Master of Education in Inspired Teaching and Learning with a Preliminary Multiple or Single Subject Teaching Credential and Intern Option (California)
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Program Overview
Degree:
Master of Education in Inspired Teaching and Learning with a Preliminary Multiple or Single Subject Teaching Credential and Intern Option (California)
Application:
$0 application fee. No essays/exams.
Gain the knowledge and skills needed to make subject matter engaging and comprehensible for K-12 learners, including those with diverse learning needs. The Master of Education in Inspired Teaching and Learning with a Multiple or Single Subject Teaching Credential and Intern Option (CA) is designed for candidates who are dedicated to inspiring K-12 learners by emphasizing social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. The program and courses meet the California Commission on Teacher Credentialing (CTC) requirements for a Preliminary Multiple or Single Subjects teaching credential and meet requirements for a master’s degree. Students in this degree complete a three-course emphasis in one of the following areas: English Learner Equity and Academic Achievement, Inspired Teaching Practices, Social Emotional Learning or STEAM (PK-6) or STEM (7-12) Education.
*Please Note: Students need to satisfy/pass the Subject Matter Competency Requirement early (prior to Credential Area Methods coursework) into their programs to avoid interruptions to program progress and/or financial aid arrangements.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
Degree and Course Requirements
To receive a Master of Education with California Inspired Teaching and Learning Preliminary Multiple Subject Teaching Credential candidates must complete at least 67.5 quarter units, or a Master of Education with California Inspired Teaching and Learning Preliminary Single Subject Teaching Credential, candidates must complete at least 67.5 quarter units. Students must complete 54 units in residence at National University. Further information on graduate admission and evaluation can be found in the Academic Information for Graduate Degrees section of the catalog.
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.
The Subject Matter must be met prior to beginning the Multiple Subject or Single Subject Methods courses.
Each Teacher Education/credential course (ITL) includes a required 4-hour field experience in a K-12 classroom representing the candidates’ credential area and a diverse student population, with the exception of the clinical practice courses.
Candidates choosing the Internship option to obtain the Preliminary Multiple or Single 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 and specific requirements below for this program.
Credential Admissions Requirements:
Prior to enrolling into ITL604, you will be required to submit the Initial Requirements e-form providing evidence/ proof of the following:
- Proof of Fingerprint Clearance through the CTC.
- Negative Tuberculosis (TB) Results-Valid within four years Or Tuberculosis Ricak Assessment with Certificate of Completion- Valid within four years
- Subject Matter Competency attempt, registration or passage. Passage is required prior to starting the multiple or single subject credential methods courses.
Credential Recommendation Requirements
- Verification of Meeting U.S. Constitution requirement
- Multiple Subject only: Passage of Reading Instruction Competency Assessment (RICA)
- Possess a minimum of 3.0 GPA in Credential Coursework (D, F, and U grades are not accepted)
- Valid Adult, Child and Infant CPR
- Passage of CalTPA Cycles 1 and 2
Your credential recommendation request will be reviewed by National University Credential Technicians who process the application, confirm credential eligibility, and submit a recommendation to the state. You will receive an email notification to go online and pay for the credential. After payment is confirmed, you will receive e-mail confirmation from the CTC that your document has been granted. You can look up your credential document on the CTC website at: www.ctc.ca.gov
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 one of two pathways. Complete the foundation sequence of ITL 600, ITL 604, ITL 606, and ITL 608; meet Basic Skills; meet 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).
The CA Commission on Teacher Credentialing 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 551A, ITL 650B, and ITL 551B. In the event, the intern has not met all program requirements during the first year and the intern’s employment continues during the second year, for National University to provide additional ongoing support and supervision, the intern will be enrolled in ITL 650C and, if needed ITL 650D. To be granted an extension for the third year of the internshipp, and if the intern is still employed, then, for those interns who can document a medical emergency or other extreme circumstance(s), one (ITL 650E) or both (ITL 650E and ITL 650F) courses may be granted through the University’s petition process, with decisions considered on a case-by-case basis.
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
All students must complete ITL 600 and complete the credential packet prior to beginning ITL 604.
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
3 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.
All Foundation Courses meet CTC requirements for Intern Pre-Service coursework.
Multiple Subject Methods Courses
5 Courses
PRIOR to beginning any of the Multiple Subject Credential Area Method courses below, the candidate must successfully complete all Core courses, meet basic skills, meet subject matter, and meet any other related program requirements.
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.
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.
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.
OR
Single Subject Methods Courses
5 Courses
PRIOR to beginning any of the Single Subject Credential Area Methods courses below, the candidate must successfully complete all Core courses, meet basic skills, meet subject matter, and meet any other related program requirements.
SS Integrated Design I
4.5 Quarter Units
Prerequisite: ITL 522
Instructional design principles for teaching in grades 7-12. Strategies for designing short and long-term curriculum/instruction/assessment aligned with content standards. Evidence-based research appropriate for the application the CA Common Core and academic standards across the various single subject content areas.
SS Integrated Design II
4.5 Quarter Units
Prerequisite: ITL 526
Integrative instructional design models, approaches, and research in designated content areas. Analysis and reflection focused on teaching practices and beliefs. Learning Map design and implementation principles.
Academic Language & Literacy
4.5 Quarter Units
Single subject teacher candidates utilize research-based methods aligned with CA’s Common Core Standards and ELA/ELD frameworks. Applies principles and strategies needed to teach grades 9-12 content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs.
Content Area Literacy
4.5 Quarter Units
Prerequisite: ITL 520
Single subject teacher candidates utilize research-based methods aligned with CA’s Common Core Standards and ELA/ELD frameworks to teach content-based instruction based on the language proficiency and literacy needs of English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs needed to sustain academic achievement.
Optimized Learning Community*
4.5 Quarter Units
Prerequisite: ITL 526
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.
And
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
PRIOR to beginning any of the student teaching courses below, the candidate must successfully complete all Core courses, meet basic skills and subject matter, complete all Multiple or Single Subject Credential Area Method courses, and submit a successful student teaching application. The student teaching application process must be completed at least three-months prior to the candidate’s intended start of student teaching. Student teaching placements in K12 classrooms are made through a collaborative partnership of the university and respective school district. The student teaching placements must align to the CSET credential sought. Student teaching is unpaid and composed of at least 600 instructional hours (16-18 weeks of full-time student teaching) in designated K12 classrooms. Note: The two seminar courses, below, ITL 551A and ITL 551B, are 2.25 quarter units, each and will be taken concurrently with ITL 550A and ITL 550B, respectively.
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).
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).
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 academic credit.
OR
Internship
4-8 Courses
PRIOR to beginning the intern courses below, the candidates must successfully complete all Core courses, meet basic skills and subject matter, and meet all CTC requirements related to the University Intern Credential. Placement in an internship occurs as a result of the candidate holding employment in an approved CA public school and in partnership with National University. Intern placements must align to the subject matter of the credential or authorization area of credential, be in compliance with the Commission on Teacher Credentialing, and with National University’s requirements. Interns need to be in good standing with the employer and National University for the duration of the active University Internship Teaching Credential. The intern serves as the teacher of record in an approved K-12 classroom and is paid by the school or school district. The University Internship Teaching Credential is good for two-years and requires the candidate to be employed in the district and enrolled in National University’s intern teacher credential program. As long as the candidate holds the intern credential and is employed, they have up to two-years to earn a multiple or single subject credential. For a third year as an intern, the Commission must approve an extension of the intern credential and the candidate must obtain an approved CAS petition from National University documenting a medical emergency or other extreme circumstances necessitating an “exception to policy” and consideration on a case by case basis. If the petition is granted, the intern will be required to complete one or both courses of the following courses during the third year: ITL 650E, ITL 650F, respectively.
CP Internship A: Year 1*
4.5 Quarter Units
Corequisite: ITL 551A
First half (4 months) of intern experiences as a teacher of record in year one’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
Seminar A
2.25 Quarter Units
Corequisite: ITL 550A, or ITL 650A
Seminar concurrently taken with ITL 550A, Student Teaching A or ITL 650A CP Internship A. Six Teaching Performance Expectation (TPEs) domains composed of 45 TPE elements. CalTPA Cycle 1. Grading is S, U or In Progress (IP).
CP Internship B: Year 1*
4.5 Quarter Units
Corequisite: ITL 551B
Prerequisite: ITL 650A
Second half (4 months) of intern experiences as a teacher of record in year one’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
Seminar B
2.25 Quarter Units
Corequisite: ITL 550B, or ITL 650B
Prerequisite: ITL 551A
Seminar concurrently taken with ITL 550B, Student Teaching B or ITL 650B CP Internship B. Six Teaching Performance Expectation (TPEs) domains composed of 45 TPE elements. CalTPA Cycle 2.
CP Internship C: Year 2*
4.5 Quarter Units
Prerequisite: ITL 650B
First half (4 months) of intern experiences as a teacher of record in year two’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
CP Internship D: Year 2*
4.5 Quarter Units
Prerequisite: ITL 650C
Second half (4 months) of intern experiences as a teacher of record in year two’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Grading is S, U or In Progress (IP).
CP Internship E: Year 3*
4.5 Quarter Units
Prerequisite: ITL 650D
First half (4 months) of intern experiences as a teacher of record in year three’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Approved Committee for Academic Standards petition required. Grading is S, U or In Progress (IP).
CP Internship F: Year 3*
4.5 Quarter Units
Prerequisite: ITL 650E
Second half (4 months) of intern experiences as a teacher of record in year three’s practicum. Approved CSET area. Six Teaching Performance Experience (TPE) domains composed of 45 new TPE elements. Approved Committee for Academic Standards petition required. Grading is S, U or In Progress (IP).
*Does NOT grant academic credit.
Students must also enroll in one of the following emphases.
Emphasis in STEAM (PK-6) and STEM (7-12) Education
3 Courses
Interdisciplinary STEAM/STEM
4.5 Quarter Units
Prerequisite: ITL 600; ITL 604; ITL 606; ITL 608
Focuses on STEAM (PK-6) and STEM (7-12) education issues and challenges. Candidates assess their own thinking about interdisciplinary STEAM (PK-6) and STEM (7-12) education, analyze STEAM (PK-6) and STEM (7-12) education research and practice, select an action research topic in the interdisciplinary STEAM (PK-6) and STEM (7-12) field, and create a research question in STEAM (PK-6) and STEM (7-12) related field
Inst Strategies STEAM/STEM
4.5 Quarter Units
Prerequisite: ITI 681
Focuses on the interdisciplinary STEAM (PK-6) and STEM (7-12) education in the classroom. Candidates evaluate lesson plans from a theoretical perspective of teaching STEAM (PK-6) and STEM (7-12), study instructional strategies, create lesson plans that support the learning STEAM (PK-6) and STEM (7-12) in their students.
Action Research in STEAM/STEM
4.5 Quarter Units
Prerequisite: ITI 681; ITI 683
Focuses on the STEAM (PK-6) and STEM (7-12) interdisciplinary action research. Candidates share and verify their research questions, develop appropriate research methods, finalize their literature review, and develop their research proposals.
Emphasis English Learner Equity and Academic Achievement
3 Courses
Identity, Inclusion and Equity
4.5 Quarter Units
Typologies and characteristics of English Learners; grounded knowledge of learners and their families in schooling contexts. Research focused on inclusion and equity practices for English Learners.
Linguistics- Academic Language
4.5 Quarter Units
Prerequisite: ITI 660
Language, language structure and linguistics as related to English Learners. Language conventions, academic content obligatory/compatible vocabulary, effective expression and wide reading/writing of multiple texts.
EL Achievement in Content Area
4.5 Quarter Units
Prerequisite: ITI 662
Cognitive load and language challenge(s) for K-12 English Learners. Content area learning informed by disciplinary and multidisciplinary knowledge. Academic achievement for English Learners using multiple assessment measures. Alignment with the CA-CCSS and the California ELA/ELD framework.
Emphasis in Inspired Teaching Practices
3 Courses
Inspired Teaching Inquiry
4.5 Quarter Units
Prerequisite: ITL 600; ITL 604; ITL 606
Covers current theories and applications of evidence-based Inspired Teaching Practices in PK-12 education and includes developing a repertoire of technology-enhanced curricular tools. Candidates explore the process and application of action research resulting in the development of framing an instructional practices-based research topic and question through writing a literature review.
Inspired Student Learning
4.5 Quarter Units
Prerequisite: ITI 690
Increases student achievement by differentiating and matching each learner’s unique characteristics and various curriculum components; how student-centered learning is enhanced through appropriate classroom management and effective curricular practices. Candidates finalize their research question, expand the literature review., and offer a rationale for their final proposal.
Inspired Learning Technology
4.5 Quarter Units
Prerequisite: ITI 692
Explores and incorporates Information Communication Technologies (ICT) into instructional practices including curricular tools, apps, and web-based resources. Working collaboratively in teams, candidates create a multidisciplinary unit incorporating appropriate learning technologies. The Action Research Proposal is finalized and presented in video and written formats.
Emphasis in Social Emotional Learning
3 Courses
Introduction to SEL
4.5 Quarter Units
Prerequisite: ITL 600; ITL 604; ITL 606
Analyze the components of social emotional learning (SEL). Compare theoretical orientations regarding the development of SEL in school aged children. Assess own level of social emotional functioning to improve their ability to provide comprehensive and effective services to students. Evaluate evidence base for social emotional learning interventions within an MTSS framework.
SEL in Action
4.5 Quarter Units
Prerequisite: ITI 670 minimum standards
An inquiry project focused on the support of current research on social emotional learning strategies, interventions, and practices for various age and grade levels will be completed. Collaboration strategies and partnerships within the school system, support staff, and community will be analyzed as a part of the inquiry process.
Research in SEL
4.5 Quarter Units
Prerequisite: ITI 672
Explore research designs that measure social emotional learning at the individual and school levels. Finalize a research proposal to investigate a current issue or problem related to social emotional learning. Evaluate strategies to apply social emotional learning research in everyday classroom teaching and practice.
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.
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ALl of USAMost Desired Skills
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avg. salary (USA) -
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job openings (past yr.) past year
ALl of USAMost Desired Skills
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job openings (past yr.) past year
ALl of USAMost Desired Skills
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Program Learning Outcomes
Learn the key skills to help you excel in your field of study.
- 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 to make 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.
- Reflect critically about professional beliefs and practices in the application of teaching, learning principles, and research needed to inspire K-12 learners as well as being an inspired teacher.
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