Executive Summary
1.1 Program Summary
The mission of the Chapman Master of Arts in Curriculum and Instruction (MACI) and credential program is to prepare reflective teacher-researchers who use integrated, developmentally appropriate, and critical pedagogies, and are ready to collaborate within diverse educational communities in order to lead us towards a more economically, socially, environmentally and politically just world. MACI has four main tenants: 1) SERVICE that conceives of teaching as only one of many opportunities to “give back” or contribute to society; 2) SOCIAL JUSTICE that conceives of teaching as a direct means of addressing social inequities; 3) PRACTICE that focuses upon teaching as a profession with a scholarly knowledge base and a set of clinical practices that should be learned and developed through sustained collaboration; and 4) PARTNERSHIP with schools surrounding Chapman University, mutually informing our endeavors and working together toward a common goal.
As an accelerated 4+1 program, the MACI track becomes a pathway for Chapman undergraduate students who are of high academic and dispositional standing to complete their BA/BS, MA, and California state general education teaching credential in five years at a cost-effective rate. Students are preliminarily admitted to a cohort during their sophomore year and begin teacher credential-related coursework during their junior and senior undergraduate years. If they are successful (as measured by a program screening of GPA, a midpoint dispositional assessment, passing CSET scores, and the completion of a BA/BS degree from Chapman), students are formally admitted to the MACI program for a fifth year of study. During this time, they complete: 1) a one year immersive teaching residency in local public schools as student teachers; 2) their masters coursework; 3) a written master’s portfolio; and 4) an oral defense of their master’s work. MACI students may earn either a multiple subject credential or a single subject credential in one of the following areas: English, Social Science, Science or Mathematics. Bilingual teacher candidates are encouraged to add a supplementary authorization through the passing of additional CSET exams.
The MACI program graduated its first cohort of 14 credentialed teachers in 2018; the program continues to be a popular recruiting tool for prospective Chapman freshmen. The MACI design team is in a continual process of data-driven reflective program improvement. Immediate curriculum changes include revisions to two existing and required undergraduate courses: IES 340 (Children’s Literature and Literacy) and EDUC 451 (Educational Technology) to align with California Teaching Performance Expectations (TPEs). EDUC 451 will then replace a choice of one of three technology courses and be the sole course offered in educational technology. In addition, the MACI program recently received a CEEDAR grant to rework its scope and sequence to take advantage of the Common Trunk. Currently, a team of Attallah College of Education faculty and staff are working in conjunction with community partners from Orange Unified School District to rethink course scope and sequence and fieldwork experiences. The result will provide future MACI graduates with a BA/BS, general education credential, special education credential and master’s degree in five years. By doing so, we hope to produce even stronger teaching professionals from our program.
| Location | Delivery Model | Pathway |
| Chapman Main Campus | In Person | Traditional |
2. Organizational Structure
Provide an organizational chart or graphic to show how the program leadership and instructional personnel/staff are organized within the program and how the program fits into the education unit, including personnel serving in non-teaching roles, including the roles and responsibilities of those involved in assigning and placing mentors/coaches. The graphic should depict the chain of authority and include individuals up to the dean or superintendent level. If the program operates as a consortium with shared leadership, the graphic should include also include individuals serving in induction administrative roles in entities within the consortium.
Exhibit 2.1 Attallah College Education Program Organizational Chart
3. Faculty Qualifications (Instructional Personnel)
Three exhibits are required. One additional exhibit is only required if there are vacancies.
a. Submit a faculty distribution table that provides an overview of faculty. The table should include numbers of full time, part time, and adjunct faculty. Vacancies should also be noted.
| Full-Time Faculty | Part Time Faculty | Vacancy |
| 7 | 14 | Not applicable |
b. Programs must also submit a current annotated faculty list denoting which courses are taught by which faculty, including part time faculty members. It is not necessary to include intermittent adjunct faculty unless they are the only instructor for a particular course. The annotated list should include the faulty member’s name, degree, status (fulltime, part time, adjunct), and list of the courses he/she teaches.
Exhibit 3.2. MACI MS Annotated Faculty List with links to Faculty Vitae and Syllabi
c. Provide links to published documentation (e.g. job descriptions, online advertisements, contract language) regarding the experience and qualifications used to select adjunct faculty.
Required exhibits and links:
Exhibit 3.3 Published Adjunct Experience and Qualifications Requirements
Exhibit 3.3.1 Fieldwork Supervisor Mentor Criteria
Other Exhibits, if applicable:
Exhibit 3.4 Faculty Recruitment Documents (Not Applicable)
4. Course Sequence
Clear information about the sequence in which candidates take courses should be submitted. This should be a link to website, course catalog or other document that is readily available to candidates and prospective candidates. If the program is offered via more than one pathway or model, link to course sequence should be provided for each pathway or model, a link to course sequence should be provided for each pathway or model.
Exhibit 4.1 MACI Multiple Subject Teaching Credential Preliminary Course Information (course catalog)
Exhibit 4.1 MACI Multiple Subject Teaching Credential Preliminary Course Sequence (website)
5. Course Matrix
Each program must provide a matrix denoting the candidates’ opportunity to learn and master the competencies for that credential. Required course matrix templates for each program can be found on the Commission’s Program Review webpage.
These templates provide the candidate competencies for each program and must be used. The required courses for the program (course names not just course numbers) should go across the top of the matrix; the candidate competencies are listed in the first column.
Programs may add additional competencies specific to the institution’s program if needed. For each competency it should be noted when the candidate is introduced (I), practices (P), and is assessed for (A) the competency. These notations may occur under more than one course heading. Each notation should link to a specific place in the syllabus within that course that demonstrates that this is occurring. A partial sample follows.
Exhibit 5.1 MACI Multiple Subject Course Matrix
6. Fieldwork and Clinical Practice
Programs must provide specific evidence of meeting the requirements of clinical practice as described in the Commission standards for that program. The required documentation is:
6.1 A Table that denotes the number of hours that each candidate is required to participate in early fieldwork and supervised clinical practice and how those hours are broken out across fieldwork/clinical experiences. It is appropriate for programs to label fieldwork experiences using your institution’s nomenclature.
| Early Fieldwork | Supervised Clinical Practice (Student Teaching) | Total Hours |
| 55 | 1,200 | 1,255 |
a) Memorandum of Understanding (MOU), Partnership Agreement, or link to published supporting document that clearly delineates the requirements of each candidate placement in alignment with the requirements of the Commission program standards for that program; expectations and criteria for veteran practitioner selection, training and evaluation; and support and assessment roles and responsibilities for the program and the district.
Exhibit 6.2 MACI Memorandum of Understanding
b) Training Materials used to train Veteran Practitioners (for example, master teachers) serving in support and/or supervisory roles.
Exhibit 6.3 Training Materials for Veteran Practitioners Serving in Supporting Roles
Exhibit 6.3.1 Student Teaching Mentor Slides
c) Documentation such as a spreadsheet or table verifying appropriate placements for all candidates (first name, last initial is fine) that aligns with the particular program standards (refer to program standards for additional information). For example, in a Preliminary Multiple or Single Subject credential program the spreadsheet would verify that placements reflect socioeconomic and cultural diversity, support English learners, provide opportunities to work with students with disabilities, and have a fully qualified administrator (see MS/SS Program Standard 3 for additional criteria); whereas in a Preliminary Administrative Services credential program, the spreadsheet would verify that field experiences include a variety of diverse and realistic settings both in day to day functions… and in long-term policy design… (see ASC Program Standard 7 for additional criteria)
Exhibit 6.4 TE Appropriate Placement Table
d) Published Manuals or Handbooks or Advising Materials (links) that provide information to the district and candidates about expectations within the clinical experience including appropriate placements, veteran practitioner support, and information about clinical practice assessment.
Exhibit 6.5 Clinical Practice Advising Material
Exhibit 6.5.1 Student Teaching Handbook
e) Syllabi for supervised clinical experiences. The syllabi should include information regarding how the candidate is assessed during clinical practice. Copies of blank assessment instruments should be included.
Exhibit 6.6 Fieldwork/Clinical Practice Syllabi
Exhibit 6.6.1 Clinical Practice Assessment Instruments
7. Credential Recommendation
Two exhibits are required. Provide a brief description (200 words or less) of the program’s process to ensure that only qualified candidates are recommended for the credential. The description should include a link to the program’s candidate progress monitoring document or other tracking tool used to verify that candidate has met all requirements for the program prior to recommendation.
Exhibit 7.1 Description of process ensuring appropriate recommendation
Chapman University maintains individual student records through PeopleSoft. Program based staff monitor and ensure accuracy of student progress via PeopleSoft. Candidates are given regular electronic updates regarding satisfaction of program requirements and are permitted to view their files including program process, transcripts, and through student access to PeopleSoft at any time (see sample student record here) Attallah College does not retain any paper records and electronic files are password protected and only accessible to Chapman University personnel. All student records are retained electronically indefinitely.
Exhibit 7.1.1 Candidate Progress Monitoring Document