Mount Saint Mary's College


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Undergraduate Teacher Preparation Programs

Secondary Teacher Preparation Program and a Baccalaureate Degree

The undergraduate student interested in becoming a secondary school teacher majors in the academic subject she plans to teach and also completes the Secondary Teacher Preparation Program. Units taken in the Teacher Preparation Program may count toward the bachelors degree but are not required for graduation.

Committed to social justice, inclusiveness, and leadership, the Secondary Teacher Preparation Program offers in-depth coursework that leads to a Single Subject teaching credential. It is accredited by the California Commission on Teacher Credentialing under SB 2042 standards. Coursework, grounded in the California Standards for the Teaching Profession, emphasizes a cycle of planning, teaching, and reflecting that provides credential candidates with an ever-deepening understanding of how to provide all students with rigorous academic learning. The program prepares teachers who are committed to working with diverse student populations in urban settings and empowers them to make the best possible choices for their students.

Theory and practice are infused throughout the courses, with  discussions and readings augmenting early fieldwork in urban schools. Courses are carefully constructed to build one upon the other and all professional preparation courses include early fieldwork in exemplary teachers’ classrooms in Mount St. Mary’s College associated schools. During early fieldwork experiences and supervised teaching, candidates work with diverse student populations to develop effective teaching skills and strategies, including techniques for teaching English learners. All candidates learn how to provide equal learning opportunities for children learning English and a newly revised program focuses particularly on preparing to effectively teach children with special needs.

Download the Education Admissions Flyer for an abbreviated overview of the program.

Certificate in Inclusive and Responsive Teaching (CIRT)

Candidates entering our newly revised program also earn a Certificate in Inclusive and Responsive Teaching (CIRT). This 12-unit certificate program, fully embedded within the Preliminary Teaching Credential coursework, highlights the specialized training received by our candidates when seeking employment. This certificate attests to our candidate’s ability to provide an inclusive and responsive classroom environment for all learners, especially those with the most common disabilities found in schools.

The following coursework has been carefully planned to provide multiple opportunities to meet the state requirements for the SB 2042 Single Subject preliminary credential and to prepare students for successfully completing the Teacher Performance Assessment, a State assessment embedded in supervised teaching. Please contact the Director of Secondary Education for additional information.

Download the CIRT Description File to learn more about how earning the CIRT strengthens your ability to address the needs of diverse students in your classroom.

Program Requirements for Students Entering Spring 2012 and After

Prerequisite Courses (14 units)
EDU  106 School & Society (2)
EDU  107 Teaching English Learners (1.5)
EDU  108A Introduction to Exceptional Learners (1.5)
EDU  108B Responsive Teaching for All Learners (1.5)
PSY   113 Learning in Children and Adolescents Across Cultures (3)
EDU  151Typical and Atypical Child and Adolescent Development (1)
EDU  152 Diversity & Schools (1.5)
BIO  10 Health Science (3)
ENG  102 The Structure of Modern English (English Majors Only)

Professional Preparation Courses (13 units)
EDU 166 Principles of Secondary Education & Content Area Modules (4)
EDU 167 Principles of Secondary Curriculum & Content Area Modules (4)
EDU 168 Content-based Reading Instruction & Content Area Modules (4)
EDU 109A TPA Lab I (.5)
EDU 109B TPA Lab II (.5)

Supervised Teaching (11)
EDU 164 Supervised Teaching: Elementary Fieldwork (8)
EDU 110 Supervised Teaching Culminating Seminar (3)

Program for Continuing Students

Prerequisite Courses (17 units)
EDU 106   School and Society (3)
PSY 113   Learning in Children and Adolescents Across Cultures (3)
SOC 161  Dynamics of Majority-Minority Relations (3)
ENG 102   Structure of Modern English (3)
EDU 170A Introduction to Education of Exceptional Learners (1)
BIO 10     Health Science (3)

Professional Preparation Courses (12 units)
EDU 166  Principles of Secondary Education & content Area Modules (4)
EDU 167  Principles of Secondary Curriculum & content Area Modules (4)
EDU 168  Content-Based Reading Instruction & Content Area Modules (4)

Supervised Teaching (14 units)
EDU 164A Supervised Teaching: Secondary Fieldwork (12)
EDU 123  Supervised Teaching Seminar (2)

Application Procedures

Students interested in becoming a teacher must submit an application to the Teacher Preparation Program no later than the fall of the sophomore year.  Application requirements include:

  • Application
  • Application essay
  • Passing score on the California Basic Educational Skills Test (CBEST)
  • Tuberculosis clearance
  • Two letters of recommendation
  • 2.5 GPA
  • An interview with an Education Department advisor.  Call the department secretary at (213) 477-2620 to schedule an appointment.
Goals and Learning Outcomes for the Single Subject Preliminary Credential Program

You can be confident that your MSMC program will benefit you and your future students. Mount St. Mary's College is proud to be part of a culture of assessment. As part of our Mount family, we will ensure that you achieve the skills necessary to successfully enter the education profession. You will be joining a team that adopted the Teacher Performance Assessment (TPA) process early and has an outstanding record of candidate success. You will be guided every step of the way and enjoy personal advisement and attention.

By the end of your program you will…

Goal 1: Engage and Support Students in Learning (CSTP 1)

  • Make content comprehensible for all of your diverse students, including those with special needs (TPE 4)
  • Engage your students (TPE 5)
  • Employ developmentally appropriate teaching practices (TPE 6)
  • Teach English learners (TPE 7) 

Goal 2: Create and Maintain Effective Environments for Student Learning (CSTP 2) 

  • Use instructional time to its full advantage (TPE 10)
  • Create a positive social environment in your classroom (TPE 11)

Goal 3: Make Subject Matter Comprehensible to Students (CSTP 3)

  • Use subject-specific pedagogical skills to teach your chosen content area (TPA 1B)

Goal 4: Plan Instruction and Design Learning Experiences for Students (CSTP 4)

  • Recognize and use various means to learn about your students in order to improve academic outcomes (TPE 8)
  • Create and implement logical, culturally relevant, differentiated, and engaging instructional plans (TPE 9)

Goal 5: Assess Student Learning (CSTP 5)

  • Monitor your students’ learning during instruction in order to assess student progress (TPE 2)
  • Choose, employ, and interpret appropriate assessments in order to assess learning and plan future instruction and intervention (TPE 3)

Goal 6: Develop as a Professional Educator (CSTP 6)

  • Know and understand various professional, legal, and ethical obligations you are responsible for upholding as a teacher in the state of California (TPE 12)
  • Evaluate your own teaching practices through cycles of reflection and feedback in order to formulate and prioritize your future goals for increasing your students’ success and your teaching effectiveness (TPE 13)