DEPARTMENT CHAIR
Chris Street
DEPARTMENT VICE CHAIR
Debra Ambrosetti
DEPARTMENT OFFICE
College Park 600
DEPARTMENT WEBSITE
http://ed.fullerton.edu/SecEd
PROGRAMS OFFERED
Master of Science in Education
Concentration in Secondary Education
Emphasis in Teacher Induction
Emphasis in Teaching Foundational
Mathematics
Single Subject Credential
Art
English (English, Theater)
Foreign Languages (see Modern Languages and Literatures Department for specific languages)
Foundational Level Science
Biology, Chemistry, Physics, Geosciences Mathematics and Foundational Level Mathematics
Music
Physical Education
Science
Social Science
FACULTY
Debra Ambrosetti, Sandra Alaux, Wayne Au, Tara Barnhart, Grace Cho, Victoria Brookhart Costa, Marcela de Souza, Mark Ellis, Maria Grant, Ellen Kottler, Marilyn Leuer, Ron Pahl, Lynda Randall, Kristin Shand, Chris Street, Helen Parcell Taylor
SINGLE SUBJECT CREDENTIAL LEVEL I PROGRAM
Based on the department’s philosophy, the program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation, participation in classroom activities and student teaching. It is responsive to contemporary educational concerns and provides for strict coordination of the varied administrative components, including admission, candidate assessment and program evaluation. The program is articulated with the California Commission on Teacher Credentialing Standards of Quality and Effectiveness for Professional Teacher Preparation Programs, the California Standards for the Teaching Profession, the California Teaching Performance Expectations (TPEs) and the Teaching Performance Assessment (TPA).
The CSU Fullerton Single Subject Credential (Level I) Program begins with a supervised introduction to the secondary school setting (including an early fieldwork component) and progresses toward full immersion into classroom assignments. The program is designed to allow students to move between theoretical knowledge provided in coursework and the practical experience gained in secondary classrooms. During the program, candidates develop philosophical and methodological perspectives that are tested in practical experience. Field experiences complement coursework, enabling students to deepen their understanding of the complex influences shaping our schools.
The program is a three-semester process. First, prospective teachers are introduced to teaching through 12 units of prerequisite undergraduate coursework. Coursework includes a 40-hour early field experience and the development of knowledge and skills in teaching adolescents, diverse student populations and special populations. A special course focuses on literacy development of secondary students. The adolescence course also includes information on health issues. During this prerequisite coursework, candidates are introduced to the Teaching Performance Expectations. They are also introduced to the Teaching Performance Assessment (TPA) and practice similar tasks as they learn course content and begin to develop teaching skills.
Second, candidates complete a first semester of 240 hours of classroom observations and co-teaching in which they are gradually inducted into the fulltime student teaching experience in an environment of collegiality and support. This semester allows them to become familiar with their Master Teachers and the particular characteristics, programs and cultures of their schools. During this semester, candidates are referred to as Externs. First semester credential students attend a weekly seminar class that includes presentations by university faculty and staff, as well as district faculty, staff and administrators. During the seminar, candidates learn about the district, schools and classrooms in which they will complete their student teaching. They learn about state, district and local policies on education; instructional strategies; curriculum design, development and implementation; classroom management; assessing students; and the realities of day-to-day teaching. In addition, candidates complete a subject matter specific methods course in which they extend lesson and unit planning skills with a focus on the California K-12 content standards and standardized assessments. Finally, they complete a course in teaching English learners. During this semester, candidates are assessed on the TPEs and the following for scoring: TPA 1, Subject-Specific Pedagogy, and TPA 2, Designing Instruction.
In the second semester of the program, each student teacher takes full control of three classes per day and has a conference and preparation period. They are responsible for all discipline, managerial, institutional and instructional tasks. During this semester, candidates are referred to as Student Teachers and attend a weekly student teaching seminar led by a university supervisor. In addition, candidates complete a seminar on the Teaching Performance Assessment Preparation to complete the remaining two performance assessments, Assessing Learning and the Culminating Teaching Experience, and document their achievement of the TPEs.
Learning Goals and Student Learning Outcomes
The following goals and learning outcomes have been established for students pursuing a degree in secondary education:
Knowledgeable and competent specialists
Reflective and responsive practitioners
Committed and caring professionals
COURSEWORK SEQUENCE
Technology (3 units required for preliminary credential, recommended as early as possible)
Ed Sec 304 Personal Proficiency in Educational Technology for Secondary Teachers (3)
OR Ed Sec 307 Personal Proficiency in Educational Technologies for Social Science Teachers (3)
Prerequisites (12 units, 40 hours fieldwork)
Ed Sec 310 The Teaching Experience (3)
Ed Sec 320 Adolescence (3)
Ed Sec 330 Developing Literacy in Secondary Schools (3)
Ed Sec 340 Diversity in Secondary Schools (3)
Required of All First Semester Internship Candidates
Ed Sec 400 Instructional Methods for Secondary Internship Candidates (3)
Ed Sec 410 Teaching English Language Learners in Secondary Schools (3)
First Semester (15 units, 240 hours fieldwork)
Ed Sec 410 Teaching English Language Learners in Secondary Schools (3)
Ed Sec 440S General Pedagogy of Secondary School Teaching (4)
Ed Sec 440F Supervised Fieldwork in Secondary Schools (2)
Ed Sec 442 Teaching in the Secondary School (3)*
Ed Sec 449E Externship in Secondary Teaching (3)*
Second Semester (16 units, 270 hours fieldwork)
Ed Sec 449S Seminar in Secondary Teaching (3)*
Ed Sec 449I Internship in Secondary Teaching (10)*
Ed Sec 460 Teaching Assessment Seminar (3)
With the exception of Social Studies, Foundational Level Science and Foundational Level Mathematics, courses marked with an asterisk (*) are taken in the academic departments.
PROFESSIONAL DEVELOPMENT DISTRICT MODEL
Reflecting the complex contexts of the secondary classroom and modeling a learning community where learning is interactive and dynamic, Single Subject candidates are divided into “Professional Development Districts,” in which four major strategies are emphasized: preparing prospective teachers; providing professional growth opportunities for secondary school educators and university faculty; and enhancing learning opportunities for 7-12 grade students. This comprehensive structure of collaboration and cooperation between multiple levels of educators provides for a dynamic and interactive learning environment that effectively prepares teachers for a rapidly changing and complex society.
Currently, we enjoy PDD collaborations with Anaheim Union High School District, Fullerton Joint Union High School District, Placentia/ Yorba Linda Unified School District, Orange Unified School District, Corona/Norco Unified School District and Capistrano Unified School District.
REQUIREMENTS FOR ADMISSION TO THE SINGLE SUBJECT CREDENTIAL (LEVEL I) PROGRAM
Applicants to the Single Subject Credential (Level I) Program are required to apply to the university, as well as Admission to Teacher Education. Filing deadlines are Feb. 28 (to begin the program the following fall) and Sept. 30 (to begin the program the following spring). An additional fee is required with the application.
Applications for admission into the Single Subject Credential (Level I) Program are evaluated according to the following criteria: subject matter competence, breadth of understanding, professional aptitude and manner; physical and mental fitness, fundamental skills and personality and character. Evidence in relation to criteria is submitted at the time of application and includes the following:
Overall grade-point average appropriate to the individual academic department
Passage of California Basic Educational Skills Test (CBEST)
Successful completion of Ed Sec 304 or 307, Ed Sec 310, Ed Sec 320, Ed Sec 330 and Ed Sec 340
100% completion of Subject Matter Preparation Program SMPP) in your content area or the CSET exam results in your content area. See your adviser
Proficiency in oral and written English
Recommendations from academic faculty and school personnel
Documented field experience in 7-12 classroom or equivalent
TB Test and MMR (measles, mumps, rubella) certification. Both tests may be done at CSUF Health Center. Call 657-278-2813.
CPR Training – Candidates must complete CPR Training offered by the American Heart Association (Heart Saver) or the American Red Cross. Training must cover infant, child and adult. Evidence of CPR training must be current (within 2 years) and a copy of the CPR certificate must be submitted with the credential application.
The Certificate of Clearance form must be sought by the time of application. There is a fingerprint background check form to be completed as specified by the California Commission on Teacher Credentialing.
INTERNSHIP PROGRAM
Students who meet requirements set by the California Commission on Teacher Credentialing and Single Subject Internship Credential Program may enter the Professional Development Track. These students receive an internship credential, which entitles them to teach in a public school while taking their coursework at CSUF in the late afternoon, evenings or on the weekends. The curriculum of the Internship Program is a multi-semester experience, including prerequisites, pre-service coursework, fieldwork and student teaching. Students in the Internship Program progress through Ed Sec 400 (Instructional Methods for Secondary Interns) and their first full-time teaching semester of the program as a cohort group, a structure that provides peer support and enhances opportunity for success. In the second full-time teaching semester as an Intern in the program, they are in cohort groups by subject area.
Internship candidates must complete Ed Sec 400 (Instruction Methods for Secondary Internship Candidates) and Ed Sec 410 (Teaching English Learners in Secondary Schools) prior to enrollment as an Internship candidate in the first semester of the program. These courses provide candidates with early instruction on classroom management, lesson planning and instruction and assessment strategies. This course is only offered during summer and January intersession, and requires candidates to collect numerous materials from their school site and district, including school and district emergency procedures, district content and performance standards, a district testing schedule and academic year calendar and textbooks. In Ed Sec 400, candidates prepare a Classroom Management Plan and Letter to Parents, first week lesson plans, a semester plan for instruction, bulletin board materials and an assessment plan. In Ed Sec 410, candidates learn strategies for engaging and supporting beginning, intermediate and advanced English language learners.
Internship credential candidates meet as a cohort group in Ed Sec 440S (General Pedagogy of Secondary School Teaching) and are supervised by the university in Ed Sec 440F (Supervised Fieldwork in Secondary Schools). The two classes are integrated so students realize the inter-relationship of pedagogical theory and practice through collaboration with their internship teaching.
The Ed Sec 440S/F experience for candidates in the Professional Track/Internship program differs from that of the traditional Ed Sec 440F/S experience because Internship candidates have all completed Ed Sec 400 and Ed Sec 410. The Ed Sec 440S seminar is held on Monday afternoons instead of Friday mornings. Other differences include a weekly seminar discussion that focuses on successes and challenges interns currently experience; assignments that are more tightly focused on teaching; and visits by fieldwork coordinators during the first ten weeks of the semester.
Candidates who become interns in their second semester are required to have completed all of the entrance requirements and four prerequisites above, plus 15-18 units of secondary coursework. (Ed Sec 400 is only required for those individuals beginning an Internship immediately-students who become interns in their second semester have a general and subject-specific methods course their first semester in the program - Ed Sec 440S and 442). The application requires master teachers, university supervisors and principals to certify that they have observed these candidates in classroom teaching and evaluate them as professionally mature and developmentally ready to handle a teaching position with full classroom and school responsibilities. Additionally, the University Subject Matter Program Advisor must recommend the candidate.
Internship Credential Program Eligibility Requirements
To be eligible for participation in the first semester University Intern Program credential candidates must have the following items: earned bachelor’s degree from a regionally accredited college or university; passed the California Basic Skills Proficiency Test (CBEST), passed the Subject Matter Competence Exam (CSET) or completed 100 percent of a commission-approved Subject Matter Preparation Program (SMPP), completed character and identification clearance (fingerprints), demonstrated knowledge of the United States Constitution, be accepted into the Single Subject Credential Program and obtained a University Internship Intern Credential. CSU Fullerton uses recommendation forms and an autobiography to assess how the candidate’s prior experiences and attitudes toward children and schools may affect the candidate’s performance in the classroom. Additionally, during prerequisite courses, candidates are required to write their educational philosophy and to participate in 40 hours of fieldwork in public secondary schools. These requirements provide excellent information related to the candidate’s prior experiences and attitudes toward children and schooling.
Before entering the program, each candidate participates in an interview designed to ask about prior experiences and attitudes toward children. All Intern applicant decisions are made in collaboration with the employing school district. CSU Fullerton will not issue an Intern credential without written approval from the district and bargaining unit.
SINGLE SUBJECT CREDENTIAL (LEVEL II)
As of Fall 2003, all candidates are required to complete a Professional Teacher Induction Program through their employing district.
MASTER OF SCIENCE IN EDUCATION SECONDARY EDUCATION CONCENTRATION
This program is designed to help career secondary classroom teachers upgrade their skills, become informed about new ideas in secondary teaching and prepare for curriculum leadership roles in public and private schools.
The graduate program builds upon teacher preparation in the Single Subject Credential Program. Whereas coursework in the credential program focuses on knowledge and skills necessary for a beginning secondary teacher, the graduate program will allow students to extend their knowledge and deepen their skills in curriculum design, instructional and assessment strategies, integration of technology and reflection skills.
Online Hybrid Graduate Program Features
The graduate programs in Secondary Education are delivered in an online hybrid format, with 49 percent of courses delivered completely via web-based instruction and the other courses delivered partially via web-based instruction. The program begins with a required one-unit prerequisite course.
Options for Culminating Experience
The options for candidates’ culminating experiences are the comprehensive examination, action research project, thesis, submission for National Board Certification, development of a major grant proposal, development of a comprehensive curriculum project or development of an article for publication.
Support for National Board Certification
One option for candidates’ culminating experiences is submission for National Board Certification. The graduate program in Secondary Education provides up to nine units of support to candidates . EDSC 591 (taught in the fall) is intended to provide students with an introduction to the requirements of National Board certification as well as assist students in beginning work on their portfolios. EDSC 599 provides an independent study to further portfolio work. EDSC 594 (taught in the spring) is intended to provide teachers with as-needed support while they finish their portfolios.
What is the National Board for Professional Teaching Standards Certification?
Currently, teachers who have at least three years of experience may elect to participate in this performance-based assessment. The process of becoming a National Board-certified teacher is an intensive one that demands much of teachers . Teachers must complete a portfolio demonstrating their practice and highlighting the ways they put National Board standards into practice. They must include written lesson plans, videotapes of their teaching and extensive written reflections on their teaching. In addition to the portfolio, teachers must complete a more standard written assessment aimed at evaluating their content knowledge. The NBPTS encourages teachers to work together and support one another during this process. They also encourage teachers to seek out support programs and/or mentors who can provide them with feedback on all aspects of the process.
Application Deadlines
Applications are only accepted for the fall semester. The deadline for completing the online application is May 1 for the fall semester (http://www.csumentor.edu). Mailed applications must be postmarked by the same deadline. However, deadlines may be changed based upon enrollment projections.
Admission to Graduate Standing: Conditionally Classified
University requirements include: a baccalaureate from an accredited institution and a grade-point average of at least 2.5 in the last 60 semester units attempted (see “Graduate Regulations” section for complete statement and procedures).
Graduate Standing: Classified
Classified standing is granted after a study plan is developed in consultation with a faculty adviser and approved by the Associate Vice President, Academic Programs (or designee). Students must also meet the following admission requirements:
1. An approved major
2. Grade-point average of 3.0 on previous academic and related work
3. Proof of a current teaching credential
4. Current professional resume
5. 500-word statement of purpose outlining your interest in the Secondary Education Master’s Program (e.g., any areas of special interest or emphasis you plan to pursue as a graduate student, a brief description of your current teaching position or anything else that would facilitate an informed decision on your application)
6. Two or more letters of recommendation that address your aptitude for graduate study including your teaching skills as well as your academic preparation. Grade-point average deficiencies may be removed by a demonstration of competency in the graduate program.
Study Plan
Students are required to complete a one-unit prerequisite course that is offered credit/no credit. Check with the department office for registration information. The course allows students to identify major issues in secondary schools, develop a program plan and set goals for their graduate work. The adviser-approved 30 credit units on the graduate study plan will include the following:
Prerequisite Course (1 unit)
Ed Sec 501 Introduction to Graduate Studies (1)
Core Courses (15 units)
Ed Sec 504 Advanced Proficiency in Educational Technologies (3)
Ed Sec 506 Graduate Studies in Secondary Writing (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)
Concentration Courses (6 units)
Ed Sec 522 Family, Community and Professional Partnerships (3)
Ed Sec 524 Assessing Student Learning (3)
Electives (6 units)
Chosen in consultation with the Graduate Program Adviser
Culminating Experience (3 units)
Ed Sec 594 Research Seminar (3)
OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3)
OR Ed Sec 597 Project (3)
OR Ed Sec 598 Thesis (3)
*Please contact the Secondary Education Department office for current registration information.
EMPHASIS IN TEACHER INDUCTION
The concentration in Secondary Education with an Emphasis in Teacher Induction is designed for 7-12 grade teachers to earn their Level II Credential and to prepare them for continued instructional and leadership roles in secondary schools. This graduate program builds upon teacher preparation in the Single Subject Credential Program and allows students to extend their knowledge and deepen their teaching skills while working toward the Level II Credential.
Prerequisite Course (1 unit)
Ed Sec 501 Introduction to Graduate Studies (1)
Core Courses (15 units)
Ed Sec 504 Advanced Proficiency in Educational Technologies (3)
Ed Sec 506 Graduate Studies in Secondary School Writing (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)
Emphasis Courses (6 units)
Ed Sec 502A New Teacher Induction, Assessment and Support, Year 1 (1)
Ed Sec 502B New Teacher Induction, Assessment and Support, Year 1 (2)
Ed Sec 502C New Teacher Induction, Assessment and Support, Year 2 (1)
Ed Sec 502D New Teacher Induction, Assessment and Support, Year 2 (2)
Electives (6 units)
Chosen in consultation with the Graduate Program Adviser.
Culminating Experience (3 units)
Ed Sec 594 Project Seminar (3)
OR Ed Sec 595 Advanced Studies Capstone in Secondary
Education (3)
OR Ed Sec 597 Project (3)
OR Ed Sec 598 Thesis (3)
EMPHASIS IN TEACHING FOUNDATIONAL MATHEMATICS
The concentration in Secondary Education with an Emphasis in Teaching Foundational Mathematics is a collaborative effort with the Department of Mathematics and is designed to help experienced teachers of mathematics upgrade their skills, become informed about new ideas in secondary teaching and prepare for curriculum leadership roles in public and private schools. The emphasis will provide teachers of math from grade 4 to geometry with a deeper knowledge base in mathematics and mathematics education. Mathematics 303A,B Fundamental Concepts of Elementary Mathematics (6 units) or equivalent are required as prerequisites to the program.
Study Plan
Students are required to complete a one-unit prerequisite course. This course is taken credit/no credit (does not apply to units for the degree). Check with the department office for registration information. The adviser-approved 30 units (minimum) on the study plan will include the following:
Prerequisite Coursework (1 unit)
Ed Sec 501 Introduction to Graduate Studies (1)
Core Coursework (15 units)
Ed Sec 504 Advanced Proficiency in Educational Technologies (3)
Ed Sec 506 Graduate Studies in Secondary School Writing (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)
Emphasis Courses (12 units)
Ed Sec 530 Graduate Studies in Mathematics Education (3)
Math 403A,B Concepts of Middle School Mathematics (3,3)
Math Ed 532 Teaching Problem Solving in Middle School Mathematics (3)
Culminating Experience (3 units)
Ed Sec 594 Research Seminar (3)
OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3)
OR Ed Sec 597 Project (3)
OR Ed Sec 598 Thesis (3)
SECONDARY EDUCATION COURSES
Courses are designated as EDSC in the class schedule.
