M.A. and Teaching Credential Program

The overarching goal of our education master’s degree and teaching credential program is to develop teachers who are change agents and social justice advocates dedicated to fostering equitable and effective schooling and life opportunities for all students.

Upon completion of this one-year program, students earn a combined California SB2042 Preliminary Teaching Credential and Master of Arts Degree in Education. Our graduates are also well prepared to teach K-12 English language learners.

Want to learn more or get application help? Join us for our information session to get your questions answered, and then attend our application workshop. Current UCSC undergraduates can also take advantage of our 4+1 Contiguous Bachelor’s/Master’s Pathways and opportunities to enroll in our courses.

Program requirements

Curriculum

The Master of Arts in Education and Teacher Credential Program (MA/C) prepares teachers to serve California’s culturally and linguistically diverse children and youth. Through a combination of coursework, classroom placements, and research projects, students learn to integrate theoretical perspectives with teaching practice. We prepare our graduates to be informed, articulate, analytical leaders of educational reform within schools and the community. Learn more about our vision and principles >>

Our program has two main components: master’s level courses, and student teaching placements. In the master’s courses, students develop a theoretical and research-based perspective on important educational issues. Students also focus on practical applications through methods courses and student teaching placements. Master’s coursework and student teaching placements run concurrently during the majority of the program. Student teaching placements begin and end according to the local school districts’ academic calendars (generally late August to early June).

Learn more about student teaching placements

Generally, candidates in the teacher preparation programs participate in two student teaching placements. During both, they have support from teacher supervisors: exemplary, seasoned classroom teachers who lead credential cohorts in bi-weekly student teaching seminars. Teacher supervisors also perform direct observation and evaluation of credential candidates during their student teaching placements. Teacher supervisors provide mentorship and the perspective of extensive classroom experience to their students.

Student teachers receive their first classroom placement in August. They begin with initial observations of the class to become familiar with the students, classroom routines, and procedures and the teaching style of their cooperating teacher. Student teachers then assume increasing levels of responsibility within their placement, including teaching small groups, parts of lessons, and full lessons. The second student teaching placement typically begins at the end of November. This continues the gradual increase in responsibility for instruction, culminating with solo teaching, where student teachers lead classroom instruction for several weeks.

Program Learning outcomes

M.A./credential program graduates will:

Develop pedagogical skills for teaching specific content.
Monitor student learning during instruction.
Interpret and use assessment of student learning.
Use instructional strategies, activities, and resources that make content accessible to students.
Engage students in their learning through active and equitable participation.
Utilize developmentally appropriate teaching practices.
Understand and apply theories, principles, and instructional practices that promote English learners’ language development and access to core content.
Learn about students and plan instruction based on their backgrounds, needs, and abilities by strategically selecting and planning activities, materials, and resources.
Create and maintain effective environments for student learning.
Integrate pedagogical theory, research, and practice in planning, instruction, and assessment.
Develop as self-reflective, professional, and ethical educators responsible for student learning.

Credential options

Candidates are admitted into one of the following combined MA/C tracks:

Elementary (Multiple Subject) Credential

The multiple-subject teaching credential for elementary school teachers qualifies candidates to teach in self-contained elementary classrooms, typically in grades K-5, where all subjects are taught by the same teacher.

Secondary (Single Subject) Credential

The single-subject teaching credential for secondary teachers is used in a departmentalized setting, typically in grades 6-12, where the teacher is generally responsible for teaching one subject, such as math, science, English, or social sciences.

Subject area options

Single Subject Mathematics Credential: Subject matter competency in mathematics is a prerequisite to being fully admitted to the single subject credential program in mathematics. Candidates are allowed to teach all middle and high school math courses.
Foundational Mathematics Credential – The foundational credential allows candidates to teach middle school mathematics and some high school mathematics, including general mathematics, algebra, geometry, probability and statistics, and consumer mathematics.
Single Subject Science Credentials – Subject matter competency in science is a prerequisite to being fully admitted to the single subject credential program in science. Candidates select one of the following credential areas: Biological/Life Sciences, Chemistry, Geosciences, Physics
Foundational Science Credential – A Single Subject Teaching Credential in Foundational-Level General Science authorizes teaching only in general, introductory, and integrated science (integrated science through Grade 8 only).
English
Social Sciences

Approximately 50-70 students are enrolled in the MA/C program each year, with about half of those being Multiple-Subject credential candidates, and half being Single-Subject credential candidates. Students who are working toward the same credential are organized into small groups, called cohorts, in order to provide a collaborative learning environment.

Bilingual Authorization Program

The Bilingual Authorization Program prepares MA/C candidates in either the multiple subject or single subject credential program to add a Bilingual Authorization in Spanish, enabling them to teach in Spanish/English bilingual settings. Through a three-quarter sequence of bilingual coursework and bilingual field study practicum, candidates develop and demonstrate the knowledge, skills, and abilities related to bilingual education, bilingualism, and bilingual methodology.

Please note that, while the state of California allows Bilingual Authorization to be obtained after a candidate receives their initial credential, students in UCSC MA/C program must obtain their Bilingual Authorization concurrently with a preliminary multiple-subject or single-subject credential.

Meet our students and alumni

Aaron Cruz: High school biology teacher

2021 graduate Aaron Cruz said he was drawn to UC Santa Cruz’s MA/C program because of the program’s focus on shrinking the achievement gap between historically disadvantaged students and privileged students. He now teaches at East Side Union High School District, in San Jose.

Meghan Ueland: finding a community of support

2023 graduate Meghan Ueland said she was drawn to the program by its excellent reputation and the high demand for its graduates among local school districts. During her studies, she said the support of her professors, classmates, and teacher supervisor were instrumental for her success in the program.

Kent Harlow: making science lessons personally relevant

2024 graduate Kent Harlow holds an undergraduate degree in wildlife ecology and conservation biology, and he enjoyed working with mentors, peers, and students to create meaningful science lessons. One of his favorite memories is teaching about the effects of developing the riparian area in local San Lorenzo Park.

More student stories
More alumni stories

Timeline and workload

This is an intensive, full-time, 12-month program. Master’s candidates begin the program with a six-week summer session, then progress through three standard 10-week academic quarters (fall, winter, and spring) and finish with a final four-week summer session.

Due to the intensity of the MA/C Program, students are not encouraged to work during the program, and candidates will not be admitted on a part-time basis. If students choose to work, we recommend working no more than 10-16 hours per week while enrolled in the MA/C program. The intensity of the schedule for this one-year program, which includes both coursework and school placements, cannot be overemphasized.

Financial aid resources

Financial Aid programs for prospective teachers include the following:

UCSC Financial Aid Office
Financial Aid MA/C Brochure
TEACH Grant Program
CAL Grant Extension
Graduate Scholarships – Fellowships
Robert Noyce Teacher Scholars Program
Mark Bruce Fellowship for Math and Science Teachers
Education Department Scholarships, Awards, and Funding
Latinx Initiative for Future Teachers (described on this page)

Please see our advising page for additional information on cost of attendance and the federal financial add application process. Visit UCSC Housing to learn more about on and off-campus housing options.

Latinx Initiative for Future Teachers

UCSC’s Latinx Initiative for Future Teachers (LIFT) program provides selected Latinx students in the M.A./credential program with a $2,000 scholarship and reimbursement for some of the tests required to apply to a credential program. LIFT Scholars are also assigned a mentor, a local teacher of color, who provides guidance and support in navigating both graduate school and first-year teaching as a person of color in predominantly white institutions.

LIFT, funded by a U.S. Department of Education Hispanic Serving Institution (HSI) Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) grant, is central to the MA/C program’s efforts to address existing racial and ethnic disparities between California teachers and the students they serve. This project is also a response to the ongoing teacher shortage in California, which is most severe in communities serving some of California’s highest-need students.

Teacher Residency Programs

The M.A./Teaching Credential program has partnered with three districts in the region, Santa Cruz City Schools, Pajaro Valley Unified School District, and Salinas Union High School District, to offer teacher residency grants for up to 12 incoming students for the 2025-2026 year. Applications for these residencies will be available in January 2025, and notification of awards is anticipated for March 2025.

Learn more about the distinct advantages, key considerations, and financial support of this program through the California Commission on Teacher Credentialing website.

What is a Teacher Residency?

Selected teacher residents are hired by the respective district for the year they are in the M.A./Teaching Credential program.

Residents co-teach in the residency classroom from the first day of school to the last, with increasing time commitments and responsibilities as the year progresses. This program eases the learning curve of classroom management while providing stipends to teacher residents.

Residents must commit to teaching at their residency school for at least four years beyond their initial program year. Failure to earn a preliminary credential or complete the program will result in personal responsibility to reimburse the grant funding invested into residency.

Residency placements and stipends

Applicants who have connections to the district/region and are bilingual in Spanish are preferred.

Santa Cruz City Schools (SCCS) has four residency grants with a one-year stipend of $34,500 for single-subject mathematics and science applicants.
The Pajaro Valley Unified School District (PVUSD) has three residency grants with a one-year stipend of $34,500 for all single-subject applicants.
The Salinas Union High School District (SUHSD) has five residency grants with a one-year stipend of $40,000 for single-subject mathematics and science applicants.

Application requirements

The application window opens October 1, 2025, and ends January 31, 2026. The MA/C program’s admissions committee notifies applicants of their decision by mid-March, and accepted candidates must submit their “Statement of Intent to Register” to the UCSC Graduate Division by April 15. Admitted students matriculate in June.

We strongly recommend submitting all supplementary documents—including the subject matter knowledge requirements, basic skills requirements, and a certificate of clearance—along with your initial program application. All supporting documents must be received by June 10 at the latest, prior to official enrollment in the program. The GRE is not required for admission. Since our program offers a combined M.A. degree and credential, individuals who already have a valid teaching credential (either from California or out-of-state) are not eligible to apply. Similarly, we do not offer a credential-only option.

See additional information relevant to the application process under each of the special topics below:

Bilingual authorization

Bilingual Authorization Program applicants will be required to submit a one- to three-page essay in Spanish with their application to the MA/C program. The essay should address one of the following prompts:

Describa el contexto en que usted aprendió el español.
Describa su historia personal y cultural con las comunidades hispanohablantes.
Describa sus experiencias con la educación bilingüe.

Testing

If you are meeting the Basic Skills and/or Subject Matter requirements through testing, applicants submit score reports from CBEST and/or CSET (multiple subject, or single subject English, mathematics, science, or social science exams) to the Credential Analyst. Applicants should designate the UCSC Education Department in score reporting. Please note that, for applicants using testing, admission priority may be given to those who can already show passing test scores at the time of application.

Statement of purpose

UC Santa Cruz is committed to preparing teachers to work in underserved, high-needs schools that serve low-income communities. Given this programmatic emphasis, describe in your Statement of Purpose how your university coursework, personal experience, and/or professional experiences have addressed aspects of diversity similar to what we see in K-12 public schools. Be specific in listing relevant courses and experiences and how they address cultural and linguistic diversity.

The following UC Santa Cruz undergraduate education courses are examples of courses that meet this requirement: EDUC 128, Immigrants and Education; EDUC 141, Bilingualism and Schooling; EDUC 164, Urban Education; EDUC 181, Race, Class, and Culture in Education. Other courses within and outside the Education Department may also be acceptable.

Subject matter requirements

Please see additional information from the California Commission on Teacher Credentialing regarding options and requirements for documenting Subject Matter Requirements. For those who intend to use coursework to satisfy requirements, please fill out the relevant Subject Matter Guidance Form and upload with your application. Contact our credential analyst/ advisor Esperanza Zamora for coursework evaluations.

Certificate of Clearance

A Certificate of Clearance must be submitted directly to the UCSC Online Application. Please upload a copy of your valid Certificate of Clearance or Emergency 30-Day Substitute Teaching Permit into the online application.

Please follow the detailed instructions provided by the California Commission on Teacher Credentialing (CTC). Obtaining a Certificate of Clearance can take as little as 10 days and as long as several months. If your Certificate of Clearance does not arrive in time to upload with your application, you may upload a PDF copy of the email confirmation. Out-of-state/international applicants must contact our program for further instructions.

Please note that the CTC requires either a United States-issued Social Security Number (SSN) or Individual Tax Identification Number (ITIN) to apply for a Certificate of Clearance. The IRS issues ITINs regardless of immigration status, primarily for federal tax reporting.

Letters of recommendation

Three letters of recommendation are required; no more than five are accepted. If your recommender(s) address your experience and/or coursework related to cultural and linguistic diversity, this will strengthen your application.

Provide 1 or more letters (recommendation is 2) written by university faculty who can address your academic merit.
Provide 1 or more letters written by a professional in the field who has observed your work with children or youth in the applicable age group for the credential you are seeking through the UCSC Credential Program. This will serve as documentation of your field experience requirement.

Basic skills documentation

Please see additional information from the California Commission on Teacher Credentialing regarding options and requirements for basic skills documentation. If you’re using coursework or a combination of coursework and testing to meet requirements, please complete a 41-BSR form (do not sign the form). Contact our credential analyst/advisor Esperanza Zamora for coursework evaluation.

The current statutory language does not provide leeway for the acceptance of closely related subjects; the degree major match must be exact.

GPA and Transcripts

To be admitted, you must have a GPA of 3.0 or above. Transcripts are submitted directly through your application.

If you have not yet completed your degree, you may submit an unofficial transcript with your application. College coursework is evaluated with attention to content and grades or narrative evaluations, as well as consideration of the appropriateness of courses taken for the credential sought. If you are admitted to our program, we will require you to prove an additional official, sealed transcript (in addition to the one delivered to the Graduate Application Processing Center as part of the admission process). The second transcript copy must be hand-delivered by Dec. 1st to the Education Department for your credentialing file.

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