The UC Davis Teacher Education program is grounded in research- and evidence-based theories of teaching and learning that recognize that knowledge, skills, and dispositions are essential qualities of effective teachers (Shulman, 1986).  We are committed to preparing teachers who are equity-focused and center the framework of cultural responsiveness (Darling-Hammond & Bransford, 2007; Villegas, 2007). Our program design is informed by research on the science of learning and development to prepare our candidates to be teachers who can support all students to be successful. 

We understand teaching and learning through the relational developmental systems framework which captures the complexity of teaching and learning and recognizes that student learning and development is shaped by experiences and interactions inside and out of school (Fischer & Bidell, 2006; Rose, Rouhani, and Fischer, 2013). Based on this framework our program highlights the importance of building positive and trusting relationships with students in order to create a supportive learning environment;  providing high level content instruction and making that content relevant to students’ lives; recognizing the integral role of social emotional learning in academic achievement; and creating an environment that is responsive to individual student’s needs ((Darling-Hammond, et al., 2020). We also emphasize the importance of candidates becoming reflective practitioners who take an inquiry stance in their practice in order to examine their teaching in deep and meaningful ways (Zeichner & Liston. 2014.)

A core principle of the University of California, Davis Teacher Education Program is to prepare highly qualified teachers who are advocates for equity in learning for all students. Our programs are particularly effective in preparing our candidates to work with K-12 students who come from culturally and linguistically diverse communities. Course includes methods of teaching a second language and developing academic literacy in all discipline areas.

The design, implementation, and assessment of the UC Davis credential program is guided by its mission to prepare teacher-leaders who can assume four key roles in ethnically and linguistically diverse school communities. These roles are:

• Collaborative professionals who work with students, colleagues, and parents to forge effective teaching practices;
• Advocates for educational equity who champion high learning expectations for all students;
• Investigative teachers who continuously use inquiry examine, define, and refine their teaching practice to promote student learning, targeting underachieving students as a particular focus; and
• Reflective practitioners who employ classroom inquiry to improve teaching practice and create effective classroom communities

Our credential program offers an integrated model of coursework and year-long student teaching experience.  Our location allows us to place students in diverse school settings in urban, suburban, and rural school districts.

For the annual Title II Institutional Report, including results for UC Davis, see the Annual Institutional Report Cards section on the Commission on Teacher Credentialing website.

UC Licensure and Certification Disclosure: Notice to Students re: Professional Licensure and Certification