Master of Arts in Teaching and Preliminary Teaching Credentials
MASTER OF ARTS IN TEACHING/PRELIMINARY TEACHING CREDENTIALS
The School of Education offers a specially designed Master of Arts in Teaching (M.A.T.) degree that includes one of the four preliminary teaching credentials approved by the California Commission on Teacher Credentialing:
- Multiple Subject teaching credential program is designed for candidates seeking to teach at the elementary grade levels or in K-12 self-contained, general education classrooms.
- Single Subject teaching credential program is designed for candidates seeking to teach at the junior high, middle school, or high school serving grades 7-12.
- Mild/Moderate is one of the two Educational Specialist Preliminary teaching credentials. This authorization is related to services for individuals with a primary disability or specific learning disabilities, emotional disabilities, mild/moderate mental retardation, other health impaired, and autism spectrum disorders within the disability area.
- Moderate/Severe authorization is related to services for individuals with a primary disability for autism, moderate/severe mental retardation, emotional disturbance, deaf-blind, and multiple disabilities.
The M.A.T. is offered to candidates with a bachelor's degree in two phases:
- Phase 1 consists of 23 units of courses and 10 hours of clinical practice (student teaching) culminating in a preliminary teaching credential (33 hours). Candidates have the option of completing phase I and are not required to finish phase 2 of the M.A.T. degree.
- Phase 2 occurs after a candidate has earned the preliminary credential and is advised to obtain their first teaching position before completing the M.A.T. coursework in accordance with local employment conditions and hiring preferences. The finishing courses in phase 2 is 13 units for Multiple Subject and Single Subject candidates for a total of 46 units. For the two special education authorizations there are 7 additional units beyond the preliminary credential to complete phase 2 of the M.A.T.
Program Learning Outcomes
Candidates who complete the Master of Arts in Teaching, Preliminary Teaching Credentials and Professional Services Credential will be able to:
Equip
- Promote the success of all students by being a servant leader who serves collaboratively and effectively with professional excellence, honesty, integrity, and sensitivity.
Transform
- Demonstrate the positive power of diversity and advocacy for universal social justice within their classrooms, schools, districts, and communities; and
- Apply faith-based influences and beliefs within educational organizations.
Empower
- Reflect and engage in on-going scholarly, professional, and spiritual growth; and
- Serve effectively as a research-based transformational leader within their classrooms, schools, districts, and communities.
Program Eligibility to the Master of Arts in Teaching and Preliminary Teaching Credentials
- Proof of a score on the California Basic Educational Skills Test (CBEST) or another form of Basic Skills Testing as approved by the California Commission on Teacher Credentialing. This exam need not be passed prior to admission, but must have been attempted by the student;
- Education and Grade-Point Average: Teacher candidates must have completed a baccalaureate or higher degree from a regionally accredited college or university. A cumulative undergraduate grade point average of 3.000 is required to be admitted into the M.A.T./credential program. Candidates with a cumulative grade point average less than 3.000 may apply for “Admission under Exception” through their advisor;
- Two or more letters of recommendation from appropriate persons who have the knowledge of the applicant's character and ability to work with children or youth. (References from friends or relatives are not appropriate);
- M.A.T. interview: All candidates must complete a personal interview with the program Admissions chair; and
- Subject Matter competency: Prior to entrance to the M.A.T. program, the candidate provides evidence of subject matter competency by any of the following ways: (1) attempted or passed the appropriate subject matter examination(s), (2) registration for the next scheduled examination, (3) enrolled or having completed a Commission-approved appropriate subject matter preparation program. Prior to Clinical Practice (Student Teaching), the candidate provides evidence of subject matter competency by either passing the appropriate subject matter examination(s) or completion of a Commission-approved appropriate subject matter preparation program.
Graduation Requirements
- A completed Application for Degree Candidacy (online or in the Records Office, Point Loma campus);
- Satisfactory completion of the prescribed course of study with a cumulative grade-point average of 3.000 or higher;
- Completion of the approved graduate program consisting of a minimum of 46 units;
- A recommendation from the program coordinator and director of the Regional Center;
- All accounts paid in full;
- All requirements for graduate degrees must be completed within an eight-year period from the time of initial enrollment in the program.
Common courses required of all Multiple, Single, and Special Education Preliminary Credentials:
| COURSE | TITLE | UNITS |
| EDU 600A | Orientation to Assessment | 0 |
| EDU 600 | Foundations of Education and Learning Theory | 3 |
| EDU 600F* | Fieldwork for Foundations of Education and Learning Theory | .5 |
| EDU 601 | Language Acquisition and Diverse Populations | 3 |
| EDU 601F** | Fieldwork for Language Acquisition and Diverse Populations | .5 |
| EDU 602 | Foundations of Special Education | 3 |
| EDU 603 | Classroom Assessment and Research Practice | 3 |
| TOTAL Common Courses Required for all Preliminary Credentials | 13 | |
| *Course requires 15 clock hours of observation and participation specific to learning theory in a culturally diverse and inclusive school setting. **Course requires 15 clock hours of observation and participation specific to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. | ||
Preliminary Multiple Subject Teaching Credential and Intern Program
A Multiple Subject Teaching Credential enables a person to teach in a self-contained (K-12) classroom in California. Candidates receive coursework in educational research and theory as well as methodology in reading, language arts, science, social studies, and mathematics. Credential requirements are subject to change based on state and federal requirements which supersede any existing catalog requirements.
Program Learning Outcomes
Candidates who complete the Master of Arts in Teaching (Multiple Subject) program will be able to:
Equip
- Promote the success of all students by being a servant leader who serves collaboratively and effectively with professional excellence, honesty, integrity, and sensitivity.
Transform
- Engage in ways of thinking and being to embrace the positive power of diversity and advocacy for universal social justice within their classrooms, schools, districts, and communities; and
- Apply faith-based influences and beliefs within educational organizations.
Empower
- Reflect and engage in on-going scholarly, professional, and spiritual growth; and
- Serve effectively as a research-based transformational leader within their classrooms, schools, districts, and communities.
Candidates for the Multiple Subject credential must complete the 13 units listed above under Common Courses.
Multiple Subject Specific Courses
| COURSE | TITLE | UNITS |
| EDU 610 | Methods of Teaching Reading and Writing | 3 |
| EDU 610F* | Fieldwork for Methods of Teaching Reading and Writing | .5 |
| EDU 611 | Interdisciplinary Approaches to Teaching in the Content Areas | 3 |
| EDU 612 | Differentiated Mathematics Instruction for all Learners | 3 |
| EDU 612F** | Fieldwork for Differentiated Mathematics Instruction for all Learners | .5 |
| TOTAL Multiple Subject Specific Courses | 10 | |
| *Course requires 15 clock hours of participation in a classroom specific to literary instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. **Course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. | ||
Clinical Practice
Clinical Practice is the culminating experience where students work full time in a classroom for an entire semester under the guidance of a cooperating teacher in public or private schools assigned by the field experience coordinator at the regional center.
Candidates who are not under intern contract with a school district also take:
| COURSE | TITLE | UNITS |
| EDU 630 | Elementary Clinical Practice I | 4 |
| EDU 6CPI | Clinical Practice Seminar I (TPA 3) | 1 |
| EDU 634 | Elementary Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II (TPA 4) | 1 |
| OR | ||
Candidates who are under an intern contract with a school district also take: | ||
| EDU 632 | Intern Elementary Clinical Practice I | (4) |
| EDU 6CP1 | Clinical Practice Seminar I (TPA 3) | (1) |
| EDU 636 | Intern Elementary Clinical Practice II | (4) |
| EDU 6CP2 | Clinical Practice Seminar II (TPA 4) | 1 |
| TOTAL Multiple Subject Clinical Practice Courses | 10 | |
| TOTAL Courses Required for M.A.T. Phase I for Multiple Subject Candidates | 33 | |
Preliminary Single Subject Teaching Credential and Intern Program
Program Learning Outcomes
Candidates who complete the Master of Arts in Teaching (Single Subject) program will be able to:
Equip
- Posses the skills and dispositions to develop instructional plans and engage students in content-specific learning experiences that lead to improved student outcomes.
Transform
- Posses the skills and dispositions to promote the learning of diverse learners at the secondary level;
- Utilize subject-specific pedagogy, content-related literacy instruction, and developmentally appropriate instruction to support learning for all students; and
- Reflect positive personal presence, age-appropriate strategies, and research-based knowledge of adolescent psychology to create safe classroom environments that promote learning for all students.
Empower
- Analyze assessment data from instruction through thoughtful reflection that informs professional practice for continual improvement.
Individuals who plan to teach at the secondary level need to pursue the Single Subject credential in an approved discipline of their choice. A Single Subject credential enables a person to teach in a departmentalized (K-12) classroom. Credential requirements are subject to change based on state and federal requirements which supersede any existing catalog requirements.
Candidates for the Single Subject credential must complete the 13 units listed above under Common Courses.
Single Subject Specific Courses
| COURSE | TITLE | UNITS |
| EDU 620 | Literacy Instruction for Secondary Teachers | 3 |
| EDU 620F* | Fieldwork for Literacy Instruction for Secondary Teachers | .5 |
| EDU 621 | General Methods for Secondary Teachers | 3 |
| EDU 621F** | Fieldwork for General Methods for Secondary Teachers | .5 |
| *Course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. **Fieldwork course requires 15 clock hours of observation and participation specific to content area teaching strategies in a culturally diverse and inclusive school setting. | ||
| The Single Subject Content Methods courses (EDU 622-629) are scheduled in the summer once each academic year in an intensive format that meets in San Diego for two days and then one day in Arcadia. Candidates should contact their program advisor about dates for these courses. | ||
| Choose one of the content-specific pedagogy courses: | 3 | |
| EDU 622 | Methods of Teaching Secondary Language Arts | (3) |
| EDU 624 | Methods of Teaching Secondary Science | (3) |
| EDU 625 | Methods of Teaching Secondary Social Science | (3) |
| EDU 626 | Methods of Teaching Secondary Foreign Language | (3) |
| EDU 627 | Methods of Teaching Secondary Visual Arts | (3) |
| EDU 628 | Methods of Teaching Secondary Physical Education | (3) |
| EDU 629 | Content Specific Pedagogy for Secondary Teachers | (3) |
| NOTE: EDU 629 is offered for content areas where there are not enough enrollees in Graduate Education 622-628 and is combined into one section with several content areas not addressed in Graduate Education 622-628 (i.e., Business, Music, Agriculture, and Home Economics). | ||
| Traditional candidates complete the following: | ||
| TOTAL Clinical Practice | 10 | |
| COURSE | TITLE | UNITS |
| EDU 640 | Secondary Clinical Practice I | 4 |
| EDU 6CP1 | Clinical Practice Seminar I (TPA3) | 1 |
| EDU 644 | Secondary Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II (TPA 4) | 1 |
| Intern candidates complete the following: | ||
| EDU 642 | Intern Secondary Clinical Practice I | 4 |
| EDU 6CP1 | Clinical Practice Seminar I (TPA 3) | 1 |
| EDU 646 | Intern Secondary Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II (TPA4) | 1 |
| TOTAL Single Subject Clinical Practice Courses | 10 | |
| TOTAL Courses Required for M.A.T. Phase I for Single Subject Candidates | 33 | |
Preliminary Level I Education Specialist (Mild/Moderate) Teaching Credential and Intern Program
This credential prepares teachers to create, develop, and implement individualized adaptations and accommodations to facilitate access to learning of the core curriculum in a variety of environments. Coursework focuses on state and federal regulations, Individual Education Plans (IEP), specialized curricula, learning, behavior and transition strategies as well as the use of current and assistive technologies. Candidates in this program develop skills in working as collaborators in educational settings.
Program Learning Outcomes
Candidates who complete the Master of Arts in Teaching (Special Education, Mild/Moderate) program will be able to:
Equip
- Promote the success of all students by being a servant leader who serves collaboratively and effectively with professional excellence, honesty, integrity, and sensitivity;
- Posses the skills and dispositions to plan, implement, and analyze instruction that supports all students learning.
Transform
- Engage in ways of thinking and being to embrace the positive power of diversity and advocacy for universal social justice;
- Utilize research-based strategies, curriculum, instructional practices and behavioral strategies to support learning for all students; and
- Reflect positive presence, age-appropriate strategies, and research-based knowledge to create safe classroom environments that promote learning.
Empower
- Reflect and engage in on-going scholarly, professional, and spiritual growth; and
- Serve effectively as a research-based transformational leader within their classrooms, schools, and districts.
Mild/Moderate Authorization Courses
| COURSE | TITLE | UNITS |
| EDU 610 | Methods of Teaching Reading and Writing | 3 |
| EDU 610F* | Fieldwork for Methods of Teaching Reading and Writing | .5 |
| EDU 650 | Assessment and Services for Students with Disabilities | 3 |
| EDU 651 | Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities | 3 |
| EDU 652 | Collaboration and Consultation for IEP Implementation, Evaluation, and Program Improvement | 3 |
| *Course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. | ||
| Choose one of the following sequences: | ||
| EDU 612 EDU 612F* | Differentiated Mathematics Instruction for all Learners AND Fieldwork for Differentiated Mathematics Instruction for all Learners | 3 .5 |
| OR | ||
| EDU 621 EDU 621F** | General Methods for Secondary Teachers AND Fieldwork for General Methods for Secondary Teachers | (3) (.5) |
| TOTAL Mild/Moderate Authorization | 16 | |
| *Course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. **Course requires 15 clock hours of observation and participation specific to content area teaching strategies in a culturally diverse and inclusive school setting. | ||
Candidates who are not under intern contract with a school district also take:
| COURSE | TITLE | UNITS |
| EDU 670 | Special Education Clinical Practice I | 4 |
| EDU 6CP1 | Clinical Practice Seminar I | 1 |
| EDU 674 | Special Education Clinical Practice II | 4 |
| EDU CP2 | Clinical Practice Seminar II | 1 |
| TOTAL | 10 |
Candidates who are under an intern contract with a school district also take:
| COURSE | TITLE | UNITS |
| EDU648 | Intern Support Seminar (.5 units for 4 semesters) | 2 |
| EDU 672 | Intern Special Education Clinical Practice I | 4 |
| EDU 6CP1 | Clinical Practice Seminar I | 1 |
| EDU 676 | Intern Special Education Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II | 1 |
| TOTAL | 12 | |
| TOTAL Mild/Moderate Authorization (41 Interns) | 39 |
Preliminary Education Specialist (Moderate/Severe) Teaching Credential
This credential prepares teachers to create, develop, and implement individualized adaptations and accommodations to facilitate access to learning of the core curriculum in a variety of environments. Coursework focuses on state and federal regulations, Individual Education Plans (IEP), specialized curricula, learning, behavior and transition strategies as well as the use of current and assistive technologies. Candidates in this program develop skills in working as collaborators in educational settings.
Program Learning Outcomes
Candidates who complete the Master of Arts in Teaching (Special Education, Moderate/Severe) program will be able to:
Equip
- Promote the success of all students by being a servant leader who serves collaboratively and effectively with professional excellence, honesty, integrity, and sensitivity; and
- Possess the skills and dispositions to plan, implement, and analyze instruction that supports all students learning.
Transform
- Engage in ways of thinking and being to embrace the positive power of diversity and advocacy for universal social justice within their classrooms, schools, districts, and communities;
- Utilize research-based strategies, curriculum, instructional practices and behavioral strategies to support learning for all students ; and
- Reflect positive personal presence, age-appropriate strategies, and research-based knowledge of students with special needs and the psychology to create safe classroom environments that promote learning for all students.
Empower
- Reflect and engage in on-going scholarly, professional, and spiritual growth; and
- Serve effectively as a research-based transformational leader within their classrooms, schools, districts, and communities.
Common courses required of all Multiple, Single, and Special Education candidates:
| COURSE | TITLE | UNITS |
| EDU 600 | Foundations of Education and Learning Theory | 3 |
| EDU 600F* | Fieldwork for Foundations of Education and Learning Theory | .5 |
| EDU 602 | Foundations of Special Education | 3 |
| EDU 603 | Classroom Assessment and Research Practices | 3 |
| EDU 653 | Principles of Language Acquisition for Students with Moderate/Severe Disabilities | 3 |
| EDU 653F** | Fieldwork for Principles of Language Acquisition for Students with Moderate/Severe Disabilities | .5 |
| NOTE: Students in the Multiple, Single and Mild/Moderate credential programs take Graduate Education 601 while students in the Moderate/Severe credential take Graduate Education 653 and 653F. | ||
| TOTAL Common Courses | 13 | |
| *Course requires 15 clock hours of observation and participation specific to learning theory in a culturally diverse and inclusive school setting. **Course requires 15 clock hours of observation and participation specific to learners with moderate/severe disabilities in addition to culturally and linguistically diverse in a culturally diverse and inclusive school setting. | ||
| EDU 610 | Methods of Teaching Reading and Writing | 3 |
| EDU 610F* | Fieldwork for Methods of Teaching Reading and Writing | .5 |
| EDU 650 | Assessment and Services for Students with Disabilities | 3 |
| EDU 652 | Collaboration and Consultation for IEP Implementation, Evaluation and Program Improvement | 3 |
| EDU 654 | Methods for Teaching Candidates with Moderate/Severe Disabilities | 3 |
| EDU 654F** | Fieldwork for Methods of Teaching Candidates with Moderate/Severe Disabilities | .5 |
| EDU 655 | Organization and Management for Success in the Moderate/Severe Classroom | 3 |
| TOTAL Moderate/Severe Authorization | 16 | |
Candidates who are not under intern contract with a school district also take:
| COURSE | TITLE | UNITS |
| EDU 670 | Special Education Clinical Practice I | 4 |
| EDU 6CP1 | Clinical Practice Seminar I | 1 |
| EDU 674 | Special Education Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II | 1 |
| TOTAL | 10 | |
| OR (for those under contract with a school district) | ||
| EDU 648 | Intern Support Seminar (.5 units for four semesters) | 2 |
| EDU 672 | Intern Special Education Clinical Practice I | 4 |
| EDU 6CP1 | Special Education Clinical Practice Seminar I | 1 |
| EDU 676 | Intern Special Education Clinical Practice II | 4 |
| EDU 6CP2 | Clinical Practice Seminar II | 1 |
| TOTAL | 12 | |
| TOTAL Mild/Moderate Authorization (41 INTERNS) | 39 |
Fieldwork with special placement depending upon credential authorization (10-12 units)
M.A.T. Phase 2 Finishing Courses
Phase II of the M.A.T. normally takes place after a candidate has obtained the preliminary teaching credential and has completed two years of teaching experience.
Multiple Subject/Single Subject
The courses listed below are the final 13 semester units to complete the M.A.T. degree for Multiple and Single Subject candidates for a total of 46 semester units.
| COURSE | TITLE | UNITS |
| CORE COURSE: | ||
| GED 672 | Philosophy in Education | 3 |
| CURRICULUM COURSES: | ||
| GED 616 | Curriculum Development, Innovation, and Evaluation | 3 |
| DIVERSITY COURSES: Students choose either: | ||
| GED 641 | School Communities in a Pluralistic Society | 3 |
| OR | ||
| GED 643 | Urban Education in American Society | (3) |
| OR | ||
| GED 668 | Bilingual Education and Specially Designed Academic Instruction | (3) |
| ACTION RESEARCH: | ||
| GED 689 | Master's Project | 3 |
| AND | ||
| GED 689P | Action Research Project Support | 1 |
Special Education - Mild/Moderate or Moderate Severe
The courses listed below are the final seven coursework hours to complete the M.A.T. degree in Special Education (for a total of 46 units). The preliminary credential in Special Education requires an additional six units beyond the 33 required for the Multiple and Single Subject credentials. Those units are listed below in the finishing courses for the M.A.T. in Special Education.
| COURSE | TITLE | UNITS |
| CORE COURSE: | ||
| GED 672 | Philosophy in Education | 3 |
| ACTION RESEARCH: | ||
| GED 689 | Master's Project | 3 |
| AND | ||
| GED 689P | Action Research Project Support | 1 |
*Other Credential Requirements (due at least 90 days prior to filing the Application for Degree Candidacy with the Office of Records)
- Subject Matter Competence:
- Single Subject candidates may meet this requirement by completing a state-approved subject matter competency program or by passing the appropriate subject matter exam. Information about examinations is available at each regional center.
- Multiple Subject candidates are required to pass the CSET: MS (101, 202, and 103).
- Special Education candidates are required to pass the CSET in the area in which they will teach.
- Professional Preparation: met by completing the sequence of courses for the appropriate credential program.
- US Constitution: Knowledge of the Constitution is demonstrated by either a California Commission on Teacher Credentialing approved college level course, by exam, or by a workshop followed by an exam offered by PLNU.
- Developing English Language Skills: Met by passing one of the following courses: Education 610 (Multiple Subject or Special Education), or Education 620 (single subject).
- Teacher Performance Assessment (TPA)/E-Portfolio: All candidates are also required to successfully pass California’s Teacher Performance Assessment (TPA). All credential candidates are required to establish an electronic portfolio, providing evidence of meeting required competencies.
- Current CPR Certification: Successful completion of an approved infant-child-adult CPR course and documentation of that fact is required before applying for a preliminary credential.
- Computer Level I Competencies: Computer Level I competencies are imbedded into Education coursework and successful completion of coursework will meet this standard.
- Health Clearance: Evidence must be presented that the candidate is free from tuberculosis.
- Certificate of Clearance: Teacher candidates must possess or apply for a Certificate of Clearance or CCTC document that requires fingerprinting clearance as they apply for admission to the credential program.
- Reading Instruction Competence Assessment (RICA): Multiple Subject and Education Specialist candidates are required to pass the Reading Instruction Competence Assessment (RICA) exam prior to applying for a teaching credential.
*Note: The above must be completed in order to obtain a credential.
Point Loma Nazarene University provides a handbook for each credential program. The M.A.T. Candidate Handbook is provided to those applying to the program and contains the actual forms required for credential program admission, fieldwork, and clinical practice, as well as the instructions for completion.
Once admitted to the program, candidates are assessed during each course as well as in their fieldwork experiences. Decisions regarding each candidate’s ability to continue in the program are made prior to both the first and second student teaching assignments.
Upon successful completion of all requirements and coursework, candidates may apply for the appropriate Preliminary/Level I credential with the credential analyst at the regional center.
The California Teaching Performance Assessments (TPA)
The School of Education implements the CalTPA as one of several measures to assess candidate proficiency and the preliminary credential program effectiveness for ALL preliminary credential programs. The CTC requires that all credential candidates pass the Teaching Performance Assessment before applying for a teaching credential as defined in Standard 19 of the 2042 credential document.
Information about TPA
All preliminary teacher candidates at Point Loma Nazarene University in Multiple Subject, Single Subject, and Special Education programs are required to participate in the Teaching Performance Assessment (CalTPA) program, as defined in Standard 19 of the 2042 credential document, while engaged in coursework leading to a credential.
The CalTPA process is an integrated part of the individual class coursework and clinical practice experience.
All candidates are required to follow the calendar and deadlines of the CalTPA process and must receive a passing score on all four tasks to be recommended for a teaching credential.
The Teacher Education Assessment Fee of $500.00 includes all assessment services except a fee of $50.00 for late submission per task and a rescoring fee of $75.00 for each re-submitted task.
The content of the four tasks will be introduced, practiced and completed throughout the preliminary credential course of study following an intentional course sequence:
1. Subject Specific Pedagogy Task
2. Designing Instruction Task
3. Assessing Learning Task
4. Culminating Teaching Experience Task
Submittal procedures for each of the four performance assessment tasks are as follows:
- Every candidate submits Tasks 1 through 4 on the dates designated using the Task Stream E-Portfolio system.
- The Task 3 submission includes the required student work samples scanned and uploaded onto Task Stream.
- The Task 4 submission includes the required attachment of student work and the required video tape of the teaching sequence uploaded onto Task Stream.
- Any task not submitted to Task Stream by the date and time designated is charged an additional $50 late fee.
- Task scores are provided to candidates within three weeks after submittal.
- Each task is scored on a 4-point rubric as prescribed by the CCTC.
- Candidates must achieve a score level of 3 or 4 to pass each task.
If a candidate does not score above a score level 2 for a task that is submitted, the following procedure will be implemented.
- The candidate meets with the TPA Liaison or designee to discuss the task and complete the intervention form.
- The candidate rewrites the task and submits the first rewrite including a $75 rescoring fee.
- The candidate's rewrite of the task is scored. If the candidate scores above a score level 2, the task is complete.
- If the candidate does not score above a score level 2, the candidate meets with the TPA Liaison or designee and enrolls in EDU 590 Special Studies (1 unit) where specific content is covered in the student's area of need.
- The candidate rewrites and resubmits the task and pays an additional $75 rescoring fee.
- The candidate's rewrite is rescored.
- If after the second rewrite the candidate does not score above a score level 2, a special review of the candidate's status in the program is completed with the Regional Center Director, TPA Liaison, and the candidate's advisor to consider removal from the credential program.
- At the end of the CalTPA process, the candidate must have a cumulative score of 12 points across all 4 tasks in order to have successfully completed the CalTPA.
- If a candidate does not pass a task, he or she may not continue taking further CalTPA tasks until passage of prior tasks. All candidates must successfully pass the CalTPA in order to be recommended for a Preliminary Credential by Point Loma Nazarene University.
- Candidates receive a certification of completion recorded on their transcript upon successfully completing all 4 tasks of the CalTPA.
- All candidates must adhere to the University's Academic Honesty Policy as written in the Graduate Catalog.
Title II Information
According to federal regulations, all accredited departments, schools, and colleges of education are required to report information regarding their candidates’ passing rates on examinations. A summary of the passing rates may be found on the Web site at www.pointloma.edu/education
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