Application Process

Explain your reasons for entering the mental health profession, highlight related experiences, and any unique reasons for selecting Santa Clara University. Please provide all relevant background information about the context of the specific work you have done, as well as a description of the aspects of the work you find most engaging and/or meaningful.

Recall an experience you had working with children or youth in a formal, organized setting in the United States within the past 3 years. Provide a description of the experience (e.g., context, students, program, grade) and explain what aspects of this experience you found most engaging and/or meaningful. Additionally explain how this experience aligns with the mission of the department of education "...to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities."

1) For applicants with no prior Catholic school teaching experience: Please compose a statement focused on your reasons for becoming a Catholic schoolteacher and your experiences that have prepared you for a Catholic school teaching career (especially your work with children or youth). Conclude by discussing the connections between your reasons for becoming a Catholic schoolteacher, your experiences that prepared you for this career, and your goals as a learner in Santa Clara University’s preliminary teaching credential program.

2) For applicants who have already been working as Catholic school teachers (including teachers pursuing the preliminary credential via the Abbreviated Route): Please compose a statement focused on your recent Catholic school teaching experiences. Please be sure to include: Relevant background information about the context and the specific work you do there. Description of the aspects of the experience you find most engaging and/or meaningful. Thoughtful discussion of the impact of your work experiences on your personal and professional learning goals for the teaching credential program.

1) (If applying to the program WITHOUT the Preliminary Administrative Services Credential option): Explain how your personal and/or academic experiences have contributed to your desire to pursue an M.A. in Educational Leadership at SCU. Describe how your personal and professional goals align with the program and what you hope to gain as a result of completing this degree.

2) (If applying to the program WITH the Preliminary Administrative Services Credential option)" Please write a statement focused on your recent experiences as a teacher, school counselor or as another certificated position in a school or district office, including :

Relevant background information about the context and the specific work you do.  A description of the aspects of the work you find most engaging and/or meaningful A thoughtful discussion of the impact of your experiences on your personal and professional learning goals for the administrative services credential program or the Master of Arts in Educational Leadership degree program.

Applicants must demonstrate possession of recent (within the past 3 years), formal paid or unpaid experience working with groups of children or youth of the same age range as their intended area of teaching (5-14 for multiple subject, 12-18 for single subject). The following activities will NOT satisfy the expectations for admission to the MATTC program: teaching music, art, or dance lessons; working as a babysitter, nanny, or daycare provider; working with your own children, their friends, or members of your family; providing one­-on-­one tutoring in any academic or non­academic subject area.

There are 5 ways to demonstrate subject matter competence

1-YEAR SUMMER TRACK APPLICANTS 
Individuals applying for the Summer term (1-year MATTC program) are required to submit evidence of subject matter competence (e.g., CSEST multiple-subject or single-subject scores, or evidence of major or course equivalence) with their application. If CSET scores are not available at the time of application, exam registration dates should be provided. Passing scores must be submitted as soon as available.

SUMMER 2025 Applicants, evidence of subject matter competence must be received by February 1, 2025, in order to be considered “on time”. Applicants who are admitted to the program and submit evidence of subject matter competence after the deadline will be placed into their student teaching classroom on a first-come, first-serve basis. All scores received after February 1, 2025 will be subject to classroom placement availability.

Admitted applicants who do not submit their scores by June 1, 2025 will not be allowed to start in the Summer 2025 quarter and will be deferred to the Fall 2025 quarter, to take part in the 2-year MATTC program.

2-YEAR AND MID-YEAR APPLICANTS
Individuals applying for the WINTER 2025 MATTC admissions must provide evidence of subject matter competence (e.g., CSET (multiple-subject or single-subject) scores, or evidence of major or course equivalence), should be submitted by February 1st, 2025. If CSET scores are not available at the time of application, exam registration dates should be provided.

INTERN TRACK APPLICANTS
Individuals applying for the 2-year Intern track are encouraged to submit evidence of subject matter competence (e.g., CSET (multiple-subject or single-subject) scores, or evidence of major or course equivalence), with their MATTC application. If CSET scores are not available at the time of application, exam registration dates should be provided. Intern candidates must have evidence of subject matter competence on file at the time they petition for a University Intern Credential.

The pre-service MATTC pathway requires multiple subject candidates to complete 59 quarters units of coursework and single subject candidates to complete 53 units of coursework. For description of coursework see MATTC Course Descriptions site.

Candidates must successfully complete all coursework and meet all requirements for petitioning for a preliminary teaching credential.

Individuals interested in pursuing a Bilingual Authorization - Spanish must pass the CSET LOTE 3 (Spanish) exam prior to starting their BMATTC courses. BMATTC Pre-Service candidates who do not pass the CSET LOTE 3 (Spanish) exam before the start of their first quarter are still eligible to join the MATTC program. These candidates may add the Bilingual Authorization - Spanish at a later time once they have passed the CSET LOTE 3 (Spanish) exam.

CSET LOTE 3 (Spanish) test scores may be uploaded in PDF format through the online application portal. CSET LOTE 3 (Spanish) test scores may also be emailed in PDF format to the ECP Admissions office at ecpadmisisons@scu.edu.

The Pre-Service BMATTC pathway requires that candidates complete the MATTC course load plus three additional courses designed specifically for BMATTC candidates. BMATTC courses are taught in Spanish.

• Proof of valid California Teaching Credential, cleared prior to completing the Educational Leadership program
• Employment verification letter written on official letterhead and signed by employer

• Candidates must complete a petition for the credential
• A Program degree plan
• Certify 5 years of teaching experience
• Submit a copy of a valid teaching credential
• Santa Clara University transcript

• Proof of the applicants valid California Preliminary Administrative Credential
• Proof of certified employment as a school administrator

• Candidates must complete the accredited program at Santa Clara University
• Have 2 years of certified administrative experience
• Hold a valid California Preliminary Administrative Credential