Preliminary Single Subject Teaching Credential Program
There is perhaps no more significant or important job than teaching. With a national spotlight on education, a strong preparation for this increasingly demanding but exciting and rewarding role is crucial. California Lutheran University produces educators who are well prepared to meet these challenges and to provide leadership for the future.
California Lutheran University offers you the opportunity to complete a master's degree along with a teaching credential in multiple or single subjects. Teacher Education programs are offered in collaboration with local educators and are heavily field-based to provide extensive experience in diverse school settings under the guidance of outstanding educators. Upon completion of the program, candidates will be eligible for the Preliminary Single Subject Teaching Credential offered by the California Commission on Teacher Credentialing.
The programs are characterized by their rigor and relevance to today's increasingly diverse schools. Classes are small, professors are accessible, and field supervisors provide individual mentoring.
The program is divided into three distinct stages of course work: Foundations, Methods, and Full-Time Student Teaching. All coursework taken at the graduate level applies toward the master's degree.
Fall admission is July 1st
Spring admission is November 1st
Summer admission is April 1st
Multiple and Single Subject credential programs require completion of the following courses:
- EDLT 500. Foundations of Education*
- EDLT 501. Theories of Teaching, Learning and Development*
- EDLT 502. Teaching English Learners in Diverse Populations*
- EDLT 503. Teaching Exceptional Learners in Inclusive Environments*
Single Subject Teaching Credential
This credential prepares you to teach a single subject in a secondary school, usually in grades 7 through 12. Candidates may earn credentials that authorize teaching in the following subject areas:
- Languages other than English (Spanish or French)
- Foundational Math
- Physical Education
- Science (Biology, Chemistry, Geosciences, or Physics)
- Foundational Science
- Social Science (History, Government, and Economics)
Candidates demonstrating fulfillment of specific credential requirements including subject matter (either through an approved undergraduate program or by exam), and completion of the Foundation courses are eligible to enroll in the following courses:
- EDTP 530. Leadership & Law in Diverse Classrooms*
- EDTP 532. Literacy & Language in Diverse Classrooms*
- EDTP 531. Teaching I: Planning & Methods for Content Standards*
- EDTP 533. Introduction to Clinical Practice
- EDTP 513. Teacher Performance Assessment Seminar I*
- EDTP 535. Teaching II: Subject Specific Pedagogical Skills*
- EDTP 560. Clinical Practice in the Secondary Classroom
- EDTP 514. Teacher Performance Assessment Seminar II*
* Credit from these courses can be applied toward the Master of Education (M.Ed.) degree if taken at the graduate level.
EDLT 500 Foundations of Education (3 units)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a society of multiple cultures will be explored. 10 hours of fieldwork is required.
EDLT 501 Theories of Teaching, Learning, and Development (3 units)
This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals. 10 hours of Fieldwork required.
EDLT 502 Teaching English Learners and Diverse Populations (3 units)
This course in teaching English Language Learners and diverse populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition. The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction (including technologies), school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 units)
This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities; the theory and practices of special education service delivery models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 10 hours of fieldwork is required
EDTP 513: Teacher Performance Assessment Seminar I (2 units)
Candidates meet weekly alternating each week with whole group sessions and small group sessions. Whole group sessions will begin with a three day workshop which will provide an introduction to the four California Teaching Performance Assessments (TPAs), the 13 Teaching Performance Expectations (TPEs) and the use of TaskStream. Whole group sessions will focus on the passage of the TPAs, which is a requirement of the California Commission on Teacher Credentialing. Preparation, submission, and assessment of TPA 1 and 2 will take place during this course. Small group sessions on alternating weeks will be facilitated by the supervisor and focus on the student teaching experience. Prerequisite: $500 assessment fee.
EDTP 530 Leadership and Law in Diverse Classrooms – Secondary (3 units)
Designed to integrate theory into practice in the diverse classroom. Teacher candidates study the theories of leadership, classroom management, discipline and lesson planning required for an initial experience in the California classroom. Teacher candidates are placed in a classroom with a diverse student population to observe and implement teaching strategies necessary to address this student group.
EDTP 531 Teaching I: Planning and Methods for Content Standards – Secondary (3 units)
Basic methods of planning and instruction. Lesson planning with an emphasis on increased academic achievement in the secondary school. Technology enhanced methods and strategies necessary to develop achievement in all learners.
EDTP 532 Literacy and Language in Diverse Classrooms - Secondary (3 units)
Methods of teaching reading in the content areas and development of English language literacy. Assessment, technology and content standards as they impact student achievement.
EDTP 533: Introduction to Clinical Practice (3 units)
Assignment in an single subject classroom with a diverse student population. Observation and development of classroom management and teaching strategies that foster academic achievement in reading, literacy, and mathematics for all students, utilizing SDAIE strategies. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Concurrent with enrollment in EDTP 530, EDTP 531, EDTP 532. Weekly seminar attendance required. (Graded P/NC only).
EDTP 514 Teacher Performance Assessment Seminar II (1 unit)
Candidates meet weekly alternating each week with whole group sessions and small group sessions. Whole group sessions will focus on the passage of the TPAs, which is a requirement of the California Commission on Teacher Credentialing. Preparation, submission, and assessment of TPA 3 and 4 will take place during this course. Small group sessions on alternating weeks will be facilitated by the supervisor and focus on the student teaching experience.
EDTP 535 Teaching II: Subject Specific Pedagogical Skills - Secondary (3 units)
An advanced strategies methods course designed to integrate the theories underlying the pedagogical practices in the California classroom. Teacher candidates focus on advanced planning and teaching strategies for their specific content areas, and design and implement varied plans to assess students performance. Students learn to teach and reflect on curriculum-based subject matter content in relation to foundational knowledge.
EDTP 560 Clinical Practice in the Secondary Classroom (9 units)
Semester-long assignment in an secondary school with a diverse student population. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Supervision by cooperating teacher(s) and university supervisor while working with individuals, small groups, and the entire class. Placement concludes with four weeks of full-time instruction. Concurrent with enrollment in EDTP 535. Attendance at weekly seminar required. Prerequisite: Completion of Benchmark C. (graded P/NC only)
Currently Accepting Applications for Spring 2014
- Appointment with an Admission Counselor
- Completed Application Form
- $50.00 Application Fee (please make checks payable to CLU)
- Official transcripts from all colleges and universities attended
- Personal Statement
- Recommendation Form
- Petition to Waive the GRE or GRE Scores (Master's degree applicants only)
- State issued Certificate of Clearance
- Current negative TB test
- Minimum cumulative undergraduate GPA of 2.7 for credential program; 3.0 upper division GPA for Master of Education (M.Ed.)
- For M.Ed. applicants only, submission of GRE (Graduate Record Exam) scores (unless Petition to Waive GRE Requirement is submitted and approved). The admission test may be waived for candidates who present an official transcript of previous college work from a regionally accredited college or university reflecting any one of the following criteria:
- An undergraduate, upper division grade point average of 3.0 or higher (on a 4.0 scale); or
- A combined grade point average of 3.0 or higher for the most recent 60 units of study consisting of any of the following: graduate course work, upper division post baccalaureate course work (exclusive of extension or continuing education work) and upper division undergraduate course work; or
- A minimum of nine units of graduate course work completed with a 3.5 grade point average; or
- A previously earned master's degree from an accredited university
Interested individuals are encouraged to make an appointment to meet with a graduate admission counselor to review specific program information, admission requirements, start terms, deadline dates, and review financial aid options.
Please call (805) 493-3335 to schedule an appointment to meet with a graduate admission counselor or to request information.