Credential Programs

(3 units) This course prepares students to critically examine contemporary and traditional thinkers in the field of educational psychology and philosophy. The readings and requirements for the course will empower students to begin developing their own praxis, a set of action steps that will then be enacted at school sites as students apply their own philosophies in the real world of education. This course emphasizes the social and political environment that gives rise to conditions of inequality in our schools and asks candidates to apply contemporary and traditional thinking in the field of educational psychology and philosophy to their work as agents of change within the system of schooling. Candidates will develop and articulate their plan for a safe and rigorous educational environment and will actively demonstrate this plan during in-class micro-teaching sessions that emphasize a culturally responsive teaching approach.

(3 units) This course examines schooling in contemporary U.S. society through comparative analysis across diverse populations and cultures, including cross-cultural contact and interactions within the classroom, school site, and school community. Explores issues related to inclusion for special needs students, English learners, and at-risk youth. Opportunities to acquire the knowledge and skills related to the instruction of English learners are provided, including state and federal legal requirements for the placement and instruction of English learners. Candidates will learn about pedagogical theories, principles and practices for English Language Development.

(3 units) Course participants will explore theoretical frameworks and instructional approaches to teaching reading and writing in the primary grades. The course will focus on a balanced approach to primary reading instruction with an emphasis on reading, writing, spelling, phonemic awareness, phonics instruction, comprehension, vocabulary, fluency, assessment, and planning and delivery of appropriate reading instruction. Instructional strategies appropriate for diverse learners and English learners are infused throughout the course. Students will read extensively of children’s literature and learn about a workshop approach to reading and writing. Participants will learn to plan lessons for effective student learning. Course participants are required to complete a field practicum tutoring a student in reading in a culturally and linguistically diverse classroom.

(3 units) This course provides candidates an introduction to creating positive and effective instructional environments for all learners, including those with special needs, English Language Learners, and students with cultural (linguistic, ethnic, socio-economic) differences. This course provides an overview of best practices to support diverse learners, a study of the 13 disability categories, how to develop accommodations and/or modifications that allow students to access to learning environments, and how Response to Intervention is used to identify students who require additional academic and/or behavioral support in the school environment. Candidates will learn how to effectively communicate and collaborate with IEP team members such as service providers and school psychologists in order to appropriately apply principles of Universal Design for Learning (UDL) to best support students with learning differences. Opportunities to acquire the knowledge, skills, and abilities related to instruction of English Learners is provided, including state and federal legal requirements for the placement and instruction of English Learners. Candidates will learn how to use restorative practices and PBIS to support students who struggle with behavior, mental health, and/or social-emotional challenges. Candidates will identify the skills required to fulfill their professional responsibilities as a teacher of all learners in an inclusive classroom environment. Fieldwork and coursework occur concurrently in this course for both Interns and non-Intern candidates.

(3 units) This course covers theories, practices, and ethical issues in creating positive, productive classroom and school learning environments. Emphasis is on implementing effective, positive, and respectful interventions. Focus of the course is on classroom management, functional analysis, developing individual support plans, and applied behavior analysis. The course covers assessment and the distinction between functional assessment and analysis with use of scatter plots, ABS data, interviews, FAOF systems, and others for use in applied settings.

(3 units) This course provides candidates for the education specialist credential with the knowledge and skills to develop and implement individual educational programs. Candidates examine special education law and the professional responsibilities of school personnel in fulfilling the legal mandates for services to special education students. Candidates learn to administer assessment protocols and to interpret the findings of the assessments for developing effective IEPs and instructional plans.

(3 units) This course covers aspects of transition of persons with disabilities from infancy to school age, kindergarten to post-secondary and life beyond high school with specific emphasis between academic levels Kindergarten to post-secondary and on secondary transition planning, individual transition plans (ITP) and related transition services. Specific curriculum and teaching methodologies will be presented. Additional emphasis is placed on understanding quality of life outcomes; friendships and social networks, person-centered planning, self-determination, choice, and family issues. Factors addressed include connection to academic content for skill development, post-secondary education options, career and employment development, independent living, transition and adult service agencies and providers, historical knowledge, related legislation, and transition assessment.

(3 units) This course provides candidates with the knowledge and skills to identify and partner with community-based organizations, families, service delivery organizations, and professional service providers internal and external to the school system to effectively implement instructional programs and support. The candidate learns to implement a comprehensive educational program which includes contents in academics including reading, writing, mathematics and specific needs for students who are neuro diverse, including students with emotional disorders, autism and traumatic brain injury. The benefits of collaborative planning with general education teachers, school counselors, para-educators, site administrators, family members, community-based service providers, and students are explored.

(3 units) This course introduces candidates to knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, academic language, building social relationships, and developing appropriate language goals within the IEPs for students. Develop accommodations and modifications specific to students with disabilities to allow access to learning environments, including incorporating instructional and assistive technology to optimize the learning opportunities and outcomes for all students, and to move them toward effective inclusion in general education settings.

(6 units) The course introduces the teacher candidate to the classroom environment and provides support through seminar classes. Candidates are assigned a classroom with a diverse student population. Students observe and assist in the classroom doing individual, small group and whole group instruction under the direct supervision of the classroom teacher. Seminar topics include classroom and time management, curriculum development, assessment, and working with at-risk, special needs and English Learners. Students will begin to examine and use edTPA rubrics for planning, instruction and assessment.

(6 units) This course supports the teacher candidate in a full-time school classroom with a diverse student population. The course has three components: supervised teaching, seminar, and Teacher Performance Assessment (edTPA) instruction and a Reading Seminar (for SPED candidates). Candidates complete either student teaching or an internship.

Student Teaching: Candidates complete a 13-week student teaching assignment. Students begin by teaching one subject per week, and then take full responsibility of teaching all subjects, under the direct supervision of the mentor teacher. Clinical Coach will be assigned to work with the candidate and mentor teacher.

Internship: Intern candidates complete a full semester as the teacher of record and under an intern credential. Interns who have secured their first internship after April 1, 2014 report to the Clinical Coordinator, who helps them log all instruction and support and supervision, as least 72 hours in this semester and at least 23 hours of specific instruction and support related to English Language development.

Seminar topics include classroom and time management, curriculum development, assessment, and working with at-risk, special needs and English language learners. Note: The following sections are used to indicate the program concentration:

• EDUC 731A -Multiple Subject - 6 unit
• EDUC 731B - Single Subject - 6 unit
• EDUC 731C - Special Education MMSN - 6 unit
• EDUC 731D - Special Education ESN - 6 unit

(3 units) Students will explore theories, major trends, and principles in the fields of reading and writing that render effective instruction for particular purposes. Attention will be given to what, why, when, and how specific components of reading and writing are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels. Participants will learn to plan lessons for effective student learning. Included within the course is a reading tutorial which provides prospective teachers experience working one-on-one with a secondary pupil.

(3 units) Elementary Language Arts, Social Studies, Visual and Performing Arts. This course provides multiple subject candidates with knowledge and practice in subject-specific methodology for teaching social studies, language arts, and visual and performing arts. Candidates will review the California State Frameworks as a basis for standards-based instructional planning. Candidates will earn to align learning objectives, instructional materials, and assessment protocols. Candidates will differentiate teaching to provide appropriate instruction to a range of students including those with identified special needs and English learners. Emphasis is on effective strategies for teaching social studies. Students will plan an effective year-long scope and sequence, daily lesson plans, and unit plans. Candidates also examine best practices for assessment and feedback and complete a Content Area Task focused on the assessment of social studies and language arts.

(3 units) Secondary Language Arts, Social Studies, Visual and Performing Arts. This course focuses on the characteristics of effective curriculum design and teaching for understanding for single subject candidates. Candidates will review the California State Frameworks and student academic content standards for the area authorized by their single subject credential area. Within the course, candidates receive 12 hours of breakout instruction with a credentialed teacher in their subject area. Particular emphasis will be on understanding the learning progression and planning instructional segments to address learning outcomes within each segment. Additionally, students will explore ways to integrate digital tools to engage students and deepen their learning. Artifact assignment is a year-long curriculum map and plan and 4 technology-infused unit plans.

(3 units) Elementary Math, Science (Health/PE).This course focuses on three elements: content knowledge, inquiry, and teaching strategies effective in teaching math and science, health and physical education at the elementary level. Learners explore the materials and tools of math, science, health and PE, observing, recording findings, collaborating with peers, and communicating their learning. Candidates will review the California State Frameworks as a basis for standards-based instructional planning. Emphasis is on effective strategies for teaching math, science, health and PE. Students will plan an effective year-long scope and sequence, daily lesson plans, and unit plans.

(3 units) Secondary Math, Science (Health/PE). This course provides single-subject candidates with additional knowledge and practice in subject-specific curriculum and methodology. Within the course, candidates receive 12 hours of breakout instruction with a credentialed teacher in their subject area. The focus of this course is on the cycle of assessment and in particular the strategies used to help learners rethink, revise and reflect on their learning, self-evaluations practices and building candidate’s capacity to tailor instruction to the needs of varied learning styles. Candidates will review the California State Frameworks and student academic content standards for the area authorized by their credential as a basis for standards-based instructional planning and implementation. Candidates will continue to differentiate teaching to provide appropriate instruction to a range of students including those with identified special needs and English learners.

(3 units) Course participants will explore theoretical frameworks and instructional approaches to teaching reading, language arts, and writing in grades 4-8. The course will focus on methods and materials for literacy instruction in the intermediate grades with an emphasis on comprehension instruction, vocabulary development, reading and writing connections, literature discussions, and writing development. Participants will read extensively from recent young adult literature and will explore how to assess and teach struggling intermediate readers. Reading and writing in content areas and development of digital literacy are also components of the course.

(3 units) Effective content literacy instruction and intervention is key to helping adolescents achieve success in their academic and personal lives. This course provides the credential candidate with theoretical and practical knowledge necessary to deliver effective content area instruction including the integration of literacy strategies to adolescent learners with a range of reading ability levels. Credential candidates will explore increasing students’ comprehension, vocabulary development, and writing abilities while engaging in reading text critically and deeply. Informal and formal literacy assessments will guide secondary content area literacy instruction. Digital literacy and technology are also explored.

(3 units) This course prepares students to critically examine contemporary and traditional thinkers in the field of educational psychology and philosophy. The readings and requirements for the course will empower students to begin developing their own praxis, a set of action-steps that will then be enacted at school sites as students apply their own philosophies in the real world of education. This course emphasizes the social and political environment that gives rise to conditions of inequality in our schools and asks candidates to apply contemporary and traditional thinking in the field of educational psychology and philosophy to their work as agents-of-change within the system of schooling. Candidates will develop and articulate their plan for a safe and rigorous educational environment and will actively demonstrate this plan during in-class micro-teaching sessions that emphasize a culturally responsive teaching approach.

(3 units) This course examines schooling in contemporary U.S. society through a comparative analysis across diverse populations and cultures, including cross-cultural contact and interactions within the classroom, school site, and school community. Explores issues related to inclusion for special needs students, English learners, and at-risk youth. Opportunities to acquire the knowledge and skills related to instruction of English learners are provided, including state and federal legal requirements for the placement and instruction of English learners. Candidates will learn about pedagogical theories, principles and practices for English Language Development.

(3 units) Course participants will explore theoretical frameworks and instructional approaches to teaching reading and writing in the primary grades. The course will focus on a balanced approach to primary reading instruction with an emphasis on reading, writing, spelling, phonemic awareness, phonics instruction, comprehension, vocabulary, fluency, assessment, and planning and delivery of appropriate reading instruction. Instructional strategies appropriate for diverse learners and English learners are infused throughout the course. Students will read extensively of children’s literature and learn about a workshop approach to reading and writing. Participants will learn to plan lessons for effective student learning. Course participants are required to complete a field practicum tutoring a student in reading in a culturally and linguistically diverse classroom.

(3 units) This course provides candidates an introduction to creating positive and effective instructional environments for all learners, including those with special needs, English Language Learners, and students with cultural (linguistic, ethnic, socio-economic) differences. This course provides an overview of best practices to support diverse learners, a study of the 13 disability categories, how to develop accommodations and/or modifications that allow students to access to learning environments, and how Response to Intervention is used to identify students who require additional academic and/or behavioral support in the school environment. Candidates will learn how to effectively communicate and collaborate with IEP team members such as service providers and school psychologists in order to appropriately apply principles of Universal Design for Learning (UDL) to best support students with learning differences. Opportunities to acquire the knowledge, skills, and abilities related to instruction of English Learners is provided, including state and federal legal requirements for the placement and instruction of English Learners. Candidates will learn how to use restorative practices and PBIS to support students who struggle with behavior, mental health, and/or social-emotional challenges. Candidates will identify the skills required to fulfill their professional responsibilities as a teacher of all learners in an inclusive classroom environment. Fieldwork and coursework occur concurrently in this course for both Interns and non-Intern candidates.

(3 units) This course covers theories, practices, and ethical issues in creating positive, productive classroom and school learning environments. Emphasis is on implementing effective, positive, and respectful interventions. Focus of the course is on classroom management, functional analysis, developing individual support plans, and applied behavior analysis. The course covers assessment and the distinction between functional assessment and analysis with use of scatter plots, ABS data, interviews, FAOF systems, and others for use in applied settings.

(3 units) This course provides candidates for the education specialist credential with the knowledge and skills to develop and implement individual educational programs. Candidates examine special education law and the professional responsibilities of school personnel in fulfilling the legal mandates for services to special education students. Candidates learn to administer assessment protocols and to interpret the findings of the assessments for developing effective IEPs and instructional plans.

(3 units) This course covers aspects of transition of persons with disabilities from infancy to school age, kindergarten to post-secondary and life beyond high school with specific emphasis between academic levels Kindergarten to post-secondary and on secondary transition planning, individual transition plans (ITP) and related transition services. Specific curriculum and teaching methodologies will be presented. Additional emphasis is placed on understanding quality of life outcomes; friendships and social networks, person centered planning, self-determination, choice, and family issues. Factors addressed include connection to academic content for skill development, post-secondary education options, career and employment development, independent living, transition and adult service agencies and providers, historical knowledge, related legislation, and transition assessment.

(3 units) This course provides candidates with the knowledge and skills to identify and partner with community-based organizations, families, service delivery organizations, and professional service providers internal and external to the school system to effectively implement instructional programs and support. The candidate learns to implement a comprehensive educational program which includes contents in academics including reading, writing, mathematics and specific needs for students who are neuro diverse, including students with emotional disorders, autism and traumatic brain injury. The benefits of collaborative planning with general education teachers, school counselors, para-educators, site administrators, family members, community-based service providers, and students are explored.

(3 units) This course introduces candidates to knowledge of students’ language development across disabilities and the life span, including typical and atypical language development, communication skills, academic language, building social relationships, and developing appropriate language goals within the IEPs for students. Develop accommodations and modifications specific to students with disabilities to allow access to learning environments, including incorporating instructional and assistive technology to optimize the learning opportunities and outcomes for all students, and to move them toward effective inclusion in general education settings.

(3 units) This course provides candidates for the Education Specialist Extensive Support Needs Credential with the knowledge and skills to develop and implement educational programs that ensure that learners with extensive support needs are able to participate in classrooms, schools and the community. Candidates will learn to collaborate to develop and implement instructional, social, and life skill goals that ensure access to the Common Core and leads to effective inclusion of students with extensive support needs in general education. Candidates demonstrate their competency to integrate age and ability appropriate instruction and accommodations at levels equal to the intensity of the needs of the student. This course provides a knowledge base and introduces the skills necessary for the teacher in contemporary inclusive educational environments to assess, plan for, instruct, an evaluate students with extensive support needs.

(6 units) The course introduces the teacher candidate to the classroom environment and provides support through seminar classes. Candidates are assigned a classroom with a diverse student population. Students observe and assist in the classroom doing individual, small group and whole group instruction under the direct supervision of the classroom teacher. Seminar topics include classroom and time management, curriculum development, assessment, and working with historically underserved, special needs and English Learners. Students will begin to examine and use edTPA rubrics for planning, instruction and assessment.

(6 units) This course supports the teacher candidate in a full-time school classroom with a diverse student population. The course has three components: supervised teaching, seminar, and Teacher Performance Assessment (edTPA) instruction and a Reading Seminar (for SPED candidates). Candidates complete either student teaching or an internship.

Student Teaching: Candidates complete a 13-week student teaching assignment. Students begin by teaching one subject per week, and then take full responsibility of teaching all subjects, under the direct supervision of the mentor teacher. Clinical Coach will be assigned to work with the candidate and mentor teacher.

Internship: Intern candidates complete a full semester as the teacher of record and under an intern credential. Interns who have secured their first internship after April 1, 2014 report to the Clinical Coordinator, who helps them log all instruction and support and supervision, as least 72 hours in this semester and at least 23 hours of specific instruction and support related to English Language development.

Seminar topics include classroom and time management, curriculum development, assessment, and working with at-risk, special needs and English language learners. Note: The following sections are used to indicate the program concentration:

• EDUC 731A -Multiple Subject - 6 unit
• EDUC 731B - Single Subject - 6 unit
• EDUC 731C - Special Education MMSN - 6 unit
• EDUC 731D - Special Education ESN - 6 unit