Education

The Education Department offers undergraduate and graduate programs for the preparation of teachers:

Undergraduate

Early Childhood Education in conjunction with the Associate in Arts degree.

Preliminary Elementary Teacher Preparation (Credential) Program in conjunction with a Baccalaureate degree and a Liberal Studies major.

Preliminary Secondary Teacher Preparation (Credential) Program in conjunction with a Baccalaureate degree and an academic major.

Preliminary Education Specialist: Mild/Moderate Disabilities Preparation (Credential) Program in conjunction with a Preliminary Elementary or Secondary Teaching Credential and a major.

Graduate

Preliminary Teacher Preparation (Credential) Programs*:

Elementary (2042 Multiple Subject)

Secondary (2042 Single Subject)

Education Specialist: Mild/Moderate Disabilities

*Preservice and Intern options are available in all programs

Professional Clear Teacher Preparation (Credential) Programs:

Level II Education Specialist: Mild/Moderate Disabilities

Fifth-Year Multiple and Single Subject Credentials

Master of Science in Education with concentrations in:

Elementary Education (in conjunction with an Elementary Teacher Preparation Program)

Secondary Education (in conjunction with a Secondary Teacher Preparation Program)

Special Education: Mild/Moderate Disabilities (in conjunction with an Education Specialist Teacher Preparation Program)

Individually Designed Program (in conjunction with a Professional Clear Teacher Preparation Program)

Certificates:

Certificate in Instructional Leadership

Early Childhood Education Program A.A. Degree with a Specialization in Early Childhood Education

The Associate in Arts degree program with a specialization in Early Childhood Education is designed for the student who wishes to enter the field of preschool teaching directly upon graduation. At the completion of the two-year program, the student is qualified to teach in child development programs (pre-kindergarten) or to transfer to a four-year program to complete a Bachelor of Arts degree in Child Development, or to complete the requirements for a Bachelor of Arts degree in a related field and to apply for admission to the Preliminary Multiple Subject Teacher Preparation Program.

Program Requirements

Core Courses

EDU 31

Introduction to Early Childhood Education: Profession and Programs

(3)

EDU 32

ECE: Observation and Curriculum Planning

(3)

EDU 33

Visual and Performing Arts for the Young Child

(3)

EDU 36

Emergent Math and Science Experiences in Preschool Classroom

(3)

EDU 37

Infant and Toddler Development and Care

(3)

EDU 39

Supervised Field Work: Preschool (taken during last semester)

(6)

PSY 12

Child/Human Development

(3)

PSY 36

Language and Literacy Development in the Young Child

(3)

SOC 6

Family, Child, and Community

(3)

General Requirements

PSY 1

General Psychology

(3)

BIO 10

Health Science

(3)

PHI 15

Challenges in Philosophy

or

PHI 10

Critical Thinking

(3)

A.A. Program Requirements

SPR 85

Intro to College Studies

(1)

ENG 6A/B

Written and Oral Communication

or

ENG 1A/B

Freshman English

(3,3)

Religious Studies course

(3)

Humanities course

(3)

Quantitative Literacy course

(3)

Recommended Electives

Courses in Spanish and Physical Education

Child Development Teacher Permit

The two-year Early Childhood Education program or the four-year Child Development major fulfill coursework and fieldwork requirements for a Child Development Teacher Permit.

The requirements as established by the California Commission on Teacher Credentialing are the following:

  • Completion of an Associate of Arts degree or higher in early childhood education or child development.
  • A supervised field experience (EDU 39/139) in an early childhood education setting.
  • The candidate must have earned a C or above in each course used for the permit.

This permit is issued for five years and is renewable for successive five-year periods with the completion of 105 hours of professional growth. A Child Development Teacher Permit authorizes the holder to provide service in the care, development, and instruction of children in a child development program, and supervise a Child Development Permit Associate Teacher, a Child Development Permit Assistant, and an aide.

As Title 5 California Administrative Code Regulations pertaining to revisions in the Child Development Permit are enacted, notification of such revisions are made to students who are enrolled in the program, as well as those who make inquiry regarding it. It is recommended that those reading this section for the first time inquire as to whether the regulations stated here have undergone revision by the state.

Admission Requirements

To be accepted as an Early Childhood Education major, a student entering Mount St. Mary's College must have a high school GPA of 2.5. SAT or ACT scores are also considered; an interview may be required. Transfer students applying for the Early Childhood Education program after college experience must have a GPA of 2.25 in college-level courses, grades of C or better in all Early Childhood Education courses accepted for transfer, and a grade of C or better in a college-level (non-remedial) English course.

Specific Program Requirements

The student must complete all Early Childhood courses with a grade of C or better. A grade of C or better must also be achieved in ENG 6AB or ENG 1AB. Because of a demand in Southern California for preschool teachers who can demonstrate speaking and writing ability in the Spanish language, students are encouraged to take courses in Spanish in conjunction with the program.

Students in the Early Childhood Education specialization must be able to establish rapport with very young children and their families. They must be able to create an environment where children can discover themselves; to do this, they need broad knowledge of children's physical, social/emotional and cognitive development. Coursework, including observation, participation, and supervised teaching of children, is designed to enable students to demonstrate expertise in these areas within the two-year period.

Elementary Teacher Preparation Program in Conjunction with a B.A. Degree with a Liberal Studies Major

Preparation for certification as an elementary teacher in California consists of two components, (1) academic preparation and (2) professional preparation. In addition, other state requirements must be met, as in (3) below. The Mount St. Mary's College Elementary Teacher Preparation Program is a California Commission on Teacher Credentialing approved program for the preparation of students for the Preliminary Multiple Subject Teaching Credential as defined by SB 2042. It is possible to complete both the academic and professional preparation as an undergraduate and to graduate with a preliminary teaching credential.

(1) Academic Preparation. The undergraduate student interested in elementary school teaching completes a Liberal Studies major as described in Liberal Studies. Students must satisfy the academic preparation requirement for a teaching credential by achieving a passing score

(2) Professional Preparation. Simultaneously with the Liberal Studies major, undergraduate students complete the Elementary Teacher Preparation Program courses to satisfy professional requirements. Fieldwork in public schools affiliated with the Education Program is required in each professional preparation class. The student must be able to arrange for transportation to fieldwork sites.

Refer to Preliminary Elementary Teacher Preparation Program for the Elementary Teacher Preparation Program course list. Also see Preliminary Teacher Preparation Programs for teacher preparation program requirements and Supervised Teaching for supervised teaching policies. Units taken in the Teacher Preparation Program may count toward the Baccalaureate degree.

(3) Other Requirements: Students must apply to and be officially admitted to the Elementary Teacher Preparation Program with a passing score on the CBEST examination to enroll in advanced professional preparation coursework: EDU 155 Social Studies and the Arts and EDU 156 Language and Literacy. Prior to filing for the credential students must fulfill the requirement related to the United States Constitution and pass a state-required examination on the teaching of reading (RICA). Political Science 1, American Government and Institutions, currently meets the U.S. Constitution requirement. If a student wishes to fulfill this requirement by taking a course off-campus, she must submit an equivalency petition for approval to the Education Department prior to course enrollment. Education 156, Language and Literacy: Elementary Curriculum, will prepare students for the RICA exam. Prior to supervised teaching students must have passed all subtests of the Multiple Subject CSET examinations and have filed for a Certificate of Clearance (FBI fingerprint clearance). Finally, all teacher credential candidates must pass the state-required Teacher Performance Assessment (TPA) administered during the supervised teaching experience.

It is particularly important that students meet regularly with their Liberal Studies program advisor as the California Commission on Teacher Credentialing (CCTC) regulations are subject to change.

Secondary Teacher Preparation Program in Conjunction with a B.A. Degree with an Academic Subject Matter Preparation Program

Preparation for certification as a secondary school teacher in California consists of two components:(1) academic preparation and (2) professional preparation. In addition, other state requirements must be met, as described below. The Mount St. Mary's College Secondary Teacher Preparation Program is a California Commission on Teacher Credentialing approved program for the preparation of students for the Preliminary Single Subject Teaching Credential as defined by SB 2042. It is possible to complete both the academic and professional preparation as an undergraduate and to graduate with a preliminary teaching credential.

Academic Preparation. The undergraduate student interested in secondary school teaching majors in the academic subject she plans to teach. Students must satisfy the academic preparation requirement for a teaching credential by achieving a passing score on the state-required CSET examinations in the academic subject they intend to teach. This requirement must be satisfied prior to the application deadline for supervised teaching..

Professional Preparation. Simultaneously with the academic studies, undergraduate students complete the Secondary Teacher Preparation Program courses to satisfy professional requirements. Fieldwork in public schools affiliated with the Education Program is required in each professional preparation class. The student must be able to arrange for transportation to fieldwork sites.

Refer to Preliminary Secondary Teacher Preparation Program for the Secondary Teacher Preparation Program course list. Also see Preliminary Teacher Preparation Programs for teacher preparation program requirements and Supervised Teaching for supervised teaching policies. Units taken in the Teacher Preparation Program may count toward the Bachelors degree but are not required for graduation.

Other Requirements.

Students must apply to and be officially admitted to the Secondary Teacher Preparation Program with a passing score on the CBEST examination to enroll in advanced professional preparation coursework: EDU 166, Principles of Secondary Education, EDU 167 Principles of Secondary Curriculum and EDU 168 Content-Based Reading Instruction. Prior to filing for the credential students must fulfill the requirement related to the United States Constitution. Political Science 1, American Government and Institutions, currently meets the U.S. Constitution requirement. If a student wishes to fulfill this requirement by taking a course off-campus, she must submit an equivalency petition for approval to the Education Department prior to course enrollment. Prior to supervised teaching students must have passed all subtests of the appropriate Single Subject CSET examinations and have filed for a Certificate of Clearance (FBI fingerprint clearance). Finally, all teacher credential candidates must pass the state-required Teacher Performance Assessment (TPA) administered during the supervised teaching experience.

Students interested in the Secondary Teacher Preparation Program are urged to contact the Education Department as early as possible to obtain individual advisement and initiate an application to the Secondary Teacher Preparation Program. Students must meet regularly with their education program advisor as the California Commission on Teacher Credentialing (CCTC) regulations are subject to change.

Preliminary Teacher Preparation Programs

Undergraduate and Graduate

The Teacher Preparation Programs at Mount St. Mary's College offer coursework and fieldwork leading to a California Preliminary Teaching Credential for elementary, secondary, or special education: mild/moderate disabilities. Students may already be teaching in their own classrooms in public or private schools, or be completing the program prior to employment as a teacher. The Elementary and Secondary Teacher Preparation Programs are open to undergraduate as well as graduate students. Coursework is grounded in the California Standards for the Teaching Profession and emphasizes a cycle of planning, teaching, and reflecting that provides students with an ever-deepening understanding of how to provide all students with rigorous academic learning. The programs prepare teachers who are committed to working with diverse student populations in urban settings. Theory and practice are infused throughout the coursework with discussions and readings augmenting early fieldwork experiences in exemplary teachers' classrooms in Mount St. Mary's College associated schools. Courses and fieldwork provide essential knowledge and skills that students need to pass the California Teacher Performance Assessment and qualify for a Preliminary Teaching Credential. Other state and program requirements apply, and students are urged to maintain regular contact with their education program advisor. Graduate students may complete a Master of Science degree in Education in conjunction with the teacher preparation coursework. All post-baccalaureate programs of study offered by the Education Department are graduate level programs, whether leading to a Masters degree or not (e.g., Elementary and Secondary Teacher Preparation Programs). As such, these programs are governed by policies and procedures for graduate degree programs in all applicable areas.

Admission to Teacher Preparation Programs

Undergraduate applicants for a Teacher Preparation Program apply directly to the Education Department for admission. Graduate applicants apply through the Graduate Division (See Graduate Degree Admissions Policies, p. 81). Ongoing contact with education advisors is important, as teacher preparation requirements are subject to change.

Requirements for admission include:

  • completion of the appropriate application form
  • for graduate students, payment of application fee
  • an application essay
  • completion of statements affirming the moral character of the candidate according to guidelines provided by the California Commission on Teacher Credentialing
  • a minimum grade point average of 2.5 on a four-point scale, documented by official transcripts
  • two letters of recommendation indicating suitability for teaching and potential for success in the Teacher Preparation Program
  • interview with an Education department advisor related to professional attitude, goals, and personal qualifications
  • a passing score on the California Basic Skills Test (CBEST)
  • verification of current medical clearance for tuberculosis
  • for graduate students, an official score report from at least one subtest of the appropriate CSET examination
  • for graduate students, a Baccalaureate degree from an accredited college or university. Degrees earned outside the United States must be evaluated for equivalency by an agency approved by the California Commission on Teacher Credentialing. The Graduate Division provides a list of approved agencies.
  • for students applying to a Professional Clear program, a valid Preliminary teaching credential, verification of employment as a full-time teacher in a setting appropriate to the credential, and documentation that an approved induction program is not available
  • For students applying to the Instructional Leadership Program, verification of 2 years of teaching experience
  • For interns, passing score report on all requirement CSET exams, Certificate of Clearance, satisfactorily completion of U.S. constitution requirement, offer of employment.

Applications are accepted three times a year. The application deadlines are November 15 for spring acceptance, April 15 for summer acceptance, and July 15 for fall acceptance. Students may enroll in one course as a non-matriculating student prior to program acceptance.

Admission to a teacher preparation program does not guarantee that a credential will be granted. The Admissions Committee reserves the right to dismiss from a teacher preparation program a student who does not meet program standards.

Preliminary Elementary Teacher Preparation Program

The Elementary Teacher Preparation Program at Mount St. Mary's College has been approved by the California Commission on Teacher Credentialing under the 2001 SB 2042 Standards for Professional Preparation. This program prepares teachers to work with students in elementary (typically K-6) classrooms. Students begin the program with prerequisite courses in foundational areas such as development, culture, and language acquisition. They complete four professional preparation courses that include early fieldwork in exemplary teachers' classrooms in Mount St. Mary's College associated schools. Students finish the program with supervised teaching and a culminating seminar. . Supervised teaching may be completed in the student's own classroom (interns and private school teachers) or in classrooms in Mount St. Mary's College associated schools (undergraduates and pre-service graduate students). Coursework and fieldwork provide the essential knowledge and skills students need to pass the state-mandated California Teacher Performance Assessment and the Reading Instruction Competence Assessment (RICA). Additional requirements for a teaching credential include passing scores on the Multiple Subjects CSET examinations, the U.S. Constitution requirement (verified by coursework or exam) and a Certificate of Clearance. Upon successful completion of all requirements, students apply for the Preliminary Multiple Subject Teaching Credential. Students are urged to maintain regular contact with their education program advisor as the CCTC credential requirements are subject to change. Graduate students may complete a Master of Science degree in Education in conjunction with the preliminary teacher preparation coursework.

Prerequisite Coursework (15-17 units)*

EDU 106/206

School and Society

(3)

PSY 113 or EDU 251

Development and Learning Across Cultures

(3)

SOC 161

Dynamics of Majority/Minority Relations

(3)

or EDU 252

Diversity and Schools

(3)

ENG 102

Structure of Modern English

(3)

or EDU 253

Language Competence and Education

(3)

EDU 170A/270A

Intro to the Education of Exceptional Learners

(1)

BIO 10

Health Science

(3)

or EDU 213A

Health Related Issues in Education

(1)

PED 100 or EDU 212

Physical Education: Elementary Curriculum

(1)

Preliminary Professional Preparation Coursework (12 units)*

EDU 150/250

Elementary Instruction: Theory and Practice

(3)

EDU 154/254

Mathematics and Science: Elementary Curriculum

(3)

EDU 155/255

Social Studies and the Arts: Elementary Curriculum

(3)

EDU 156/256

Language and Literacy: Elementary Curriculum

(3)

Supervised Teaching (8-14 units)*

EDU 116/316

Supervised Teaching: Elementary Fieldwork

(6-12)

EDU 316L

Intensive Fieldwork: Elementary

(0)

EDU 123/323

Supervised Teaching Seminar

(2)

* Undergraduate program includes 100 level courses; Graduate program includes 200/300 level courses.

Preliminary Secondary Teacher Preparation Program

The Secondary Teacher Preparation Program at Mount St. Mary's College has been approved by the California Commission on Teacher Credentialing under the 2001 SB 2042 Standards for Professional Preparation. This program prepares teachers to work with students in middle and high school classrooms. Students begin the program with prerequisite courses in foundational areas such as development, culture, and language acquisition. In the three professional preparation courses students work with Content Area Coaches who are exemplary classroom teachers. This experience includes fieldwork in the Content Area Coaches' secondary classrooms. Students finish the program with supervised teaching and a culminating seminar. Supervised teaching may be completed in the student's own classroom (intern or private school teachers) or in exemplary teachers' classrooms in Mount St. Mary's College associated schools (undergraduates and pre-service graduate students). Coursework and fieldwork provide the essential knowledge and skills students need to pass the California Teacher Performance Assessment. Additional requirements for a teaching credential include passing scores on the appropriate CSET examinations, the U.S. Constitution requirement (verified by coursework or exam) and a Certificate of Clearance. Students are urged to maintain regular contact with their program advisor as the CCTC credential requirements are subject to change. Graduate students may complete a Master of Science degree in Education in conjunction with the preliminary teacher preparation coursework.

Prerequisite Coursework (15-17 units)*

EDU 106/206

School and Society

(3)

PSY 113 /EDU 251

Development and Learning Across Cultures

(3)

SOC 161

Dynamics of Majority/Minority Relations

(3)

or EDU 252

Diversity and Schools

(3)

ENG 102

Structure of Modern English

(3)

or EDU 253

Language Competence and Education

(3)

EDU 170A/270A

Intro to the Education of Exceptional Learners

(1)

BIO 10

Health Science

(3)

or EDU 213A

Health-Related Issues in Education

(1)

Preliminary Professional Preparation Coursework (12 units)*

EDU 166/266

Principles of Secondary Education & Content Area Modules

(4)

EDU 167/267

Principles of Secondary Curriculum & Content Area Modules

(4)

EDU 168/268

Content-Based Reading Instruction & Content Area Modules

(4)

Supervised Teaching (8-14 units)*

EDU 164/364

Supervised Teaching: Secondary Fieldwork

(6-12)

EDU 123/323

Supervised Teaching Seminar

(2)

*Undergraduate program includes 100 level courses; Graduate program includes 200/300 level courses.

*At this time it is possible to earn a Preliminary Education Specialist: Mild/Moderate Disabilities credential in conjunction with a Preliminary Elementary or Secondary credential with advisor's approval. This program includes a fifth year of study with two semesters of supervised teaching. For specific program planning contact the Education Department.

Preliminary Education Specialist: Mild/Moderate Disabilities Teacher Preparation Program

The Education Specialist Teacher Preparation Program at Mount St. Mary's College has been approved by the California Commission on Teacher Credentialing The program prepares teachers to work with K-12 students with mild/moderate disabilities including students with learning disabilities, mental retardation, serious emotional disturbance, and health impairments. These teachers may be employed in their own classroom, in a resource specialist position, or in an inclusion specialist position serving special education students in general education settings. The Preliminary Education Specialist program is open to graduate students only.

Students begin their preparation in the Preliminary Level I program with general and special education coursework and field experiences and conclude the program with supervised teaching. For the general education requirements, students select an elementary or a secondary emphasis. Courses include fieldwork experiences in general and special education classrooms. The fieldwork requirements may be completed in the student's own classroom (interns) or in exemplary teachers' classrooms in Mount St. Mary's College associated schools (pre-service graduate students). Additional requirements for a teaching credential include passing scores on the appropriate CSET examinations and the Reading Instruction Competence Assessment (RICA), the U.S. Constitution requirement (verified by coursework or exam) and a Certificate of Clearance. Students are urged to maintain regular contact with their program advisor as the CCTC credential requirements are subject to change. Students may complete a Master of Science degree in Education in conjunction with the preliminary teacher preparation coursework.

General Education Coursework (9-10 units)

EDU 253

Language Competence and Education

(3)

EDU 250

Elementary Instruction: Theory & Practice

(3)

or

EDU 266

Principles of Secondary Education & Content Area Modules

(4)

EDU 256

Language & Literacy: Elementary Curriculum

(3)

Special Education Coursework (15 units)

EDU 270C

Introduction to the Education of Exceptional Learners

(3)

EDU 271

Educational Assessment Students with Disabilities

(3)

EDU 272

Classroom Management for Students with Learning & Behavior Problems

(3)

EDU 275

Literacy Instruction for Struggling Readers and Writers

(3)

EDU 276

Content Area Instruction for Students with Special Needs

(3)

Supervised Teaching Requirements (13 units)

EDU 378

Supervised Teaching: Special Education

(6-12)

EDU 316L/364L

Intensive Fieldwork: General Education

(0)

EDU 323

Supervised Teaching Seminar

(2)

Upon completion of all requirements, students apply for either a Certificate of Eligibility for a Preliminary Education Specialist Credential or, if employed in a special education setting, a Preliminary Education Specialist Credential. When students complete the Preliminary Education Specialist program and obtain a special education teaching position, they must begin the Professional Level II Education Specialist Credential program at Mount St. Mary's College or another CCTC approved program.

Preliminary Teaching Intern Programs

Preliminary teaching intern program options are available for the Elementary, Secondary and Special Education Teacher Preparation Programs. These programs are available for eligible graduate students who are able to secure an intern position in a public school district. Additional program application requirements include passing scores on all required CEST examinations, verification of satisfaction of the U.S. Constitution requirement, a Certificate of Clearance and an offer of employment in a public school classroom appropriate for the credential program. The coursework for the intern programs is identical to the coursework described above for the preliminary credential programs with the addition of intern seminars and classroom supervision to support interns throughout their credential program. Interns may participate in a two- or one-year program. Two-year interns assume teaching responsibilities at the beginning of their credential program as soon as they have completed the two required pre-service courses that provide them with basic instructional skills and knowledge. One-year interns complete one year of coursework including the required pre-service courses prior to obtaining an intern teaching position.

Pre-Service Coursework

Elementary Program

EDU 250

Elementary Instruction: Theory and Practice

EDU 316L

Intensive Fieldwork: Elementary

EDU 253

Language Competence and Schools

Secondary Program

EDU 266

Secondary Instruction: Theory and Practice

EDU 364L

Intensive Fieldwork: Secondary

EDU 253

Language Competence and Schools

Education Specialist

EDU 270C

Introduction to Education of Exceptional Learners Program:

EDU 378L

Intensive Fieldwork: Special Education

EDU 253

Language Competence and Schools

Intern Seminars

Interns register each semester for a special section of EDU 323, Supervised Teaching Seminar. The seminar meets five to seven times a semester to support interns in their on-going teaching responsibilities and in the completion of the Teacher Performance Assessment tasks in their final semester. Two-year interns register for the seminar for 0.5 units each fall and spring semester for a total of 2 units over the course of their two-year program. One-year interns register for 1 unit a semester for a total of 2 units.

Supervised Teaching

Interns receive support from an on-site support provider and a college supervisor throughout their program. The on-site support provider, an experienced teacher with a teaching credential in the same area sought by the intern, meets regularly with the intern to guide them through the first years of teaching. The college supervisor visits the intern's classroom on a regular basis to support the application of MSMC credential coursework to the intern's practice. Two-year interns register for 3 units of supervised teaching each fall and spring semester for a total of 12 units over the course of their two-year program. One-year interns register for 6 units a semester for a total of 12 units.

Supervised Teaching Policies

The supervised teaching experience in the Teacher Preparation Programs is structured to address candidates' diverse levels of teaching experience. An important part of candidates' initial advisement is the determination of how they will fulfill the supervised teaching requirement based on their previous experience and present situation. Those planning to register for supervised teaching must meet with their advisor at least one semester before the beginning of the semester in which they plan to register for this experience and complete an Application for Supervised Teaching. The application deadlines are May 15 for fall supervised teaching and November 15 for spring supervised teaching. All prerequisites for supervised teaching must be met by these dates to be eligible for supervision.

The candidate is supported by a college supervisor and a cooperating teacher (pre-service teachers) or on-site supervisor (private school in-service teachers and interns). College supervisors make regular visits to the candidate's classroom and work closely with the candidate and the cooperating teacher or on-site supervisor.

Prerequisites for Supervised Teaching

  1. Official admission to the Teacher Preparation Program (includes passage of the CBEST).
  2. Official passing score report on the appropriate CSET examination.
  3. Successful completion of the appropriate prerequisite and professional preparation coursework with at least a 3.0 GPA.
  4. Certificate of Clearance issued by Commission on Teacher Credentialing
  5. Verification of current medical clearance for tuberculosis
  6. Eligible in-service teachers: Approved Equivalency Petition forms for waiver of 6 units of supervised teaching.

Options to Fulfill Supervised Teaching Requirements

Option I: Supervised Teaching for Pre-Service Candidates

Undergraduate and graduate pre-service candidates are required to complete a full-time supervised teaching experience of 12 units over one semester (see EDU 116A/B, 316A/B, 164A/B, 364A/B, or 378A/B). Students are placed in Mount St. Mary's College approved sites with cooperating teachers for two assignments of six-to-seven weeks each. Students do not make their own arrangements for the supervised teaching placement. Students are guided in teaching techniques by the cooperating teacher and the college supervisor through two assignments at varying grade levels and with culturally and linguistically diverse student populations. A bi-weekly seminar (EDU 123/323) supports the supervised teaching experience.

Option II: Supervised Teaching for Private School Teachers

Option II is available only to private school teachers whose schools are located in Los Angeles County. Students who are full-time, contracted (in-service) teachers may fulfill the supervised teaching component in their own classroom (see EDU 316C, EDU 364C, or EDU 378C). In-service teachers complete 12 units of supervised teaching, 6 units a semester for two semesters. Multiple Subject candidates must be teaching multiple subjects in a self-contained classroom in grades K-8. Single Subject teachers must be teaching in a departmentalized setting in the subject area in which they are pursuing a credential, typically in grades 6–12. Education Specialist teachers must be teaching in a Special Day Class, Full Inclusion Program or Resource Specialist Program for students with mild/moderate disabilities. A bi-weekly seminar supports the supervised teaching experience (EDU 323).

Teachers who have taught successfully on a full-time, contracted basis (long-term substitutes are not eligible) in the appropriate subject area and level for at least two years prior to the supervised teaching semester may petition to have six of the required 12 units of supervised teaching waived. Equivalency petitions are available from the education advisor and must be submitted by the supervised teaching application deadline. The equivalency petition must be approved by the department chair prior to enrollment in supervised teaching. For those who waive six units of supervised teaching, the remaining six units may be fulfilled in their own classroom in one semester. If waived, units are not awarded. Teachers must submit documentation that their teaching assignment has been, and continues to be, a full-time, paid teaching position and that the subject matter and level are congruent with the credential sought. For secondary credential candidates, other requirements apply. Candidates should consult their advisor.

State regulations under SB 57 allow private school teachers with three or more years of appropriate experience to waive the entire supervised teaching requirement for the Preliminary Multiple Subject or Single Subject Credential. However, candidates must enroll in the Supervised Teaching Seminar (EDU 323) to complete the required Teacher Performance Assessments (TPA). SB 57 candidates are not recommended by the college for a credential; they apply directly to the state. State guidelines and procedures governing SB 57 are available from the program advisors.

Option III: Supervised Teaching for Public School Interns

Public school interns enroll in supervised teaching to receive support from a college supervisor throughout their program. Two-year interns register for 3 units of supervised teaching (EDU 316D, 364D, 378D) each fall and spring semester for a total of 12 units over the course of their two-year program. One-year interns register for 6 units a semester (EDU 316C, 364C, 378C) for a total of 12 units. Multiple Subject interns must be teaching multiple subjects in a self-contained classroom in grades K-8. Single Subject interns must be teaching in a departmentalized setting in the subject area in which they are pursuing a credential, typically in grades 6 – 12. Education Specialist interns must be teaching in a Special Day Class, Full Inclusion Program or Resource Specialist Program for students with mild/moderate disabilities.

Intensives

Private school teachers are required to complete fieldwork in a public school classroom. Secondary teachers satisfy this requirement during the early fieldwork assignments in the methods courses (EDU 266, 267, 268). Elementary candidates satisfy this requirement during a two-week intensive in a public school classroom (see EDU 316L.). Education Specialist teachers are required to complete fieldwork in a general education classroom. This requirement is satisfied by completing a two-week intensive in an elementary or secondary classroom (see EDU 316L/364L). Interns are placed in a classroom appropriate for their credential to complete a two-week intensive (EDU 316L, 364L or 378L) in conjunction with their pre-service methods course (EDU 250, EDU 266 or EDU 270C).

Professional Teaching Credential Programs

Fifth-Year Multiple Subject and Single Subject Teacher Credential Programs

There are several options for completion of the professional requirements for the Professional Multiple Subject and Single Subject Credentials. Students should see a program advisor to determine the most appropriate program for them to pursue. The Education Department has a California Commission on Teacher Credentialing (CCTC) approved fifth year program of study for the Multiple and Single Subject Professional Credential. The MSMC "fifth year" option for a professional credential is only available to candidates working in school settings that do not have a CCTC-approved induction program. This program requires 30 semester units of post-baccalaureate coursework including the following advanced courses. A total of 12 units of coursework must be taken in residence at Mount St. Mary's College to be eligible for a college recommendation for a professional credential. Application requirements include a preliminary California teaching credential and verification of employment as a full-time teacher and unavailability of a CCTC-approved induction program.

Advanced Courses

EDU 270B

Exceptional Learners: Supporting Educational Equity and Access

(3)

EDU 205

Technologies for Educators

(3)

EDU 289

English Learners: Supporting Educational Equity and Access

(3)

EDU 213B

Healthy Environments for Student Learning

(3)

Professional Level II Education Specialist: Mild/Moderate Disabilities Credential Program

Students are eligible to begin the Professional Education Specialist program when they complete the Preliminary Education Specialist program and obtain a special education teaching position working with students with mild/moderate disabilities. This must be a full-time, permanent position. Teachers in day-to-day substitute or long-term substitute positions are not eligible for this program.

In the Professional Education Specialist program, students work with a district support provider and a college advisor to develop a Professional Induction Plan that includes advanced coursework, professional experiences, and a one-year mentorship under an assigned support provider. The program is designed to meet the student's individual needs and professional development goals. The plan must be developed within the first 120 days of employment. Students may complete a Masters degree, a multiple or single subject credential, or non-college professional development activities as a part of their Professional Education Specialist program. The program, including 30 post-baccalaureate degree units, must be completed within five years of the issuance date of the preliminary credential. Application requirements include a preliminary Education Specialist: Mild/Moderate California teaching credential and verification of employment in an appropriate setting.

The Professional Education Specialist Program is offered in collaboration with Loyola-Marymount University.

Core Special Education Requirements (13 units)

EDU 321

Professional Induction Planning Seminar

(0.5)

EDU 281

Advanced Issues in Assessment and Instruction of Students with Special Needs

(3)

EDU 282

Consultation and Collaboration for Students w/ Special Needs

(3)

EDU 283

Supportive Environments for Students with Behavioral and Emotional Needs (3)

 

EDU 289

English Learners: Supporting Educational Equity and Access

(3)

EDU 322

Professional Educator Evaluation Seminar

(0.5)

Elective (3 units) or Non-University Option (45 hours)

Depending on their individual needs and professional goals, students may elect to complete their Level II special education requirements by taking a three-unit elective course or by completing 45 hours of approved professional development activities. Students who choose to take a three-unit elective are encouraged to select a course that will enable them to pursue a Multiple Subject Credential, Single Subject Credential, or Masters degree in conjunction with the Level II program.

Additional Professional Clear Requirements (4 units)

EDU 205

Technologies for Teachers

(3)

EDU 213A

Health-Related Issues in Education and CPR

(1)

Teacher Preparation Course Equivalency

Candidates who have had previous courses/experience which are equivalent to the Mount St. Mary's College teacher preparation requirements may petition through the program advisor to have such courses/experience accepted in lieu of the prescribed coursework for a teaching credential. Courses for which equivalency is granted must have been completed no more than seven years previous to the date of petition, with a grade of B- or better. Courses must have been taken for a letter grade. Narrative assessment will be considered. Pass/Fail or Credit/No Credit courses are not accepted for course equivalency. Appropriate equivalency petitions for extension courses will be approved for teacher credential application purposes but will not meet the requirements for transfer of credit for the Master of Science degree in Education. It is the student's responsibility to obtain, complete, and submit the required petition forms and supporting documents to the program advisor. The program advisor makes a recommendation in consultation with the instructor who is responsible for the course for which the candidate is seeking equivalency. The department chair reviews this recommendation. No grades or unit credits are granted or indicated on the candidate's transcript as a result of this process. However, completion of the equivalency is indicated in the candidate's advisement file. No more than six units may be fulfilled in this manner to qualify for the Mount St. Mary's College recommendation for the credential. Equivalency petitions are considered after the student has been accepted into the credential program and prior to the last semester of the program. For guidelines refer to the transfer of credit policy for the masters degree.

Grading Policies

All education program courses must be taken on a letter grade basis, except EDU 39, 100, 101, 102, supervised teaching and supervised teaching seminars which are Credit/No Credit courses.

Undergraduate students must maintain an overall grade point average of 2.5. Failure to maintain the 2.5 GPA will places a student on probation. Refer to the College probation policy.

All students must maintain a GPA of 3.0 in education program courses, including prerequisites. If a student's GPA in education classes drops below 3.0 in any semester, the student is placed on probation for the next semester. If the student does not attain a GPA of a 3.0 in the program, including prerequisites, within two semesters on probation, the student will be disqualified from the program. Students may repeat education courses in which a grade of C- was earned to raise the GPA to 3.0. Recommendation for a teaching credential requires a 3.0 GPA in education program courses with no course grade below C-.

Course credit is not granted for a grade of D or F in an education course. A student may repeat the first course in which a grade of D or F is received. Receiving a second D or F, either in the repeated course or in another course in the program, results in disqualification from the program. This policy includes the courses required for the professional clear teaching credential. For supervised teaching, students will be assigned credit (CR) for the experience if their performance in the Supervised Teaching course is evaluated as C quality or better. If a student's work is evaluated as work of below C quality, no credit (NC) will be awarded. Students receiving a grade of NC may petition to re-register for 6 to 12 units of supervised teaching.