Multiple Subject Credential

Your Multiple Subject Credential experience is designed to cover both practical and theoretical aspects of education, with collegial support and faculty mentorship to facilitate your development as a professional. This is a stand-alone credential and meets California state requirements for the Preliminary Multiple Subject Credential.

When you earn AUSB’s Multiple-Subject Preliminary Teaching Credential, you are authorized to teach in a self-contained K-12 classroom in California (typically at the elementary level), as well as in a core or team teaching atmosphere.

Preliminary Multiple Subject Credential
Start TimeNumber of UnitsNumber of Quarters
Summer Quarter784

To apply for the Multiple Subject Credential, you must complete the following steps:

  • Take and pass the California Basic Educational Skills Test (CBEST). This test is required of all students in teacher preparation programs in California. Please review the registration deadlines and test dates as soon as possible, as the CBEST is offered a limited number of times each year. For more information about the CBEST, visit cbest.nesinc.com.
  • Register for or have taken the CSET prior to enrollemt. Passing the CSET is not an admissions requirement.
  • Please note that all students who earn a California Preliminary Multiple Subject Teaching Credential MUST pass both the CBEST and CSET.

Requirements for Elementary Multiple Subject Credentials from California Commission on Teacher Credentialing (CTC Website)

Teacher Accreditation

Our Teacher Credentialing programs are approved by the California Commission on Teacher Credentialing (CCTC/CTC), 1900 Capital Ave., Sacramento, CA 95811-4213; phone (916) 445-7254. All credential programs offered by Antioch University Santa Barbara are CCTC Approved Professional Preparation Programs. To view a report of recent pass rate assessment for our programs and other California institutions see (Reports, Appendix B of State Report Card for Teacher Preparation Programs): Annual Report Card on California Teacher Preparation Programs for the Academic Year 2013-2014

AUSB and AULA, campuses of a one-system university, offer mission consistent options that are accredited by the California Commission on Teacher Credentialing.

Preliminary Multiple Subject Credential Program 
Quarter I (Summer) 19 Units
HDV 4550.SB Child Development and Learning (3)

HDV 4550.SB 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)

HDV 4581 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 learner
*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 5360.SB Foundations of Social Justice Education (4)

TEP 5360.SB 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 5370.SB Mediation & Conflict Resolution in Schools (3)

TEP 5370.SB 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 5361 Foundations of Social Justice Education Lab (1)

TEP 5361 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.
TEP 6011 Social and Legal Dimensions of Special Education (2)

TEP 6011 Social and 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 6012Teaching and Accommodating Students with Disabilities (1)

TEP 6012 Teaching and 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 5051Reading Instruction in the Elem School Classroom (2)

TEP 5050.SB Reading Instruction in the Elem School Classroom (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.
Quarter II (Fall) 20 Units
TEP 5380.SB Classroom Organization Theory & Practice (3)

TEP 5380.SB 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 (3)

TEP 5191 Educational Technology (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.SBReal World Mathematics (3)

TEP 5070.SB 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 5052Reading Instruction in the Elem School Classroom (1)
TEP 5330.SB Field Practicum (10)

TEP 5330.SB Field Practicum (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.
(Lab fee required for Education Field Practicum, student teaching)
Quarter III (Winter) 21 Units
TEP 5130.SB The Arts and Culture in Learning (3)

TEP 5130.SB The Arts and Culture in 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.SBSocial Science and Children's Experience (3)

TEP 5040.SB The Arts and Culture in 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 5110.SB Language Arts Curricula: Theory & Method (3)

TEP 5110.SB Language Arts Curricula: Theory & Method (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 (12)

TEP 5121 Student Teaching with Professional Seminar I (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 fieldwork 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) 18 Units
TEP 5100.SB Science: Discovering Teaching, Action Learning (3)

TEP 5100.SB Science: Discovering 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 6021Advocacy and Activity for Healthy Children (3)

TEP 6021 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 5151 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)
Total Units 78

“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