Biola University 2013–14 Catalog
Preliminary Credential Admission Requirements For graduate students who are earning credentials but not seeking a degree, the following admission requirements apply: • Hold a baccalaureate degree from an accredited institution. • Verify subject matter competency. Multiple Subject candidates must pass one subtest of the CSET: Multiple Subjects exam. Single Subject candidates must present a letter verifying completion of a state- approved subject matter waiver program or evidence of passing one subtest of the CSET in their subject area. • Present evidence of passing the CBEST or equivalent. • Have a minimum 2.75 cumulative GPA on a 4.0 scale. • Verify possession of Certificate of Clearance from the California Commission on Teacher Credentialing. • Non-native English speakers must verify a score of 100 iBT on the TOEFL exam. • Complete Biola University’s Graduate Education Application. • Interview with a member of the School of Education. Note : Official documents presented for admission or evaluation become part of the student’s academic file and normally cannot be returned or copied for distribution. Preliminary Credential Teacher Preparation Requirements After successfully completing the requirements below, candidates make an appointment with a credential analyst in the School of Education at Biola University and apply for the Preliminary Credential from the State of California’s Commission on Teacher Credentialing. 1. CBEST All candidates must pass the California Basic Educational All candidates for the Preliminary Multiple Subject (MS) or Single Subject (SS) Teaching Credential must complete the following graduate teacher preparation courses in sequence. SEED 519 Foundations of Education Credit(s): 2. SEED 526 Psychological Foundations of Education Credit(s): 3. SEED 541 Methods of Teaching Linguistically Diverse Students Credit(s): 3. And SEED 520 Elementary Reading/ Language Arts Credit(s): 3. OR SEED 525 Secondary Content Area Reading Credit(s): 3. Skills Test (CBEST) or equivalent. 2. Teacher Preparation Courses
is especially appropriate for middle school and high school. This credential also includes authorization to teach English Language Learners. Graduate Teacher Preparation Learning Outcomes 1. Biola University’s graduate teacher preparation candidates are expected to exemplify the following outcomes: 2. Commitment to living out God’s calling as a Christian educator. Candidates identify and articulate God’s calling as Christian educators by reflecting on their spiritual journey and their educational preparation in a Biblically integrated essay. Candidates demonstrate Christian attitudes and actions conducive to professional excellence and witness by maintaining high professional disposition marks in coursework and fieldwork. 3. Dedication to students’ optimum development for God’s ultimate glory. Candidates facilitate growth in mind, spirit, character, social skills, emotional maturity, and physical health, preparing students for growing independence in learning by gathering student profile data and engaging in progress monitoring and feedback. 4. Engagement in experiences with cross-cultural and special populations to appreciate diversity. Candidates 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. 5. Application of developmental learning theories to solve educational challenges. Candidates 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 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. 6. Effective implementation of content standards instruction. Candidates design and implement developmentally appropriate lessons, by using the California state-adopted academic content or Common Core standards as a foundation for lessons that integrate aspects of God’s natural revelation. 7. Skillful design and implementation of appropriate and effective learning strategies. Candidates design and implement appropriate and effective learning strategies by designing grade and subject specific lesson and unit plans. 8. Devotion to creating a positive learning environment. Candidates design and foster a safe and equitable learning environment that encourages students to take intellectual risks by demonstrating their knowledge of a comprehensive classroom management plan.
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