EDUCATION - TEACHER EDUCATION
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. The College of Education offers several master's degree programs.
Specializations
- Minor: Teacher Education - Teaching, Equity, and Engagement
- Preliminary Teaching Credentials: Multiple Subject (MS)/Single Subject (SS)
- MA in Education: Behavioral Sciences Gender Equity Studies/Curriculum and Instruction/Educational Technology, iMet/Language and Literacy
UNDERGRADUATE PROGRAMS
Requirements - Minor in Teacher Education - Teaching, Equity, and Engagement
Units required for Minor: 15
Courses in parentheses are prerequisites.
Select one grouping from the following (3 units):
Tutoring Children in Mathematics (Corequisite: EDUC 124B) AND |
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Tutoring Children in Mathematics: Practicum (Corequisite: EDUC 124A) OR |
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Tutoring Children in Reading (Corequisite: EDUC 125B) AND |
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Tutoring Children in Reading: Practicum (Corequisite: EDUC 125A) |
Select one of the following (3 units):
Literature For Children (Must have Junior or higher standing to enroll in this course) |
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Multicultural Children's Literature (GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X) |
Take three of the following (9 units):
(3) |
Urban Education (GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X) |
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(3) |
Sex Role Stereotyping in American Education (GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X) |
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(3) |
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One elective from the list of approved electives. See advisor/s for list of approved electives. |
Credentials
As new regulations become mandated by the California Commission on Teacher Credentialing (CCTC) and the State Board of Education, requirements for meeting subject matter competency and/or requirements for all basic credential programs will be changed to comply with the new requirements. The basic credential program is legislated according to the SB 2042 (Preliminary) Credential requirements. For further information, please contact the Teacher Preparation and Credentials Office in Eureka Hall 216, (916) 278-6403.
Multiple Subject Teaching Credential
- The Multiple Subject Teaching Credential (MSTC) authorizes the holder to provide instruction in any self-contained classroom. In practice, the MSTC is held by elementary and early childhood teachers.
- Students who wish to pursue a career in Special Education can earn a Mild/Moderate or Moderate/Severe Specialist Credential (a basic Multiple Subject credential is not a prerequisite but can be earned concurrently). This dual option is available only through the Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies. For more information, please contact the Department office at (916) 278-6622.
- The MSTC embeds the English Language Authorization (ELA), which prepares students to work with second language learners.
- A Bilingual Authorization for Spanish or Hmong is also available. Students who seek an added credential authorization to teach in a bilingual setting or in another subject area can obtain information on added authorizations from the Credential Office in Eureka Hall 209.
Single Subject Teaching Credential
The Single Subject Teaching Credential (SSTC) authorizes the holder to provide instruction in the subject named on the credential in departmentalized classrooms, such as those typically found in most junior high schools, middle schools, and high schools.
Students who wish to pursue a career in Special Education can earn a Mild/Moderate or Moderate/Severe Specialist Credential (a basic Single Subject credential is not a prerequisite).
The SSTC embeds the English Language Authorization (ELA), which prepares students to work with second language learners.
A Bilingual Authorization for Spanish or Hmong is also available. Students who seek an added credential authorization to teach in a bilingual setting or in another subject area can obtain information on added authorizations from the Academic and Program Services Office, Eureka Hall 401.
Teaching Credentials with a Bilingual/Crosscultural Language and Academic Development Emphasis (BCLAD)
The BCLAD Emphasis is a specialized authorization that authorizes the credential holder to provide instruction in the primary language to students with limited English proficiency. This option is available only for students who are completing their Multiple or Single Subject Credential concurrently through the Department of Bilingual/Multicultural Education. For additional information on the BCLAD Emphasis option, contact the Department of Bilingual/Multicultural Education, Eureka Hall 401, (916) 278-5942.
California Teachers of English Learners (CTEL) Certificate
Individuals with an existing Multiple Subject or Single Subject credential may earn a CTEL Certificate. The CTEL Certificate is designed specifically for practicing teachers who have not earned the English Language Authorization. For additional information on coursework for the CTEL Certificate, contact the Department of Bilingual/Multicultural Education in Eureka Hall 401, (916) 278-5942.
Basic Teaching Credential Requirements
Completion of the Preliminary Teaching Credential requires that the student:- 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 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).
EDTE offers a variety of pathways for completing the Preliminary Credential programs: (1) a one-year (two-semester) program; (2) a three-phase (three semester) program; (3) an evening four semester program (Multiple Subject only); and, (4) an undergraduate blended program that combines a Bachelor's degree in Liberal Studies with a Multiple Subjects credential, or a Bachelor's degree in PE or mathematics with a Single Subject credential.
Field experience, including pre-service teaching, is an integral part of the program leading to Preliminary Credentials. In both the Multiple Subject and Single Subject Student Teaching programs, most centers have been organized around clusters of schools in area school districts. Also in both the Multiple Subject and Single Subject programs, students complete pre-service teaching in public schools at several grade levels. All pre-service teachers have experience working with children or youth from a broad range of cultural, ethnic, economic and special learning needs backgrounds.
Admission Procedures and Criteria
Students may apply for program admission as undergraduates and should consult with their undergraduate advisors about an appropriate timeline. Applicants must complete two (2) applications to be considered for admission into the Teacher Preparation Program. The first application is to the Teacher Preparation Program. This application is available approximately four months prior to the application deadline on the web at csus.edu/coe/ and from the Teacher Preparation and Credentials (TPAC) Office in room 216 in Eureka Hall. The second application is for admission into Graduate Studies. This application is available from the Office of Graduate Studies web page ONLY: http://www.csus.edu/gradstudies/. Because of space limitations, not all qualified applicants may gain admission to a program.
In screening for admission to all Preliminary Credential Programs, the Teacher Preparation and Credentials Office uses the following procedures and selection criteria:
- Application Deadline: For admissions information and application deadlines, please visit http://www.csus.edu/gradstudies/. Both the Teacher Preparation Program Application and the Graduate Studies Application must be submitted by the posted deadlines. Please note that these deadlines are subject to change; consult the websites for both offices for the most current information.
- Subject Matter Competency
- Multiple Subject: Applicants for the Multiple Subject program must complete subject matter competence by passing the California Subject Examination for Teachers (CSET), Subtest I, II and III. Please be advised that, because of the large number of applicants to the Multiple Subject Program, acceptance preference is given to applicants who have already passed the CSET. (Subject Matter Competency is not required for Early Childhood Special Education.)
- Single Subject: Applicants for the Single Subject Program may complete subject matter competency in one of two ways: (1) complete college coursework for an approved Single Subject matter program at a California college or university or (2) pass the appropriate CSET exam. Some departments require a specialized interview for certification of competence in the subject. For more information, please contact the Teacher Preparation and Credentials Office, 916-278-6403, Eureka Hall 216.
- Multiple Subject, Single Subject Units Remaining in Subject Matter Competence: Students entering the Teacher Preparation Program under an approved subject matter program may have a maximum of 3 units (or one course) of non-elective coursework remaining for eligibility to enter the Level I Multiple Subject or Single Subject Credential Program. (Students accepted to the program must complete all subject matter program courses before the beginning of the final semester of the program.) - California Basic Educational Skills Test: Multiple subject applicants have two options for demonstrating Basic Educational Skills. Passing the California Basic Educational Skills Test (CBEST) is one method for satisfying this requirement. The second method is to pass CSET Subtest IV (which is taken in conjunction with CSET Subtests I, II, III). Basic Educational Skills must be demonstrated prior to beginning the Preliminary Credential Program. Single Subject applicants have one option for demonstrating Basic Educational Skills: passing CBEST. Applicants who demonstrate Basic Educational Skills prior to admission will have this factor considered favorably in the admission screening process.
Note: Information about the CBEST and/or CSET exams, including information about registration, is available at the testing agency website: www.ctcexams.nesinc.com/. Test results are valid for five years. For additional information about the exams and assistance in preparing for them, please contact the College of Education Equity Coordinator, in Eureka Hall 212. - Grade Point Averages (GPA). Applicants shall have earned at the college level an overall 2.67 GPA. If the candidate has attempted at least 30 semester units at Sacramento State, the GPA shall be based on the cumulative work attempted at Sacramento State. If the candidate has not taken 30 semester units at Sacramento State, the GPA shall be based on cumulative work attempted at all colleges or universities attended. A cumulative GPA of 2.75 in the last 60 semester units attempted for post-baccalaureate applicants also meets the entrance requirement.
Writing Proficiency. Prior to admission to the Basic Credential Program, applicants must meet the writing proficiency requirement in one of the following ways:
1. Pass the Sacramento State Writing Placement for Juniors (WPJ).
2. If scoring 60 on the WPJ, enter Phase I and enroll concurrently in ENGL 109W, passing with a grade of C or better.
3. Pass a writing proficiency exam at another collegiate institution and provide the Teacher Preparation and Credentials Office with verification of a passing score.
4. Earn a grade of ''B'' or higher in ENGL 120A, Advanced English Composition, at Sacramento State or a similar course from another institution as verifiable by a college transcript and a course catalog description.
5. For graduate students, pass the writing portion of the CBEST or pass the CLEP writing exam.
6. For multiple subject applicants ONLY, CSET Subtest IV, when passed in conjunction with Subtests I-III, can satisfy the writing proficiency requirements.
Note: For credential program acceptance, writing scores should be made available to the Teacher Preparation and Credentials Office no later than mid-April for fall semester applicants or no later than mid-November for spring semester applicants. CBEST results are available within six weeks of test date.
-Written Application. As part of the Teacher Preparation Program, applicants submit a written application that includes a list of experiences that relate to teaching and a written statement in which the applicant indicates professional goals. (Note: A much shorter written statement of purpose is also required on the application to Graduate Studies.)
-Interview. All applicants are interviewed. This interview provides an initial screening of the candidate's verbal communication skills. It is also designed to assess the candidate's promise as a prospective teacher.
-Recommendations. Applicants submit two completed recommendation forms, one from an observer of the applicant's performance in a work-related setting (preferably working with children) and one from an instructor/individual who can attest to the candidate's academic and/or cognitive skills and abilities. The recommendation forms are provided with the Teacher Preparation Program application and are also available online at csus.edu/coe/.
Requirements - Credential - Multiple Subject (Elementary) Teaching Credential
Units required for the Preliminary Credential using the basic option: 38
Courses in parentheses are prerequisites.
Two-semester and three-semester programs are available. Contact the Teacher Preparation and Credentials Office for sequence of courses, time commitment, and other information.
All pre-requisites will be enforced at registration.
(3) |
Methods for Teaching Second Language Learners, Multiple Subject (ELD and SDAIE) (EDUC 170) | |
(1) |
Teaching Performance Assessment-Multiple Subjects-Mathematics (Corequisite: EDTE 430B or EDTE 434B) | |
(3) |
Mathematics Curriculum and Instruction for the Diverse K-8 Classroom (Admission to Multiple Subject Teacher Credential Program) |
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(3) |
History - Social Science Curriculum and Instruction for the Diverse K-8 Classroom (Admission to Multiple Subject Teacher Credential Program) |
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(3) |
Science Curriculum and Instruction for the Diverse K-8 Classroom (Admission to Multiple Subject Teacher Credential Program) |
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(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom (Admission to Multiple Subject Teacher Credential Program) |
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(3) |
Language and Literacy I for the Diverse K-8 Classroom (Admission to Multiple Subject Teacher Credential Program) |
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(3) |
Language and Literacy II for the Diverse K-8 Classroom (EDTE 319A) |
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(1) |
Educational Technology Laboratory (Admission to Multiple Subject Credential Program) |
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(2) |
Assessment Center Laboratory for Multiple Subject Candidates (Corequisite: EDTE 430B or EDTE 434B) |
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(4) |
Principles of Teaching in a diverse K - 8 classroom - A (Admission to the Multiple Subject Teacher Credential Program; Corequisite: EDTE 334B) |
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(2) |
Principles of Teaching in a diverse K-8 classroom - B (Admission to the Multiple Subject teacher Credential Program; Corequisite: EDTE 334A |
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(2) |
Advanced Principles of Teaching in a diverse K-8 classroom - A (EDTE 334A, EDTE 334B; Corequisite: EDTE 335B) |
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(1) |
Advanced Principles of Teaching in a diverse K-8 classroom - B (EDTE 334A, EDTE 334B; Corequisite: EDTE 335A) |
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(2) |
Field Experience for Elementary Teachers (Admission to Multiple Subject Teacher Credential Program) |
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(4) |
Student Teaching for Elementary Teachers (EDTE 434A) |
*Admission to the Multiple Subject Teacher Credential Program.
Requirements - Credential - Multiple Subject - Evening Option
Units required for the Preliminary Credential using the Evening option:
Courses in parentheses are prerequisites.
(3) |
Foundational Issues for a Multicultural, Pluralistic Society, B (EDBM 117A; Corequisite: EDBM 402B) |
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(3) |
Bilingual Education: Introduction to Educating English Learners |
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(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
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Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students. |
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(3) |
Foundational Issues in a Pluralistic Society A |
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(3) |
Pedagogy A |
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(2) |
Pedagogy B |
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(1) |
Pedagogy C (EDTE 310B) |
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(3) |
Math Curriculum and Instruction for the Diverse K-8 Classroom |
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(3) |
History - Social Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(3) |
Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom |
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(3) |
Language and Literacy I for the Diverse K-8 Classroom |
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(3) |
Language and Literacy II for the Diverse K-8 Classroom (EDTE 319A) |
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(1) |
Educational Technology Laboratory |
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(14) |
Student Teaching - Multiple Subject Credential: Evening Pathway |
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(2) |
School Health Education (CPR training; may be taken concurrently) OR |
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| Any course taken prior to MS credential program that meets current CCTC standards for health sciences. | ||
*Admission into the Multiple Subject Credential Program.
Requirements - Credential - Multiple Subject - Intern Option
Units required for the Preliminary Credential using the Intern option: 64
Courses in parentheses are prerequisites.
(3) |
Foundational Issues for a Multicultural, Pluralistic Society, B (EDBM 117; Corequisite: EDBM 402B) |
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(3) |
Bilingual Education: Introduction to Educating English Learners |
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(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
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Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students. |
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(3) |
Foundational Issues in a Pluralistic Society A |
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(3) |
Pedagogy A |
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(2) |
Pedagogy B |
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(1) |
Pedagogy C (EDTE 310B) |
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(3) |
Math Curriculum and Instruction for the Diverse
K-8 |
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(3) |
History - Social Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(3) |
Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom |
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(3) |
Language and Literacy I for the Diverse K-8 Classroom |
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(3) |
Language and Literacy II for the Diverse K-8 Classroom (EDTE 319A) |
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(1) |
Educational Technology Laboratory |
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(3) |
Intern Teaching I: Intern Pathway |
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(24) |
Intern Teaching II: Multiple Subject Credential: Intern Pathway (EDTE 433A) |
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(2) |
School Health Education (CPR training; may be taken concurrently) OR |
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| Any course taken prior to MS credential program that meets current CCTC standards for health sciences. | ||
*Admission into the Multiple Subject Credential Program.
Requirements - Credential - Multiple Subject - BETEP (Blended) Option
Units required for the Preliminary Credential using the BETEP (Blended Elementary Teacher Education Program) option: 40 units
Courses in parentheses are prerequisites.
(3) |
Foundational Issues for a Multicultural, Pluralistic Society, B (EDBM 117; Corequisite: EDBM 402B) |
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(3) |
Bilingual Education: Introduction to Educating English Learners |
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(3) |
Educating Students with Disabilities in Inclusive Settings & Lab (EDUC 100A and EDUC 100B must be taken concurrently) |
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Any course taken prior to MS credential program that meets current CCTC standards for educating exceptional students. |
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(3) |
Foundational Issues in a Pluralistic Society A |
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(3) |
Pedagogy A |
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(2) |
Pedagogy B |
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(3) |
Math Curriculum and Instruction for the Diverse K-8 |
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(3) |
History - Social Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(3) |
Science Curriculum and Instruction for the Diverse K-8 Classroom |
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(1) |
Visual and Performing Arts Methods for the Diverse K-8 Classroom |
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(3) |
Language and Literacy I for the Diverse K-8 Classroom |
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(3) |
Language and Literacy II for the Diverse K-8 Classroom (EDTE 319A) |
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(1) |
Educational Technology Laboratory |
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(2) |
Student Teaching I: BETEP Pathway |
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(4) |
Student Teaching II: BETEP Pathway (EDTE 431A) |
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*Admission to the Multiple Subject Credential Program.
Requirements - Credential - Single Subject (Secondary) Teaching Credential
Units required for Single Subject Credential: 37
Courses in parentheses are prerequisites.
Two-semester and three-semester programs are available. Contact the Teacher Preparation and Credentials Office for sequence of courses, time commitment, and other information.
All prerequisites will be enforced at registration.
Prerequisite Coursework (8 units)
Program Coursework (37 units)
(1.5) |
Methods and Materials for Teaching Secondary English Learners (Admission to the Single Subject Credential Program; EDUC 170) |
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(1.5) |
Methods and Materials for Teaching Secondary English Learners (EDSS 279A) |
(1) |
Teaching Performance Assessment-Single Subjects (Corequisite: EDTE 470B, or EDTE 471A, or EDSS 474B) |
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(1.5) |
Theoretical Foundations of Teaching in a Multicultural Democratic Society (Admission to the Single Subject Credential Program; Corequisite EDSS 364B) |
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(1.5) |
Theoretical Foundations of Teaching in a Multicultural Democratic Society (Admission to the Single Subject Credential Program; Corequisite EDSS 364A) |
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(1.5) |
Advanced Theoretical Foundations of Teaching in a Multicultural Democratic Society (Admission to the Single Subject Credential Program; EDSS 364A and EDSS 364B; Corequisite: EDSS 364D) |
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(1.5) |
Advanced Theoretical Foundations of Teaching in a Multicultural Democratic Society (Admission to the Single Subject Credential Program; EDSS 364A and EDSS 364B Corequisite: EDSS 364C) |
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(1.5) |
Fundamentals of Teaching (Admission into Single Subject Preparation Program; Corequisite: EDSS 365B) |
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(1.5) |
Fundamentals of Teaching (Admission to the Single Subject Credential Program; Corequisite: EDSS 365A) |
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(1.5) |
Advanced Fundamentals of Teaching (EDSS 365A and EDSS 365B; Corequisite: EDSS 365D) |
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(1.5) |
Advanced Fundamentals of Teaching (EDSS 365A and EDSS 365B; Corequisite: EDSS 365C) |
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(3) |
Single Subject Seminar (Admission to the Single Subject Credential Program; Corequisite: EDSS 474A) |
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(3) |
Single Subject Seminar (EDSS 366A Corequisite: EDSS 474B) OR |
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Physical Education Seminar-Elementary (For PE candidates only) AND |
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Physical Education Seminar-Secondary (For PE candidates only; Corequisite: EDSS 474B or EDTE 474A/B) |
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(1) |
Inclusive Education in Secondary Schools (Admission to the Single Subject Credential Program) |
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(1) |
Educational Technology Lab (Admission to the Single Subject Credential Program) |
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(1.5) |
Instruction and Assessment of Academic Literacy (Admission to the Single Subject Credential Program) |
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(1.5) |
Instruction and Assessment of Academic Literacy (EDSS 384A ) |
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(3) |
Field Experiences in Secondary Schools (Admission to Single Subject Credential Program) |
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(4) |
Student Teaching in Secondary Schools ( EDTE 474A; all subject matter competence and basic skills requirements met, per CTC program standards; Corequisite: EDTE 366B and FORL 385B or EDTE 385B) OR |
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Elementary Physical Education Student Teaching (Admission to Single Subject Credential Program) AND |
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Secondary Physical Education Student Teaching (for PE candidates only; EDTE 471A) |
*Note: Corequisite can be waived if candidate is retaking EDSS 300)
Several single subject methods classes split into 1.5 segments (A/B). The expectation is KINS 380 and KINS 381 that are both 1.5 unit courses but have different course numbers. Candidates take one 2-course series from the following list of content methods courses:
- EDSS 383A/B - Methods in English Education;
- EDSS 385A/B - Methods in World Language Education (Cross listed as FORL 385A/B);
- EDSS 386A/B - Methods in Mathematics Education;
- EDSS 386A/B - Methods in History/Social Science Education;
- EDSS 388A/B - Methods in Science Education;
- KINS 380 - Methods of Teaching Elementary Physical Education AND
- KINS 381 - Methods of Teaching Secondary Physical Education.
Other single subject methods courses remain 3 units. Candidates in these subject area take one course from the following list of content methods courses in accordance with their subject area:
- MUSC 178 - Vocal Literature and Materials OR
- MUSC 179 - Instrumental Literature and Materials;
- ART 135 - Secondary School Art Education OR
- ART 133 - Elementary School Art Education;
- FACS 299 - Special Problems (Methods in Home Economics)
Note: A single Subject Internship Option is also available. Candidates approved for this option will have successfully completed all Program courses and fieldwork up to their final semester of the program. Only those candidates entering the final semester of the program are eligible for consideration for an internship. To qualify, candidates will have met all existing program admission criteria; performed at high levels in all coursework and fieldwork leading up to their final semester; and received strong recommendations from their mentors or collaborating teachers, University supervisors or University cluster liaisons, and University cluster coordinators. Qualified candidates who are offered an internship will register for EDTE 470C in lieu of EDTE 470B, “Student Teaching: Secondary Schools.”
Note: Undergraduate blended programs leading to a Single Subject Credential in Mathematics or Kinesiology/Physical Education are also available. For further information about the Mathematics Blended Program, contact the Department of Mathematics, Brighton Hall 141, (916) 278-6534. For further information about the Kinesiology/Physical Education Blended Program, contact the Department of Kinesiology, Solano Hall 3002, (916) 278-6641.
Additional Information
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Continued Enrollment: Continued enrollment in the Basic Credential Program is contingent upon the students 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 student must withdraw from the program unless a specific exception has been approved by the Credential Appeals Committee.
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Delays: Candidates who have to delay progress in the Basic Credential Program file a "Program Delay Petition" in the Teacher Preparation and 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 Basic 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 Teacher Preparation and Credentials Office.
Requirements - Credential - Preliminary and Professional (SB 2042)
The Professional Clear Credential is valid for five years and must be renewed at the end of each five-year interval. The candidate will need to complete "Professional Growth" requirements to renew the credential. A manual describing these requirements will be distributed with the Professional Clear Credential.
The Professional Program is not available at Sacramento State for students who hold a Preliminary Multiple Subject or Single Subject Credential. However, the Level II Program is available at Sacramento State only for those students who hold a Level I Special Education Credential. For further information on Level II programs, please contact the Department of Special Education, Rehabilitation, School Psychology, Eureka Hall 316, (916) 278-4081. Level II programs for those who already hold a Preliminary (2042) Multiple and Single Subject Credential are frequently offered through school districts and/or County Offices of Education.
Upon satisfactory completion of the following requirements, the candidate is eligible for the Preliminary Credential, which is valid for five years, and is NOT renewable: (1) the baccalaureate degree, (2) subject matter competency, (3) the Teacher Preparation Program (the 2042 Credential Program), (4) a college course or examination pertaining to the U.S. Constitution, and (5) passing the CBEST.
Note: Information sheets on added and supplementary authorizations can be picked up at the Credentials Office, Eureka Hall 209.
Reading/Language Arts Specialist Credential
A graduate student may earn a Reading/Language Arts Specialist Credential (issued by CCTC) by completing the courses listed below. This credential prepares teachers for literacy related teaching positions pre K-12 as well as for leadership roles at school and district levels. Enrollment in the Master's program is not required provided that the following admission requirements are met.
Note: Teachers must have three years of teaching experience before the Reading/Language Arts Specialist Credential can be awarded.
Specific Admission Requirements
Admission to the Reading/Language Arts Specialist Credential requires:
- a valid California Basic Teaching Credential (e.g., Multiple Subject or Single Subject Credential);
- a minimum 3.0 GPA in the last 60 units;
- successful completion of a basic course in the Teaching of Reading from an accredited university; if reading methods course is older than seven years, must show evidence of: a) current staff development in Language and Literacy by participation in workshops, institutes, etc., (candidates must show documentation); or b) passing the RICA test within the past seven years; and
- completion of the Reading/Language Arts Specialist Credential Application (available in Eureka Hall 203 and on the web at csus.edu/coe/.
Requirements - Credential - Reading/Language Arts Specialist
Required Courses (24 units)
Tier I (Take these courses first)
(3) |
Practicum in Decoding and Fluency: Assessment and Instruction (Graduate standing, valid teaching credential and current preservice reading course or equivalent) |
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(3) |
Practicum in Comprehension: Assessment and Instruction |
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(3) |
Teaching and Assessing Writing in the Pre K-12 Classroom |
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(3) |
Psychology and Sociology of Literacy Instruction |
Tier II (Take these courses ONLY after completion of Tier I)
(3) |
Language and Literacy Development in Multicultural Settings |
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(3) |
Leadership in Literacy |
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(3) |
Advanced Practicum in Reading Difficulties: Assessment and Intervention |
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(3) |
Literature for the Diverse Pre K-12 Classroom: Issues, Models and Strategies |
Certificate Programs
Requirements - Certificate of Competency - Dropout Prevention Specialist
The DPS Program is an academic credit certificate program designed to educate individuals dedicated to helping at risk students succeed and increase the number of successful high school graduates. Dropout Prevention Specialist are key players in helping students stay in school and improving the quality of our nation's student graduates. Students earning DPS Certificate learn to identify potential dropouts, understand the reasons students leave school, and gain the skills to implement prevention strategies in an effective and timely manner. These strategies are designed to integrate and involve all stakeholders (teachers, parents, and students) to prevent students from leaving school prematurely.
Minimum required GPA: 3.0 for all courses in the certificate program.
Required Courses (12 units)
(3) |
Introduction to Dropout Prevention (High school diploma or GED) |
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(3) |
Supporting Dropout Prevention at the Classroom Level (High school diploma or GED) |
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(3) |
Supporting Dropout Prevention at the School and Community Level (High school diploma or GED) |
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(3) |
Comprehensive School Dropout Prevention Planning (High school diploma or GED) |
Requirements - Certificate of Competency - Educational Technology
Minimum required GPA: 3.0 for all courses in the certificate program. Applicants must complete an Enrollment Form for Certificate in Educational Technology available in Eureka Hall 203, or on the web at csus.edu/coe/.
A graduate student may earn a certificate in Educational Technology by completing four 3-unit courses. These courses provide the competencies needed by teachers and curriculum specialists to integrate technology into the curriculum, scaffold its inclusion in instruction, and disseminate that knowledge via appropriate staff-development needs.
The courses for this certificate are recognized by the CCTC as fulfilling the Supplementary Authorization for Computer Concepts and Applications, which is required by many districts for teaching computer-based courses or managing labs.
Enrollment in the master's program is not required provided prerequisites are met, including having a teaching credential or being enrolled in a credential program. Students interested in seeking a master's degree should register in no more than 6 units prior to applying for classified standing in a MA program.
Courses in parentheses are prerequisites.
A. Prerequisites (3 units)
A valid teaching credential OR enrollment in a credential program AND
(3) |
Introduction to Computers in the Classroom |
B. Required Courses
Option 1 (12 units)
(3) |
Educational Applications of Computers (EDTE 330; EDS 291A or EDS 291B; or equivalent) |
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(3) |
Teaching Problem-Solving with Educational Technology (EDTE 232 or equivalent) |
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(3) |
Curriculum and Staff Development with Educational Technology |
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(3) |
Enhancing Curriculum with Multimedia and the Web (EDTE 232 or equivalent) |
OR
Option 2 (12 units)(3) |
Tools and the Curriculum |
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(3) |
Staff Development and Presentation Applications |
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(3) |
Problem Solving and Project Development |
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(3) |
Technology and Modern Practices |
*Acceptance into the Master of Arts (Educational Technology).
Requirements - Certificate of Competency - Mathematics Education
A graduate student may earn a Certificate in Mathematics Education by completing the following courses. Enrollment in the Master's program is not required provided that admission requirements are met, including having a teaching credential or being enrolled in a credential program.
Required Courses (12 units)
(3) |
Seminar in Mathematics Education |
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(3) |
Curriculum Development in Mathematics Education |
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(3) |
Teaching Mathematics in the Twenty-First Century |
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(3) |
Introduction to Ethnomathematics |
Requirements - Certificate of Competency - Reading
A graduate student may earn a Reading Certificate (issued by CCTC) by completing the courses listed below. This certificate authorizes the holder to assess student reading and provide reading instruction in response to those assessments. Reading Certificate holders are also authorized to develop, implement, and adapt the reading content curriculum and assist classroom teachers in these areas. Holders of the Reading Certificate may perform the above services at one or more school sites at the grade levels authorized by their prerequisite teaching credential. Enrollment in the Master's program is not required provided that the following admission requirements are met.
Note: Teachers must have three years of teaching experience before the Reading Certificate can be awarded.
Specific Admission Requirements
Admission requires:
- a valid California Basic Teaching Credential (e.g., Multiple Subject or Single Subject Credential);
- a minimum 3.0 grade point average in the last 60 units attempted;
- successful completion of a basic course in the Teaching of Reading from an accredited university; if reading methods course is older than seven years, must show evidence of: a) current staff development in Language and Literacy by participation in workshops, institutes, etc., (Candidates must show documentation); or b) passing the RICA test within the past seven years; and
- completion of the Reading/Language Arts Specialist Credential Application or Reading Certificate (available in Eureka Hall 203 and on the web at csus.edu/coe/.
Required Courses (12 Units)
(3) |
Practicum in Decoding and Fluency: Assessment and Instruction (Graduate standing, valid teaching credential and current preservice reading course or equivalent) |
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(3) |
Practicum in Comprehension: Assessment and Instruction |
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(3) |
Teaching and Assessing Writing in the Pre K-12 Classroom |
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(3) |
Psychology and Sociology of Literacy Instruction |
Requirements - Certificate of Competency - Teaching Reading to Adults
The Certificate in Teaching Reading to Adults (TRA Certificate) provides professional preparation and training in the theory and practice of teaching reading to adults. A combination of coursework in reading theory and pedagogy with teaching and/or tutoring experience provides the competencies and skills necessary to teach reading to adults. The program is designed for graduate students who expect to teach in community college or adult education settings.
Information on Eligibility
Students must either be in a graduate degree program at Sacramento State or must apply for graduate admission to the University. Once admitted to Sacramento State, prospective TRA Certificate students must apply to the Certificate Coordinator for admission to the program.
Students must take the Writing Placement for Graduate Students (WPG) or take a Graduate Writing Intensive (GWI) course in their discipline within the first two semesters of coursework at California State University, Sacramento or secure approval for a WPG waiver.
International students must have a TOEFL score of 600 or higher (or a score of 250 or higher on the computerized TOEFL) and a score of 5 on the Test of Written English.
Certificate Requirements
The reading certificate requires 15 units of coursework with a minimum GPA of 3.0.
Required Courses (15 Units)
(3) |
Psychology and Sociology of Literacy Instruction |
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(3) |
Advanced Practicum in Reading Difficulties: Assessment and Intervention |
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(3) |
Reading/Vocabulary Acquisition |
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(3) |
Theoretical Issues in Adult Literacies |
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(3) |
Internship in Teaching Adult Literature |
For further information, contact the Certificate Coordinator, Calaveras Hall 138, (916) 278-6197.
GRADUATE PROGRAMS
General Admission Requirements
All graduate degree programs in Teaching Credentials require a baccalaureate degree.
The following general requirements and procedures apply to all MA in Education programs except as noted in specific additional requirements listed with individual degree options below.
A list of M.A. Program Coordinators is on the web at csus.edu/coe/ . Please contact the appropriate M.A. Program Coordinator for additional information.
General Admission Procedures
On a space available basis students may be admitted after the deadline to the following programs: uncohorted Curriculum and Instruction, Gender Equity Studies, and Language and Literacy. Please contact the appropriate program coordinator.
All prospective graduate students, including Sacramento State graduates, must file the following with the Sacramento State Office of Graduate Studies, River Front Center 206, (916) 278-6470:
- an online application for graduate admission; and
- two sets of official transcripts from all colleges and universities attended, other than Sacramento State.
For a more admissions and application deadlines, please email coe-grad@csus.edu
Approximately six weeks after receipt of all items listed above, a decision regarding admission will be mailed to the applicant.
General Advancement to Candidacy Procedures
Each student must file an application for Advancement to Candidacy indicating a proposed program of graduate study. This procedure should begin as soon as the classified graduate student has:
- removed any deficiencies in admission;
- completed at least 12 units of courses in the graduate program (see Degree Requirements) with a minimum 3.0 GPA; and
- taken the Writing Placement for Graduate Students (WPG) or taken a Graduate Writing Intensive (GWI) course in their discipline within the first two semesters of coursework at California State University, Sacramento or secured approval for a WPG waiver.
Advancement to Candidacy forms are available online through the Office of Graduate Studies website: csus.edu/gradstudies/forms/index.html. The student fills out the form after planning a degree program in consultation with the appropriate M.A. Program Coordinator. The form must be submitted to the Teacher Education Department Office and the Office of Graduate Studies for approval.
Approved Master's Thesis/Project Format: American Psychological Association (APA) - Latest edition.Before beginning a 500-level course to complete a Project, Action Research, or Thesis, students are required to have an approved Culminating Experience Proposal on file in the Department office. The reservation form for a Culminating Experience Chair for fall semester is due March 10; for spring the form is due October 15. Note: A completed Proposal requires the approval of the Culminating Experience Chair as well as Human Subjects approval. The proposal and accompanying Protection of Human Subject forms must be reviewed by the EDTE Graduate Coordinator and the Department or University Human Subjects Review Committee.
Enrollment in the 500 series Culminating Experience is for one semester. The expectation is that students will complete the thesis/project during the 500-level course. One semester of continuous enrollment is allowed if the Culminating Experience Chair deems a reasonable amount of progress has been made as per the timeline in the Proposal and assigns a grade of "RP" for the 500 series. If students fail to make adequate progress according to their Proposal timeline and there are no mitigating circumstances (e.g., illness), a grade of "no credit" is given, and the student must re-enroll in the appropriate 500 series Culminating Experience.
Requirements - Master of Arts in Education - Behavioral Sciences Gender Equity Studies
Units required for the MA: 30
Minimum required GPA: 3.0
No units with a grade lower than "C" may apply toward the degree.
Courses in parentheses are prerequisites.
The Master of Arts in Education with the Behavioral Sciences Gender Equity Studies, offers 1) the opportunity to take courses that focus on the role of women from the points of view of the various disciplines from other University departments; 2) the opportunity to take courses that focus on the educational needs of ethnic and older women; 3) the opportunity to focus on the developmental needs of the young for a nonsexist education; and 4) the possibility for internships with state and local governments and school districts. The program offers an emphasis on women as agents of social change and flexible course selection to emphasize research interests in women's issues.
Specific Additional Admission Requirements
General Admission Requirements/Procedures for MA in Education apply, plus:- a minimum 3.0 GPA in the last 60 units attempted;
- an approved statement of purpose that addresses: 1) why the applicant wants to enter this particular program; 2) career objectives which will coincide with program goals;
- evidence of completion of a previous course(s) with "B" or better grade (graduate or undergraduate level) which focuses on the area of Women's Studies and/or Gender Studies; and
- an oral interview.
Note: The Department of Teacher Education requires each student download the Department of Teacher Education Graduate Student Handbook, available on the Department website at www.csus.edu/coe/academics/credentials/handbooks/index.html.
A. Required Courses (15 units)
(3) |
Sex Role Stereotyping in American Education (GWAR certification before Fall 09; or WPJ score of 80+; or 3-unit placement in ENGL 109M/W; or 4-unit placement in ENGL 109M/W and co-enrollment in ENGL 109X; or WPJ score 70/71 and co-enrollment in ENGL 109X) |
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(3) |
Educational Research (EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs) |
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(3) |
Education for a Democratic, Pluralistic Society |
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(3) |
Women and Education |
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(3) |
Seminar in Culminating Experience (Approval of Culminating Experience Proposal or instructor permission) |
B. Electives (12 units)
Select 12 units of elective courses in consultation with the Behavioral Sciences Gender Equity Studies Program Coordinator. The units must be selected from: Gender Equity core courses; Women's Studies cross-listed courses; or other courses specifically approved by the Behavioral Sciences Gender Equity Studies Program Coordinator. At least six of the elective units must be at the 200-level.
C. Culminating Requirement (3 units)
(3) |
Culminating Experience: Behavioral Sciences--Women's Studies (Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration; EDTE 250, EDTE 290) |
Note: Credit is given upon completion of a thesis, project, or other approved culminating experience. For the Master of Arts in Education (Behavioral Sciences Gender Equity Studies). Open only to the graduate student who has been advanced to candidacy for the master's degree and has secured the permission of his/her Culminating Experience Chair and the Behavioral Sciences Gender Equity Studies Program Coordinator. All forms may be obtained on the web at csus.edu/coe/.
Requirements - Master of Arts in Education - Curriculum and Instruction
Units required for the MA: 30 units
Minimum required GPA: 3.0
No units with a grade lower than "C" may apply toward the degree.
Courses in parentheses are prerequisites.
The Master of Arts in Education, Curriculum and Instruction is designed to provide professional and specialized preparation for the candidate interested in acquiring knowledge and skills essential for the design and development of curriculum and related instructional practices. The program provides a variety of options for candidates to develop and enhance expertise in a particular field of interest such as educational technology, mathematics education, language and literacy, and other specializations related to elementary, middle school, and secondary education.
There is also an online option for the Master of Arts in Education. The program meets 25% face-to-face and 75% online. During the face-to-face sessions, students will be part of experiences that will emphasize community development, which will allow participants to get to know their peers and instructors and allow them to learn the online tools that will be used for instructional delivery. For information on the Master of Arts in Education, Curriculum and Instruction, contact the Graduate Program Coordinator.
Specific Additional Admission Requirements
General Admission Requirements/Procedures for MA in Education apply, plus:
- a valid teaching credential or Curriculum and Instruction Program Coordinator and Department approval for waiving this requirement; and
- a minimum 3.0 GPA in the last 60 units attempted.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified status. Any deficiencies will be noted on a written response to the student's admission application.
Note: The Department of Teacher Education requires each student download the Department of Teacher Education Graduate Student Handbook, available on the Department website at www.csus.edu/coe/academics/credentials/handbooks/index.html.
A. Required Courses (15 units)
(3) |
Seminar: Strategies for Teachers |
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(3) |
Seminar in Curriculum and Instruction, K-12 |
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(3) |
Education Research (EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs) |
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(3) |
Education for a Democratic, Pluralistic Society |
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(3) |
Seminar in Culminating Experience (Approval of Culminating Experience Proposal or instructor permission) |
B. Other Course Requirements (12 units)
Twelve elective units in Curriculum and Instruction coursework are to be selected by the student in consultation with the Curriculum and Instruction Program Coordinator. Students may focus their elective units in a program of their interest or select courses from various programs. At least three of the elective units must be at the 200 level. Examples of Curriculum and Instruction elective programs include: Educational Technology, Mathematics Education, Language and Literacy, and Gender Equity.
Some elective areas, such as Arts in Education and National Board Certification, are offered in cohort groups. These cohorts are started as resources allow. Information regarding planned cohorts is available in the Department office, Eureka Hall 203, (916) 278-6155.
With C & I Program Coordinator approval, program courses may include one of the following:
- 6 transfer elective units
- 6 units of extension credit
C. Culminating Requirement (3 units)
(3) |
Culminating Experience: Curriculum and Instruction; Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration; (EDTE 250 and EDTE 290) |
Note: Credit is given upon completion of a thesis, project, or other approved culminating experience for the Master of Arts in Education (Curriculum and Instruction). Open only to the graduate student who has been advanced to candidacy for the master's degree and has secured the permission of his/her Culminating Experience Chair and the Curriculum and Instruction Program Coordinator. All forms may be obtained in the Department office, the Department of Teacher Education Graduate Student Manual, and on the web at www.csus.edu/coe/academics/credentials/handbooks/index.html.
Requirements - Master of Arts in Education - Educational Technology
Units required for the MA: 30
Minimum required GPA: 3.0
No units with a grade lower than "C" may apply toward the degree.
Courses in parentheses are prerequisites.
This program uses a combination of face-to-face and online meetings. It is a rigorous 18-24 month program focusing on technical, curricular, and leadership skills. Instruction is centered on the learner and on what is required of educators in today's technologically-rich learning environment. Coursework is project-oriented, utilizing innovative electronic portfolios focusing on reflective learning practices and review by peers and colleagues. The Master of Arts in Education, Educational Technology encompasses a wide variety of academic, technical, and practical exposures, certifying that holders of the degree are highly competent teaching strategists, leaders, and presenters. Participants in the program not only learn to integrate relevant teaching strategies with current technologies, but are expected to develop new procedures that augment learning through the use of technology. Students focus on developing multimedia and web-based delivery skills as a means for teaching and learning, as well as on building a practical understanding of hardware, software and network applications. This program is offered only in cohort groups. Check with the Department (imet.csus.edu or (916) 278-6155) for the next start date.
Effective Fall 2006 there is a Distance Learning Technology Fee of $40 per unit to be paid by the end of the third week of instruction of each term of enrollment in the Educational Technology program. Failure to pay this fee will result in students being dropped from their classes for the term.
Specific Additional Admission Requirements
General Admission Requirements/Procedures for MA in Education apply, plus:- a minimum 3.0 overall GPA in the last 60 units attempted;
- a valid teaching credential or Educational Technology Program Coordinator and Department approval for waiving this requirement;
- an approved statement of purpose that addresses: 1) why the applicant wants to enter this particular program; 2) career objectives which will coincide with program goals; and
- applicants must be proficient in using the Internet for e-mail, downloads, and web searches. Applicants must have demonstrated successful use of computer technology within the classroom and must be familiar with installing software, navigating through a hard drive, choosing printers, and logging on to a network.
Note: The Department of Teacher Education requires each student download the Department of Teacher Education Graduate Student Handbook, available on the Department website at www.csus.edu/coe/academics/credentials/handbooks/index.html.
A. Required Courses (27 units)
(3) |
Education Research for iMET (Acceptance into Master of Arts - Educational Technology) |
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(3) |
Education for a Democratic, Pluralistic Society for iMET (Acceptance into Master of Arts - Educational Technology) |
NOTE: The following courses require acceptance into Master of Arts (Educational Technology); the courses are not open to students who have not been admitted to the program:
(3) |
Fundamentals of Online Pedagogy |
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(3) |
Tools and the Curriculum |
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(3) |
Strategies for Application and Presentation |
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(3) |
Staff Development and Presentation Applications |
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(3) |
Problem Solving and Project Development |
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(3) |
Technology and Modern Practices |
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(3) |
Special Topics in Educational Technology |
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*These courses must be taken as part of the Educational Technology cohort. The Educational Technology coursework is integrated into these courses.
B. Culminating Requirement (3 units)
(3) |
Culminating Experience: Educational Technology (Advanced to candidacy and permission of the faculty advisor and department chair one full semester prior to registration) |
Note: Credit is given upon completion of a thesis, project or other approved culminating experience for the Master of Arts in Education (Educational Technology). Open only to the graduate student who has been advanced to candidacy for the master's degree and has secured the permission of the Educational Technology Program Coordinator.
Requirements - Master of Arts in Education - Language and Literacy Option
Units required for the MA: 30
Minimum required GPA: 3.0
No units with a grade lower than ''C'' may apply toward the degree.
Courses in parentheses are prerequisites.
The Master of Arts in Education, Language and Literacy is designed for the administrator, the classroom teacher, and the specialist teacher of language and literacy for all types of children, youth, and adults. The program includes required courses in Professional Education and selected courses in language and literacy.
Specific Additional Admission Requirements
Admission as a classified graduate student in Education, Language and Literacy, requires:
- a valid Teaching Credential or advisor or Department approval for waiving this requirement;
- a minimum 3.0 GPA in the last 60 units attempted; and
- successful completion of a basic course in the Teaching of Reading from an accredited university; if reading methods course is older than seven years, the applicant must show evidence of either a) current staff development in Language and Literacy by participation in workshops, institutes, etc., (candidates must show documentation); or b) passing the RICA test within the past seven years.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Note: The Department of Teacher Education requires each student download the Department of Teacher Education Graduate Student Handbook, available on the Department website at www.csus.edu/coe/academics/credentials/handbooks/index.html.
Reading/Language Arts Specialist Credential Emphasis
A. Required Courses (24 units)
Tier I (Take these courses first)
(3) |
Practicum in Decoding and Fluency: Assessment and Instruction (Graduate standing, valid teaching credential and current preservice reading course or equivalent) |
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(3) |
Practicum in Comprehension: Assessment and Instruction |
|
(3) |
Teaching and Assessing Writing in the Pre K-12 classroom |
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(3) |
Psychology and Sociology of Literacy Instruction |
Tier II (Take these courses ONLY after you have completed Tier I)
(3) |
Language and Literacy Development in Multicultural Settings |
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(3) |
Leadership in Literacy |
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(3) |
Advanced Practicum in Reading Difficulties: Assessment and Intervention |
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(3) |
Literature for the Diverse Pre K-12 Classroom: Issues, Models and Strategies |
B. Other Required Course (3 units)
(3) |
Educational Research (EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs) |
C. Culminating Requirement (3 units)
(3) |
Culminating Experience: Language and Literacy (Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration; EDTE 250) |
Adult Reading Certificate Emphasis
A. Required Courses (24 units)
Tier I (Take these courses first)
(3) |
Reading/Vocabulary Acquisition |
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(3) |
Practicum in Comprehension: Assessment and Instruction |
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(3) |
Teaching and Assessing Writing in the Pre K-12 classroom |
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(3) |
Psychology and Sociology of Literacy Instruction |
Tier II (Take these courses ONLY after you have completed Tier I)
(3) |
Language and Literacy Development in Multicultural Settings |
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(3) |
Advanced Practicum in Reading Difficulties: Assessment and Intervention |
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(3) |
Theoretical Issues in Adult Literacies |
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(3) |
Internship in Teaching Adult Reading |
B. Other Required Course (3 units)
(3) |
Educational Research (EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs) |
C. Culminating Requirement (3 units)
(3) |
Culminating Experience: Language and Literacy (Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration; EDTE 250) |
Note: Credit is given upon completion of a thesis, project, or other approved culminating experience for the Master of Arts in Education (Language and Literacy). Open only to the graduate student who has been advanced to candidacy for the master's degree and has secured the permission of his/her Culminating Experience Chair and the Language and Literacy Program Coordinator. All forms may be obtained on the web at csus.edu/coe/.
Faculty
Allender, Dale, Baird, Peter, Beddow, Maggie, Baker, Susan M, Berta-Avila, Margie I, Biagetti, Stephanie L, Chaplin, Mae, Cho, EunMi, Chung, Chia-Jung, Cintron, Jose, Coughlin, Mary, Daly, Lana, Duran, Elva, Gee, Kathleen E, Gonsier-Gerdin, Jean A, Gonzales, Rachael A, Gunston-Parks, Cynthia A, Huang, Hui-Ju, Lim, Brian S, Loeza, Porfirio, Lozano, Albert, Merrill, Marcy, Michals, Elisa, Nowell, Linda, Owens Jr, William T, Porter, Jennifer M, Rodriguez, Raul N, Solari, Lynn, Wong, Pia L, Jelinek, David, Rodriguez, Mark, Carinci, Sherrie, Lilly, Frank, Noel, Jana, Hesch, Janet, Williams, Lisa, Arellano, Adele, Davis, Forrest, Heredia, Susan, Mejorado, María, Va, Ka.
Contact Information
Stephanie Biagetti, Chair, Teaching Credentials
Linda Lugea, Administrative Support Coordinator II
Eureka Hall 401
(916) 278-6639
Karen Davis-Ohara, Chair, Undergraduate Studies
Phillip Booth, Administrative Support Coordinator II
Eureka Hall 401
(916) 278-6639
Sue Heredia, Chair, Graduate and Professional Studies
Venesha Rosseau, Administrative Support Coordinator II
Eureka Hall 401
(916) 278-6639
For more information, visit the Web site for the College of Education at www.csus.edu/coe