Plan ahead for Summer and Fall, 2015!
Advisement Sessions - Spring dates are posted
Thank you for considering the Lurie College of Education at San José State University as your teacher preparation program. As the oldest public teacher preparatory school in California, the SJSU Department of Elementary Education has a well-established reputation for being one of the finest available. Teaching is a profession that involves norms and expectations, and all K-8 teachers in California are expected to teach the new content and practice standards in a coherent, focused, and rigorous manner. We are thus prepared to support you in obtaining the necessary preparation that will enable you to provide all your students with equitable access to learning that leads to their academic success. We are deeply engaged and committed to preparing the highest quality teachers who will address 21st century needs and hence look forward to assisting you join this premier rank.
Inside the Advisement Guide you will find information about the various program models offered in the Multiple Subject Credential Program, including details about the application process and a list of the required courses and contact numbers. I encourage you to read the material carefully and begin your application process by attending a General Advisement Session.
Teaching continues to be a challenging, exciting, and rewarding profession for individuals who desire to influence the lives of children and young adolescents in our community. In our Multiple Subject Credential Program, you will not only learn and apply best practices in teaching but you will also develop a knowledge base for justifying those practices that will serve you well throughout your professional career. In the process, you will learn about yourself as a person, educator, and contributor to changes in our world.
We welcome you to our Multiple Subject Credential Program and hope that the information contained in this guide will be helpful to you. Please feel free to contact us if you have any questions.
F. D. Rivera
Chair, Department of Elementary Education
Department of Elementary Education Vision
Our vision is to prepare ethical and social justice oriented teachers who create relevant, rigorous, transformative educational experiences, attuned to students’ academic, cultural, linguistic, social, and emotional needs.
As a program, we are committed to: preparing a diverse community of teachers, across factors including race, culture, class, language, gender and sexual orientation; serving a diverse range of communities, including underserved and under-resourced schools; and offering equity and social justice oriented perspectives. Four key principles drive these commitments, as follows:
Teaching as a Political Act
We believe that teaching is a political act. Our program engages candidates to develop an educational philosophy, grounded in theory and the socio-political context of schooling, towards challenging social and educational injustice.
Teaching as Praxis
We believe that teaching should be informed by both theory and research. Our program develops candidates’ abilities to 1) reflect deep content knowledge of the disciplines, 2) make student centered pedagogical choices informed by theory 3) leverage cultural wealth toward student empowerment, and 4) engage alongside teachers, students, and communities to co-create dynamic changes within curriculum and neighborhoods.
Teaching as a Reflective Practice
We believe that teachers must be reflective and collaborative. Our program offers candidates continuous, collegial and dynamic learning opportunities. Candidates develop an orientation of reflection and inquiry.
Teaching as a Complex Activity
Teaching is a complex challenging profession. Our program develops candidates’ academic, political, social and emotional orientations for resilience.
Characteristics of our Graduates
They foster caring relationships with students, students’ families, and communities from a cultural wealth perspective. They are aware of the social and political dimensions of schooling and how context affects marginalized communities. They are attentive to the social and emotional dimensions of teaching and learning. They teach to the whole child.
Reflective and Caring
Graduates reflect on the ethical dimensions of teaching and learning given the political and social consequences of their pedagogical decisions on the life chances of their students. They assume a caring stance that is growth-oriented and supports their own and their students' resilience.
They know and use a range of instructional strategies and classroom organizational structures chosen to match their instructional goals. They can provide theoretical, research-based rationale for their decisions.
Knowledgeable of the Subject-Matter Content
They know and understand the importance of solid mastery of the content they will teach. They strategically engage in continuous learning of that content and its relation to development and learning standards.
Knowledge of Assessment
They engage in ongoing cycles of inquiry fluidly using formative and summative assessments to guide instruction that is sensitive to context and individual learning needs.
Program Learning Outcomes
Program Learning Outcomes for the Multiple Subject Teaching Credential are aligned with the Standards of Program Quality and Effectiveness for the Subject Matter Requirement for the Multiple Subject Teaching Credential
Program Learning Outcomes for the MA in Education (Curriculum and Instruction are aligned with the University Learning Goals