Just for Future Science Teachers

Are you thinking of becoming a science teacher? What a great idea! See the resources below for information about becoming a science teacher. There are many reasons to choose teaching as a career: Intrinsic Reasons for Teaching

  • Joy of seeing students learn; potential to affect the lives of others
  • Performing a significant social service
  • Fellow teachers/colleagues relationships
  • Work you love to do; gives sense you are respected and appreciated
  • Love of subject taught; lifelong learning opportunities
Intrinsic Reasons for Teaching Science
  • Science teachers shape students’ lives and impact society
  • Science teachers are part of the scientific community
  • Science teachers influence the future
Extrinsic Reasons for Teaching
  • Salaries Beginning salaries for teachers in Southern California start around $45,000; veteran teachers may earn as much as $95,000. Teachers are paid additional stipends for coaching, serving in leadership roles, and for summer school teaching. Teachers move up the pay scale each year and jump extra steps for completing additional education.
  • Work Schedule Teachers typically work two semesters of 18 weeks plus 10 teacher work days. This means that teachers work about 185 days per year, compared to 260 week days of a standard year. Many teachers use the summer for rejuvenation, education or travel, or part-time employment.
  • Benefits Teaching offers great retirement plans and health/dental/vision benefits. Membership in teacher credit unions offer low interest loans.
  • Job Security Most teachers are tenured after two years.
  • Opportunities for Advancement Teachers may become curriculum specialists, department chairs, counselors, and school and district administrators.

View the following resources for additional information on becoming a science teacher:

Why Choose Cal State Fullerton for your Single Subject Credential Program?

    • Science candidates are part of a technology-rich cohort whoich focuses on the use of information, communication, and educaitonal technologies to improve teaching and learning in science.
    • Science methods and student teaching seminar are taught in the Synergy Classroom Laboratory, demonstrating the synergistic combination of science and technology
    • Students complete the Intel Education Essentials program during their EDSC 304 Educational Technology courswe.
    • Faculty model use of innovative technologies, including Blackboard, video streaming, online thinking tools, and audience response systems
    • Program completers are in high demand by Orange County schools as well as those in surrounding counties.
    • Programs are accredited by the National Council on Teacher Education (NCATE), the most prestigious accrediting body in the nation, and also by the California Commission on Teacher Credentialing (CCTC).
    • Candidates successfully complete the California Teaching Performance Assessment and prepare an Individualized Induction Plan for their employing district.
    • Field based program allows students to apply theory to practice in classroom settings. Cohorts of students study and work together under the direction and supervision of a team of university and K-12 faculty.
    • Methods courses and supervision are content specific.
    • Intern program (Professional Track) allows qualified candidates to earn their credential while employed as public school classroom teachers.
    • Science and education faculty are involved in our neighboring schools, collaborating with teachers to improve policy and practice. They have published numerous articles; obtained millions of dollars in annually funded grants; and are recognized regionally, nationally, and internationally.