CGU’s Preliminary Credential + MA Program
Program Overview
Single-Subject Science Credential
This 36-unit program is designed to be completed in approximately 15-19 months.1 The program is divided into three phases:
1. Phase 1: Pre-Teaching Phase (beginning in January/Spring or May/Summer); 2. Phase II: Internship/Residency Phase (spans Fall and Spring);
3. Phase III: Post-Teaching Phase (Summer 2).
Phase 1
Spring+Summer or Just Summer
12 units
Phase II Fall
6 units
Phase II Spring
6 units
Phase III Summer 2
12 units
Clinical Component
EDUC 302a
2 units
EDUC 304a Or EDUC 304c
2 units
EDUC 306a Or EDUC 306c
2 units
-‐-‐
Academic Component
EDUC 302
4 units EDUC 320
3 units EDUC 348
3 units
EDUC 304
2 units EDUC 314
2 units
EDUC 306
2 units EDUC 330
2 units
EDUC 310
4 units MA course
4 units MA course
4 units
1 Candidates who start the program in Summer/May can finish in 15 months. Candidates who opt to start in Spring/January (and take TLP I in January) can complete the program in 19 months.
Phase I: Pre-Teaching Phase (12 units)
Candidates choose to begin Phase I in either January/Spring or May/Summer.
The academic and clinical components of this phase collectively meet the requirements outlined by the California Commission of Teacher Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area.
• EDUC 302 Teaching Learning Process I - 4 units
Teaching and Learning Process I (TLP 1) is the first in a four part series taken by teacher candidates in Claremont Graduate University’s Teacher Education Program. It is aligned with the California Teacher Performance Expectations (TPEs) and aimed at preparing teacher candidates to successfully pass Teacher Performance Assessment (TPA) Task 1; Subject Specific Pedagogy. It introduces teacher candidates to research-based principles of teaching and learning with particular emphasis placed on the practical implications for effective lesson planning and classroom management in diverse K-12 classrooms. In addition, candidates explore issues of equity, diversity and accountability and complete Part A of their ethnographic narrative project to explore their own educational values, experiences, and reasons for becoming a teacher.
• EDUC 302a Pre-Teaching Experience - 2 units
This course focuses on methodology and application of instructional strategies across the Science subject areas.There is specific emphasis on literacy for all students, including English Learners and students with special needs.Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom
expectations and procedures, instructional planning, and understanding child
development as it relates to behavior and learning. For three to five hours of the day, the candidates will work with pupils in whole group and small group settings under the tutelage of a master teacher.
• EDUC 320 Literacy in the Secondary Math, Science & Social Studies Classroom – 3
units
Candidates in this class will explore the meaning of content area literacy and the various strategies that can be used to teach and support literacy in a secondary content classroom. Additionally, candidates will explore how content area standards, English Language Development standards and the Literacy standards from the CA Common core work together to ensure that secondary students master reading, writing, listening and speaking in a secondary content classroom.
• EDUC 348 Secondary Science: Content and Pedagogy – 3 units
This course introduces middle and high school science candidates to current pedagogical perspectives on science education. This course will guide candidates in the planning and implementation of developmentally appropriate science instruction by focusing on
preparation for science teaching, practical strategies and models, assessment models, and developing as a professional. Emphasis will be given to the diverse nature of California’s student population, the role of literacy in science instruction, the integration of current brain research, and the use of technology in science instruction.
Phase II: Internship/Residency Phase (12 units)
Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January and ends in May. In the fall term of Phase II, general education candidates complete 6 units. In the spring, they take 6 units.
Phase II coursework moves from the practical to the theoretical. During Phase II candidates work in area schools during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring). A mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by instructing the candidates' university-based classes and providing on-site support in their clinical settings.
In Phase II, candidates are either "interns" (employed as fully-responsible, fully-salaried teachers) or "residents" (working under the tutelage of a CGU Master Teacher).
Phase II Fall Term (6 units)
•
EDUC 304A Single Subject Internship Teaching - 2 units orEDUC 304C Single Subject Residency Teaching - 2 units
In Phase II, single subject Science candidates are either “interns” (employed as fully-responsible, fully-salaried teachers in area schools) or are “residents” (working under the tutelage of a CGU Master Teacher). EDUC 304A (for interns) or EDUC 304C (for residents) is the clinical class that accompanies the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who provide on-site guidance, support, and evaluation of the candidates at their clinical settings.
• EDUC 304 Teaching Learning Process II (TLP II) - 2 units
The second in a four-part series, this course is designed to prepare students for working within the K-12 school system. The general education Science candidates in
Teaching/Learning Process II learn effective classroom management (i.e., classroom procedures and expectations) and teaching strategies. They apply different theoretical and pedagogical orientations to standards based lessons modeled and designed during class. Candidates understand and apply unpacking of content standards to develop learning objectives to enhance quality of instruction and student learning. Candidates learn specific instructional strategies in reading, writing, math, and communication skills to effectively access standards-based curricula and address goals and objectives.
• EDUC 314Meeting the Academic Needs of English Learners and Students with
Special Needs – Theory and Practice - 2 units
The ability to differentiate instruction to meet the needs of diverse learners is the
foundation of good teaching. As such, this course is designed to provide candidates with critical theoretical and practical information on why and how teachers differentiate instruction for two key groups of learners, English language learners and students with
special needs. Candidates will learn language acquisition theory and the research-based strategies known to cultivate academic success for English Language Learners and students with special needs. Topics include the history and policy that affects the instruction of English learners, language acquisition theories and their relationship to practice; California English Language Development Standards to design curriculum and instruction that address English language development; accessing core content through the use of SDAIE (i.e., Specially Designed Academic Instruction in English) strategies; assessments available to assess language, literacy and content for English learners; and the linguistic and cultural aspects that impact schooling for English
learners. Additionally, candidates will learn effective strategies for working with students with special needs, including those with identified disabilities. Candidates will learn characteristics of students with Autism Spectrum Disorder and understand effective strategies for meeting the needs of students with disabilities in their classrooms.
Phase II Spring Term (6 units)
• EDUC 306a Single Subject Internship Teaching -2 units or
EDUC 306c Single Subject Residency Teaching - 2 units
Internship and Residency teaching continues during the spring term as candidates continue to progress per the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the candidate to receive additional CGU support in the academic year to come. It should be noted that most students who take this path are highly successful in their second year. As such, this option is not seen as a failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding teacher.
• EDUC 306 Teaching/Learning Process III (TLP III) - 2 units
The third in a four-part series, this course is designed to further prepare students for working within the K-12 school system. TLPIII deepens the candidates understanding of the cultures of school and community, and how both influence the success of students in their classrooms. Developing meaningful interactions with families and ways they contribute to their teaching. Candidates will additionally deepen their understanding of assessment measures, specifically curriculum-based measurement, progress monitoring and apply their understanding to a variety of situations to effectively meet the individual needs of students in their classroom. Candidates will develop skills for addressing conflict within the classroom and school. Candidates will have the opportunity to hone their leadership and collaboration skills as they continue to work within
multi-disciplinary teams.
• EDUC 330 Innovative Technology in the Classroom - 2 units
This course is designed to meet the Program Standards for the use of technology in the classroom. The course will examine the role of computers and other emergent
technologies in K-12 education with an emphasis placed on the integration of technology to enhance and/or complement research-based instructional practices. This course
diverse learning environments to enable all students to gain knowledge in ways not previously possible. We embrace the concept that technology should become an integral part of how the classroom functions and that technology should be as accessible as all other classroom/learning/teaching tools. In addition, candidates are introduced to
appropriate instructional materials and technologies, including assistive technologies, to meet the needs of students with special needs.
Phase III: Post-Teaching Phase (12 units)
Phase III begins in mid-May and concludes at the end of July. General Education candidates complete three 4-unit courses during this time. (Exception: If a General Education candidate decides to do CGU’s Induction/Clear Program, he/she will likely only take two 4-unit classes in Phase III.)
• EDUC 310 Teaching/Learning Process IV (TLP IV): Advanced Pedagogy and
Content Knowledge in the Science Classroom- 4 units
Teaching/Learning Process IV course will enable all TEIP candidates to experience science at a high level with skills and equipment as seen in real scientific field
situations. In the morning, candidates will experience a working lab environment under the supervision of a practicing scientist to: (1) better understand the necessary skill sets that exists across all scientific disciplines and; (2) be exposed to advanced content knowledge in various scientific disciplines. In the afternoon, candidates will unpack the experience with TEIP faculty to develop their understanding of strategic pedagogy for building these transferable scientific practices and concepts in students.
• Candidates selected two 4-unit MA courses (totaling 8 units) from the School of
Educational Studies (SESs) course offerings. (Note: If the General Education candidate decides to go “straight to clear,” he/should would likely only take one 4-unit MA course in the second summer.)
