The program offers a
developmental coursework and field experience sequence
that effectively prepares candidates to teach all K-12
students and to understand the contemporary conditions of
schools. Within the Multiple Subject (MS) and the Single
Subject (SS) programs for Student Teachers and University
Interns, TED offers a variety of options that lead to the
preliminary credential: University Campus Cohorts,
Satellite Cohorts at district sites, Professional
Development Schools (accelerated program) at district
centers, and the Blended Multiple Subject Program on the
university campus for undergraduate Liberal Studies majors
(specific information for each program is available at the
Student Services Center, Small College Building 5, Room
5110 ). Although the time span and schedule of courses
vary with each of these programs, the following elements
are common to all programs:
Program
Elements
a.
Candidates have
opportunities to understand the historical, philosophical,
social, political, and legal foundations of education
and the functions of schools in society in the
foundation and capstone courses.
b.
Because the
majority of teacher candidates are (or will be) teaching
in urban schools with multicultural and multilingual
students, the program’s coursework and field
experiences are designed to prepare candidates to
effectively meet the needs of those students.
c.
Methods courses
are designed to address issues of second language
learners and diverse styles of learning. This
preliminary credential provides each candidate with an
English Language Authorization (ELA) that enables
candidates to teach students whose primary language is not
English. In order to earn the specialized Bilingual
Emphasis in Spanish/Asian Languages, candidates need to
follow procedures described in section II of this
handbook.
d.
Specific
strategies for differentiating instruction are
infused throughout the courses to address issues of
inclusion and diversity. Candidates learn to pre-assess
students and modify content, process, and products to meet
the diverse learning needs of children.
e.
Candidates are
expected to learn technology applications within
the methods courses, including: computer applications to
manage records (e.g., grade books - spreadsheets,
databases); communications through print media (word
processing, newsletter, graphics) and e-mail/threaded
discussion. Candidates examine a variety of educational
digital media (Internet resources, CAI, and presentation
tools) and use established selection criteria to evaluate
materials. They also select software for relevance,
effectiveness, and alignment to content standards.
f.
The program
provides extensive opportunities for candidates to learn
to teach the state adopted K-12 academic content
standards to all students in their methods courses.
g.
Candidates
receive guidance and coaching during the field
experience courses from university supervisors and
site-based master teachers and coaches.
h.
A carefully
developed system of formative and summative assessment
is embedded throughout the program to provide candidates
with timely, accurate, and complete feedback regarding the
progress of their performance. Supervisors conduct
observations and conferences that focus on each TPE and
offer specific suggestions for improved practice.
i.
The formative
and summative assessment system has multiple benchmark
criteria at intervals and is designed to assess
candidate TPE performance developmentally throughout the
program. In order to successfully advance to each program
phase and to be recommended for a credential, candidates
must meet specific standards at each benchmark.
TED offers two credential
programs, the Multiple Subject Program and Single Subject
Program. Each program contains the University Intern and
Student Teaching Options. Candidates enrolled in the
University Intern Option are contracted public school
teachers (without a preliminary credential) currently
teaching K-12 students in their own classroom. Trained
university supervisors are assigned to University Interns
and Student Teacher candidates to provide support and
guidance for supervised field experiences. Candidates
enrolled in the Student Teaching Option are not contracted
teachers and also are assigned to master teachers in
public school settings for their supervised field
experiences. Candidates who are currently teaching in
non-public schools must enroll in the Student Teaching
Option.
The Blended Liberal
Studies/Teacher Education Option is an alternative route
to teacher credentialing for undergraduate juniors
pursuing careers in elementary school education who have
met all blended program prerequisites. Prerequisites
include passage of all three sections of the CBEST,
minimum GPA of 2.67 in undergraduate coursework, and
completion of general education requirements. As
undergraduates, participants complete the Liberal Studies
degree and the Prerequisite Phase of the Multiple Subject
Credential program. Students then complete student
teaching as post baccalaureate students. For additional
information e-mail pals@csudh.edu, contact the Liberal
Studies Program at (310) 243-3832, or visit the Peer
Advising for Liberal Studies (PALS) Center in the Small
College Complex Room #5140.
Both program options are
organized into phases (university semesters) that include
courses and field experiences. In the University Intern
Option, there are four phases (one prerequisite semester
followed by three fieldwork semesters). In the Student
Teaching Option, there are three phases (one prerequisite
semester followed by two student teaching semesters). The
program sequence in the Student Teaching Option allows
candidates to complete their coursework and exit
requirements in one year. The differences between the
Student Teaching and University Intern options include:
number and sequence of phases, course sequence, number of
field experiences, and sequence of formative and summative
assessments. This information is graphically represented
in the following Curriculum Design charts.
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