Multiple Subject Program
The Elementary Education (Multiple Subject Credential) Program is designed to prepare teachers to work with students in grades K-12 with responsibility for all subject areas in a self-contained and core classroom. Teachers holding a Multiple Subject Credential are most often assigned to preschool and elementary school classrooms.
This program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The Authorization to Teach English Learners is met through the infusion of content and experiences within the Elementary Education Program, as well as additional coursework. Students successfully completing this program receive the Preliminary Multiple Subject Credential with Authorization to Teach English Learners.
A two semester program, the Elementary Education Program provides coursework in learning and instruction, content area methodology correlated with field experiences and clinical practice in conjunction with the Authorization to Teach English Learners. The School of Education is specifically committed to providing students with opportunities to learn innovative teaching practices and put these methods to work with children.
EDMS 511 Elementary Teaching and Learning I
EDMS 521 Elementary Literacy I
EDMS 543 Elementary Mathematics Education
EDMS 555 Elementary Multilingual Education
EDMS 571 Clinical Practice in Elementary Schools I*
EDMS 512 Elementary Teaching and Learning II
EDMS 522 Elementary Literacy II
EDMS 544 Elementary Social Studies Education
EDMS 545 Elementary Science Education
EDMS 572 Clinical Practice in Elementary Schools II*
Additional Courses Required For Bilingual Authorization: Spanish Emphasis ONLY
Students seeking the Bilingual Authorization along with their credential must take the following classes in addition to the classes listed above:
EDUC 653 Biliteracy Education I: Contexts for Learning Syllabus
EDUC 654 Biliteracy Education II: Methodology and Cultural Contexts
*Students seeking the Bilingual Authorization along with their credential are also required to take the following class in place of either EDMS 571, EDMS 572, or both: EDMS 573 Clinical Practice in Elementary School Bilingual/ELD Settings
Dr. Ana Hernández is a Professor of Multilingual and Multicultural Education and Coordinator of the Bilingual Authorization Program, Dual Language Certificate, and Multicultural Specialist Certificate in the School of Education. Dr. Hernández is also serving as the program co-coordinator of the Multiple Subject Credential Program. She earned a doctorate in Educational Leadership from the Joint Doctoral Program at the University of California in San Diego and CA State University San Marcos. Her research examines issues of equitable teaching practices and cross-cultural competence in dual language education. Dr. Hernández taught for 32 years in California public schools as a bilingual/dual language teacher in grades K-8th. She is one of the founders of the Association for Two-Way and Dual Language Education (ATDLE) and served as the President of the organization for four years and a board member for over 10. In addition, Dr. Hernández is a national trainer for dual language programs and involved in bilingual teacher preparation through Global Learning Networks.
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Dr. Joni Kolman is an Associate Professor in the School of Education and co-coordinator of the MA in Curriculum & Instruction program. Her research and teaching focuses on teaching and teacher quality within low-resource, high-accountability schools and is situated at the intersections of education policy, inclusive classroom practice, and teacher education. Dr. Kolman's most recent studies attend to how context influences the work of experienced teachers, teacher candidates' mentoring within clinical placements, and the preparation of teachers within Minority Serving Institutions. Her research has been published in book chapters and refereed journals including Teacher Education Quarterly, Action in Teacher Education, and Education Policy Analysis Archives, and has been presented at numerous national conferences. Prior to her appointment at CSUSM, Dr. Kolman was an Assistant Professor in the School of Education at City College of New York, CUNY. Her research and teaching interests are rooted in her experiences as a general and special education teacher in urban schools in Toronto, Denver, and Boston, and through her work as a doctoral research fellow in an urban teacher residency program. She earned her doctorate in Curriculum and Teaching from Teachers College, Columbia University.
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