Multiple Subject Credential Programs - Program Review Launchpad

Program Summary

The Multiple Subject Credential Program (MSCP) at CSULB provides pre-service teachers with the tools and confidence they need to be successful in elementary and middle grade classrooms. Teachers with this credential traditionally teach elementary (K-8) grades. An integrated approach to certification is taken to incorporate theoretical and research-based foundations of good teaching, coupled with extensive opportunities for hands-on application in real-world classrooms.  CSULB multiple subject credentialed teachers are highly desired by public, private, and charter school employers. 

Program Design 

Leadership Within the Credential Program 

The Dean of the College of Education has oversight of all credential programs offered by the college.  Various responsibilities are delegated to associate deans, department chairs, program coordinators, and staff. The Multiple Subject Program coordinator reports to the chair of the Teacher Education department, who reports to the dean of the college.  The program coordinator and the department chair have faculty appointments. 

Communication within the credential program and with the institution 

Collaboration is a hallmark of the teacher preparation program at CSU, Long Beach.  Within the College of Education, the Chair of Teacher Education and the Coordinator of the MSCP program meet regularly to discuss curriculum, instruction, and policy issues related to the program.  The Chair of Teacher Education meets monthly with Teacher Education Faculty to gather input on needed program changes, candidate outcome measures, and best practices.  Both the Program Coordinator and the Chair are members of the College Leadership Team which meets on a bi- weekly basis to discuss policies, resource planning, and collaborative activities among the various departments in the college.  The Associate Dean, Chair of Teacher Education, and Program Coordinator serve on a variety of university and system wide committees which collaborate on policy issues and technical program development.  These committees also serve as a venue for communication with the CSU, Long Beach President’s Office and the CSU Chancellor’s Office. 

Structure of coursework and field experiences in the credential program 

At CSULB, there are four Tracks from which candidates may choose to complete the Preliminary Multiple Subject Credential:  Preliminary Multiple Subject Credential (post-baccalaureate), Multiple Subject Internship, Integrated Teacher Education Program (ITEP) & Urban Teaching Pathway (UTEACH), and Bilingual Authorization in Spanish or Asian Languages. 

The Multiple Subject Credential Program (MSCP) contains a structured, sequential, and spiraled curriculum organized in four phases. The MSCP program provides explicit instruction in critical content areas and for student populations with unique learning needs.  Addressing the needs of a diverse student population, specifically students who are English Language Learners or those who may have specialized academic learning needs, including those with disabilities is a priority of the program and therefore, every course examines these populations through the specific lens of the course content. Each phase is described below and is applicable to the post-baccalaureate, internship, and bilingual authorization pathways.  The UTEACH program follows a similar course sequence for phases 1 & 2 but differs in the delivery of Phases 3&4 as outlined below. 

Candidates record their field work hours, school sites, and reflections in an online platform called S4. By having candidates record all field practice in S4, the college is able to monitor and track all candidate fieldwork hours across the entire course of each student’s program as well as generate reports indicating which school sites candidates were placed in. 

Phase 1 (Pre-Requisite):  Historical and Philosophical Foundations and Preparing to Teach Special Populations in the General Education Classroom 

Prerequisite courses lay the groundwork for candidates’ understanding “big picture” ideas about what school is globally, in the United States, and especially in California. Two courses in Track 1, EDEL 380:  Teaching and Learning in a Democratic Society and EDSP 303:  Preparing to Teach Special Populations in the General Education Classroom), provide this historical and foundational perspective. In EDEL 380, candidates learn about the legal and ethical obligations of teachers.  ITEP students complete courses with similar competencies (EDEL 100, EDEL 200), that have increased demands for fieldwork.  ITEP candidates complete EDSP 355A or EDSP 350:  Teaching Students with Exceptional Needs. 

Phase 2 (Co-Requisite): Child Development, Motivation and Learning, and Language and Cultural Foundations 

Students in phase two of the MSCP program complete the following sequence of courses: Developmentally Appropriate Teaching Practices (EDEL 413,) provides candidates opportunities to develop a knowledge base in child development and learning, family dynamics, health and physical education, healthy environments for all children.  In addition, candidates develop basic knowledge of: (a) child abuse and the educator’s responsibility for identifying and reporting; (b) effects of drug and alcohol and prevention programs; (c) school violence and strategies for defusing situations of conflict; (d) theories of motivation and learning; and (e) how schools and classrooms affect student behavior.  EDEL 431 provides candidates opportunities to understand the historical and foundations which support the development of sensitivity and appreciation for the linguistic and cultural diversity in our schools.  They participate in activities that bring about an understanding of students’ diverse needs and how to help them develop an academic language necessary for school success.   ITEP students complete the same course competencies in EDEL 300: Cultural and Linguistic Diversity in Schools. 

Students are required to complete ten hours of fieldwork in public elementary classrooms for each of the five courses in elementary classrooms with at least 25% of students classified as English Language Learners. Each candidate has opportunities to observe and participate for at least one full semester at a particular site. As candidates progress to the subject-specific pedagogy coursework, they have experiences with a variety of teachers at various grade levels (e.g., K-2, 3-5, 6-9).  The Multiple Subject Credential Program design includes a developmental sequence of carefully planned, substantive, supervised field experiences in public schools selected by the Department of Teacher Education and the College of Education at California State University, Long Beach. 

Phase 3: Subject-Specific Pedagogy in the Major Content Areas 

In this phase of their development as beginning teachers, candidates are provided opportunities to connect theory and practice regarding pedagogical strategies related specifically to subject disciplines. These subject-specific pedagogy courses include activities that enable candidates to practice specially designed academic instruction in English (SDAIE) strategies, integrate literacy and technology, and differentiate instruction based on students’ diverse needs.  Five courses comprise this professional preparation phase of subject-specific pedagogy coursework.  They are EDEL 442: Teaching and Learning Language Arts, K-8 (RICA), EDEL 452: Teaching and Learning Reading, K-8 (RICA), EDEL 462: Teaching and Learning Mathematics, K-8, EDEL 472: Teaching and Learning History-Social Science in Diverse Classrooms, and EDEL 475: Teaching and Learning Science, K-8.  All students, regardless of program track, complete this series of courses. 

Phase 4: Student Teaching 

In this last phase of the program, all candidates, with the exception of UTEACH) participate in increasingly more complex field experiences in clinical settings in public K-8 classrooms with the guidance, support and mentoring of TPA-trained student teaching supervisors.  Candidates complete one student teaching placement over the course of one semester.  They also complete 20 hours of observation and hands-on application in an alternate grade level setting.  They plan daily lessons based on the California Content Standards and they organize and implement unit plans.  They demonstrate a variety of instructional strategies that illustrate their ability to differentiate instruction based on a wide variety of student needs. 

The UTEACH (Urban Teaching Academy) pathway is a unique opportunity for students to combine pedagogy and practice in a personalized credential program designed to fully prepare future teachers in a hands-on supportive school setting. While the curriculum of the MSCP remains constant among the various tracks, the UTEACH model provides an integrated, clinically based program where students are able to learn and apply best practices immediately during their residential student teaching experience.  The UTEACH model is a year-long school/university residency program where teaching methods courses are held at school sites working with children in real classroom settings.  UTEACH candidates complete two semesters of student teaching, in two different grade levels, alongside a partner from their cohort.    

Program modifications over the last two years 

The program reviews data on an annual basis to determine needs for program changes.  Over the last two years, fieldwork and signature assignments have been slightly modified to better reflect the needs of program candidates and our K-8 school district partners.  These changes included better alignment with the CalTPA tasks.  At the student teaching phase, candidates previously completed two 7.5-week assignments in two different grade levels.  Currently, candidates complete the majority of their student teaching in one classroom and complete 20 hours in an alternate grade level.  This change was made to ensure high quality master teachers for every candidate, to better meet the needs of our partner districts, and to allow more time in one setting for candidates to complete the CalTPA. 

Means for stakeholder input

The Multiple Subject Credential Program (MSCP) has a long-term, well-established ongoing dialogue with the Long Beach Unified School District (LBUSD) and 25 other school districts within the CSULB service area concerning field placements, student teaching placements, coursework in the MSCP Program, Teacher Education Department, and College of Education offerings.  The Multiple Subject Credential Program participates in twice yearly District Partner Meetings, consisting of district administrators, teachers, community members, as well as CSULB faculty and administrators.  The mission of this advisory council is to provide advice to the Department of Teacher Education on the broad range of issues related to the credential program. Specific activities include, but are not limited to reacting to new program directions generated by the Department, responding to issues presented by the Department, review of program objectives as required by the Commission, providing insights on future needs of the schools, determination of research questions and areas of inquiry, and advising on strengthening school- university relationships. 

What advice candidates receive about how they will be assessed in the program and informed of the results of those assessments?

MSCP Candidates receive extensive advisement throughout the program.  Beginning with an information meeting, students receive information on the MSCP, credential requirements of the State of California, and application procedures.  Once admitted into the program, candidates participate in a “Journey” meeting which provides extensive information on program requirements, scheduling recommendations, professional examination requirements, and student teaching.  The Teacher Preparation Advising Center is open year-round on an appointment, walk-in, email, or phone basis to advise candidates on individual concerns. 

Assessment of Candidates 

Candidate assessment begins as early as the application phase of the program.  Dispositional elements of effective teachers are analyzed through the written personal essay, program interview, letters of recommendation, and through a candidate dispositional self-assessment.  Dispositions are continually monitored throughout all phases of the program through coursework, faculty, and cooperating teacher evaluations.  Grades are utilized as a measure of candidate progress and candidates must maintain a 3.0 GPA in courses to be advanced to student teaching.  Students not meeting that benchmark are placed on probation each semester.  They must meet with the Program Coordinator and are provided with specific guidelines for remediation. 

Professional preparation coursework and field experiences are formatively assessed and summatively evaluated by multiple assessment strategies, such as exams, papers, journals, course projects, and participation in class discussion and activities. Authentic performance is assessed by instructional units, case studies, lesson plans, etc., drawn from fieldwork experiences.  Fieldwork verification forms, required by each subject-specific pedagogy course and filled out by the cooperating teacher at the conclusion of the candidate’s fieldwork experience, are submitted to the course instructor for evaluation. Each pedagogy course utilizes a signature assignment to assess student learning in individual courses, while providing the program with feedback about student progress across the program. 

Extensive assessment and supervision during fieldwork is a hallmark of the credential program.  Field supervision is a collaborative effort among program faculty, university supervisors, and site-based cooperating/master teachers.  During the early field experiences in the pre-requisite courses, students complete between 45 (Tracks 1, 2, and 4) and 120 (Track 3) hours of field work.  Cooperating teachers supervise all of the required hours and complete an evaluation of each student after each rotation or completion of 45 hours.  Candidates enrolled in pedagogy courses are required to complete a minimum of 10 hours of fieldwork, which is supervised on a weekly basis by the cooperating teacher.  Cooperating teachers also complete an evaluation and certification that the candidate has completed the required fieldwork and faculty verify the completion of the required field assignments.  University Faculty in off-campus methods courses also supervise and evaluate candidates on a weekly basis. 

During the student teaching experience, the university supervisor observes each candidate once a week (or biweekly for Track Three Student Teachers) and holds a student teaching seminar once a week with the group of student teachers he/she is supervising.  University supervisors conduct weekly observations, evaluations, and conferences with each candidate.  Evaluation scores are uploaded into a secure data tracking system, where aggregate scores are calculated and can be reviewed in real-time by the candidate, the program coordinator, and the fieldwork support team.  Candidates who are not meeting program proficiency standards in their assignment are placed on an Action Plan and Remediation Contract (if necessary) that is monitored on a weekly basis, by the Master Teacher, University Supervisor, and the Program Coordinator.  Master Teachers supervise the candidate on a daily basis and provide formative feedback during post lesson conferences.  The CalTPA is also utilized as a summative evaluation of candidate competencies.  Candidates practice TPA like activities during Phase 3 and are supported in the completion of CalTPA Cycles 1 & 2 during student teaching.

CalTPA Support

Candidates enrolled in the MSCP program acquire specialized support during their student teaching seminar for both Cycle 1 and Cycle 2 of the CalTPA.  Both the Program Coordinator and CalTPA faculty liaison are trained CalTPA assessors and provide university supervisors with guidance and updates on CalTPA strategies and rubrics to best provide candidate support during student teaching. Additionally, the CalTPA faculty liaison holds regular office hours and small workshops with candidates, by appointment, to address questions and review key assessment elements. MSCP candidates who do not pass a CalTPA cycle are offered 1-1, individualized coaching support to assist with passing subsequent submissions.

CED Approved Fieldwork Districts and Community Partners​

CED Affiliation Agreement Template (PDF)

Signed Affiliation Agreements

CED Intern MOU Template (PDF)

Signed MOUs

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Candidates in each pathway of the Multiple Subject Credential Program receive initial and ongoing advising from the program coordinator and advisors in the Teacher Preparation Advising Center.  Candidates can monitor their own program progress through the MyCSULB Student Center Academic Requirements Report.  Each candidate will also establish a file in the CSULB Credential Center and submit all supporting documentation including CTC fingerprint clearance, Basic Skills, and Subject Matter Verification.  Candidates receive a credential program evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.   

Individual Development Plan (IDP) Transition Plan: During the final two weeks of the student teaching experience, program candidates meet with their University Supervisor and Master Teacher to discuss their teaching performance to date and outline next steps for improvement and growth as a beginning educator.  Within this collaborative meeting, candidates review their performance against both the student teaching evaluation and the California Standards for the Teaching Profession.  Given feedback from the student’s support team, two areas of strength, two areas of growth, and three areas of professional interest are identified.  Signatures from the University Supervisor, Master Teacher, and candidate are included on the form.  Once complete, the student retains a copy for their files and a copy is submitted to the program via a secure Sharepoint folder. 

At the completion of their final semester, the program coordinator provides a clearance form to the Credential Center indicating that the candidate has completed all program requirements.  A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation.  A credential analyst ensures that only qualified candidates are recommended for their Preliminary Multiple Subject Credential.