Inspired Teaching and Learning Preliminary Multiple Subject Teaching Credential and Internship Option with Bilingual Authorization (Spanish) (California)
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Inspired Teaching and Learning Preliminary Multiple Subject Teaching Credential and Internship Option with Bilingual Authorization is designed for candidates who are dedicated to inspiring all K-12 learners by ensuring for them: social-emotional thriving, meaningful academic achievement, and equitable and inclusive learning communities. The program and courses meet the California Commission on Teacher Credentialing (CTC) requirements for a Preliminary Multiple Subject teaching credential. Candidates are required to successfully complete foundation courses, multiple subject credential method courses, bilingual methods courses, and a bilingual clinical practice path (student teaching or internship). The added Bilingual Authorization (SPANISH/ENGLISH) meets all new Bilingual Program Standards and newly adopted Bilingual Teaching Performance Expectations (BTPEs) approved by CTC in December 2021.
Please Note: To avoid interruptions to program progress and/or financial aid arrangements, students need to satisfy/pass the Basic Skills Requirement (e.g., CBEST) and Subject Matter Competency Requirement (e.g., CSET), CSET LOTE (Subtest III) prior to starting the Bilingual Authorization method courses.
Internship Option: The Commission on Teacher Credentialing (CTC) mandates that all approved intern programs provide a minimum of 120 hours of pre-service coursework prior to becoming intern eligible.
For additional information on credential requirements, please see the Sanford College of Education Credential Information section of the catalog.
Bilingual Internship Option
The Commission on Teacher Credentialing (CTC) mandates all approved intern programs provide a minimum of 120 hours of pre-service coursework prior to becoming Intern Eligible. Candidates can meet the 120-hours requirement through one of two pathways. Complete the foundation sequence of ITL 600, ITL 604, ITL 606, ITL 608, and pass CBEST, CSET, and CSET LOTE, or have a school or district letter verifying a teaching position job offer as the ‘teacher of record.’
The CA Education Code stipulates a minimum of 144 hours of support, and supervision must be provided to the candidate each year of intern employment and documented. Interns without a valid English Learner (EL) authorization from CTC will be required to receive an additional 45 hours of EL preparation support each year of intern employment (Total 189 hours).
This internship option requires the successful completion of the bilingual internship clinical practice experience (minimum 1 year and maximum of 2 years).
The CA Commission on Teacher Credentialing requires an intern candidate holding a valid university internship credential to be continuously enrolled in clinical practice support and supervision. During the first year, the intern will take BIL640A, BIL641A, BIL640B, and BIL641B. In the event the intern has not met all program requirements during the first year and the intern’s employment continues into the second year with National University providing additional ongoing support and supervision, the intern will be enrolled in BIL640C and BIL640D. While still employed, a bilingual intern candidate may be enrolled in BIL640E and BIL640F when granted a third year extension with appropriate documentation of a medical emergency or other extreme circumstance(s) through the University’s petition process, with decisions considered on a case-by- case basis.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Credential Requirements
- 17 – 21 courses; 72 – 90 quarter units
Includes all ITL foundation core, credential area methods, bilingual methods courses, and those bilingual clinical practice courses.
Introductory Core Course
- 1 course; 4.5 quarter units
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Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
All students must complete ITL 600 and credential packet prior to beginning ITL 604.
Foundation Core Requirements
- 3 courses; 13.5 quarter units
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Examines psychological, socio-cultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with exceptionalities, and students with other needs. Considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
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Prerequisite: ITL 604
Examines theories and research regarding typical and atypical child and adolescent development and learning. Considers various data collection and assessment techniques guiding the selection of effective instructional strategies, practices, resources, and technologies needed to create environments supporting the full range of learners and provide equitable access to the curriculum.
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Prerequisite: ITL 606
Candidates integrate principles of learning theories and factors influencing human development when designing instruction and evaluating instructional effectiveness. Candidates will utilize a four-stage cyclical model of planning, teaching, analyzing and reflecting in the process of learning-and-teaching to ensure all students equitable access to the curriculum.
All foundation courses meet CTC requirements for Intern Pre-Service coursework.
Multiple Subject Methods Courses
- 5 courses; 22.5 quarter units
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Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.
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Prerequisite: ITL 510
Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.
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Prerequisite: ITL 512
Analysis of how elementary children think and learn mathematics. Research-based approaches enabling students to think critically and develop math proficiency. Developmentally appropriate instructional strategies for an integrative approach to teaching mathematics using content areas of visual and performing arts, social science, and STEM.
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Prerequisite: ITL 516
Candidates apply developmentally appropriate practices in designing an integrative approach to science instruction. Utilizes a variety research-based approaches supporting critical thinking and problem-solving skills. Analyzes how K-8 children learn science and other subject-matter utilizing an inquiry model. Integrates health science, physical education and STEM to support conceptual understanding and skills.
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** Upon issuance of the University Intern Credential, this course must be taken first.
Multiple Subject Bilingual Methods Courses
- 4 courses; 18 quarter units
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Prerequisite: ITL 600 Candidates must maintain a B (3.0) grade point average to successfully complete the Bilingual Authorization Program.; ITL 604; ITL 606; ITL 608; ITL 530; ITL 510, or ITL 520 and ITL 512, or ITL 522 and ITL 516, or ITL 526 and ITL 518, or ITL 528
Historical Foundations of Bilingual Education in the United States Examination of historical foundations and context for bilingual education, bilingualism in the United States, including philosophical, theoretical, legal, and legislative foundations of bilingual education. Analysis of culture in terms of country of origin, geographic barriers, linguistic patterns and ways in which these trends impact migration, immigration and settlement in the United States.
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Prerequisite: ITL 400 and Students must complete the credential packet.
Examines the knowledge, skills, and abilities (KSAs) for bilingual methodology and culture. Provides candidates with a depth of knowledge regarding current research-based theories in academic and content literacy in two languages. Identifies the interconnectedness among four language domains, language forms and functions. Emphasis is placed on the understanding and knowledge of various Bilingual Programs with evaluation of PK-12 student academic achievement.
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Prerequisite: BIL 622
Literacy Learning and Instruction in Spanish/Enseñanza de la Lecto-Escritura en Español Examines how children acquire and develop literacy in Spanish as their native language in the context of a Bilingual/Dual Language education classroom in California. Provides an in-depth examination of research-based theories and best instructional practices for the development of listening and speaking and teaching reading and writing in Spanish as a primary language – Enseñanza de lecto-escritura en Español. Addresses the interconnectedness among four language domains, language forms and functions in Spanish as primary and second language in the classroom.
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Prerequisite: BIL 624
Sociolinguistics and Culture in Bilingual/Dual Language Education in the United States Examines sociolinguistics and culture in bilingual and dual language education in the USA. Addresses different aspects of the traditions, roles, status, and communication patterns of the culture of emphasis. Provides a context in Spanish (the target language) in which candidates will speak, read and write within the course work.
Clinical Practice Pathways: Bilingual Student Teaching or Bilingual Internship
Student Teaching
- 4 courses; 13.5 quarter units
Internship
- 4-8 courses; 13.5–31.5 quarter units
Candidates will complete the bilingual clinical practice experience through student teaching or the internship. The bilingual clinical practice (bilingual/dual language K12 classroom) experience courses (BIL540A, BIL540B, BIL640A, BIL640B) do NOT grant graduate credit.
Bilingual Student Teaching
- 4 courses; 13.5 quarter units
PRIOR to beginning any of the Bilingual Student Teaching below, the candidate must successfully complete all core and methods courses, pass CBEST, pass CSET, pass CSET LOTE and meet any other related program requirements, and submit a successful student teaching application. The bilingual student teaching application process must be completed at least three months prior to the candidate’s intended start of student teaching.
Bilingual student teaching placements in Bilingual/Dual Language K12 classrooms are made through a collaborative partnership of the University and respective school districts. The bilingual student teaching placements must align to the CSET credential sought. Bilingual student teaching is unpaid and composed of at least 600 instructional hours (16-18 weeks of full-time student teaching) in designated Bilingual/Dual Language K12 classrooms.
Note: The two seminar courses below (BIL541A and BIL541B) are 2.25 quarter units each and will be taken concurrently with BIL540A and BIL540B, respectively.
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Corequisite: BIL 541A, or BIL 640A
Constitutes the first half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
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Corequisite: BIL 541B, or BIL 640B; Prerequisite: BIL 540A
Constitutes the second half of bilingual student teaching experience (9 weeks) which will account for and document 300 hours out of 600 total hours. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET credential area to meet the Teaching Performance Experiences (TPEs) composed of 45 new TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
OR
Bilingual Internship
- 4-8 courses; 13.5–31.5 quarter units
PRIOR to beginning any of the bilingual authorization courses below, the candidate must successfully complete all core courses, pass CBEST, pass CSET, pass CSET LOTE, and meet all CTC requirements related to the University Intern Credential. Placement in a bilingual internship occurs as a result of the candidate holding employment in an approved CA public school and in partnership with National University. Bilingual intern placements must align to the CSET Credential, be in compliance with the Commission on Teacher Credentialing, and with National University’s requirements. Bilingual interns need to be in good standing with the employer and National University for the duration of the active University Internship Teaching Credential. The intern serves as the teacher of record in an approved Bilingual/Dual Language K-12 classroom and is paid by the school or school district.
The University Internship Teaching Credential is good for a maximum of two years and requires the candidate to be employed in the district and enrolled in National University’s intern teacher credential program. As long as the candidate holds the intern credential and is employed, they have up to two years to earn a multiple or single subject credential with a Bilingual Authorization. For a third year as an intern, the Commission must approve an extension of the intern credential and the candidate must obtain an approved CAS petition from National University documenting a medical emergency or other extreme circumstances necessitating an “exception to policy” and consideration on a case by case basis. If the petition is granted, the intern will be required to complete one or both of the following courses during the third year: ITL650E, ITL650F, respectively.
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Corequisite: BIL 540A
This course constitutes the first half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Corequisite: BIL 540A, or BIL 640A
Explores and applies all Teaching Performance Expectations (TPEs) and all Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 1 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and concurrently taken with BIL640B. For bilingual student teachers, a seminar is concurrently taken with BIL540A Bilingual Student Teaching. Grading is S, U or Incomplete (I).
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Prerequisite: BIL 640A; Corequisite: BIL 541B, or BIL 640B
This course constitutes the second half of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Corequisite: BIL 540B, or BIL 640B; Prerequisite: BIL 541A
Explores and applies all Teaching Performance Expectations (TPEs) and Bilingual Teaching Performance Expectations (BTPEs) in preparation to submit Cycle 2 of the California Teacher Performance Assessment (CalTPA) in a bilingual/dual language classroom. For bilingual interns, this seminar is taken after completing the BIL640A Bilingual Internship and BIL541A, and concurrently taken with BIL640B. For bilingual student teachers, this seminar is concurrently taken with BIL540B Bilingual Student Teaching. Grading is S, U or Incomplete (I).
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Prerequisite: BIL 640A; BIL 640B
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Prerequisite: BIL 640A; BIL 640B; BIL 640C
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
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Prerequisite: BIL 640A; BIL 640B; BIL 640C; BIL 640D; BIL 640E
This course constitutes an additional segment of a Bilingual Internship experience (4 months) as a teacher of record in a Bilingual/Dual Language Classroom to be completed until all program requirements have been met. Clinical practice placement in a district-university approved California K-12 bilingual/dual language classroom corresponding to the designated CSET area, meeting six Teaching Performance Experience (TPE) domains composed of 45 TPE elements plus the Bilingual Teaching Performance Expectations (BTPEs). Grading is S, U or In Progress (IP).
Degree Requirements
To receive a California Preliminary Multiple Subjects Teaching Credential with Bilingual Authorization, candidates must complete at least 72 graduate units, 31.5 of which must be completed in residency to meet the residency requirement.
A number of requirements must be completed prior to taking ITL600, including the successful completion of the Credential Packet. The Packet includes a number of requirements, such as cleared background clearance and a negative TB test. To better understand the requirements, please refer to the Sanford College of Education’s Credential Information section located in this catalog.
The CBEST, CSET (MS or SS), and CSET LOTE (Subtest III) must be passed prior to beginning the Multiple Subject Bilingual Authorization Credential Methods courses.
Each Teacher Education and Bilingual course (ITL, BIL) includes a required 4-hour field experience in a K-12 classroom representing the candidate’s credential area and a diverse bilingual/multilingual student population, with the exception of the Bilingual Clinical Practice courses.
Candidates choosing the Bilingual Internship Option to obtain the Preliminary Multiple Subject Teaching Credential with Bilingual Authorization will need to meet the internship eligibility requirements as outlined in the Credential Information section of the Sanford College of Education catalog.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Integrate the knowledge needed for engaging/supporting all K12 learners, including those with diverse learning needs, in Bilingual/Dual Language classrooms
- Integrate the knowledge needed for creating/maintaining effective learning environments for all K12 learners, including those with diverse learning needs, in Bilingual/Dual Language classrooms
- Integrate the knowledge needed for making subject matter comprehensible for all K12 learners, including those with diverse learning needs, in Bilingual/Dual Language classrooms.
- Integrate the knowledge needed for designing/planning learning experiences for all K12 learners, including those with diverse learning needs, in Bilingual/Dual Language classrooms
- Integrate the knowledge needed for assessing all K12 learners, including those with diverse learning needs, in Bilingual/Dual Language classrooms.
- Integrate the knowledge needed for being a legal, ethical, and professional educator for all K12 learners, including those with diverse learning needs, Bilingual/Dual Language classrooms
- Analyze and examine the philosophical, theoretical, historical, legal and legislative foundations of education policies, school programs and research on the effectiveness of Bilingual/Dual Language education and bilingualism in the United States
- Promote students’ social-emotional growth, bilingual development, and sense of individual and civic responsibility using asset-based interventions, restorative practices, and conflict resolution practices that foster a linguistically inclusive community
- Design learning experiences for all students that apply research on the cognitive and metacognitive effects of bilingualism, biliteracy, translanguaging and transliteracies as developmental linguistic processes including, but not limited to, cross-linguistic transfer, contrastive analysis, and language use
- Design bilingual instruction by planning, developing, implementing and assessing standards – aligned content instruction in English and target language which integrates knowledge of the linguistic repertoires and registers across contexts and content areas and transferability between primary and target language
- Employ a variety of culturally relevant, unbiased instructional and assessment strategies, appropriate to students’ transnational educational experiences, language proficiency and developmental levels in both languages, that promote student achievement across program models
- Demonstrate intercultural communication and interaction with families and communities that is linguistically and culturally responsive and affirming in order to empower families’ leadership development for civic engagement in bilingual/dual language education schools
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