Kristen Horton ’19 and Celia Castro ’19 are among the graduate students who travel each week to the San Bernardino Juvenile Detention Center for an unusual course.
The School of Education offers both Multiple Subject (elementary) and Single Subject (secondary) Teacher Credential Programs in Redlands, Riverside, Rancho Cucamonga, and Temecula. The programs are accredited by the California Commission on Teacher Credentialing (CCTC). The teacher credential programs are designed for individuals who have earned their Baccalaureate degrees.
An innovative program preparing students to teach in an elementary or secondary school setting. Features student teaching, internships, and the use of theory to inform educationally just practices and create confident and competent teachers.
University of Redlands’ innovative Multiple and Single Subject programs, which prepare students to teach in an elementary school setting, feature student teaching, internships, and the use of theory to inform educationally just practices and create confident and competent teachers. These dynamic programs orient prospective teachers to a social justice view of the world.
All candidates leave the programs with a transformed view of teaching, knowing how to purposefully engage students of diverse backgrounds. Our graduating teachers are sought out by school districts across Southern California.
The Preliminary Teaching Credential, Multiple or Single Subject programs are the longest-running programs in the School of Education and are the foundation upon which the school’s educational curriculum evolved.
Preliminary Teaching Credential, Multiple Subject prepares students to teach multiple-subjects in Pre K–12 schools.
Preliminary Teaching Credential, Single Subject prepares students to teach single-subjects in Pre K–12 schools.
Teacher candidates have two options for fulfilling the fieldwork requirement.
During student-teaching, teacher candidates will be paired with a cooperating teacher in one of our partnered school districts, full-time for 14 weeks. Student-teachers are supported every other week by a university supervisor.
Interested students may be eligible for a teaching internship to fulfill their fieldwork experience. As an intern, the student is a full-time employee of a public school district or charter school with a classroom of their own. It is the student’s responsibility to secure a full-time position in their credential field. The University of Redlands will oversee the student for at least 14 weeks in this position. Students must be prepared to take on this immense responsibility and it is only recommended to those who have prior teaching experience. Interns are supported weekly by a district-assigned mentor and a university supervisor.
Individuals may satisfy the basic skills requirement by one of the following methods:
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The School of Education's innovative teacher preparation programs are accredited by the California Commission on Teacher Credentialing (CCTC). Credential courses are offered in the evenings, with access for individuals of different backgrounds. The program is composed of 31-34 units and can be completed in 3 semesters.
The coursework and the field experience segments of the Preliminary Teacher Credential are delivered in a prescribed sequence.
EDUC 501 Foundations of Learning (3)
Introduction to the field of education—its history, philosophy, sociocultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives and current research practices.
Prerequisite: permission to enroll in Teacher Credential courses from the School of Education.
EDUC 503 Multiple Subjects Methods I: STEM Methods (3)
Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.
Prerequisites: EDUC 501.
EDUC 505 Multiple Subjects Methods II: English Language Arts (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
Prerequisites: EDUC 501 and EDUC 503.
EDUC 511 Foundations of Literacies (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
EDUC 507 Multiple Subject Methods III: Multicultural Social Studies (3)
Evidence-based strategies for planning, implementing, and assessing K-8 history-social science curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of diverse media and technology in classrooms.
Prerequisites: EDUC 501, EDUC 503, and EDUC 505.
EDUC 509 Multiple Subject Methods IV: Literacy Instruction and Assessment (3)
K-8 curriculum development, assessment strategies and literacy instruction. Emphasis on the study and design of research-based assessment and instruction to support the needs of all learners.
Prerequisites: EDUC 501, EDUC 503, EDUC 505, and EDUC 507.
EDUC 553A Student Teaching I (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a fulltime job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, CalTPA I and CalTPA II passed, and all CSETs passed.
Co-requisite: EDUC 552.
EDUC 553B Student Teaching II (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a full-time job. Credit for both EDUC 553A and 553B precedes recommendation for a multiple or single subject credential. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, EDUC 553A, TPA I and TPA II passed, and all CSETs passed.
Co-requisite: must be taken with the second half of EDUC 552 Teaching Seminar.
EDUC 556 Internship Seminar (2 Credits)
Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
EDUC 554 Internship (13)
The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.
Prerequisites for Multiple Subject: EDUC 501, EDUC 503, EDUC 505, EDUC 507, EDUC 509, CalTPA I and CalTPA II passed, and all CSETs passed.
Co-requisite: EDUC 552.
EDUC 501 Foundations of Learning (3)
Introduction to the field of education—its history, philosophy, sociocultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives and current research practices.
EDUC 502 Single Subject Methods I : Critical Pedagogy and Instructional Design (3)
Engages candidates in the creation of culturally responsive curricula with an understanding that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory.
Prerequisites: EDUC 501.
EDUC 504 Single Subject Methods II: Literacies for Diverse Learners (3)
This course examines factors related to classroom-based work with at-risk learners, including ELL’s, special needs students and others whose profiles require care. Topics include language development, assessment, curriculum development, leadership, and research based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues.
Prerequisites: EDUC 501.
EDUC 511 Foundations of Literacies (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
EDUC 506 Single Subject Methods III: Content Area Teaching (3)
Development of methodology and strategies related to advanced curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive teaching, content area literacy and assessment methodology through the theoretical orientation of critical theory. Field experience required.
Prerequisites: EDUC 501.
EDUC 508 Single Subject Methods IV : Content Area Literacy and Assessment (3)
Explores principles, and practices related to curriculum design, assessment and methods applicable to candidates' content areas. Candidates apply curricular and assessment design principles, investigate specific content-area literacy strategies, and apply micro-teaching approaches. Formative and summative assessments explored relative to subject area. A critical theory lens embraces course content.
Prerequisites: EDUC 501.
EDUC 553A Student Teaching I (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a fulltime job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, CalTPA I and CalTPA II passed, and all CSETs passed.
Co-requisite: EDUC 552.
EDUC 553B Student Teaching II (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for seven weeks, constituting a full-time job. Credit for both EDUC 553A and 553B precedes recommendation for a multiple or single subject credential. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, EDUC 553A, CalTPA I and CalTPA II passed, and all CSETs passed.
Co-requisite: must be taken with the second half of EDUC 552 Teaching Seminar.
EDUC 556 Internship Seminar (2 Credits)
Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
EDUC 554 Internship (13)
The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.
Prerequisites for Single Subject: EDUC 501, EDUC 502, EDUC 504, EDUC 506, EDUC 508, CalTPA I and CalTPA II passed, and all CSETs passed.
Co-requisite: EDUC 552.
Single subject courses meet T/Th
Multiple subject courses meet T/Th
All courses meet T/Th
All courses meet M/W
Kristen Horton ’19 and Celia Castro ’19 are among the graduate students who travel each week to the San Bernardino Juvenile Detention Center for an unusual course.
As PRIDE month wraps up, we took a moment to catch up with some of our faculty in the University of Redlands School of Education, which trains future educators, administrators, school counselors, and mental health counselors, to discuss the ways LGBTQ+ issues are, or could be, handled in school and counseling settings.
It is not uncommon to hear mathematics described as boring, difficult, abstract, confusing, or irrelevant. Coupled with worry, discomfort, and other negative views toward numbers, these feelings could be attributed to mathematics anxiety.
