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.
Carmen Garcia: Finding financial support to achieve a lifelong dream
2025 graduate Carmen Garcia completed a full-year paid teacher residency during her time in the MA/C program, thanks to state grant funding. Through the residency, Garcia fulfilled her dream of returning to teach at Aptos High School, where she was once a student. She helped to teach 9th grade biology.
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.
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 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 assigned a mentor, a local teacher of color, who provides guidance and support based on their experiences navigating both graduate school and first-year teaching as a person of color in predominantly white institutions. The program is open to all students, consistent with state and federal law and UC policy.
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 2026, and notification of awards is anticipated for March 2026.
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, with a preference for applicants bilingual in Spanish with connections to the district/region.
- 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, with a preference for applicants bilingual in Spanish with connections to the district/region.
Admissions and 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.