The California SB2042 Single Subject Teaching Credential authorizes educators to teach a specific subject. Biola University is approved to recommend single subject credentials in the subjects of art, English, mathematics, music, physical education, science, social science and Spanish. Individuals with this credential are qualified to teach their subjects in preschool through adult settings, but most teach in junior high, middle school or high school.
As candidates develop a foundation in lesson planning, classroom technology, psychology and reading, they will receive repeated opportunities to observe and participate firsthand in the methods used by cooperating teachers during fieldwork placements. A semester of student teaching will conclude the credential portion of the program. After completion of coursework and the associated requirements, candidates will be formally recommended for their California SB2042 Preliminary Single Subject Teaching Credential.
Biola's single subject Teacher Preparation Program at the graduate level is a non-degree program unless pursued simultaneously with the M.A. in Teaching program. View program sheet (PDF).
The main elements are as follows:
SEED 519: Foundations of Education (2)
SEED 526: Psychological Foundations of Education (3)
SEED 541: Methods of Teaching Linguistically Diverse Students (3)
SEED 525: Secondary Content Area Reading (3)
SEED 533: Single Subject Pedagogy (2)
SEED 545 & 546: Secondary Curriculum / Fieldwork (3, 1)
SEED 514 & 515: Secondary Student Teaching (6, 6)
All teacher preparation and pedagogy coursework must be completed with a grade of "B-" or higher. Overall, a 3.0 GPA must be maintained in the teacher preparation course sequence.
Students are required to fulfill fieldwork hours throughout their program. Listed below are the courses that require fieldwork hours. Biola will arrange the placements for the students with partnering districts.
SEED 519: Foundations of Education (2 units, 25 or 10 fieldwork hours required) Students will observe and participate in a secondary classroom within their content area for 25 hours. Full-time teachers will be required only 10 hours of fieldwork due to classroom responsibilities. Students will observe and report on the relationship between state and academic content standards and instruction. Students will also observe and report on the relationship between student learning, assessment and classroom management strategies.
SEED 525: Secondary Content Area Reading (3 units, 35 or 10 fieldwork hours required) Students will observe and participate in a secondary classroom within their content area for 35 hours. Full-time teachers will be required only 10 hours of fieldwork due to classroom responsibilities. Students will assess the entire class's reading performance, assess the literacy of two individual students who are having difficulties and write reflections on their experiences. In addition, students will teach two or more lessons in their field assignment.
SEED 541: Methods of Teaching Culturally and Linguistically Diverse Learners (3 units) – 10 fieldwork hours required: Students will observe and participate in a classroom with English language learners for 10 hours. They will observe and shadow an English learner and create a student profile focusing on the English learner's strengths.
SEED 546: Secondary Curriculum (1 unit, 60 or 15 fieldwork hours required)
Students will participate for 60 hours in a secondary classroom within their content area. Full-time teachers will be required only 15 hours of fieldwork due to classroom responsibilities. Students will participate in a variety of classroom activities and will teach a minimum of four lessons and be evaluated by the cooperating teacher. Students have the option of completing 15 of the 60 hours in a Biola-approved tutoring clinic.
Note: Most graduate students work full time and, through permission from their employers, utilize personal or vacation time to arrange for their fieldwork hours in the schools.
Student Teaching is the final course in Biola's Teacher Preparation Program. Students earning a Single Subject Teaching Credential will have a placement at a high school or middle school. Each Student Teacher is assigned two Master Teachers, with two teaching periods and one preparation period spent with each teacher. Biola University supervisors mentor student teachers by making regular site visitations and giving weekly seminars. To view a list of the schools and districts we partner with, click here.
Students have the opportunity to student teach overseas in a variety of countries in accredited K-12 international and private schools. An overseas assignment can count as half of the student teaching placement. The other half must be completed at a California public school. Interested teacher candidates can visit the Overseas Student Teaching page for more information.
California law requires potential teachers to complete a Teaching Performance Assessment (TPA) as one of the steps to earning a teaching credential. This assessment — made up of four individual tasks — is designed to measure how well a candidate meets the state's Teaching Performance Expectations (TPEs), which define what teachers should know and be able to do. Details regarding the TPA and TPEs are available from the California Commission on Teacher Credentialing.
Biola University includes the TPA tasks within its Teacher Preparation Program coursework. Passage of all four TPA tasks are required in order to receive formal recommendation from the University for the Preliminary Single Subject Teaching Credential. Specifics of each TPA task are as follows:
Please contact our TPA Coordinator, Professor Gwen Botka, with any further questions.
Required Prior to Student Teaching
Please see the admission requirements page for admission information for the standalone credential.