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
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. Candidates in this degree program are required to complete a three-course area of specialization in the English Language Learner Education.
Please note: Students need to satisfy/pass the Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency Requirement (e.g., CSET) early (prior to Credential Area Methods coursework) into their programs to avoid interruptions to program progress and/or financial aid arrangements.
Master of Education with SEL Emphasis
The SEL emphasis option within the Master of Education program provides a foundation of social and emotional learning theories and evidence-based practices to support the development of social and emotional learning skills within classrooms. The Master of Education with SEL emphasis is designed to:
- Evaluate social emotional learning theories and evidence-based practices
- Self-reflect about own knowledge and skills
- Create an action research proposal in the area of SEL
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Program Requirements
(Multiple Subject 16 courses; 67.5 quarter units or Single Subject 16 courses; 67.5 quarter units)
Includes all foundation, credential area method courses, and those clinical practice courses granting graduate credit.
Introductory Core Requirement
1 course; 4.5 quarter units
All students must complete ITL 600 and complete the credential packet prior to beginning ITL 604.
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 Courses
- 3 courses; 13.5 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.
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.
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; 22.5 quarter units
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.
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.
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.
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.
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.
*Upon issuance of the University Intern Credential, this course must be taken first.
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.
OR Single Subject Methods Courses
- 5 courses; 22.5 quarter units
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.
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.
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.
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.
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.
*Upon issuance of the University Intern Credential, this course must be taken first.
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.
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; 13.5 quarter units)
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.
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).
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).
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).
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; 13.5 – 31.5 quarter units
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.
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).
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).
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).
Prerequisite: ITL 551A; Corequisite: ITL 550B, or ITL 650B
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.
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).
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).
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).
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.
This program is intended for teacher candidates and practicing teachers. The program introduces candidates to critical literacy, transformative pedagogy, and the means for student empowerment. Candidates select and study a topic of interest in education through the lens of critical thinking theory. Candidates reflect on and critically evaluate their syllabi, course materials, and teaching approaches. Candidates learn and apply strategies to empower students to reflect, read, and write critically.
Program Learning Outcomes:
Upon successful completion of this program, students will be able to:
- Develop as critical thinkers.
- Engage in transformative pedagogy
- Empower their students as critical thinkers
- Create an action research study that applies critical thinking theory in their content area
Degree Requirements:
The emphasis in Critical Thinking requires 13.5 quarter units.
Emphasis Requirements (3 courses; 13.5 quarter units)
ITI 680 Self as a Critical Thinker 4.50
Prerequisite: ITL 600 and ITL 604 and ITL 606
ITI 682 Critical Thinking – Classroom 4.50
Prerequisite: ITI 680
ITI 684 Applied Critical Thinking 4.50
Prerequisite: ITI 680 and ITI 682
The Master of Education in Inspired Teaching and Learning Preliminary Multiple and Single Subject Teaching Credential with Specialization in English Learner Equity and Academic Achievement is designed to improve the quality of education for English Learners in grades K-12 in California public schools. Candidates will gain experience, professional knowledge and skills when identifying, examining, implementing and evaluating sustained best practices for the education of English Learners in public school classrooms through content learning and course-embedded research practicum I, II & III.
Program Learning Outcomes:
Upon successful completion of this program, students will be able to:
- Assess multiple theoretical frameworks and inclusion practices based on knowledge of Identity and Equity for the improvement of the education of K12 English Learners.
- Design culturally responsive inter-disciplinary curricular unit(s) developed to support meaningful and sustained academic achievement for English Learners (ELs) with the use of multiple measures.
- Synthesize the findings and implications from an English Learner based inquiry project designed to investigate evidence-based curricular and instructional improvements for ensuring meaningful academic achievement and social-emotional thriving of K12 English Learners.
Specialization Requirements (3 courses; 13.5 quarter units)
ITI 660 Identity, Inclusion and Equity 4.50
ITI 662 Linguistics- Academic Language 4.50
Prerequisite: ITI 660
ITI 664 EL Achievement in Content Area 4.50
Prerequisite: ITI 662
Candidates explore a blending of current educational research theory with effective classroom application. Student-centered curricular practices are created using engaging instructional strategies, applying successful classroom management techniques, and adopting appropriate assessment procedures. Candidates explore a wide variety of Information Communication Technologies (ICT) digital tools and resources to become more competent users of learning technologies in their own instructional practices.
An overarching Inquiry-Based Research Proposal will be developed and written over the three courses of this emphasis. Candidates identify a research question, complete a Review of Literature, and design the data collection strategies. An overview of the completed proposal will be presented in a digital format along with the written document.
Program Learning Outcomes:
Upon successful completion of this program, students will be able to:
- Develop a standards-based, engaging content and assessment plan that includes strategies to help all students succeed.
- Evaluate a variety of instructional practices that facilitate the differentiation of instruction as applied to teaching, content development, classroom management and assessment.
- Create a personal inquiry document that demonstrates the mastery of Inspired Teaching Inquiry research skills supported by digital tools.
- Employ effective ICT (Information and Communication Technologies) in a multidisciplinary unit of study
- Design an Action Research proposal, including a research question connected to Inspired Teaching Practices.
Degree Requirements:
The emphasis Inspired Teaching Practices requires 13.5 quarter units.
Emphasis Requirements (3 Courses, 13.5 units)
ITI 690 Inspired Teaching Inquiry 4.50
Prerequisite: ITL 600; ITL 604; ITL 606
ITI 692 Inspired Student Learning 4.50
Prerequisite: ITI 690
ITI 694 Inspired Learning Technology 4.50
Prerequisite: ITI 692
The Social Emotional Learning (SEL) specialization resides in the Master of Education degree program. This emphasis provides current or future teachers with a foundation of social emotional learning theories and evidence-based practices to support the development of social emotional learning skills within classrooms. Candidates will have the opportunity to self-reflect on their own knowledge and skills and examine evidence-based strategies and interventions to support their role of a classroom teacher. Candidates will compose a full research proposal in the area of SEL to include research questions, literature review, methodology and reflection to support their work in making positive changes in their everyday practice.
Program Learning Outcomes:
Upon successful completion of this program, students will be able to:
- Evaluate social emotional learning theories and evidence-based practices.
- Self-reflect about own knowledge and skills of evidence-based practices.
- Create a full research proposal in the area of SEL to include research questions, literature review, methodology and reflection.
Degree Requirements:
The emphasis in Social Emotional Learning requires 13.5 quarter units.
Requirements for Specialization (3 courses; 13.5 quarter units)
ITI 670 Introduction to SEL 4.50
Prerequisite: ITL 600; ITL 604; ITL 606
ITI 672 SEL in Action 4.50
Prerequisite: ITI 670 minimum standards
ITI 674 Research in SEL 4.50
Prerequisite: ITI 672
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 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.
A number of requirements must be completed prior to beginning the credential courses, including the successful completion of the Credential Packet, which 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.
The Basic Skills and 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.
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, 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 intern, 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.
Program Learning Outcomes
- Integrate the knowledge needed for creating and 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.
- Reflect critically about professional beliefs and practices in the application of teaching and learning principles needed to inspire K-12 learners as well as being an inspired teacher.
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