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- California Multiple Subject Teaching Credential (Basic generalist teaching authorization typical for elementary teachers, though also appropriate for middle and high school teachers working in self-contained classrooms, teaching most or all subjects)
This credential authorizes the holder to teach in a self-contained classroom, TK through grade 12 plus adults. It is most frequently used for teaching in elementary classrooms and early childhood settings. The Multiple Subject Credential Program is a two or three semester program with additional prerequisites required.
The Multiple Subject Program is based on the belief that learning to teach requires building a professional knowledge base honed by practice in varied classroom settings. Thus, our curriculum integrates course work with field study in order to develop practical theory and to promote collaboration between the University and the public schools.
The Multiple Subject emphasis prepares candidates to teach in self-contained classrooms with significant populations of students who are emergent bilinguals (i.e. “English learners”) in grades TK-12. This program prepares candidates to provide instruction for language development and subject matter content in English. Because self-contained classes are located primarily in elementary schools, professional course work and field experiences focus on elementary classrooms.
Multiple Subject Program Courses
The Department of Literacy Studies and Elementary Education, provides professional preparation for aspiring teachers in California public schools. The design of Sonoma State University's Multiple Subject Professional Teacher Preparation Program is based on models of learning, human development, and interaction supported by current policy, research, and practice. The program is developmental and sequential.
Prerequisites and Corequisite
The prerequisites are offered every semester and must be taken prior to admissions unless student is in a preapproved SSU undergraduate program.
All Phase 1 courses require admission to the Multiple Subject Program or Special Education Program, or special permission for pursuit of MA or additional teaching credential
*Note EDMS 463, EDMS 474, and EDMS 475 are variable unit courses to accommodate candidates in other credential programs. Multiple Subject credential candidates (only) in blended or integrated program may register for EDMS 475 for 3 units according to their program requirements. All Multiple Subject Candidates must register for EDMS 463 and EDMS 474 for 4 units.
*Note: EDMS 463 is a variable unit course to accommodate candidates in other credential programs. All Multiple Subject Candidates must register for EDMS 463 for 4 units.
Field Experiences in the Multiple Subject Program
The primary goal of the Multiple Subject Program is to prepare candidates to teach successfully in California’s public schools. This requires both a theoretical basis for teaching and learning and a practical understanding of children, classrooms, curriculum, schools, and the society in which they all operate. For this reason, all of the curriculum courses have been designed to include significant field experiences in schools. In each phase, field experiences are coordinated with one or more academic courses to help establish the relationships between the theories and practices learned at the University and the realities of classroom life. Involvement in the schools culminates in full-time student teaching during the last phase of the credential program.
Collaboration for Renewal of Education (CORE): Professional Development Through Teacher Preparation
Our model of teacher preparation, Collaboration for the Renewal of Education (CORE), goes beyond that of a traditional student teaching placement. CORE has grown out of a rich history with roots in the clinical observation, peer coaching, and team models of professional development. CORE draws from this background and incorporates the best characteristics from these models. CORE is purposely structured to give equal voice to all participants, to honor all participants as lifelong learners, and to view all stake holders as co-teachers. The model attempts to breakdown the stereotypes of the ivory tower and to bridge the gap between public school and university educators. Simply stated, everyone is an expert in areas of strength and everyone has something to learn. The Multiple Subject Program has developed a flexible organization for teacher preparation that acknowledges the contribution made to candidates’ teacher preparation by public school teachers and administrators. The program purposefully builds in time to meet with mentors at the CORE site, to hear what they are thinking, to implement their ideas into the program, and to learn together. Note, It is not typical for university faculty to commit to spending one day a week in a public school for the purpose of supervising student teachers. That the LSEE faculty eagerly participates in this experience is evidence of the value placed on this aspect of the Multiple Subject Program.
CORE School Sites
The LSEE department has developed a variety of CORE sites in the SSU service area. CORE sites are established in Sonoma County (e.g., Cotati/Rohnert Park, Petaluma, Santa Rosa, Penngrove, Sebastopol, Sonoma), and Marin County (Novato).
Overview of Field Experiences
There are two components of supervised fieldwork in Sonoma State University’s Multiple Subject Credential Program, occurring in the first and second phases. These field experiences take place in a school that has been selected as a University/Public School CORE Collaboration Site. During these field experiences, the credential candidates are supervised by both a University faculty member and a mentor teacher who has met specific criteria for selection and who meets with University faculty regularly each semester. Those who opt to complete the program in more than two semesters, the FLEX students, will complete these supervised classroom experiences during their last two semesters.
During the two semesters that candidates are placed at a CORE site, they are expected to experience the full range of teaching that one is likely to meet as a salaried teacher: candidates are expected to teach connected reading and language arts lessons, connected hands-on math and science lessons, and culturally relevant multicultural social studies lessons. Candidates are expected to have experience working with individual students, small groups, and whole class instruction. Candidates are expected to prepare curriculum plans that reflect an understanding of first and second language learners’ needs and demonstrate sound methodologies and strategies. Candidates are expected to design and carry out curriculum for all learners including those with special needs such as special education students and the students who are gifted, or those who are progressing at a higher rate than is typical. Candidates are expected to use the methodologies, curriculum, and strategies that introduce thematic teaching to help students make connections across subject areas. Candidates are expected to contribute to the building of community in the classroom and their curriculum should reflect sound multicultural principles.
Teaching Performance Assessment
A teaching performance assessment (CalTPA) is required for all those seeking a multiple subject teaching credential. This assessment is comprised of a teaching event that is an extended documentation of a segment of student teaching. It is the capstone performance assessment that integrates learning throughout the teacher education program. It includes lessons that are video-recorded and analyzed by the student teacher. It is structured in sections that focus on contexts for learning, students as learners, planning, teaching, assessing, academic language, and reflecting on teaching. A subject matter expert scores the two cycles. The submissions are supported in Phase 2 of the program. All students must pass their CalTPA to be recommended for a teaching credential.
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