The MEd with Multiple Subject Credential Program adheres to high academic standards that prepare candidates to teach in California’s elementary classrooms:
Achieve expertise in content area instruction, collaboration, inclusion and individualized instruction, while learning to work comfortably with new technologies and alternative methods of instruction.
Gain civic literacy skills to prepare students for participatory citizenship in a culturally diverse, interdependent society through character development, civic education, and community building.
Strengthen your identity as a teacher by developing advocacy skills and deepening your self-knowledge. AUSB provides close faculty supervision through student teaching and professional systems for lifelong learning and support.
MEd Program Design
All Antioch University classes are held on weekday afternoons and evenings and on some weekend days. Three to five classes are held each quarter. Students must be available, however, during the school day for their field work and student teaching.
The Program is full time for the first year (four quarters.) After successfully completing these four quarters, students are eligible for a Preliminary Credential. The fifth and final quarter is half time low-residency used to complete Master’s course work and your portfolio project. Currently, there is only one time per year to enter the Program. While applications are accepted throughout the year, students can only enter during the summer quarter.
“Not only did we learn the fundamentals of teaching in Antioch’s Teacher Education Program, but we discussed the implications of the social and emotional components of education in order to devise applicable solutions to better education for those involved.”
– Amy Rosen, Alumni
Master of Education (MEd) with Preliminary Multiple Subject Credential
|Master of Education (MEd) with Multiple Subject Credential Program|
|Quarter I (Summer) 20 units|
|HDV 4550.SB||Child Development and Learning (3)
Child Development and Learning (3)This advanced child development class integrates current child development theory and research with elementary and middle school teaching practice emphasizing the cognitive, social, moral, and emotional domains. Students learn to read and interpret professional journal articles in order to explore the influence of culture on child development and child rearing practices. Candidates review contrasting claims concerning what, how, and why children learn. They collect and interpret developmental data through formal observations of and interviews with children, making connections between the implications of developmental research on methods of teaching. Candidates also discuss other forms of interactions with children and their rights.
|HDV 4581||Language Development & Acquisition (3)
Language Development & Acquisition (3)Credential candidates will develop knowledge of foundational theories, skills, and instructional practices necessary to make informed decisions regarding instruction, engagement and assessment that will ensure English language proficiency and academic progress for all students, especially English learners. Affective factors influencing students’ cognitive, social, and linguistic development will be addressed. Credential candidates will also be introduced to relevant federal and state laws, policies, and legal requirements governing the education and assessment of students who are designated as English language learners.
|*HDV courses are considered prerequisites and may be taken prior to admittance to the program or satisfied through undergraduate coursework (upon evaluation and approval from AUSB Credentials Analyst).|
|TEP 6350 ||Research Ethics (1)
Research Ethics (1)This course, which is completed online, provides students with the ethical and legal information they need in order to conduct research with human subjects. All students conducting research involving human participants must complete the ethics modules through the Collaborative Institutional Training Initiative (CITI) Program and have a current research ethics certificate on file. These modules address the ethical considerations pertinent to research with human subjects in the behavioral and social sciences. These include Research with Protected Populations, Ethical Principles, Belmont Report, History and Ethical Principles, Avoiding Group Harms, Defining Research with Human Subjects, Assessing Risk, Informed Consent, Privacy and Confidentiality, and Conflicts of Interest. Each student establishes contact with the CITI Program and completes the ethics modules by the end of the Winter Quarter, but before any data collection is undertaken. Instructions for accessing CITI modules and for overview of the Institutional Review Board (IRB) process are provided during the first and second sessions of TEP 614 in the Fall Quarter.
|TEP 6012 ||Teaching & Accommodating Students with Disabilities (1)
Teaching & Accommodating Students with Disabilities (1)This course builds upon the knowledge gained by candidates in TEP 601A. Candidates will learn skills necessary to accommodate the special education student within a mainstream environment. Candidates learn informal assessment, instructional planning and evaluation, behavior encouragement techniques, mainstreaming principles, and consultation skills. As a result of this course, teacher candidates will be able to interface with special education personnel, implement and evaluate special learner programs, and work effectively with exceptional learners in the regular classroom environment.
|TEP 5370.SB ||Mediation & Conflict Resolution in Schools (3)
Mediation & Conflict Resolution in Schools (3)In this theory and experiential course, students learn and practice basic counseling and collaborative conflict resolution skills. Candidates learn strategies for communicating with individuals and groups, particularly with people who differ from themselves in terms of culture, ethnicity, language, gender, gender identity, sexual preference and social class. Candidates explore different ways of utilizing these skills and implementing these concepts in a multicultural school and classroom setting. Candidates develop sensitivity to students’ unique needs and issues. Candidates learn and practice developmentally appropriate skills for grades K through 8. Candidates will also reflect on their experience as a member of a cohort, and begin to use the concepts, skills and theories presented in the course to maximize the group’s productivity.
|TEP 5360.SB ||Foundations of Social Justice Education (4)
Foundations of Social Justice Education (4)This course provides an orientation to the philosophies of teaching and learning that guide the MEd/TC Program. A primary objective is to facilitate candidates’ beginning constructions of their professional identities as teachers in diverse classrooms. Candidates study foundations of philosophy, history, politics, pedagogy, sociology and purposes of public education in the US. Candidates review the demographics of student populations and how they are related to racism, classism, and other forms of bias and their opportunities. Candidates become familiar with the Common Core Standards in the context of Educational Reform. While developing their own philosophy of education, candidates learn how to establish a caring learning community based on the principles of equal inherent worth, and mutual respect. Candidates practice advocacy for democratic action.
|TEP 5051||Reading Instruction in Elementary Classrooms (2)
Reading Instruction in Elementary Classrooms (3)In this course, candidates gain the knowledge and skills to provide balanced and comprehensive reading instruction for all students in self-contained, integrated and inclusive classrooms (K-8). Candidates learn to address the needs of emergent, beginning and fluent readers using developmentally appropriate strategies. Relationships between oral and written discourse and language variation are studied in order for candidates to begin to develop flexible literacy instruction strategies and skills to meet the needs of diverse students. Candidates reference social, cultural, economic and political factors affecting literacy development, for English learners as well as for students who are already fluent in the English language.
|TEP 6011||Social & Legal Dimensions of Special Education (2)
Social & Legal Dimensions of Special Education (2)This course provides candidates with information required to meet the needs of exceptional students. Content areas include state and federal special education legislation, exceptional learner characteristics, referral practice, and mainstreaming principles. As a result of this course, teacher candidates will understand their legal obligations with respect to students with special needs and will be able to clearly identify students for appropriate referral. Candidates will be able to advocate for the needs of special students and be aware of family issues with respect to disability.
|TEP 5361 ||Foundations of Social Justice Education Lab (1)
Foundations of Social Justice Education Lab (1)This course supports the field aspects of TEP 536, foundations of Social Justice Education. Candidates work in schools to fulfill the fieldwork assignments within TEP 536 and begin to use ethnographic methods to understand classroom cultures.
|Quarter II (Fall) 23 units|
|TEP 6141||Inquiry Project Planning (3)
Inquiry Project Planning (3)This course is designed to engage students with the issues central to reflective practice and action research. In order to provide the skills and knowledge that allow students to become critical consumers of both theory and research, the course emphasizes action research and ethnography as methods in classroom-based research. Students continue to examine their role in a community of reflective practitioners as well as their role as participants in action research. In addition, students learn how to use action research in support of state adopted K-12 education. Students will explore different forms of school-based action research. The objectives in this course focus on the knowledge base, the techniques, and the applications of action research that can be applied to improve one’s own practice as an educator. Additionally, students will develop the research topic that will become the action plan for their Passion Week research in TEP 616A.
|TEP 5380.SB||Classroom Organization Theory & Practice (3)
Classroom Organization Theory & Practice (3)In this course, candidates study the social and developmental psychology and sociology of classrooms. They also examine the philosophy behind popular methods of “behavior management.” Classroom models from democratic to autocratic are studied while candidates observe and participate in assigned classrooms. Candidates reflectively construct an organization plan for their own practice.
|TEP 5191|| Educational Technology for Universal Design (3)
Educational Technology for Universal Design (3)The purpose of this course is to empower credential candidates, develop skills, and gain knowledge enabling them to use technology as a teaching and learning tool in today’s schools. Issues surrounding technology in the classroom will be discussed, including the Digital Divide, gender and equity issues, safe Internet use, social networking, and the effectiveness of technology as an educational tool. Strategies will be developed to integrate educational technology to support curricular standards. Special attention will be given to Universal Design as technology becomes a powerful way to address accessibility. Candidates will also learn cutting edge hardware and software use as it pertains to effectiveness in teaching and learning.
|TEP 5070.SB||Real World Mathematics (3)
Real World Mathematics (3)Real World Mathematics uses an interdisciplinary, culturally responsive approach to teaching mathematics that enables candidates to engage and teach the Common Core State Standards in a real world context to ALL students K-8. Candidates examine current research on teaching and learning mathematics and compare District-approved curriculum and National Common Core to develop a critical approach to teaching elementary school mathematics. This course provides opportunities for candidates to learn how children construct mathematical understanding, use basic arithmetic computation, concepts and symbols to solve common problems and apply them to novel problems. Candidates engage in critical dialogue to determine what teachers can do to create challenging and secure learning environments for their students to take intellectual risks and approach problems in meaningful ways. Special attention will be paid to issues of equity, and how the development of language, literacy and mathematical understanding can be integrated in the math classroom.
|TEP 5330.SB||Field Practicum (Four mornings, Monday - Thursday) (3-10)
Real World Mathematics (3-10)This field practicum is designed as a laboratory for TEP 505, 507 and 538. Candidates are placed in schools where they observe and participate using the theories and strategies taught in these courses. Candidates work with children from diverse cultural and language backgrounds. The practicum is designed to cover topics related to the development of reflective practice
|TEP 5052||Reading Instruction in the Elem School Classroom (1)|
|Quarter III (Winter) 23 units|
|TEP 6161||Inquiry Project Data Collection & Beginning Analysis (2)
TEP 616A Inquiry Project Data Collection & Beginning Analysis (2)In this course, students begin by engaging in “Passion Week” where they apply course content from TEP 614A to an area of professional interest. The first week of the quarter is designated as “Passion Week” where students explore their chosen area of inquiry. Following this exercise, students complete the “Learning Analysis” which is a thorough review of the Passion Week experience. This assignment lays the groundwork for the inquiry that will constitute each student’s Master’s project. The remainder of the quarter is used to build the action research project that extends the Passion Week inquiry. By the end of the quarter, each student will be prepared to continue to collect and reflect on their professional inquiry in TEP 619A..
|TEP 5130.SB||The Arts in Culture and Learning (3)
TEP 513 The Arts in Culture and Learning (3)This course is designed to enable candidates to understand the role of art, artists, and culture in teaching children in a multicultural society. Candidates are introduced to interpretive models for understanding the role of art in building culture, particularly major cultural groups represented in California. While studying artistic perception and creative expression, candidates learn to make informed judgments about the arts and to teach students to do so as well. Candidates learn how to integrate artistic methods into all disciplines by providing culturally responsive instruction based on the Visual and Performing Arts Framework adapted to the needs of diverse students. Candidates engage in direct art-making activities, reflective writing and discussion, and attend arts education activities in the community in order to better understand these strategies and processes and use them effectively in elementary and middle school classrooms.
|TEP 5040.SB ||Social Science & Children's Experience (3)
TEP 504 Social Science & Children's Experience (3)In this course, candidates will learn methods to make social studies a meaningful and powerful part of their classroom curriculum. Candidates will gain familiarity with developmentally-appropriate social studies topics and activities, and how to substantively integrate social studies with other disciplines in order to support more connected and effective learning experiences. Candidates will demonstrate their ability to teach the state-adopted content standards for Social Science. Candidates will learn how to engage students in social science inquiry and problem solving by developing significant themes and posing essential questions that require extended study and critical thinking in the areas of history, politics, culture, geography, community development, social justice, and the environment.
Candidates will learn how to support and guide their students with resources that will help them research and construct knowledge on these topics, and take social or political action when it is warranted.
|TEP 5110.SB||Language Arts Curricula: Theory & Methods (3)
TEP 511 Language Arts Curricula: Theory & Methods (3)This course is designed to expand the credential candidates’ foundational learning from TEP 505 Reading Instruction in Elementary School Classrooms, by providing them with opportunities for learning the knowledge and skills necessary to develop and enact a comprehensive, integrated, and methodologically grounded Language Arts Program that supports access to the core curriculum for all students and ensures that they are able to meet or exceed the California Language Arts Content Standards. Particular attention is given to the development of comprehensive literacy instruction for English learners. Candidates will learn theories and methods of instruction for English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Integrated instructional approaches to promote language and literacy development through reading, writing, listening, and speaking will be addressed. This course is designed to help credential candidates begin to develop and enact the skills, understandings and dispositions necessary to make decisions regarding instruction and curriculum that will ensure English language proficiency and academic progress for each student.
|TEP 5121||Student Teaching with Professional Seminar I (Four mornings & two afternoons) (12)
TEP 512A Student Teaching with Professional Seminar I (Four mornings & two afternoons) (12)The professional seminar is part of ongoing professional development within the Antioch University Teacher Education and Master’s degree program. The course provides teacher candidates with the support and critical feedback necessary for them to connect their field work to the Antioch domains of practice, educational theory and methods. Participants develop their professional support network by reviewing and discussing issues that arise in their placements, both positive and negative, and to listen to each other with patience and care. A weekly small group seminar is used to discuss culturally responsive procedures that are implemented in the student teaching placements, to analyze the results of implementation, and to examine candidates’ questions in a supportive, problem-solving context. (Lab fee required for Education PACT Scoring)
|Quarter IV (Spring) 21 units|
|TEP 6191 ||Inquiry Project Data Collection and Beginning Analysis (2)
TEP 619A Inquiry Project Data Collection and Beginning Analysis (2)In this course, students finalize their thesis designs and begin the data collection phase of their projects. They act as peer mentors to each other, providing both support and critique. Students complete the literature review for the projects and expand their skills in the use of descriptive and inferential statistics in data analysis. Students are instructed in professional writing skills and produce a short research article, proposal, or editorial. Students learn about professional development opportunities nationally and internationally, online, on campus, and on school sites. Students develop intellectual and professional networks that provide support for research and social change activities.
Prerequisite(s): TEP 614 and 616
|TEP 5100.SB ||Science: Discovery Teaching, Action Learning (3)
TEP 510 Science: Discovery Teaching, Action Learning (3)This course will focus on the standards, methods, and materials for teaching science within the context of ecology with a focus on fostering English language development (including SDAIE and ELD), particularly the development of students’ science-related language. Critical thinking, problem solving, and problem posing are at the center of unit and lesson planning. Candidates plan and implement balanced instruction with knowledge of how physical, life, and earth science content standards are achieved in conjunction with investigation and experimentation. Candidates design instruction informed by students’ development and language usage. Candidates learn to use literature to teach students how science was and is learned—through hands-on experiment and discovery. Teaching students to protect and sustain ecological systems is considered central to the course.
|TEP 6021 ||Advocacy and Activity for Healthy Children (3)
TEP 602A Advocacy and Activity for Healthy Children (3)This course covers knowledge about cultural and socioeconomic differences relative to nutrition, physical and mental health, and healthcare service issues. Candidates learn skills in working with students and families from diverse backgrounds for the purposes of providing effective interventions concerning health problems. Drug awareness and sexuality education programs are examined and candidates develop their positions on these issues. Candidates learn skills in identifying and reporting physical and psychological neglect and abuse, substance abuse, and information regarding various referral options. Candidates learn fitness activities, developmentally appropriate movement activities as defined in the National Physical Education Standards and the California Framework on Physical Education, and develop knowledge of locomotor and non-locomotor skills. Definitions and examples of health related physical fitness are introduced and discussed.
|TEP 5151||Student Teaching with Professional Seminar II (12)
TEP 515A Student Teaching with Professional Seminar II (12)This course is part of ongoing professional development within the Antioch University Teacher Education and Master’s degree programs. Candidates continue to engage in on-site full day student teaching Monday through Thursday under the supervision of a Cooperating Teacher and University Supervisor. The weekly whole and small group seminars are used to integrate each week’s teaching experience with theory and methods studied in the program, to analyze and discuss procedures implemented and the results of implementation in the student teaching placements to generate a personal theory of practice, and to examine issues that arise in the placement. Candidates also participate as “critical friends” in the development of professional portfolios. Completion of student teaching consists of progressing appropriately in the eight Domains of Practice as observed by the university supervisor and cooperating teacher (3-way form), completing at least two weeks of taking over full classroom responsibilities and presenting a professional portfolio documenting growth over time.
(Lab fee required for Teacher Performance Assessment: PACT)
|Quarter V (Summer) 9 units|
|TEP 6212||Portfolio Development (6)
TEP 621B Portfolio Development (6)Students continue to select artifacts related to their action research questions, complete their analysis of selected artifacts, develop their theory of practice in relation to educational literature and publish their online portfolio. Students work with collegial groups formed in TEP 614A through online communication with their peers and advisor. In the second weekend, residency students present their project portfolio in public conversations.
Prerequisite(s): TEP 616A and approval of faculty advisor.
|TEP 6310||Resilience & the School Community (3)
TEP 631 Resilience & the School Community (3This course will focus on supporting personal resilience and building community to enhance the development of positive health and academic behaviors. Resilience and community building strategies will be taught and practiced. Students will participate in personal reflection and curriculum development for the purpose of learning to strengthen their own and their students’ resilience.
|Total Units: 90|