Master of Bilingual Education With a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization (Spanish) (CA)
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This Master of Bilingual Education offers a Preliminary Multiple or Single Subject Teaching Credential and Internship Option with Bilingual Authorization. It’s designed for candidates dedicated to teaching all K-12 learners by ensuring social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. Courses meet the new California Commission on Teacher Credentialing (CTC) Program Standards, including the new 45 Teaching Performance Expectations (TPE), composing the TPE’s six domains and Teaching Performance Assessments (TPA) associated with the revised 3.0 CalTPA model. This degree meets all CTC requirements for a Preliminary Multiple or Single Subject teaching credential and those requirements for a master’s degree. The added Bilingual Authorization (SPANISH/ENGLISH) meets all six Bilingual Program Standards as approved by CTC. Students in this Master’s degree complete a three-course emphasis in one of the following areas: Critical Thinking, English Learner Equity and Academic Achievement, Inspired Teaching Practices, or Social Emotional Learning.
*Please Note: Students need to satisfy/pass the Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency Requirement (e.g., CSET) early (before Credential Area Methods coursework) into their programs to avoid interruptions to program progress or financial aid arrangements.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course DetailsThis program doesn’t have any specializations
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Integrate the knowledge needed for engaging/supporting all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for creating/maintaining effective learning environments for all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for making subject matter comprehensible for all K-12 learners, including those with diverse learning needs
- Integrate the knowledge needed for designing/planning 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
- Analyze and examine the philosophical, theoretical, historical, legal, and legislative foundations of education policies, school programs, and research on the effectiveness of Bilingual/Dual-Language education and bilingualism in the United States
- Compare the country/countries of origin, including geographic barriers, demographic and linguistic patterns, and how these affect trends of migration and immigration and how these factors influence the socialization and acculturation experiences of minority groups in California and the U.S.
- Interpret research on the development of cognition, bi-cognition, and metacognition as a result of bilingualism/biliteracy and multilingual developmental processes in bilingual/dual-language classrooms across program designs
- Design bilingual instruction by planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target languages that integrate the knowledge of bilingual pedagogical models, instructional strategies for cross-language transfer, interlanguage, and translanguaging
- Design instruction by planning, developing, implementing, and assessing standards-aligned content instruction in Spanish as a primary language and evaluate bilingual instructional models, instructional and assessment strategies for higher-order thinking
- Design programs to promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy, understanding the family as a primary language, and cultural resource
- Demonstrate academic language proficiency in listening, speaking, reading, and writing the target language (SPANISH) within graduate-level coursework
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