Preliminary Teaching Credential

Single-Subject and Multiple-Subject

Courses

Multiple Subject

Foundations Courses

EDLT 500  Foundations of Education (3 credits)

This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a society of multiple cultures will be explored. 10 hours of fieldwork is required.

EDLT 501  Theories of Teaching, Learning, and Development (3 credits)

This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals.  15 hours of Fieldwork required.

EDLT 502  Teaching English Learners and Diverse Populations (3 credits)

This course in teaching English Language Learners and diverse populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.  The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English.  Delivery of instruction (including technologies), school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course.  10 hours of fieldwork is required

EDLT 503  Teaching Exceptional Learners in Inclusive Environments (3 credits)

This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities;  the  theory  and  practices  of  special  education  service  delivery  models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 5 hours of fieldwork is required.


Methods Courses

EDTP 511  Assessment in the Diverse Classroom - Multiple Subject  (2 credits)

Designed as an introductory assessment course for teacher candidates. Topics include principles of assessments as well as classroom assessment instruments and methods. This course is designed to assist teacher candidates in designing assessments and analyzing student data for instructional decision making. 

EDTP 520  Leadership and Law in the Diverse Classroom – Elementary (3 credits)

Designed to integrate theory into practice in the diverse classroom. Teacher candidates study the theories of leadership, classroom management, discipline and lesson planning required for an initial experience in the California classroom. Teacher candidates are placed in a classroom with a diverse student population to observe and implement teaching strategies necessary to address this student group.

EDTP 521  Literacy and Language in Diverse Classrooms – Elementary (3 credits)

Research-based methods of instruction in reading and language arts in today's culturally diverse elementary classrooms.

EDTP 522  Teaching I: Planning and Methods for Content Standards – Elementary (3 credits)

This course is a study of the content as well as the goals for mathematics and science education at the elementary school level. This course will provide an introduction to concept development, attainment, and the meaningful application of mathematics and science learning in elementary classrooms. Consideration will be given to the cross-cultural and heterogeneous nature of California's student population. Technology enhanced methods will also be introduced when appropriate.

EDTP 523  Introduction to Clinical Practice – Elementary (3 credits)

Assignment in an elementary school classroom with a diverse student population. Observation and development of classroom management and teaching strategies that foster academic achievement in reading, literacy, and mathematics for all students, utilizing SDAIE strategies. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Three mornings a week concurrent with enrollment in EDTP 520, EDTP 521, EDTP 522. Weekly seminar attendance required. (Graded P/NC only).


Clinical Practice

EDTP 512  Pedagogy Capstone - Multiple Subject (1 unit)

This course provides an in depth look at the Teaching Performance Expectations (TPEs) and the pedagogy of effective teaching.  The teaching performance assessment (TPA) is designed to give candidates the opportunity to develop a portfolio to demonstrate their teaching knowledge, skills and abilities during their teacher preparation program.  Preparation, submission and assessment of the Teaching Performance Assessment will take place.  

EDTP 525  Teaching II: Advanced Planning and Methods for Content Standards – Elementary (3 credits)

An advanced course focusing on curriculum, planning, instruction, and assessment of diverse students in the California elementary classroom. The integration of content areas through thematic teaching including design and implementation of unit and lesson plans, incorporation of modifications for students with special language and/or learning needs, cooperative learning, technology, and assessment of student learning.

EDTP 540  Clincal Practice in the Elementary Classroom (1 - 9 credits)

Semester-long assignment in an elementary school classroom with a diverse student population. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Placement concludes with four weeks of full-time instruction. Concurrent with enrollment in EDTP 525. Attendance at weekly seminar required. Prerequisite: Completion of Benchmark C. (graded P/NC only)


Master's Degree Courses

Upon completion of the Preliminary credential program, the following courses are required for the Master of Education degree:

EDGN 509  Introduction to Educational Research (3 credits)

A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principles, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conduction research in the context of educational settings.

EDGN 510  Educational Research Design and Methodology (3 credits)

Drawing from qualitative, quantitative, and combined applications of research this core course is designed to guide students through a systematic study of the interrelated activities embedded in the development of an action research project. Construction a problem statement and research question will guide the preparation of a literature review and methodological plan.

EDGN 599  Thesis Research (3 credits)

Building upon the literature and methodological plan developed during EDGN 510, this class supports the implementation, analysis, and presentation of a research thesis.

Single Subject

Foundations Courses

EDLT 500  Foundations of Education (3 credits)

This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a society of multiple cultures will be explored. 10 hours of fieldwork is required.

EDLT 501  Theories of Teaching, Learning, and Development (3 credits)

This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals.  15 hours of Fieldwork required.

EDLT 502  Teaching English Learners and Diverse Populations (3 credits)

This course in teaching English Language Learners and diverse populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition.  The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English.  Delivery of instruction (including technologies), school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course.  10 hours of fieldwork is required

EDLT 503  Teaching Exceptional Learners in Inclusive Environments (3 credits)

This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities;  the  theory  and  practices  of  special  education  service  delivery  models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 5 hours of fieldwork is required.


Methods Courses

EDTP 513  Assessment in the Diverse Classroom - Single Subject (2 credits)

Designed as an introductory assessment course for teacher candidates. Topics include principles of assessments as well as classroom assessment instruments and methods. This course is designed to assist teacher candidates in designing assessments and analyzing student data for instructional decision making. 

EDTP 530  Leadership and Law in Diverse Classrooms – Secondary (3 credits)

Designed to integrate theory into practice in the diverse classroom. Teacher candidates study the theories of leadership, classroom management, discipline and lesson planning required for an initial experience in the California classroom. Teacher candidates are placed in a classroom with a diverse student population to observe and implement teaching strategies necessary to address this student group.

EDTP 531  Teaching I: Planning and Methods for Content Standards – Secondary (3 credits)

Basic methods of planning and instruction. Lesson planning with an emphasis on increased academic achievement in the secondary school. Technology enhanced methods and strategies necessary to develop achievement in all learners.

EDTP 532  Literacy and Language in Diverse Classrooms - Secondary (3 credits)

Methods of teaching reading in the content areas and development of English language literacy. Assessment, technology and content standards as they impact student achievement.

EDTP 533  Introduction to Clinical Practice (3 credits)

Assignment in an single subject classroom with a diverse student population. Observation and development of classroom management and teaching strategies that foster academic achievement in reading, literacy, and mathematics for all students, utilizing SDAIE strategies. Supervision by cooperating teacher and university supervisor while working with individuals, small groups, and the entire class. Concurrent with enrollment in EDTP 530, EDTP 531, EDTP 532. Weekly seminar attendance required. (Graded P/NC only).


Clinical Practice

EDTP 514  Pedagogy Capstone - Single Subject (1 unit)

This course provides an in depth look at the Teaching Performance Expectations (TPEs) and the pedagogy of effective teaching.  The teaching performance assessment (TPA) is designed to give candidates the opportunity to develop a portfolio to demonstrate their teaching knowledge, skills and abilities during their teacher preparation program.  Preparation, submission and assessment of the Teaching Performance Assessment will take place.  

EDTP 535  Teaching II: Subject Specific Pedagogical Skills - Secondary (3 credits)

An advanced strategies methods course designed to integrate the theories underlying the pedagogical practices in the California classroom. Teacher candidates focus on advanced planning and teaching strategies for their specific content areas, and design and implement varied plans to assess students performance. Students learn to teach and reflect on curriculum-based subject matter content in relation to foundational knowledge.

EDTP 560  Clinical Practice in the Secondary Classroom (9 credits)

Semester-long assignment in an secondary school with a diverse student population. Development of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Supervision by cooperating teacher(s) and university supervisor while working with individuals, small groups, and the entire class. Placement concludes with four weeks of full-time instruction. Concurrent with enrollment in EDTP 535. Attendance at weekly seminar required. Prerequisite: Completion of Benchmark C. (graded P/NC only)


Master's Degree Courses

Upon completion of the Preliminary credential program, the following courses are required for the Master of Education degree:

EDGN 509  Introduction to Educational Research (3 credits)

A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principles, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conduction research in the context of educational settings.

EDGN 510  Educational Research Design and Methodology (3 credits)

Drawing from qualitative, quantitative, and combined applications of research this core course is designed to guide students through a systematic study of the interrelated activities embedded in the development of an action research project. Construction a problem statement and research question will guide the preparation of a literature review and methodological plan.

EDGN 599  Thesis Research (3 credits)

Building upon the literature and methodological plan developed during EDGN 510, this class supports the implementation, analysis, and presentation of a research thesis.

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