Teaching Single Subject Credential, M.A.

Program Director: Robin Perry, Ed.D.

Overview

Applicants may apply for the Master of Arts in Teaching (MAT) with the preliminary teaching credential when they start their teacher preparation program. MAT students complete their preliminary credential (approx. 36 units) and then return to FPU to complete the 12 post-credential MAT units within the first few years of teaching alternatively, applicants may apply for the preliminary multiple or single subject credential as a stand-alone credential program. Credential program completers may return to FPU within the first three years of teaching to apply to complete the MAT program.

Admissions Requirements

• Online application and feeProctered writing sample
• Teacher Education Addendum
• Three current reference forms
• Interview with program director
• All other official transcripts from colleges/universities attended
• Verification of current negative TB test (last 12 months)
• Certificate of Clearance

  FPU undergraduate students seeking a teaching credential must apply and be admitted to the program prior to taking any teacher education courses. 

  The program expects applicants from FPU as well as other universities to complete their application and submit all application documents to the program at least six weeks before they expect to begin coursework.

Subject Matter Testing Requirements

• Official passing results on CBEST
• Official passing results on CSET

Accreditation

FPU's credentials are accredited by the California Commission on Teacher Credentialing (CTC). The CTC website provides extensive guidelines pertaining to becoming a teacher in California (ctc.ca.gov).

State of California

Commission on Teacher Credentialing 1900 Capitol Avenue

Sacramento, California 95814-4213

Program Student Learning Outcomes

1. The Division of Teacher Education has developed a plan for preparing teachers which is defined by two frameworks for teacher preparation: the FPU Teacher Education Mission and Vision and the Teacher Performance Expectations, which were designed by the California Commission on Teacher Education.
2. Candidates will demonstrate understanding of content related to subject matter in which they are teaching and to pedagogical practices necessary to make content accessible to students in K-12 settings.
3. Candidates will demonstrate an understanding of theories related to pedagogical practice and curriculum development.
4. Candidates will complete a writing process that includes drafting, revising, editing and publishing their writing for a variety of academic and non-academic audiences.
5. Candidates will produce clear, well-organized writing that addresses specific writing tasks related to education, pedagogy and curriculum development.
6. Candidates will produce writing that conforms to the conventions of academic and other communities, including to those of action researchers and the APA.
7. Candidates will reflect on their developing understanding of theories of teaching and learning, and their classroom experiences.
8. Candidates will reflect on their professional development as teachers, their role within classrooms and position within larger systems of education.
9. Candidates will reflect on their personal vocation as teachers, their values, philosophies, past growth, and areas for future growth.
10. Candidates will demonstrate the ability to pose probing questions about teaching and learning in order to improve their pedagogy and student learning.
11. Candidates will collect and analyze data from school and classroom experiences to study problem of practice.
12. Candidates will describe the conclusions and implication from their analysis of school and classroom experiences.

The Teacher Performance Expectations (TPEs)

Developed by the California Commission on Teacher Credentialing (CTC), TPEs are aligned with the California Standards for the Teaching Profession (CSTP).

1.  Engaging and Supporting All Students in Learning

2.  Creating and Maintaining Effective Environments for Student Learning

3.  Understanding and Organizing Subject Matter for Student Learning

4.  Planning Instruction and Designing Learning Experiences for All Students

5.  Assessing Student Learning

6.  Developing as a Professional Educator

Program Length/Semester Starts/Pacing Options

The program offers students opportunities to start the preliminary credential phase of the MAT program in the summer, fall or spring terms. Coursework for the post-credential phase of the MAT begins in both fall (fast-paced, two year) and spring (slower-paced, three year). Many students who wish to start their credential in the fall choose to jumpstart their program by taking one or two courses the summer before.

MAT Post-Credential Pacing Options:

When students decide to complete their post-credential courses, they may select from the two pacing options:

Option 1 (three years, spring start): Designed for teachers who prefer a slower pace of coursework. This option is appropriate for recent credential graduates who wish to enroll in the MAT coursework while they are concurrently completing their district's requirements for induction.

Option 2 (two years, fall start): Designed for FPU credential graduates who prefer a faster pace of coursework. Option 2 may be particularly attractive to students who are returning to FPU to complete their MAT coursework after completing at least one year of teaching.

Locations Offered

Main Campus Fresno, Visalia, Merced