Teacher Education Program
OFFICE: Building 517A, University Center
http://tep.ucsd.edu
Director
Randall J. Souviney
Professors
Courses
The Teacher Education Program (TEP) at UCSD offers the Master of
Education Degree/California Multiple Subject Teaching Credential
for elementary school teachers, the Master of Education Degree/Single
Subject Credential in English, mathematics, biology, chemistry,
geosciences, and physics for secondary school teachers, the Master
of Arts in teaching and learning with an emphasis in curriculum
design, the Master of Arts in deaf education, the Doctor of Education
(Ed.D.) in Teaching and Learning, and a minor in education.
A primary focus of the Teacher Education Program is multicultural
education. We require candidates to master the subject matter that
they will teach and develop a repertoire of teaching practices which
use their students cultural knowledge and language as educational
resources.
Admissions Process
IMPORTANT: A NEW DOCTOR OF EDUCATION (Ed.D.) IN EDUCATIONAL
LEADERSHIP (jointly with San Diego State University and California
State University, San Marcos) IS PENDING APPROVAL. INFORMATION REGARDING
THE JOINT Ed.D. IS AVAILABLE ON THE TEP WEB SITE AT
http://tep.ucsd.edu.
January 14 is the application deadine for the M.Ed./Credential
programs. All applicants must apply online at http://tep.ucsd.edu
Applicants interested in financial aid should complete the FAFSA
application by March 2, and may contact Graduate Student Financial
Services at (858) 534-3807.
Each applicant is carefully reviewed for admission by a committee.
The selection committee ensures that applicants have completed the
requirements for admission described below and evaluates each applicant
on the basis of the following criteria:
- A strong interest in multicultural approaches to education;
a strong desire to improve the quality of American education;
a strong desire to develop self-activated learners;
- Experience working with children in educational environments,
especially with students from diverse backgrounds;
- Participation in public service activities;
- Academic excellence in their undergraduate and graduate studies.
More information about the entire application process is available
on the TEP Web site at http://tep.ucsd.edu.
The Master of Education (M.Ed.)
The M.Ed. articulates with Multiple Subject and Single Subject
credential programs. It is a rigorous 15- to 24-month professional
degree program designed specifically for preservice elementary and
secondary teachers earning their initial teaching credential at
UCSD. This course of study allows candidates to earn a teaching
credential and the M.Ed. degree from UCSD prior to entering the
teaching profession. The program requires applicants with strong
subject matter preparation.
Prerequisite Requirements for Graduate Credential Programs
Master of Education/Multiple Subject (Elementary) Credential
- UCSD Undergraduates: Students working towards any major at
UCSD may complete the prerequisite Multiple Subject Credential
admission requirements and Educational Foundations courses while
they are undergraduates.
Multiple Subject Prerequisite Requirements
- Undergraduates completing any major at UCSD may complete the
prerequisite requirements for the Multiple Subject Credential.
Candidates prior to completing their degree. Candidates who have
already received a Bachelor of Arts or Science from any University
of California campus, or an appropriate equivalent degree from
another institution, must apply for graduate status as a M.Ed.
Multiple Subject credential student. Examples of majors not eligible
for application to TEP include Business, Education, Liberal Studies,
Marketing, and Recreation.
A 3.0 cumulative GPA is required from the institution
awarding the bachelors degree.
- Subject Matter Competence:
This requirement is satisfied by providing evidence of satisfactory
completion of the California Subject Examinations for Teachers
(CSET).
- The California Basic Educational Skills Test (CBEST):
Evidence of passing the CBEST satisfies this requirement.
- U.S. Constitution requirement:
This requirement is satisfied by either:
- Completion of a course covering the provisions and principles
of the U.S. Constitution, or
- Passage of an appropriate exam offered through University
Extension or the County Office of Education (Contact the TEP
office for information.)
- Sensitivity to second language learning:
Applicants must demonstrate, through course work or equivalent
experience, an informed sensitivity to the challenges of second
language learning and acquisition. This can be fulfilled in one
of three ways:
- Completion of nine quarter units of college course work
in a single language that is not the applicants native
language, or
- Completion of three years of secondary school course work
in a language other than English. The course work must be
taken in grades 7 through 12, with at least a B average, or
- Demonstration of an equivalent experience in
a second language situation. Applicants who wish to satisfy
this requirement by one of the three options listed below
must submit an essay that describes the length and circumstances
of the experience, including at least three specific examples
of situations that helped you gain personal knowledge and
appreciation of issues surrounding second language acquisition
in a diverse cultural setting. The three equivalent experience
options are:
- The applicant has lived for prolonged period of time
in a country where the language spoken was not native
to the applicant, and where the applicant was continuously
required to speak that second language (e.g., Peace Corps).
- The applicant has had an extended experience immersed
in a multilingual community in his/her native country.
- The applicant was raised in a multilingual community.
- Satisfactory scores on the Graduate Record Exam (GRE) General
Test
- Prerequisites for BCLAD Emphasis in Spanish or American Sign
Language options:
These emphases are designed for students who have sufficient bilingual
skills to effectively teach in English and either Spanish or American
Sign Language. Students interested in applying for admission to
the BCLAD program must demonstrate:
- Spanish or American Sign Language fluency:
- Spanish: Completion of two Spanish literature courses
(Spanish/English BCLAD only), at least one of which must
be upper-division in either Latin American or Chicano
literature, and completion of the TEP Spanish Language
Assessment, with an FSI score of at least 3 (scores of
3- will be accepted, but students must receive a score
of 3 prior to being recommended for the BCLAD credential).
Since these exams are coordinated by TEP, please contact
TEP in January prior to your application to the credential
program.
- American Sign Language: Completion of the TEP American
Sign Language assessment with a rating of acceptable
by a panel of assessors
- Cultural Knowledge:
- Spanish: One history course and one culture course covering
Chicano or Latin American-related topics
- American Sign Language: At least one course on the language
or culture of deaf people in the U.S. or intensive experience
living among deaf people in the U.S.
- History, Politics, and Theory of Bilingual Education: TEP
125 or ETHN 140 or ETHN 144
- A desire to teach in a bilingual setting.
Note: A grade of B- or higher is required for all BCLAD
courses.
Educational Foundations Course-of-Study for M.Ed./Multiple Subject
(Elementary) Credential Candidates
UCSD students planning to apply to the M.Ed./ Multiple Subject
(elementary) Credential Program must complete the Introduction
to Teaching and Learning requirement listed in a below
and one course from each of the remaining three areas, b,
c, and d (see Table 1 for a sample schedule).
Graduate students admitted as prerequisite candidates may satisfy
the Multiple Subject prerequisite requirements as an academic year
program or through an intensive summer program of defined coursework
(contact TEP for admission requirements and scheduling). A minimum
3.0 GPA for all prerequisite coursework is required for admission
to the TEP credential program.
- Introduction to Teaching and Learning. Three of the following
courses and a corequisite practicum for each:
TEP 130. Introduction to Academic Mentoring of Elementary School
Students
or
TEP 134. Introduction to Literacy and Numeracy Tutoring (recommended
for Multiple Subject candidates)
and
TEP 128A-B. Introduction to Teaching and Learning (TEP 130
[or 134] is a prerequisite for TEP 128A and cannot be taken concurrently.
TEP 128A and 128B are restricted to students applying to TEP at
UCSD and must be taken in the year of application to the program.)
and
TEP 139. Practicum in Teaching/Learning (corequisite for TEP
130 or 134 and TEP 128A-B)
- Learning Environments. One of the following courses or equivalent:
TEP 114. Cognitive Development and Interactive Computing Environments
(recommended for Multiple or Single Subject candidates)
TEP 115. Cognitive Development and Education (recommended for
Multiple Subject candidates)
TEP 118. Adolescent Development and Education (recommended
for Single Subject candidates)
TEP/LING 119. First and Second Language Learning: From Childhood
through Adolescence (recommended for Single Subject candidates)
CogSci 154. Communication Disorders in Children and Adults (same
as Psy 174)
COMT 116 Practicum in Child Development (same as HDP 135/Psy 128)
HDP 1. Introduction to Human Development
Psychology 101. Introduction to Developmental Psychology
- Language and Culture. One of the following courses or equivalent:
TEP/SocB 117. Language, Culture and Education (recommended
for all credential candidates)
ANGN 117. Anthropology of Education (recommended for all credential
candidates)
ANGN 149. Language in Society
COCU 144. Language and Society
COHI 121. Literacy, Social Organization, and the Individual
COHI 122. Communication and the Community
COHI 114. Bilingual Communication
Ethnic Studies 140. Language and American Ethnicity
Ethnic Studies 141. Language and Culture
- School and Society. One of the following courses or equivalent:
TEP/SocC 126. Social Organization of Education (recommended
for credential candidates)
TEP 125. History, Politics, and Theory of Bilingual Education
(required for BCLAD candidates) or ETHN 140 or ETHN 144
ECON 147. Economics of Education
ANGN 112. Language, Identity, and Community
ETHN 140. Language and American Ethnicity
ETHN 144. Bilingual Communities in the U.S.A.
Table 1: Sample Course-of-Study for Multiple Subject (Elementary)
Credential
FALL |
WINTER |
SPRING |
|
TEP 134 |
TEP 128A (only W) |
TEP 128B (only
S restricted to TEP candidates) |
TEP 139
|
TEP 139
|
TEP 139 |
TEP 117* |
TEP 114/115 |
TEP 126*
or TEP 125 (required for BCLAD) |
|
* Offered various quarters. See other options above.
Professional Preparation
After students complete the prerequisites described above, they
apply to the program, as described above. Upon acceptance, teacher
candidates complete the professional preparation activities which
lead to the award of the Multiple Subject credential.
The professional preparation component of the Multiple Subject
credential consists of five courses and fifteen weeks of student
teaching in elementary school classrooms.
Additional Requirements for BCLAD Candidates
Students pursuing the BCLAD emphasis in Spanish must also take
TEP 152A-B (Bilingual Instructional Practices). Furthermore,
BCLAD candidates will be placed in bilingual student teaching situations.
A typical student schedule for the professional preparation program
is shown in Table 1:
Table 1: Schedule of Professional Preparation Activities for
the M.Ed./ Multiple Subject Credential
FALL |
WINTER |
SPRING |
SUMMER |
|
TEP 151 (4) |
TEP 161B (6) |
TEP 161C (4) |
TEP 204 (4) |
TEP 161A (6) |
TEP 169A (9) |
TEP 169B (9) |
TEP 206 (4) |
TEP 190 (4) |
TEP 205A (2) |
TEP 182 (4) |
|
TEP 201 (4) |
|
TEP 205B (2) |
|
TEP 203
(4) |
|
|
|
TEP 250 (4) |
|
|
|
BCLAD candidates: |
|
|
|
TEP 152A (2) |
TEP 152B (2) |
|
|
Master of Education/Single Subject (Secondary) Credential
UCSD Undergraduates: Students working towards a Literature,
Linguistics, Mathematics, or any Science major at UCSD may complete
the prerequisite Single Subject Credential requirements while they
are undergraduates.
Single Subject Prerequisite Requirements
- Undergraduates working toward selected majors at UCSD
may complete the prerequisite requirements for the Single Subject
Credential prior to completing their degree. Students must be
working toward a major in the discipline corresponding to that
of the desired credential:
- English: any UCSD Literature or Linguistics major,
or equivalent
- Mathematics: any UCSD Mathematics, Engineering,
or Computer Science major, or equivalent,
- Biology, Chemistry, Geosciences, or Physics: any
UCSD Natural Science major, or equivalent.
Candidates who have already received a literature, linguistics,
mathematics, or science Bachelor of Arts or Science degree from
any University of California campus, or an appropriate equivalent
degree from another institution, must apply for graduate status
as a M.Ed./ Single Subject credential student.
A 3.0 cumulative GPA is required from the institution
awarding the bachelors degree.
- Subject Matter Competence:
This requirement is satisfied by either:
- providing evidence of satisfactory completion of the appropriate
sections of the California Subject Examinations for Teachers
(CSET)
or
- having completed all of the subject matter preparation
program for the desired single subject credential.
- The California Basic Educational Skills Test (CBEST):
Evidence of passing the CBEST satisfies this requirement.
- U.S. Constitution requirement:
- completion of a course covering the provisions and principles
of the U.S. Constitution
or
- passage of an appropriate exam offered through University
Extension or the County Office of Education (Contact the TEP
office for information.)
- Sensitivity to second language learning:
Applicants must demonstrate, through course work or equivalent
experience, an informed sensitivity to the challenges of second
language learning and acquisition. This can be fulfilled in one
of three ways:
- completion of nine quarter units of college course work
in a single language that is not the applicants native
language
or
- completion of three years of secondary school course work
in a language other than English. The course work must be
taken in grades 7 through 12, with at least a B average
or
- demonstration of an equivalent experience in
a second language situation. Applicants who wish to satisfy
this requirement by one of the three options listed below
must submit an essay that describes the length and circumstances
of the experience, including at least three specific examples
of situations that helped you gain personal knowledge and
appreciation of issues surrounding second language acquisition
in a diverse cultural setting. The three equivalent experience
options are:
- The applicant has lived for a prolonged period of time
in a country where the language spoken was not native to the
applicant, and where the applicant was continuously required
to speak that second language (e.g., Peace Corps).
- The applicant has had an extended experience immersed in
a multilingual community in his/her native country.
- The applicant was raised in a multilingual community.
- Satisfactory scores on the Graduate Record Exam (GRE) General
Test.
- Prerequisites for BCLAD Emphasis in Spanish:
This emphasis is designed for students who have sufficient bilingual
skills to effectively teach in English and Spanish. Students interested
in applying for admission to the BCLAD program must demonstrate:
- Spanish Language Fluency:
- Completion of two Spanish literature courses, at least
one of which must be upper-division in either Latin American
or Chicano literature, and
- Completion of the TEP Spanish Assessment, with an FSI
score of at least 3 (Scores of 3- will be accepted, but
student must receive a score of 3 prior to being recommended
for the BCLAD credential.) Since these exams are coordinated
by TEP, please contact TEP in January prior to application
to the credential program.
- Cultural Knowledge: One history course and one culture
course covering Chicano or Latin American-related topics.
- History, Politics, and Theory of Bilingual Education: TEP
125 or ETHN 140 or ETHN 144
- A desire to teach in a bilingual setting.
Note: A grade of B or higher is required
for all BCLAD courses.
Educational Foundations Course-of-Study for M.Ed./Single Subject
(Secondary) Credential Candidates
UCSD students planning to apply to the M.Ed./ Single Subject (secondary)
Credential Program must complete the Introduction to Teaching
and Learning requirement listed in a below and one course
from each of the remaining three areas, b, c, and
d (see Table 2 for a sample schedule). A minimum 3.0
GPA for all prerequisite coursework is required for admission to
the TEP credential program.
- Introduction to Teaching and Learning. Three of the following
courses and a corequisite practicum for each:
TEP 129 A-B-C. Introduction to Teaching and Learning (TEP 129B
and 129C are restricted to students applying to TEP at UCSD and
must be taken in the year of application to the program.)
Or
TEP 136. Introduction to Academic Tutoring of Secondary School
Students or TEP 138. Introduction to Academic Tutoring at the
Preuss School (may be substituted for TEP 129A only)
and
TEP 139. Practicum in Teaching/Learning (corequisite for TEP
129 ABC and TEP 136)
and
TEP 190. Research Practicum (take concurrently with TEP 129C)
- Learning Environments. One of the following courses or equivalent:
TEP 114. Cognitive Development and Interactive Computing Environments
(recommended for Multiple or Single Subject candidates)
TEP 115. Cognitive Development and Education (recommended for
Multiple Subject candidates)
TEP 118. Adolescent Development and Education (recommended
for Single Subject candidates)
TEP/LING 119. First and Second Language Learning: From Childhood
through Adolescence (recommended for Single Subject candidates)
CogSci 154. Communication Disorders in Children and Adults (same
as Psy 174)
COMT 116. Practicum in Child Development (same as HDP 135/Psy
128)
HDP 1. Introduction to Human Development
Psychology 101. Introduction to Developmental Psychology
- Language and Culture. One of the following courses or equivalent:
TEP/SocB 117. Language, Culture and Education (recommended
for credential candidates)
ANGN 117. Anthropology of Education
ANGN 149. Language in Society
COCU 144. Language and Society
COHI 121. Literacy, Social Organization, and the Individual
COHI 122. Communication and the Community
COHI 114. Bilingual Communication
Ethnic Studies 140. Language and American Ethnicity
Ethnic Studies 141. Language and Culture
- School and Society. One of the following courses or
equivalent:
TEP/SocC 126. Social Organization of Education (recommended
for credential candidates)
TEP 125. History, Politics, and Theory of Bilingual Education
(required for BCLAD candidates) or ETHN 140 or ETHN 144
ECON 147. Economics of Education
ANGN 112. Language, Identity, and Community
ETHN 140. Language and American Ethnicity
ETHN 144. Bilingual Communities in the U.S.A.
Table 2: Sample Course-of-Study for Single Subject (Secondary)
Credential
FALL |
WINTER |
SPRING |
|
TEP 129A (only F) |
TEP 129B (only W)
|
TEP 129C (only S restricted
to TEP candidates) |
TEP 139 |
TEP 139 |
TEP 139 |
TEP 117* |
TEP 114/118/119 |
TEP 126* or TEP 125
(required for BCLAD) |
|
|
TEP 190 (concurrent
with TEP 129C) |
*Offered various quarters. See options above.
Internship and Student Teaching Programs
Those admitted to the M.Ed./Single Subject Credential Program are
eligible to be interviewed in June, July, and August for a paid
internship for the following school year, in a local middle or high
school. Availability of internship positions in not guaranteed,
though TEP attempts to facilitate internship positions for all Single
Subject students. Students who do not receive an internship position
will do their practicum as student teachers instead. Interns are
responsible for teaching English, mathematics, biology, chemistry,
geosciences, or physics courses under the guidance of a TEP supervisor
and an on-site adviser. Interns, who are generally hired for part-time
teaching loads, receive a salary from the school district commensurate
with the number of courses they teach.
Professional Preparation Courses
Once students are selected, they are provided an intensive program
of professional preparation, including a full-time summer program
of teaching methods courses and seminars offered throughout the
academic year which address classroom management techniques and
strategies for dealing with concrete teaching and learning situations.
A typical student schedule for the Single Subject Professional
Preparation Program is shown in Table 2.
Table 2: The Professional Preparation Program for the M.Ed./Single
Subject Credential
SUMMER (1) |
FALL |
WINTER |
SPRING |
|
TEP 173 (4) or (174
or 175) |
TEP 179A (8) |
TEP 179B (8) |
TEP 179C (8) |
TEP 176 (4) |
TEP 151 (4) |
TEP 181 (4) |
TEP 182 (4) |
TEP 201 (4) |
|
TEP 205A (2) |
TEP 205B (2) |
TEP 203 (4) |
|
|
|
TEP 250 (4) |
|
|
|
For BCLAD Candidates: |
|
|
|
TEP 152B (2) |
TEP 152A (2) |
|
|
SUMMER (2) |
|
|
|
|
TEP 204 (4) |
|
|
|
TEP 206 (4) |
|
|
|
Minor in Teacher Education
UCSD undergraduate students who are interested in pursuing a
teaching credential should refer to the appropriate elementary or
secondary Educational Foundations course of study when selecting
courses for the minor. Contact TEP for details.
The Teacher Education Program offers a Minor in Teacher Education
that requires a minimum of twenty-eight units, twenty units of which
must be upper division. All courses for the minor must be taken
for a letter grade except TEP 139. Students must complete a course-of-study
that includes a minimum of one course in category a below
and a minimum of one course from two of the remaining three categories
b, c, or d. The TEP minor requires a minimum
of twelve units in TEP courses. A maximum of eight units of practicum
(TEP 139) may be applied to the minor.
- Introduction to Teaching and Learning
One of the following courses (four quarter units) and corequisite
practicum TEP 139 (two quarter units)
TEP 128A-B. Introduction to Teaching and Learning (Elementary).
(TEP 130 [or 134] is a prerequisite for
TEP 128A. and cannot be taken concurrently. TEP 128A and 128B
are restricted to students applying to TEP at UCSD and must be
taken in the year of application to the program.)
TEP 129A-B-C. Introduction to Teaching and Learning (Secondary)
(It is preferable that 129A be taken in the fall quarter of senior
year. TEP 129B and 129C are restricted to students applying to
TEP at UCSD and must be taken in the year of application to the
program.)
TEP 130. Introduction to Academic Mentoring of Elementary School
Students
TEP 134. Introduction to Literacy and Numeracy Tutoring
(recommended for Multiple Subject candidates)
TEP 136. Introduction to Academic Tutoring of Secondary
School Students
TEP 138. Introduction to Academic Tutoring of Preuss School
Students
and
TEP 139. Practicum in Teaching/Learning
- Learning Environments
TEP 114. Cognitive Development and Interactive Computing Environments
(recommended for Multiple or Single Subject candidates)
TEP 115. Cognitive Development and Education (recommended
for Multiple Subject candidates)
TEP 118. Adolescent Development and Education (recommended
for Single Subject candidates)
TEP 119. First and Second Language Learning: From Childhood through
Adolescence (recommended for Single Subject candidates)
Cog Sci 154. Communication Disorders in Children and Adults
(same as Psychology 174)
COMT 116. Practicum in Child Development (same as HDP 135/Psychology
128)
HDP 1. Introduction to Human Development
Psychology 101. Introduction to Developmental Psychology
- Language and Culture
TEP/SocB 117. Language, Culture and Education (recommended
for all TEP credential candidates)
ANGN 117. Anthropology of Education
ANGN 149. Language in Society
COCU 144. Language and Society
COHI 121. Literacy, Social Organization, and the Individual
COHI 122. Communication and the Community
COHI 114. Bilingual Communication
Ethnic Studies 140. Language and American Ethnicity
Ethnic Studies 141. Language and Culture
- School and Society
TEP/Soc 126. Social Organization of Education (recommended
for all TEP credential candidates)
TEP 125. History, Politics, and Theory of Bilingual Education
(required for BCLAD and recommended for all TEP credential
candidates) or ETHN 140 or ETHN 144
ECON 147. Economics of Education
ANGN 112. Language , Identity, and Community
ETHN 140. Language and American Ethnicity
ETHN 144. Bilingual Communities in the U.S.A.
The Master of Arts in Teaching and Learning: Curriculum Design
The M.A. in teaching and learning at UCSD offers professional educators
in elementary and secondary schools an extensive overview of principles
of educational research and curriculum design.
A key feature of the M.A. program is the integration of research
and practice. M.A. students remain full-time K12 teachers
for the duration of the program. They design, implement, and evaluate
curricular innovations in their own classrooms. The culmination
of the M.A. work is a thesis describing the rationale, development,
and effectiveness of these innovations.
Examples of M.A. Research Projects
The topics of the M.A. theses in past years are varied, and have
included: multimedia approaches to secondary biology and chemistry
instruction; writing revision among emergent writers; building partnerships
between families and schools; activities which link home and school
experiences in the content areas of reading and writing, mathematics,
science, and social studies; improved integration of curriculum
and assessment; motivation and art; using technology for mathematics
and geography teaching; and embedding ESL in native language instruction.
Since the programs inception in 1988, 173 students have earned
M.A. degrees in teaching and learning with an emphasis in curriculum
design. Of these, ninety-four came from the ranks of elementary
teachers, seventy-three worked as secondary teachers, and six taught
at the post-secondary level.
The M.A. Course of Study (Teaching and Learning: Emphasis in Curriculum
Design)
The M.A. program requirements consist of forty quarter units of
course work, including the masters thesis. Courses are usually
offered for 4.0 quarter units of credit, and are typically offered
one night per week, from 5:008:00 p.m. Core course work comprises
twenty-eight units, with the remaining twelve units consisting of
elective course work.
A typical program consists of:
Core M.A. Course work
First Summer (mid Junelate August)
TEP 231 or 232 (offered alternating summers)
Each summer includes an intensive course in innovative instructional
theory and practices. Specific topic changes each year. Examples
include: portfolio and authentic assessment; telecommunications
in the classroom; collaborative learning; and research on child
development and learning.
TEP 229
Introductory course about research on teaching practice.
Fall, Winter, and Spring:
TEP 230A-B-C
Three quarter seminar providing an extensive overview of curriculum
design principles, and application of educational research to
classroom practice.
TEP 233A
Graduate seminar series in which UCSD faculty present their research
on educational topics.
TEP 290
Intensive work with faculty adviser (Spring only)
Second Summer (mid Junelate August)
TEP 231 or 232 (see above)
TEP 295
Completion of M.A. thesis writing.
Admission to the M.A. program in teaching and learning at UCSD
is competitive. Factors considered by the selection committee include:
- teaching experience
- professional development activities
- experience and interest in curriculum design
- academic record
Admission to graduate standing at UCSD requires a minimum cumulative
GPA of 3.0 for any prior graduate work, and for the bachelors
degree. Official scores from the GRE verbal, analytic, and quantitative
sections are also required. Application deadline is February 1.
The Master of Arts in Teaching and Learning: Bilingual Education
(ASL-English)
The Teacher Education Program (TEP) at UCSD offers a master of
arts in teaching and learning: bilingual education emphasis (ASB-English)
and the California Deaf and Hard-of-Hearing Specialist Teaching
Credential and the Multiple Subject Teaching Credential with BCLAD
emphasis for elementary school teachers. This program of study includes
extensive practicum experience combined with the latest research
and innovation in bilingual education and deaf education. Students
in the program participate in research and development on the leading
edge of bilingual, multicultural education for deaf and hard-of-hearing
children.
In keeping with its aim of training teachers who will be able to
meet the needs of deaf and hard-of-hearing children from various
language and cultural backgrounds, TEP requires fluency in ASL for
acceptance into the program. TEPs teacher training program
is designed to prepare teachers to work in various types of school
settings from residential school classrooms to local public school
classrooms for deaf and hard-of-hearing children. TEP recognizes
that deaf and hard-of-hearing children need teachers who are themselves
bilingual and knowledgeable about the role of culture in human development.
Prerequisite Course of Study Education Foundations Sequence
Prior to admittance to the credential and masters study,
prerequisite students (or UCSD undergraduates pursuing the minor
in teacher education) complete the following five courses offered
during the first summer.
TEP 128A-B: Introduction to Teaching and Learning (Elementary)
TEP 115: Cognitive Development and Education
TEP 117: Language, Culture and Education
TEP 125: History, Politics, and Theory of Bilingual Education
Program of Study for the Deaf and Hard-of-Hearing Specialist Credential,
the Multiple Subject Teaching Credential with BCLAD Emphasis and
the Master of Arts in Teaching and Learning.
After completion of the prerequisite component, students complete
a program of study resulting in the California Deaf and Hard-of-Hearing
Specialist Credential at the elementary level. Students also qualify
for the Multiple Subject (BCLAD) credential.
This program of study consists of courses in bilingual education
theory, methods, and applications to deaf education in addition
to intensive classroom practice. During the second year of study
the focus is on designing, implementing and evaluating a research
project. This integration of research and practice is central to
the goal of the M.A. program to develop teachers as researchers.
A typical program of study includes:
Year 1
Fall
COHI 124/TEP151 (alternating): Voice: Deaf People in America/Teaching
the English Language Learner
TEP 142A: ASL-English Bilingual Education Practices
TEP 161A: Innovative Instructional Practices
TEP 190: Research Practicum (four units)
TEP 203: Technology, Teaching, and Learning
TEP 201: Introduction to Resources for Teaching and Learning
TEP 250: Equitable Educational Research and Practice
Winter
TEP 142B: ASL-English Bilingual Education Practices
TEP 161B: Innovative Instructional Practices
TEP 169A: Practicum in Student Teaching
Spring
TEP 142C: ASL-English Bilingual Education Practices
TEP 161C: Innovative Instructional Practices
TEP 169B: Practicum in Student Teaching
TEP 182: Inclusive Educational Practices
Year 2
Fall
COHI 124/TEP 151 (alternating): Voice: Deaf People in America/Teaching
the English Language Learner
TEP 240A: Research in ASL-English Bilingual Education
TEP 241: Advanced Topics in Deaf Education
Winter
TEP 233A: Topics in Education Research and Design
TEP 240B: Research in ASL-English Bilingual Education
TEP 290: Research Practicum
Spring
TEP 149: Education Specialist Student Teaching
TEP 240C: Research in ASL-English Bilingual Education
Summer
TEP 295: M.A. Thesis
Admission Requirements
Candidates will apply to graduate admission to the prerequisite
component of this program. Upon satisfactory completion of the prerequisite
component, students will advance to the professional component and
masters component which require two years of study. The following
are the minimum eligibility requirements to for admission to the
graduate prerequisite component. Applications are available beginning
in January. Application deadline is February 1.
- A bachelors degree with a 3.0 cumulative GPA
- Official Graduate Record Exam (GRE) scores
- Subject matter competence (CSET)
- The California Basic Educational Skills Test (CBEST)
- Completion of a course including the provisions and principles
of the U.S. Constitution, or passage of the appropriate
exam
- Official Graduate Application and Fee
- Statement of Purpose and Reference Letters
- Fluency in American Sign Language
- Knowledge and experience of the social and cultural life of
deaf people
- A desire to teach deaf children of varying language and cultural
backgrounds
Admission to graduate standing at UCSD requires a minimum cumulative
GPA of 3.0 for any prior graduate work, and for the bachelors
degree. Official scores from the GRE verbal, analytic, and quantitative
sections are also required.
Doctor of Education (Ed.D.) in Teaching and Learning
The Teacher Education Program at UCSD offers a Doctor of Education
(Ed.D.) degree in Teaching and Learning. This cohort-based four-year
doctorate is designed to enable professional educators to participate
in a research-based program while working in an educational setting.
The Ed.D. course of study provides a research perspective on educational
reform, with the expectation of developing regional leadership for
K–12 and postsecondary teaching and learning. With its rich
tradition of research and technological innovation, UCSD is uniquely
positioned in the region to provide the research expertise for this
Ed.D. program.
The Doctor of Education in Teaching and Learning program provides
professional educators with the knowledge and skills to serve as
faculty of pre-service teacher education and leaders of professional
development for practicing teachers. Students take courses which
address the topics of school reform and educational equity; learning
and educational technology; curriculum research and theory; qualitative
and quantitative research methods; cognition and learning theory;
the social organization of schooling; language and culture; and
research on teaching and learning. The application deadline is February
1.
The following is a typical course of study:
YEAR 1
Summer
TEP 229: Introduction to Educational Resources
TEP 231 or TEP 232 (offered alternating summers)
Fall
TEP 230A: Research in Curriculum Design
Winter
TEP 230B: Research in Curriculum Design
Spring
TEP 230C: Research in Curriculum Design
Summer
TEP 295: M.A. Thesis
TEP 231 or TEP 232 (offered alternating summers)
YEAR 2
Fall
TEP 260A: Educational Research and Evaluation Design
TEP 270: Leadership and Equity in Educational Reform
Winter
TEP 260B: Educational Research and Evaluation Design
Elective Graduate Seminar
Spring
TEP 260C: Educational Research and Evaluation Design
Elective Graduate Seminar
YEAR 3
Fall
TEP 261A: Advanced Research and Evaluation Methods
Elective Graduate Seminar
Winter
TEP 261B: Advanced Research and Evaluation Methods
Elective Graduate Seminar
Spring
TEP 261C: Advanced Research and Evaluation Methods
Elective Graduate Seminar
YEAR 4
Fall
TEP 262A: Dissertation Writing Seminar
TEP 299: Dissertation Research
Winter
TEP 262B: Dissertation Writing Seminar
TEP 299: Dissertation Research
Spring
TEP 262C: Dissertation Writing Seminar
TEP 299: Dissertation Researc
Teacher Education Program
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