Inspired Teaching and Learning with a Preliminary Multiple Subject Teaching Credential (California)
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Program Overview
Degree:
Inspired Teaching and Learning with a Preliminary Multiple Subject Teaching Credential (California)
Application:
$0 application fee. No essays/exams.
Are you ready to make a difference in the lives of young students? Our Inspired Teaching and Learning Preliminary Multiple Subject Teaching Credential can help you become a caring and effective K–12 teacher in California.
This program is for prospective teachers who want to help all students grow emotionally, socially, and academically. You’ll learn how to create classrooms that are fair, welcoming, and exciting places to learn.
The program meets all the requirements set by the California Commission on Teacher Credentialing (CTC). To earn your credential, you’ll complete:
- Foundation courses to build your teaching knowledge
- Methods courses to learn how to teach different subjects
- Hands-on teaching experience through student teaching or an internship
Start your journey to becoming a teacher who inspires students every day!
Program at a Glance
Total Credit Hours: 54 quarter units + 600 Clinical Practice Hours
Courses: 13 Courses
Recommended Completion Time: 1.5 – 2 years
Next Start Date: Monthly
Modality: Class-Based
Degree Requirements
To receive a California Preliminary Multiple Subjects Teaching Credential, candidates must complete at least 54 graduate units, 31.5 of which must be completed in residency to meet the residency requirement.
National University awards credit in quarter units, with each academic year divided into four 12-week quarters.
Each quarter is made up of three 4-week classes, with one class per month. Under the current policy, 4.5 units of credit are awarded for courses.
A number of requirements must be completed prior to taking ITL 600, which include the successful completion of the Credential Packet. The Packet includes a number of requirements, such as cleared background clearance and Negative TB test. To better understand the requirements, please refer to the Sanford College of Education’s Credential Information section located in this catalog.
Additionally, the Basic Skills and Subject Matter must be passed prior to beginning the Multiple Subject Credential Methods courses.
Each credential course (ITL) includes a required 4-hour field experience in one or more K-6 classrooms, representing a diverse K-12 student population, with the exception of the clinical practice courses.
Candidates choosing the Internship option with the Preliminary Multiple Subject Teaching Credential will need to meet the Internship Eligibility requirements as outlined in the Sanford College of Education Credential information section of the catalog.
Internship Option: The Commission on Teacher Credentialing (CTC) mandates all approved intern programs provide a minimum of 120 hours of pre-service coursework prior to becoming Intern Eligible. Candidates can meet the 120-hours requirement through the following pathway, complete the foundation sequence of ITL 600, ITL 604, ITL 606, ITL 608; pass Basic Skills and Subject Matter; and have a school or district letter verifying a teaching position job offer as the ‘teacher of record’.
The CA Education Code stipulates a minimum of 144 hours of support and supervision must be provided to the candidate each year of intern employment and documented. Interns without a valid English Learner (EL) Authorization from CTC will be required to receive an additional 45 hours of EL preparation support each year of intern employment (Total 189 hours).
This Internship Option requires the successful completion of the internship clinical practice experience (minimum 1 year and maximum of 2 years). The CA Commission on Teacher Credentialing (CTC) requires an intern-candidate holding a valid University Internship Credential to be continuously enrolled in clinical practice support and supervision. During the first-year, the intern will take ITL 650A and ITL 651A, ITL 660B and ITL 651B. If, by the end of the first year, the intern’s employment continues and the program requirements have not been completely met, then, National University is required to provide additional ongoing support and supervision to the intern. Additionally, the intern will need be enrolled in ITL 650C and, if needed, ITL 650D. For the intern to continue for a third year, the Commission must approve an extension of the intern credential and National University must approve the intern’s petition for an exception to policy. With the petition, the intern is required to document a medical emergency or other extreme circumstances necessitating an ‘exception to policy’. The petition’s approval is granted on a case by case basis and would require the intern to complete one or both courses of the following courses: ITL 650E, ITL 650F, respectively.
Interns in the Early Completion Option (ECO) route are still required to receive the general support and supervision provided to all interns while they are serving on an Intern credential.
Introductory Core Course
1 Course
Becoming a Teacher
4.5 Quarter Units
Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
Foundation Core Requirements
4 Courses
Learners and Learning I
4.5 Quarter Units
Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
Learners and Learning II
4.5 Quarter Units
Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
Design and Process of Teaching
4.5 Quarter Units
Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
Context: Education in the U.S.
4.5 Quarter Units
Prerequisite: ITL 400 and Students must complete the credential packet.
Examines historical, socio-political, cultural, and economic influences, as well as technological and other innovations on the evolution of education in the U.S. and globally. Considers the impact of legal mandates and other influential factors on the profession; identifies necessary knowledge, skills, and dispositions of an inspired professional educator
All Foundation Courses meet CTC requirements for Intern Pre-Service coursework.
Multiple Subject Methods Courses
5 Courses
Language-Literacy: Foundations
4.5 Quarter Units
Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.
Language/Literacy: Strategies
4.5 Quarter Units
Prerequisite: ITL 510
Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.
Mathematics Integrative Design
4.5 Quarter Units
Prerequisite: ITL 512
Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.
Science Integrative Design
4.5 Quarter Units
Prerequisite: ITL 516
Candidates apply developmentally appropriate practices in designing an integrative approach to science instruction. Utilizes a variety research-based approaches supporting critical thinking and problem-solving skills. Analyzes how K-8 children learn science and other subject-matter utilizing an inquiry model. Integrates health science, physical education and STEM to support conceptual understanding and skills.
Optimized Learning Community
4.5 Quarter Units
Research-based strategies and models managing an equitable and inclusive K-12 learning environments. Social-emotional growth, development, and individual responsibility. Positive interventions and supports, restorative justice, and conflict resolution practices. Prevention of common classroom problems. Effectively work with challenging students. Establishment of safe classroom and school environments to prevent bullying.
*Upon issuance of the University Intern Credential, this course must be taken first.
Clinical Practice Pathways: Student Teaching or Internship
- Student Teaching—4 courses; 13.5 quarter units or Internship—4-8 courses; 13.5–31.5 quarter units
Candidates will complete the clinical practice experience through student teaching or the internship. The clinical practice (K12 classroom) experience courses (ITL 550A, ITL 550B, ITL 650A, ITL 650B, ITL 650C, ITL 650D, ITL 650E, ITL 650F) do NOT grant graduate credit.
Student Teaching
4 Courses
Student Teaching will be arranged by the university for candidates who have completed all program coursework and met all program/state requirements. Student Teaching is unpaid and composed of at least 600 instructional hours in designated K12 classrooms.
Student Teaching A
4.5 Quarter Units
Corequisite: ITL 551A
First half (8-9 weeks) of student teaching experience. Establishment of 300 of 600 total hours. Clinical practice placement in a district-university approved California K-12 classroom corresponding to the designated CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
Student Teacher Seminar A
2.25 Quarter Units
Corequisite: ITL 550A
Seminar concurrently taken with ITL 550A, Student Teaching A. Six Teaching Performance Expectation (TPEs) domains composed of 45 TPE elements. CalTPA Cycle 1. Grading is S, U or In Progress (IP).
Student Teaching B
4.5 Quarter Units
Corequisite: ITL 551B
Prerequisite: ITL 550A
Second half (8-9 weeks) of student teaching experience. Establishment of 300 of 600 total hours. Clinical practice placement in a district-university approved California K-12 classroom corresponding to the designated CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
Student Teacher Seminar B
2.25 Quarter Units
Corequisite: ITL 550B
Prerequisite: ITL 551A
Seminar concurrently taken with ITL 550B, Student Teaching B. Six Teaching Performance Expectation (TPEs) domains composed of 45 TPE elements. CalTPA Cycle 2.
*Does NOT grant graduate credit
Career Outlook
Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.
Here are some careers this degree could prepare you for:
Please select the state you will work in to view job data in your area
- Top Jobs in this field
- Median Salary
- Job Openings
- Kindergarten Teachers
-
$84,318
avg. salary (USA) -
971
job openings (past yr.) past year
ALl of USAMost Desired Skills
ALl of USATop Companies Hiring
- Elementary School Teachers
-
$97,367
avg. salary (USA) -
12,142
job openings (past yr.) past year
ALl of USAMost Desired Skills
- Lesson Planning
- Classroom Management
- Curriculum Development
- Learning Styles
- Special Education
- Primary Education
- Instructional Strategies
ALl of USATop Companies Hiring
- Jefferson County Public Schools
- Montgomery County Public Schools
- Hawaii State Department Of Education
- Stride K12
- Wake County Public Schools
- Broward County Public Schools
- Chicago Public Schools
Program Learning Outcomes
Learn the key skills to help you excel in your field of study.
- Integrate the knowledge needed to engage and support all K-12 learners, including those with diverse learning needs.
- Integrate the knowledge needed to create and maintain effective learning environments for all K-12 learners, including those with diverse learning needs.
- Integrate the knowledge needed to make subject matter comprehensible to all K-12 learners, including those with diverse learning needs.
- Integrate the knowledge needed to design and plan learning experiences for all K-12 learners, including those with diverse learning needs.
- Integrate the knowledge needed for assessing all K-12 learners, including those with diverse learning needs.
- Integrate the knowledge needed for being a legal, ethical, and professional educator for all K-12 learners, including those with diverse learning needs.
- Reflect critically on the application of the inspired teaching and learning principles.
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We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners.
Today, we educate students from across the U.S. and around the globe, with over 250,000 alumni worldwide.
“National University has impacted my career. You can immediately apply what you learn in class to your business.”
Francisco R.,
Class of 2016
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Frequently Asked Questions
A preliminary multiple subject teaching credential is the first level of certification that allows you to teach all subjects in a self-contained classroom—most commonly found in elementary schools (grades K–6).
At National University, this credential is integrated into the interdisciplinary studies program, giving you both a broad academic foundation and the professional preparation required to begin your teaching career in California. Once earned, the preliminary credential is valid for five years, during which you’ll work toward meeting the requirements for a clear (permanent) credential.
No, you don’t need to live in California to apply. National University welcomes students from across the United States. However, because this program is designed to meet California’s credentialing requirements, you’ll need to review your own state’s licensing criteria if you plan to teach outside of California. If you’re planning to stay and teach in California, this program will set you on the right path.
With a multiple subject teaching credential, you’re qualified to teach all subjects in a self-contained classroom typically found in elementary schools – from kindergarten through sixth grade.
In some cases, you may also be eligible to teach in certain middle school or adult education settings that use a similar instructional model.
Additional Resources
Program Disclosure
Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.
Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.
NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.
All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.
National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.
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