Professional Teacher Preparation Program – Undergraduate
The SB2042 Professional Teacher Preparation Programs are available for Multiple Subject and Single Subject Credentials and are accredited by the California Commission on Teacher Credentialing (CTC) and the Association of Christian Schools International (ACSI).
Multiple Subject Credentials
The SB2042 Multiple Subject Credential authorizes instruction in any self-contained classroom for grades K–12, preschool, and classes organized primarily for adults, but is especially appropriate for grades K–6. This credential also includes authorization to teach English Language Learners in self-contained and core settings.
Undergraduate students interested in teaching in the elementary schools are advised to take the Liberal Studies, Elementary Education major, which includes the required teacher preparation and pedagogy courses.
However, a student from any major who wishes to teach elementary school may earn a teaching credential by successfully completing all required teacher preparation and pedagogy courses, as well as California Commission on Teacher Credentialing requirements. Students should regularly see advisors in their major as well as the School of Education.
Single Subject Credentials
The SB2042 Single Subject Credential authorizes instruction in the subjects listed on the credential in departmentalized classes at any grade level including preschool, grades K–12 and classes organized primarily for adults, but is especially appropriate for middle school and high school. This credential also includes authorization to teach English Language Learners within your content area. All students should regularly see advisors in their major as well as the School of Education.
Undergraduate students interested in teaching at the secondary level are advised to major in the subject area they wish to teach.
Program Learning Outcomes
Upon the completion of the Multiple Subject or Single Subject credential(s), students will be able to:
- Identify and articulate God's calling as Christian educators by reflecting on their spiritual journey and their educational preparation in a Biblically integrated essay, and demonstrate Christian attitudes and actions conducive to professional excellence and witness by maintaining high professional disposition marks in coursework and fieldwork (ULO 1, 2, and 3).
- Examine and analyze their students' cognitive, social, and physical growth through the gathering of student profile data, monitoring their progress, and providing constructive feedback to maximize students' optimum development (ULO 1).
- Demonstrate respect for diversity in cross-cultural and special population educational settings in order to promote equity and justice as exhibited in differentiated learning plans, response to profile data, and high marks in professional dispositions throughout coursework and fieldwork experiences (ULO 1, 2, and 3).
- Design and implement appropriate adaptations to ensure the attainment of a productive learning environment for each student enrolled in candidates' classes by focused evaluation and reflection of each student's strengths and needs. Candidates will also utilize developmental and learning theories, as a foundation for professional decision-making and reflection by identifying student learning needs and making appropriate adaptations to ensure student learning (ULO 1 and 3).
- Design and implement developmentally appropriate lessons, by using the California state-adopted academic content and Common Core standards as a foundation for lessons that integrate aspects of God's natural revelation (ULO 1 and 3).
- Design and implement appropriate and effective learning strategies by designing grade and subject-specific lesson and unit plans (ULO 1 and 3).
- Design and practice strategies that foster a safe and equitable learning environment that encourages students to take intellectual risks by demonstrating their knowledge of a comprehensive classroom management plan (ULO 1 and 3).
Each Program Learning Outcome (PLO) listed above references at least one of the University Learning Outcomes (ULO 1, 2, 3), which may be found in the General Information section of this catalog.
Teacher Preparation Requirements
Teacher Preparation Courses
All candidates for the Preliminary Multiple or Single Subject Teaching Credential must complete the following undergraduate teacher preparation courses in sequence. Courses must be passed with a grade of "B-" or higher and the overall GPA in the teacher preparation courses must be a 3.0 or higher:
|LEDU 301||Introduction to Teaching||3|
|LEDU 330||Psychological Foundations of Education||3|
|LEDU 341||Methods of Teaching Linguistically Diverse Students||3|
|LEDU 420||Elementary Reading/Language Arts||3|
|or LEDU 425||Secondary Content Area Reading|
|Select one of the following:||3|
|Elementary Curriculum, Differentiation, and Assessment|
|Secondary Curriculum, Differentiation, and Assessment|
|Elementary/Secondary Student Teaching I and II (12 credits) may be taken as a graduate student, and is not required for undergraduate graduation.|
|Elementary Student Teaching I|
and Elementary Student Teaching II
|Secondary Student Teaching I|
and Secondary Student Teaching II
Students who wish to complete the undergraduate Teacher Preparation Program must formally apply for admission to the Teacher Preparation Program during LEDU 301.
The student applicant must demonstrate a minimum cumulative 2.75 GPA (on a 4.0 grade scale). Students for whom English is not a primary language must have a TOEFL score of 100 iBT.
Candidates must have a paid subscription to Taskstream while taking teacher preparation courses, pedagogy courses, and student teaching.
In addition to the teacher preparation coursework, subject-specific pedagogy classes are required of each candidate. Pedagogy courses must be passed with a grade of "B-" or higher and the overall GPA in the pedagogy courses must be 3.0 or higher.
|LEDU 433||Single Subject Pedagogy||2|
|LEDU 309||Elementary Math/Science Methods||2|
|LEDU 336||Elementary Health Curriculum and Methods||1|
|LEDU 337||Elementary History-Social Science Curriculum and Methods||1|
|LEDU 380||Children's Literature||3|
|ARTS 306||Elementary Art Workshop||3|
|KNES 201||Elementary Physical Education Methods and Activities||2|
|MUSC 310||Elementary Music Workshop||2|
Certificate of Clearance and Tuberculosis (TB) Test
Candidates must complete the application for a Certificate of Clearance prior to taking LEDU 301 course in order to participate in the required fieldwork sequence. Fees required.
Candidates must also submit valid TB tests results prior to taking LEDU 301 course and annually in order to participate in the required fieldwork sequence in the Teacher Preparation Program. Fees required.
Minimum Grades and GPA Requirements
All teaching credential candidates must maintain an overall cumulative 2.75 grade point average (GPA) in their major. A 3.0 cumulative GPA must be achieved in the teacher preparation course sequence and pedagogy courses. Students must receive a grade of "B-" or higher in all teacher preparation and pedagogy courses in order to be formally recommended for a Preliminary Teaching Credential.
Basic Skills Requirement
Candidates must take the California Basic Educational Skills Test (CBEST) or satisfy the basic skills requirement prior to acceptance to the program. Passage of CBEST or equivalent is required prior to applying for student teaching.
Passage of the Reading Instruction Competence Assessment (RICA) exam is required for candidates earning a Preliminary Multiple Subject Teaching Credential. This requirement must be met prior to applying for a preliminary teaching credential.
Subject Matter Competency Requirement
Candidates must prove subject matter competency by completing an approved subject matter program or passing equivalent subject matter exams (CSET). These exams must be passed prior to applying for student teaching.
CalTPA and Portfolio Assessments
Candidates must meet or exceed the minimum standards for passing all four state-mandated California Teaching Performance Assessments (CalTPAs), and complete and successfully present their electronic portfolio.
Candidates must be recommended by the faculty of the School of Education as having all requisite professional qualities to be successful as a teacher.
Professional Dispositions and Competencies Evaluations
Candidates must demonstrate high performance in each Professional Dispositions and Competencies Evaluation for teacher preparation and pedagogy coursework in order to remain in the Teacher Preparation Program. Evidence of unaddressed concerns (scores of 1 or 2), or failing to meet a professional disposition may lead to dismissal.
Candidates must obtain good to excellent scores in each fieldwork evaluation for teacher preparation coursework, including student teaching.
U.S. Constitution Requirement
The California Commission on Teacher Credentialing requires that a teaching credential candidate must have completed a minimum 2-credit course that covers the U.S. Constitution or fulfill this requirement by examination.
Biola University students may complete this requirement by taking either HIST 200 or POSC 225 with a grade of "C" or better. Students receiving AP college credit for either HIST 200 or POSC 225 will also meet this requirement. Transfer coursework must be reviewed by a credential analyst in the School of Education. If an exam is required, a U.S. Constitution exam and study packet is available in Biola's School of Education. See advisor for details.
Candidates must show verification of current training in cardiopulmonary resuscitation (CPR) — infant, child and adult — that meets the standards of either the American Heart Association or the American Red Cross CPR course when applying for the Preliminary Teaching Credential.
Candidates are required to meet regularly with an advisor in their major to ensure that all requirements are met.
Applying for a Credential
Credential candidates complete their student teaching the second semester of their senior year or the semester after they graduate with their bachelor's degree. After successfully completing student teaching and the associated requirements, candidates make an appointment with a credential analyst in the School of Education at Biola University and apply for the Preliminary Teaching Credential from the State of California's Commission on Teacher Credentialing.
The Professional Teacher Preparation Program leading to a California Teaching Credential at Biola University is subject to change in response to new legislation and for accreditation/reporting purposes. Please see a credential analyst for current information on completing the requirements for a teaching credential.
English Language Learner Authorization
Candidates who earn an SB2042 Multiple or Single Subject Preliminary Teaching Credential through the California Commission on Teacher Credentialing will be authorized to teach English Language Learners in their content area. This authorization provides teachers with the knowledge, skills and attitudes needed to effectively teach and guide students from culturally, linguistically and socio-economically diverse backgrounds.
Students interested in teaching English Language Learners at the adult level should consult with the Department of Applied Linguistics and TESOL in the Cook School of Intercultural Studies.
Teaching, ACSI Certificate
Application information may be obtained from the ACSI liaison in the School of Education Office. The credential program at Biola University meets the requirements for the Association of Christian Schools International (ACSI) Certificate. Requirements are identical to the California Preliminary Credential Program as well as:
|Select 6 credits of Bible courses||6|
|Select one of the following:||3|
|Integration Seminar (taken as "Christian Philosophy of Education")|
|Selected Readings and Topics (taken as "Philosophy of Education")|
|Philosophy and Values in Schools and Society|