MATTC PRG SUM

Santa Clara University Masters in Teaching and Teaching Credential Program

Program Summary

Vision

Our Master of Arts in Teaching Preliminary Teaching Credential Program (MATTC) program is rooted in the Jesuit tradition at Santa Clara University. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both our theory and practice programs.

Leadership & Points of Contact

Our MATTC program is the teacher preparation program housed in the Department of Education in the School of Education and Counseling Psychology. We receive support and guidance from:

1. Dr. Sabrina Zirkel, Dean of the School of Education and Counseling Psychology

2. Dr. Francisca Miranda, Associate Dean of the School of Education and Counseling Psychology

3. Dr. Marco Bravo, Chair of the Department of Education

4. Dr. Harold Hoyle, Director of MATTC

5. Sarah MacGregor, MA & MPH, Assistant Dean of Student Services and Assessment

6. Yan Huang, MA, Director of Assessment

7. Luz Zamora, MA Credential Analyst and Records Manager

8. Dr. Pedro Hernandez-Ramos, Coordinator—Semilla Fellowship

9. Bob Michels, MA, Intern Program Coordinator

10. Dr. Anita Sunseri, Coordinator Field Supervisors-Multiple Subject

11. Dr. Melina Johnson, Coordinator Field Supervisors-Single Subject

12. Kristy Cross, Interim Coordinator of B-MATTC

Program Structure & Course Sequence

The MATTC Program at Santa Clara University is a unique program of variable units. The Multiple Subjects MATTC is comprised of 56 quarter units, while the Single Subject MATTC is 50 quarter units. With an additional 3 courses (9 quarter units) and appropriate exam requirement, both programs can be completed with a Bilingual (Spanish) authorization. An in-service Bilingual Authorization is also possible. This program includes the 3 bilingual courses referenced above and an additional 3-unit course.

We have two program formats. The majority of our candidates are student teachers. Student teachers spend an entire school year in a diverse classroom setting. They are given experiences in different classrooms (e.g., upper and lower grade placements for multiple subjects, different domains of subject area [e.g. Algebra, Geometry] for single subject candidates). Student teachers can complete the program in one or two years. Intern teacher are the teacher of record, and we partner with districts to support them in the classroom. Intern teachers are in the two-year program.

Student teachers and Interns follow different course sequences. Course sequencing for student teachers has been designed so that candidates are engaged in Foundations of Educational Practice; Curriculum, Instruction, Assessment Methods; and Language and Literacies prior to beginning their Clinical Practicum Sequence. All areas are then continued in further depth as candidates proceed through their Clinical Practicum. Interns take a combination of Foundation, Language and Literacy courses as well as methods courses at the onset of their program to prepare them for full time teaching. They then follow a similar sequence in courses as the student teachers.

Program Modifications

We have incorporated many changes during the past two years. We started our Bilingual Authorization program. We started our Intern program. In an effort to increase the accessibility of our programs, we reduced the units required for both SS and MS credentials. The SS program went from 63 units to 50 units. The MS program went from 63 to 56 units. With also updated our program to align with the new TPEs outlined by the commission.

We are in the first year of the CCTE professional development for our Master Teachers. We are transitioning from in house TPAs to the CALTPA system. We have several initiatives going on to better integrate our East San Jose campus.

Stakeholders

The following ongoing groups, meeting, and activities allow us to create a space where we can obtain information from important stakeholders in our program.

Curriculum

The MATTC program reflects Jesuit ideals of developing the whole person. MATTC incorporates learner centered psychological principles that focus on the importance of integrating candidates’ prior knowledge while deepening their understanding of themselves as learners and teachers. Our program encourages candidates to examine their theories and beliefs about teaching and learning critically. The program is designed with a major focus on reflection and reflectivepractice. These elements are integrated throughout program coursework, including the Ethical Reflective Practicum course and field experience.

This perspective on reflective teaching is emphasized across all our credential pathways, both

in coursework and in fieldwork experiences. Our focus on graduating teachers ready to

leverage their professional knowledge and skills to maximize learning for every student every

day is a touchstone revisited at faculty meetings; decisions and choices about program structure and daily operations are made with this touchstone in mind.

In order to prepare candidates to effectively teach all California public school students, key

elements within the program’s curriculum include typical and atypical child and adolescent

growth and development and human learning theory. At Santa Clara University, candidates

meet this requirement in the preservice pathway when they complete coursework including,

but not limited to, the following: EDUC 250/275-Ethics Diversity & Reflection, EDUC

252/277- Social Foundations of TK-12 Teaching, EDUC 253/278-Development & Learning in

TK-12 Education, and EDUC 221M Effective Teaching for Students with Disabilities.

During EDUC 252/277 Social Foundations of TK-12 Education, candidates learn about social,

cultural, philosophical and historical foundations of education. In our methods courses (i.e., EDUC 259A EDUC 259B, EDUC 261, EDUC 262, EDUC 263, EDUC 264, EDUC 285A, EDUC 285B, EDUC 286A, EDUC 286B, EDUC 287A, EDUC 287B, EDUC 288A, EDUC 288B, EDUC 289A, EDUC 289B) our candidates learn subject-specific pedagogy and how to design and implement curriculum with foundational knowledge of the educational system in the U.S.

Designing and implementing assessments as well as understanding and analyzing student achievement outcomes to improve instruction is covered in EDUC 265 Assessing Elementary Student Learning and EDUC 296 and Assessing Secondary Student Learning. Understanding of the range of factors affecting student learning such as the effects of poverty, race, and socioeconomic status is emphasized in EDUC 258 (Multiple Subjects-MS EDUC; and EDUC 283 (Single Subjects-SS) Classroom Management TK-12, EDUC 221M Effective Teaching for Students with Disabilities, and EDUC 252 (MS) 277 (SS) Social Foundations of Education. Candidates learn how to integrate technology as a tool for student learning in 251/276 Technology for TK-12 Teachers. This course attends to aspects of diversity, pedagogy and

assessment as they relate to technology.

Candidates also learn about the knowledge of the range of positive behavioral supports for students in EDUC 283 (SS) 258 (MS)-Classroom Management TK-12, EDUC 231A/230A Ethical Reflective Practicum, EDUC 231/230B Ethical Reflective Practicum, EDUC 231/230C Ethical Reflective Practicum, and EDUC 231/230D Ethical Reflective Practicum.

During the four quarters of practicum students have daily contact and mentorship with their Master teachers. Each quarter candidates have five formal observations with their Field Supervisors. Each of those observations result in a formal assessment of their progress on the TPEs. At the end of each quarter, each candidate meets with both their Master teacher and their Field supervisor. The candidate receives a formal evaluation of their progress at this meeting. Any remediation necessary is addressed at this meeting. If adequate progress is not made, candidates are not allowed to continue with their placement or intern position.

Assessment

Each course has a signature assignment as a formal assessment of the students’ progress on the content and skills required in the course. The Director of Assessment tracks these signature assignments, allowing the faculty to reflect on specific TPEs that align with these specific assignments. Each candidate is formally assessed by their Master teachers and their Field supervisors. Each candidate takes the TPAs as part of their program. Our TPA coordinator holds TPA information session early in each quarter explaining the process and the resources that the University supplies like video cameras and other technology aides.

Candidates are assessed on program competencies during each course and several times a quarter in their field placement. A specific schedule of field observations is located in the MATTC handbook (each student is supplied the MATTC handbook). Information and schedules about the TPAs is also located in the MATTC handbook.