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Curriculum & Course Schedule

The Multiple Subject Teaching Credential Program is recognized as one of the best around. By successfully completing our one-year, 36-unit program, you will be qualified to teach in public/private schools (K-8 grades) in California.

 

Course Schedule

 

First Term (Summer, 7 units):

  • MSTE 212: Learning & Development in a Multicultural Society (3 units)
  • MSTE 317: Introduction to Field Experience (3 units)
  • MSTE 275: Health & Physical Education (1 unit)

 

Second Term (Fall, 15 units):

  • MSTE 263: Curriculum & Instruction: Literacy I (3 units)
  • MSTE 328: Teaching English Learners (2 units)
  • MSTE 345: Curriculum &  Instruction: Social Studies & Humanities (3 units)
  • MSTE 350: Curriculum & Instruction: Mathematics (3 units)
  • MSTE 311: Supervised Teaching I & Seminar (4 units)

 

Third Term (January, 2 units):

  • MSTE 223: Technology in the Classroom (1 unit) 
  • MSTE 242: EdTPA Practicum (1 unit)

 

Fourth Term (Spring, 12 units):

  • MSTE 264: Curriculum & Instruction: Literacy II (3 units)
  • MSTE 338: Teaching Learners with Special Needs (2 units)
  • MSTE 349: Curriculum & Instruction: Science (3 units)
  • MSTE 321: Supervised Teaching II & Seminar (4 units) 

 

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Course Descriptions

 

MSTE 212: Learning & Development in a Multicultural Society (3 units)

This course examines how children learn and develop socially and intellectually as individuals and as members of families, cultures and communities. We will look at ways teachers can learn about their students’ cultures, development, and prior experience, and use that knowledge to facilitate and enhance student learning and growth. The development of the child is examined from multiple theoretical perspectives while honoring the role of languages and cultures within the classroom. We will examine race and socio-economic status and the impact of these on classroom equity, student self-esteem, and empowerment/disempowerment. We will also investigate critical thinking, creativity and reflection, while beginning to learn how to create developmentally, linguistically, and culturally appropriate learning activities. Candidates are encouraged to reflect on how theory and research will inform their teaching practice.

MSTE 223: Technology in the Classroom (1 unit)

This course assists candidates in designing, implementing, and evaluating technology-rich learning environments that individualize learning opportunities and assessments for students. Candidates gain fluency in using digital tools and learn how to promote digital citizenship and critical digital literacy, including understanding copyright law, fair use, and Internet security. Candidates use appropriate educational technologies to deepen learning and meet students’ needs consistent with standards for instructional technology and blended/online learning.

MSTE 242: edTPA Practicum (1 unit)

This course supports candidates through the completion and submission of a comprehensive Teaching Performance Assessment, which is required by the California Commission on Teacher Credentialing. At Saint Mary’s, this requirement is fulfilled by completing the EdTPA. Candidates receive specific support and opportunities to reflect on teaching, to connect theory and practice, and to analyze student work. Candidates also receive support in the technical aspects of completing the assessment, such as editing video, scanning documents and saving video material. 

MSTE 263: Curriculum & Instruction: Literacy I (3 units)

In this course, Multiple Subject Teacher Education (MSTE) candidates will learn, apply, and demonstrate the ability to design and deliver instruction in reading, writing, speaking, listening, and language in an early childhood elementary classroom (TK–grade 3). Candidates will develop the pedagogical knowledge, skills and abilities to emphasize making meaning, language development, effective expression, content knowledge, and foundations skills (CTC, 2016). The course incorporates content included in the Reading Instruction Competence Assessment (RICA) and is aligned with the 2016 California Teaching Performance Expectations (TPEs), Preliminary Multiple Subject Credential Program Standards, CTC Reading/Language/Literature Content Specifications and subject specific skills, English Language Development Standards and the California Common Core Standards for English Language Arts. This course provides research-based pedagogical practices to support inclusive literacy instruction in classrooms that reflect the diversity of California’s public schools.

MSTE 264: Curriculum & Instruction: Literacy II (3 units)

In this course, Multiple Subject Teacher Education (MSTE) candidates will learn, apply, and demonstrate the ability to design and deliver instruction in reading, writing, speaking, listening, and language in an upper elementary classroom (grades 3–6). Candidates will develop the pedagogical knowledge, skills and abilities to emphasize making meaning, language development, effective expression, content knowledge, and foundations skills (CTC, 2016). The course incorporates content included in the Reading Instruction Competence Assessment (RICA) and is aligned with the 2016 California Teaching Performance Expectations (TPEs), Preliminary Multiple Subject Credential Program Standards, CTC Reading/Language/Literature Content Specifications and subject specific skills, English Language Development Standards and the California Common Core Standards for English Language Arts. This course provides research-based pedagogical practices to support inclusive literacy instruction in classrooms that reflect the diversity of California’s public schools. 

MSTE 275: Health & Physical Education (1 unit)

This course examines concepts of health and physical education in the schools. Emphasis is on current health issues for children and adolescents viewed in the context of child development; on the responsibilities of teachers and the school community in promoting child health; on curricular strategies that contribute to the healthful behavior of children; and instruction in the Health and Physical Education Frameworks for California.

MSTE 311: Supervised Teaching I & Seminar (4 units)

The purpose of this course is to support credential candidates as they complete their first Supervised Teaching placement (fieldwork). Candidates will discuss and reflect on their development as teachers and professionals, extend their knowledge of classroom management, and learn how to establish a caring and culturally-responsive classroom community. Candidates will also undertake a close examination of the ​California Arts Educational Framework​ ​and learn how to incorporate the arts into their instruction. 

MSTE 317: Introduction to Field Experience (3 units)

This course introduces candidates to the social, historical, cultural, legal and ethical foundations of education. Candidates will engage with multiple models and implementation of classroom practices to support all students in safe and effective learning environments. Candidates become familiar with the Common Core State Standards and Teacher Performance Expectations (TPEs) of the California Commission for Teacher Credentialing. Throughout the course, candidates explore methods of classroom management, design and write lesson plans, explore assessment, set goals for supervised teaching and begin the process of developing a classroom management plan.

MSTE 321: Supervised Teaching II & Seminar (4 units)

The purpose of this course is to engage credential candidates in deeper reflection and planning as they complete their final Supervised Teaching placement (fieldwork). Using the Visual and Performing Arts as vehicle, candidates will discuss and reflect on their development as teachers and professionals while they explore challenging issues impacting children and teachers in education. In this course, candidates will refine their classroom management and professional development plans, continue their study on methods and strategies for establishing caring and culturally-responsive classroom communities and strengthen their skill in engaging with the school and the surrounding community. In the process, the candidates will grow as teaching artists, becoming more fluent in at least one of the 5 key disciplines of the visual and performing arts: Visual Arts, Music, Dance, Theatre and Media Arts.

MSTE 328: Teaching English Learners (2 units)

This course introduces candidates to the history of bilingual education, research and theory on language learning, best practices and pedagogy of English language instruction, and principles of assessment and differentiated instruction for English language learners in the general education classroom. Topics that are addressed include theories of second language acquisition, school program models supporting English learners; culturally and linguistically responsive pedagogy; creating a supportive, healthy environment for student learning; and universal access to curriculum. Effective methods of communication and ways to involve families in the school are also covered. Universal access to curriculum through incorporating Specially Designed Academic Instruction in English (SDAIE strategies) and developing Academic Language are specifically addressed. This course supports candidates in their student teaching placements, with the goal of enhancing their personal and professional growth and development as teachers.

MSTE 338: Teaching Learners with Special Needs (2 units)

This course introduces candidates to the philosophy and history of special education, as well as examining legal issues, principles of assessment, best practices, and differentiated instruction for students with special needs in the general education classroom. Topics that are addressed include school program models; culturally and linguistically responsive pedagogy; creating a supportive, healthy environment for student learning; and universal access to curriculum. Effective methods of communication and ways to involve families in the school are also covered. This course supports candidates in their student teaching placements, with the goal of enhancing their personal and professional growth and development as teachers.

MSTE 345: Curriculum & Instruction: Social Studies (3 units)

This course is designed to introduce candidates to History-Social Science pedagogy and the History-Social Studies Framework and Content Standards for Students. Candidates learn instructional methods and technological tools and resources for use in social science and integrated humanities and social science curriculum. The course emphasizes research on how children construct understandings of history and society, develop historical thinking skills, and learn about multiple perspectives. Candidates learn to design instructional objectives, plan lessons and assess student learning with special emphasis on providing access to the core curriculum for English Learners and students with special needs. Universal access to the curriculum through incorporating Specially Designed Academic Instruction in English (SDAIE Strategies) and developing Academic Language are specifically addressed. This course is aligned with the California 2042 Standards.

MSTE 349: Curriculum & Instruction: Science (3 units)

This course is designed to immerse prospective K–8 school teachers to the theoretical concepts, instructional methodology and appropriate materials for use in science education. The emphasis of this course is on science teaching; in addition, the integration of selected mathematical concepts and other subjects is modeled and addressed. The course focuses on children’s thinking in science, curriculum planning, teaching reflection, and teaching/assessment techniques that promote differentiated instruction that facilitates the learning of science by all students.

MSTE 350: Curriculum & Instruction: Mathematics (3 units)

This course is designed to introduce prospective elementary and middle school teachers to the California Common Core State Standards for Mathematics as a foundational resource for understanding the elementary and middle school mathematics curriculum. The course will introduce candidates to the theoretical concepts, instructional methodology, and appropriate materials for use in mathematics education. It focuses on assessment, curriculum planning, and teaching techniques that promote differentiated instruction that facilitates the learning of mathematics by all students.

 

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