Course Descriptions
ARE NUMBERED 600 - 609
EDU 600 (3) Foundations of Education and Learning Theory
(Formerly EDU 502 and EDU504)
Course Description:
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 (must be concurrently enrolled in EDU600F).
EDU 600F (.5) Fieldwork for Foundations of Education and Learning Theory
Course Description:
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. Candidates must be concurrently enrolled in EDU 600. Graded CREDIT/NO CREDIT.
EDU 601 (3) Language Acquisition and Diverse Populations
(Formerly EDU506)
Course Description:
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 (must be concurrently enrolled in EDU601F).
EDU 601F (.5) Fieldwork Language Acquisition and Diverse Populations
Course Description:
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. Candidates must be concurrently enrolled in EDU 601. Graded CREDIT/NO CREDIT.
EDU 602 (3) Foundations of Special Education (TPA 1)
(Formerly numbered EDU 533)
Course Description:
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 will be 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
(Formerly numbered EDU 508)
Course Description:
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.
These courses numbered 610-619 are required only for the Multiple Subject credential (All Special Education candidates take EDU610, and Special Education elementary candidates take EDU612 and Secondary candidates take EDU621).
EDU 610 (3) Methods of Teaching Reading and Writing
(Formerly EDU520 and EDU522)
Course Description:
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 is 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 (must be concurrently enrolled in EDU610F).
EDU 610F (.5) Fieldwork for Methods of Teaching Reading and Writing
Course Description:
This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates will 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. Candidates must be concurrently enrolled in EDU 610. Graded CREDIT/NO CREDIT.
EDU 611 (3) Interdisciplinary Approaches to Teaching in the Content Areas
(Formerly EDU526 and EDU528)
Course Description:
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)
(Formerly EDU524)
Course Description:
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 (must be concurrently enrolled in EDU612F).
EDU 612F (.5) Fieldwork for Differentiated Mathematics Instruction for All Learners
Course Description:
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. Candidates must be concurrently enrolled in EDU 612. Graded CREDIT/NO CREDIT.
EDU 620 (3) Literacy Instruction for Secondary Teachers
(Formerly EDU532)
Course Description:
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 will also emphasize 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 (must be concurrently enrolled in EDU620F).
EDU 620F (.5) Fieldwork for Literacy Instruction for Secondary Teachers
Course Description:
This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates will 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. Candidates must be concurrently enrolled in EDU 620. Graded CREDIT/NO CREDIT.
EDU 621(3) General Methods for Secondary Teachers (TPA 2)
(Formerly EDU534)
Course Description:
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 (must be concurrently enrolled in EDU621F).
EDU 621F (.5) Fieldwork for General Methods for Secondary Teachers
Course Description:
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. Candidates must be concurrently enrolled in EDU 621. Graded CREDIT/NO CREDIT.
The following courses in the single subject program will be 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
Course Description:
This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of language arts. Candidates will 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 LIT 535, Methods of Teaching English (3).
EDU 623 (3) Methods for Teaching Secondary Mathematics
Course Description:
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 will also be 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 MTH 463 Secondary School Mathematics, 3) PLNU students that complete MTH463 would be exempt from taking EDU623 for their preliminary single subject credential program but would need to replace it with 3 hours of a graduate level elective for the MAT Degree).
EDU 624 (3) Methods of Teaching Secondary Science
Course Description:
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
Course Description:
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
Course Description:
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 21st Century, the American Council on the Teaching of Foreign Languages 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.
EDU627 (3) Methods for Teaching Secondary Visual Arts
Course Description:
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 will develop 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 that complete ART455 would be exempt from taking EDU627 for their preliminary single subject credential program but would need to replace it with 3 hours of a graduate level elective for the MAT Degree).
EDU628 (3) Methods for Teaching Secondary Physical Education
Course Description:
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 PED 416 Methods of Teaching Secondary Physical Education, 3) PLNU Candidates that complete PED416 would be exempt from taking EDU628 for their preliminary single subject credential program but would need to replace it with 3 hours of a graduate level elective for the MAT Degree).
Note: EDU629 will be offered for content areas where there are not enough enrollees in EDU622 – EDU628 and would be combined into one section with several content areas not addressed in 622 – 628. (i.e., Business, Music, Agriculture, and Home Economics).
EDU 629 (3) Content Specific Pedagogy for Secondary Teachers
Course Description:
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 MUE454 Secondary School Music Methods, 3 hours). PLNU Candidates that complete MUE 454 would be exempt from taking EDU628 for their preliminary single subject credential program but would need to replace it with 3 hours of a graduate level elective for the MAT Degree)
Are numbered 630-639
EDU 630 (4) Elementary Clinical Practice I
(Formerly EDU 540)
Course Description:
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.
Candidates must enroll concurrently in the Clinical Practice I Seminar (EDU 631). Prerequisite: Approval to student teach and completion of all Teacher Education admission requirements.
EDU 631(1) Elementary Clinical Practice Seminar I (TPA 3)
(Formerly EDU 541)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must enroll concurrently in EDU 630.
EDU 632 (4) Intern Elementary Clinical Practice I
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in the Intern Elementary Clinical Practice I Seminar (EDU 633). Prerequisite: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements.
EDU 633 (1) Intern Elementary Clinical Practice Seminar I (TPA 3)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must enroll concurrently in EDU 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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in the Clinical Practice II Seminar (EDU 635). Prerequisite: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
EDU 635 (1) Elementary Clinical Practice Seminar II (TPA 4)
Course Descriptions:
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 will 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. This course is graded “Credit/No Credit.” Candidates must enroll concurrently in EDU634.
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 will 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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in the Intern Secondary Clinical Practice II Seminar (EDU 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
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 636.
Are numbered EDU640 – 649
EDU 640 (4) Secondary Clinical Practice I
(Formerly EDU540)
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 641. Prerequisite: Approval to student teach and completion of all Teacher Education admission requirements.
EDU 641 (1) Secondary Clinical Practice Seminar I TPA 3
(Formerly 541)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 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 will 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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 643. Prerequisite: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements.
EDU 643 (1) Intern Secondary Clinical Practice Seminar I TPA 3
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 642.
EDU 644 (4) Secondary Clinical Practice II
(Formerly EDU 550)
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in the Clinical Practice II Seminar (EDU 645). Prerequisite: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
EDU 645 (1) Secondary Clinical Practice Seminar II TPA 4
(Formerly EDU 551)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 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 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 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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in the Intern Secondary Clinical Practice II Seminar (EDU 647). Prerequisite: Approval for Intern Clinical Practice II and completion of all Teacher Education admission requirements.
EDU 647 (1) Intern Secondary Clinical Practice Seminar II TPA 4
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 646.
EDU 648 (.5 units for 4 Semesters= 2 units) Intern Support Seminar
(Formerly EDU 555)
Course Description:
This seminar is designed for processing urgent issues that interns face in their classrooms. This seminar will create a network of intern teachers (multiple subject, single subject, special education) who will 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 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 EDU600’s to designate that they are preliminary teaching credential courses offered at the graduate level.
EDU 650 (3) Assessment and Services for Students with Disabilities
(Formerly GED 621)
Course Description:
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 will be 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 will be addressed .
EDU 651 (3) Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities
(Formerly GED 631)
Course Description:
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
(Formerly GED 632)
Course Description:
This methodology course provides expanded knowledge regarding the synthesis of all aspects of educating learners with disabilities. The candidate will be 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 will be 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 (Formerly EDU 507)
Course Description:
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 (must be concurrently enrolled in EDU 653F).
EDU 653F (.5) Fieldwork for Principles of Language Acquisition for Students with Moderate/Severe Disabilities
Course Description:
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. Candidates must be concurrently enrolled in EDU 653. Graded CREDIT/NO CREDIT.
EDU 654 (3) Methods of Teaching Candidates with Moderate/Severe Disabilities
(Formerly EDU 525)
Course Description:
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
Course Description:
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. Candidates must be concurrently enrolled in EDU 654. Graded CREDIT/NO CREDIT.
EDU 655 (3) Organization and Management for Success in the Moderate/Severe Classroom
(Formerly GED 626)
Course Description:
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 will be studied. Strategies related to positive behavior supports across all learning environments will be emphasized.
Special Education Student Teaching/Intern courses
Are numbered 670-679
(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
(Formerly all Preliminary credential students enrolled in EDU 540)
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 671. Prerequisite: Approval to student teach and completion of all Teacher Education admission requirements.
EDU 671 (1) Special Education Clinical Practice Seminar I TPA 3
(Formerly all Preliminary credential students enrolled in EDU 541)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 670.
EDU 672 (4) Intern Special Education Clinical Practice I
(Formerly EDU 570)
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 673. Prerequisite: Approval for Intern Clinical Practice and completion of all Teacher Education admission requirements.
EDU 673 (1) Intern Special Education Clinical Practice Seminar I TPA 3
(Formerly EDU 571)
Course Description:
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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 672.
EDU 674 (4) Special Education Clinical Practice II
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 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
(Formerly EDU 561)
Course Description:
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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 674.
EDU 676 (4) Intern Special Education Clinical Practice II
(Formerly EDU 580)
Course Description:
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. This course is graded Credit/No Credit.
Candidates must enroll concurrently in EDU 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
(Formerly EDU 581)
Course Description:
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 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. This course is graded “Credit/No Credit.” Candidates must be concurrently enrolled in EDU 676.