During the first (Fall) semester, sometimes referred to as the Fieldwork Semester, credential program students (candidates) take a full-time course load of professional education courses covering specific subject matter strategies, including how to teach students who are learning English and/or who have special needs in the regular classroom. The courses are designed to be practical, emphasizing the development of teaching skills.
In addition to Fall coursework, candidates also complete clinical practice (fieldwork) in two grade levels, paired with veteran mentor teachers in local public schools. Starting with classroom set-up and preparation prior to the start of school, candidates are both coached and evaluated on potential teaching ability throughout the semester. The program intentionally creates a strong connection between courses and clinical practice. Candidates are asked to reflect on and apply what they are learning in their courses to clinical practice, and vice versa. For more information on clinical practice, visit the Clinical Practice page.
Candidates must enroll in all of the following courses concurrently (a full-time load).
Candidates must enroll in all of the following courses concurrently (a full-time load).
Multiple Subject Candidates:
Required placement hours are start of school day through lunch, Monday – Thursday, approximately 8am – noon.
Single Subject Candidates:
Required placement hours vary by school site; the candidate is responsible for coordinating a schedule that is the equivalent of three periods, four days per week, usually Monday-Thursday. The goal is to “adopt” three classes and follow their schedule.
Near the end of the Fall semester, candidates apply to advance to Spring semester.
Advancement is determined at the sole discretion of the program, based on satisfactory completion of the following requirements:
In the second (Spring) semester, sometimes referred to as the Student Teaching Semester, candidates are placed back in their Fall semester public school classrooms for all-day student teaching. In addition, candidates take the Student Teaching Colloquium course. As they assume most day-to-day responsibilities of full-time teaching, candidates are coached and formally evaluated on teaching skills throughout this semester.
Candidates must enroll in all of the following courses concurrently (a full-time load).
Candidates must enroll in all of the following courses concurrently (a full-time load).
The goal is for candidates to return to the same placements as the Fall semester – for full-day, Monday-Friday student teaching placements.
Multiple Subject Candidates:
Single Subject Candidates:
As part of the credential program requirements, at the end of the program candidates will meet with TMU program faculty to create an Individual Development Plan (IDP). This document will outline the candidate’s strengths and areas of future growth relative to the state’s Teaching Performance Expectations. Candidates who are employed in California will use this plan to begin their Induction program to clear their preliminary credential.
Upon completion of a California teaching credential program, candidates are recommended by their college or university to the California Commission on Teacher Credentialing (CTC).
At the end of their TMU Credential program, the candidate submits a Credential Recommendation Request to the Credential Analyst at TMU in order to be begin the recommendation process.The Master’s University is required to abide by the regulations and requirements of the CTC, as is the teaching credential candidate. Though it is the candidate’s responsibility to remain aware of and meet the credential requirements of the CTC, the programs provide guidance and support to candidates in meeting these requirements.
Upon receipt of the Credential Recommendation Request, the Credential Analyst will complete a review of the candidate’s status at program completion, verifying the following:
NOTE: in addition to program completion requirements as outlined previously, multiple subject credential candidates must pass the Reading Instruction Competency Assessment (RICA exam) and submit official scores in order to be eligible to be recommended for the credential. Multiple subject candidates are provided with information about and preparation for this exam in their Fall semester ED510 course.
After an exit interview with the candidate ensuring all of the requirements are met, the credential analyst will submit a recommendation to the CTC for the candidate. The candidate will receive an email from the CTC when the recommendation is made, and will then complete his or her portion of the recommendation online and pay the required fees. (This online process requires payment be made by a Visa, MasterCard, or Debit Card with a Visa or MasterCard logo.) When the candidate has successfully completed his or her portion and paid the required fees, he or she will receive email verification of the completed process. Finally, the candidate will receive email notification from the CTC when the credential is granted.
Teachers in elementary schools need a Multiple Subject Credential, as they usually teach multiple subjects to the same group of students in a self-contained classroom. (The Multiple Subject credential includes authorization for the holder to teach English learners in the regular classroom.)
Teachers in junior high or senior high schools need a Single Subject Credential in the subject area they wish to teach, as they usually teach a single subject to different groups of students (classes) in a departmentalized setting. (The 2042 Single Subject credential includes authorization for the holder to teach English learners in the regular classroom.)
Candidates are recommended for a preliminary credential by The Master’s University upon satisfactory completion of a credential program. The Preliminary Credential is valid for five years, during which time candidates can be employed as teachers while completing the requirements needed for the Clear Credential (the next and final level) through a state-approved program.
Currently, holders of a Preliminary Credential have three options to obtain a Clear Credential. More information about each of these options is available at the CTC website.
Option 1: A CTC-approved Teacher Induction Program through an approved school district, county office of education, college or university, consortium, or private school. This is the most common option.
Option 2: A CTC-approved Clear Credential or Induction Program through a university or other sponsoring agency. Individuals receive that institution’s formal recommendation for the clear credential.
Option 3: Certification by the National Board of Professional Teaching Standards in a qualifying subject.
Once a person is granted a multiple subject or a single subject credential by the CTC, it is possible to obtain additional authorizations to teach in additional subject areas. Check with the Credential Analyst to find out more about this process.
The credential programs maintain electronic files for all candidates. In addition to required program forms and records, candidates may add to their file letters of recommendation from principals, teachers, or other school site personnel who observe them teaching during clinical practice.
