   Check-ins/quizzes at various points throughout the semeste
   Links to Common Core Content Standards (ELA , Math, ELD )
   Links to Cycle 1 FAQ s and Cycle 2 FAQs (based on past candidates’ questions)
   Access to (grade-level) Peer Groups (for brainstorming and sharing ideas)
   Resources (UDL information , higher-order thinking charts , active learning charts )
   During seminars, the TPA Coordinator provides learning experiences and activities to support candidates such as group work, grading rubrics, and guest speakers.
3. What remediation support and guidance is provided by the program to candidates who…
   Need additional supports in preparing to complete performance assessment?
   The TPA Coordinator provides additional optional Q&A sessions on Zoom throughout student teaching.
   If candidates need additional support, they email the TPA Coordinator. Depending on the question and type of needed support, the TPA Coordinator will answer specific questions through email and/or a scheduled Zoom one-on-one session with candidates.
   Fail the performance assessment and need to resubmit task components?
   If candidates do not pass the TPA and need to resubmit, they are provided with specific instructions to email the TPA Coordinator with the score report in addition to the following steps:
   Step 1: If a TC does not pass, they email their score report to the TPA Coordinator immediately. They are provided information and links related to the Retake Policy, Pearson Customer Support, Support for a Second Attemps, and Score Verification protocols.
   Step 2: TCs create a folder in a Dropbox titled, "(R) FirstName LastName Cycle# ContentArea" and upload all CalTPA materials then share it with TPA Coordinator.
   Step 3: Discuss plan of action with TPA Coordinator. TPA Coordinator will review score report and TPA work and provide additional guidance via email and/or Zoom.
   Step 4: Develop your plan for the retake.
   If a TC receives a Condition Code, according to Pearson, they can revise your work as required then re-take the cycle. CSUF strongly recommends that TCs retake by the next scoring cycle, if possible.
   If you requested a Score Verification, wait for those results before proceeding for a retake.
   If the TPA work must be revised due to a low-cut score and/or more than one rubric score of 1, TCs complete the suggested remediation per the Support for Second Attempt CalTPA handouts (see Step 1 above), and then retake the cycle. CSUF strongly recommends that candidates retake by the next scoring cycle, if possible.