The Multiple Subject Credential Program provides the
knowledge and experience in University and school classrooms
needed to begin a teaching career. Student teaching is
concurrent with university course work so that the knowledge,
theories and concepts learned in the program can be directly
and immediately applied and reflected upon in the classroom
setting.
- Students earn both a Master’s degree and teaching
credential in 13 months.
- Students have significantly more field-based experiences
and achieve a higher level of sophistication with using
technology as an instructional tool.
- The program is specifically designed to prepare teachers
for diverse students in urban schools.
- M.A.T. graduates will be in high demand and can enter
the salary scale at a higher level in most school districts.
- The program is approved by the California Commission
on Teacher Credentialing.
Courses in the program are divided into four
broad categories, providing students with theoretical foundations
and teaching strategies for successful entry into the teaching
profession.
- Foundations
Foundations classes provide in-depth knowledge
in sociological and psychological theories and their
application in the classroom. Foundations classes also
introduce students to the latest strategies for infusing
technology into instruction.
- Teaching Methods
Teaching Methods classes lay the foundation
for teaching linguistically and ethnically diverse students
in urban schools. Courses introduce students to planning,
implementing, and assessing instruction across all content
areas.
- Language and Literacy
Language and literacy issues are at the forefront
of educational reform efforts nationally. Courses include
theories of language and literacy for both primary and
second language learners and the application of these
concepts across all content areas.
- Supervised Field Experience
and Student Teaching
Supervised field experiences are an integral
part of every course. From the beginning of the program,
students are placed in local classrooms to learn practical
applications of theories and instructional methods from
experienced teachers. Students complete two semesters
of student teaching.
| Summer I |
|
| EDUC 503 |
Teaching and Learning
in U.S. Schools (4 units) |
| EDUC 520 |
Foundations of Language
Education (3 units) |
|
|
| |
|
| Fall |
|
| EDUC 537 |
Methods in Bilingual
Education and in Teaching English as a Second Language
(3 units), or |
| EDUC 560 |
* Primary Language Instruction
in a Bilingual Setting (3 units – BCLAD only) |
| EDUC 511 |
Reading and Writing
Methods for Elementary Teaching (4 units) |
| MUED 479 |
Music for the Elementary
Classroom Teacher (2 units) |
| EDUC 548A |
Multiple Subject Matter
Methods (2 units) |
| EDUC 549A |
Student Teaching in
Multiple Subjects (3 units) |
| |
|
| Spring |
|
| EDUC 538 |
Curricula and Cultural
Pluralism (3 units) |
| EDUC 415 |
Content to Pedagogy:
Mathematics in the Elementary School (2 units) |
| EDUC 417 |
Content to Pedagogy:
From Science Content to Science Curriculum (2 units) |
| EDUC 418 |
Content to Pedagogy:
From Social Sciences to Social Studies (2 units) |
| EDUC 548B |
Multiple Subject Matter
Methods (2 units) |
| EDUC 549B |
Student Teaching in
Multiple Subjects (3 units) |
| EDUC 558 |
* Culture Learning in
Schools: Latino (3 units – BCLAD only) |
|
|
| |
|
| Summer II |
|
| EDUC 416 |
Content to Pedagogy:
Art in the Elementary School (2 units) |
| EDUC 419 |
Content to Pedagogy:
Physical Education for Elementary Teaching (2 units) |
*BCLAD is the Bilingual, Cross Cultural, Language and
Academic Development Credential.
Program revisions shown are anticipated to be in effect
starting Summer 2007.
Concurrent with courses and student teaching, students
complete a capstone learning experience. This is a summative
assessment of the coursework and field experiences, and
is more relevant to teacher preparation than the traditional
thesis or comprehensive exams.
The capstone experience requires successful completion
of an electronic portfolio, which includes artifacts from
each element of the program, examples of student work,
reflective student journal entries, and either a videotape
or DVD of student teaching experiences. The e-portfolio
serves as a summative evaluation of work in the program
and fulfills state credentialing requirements. It is also
a useful tool when students apply for teaching positions.
- USC Application- www.usc.edu/admission/graduate/apply
- Rossier School of Education Application Checklist
- Bachelor’s degree from an accredited institution
with a target GPA of 3.0 or above. Degree must be in
the same content area as the single subject credential
program.
- GRE target score is 1000 or better. Test must have
been taken within the past 5 years. Visit www.gre.org.
- A passing CBEST score.
- Three letters of recommendation-a minimum of one academic
reference required.
- Application essay addressing the following questions:
- Reflecting on the mission of the Rossier School
of Education, what assumptions, thoughts, and conclusions
have you drawn about teaching in the urban context
and what evidence from your own experiences, interests
and abilities supports these thoughts and conclusions?
- Our conceptual framework addresses teacher leaders
as urban change agents. In discussing your fit with
urban education, please describe what role(s) you have
played and/or will play as a leader and/or change agent.
- Describe your educational and/or employment background
and how it relates to your interest in becoming a teacher
in urban schools. Explain any special talents, skills,
and insights you bring to the profession that might
support your future success teaching culturally, ethnically,
and linguistically diverse students. Describe any challenges
you expect to face as a teacher and your thoughts on
how to prepare for these challenges.
Interviews may be requested.
Early: January 15
Final: February 15
It is in your best interest to apply as early as possible since space in the program is limited.
Multiple Subject Credential