School of Education Course Descriptions

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School of Education Course Descriptions School of Education Course Descriptions

Teaching Credential Courses EDU 502 (3) RESEARCH-BASED LEARNING THEORY An overview of the major concepts, principles, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Effective instructional strategies that ensure active and equitable participation of all students are analyzed and applied. Research-based theories of human learning are examined as to how these theories and practices inform school policies and practices and affect student conduct, attitudes and achievements. EDU 504 (3) LEGAL, ETHICAL, AND WESLEYAN PERSPECTIVES ON EDUCATION Major concepts and principles regarding the historical and contemporary purposes, roles and functions of education in American society. Research on the social and cultural conditions of K-12 schools is analyzed in relation to the purposes, functions and inequalities of schools. Different perspectives on teaching and learning, alternative conceptions of education are explored. A professional perspective that recognizes the ethical and professional responsibilities of teaching is developed. Relevant state and federal laws pertaining to the education of all students to sustain a just, democratic society are examined. The role of Christian educators in public and private schools from the Wesleyan tradition and perspective is emphasized. EDU 506 (3) PRINCIPLES OF LANGUAGE ACQUISITION and Preparation to Teach English Learners This course provides candidates with the foundational understanding of English learners that equips candidates to use effective pedagogy for English learners in their classrooms to provide access to academic content and for language development. This course further provides candidates with a beginning understanding of the impact of cultural context on student learning (2042 Standards 5,7,13), language structure and use, first and second language development and their relationship to academic achievement (CTEL I Domains 1 and 2), assessment of English learners, foundations of English language literacy development and content instruction, and approaches and methods for ELD and Content Instruction (CTEL 2 Domains 1, 2, and 3) are examined. EDU 507 (3) PRINCIPLES OF LANGUAGE ACQUISITION FOR STUDENTS WITH MODERATE/SEVERE DISABILITIES Issues of language acquisition as related to students with Moderate/Severe Disabilities are the class focus. These include: assessment, behavior management, communication styles that impact learning, development of appropriate IEP goals, development of needed augmentative systems, and social skill instruction. EDU 508 (3) ASSESSMENT AND RESEARCH PRACTICES Analyzes assessment practices and instruments used to evaluate student academic achievement and social behavior. Relationships between theory and practice provide the basis for reflection to encourage application of proven pedagogical strategies in the classroom. EDU 520 (3) DIFFERENTIATED READING AND RELATED LANGUAGE ARTS INSTRUCTION FOR ALL LEARNERS Intensive instruction grounded in methodologically sound research and organized, systematic, explicit teaching of skills that promote fluent reading. Opportunities for candidates to learn, understand and effectively use materials, methods and strategies for all students, including students with varied reading levels and language backgrounds are provided. Instruction in reading and related language skills aligned with the state-adopted academic content standards is emphasized. The ability to deliver a comprehensive program of systematic instruction to ensure that students meet or exceed English Language-Arts (K-8) content standards for Word Analysis, Fluency and Systematic Vocabulary Development, Reading Comprehension, and Literary Response and Analysis is the goal. EDU 522 (3) DIFFERENTIATED WRITING AND RELATED LANGUAGE ARTS INSTRUCTION FOR ALL LEARNERS Grounded in methodologically sound research, the course provides intensive instruction in how to deliver a comprehensive program of systematic instruction to ensure that students meet or exceed English Language-Arts (K-8) content standards and English Language Development standards for Writing and Listening and Speaking. Opportunities for candidates to learn, understand and effectively use materials methods and strategies for all students, including students with varied writing levels and language backgrounds are provided. The acquisition of, understanding and effective using of systematic instructional strategies designed to make curriculum comprehensible to English learners is emphasized. EDU 524 (3) DIFFERENTIATED MATHEMATICS INSTRUCTION FOR ALL LEARNERS Planning of content-specific instruction consistent with state-adopted curriculum frameworks for physical education and health and the methods of delivery of that content and planning and delivery of content-specific instruction consistent with state-adopted K-8 mathematics standards is the focus. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. Includes instruction in how to model and teach students to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among K-8 students. EDU 525 (3) METHODS FOR TEACHING STUDENTS WITH MODERATE/SEVERE DISABILITIES Study of curriculum and instruction appropriate for individualized services including supplementary aids, services and technology. Curricular issues to be addressed include: modification of the curriculum within natural environments appropriate to student needs, selecting appropriate curricula and developing instructional plans based on a variety of assessments. Instruction methods and strategies that are appropriate for individuals with diverse needs, interests and learning styles are addressed. EDU 526 (3) DIFFERENTIATED ELEMENTARY SCIENCE, HEALTH, AND PHYSICAL EDUCATION INSTRUCTION FOR ALL LEARNERS The major concepts, principles and investigations in the science disciplines including effective laboratory and field activities will be utilized. Critical thinking skills, basic analysis skills, and study skills are incorporated into content-based instruction and active forms of social science learning. The process of interrelation of ideas and information within and across science, social studies, and other subject areas utilizing the academic content standards is emphasized. Included also are specific teaching strategies that are effective in achieving goals of a) the development of a variety of motor skills and abilities in students; student recognition of the importance of a healthy lifestyle; student knowledge of human movement; student knowledge of the rules and strategies of fames and sports; and student self-confidence and self-worth in relation to physical education and recreation; b) the acceptance of personal responsibility for lifelong health; respect for and promotion of health in others; understanding of the process of growth and development; and informed use of health-relations information, products, and services. EDU 528 (3) DIFFERENTIATED SOCIAL SCIENCE AND VISUAL AND PERFORMING ARTS INSTRUCTION FOR ALL LEARNERS The major concepts, principles and investigations in the social science disciplines are studied through in-depth case studies, historical literature, and cross-cultural activities. Critical thinking skills, basic analysis skills, and study skills are incorporated into content-based instruction and active forms of social science learning. The process of interrelation of ideas and information within and across science, social studies, and other subject areas utilizing the academic content standards is emphasized. Specific teaching strategies that are effective in achieving goals of the visual and performing arts including how the various art forms related to each other, other subject areas, and to careers are utilized to emphasize and enhance writing literacy and goals of the visual and performing arts framework. EDU 530 (3) DIFFERENTIATED INSTRUCTION FOR ALL LEARNERS IN THE SECONDARY CLASSROOM Promotes the development of knowledge and skills necessary to support the literacy development of secondary students across the content areas. Intensive instruction in reading and language arts methodology that is aligned with the content standards for language arts is provided. Areas of focus include: teaching of comprehension skills, vocabulary, text structure analysis, writing processes, and teaching oral and written language across a variety of settings/functions. The ability to deliver a comprehensive program of systematic instruction to ensure that students meet or exceed English Language-Arts (9-12) content standards for Word Analysis, Fluency and Systematic Vocabulary Development, Reading Comprehension, and Literary Response and Analysis is the goal. EDU 532 (3) SECONDARY CONTENT AREA LITERACY Promotes the development of knowledge and skills necessary to support the literacy development of secondary students across the content areas. Intensive instruction in reading and language arts methodology that is aligned with the content standards for language arts is provided. Areas of focus include: teaching of comprehension skills, vocabulary, text structure analysis, writing processes, and teaching oral and written language across a variety of settings/functions. The ability to deliver a comprehensive program of systematic instruction to ensure that students meet or exceed English Language-Arts (9-12) content standards for Word Analysis, Fluency and Systematic Vocabulary Development, Reading Comprehension, and Literary Response and Analysis is the goal. EDU 533 (3) FOUNDATIONS OF SPECIAL EDUCATION AND CHARACTERISTICS OF STUDENTS WITH DISABILITIES An overview of the major educational practices of special education, including emergent issues, theories and research. The purpose of special education, laws, ethical concerns, perspectives, characteristics and needs of students with disabilities will be examined. This course provides an introduction to the foundations necessary to provide special education services in the school system. Behavior management strategies for creating effective, safe learning environments will be addressed. EDU 534 (3) GENERAL METHODS FOR SECONDARY TEACHERS Demonstration of mastery of specific competencies including writing objectives and student learning plans to make content accessible to all students, classroom management, interpretation and use of assessment, appropriate questioning, and use of technology in the classroom. Extensive use of demonstration lessons provides opportunity for reflection on practices attempted. EDU 536 (3) CURRICULUM DEVELOPMENT, INNOVATION AND EVALUATION Mastery of specific knowledge and skills needed for effective instruction in their content areas. Curriculum is analyzed and modified as necessary to maximize student learning and curricular alignment to the California Standards and Frameworks. EDU 540 (1-4) STUDENT TEACHING/Intern Teaching I Candidates observe and participate as teachers in the appropriate grade level classroom. Student teachers are “phased in” over a period of several weeks to an appropriate amount of full-day experience. Graded Credit/ No Credit. EDU 541 (1) STUDENT TEACHING/Intern Teaching inquiry AND REFLECTION I Application of principles of effective classroom management that maximize instructional time and enhance student academic achievement and social behavior. Candidates demonstrate their ability to create and maintain a positive learning environment. Seminar-like. Repeated twice, once each in conjunction with student teaching experiences. Graded Credit/No Credit in Arcadia and Bakersfield. EDU 550 (1-4) STUDENT TEACHING/Intern Teaching II Candidates assume full-day responsibilities sooner in the K-12 grading period in which the assignment is completed. Graded Credit/No Credit. Co or Prerequisite: Education 540. EDU 551 (1) STUDENT TEACHING/Intern Teaching INQUIRY AND REFLECTION II Continuation of Education 541. Graded Credit/ No Credit in Arcadia, Bakersfield, and Inland Empire. Prerequisite: Education 541. EDU 555 (.5 UNITS FOR 4 SEMESTERS= 2 UNITS) EDUCATIONAL SPECIALIST INTERN SUPPORT SEMINARS Seminar designed for processing urgent issues that interns face in their classrooms. Reflection on the link of theory and practice will create a network of professionals addressing learners with special needs. This network will help problem solve from a variety of perspectives, be able to identify resources, introduce interns to effective practitioners and build professional collegiality between and among those serving in different districts. Graded Credit/No Credit. EDU 560 (1-4) SPECIAL EDUCATION STUDENT TEACHING II Student teaching experience with students identified as having mild/moderate disabilities. Candidates supervised by an on-site master teacher and a university supervisor. Each candidate demonstrates basic skills in competencies that ensure appropriate learning and support experiences for students with mild/moderate disabilities. Graded Credit/No Credit. EDU 561 (1) SPECIAL EDUCATION STUDENT TEACHING INQUIRY AND REFLECTION II Continuation of Student Teaching I Inquiry and Reflection with a special focus on issues faced by educators serving those with mild/moderate disabilities. Graded Credit/ No Credit in Arcadia, Bakersfield, and Inland Empire. EDU 570 (1-4) SPECIAL EDUCATION SUPERVISED INTERN TEACHING I In this course interns complete all of their Supervised Intern Teaching in Special Education placements, but have specialized guided observations so that they will better see their role in collaboration with other educators. In addition, whenever possible, interns work alongside other teachers to assist students with special needs in the regular education classroom. Each candidate demonstrates basic skills in competencies that ensure appropriate learning and support experiences for students identified with mild/moderate disabilities. Feedback on classroom practice is provided by both an on-site supervisor and a university supervisor. Graded Credit/No Credit. EDU 571 (1) SPECIAL EDUCATION SUPERVISED INTERN INQUIRY AND REFLECTION I Seminar course where interns strengthen their ability to reflect upon and then improve their practice as related to classroom management, instructional strategies, consultation, collaboration as well as parent/community involvement. Taken in conjunction with Supervised Intern Teaching. Graded Credit/No Credit. EDU 580 (1-4) SPECIAL EDUCATION SUPERVISED INTERN TEACHING II Continuation of Education 570. Graded Credit/No Credit. EDU 581 (1) SPECIAL EDUCATION SUPERVISED INTERN INQUIRY AND REFLECTION II Continuation of Education 571. Graded Credit/No Credit. EDU 590 (1-3) SPECIAL STUDIES IN EDUCATION Intensive study in a special topic in education under the direction of faculty member. Consent of regional center director is required. May be repeated for a total of six units. Graded Credit/No Credit. EDU 591 (0.5-3) WORKSHOP IN EDUCATION Intensive study in a special topic in education involving university faculty and expert consultants. Consent of regional center director is required. May be repeated for a total of six units. Graded Credit/No Credit. EDU 599 (1-3) RESEARCH IN EDUCATION Open to students of proven ability. Consent of regional center director is required. May be repeated for a total of six units. Graded Credit/No Credit. Common Courses Required for all Preliminary Credential Programs EDU 600A (0) Orientation to assessment Throughout the preliminary teaching credential program students participate in the performance based assessment system "CalTPA." The four assessments are submitted in various courses throughout the program. This seminar introduces students to the concepts and procedures for submission. Students already holding a Multiple Subject or Single Subject preliminary teaching credential are exempt from this course. Corequisite: Education 600 or first semester enrolled in the M.A.T. or preliminary credential program. TPA Assessment fee is attached to this course. EDU 600 (3) Foundations of Education and Learning Theory This survey course provides an overview of the major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society as well as an overview of the major concepts, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Wesleyan perspectives in education are introduced. Effective instructional strategies that ensure active and equitable participation of all learners, as well as modifications for diverse learners with exceptionalities, are observed through fieldwork experiences. Corequisite: Education 600F. EDU 600F (.5) Fieldwork for Foundations of Education and Learning Theory This fieldwork course requires 15 clock hours of observation and participation specific to learning theory in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 600. EDU 601 (3) Language Acquisition and Diverse Populations This theory course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socio-economically diverse are introduced and applied through fieldwork experiences. Corequisite: Education 601F. EDU 601F (.5) Fieldwork Language Acquisition and Diverse Populations This course requires 15 clock hours of observation and participation specific to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 601. EDU 602 (3) Foundations of Special Education (TPA 1) This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices including differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed. This course meets the special education mainstreaming requirement for all basic teaching credentials. It is through this course that each candidate completes the CalTPA task “Subject Specific Pedagogy” as a performance-based measure of the knowledge and skills taught in this course. EDU 603 (3) Classroom Assessment and Research Practices This methodology course analyzes assessment types, practices, and instruments used to evaluate student academic achievement utilizing formative, summative, formal, informal, as well as classroom-based and standardized measures. Candidates apply the knowledge and skills to design both whole class and differentiated instruction and assessments based on learner profiles. The relationship between theory and practice provides the basis for reflection to encourage application of research-based assessment strategies in the classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course. Multiple Subject Courses Courses numbered EDU 610-619 are required only for the Multiple Subject Credential (All Special Education candidates take Education 610, and Special Education elementary candidates take Education 612; Secondary candidates take Education 621). EDU 610 (3) Methods of Teaching Reading and Writing This methodology course provides intensive instruction grounded in sound research to enable candidates to deliver a comprehensive program of systematic, explicit, and meaningfully-applied instruction in reading, writing, listening, and speaking. Opportunities for candidates to learn, understand and effectively use materials, methods, and strategies to include culturally diverse literature for all learners are provided. Instruction is aligned to the state adopted English Language Arts Content Standards (K-8) and the English Language Development Standards. This course includes intentional practice of classroom management, active, and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course. Corequisite: Education 610F. EDU 610F (.5) Fieldwork for Methods of Teaching Reading and Writing This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 610. EDU 611 (3) Interdisciplinary Approaches to Teaching in the Content Areas This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across science, social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening and speaking across content areas. Instruction is aligned to the state adopted content standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course. EDU 612 (3) Differentiated Mathematics Instruction for all Learners (TPA 2) This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among (K-8) learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task “Designing Instruction” as a performance-based measure of the knowledge and skills taught in this course. Corequisite: Education 612F. EDU 612F (.5) Fieldwork for Differentiated Mathematics Instruction for All Learners This course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 612. Single Subject Courses EDU 620 (3) Literacy Instruction for Secondary Teachers This methodology course teaches the knowledge and skills necessary to support the literacy development of secondary learners, including English learners, across the content areas. The core areas of reading, writing, listening, and speaking, as outlined in the English Language Arts (7-12) content standards, and the English Language Development standards, serve as the foundation and the focus. The development of reading comprehension skills, vocabulary development, and literary response and analysis and culturally diverse literature are emphasized. Instruction also emphasizes reading and writing across the curriculum to support content area knowledge. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Corequisite: Education 620F. EDU 620F (.5) Fieldwork for Literacy Instruction for Secondary Teachers This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 620. EDU 621 (3) General Methods for Secondary Teachers (TPA 2) This methodology course explores current pedagogy and its research underpinnings with the goal of implementing specific strategies, techniques, and practice of the methods presented. Candidates will demonstrate mastery of specific competencies including literacy and language development in detailed lesson plans to make content accessible to all learners through developmentally appropriate pedagogy, effective questioning techniques, and use of appropriate resources. Candidates’ demonstration lessons provide opportunity for reflection on attempted practices. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task “Designing Instruction” as a performance-based measure of the knowledge and skills taught in this course. Corequisite: Education 621). EDU 621F (.5) Fieldwork for General Methods for Secondary Teachers This fieldwork course requires 15 clock hours of observation and participation specific to content area teaching strategies in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 621. Single Subject Pedagogy Courses The following courses in the Single Subject program are offered at a central location and offered once per year for candidates at all regional centers. EDU 622 (3) Methods of Teaching Secondary Language Arts This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of language arts. Candidates become familiar with a variety of specific methods to use in teaching literature, composition, and language. Among topics include: trends in English curriculum development, the six-trait writing process, assessment, classroom application of various forms of technology, and professional organizations. Instruction is aligned to the state adopted English Language Arts Content Standards (7-12) and the English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Literature 535, Methods of Teaching English (3)). EDU 623 (3) Methods for Teaching Secondary Mathematics This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of mathematics content. Topics include: strategies and models for developing mathematical concepts, building skills for understanding and communicating mathematical ideas effectively, and techniques for teaching critical thinking and problem solving. Attention is also given to: methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, micro-teaching of a math lesson, selection of materials, inclusionary practices, classroom application of various forms of technology, and techniques for assessment. Instruction is aligned to the state adopted Mathematics Content Standards (7-12) and the English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Mathematics 463, Secondary School Mathematics, (3); PLNU students who complete Mathematics 463 are exempt from taking Education 623 for their preliminary single subject credential program but need to replace it with three hours of a graduate-level elective for the M.A.T. degree). EDU 624 (3) Methods of Teaching Secondary Science This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of life and physical sciences. Topics include: pedagogical content knowledge, curriculum selection and design, safe laboratory management and operation, integration of language arts and mathematics in the science curriculum, methods and modalities of science teaching, assessment, classroom application of various forms of technology, and professional organizations. Micro-teaching, classroom observation and group and self-evaluation are included. Instruction is aligned to the state adopted Science Content Standards (7-12) and the English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. EDU 625 (3) Methods of Teaching Secondary Social Science This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of both the social and behavioral sciences. Topics include: instructional planning, evaluation and questioning techniques, research methods, and professional organizations. Instruction is aligned to the state adopted Social Science Content Standards (7-12) and the English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. EDU 626 (3) Methods for Teaching Secondary Foreign Language This methods course is based on the organizing principles of the California State Framework, the National Standards for the Learning of Foreign Languages in the 21^st Century, the American Council on the Teaching of Foreign Guidelines and current research in methodology in foreign language instruction. Topics include: instructional planning, selection and classroom application of various forms of technology, evaluation and questioning techniques, research methods, and professional organizations. Each candidate will develop a unit of instruction suitable for a secondary level classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. EDU 627 (3) Methods for Teaching Secondary Visual Arts This methods course introduces the study to the theory and practice of teaching visual arts in secondary schools. Content is designed to address content areas of the California Visual Arts Standards in middle and high schools. Topics include: instructional planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state and national content standards and assessments, research methods, professional organizations (National Association of Art Educators), and the inclusive classroom. Each candidate develops a unit of instruction suitable for a secondary level classroom. Each candidate is required to prepare a final portfolio of the semester’s work. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Art 455, Visual Arts in the Classroom II, (3); PLNU candidates who complete Art 455 are exempt from taking Education 627 for their preliminary single subject credential program but need to replace it with three hours of a graduate-level elective for the M.A.T. degree). EDU 628 (3) Methods for Teaching Secondary Physical Education This methods course introduces the philosophical bases, instructional techniques and procedures, and the various elements involved in teaching physical education at the secondary level. Topics include: classroom teaching methods, practical application, and the California State Framework in Physical Education. Each candidate is required to prepare a final portfolio of the semester’s work. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Physical Education 416, Methods of Teaching Secondary Physical Education, (3); PLNU candidates who complete Physical Education 416 are exempt from taking Education 628 for their preliminary single subject credential program but need to replace it with three hours of a graduate-level elective for the M.A.T. degree). NOTE: EDU 629 is offered for content areas where there are not enough enrollees in Education 622-628 and would be combined into one section with several content areas not addressed in Education 622-628 (i.e., Business, Music, Agriculture, and Home Economics). EDU 629 (3) Content Specific Pedagogy for Secondary Teachers This methodology course introduces candidates to a variety of assessments, instructional, and management strategies as related to secondary content subject matter. Candidates explore the delivery of instruction in the content areas in which they seek their credential with extensive research, practice, and reflection. Topics include: lesson planning and formative assessment. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Music Education 454, Secondary School Music Methods, (3). PLNU candidates who complete Music Education 454 are exempt from taking Education 628 for their preliminary single subject credential program but need to replace it with three hours of a graduate level elective for the M.A.T. Degree). Elementary Student Teaching/Intern Courses EDU 630 (4) Elementary Clinical Practice I This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university assigned elementary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the elementary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. This course is graded Credit/No Credit. Corequisite: Education 631. Prerequisites: Approval to student teach and completion of all Teacher Education admission requirements, Education 600, Education 600F, Education 601, Education 601F, Education 602, Education 610, Education 610F, Education 611, Education 612, Education 612F. EDU 631 (1) Elementary Clinical Practice Seminar I (TPA 3) This seminar course supports the Student Teaching I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that Each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 630. EDU 632 (4) Intern Elementary Clinical Practice I This Clinical Practice experience provides the Intern candidate with an opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor. Candidates learn to manage and apply instructional strategies in the elementary classroom with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 633. Prerequisites: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements, Education 600, Education 600F, Education 601, Education 601F, Education 602, Education 610, Education 610F, Education 611, Education 612, Education 612F. EDU 633 (1) Intern Elementary Clinical Practice Seminar I (TPA 3) This seminar Course supports the Intern Elementary Clinical Practice I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 632. EDU 634 (4) Elementary Clinical Practice II This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in an elementary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new elementary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 635. Prerequisites: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements, Education 630 or Education 632. EDU 635 (1) Elementary Clinical Practice Seminar II (TPA 4) This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching divers populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 634. EDU 636 (4) Intern Elementary Clinical Practice II This Clinical Practice experience provides the Intern candidate with an additional opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor. Interns complete all their Supervised Intern Teaching in the grade level where they have been hired as “Teacher of Record.” Candidates continue to learn to manage and apply instructional strategies in the elementary classroom with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 637. Prerequisite: Approval for Intern Clinical Practice II and completion of all Teacher Education admission requirements. EDU 637 (1) Intern Elementary Clinical Practice Seminar II (TPA 4) This seminar course supports the Intern Secondary Clinical Practice II experience through additional classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 636. Secondary Student Teaching/Intern Courses EDU 640 (4) Secondary Clinical Practice I This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university assigned secondary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the secondary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communications. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 641. Prerequisites: Approval to student teach and completion of all Teacher Education admission requirements, Education 600, Education 600F, Education 601, Education 601F, Education 602, Education 620, Education 620F, Education 621, Education 621F, and one course from Education 622 - Education 629. EDU 641 (1) Secondary Clincial Practice Seminar I (TPA 3) This seminar course supports the Clinical Practice I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 640. EDU 642 (4) Intern Secondary Clinical Practice I This Clinical Practice experience provides the Intern candidate with an opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor. Interns complete all their Supervised Intern Teaching in the grade level/content area where they have been hired as “Teacher of Record.” Candidates learn to manage and apply instructional strategies in the secondary classroom with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 643. Prerequisites: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements, Education 600, Education 600F, Education 601, Education 601F, Education 602, Education 620, Education 620F, Education 621, Education 621F, and one course from Education 622 - Education 629. EDU 643 (1) Intern Secondary Clinical Practice Seminar I (TPA 3) This seminar course supports the Intern Secondary Clinical Practice I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 642. EDU 644 (4) Secondary Clinical Practice II This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in a secondary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new secondary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 645. Prerequisite: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements, Education 640 or Education 642. EDU 645 (1) Secondary Clinical Practice Seminar II (TPA 4) This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 644. EDU 646 (4) Intern Secondary Clinical Practice II This Clinical Practice experience provides the Intern candidate with an additional opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor. Interns complete all their Supervised Intern Teaching in the grade level/content area where they have been hired as “Teacher of Record.” Candidates continue to learn to manage and apply instructional strategies in the secondary classroom with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 647. Prerequisite: Approval for Intern Clinical Practice II and completion of all Teacher Education admission requirements, Education 640 or Education 642. EDU 647 (1) Intern Secondary Clinical Practice Seminar Ii (TPA 4) This seminar course supports the Intern Secondary Clinical Practice II experience through additional classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 646. Interns Only/Multiple Subject, Single Subject, and Special Education EDU 648 (.5 units for four semesters=2 units) Intern Support Seminar This seminar is designed for processing urgent issues that interns face in their classrooms. This seminar creates a network of intern teachers (multiple subject, single subject, special education) who help problem solve from a variety of perspectives, be able to identify resources, and introduce intern teachers to effective practitioners and build professional collegiality between and among those serving diverse learners in different districts. Special Education Courses The courses numbered EDU 650-669 are required only for the Special Education credential. The Special Education program offers two major areas of service or authorization: (1) Mild/Moderate and (2) Moderate/Severe. The preliminary special education endorsement courses have been renumbered from GED to EDU 600s to designate that they are preliminary teaching credential courses offered at the graduate level. Mild/Moderate Authorization EDU 650 (3) Assessment and Services for Students with Disabilities This methodology course explores current knowledge and best practice in the screening, referral, assessment, and placement procedures necessary to identify and qualify learners with disabilities for special education services. The significant issues of learners with disabilities is reviewed through discussions of the developmental, academic, behavioral, social, communication, vocational, and community life skill needs of individual learners in order to develop and implement effective programs. Strategies in consultation and coordination of the assessment process are addressed. EDU 651 (3) Curricular and Instructional Adaptations for Students with Mild/Moderate Disbilities This methodology course provides current knowledge in the major educational practices of special education, including emergent issues, theories and research as they relate to curricular and instructional decision making for learners with mild/moderate disabilities. This course provides the necessary knowledge regarding curriculum, instruction, and technology, learning methodology and skill acquisition necessary to provide special education services. EDU 652 (3) Collaboration and Consultation for IEP Implementation, Evaluation, and Program Improvement This methodology course provides expanded knowledge regarding the synthesis of all aspects of educating learners with disabilities. The candidate is given the opportunity to synthesize information related to the assessment of standards, short-range and long-range planning for learners, transition services language, and the effective use of consultation and collaboration skills. An emphasis of this course is training for collaboration with learners, parents, family members, school personnel, and agency representatives to build teams to ensure effective transitions across the lifespan of all learners. Moderate/Severe Authorization EDU 653 (3) Principles of Language Acquisition for Students with Moderate/Severe Disabilities This theory course specifically examines issues of language acquisition as related to learners with moderate/severe disabilities. Areas examined include assessment, behavior management, and communication styles that impact learning. The development of appropriate IEP goals, assistive technology, augmentative communication, and social skills instruction are emphasized. This course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socio-economically diverse are introduced and applied through 15 hours of fieldwork experiences. Corequisite: Education 653F. EDU 653F (.5) Fieldwork for Principles of Language Acquisition for Students with Moderate/Severe Disabilities This course requires 15 clock hours of observation and participation specific to learners with moderate/severe disabilities in addition to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 653. EDU 654 (3) Methods of Teaching Candidates with Moderate/Severe Disabilities This methodology course examines curriculum and instruction appropriate for individualized services including supplementary aids, services, and technology. Curricular issues addressed include modification of the curriculum within inclusive settings and natural environments, selecting appropriate curricula materials, developing and modifying appropriate curricula, and developing individual instructional plans based on formative assessment. EDU 654F (.5) Fieldwork for Methods of Teaching Candidates with Moderate/Severe Disabilities This course requires 15 clock hours of observation and participation specific to learners with moderate/severe disabilities in addition to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit. Corequisite: Education 654. EDU 655 (3) Organization and Management for Success in the Moderate/Severe Classroom This methodology course focuses on issues of managing the learning environment to promote success in inclusive settings for learners with moderate/severe disabilities. Techniques in training support personnel to actively use appropriate monitoring systems for support in classroom settings and natural environments are studied. Strategies related to positive behavior supports across all learning environments are emphasized. Special Education Student Teaching/Intern Courses (Clinical Practice/Supervised Teaching I and II total 8 units and 2 units of Seminar I and II) EDU 670 (4) Special Education Clinical Practice I This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university assigned classroom setting with a Cooperating Teacher and focus on the general education curriculum and California standards. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver the general education curriculum and California standards. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 671. Prerequisite: Approval to student teach and completion of all Teacher Education admission requirements, Education 600, Education 600F, either Education 601 and 601F or Education 653 and Education 653F, Education 602, Education 610, Education 610F, Education 650, Education 652. EDU 671 (1) Special Education Clinical Practice Seminar I (TPA 3) This seminar course supports the Student Teaching I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 670. EDU 672 (4) Intern Special Education Clinical Practice I This Clinical Practice experience provides the Intern candidate with an opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor and focus on the general education curriculum and California standards. Candidates learn to manage and apply instructional strategies related to the general education curriculum and California standards with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 673. Prerequisite: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements, Education 600, Education 600F, either Education 601 and 601F or Education 653 and Education 653F, Education 602, Education 610, Education 610F, Education 650, Education 652. EDU 673 (1) Intern Special Education Clinical Practice Seminar I (TPA 3) This seminar course supports the Intern Clinical Practice I experience through classroom inquiry and reflection on the general education curriculum and California standards including the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates will explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 672. EDU 674 (4) Special Education Clinical Practice II This course is the second Clinical Practice teaching experience and it focuses on instructional strategies appropriate for learners with disabilities. Student Teachers are assigned to a different content area, grade level, or special education service area other than that in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies appropriate for learners with disabilities under the leadership of the Cooperating Teacher to learn to manage and deliver instruction. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 675. Prerequisite: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements. EDU 675 (1) Special Education Clinical Practice Seminar II (TPA 4) This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of specialized instruction for learners with disabilities, effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates will continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 674. EDU 676 (4) Intern Special Education Clinical Practice II This second Clinical Practice experience provides the Intern candidate with an additional opportunity to work directly with learners with the support of a district cooperating teacher and a university supervisor. Interns will complete all their Supervised Intern Teaching in the grade level/content area where they have been hired as “Teacher of Record.” Candidates continue to learn to manage and apply instructional strategies appropriate for learners with disabilities with the support of the district Cooperating Teacher and the University Supervisor. Candidates demonstrate basic skills in appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit. Corequisite: Education 677. Prerequisite: Approval for Intern Clinical Practice II and completion of all Teacher Education admission requirements. EDU 677 (1) Intern Special Education Clinical Practice Seminar II (TPA 4) This seminar Course supports the Intern Clinical Practice II experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit. Corequisite: Education 676. Graduate Courses GED 601 (3) FOUNDATIONS OF LEADERSHIP AND EDUCATIONAL ISSUES A study of leadership theory and skills in the context of today’s management/administrative problems as they relate to current critical educational issues, especially those in public education. GED 602 (3) INDIVIDUAL STUDENTS LEARNING STYLES AND THE EFFECTIVE TEACHER A study of a variety of the most effective strategies developed through research, learning theory and effective schools. GED 603 (3) VISIONARY LEADERSHIP Study of leadership practices that establish and support a shared vision for student learning throughout the school community. GED 603F (1) Fieldwork and Practicum for Visionary Leadership Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 604 (3) INSTRUCTIONAL LEADERSHIP FOR THE SUCCESS OF ALL STUDENTS Study of strategies for translating the shared vision into observable actions including management of resources and collaboratively effecting improvements in curriculum and instruction for student success. GED 604F (1) Fieldwork and Practicum for Instructional Leadership for the Success of All Students Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 606 (3) ORGANIZATIONAL LEADERSHIP AND RESOURCE MANAGEMENT Study of labor relations, collective bargaining and management of contractual agreements with a focus on how to prioritize, plan and allocate human, fiscal and material resources to support the learning of all students. GED 606F (1) Fieldwork and Practicum for Organizational Leadership and Resource Management Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 608 (3) EDUCATIONAL PSYCHOLOGY Students explore learning from perspectives of behavioral, cognitive and human psychology, centering on such topics as developmental states, intelligence, culture, mainstreaming, motivation, evaluation and classroom discipline. GED 609 (3) COLLABORATIVE AND RESPONSIVE LEADERSHIP Study of strategies for supporting and maintaining the shared vision of student learning with the extended learning community. GED 609F (1) Fieldwork and Practicum for COLLABORATIVE AND RESPONSIVE LEADERSHIP Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 610 (3) LEADERSHIP WITHIN THE POLITICAL, SOCIAL, ECONOMIC AND LEGAL FRAMEWORK Study of laws and policies that provide oversight for students and employees; roles of school boards and others in making decisions that impact student learning experiences. GED 610F (1) Fieldwork and Practicum for Leadership Within the Political, Social, Economic and Legal Framework Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 611 (3) ETHICAL, MORAL AND SERVANT LEADERSHIP Study of the moral obligations for leadership to include stewardship for guarding and protecting the school’s purpose—equitable and excellent education for all students. GED 611F (1) Fieldwork and Practicum for ETHICAL, MORAL AND SERVANT LEADERSHIP Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. Graded Credit/No Credit. GED 616 (1-3) CURRICULUM DEVELOPMENT, INNOVATION, AND EVALUATION Principles and problems of curriculum development; procedures for evaluation of curriculum and curricular innovation; methods for stimulating change in education. Up to the equivalent of two units of coursework may be met by work completed through a school district. If so, a component consisting of at least one unit must be taken directly through PLNU. PLNU credit will be awarded only upon demonstration of the required level of evidence-based on proficiency for each course. GED 619 (3) CURRICULUM, INSTRUCTION AND TECHNOLOGY FOR MILD/MODERATE DISABILITIES Development of teaching skills in the methods and materials in prescribed academic, vocational and independent living skills areas for students with mild/moderate disabilities. Emphasis on skill development in mathematics, science, social studies, pre- and vocational, and independent living skills. Course content includes the teaching of cultural or language-diverse students with mild/moderate disabilities. GED 621 (3) ASSESSMENT PROCEDURES AND SERVICES FOR STUDENTS WITH DISABILITIES The teacher candidate will receive expanded knowledge and practice in the screening, referral, assessment and placement procedures necessary to identify and qualify students with disabilities for Special Education services. Additional instruction is given so that candidates are able to use standard and non-standard assessments to determine the developmental, academic, behavioral, social, communication, vocational and community-life skill needs of individual students to develop and implement effective programs. The issues of diverse learners are reviewed through discussions of referrals, assessments, placement, and parent collaboration. An emphasis of this course is training for collaboration with students, parents, family members, school personnel, and agency representatives to build teams to ensure effective transitions across the lifespan of all learners. GED 622 (1-3) ADVANCED SPECIAL EDUCATION ASSESSMENT This course provides the candidate the opportunity to acquire advanced skills and proficiencies in identifying, describing, and administering a variety of standardized and non-standardized, formal and informal assessments. Additionally each candidate demonstrates advanced knowledge and the ability to implement systems that assess, plan and provide academic and social skill instruction to support students with emotional and behavioral needs. Up to the equivalent of two units of coursework may be met by work completed through a school district. If so, a component consisting of at least one unit must be taken directly through PLNU. PLNU credit will be awarded only upon demonstration of the required level of evidence-based on proficiency for each course. GED 626 (3) ORGANIZATION AND MANAGEMENT FOR SUCCESS IN THE MODERATE/SEVERE CLASSROOM The focus for this course is to introduce issues of managing the learning environment to promote a safe, socially supportive and enriched classroom that produces growth and learning for the child with moderate to severe disabilities. Techniques in training support personnel to actively use the appropriate monitoring systems to support the classroom are presented. Additionally strategies and techniques related to behavior management, supporting the use of behavior strategies throughout the learning environment, and the laws and regulations to promote positive behavior interventions. GED 628 (3) USING TECHNOLOGY TO SUPPORT STUDENT LEARNING This course provides fifth-year candidates the additional preparation they need to be fluent, critical users of technology, able to provide a relevant education and to prepare their students to be life-long learners in an information-based, interactive society. Candidates make appropriate and efficient use of software applications and related media to access and evaluate information, analyze and solve problems, and communicate ideas in order to maximize the instructional process. The use of technology supports teaching and learning regardless of individual learning style, socioeconomic background, culture, ethnicity, or geographic location. Candidates integrate technology-related tools into the educational experience of students, including those with special needs. This course satisfies the technology requirement (2042 Standard 16) for the professional clear Level 2 teaching credential. Demonstrated competencies gained through a school district BTSA Induction program may be applied toward course requirements. GED 631 (3) CURRICULAR AND INSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH MILD/MODERATE DISABILITIES The teacher candidate receives expanded knowledge and practice in the major educational practices of special education, including emergent issues, theories and research as they relate to curricular and instructional decision making for students with mild/moderate disabilities. This course provides the candidate with the necessary knowledge regarding curriculum, instruction, and technology, learning methodology and skill acquisition necessary to provide special education services in the school system. Evaluation of the classroom management techniques and use of appropriate instructional methodology by the candidate will be assessed throughout the class. GED 632 (3) COLLABORATION AND CONSULTATION FOR IEP IMPLEMENTATION, EVALUATION AND PROGRAM IMPROVEMENT The teacher candidate receives expanded knowledge regarding the synthesis of all aspects of educating students with mild/moderate disabilities. The course provides the candidate with the opportunity to synthesize information related to assessment of standards, short-range and long-range planning for students, transition services language and the effective use of consultation and collaboration. GED 633 (3) EDUCATIONAL LAW AND FINANCE Legal principles, laws relating to children, students, and school management; principles of financing public education; practices, techniques, and problems associated with financial administration of schools. GED 634 (1-3) TRANSITION SERVICES FOR STUDENTS WITH DISABILITIES This course is designed to expand upon the candidate’s knowledge of transition services for students with disabilities. Each candidate is required to demonstrate knowledge of and the ability to implement factors associated with successful planning and implementation of transitional life experiences. Each candidate will collaborate with personnel from other educational, community agencies, students and families to plan for successful transitions by students. Up to the equivalent of two units of coursework may be met by work completed through a school district. If so, a component consisting of at least one unit must be taken directly through PLNU. PLNU credit will be awarded only upon demonstration of the required level of evidence-based on proficiency for each course. GED 636 (3) ELEMENTARY AND SECONDARY SCHOOL MANAGEMENT Planning, organizing, implementing, facilitating and evaluating the daily operation of the school in order to achieve organizational goals and create a safe, productive environment conducive to student achievement. GED 638 (1-3) SYSTEMS MANAGEMENT FOR STUDENT SUCCESS IN THE MODERATE/SEVERE CLASSROOM Demonstration of advanced communication and leadership skills for maintaining and modifying an educational system that promotes adapting instructional strategies, curricular content, behavior support and daily schedules to maximize learning. Essential elements of systems management to be addressed in this course include: advanced behavioral supports, transition planning, data based decision making, curriculum selection and implementation, advanced communication and advanced leadership and management skills. Coursework may be graded IP for one year. GED 639 (2) HEALTH EDUCATION This course is designed to extend and refine the graduate student’s conceptual understanding of comprehensive school health as well as strengthen specific knowledge, skills, attitudes, and ability to explicitly deliver comprehensive support for students’ physical, mental, emotional and social well-being in the classroom and school setting. Graduate students focus on developing and sustaining the components of well-being as well as modeling preventive health practices in their own personal/professional lives. This course satisfies the health education requirement (2042 Standard 18) professional clear Level 2 teaching credential. Demonstrated competencies gained through a school district BTSA Induction program may be applied toward course requirements. GED 641 (3) SCHOOL COMMUNITIES IN A PLURALISTIC SOCIETY This course develops candidate knowledge, skills, and dispositions with regard to cultural concepts and perspectives and culturally inclusive instruction (CTEL 3 Domains 1 and 2), including cultural contact, cultural diversity in California and the United States, cross-cultural interaction, the role of culture in the classroom and school, culturally inclusive learning environments, and family/community involvement. GED 642 (3) Advanced TEACHING of ENGLISH LEARNERS This course builds on the knowledge, skills, and dispositions acquired during a professional teacher preparation program for the delivery of comprehensive, specialized instruction for English learners. Candidates deepen their understanding and proficiency in language structure and use, first and second language development and their relationship to academic achievement (CTEL 1 Domains 1 and 2), assessment of English learners, foundations of English language literacy development and content instruction, approaches and methods for ELD and content instruction (CTEL 2 Domains 1, 2, and 3), and cultural concepts and perspectives and culturally inclusive instruction (CTEL 3 Domains 1 and 2). This course satisfies the English Learners requirement (2042 Standard 19) for the professional clear Level 2 teaching credential and is also one of the four PLNU CLAD courses. Demonstrated competencies gained through a school district BTSA Induction program may be applied toward course requirements. GED 645 (3) The Law and the Professional Role of the Child Welfare and Attendance Counselor This course provides candidates with the knowledge of federal laws pertaining to child welfare and attendance. Emphasis is on candidates acquiring the skills and knowledge necessary to provide staff development and implement school-wide effective prevention and intervention strategies to promote student success. GED 646 (3) Child Welfare and Attendance Program: Leadership, Management, Collaboration, and Community/Parent Partnerships This course provides candidates with the knowledge and skills to collaborate with schools, law enforcement, child welfare, parents, and community agencies in order to implement effective strategies and programs that improve student attendance. GED 647 (3) School Culture and Barriers to Student Achievement This course emphasizes the principle elements toward understanding contributing factors to pupils who are not successful in school. School culture and related systems, assessment and mitigation of barriers to learning, alternative education pathways that may be appropriate for pupils experiencing difficulties in the regular school setting, and methods for supporting the needs of students and their families will be presented. GED 662 (3) COUNSELING AND COUNSELING THEORY This course provides an overview of the school counseling profession including historical content and knowledge of social and cultural foundations. Foundational counseling theories, skills and techniques are introduced as are stages of the counseling relationship. Purposes, types, and applications of research in counseling are introduced, as is program evaluation. GED 663 (3) INDIVIDUAL AND GROUP COUNSELING AND ETHICAL STANDARDS This course allows the candidate to become familiar with and gain skills in the various models associated with individual and group counseling to include group dynamics and interpersonal relations. Candidates begin to develop a professional identify in accordance with the ethical standards of school counseling and the role of counseling in the educational process. GED 664 (3) COUNSELING FOR ACADEMIC ACHIEVEMENT AND CAREER DEVELOPMENT This course explores the role of the counselor in both academic and career development. Counseling candidates learn to eliminate barriers in the learning process in support of academic achievement and career development so that K-12 students have knowledge of and preparation for a full range of options. GED 665 (3) SAFE SCHOOLS AND VIOLENCE PREVENTION This course provides candidates with opportunities and experiences in understanding the way in which violence has transformed the educational experience of students in schools today. Candidates learn to identify and access available resources to address these concerns. Early intervention counseling techniques is explored, including the prevention of bullying, suicide, substance abuse, hate crimes, and gang conflict. Candidates learn how to effectively employ these skills when working with students, teachers and families and how to improve student self esteem to assist in the development of a positive outlook for the future. GED 667 (3) COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAMS: COORDINATION AND COLLABORATION This course gives students an understanding of the development, operation, management and ongoing evaluation of a comprehensive counseling and guidance program at the elementary, middle and high school levels. The course describes, defines and discusses the elements necessary for the development of an effective guidance program that includes coordination of services, and collaboration with key individuals and groups including parents, administrators, teachers, and community-based organizations. GED 668 (3) BILINGUAL EDUCATION AND SPECIALLY DESIGNED ACADEMIC INSTRUCTION This course develops candidate knowledge, skills, and dispositions in the foundations of English language literacy development and content instruction with an emphasis on English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE), instructional planning and organization, components of effective instructional delivery, and the effective use of resources (CTEL 2 Domains 2 and 3). GED 670 (3) ADVANCED EDUCATIONAL PSYCHOLOGY Application of research and theory with major attention devoted to the problems of learning, individual differences, and behavior. GED 672 (3) PHILOSOPHY OF EDUCATION Exploration of major classical and modern philosophies as they relate to contemporary educational theories and practices. The course includes an emphasis on how the Judeo-Christian tradition (especially the Wesleyan perspective) informs the discipline and can provide a framework for interaction between and among educators, students, support staff, parents, and the community. GED 675 (3) FAMILY SYSTEMS This course provides candidates with an understanding of the interdependence among family members to include how family members conceptualize their roles and position in the family unit. This course equips candidates to work collaboratively with families toward successful academic development and personal/social issues such as positive self-esteem. Candidates learn the meaning of family systems theory and how it applies to school counselors as they execute their roles and responsibilities in schools today. Candidates gain an understanding of parents’ rights in the educational process enabling them to better meet their needs. Candidates learn how to coordinate prevention education training among multidisciplinary teams that include family participants. GED 677 (3) TEACHING STRATEGIES FOR SPECIAL POPULATIONS This course provides fifth-year candidates the opportunity to build on their knowledge, skills, experiences and strategies acquired during preliminary preparation for teaching students with disabilities, students in the general education classroom who are at risk and students who are gifted and talented. Each candidate will review the statutory provisions of the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973, discuss subsequent changes in the Acts, and any new, relevant statutory requirements. Candidates also review the statutory and/or local provisions relating to the education of students who are gifted and talented. This course satisfies the special populations requirement (2042 Standard 20) for the professional clear Level 2 teaching credential. Demonstrated competencies gained through a school district BTSA Induction program may be applied toward course requirements. GED 681 (3) EDUCATIONAL MEASUREMENT AND EVALUATION Study of validity and accuracy of examinations and marking systems; use of statistical procedures to interpret test results; nature, function and use of standardized tests and authentic assessment including portfolio methods for diagnosis and guidance; brief overview of educational research methods. GED 682 (3) FIELD STUDIES /ACTION RESEARCH IN TECHNOLOGY INSTRUCTION Supervised field experiences in technology applications in classroom settings and/or educational institutions. May be repeated for a total of 6 units. Graded Credit/No Credit. GED 683 (1-6) BTSA INDUCTION/REFLECTIVE COACHING Beginning teachers enrolled in the PLNU masters program may receive up to six units of graduate credit for completing the California Formative Assessment and Support System events at the proficient level. PLNU master's degree students who are not participating in a district induction program participate in a reflective coaching seminar and complete PLNU formative assessment events aligned with the California Standards for the Teaching Profession. May be repeated for a total of six units. Graded Credit/No Credit. If the requirements for this course are met by work completed through a school district, a PLNU professor will monitor the coursework and require a minimum of three reflections with feedback in addition to a comprehensive review of the end-of-course portfolio to ensure that all Graduate Education 683 course requirements are met according to the PLNU course standards. GED 683C (1-6) Reflective Coaching PLNU master's degree students who are not participating in a district induction program participate in a reflective coaching seminar and complete PLNU formative assessment events aligned with the California Standards for the Teaching Profession. May be repeated for a total of six units. Graded Credit/No Credit. If the requirements for this course are met by work completed through a school district, a PLNU professor will monitor coursework and require a minimum of three reflections with feedback in addition to a comprehensive review of the end-of-course portfolio to ensure that all Graduate Education 683C course requirements are met according to the PLNU course standards. GED 684 (1-6) BTSA INDUCTION/REFLECTIVE COACHING FOR SPECIAL EDUCATION Supervised field study, practicum and directed teaching with students with mild/moderate disabilities. Advanced field-based experiences of research, and application of learning/teaching principles with students with mild/moderate disabilities. Supervised teaching experiences are assigned as appropriate. May be repeated to a total of six units. Graded Credit/No Credit. If the requirements for this course are met by work completed through a school district, a PLNU professor will monitor the coursework and require a minimum of three reflections with feedback in addition to a comprehensive review of the end-of-course portfolio to ensure that all Graduate Education 684 course requirements are met according to the PLNU course standards. GED 685 (1-6) RESEARCH, FIELD STUDY, AND SPECIAL TOPICS IN MULTICULTURAL EDUCATION Supervised field experience and practice in action research on special topics related to multicultural education. Concurrent seminar may be required. May be repeated. Graded Credit/No Credit. GED 686 (1-6) FIELDWORK AND PRACTICUM Application of coursework to directed experiences in school leadership. Concurrent seminar may be required. May be repeated for a total of six units. Graded Credit/No Credit. GED 687 (1-9) RESEARCH, FIELD STUDIES, AND PRACTICUM IN COUNSELING AND GUIDANCE Supervised field work in counseling and guidance. Concurrent seminar may be required. May be repeated for a total of nine units. Graded Credit/No Credit. GED 688 (3) Field Experience - Child Welfare and Attendance A total of 150 hours in fieldwork for the child welfare and attendance certificate is required under Title 5. Section 80632.3. Ninety hours (90) must be acquired with an outside agency such as law enforcement, juvenile justice, child health and welfare, mental health, social services, child protective services or a community based agency. Thirty hours (30) may be acquired at the discretion of the university supervisor. GED 689 (3) Master's Project A research study organized and conducted under the supervision of a faculty member with approval of the Dean of the School of Education and the location director. The Master's Project is one option for those who do not choose to write a formal thesis. Concurrent seminar may be required. May be repeated. Graded Credit/No Credit. GED 689P (1) Action Research Project Support The Action Research Project Support course is designed to explicitly support M.A. in Education candidates in developing the written product and the oral presentation of an action research project developed during the GED 689 Seminar course. Individual mentors are assigned to each M.A. in Education candidate to complete a five-chapter paper representing the process, implementation, and results of an original research experience in the candidate’s own classroom environment. GED 691 (.5-3) EDUCATIONAL WORKSHOPS/ SPECIAL STUDIES IN EDUCATION An intensive study of a special topic in education involving university faculty and/or lecturers. Available for continuing education units. May be repeated for a total of 12 units. Graded Credit/No Credit or Letter. GED 692 (3) STANDARDS,ASSESSMENT AND INSTRUCTION: COMPREHENDING AND COMPOSING WRITTEN LANGUAGE Planning, organizing, implementing, managing, and evaluating explicit instruction of: comprehension strategies and study strategies, literary response and analysis skills, and the writing process. Focuses on providing universal access to narrative and expository texts (including content area textbooks and multicultural literature). Emphasis is given to strengthening skills in aligning State Standards and assessment results with the selection and appropriate use of instructional strategies, materials and programs. Prerequisite: Admission to the Reading Certificate Program. GED 693 (3 ) RESEARCH-BASED INTERVENTION MODELS AND STRATEGIES Development of research-based knowledge and skills in the alignment of reading and writing intervention models and strategies with on-going assessment results. Strengthens understanding of the use of intervention, both in and outside of the classroom, to help struggling readers build the reading and writing skills necessary for school success. Prerequisite: Admission to the Reading Certificate Program. GED 694 (3) STANDARDS, ASSESSMENT AND INSTRUCTION: WORD ANALYSIS, FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT Students explore research and best practices related to: precursors for phonics success, stages in word recognition, stages of spelling, exemplary phonics instruction, developing sight words, automaticity and fluency, and systematic vocabulary and concept development. Emphasis is given to strengthening skills in aligning State Standards and assessment results with the selection and appropriate use of instructional strategies, materials and programs. Prerequisite: Admission to the Reading Certificate Program. GED 698 (1) SPECIAL STUDIES IN EDUCATION: LITERACY FIELD STUDIES (READING CERTIFICATE LEVEL) The literacy field studies provide opportunities to demonstrate and reinforce knowledge and skills that are embedded in the program design and curriculum standards. Graded Credit/No Credit. GED 699 (3-9) THESIS Credit granted for completion of an acceptable thesis. Consent of location director is required. May be repeated for a total of nine units. Graded Credit/No Credit. GED 700 (3) LEADERSHIP THEORIES AND HUMAN RELATIONS This course leads to an understanding and application of the techniques in leadership and management. It is concerned with the formulation of concepts involved in the leadership functions and the application of these concepts to current models for analysis and validity. This course reviews trends and explore the leadership issues currently confronting educators. It seeks to orient the candidate to the responsibilities and challenges of educational leadership, giving particular reference to the skills required in accomplishing organizational objectives, working with people, and improving culture and climate. GED 715 (3) INSTRUCTIONAL LEADERSHIP AND STAFF DEVELOPMENT Provides the student with both an examination and understanding of the role of the principal/administrator as an instructional leader. It also provides an examination and understanding of the function and importance of staff development in school improvement and change, and the role of the principal/administrator as a staff developer. In addition, the student is provided with research and theoretical backgrounds in both instructional leadership, as well as acquiring practical tools, to enhance skills as an instructional leader and staff developer. GED 725 (3) MANAGEMENT OF HUMAN RESOURCES Explores effective staff utilization patterns, developing and implementing effective personnel policies, short and long-range planning procedures for filling staff needs, evaluation of staff performance, and employer-employee relations issues. GED 730 (3) Decision Making for Curricular Change and Improvement This course explores the roles of the educational leader in the development, modification and evaluation of programs. Techniques for generating curricular change and innovation at all levels are discussed. The procedures for testing and evaluating curricular innovations and student achievement are also reviewed. An emphasis is placed on decision-making models and strategic planning processes for transformational change. GED 740 (3) EDUCATIONAL LAW, FINANCE AND GOVERNANCE Designed to provide advanced and comprehensive knowledge and practical application of the following areas of study: School law; legal framework of public education and the political and sociological forces which have effect on school practices; fiscal management; school and district level funding and budgeting; organization, functions and problems of school financing; effective utilization and management of human and material resources; and short and long range planning for establishing needs, priorities and implementation. GED 755 (3) PROFESSIONAL AND POLITICAL ISSUES IN ORGANIZATIONS Deals with complex, controversial and political issues facing educators. Origins of critical problems are identified and techniques for dealing with these issues are reviewed. The class provides an opportunity for each candidate to examine the context within which the school operates, including the school district, employee bargaining units, the school board, and other governmental entities and understand how the politics from several levels of government influence teaching and learning. GED 760 (3) SCHOOL/COMMUNITY RELATIONS IN A CHANGING SOCIETY Ethnic and socio-economic variations in the total community are studied in their relationship to a given school's program and operation and to the total educational operation. The components of cultural, sociological economic diversity include the general ethnic, racial, and religious composition of the state and the specific composition of the local community, concepts of cultural values and language diversity, programs and procedures for meeting the instructional needs of limited English-proficient pupils, and principles and procedures for involving all parents and other family members in school activities and in reaching educational objectives. GED 780 (3) PHILOSOPHICAL AND SOCIOLOGICAL BACKGROUNDS IN EDUCATION In order to better understand the philosophical foundations of education, students examine the philosophies of the Perennialists, the Essentialists, the Pragmatists, the Social Reconstructionists, and others. Students are expected to explore in depth educational philosophical problems of their own selection. This course also provides a study of the relationship of elementary, secondary, and higher education in the United States and the sociological environment in which they function. It is intended that the student increases his/her ability to be perceptive about social environment and its influence upon human development and behavior. As students in the discipline of education, there should be increased ability to use social realities and understanding in working with the processes inherent in education. GED 790 (1-9) SPECIAL STUDIES IN EDUCATION An intensive study on a special topic in education involving university faculty and/or lecturers. Consent of location director is required. May be repeated for a total of nine units. Graded Credit/No Credit. GED 795 (1-8) CONCURRENT COURSE ASSIGNMENTS Action research projects that correlate with each of the above courses. GED 796 (1-4) INDUCTION, MENTORING, AND ADVANCED FIELDWORK Assessment of leadership competency, development of Induction Plan and mentoring. Graded Credit/No Credit. GED 797 (3) PROFESSIONAL DEVELOPMENT AND ASSESSMENT Professional development opportunities, continued mentoring and final activity indicating achievement of goals and objectives included in the Induction Plan. Graded Credit/No Credit. GED 798 (2) RESEARCH DESIGN SEMINAR Discussion and study of research designs for planning and conducting research in the field of education. Seminar format.