Department of Learning and Teaching
Professional Teacher Preparation
The Department of Learning and Teaching offers initial and advanced preparation programs for teachers of students in grade levels from kindergarten through high school, as well as adults. The Multiple Subject credential program is an initial program designed for candidates who wish to teach in elementary school settings. The Single Subject program is for those who wish to teach in secondary school settings. Candidates interested in careers in special education enroll in the Level I Educational Specialist credential program and may choose specializations in Mild/Moderate or Moderate/Severe Disabilities and/or Early Childhood Special Education. The Master of Education degree in Special Education may be earned in conjunction with the Level I Education Specialist credential. Candidates who wish to teach English to adult speakers of other languages may enroll in the TESOL certificate program.
Advanced programs are offered for those who have already earned a teaching credential or with significant teaching experience. These include Master of Education degrees in Curriculum and Teaching; Mathematics, Science, and Technology Education; and Language, Literacy, and Culture. In addition, the department, in collaboration with the College of Arts and Sciences, offers the Master of Arts in Teaching degree which combines academic content area study with advanced coursework in education. The Master of Arts in Teaching degree is offered in History, International Relations, and Social Science.
Level II Education Specialist credentials are available for special education teachers. This coursework may count towards the M.Ed. in Special Education.
Credential Programs
The Department of Learning and Teaching offers several credential programs to prepare teacher candidates for the 12th grade level and below: the Multiple Subject credential, the Single Subject credential, and the Education Specialist credential in three areas: Mild/Moderate Disabilities, Moderate or Severe Disabilities, and Early Childhood Special Education. The Multiple Subject credential is appropriate for self-contained classrooms typically found in elementary schools. The Single Subject credential is for subject-matter teachers typically assigned to middle school and high school positions. The Education Specialist credentials in Mild/Moderate and Moderate or Severe Disabilities are appropriate for special education settings in grades K-12. The Early Childhood specialist credential applies to children with disabilities from birth through pre-school.
A. Multiple Subject Credential Program
The Multiple Subject program is designed for those interested in teaching in elementary grades. Completion of an approved California state Liberal Studies undergraduate program is helpful preparation for the Multiple Subject credential, but is not required. To demonstrate subject matter competence, all candidates for the Multiple Subject credential are required to pass the California Subject Examination for Teachers (CSET: Multiple Subjects) prior to student teaching. Some applicants may be required to submit a passing score on this test prior to being admitted to the credential program. All candidates for the credential must submit either a passing score on the California Basic Educational Skills Test (CBEST) prior to admittance to the program, or evidence of having registered for taking the CBEST at its next offering.
Requirements for the Multiple Subject Credential
I. Courses (3-unit prerequisite, plus 33 units)
Required Prerequisite
EDU 558XB – First and Second Language Development and Structure for the Classroom Teacher (3 extension-credits). Available online through the USD Division of Continuing Education. Please call (619) 260-4585 for information.
Required Courses
EDSP 589 – Healthy Environments and Inclusive Education (3)
EDUC 581C – Multicultural and Philosophical Foundations of Education (3)
Field Requirements: five hours service learning, five hours observation
EDUC 582 – Psychological Foundations of Education in a Diverse Society (3)
Field Requirement: eight hours of observation
EDUC 583P – Methods of Teaching Reading and Language Arts in Elementary Schools (3)
Field Requirement: 50-hour practicum
EDUC 584C – Methods of Teaching English Language and Academic Development (3)
Field Requirement: 20 hours service learning
EDUC 585P – Elementary Curriculum Methods (6)
Field Requirement: 50-hour practicum
EDUC 590S – Student Teaching Seminar for the Multiple Subject Credential (2)*
EDUC 590P – Student Teaching for the Multiple Subject Credential (10)*
* EDUC 590S must be taken concurrently with EDUC 590P.
Additional Requirements
- Passing score on the following exams: CBEST, CSET: Multiple Subjects, RICA. The CBEST and CSET exams must be passed prior to student teaching.
- CPR certification
- U.S. Constitution requirement
- Successful completion of an online technology workshop
- Fitness to Teach: Admission to the credential program does not guarantee the opportunity to student teach. Placement is based upon assessment of candidates’ knowledge, skills, and dispositions in coursework and fieldwork. In addition, all candidates must be cleared through the CCTC fingerprint clearance.
- Grades of B- or better are required in all courses, including student teaching.
Requirements for the Multiple Subject Credential with a BCLAD Emphasis (Bilingual: Spanish credential)
BCLAD candidates take EDUC 542 in place of EDUC 582, but otherwise must meet all the requirements for the regular Multiple Subject credential. In addition, they must also have courses in anthropology, and Latin-American and California culture and history. They must also pass Spanish proficiency and Cultural Awareness
exams. Please see an adviser in the BCLAD program to discuss these requirements.
B. Single Subject Credential Program
The Single Subject credential is designed to prepare candidates to teach subjects in a departmentalized situation typically found in middle and high schools. To demonstrate subject matter competency, candidates must meet the academic requirements of a USD-approved subject matter program, or pass the appropriate CSET examination in the subject field in which they wish to teach. The CSET exam must be passed prior to student teaching. Some applicants may be required to submit scores on the CSET exam prior to being admitted into the credential program. USD currently has one CCTC approved subject matter program in the area of Mathematics.
Requirements for the Single Subject Credential
I. Courses (3 unit prerequisite, plus 30 units)
Required Prerequisite
EDU 558XB First and Second Language Development and Structure for the Classroom Teacher (3 extension-credits). Available online through the USD Division of Continuing Education. Please call (619) 260-4585 for information.
Required Courses
EDSP 589 – Healthy Environments and Inclusive Education (3)
EDUC 532P – Curriculum and Methods of Teaching in Secondary Schools (3)
Field Requirement: 50 hour practicum
EDUC 534P – Methods of Teaching Reading in Secondary Schools (3)
Field Requirement: 50 hour practicum
EDUC 581C – Multicultural and Philosophical Foundations of Education (3)
Field Requirements: 5 hours service learning, 5 hours observation
EDUC 582 – Psychological Foundations of Education in a Diverse Society (3)
Field Requirement: 8 hours of observation
EDUC 584C – Methods of Teaching English Language and Academic Development (3)
Field Requirement: 20 hours service learning
EDUC 591S – Student Teaching Seminar for the Single Subject Credential (2)*
EDUC 591P – Student Teaching for the Single Subject Credential (10)*
* EDUC 591S must be taken concurrently with EDUC 591P.
Additional Requirements
- Passing score on the following exams: CBEST, CSET or successful completion of a CCTC-approved subject matter program
- United States Constitution requirement
- Successful completion of an on-line technology workshop
- Fitness to Teach: Admission to the credential program does not guarantee the opportunity to student teach. Placement is based upon assessment of candidates’ knowledge, skills, and dispositions in coursework and fieldwork. In addition, all candidates must be cleared through a fingerprint clearance.
- Grades of B- or better are required in all courses and student teaching
- CPR certification
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Department of Learning and Teaching Master’s Degree Programs
Master’s degree programs in the Department of Learning and Teaching use National Board for Professional Teaching Standards (NBPTS) propositions as benchmarks to assess candidate performance. Candidate outcomes are also designed in congruence with the School of Leadership and Education Sciences’s A.C.E. conceptual framework, in which “A” represents “Academic Excellence, Critical Inquiry, and Reflection,” “C” stands for “Community and Service,” and “E” represents “Ethics, Values, and Diversity.”
Advanced programs are offered for those who have already earned a teaching credential or have teaching experience. These include Master of Education degrees in Curriculum and Teaching; Mathematics, Science, and Technology Education; and Language, Literacy, and Culture.
The Master of Arts in Teaching degree and the Master of Education degree in Special Education are initial programs that are open to candidates with and without teaching experience and credentials. The department, in collaboration with the College of Arts and Sciences, offers the Master of Arts in Teaching degree which combines academic content area study with advanced coursework in education. The Master of Arts in Teaching degree is offered in History, International Relations, and Social Science.
Grades of C- or better are required in master’s degree courses. With approval, candidates may transfer in up to 6 units from other graduate programs and/or institutions. Continuing education units are not accepted for graduate credit.
Master of Education in Curriculum and Teaching
The Master of Education in Curriculum and Teaching is a course of study aimed at improving candidates’ instructional practices. It focuses on the design, delivery, and assessment of programs, units and lessons, and is appropriate for K-12 teachers and educators and trainers in public and private sectors. Courses utilize current research on instructional best practices to frame discussions on teaching and learning. Taking a backward design approach, coursework examining instructional planning emphasizes identification of learning objectives worthy of enduring understanding, the use of essential questions, and the use of assessments designed to evaluate students’ knowledge and misconceptions. The program teaches candidates to systematically examine both their own practices and cutting edge national and international exemplars. Included is critical examination of a variety of different technology applications in educational and training settings. A 9-unit certificate in Character Education is available as an elective option. See certificate programs section on page 145.
Program of Study (33 units)
I. Foundations of Education (9 units)
EDUC 500 – Research Design and Methodology (3)
EDUC 510 – Cognition and Learning (3) OR EDUC 513 – Human Development (3)
EDUC 511 – Educational Reform (3) OR EDUC 564 – Cross-Cultural Communication (3)
II. Curriculum and Teaching Specialization (15 units)
Candidates are required to take the following five courses for a total of 15 units.
EDUC 512 – Measurement and Evaluation in Educational Settings (3)
EDUC 535 – Curriculum Design and Evaluation (3)
EDUC 536 – Curricular Innovations (3)
EDUC 538 – Instructional Theories and Practices (3)
EDUC 550 – Distance Education (3)
III. Electives (9 units)
Choose from:
EDUC 514 – Instructional Technology: Design and Evaluation (3)
EDUC 515 – Advanced Theories of Language and Literacy (3)
EDUC 516 – Innovations in Reading and Writing (3)
EDUC 517 – Multiple Literacies (3)
EDUC 518 – Teaching Writing Across the Curriculum (3)
EDUC 519 – Literature for Children and Adolescents (3)
EDUC 553 – Curriculum and Programs in Character Education (3)
EDUC 554 – Character-based Discipline (3)
EDUC 556 – Instructional Strategies in Character Education (3)
EDUC 595 – Thesis (1-6)
Other courses by permission of adviser.
Master of Education in Mathematics, Science, and Technology Education
This program is designed to increase proficiency in mathematics, science and technology content and skills in elementary and secondary pedagogical processes. Providing candidates with opportunities to mature as “teacher-scholars” and to develop insights regarding effective teaching practices, the program will incorporate problem-based learning, inquiry, simulations, modeling and action research. Through reflection on their experiences in mathematics, science and technology education, candidates construct a critical understanding of their practice. Graduates of the program are prepared for leadership roles in the field of mathematics, science and technology education.
Program of Study (30 units)
I. Foundations of Education (9 units)
EDUC 500 – Research Design and Methodology (3)
EDUC 510 – Cognition and Learning (3) OR EDUC 513 – Human Development (3)
EDUC 511 – Educational Reform (3) OR EDUC 564 – Cross-Cultural Communication (3)
II. Mathematics, Science and Technology (6 units)
Candidates are required to take the following two courses for a total of 6 units:
EDUC 570 – Contemporary Issues, Trends and Research in Mathematics, Science and Technology Education (3)
EDUC 571 – Curriculum Design and Evaluation in Math, Science and Technology (3)
III. Specialty Courses in Discipline (6 units)
Candidates will take two advanced, discipline-based content courses for a total of 6 units:
Mathematics
EDUC 572 – The Psychology of Mathematical Thinking (3)
EDUC 573 – Advanced Seminar in Mathematical Content (3)
Science
EDUC 574 – Pedagogical Processes for Science Educators (3)
EDUC 576 – Advanced Seminar in Science Content (3)
Technology
EDUC 514 – Instructional Technology: Design and Evaluation (3)
EDUC 577 – Mastering New Technologies (3)
IV. EDUC 580 – Master’s Capstone Seminar (Mathematics, Science, and Technology) (3)
V. Electives (6 units)
Candidates may meet this requirement by taking 500-level or graduate courses in Learning and Teaching with the consent of their adviser.
Master of Education in Curriculum and Teaching: Induction Master’s Partnership Program with San Diego Unified School District
The Induction Master’s Partnership program is a unique collaboration between the San Diego Unified School District and the Department of Learning and Teaching. The program offers newly hired teachers working in the district the opportunity to earn a master’s degree in Curriculum and Teaching as they work to meet Induction requirements for the Professional Clear credential. Classes are co-constructed and co-taught by university and school district instructors. Special incentives exist for district teachers at low-performing schools for whom tuition costs are greatly discounted through scholarships which support the program. The two-year, cohort-based program is currently open only to teachers in the San Diego Unified School District who are enrolled in the district induction program.
Program of Study (30 units)
I. Required Courses (24 units)
EDUC 520 – Teacher Induction I (3)
EDUC 521 – Teacher Induction II (3)
EDUC 522 – Teacher Induction III (3)
EDUC 524 – Advanced Literacy Instruction for Elementary Teachers (3) OR EDUC 525 – Advanced Literacy Instruction for Secondary Teachers (3)
EDUC 526 – Advanced Methods of Teaching English Language and Academic Development (3)
EDUC 528 – Advanced Seminar in Teaching Mathematics to Elementary Students (2) OR EDUC 527 – Advanced Seminar in Teaching Content Area Subjects to Secondary Students (2)
EDUC 535 – Curriculum Design and Evaluation (3)
EDUC 507 – Action Research I (1)
EDUC 508 – Action Research II (2)
EDUC 509 – Action Research III (1)
II. Electives (6 units)
Recommended Electives:
EDUC 501 – Family, School and Community Partnerships (3)
EDUC 512 – Measurement and Evaluation in Educational Settings (3)
Candidates may meet this requirement by taking 6 units of 500-level or graduate courses in Learning and Teaching with the consent of their adviser.
III. Action Research Project
In EDUC 509 – Action Research III students will present an original action research project as a capstone exit requirement.
Master of Education in Language, Literacy, and Culture with TESOL Certificate Option
The Master of Education (M. Ed.) in Language, Literacy and Culture was conceived with the purpose of offering a new graduate program that aligns with the demands of classrooms and schools in the 21st century and within the theoretical framework of the Department of Learning and Teaching and the School of Leadership and Education Sciences at large. The program is designed to assist candidates in applying a socio-cultural perspective and contemporary understandings about language and literacy learning to meet literacy needs of their students. Additionally, this degree is designed to prepare professionals in the field of education who wish to develop a scholarly approach to literacy instruction and contribute to their communities of practice through the conduct and dissemination of original scholarship.
The program takes a broad view on “literacy,” and emphasizes the role(s) of multiple modes of communication in shaping meaning-making. Working from the notion that cognition is mediated by semiotic tools (symbols) that are shared by members of a community, candidates in the program explore sociolinguistic, psychological, cultural and political dimensions of literacy and literacy education. Coursework, field experiences and research opportunities are designed to assist candidates in identifying and addressing issues of educational equity, linguistic, cultural and cognitive diversity and social justice as they relate to literacy instruction.
Program of Study (30 units)
I. USD Foundations Courses (6 units)
EDUC 500 Research Design and Methodology (3)
EDUC 512 Measurement and Evaluation in Educational Settings (3)
II. LLC Core Courses (15 units)
EDUC 529 Literacy, Language and Culture (3)
TESOL certificate requirement
EDUC 515 Advanced Theories of Language and Literacy (3)
EDUC 517 Multiple Literacies (3)
EDUC 518 Teaching Writing Across the Curriculum (3)
EDUC 519 Literature for Children and Adolescents (3)
IV. Elective Courses (9 units)
In addition to courses listed below, with permission of adviser electives may also be selected from across other program areas.
EDUC 501 Family, School and Community Partnerships (3)
EDUC 505 Discourse, Schooling and Learning Communities (3)
EDUC 516 Innovations in Reading and Writing (3)
EDUC 530 Critical Literacy, Popular Culture and Media Studies (3)
EDUC 537 Adolescent and Children’s Literature and GLBTQ Communities (3)
EDUC 541 Second Language Acquisition and Development (3) TESOL certificate requirement
EDUC 543 Methods of Teaching Literacy in ESL (3) TESOL certificate requirement
EDUC 549F TESOL Capstone Seminar (3) TESOL certificate requirement
V. Summative Assessment – Independent Research Project (3)
EDUC 580 Master’s Capstone Seminar (Independent Research in LLC ) (3)
Prerequisite course for admission to the TESOL certificate program:
EDU 558XB First and Second Language Development and Structure for the Classroom Teacher
Master of Arts in Teaching
This initial program is designed for candidates who hold a bachelor’s degree with a major or strong minor in the subject specialty. It is appropriate for those who seek to devote equal emphasis to a program in education and to their subject specialty. The subject areas for which the M.A.T. program is offered include history, international relations and social science.
Master of Arts in Teaching in History
Students will have an adviser in both the Department of Learning and Teaching and the Department of History.
Program of Study (30 units)
I. Foundations of Education (9)
EDUC 500 – Research Design and Methodology (3)
EDUC 510 – Cognition and Learning (3) OR EDUC 513 – Human Development (3)
EDUC 511 – Educational Reform (3) OR EDUC 564 – Cross-Cultural Communication (3)
II. Education Electives (6)
6 units approved by adviser in School of Leadership and Education Sciences
III. Required Courses in History (15)
HIST 500 – Core Seminar (3)
HIST 501 – Teaching Seminar (3)
HIST 502 – Public History Seminar (3)
IV. Electives in History (6)
6 units of graduate history courses approved by adviser in Department of History
MAT students may not take HIST 563 – Thesis Writing
V. Satisfactory performance on written portfolio and presentation
Master of Arts in Teaching in International Relations
Program of Study (30 units)
I. Foundations of Education (9)
EDUC 500 – Research Design and Methodology (3)
EDUC 510 – Cognition and Learning (3) OR EDUC 513 – Human Development (3)
EDUC 511 – Educational Reform (3) OR EDUC 564 – Cross-Cultural Communication (3)
II. Education Electives (6)
6 units approved by adviser in School of Leadership and Education Sciences
III. International Relations (15)
Candidates take 15 units in International Relations with adviser approval.
Not more than 6 units may be at the upper-division undergraduate level.
IV. Satisfactory performance on written portfolio and presentation
Masters of Arts in Teaching in Social Science
Program of Study (30 units)
I. Foundations of Education (9)
EDUC 500 – Research Design and Methodology (3)
EDUC 510 – Cognition and Learning (3) OR EDUC 513 – Human Development (3)
EDUC 511 – Educational Reform (3) OR EDUC 564 – Cross-Cultural Communication (3)
II. Education Electives (6)
6 units approved by adviser in School of Leadership and Education Sciences
III. Social Science (15)
Candidates take 15 units chosen with an adviser in at least two of the following departments: History, Political Science and International Relations, Anthropology, Sociology, and Psychology. Courses from other social science departments may be taken with permission. Not more than 6 units of upper-division undergraduate courses may be used in this program. Courses for this program may not duplicate coursework taken previously in undergraduate programs.
IV. Satisfactory performance on written portfolio and presentation
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Certificate Programs
Specialist Certificate Program in Character Development
The Certificate Program in Character Development is designed to meet the needs of educators who are interested in the character development of children and youth. This unique program offers SOLES graduate students the opportunity to take any one of three courses as electives in their current programs. It also enables SOLES graduate students who complete all three courses (9 units) to earn a framed Specialist Certificate in Character Development.
These graduate credit courses are offered online through the Department of Learning and Teaching. The character development certificate program can be completed in one academic year (fall, intersession, spring semesters).
A graduate certificate in character development will improve your knowledge and skills in helping students develop the habits of good character, may help you become a school or district-wide character education coordinator, enhances your résumé, may be used for your salary advancement, and will tell others that you have the necessary training and support to be a major resource in character development and education matters at your school and in your community.
Course Requirements
EDUC 556 – Instructional Strategies in Character Education (3) Fall semesters
EDUC 553 – Curriculum and Programs in Character Education (3) Intersession January-February
EDUC 554 – Character-based Discipline (3) Spring semesters
For more information about the Specialist Certificate Program in Character Development for graduate students in the School of Leadership and Education Sciences call (619) 260-2250 or e-mail: character@sandiego.edu.
TESOL Certificate Option
The Certificate in Teaching English to Speakers of Other Languages (TESOL) is comprised of 12 units of existing graduate level coursework designed to provide candidates with the knowledge, skills, and dispositions needed to effectively teach English to English Language Learners. An additional 3 unit linguistics course (or its equivalent taken at another institution) is required as a prerequisite or co-requisite course (taken by the beginning of the second semester). Certificate candidates will acquire a working knowledge of linguistics, first and second language acquisition and the cultural and social contexts of learning listening, speaking, and writing skills in English with speakers of other languages. TESOL certificate candidates will examine the latest theories, research and applications in TESOL, and acquire the knowledge and cultural competencies to assume leadership roles in their areas of expertise. Two features distinguish this certificate from other certificate programs: (1) the practicum experience that candidates will receive in various educational, public, private, and community settings where English is taught, and (2) a three-unit course that will provide an international context and experience where candidates will learn about language, culture, education and traditions of a nation other than their own through international travel.
As a result of earning a TESOL certificate, graduates will have the expertise to be employed in various education settings as ESL instructors in language institutes, in private and public international schools, businesses, nonprofit agencies, and community agencies. A TOEFL score of 83 (Internet based), 580 (paper based), or 237 (computer based) is required for admission of international students. National and international candidates seeking the TESOL certificate will need to meet the regular graduate admissions criteria for the corresponding master’s degree in Language, Literacy and Culture with the TESOL certificate option.
Program of Study
Prerequisite Course
EDU 558XB First and Second Language Development and Structure for the Classroom Teacher (3 units offered through Continuing Education)
Required Courses from Existing M.Ed. in Language, Literacy, and Culture Master’s Degree Program
EDUC 529 Literacy, Language and Culture (3)
EDUC 541 Second Language Acquisition and Development (3)
EDUC 543 Methods of Teaching Literacy in ESL (3)
EDUC 549F TESOL Capstone Seminar (3)
