Teaching Credentials

College of Education

Program Description

Teaching is among the most challenging and personally rewarding of professions. The professional educator brings together subject matter knowledge, appropriate strategies, and interpersonal skills essential to providing successful learning experiences for children. The contemporary teacher is well versed in individualized instruction and sensitive to developmental and sociocultural issues involving the learner. The College of Education offers the professional education components of credential programs for kindergarten through high school teaching.

Preliminary Teaching Credentials

  • Education Specialist: Early Childhood Special Education (ECSE)
  • Education Specialist: Mild/Moderate(M/M) Disabilities Specialist
  • Education Specialist: Mild/Moderate(M/M) Disabilities Specialist with Multiple Subject
  • Education Specialist: Moderate/Severe(M/S) Disabilities Specialist
  • Education Specialist: Moderate/Severe(M/S) Disabilities Specialist with Multiple Subject
  • Education Specialist: Mild/Moderate/Severe (M/M/S) Disabilities Specialist
  • Multiple Subject, with English Learner Authorization (ELA)
  • Single Subject, with English Learner Authorization (ELA)

Credentials: Education Specialist

  • Teaching Credential Program: Early Childhood Special Education
  • Mild/Moderate Education Specialist Credential
  • Moderate/Severe Specialist Credential
  • Multiple Subject and Mild/Moderate Educational Specialist Credential
  • Moderate/Severe Specialist and Multiple Subjects Credential

Bilingual Authorization

All credential candidates with oral and written fluency as well as cultural/historical knowledge of the target group (Spanish or Hmong) can complete additional requirements to add the Bilingual authorization in Spanish or Hmong.

Contact Information

Stephanie Biagetti, Chair, Teaching Credentials
Linda Lugea, Administrative Support Coordinator II
Eureka Hall 401
(916) 278-6639
www.csus.edu/coe/academics/credentials/index.html

Faculty

ARELLANO, ADELE

BAIRD, PETER

BAKER, SUSAN

BEDDOW, MARGARET

BERTA-AVILA, MARGARITA

CINTRON, JOSE

HEREDIA, SUSAN

LOZANO, ALBERT S.

MEJORADO, MARIA

VA, KA

WILLIAM, LISA

WONG, PIA L.

 

Preliminary Teaching Credentials

As new regulations become mandated by the California Commission on Teacher Credentialing (CTC) and the California Department of Education, requirements for meeting subject matter competency and/or requirements for all preliminary credential programs will be changed to comply with the new requirements. The preliminary credential program is legislated according to the SB 2042 (Preliminary) Credential requirements. For further information, please contact the Academic and Program Services Office in Eureka Hall 401, (916) 278-6639.

Multiple Subject Teaching Credential

The Multiple Subject Teaching Credential authorizes the holder to teach all subjects in a self-contained classroom, such as the classrooms in most elementary schools, in grades preschool, K-12, or in classes organized primarily for adults. In addition, the holder of a Multiple Subject Teaching Credential may serve in a core or team teaching setting.  This credential also embeds the English Learner Authorization (ELA), which prepares candidates to work with second language learners.

The Multiple Subject Program is a post-baccalaureate program focused on preparing effective teachers for urban classrooms. Becoming an effective teacher for an urban setting, including a foundation in social justice and equity, is the focus of all activities, tasks and learning in our single subject teacher preparation program.  The program has two- and three-semester options. Two semester candidates complete a program that requires full-time student status, with field experience and student teaching requirements as well as full-time coursework requirements both semesters. Two semester candidates complete their field experience and student teaching activities with partner schools in local districts including Sacramento City, San Juan, Elk Grove, Twin Rivers, Natomas, and Folsom Cordova unified school districts. Three semester candidates complete a program with a more gradual introduction of field experience/student teaching activities, though the 3rd semester of the program requires a full time commitment. Most three semester candidates will complete their field experience/student teaching in one of our 4 professional development schools, located in the San Juan Unified School Distinct. All program coursework for both program options is conducted at the Sacramento State campus.

Single Subject Teaching Credential

The Single Subject Teaching Credential authorizes the holder to provide instruction in the subject named on the credential in departmentalized classrooms and embeds the English Learner Authorization (ELA), which prepares candidates to work with second language learners.  In reality, almost all junior and senior high school teachers hold the single subject credential. Single Subject Teaching Credentials can be obtained in the following teaching areas:

  •  Art
  • Biology
  • Chemistry
  • English/Language Arts
  • French
  • Geoscience
  • General Science
  • German
  • Health Science
  • Home Economics
  • Mathematics (Foundational Level and Full)
  • Music
  • Physical Education
  • Physics
  • Social Science (History)

The Single Subject Program is a post-baccalaureate program organized so that candidates complete the program in two semesters. Each semester candidates complete a set of field experiences or student teaching activities and take a full-time complement of courses. Candidates are placed in an urban partner school typically for the entire academic year, where they have the opportunity to fully engage in the life of the school and forge meaningful relationships with their mentor teachers and with groups of students. Coursework in the program follows an innovative spiral schedule, where courses are taught in 8 week modules, with content aligned to meet the needs of the candidates as they take on increasing responsibilities in their host classrooms for instructional planning, teaching and adjunct teacher duties (e.g., student mentoring/support, parent meetings, support for extracurricular activities, etc.).

Becoming an effective teacher for an urban setting, including a foundation in social justice and equity, is the focus of all activities, tasks and learning in our single subject teacher preparation program.  We do offer two specialized pathways: one focuses on the content, skills and experiences related to Linked Learning/Career Pathway programs in partner high schools and the other is for candidates with bilingual skills in Spanish or Hmong. Interest in the bilingual authorization is ascertained during the admissions process, and we survey all admitted candidates for interest in the Linked Learning/Career Pathway cohort.

For more information about the Single Subject Credential, visit Commission on Teacher Credentialing Single Subject link.

Education Specialist Teaching Credentials

The Education Specialist Instruction Credential authorizes the holder to provide instruction and special education support as well as conduct Educational Assessments related to student's access to the academic core curriculum. Support services can be provided according to the credential holder's area of specialization in the following settings:

  • Resource rooms or services

  • Special education settings

  • General education settings

  • Special schools

  • Home/hospital settings

  • State hospitals

  • Development centers

  • Correctional facilities

  • Non-public, non-sectarian schools and agencies

  • Alternative and non-traditional instructional

  • Public school settings other than classroom

Programs offered lead to the Preliminary Credential in three specialties:

  • Early Childhood Special Education

  • Mild/Moderate Disabilities Specialist (M/M) and

  • Moderate/Severe Disabilities Specialist (M/S)

All above specialties comply with regulations and standards as issued by SB2042 and AB1059 (English Learner Authorization).

University- and California Commission on Teacher Credentialing- (CTC) approved program options also allow candidates to pursue the M/M or M/S specialty concurrently with the Multiple Subject Credential. Another approved program allows candidates to add an ECSE Certificate to existing Clear M/M, M/S or other California Special Education Specialist credentials. For additional information regarding the ECSE Certificate, please contact the ECSE Coordinator (current the program is on hiatus) or Teaching Credentials Office.

All credential programs undergo continual review and change; current requirements are available on the Teaching Credentials website. All candidates are required to seek advisement regarding credential coursework and must complete a program advisement plan prior to the start of the program. Candidates must take prerequisites prior to the start of the program; candidates who continue without advisement or do not complete prerequisites prior to the start of the program may be disenrolled.

Bilingual Authorization (BA)

The BA is a specialized authorization that authorizes the credential holder to provide instruction in the primary language to candidates with limited English proficiency. This option is available concurrently for all credential candidates with oral and written fluency as well as cultural/historical knowledge of the target group (Spanish or Hmong).  Candidates can complete additional requirements to add the Bilingual Authorization in Spanish or Hmong.  For additional information on the BA option, contact the College of Education Equity Coordinator, Karina Figueroa-Ramirez, at figueroaramirez@csus.edu for an advising appointment to review your transcripts.

Preliminary Teaching Credential Requirements

Completion of the Preliminary Teaching Credential requires that the candidate:

  • hold a baccalaureate or higher degree in a field other than professional education from a regionally accredited college or university;
  • complete an approved program of teacher preparation, including student teaching;
  • for an Education Specialist – Mild/Moderate or Moderate/Severe credential, if the plan is to teach Special Education at the elementary school level, complete either an approved subject matter program or pass the approved subject-matter examination (CSET: California Subject Examination for Teachers, Multiple Subject, Subtests I, II and III);
  • for an Education Specialist – Mild/Moderate or Moderate/Severe credential, if the plan is to teach Special Education at the secondary school level, complete either an approved subject matter program in one of the core academic subject areas or pass an approved subject-matter examination in a core academic subject area (CSET: California Subject Examination for Teachers);
  • for a Multiple Subject credential, pass the approved subject-matter examination (CSET: California Subject Examination for Teachers, Multiple Subject, Subtests I, II and III);
  • for Single Subject, complete either an approved subject matter program or pass the approved subject-matter examination (CSET) in the appropriate teaching area;
  • for Single Subject, complete an approved course in the teaching of reading;
  • for Multiple Subject, complete an approved course in the teaching of reading and pass the Reading Instruction Competence Assessment (RICA) exam;
  • pass a college-level course or examination on the U.S. Constitution; and
  • demonstrate California Basic Educational Skills (see subsection below on options available).

Teaching Credentials offers a variety of pathways for completing the Preliminary Credential programs depending on the program:

  • a one-year (two-semester) program;
  • a three-semester program;
  • a two-year (four-semester) program – Education Specialist programs only; part-time options are available which will increase time to program completion

Field experience and student teaching are integral parts of the program leading to Preliminary Credentials. In both the Multiple Subject and Single Subject Teacher Preparation programs, candidates move through the program in cohorts. Full-time Education Specialist candidates follow a tightly-sequenced series of courses.  In all teacher preparation programs, candidates complete fieldwork in public schools. All candidates will have experience working with children or youth from a broad range of cultural, ethnic, economic and special learning needs backgrounds.

Program Admission Requirements at a Glance

  1. Experiences related to working with children or youth

  2. References (2)

  3. Essay

  4. Official Transcripts from every college/university attended

  5. Writing Proficiency

  6. Basic Skills Competence (i.e., pass the CBEST)

  7. Subject Matter Competence (i.e., pass the CSET)

  8. Grade Point Average (GPA) of at least 2.67 overall or 2.75 in last 60 semester or 90 quarter units

  9. Complete Credential Prerequisite Courses: EDUC 170, EDUC 100A, EDUC 100B, HLSC 136, and KINS 172 (MS only – equivalent workshop can be taken during the program)

  10. Complete the Mandatory Interview

Applications Required at a Glance

  • Teaching credentials Supplemental Program Application
  • CSU Graduate School Application
  • Certificate of Clearance Application (and fingerprint clearance through CTC)

Admission Requirements – general information only

Experiences Related to Working with Children or Youth (paid and/or volunteer)

A minimum of 45 hours of experience (closer to 100+ hours if you want to be competitive) with diverse populations is required to be considered for program admission.  Possible field experiences can include:  classroom instructional aide, tutoring, afterschool program, Peace Corps, camp counseling, child/youth recreation programs, coaching, group-home counseling, church school teaching, etc.  Your responses will be evaluated using the following criteria:

  • Recency: Experience needs to be recent – at least within 1-2 years of the application period.  You can list all experiences gained on the supplemental application, but regency is key.
  • Settings: Majority of your experiences should be in appropriate settings/schools (ideally public schools) with culturally, linguistically, and socioeconomically diverse students of the age group (i.e., elementary school, high school, etc.) or population (i.e., special needs population) you plan to teach. You will list the diversity of your experiences on the supplemental application.
  • Supervision: Has the verifiable experience been gained under supervision? If so, you will need to list names of your supervisors on the supplemental application.

References

Applicants submit two reference forms (included in the supplemental application).  Letters of recommendation will not be accepted in lieu of reference forms.  Only reference forms submitted in sealed envelopes will be acceptedIt is recommended that one of the references be from a person who has observed the applicant’s academic competence (current or former instructor) and the other reference from a person who has observed the applicant working with children or youth.  NOTE:  References from family members will not be accepted.

Essay

Discuss a critical, current issue in teaching/education and the relationship of this issue to your motivation to become a teacher in a typed, two-page, double-spaced essay.  NOTE: This prompt is subject to change.

Transcripts

Applicants must provide official, sealed transcripts from every community college/college/university attended, even if only ONE class was completed.  Sacramento State students and Sacramento State graduates are exempt, unless coursework was completed at another college after you graduated.

Writing Proficiency

Satisfying writing proficiency is a program admission requirement.  This requirement may be met in one of the following ways:

  1. Pass the entire CBEST (must pass the writing portion with a minimum of 37 points); or
  2. Pass the CSET: Writing Skills Test (Multiple Subject applicants only); or

  3. Meet the graduation writing requirement (GWAR) at any CSU campus; or

  4. Successfully complete an upper-division advanced English composition course, with a “B” grade or better.

Basic Skills Requirement (BSR)

Satisfying the basic skills requirement is a program admission requirement.  Select one of the following options to meet this requirement.  For detailed information visit http://www.ctc.ca.gov/credentials/leaflets/cl667.pdf.

  1. Pass the California Basic Educational Skills Test (CBEST) – all sections must be taken and passed

  2. Pass the CSU Early Assessment Program (EAP)English and Math sections(tests completed in high school)

  3. Pass the CSU English Placement Test (EPT) and the Entry Level Math (ELM) Test (www.csus.edu/testing)

  4. Pass the CSET: Writing Skills Test (available to Multiple Subject applicants only)

  5. Pass a basic skills examination from another state

Register online at: www.ctcexams.nesinc.comTake exams no later than February for FALL admission consideration.

Subject Matter Competence (SMC)

Applicants are required to meet SMC to be considered for admission:

Special Education: Applicants holding one of the following types of credentials, may have met the subject matter competency requirement: five-year preliminary, clear, professional clear, or life credential in the following authorizations: Multiple Subject, Single Subject, Standard Elementary, Standard Secondary, General Elementary, or General Secondary.  Applicants who do not hold one of the types of credentials listed above can meet SMC through one of the following options:

  • CSET for Multiple Subjects option or
  • Single Subject option (see requirements below)

Multiple Subject: All applicants must satisfy SMC by passing the California Subject Examinations for Teachers (CSET): Multiple Subjects subtests I, II, and III.  NOTE: CSET passing scores on all three (3) subtests are required for admission consideration.  Take exams no later than February for FALL admission consideration. Register for tests online at: www.ctcexams.nesinc.com.

Single Subject: Applicants may satisfy SMC in ONE of two ways, either (1) by examination or (2) by completing an approved undergraduate program of subject matter coursework.

  1. Examination(s) Take and pass the California Subject Examinations for Teachers (CSET) in your subject area.  Be sure to take all required subtests in your teaching area.   NOTE: CSET passing scores on all subtests are required for admission consideration.  Take exams no later than February for FALL admission consideration.  Register for tests online at: www.ctcexams.nesinc.com
  2. Coursework  Complete a California Commission-approved undergraduate academic subject matter preparation (SMP) program from an accredited California college/university.
SMP Coursework Options
  • The Sacramento State Subject Matter Program (SMP) is a California approved baccalaureate program that prepares individuals for teaching.  Sac State students completing a SMP must meet with an approved advisor as soon as possible in order to complete the Subject Matter Competence Verification Form.  For a listing of faculty advisors visit:  http://www.csus.edu/coe/apply/assets/credentials/smp-advisor-20160926.pdf.
  • Non-Sacramento State applicants who completed an approved SMP on a California campus other than Sacramento State must submit verification of completion of the SMP on letterhead stationery of your school, signed by the approved evaluator, instead of using the Subject Matter Competence Verification Form.  Check with your College’s Credentials office for the approved evaluator.
Grade Point Average (GPA) Required

In order to be considered for admission to a Teaching Credential Program, applicants must have attained a cumulative GPA of at least 2.67 in all baccalaureate and post-baccalaureate course work (if completed) OR a GPA of at least 2.75 in the last 60 semester or 90 quarter units attempted.

Pre-requisite Credential Courses – to be completed PRIOR to starting the credential programs:
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
KINS 172Movement Education 13
1

For MS only.  If admitted, an equivalent PE/Health methods workshop can be completed during the credential program.

List of equivalent courses: http://www.csus.edu/coe/apply/assets/credentials/cred-equivalencies-prereqs-20160712.pdf

Interview

All applicants must participate in a one-hour group interview as part of the screening process.  After the supplemental program application is received by the Department, applicants are notified by email of the interview process and dates. 

Applications Required

CSU Graduate School Application for the University

Applicants not currently attending Sacramento State, Sacramento State graduating seniors, and Sacramento State students completing a master’s degree or second bachelor’s degree MUST apply for admission to graduate school through the Office of Graduate Studies (OGS) by completing and submitting the CSU application on-line. 

  Transcripts:  Applicants who did not graduate from Sacramento State must submit one (1) set of sealed, official transcripts from ALL community colleges/colleges/universities attended, even if only ONE class was completed.  If you have questions about the University graduate school application process, please contact the OGS at (916) 278-6470.

  Foreign degreesTranscripts from applicants with degrees from outside of the United States must review the information/instructions at the following website: http://www.csus.edu/gradstudies/FutureStudents/ApplicantsWithForeignDocuments/index.html

 NOTE:  Foreign transcripts and other supporting documents are usually due much earlier than University and department application deadlines.

Teaching Credentials Program Supplemental Application:

All applicants must submit a supplemental program application packet that includes:  a list of experiences related to teaching/working with children/youth, an essay, two completed & sealed reference forms, writing proficiency verification, subject matter competency verification, and basic skills requirement verification (CBEST or other approved verification).  Beginning in OCTOBER every year, the supplemental program applications with instructions/current requirements are available on the College of Education website: http://www.csus.edu/coe/apply/credentials.html.  Credential programs only begin in FALL semesters.  Complete supplemental applications and all supporting documents must be submitted to the Teaching Credentials by February.  The exact submission deadline date is posted once applications are available on the website.

Certificate of Clearance (COC/Fingerprint Clearance): 

ALL applicants must submit verification of having been issued a clearance by the CA Commission on Teacher Credentialing (CTC) before they will be allowed to officially start the credential program. 

  • Applicants who have already been issued a clearance/permit/credential must submit a printout from the CTC website (www.ctc.ca.gov) showing the issuance date of a valid CA 30-day emergency permit, a valid CA Child Development Associate/Center permit, a valid CA credential, or a valid Certificate of Clearance.

  • Applicants who have NOT been issued a clearance/permit/credential must apply for the Certificate of Clearance on the CTC website as well as complete the Live Scan fingerprinting process. Tips for completing the online application and Live Scan process can be found at:http://www.ctc.ca.gov/credentials/online-services/pdf/web-app-tips.pdf.  Proof of applying for the clearance and completing the Live Scan process MUST be submitted with the supplemental credential program application packet.  Include as proof the following: a copy of the ‘Payment Receipt’ page from the on-line COC application AND a copy of your completed and scanned Live Scan form.

  • Once your clearance is issued, you will receive an email from the CTC.  Print this email and submit it with your supplemental program application packet.  Or, if the email is received after you have submitted your application, submit the email directly to the Teaching Credentials Department in Eureka Hall - 401.

EXCEPTION – it is not necessary to apply for the Certificate of Clearance if you can verify you hold a valid California certificate or credential such as an emergency permit for substitute teaching, Pre-intern certificate, PPS credential, Child Development Associate or Supervisor Permit, Adult Vocational Education credential OR if you are applying for a Special Education credential program, verify a valid Multiple or Single Subject credential.

NOTE: If you answered “YES” to any of the Personal and Professional Fitness questions on the Certificate of Clearance application, you will need to obtain the official arrest record and court paperwork regarding each incident.  Refer to the CTC website for the instructions, forms, and where to submit all additional paperwork:  http://www.ctc.ca.gov/educator-discipline/self-reporting.html.  If you have arrests and/or convictions on your record, once you submit the additional paperwork/documentation to the CTC, the processing of your clearance application can take six months or longer.  This means you may not be eligible to start the credential program if your clearance is not issued before the program begins.  If you have any questions, contact the CTC directly at credentials@ctc.ca.gov.

Additional Information

Verification of Bachelor's Degree

ALL applicants must obtain a bachelor’s degree from a regionally accredited college/university in the United States in order to be eligible for a credential.  Proof can be obtained through official transcripts and listed as “Degree(s) Awarded” with the date the degree was awarded.  To find out if your college/university is regionally accredited by one of the accrediting agencies approved by the California Commission on Teacher Credentialing (CTC), go to: http://www.ctc.ca.gov/credentials/accreditation-bodies.html.

Foreign Transcript Evaluation

Individuals who have completed college or university course work at an institution in a country other than the United States must obtain a complete evaluation of foreign transcripts, degrees1, and other relevant documents prior to applying for a teaching credential program.  This evaluation is required by the California Commission on Teacher Credentialing (CCTC).  It is recommended that credential program applicants have their documents evaluated by WES, since both the University Office of Graduate Studies and the Commission will accept the WES evaluation.  Applicants should select the WES INTERNATIONAL CREDENTIAL ADVANTAGE PACKAGE (ICAP) Course by Course Evaluation. For additional information on foreign transcript evaluations please go to:  www.ctc.ca.gov/credentials/leaflets/cl635.pdf.

1

The bachelor’s degree requirement for California credentials refers to the equivalent of a four-year (or more) college-level program.

Verification of completing the United States Constitution Requirement

California Education Code, Section 44335, requires all candidates for Multiple Subject, Single Subject, and Education Specialist credentials to demonstrate knowledge of the United States Constitution by completing a college-level course with a “C” or equivalent grade or better, or pass a college-level examination in the subject, or verify AP exam credit for American History or American Government/Politics.  While this is not a program admission requirement, this requirement must be completed before the credential can be granted at the end of the credential program.   Most CSU graduates have met this requirement.

Multiple Subject (Elementary) Teaching Credential

Two-semester and three-semester programs are available. Please visit the Teaching Credentials website for sequence of courses, time commitment, and other information.

All pre-requisites will be enforced at registration.

Prerequisites for Admission to Program (11 Units)
EDUC 100A
EDUC 100B
Educating Students with Disabilities in Inclusive Settings
Educating Students with Disabilities in Inclusive Settings Lab
3
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
KINS 172Movement Education 13
Total Units11

Credential - Multiple Subject - Basic Option

Units required for the Preliminary Credential using the basic option: 38

Program Coursework (38 Units)
EDMS 272Methods for Teaching Second Language Learners, Multiple Subject (ELD and SDAIE)3
EDMS 300Teaching Performance Assessment-Multiple Subjects-Mathematics 31
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
EDMS 319ALanguage and Literacy I for the Diverse K-8 Classroom3
EDMS 319BLanguage and Literacy II for the Diverse K-8 Classroom3
EDMS 330Educational Technology Laboratory1
EDMS 332Assessment Center Laboratory for Multiple Subject Candidates2
EDMS 334APrinciples of Teaching in a diverse K - 8 classroom - A2
EDMS 334BPrinciples of Teaching in a diverse K-8 classroom - B4
EDMS 335AAdvanced Principles of Teaching in a diverse K-8 classroom - A1
EDMS 335BAdvanced Principles of Teaching in a diverse K-8 classroom - B2
EDMS 434AField Experience for Elementary Teachers2
EDMS 434BStudent Teaching for Elementary Teachers4
Total Units38
1

Admitted credential candidates can take the SPARKS workshop as an equivalent

2

 Admission to the Multiple Subject Teacher Credential Program.

3

 Corequisite can be waived if candidate is retaking EDMS 300

Credential - Multiple Subject - Evening Option — This option is suspended until deleted

Units required for the Preliminary Credential using the Evening option: 51

EDUC 168Foundational Issues for a Multicultural, Pluralistic Society, B3
EDUC 170Bilingual Education: Introduction to Educating English Learners3
Select one of the following:3
Educating Students with Disabilities in Inclusive Settings
Educating Students with Disabilities in Inclusive Settings Lab
Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students.
EDTE 117AFoundational Issues in a Pluralistic Society A 13
EDTE 310APedagogy A: Classroom Instruction and Positive Management for Diverse Classrooms 13
EDTE 310BPedagogy B2
EDMS 310CPedagogy C: Classroom Instruction and Positive Management for Diverse Classrooms1
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
EDMS 319ALanguage and Literacy I for the Diverse K-8 Classroom3
EDMS 319BLanguage and Literacy II for the Diverse K-8 Classroom3
EDMS 330Educational Technology Laboratory1
EDTE 432Student Teaching - Multiple Subject Credential: Evening Pathway 114
Select one of the following:2
School Health Education
Any course taken prior to MS credential program that meets current CCTC standards for health sciences.
Total Units51
1

Admission into the Multiple Subject Credential Program.

Credential - Multiple Subject - Intern Option— This option is suspended until deleted

Units required for the Preliminary Credential using the Intern option: 64

EDUC 168Foundational Issues for a Multicultural, Pluralistic Society, B3
EDUC 170Bilingual Education: Introduction to Educating English Learners3
Select one of the following:3
Educating Students with Disabilities in Inclusive Settings
Educating Students with Disabilities in Inclusive Settings Lab
Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students.
EDTE 117AFoundational Issues in a Pluralistic Society A 13
EDTE 310APedagogy A: Classroom Instruction and Positive Management for Diverse Classrooms 13
EDTE 310BPedagogy B2
EDMS 310CPedagogy C: Classroom Instruction and Positive Management for Diverse Classrooms1
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
EDMS 319ALanguage and Literacy I for the Diverse K-8 Classroom3
EDMS 319BLanguage and Literacy II for the Diverse K-8 Classroom3
EDMS 330Educational Technology Laboratory1
EDTE 433AIntern Teaching I - Multiple Subject Credential: Intern Pathway 13
EDTE 433BIntern Teaching II - Multiple Subject Credential: Intern Pathway6
Select one of the following:2
School Health Education
Any course taken prior to MS credential program that meets current CCTC standards for health sciences.
Total Units46
1

Admission into the Multiple Subject Credential Program.

Credential - Multiple Subject - BETEP (Blended) Option — This option is suspended until deleted

Units required for the Preliminary Credential using the BETEP (Blended Elementary Teacher Education Program) option: 40 units

EDUC 168Foundational Issues for a Multicultural, Pluralistic Society, B3
EDUC 170Bilingual Education: Introduction to Educating English Learners3
Select one of the following:3
Educating Students with Disabilities in Inclusive Settings
Educating Students with Disabilities in Inclusive Settings Lab
Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students.
EDTE 117AFoundational Issues in a Pluralistic Society A 13
EDTE 310APedagogy A: Classroom Instruction and Positive Management for Diverse Classrooms 13
EDTE 310BPedagogy B2
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
EDMS 319ALanguage and Literacy I for the Diverse K-8 Classroom3
EDMS 319BLanguage and Literacy II for the Diverse K-8 Classroom3
EDMS 330Educational Technology Laboratory1
EDTE 431AStudent Teaching I - Multiple Subject Credential: BETEP Pathway 12
EDTE 431BStudent Teaching II - Multiple Subject Credential: BETEP Pathway4
Total Units40
1

Admission to the Multiple Subject Credential Program.

Single Subject (Secondary) Teaching Credential

Units required for Single Subject Credential: 37

There is currently a two-semester program available. Please visit the Teaching Credentials website for sequence of courses, time commitment, and other information.

All prerequisites will be enforced at registration.

Prerequisite Coursework (8 Units)
EDUC 100A
EDUC 100B
Educating Students with Disabilities in Inclusive Settings
Educating Students with Disabilities in Inclusive Settings Lab
3
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
Total Units8
Program Coursework (37 Units)
EDSS 279AMethod and Materials for Teaching Secondary English Learners, A1.5
EDSS 279BMethods and Materials for Teaching Secondary English Learners, B1.5
EDSS 300Teaching Performance Assessment-Single Subjects1
EDSS 364ATheoretical Foundations of Teaching in a Multicultural Democratic Society, Lecture1.5
EDSS 364BTheoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop1.5
EDSS 364CAdvanced Theoretical Foundations of Teaching in a Multicultural Democratic Society, Lecture1.5
EDSS 364DAdvanced Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop1.5
EDSS 365AFundamentals of Teaching, Lecture1.5
EDSS 365BTheoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop1.5
EDSS 365CAdvanced Fundamentals of Teaching, Lecture1.5
EDSS 365DAdvanced Fundamentals of Teaching, Workshop1.5
EDSS 366ASingle Subject Seminar, A3
EDSS 366BSingle Subject Seminar, B3
EDSS 368Inclusive Education in Secondary Schools1
EDSS 373Educational Technology Lab1
EDSS 384AInstruction and Assessment of Academic Literacy, A1.5
EDSS 384BInstruction and Assessment of Academic Literacy, B1.5
EDSS 474AField Experiences in Secondary Schools3
EDSS 474BStudent Teaching in Secondary Schools4
Several single subject methods classes split into 1.5 segments (A/B). The exception is KINS 380 and KINS 381 that are both 1.5 unit courses but have different course numbers. Candidates take on 2-course series from the following list of content methods courses:3
EDSS 383A
EDSS 383B
Methods in English Education, A
Methods in English Education, B
EDSS 385A
EDSS 385B
Methods in World Language Education, A
Methods in World Language Education, B
EDSS 386A
EDSS 386B
Methods in Mathematics Education, A
Methods in Mathematics Education, B
EDSS 387A
EDSS 387B
Methods in History/Social Science Education, A
Methods in History/Social Science Education, B
EDSS 388A
EDSS 388B
Methods in Science Education, A
Methods in Science Education, B
KINS 380
KINS 381
Methods of Teaching Elementary Physical Education
Methods of Teaching Secondary Physical Education
Other single subject methods courses remain 3 units. Candidates in these subject areas take one course from the following list of content methods courses in accordance with their subject area:
MUSC 178Vocal Literature and Materials (Grades 4-12)
or MUSC 179 Instrumental Literature and Materials
ART 135Overview of Secondary Art Education
or ART 133 Art Education for Children
FACS 299Special Problems
Total Units37

Note: An undergraduate blended program leading to a Single Subject Credential in Mathematics is also available. For further information about the Mathematics Blended Program, contact: Dr. Elaine Kasimatis.

Education Specialist Credential Programs

Note: All students in the Special Education Program, Credential and Master's, must meet with an advisor before and during the first semester of enrollment for program advisement. Those who do not may be administratively considered for disenrollment.

Programs offered lead to Certificates of Eligibility and/or the Preliminary Credential in three specialties:

  • Education Specialist: Teaching Credential Program: Early Childhood Special Education
  • Education Specialist: Mild/Moderate Disabilities Specialist (M/M) and
  • Education Specialist: Moderate/Severe Disabilities Specialist (M/S).

All above specialties comply with regulations and standards as issued by SB2042 and AB1059 (English Language Authorization).

University and California Commission on Teacher Credentialing (CTC) approved program options also allow candidates to pursue the M/M or M/S specialty concurrently with the Multiple Subject Credential. Another approved program allows candidates to add an ECSE Certificate to existing Clear M/M, M/S or other California Special Education Specialist credentials. For additional information regarding the ECSE Certificate, please contact the ECSE Coordinator (this program is currently on hiatus) or Teaching Credentials office.

All credential programs undergo continual review and change; current requirements are available from the Teaching Credentials Office. All candidates are required to seek advisement regarding credential coursework and must complete a program advisement plan. Candidates may take prerequisites and up to six units with permission without screening for admission; candidates who continue without advisement and/or admission may be disenrolled.

Special Education Internships

All Preliminary Education Specialist programs at Sacramento State have been approved by CCTC as internship programs. In order to be eligible for an Intern Education Specialist Credential, candidates must

  • have been admitted and cleared all admission requirements for the credential program;
  • have received the recommendation of a faculty member;
  • have received an offer of employment from an employer; and
  • be pursuing an internship with a district/school that has a written internship agreement (Memorandum of Understanding) with Sacramento State.

Only candidates in their final semester of the program can be considered for internships.

Note: Candidates working under an Education Specialist Internship Credential must concurrently fulfill the requirements of the credential program and the internship appointment.

Education Specialist Credential Program: Mild/Moderate

Units required: 44-46

Prerequisites for Admission to Program (8 Units)
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
Required Courses (39 Units)
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDSP 119Legal and Social Foundations of Special Education3
EDSP 220Language and Literacy in Inclusive Classrooms I3
EDSP 221Language and Literacy in Inclusive Classrooms II3
EDSP 225AAssessment and Evaluation for Students with Mild/Moderate Disabilities2
EDSP 225BAssessment and Evaluation for Students with Mild/Moderate Disabilities Lab1
EDSP 229Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities3
EDSP 230Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges3
EDSP 232Effective Communication and Collaborative Partnerships2
EDSP 233Final Student Teaching Seminar: Mild/Moderate1
EDSP 237Transition Strategies for Students with Mild/Moderate Disabilities3
EDSP 292Teaching English Learners with Disabilities3
EDSP 471Initial Student Teaching: Mild/Moderate4
EDSP 472Student Teaching: Mild/Moderate5
or EDSP 473 Intern Teaching: Mild/Moderate Diasabilities
Total Units39

Education Specialist Credential Program: Mild/Moderate with Multiple Subject

Units required: 62-66

Prerequisites for Admission to Program (8 Units)
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
Program Coursework (39 Units)
EDSP 119Legal and Social Foundations of Special Education3
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDSP 220Language and Literacy in Inclusive Classrooms I3
EDSP 221Language and Literacy in Inclusive Classrooms II3
EDSP 225AAssessment and Evaluation for Students with Mild/Moderate Disabilities2
EDSP 225BAssessment and Evaluation for Students with Mild/Moderate Disabilities Lab1
EDSP 229Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities3
EDSP 230Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges3
EDSP 232Effective Communication and Collaborative Partnerships2
EDSP 233Final Student Teaching Seminar: Mild/Moderate1
EDSP 237Transition Strategies for Students with Mild/Moderate Disabilities3
EDSP 292Teaching English Learners with Disabilities3
EDSP 471Initial Student Teaching: Mild/Moderate4
or EDSP 420A Multiple Subject Field Experience
EDSP 472Student Teaching: Mild/Moderate5
or EDSP 473 Intern Teaching: Mild/Moderate Diasabilities
Multiple Subject Course Requirement (15 Units)
EDMS 300Teaching Performance Assessment-Multiple Subjects-Mathematics1
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 332Assessment Center Laboratory for Multiple Subject Candidates2
EDSP 420BMultiple Subject Student Teaching5
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
Total Units54

Course/experience equivalencies may be granted by assigned EDS advisor as warranted.

Note: To obtain the Clear Multiple Subject Credential, candidates must successfully complete a CCTC approved induction program, determined by employer.

Education Specialist Credential Program:  Moderate/Severe

Units required: 30

Required Prerequisites (6 Units)
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
Required Courses (50 Units)
EDSP 119Legal and Social Foundations of Special Education3
EDSP 205Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities3
EDSP 206Collaborative Program Planning with Families, Professionals, and Communities3
EDSP 207Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities3
EDSP 208Evidenced-based Assessment and Instruction: Mod/Severe Disabilities3
EDSP 209Developing Augmentative Alternative Communication Systems: Assessment and Intervention3
EDSP 216Educational Implications of Physical Sensory Disabilities and Specialized Health Care Needs3
EDSP 218Instructional Strategies: Low Incidence Disabilities3
EDSP 220Language and Literacy in Inclusive Classrooms I3
EDSP 221Language and Literacy in Inclusive Classrooms II3
EDSP 230Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges3
EDSP 235Field Seminar in Program and Instruction: Mod/Severe Disabilities2
EDSP 236Student Teaching Seminar: Moderate/Severe Disabilities1
EDSP 292Teaching English Learners with Disabilities3
EDSP 413Field Experience I: Moderate/Severe Disabilities3
EDSP 414Field Experience II: Moderate/Severe3
EDSP 415Student Teaching: Moderate/Severe5
Total Units50

Course/experience equivalencies may be granted by assigned EDS advisor as warranted.

Education Specialist Credential Program:  Moderate/Severe with Multiple Subject

Units required: 76-78

Required Prerequisite (6 Units)
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
Required Courses (50 Units)
EDSP 119Legal and Social Foundations of Special Education3
EDSP 205Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities3
EDSP 206Collaborative Program Planning with Families, Professionals, and Communities3
EDSP 207Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities3
EDSP 208Evidenced-based Assessment and Instruction: Mod/Severe Disabilities3
EDSP 209Developing Augmentative Alternative Communication Systems: Assessment and Intervention3
EDSP 216Educational Implications of Physical Sensory Disabilities and Specialized Health Care Needs3
EDSP 218Instructional Strategies: Low Incidence Disabilities3
EDSP 220Language and Literacy in Inclusive Classrooms I3
EDSP 221Language and Literacy in Inclusive Classrooms II3
EDSP 230Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges3
EDSP 235Field Seminar in Program and Instruction: Mod/Severe Disabilities2
EDSP 236Student Teaching Seminar: Moderate/Severe Disabilities1
EDSP 292Teaching English Learners with Disabilities3
EDSP 413Field Experience I: Moderate/Severe Disabilities3
EDSP 414Field Experience II: Moderate/Severe3
EDSP 415Student Teaching: Moderate/Severe5
Multiple Subject Course Requirements (20 Units)
HLSC 136School Health Education2
EDMS 300Teaching Performance Assessment-Multiple Subjects-Mathematics1
EDMS 314Mathematics Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 315History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 316Science Curriculum and Instruction for the Diverse K-8 Classroom3
EDMS 317Visual and Performing Arts Methods for the Diverse K-8 Classroom1
EDMS 332Assessment Center Laboratory for Multiple Subject Candidates2
EDSP 420BMultiple Subject Student Teaching5
Total Units70

Course/experience equivalencies may be granted by assigned Special Education advisor as warranted.

Preliminary Education Specialist Teaching Credential Program: Early Childhood Special Education

Prerequisites required

  • 30 hours documented field experience with young children (birth to 5 years);
  • coursework in child development or related field approved by ECSE Coordinator; and
  • CHDV 30, Human Development.

Units required: 27-35

Required Courses (27-35 Units)
EDUC 130ATypical Atypical Developmental Characteristics and Outcomes for Young Children with Disabilities2
EDS 201AFamily/Professional Collaboration in Early Childhood Special Education2
EDSP 209Developing Augmentative Alternative Communication Systems: Assessment and Intervention3
EDS 210A
EDS 210B
Assessment and Evaluation in Early Childhood Special Education
Assessment and Evaluation in Early Childhood and Special Education Lab
3
EDS 211A
EDS 211B
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy
Curriculum, Intervention Strategies, and Environments in ECSE I: Infancy Laboratory
3
EDS 212A
EDS 212B
Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool
Curriculum, Intervention, Strategies, and ECSE II: Preschool Lab
3
EDSP 216
216B
Educational Implications of Physical Sensory Disabilities and Specialized Health Care Needs
Movement, Mobility, Sensory and Specialized Health Care Lab
4
EDSP 230
230B
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges
Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges Lab
4
EDS 234Directed Fieldwork Seminar: Early Childhood Special Education1
EDS 474Directed Field Experience/Internship in ESCE: Infants/Toddlers1 - 5
EDS 475Directed Field Experience/Internship in ECSE: Preschool1 - 5
Total Units27-35

Course/experience equivalencies may be granted by assigned EDS advisor as warranted.

Additional Information for All Admitted Credential Candidates

  • Continued Enrollment: Continued enrollment in a Preliminary Credential Program is contingent upon the candidates maintaining a GPA of 3.0 in all professional education courses. If incomplete grades or grades of "D", "F", and "NC" (No Credit) are received in professional education courses, the candidate must withdraw from the program unless a specific exception has been approved by the Credential Appeals Committee.
  • Delays: Candidates who have to delay progress in a Preliminary Credential Program file a "Program Delay Petition" in the Teaching Credentials Office. A student returning after a delay may be accommodated on a space available basis. Any student on academic probation is subject to automatic disqualification as a Credential candidate.

Appeal Process: A student who has been formally admitted to the program has the right to appeal to the Credential Appeals Committee about any policy affecting program continuation. Appeals petitions and assistance are available in the Teaching Credentials Office

EDBM 117.     Foundational Issues for a Multicultural, Pluralistic Society, A. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Critical analysis of the purposes and process of public schooling. Examination of the sociopolitical relationship between public schools and society, and between educational theory, culture, community and educational practice. Social, cultural, historical and philosophical foundations of education; learning theories; and ethno-cultural, social, emotional and cognitive development. Candidates examine their attitudes regarding gender, sexuality, race, social class, language, and ability. Candidates develop a philosophy of education for our multicultural and democratic society. Lectures, discussions, small group work, simulations, field tasks.

EDBM 127.     Social and Psychological Foundations for Multicultural Secondary Education, A. 3 Units

Prerequisite(s): Admission to Single Subject Credential Program.


Critical analysis of the purposes and process of public schooling. Examination of the sociopolitical relationship between public schools and society, and between educational theory, culture, community, and educational practice. Social, cultural, historical and philosophical foundations of education; learning theories; and ethno-cultural, social, emotional and cognitive development. Candidates examine their attitudes regarding gender, sexuality, race, social class, language, and ability. Candidates develop a philosophy of education for our multicultural and democratic society. Lectures, discussions, small group work, simulations, and field tasks.

EDBM 128.     Foundations for Multicultural Secondary Education, B. 3 Units

Prerequisite(s): Admission to Single Subject Credential Program; Successful completion of EDBM 127.

Corequisite(s): EDBM 400B.


Critical examination of the socio-political relationship between California's public schools and its major population subgroups (as defined by culture, gender, social class, language, race/ethnicity, and ability). Candidates critically reflect on the philosophy and practices of schooling in relation to students' culture, family and community; analyze institutional and instructional practices for educational equity; and develop alternative instructional activities based on the principles of multicultural education and English language learning in a democratic society. Lectures, discussions, small group work, simulations, and field tasks.

EDBM 205.     Education for a Democratic, Pluralistic Society. 3 Units


Advanced study of social, cultural, historical, philosophical and psychological issues related to the teaching and learning of culturally and linguistically diverse students. In-depth consideration of the implications of theories and research related to the history of educational reform, the history and culture of the teaching profession, the nature of learning for linguistically and culturally diverse students, the relationship between schooling and democratic society, and the barriers to all of the above.

EDBM 210.     Critical Race Theory and Critical Pedagogy: Concepts and Practice. 3 Units


In-depth examination of the theory and practices of critical pedagogy and critical race theory, including historical and theoretical roots, related theoretical frameworks, and applications in various contexts. Consideration of issues related to power, agency, social reproduction, resistance, liberation, and social justice. Comparison of critical pedagogy with other teaching/learning and social change theories. Analysis of critical pedagogy as a tool for change within classroom, school and community contexts.

EDBM 220.     Multicultural Curriculum, Instruction and Assessment. 3 Units


Explores the common concepts of curriculum development through an examination of alternatives to traditional education models. Educational models representing Afrocentric, Multicultural and Social Reconstructionist, Anti-bias, Anti-racist, Culturally-Relevant and other critical pedagogical approaches will be explored. There will be an emphasis on contemporary programs addressing curriculum, instruction, and assessment issues at the elementary, secondary, and university levels; and an analysis of materials and methods for culturally and linguistically diverse student populations.

EDBM 235.     Research Seminar on Bilingualism and Language Varieties in Education. 3 Units

Prerequisite(s): Instructor permission.


Designed for graduate students who already have some preparation in the area of Bilingualism and language varieties as they relate to the schools. Uses a seminar format to explore the latest research in the areas of first and second language acquisition of bilinguals, acquisition of standard and nonstandard dialects, and related sociolinguistic issues. Special attention will be given to research about language varieties used in the U.S. (Black English, Chicano English, Chicano Spanish, Hawaiian English and so on.)

EDBM 245.     Advocacy, Change and Community. 3 Units


Focus on learning theories behind and the methods for creating social change. Development of skills needed to differentiate social problems from their symptoms, and to coalesce key community members and agencies toward effecting social change. Additional study of strategies needed to assess the success of change efforts, and how to learn from challenges.

EDBM 250.     Education Research. 3 Units

Prerequisite(s): Graduate status.


Studies qualitative and quantitative methods in the development of reliable knowledge in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Provides support for students' culminating projects/thesis.

EDBM 265.     Thesis/Project Writing. 3 Units

Prerequisite(s): EDBM 250 or equivalent, advanced to candidacy.


Seminar to focus on the process of completing the required culminating experience including refining the research problem, completing the literature review, finalizing and implementing the research design, and completing required university protocol (e.g., Human Subjects Review and format requirements).

Note: May be taken twice for credit.

Credit/No Credit

EDBM 272B.     Methods for Teaching Second Language Learners, Multiple Subject (ELD and SDAIE), Asian Languages. 3 Units

Prerequisite(s): EDUC 170.


Focus on teaching candidates the methods, techniques and strategies needed to make content accessible for second language learners, specifically those with Asian language backgrounds. Candidates will learn to use the ELD standards to create ELD lessons and SDAIE lessons within a multicultural framework. Candidates will also learn how to interpret and implement formative and summative assessments. Lecture, demonstration, modeling, group work, discussions, field experience.

EDBM 272C.     Methods for Teaching Second Language Learners, Multiple Subject (ELD and SDAIE), Spanish. 3 Units

Prerequisite(s): EDUC 170.


Focus on teaching candidates the methods, techniques and strategies needed to make content accessible for second language learners, including primary language strategies that encourage Spanish/English bi-literacy. Candidates will learn to use the ELD standards to create ELD lessons and SDAIE lessons within a multicultural framework. Candidates will also learn how to interpret and implement formative and summative assessments. Conducted in Spanish and English. Lecture, demonstration, modeling, group work, discussions, field experience.

Note: Course offered in Spanish, intermediate levels of Spanish proficiency required.

EDBM 279.     Methods for Teaching Second Language Learners, Single Subject (ELD and SDAIE). 3 Units

Prerequisite(s): EDUC 170.


Introduces students to a repertoire of theory-based methods that allows them to facilitate and measure their own students' growth in English language develop (ELD) as well as create learning environments which promote content area learning through the use of Specially Designed Academic Instruction in English (SDAIE). Learn skills related to methods of teaching a second language through readings, fieldwork, discussion, group interaction, lesson presentation, hands-on experience of methods, and materials exploration.

EDBM 294.     Cooperative Education Experience. 3 Units

Prerequisite(s): Open only to upper division and graduate students; consent of Department Chair.


Cooperative Education (Co-op) relates academic theory to professional practice by providing paid work experience in the student's major field of study and academic credit. Students receive supervised employment in school districts, state and community agencies, companies and other appropriate settings. Requires preparation of application packet, completion of field study assignment and a written final report.

Note: Units may not be used to meet course work requirements.

Credit/No Credit

EDBM 299.     Special Problems. 1 - 3 Units


Individual projects at graduate level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and Department Chair.

Credit/No Credit

EDBM 320.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: Visual and Performing. 1 Unit

Prerequisite(s): Admission to Multiple Subject Credential Program.


Candidates learn strategies for teaching K-6 students to interpret the arts and express themselves creatively and from different artistic perspectives; to understand the cultural and historical origins of the arts, particularly those from multicultural communities; to pursue meaning in the arts; and to explore careers in the arts. Course integrates with content taught in other methods courses.

EDBM 330.     Fundamentals of Bilingual/Multilingual Teaching. 3 Units

Prerequisite(s): Admission and enrollment in BMED multiple subject credential program.

Corequisite(s): Must be enrolled in EDBM 402A.


Democratic teaching in a pluralistic classroom requires knowledge, skills and dispositions that go beyond those required for merely effective teaching. Candidates will learn democratic forms of classroom management, pedagogical strategies for empowering pupils, standardized and authentic tools for assessing pupil learning and growth, strategies for engaging parents/families in the classroom, and skills needed for reflection and inquiry on teaching practice. Initial preparation will occur for the Performance Assessment for California Teachers. Lectures, whole group and small group work, discussions, presentations, fieldwork.

Credit/No Credit

EDBM 331.     Advanced Fundamentals for the Bilingual/Multicultural Teaching Classroom. 2 Units

Prerequisite(s): Successful completion of EDBM 330.

Corequisite(s): EDBM 402B.


Candidates will extend learning from EDBM 330 by exploring additional democratic forms of classroom management, pedagogical strategies for empowering pupils, strategies for engaging parents/families in the classroom, and skills needed for reflection and inquiry on teaching practice. Candidates will learn to create complex and critical-thinking based curriculum and authentic assessment tools required for the Performance Assessment for California Teachers (PACT). Lectures, whole group and small group work, discussions, presentations, fieldwork.

Credit/No Credit

EDBM 334.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: Mathematics. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Field and lecture-based course focusing on preparing candidates to teach mathematics content based on the California K-8 Content Standards to all students, including those who are culturally and linguistically diverse, have special needs, or are English Learners. Candidates will learn strategies for developing diverse students' analytical and critical thinking skills in mathematics; infusing mathematics topics, themes, and concepts into other subject areas; and integrating technology tools into mathematics instruction. Discussion, field visits, microteaching, demonstrations, presentations, and technological applications for mathematics will be included.

EDBM 335.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: History-Social Science. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Field and lecture-based course focusing on preparing candidates to teach history-social science content based on the California K-8 Content Standards to all students, particularly those who are culturally and linguistically diverse, have special needs, or are English Learners. Candidates will learn strategies for teaching diverse students the attitudes, knowledge and skills necessary to help them develop behavior essential for effective citizenship. Candidates will learn to develop learning objectives and organize units of study in the history-social sciences. They will also learn methods of teaching and assessment appropriate to bilingual and multicultural settings. Lecture, group work, demonstrations, field experiences, simulations.

EDBM 336.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: Science. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Effective science teaching in bilingual/multicultural classrooms with an emphasis on science inquiry, constructivism, and language development. An integration of hands-on, field-based teaching experience, demonstration techniques, discussion, and classroom activities. Development and implementation of science activities, including those that link with other content areas, for Multiple Subject candidates.

EDBM 339A.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: Language and Literacy. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Foundations in developing those understandings, attitudes and competencies to become effective instructors of language and literacy for mainstream populations, English Learners, and students with special needs. Instructional strategies for teaching concepts about print, phonemic awareness, phonics, fluency, vocabulary and comprehension of narrative/expository texts. Instructional planning aligned with the California English Language Arts (K-8) standards, and other content and preparation standards as appropriate. Assessment that informs planning and instruction. Special emphasis on literacy instruction in bilingual and multilingual settings.

EDBM 339B.     Curriculum and Instruction for Elementary Bilingual/Multicultural Classrooms: Language and Literacy. 2 Units

Prerequisite(s): Successful completion of EDBM 339A.


Extends those understandings, attitudes and competencies that develop effective instructors of language and literacy for mainstream populations, English Learners, and students with special needs. Instructional strategies for teaching narrative/expository text and spelling. Instructional planning aligned with English Language Arts (K-8) standards and other content and preparation standards as appropriate. Literacy assessments that inform planning and instruction. Special emphasis on instruction in bilingual and multilingual settings. Lectures, demonstrations, discussions, videos, group work and field tasks.

EDBM 340.     Practicum for Student Teaching in Culturally and Linguistically Diverse Classrooms, A. 3 Units

Prerequisite(s): Admission to Single Subject Credential Program.

Corequisite(s): EDBM 400A.


Candidates discuss, analyze, and reflect upon field placement experiences. Major emphasis on connecting practical and hands-on experiences in the classroom with assignments and activities from other core courses. Candidates move from learning about and observing individual students to examining the classroom environments that support healthy adolescent development, engagement and learning. Focus on pedagogical strategies for empowering students, standardized and authentic tools for assessing pupil learning and growth, skills needed for reflection and inquiry on teaching practice.

Credit/No Credit

EDBM 341.     Practicum for Student Teaching in Culturally and Linguistically Diverse Classrooms, B. 2 Units

Prerequisite(s): EDBM 340.

Corequisite(s): EDBM 400B.


Candidates discuss, analyze, and reflect upon field placement experiences. Major emphasis on connecting practical and hands-on experiences in the classroom with assignments and activities from other core courses. Candidates extend learning from EDBM 340 by exploring additional pedagogical strategies for empowering students, standardized and authentic tools for assessing student learning and growth, and further honing the skills needed for reflection and inquiry on teaching practice.

Credit/No Credit

EDBM 342.     Fundamentals for the Secondary Multilingual, Multicultural Classroom. 2 Units

Prerequisite(s): Admission to Single Subject Credential Program.


Introduces the relationship between elements of teaching, instructional organization, and classroom management to effectively teach in culturally and linguistically diverse secondary classrooms. Focus is grounded in a Social Reconstructionist approach. Emphasis includes students' development as a teacher specific, teaching strategies for culturally and linguistically diverse students, curriculum development, and theories and practices for establishing and maintaining an effective learning environment in multicultural/multilingual classrooms. Provides an introduction to E-Portfolio development, integration of technology, and familiarization of content standards.

EDBM 343.     Advanced Fundamentals for the Secondary Multilingual/Multicultural Classroom. 2 Units

Prerequisite(s): EDBM 342.


Extends on practical application of instructional organization, classroom management, and individual beliefs and values about teaching all students, with a specific focus on English language learners and culturally diverse settings. Analyzes instructional methods and strategies that coincide and contrast with teaching practices from a Social Reconstructionist perspective. Continues to provide development on E-Portfolios, integration of technology, familiarization of content standards, and formal/informal assessment.

EDBM 344.     Interdisciplinary Curriculum, Instruction, Assessment for Multilingual/Cultural Secondary Classr. 5 Units

Prerequisite(s): Must be admitted into the Teacher Preparation Program.


Foundations in developing curriculum, instruction, and assessment strategies in secondary schools (mathematics, history/social science, science, English, and Foreign Language); development of culturally revelant and student centered instruction that counters the systemic challenges in teaching standard-based curriculum. Special emphasis directed toward differentiation that addresses the needs of Multilingual and Multicultural students through the learning cycle-theory, application, and reflection. Modules and activities will emphasize inquiry-based learning, problem-posing education, constructivist teaching principles, and the integration of multiple intelligence across the curriculum.

EDBM 349.     Teaching and Assessing Literacy Across the Content Areas. 2 Units

Prerequisite(s): Admission to Single Subject Credential Program.


Foundations in developing the understandings, attitudes and competencies to become effective instructors of academic language and literacy within and across the content areas for all learners in 7-12 classrooms, including mainstream populations, English learners and students with special needs. Candidates develop an awareness of the literacy demands of various content areas and a beginning repertoire of strategies to help their students meet the demands of reading, writing and discussion in their content area and across the curriculum.

EDBM 350.     Technology Use in Multilingual/Multicultural Classrooms. 1 Unit

Prerequisite(s): Enrollment in Multilingual/Multicultural Single Subject Credential Program.


A technology lab delivered in the form of mini workshops, a web-based resource center and one-on-one facilitation. Candidates will learn how to develop and implement technology projects that focus on closing the digital divide for secondary students from culturally and linguistically diverse backgrounds and from underserved communities. Candidates will explore basic, intermediate, and advanced technology skills using a variety of media, and will be required to produce a technology-based project in the secondary content area.

Credit/No Credit

EDBM 400A.     Student Teaching in Secondary Schools, I. 7 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.

Corequisite(s): EDBM 340, EDBM 342.


One semester of teaching secondary students in a public school setting with culturally and linguistically diverse learners. This first semester of student teaching is completed concurrently with integrated course work and focuses primarily on observing, planning, implementing and assessing instruction.

Credit/No Credit

EDBM 400B.     Student Teaching II. 9 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.

Corequisite(s): EDBM 400A.


One semester of teaching secondary students in a public school setting with culturally and linguistically diverse learners. This final semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing and assessing instruction for three classes in the candidates content area, serving mainstream, EL and special needs students.

Credit/No Credit

EDBM 401.     Observation and Participation in Multilingual/Multicultural Schools. 2 Units

Prerequisite(s): Admission to Teacher Preparation Program.


Teacher candidates will observe and participate as teaching assistants in public school classrooms with high enrollments of students from culturally and linguistically diverse backgrounds.

Credit/No Credit

EDBM 402A.     Student Teaching I. 5 Units

Prerequisite(s): Admission and enrollment in BMED multiple subject credential program.

Corequisite(s): Must be enrolled in EDBM 330.


One semester of teaching multiple subjects in a public school setting with diverse learners. This first semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing and assessing instruction for small groups of students.

Credit/No Credit

EDBM 402B.     Student Teaching II. 7 Units

Prerequisite(s): Admitted in Multiple Subject Preparation Program.

Corequisite(s): EDBM 402A.


One semester of teaching multiple subjects in a public school setting with diverse learners. This final semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing and assessing instruction for whole classes of students.

Credit/No Credit

EDBM 470.     Community Fieldwork and Analysis. 1 - 3 Units


Fieldwork in the community for educators, parents and others interested in community-school relations. A conceptual framework to assist in understanding communities. Analyzes the issues which arise from the student's own field placement. Of special interest to educators who are involved in multicultural programs, community education, and political-social-institutional change. Community fieldwork is required. A student may sign up for one unit, which covers the class time for the analytical portion. The other one or two units are for the fieldwork portion of 3-6 hours per week.

Note: Open only to graduate students.

Credit/No Credit

EDBM 471.     Advanced Fieldwork in Bilingual/Crosscultural Education. 3 - 4 Units


Fieldwork experience for the application of teaching strategies presented in prior courses in second language acquisition. Advanced fieldwork in school and State agencies involved with bilingual, crosscultural education programs. Activities include curriculum development, in-service training, community involvement, and working with selected State agencies.

Note: Enrollment restricted to departmental approval.

Credit/No Credit

EDBM 472.     Practicum in Multilingual/Multicultural Educational Settings. 3 Units


Fieldwork experience for the application of teaching strategies presented in prior courses in second language acquisition. Students will work with individuals and groups of second language learners in classrooms for 4-6 hours per week. The seminar will assist the students to process their experiences.

Credit/No Credit

EDBM 565.     MA Thesis/Project. 3 Units

Prerequisite(s): EDBM 250, advanced to candidacy, and completion of the Thesis/Project Petition and Advisor Reservation Form and the approval by the Department's Graduate Coordinator one semester prior to registration of this course.


Completion of a thesis or project approved for the Master's Degree.

Note: May be taken twice for credit.

EDTE 116.     The Psychology of Instruction. 4 Units

Prerequisite(s): Admission to the Single Subject Credential Program.


Introduction to professional pedagogy, including a thorough analysis of the Teaching Performance Expectations. Information, strategies, and practical experience in designing, assessing, and reflecting on lesson and unit plans with an emphasis on strategies for contextualizing teaching and learning. At the conclusion of this course and its linked courses, candidates are expected to be sufficiently prepared to design and implement lesson and unit plans in their first phase of student teaching. Enrollment in Semester 1.

EDTE 117A.     Foundational Issues in a Pluralistic Society A. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


Critical analysis of purposes and processes of public schooling, including an examination of the sociopolitical relationship between public schools and society, and the relationship between culture, community, achievement, educational theory and practice. Emphasis on the social, cultural, historical and philosophical foundations of education; theories of learning; and ethno-cultural, social, emotional and cognitive development. Students examine their attitudes regarding gender, sexuality, race, language and ability. Students develop a philosophy of education for our multicultural and democratic society.

Credit/No Credit

EDTE 200.     Practicum in Decoding and Fluency: Assessment and Instruction. 3 Units

Prerequisite(s): Graduate standing, valid teaching credential and current preservice reading course or equivalent.


Research, practice, and issues related to decoding, spelling, and fluency instruction from preschool through adult with applications to classroom teaching. Includes a practicum for assessing and tutoring students having difficulty in decoding.

EDTE 201.     Practicum in Comprehension: Assessment and Instruction. 3 Units


Research, practice and issues related to vocabulary, background knowledge, and comprehension and study strategies from preschool through adult with applications for classroom teaching. Topics include motivation, metacognition, and strategic reading. Analysis of formal and informal assessment measures with a focus on utility, reliability, and validity. In the practicum portion, teachers assess and tutor students with reading difficulties.

EDTE 202.     Language and Literacy Development in Multicultural Settings. 3 Units


Research and theory related to the nature of culture, first and second language acquisition, schooling and literacy development. Implications of the research and theory for working with pre-K children through adults in group contexts.

EDTE 203.     Teaching and Assessing Writing in the Pre-K through 12 Classroom. 3 Units


Writing assessment and instruction in pre-K through 12 classrooms and other settings is the dominant focus. Topics include research and theoretical models of composition, classroom-based instructional approaches to process writing instruction, writing assessment and writing strategies to improve reading comprehension and writing instruction in a social context.

EDTE 205.     Psychology and Sociology of Literacy Instruction. 3 Units


The major focus of the course is the investigation and understanding of the reading process, various theories that attempt to explain the process, and the implications of those theories for language and literacy development. These course emphases will be addressed through a seminar format comprised of a combination of lecture, group discussion and analysis, and student-led presentations. The literature review that will form part of the thesis or project will be a signature assignment that is a central part of this course.

Credit/No Credit

EDTE 206.     Leadership In Literacy. 3 Units


Provides field experiences for applying theoretical understandings about contemporary schooling policies, as well as a venue for expanding the role of leadership in literacy to meet the needs of the broader community. Also provides candidates with opportunities to incorporate understandings about literacy and the content of cultures to field actions related to their personal professional development.

EDTE 207.     Advanced Practicum in Reading Difficulties: Assessment and Intervention. 3 Units


Evaluation and use of materials and techniques for assessing and teaching decoding, spelling, and comprehension across ages, languages, developmental levels, and diverse backgrounds. Examination of models of reading disability and of intervention programs for students and adults with varying degrees of disability. Application through assessment, instruction, and compilation of a case study of a student or adult with reading and/or spelling difficulties. Permission of instructor required for those wishing to take the course as an elective.

EDTE 209.     Literature for the Diverse Pre- K through 12 Classroom: Issues, Models and Strategies. 3 Units


Analyze state and national issues related to the use of juvenile literature in schools. Evaluate models and strategies for employing quality literature (fiction and non-fiction) effectively in the Pre-K through 12 multicultural classroom. Building upon research and genre overview, each participant will develop instructional materials and strategies such as booklists, storytelling, textsets, read-alouds, and web-based literature activities for students and support materials for parents.

EDTE 214.     Classroom Assessment and School Accountability Issues. 3 Units


Focuses on classroom assessment, grounded in sound principles of measurement and evaluation of learning. Assessment is considered in the context of historical, social, political, legal, educational, and ethical trends, and concerns including reviews of socio-cultural diversity and individual differences as they relate to accurate appraisal of what learners know how to do.

EDTE 219A.     Intro To Information Services. 3 Units

EDTE 219G.     Networks For School Lib Med Ct. 2 Units

EDTE 219K.     Eval Sel Learn Res Info Se. 3 Units

EDTE 219L.     Lit For Children/Lib Media Svc. 3 Units

EDTE 219M.     Mgmt School Library Media Cent. 3 Units

EDTE 219N.     Org Of Info Learning Resourc. 3 Units

EDTE 219P.     Lib Media Ctr+Core Curriculum. 2 Units

EDTE 219Z.     Field Study School Librariansh. 2 - 4 Units

Credit/No Credit

EDTE 220.     Seminar in Mathematics Education. 3 Units


Research of mathematical instruction trends, problems of teaching math and successful mathematics programs.

EDTE 221.     Curriculum Development in Mathematics Education. 3 Units


Examining successful curricular materials and techniques for use with slow, average and rapid learners of mathematics, and programs directed at the non-college-bound population. Creating materials for exceptional as well as for average learners.

EDTE 222.     Teaching Mathematics in the Twenty-First Century. 3 Units


Investigation of issues and trends being faced by elementary and secondary teachers in California. An overall goal is to develop a significant body of examples of successful mathematics teaching, designed to be useful with learners from all of California's diverse student population.

EDTE 225C.     Theoretical Issues in Adult Literacies. 3 Units


Introduces students to current theories surrounding the pedagogies and politics of adult literacies within a wide variety of contexts, including community colleges, prisons, and community projects. Incorporates information on technological literacies, information literacies, cultural literacies, and multiliteracies. In addition, students will be partnered with community literacy experts and required to complete formal observations of adult reading classrooms throughout the semester, fostering collaboration between the local community and the university. Cross-listed: ENGL 225C; only one may be counted for credit.

EDTE 226.     Seminar: Strategies for Teachers. 3 Units


Seminar focuses on analyzing various teaching strategies used in classrooms, K-12. Teaching strategies will be analyzed to identify teacher competencies and learning outcomes. Additional attention will be given to appropriate classroom management strategies.

EDTE 227.     Seminar in Curriculum and Instruction, K-12. 3 Units


Individual and group study of current programs, issues, trends and research in elementary and secondary instruction and curricular areas.

EDTE 228.     Introduction to Ethnomathematics. 3 Units


Students will learn aspects of mathematical modeling used to uncover mathematics as used in non-school contexts, a basic premise to ethnomathematics is that the mathematics found in other traditions is strongly influenced by, indeed reflects, a given individual's cultural heritage and world view. Students examine alternative mathematical thought practices of other, mainly nonwestern cultures; consider how mathematical topics that include cultural connections to numbering and systems of organization, geometry and perceptions of time and space.

EDTE 230.     Introduction to Computers in the Classroom. 3 Units


Practical introduction to the use and applications of computer-based technologies in the Kindergarten-twelfth grade classroom. Major topics include basic computer terminology and functions, educational software evaluation and integration into instruction, using telecommunication, multimedia authoring and issues relating to the impact of computers in a democratic society. No prior experience with computers required.

EDTE 232.     Educational Applications of Computers. 3 Units

Prerequisite(s): EDMS 330 or EDS 291A and EDS 291B; or equivalent.


Examines how application programs such as word processing, database management, spreadsheets and presentation tools can be used as part of the teaching, management and learning processes. Also includes instruction on the setup and management of telecommunications and classroom networks.

EDTE 233.     Teaching Problem-Solving with Educational Technology. 3 Units

Prerequisite(s): EDTE 232 or equivalent.


Examines the theoretical presuppositions underlying the use of educational technology to teach problem-solving, conditions under which problem-solving opportunities are likely to arise, computer programming as a problem-solving medium and the potential of software programs designed to teach problem-solving skills. Includes Internet-based problem-solving and principles of distributed learning.

EDTE 234.     Curriculum and Staff Development with Educational Technology. 3 Units

Prerequisite(s): EDTE 232 or equivalent.


Provides the student with an in-depth understanding of the principles and processes of analyzing curriculum for the purpose of integrating educational technology at the classroom, school and district levels. Students will analyze curricula, identify appropriate technology applications, and create plans for establishing, monitoring, and evaluating technology-based programs. Special emphasis will be placed on professional development.

EDTE 235.     Enhancing Curriculum with Multimedia and the Web. 3 Units

Prerequisite(s): EDTE 232 or equivalent.


Provides the student with an in-depth understanding of the principles of multimedia and web-based design. Students will apply these principles to developing curriculum for the technology-infused classroom. Intensive hands-on experience in the development of web and multimedia including video based on principles of human information processing and aesthetics.

EDTE 237.     The Professional Lives of Teachers. 4 Units

Prerequisite(s): EDTE 226 and EDTE 251.


Building upon the historical role of the position in society, the cultural influences that affect public and personal perception of teachers, the theoretical models of teaching, and research on teacher identity, participants will explore the continuum of a teacher's professional life (preservice, induction, professional growth, mentorship), teacher professionalism, and what teachers' professional lives look like in practice. Students will define their career stage and create a vision for the rest of their career in the field.

EDTE 238.     Professional Development of Teachers in Democratic Schools. 4 Units

Prerequisite(s): EDTE 237.

Corequisite(s): EDTE 239.


Examines contemporary issues in professional development for teachers. Students learn specific foundations and procedures for professional development that have well-documented effects on student achievement, e.g., professional learning communities. Students also analyze and design appropriate strategies for implementing and evaluating professional development for the contexts in which they are teaching as well as for a variety of other settings.

EDTE 239.     Schools and Schooling in a World of Policy and Practices. 4 Units


Beginning with a historical framework of reform, examines theories and models of school reform in the U.S. and international contexts. Students engage in researching and identifying how political and social forces impact the development of educational policy and reform initiatives. Using the lens of contemporary reform, students analyze recent school reform initiatives as well as the ideas and ideals of professional development within their own educational contexts.

EDTE 242.     Key Issues in National Board Certification. 3 Units

Prerequisite(s): Admission to the Master of Arts In Education (Curriculum and Instruction) and the selection to the National Board Cohort.


Through action research, professional reading and guided discussions, students will explore key elements of the National Board Standards including engaging student learning, assessment, decision making in lesson design, and identifying essential "big ideas" in content areas.

EDTE 250.     Education Research. 3 Units

Prerequisite(s): EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs.


Studies qualitative and quantitative research methods in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies.

EDTE 250I.     Educational Research for IMET. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Studies qualitative and quantitative research methods in the field of education with special emphasis on educational technology. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies.

EDTE 251.     Education for a Democratic, Pluralistic Society. 3 Units


Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community and society. Addresses implications of theories of learning, assessment, individual differences, cultural, historical, philosophical, and social/political influences. Includes an overview of research and an introduction to APA formatting. Must be taken first semester in EDTE uncohorted Masters' program.

EDTE 251I.     Education for a Democratic, Pluralistic Society for IMET. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community, and society. Addresses implications of theories of learning, assessment, individual differences, cultural, historical, philosophical, and social/political influences.

EDTE 262.     Experiencing the Arts in Education. 3 Units

Prerequisite(s): Admission into the Masters of Arts in Education (Curriculum and Instruction) or instructor permission.


Involves experiencing, appreciating and generating the arts. Develops a creative, collaborative community for learning and teaching through the arts which will be sustained throughout the Master of Arts in Education (Curriculum and Instruction) and beyond.

EDTE 266.     Women And Education. 3 Units


Examination and analysis of methods, practices and materials prevalent in educational institutions, at all levels and their ultimate effect on the female both as an individual and as a member of society. Students will examine the limiting factors in their own sex-role socialization and the dangers of perpetuating them in their own teaching.

EDTE 267.     The Human Brain and Its Function for Effective Teaching and Learning. 3 Units

Prerequisite(s): Graduate status.


Brain-based teaching and learning practices are related directly to the functions of the limbic system; the frontal, parietal, temporal and occipital lobes; and the reticular activating system, brainstem and vestibular apparatus. Students will understand why, from a brain perspective, certain learning/teaching practices are successful/unsuccessful.

EDTE 268.     Gender Perspectives on Schooling, Past-Present. 3 Units


Examines gender dynamics within schools analyzing theories of education in order to understand the role of gender in schools, past and present. Using historical and philosophical lenses, female and male schooling experiences will be examined. The historical experiences of women of color will be of particular interest. We will also explore ideas and pedagogies associated with gay and lesbian theory, masculinity studies, and anti-oppressive education.

EDTE 280.     Fundamentals of Online Pedagogy. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Introduces students to a variety of online instructional strategies and skills. Will include an introduction to distributed education, including synchronous and asynchronous modes of instruction, and their applications to instruction.

EDTE 281.     Tools and the Curriculum. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Seamlessly blends basic technological applications with established areas of the curriculum. Students will create and use word-processing, database, and spreadsheet applications as integrated facets of well-established teaching strategies. Learning and applying strategies to new and unique problem-solving situations is expected. Participants in this cluster will use a number of procedures that enhance the use of communication tools including e-mail, online learning, and multimedia. In the process, students evaluate and synthesize theories of learning best suited to developing new instructional strategies.

EDTE 282.     Strategies for Application and Presentation. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Develops techniques for presenting and teaching thinking skills and problem solving in schools. Students research social and cultural problems as well as local and curricular problems and apply teaching strategies that develop higher-order thinking processes. Inquiry and problem-based strategies are used and integrated with technological applications. Students design web-based units that focus on logic as well as creative thinking that lead toward a solution to curricular or social and cultural problems.

EDTE 283.     Staff Development and Presentation Applications. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Focuses on the need for staff development and on effective teaching practices. Explores the necessary elements that bring integrated technology to staff members. Students practice a variety of delivery methods for staff development that include multimedia, website references and hands-on integrated curricular activities that teachers can use immediately with the available technology.

EDTE 284.     Problem Solving and Project Development. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Students will focus on integrating curriculum, equity, and/or staff development strands into an overall educational technology implementation strategy. Complex problem-solving techniques, research, distributed learning, methodology, and evaluation will be emphasized.

EDTE 285.     Technology and Modern Practices. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Students will learn to understand, construct, and manage communications-based technologies in educational settings. Focuses on modern communications technology, terminology, educational practices, and instructional technology strategies. Emphasis will be placed on mentoring, management, and leadership.

EDTE 286.     Special Topics in Educational Technology. 3 Units

Prerequisite(s): Acceptance into Master of Arts (Educational Technology).


Development and innovations in modern technology, especially as related to teaching and learning. Composition will vary from semester to semester and over time. However, it will consistently utilize cutting-edge technology to support teaching and learning.

EDTE 290.     Seminar: Preparation of Master's Thesis/Project. 3 Units

Prerequisite(s): Approval of Master's Thesis Proposal or instructor permission


Seminar course will focus on topics/elements/expectations to be included in the culminating experience: abstract writing, development of organizational schemes for the review of literature; format requirements; thesis/project planning; range and breadth of evidence for a comprehensive review; integrating the review with thesis/project; writing style and quality; revisions and critical feedback. Successful completion of the course requires the completion of Chapters 1 and 2 of the thesis/project and the beginning of Chapter 3. Graded: Credit/ No Credit

Credit/No Credit

EDTE 296O.     Introduction to Response To Intervention/Instruction (RT12). 2 Units

Prerequisite(s): Must hold a minimum of a Bachelors Degree.


This is the first course of three with the purpose of providing participants with an introduction to Response to Intervention/Instruction (RT12). Participants will gain knowledge of the state laws behind RT12, current implementation models, critical components and best practices in implementing a RT12 system. This course will lay a solid foundation of knowledge for the proceeding two courses of the RT12 certificate program.

EDTE 296P.     Response To Intervention/Instruction (RT12): Assessment and Intervention. 4 Units

Prerequisite(s): Student must hold a minimum of a Bachelors Degree.


Response to Instruction/Intervention (RT12) is a proactive approach to student learning that uses data to determine student need, monitor student progress, and make decisions about instructional changes to maximize student achievement and to address behavioral concerns. This course will examine the various methods of data collection, data analysis and research-based interventions found in an RT12 framework. Participants will be involved in real world Case Studies to apply RT12 practices at individual, school, and district levels.

EDTE 296Q.     Response to Intervention: Practical Application. 3 Units

Prerequisite(s): Student must hold a minimum of a Bachelors degree and have completed EDTE 296O and EDTE 296P with a minimum C- grade or better to enroll in this course.


This course is the culmination of courses EDTE 296O and EDTE 296P. It is a practicum course that will help students transfer new learning's from the previous two courses into a RTI plan of action for the classroom, site, or district. This course will help students further explore and research systems and practices in place at their site or district to help develop a RTI plan.

EDTE 299.     Special Problems. 1 - 3 Units


Individual projects at graduate level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and the Department Chair.

Credit/No Credit

EDTE 310A.     Pedagogy A: Classroom Instruction and Positive Management for Diverse Classrooms. 3 Units

Prerequisite(s): Enrollment in Multiple Subject Credential Program.


Focus on the cycle of teaching: lesson planning, implementing, reflection and application. Introduction to classroom management and discipline; building a positive classroom community; creating a respectful, safe learning environment; gaining an understanding of professional attitudes, dispositions, expectations, and communication skills. Emphasis on differentiating instruction to individual needs of diverse learners. Opportunities that contribute to development of professional and ethical behaviors required of teachers. Field component will include observations of exemplary models of cycle of teaching in public school settings. Lecture one hour; field study two hours.

Credit/No Credit

EDTE 310B.     Pedagogy B. 2 Units


Reinforces the cycle of teaching: lesson planning, implementing, reflection and application at a deeper level. Intensive support for classroom management and discipline; disruptive behaviors; problem-solving with administrators, parents, at community level as child advocates. Differentiating instruction to individual needs of diverse learners. Scaffolding to support growth and development stages of learning-to-teach process and professional responsibilities. Expanded opportunities that contribute to development of professional and ethical behaviors required of a teacher. Infusion of e-portfolio development and the integration of technology.

Credit/No Credit

EDTE 329D.     Helping Writing Happen. 1 - 3 Units

EDTE 371A.     Schools and Community A. 4 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.

Corequisite(s): EDTE 470A.


First part of a 2-course sequence that provides structured opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements. Emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Management strategies and activities that contribute to the classroom/school. Students will develop equitable and positive management plans and reflect on their effectiveness during field experiences.

Credit/No Credit

EDTE 371B.     Schools and Community B. 4 Units

Prerequisite(s): EDTE 371A.

Corequisite(s): EDTE 470B.


Second part of a 2-course sequence that provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from field placements. Emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Management strategies and activities that contribute to the classroom/school. Students will develop equitable and positive management plans and reflect on their effectiveness during field experiences.

Credit/No Credit

EDTE 371C.     Schools and Community C. 3 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.


First part of a 3-course sequence that provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from their observation placements. Become familiar with university, community and school resources with emphasis on issues related to English language development and special needs in multicultural settings, grades 7-12. Begin to identify components necessary for an effective, equitable classroom management system and on the professional and ethical behaviors required of a teacher.

Credit/No Credit

EDTE 371D.     Schools and Community D. 3 Units

Prerequisite(s): EDTE 371C.

Corequisite(s): EDTE 470A.


Second part of a 3-part sequence provides structured opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements. Continued emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Attention to management strategies and activities that contribute to classrooms/schools. Students will develop equitable, positive management plans and reflect on their effectiveness during their field experiences.

Credit/No Credit

EDTE 371E.     Schools and Community E. 2 Units

Prerequisite(s): EDTE 371C and EDTE 371D.

Corequisite(s): Enrollment in EDTE 470B.


Third part of a 3-part sequence. Provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from field placements. Attention to policies, school law including teachers' rights and responsibilities, resources, strategies, routines, and activities that contribute to productive management of the school and classroom. Students will reflect on the effectiveness of the equitable and positive management plan they implement in their field placements. Special emphasis on issues related to English Language Development, Special Needs students, the cycle of teaching and selection of artifacts for the professional portfolio.

Credit/No Credit

EDTE 372.     Anthropology Of Education. 3 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.


Applies educational anthropology to the cultural context of schooling, including factors contributing to social inequality and the conditions necessary for social justice. Introduction to a wide array of topics, including the "embeddedness" of classrooms as contact zones, curricular differentiation, classroom instruction, identity formation, and peer influence from a multiplicity of theoretical, substantive, methodological, and political perspectives, providing credential candidates the opportunity for personal reflection and professional growth. Enrollment in semester one.

EDTE 373B.     Assessment Center Laboratory II. 2 Units

Prerequisite(s): Admission to the Single Subject Credential Program.


Individualized support for the infusion of technology into field experiences. Support for students as they build an electronic portfolio. Through consultation with field supervisors/liaisons, assessment center instructor will also provide individualized support for the completion of the TPA tasks. Enrollment in semester two.

Credit/No Credit

EDTE 383.     Secondary School English and Speech. 3 Units


Curriculum, methods and materials of teaching English at the secondary level; analysis of the implications of research, student development and demonstration of methods and materials. Articulated with student teaching and should be taken the same semester.

EDTE 384.     Instruction and Assessment of Academic Literacy. 3 Units

Prerequisite(s): Admission to Single Subject Credential Program.


Provides teacher candidates with the knowledge and skills required to teach in 7-12 content area classrooms. Candidates acquire skills related to literacy assessment, text selection, and formulating lesson plans to meet the needs of all learners. Students will develop understanding of aspects of literacy instruction, including reading strategies. Special attention will be given to English language learners and students with special needs.

EDTE 385.     Foreign Languages in the Secondary School. 3 Units


Problems of teaching foreign language; evaluation of methods in the light of objectives; discussion of techniques and source materials. Should be taken prior to or with student teaching. Discussion, participation in such classroom activities as panel discussions, presentations and demonstrations. Cross listed: FORL 385

EDTE 386.     Secondary School Mathematics. 3 Units


Analyzes objectives and organization of instructional materials for secondary school mathematics; critical examination of experimental mathematics programs. Articulated with student teaching and should be taken the same semester. Activities include discussions, presentations and demonstrations.

EDTE 387.     Social Studies for the Secondary School. 3 Units


Curriculum arrangements, instructional methods-materials, recent developments and trends in secondary school social studies. Emphasis upon integrated teaching utilizing each of the social sciences disciplines. Discussion, participation in such classroom activities as panel discussions, presentations and demonstrations.

EDTE 388.     Secondary School Science. 3 Units


Techniques of presentation and methods of evaluation of secondary school science; should be articulated with student teaching. Activities include discussions, presentations, and demonstrations.

EDTE 420A.     Student Teaching: Multiple Subject Credential. 4 Units

Prerequisite(s): Admission to Teacher Preparation Program.


Two semesters of student teaching multiple subjects in public school classrooms providing experiences at two grade levels and with different cultural groups. Intensive, realistic experiences with continuous and varied responsibilities. This first semester student teaching with integrated methods course work requires half-day participation. Experiences in classroom teaching and participation in many of the out-of-class duties of a teacher.

Credit/No Credit

EDTE 420B.     Student Teaching: Multiple Subject Credential. 10 Units

Prerequisite(s): Admission to Teacher Preparation Program.


Second semester student teaching with integrated methods course work requires full-day participation of the student. Emphasis on classroom teaching and further experience with community services.

Credit/No Credit

EDTE 430A.     Student Teaching I: Basic Pathway. 5 Units

Prerequisite(s): Enrollment in Multiple Subject Credential Program.


One semester of teaching multiple subjects in a public school setting with diverse learners. This first semester of student teaching is completed concurrently with integrated coursework.

Credit/No Credit

EDTE 430B.     Student Teaching II: Basic Pathway. 7 Units

Prerequisite(s): Successful completion of EDTE 430A.


One semester of teaching multiple subjects in a public school setting with diverse learners. This second semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing, and assessing instruction for whole classes of students.

Credit/No Credit

EDTE 431A.     Student Teaching I - Multiple Subject Credential: BETEP Pathway. 2 Units

Prerequisite(s): Admission to Multiple Subjects Credential Program.


One semester of teaching multiple subjects in a public school classroom with diverse learners. First semester of student teaching (EDTE 431A) is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for small groups.

Credit/No Credit

EDTE 431B.     Student Teaching II - Multiple Subject Credential: BETEP Pathway. 4 Units

Prerequisite(s): Successful completion of EDTE 431A.


One semester of teaching multiple subjects in a public school classroom with diverse learners. Second semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for whole classes of students.

Credit/No Credit

EDTE 432.     Student Teaching - Multiple Subject Credential: Evening Pathway. 14 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and includes planning, implementing and assessing instruction for small groups and whole classes of students.

Credit/No Credit

EDTE 433A.     Intern Teaching I - Multiple Subject Credential: Intern Pathway. 3 Units

Prerequisite(s): Admission to Multiple Subject Credential Program.


One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for small groups.

Credit/No Credit

EDTE 433B.     Intern Teaching II - Multiple Subject Credential: Intern Pathway. 6 Units

Prerequisite(s): Successful completion of EDTE 433A.


One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for whole classes of students.

Credit/No Credit

EDTE 470A.     Student Teaching I: Secondary Schools. 6 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.

Corequisite(s): Enrollment in EDTE 371A or EDTE 371D.


Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Public school assignment in a secondary school serving culturally and linguistically diverse community for one university semester with three periods of responsibility: English learner class, single subject content class, and an observation/consultation period. Observations and supervised teaching experiences will be systematic and structured.

Credit/No Credit

EDTE 470B.     Student Teaching II: Secondary Schools. 12 Units

Prerequisite(s): The successful completion of EDTE 470A.

Corequisite(s): Enrollment in EDTE 371B or EDTE 371E.


Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Experiences will be systematic and structured. Student teachers will be placed for the public school's semester at a school serving linguistically and culturally diverse students. Candidates become more independent with primary responsibility for cycle of teaching with equivalent of three periods supervised teaching and one consultation period.

Credit/No Credit

EDTE 470C.     Internship Teaching: Secondary Schools. 17 Units

Prerequisite(s): The successful completion of EDTE 470A and program courses leading to the final semester of the Single Subject Credential Program and approval for an internship position.

Corequisite(s): Enrolled in final semester of Single Subject Teaching Credential Program.


Required for candidates in internship assignments in their final semester of the Single Subject Program while concurrently enrolled in program integrated course work. Interns will be full-time teachers with district and University teaching and assessment responsibilities. The primary focus of the Intern will be the "cycle of teaching": plan, teach, assess, and reflect.

Credit/No Credit

EDTE 471A.     Elementary Physical Education Student Teaching. 5 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.


The elementary physical education teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of elementary school children, K-6.

Credit/No Credit

EDTE 471B.     Secondary Physical Education Student Teaching. 4 Units

Prerequisite(s): The successful completion of EDTE 471A.


The secondary physical education student teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of secondary school children, 6-12.

Credit/No Credit

EDTE 503.     Culminating Experience: Language and Literacy. 3 Units

Prerequisite(s): EDTE 250; Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration


Completion of a thesis or project approved for the Master's degree.

EDTE 505.     Culminating Experience: Curriculum and Instruction. 3 Units

Prerequisite(s): Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration.


Completion of a thesis or project approved for the Master's degree. EDTE 250 and EDTE 290.

EDTE 506.     Culminating Experience: Behavioral Sciences - Women's Studies. 3 Units

Prerequisite(s): Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration.


Completion of a thesis or project approved for the Master's degree. EDTE 250 and EDTE 290.

EDTE 507.     Culminating Experience: Educational Technology. 3 Units

Prerequisite(s): Advanced to candidacy and permission of the faculty advisor and department chair one full semester prior to registration.


Completion of a thesis or project approved for the Master's degree.