Ucscs Combined Master of Arts in Education and Teaching Credential Program

Main of Arts in Education, Learning and Teaching (MALT)

The University of Redlands School of Pedagogy'due south Chief of Arts in Learning and Teaching (MALT) degree blends a master's in education with a teaching credential to set up y'all for Pre Thou-12 teaching upon graduation. An innovative plan integrating research and practise, the MALT curriculum addresses new approaches that answer to the complexities of teaching in the modern world.

Developing Confident, Experienced Teachers

An innovative master'due south program, the MALT caste prepares students to teach in the Pre K-12 setting, and its curriculum features student educational activity, internships, and the apply of theory to inform educationally but practices and create confident and competent teachers.

Why the MALT Degree?

With three different pathways, Multiple Subject (elementary), Unmarried Subject area (secondary), and an Educational Specialist teaching credential, the Principal of Arts in Learning and Educational activity degree lays the foundation for a fulfilling career in pedagogy.

The curriculum builds expertise from theory and inquiry to action, with challenging and rewarding coursework that is accented by total-time educatee pedagogy in school placement. Students in the MALT program gain noesis of key pedagogy methods in instructional design and foundations of learning in order to ameliorate serve their own future students.

The Schoolhouse of Pedagogy is a leading force in the globe of education, and all the teacher training programs are accredited by the California Commission on Teacher Credentialing (CCTC).

Teacher Residency

Earn upwards to $34,000 equally a full-time Instructor Resident by spending 1 academic year immersed in a Resident Mentor'due south classroom to gain a high-quality applied experience. Learn more here.

Campus Locations Offering the MALT degree

The MALT program is offered at the following University of Redlands Campus Locations:

• Redlands (Principal Campus)

• Regional Campuses:
  
  • Rancho Cucamonga
  • Riverside
• Online (MALT Education Specialist runway merely)

Learn more about the School of Instruction campus locations.

Program Overview and Learning Objectives

The Primary of Arts in Learning and Instruction program is an integrative blend of a teaching credential and a master's degree. Combined, the MALT program consists of 36-39 units and can be completed in eighteen months or ii years, depending on the commencement term.

An innovative program based in inquiry and practice, the degree caters to aspiring Pre Thou-12 teachers who want to meantime earn their master's degree while meeting the Land of California requirements for the Preliminary Teaching Credential in a unmarried subject field, multiple subject, or educational specialist preliminary credential.

Accordingly, the MALT degree has three different pathways to ensure you are in the best fit program for your future goals as an educator:

1. Multiple Subject
2. Single Subject field
3. Educational activity Specialist

Career Outlook with a MALT Caste

The Redlands Schoolhouse of Instruction, through the MALT caste, is dedicated to developing and mentoring compassionate, influential teachers who are driven to contribute to something greater than themselves. The caste pathways allow students to find the specialization for their interests and future success equally a instructor.

The MALT degree as well lays the foundation for a long-term future in education, non only equally a instructor simply besides in leadership roles besides. Teaching experience is the outset stride to becoming a section caput, administrator, or chief that can shape educational admission and equity for a school and the greater community.

Launch Your Career equally an Educator at Redlands

The Redlands Main of Arts in Learning and Education caste develops teachers and educational leaders who are paving the way for academic innovation. Interested in taking the next step in your ain career? Explore the MALT degree admission requirements, or get started on your application today!

Masters of Arts in Education: Learning and Teaching (Multiple and Single Subject)

1. Completed application
2. Show of a bachelor'due south degree from a regionally-accredited institution
3. I (i) official transcript issued by the Registrar of each institution attended, sent straight to the Role of Graduate and Professional Enrollment.
4. Two (2) messages of recommendation from faculty or professionals who know your work.
5. Minimum cumulative GPA of 2.75 - Awarding files with less than 2.75 cumulative GPA crave 2 boosted letters of recommendations (a total of 4) and a GPA petition statement.
6. Certificate of Clearance, for CCTC issue, to exist cleared through the DOJ and FBI
7. Evidence of negative TB test results within the last two years
8. Evidence of l hours of observation or work with children, preferably in a public school setting or equivalent.
9. Completion of Child Development or Homo Growth and Development class, CLEP exam, workshop, or equivalent (workshops available through the Academy).
10. Meet Basic Skills Requirement

xi. Meet Subject area Matter Competency

Masters of Arts in Pedagogy: Learning and Didactics (Educational Specialist)

1. Completed application

2. Testify of a bachelor's degree from a regionally-accredited establishment

3. One (one) official transcript issued by the Registrar of each institution attended, sent straight to the Part of Graduate and Professional person Enrollment.

4. Two (ii) letters of recommendation from faculty or professionals who know your work.

5. Minimum cumulative GPA of two.75 - Application files with less than 2.75 cumulative GPA crave two boosted messages of recommendations (a total of four) and a GPA petition statement.

6. Certificate of Clearance, for CCTC issue, to exist cleared through the DOJ and FBI

vii. Evidence of negative TB test effect within the last ii years

viii. Evidence of 50 hours of observation  or work with children, preferably in a public-school  setting or equivalent .

ix. Completion of Child Development or Man Growth and Development class, CLEP exam, workshop, or equivalent (workshops available through the University).

x. Meet Bones Skills Requirement

11. Encounter Subject Affair Competency

The Principal of Arts in Learning and Education programme is an integrative blend of a didactics credential and a master's degree. Combined, the program totals 36-39 units and tin be completed in xviii months or 2 years, depending on beginning term. This programme adds engineering sophistication and addresses the Common Core standards in depth. Candidates engage in curriculum design related to their field of study areas and grade levels and learn new approaches to respond to the complexities of teaching in the 21st century. Our underlying philosophy derives from social justice principles; all of the work you lot volition do as a pupil is informed by these perspectives.

3 tracks to meet your needs:

Principal of Arts in Education: Learning and Pedagogy, Multiple Subject prepares students to teach multiple-subjects in Pre 1000–12 schools.

Master of Arts in Education: Learning and Teaching, Unmarried Subject prepares students to teach single-subjects in Pre K–12 schools.

Chief of Arts in Education: Learning and Pedagogy, Education Specialist prepares students to teach balmy to moderate disability special education students with autism spectrum disorders in Pre K–12 settings through age 22.

Fieldwork Options:

Teacher candidates take two options for fulfilling the fieldwork requirement.

Student-education

During student-teaching, teacher candidates will be paired with a cooperating teacher in 1 of our partnered schoolhouse districts, full-fourth dimension for at least seventy days. Educatee-teachers are supported every other week by a university supervisor.

Internship

Interested students may be eligible for a teaching internship to fulfill their fieldwork experience. Every bit an intern, the pupil is a full-time employee of a district with a classroom of their own. It is the educatee's responsibility to secure a full-time position in their credential field. The University of Redlands volition oversee the educatee for at to the lowest degree xc-days in this position. Students must be prepared to take on this immense responsibility and it is only recommended to those who take prior instruction feel. Interns are supported weekly by a district-assigned mentor and a university supervisor.

1. Candidates volition demonstrate the ability to appoint and support diverse learners through equitable planning and differentiated instructional learning experiences

2. Candidate will exhibit disquisitional consciousness in reading and writing every bit evidenced past research-based projects that have a social justice lens

3. Candidates will clarify patterns and trends in the assessment of student learning in club to construct prove-based equitable practices​.

The School of Education's teacher residency pathway is designed to provide aspiring teachers with a loftier-quality applied feel while working towards a California teaching credential and a principal's degree in education, with an accent in teaching and learning.

Click here to larn more than.

MALT 601 Foundations of Learning (3)

Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on exercise.

MALT 603 Multiple Subjects Methods I: Stalk Methods (3)

Focuses on pedagogical content cognition and instructional methods in Science, Applied science, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resource with an emphasis on promoting enquiry-based strategies.

MALT 605 Multiple Subjects Methods II: English language Language Arts (3)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse club.

MALT 611 Foundations of Literacies (3)

Examines the relationship between linguistic communication, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the part of oral linguistic communication, critical literacy, and situated literacy in a linguistically and culturally various lodge.

MALT 607 Multiple Subject Methods III: Multicultural Social Studies (3 Credits)

Bear witness-based strategies for planning, implementing, and assessing Pre-Grand-12 history-social scientific discipline curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of various media and technology in classrooms.

MALT 609 Multiple Subject Methods 4: Literacy and Assessment (3 Credits)

Pre-M-12 curriculum development, assessment strategies and literacy instruction. Accent on the study and design of enquiry-based assessment and education to back up the needs of all learners.

MALT-655 Student-Education Seminar (2 Credits)

Culmination of the Teacher Credential Plan for Student-Teachers. Consists of a serial of topics designed to further develop candidates' professional grooming. Provides fourth dimension for candidates to link theory to daily exercise and prepares them for seeking a position in a school district.

MALT 653A Educatee Teaching I (v)

Supervised classroom experiences in Pre–G through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Educatee teaching placements are arranged prior to pupil teaching past the Director of Field Experiences.

MALT 653B Student Teaching 2 (5)

Supervised classroom experiences in Pre–K through class 12. Full-day pupil teaching required for even weeks, constituting a full-time job. Educatee educational activity placements are arranged prior to student teaching past the Director of Field Experiences.

MALT-656 Internship Seminar (two Credits)

Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides fourth dimension for candidates to link theory to daily practice and prepares them for seeking a position in a school commune.

MALT 654 Internship (xiii)

The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for awarding to those who have earned a bachelor's degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship awarding required.

MALT-610 Research in Practice (half dozen Credits)

This course focuses on the bones concepts and techniques of enquiry in practice, formulating meaningful enquiry questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based teaching. The objectives are inquiry applied to educational settings involving subject- specific classroom practices.

Masters + Credential

The coursework and the field experience segments of the program are delivered in a prescribed sequence.

Pathways are recommended for timely program completion.

MALT Multiple Subject Pathway

MALT 601 Foundations of Learning (iii)

Introduction to the field of education; its history, major philosophies, socio-cultural context, variety, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current inquiry on practice.

MALT 602 Single Subject Methods I : Critical Educational activity and Instructional Pattern (3)

Engages candidates in the creation of culturally responsive curricula with an agreement that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory.

MALT 604 Single Bailiwick Methods Two: Literacies for Various Learners (3)

This course examines factors related to classroom-based work with at-risk learners, including ELL'south, special needs students and others whose profiles require care. Topics include linguistic communication development, assessment, curriculum development, leadership, and enquiry based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues.

MALT 611 Foundations of Literacies (3)

Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally various lodge.

MALT 606 Unmarried Subject Methods 3: Content Expanse Teaching (3)

Evolution of methodology and strategies related to curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive didactics, content area literacy and cess methodology through the theoretical orientation of critical theory. Field experience required.

MALT 608 Single Bailiwick Methods 4 : Content Area Literacy and Cess (iii)

Explores principles, and practices related to curriculum pattern, cess and methods applicable to candidates' content areas. Candidates use curricular and assessment pattern principles, investigate specific content-expanse literacy strategies, and utilise micro-educational activity approaches. Formative and summative assessments explored relative to subject field. A critical theory lens embraces course content.

MALT-655 Student-Instruction Seminar (2 Credits)

Culmination of the Teacher Credential Programme for Student-Teachers. Consists of a serial of topics designed to further develop candidates' professional person preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.

MALT 653A Student Teaching I (5)

Supervised classroom experiences in Pre–1000 through grade 12. Full-24-hour interval educatee teaching required for even weeks, constituting a full-time job. Educatee instruction placements are bundled prior to student teaching by the Managing director of Field Experiences.

MALT 653B Student Teaching 2 (five)

Supervised classroom experiences in Pre–K through class 12. Total-day pupil education required for fifty-fifty weeks, constituting a full-fourth dimension job. Educatee education placements are arranged prior to educatee education past the Director of Field Experiences.

MALT-656 Internship Seminar (two Credits)

Culmination of the Teacher Credential Programme for Interns. Consists of a serial of topics designed to farther develop candidates' professional training. Provides time for candidates to link theory to daily do and prepares them for seeking a position in a school district.

MALT 654 Internship (13)

The Internship Programme is an eighteen-calendar week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor's degree and accept passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.

MALT-610 Research in Practice (6 Credits)

This course focuses on the bones concepts and techniques of research in practice, formulating meaningful research questions, designing a written report, collecting, analyzing, and evaluating data, and implicating problems for classroom and online-based instruction. The objectives are research practical to educational settings involving subject- specific classroom practices.

Masters + Credential

The coursework and the field experience segments of the program are delivered in a prescribed sequence.

Pathways are recommended for timely program completion.

MALT Single Subject Pathway

The Principal of Arts in Learning and Pedagogy (MALT) with an Education Specialist California Credential (EDSP) prepares students to teach mild to moderate disability special education students with autism spectrum disorders in Pre-K-12 settings through age 22. The combined M.A. and credential program is 36–39 credit hours.

MALT 601 Foundations of Learning (three)

Introduction to the field of education; its history, major philosophies, socio-cultural context, multifariousness, teaching, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current enquiry on practice.

EDSP 610 Foundations of (Dis)power and Special Education (3 Credits)

Critically examines the (dis)power studies movement every bit it relates to our past, nowadays and hereafter political climate both in and outside of schoolhouse. Explores the impact of othering. Develops awareness of tensions between (dis)ability studies and special education while practicing self-reflexivity and advocating for students with (dis)abilities.

MALT 603 Multiple Subjects Methods I: STEM Methods (3)

Focuses on pedagogical content knowledge and instructional methods in Scientific discipline, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.

EDSP 616 Inclusion, (Dis)ability and Classroom Community (3 Credits)

Students will explore the ways in which they make sense of student behavior and volition learn evidence-based instructional practices that are grounded in person-centered values. Students will go familiar with the awarding of Response to Intervention (RtI), Behavior Support Plans (BSP), Positive Behavior Interventions (PBI) and IEP goal-writing.

MALT 605 Multiple Subjects Methods II: English language Language Arts (3)

Examines the human relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the function of oral language, critical literacy, and situated literacy in a linguistically and culturally various society.

EDSP 625 Diagnostic Reading and Specialized Interventions (3 Credits)

This course addresses the blueprint and implementation of reading, literacy, and communication assessments and interventions to see the needs of a full range of learners. Candidates volition learn how to employ these assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models.

EDSP 652A Education Specialist Instruction Seminar I (ane Credits)

Culmination of the Education Specialist Teaching Credential Program. Consists of a serial of topics designed to develop and further candidates' professional preparation.

EDSP 652B Didactics Specialist Instruction Seminar Ii (1 Credits)

Culmination of the Education Specialist Instruction Credential Program. Consists of a series of topics designed to develop and further candidates' professional preparation.

EDSP 653 Education Specialist Internship (13 Credits)

The internship programme is an 18-week supervised public school classroom feel in mild/moderate delivery model and setting, Pre-K-12 through age 22.

EDSP 655A Education Specialist Educatee Teaching I (5 Credits)

Supervised public school classroom experiences in mild/moderate commitment models and settings, Pre-K-12 through age 22. Total-day student teaching required for seven weeks, constituting a full-time task.

EDSP 655B Pedagogy Specialist Student Teaching Ii (5 Credits)

Supervised public school classroom experiences in mild/moderate commitment models and settings, Pre-M-12 through historic period 22. Full-day student teaching required for seven weeks, constituting a full-fourth dimension job.

MALT-610 Research in Practice (6 Credits)

This course focuses on the basic concepts and techniques of research in practice, formulating meaningful enquiry questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based instruction. The objectives are inquiry practical to educational settings involving subject field-specific classroom practices.

MALT 610 A Foundations of Inquiry: Research, Cess, and Evaluation in Schools (three)

Equips get-go researchers with the tools to behave meaningful teacher inquiry to inform classroom practice. Educational research is evaluated to understand the relationship between theory and practice when conducting an inquiry. This is one of two courses for the MALT program capstone experience.

MALT 610 B Foundations of Inquiry: From Inquiry to Action (3)

Completion of an research-based projection from MALT 610A that includes a research proposal, questions, enquiry pattern, program, and appropriate form of publication. Inquiry agendas connect coursework to relevant community bug while emphasizing an exploration of a instructor-researcher identity.

Prerequisite: MALT 610A.

MALT Education Specialist Pathway

MALT Teaching Specialist-Online Pathway

Unlearning what it means to be in special teaching

I identify as a special education teacher and a critical (dis)ability studies scholar. This ways, by and large, I discover myself having conversations with pre- and in-service special educators helping them to unlearn what it means to be in special didactics.

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Thanks to Education master's student, kindergarteners publish volume

Growing up in Kingdom of morocco in a family of educators, School of Education student Amal Houck 'eighteen knew that she was destined to be a teacher.

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MALT pupil teacher fosters community in the classroom

Through the practice of restorative circles, School of Teaching pupil Zuliana Perez 'nineteen encourages children to build relationships and emotional intelligence.

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Form offers insights from backside locked doors

Kristen Horton '19 and Celia Castro 'nineteen are among the graduate students who travel each calendar week to the San Bernardino Juvenile Detention Center for an unusual class.

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A pennant full of pride

Are yous a teacher who wants to show U of R pride in your classroom?

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Educator nurtures confident, creative students in dual immersion program

As a positive behavior interventions and supports (PBIS) specialist at a small-scale charter school, Chavez wears many hats.

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New grade brings together U of R didactics students and incarcerated youth

What happens to students when they get pushed out of the education system? This is a question that University of Redlands School of Education Professor Brian Charest has been trying to respond.

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Addressing LGBTQ bug in the classroom

Equally PRIDE month wraps upwards, nosotros took a moment to catch up with some of our kinesthesia in the University of Redlands School of Education, which trains future educators, administrators, school counselors, and mental wellness counselors, to discuss the ways LGBTQ+ issues are, or could be, handled in schoolhouse and counseling settings.

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Mathematics anxiety: a timeless epidemic

by Stephanie Quan-Lorey

It is not uncommon to hear mathematics described as boring, difficult, abstract, disruptive, or irrelevant. Coupled with worry, discomfort, and other negative views toward numbers, these feelings could be attributed to mathematics anxiety.

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Source: https://www.redlands.edu/study/schools-and-centers/school-of-education/academics/department-of-teaching-and-learning/master-of-arts-in-learning-and-teaching/

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