Multiple Subjects Credential

PHASE 1 (INTRODUCTION)PHASE 2 (DEVELOPMENT)PHASE 3 (MASTERY)
During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 681 Clinical Experience 1 (1)

The purpose of this course is to introduce candidates to a study of human growth and development, to explore historical perspectives in education, and to build a philosophy of teaching and learning. The course will emphasize physical, cognitive, and psychosocial development. Each developmental area will emphasize the process of socialization in diverse familial, linguistic, and cultural settings. Specific issues regarding physical education, health, play, attachment, gender, culture, self concept, specific learning needs, along with other current issues will be discussed. Using practical and theoretical objectives, the class will explore the relevance of the developmental process as it applies in academic and social settings and provide theory- based research approaches for working with critical areas of development.

MATP 600 Human Development (4)

Literacy is the foundation for all learning. The literacy demands continue to change, challenging educators to address the ongoing diverse needs of students to become proficient and lifelong readers and writers. This course explores the developmental continuum for literacy in an effort to scaffold all students into a successful learning experience. Historical and theoretical foundations of literacy and the understanding of the sequence and delivery of literacy instruction are covered. Emphasis is placed on the Common Core Standards designed to support literacy instruction through higher-order skills for diverse learners in a global society. The course delivery will support candidates in their understanding and abilities to address the goals of ‘learning to read’ as the basis of printed language as well as ‘reading to learn.' The range of needs in our diverse society is considered in striving to connect theory to practice in meeting the needs of today’s classroom learners. The course will encompass the role of assessment, planning and implementation of developmentally appropriate literacy lessons. A practicum component is connected to the course learning.

MATP 620 Literacy (4)

Instructional design and the psychological foundations of teaching and learning are important components to individuals pursuing a complex understanding of teaching and learning, including dispositions and educational performances in their professional work. Significant attention is given to connecting theory and practice. The theoretical foundations of learning involve the study of major learning theories, learner preferences, learner outcomes, the instructional process, individual differences, and optimal learning environments. Aspects of planning, instructional strategies, assessment, management, and creating a positive learning environment will be presented so that candidates can create comprehensive and meaningful instructional sequences to meet the diverse needs of students.

MATP 610 Instructional Design (4)

During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 682 Clinical Experience 2 (2)

The purpose of this course is to introduce candidates to the research process and the development of a small-scale study that will be conducted in the workplace environment. Candidates will investigate an educational question within a chosen area under the supervision of a faculty advisor, write a review of literature in the field, and plan the data collection phase.

MATP 691 Action Research 1 (3)

In this course, candidates will explore and apply practical strategies for promoting literacy with English learners in the bilingual and general education classroom. Candidates will study contemporary language acquisition theory as it relates to instruction, as well as research-based techniques to ensure the inclusion and academic success of all students. The need to distinguish between assessment of linguistic ability and the identification of special accommodations, including giftedness, will be addressed. Sessions will focus on historical perspectives, current legislation, language learning theories, classroom organization, teaching strategies, differentiated instruction, and assessment procedures for English learners. The clinical experience will provide authentic opportunities for the implementation of standards-based instruction.

MATP 630 English Learners (3)

This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) multiple subject standards and the language needs of all learners. The semester will be spent in a combination of research-based methods coursework and clinical experience. This course includes instruction in how to model concepts and teach learners using multiple strategies and to anticipate, recognize, and clarify misunderstandings that are common among (K-8) learners, intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse students, lesson planning, and formative assessment to differentiate instruction for all learners. Technology for teaching and learning is integrated in the course.

MATP 662 STEM Methods (3)

AND

Utilizing the standards and frameworks for history-social science and visual and performing arts, candidates will explore historic themes for various grade levels and design lessons that integrate the arts and social science curricula for implementation in the clinical experience. Multicultural literature and creative media will be used to facilitate critical discussions in the portrayal of history in the elementary school classroom. Genres of literature, visual arts, and performing arts will be evaluated utilizing student-created rubrics. Beginning with their unique personal history, candidates will develop a timeline of historical events and use this document as a springboard from which to develop an in-depth history-social science unit. An understanding of the nature of social science, social science application in the classroom and the world, and theories regarding the construction of social science knowledge will be covered. The course will focus on intellectual, reasoning, reflection, and research skills, as well as chronological and spatial thinking, research, evidence, viewpoint, and historical interpretation.

MATP 660 History/VPA Methods (2)

During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 683 Clinical Experience 3 (2)

The purpose of this course is to introduce candidates to the research process and the development of a small-scale study that will be conducted in the workplace environment. Candidates will collect data related to the educational question in their chosen area under the supervision of a faculty advisor, analyze the findings, and present the outcomes in a professional setting.

MATP 692 Action Research 2 (3)

 

Multiple Literacies in the Elementary School focuses on literacy development across the elementary curriculum to meet the diverse needs of all students. Emphasis is placed on multiple literacies and content information learning particularly as it is supported by literature, media literacy and writing. Various structures of informational texts are covered as well as research and exploratory writing. Candidates learn about the range of writing which includes research, reflection and revision to help teach students how to develop coherent essays. Candidates master the connections between reading, writing, listening and speaking through an emphasis on helping students make public their research and findings through oral presentations. The course shows how to select and infuse quality literature (both fiction and nonfiction) as a tool to differentiate instruction as well as build background knowledge for units of study. Candidates also learn multiple ways to teach students to interpret information that is presented visually, orally, and quantitatively.

MATP 664 Language Arts Methods (3)

Single Subject Credential

PHASE 1 (INTRODUCTION)PHASE 2 (DEVELOPMENT)PHASE 3 (MASTERY)
During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 681 Clinical Experience 1 (1)

The purpose of this course is to introduce candidates to a study of human growth and development, to explore historical perspectives in education, and to build a philosophy of teaching and learning. The course will emphasize physical, cognitive, and psychosocial development. Each developmental area will emphasize the process of socialization in diverse familial, linguistic, and cultural settings. Specific issues regarding physical education, health, play, attachment, gender, culture, self concept, specific learning needs, along with other current issues will be discussed. Using practical and theoretical objectives, the class will explore the relevance of the developmental process as it applies in academic and social settings and provide theory- based research approaches for working with critical areas of development.

MATP 600 Human Development (4)

Literacy is the foundation for all learning. The literacy demands continue to change, challenging educators to address the ongoing diverse needs of students to become proficient and lifelong readers and writers. This course explores the developmental continuum for literacy in an effort to scaffold all students into a successful learning experience. Historical and theoretical foundations of literacy and the understanding of the sequence and delivery of literacy instruction are covered. Emphasis is placed on the Common Core Standards designed to support literacy instruction through higher-order skills for diverse learners in a global society. The course delivery will support candidates in their understanding and abilities to address the goals of ‘learning to read’ as the basis of printed language as well as ‘reading to learn.' The range of needs in our diverse society is considered in striving to connect theory to practice in meeting the needs of today’s classroom learners. The course will encompass the role of assessment, planning and implementation of developmentally appropriate literacy lessons. A practicum component is connected to the course learning.

MATP 620 Literacy (4)

Instructional design and the psychological foundations of teaching and learning are important components to individuals pursuing a complex understanding of teaching and learning, including dispositions and educational performances in their professional work. Significant attention is given to connecting theory and practice. The theoretical foundations of learning involve the study of major learning theories, learner preferences, learner outcomes, the instructional process, individual differences, and optimal learning environments. Aspects of planning, instructional strategies, assessment, management, and creating a positive learning environment will be presented so that candidates can create comprehensive and meaningful instructional sequences to meet the diverse needs of students.

MATP 610 Instructional Design (4)

During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 682 Clinical Experience 2 (2)

The purpose of this course is to introduce candidates to the research process and the development of a small-scale study that will be conducted in the workplace environment. Candidates will investigate an educational question within a chosen area under the supervision of a faculty advisor, write a review of literature in the field, and plan the data collection phase.

MATP 691 Action Research 1 (3)

In this course, candidates will explore and apply practical strategies for promoting literacy with English learners in the bilingual and general education classroom. Candidates will study contemporary language acquisition theory as it relates to instruction, as well as research-based techniques to ensure the inclusion and academic success of all students. The need to distinguish between assessment of linguistic ability and the identification of special accommodations, including giftedness, will be addressed. Sessions will focus on historical perspectives, current legislation, language learning theories, classroom organization, teaching strategies, differentiated instruction, and assessment procedures for English learners. The clinical experience will provide authentic opportunities for the implementation of standards-based instruction.

MATP 630 English Learners (3)

Candidates working towards the single-subject credential will explore the unique aspects of secondary education and the developmental stage of the students in middle and high schools, and learn to be reflective teachers who prepare lessons that specifically address the diverse needs of these students. Using research-based instructional strategies that enhance learning for secondary students, candidates begin to connect the specific content learning with adolescent and young adult diverse learning styles. Sessions will focus on curriculum organization and content expectations in the candidate's respective subject area(s). Through connections between theory and practice, candidates will be able to implement pedagogically-sound practices in concert with the clinical experience. This course will explore learning theory, content area literacy, new literacies, and the provision of support for students in linguistically and culturally diverse classrooms. Candidates will set goals, plan learning activities, organize instruction, and select evaluation methods, as well as reflect on secondary classroom practices. This course is taken in conjunction with Content Area Teaching Seminar

MATP 670 Dev. Secondary Methods (3)

AND

This course focuses on a candidate’s specific content domain. Using general secondary methods as springboards, candidates reflect on their content area to apply and differentiate these strategies. Candidates will explore the unique aspects of their subject matter. Specific focus is given to the differences inherent in teaching and learning in the content area: content specific vocabulary and language, management techniques that promote active learning, informal writing to learn, and assessments, as well as unique challenges associated with subject matter. Learning technologies to make content accessible to all students will be practiced to enhance lesson design. Candidates will learn how to differentiate content to meet the diverse needs and individual differences of all students including special populations. Discussions will focus on how content fits into the comprehensive curriculum of the school. Candidates will learn how to use information in their content area to promote learning beyond middle and high school giving students skills to scaffold successful lifelong learning.

MATP 672 Dev. Content Areas (1)

During the three phases of the clinical experience, candidates are introduced in developmentally-appropriate stages to classroom practice through structured onsite activities ranging from observation of classes to whole-class lesson instruction.

Phase 1 – structured onsite activities and observation arising from credential courses

Phase 2 – individual tutoring to small-group instruction linked to credential courses

Phase 3 – whole-class instruction under supervision from practitioners in the field

MATP 683 Clinical Experience 3 (2)

The purpose of this course is to introduce candidates to the research process and the development of a small-scale study that will be conducted in the workplace environment. Candidates will collect data related to the educational question in their chosen area under the supervision of a faculty advisor, analyze the findings, and present the outcomes in a professional setting.

MATP 692 Action Research 2 (3)

 

Candidates working towards the single-subject credential will explore the unique aspects of secondary education and the developmental stage of the students in middle and high schools, and learn to be reflective teachers who prepare lessons that specifically address the diverse needs of these students. Using research-based instructional strategies that enhance learning for secondary students, candidates begin to connect the specific content learning with adolescent and young adult diverse learning styles. Sessions will focus on curriculum organization and content expectations in the candidate's respective subject area(s). Through connections between theory and practice, candidates will be able to implement pedagogically-sound practices in concert with the clinical experience. This course will explore learning theory, content area literacy, new literacies, and the provision of support for students in linguistically and culturally diverse classrooms. Candidates will set goals, plan learning activities, organize instruction, and select evaluation methods, as well as reflect on secondary classroom practices. This course is taken in conjunction with Content Area Teaching Seminar.

MATP 674 Advanced Secondary Methods (3)

AND

This course focuses on a candidate’s specific content domain. Using advanced secondary methods as springboards, candidates reflect on their content area to apply and differentiate these strategies. Candidates will explore the unique aspects of their subject matter. Specific focus is given to the differences inherent in teaching and learning in the content area: content specific vocabulary and language, management techniques that promote active learning, informal writing to learn, and assessments, as well as unique challenges associated with subject matter. Learning technologies to make content accessible to all students will be practiced to enhance lesson design. Candidates will learn how to differentiate content to meet the diverse needs and individual differences of all students including special populations. Discussions will focus on how content fits into the comprehensive curriculum of the school. Candidates will learn how to use information in their content area to promote learning beyond middle and high school giving students skills to scaffold successful lifelong learning.

MATP 676 Advanced Content Areas (1)

This Pathway is 34 units to completion.