Education, Teaching - MA, Credential

EDUC 216. Nature and Conditions of Learning. 3 units. Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259. Teaching English Learners. 3 units. This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grad of C or higher is required for passing this course. Prerequisites: Fingerprint and TB test clearance.

EDUC 250. Teaching and Assessment. 3-4 units. This course supports reflective teaching and learner-centered principles and practices in K-12 schools. The course focuses on state-adopted curriculum standards and frameworks in seven content fields, particularly on the content area of History/Social Science; approaches to classroom management; selection of curriculum materials at the state level; and evaluation. Topics include implementing appropriate teaching strategies for meeting the needs of students with special needs and culturally diverse learners; and using developmentally appropriate diagnostic, formative, and summative assessments to plan instruction. Technology is used to enhance curriculum design and student interaction with content knowledge. Prerequisites: EDUC 140; Fingerprint and TB test results.

SPED 295E. Positive Behavior Supports in the Classroom. 3 units. Theoretical and applied information that pertain to methods of providing positive behavioral support to students with and without disabilities in educational settings is examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate or Moderate/Severe Disabilities. Prerequisites: SPED 123, SPED 166 and admission to Teacher Education/Credential Candidacy or permission of SPED Program Lead.

EDUC 261. Literacy Development. 4 units. This course introduces methods and curriculum for teaching reading and language arts with integration of humanities and social science for students from kindergarten to eighth grade classrooms. The course focuses on theory-based effective instruction of reading, writing, listening and speaking across the curriculum. Students learn to analyze and evaluate effective literacy skills and strategies in teaching reading, writing, listening and speaking to K-8 students, and to apply and practice these skills and strategies in various instructional settings in various content areas. Emphasis is placed on the integration of reading and language arts throughout the curriculum. Twenty-four hours of fieldwork is required. This course is taken prior to Directed Teaching (Professional Practice).Prerequisite: admission to Teacher Education program with fingerprint and TB test clearance.

EDUC 270. Professional Practice (Internship). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 253. Teaching STEM. 4 units. Methods and curriculum presented for teaching science, technology, engineering and mathematics in self-contained classrooms. Topics include state-adopted content standards and curriculum frameworks; essential mathematics, technology, engineering, life, physical, and earth science themes, concepts, and skills; instructional planning and diverse and appropriate teaching strategies for meeting the needs of diverse learners, including mainstreamed and culturally diverse learners; principles and practices of evaluation of students’ learning. Fieldwork is required.

SPED 225X. Teaching Exceptional Learners. 2 units. This methods-based course is for candidates who will be teaching students with disabilities in the general education classroom. It is designed to provide professional educators with theoretical knowledge and practical strategies to effectively serve children with diverse abilities and needs in mainstream/integrated/inclusive general education programs. The course content reviews special education legislation, litigation, and instructional trends and issues related to educating children with special needs in the least restrictive environment. The course also addresses the needs of students from culturally and/or linguistically diverse backgrounds that are identified with a disability or with gifted and talented needs. Course topics will be explored through discussion, lecture, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, firsthand experience, and other related information. Fieldwork is required. Prerequisites: Admission to Teacher Education, fingerprint, TB test.

EDUC 272. Professional Practice Seminar. 2-10 units. This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential. Topics include multi-cultural education, child abuse, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning and conferencing skills. Prerequisite: EDUC 170 or EDUC 270.

EDUC 270. Professional Practice (Internship as needed). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 201. Techniques of Research. 3 units. Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

EDUC 270. Professional Practice (Internship as needed). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 216. Nature and Conditions of Learning. 3 units. Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259. Teaching English Learners. 3 units. This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grad of C or higher is required for passing this course. Prerequisites: Fingerprint and TB test clearance.

EDUC 267. Understanding Adolescents in the School Contexts. 3 units. This course is designed for secondary preservice teachers to consider the principles of adolescent development in context. Biological, cognitive, psychological, social, and moral development are examined to determine how these developmental pathways affect student achievement, motivation, and well being. The influence of family, peers, school, and the broader community on development are explored as well. Implications of current understandings of adolescent development on teaching, learning, and assessment is emphasized. In addition to class meetings, students participate in a practicum in order to apply learning in school settings.

EDUC 255. Teaching in the Content Areas. 3 units. This is the first of a multi-course series for Single Subject credential candidates to develop professional, reflective practices and abilities for teaching in single subject classrooms, especially in secondary schools. Candidates learn and apply current learning theories to planning, instruction, and assessment, focusing on the general knowledge, skills, and dispositions associated with managing contemporary, culturally diverse secondary classroom environments. Candidates will begin to learn about specific subject matter content and pedagogy and a variety of instructional and assessment strategies to benefit all learners. The needs of all secondary school students, including English Learners, and characteristics of the school environment will be emphasized for fostering effective teaching and learning.

EDUC 256. Content & Disciplinary Literacy Development in Secondary Schools. 3 units. This course provides an introduction to research-based content literacy instruction. The course focuses on preparing candidates to teach content-based reading and writing skills to a full range of students which includes struggling readers, students with special needs, and English Learners. A variety of content-based literacy strategies (reading, writing, listening, and speaking) is presented to facilitate learning in the content areas. The course meets credential requirements. Prerequisites: EDUC 140, admission to Creditial Candidacy, Instructor/Teacher Education Program permission, fingerprint and TB test clearance.

EDUC 254. Productive Learning Environments for Diverse Adolescents. 3 units. Candidates will consider the principles of adolescent development in context. Key concepts will be examined to determine how developmental pathways affect student achievement, motivation, and wellbeing. Adolescent development will also be addressed as a major consideration for effective classroom management with a focus on using culturally responsive techniques that contribute to productive learning environments and equitable student outcomes. Pre-service teachers will survey current discipline and management models and practice research-based strategies designed to promote positive classroom behavior. Establishing and maintaining relationships with families, students, and colleagues are explored as well as practices that contribute to teacher well-being and self-care. Prerequisites: Minimum GPA 2.5, Fingerprint and TB test clearance. Permission of instructor or curriculum and instruction department.

EDUC 270. Professional Practice (Internship). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 265. Teaching in the Content Areas II. 2 units. This is the second of a multi-course series for Single Subject credential candidates to develop professional, reflective practices and abilities for teaching in single subject classrooms, especially in secondary schools. The emphasis in this course is on content-specific practices. Candidates join their respective professional organizations and participate in those organizations’ professional development experiences. In addition to whole class meetings, candidates meet in content-specific seminars with practitioners in their content areas on a regular basis.

SPED 225X. Teaching Exceptional Learners. 2 units. This methods-based course is for candidates who will be teaching students with disabilities in the general education classroom. It is designed to provide professional educators with theoretical knowledge and practical strategies to effectively serve children with diverse abilities and needs in mainstream/integrated/inclusive general education programs. The course content reviews special education legislation, litigation, and instructional trends and issues related to educating children with special needs in the least restrictive environment. The course also addresses the needs of students from culturally and/or linguistically diverse backgrounds that are identified with a disability or with gifted and talented needs. Course topics will be explored through discussion, lecture, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, firsthand experience, and other related information. Fieldwork is required. Prerequisites: Admission to Teacher Education, fingerprint, TB test.

EDUC 272. Professional Practice Seminar. 2-10 units. This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential. Topics include multi-cultural education, child abuse, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning and conferencing skills. Prerequisite: EDUC 170 or EDUC 270.

EDUC 270. Professional Practice (Internship as needed). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 201. Techniques of Research. 3 units. Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

EDUC 270. Professional Practice (Internship as needed). 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade “C” or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 216. Nature and Conditions of Learning. 3 units. Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259. Teaching English Learners. 3 units. This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grad of C or higher is required for passing this course. Prerequisites: Fingerprint and TB test clearance.

EDUC 295E Positive Behavioral Support in the Classroom. 3 Units. Theoretical and applied information that pertain to methods of providing positive behavioral support to students with and without disabilities in educational settings is examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild to Moderate Support Needs and Extensive Support Needs.

EDUC 201. Techniques of Research. 3 units. Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

SPED 224. Assessment of Special Education Student. 3 units. The role of assessment in teaching students with disabilities is explored. In addition, teacher made tests, curriculum based assessment, portfolio assessment and commonly used standardized tests are examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate or Moderate/Severe Disabilities. Prerequisites: SPED 123, SPED 166 and admission to Teacher Education/Credential Candidacy or permission of SPED Program Lead.

SPED 242. Curriculum and Instruction for Students with Mild/Moderate/Severe Disabilities. 3 units. This course presents theoretical and applied information that pertain to methods of curriculum and instruction for students with mild to moderate to severe disabilities. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate or Moderate/Severe Disabilities. Prerequisite: Admission to Teacher Education program or permission of SPED Program Lead.

EDUC 261. Literacy Development. 4 units. This course introduces methods and curriculum for teaching reading and language arts with integration of humanities and social science for students from kindergarten to eighth grade classrooms. The course focuses on theory-based effective instruction of reading, writing, listening and speaking across the curriculum. Students learn to analyze and evaluate effective literacy skills and strategies in teaching reading, writing, listening and speaking to K-8 students, and to apply and practice these skills and strategies in various instructional settings in various content areas. Emphasis is placed on the integration of reading and language arts throughout the curriculum. Twenty-four hours of fieldwork is required. This course is taken prior to Directed Teaching (Professional Practice).Prerequisite: admission to Teacher Education program with fingerprint and TB test clearance.

SPED 228. Advanced Programming for Students with Mild/Moderate/Severe Disabilities. 3 units. Theoretical and applied information pertaining to the characteristics and educational needs of students with mild to moderate disabilities will be presented. This course will comply with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate and Moderate/Severe Disabilities. Course topics will be explored through discussion, lecture, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, first hand experience, and other related information. Prerequisite: SPED 123, SPED 166 and admission to Teacher Education/Credential Candidacy or permission of SPED Program Lead.

SPED 295A. Seminar: Crucial Issues in Special Education. 3 units. This course provides a methodology and format for advanced special education students and other related disciplines to explore crucial issues and trends and their historical origin. Course content includes attention to research and the development of positions on trends, issues and current law.

SPED 298M. Directed Teaching: Special Education (Mild/Moderate). 1-10 units. This student teaching experience provides an opportunity for candidates in the mild/moderate credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

SPED 298S. Directed Teaching: Special Education (Moderate/Severe)/ 1-10 units. This student teaching experience provides an opportunity for candidates in the moderate/severe credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

SPED 231. Evidence-Based Practices in Autism Spectrum Disorder. 3 units. Focused study on the autistic spectrum disorder though examination of research studies and applied information on effective program development. Students demonstrate knowledge of the characteristics and educational needs of children and adults who are diagnosed on the autism spectrum. Further, students demonstrate knowledge of evidenced based methodology as an overlay to examining assessment diagnosis, causes/risk factors, therapeutic behavioral, educational and social strategies, and family impact and dynamics. Students also demonstrate the ability to synthesize information and communicate effectively with parents, teachers, administrators, and care-givers. The course is designed for new or current professionals in education, school psychology, administration, and related helping professions. This course is a required course for all candidates for the Education Specialist credential in mild/moderate and moderate/severe disabilities.

EDUC 140. Transformational Teaching and Learning. 4 units. This is an introductory course that explores the complex relationships within and among local, state, and national levels of public instruction. The course introduces historical, legal, and social issues that affect diverse educational settings. Topics include key movements and legal cases of prominence in American education; demographic information about learners and schools in California; home, family and school partnerships; and professional stages in teaching careers (e.g., subject matter preparation, teacher education, initial licensure, induction programs, and professional development). The course also includes an introduction to “reflective practice”; an overview of stages in human development; prominent learning and motivation theories; the characteristics of learners with exceptional needs; and individual differences among learners, which include English language learners. This course is taken by students interested in Multiple Subject, Single Subject and/or Educational Specialist credentials. It is a prerequisite to Admission to Teacher Education, but it is open to all students at the University. Fieldwork requires fingerprint review and clearance at local districts and TB clearance. There are fees for these services.