male teaching a classroom of elementary students

Credential Programs

Your passion. Our pride. At Touro University, we take pride in training aspiring teachers and educators currently teaching with an emergency permit who are passionate about their subjects and meeting the needs of diverse California communities.

Our Credential Programs

Touro’s credential programs are designed to be flexible, affordable and focused on real-world fieldwork. All credential programs are approved by the California Commission on Teacher Credentialing. So the choice is yours. What would you like to learn?

Administrative Services

This credential allows you to lead pre-K to adult education programs in a variety of settings and focuses on preparing leaders for the future of education. Touro offers a preliminary and clear induction administrative services credential.

Teaching Credentials

We offer three teacher credential programs.

Single Subject and Multiple Subject

The multiple subject credential allows you to teach in elementary schools in California. The single subject credential allows you to work in middle schools and high schools in California.

Education Specialist

This credential allows you to teach in Special Education settings as appropriate.

Intern Credentials

Touro is approved by the California Commission on Teacher Credentialing to offer intern options for its elementary (multiple-subject), secondary (single-subject) and special education (educational specialist) teacher programs.

Dual Credential

The Dual Credential option is available for those interested in earning an Education Specialist Credential along with either a Multiple or Single Subject Credential. Please contact Dr. Linda Haymes at lhaymes@touro.edu for more information.

Program Highlights

TUC's Graduate School of Education is dedicated to your success. You will learn to apply knowledge in real, complex teaching situations; communicate effectively with a variety of audiences; collaborate with colleagues across disciplines; and serve the needs of the community.

In EACH of our credential programs, you will:

  • Receive extensive classroom experience. Observe instruction and participate immediately, thanks to our dynamic partnerships with local school districts.
  • Take advantage of small class sizes, close personal attention from faculty and constant access to advising.
  • Receive the best of both worlds, with synchronous, online instruction via Zoom, Monday through Thursday evenings beginning at 4pm.
  • Learn in an environment that prioritizes educational equity, reducing disparities and meeting the needs of all student populations.

Administrative Credential Programs

Preliminary Administrative Services Credential

The Preliminary Administrative Services Credential (27 units) is the same curriculum as the Master’s in Educational Leadership (30 units), minus one course - EDUC 792 Capstone Project Seminar

Start Term: Administrative cohorts begin each fall and, when there is student interest, in the spring.

Intern Administrative Credential option available.

California regulations allow an individual to be a school administrator while simultaneously going through an educational leadership program. Our program is accredited to provide that option to our educational leadership students who are earning their administrative credential.

Each candidate who is admitted into the Intern Program must possess the appropriate prerequisite credential, verification of experience, and evidence of meeting the basic skills requirement prior to recommendation for the intern credential and the assumption of intern administrative responsibilities.

Clear Induction Administrative Services Credential (12 unit program)

  • The Clear Induction Administrative Services Credential Program at Touro is a CCTC approved individual coaching program aligned to the 2013 California Professional Standards for Educational Leaders (CPSEL).
  • Candidates enroll in a 3-unit course each semester for four semesters to complete the two-year requirement.
  • Candidates are matched with a University trained coach who supports the candidate with regular coaching and the completion of an Individual Induction Plan. All coaching occurs at the candidate's job site.

Verification of experience must be on the district or employing agency letterhead and signed by the superintendent, assistant superintendent, director of personnel, or director of human resources. School or district personnel other than the applicant must verify all experience.

MULTIPLE & SINGLE SUBJECT TEACHING CREDENTIALS AND INTERNSHIPS

TUC's 36-unit, Multiple and Single Subject teaching credential programs generally allow students to complete coursework over three or four semesters. The credential courses are graduate-level work; with an additional 12 or 18 units, the credentialed teacher can earn a master’s degree in Equity, Diversity, & Inclusive Education or Innovative Learning.

Multiple Subject Teaching Credential: (36 Units)

EDUC 772 Elementary Literacy & Planning Instruction

(3 units) Course participants will explore theoretical frameworks and instructional approaches to teaching reading and writing in the primary grades. The course will focus on a balanced approach to primary reading instruction with an emphasis on reading, writing, spelling, phonemic awareness, phonics instruction, comprehension, vocabulary, fluency, assessment, and planning and delivery of appropriate reading instruction. Instructional strategies appropriate for diverse learners and English learners are infused throughout the course. Students will read extensively of children’s literature and learn about a workshop approach to reading and writing. Participants will learn to plan lessons for effective student learning. Course participants are required to complete a field practicum tutoring a student in reading in a culturally and linguistically diverse classroom.

*Teacher Candidates are Intern Eligible after completing these 3 introductory courses

EDUC 780 Orientation to Clinical Field Experience

(6 units) The course introduces the teacher candidate to the classroom environment and provides support through seminar classes. Candidates are assigned a classroom with a diverse student population. Students observe and assist in the classroom doing individual, small group and whole group instruction under the direct supervision of the classroom teacher. Seminar topics include classroom and time management, curriculum development, assessment, and working with historically underserved, special needs and English Learners. Students will begin to examine and use edTPA rubrics for planning, instruction and assessment.

EDUC 774 Curriculum & Instruction Methods 1: Elementary

(3 units) Elementary Language Arts, Social Studies, Visual and Performing Arts. This course provides multiple subject candidates with knowledge and practice in subject-specific methodology for teaching social studies, language arts, and visual and performing arts. Candidates will review the California State Frameworks as a basis for standards-based instructional planning. Candidates will earn to align learning objectives, instructional materials, and assessment protocols. Candidates will differentiate teaching to provide appropriate instruction to a range of students including those with identified special needs and English learners. Emphasis is on effective strategies for teaching social studies. Students will plan an effective year-long scope and sequence, daily lesson plans, and unit plans. Candidates also examine best practices for assessment and feedback and complete a Content Area Task focused on assessment of social studies and language arts.

EDUC 718 Inclusive School Environments for all Learners

(3 units) Provides candidates an introduction of creating positive and effective instructional environments for all learners, including those with disabilities and English Language Learners. This global overview includes a study of types of disabilities and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery. Opportunities to acquire the knowledge, skills, and abilities related to instruction of English learners is provided, including state and federal legal requirements for the placement and instruction of English learners. Candidates will learn about pedagogical theories, principles and practices for English Language Development. Candidates will identify the skills and abilities necessary to fulfill their professional responsibilities as a teacher in a variety of institutional structures and learning climates. Fieldwork and coursework occur concurrently in this course for both Interns and non-Intern candidates.

EDUC 776 Curriculum & Instruction Methods 2: Elementary

(3 units) Elementary Math, Science (Health/PE).This course focuses on three elements: content knowledge, inquiry, and teaching strategies effective in teaching math and science, health and physical education at the elementary level. Learners explore the materials and tools of math, science, health and PE, observing, recording findings, collaborating with peers, and communicating their learning. Candidates will review the California State Frameworks as a basis for standards-based instructional planning. Emphasis is on effective strategies for teaching math, science, health and PE. Students will plan an effective year-long scope and sequence, daily lesson plans, and unit plans.

EDUC 778 Advanced Elementary Literacy Instruction

(3 units) Course participants will explore theoretical frameworks and instructional approaches to teaching reading, language arts, and writing in grades 4-8. The course will focus on methods and materials for literacy instruction in the intermediate grades with an emphasis on comprehension instruction, vocabulary development, reading and writing connections, literature discussions, and writing development. Participants will read extensively from recent young adult literature and will explore how to assess and teach struggling intermediate readers. Reading and writing in content areas and development of digital literacy are also components of the course.

EDUC 781 ABCD Clinical Field Experience Practicum & Seminar

(9 units) This course supports the teacher candidate in a full-time school classroom with a diverse student population. The course has three components: supervised teaching, seminar, and Teacher Performance Assessment (edTPA) instruction (for Multiple/Single candidates) or a Reading Seminar (for SPED candidates). Candidates complete either student teaching or an internship. Student Teaching: Candidates complete a 13-week student teaching assignment. Students begin by teaching one subject per week, and then take full responsibility of teaching all subjects, under the direct supervision of the mentor teacher. A Field Supervisor will be assigned to work with the candidate and mentor teacher. Internship: Intern candidates complete a full semester as the teacher of record and under an intern credential. Interns who have secured their first internship after April 1, 2014, report to the Intern Support Coordinator, who helps them log all instruction and support and supervision, as least 72 hours in this semester and at least 23 hours of specific instruction and support related to English Language development. Seminar topics include classroom and time management, curriculum development, assessment, and working with historically underserved, special needs and English language learners.

*Note: The following sections are used to indicate the program concentration: EDUC 781A -Multiple Subject EDUC 781B - Single Subject EDUC 781C - Special Education Mild/Moderate EDUC 781D - Special Education Moderate/Severe

Single Subject Teaching Credential: (36 Units)

EDUC 770 Educational Psychology & Classroom Management

(3 units) This course prepares students to critically examine contemporary and traditional thinkers in the field of educational psychology and philosophy. The readings and requirements for the course will empower students to begin developing their own praxis, a set of action-steps that will then be enacted at school sites as students apply their own philosophies in the real world of education. This course emphasizes the social and political environment that gives rise to conditions of inequality in our schools and asks candidates to apply contemporary and traditional thinking in the field of educational psychology and philosophy to their work as agents-of-change within the system of schooling. Candidates will develop and articulate their plan for a safe and rigorous educational environment and will actively demonstrate this plan during in-class micro-teaching sessions that emphasize a culturally responsive teaching approach.

EDUC 771 Teaching Diverse Learners

(3 units) This course examines schooling in contemporary U.S. society through a comparative analysis across diverse populations and cultures, including cross-cultural contact and interactions within the classroom, school site, and school community. Explores issues related to inclusion for special needs students, English learners, and at-risk youth. Opportunities to acquire the knowledge and skills related to instruction of English learners are provided, including state and federal legal requirements for the placement and instruction of English learners. Candidates will learn about pedagogical theories, principles and practices for English Language Development.

EDUC 773 Secondary Literacy & Planning Instruction

(3 units) Students will explore theories, major trends, and principles in the fields of reading and writing that render effective instruction for particular purposes. Attention will be given to what, why, when, and how specific components of reading and writing are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels. Participants will learn to plan lessons for effective student learning. Included within the course is a reading tutorial which provides prospective teachers experience working one-on-one with a secondary pupil.

*Teacher Candidates are Intern Eligible after completing these 3 introductory courses

EDUC 780 Orientation to Clinical Field Experience

(6 units) The course introduces the teacher candidate to the classroom environment and provides support through seminar classes. Candidates are assigned a classroom with a diverse student population. Students observe and assist in the classroom doing individual, small group and whole group instruction under the direct supervision of the classroom teacher. Seminar topics include classroom and time management, curriculum development, assessment, and working with at-risk, special needs and English Learners. Students will begin to examine and use edTPA rubrics for planning, instruction and assessment.

EDUC 775 Curriculum & Instruction Methods 1: Secondary

(3 units) Secondary Language Arts, Social Studies, Visual and Performing Arts. This course focuses on the characteristics of effective curriculum design and teaching for understanding for single subject candidates. Candidates will review the California State Frameworks and student academic content standards for the area authorized by their single subject credential area. Within the course, candidates receive 12 hours of breakout instruction with a credentialed teacher in their subject area. Particular emphasis will be on understanding the learning progression and planning instructional segments to address learning outcomes within each segment. Additionally, students will explore ways to integrate digital tools to engage students and deepen their learning. Artifact assignment is a year-long curriculum map and plan and 4 technology-infused unit plans.

EDUC 777 Curriculum & Instruction Methods 2: Secondary

(3 units) Secondary Math, Science (Health/PE). This course provides single-subject candidates with additional knowledge and practice in subject-specific curriculum and methodology. Within the course, candidates receive 12 hours of breakout instruction with a credentialed teacher in their subject area. The focus of this course is on the cycle of assessment and in particular the strategies used to help learners rethink, revise and reflect on their learning, self-evaluations practices and building candidate’s capacity to tailor instruction to the needs of varied learning styles. Candidates will review the California State Frameworks and student academic content standards for the area authorized by their credential as a basis for standards-based instructional planning and implementation. Candidates will continue to differentiate teaching to provide appropriate instruction to a range of students including those with identified special needs and English learners.

EDUC 779 Advanced Secondary Literacy in the Content Areas

(3 units) Effective content literacy instruction and intervention is key to helping adolescents achieve success in their academic and personal lives. This course provides the credential candidate with theoretical and practical knowledge necessary to deliver effective content area instruction including the integration of literacy strategies to adolescent learners with a range of reading ability levels. Credential candidates will explore increasing students’ comprehension, vocabulary development, and writing abilities while engaging in reading text critically and deeply. Informal and formal literacy assessments will guide secondary content area literacy instruction. Digital literacy and technology are also explored.

EDUC 781 ABCD Clinical Field Experience Practicum & Seminar

(9 units) This course supports the teacher candidate in a full-time school classroom with a diverse student population. The course has three components: supervised teaching, seminar, and Teacher Performance Assessment (edTPA) instruction (for Multiple/Single candidates) or a Reading Seminar (for SPED candidates). Candidates complete either student teaching or an internship. Student Teaching: Candidates complete a 13-week student teaching assignment. Students begin by teaching one subject per week, and then take full responsibility of teaching all subjects, under the direct supervision of the mentor teacher. Field Supervisor will be assigned to work with the candidate and mentor teacher. Internship: Intern candidates complete a full semester as the teacher of record and under an intern credential. Interns who have secured their first internship after April 1, 2014 report to the Intern Support Coordinator, who helps them log all instruction and support and supervision, as least 72 hours in this semester and at least 23 hours of specific instruction and support related to English Language development. Seminar topics include classroom and time management, curriculum development, assessment, and working with at-risk, special needs and English language learners.

*Note: The following sections are used to indicate the program concentration: EDUC 781A -Multiple Subject EDUC 781B - Single Subject EDUC 781C - Special Education Mild/Moderate EDUC 781D - Special Education Moderate/Severe

EDUC 718 Inclusive School Environments for all Learners

(3 units) Provides candidates an introduction of creating positive and effective instructional environments for all learners, including those with disabilities and English Language Learners. This global overview includes a study of types of disabilities and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery. Opportunities to acquire the knowledge, skills, and abilities related to instruction of English learners is provided, including state and federal legal requirements for the placement and instruction of English learners. Candidates will learn about pedagogical theories, principles and practices for English Language Development. Candidates will identify the skills and abilities necessary to fulfill their professional responsibilities as a teacher in a variety of institutional structures and learning climates. Fieldwork and coursework occur concurrently in this course for both Interns and non-Intern candidates.

Special Education Credential Program

We offer the Education Specialist Preliminary Credential Mild to Moderate Support Needs and the Education Specialist Preliminary Credential Extensive Support Needs. Preliminary and Internship level credential coursework and support are provided for both. 

This special education credential allows you to teach in the area of specialization in K-12 in the following settings: full inclusion, mainstream, special day classes, special schools, resource rooms, and home or hospital settings.

University Internship in Special Education

University Internship Credentials are issued to individuals who have enrolled in the Touro University internship programs. These two-year programs are administered in partnership with local school districts and are designed to provide you with classroom experience while you complete coursework requirements for the preliminary credential. University Internship Credentials authorize the holder to serve, under the supervision of Touro University California and the holder’s employer, in the area or subject listed on the credential. University Internship Credentials are offered in:

  • Education Specialist Mild to Moderate Support Needs 
  • Education Specialist Extensive Support Needs

Requirements for internship credentials vary depending upon the type of internship credential sought and the specific program requirements established by the college or university through which the internship will be completed. Contact the program chair for more information regarding these programs.

Education Specialist Mild to Moderate Support Needs (MMSN) Curriculum

The education specialist mild to moderate support needs teaching program is 42 units. You’ll take classes in the evening and start in the spring, summer, or fall semester, taking classes part-time or full-time. Instruction is primarily face-to-face with hybrid elements depending on the course. Even when class sessions are online or the course is online these are predominantly synchronous mixed with some asynchronous opportunities. Program standards and TPE standards are introduced, practiced and assessed in a variety of ways. 

Teacher Candidates are Intern Eligible after completing these 3 introductory courses (must have CBEST (Basic Skills), US Constitution, and Subject Matter Competence)



AN ELECTIVE FROM EDUC 773 - 779



Education Specialist Extensive Support Needs (ESN) Curriculum

Teacher Candidates are Intern Eligible after completing these 3 introductory courses (must have CBEST (Basic Skills), US Constitution, and Subject Matter Competence)

Intern Credential Option

The Multiple Subject Teacher Intern Program and the Single Subject Teacher Intern Program provide an alternative method for obtaining a teaching credential through University Internship Credentials. 

The program is a post-baccalaureate teacher credential program and is designed to be completed in two years. 

The program combines teaching employment with part-time study. University Internship Credentials are only issued to individuals who are enrolled in the Touro University Multiple or Single Subject credential programs.

These one- to two-year programs are administered in partnership with local school districts and are designed to provide participants with classroom experience while they complete coursework requirements for the preliminary or professional clear credential.

University Internship Credentials authorize the holder to serve, under the supervision of the University and the holder’s employer.
The basic coursework and sequence of study is the same as the single- and multiple-subject curriculum but may include additional course requirements. 

Early Completion Intern Option (ECO)

The Early Completion Intern Option (ECO) is intended to provide individuals who have requisite skills and knowledge an opportunity to challenge the coursework portion of a Multiple or Single Subject Intern Program and demonstrate pedagogical skills through a performance assessment while in a Commission-approved intern program. All Commission-approved intern programs (both university and district) must offer early completion options to qualified candidates.