Learning Outcomes

Teacher Performance Expectations 

With a Single Subject Preliminary Teaching Credential, you’ll be qualified to teach middle school, junior high, and high school in both public and private sectors in California.

All California teacher credential candidates must meet the expectations of the California Commission on Teacher Credentialing(CTC).  The courses within this program support your development in meeting those expectations.  Teacher Performance Expectations are delineated on the CTC website.

Once you’ve completed the coursework, keep the momentum going by enrolling in our Master’s program

After completing this credential program, you'll be able to:

Educational (In)Justice Contexts

Understand and demonstrate a sociohistorical and sociocultural analysis of inequity in U.S. schools and society

Learn about communities organizing for educational justice and ways teachers are and can be involved in collective change.

Humanizing Classroom Community

Learn and develop effective methods for cultivating a caring, supportive, nurturing, and rigorous classroom community (within our teacher education classrooms and at school sites).

Incorporate restorative practices to inform community building and restorative justice to support socio-emotional learning and individual and collective responsibility for community

Cultivate a supportive learning environment for all students, particularly emergent multilingual students and students with learning differences

Communicate high expectations for student learning and classroom behavior and identify appropriate supports necessary to allow students to meet those expectations

Critical and Culturally Sustaining Pedagogy and Lesson Design

Develop a foundation of socially just teaching and learning methods (curricular and pedagogical) that disrupt dominant ideologies and inequalities.

Design lessons and deliver instruction that is linguistically, culturally, and developmentally appropriate to students

Promote critical and creative thinking and analysis in students through lesson design

Engage students through lessons enriched by substantive knowledge of the content, real-life contexts, active learning, technology, and visual and performing arts

Humanizing Assessment

Use a variety of formative and summative assessments to meet the needs of different learners, including student self-assessment and self-reflection as partners in teaching and learning

Critical Praxis

Use critical inquiry groups with a problem-posing framework to grow within the teaching practice

Using critical reflection and reflexivity, consider your ideological development through schooling and socialization.

Engage in professional consultation and collaboration with other educators to plan for instruction

Positionality

Examine how ideologies shape our classroom space, interactions with students, parent(s)/guardian(s), colleagues, community members, and administrators

Develop and incorporate sustainable mindfulness practices in our lives (personal and professional).

Family and Community Cultural Wealth

Integrate family and community partners in classroom practice and student assessments

Demonstrate professional practice growth in partnership with communities, families, students.

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